{"date":"2024-09-25","type":"Board Meeting","videoId":"EyuG8omEgw0","audioDuration":10815,"speakers":{"A":{"name":"Janet Lawson","role":"Board President"},"B":{"name":"John Baker","role":"Superintendent"},"C":{"name":"Mike Wells","role":"Vice President / Clerk"},"D":{"name":"Cecilia I. Márquez","role":"Trustee"},"E":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"F":{"name":"Alisa MacAvoy","role":"Trustee"},"G":{"name":"Rick Edson","role":"Chief Business Officer"}},"utterances":[{"start":5680,"end":15919,"speaker":"A","text":"Okay, it's seven o', clock, so we'll go ahead and get started. Can we have a roll call, please? Trustee Marquez. Here. Trustee Weekley is absent. Trustee McEvoy. Present. Vice President."},{"start":15919,"end":16640,"speaker":"B","text":"Well, here."},{"start":16720,"end":86900,"speaker":"A","text":"President Lawson. Here. Welcome, Everybody, to the September 25th board meeting. Nueve, siete, ocho, Nueve, nueve. Cerro, cinco uno, tres, siete y precione. Ocho, tres, siete, siete, cerro, quatro uno. El signo de numero parla contrasenha siste a la reunion en Persona y necessita interpretacion al espanol. Solicite un transmissor situado al de la sala. Thank you. The public is encouraged to speak to the board on issues of concern, whether or not the issue is on the agenda. To address the board, please complete a speaker's card available at the back of the room and you can bring it up here to Evelyn. Public comments are limited to three minutes. As a reminder, the board cannot have a discussion on public comments. However, we may direct the superintendent to follow up. Okay, that brings us to changes to the agenda. Are there any changes? Nope. Okay. Do we have a motion to approve the agenda?"},{"start":86900,"end":87940,"speaker":"C","text":"I'll move to approve."},{"start":90020,"end":90660,"speaker":"D","text":"I'll second."},{"start":90900,"end":109070,"speaker":"A","text":"All those in favor. Thank you. Oral communication. We do have a speaker's card for Cindy Meek, who is on Zoom. Hi, Cindy. Go ahead. Hi, good evening. The screen is switching. Can."},{"start":109070,"end":109550,"speaker":"C","text":"I don't know."},{"start":109550,"end":125590,"speaker":"A","text":"Can you guys see me? Your screen is off, but we. Can we see your little. Oh, yeah. I don't know why it's that way. So this is kind of weird, but anyway, it was kind of funky to get in. It turned out I needed like a workplace Zoom account signed up coming through my school email."},{"start":125670,"end":126750,"speaker":"E","text":"So I don't know if the public"},{"start":126750,"end":145480,"speaker":"A","text":"people can actually get in, to tell you the truth, because I tried for my personal email. So anyway, so I wanted to speak with you about the air conditioning situation at Kennedy. And my name is Cindy Meek. I'm a teacher at Kennedy and I'm representing the teachers at Kennedy."},{"start":146920,"end":148760,"speaker":"E","text":"At the last board meeting, there was"},{"start":149000,"end":179090,"speaker":"A","text":"a whole discussion and slideshow about it, and we're very concerned about the priorities. It seems like the priorities should be to determine how many students can we help and. And how many students can we help with the most impact. Kennedy has the largest school in the district. We're at 820 students now. We were at 751 last year."},{"start":179970,"end":181730,"speaker":"E","text":"We are also a Title 1 school."},{"start":182940,"end":207700,"speaker":"A","text":"And as you probably know, our test results are not that great. Over 50% of our students are not at standard for ELA and over 60% at math. And the learning during these hot days just doesn't happen. If you can imagine if you're somewhere and there's no air conditioning and it's 89 degrees and you're supposed to sit"},{"start":207700,"end":209740,"speaker":"E","text":"there, listen to a teacher, do homework,"},{"start":209740,"end":297490,"speaker":"A","text":"be on Chromebooks while you're sweating. It's not conducive to an environment for students to learn. There are way too many days where it's hot. Now, this is not a new thing. This has been ongoing for a number of years. I appreciated that Ms. McAvoy came to a union meeting two years ago to ask for support for the bond measure in which the union did support the bond measure, and our number one criteria was acquired. And yet here we are almost two years later, and nothing's been done yet. I understand you have a plan now, but we're very concerned because we don't see this happening very quickly. And when I look at the priority list, I just don't see where Kennedy's going to fall in at the top of that list. So I really think that, Ms. Marquez, since you're going to be on the board next year and Mr. Weekley's absent, we really need you to carry the torch on this AC situation. And when it becomes December, January, February, and it's cold and raining, no one thinks about ac and these things don't become a priority anymore. But yet it's going to be hot come beginning of May. So May, June, September, October, you're talking three, almost four months out of the school year now that it's very hot for students to learn. And if, as a district, you're serious about improving test scores and closing the achievement cap, then we have to be"},{"start":297490,"end":301370,"speaker":"E","text":"serious about creating a workplace school place"},{"start":301610,"end":331570,"speaker":"A","text":"for all students and all teachers so they can teach and students can learn. So I really hope that when you see the bids come in and the priorities that you really focus on, the larger schools, which would be Kennedy and then hoover, they're at 638. They're also a Title 1 school. So Kennedy and Hoover should be in the top two schools that get ac. Regardless of how long it's going to take, it needs to be a priority. That's my. That's my take on that. Thank you. Your three minutes are up."},{"start":331650,"end":332290,"speaker":"F","text":"Thank you."},{"start":333810,"end":366530,"speaker":"A","text":"So, I mean, as we talked about it, I think it was our last meeting. We. There is a process for this. Unfortunately, bond and school construction take a long time, and we can't just push it through like we can at home or something like that. Definitely understand the heat issue. I have a son at Kennedy. I'm very familiar with it. I've been in back to school night Kennedy sweating at, you know, 8:30pm so did you want to say something? Oh, I was just going to say Rick or Dr. Bayer, can you remind"},{"start":366530,"end":372790,"speaker":"F","text":"us will be hearing back from our consultant in October or."},{"start":373590,"end":373910,"speaker":"A","text":"Right."},{"start":373910,"end":374230,"speaker":"F","text":"Because."},{"start":374310,"end":375510,"speaker":"A","text":"So I will say, I just want"},{"start":375510,"end":467570,"speaker":"F","text":"to say, Cindy, thank you very much. Certainly we're working as quickly as we can. I think all of us wish that we could have done something sooner, but here we are. So we're going to work as quickly as we can. But I think if you listen to the last board report, you know, there's some technical issues, logistical issues, and then also if we're tearing down particular classrooms and buildings to rebuild them as part of the bond measure, that'll happen over the course of the next three to five years. We don't want to spend a ton of money on classrooms in the interim. So there's a lot of moving parts, including we even had conversations possibly bringing in some portables at different school sites where we could do that in the interim. And then at some sites, depending upon what's already there, we may be able to do more in the interim. But we're supposed to get a more detailed report on all of this, I believe in October. Yes. Yeah. So second meeting in October over the first meeting in November. So anyway, I think we all completely appreciate, you know, when I got the, I think we all got the emails about the 89 degree classrooms, I mean, clearly that's not conducive to learning and, and I'm really sorry, I mean, I just want to say that. And, but we will, you know, we. The good news is the voters did vote in measure S. And thank you for the union support because that did make a difference and we'll get there as quickly as we can."},{"start":468610,"end":476610,"speaker":"A","text":"So thanks. That's all we have for oral communications so we can move on to our school and community reports, our mental health report."},{"start":481260,"end":491420,"speaker":"B","text":"And this evening we have our lead mental health specialist, Anapala G. And she is going to present us with a report. Welcome, Ana."},{"start":493500,"end":1111190,"speaker":"E","text":"Thank you. Good evening, everyone. Just so you know, I am accompanied by several other speakers who will join me in presenting all of the data this evening and I'll let them introduce themselves as they come up little by little. So the data I'm going to present tonight is for all of last year's data. So anytime we measure services delivered, how many staff we have on campuses. This is all for last year, not reflective of who we have on sites currently. So there are three parts to this data. The first part is the clinical data. This is kind of the meat and potatoes, all of the services that counselors provided directly to students on our school sites. The second part is survey data. We surveyed students and teachers and parents this year there was the parent survey was new and then it was a repeat of the student and teacher one. So we were able to see growth with those two populations. And then the last section was going to talk about kind of what's new this year, what's coming down the pipeline in terms of programming and funding. And I know that there's a lot of interest to maybe learn a little bit more about the efficacy or evidence based practices of having a school based mental health program. So I've asked our Stanford partners sitting behind me to kind of help me compile some of that data. How having school based mental health programs kind of in house programs now that we've been here for three years and a lot of efforts were made when we all came back from COVID Now there's really a lot stronger data that we can look at and kind of see is what we're doing, what the data is showing that we should be doing, should we be refocusing efforts. So we're going to be looking at that and sharing some articles with all of you and then getting some feedback to see if there's any additional lines of research that we should be looking into. So to start off our clinical services, this is who we have at our school sites last year. So our CSD are the district counselors. The One Life is the partnership we have with One Life. Part of those hours, 90 of those hours last year were paid for by RCF, but the hours were fulfilled by One Life. So there were still One Life counselors on our campus, Star Vista, which is a contract we don't pay for. And then our intern program started last year. So we had our first intern who was at MIT for 20 hours a week. And this is how many students were seen for every type of service. So we had over 1800 students seen for a check in. This is unique. Unduplicated students. 675 students received individual therapy. 2299 students received group therapy and 179 students were seen for crisis. And these are the five types of services that we have provided at our school sites. So we have tier one interventions which are typically kind of sel, school wide lunch bunch kind of things. Check ins, group therapy, individual therapy, and crisis interventions. So if we're thinking of like a tier tiered approach going from tier one, tier two, Tier three, that's kind of how we go. Tier one check ins are kind of at the bottom, group and individual kind of in the middle, and crisis at the top. And I will pass it on to Marianne, who's going to help present Tier one and check in data. Good afternoon, board members. My name is Marianne and I am the mental health counselor at Northstar and Henry Ford. Today I'm going to be presenting data on group services that we provided, tier one services we provided and check ins. So to start off, we're going to be talking about tier one interventions. So for the tier one interventions, we provided over 2,800 tier one interventions to students. This is an incredible amount because we've increased our Tier 1 services by 56% over the last school year. Also, the graph, as you can see, shows that 82% of the services the tier one services provided were by an RCSD clinician and around 35% of those services were provided by One Life clinicians. And then, okay, we're going to be talking about types of tier one interventions. So for tier one interventions, it's broken down into four different categories, which are sel, school clubs, lunch bunches, and the other category on the chart, you can see that we provided a large amount of SEL interventions, over 1500 lessons taught across all the schools. And in addition to that, the school club category includes things like peacemakers, mindful art club, gsa. And then our other category that's on this graph includes our canine companions, student counseling meetings, peer mediations, assemblies and parent workshops. So lots of different tier one services we provided. Now moving on to check ins. So we had just over 3900 check ins take place and we had just over 1800 students who were serviced with check ins. Something that we saw is that there were more students seen for check ins and less students needed multiple check ins. This is a really good move in a positive direction because it means students aren't needing to come back over and over and over again for check ins. In addition, another win we saw is that the average length of our check ins was reduced to 25 minutes. And this year we're hoping to bring it down even more to 20 minutes of check in. So that's one of the goals that we have. All right, check ins by grade level. So as you can see on the chart, the grade levels that are utilizing the check ins the most are fourth graders. Fifth graders and eighth graders. This is different from two years ago where we saw that fifth graders, seventh graders and eighth graders had the highest need for check inside. And now we're going to be talking about the referral reasons. So the highest reason for check in referral was peer relationships anxiety and emotional regulation. This is again different compared to two years ago where we saw the highest categories being peer relationship anxiety and the other category. And then in terms of referral sources, we're seeing a lot of self referrals. And that continues to be the highest referral source for three years in a row. This is really great because it shows that students know how to request the support and they also feel very comfortable requesting support from a counselor and they feel comfortable enough to ask for help. Okay, moving on to group therapy. So with group therapy, there were over 299. No, there's exactly 299 students in group therapy over the course of the last school year and a total of 88 groups that happened across the whole district. Each group met for an average of eight sessions, and 50% of those groups were led by an RCSD clinician. And 46% of those groups were led by a one life clinician. Okay, grade levels for groups. So something that we saw in terms of grade levels is that it was we had the most participation from first through fourth grade compared to two years ago where we saw the most participation from first, second and fifth grade. I also wanted to note that it is, as you can see on the chart, the middle school grades tend to be on the lower side, and that's developmentally normal compared to their elementary school peers for middle schoolers to participate lesson groups. All right, and now we're going to be talking about referral reasons for groups. The highest categories for referral reasons were social skills, peer relationships, and family issues. Two years ago, though, we saw the highest categories being social skills, peer relationships and behavior. A trend that we found is that there's less of a need for groups on behavior and more need for support around family issues. And then for referral sources for groups. We received the highest referrals from teachers. And this is the second year in a row that this has happened. And that's really good news because it shows that teachers are really valuing the service and they see the benefit to having group counseling on campus. We also saw a huge increase in parent referrals this year for group, which is also really good to see. It shows that parents are being more willing to have their students attend a group as opposed to Only wanting their child to be in individual therapy. So they're also seeing the benefits to group. All right, group outcomes. So as far as group therapy outcomes go, 75% of the students that were in group were able to meet their goals. And then as you can see, there's a school year ended category and that category. So a lot of the students in that category in those groups started toward the end of the school year. So not all of the students were able to complete their goals of the group, but they did show progress. It's just, it happened to take place toward the end of the school year,"},{"start":1111190,"end":1112310,"speaker":"A","text":"so they couldn't finish it."},{"start":1112870,"end":1117990,"speaker":"E","text":"And then that is it for me. Diane will be coming up to talk about individual."},{"start":1123590,"end":1170560,"speaker":"D","text":"Hello, everyone. Good evening. Marianne left it at a good, good size. So we're going to be talking about individual therapy and the data regarding individual therapy. And it's really interesting. So last year, more students received individual therapy and the length of treatment was 11 sessions on average, which is right on target because the goal is to have one specific goal and to work on that goal and that make big impact and influence behavior, influence self esteem, school influence, other areas as well. So that was really powerful. So we both years have been on"},{"start":1170560,"end":1172440,"speaker":"E","text":"track, the average being 11 sessions."},{"start":1176520,"end":1237570,"speaker":"D","text":"And individual therapy by grade level. So last year, first, second, fourth, and eighth grade tied for a number of students receiving individual therapy. Two years ago, eighth grade and fifth grade and seventh grade had the most number of students receiving individual therapy. And for me, when I look at that, it seems that the younger students are getting more and more comfortable with the idea of therapy and prevention early on and the concept of therapy. So that's really exciting. Individual therapy by provider. So there were 675 students that received therapy. And I was saying every 11 sessions, let's see."},{"start":1237730,"end":1238930,"speaker":"A","text":"Sorry. There we go."},{"start":1239170,"end":1256650,"speaker":"D","text":"Referral reason. Last year, anxiety, behavior and emotional regulation were the top areas of need for support. And two years ago, not surprising, anxiety, behavior and family changes were areas where"},{"start":1256650,"end":1257890,"speaker":"E","text":"most support was needed."},{"start":1258130,"end":1269800,"speaker":"D","text":"And so anxiety and behavior seem to be, again, the areas that need most support. And I think that that's really. It makes a lot of sense because"},{"start":1269800,"end":1272200,"speaker":"E","text":"when you're anxious, you don't make necessarily"},{"start":1272200,"end":1277240,"speaker":"D","text":"the best choices, and that leads to maybe not the best choices in behavior."},{"start":1277560,"end":1279400,"speaker":"E","text":"And so if you address the anxiety"},{"start":1279400,"end":1281320,"speaker":"D","text":"and work with the anxiety of the behavior,"},{"start":1283960,"end":1287640,"speaker":"E","text":"it helps. It's really effective."},{"start":1288280,"end":1347740,"speaker":"D","text":"It's interconnected. And I just love that the younger students are now more open to participating in therapy. So referral source, parent referrals went up last year and it means that parents are feeling more comfortable accessing and know how to access mental health support. And that's grown also because there's trust. They've seen the counselors at school sites, they've heard parents comment about the work and they feel more comfortable that 44% of the referrals last year were made by parents. And that's pretty exciting."},{"start":1357820,"end":1358620,"speaker":"A","text":"Outcomes."},{"start":1360620,"end":1369550,"speaker":"D","text":"I wanted to share with you a little bit about outcomes. 44% of goals that student had were met."},{"start":1369550,"end":1371310,"speaker":"E","text":"And there's a category here that says"},{"start":1371310,"end":1396660,"speaker":"D","text":"the school student goals were met or the school year ended. The school year ended category doesn't reflect progress made. So maybe it wasn't progress on, you know, the second goal, but there was progress made. So it's not necessarily reflective. And that's what I wanted to point out."},{"start":1396980,"end":1400660,"speaker":"E","text":"I think that really this is something"},{"start":1400660,"end":1492160,"speaker":"D","text":"to be really excited about and proud of. Crisis interventions by provider so 179 students were in crisis for a total of 287 crisis interventions. And the total time SPEN counselors were 330 hours. Average time for crisis was about 69 minutes. And the data, if you look at the pie, if you will, the data is reflective of interventions who provided them. And so some administrators did provide some crisis interventions, but they're not included in this data. District councils provided the bulk of the crisis interventions because they were the most experienced to do so. Crisis by grade level, middle school crisis intervention was the highest if you look at the eighth grade for the third year in a row. Lower grades tended to have more behavioral crisis situations, for example, maybe throwing things or maybe refusing directions, given eloping, that"},{"start":1492160,"end":1492920,"speaker":"A","text":"kind of a thing."},{"start":1501400,"end":1519140,"speaker":"D","text":"And the referral source, teachers and administrators were the ones that referred the most likely. Maybe they were seeing out at recess, lunch or maybe in the classroom. And so they, they were the ones that made the most referrals"},{"start":1521700,"end":1522500,"speaker":"E","text":"last year."},{"start":1526020,"end":1604240,"speaker":"D","text":"And the types of crisis intervention. So there, if you notice on the chart, extreme emotional dysregulation was very high. And that is something to look at. That was last year the highest type of crisis. It's a crisis, but it is a crisis that you consider a crisis because it lasts more than 45 minutes. A student can't regulate to go back to class within 45 minutes. I remember a student, for example, a first grader who refusing to go into the classroom at the beginning of the school day because mom had dropped her off with her newborn sister and she was an only child prior to that and wasn't going inside. And so it took over an hour to be able to regulate and go back to cost, worked with mom, came up with a plan. And by the way, one part of the plan was mom not coming with baby to drop her off. And so I think this is the kind of crisis intervention that you would"},{"start":1604240,"end":1606280,"speaker":"E","text":"call extreme emotional dysregulation."},{"start":1612360,"end":1674740,"speaker":"D","text":"And level of risk was low in most crisis intervention situations. 240 students assessed for crisis intervention were low, and there were three that were high, 34 medium and 10 medium high. So that is really interesting. So most the intervention work was done with emotional dysregulation, not being able to regulate after 45 minutes and be able to be in class. Outcomes. Last year we had more than five students hospitalized. Three of them were referred by a counselor. There was one example where the same day there were three students that were"},{"start":1674740,"end":1676420,"speaker":"E","text":"hospitalized that same day."},{"start":1677620,"end":1688500,"speaker":"D","text":"That was not the norm. And so I really appreciate your time. I'm going to hand over the mic and thank you."},{"start":1696110,"end":1865600,"speaker":"E","text":"And just to highlight on the crisis, we have, for example, the, the one day that we had three hospitalizations, one was initiated by a counselor, one was initiated by a safety check that an administrator called for, and then one was initiated by a parent. So while it says three, those are the ones that were counselor facilitated. But we actually had more students about double that, actually hospitalized for a minimum of 3 days up to 10 this last school year. So attendance was a data point that you all asked for last year. And so we changed our data collecting practices so we wouldn't be able to get you some of this data. So the average attendance for students in counseling, so that means individual and group therapy, because those are the ones that are having consistent ongoing touch points with a counselor that we would hope we would see the most amount of improvement in counseling was 92.3%, which I think is a little above the average from I think what I looked at the data. If not, it's right around there. So when I'm looking at kind of the who made the improvement, I'm looking again specifically at those who received individual and group therapy and only for those that we had attendance data for the year before and the year they received counseling. So we could have a comparison point because not all students were enrolled in both years, we had a lot of newcomers, for example, receiving individual and group therapy. So as you can see, we had a good number of students improve their attendance anywhere from 5 to 9%, 24 improved 10 to 14%. And we did have seven students who had a significant improvement in attendance. For the most part, the attendance Changes were anywhere from like negative one to plus two attendance. So most of the, most of the kids were kind of in the, in the maintaining. But the kids that were really struggling with attendance were able to make significant changes. And so just some kind of, some key takeaways from our clinical data. We did have a decrease in counseling hours from two years ago to last year. But the amount of services roughly that we were able to provide roughly stayed the same. And I think that's a testament to having the program continue year after year. We're able to be much more efficient with our protocols and our systems. There's less training we have to do with onboarding partners because we just keep doing it. We have our district leads at school sites that are able to manage and they're more familiar with those roles. So we were able to provide the same amount of services last year. Really excited that parent referrals have increased. It's something that we have seen steadily increased both for individual and for group therapy. And then we do have less students expressing suicidal ideation. However, when they are expressing it, it tends to be more severe. So just something for us to kind of keep an eye on and continue to take seriously and take appropriate precautions. But it is good to see that we have less kids kind of on that borderline coming to the counseling centers. And I will pass it off to Dr. Bhat."},{"start":1870800,"end":2168530,"speaker":"A","text":"Hi everyone, My name is Dr. Apurva Bhatt and I'm a child, adolescent and adult psychiatrist at Stanford. And I'm really excited to talk to you just briefly about the Redwood City Sequoia Mental Health Collaborative. So as part of my role at Stanford, I do a lot of different things. One of the things that I do is I provide school clinical consultations to and various local school districts, including Redwood City. And within the Redwood City School district. We have a couple of different arms to this partnership. One part of it involves the center for Youth Mental Health and well Being where we provide clinical consultation to the schools where I have a couple of child and adolescent psychiatry fellows who are in their last year training who go and provide individual level student level consultations for students that have been identified by the school as needed, needing support or who might be struggling with a mental health issue. These are typically students who are in the tier three category who are really struggling, maybe not coming to school or having serious behaviors. And so it's a really nice way for us to see those kids early. As many of you know, there are long wait times for anyone to see a child psychiatrist really. And so that's some of the work that we do. We also provide consultation to some of the mental health leaders as well, including meeting with Ana Herrera and Ana Paula, including others. There's also a research arm to this collaborative, which I'm sure Kristen can speak more to, that does a lot of really important work within the district. In hearing all of this data, this just warms my heart because I do see those kids in the ER who are waiting way too long before they come to us. Oftentimes families are not sure if they want their child to receive mental health care in a mental health care setting. It's a really tough thing to accept as a parent. And so to see all of this wonderful work done by you all, it makes me happy because I think that early intervention, well, not. I think data has shown that early intervention is very, very powerful. I'd just like to also highlight, you know, we've done a lot of consultations over the years and this past year there was a kid. So the other part of my job at Stanford is I work in the early psychosis clinics on the adult side and on the child side where I see children, teenagers experiencing psychotic disorders, oftentimes schizophrenia spectrum or bipolar disorder. Can anyone guess how long my wait time would be in that clinic? It was six months. I've got it down to three months. That's really long time if your child is experiencing psychosis to wait for someone to do an assessment and get them help. Oftentimes those kids end up in the ER as part of this collaborative. There was a child identified in one of the Redwood City elementary schools who was struggling with new onset psychosis symptoms. And it was really difficult for the school to be managing this. It was really hard for the parents. They weren't sure where to go. And once the luckily the mental health counselor and mental health team identified this student early and we were able to see that student within one week. That is incredible work that's being done there. And being able to get that child hooked into services very early was very impactful. I did hear back a couple months that that Kiddo is doing really well in school now, attending and not having so many of those experience, scary experiences. So it's very meaningful work and I feel really lucky to be able to be a part of this. One thing that I will share is I think a lot of folks are not aware of what is a child psychiatrist and there's a lot of assumptions about what we do. And so I just thought I'd briefly share about a little bit about our, our training and the power of having a fellow in the schools in addition to our. In addition to myself. So a child, an adolescent psychiatrist, goes to medical school, so they do their undergrad. Then within medical school, they will rotate on the various medical specialties, gain experience, know how to identify various medical conditions I might be presenting in an individual. After that, we do four years of adult psychiatry residency where we work with mostly adults, and also gain more experience in both therapy and medication management, including medical workup for mental health disorders. And then we go on to do another 6,000 hours in fellowship. And so at the end of all of that, we are individuals who have 23,000 hours of clinical experience. And there's not that many of us. We are kind of rare. We're known in medicine as the unicorns in our field. And so just to be able to have someone like that in your school available is very powerful and one of the most powerful ways of early intervention. Okay, I'll pass it back."},{"start":2174050,"end":2815200,"speaker":"E","text":"Before I go into the next data, I want to just really highlight the really valuable work Dr. Bott's team has done for our students. The first, we had one fellow at Roosevelt. The second year, we had one fellow at Hoover. Last year, we were able to have two fellows, one at Hoover and one at mit. And this year we continue to have two fellows, one at Hoover and one at mit. And unfortunately, this is the last year of this partnership, so we are kind of in conversations to learn more. What would the cost be of on keeping this partnership going? Where could we get funding for this? In addition to that fabulous example, we, you know, have students who aren't coming to school, so it's really hard to assess them when they're in school. Right. And so the, the psychiatrists are able to make accommodations and figure out how to get that child assessed. Additionally, when the psychiatrist has made a recommendation, whether it be for a diagnosis or medication, they're able to, to speak to the pediatrician. Right. And so sometimes pediatricians don't like to hear from us at school. However, when a fellow MD calls and is like, this is the assessment I did. This is my medic. This is my recommendation. It's, it gives it more gravitas that sometimes we're unable to provide by ourselves. And so really collaborating with their team, their fellows have just been godsends. The schools really, really appreciate and love them. And so we've been really lucky to have this partnership for four years. So moving on to our survey results. So like I mentioned earlier, we had three surveys. We had student, parent, student, staff, and parent. For the students we did fourth through eighth grade, we wanted them to be able to answer the questions independently just so that they there was no undue pressure from staff helping them. And we had about 18, almost 1800 responses from students and then about 130 from teachers and 190 from parents. This was kind of the breakdown of how many students from each school filled it out. It's a little deceiving. Obviously Orion only has like 100 4th and 5th graders, so their numbers would be lower. So it is kind of proportional to the enrollment numbers. This is what grade levels they were in that responded. We asked who received support from their counselor, left it kind of vague, see what they would say. The highest schools were Adelante, Henry Ford and Taft, and the lowest schools were Clifford, MIT and Northstar. Northstar, we did lose our district counselor in September, and so that position remained open for the year. So there was less counseling available for the Northstar students last year than originally planned. We asked if they knew who their counselors were on campus. And we did see a jump from 80 to 89% over one year. So we have almost 90% of our students who know who their counselors are on campus, which is really impressive. Almost 87, 87% of them know where to go to find them. So again, we saw improvement there one year, from one year to the next. We also saw growth in them feeling comfortable talking to their counselor. And then we asked them some questions. So if you spoke with a counselor, what's one thing you learned? There were a couple different categories. Some of them mentioned, you know, learning more about emotion regulation and sel. They learned how to better interact with their classmates and friends. They felt more prepared for middle school and high school. Some of our K5s have some SEL lessons geared towards entering middle school, and some of our middle schools have groups and SEL lessons geared towards entering high school. And then others. Right. Students who were like, you know, I didn't see one, but I'd like to, or a student that said they didn't know how to. Has having a counselor on campus changed anything for you? It was really valuable to students to have a trusted adult on campus they felt comfortable talking to that they felt better after talking with. It contributed to a sense of safety and belonging. We had a lot of students who recognized that, you know what, maybe they didn't see one, but they saw that it positively affected their classmates, which is just really nice insight to hear from 10 and 11 year olds. Is there anything you wish the counselors at your school would do to help you or your classmates. They want, they continue to want peer relationship support, which, as we saw from some of the counseling data, is a big reason for referral for check ins and individual therapy. So we continue to see, you know, peer conflicts. They want more check ins. A lot of the responses were just like, we want more availability. My counselor says that I can't meet with them, their schedule's full, so they're asking for more. And then wanting them to maybe address more things head on, which isn't always the role of the counselor. But it was good feedback to see work and we connect with some administrators about some grade level presentations or things like that. Then we had our teacher survey. So with the exception of mit, every teacher that responded was familiar with the counselors on campus. Have you ever interacted with your school's counselor before? Most of them had, do you feel comfortable going to your school's counselor for support? Most of them said yes. So then we asked them to think about a student in their class who received individual or group therapy counseling and asked them to think if it was helpful. Some examples that think it's 88% said yes. And so some examples of yes answers were that the student came back and was refocused and grounded. They gained confidence and communication skills and that the counselors were able to meet the emotional needs that the teachers weren't able to in the middle of a lesson. Some of the maybe answers were that students need family therapy and students need long term therapy. So the school based therapy approach wasn't enough for some of their students. Did it help the students stay engaged in school? So some of the yes answers, yeah, they stayed more engaged because they were less anxious despite missing class when they returned, they were engaged. Students were less distracted by peer conflicts when they were in class because they were addressed already and that their attendance improved. And some examples of the sometimes or the no were that sometimes the students still had attendance issues or that their grades remained low. And you know, their, their academic achievement isn't the direct goal of counseling. It is by helping a student improve mentally. We hope that their grades improve also. But we can't just tackle academic performance in counseling because that's not the profession and the training of a counselor. If your class received an SEL lesson from the counselor, were there benefits? About 94% said yes. They addressed topics of diversity and inclusivity. They taught the students how to learn to control their big feelings, and they focused on how to treat each other. The ones that said somewhat were not sure about lasting effectiveness, which we do see from data. It has better lasting effectiveness when implemented by a teacher, which is, you know, somewhere we're moving towards. And that sometimes class management was difficult. And that also just depended on how managed the class was before the counselor stepped into the room. Is there anything else you'd like to share about your school's counselor or counseling services in general? So this is. These are just kind of summaries from what the teachers responded. So a lot of teachers said that they were a vital part of the school community. There was sadness and frustration at positions being reduced. They made the campus feel safer knowing that there's a professional on site should a crisis arise. And they're crucial to teachers being able to do their jobs. The next is the parent survey. The parent survey was new this year. We had never surveyed parents before. The survey did go out in English and Spanish, so we did get responses in both languages. So we asked if they were aware that counseling services were available. Most parents said yes. The schools at the parents said no. That's good indication of where we should be making some efforts. Unfortunately, the parent survey didn't go out to Orion. So it's not that that no one knew. It's just that we didn't have parent responses from Orion. Do you know how to access these counseling services? So that's where we're like, all right, maybe we need to do a better job of educating parents. Not only are they here, but how can you ask for it? And then in response to this, we actually created a flyer with a QR code. And so it's in English and Spanish, and it's a flyer that sells you that the counselors are on campus. The QR code directly links you to every school site's referral form. Just to make it easy for parents to be like, scanned it with my phone, filled out my information, and now my referrals made so you don't have to go call the school or ask what the counselor is and ask to be sent the link. Everything is easily found on a flyer. And that was sent. I think CORE has sent it out to all the schools and it was sent to all the administrators to put in their offices as well. We asked how likely they were to reach out to the school's counselor for support. Most schools were pretty high in terms of parent feeling like they could and felt comfortable initiating that contact. And the scores got higher when we said, if somebody from your school suggests it, would you accept? So maybe they didn't feel less comfortable initiating, but they felt More comfortable accepting it once it was offered. And then we were curious what would make them feel more comfortable reaching out. So, for example, getting more information about what counseling is and what the goals are, having a counselor that speaks my language and that I can easily communicate with, having a counselor that understands my culture. I already feel comfortable knowing if there's a cost associated with services, knowing more about the privacy rights and mental health records in schools, knowing what my, what class my child would be missing, if they're getting pulled out for a therapy session or something else. And so in order to combat kind of some of this feedback we got in that flyer that we created with a QR code, we stated that services are free and that we have a bilingual counselor at almost each of our schools just to kind of reinforce that these services are available at no cost and that at most schools they can be attained in Spanish, since that is the primary, second primary language for most of our parents. And then sorry for the something else. Some of the examples were, you know, I wouldn't force my child if they weren't comfortable, which we wouldn't want them to do either. There. Some parents don't like the idea that students can self consent once they turn 12. And so this is maybe where we as a counseling team do some more education. Just because a student can self consent, that's not the path we take. The path we take is we will only take a minor's consent if there's a clinical reason why we should see the child without consulting the parent."},{"start":2815270,"end":2815630,"speaker":"A","text":"Parent."},{"start":2815630,"end":3497370,"speaker":"E","text":"An example would be that there's abuse at home and the child needs to pay a space to process it. And if we involve the parent, the abuse could worsen. A student is processing their gender or sexual identity and they've disclosed that by talking, telling the parent that they could lose their housing, be kicked out. So there has to be a clinical reason why we would accept a minor's consent. That is by FERPA law. If we were operating under hipaa, like at a clinic off site, we wouldn't need that kind of clinical documentation and explanation as to why we're doing it. But here at a school, we do. So maybe that's just something that we need to be extra communicative with parents. We asked, if services were not available at your school, would you be able to receive them anywhere else? And only about 50% said yes. The maybes might be that they've never asked. They're not sure. They might not even be sure where to ask or where to find the information. And then did your child interact with a counselor on campus this year. And then the rest of the data that I'm going to go over is only for the parents that indicated, yes. That their child had had contact with a counselor. So we asked, do you know the name of the counselor your child met with? We need to do more work there on making sure that the parents have their name and their contact info, their phone number, their cell phone, their, their email. Just to make sure that they're in constant communication so that they know, oh yeah, I need to talk with Ana Paula if I have a concern. Sometimes it's like la guerita con el pelocino. Right. And so they can visually describe someone but they forget the name. So maybe we just need to put our names out there a little bit more. How would you rate the communication with a counselor? At some schools we have a little work to do. At some schools we're doing great. Do you feel the services helped your child? For the most part, yeah, they felt like they helped. And then in what ways did they help? These were kind of the big themes from the survey results. So they helped manage the emotions at school and learning new strategies. They improved grades and school engagement. A safe place to express fears on campus. The parents felt like their students had better relationships with their friends. And the parents just felt nice knowing that there was a safe adult on campus. So what's coming down the pipeline? Lots of fun things. So our intern program is growing. So one of the benefits of having an interim program, it is, it is extremely more cost effective than contracting partners. An example is a full time 40 hour a week one life counselor is about $98,000 a year, a 220 a week. So the 40 hour a week intern that we are contracting with directly is 30,000. So it's about a third of the cost. And with our contracted partners, we often get interns anyway who are still in grad school. So we're getting the similar level of experience, but we get to train them, we get to supervise them, and we pay them directly as opposed to going through a third party. So it's very exciting that two years ago we had one. This year we have three. We have two at MIT and one at Hoover. And we have our existing district counselors providing their clinical supervision. So we also don't have to outsource that. We are making an effort to have more teacher facilitated sel. So we have partnered with Wayfinder to do a pilot at two of our schools, Garfield and North Star. This is paid for in collaboration from the district and the Sequoia Healthcare District. And it's a combination of pre made lessons and kind of like a video activity library. Previously we were doing Changing Perspectives which was funded for by the county. But we got a lot of feedback that it was really difficult for teachers to implement because it was almost too unstructured. They had like, here's all the books, here's all the videos, here's all the songs. And then the teachers had to piecemeal it together to create a lesson and then implement it. Whereas this one already has PowerPoints. They're already in English and Spanish. And if you for whatever reason wanted a presentation on bullying, just search for it, find it. PowerPoint, let's go. So this is meant to make teachers lives a whole lot easier and more likely to be implemented on an ongoing basis. So so far the North Star staff has been trained and they started implementing I believe in fifth grade a week or two ago. And we're working on scheduling Garfield staff training to get them going. And then for K5 it is, they get included a workbook. So they get to go through the workbook pages, they leave it at school and that's kind of their SEO book. And then for six through eight it comes at an additional cost. Northstar did decide to pay for it this year, so we'll get to see if the six, eight workbooks work out. Then we have the SB HIP grant which is coming to an end. Historically this has been used to fund behavior tax the Wellness center. And this year we're using it to pay for 0.5 of the Taft district counselor position to avoid that position going from full time to part time, hiring an administrative assistant for the Wellness center at mit. The goal for this position is to kind of be a warm handoff. So a person comes in, a parent comes in to enroll their child, we find out that there's housing or food insecurity or something like that. This person can immediately kind of take that on and be like, all right, we're going to connect you to Antonio's team or we're going to connect you to the case manager or here's the resources for the food bank. Like let's not wait until you have to show up at school and ask for these resources. Let's try to connect you and get you in the door a lot sooner so we don't drop as many families and we get them connected a lot faster. We are also going to be providing virtual family therapy through an organization called Daybreak. So we schools have already started referring their families the services can be provided in English and Spanish as well as in a couple other languages that Daybreak has available. We will be doing some virtual parent workshops, three in English and three in Spanish. But Trini and I are working together to determine the topics and the dates and then supplies as needed for the wellness center. This CYBHI grant is brand new. We just started implementing it. We are implementing cognitive behavior intervention for trauma in schools. So this is a trauma intervention that's evidence based. This is a two year $750,000 grant. We are able to hire two new counselors who are going to split their time at school. One counselor is at Taft and Kennedy and one counselor is at Garfield and Hoover. We were able to train not just the two hires, but all of our existing clinical staff in CBITS. CBITS is for middle school bounce back is the K5 equivalent. So they were trained in both. We are now able to implement trauma groups that are very structured. They're 10 weeks long. It's a curriculum. The two new positions are exclusively running groups. They actually started this week at three out of the four sites. Most of the groups are running are going to be in Spanish for a lot of our newcomers. And then I think only one out of the five groups we're planning will be in English. And then we're also able to train 40 staff each year for a total of 80 staff in trauma informed skills. For educators, it's a six hour training split up over three days. It's all virtual. The first training is actually tomorrow for staff. So we have anywhere from 10 to 12 staff from each of these four schools attending that are going to be trained. They have to attend all three trainings. And then with the help of Kristen and her team, we're going to do some learning collaboratives following it in the winter and springtime. So we can, we didn't just send them to the training and great, hope you learned and hope that's okay, but we're actually going to do some follow up. What was good, what's been easy to implement, what's been hard to implement. What additional supports might you need based on what you learned to like bring that to your classroom. So we're going to do that with Kristen in the, in the spring. And then when I think there's a lot of questions about is the statewide multi, multi payer school linked fee schedule, which is a mouthful. So we are in Cohort 2 for statewide implementation. We are the only district in our county in cohort two and nobody was in cohort one. So we're leading the charge. And the reason for that is because within our county, where the school that had the most established mental health services that made it able for us to be in Cohort 2, the other districts didn't qualify, weren't able to apply for Cohort 2. I believe the county Office of Ed just applied to be in Cohort 4. And the deadline for Cohort 3, I think, closes this week. So we have only had a couple of meetings so far. The people in Cohort 1 who started in January of this year haven't started billing yet. So this is kind of a slower moving train than we initially thought. Running some rough numbers, assuming the number of providers that we have from our district team stay the same, we could see anywhere from 500 to $600,000 a year in reimbursements, which would be really fabulous. We would have to tweak kind of the services we provide to maybe like prioritize the billable services for certain staff members. So we would obviously figure that out as we go, but it would bring in a substantial amount of money because all of our team or associate or license staff interns currently, like students still in grad school, would not be able to bill under the current plan. Moving down in the future, beyond just our clinical team being able to bill, we could have one life bill and we get to recoup those reimbursements. So we would pay one life upfront like we. Like we've been doing for years with their contract, and then we would have them bill through our system, and then we could recoup some of that money to offset the cost. So there's a lot of promise down the line. We're just still getting information about how we're going to get there. The there was a capacity grant brought down from the state that the County Office of Ed has. And so what they're doing with that money on behalf of all of the districts is working closely with Santa Clara county, who was in Cohort 1, to really figure out what systems they put in place so that they can coach us in what we're doing so we can all be on the same page. And that way if we have questions, they probably already answered them. And we have a little bit of a team in this process. And then I'm also working closely with a director over at the Health Plan of San Mateo, since they need to help us approve all our providers as medi cal billing entities. So a lot of work being done in this area. So I'll probably have more updates in a couple months. And then lastly, Dr. Baker, Michelle Griffith and I will be presenting at the California School Board Association Annual Conference in early December. We will be presenting on student wellness, mental health and community schools. So we if you will be there, we will excitedly see you as we present. And we're just excited to show off all the hard work we've done and kind of keep leading the way. And I will let Kristin come on up for a second."},{"start":3501130,"end":3615790,"speaker":"A","text":"Crashing the party this morning. Hi, everyone. I'm Kristin Geiser. I'm a deputy director and a senior researcher at Stanford's John W. Gardner center for Youth and Communities. It's really good to be back with you again, Anna. Paula invited me just to say a couple words here at the end about some things we've been observing and appreciating about your work related to mental health over the last year, in particular the last few years as part of the collaborative. You've heard a lot tonight, which, by the way, that was a lot of data. Thank you for collecting that and making meaning of it with and for all of us. And I'm really struck, as I'm sure you are, by the breadth and depth of support being provided to your students and their families. This was just an idea a few years ago. Right. And so to see it, to see the number of children and families being reached in all the different ways they're being reached, is really powerful. And I think to echo and reinforce what Dr. Bott shared, it's really important for children to have early resources, early prevention, early intervention. And you're providing that across all of your schools and all of your grades. There's always more to do, but I think there's a lot to sort of take a deep breath and acknowledge and appreciate that you've been doing. I also want to acknowledge that in addition to expanding and improving the services you're providing directly to children and their families, that you and in part through the counseling program, in part through how it's connected to community school work and broader district efforts to support students and families. You're also building out the conditions within and across your schools that make that work possible, that complement it, that sustain it, that leverage it. And so you're doing that."},{"start":3615790,"end":3616910,"speaker":"D","text":"And. Right."},{"start":3617870,"end":3784059,"speaker":"A","text":"And some of the things we've observed over the last few years are things like how the counseling program is supporting principals and assistant principals and vice principals, bring them up in their own words to attend to more of their instructional leadership role. They're building teacher capacity to support student mental health in their classrooms. They're strengthening the contributions of partners like all those part time counselors so they can be matched with the right students, so their support can be really tailored and appropriate with the children they're meeting with. And then there's all the data they're collecting and providing and helping to understand impact and need and, and what might need more funding and what might need more support. So this slide, I hope, looks familiar. This is a slide that we created together very early in our conversations about the Mental Health Collaborative because it was what we all hoped to do together and it was to build district capacity to support individual students and their families. But it was also the hope and the vision was to create improved capacity in schools and improved capacity at the district level in terms of systems, in terms of things that would be true across schools and across communities. And so I think it's important tonight too to acknowledge that progress is being made in all of those places. And at the Gardner center. We think about that as a really important and promising indication that there are some systems that are changing. It's not just an attachment of services and additional provision of collections of services, but you're really creating a culture and processes and systems that support this. And we've been really grateful to be part of that. We're also really looking forward to being part of it in the year ahead. And one of the things I want to add to the year ahead conversation, and Ana Paula alluded to it earlier, is that the funding from Stanford's Office of Community Engagement that has supported all of this partnership work to date, specifically related to mental health, is sunsetting next summer. That would be the end of five years of commitment from them, which has been amazing. So one of the things we get to do together this year is think about what would it look like to continue the work, what might we want to do together and then how might we find some funding for that together? So we are looking forward to doing that with you and we'll figure it out. We have some time. But I did want to plant that seed. So to be continued. And thank you. Thank you. Wow, that was an excellent presentation with a lot of data. Thank you to all of the presenters. I'm assuming that's the end, right?"},{"start":3784059,"end":3785620,"speaker":"E","text":"Okay. So I was gonna, I was gonna"},{"start":3785620,"end":3796490,"speaker":"A","text":"open up to the board for questions, comments. Would somebody like to start? I don't like calling on people. People. So you can go ahead."},{"start":3797690,"end":3928910,"speaker":"D","text":"So again, thank you for the presentation. Definitely a lot of information. I'm really appreciative and grateful for the partnership, for everyone's help, including, you know, obviously Our superintendent for believing in all of our students and partnering with Stanford, obviously to our wonderful Redwood City employees as well as One Life and Star Vista and everyone else that is part of this, we sure are making a difference. And I hope, you know, even just looking at the data, one of the things that really I was thrilled when I was reading the agenda was the parent referrals because a lot of the times for parents is like a taboo. Right? Where no, again, somebody mentioned, I think it was Dr. Bond. You know, it's kind of a hard, hard thing to sometimes even believe that this is happening to your own child. Definitely. I know the needle is moving. I always say this. As long as it's moving, we're in the right direction. Definitely a lot of information. I hope to see the numbers, you know, increase on the check ins because then obviously they feel comfortable whether it's the students, the parents, obviously the teachers. Thanks. Thank you to all the teachers for obviously I know it helps them too, but we appreciate their. The referrals. And I did write some notes because I don't want to forget. Let's see. And some of this kind of questions might have been answered, but I had on slice slide 11, which I didn't see the numbers here, but on the presentation peer relationships seem to be that item. The most of most check ins are these mainly middle schools. And again, that question could have been answered but. Or was that K5? And I'm not sure if that was answered but we didn't."},{"start":3928910,"end":3930030,"speaker":"E","text":"But it's all schools."},{"start":3930030,"end":3930590,"speaker":"D","text":"Okay."},{"start":3930590,"end":3933430,"speaker":"E","text":"Yeah, it's, it's across all grade levels across all 12 schools."},{"start":3933430,"end":3933910,"speaker":"D","text":"Okay."},{"start":3933910,"end":3935470,"speaker":"E","text":"It was in the top three for every school."},{"start":3936910,"end":3983860,"speaker":"D","text":"And then. This kind of was a random question was how we thought or provide teachers with activities they can use or do in class so that perhaps they can help their students instead of sending them to the clinicians or the staff. And then on slide 14, do we know why third grade has the most group therapy? Was that. Or I guess I was just curious. Do you want to answer the question before we move on to."},{"start":3984180,"end":4045810,"speaker":"E","text":"So for the first one, in terms of can the counselors give the teachers things to do in the classroom actually this year. And I'm going to highlight Diane for a second right behind me, she is putting together PowerPoints full of books and songs and activities for teachers to implement in the classroom based on different categories and topics. So if a teacher wants a resource or wants to pull from something, they don't have to go research it. The counselor has already put it together for them. So this Year we're starting to move away from counselor led sel and more teacher focused. So that's one of the things we're doing to try to give teachers the tool so they don't have to go find it on their own. And then the second question was about third grade group. We are going to look at it, talk with the counselors about it. Honestly, first through fourth is pretty common in terms of being the highest. We see different peaks and different grade levels. I think two years ago the highest group was first grade. And so granted last year they would have been second graders. But sometimes things just spike."},{"start":4046610,"end":4047090,"speaker":"A","text":"Yeah."},{"start":4048610,"end":4058530,"speaker":"D","text":"And then I guess just for clarification, the surveys that went out, was that district wide or was that okay? Not just for like those kids that were getting."},{"start":4058690,"end":4067240,"speaker":"E","text":"No, so that went to everyone. So the student one went to everyone. So regardless of whether you met with a counselor or not, they filled it out. Same with teachers and same with parents."},{"start":4069640,"end":4104290,"speaker":"D","text":"And then just one last comment. When Dr. Bhatt mentioned that psychiatrists are like unicorns. Unicorns. Unicorns are. Unicorns are magical. So I think your magic is working with our students. So I really appreciate it. And of course, you know the referrals that you guys get. So definitely happy to hear that, you know, that one crisis you guys were able to help the student within a day or a week, I forget what you said versus, you know, waiting the three or the six months that they have to wait for. So really, really appreciate what everyone's doing. So thank you so much."},{"start":4110210,"end":4159230,"speaker":"C","text":"Thank you an Apollo for the presentation and of course Marianne, Diane, Kristen, thank you for being here tonight and presenting first the Stanford collaboration. I can't believe that five years is coming to the end for the funding that's come through. I know the collaboration is going to continue because there's some great relationships that have been built here. But I do look forward to finding ways to continue to fund this program. I think that's an important thing for us to continue to offer here. We see the evidence from the number of check ins, the impact that we get from the survey data and even looking at the attendance data, you're starting to see the positive data, positive stuff there. The one thing I wanted to ask before I jumped into a couple of the other questions. Can you just sort of paint the picture of like what is a check in? What does individual session look like? What does group therapy look like?"},{"start":4159870,"end":4223600,"speaker":"E","text":"I would love to really briefly. Yeah. So individual and group therapy, we usually receive referrals through screen team. Right. So this is a student who's maybe been struggling for a while or a student that maybe already had a check in. We're like, oh, this is not going to get solved in like a one time 20 minute interaction. Right. There's something deeper that's was caught, caused for you to get referred to me today. So that's kind of what leads to an individual, a group therapy referral. A check in is usually happens when a staff member or a student themselves is like really sad. Right. Or this, this the teacher sees like, you know, like Mike's had his head down all day and that's not usually how he shows up to school. Like could you check in with him, just make sure everything's okay. So that's usually how teacher check ins happen. And again they, we aim for them to be about 20 minutes. So we're trying to get the, the average time down. So it's less time out of the classroom. But it's typically a one time interaction. Just something's happening. They want to check in, they kind of just want to offload, just have a place to like not hold it in anymore so they can go back to class versus individual or group as we're working on the same topic week after week to address it. Because it's not just a one time conversation."},{"start":4224320,"end":4261930,"speaker":"C","text":"Yeah, got it. And in the survey results, I think it was, I think it was like half the families weren't sure if they were able to find, you know, pay for medical, you know, counseling outside of the school. And you know, students are highest. I guess the students were saying in their survey that they had wished they had more hours that they could get to it. Sometimes their counselors were busy. Are we prioritizing the students that are most dependent on school based services? Like is there ways that we're doing that? How are we, how are we addressing the needs of the students where they really are school dependent? And the school based services are probably the best opportunity."},{"start":4262250,"end":4301890,"speaker":"E","text":"One of the ways we're doing it is the schools that have the most counseling are typically the schools that parents don't have that access. So some of the schools that have higher socioeconomic status or where parents have employer sponsored health insurance, for example, are schools that this year have maybe less counseling than some of the other schools. So we've addressed it by more equitably assigning the amount of counseling at schools and then while at school we do take that into account, especially once we start having wait lists. If we receive a referral for a student and we talk to the parent, we'll ask them, can you Access the service through your insurance. If they say yes, then we ask them to head that way so we don't keep them on the wait list. And maybe we bump somebody else up that wouldn't have that opportunity."},{"start":4302050,"end":4344960,"speaker":"C","text":"Yeah, cool, that's great. And then this is probably the news algorithms out there. But I feel like I'm hearing more and more about research that's coming around, particularly post pandemic, about how the effective, you know, the mental health crisis that came out of the pandemic, but also the effectiveness of mental counseling, mental health counseling, and really the effectiveness of school based mental health counseling as a part there. I know, I listened to one podcast. It talked about some report like, I don't really know if that's the most authoritative source are there. You had mentioned that maybe you were going to work with Kristen for some of that research. There must be more evidence coming out and research coming out showing the effectiveness and particularly of school based mental health health programs, not just of mental health counseling in general."},{"start":4345440,"end":4398080,"speaker":"E","text":"Correct. So that's something that's coming out much faster than it has in the past. One of the big benefits of school based Counseling, I think Dr. Bot Touch touched on it, is that schools are sometimes a lot more approachable. Right. You know, the people that work at your school, you don't, you don't, you walk into a clinic and where do I go? I checked in, I speak Spanish. They asked me for my card, my health insurance card in English. And now I'm flustered and I don't feel comfortable, I don't feel safe. I don't feel welcomed. So just the fact that it's in a school is beneficial. A lot of our parents have off working hours. Right. So the fact that they don't have to go up in the middle of the day during the lunch break, pick up their child, take them to an appointment, bring them back. We now also have counseling during the after school program paid for by the extended learning program. So if we're not able to see them during the day, sometimes we can see them in the after school program. So there's a lot of just benefits that we've seen to having it. But we will get you that data."},{"start":4398530,"end":4398690,"speaker":"B","text":"Yeah."},{"start":4398690,"end":4399890,"speaker":"F","text":"And I mean we know from the"},{"start":4399890,"end":4408930,"speaker":"C","text":"community school model how important it is to bring the partnerships to the school. This is just an, in my mind is an extension of that. It just seems like we should be able to see like."},{"start":4409010,"end":4409370,"speaker":"G","text":"Yes."},{"start":4409370,"end":4421490,"speaker":"C","text":"There is also outside evidence that that's the case there. This was awesome. I really appreciate the report. Lots of effort has gone into not just the program and offering it, but also just pulling together all the data in the presentation tonight. So thank"},{"start":4423510,"end":4423670,"speaker":"E","text":"you,"},{"start":4425660,"end":4635620,"speaker":"F","text":"thank you very much for the presentation, for everybody who delivered pieces of it, really appreciated it. There is a lot there, there's a lot I could talk about, but I, I'll try not to repeat too much what my colleagues already said. Kristin, thank you so much for all that you've done. Dr. Bott, we really appreciate the partnership from Stanford. It's been truly amazing and I think it's, it's enabled us to get to where we are today, along of course, with Anapala's leadership and other leadership in our district and then all of our own counselors and clinicians and all of that. I mean, it is amazing to think about it as you brought up Kristen, just the depth and the breadth of all the different services that we're providing at school. And if you think about it, you know, our students are at school Monday through Friday, a good part of the year. Their long days, many of them stay for after school programs or they're hustling about after parents are busy. We know. So when we talk about providing school based services, a lot of those students who really need early intervention, they're not going to be getting it if we're not providing it at schools. We know that. Right. Or it's going to, next thing you know, it's going to be a crisis. They're going to wind up in the emergency room or they're really acting out in school and they're not, you know, they're not getting to where they need to be. So one of the things I just love about what we've been doing is in addition to everything we talked about here tonight, how it really, I know you're always having conversations with, you know, our community schools. We've got an MTSS program that's very much aligned with the Tier one and classroom management. I love the idea that we're moving to teachers doing more of the SEL because I think that'll help them just in terms of doing the lessons and then really hopefully implementing some of that within their classroom as part of their overall classroom management and how they work with, with students. Sounds like the, I think it was the wave. Wavefare. That sounds real. And we got to make it easy, right. Because our teachers are tasked with so much. So we can't expect them to start pulling things together as one more assignment. So I love the idea of these sort of, you know, the ready, the PowerPoints are ready to go and they can pull something on bullying or whatever the conversation might be in the classroom, that's needed. Just love that. And I think, you know, I think one of the biggest struggles for us will be financing, given that, you know, some of the Stanford money will be ending, but we want to keep some of the surf services going. So we're gonna have to figure out a way there. We know that in the next few months we're going to be talking about some of the budget, right. Sizing that we need to do in our district because of the COVID dollars going away. So I appreciate the. The work on the Medi Cal. I think it's Medi Cal, right, Reimbursements, that's going to be really, really important. And if we can bring in five to $600,000 plus maybe a little bit more with one life, I mean, that's five individuals, right? Or, you know, 4.5, whatever it might be, it's. It's significant. So I think that we need to think about, you know, and I welcome Stanford's assistance on this revenue generation because we don't want to have to just do cuts. If we just do cuts, then, you know, unfortunately, this is going to be one of the areas we're going to have to look at because it was an extra area we brought in with COVID dollars. And so something at the end of the day has to give. And I'm hoping that we can keep this program intact with some of the adjustments that you're talking about, you know, trying to do things more efficiently, effectively. And then, anyway, so I just encourage all of us in the next several months through this year to really look for those revenue opportunities to assist us."},{"start":4636500,"end":4636900,"speaker":"A","text":"And"},{"start":4638660,"end":4653710,"speaker":"F","text":"yeah, I, and I. Dr. Bond, I did want to say the unicorn. I love that. And 23,000 hours of clinician hours. I mean, that's just. That's just amazing. And to have that, that experience and talent coming to us and helping us in our district is just amazing. So thank you so much."},{"start":4653870,"end":4654830,"speaker":"A","text":"Really appreciate it."},{"start":4657230,"end":4676360,"speaker":"F","text":"Oh, of course. You know, Dr. Josie, I mean, he was there from day one in those meetings. I was there as well, and Dr. Baker was and Janet. So it's really exciting to see where this went. I remember at first we were talking about some other things and then somebody started talking about mental health and then it took off from there. And anyway, it's been an amazing partnership."},{"start":4678120,"end":4694200,"speaker":"E","text":"If I could just add, it's not just Medi Cal that we can ask for reimbursement. It's also other managed care plans like Blue SHIELD and Kaiser, the only ones we can't reimburse are high deductible health plans. And then one other example. But we should be able to reimburse most health plans for students at our schools."},{"start":4694520,"end":4695480,"speaker":"F","text":"That is awesome."},{"start":4695800,"end":4715850,"speaker":"A","text":"That's great. Most of my comments have been said. I don't want to keep you here longer. You've all had long days. But I have a couple of questions I was curious with having our own district clinicians plus one life in Star Vista. How is it decided where a student will receive the services once they're referred?"},{"start":4716650,"end":4766060,"speaker":"E","text":"So at the schools where we have a full time district clinician they typically will take on the heavier cases, whether that's the crisis slightly more long term, maybe more severe. And we leave kind of the more kind of stable students I guess for our contracted partners mostly because they're not there every day. And so we want our district counselors who are there every day to kind of see those more frequent flyers, the kids who keep popping up in crisis because they can, they can check in more regularly and keep building that rapport and that relationship. At the schools where we have the part time district counselors, that's kind of what we're figuring out this year. Our one life partners have only been on site for a month. I think this is their fourth week. And so we're kind of figuring out how the referrals get shared because we don't have one person there every day. So we, we have to figure out how to prioritize that still."},{"start":4767740,"end":4785490,"speaker":"A","text":"And then let's see, there was the slide that talked about when they are done with their therapy services and that one of the bars talked about because the school year ended are those students automatically picked up again in the fall when they come back or they automatically"},{"start":4785490,"end":4814740,"speaker":"E","text":"get a check in and to kind of reevaluate our services still needed. We never want to assume that a student still needs counseling and have them take the spot of somebody who maybe needs it. But maybe over the summer whatever a family situation was happening got resolved. Or maybe they were really stressed out about the end of the school year and that's why they were in counseling. And now that we're maybe they have a new teacher and new kids in their class and so those peer relationships kind of fix themselves. So we do check in with those students but we don't guarantee it because we don't know that the level of need is still going to be there three months later."},{"start":4815140,"end":4816900,"speaker":"A","text":"Just they're not getting lost in the"},{"start":4816900,"end":4818580,"speaker":"E","text":"shuffle of the new school. You're Good."},{"start":4821300,"end":4856160,"speaker":"A","text":"And then just going back to the billable services that Elisa, you touched on. But I just want to repeat that the reason we're in Cohort 2 and we're the only district in the entire county that's able to do this is because of Dr. Baker's vision and foresight pre pandemic to bring this mental health piece into our district. We wouldn't be this well established and be able to access it without, without your work on that. So thank you. And then your vision to use those Covid dollars to, to really bring it forward. Yeah, yeah. Make it happen. So thank you, thank you for that,"},{"start":4859600,"end":4953200,"speaker":"B","text":"Paula. Thank you so much, Dr. Bot. Thank you so much for being here. And Kristen, I know we're talking about reductions and so forth, and, and there was a panel, I, I served on a panel today for the Stanford, the Stanford Collaborative for the Graduate School of Education. And the rationale for, you know, when they ask you to do this is so there it opens up doors to other possibilities. So Amy was there with me today because she was also presenting. So there is a list of the, I called them the heavy hitters that were in the audience that really fund. So I have that list and we should probably all look at it. I met with a couple of the people that were there that were really intrigued. We were talking about ltels, but they were really intrigued. When I, Dean Schwartz, you know, when you do a present, when you're going to be on a panel and you're going to present, you have to, for Dean Schwartz, you have to give your, your presentation ahead of time. He kind of, you know, grades you on it. It's like, oh my God, I'm back in graduate school again. But, but anyway, I, I, I, I want, I wanted to talk, you know, about, definitely about this, this partnership we have. He says, yes, you can, but it's going to be a little thorn that comes out from a rose because I really want you to talk about ltels. But I said LTE are really receiving some of these services. So he let me, you know, LTEL"},{"start":4953200,"end":4955160,"speaker":"A","text":"is long term English learners."},{"start":4955400,"end":5005700,"speaker":"B","text":"And so he let me bring it in, not at a great force like the rest of the presentation, but there were some people there that were quite interested in the mental health piece that was a collaborative with, not with Stanford Dr. Josie, Dr. Bot, Kristen, Amy Gernstein, the Gardner center. And so we may get something out of that. I have a list. Amy also has a list, Kristen, so, and she said we should also talk to Phil. So, but thank you so much for for the presentation. It was great. This, the, the data was wonderful. And Dr. Bot, you're amazing when you come to these meetings and you give us all this information and share what is happening and your fellows, thank them so much for us. I really appreciate it. Kristen, as always, you're always welcome. Thanks."},{"start":5011620,"end":5018820,"speaker":"A","text":"Thank you for being with us. We know you've had a long day, long day. You're welcome to stay and sit through the rest of our meeting, but we'll understand if you go."},{"start":5020100,"end":5020900,"speaker":"G","text":"We get it."},{"start":5023060,"end":5029220,"speaker":"A","text":"Okay, so we are on 7.1 discussion of year end assessment results for the 2324 school year."},{"start":5031550,"end":5033590,"speaker":"D","text":"Okay, Tonight we have Jenny Tran who"},{"start":5033590,"end":5036190,"speaker":"A","text":"will be presenting our cast, ELA and"},{"start":5036190,"end":5042990,"speaker":"D","text":"math performance data from 2023 2024. Good evening everyone."},{"start":5044830,"end":5046910,"speaker":"A","text":"Thank you for the opportunity to present today."},{"start":5047070,"end":5049870,"speaker":"D","text":"And today I'll be sharing our year"},{"start":5049870,"end":5067700,"speaker":"A","text":"end assessment data for 2324 spring assessment. This presentation will show you the SF performance for both English and math for students in grade three to eight throughout all the historical years that we have data on. Also highlighting the result by student group"},{"start":5067700,"end":5069700,"speaker":"D","text":"and including cohort performance data."},{"start":5072900,"end":5091120,"speaker":"A","text":"So this is a brief overview of the demographic of the student who participate in the ELA assessment. In spring 2024 we achieved an impressive participation rate of 99% total of more than 4,000 students tested. And you can also see the breakdown"},{"start":5091440,"end":5094320,"speaker":"D","text":"for our student group especially in English"},{"start":5094320,"end":5131470,"speaker":"A","text":"learners and disability and students with socioeconomic disadvantage status. On the right hand we'll have a summary of the breakdown by ethnicity groups just so that you have an idea of how large of the group when we are looking at the data. Okay, Next slide. This graph show you the performance for EOA with showing you the percentage above the benchmark and below the benchmark. Overall you can see at least 40% of our students at each grade level"},{"start":5132430,"end":5134990,"speaker":"D","text":"meet and exceed their standard While more"},{"start":5134990,"end":5162880,"speaker":"A","text":"than 50% did not meet or exceed the standard and it's across all the grade levels. Next slide. This graph show you the achievement gaps among our district average compared to other student groups. The district average is 45% indicated by the dotted line in the middle of the graph. The data here show you a significant achievement gap among other student group especially"},{"start":5163040,"end":5166280,"speaker":"D","text":"for the three focus group students with"},{"start":5166280,"end":5299190,"speaker":"A","text":"disability, English learner and also long term English learner who are performing very below our district average. Next slide. From this graph you can see since the pandemic the percentage of students meeting or exceeded standard had dropped significantly to 45% and has remained steady. It's highlighting the ongoing challenge in our district in improving the student reading proficiency. Next slide. This chart presents the cohort data that illustrate how each grade level is performing this year compared to how they did in ELA in previous two years. So for example, if you look in the current 8th grader, how they're doing in the dark green 2024, how did they do in 2023 and how did they do in the 2022 in the lighted green shade. Overall, we can see our fifth and seventh graders demonstrate consistent growth in percent of students achieving meet or exceeded standard over time. The sixth graders however in 20234 they show significant decline in their performance. Next slide. This chart show you the percentage students with disability versus their peers who are not reported with any disability and how their percent of meet and exceed the standard for the AOA compared through the year. Compared to the district which is in the red line. The student with disability has always been historically until now performing below the average and the gap is pretty wide. Along just the last year, 2023 24, the gap kind of widened a little bit with the drop in the percentage"},{"start":5299190,"end":5302210,"speaker":"D","text":"of students who on both standard level."},{"start":5304850,"end":5355850,"speaker":"A","text":"Next slide. This year the performance of students who this. I'm sorry. This chart represent the student who are identifying at having economically disadvantaged status compared to their peers who are not and then compared to the district. We can see here is a mirroring of the trans that we see in syndrome disability. And the gap is also widening due to the result that came out for 2324 school year. This chart is a little busy, but I want to drive your focus in the two student group here. So this chart show you how the"},{"start":5355850,"end":5359080,"speaker":"D","text":"student with different language proficiency status is"},{"start":5359080,"end":5381920,"speaker":"A","text":"doing in ELA throughout the years. The two focus group we want to look at are the English learner in blue which is at the bottom of the chart and the multilingual student which is the gray line at the top of the chart. These two group have showed us that they have declining in their performance throughout"},{"start":5381920,"end":5386230,"speaker":"D","text":"the past three years and the gap"},{"start":5386230,"end":5423700,"speaker":"A","text":"between the district and the English learners are widening and the gap between the district and the multilingual is widening. But also but because they are declining in their performance so they kind of lower get close to the district average. Okay, that's what I have for the EOA assessment. Next is the math component of the SBAC test. At the participation rate of also 99%. We tested more than 4,000 students with the similar makeup of the student group for EOA assessment."},{"start":5425060,"end":5425860,"speaker":"D","text":"Next slide."},{"start":5428980,"end":5478680,"speaker":"A","text":"This chart also show you that Redford City students have generally performed at a Lower level in math map compared to reading. Additionally, as student progress to a higher grade level, you can say a greater number fall below the standard benchmark. This kind of indicates an increasing challenge in math proficiency also. Next slide. This illustrate achievement gap between student groups. So the district average is 37% indicated by the dotted line in the middle. And also we see again the same three focus group who are having a very wide gap compared to other student groups and the district average are students with disability, English learner and long term English learner."},{"start":5480600,"end":5481400,"speaker":"D","text":"Next slide."},{"start":5484120,"end":5502490,"speaker":"A","text":"In line with the EL raise result that we saw earlier, our math performance has also remained stagnant and significantly below the pre pandemic levels. Next. So this chart similar to ELA represent"},{"start":5502570,"end":5505410,"speaker":"D","text":"the cohort data how each grade level"},{"start":5505410,"end":5582180,"speaker":"A","text":"is doing compared to previous year where they took the test. From this chart we can see our 4th, 5th and 6th grader experienced significant drop in percent of students meet or exceeding standard. Meanwhile our 7th and 8th graders show little to no improvement in the percentage of meeting standard. Next slide. This chart shows the student group with disability also compared to non disability students. Similar trend that we observe in ela. Students with disability performance has declined over the past year resulting a wider gap compared to their non student with disability peers. Next slide. Also very similar training we see in ela. We see it in math. Students who are not in economic disadvantages are performing significant well below the I mean above the district average while students with economic disadvantaged status are performing below and not improving."},{"start":5584500,"end":5585300,"speaker":"D","text":"Next slide."},{"start":5588180,"end":5624440,"speaker":"A","text":"So this graph you can see again the two focus group are English learner blue one and student with multilingual are the gray ones. They have seen no improvement for the past three years or with multilingual they show decline their performance for the past three years. I think that is the end of the presentation. Thank you Jenny. Anybody want to start with comments or questions?"},{"start":5629160,"end":5652020,"speaker":"C","text":"I had a real clarifying question on the cohort side. I might have misunderstood it when I was looking at it before, but when we're looking at either of the cohort ones. But if we're looking at the current sixth grade, the 2023 bar, the 2022 bar, is that the sixth grade scores from those years or is it those students that were were currently in sixth grade. Their score from fifth grade and fourth grade it's the."},{"start":5652020,"end":5652460,"speaker":"B","text":"It's that."},{"start":5652460,"end":5653580,"speaker":"C","text":"Oh, so that's that one."},{"start":5653580,"end":5665500,"speaker":"A","text":"So the sixth grader in 2024 swing 30% of them are on level that same sixth grader in 2022 when they took the test 35% of them were on level."},{"start":5665660,"end":5667700,"speaker":"D","text":"And then the same when they were"},{"start":5667700,"end":5674410,"speaker":"A","text":"in fourth grade in 2022, they took the test and they were 37% on above standard."},{"start":5675040,"end":5737330,"speaker":"C","text":"Okay, well, that's a really powerful slide to see. It's very, very enlightening. So thank you, Jenny, for putting that together. You know, it's clear that we were seeing growth prior to the pandemic. Even just looking at the dipstick measure of what's whether the. That grade was meeting the standards without looking at individual growth. And it's clear from this cohort slide that, you know, that's not, not that hasn't continued since the pandemic. And we're about three years out now, you know, and so it's, it's clearly, you know, it's time to get back on that growth trajectory that we were seeing prior to the pandemic, you know, and it's got to be done like we still want to do it in a way where safe and supportive environment, you know, inspirational, rigorous, and a joyful, inclusive environment for all learners. So I was wondering, either Ana or John, do you. You've talked about it a little bit like in your last board report, but, you know, what are we doing differently this year to sort of help get back on the growth trajectory?"},{"start":5737490,"end":5884790,"speaker":"B","text":"So one of the things that we're doing differently, and I had to explain a bit about this at one time, and especially in our individual meetings, was the educational rounds that we're doing. And so what we're doing with those rounds, and as we, I explained to you cabinet members, we are all assigned to schools for a period of time. It's kind of cyclical for the year. So we're assigned right now to three. And then I think in October 28th, that ends with those three, and we move on to another three. And whoever has my three, it's another group of cabinet members that comes in. So the plan behind this is to, number one, really look at the data and make sure that the principals understand the data, number one. Number two is for them to meet with their teachers at grade level for the data and to understand where are the missing pieces, where do we need improvement. And then three, this next week, on Monday. The principals have been trained in professional learning communities, and this next week, on Monday, they'll be working with their staff on how that's going to be operated through their. At their school sites, per grade level, per individual teachers at times, if individual teachers need to be spoken to in regard to their data and what next steps can occur. So there are also action plans that Each principal does have that. We meet with them to review these action plans and what their next steps are. What you will see coming forward to is because us coming forward in the next piece is benchmark. All of that's been done for the fall. So we're going to see where the kids were in the when they left us in the spring, where they are now in the fall. They all are working, they all are working now on meeting the needs of those students who have not been improving. So that's either in small group instruction. There are also reading specialists that are at the school site. Our MTSS people are working on tier one instruction with our classroom teachers. So we are taking all that into play when we look at their action plans to see if there's improvement. We'll get a dip."},{"start":5884790,"end":5885430,"speaker":"G","text":"We've got."},{"start":5885750,"end":5894250,"speaker":"B","text":"We don't have a dipstick yet because we only have from the spring to the fall. And so we're look. And when's the next steps? When's the next one?"},{"start":5894650,"end":5895050,"speaker":"A","text":"March."},{"start":5895290,"end":5897330,"speaker":"D","text":"So we're this year, which we moved"},{"start":5897330,"end":5901850,"speaker":"A","text":"from three to two for I ready. So our next one will be the march."},{"start":5902330,"end":5942100,"speaker":"B","text":"So we'll see something and see what that looks like in March. The other piece that we've been talking about with some of our principles is there are some casp like get ready tasks that you can do with your classrooms. We need to go back to doing some of that. We did that previously, we did that before and we need to start doing that again. So it's, it's just like if you're going to take the gre, you can get, you know, different. You can go to classes that prepare you or you. There are different books I think we're going to do. We need to do the same thing with our kids, especially our English learners, you know, in that sense."},{"start":5942170,"end":5942490,"speaker":"G","text":"Sense."},{"start":5942650,"end":5955290,"speaker":"B","text":"Because when you look at especially you get into the word problems, you get into the reading of passages where you have to comprehend and so forth. You need a little heads up. Yeah. What's there? Yeah."},{"start":5955370,"end":5961690,"speaker":"C","text":"And I hate over indexing on a test. Right. Because there's so many other ways. That's what we get. Exactly. I know."},{"start":5962010,"end":5963050,"speaker":"B","text":"And that's what people see."},{"start":5963050,"end":5977520,"speaker":"C","text":"That is what people see. I was wondering though, like what, what. What are you using to measure interim success between the tests? You know, are they really thriving in their. And is that, is that something that's showing up in the data as well or can be seen in the data?"},{"start":5977680,"end":5979080,"speaker":"D","text":"So one of the things that we're"},{"start":5979080,"end":5983040,"speaker":"A","text":"really moving forward to, just like in the past when we used to PLCs"},{"start":5983280,"end":5985640,"speaker":"D","text":"is really trying to get everyone onto"},{"start":5985640,"end":5988960,"speaker":"A","text":"the same page, which we weren't, honestly we weren't teachers were."},{"start":5988960,"end":5992800,"speaker":"D","text":"We're really trying to make sure they're using our curriculum standards."},{"start":5992800,"end":5995040,"speaker":"A","text":"Right. Looking for standard based curriculum."},{"start":5995040,"end":5996960,"speaker":"D","text":"Not only that, but assessing the standards"},{"start":5997520,"end":5999920,"speaker":"A","text":"through their own curriculum because many of"},{"start":5999920,"end":6005140,"speaker":"D","text":"their curriculum have assessments in there and we want them to start using those"},{"start":6005220,"end":6008380,"speaker":"A","text":"formative assessments and meet in collaborative teams"},{"start":6008380,"end":6010300,"speaker":"D","text":"to really start looking at where, how"},{"start":6010300,"end":6011060,"speaker":"A","text":"to move the students."},{"start":6011700,"end":6022860,"speaker":"D","text":"So it's one of those things that's going to take a couple of years because we're starting back into the PLCs and this year we have set for, we have four specific days for PLC"},{"start":6022860,"end":6028190,"speaker":"A","text":"work to be able to lead those with our principals leading them and really"},{"start":6028190,"end":6028990,"speaker":"E","text":"looking at the data."},{"start":6029070,"end":6030670,"speaker":"D","text":"So really trying to get those formative"},{"start":6030670,"end":6037470,"speaker":"A","text":"assessments back into play. Like we're going to be looking at writing again. So trying the teams to really come back in and creating and come getting"},{"start":6037470,"end":6052830,"speaker":"D","text":"back on the same page. So like math we have for K5 we have certain benchmarks that we've said, you guys, everyone has to have this test done by this date within a time frame so that we can then use that assessment and then they're planning"},{"start":6052830,"end":6054270,"speaker":"A","text":"for the next unit."},{"start":6054270,"end":6062020,"speaker":"D","text":"So we're really trying to put those benchmarks into place this year we have definitely put all our assessments out and,"},{"start":6062020,"end":6064500,"speaker":"A","text":"and very timely and we're, we've let"},{"start":6064500,"end":6071460,"speaker":"D","text":"principals know everyone needs to have the assessment done by this day and you have to have it ready so that when they come to PLC that the"},{"start":6071460,"end":6072460,"speaker":"A","text":"work is being done."},{"start":6072620,"end":6074380,"speaker":"D","text":"So there's a lot more alignment this"},{"start":6074380,"end":6080060,"speaker":"A","text":"year that we've put into play not only curriculum but looking at assessments too that we hadn't done that in the past."},{"start":6080940,"end":6086310,"speaker":"C","text":"Great. And so when, when, when does the board get to hear a report on progress, how things are going?"},{"start":6086710,"end":6153450,"speaker":"B","text":"We'll definitely do the report on the rounds and then I guess right in there's going to be a report on where we are with benchmark right now from fall to spring. So that's, that's done. So that's the next report that you're going to get. That's the next one. The other piece I think that's really important to really materialize is that our principals are getting more into the classrooms right now, which is great and seeing what is occurring. I was up at Roosevelt today and was one of the, one of the teachers classrooms. She's amazing. So we need to have, I was talking to Anna. We need to have some other teachers Come into that classroom. This is like. And that was a combination classroom with 30 kids in it. And she was amazing. I was very pleased to, to see that. The other piece is the coaching model from TCM that's coming in. Maybe you'd like to talk a little bit about that. That was another amazing piece to see today that I saw in the fourth grade class that this contract, the services that we have contracted with and how she was demonstrating how to work with children."},{"start":6153770,"end":6162400,"speaker":"D","text":"So we've contracted this year because we have our CSI schools and our ATSI school knowing that our long term English"},{"start":6162400,"end":6164080,"speaker":"A","text":"learners and our English learners are not"},{"start":6164400,"end":6165440,"speaker":"D","text":"working up to par."},{"start":6165920,"end":6172960,"speaker":"A","text":"So we've contracted with TCM which is teachers created materials, which is our language power supplemental eld."},{"start":6173280,"end":6176720,"speaker":"D","text":"And so they have professors who also"},{"start":6176960,"end":6181840,"speaker":"A","text":"are coming in and doing demonstrations with our staff. So at each site we're working with"},{"start":6181840,"end":6191930,"speaker":"D","text":"third through fifth grade and six to eight at these sites. And so what happens this week and last week we've had our demonstrations. So they come in, they actually teach"},{"start":6192250,"end":6197130,"speaker":"A","text":"a lesson, they debrief, they, you know, do a prelude to what's going to"},{"start":6197130,"end":6208050,"speaker":"D","text":"happen and talk about what they're, why they're doing, what they're doing with the teachers really about academic discourse, making sure children, our students are talking, how to get them engaged in the reading and chunking."},{"start":6208050,"end":6209370,"speaker":"A","text":"So they're giving them strategies."},{"start":6209690,"end":6220950,"speaker":"D","text":"And so the coaches that are each of, at each of our sites that we have designated are really now their next level is they saw the demonstration, they had the debrief. So the next month, this next month"},{"start":6220950,"end":6226110,"speaker":"A","text":"is that having the teachers plan with those strategies in mind so that they're"},{"start":6226110,"end":6233750,"speaker":"D","text":"also making sure we're providing these the same as the model that was provided for us, a discourse, opportunities to talk"},{"start":6233750,"end":6235990,"speaker":"A","text":"and engage the students in a different way."},{"start":6236550,"end":6245620,"speaker":"D","text":"So we are doing that for our CSI school they have five visits. For our ATSI schools, we have three. So the reason is CSI is because"},{"start":6245620,"end":6251540,"speaker":"A","text":"we have to provide more resources for those schools. But we have some excellent professors that"},{"start":6251540,"end":6254140,"speaker":"D","text":"are college professors from down in LA"},{"start":6254380,"end":6260460,"speaker":"A","text":"that have been, are flying up and doing these demonstrations with our, our, our teachers. And so it's been great to see"},{"start":6261340,"end":6273260,"speaker":"D","text":"and then we're hopefully starting to plan our next steps with the teachers. Actually today I was observing, I was at Hoover and one of our coaches is already, you know, planning with some of the teachers."},{"start":6273260,"end":6275140,"speaker":"A","text":"So it was great to see that"},{"start":6275140,"end":6276740,"speaker":"D","text":"what we're doing and then they're taking"},{"start":6276740,"end":6297610,"speaker":"A","text":"it to the next level. That's great. I just wanted to add a Couple of other items of intentionality. I do think the principals were very strategic in organizing their teacher common planning time to really dive into the lessons that are, that are common, any shared student experiences."},{"start":6298170,"end":6301930,"speaker":"E","text":"And in doing so, also with that time to look at the data and"},{"start":6301930,"end":6310250,"speaker":"A","text":"be strategic every single week or every other week, depending on their schedule. I also think the time during their staff meeting was really scrutinized moresoever."},{"start":6310650,"end":6314250,"speaker":"E","text":"And in all fairness, coming out now, we are fully out."},{"start":6314650,"end":6316090,"speaker":"A","text":"We have a lot of our mental"},{"start":6316090,"end":6317650,"speaker":"E","text":"health supports, as you know, and the"},{"start":6317650,"end":6329330,"speaker":"A","text":"behavioral pieces have calmed a little. There's a little dip here. So that academic piece could rise more to the forefront. And getting back into the strategic discussions"},{"start":6329330,"end":6331050,"speaker":"E","text":"about what happens after we look at"},{"start":6331050,"end":6333890,"speaker":"A","text":"that data is very targeted and intentional."},{"start":6333970,"end":6335890,"speaker":"E","text":"So it's nice to see those mind"},{"start":6335890,"end":6343210,"speaker":"A","text":"shift changes after coming out of such a crisis to really get back into a more narrowed focus and having the"},{"start":6343210,"end":6344720,"speaker":"E","text":"luxury to be able to do that now."},{"start":6344720,"end":6346200,"speaker":"A","text":"So just wanted to add to that"},{"start":6346200,"end":6443640,"speaker":"B","text":"and I think the principals really are in a moment right now where they realize that, yeah, we're out of COVID we need to move forward. We did it before, we can do it again. But it's looking at that data and looking at that data more so than what we did in the past. Because where we are right now, because if you look at that trajectory, that was prior to Covid. It was going, it was, it was doing well. And we need to get back to looking at the data, creating the next steps and, and monitoring what's going on in the classroom. Is it working? Is it not working? If it's not, how we're gonna, how are we gonna shift the other piece? That was really eye opening at some of our school sites, especially the ones that I've been at now for what has it been, four weeks? Four weeks is two. I was talking to the principal today and, and, and she was talking how she had this, this meeting and so forth and this is what she set up. And, and she said, I didn't know if it was going to work or not, but I went into the classroom and it was, I mean, it's happening. So, and, and so it's good that they're having that time and energy with their, their teachers. They do have the guest teachers at the school sites, which is great because it can release, it can release teachers from the classroom to come meet with them not only individually but at a grade level. If you use your guest teacher, you use PE plus you have art or you have music and you make sure that you schedule it in a fashion where you can meet together with them, you know, and this is what we're doing and we have to do this as a grade level and it has to be done to fidelity. That's the other piece."},{"start":6445080,"end":6445400,"speaker":"D","text":"Yeah."},{"start":6445400,"end":6477990,"speaker":"C","text":"No, these sound great. And I also want to thank you for all the time that you all are putting into it. Being out on the site every day and the principals I know are putting in. I mean, a shift is hard, right? Any, any kind of shift is going to take time and effort. So I, I appreciate that. What everyone's doing. There's also like only a fixed number of minutes in a school day. So I'm wondering, like, as we shift towards academics, are we going to lose on something else? There's, there's only so many minutes in the day. Are you worried about losing anything? As we emphasize more on academics, there is."},{"start":6477990,"end":6503990,"speaker":"B","text":"And, and you know, we talk about that. The, the extras, the enrichment piece, can you schedule them differently? Maybe you don't do them all in one week. Maybe you rotate them, you know, because there's, like you said, there's only so much time in a day. And then what's really been helpful too is the, the extended learning program takes on a piece to really work with some of these kids too, which is really good. Even though sometimes I hear from Enlit,"},{"start":6504150,"end":6505310,"speaker":"G","text":"these kids don't want to do it."},{"start":6505310,"end":6550570,"speaker":"B","text":"But no, we're going to do it. We're going to have fun and we're going to move forward. And so that's another time. But we're all the extras and we call them the specials. You call them enrichments. You can't do them. If you have garden and then you have art and then you have music, then you have steam. You can't do them all in one week. So rotate them throughout the month. Then you'll, you know, it'll, it'll give you some. But to do them every week and then you have to have to do the academics. There's not enough time. Plus there's the 30 minute eld designated each day. We need that. It has to happen. And we've got language power. Remember, we didn't have the curriculum. We've got the curriculum now. We need to use it to fidelity."},{"start":6552250,"end":6555730,"speaker":"D","text":"So I, I just to, to add on to that, I think there's been"},{"start":6555730,"end":6557650,"speaker":"E","text":"a lot of movement this year in"},{"start":6557650,"end":6559730,"speaker":"D","text":"terms of our expectations."},{"start":6559730,"end":6566190,"speaker":"A","text":"I think there's some pretty clear expectations of where we're going and moving. And I think that's been a change"},{"start":6566590,"end":6571790,"speaker":"D","text":"and it's a change for teachers. Right. So they're also adapting to everything. But I think principals are pretty clear"},{"start":6571790,"end":6577310,"speaker":"A","text":"on where we're going, and I think, you know, we need to give them time because this is a big change,"},{"start":6577630,"end":6582830,"speaker":"D","text":"a mindset for some of our staff. And just going back to what we."},{"start":6582830,"end":6584310,"speaker":"A","text":"What we did before was the good"},{"start":6584310,"end":6587950,"speaker":"D","text":"practices of the PLCs. We were doing all that before the pandemic."},{"start":6588350,"end":6591520,"speaker":"A","text":"We were using analysis, and so we're"},{"start":6591520,"end":6593600,"speaker":"D","text":"just trying to go back to those practices again."},{"start":6595920,"end":6637510,"speaker":"C","text":"Yeah, that's great. I mean, as we've said a couple times already, we saw the growth trajectory that was happening before, even on. I mean, I think just looking at met standard or exceed standard is really not a great measurement. It'd be much better if we were actually looking at, like, growth profiles of students and how they're doing, you know, what their expected growth is within there. But even just looking at that, we could see a trajectory that was happening pre pandemic. And it's awesome to see the work that you're putting in and the changes. I acknowledge that they're hard. So I appreciate everyone working on it, and we'll see how it goes for this year. I'm looking forward to seeing the reports, and as our school reports start kicking in, maybe we'll hear some of these things surfacing through that as well."},{"start":6637670,"end":6638070,"speaker":"B","text":"So."},{"start":6638230,"end":6638710,"speaker":"C","text":"Thanks,"},{"start":6640790,"end":6641950,"speaker":"A","text":"Elisa or Cecilia."},{"start":6641950,"end":6642470,"speaker":"E","text":"Do you want to."},{"start":6642950,"end":6643350,"speaker":"D","text":"Yeah."},{"start":6643350,"end":6786820,"speaker":"F","text":"Just thank you, Mike, for all your comments and getting these guys to talk about everything that's going on. I'm really looking forward to the next few years and just seeing the improvements that I know that we'll have. And, Jenny, I wanted to say thank you very much for these slides. I feel like this batch, I know we've. We've given a lot of feedback over time what will be helpful and what I appreciate with the slides that you put together is it really helps us identify particularly the groups of students that need more of our work, where we have those opportunity gaps and so where we know we need to do more. And at the end of the day, it's about the teacher in the classroom and the 25 to 32 kids, they have, you know, more if it's middle school, they're kind of rotating through, but for those contained classrooms and really coming up with, you know, individualized plans for each of these kids and really digging into the data like you're doing, and bringing in all these amazing practices that we have and the support systems that we heard about some of them today, and really trying to get movement on these students, because we know we have A lot of work to do. I know I was sort of doing back of the envelope calculations, like what if the pandemic years hadn't happened and the trajectory we had and we would have so many students achieving. Right. And so we know we need to get back there. But what's really telling about the data, the big data that we see tonight, because we're not looking at the individual data or the formative assessments on what the teachers are really teaching in the classroom, is that, you know, some of our students, particularly those that are, have a higher socioeconomic status, they're seeing growth. I mean, they're still delayed from the pandemic years. Right. But some of our other students are not. And so we know that they need more supports. And so I know that you, I know that you all know that the, the, the educators here in the room. And so, you know, we just need to get, we just need to get more movement. And I know you're doing the work. So anyway, I will be following this for the next many years to see all the growth that'll happen and applaud you. So thank you. And I, and I do want to say, Jenny, thank you very much, like I said, and just thanks to, you know, the principals, the vice principals, the teachers, the instructional assistants, all of you at the senior level with the cabinet, thank you so much because I really think it's going to make a difference for students."},{"start":6791380,"end":6930290,"speaker":"D","text":"I don't want to repeat again what everyone had said. It is sad to see that some obviously groups are not performing so well. But again, we're, we're moving in a way that we're being hopeful, I guess, is what I try to say. And then hopefully too, with the mental health, some of those kids would perform better too, definitely. I guess another piece that we would probably have to do as a district is perhaps more parent guidance. I know on our one on one with Dr. Baker, I was telling him about some of our English learner parents. How do we communicate with them? Do we make more phone calls rather than getting emails? Some of them. And, and the reason why I'm saying this, I was at a DLAC meeting and some of the parents had some questions. And so how do we know that we're actually getting to all those parents? Because if those are the kids that are struggling, then we also need to target their. I know we're here for the students, but then the students need their parents support. And so how can the parents support their student? We kind of have to provide them the tools. So it starts with the Teachers too. And I also want to thank obviously they do all the hard work following the curriculum and being with the students. Now that parent teacher conferences are coming, can we communicate better with the parents? Maybe some parents and I know we've given them a lot of information, like what questions to ask, but do they remember? It's almost like when you go to the doctor and you forget to tell them something else hurts and then you leave. And I'm like, oh, you know, wait till next year. So anyway, I do want to say, and just like I don't want to repeat, but of course, thanks to everyone for everything that we are doing. Obviously we need to do better and we're hoping, just like you guys are looking and the principals are being involved that with time, you know, that only time would tell and that, you know, we continue to be hopeful and moving"},{"start":6930290,"end":6931170,"speaker":"A","text":"in the right direction."},{"start":6931170,"end":6932130,"speaker":"D","text":"So thank you."},{"start":6933810,"end":6960560,"speaker":"A","text":"Thank you, Jenny, for all the data. It's so hard to look at it and see what the pandemic did to not just our students, but students everywhere. And it's, we just got to get back on track. I do have one question. There's one piece of data that just baffles me and I don't know if anybody here can give me an answer to it. But why did the multilingual students take such a dive? Is there any reason?"},{"start":6963600,"end":7066460,"speaker":"B","text":"I have no idea. Matter of fact, you know, we were talking at Stanford today, there was a comment that was made, you know, regarding multilingual students and how well they do. And there was this research project which we were part of it and how well our kids were doing. And one of the guests that was in the audience made a comment about, well, what about now? Since COVID happened and we've been hearing other things and what Professor Padilla said, yes, this is a time when and we all have to realize, you know, that even though they are multilingual learners, we don't know how that, how the COVID really how that internalized and being on screens instead of being in the classroom and what that did to kids. So he says there is some type of study out of Texas right now that's looking into that because it's not only California, it's Texas where they have, Texas has a huge multi lane program. I mean they even they, they pay school districts if to have multilingual programs in your schools. And if you do that state gives you additional dollars above what you normally would get. So they're really concerned also. But there was no real answer that came from it. Only that he could speculate, you know, what was going on with screen time, what was going on at home with parents being home, kids being home and what about those kids that didn't have parents at home during that time? And other pieces to came to fruition during."},{"start":7066940,"end":7082220,"speaker":"C","text":"Can I ask a quick clarifying question related to what you just asked? Yeah, I just wanted to ask when we're looking at the multilingual. Multilingual. Multilingual learners, that's not cohort data though, right? That's just like this is the snapshot this year. So."},{"start":7082220,"end":7082540,"speaker":"G","text":"Right."},{"start":7082540,"end":7091120,"speaker":"C","text":"Yeah. This is where like growth profile kind of data would be super helpful to be able to understand like where, where, where were they and how far have they gotten over the sense."},{"start":7091120,"end":7098000,"speaker":"A","text":"But yeah, okay, so that trend with the multilingual learners is not just rcsd,"},{"start":7098160,"end":7156930,"speaker":"B","text":"it's not just rand. No. And I did, and I had read the, the research that Texas is doing right now and it was amazing. Not amazing, it was eye opening that this participant who, one of the funders for the GSE brought this up to Amado Padilla and he came and reported to the board about our multilinguals and especially those in the dual immersion program, if you recall if it was last year, the year before. And his response was, you know, we're all wondering what that is. And he just gave what I told you about, you know, the COVID and coming back and some kids still being really nervous. He said, coming back to school and so, so I don't know. Hopefully that research will give us a little eye opening it. There's nothing being done in California because that's what another question I was, what about students in California that are in multilingual programs? And he looked at me and I go, not doing anything."},{"start":7160770,"end":7161410,"speaker":"F","text":"Thank you."},{"start":7161730,"end":7162110,"speaker":"A","text":"I don't know."},{"start":7162820,"end":7164540,"speaker":"B","text":"Thank you, Jenny. Thank you so much as always."},{"start":7164540,"end":7187340,"speaker":"A","text":"Thanks for being with us. You're very welcome. It's my pleasure to share the data with you and, and honestly I, I feel bad that I'm. Most of the time I'm the one who bring the bad to you. So, so hopefully we'll see some growth. I'm, I'm like I'm the first one to see this data. Like oh my God. Some grow excited and I, I love to bring some good news for change next time."},{"start":7187340,"end":7187730,"speaker":"E","text":"So hopefully."},{"start":7187800,"end":7201040,"speaker":"A","text":"So I'm looking forward to the data sharing in spring. Thank you everyone. And like Elisa, I will be watching too. So excited. So. Okay, thank you. So I just want to check in. It's 9 o'."},{"start":7201040,"end":7201200,"speaker":"E","text":"Clock."},{"start":7201200,"end":7203800,"speaker":"A","text":"We usually stop for Break. How's everybody feeling?"},{"start":7204200,"end":7206280,"speaker":"D","text":"Take just a short break. Sure."},{"start":7206680,"end":7235970,"speaker":"A","text":"Five minutes. Okay, we're going to take a five minute break. Everybody's back. So we're going to go ahead and start. 7.2 Update on the process for appointing a new trustee for area three."},{"start":7236850,"end":7238530,"speaker":"G","text":"Okay, very good."},{"start":7239900,"end":7437440,"speaker":"B","text":"So what we're going to do this evening is go through some information and to look at exactly the process that you would like to utilize for appointing one of our new board members. The beginning of the slides for lack. I mean I don't have to go through all of these because some of these you've already seen, but I just need to go through a couple, couple. So Rick, let's go down to, let's see where am I background. You're there. Okay, let's go down to the application process. That, that there. So these are the timelines and then the, the, the applicants themselves. You, you see that the applicants to date. If you go to the next one, the applicant to date. As of Today there are 12 and I think Jorge did send you the additional two. Originally there were a total of 15, but three did not live in trustee area three. But right now there, there are 12 as of today. Let me just go through these real quick. Let's, that's, we don't need to go through the individual applicants. I think, you know, you, you've had that. Let me go to, let's, let's go to, let's go to the interview process. Let's do that. Now this, you know we've been talking about individually but we have not been able to have a discussion because of the Brown Act. Right. So what I want you to pay close attention to here is here is options for a 30 minute interview process per candidate. You would see that the option A is the flexibility with the follow up with follow up questions. And there are questions that we have put together at this point in time that I believe there are eight of them and between Cecilia and David we utilize some of those questions that are part of the question package. You would have if you went with option A, that is they would do it. The candidate would do a 10 minute presentation and then you could follow up with questions. That 10 minute presentation could be any of the questions that you so desire to ask be part of that presentation as opposed to just making it open ended as they did for city council. And I don't know how many of you watched the city council. I watched it and it was quite open ended and I think think three questions, if I'm not mistaken there was There were no slide. There were no slide presentations. It was all verbal of how they were answering those slides."},{"start":7437440,"end":7447000,"speaker":"C","text":"But they were given two questions. They were given two questions in a format to follow. So it was two minute introduction, six minutes on answering these two questions, and then two minute closer."},{"start":7448760,"end":7534660,"speaker":"B","text":"Correct. And so if you look. And that's what we're going to discuss tonight. This is just, just a draft. And then you could go to option B. And each trustee will ask questions developed by the subcommittee. You would determine which questions you would want to ask, and they would each get X amount of time to respond to that. Normally, what you do, start out first. As you know, they give an opening statement, you start your questions. They give X amount of time for questions. You can ask a clarifying piece if they didn't address it properly as you would see fit. And then at the end, you could ask another question if you so desired. But if you ask it, you have to ask it to each candidate. All right. Elisa asked about bilingual. You can ask a question. Are you bilingual? Our attorney said there's no problem with that. What she did say, you cannot ask anything about race, about gender, which we talked about. So. And we already knew that. But the process with 12 candidates now, not 10. And we don't know how many more there could be because it stays open until Monday. And I wanted to say, did Jorge send you the question?"},{"start":7537720,"end":7538360,"speaker":"G","text":"Oh, my."},{"start":7539400,"end":7578840,"speaker":"B","text":"Okay. I think he's online. Jorge, if you're listening, can you send them the questions, please? I thought we were going to have them so you could see them. Yeah. And these questions were questions that I, we, CSBA had some examples, David gave some examples, and Cecilia gave a couple questions. And so it's a combination of all three. So hopefully he will bring them forth so you can see them."},{"start":7601250,"end":7641430,"speaker":"A","text":"Just while we're waiting. I'll go ahead and I can. If you didn't watch the city council appointment. The candidates were given 10 minutes to give a presentation to the council. They were asked ahead of time to. To prepare their presentation based on the following questions. One, opening statement. Two, please share how your experience as a community member in District 4 would be valuable as a member of the city Council. Three, what are your. Thank you, Jorge. Three, what are your thoughts on the city's strategic plan and the council's top priorities, which are equity, housing, transportation and children, youth. And number four, closing statement. And candidates were called on in alphabetical order to give their presentations."},{"start":7644470,"end":7652790,"speaker":"F","text":"I mean, I think with 12 candidates and we might have a few more that come in. Right. Because the deadline is Friday or Monday."},{"start":7653350,"end":7654230,"speaker":"E","text":"Oh, Monday."},{"start":7655910,"end":7656310,"speaker":"A","text":"So"},{"start":7658710,"end":7769350,"speaker":"F","text":"you know, if we do 30 minutes each, I mean that already we're at six hours and you know that even if you had 30 minutes each, then the board actually has to have conversation and do voting. So that's going to take a little while because assuming we don't all choose the same candidate, then we have to have conversations. It's all in the public. And then we keep revoting until we get a. Well, we often seek unanimous, but we just need a majority for this. Right. So I think as much as we can do ahead of time, the better. And I also like the, I mean, we have the information they sent us. I mean, there's other ways of doing it. If we have a list of questions, we could try to prioritize those tonight and send them out to each candidate and have them respond either in a written format and, or like, I mean, the city council did, is if we could identify a few of the questions that we really care about and ask them to wrap that into their presentation to us. I mean, I think we're going to have to try to keep, keep their presentation to us, which includes answering some of the questions that are important to us to about 10 minutes each. If we've got 12 or 15 or who knows how many candidates, we're going to have to, you know, we're going to have to do our homework ahead of time to really look through each of the applications, decide what we think is important in a board member. I think it's okay if we, you can individually go out and ask them clarifying questions as well ahead of time. It takes more work for us separately. But I'm just concerned about a six or an eight hour board meeting to decide this. I don't, I don't know that we have that in us as a community because it's not just us as a board, it's everybody who has to sit through that."},{"start":7769670,"end":7795110,"speaker":"B","text":"So with option A, you could send the questions to the applicants ahead of time. The questions, you know, you know, as I said, we're developed with questions from David, questions from Cecilia and also from CSBA and then the applicant presents within 10 minutes. You know what if you want all those questions, I wouldn't do all the questions."},{"start":7795110,"end":7798230,"speaker":"F","text":"I don't think we can do all the questions. I think we need to prioritize a few."},{"start":7798230,"end":7798750,"speaker":"E","text":"Yeah."},{"start":7800510,"end":7811640,"speaker":"A","text":"Looking at this list that we just got, I feel like some of those were asked in the application also. So what mo motivates your interest in this position? What do you believe are the most significant challenges facing our school district."},{"start":7811640,"end":7814520,"speaker":"F","text":"Those are in, they're already in the application. Yeah."},{"start":7815400,"end":7868470,"speaker":"A","text":"So I think we could pair those down. But to, to your point, Alisa? Yes. I think it's really important that all of us do our homework ahead of time because all the information is in the applications too. That gives us a lot of information about the candidates. I feel like I've been able to, to learn a lot about them just by reading all the applications. So agree that we cannot do 30 minutes per candidate. That that's not feasible in one night. We've had a 1am board meeting before and I don't want this to be one of those. I feel like a 10 minute presentation. The city council only allowed for five minutes of follow up questions. They're only two of their, I guess six were present, even asked questions, which I feel like we would probably have more than that, but I'm not sure we need 30 minutes per candidate."},{"start":7868550,"end":7949520,"speaker":"C","text":"Yeah, I also think that, I mean I'd strongly advocate that we share ahead of time with all the candidates whatever it is that we're expecting them to answer at the meeting. I think we're going to get a much higher quality answer and a much higher quality, you know, insights into what, what their perspectives are. So regardless of format, I would say that we would share with them ahead of time anything that we're going to ask them. I do think that 10 minutes is totally fine. Like I felt like even just watching the city council, one, I didn't know any of the people and I felt like I learned a good amount of them as a candidate and what they had done and many of them didn't even use their 10 minutes. They used like six of it or so. So I think that that can be an effective way to manage the time. The one thing I did note is that the two members that did ask questions asked the same question over and over on the council. So that might be something we do need to take into consideration. And the one other thing I'm sharing, just not about the high quality, is that it also feels like that's fairer of a process. So that clearly if we're asking the same questions over and over again, candidate one has a much bigger disadvantage than candidate two and candidate 12, who will have heard it 11 times prior to that. So I think that it's probably really the only reasonable thing to do would be to share whatever we're going to ask them in."},{"start":7949520,"end":7949920,"speaker":"D","text":"Right."},{"start":7950080,"end":7969650,"speaker":"F","text":"I think it's fair because a good board member is somebody who does their homework and they read the board packet, they do all their questions ahead of time and they come prepared to the board meeting to kind of keep things going. So I, I don't, I don't think we need a gotcha at the meeting to, you know, that's not really part of. That's not like, that's not our culture. No."},{"start":7970930,"end":7971330,"speaker":"A","text":"No."},{"start":7971890,"end":7991450,"speaker":"F","text":"So, yeah. So anyway, I, I totally agree. It'd be nice just to have a few, few additional questions that maybe we're, you know, we're digging a little deeper than the application they already gave us. And then the presentation is just to see like how they handle an, you know, an oral thing, which is part of what we do is being, you know, publicly able to communicate our thoughts"},{"start":7991450,"end":7996200,"speaker":"C","text":"and, and a couple minutes of unstructured, like where they just do an intro and an outro that."},{"start":7996200,"end":7996600,"speaker":"F","text":"Yeah."},{"start":7996600,"end":7998120,"speaker":"C","text":"They can put what they want in there. So."},{"start":7998120,"end":7998960,"speaker":"F","text":"Right, right."},{"start":7999440,"end":8020410,"speaker":"B","text":"So are you looking like at a five minute introduction, a five minute closing, where in the five minute introduction it's, you know, basically why they want to be a board member and the closing ends if they want to recap on anything. Plus maybe they forgot something to mention and that's when they mention it. I don't know. You've got the questions, right?"},{"start":8021370,"end":8023570,"speaker":"F","text":"So there are real quick at the question."},{"start":8023570,"end":8024650,"speaker":"G","text":"There are eight of them."},{"start":8025210,"end":8030930,"speaker":"A","text":"Are. Were you thinking that these questions will be addressed in that presentation? Is that. That's, that's."},{"start":8030930,"end":8060820,"speaker":"B","text":"Or you could they. However they want to present, you know, they can look at the present them in a manner that, that either go one by one or maybe through. When I looked at city council, there were what, two mic. But when I saw that they didn't take the full 10 minutes. But for a little. When I saw it, I thought that somebody was rambling quite a bit and I got lost."},{"start":8061940,"end":8072130,"speaker":"C","text":"It was a suggested format that you do these two things. These are the two questions that the council wanted you to answer. Yeah, I mean they didn't, they didn't grade it on, you know, how well did you stick to the format that for sure."},{"start":8074050,"end":8074450,"speaker":"D","text":"So."},{"start":8074610,"end":8077810,"speaker":"C","text":"But they were strict on time. Yeah, they were very strict on time. And that was."},{"start":8077810,"end":8080450,"speaker":"F","text":"Well, we have to be super consistent, so you can't be."},{"start":8080610,"end":8081090,"speaker":"A","text":"Yeah."},{"start":8081250,"end":8091770,"speaker":"D","text":"And I haven't watched the, the city council, but like right now that you mentioned, some of the people didn't even use their 10 minutes, obviously. And I don't. How many candidates were there? Not three."},{"start":8091770,"end":8092290,"speaker":"B","text":"Okay."},{"start":8092370,"end":8203140,"speaker":"D","text":"But like not 12 or maybe 15. Right. So could we, like. I'm thinking one. I feel interviews are A little intimidating for people. And obviously when we came in, nobody interviewed us except for if you did a forum. So when you do a forum, they do give you some questions and then you kind of get ready. I feel we're a family and so in welcoming them or making feel, making them feel a little bit more comfortable, the presentation would probably be not as intimidating. Intimidating as asking all these questions. And again, there's 12 people by the time we get to the 12th person. Right. It just may be if we give them to them ahead of time, it's not like it's going to be not fair to everybody. I feel the presentation would probably be better. They'll be able to express themselves as they wish and answer the questions. Perhaps more comfortable than question one, question two, question three and I just lost my channel. But then, I mean, I don't know. I know I heard you say something about presentation. We're talking about city council. I guess the thing would be do we want to do a presentation president, do we want to do presentation or do we want to do a questions. I mean interview. I, I would personally say the presentation would probably best even though I haven't watched the county, the city council. I think again, just to make them feel perhaps more comfortable, at least for me. I don't like interviews. So."},{"start":8204500,"end":8205180,"speaker":"G","text":"So you would."},{"start":8205180,"end":8211060,"speaker":"B","text":"There are eight questions, but you wouldn't want to give them all eight questions. You would want to choose which ones you would want them to present on."},{"start":8211540,"end":8212180,"speaker":"G","text":"And then"},{"start":8214100,"end":8260940,"speaker":"B","text":"I would. We could also create a rubric for you. And the rubric would be rationale for interests, relevant skills. You know, it'd be a table. It would be a table. And you give them a. It'd be a score maybe one. One being low, two being mediocre, three being great. And then you determine the rationale for interest. Did they answer that? Relevant skills and experience, interest activity and educational community. Understanding the role of the board, evaluation experience, communication skills, long term interest in serving and decision making in group. That's part of a rubric that you could utilize also to give you more insight to. Is this really the type of person you want to be on the board?"},{"start":8261820,"end":8262820,"speaker":"G","text":"And I would just put it in"},{"start":8262820,"end":8263820,"speaker":"B","text":"a table for you."},{"start":8264300,"end":8280700,"speaker":"A","text":"I think that's helpful to have. I've sort of already created one of my own. Just going through that. Well, I, yeah, I don't, I don't want to send out mine because they might be looking at different things than I am, but. Yeah, like understanding the role of the board and the superintendent and, and whatnot."},{"start":8280700,"end":8281300,"speaker":"B","text":"Well, I Can give you the."},{"start":8281300,"end":8281660,"speaker":"G","text":"I can give you."},{"start":8281660,"end":8282670,"speaker":"E","text":"But if you please, I want to"},{"start":8282670,"end":8284670,"speaker":"A","text":"send that out to. That would be helpful."},{"start":8285150,"end":8288670,"speaker":"B","text":"And then let me know what you want to do and we'll just create a table."},{"start":8288750,"end":8291230,"speaker":"A","text":"I mean, I like the idea."},{"start":8291230,"end":8340440,"speaker":"F","text":"I think, I think, Mike, this. I didn't watch the city council, but I like the idea of the, you know, we ask each candidate to prepare remarks to us. They know that we have the application and that we'd like to them to address, you know, why do you want to be a board member? In their response. And then a couple of the other questions and then whatever else they want to tell us. Right. What they think is important and then, but, but to give them the questions ahead of time. So they just sort of incorporate that into their talk with us. And then I suppose if we have. So what you're saying is if we have individual questions, like there may be some follow up to whatever they say, we're not allowed to ask one of them something that seems very odd because they're going to say different things. And so you may want to."},{"start":8341000,"end":8353160,"speaker":"B","text":"If it's a, if it's a clarification to a response, you want them maybe. Can you tell me more about that? I really don't understand. Can you elaborate a bit or can you show me. Give me an example."},{"start":8353240,"end":8353720,"speaker":"F","text":"Yeah."},{"start":8354440,"end":8360480,"speaker":"B","text":"That you don't have to ask of each one, but if it's a specific question, like are you bilingual? You would ask every one of them."},{"start":8360480,"end":8376770,"speaker":"F","text":"Okay, well, that, that's where I think if we give them the three to five questions that we feel like are really important that they cover. Well, they should have covered it. Right. And if they didn't cover it, then. Well, could we then ask the follow up? Like you didn't, you didn't say anything about this."},{"start":8377490,"end":8378690,"speaker":"B","text":"If it's part of the question."},{"start":8378770,"end":8410680,"speaker":"F","text":"Yeah, yeah. I just think, I just think it'll flow better than if we're. Because in their opening remarks, some of them are going to cover these questions. It would be a natural to cover a lot of these things. Right. In your opening remarks remarks because it's really about why you want to be a school board member. A lot of these are just details around that. Right. And so it just feels like it's more efficient if we just give them, you know, make sure that these are the questions we care about. Make sure they're incorporated into your remarks. And some of them are going to have strengths in some areas. So they may highlight those."},{"start":8414840,"end":8434450,"speaker":"D","text":"I know what I was going to say. So since, Mike, you mentioned that some of the people in the council didn't use their 10 minutes. I don't know. But could we say six minutes for their presentation with four to five minutes, which would make it 10 or 11 minutes even if we were to ask questions. And then that way it won't be too long."},{"start":8435490,"end":8457920,"speaker":"C","text":"I mean the city council, this was to do a replacement for someone who had left the council. And again, you know, we can do whatever we want. But their format was, was 10 minute presentation, 5 minute of council questions. So it was always going to be no more than a 15 minute block. And the questions that got asked were. There were basically only two questions asked by just two members. As Janet said. One was. What was the."},{"start":8458720,"end":8460720,"speaker":"A","text":"They had had like an info meeting."},{"start":8460960,"end":8461760,"speaker":"C","text":"Yeah, yeah."},{"start":8461920,"end":8463400,"speaker":"A","text":"And how did, how did you feel about that?"},{"start":8463400,"end":8464600,"speaker":"C","text":"How did you feel about the info meeting?"},{"start":8464600,"end":8468320,"speaker":"A","text":"And then the other one was what, what regional committees would you."},{"start":8468320,"end":8482540,"speaker":"C","text":"Yeah, what regional committee? So like a role related thing, which actually is a pretty good question, you know, like which, which, which one would you want to. Which committee would you want to take on as a board member? So. And then they just asked those. But it went, it went pretty quickly."},{"start":8486540,"end":8487020,"speaker":"E","text":"I guess."},{"start":8487020,"end":8493380,"speaker":"A","text":"My thoughts would be a presentation and we could even tell them five to ten minutes. Like not that they have to speak for ten."},{"start":8493380,"end":8493660,"speaker":"E","text":"Yeah."},{"start":8493660,"end":8494460,"speaker":"C","text":"Or just up to ten."},{"start":8495820,"end":8497100,"speaker":"A","text":"Up to ten minutes. Yeah."},{"start":8500790,"end":8504590,"speaker":"C","text":"We just have to set the timer at a specific time. So we'll set it for 10 minutes and use."},{"start":8504590,"end":8507350,"speaker":"A","text":"Yeah, I'll be good about that. I'll have my timer up."},{"start":8507350,"end":8511110,"speaker":"C","text":"I've seen you with three computers going and timers and everything. So I did."},{"start":8511110,"end":8511590,"speaker":"G","text":"Yeah."},{"start":8513510,"end":8532150,"speaker":"A","text":"And then it's just how much time do we want to lot ourselves for follow up questions? Do we feel like five minutes is enough? Because I'm guessing that we will have specific questions we also want to ask them that may not be part of what we ask in the presentation."},{"start":8537030,"end":8540550,"speaker":"C","text":"So if we did 10 minutes, we're looking at 240."},{"start":8541030,"end":8551290,"speaker":"B","text":"So four hours and follow up. And including the follow up questions. Because remember if, when you ask the follow up question, it has to be asked each one. Yeah, yeah."},{"start":8551290,"end":8555890,"speaker":"C","text":"So I was thinking like that took about ten minutes. I really asked a two minute question."},{"start":8560130,"end":8595020,"speaker":"D","text":"I mean there's so much like I would be. Why didn't you. Anyway, should we do like say four questions and then think of maybe two more if we were to ask. And then that's a total of six instead of like 10 or 12 questions. So six. Whether it's four, five or six questions so that they can actually do their presentation based on those questions. So they should be able to express what they want to say."},{"start":8595020,"end":8595420,"speaker":"A","text":"Right."},{"start":8596860,"end":8610050,"speaker":"D","text":"Based on them getting the questions ahead of time or whether it's questions or a theme or what, however we want to call it, it. And then again, maybe we just ask, I don't know, one really good questions or two. But again, there's so much of this."},{"start":8611250,"end":8622250,"speaker":"A","text":"Well, I'm also wondering if we're going to ask specific questions, why are we doing the presentation and not just doing an interview style? I, I still think the presentation is"},{"start":8622250,"end":8622810,"speaker":"F","text":"the right way to go."},{"start":8622810,"end":8632250,"speaker":"A","text":"I think it's just picking out what we want them to address is the important part. And then we won't have. Have hopefully more questions to ask besides just a clarification."},{"start":8634650,"end":8644330,"speaker":"C","text":"I think that's a good goal to have is try and get what the things that we're interested in hearing, have them included in the presentation and just leave a little bit of time for clarification."},{"start":8644330,"end":8645250,"speaker":"A","text":"I think that's the right."},{"start":8645250,"end":8661790,"speaker":"C","text":"I think that's, I think that's the most fair for the candidates too, because then they all have the same amount of time to think about the question and come in prepared as opposed to, you know, so again, candidate number two hearing, you know, Elise's question for the first time when candidate number one is presenting."},{"start":8661790,"end":8663750,"speaker":"B","text":"And then, you know, so well."},{"start":8663750,"end":8685960,"speaker":"D","text":"And then another thing that I did mention to Dr. Baker is had they submitted an application and done a ballot, they have a choice if they want to do a personal statement. And usually as a voter, you read that statement, you don't ask some questions because sometimes you don't even know who these people are. So maybe we don't ask any more questions and they just maybe do a thorough presentation."},{"start":8686920,"end":8694720,"speaker":"A","text":"So if everybody has the questions in front of them, are there some that stand out to you in particular that you would want them to include in a presentation?"},{"start":8694720,"end":8698200,"speaker":"C","text":"I like one in eight. If we were only to pick two, those would be the two that I'd pick."},{"start":8698600,"end":8702240,"speaker":"A","text":"Okay. So for the public, I guess we should probably read these out loud."},{"start":8702240,"end":8702480,"speaker":"E","text":"Right."},{"start":8702480,"end":8724640,"speaker":"A","text":"So number one says, what experience do you have with education and what sources do you use to learn more about how children learn and what best practices exist? And number eight says, how would you ensure that the voices of all community members, including those from underrepresented groups, are heard in the board's decision making process? Number eight's a definite for me. Yes."},{"start":8724640,"end":8725600,"speaker":"D","text":"Yeah, for sure."},{"start":8729680,"end":8732640,"speaker":"F","text":"Yeah. I really like number eight. I like number one as well."},{"start":8735370,"end":8737810,"speaker":"A","text":"I actually would, I would like to"},{"start":8737810,"end":8739530,"speaker":"F","text":"know from each candidate if they speak"},{"start":8739530,"end":8745090,"speaker":"A","text":"any other languages than English. I don't know how other people feel."},{"start":8745090,"end":8749930,"speaker":"F","text":"I mean, we've had a lot of conversation about how Cecilia has done a"},{"start":8749930,"end":8751850,"speaker":"D","text":"lot of work with our Spanish speaking families."},{"start":8753370,"end":8754090,"speaker":"A","text":"Yeah, I just."},{"start":8754170,"end":8858750,"speaker":"F","text":"The reason I'd like to ask about other languages than English is that the board. We've had a lot of conversation about how much we rely on, and Cecilia is our only board member that is completely fluent in Spanish and she's able to talk to our Spanish speaking families in a way that we're not able to. I mean, we can, of course, we talk to them through translators and that sort of thing. So, you know, not just Spanish, but I would personally be interested if they speak any other language. I don't know how other people feel about that, but that is a part of my. It's not necessarily the highest priority in terms of, of who I think will be a good board member, but I do think that, you know, if everything else is equal, that could be an outstanding component for me. I will say the other thing is everything else is equal. I also think the representation, the geographic representation, if they have students in our district, which schools they're attending, because we have had on our board over time where you have a majority of the board and all their children are at one school. And I believe that the individuals on the board have always tried to care about every student, but whether it's a real thing or a perception thing, it can be an issue for the community. If we had a majority of board members and all their students go to one school, we've already heard from a few people that they have concerns with that. So there's a couple that are a little bit different than this list. For me, it would be other languages and, and also what schools you have most familiarity with. Maybe that's the way to talk about it because some, some of the individuals who applied do not have students in the school now or who have. Or I, you know, they've."},{"start":8858750,"end":8859630,"speaker":"B","text":"Or have ever."},{"start":8859790,"end":8860590,"speaker":"F","text":"Or have never."},{"start":8862270,"end":8864590,"speaker":"A","text":"So in addition to just what's in the application, you mean?"},{"start":8865630,"end":8876880,"speaker":"F","text":"Yeah, so in the application, I believe we've got all of that school information. Right. I've seen, I think for everybody. Yeah. So that we have. So we don't have the languages, so."},{"start":8876880,"end":8878000,"speaker":"A","text":"Yeah, yeah, yeah."},{"start":8879920,"end":8881840,"speaker":"F","text":"So you're right. We don't need to ask about that."},{"start":8881840,"end":8883200,"speaker":"A","text":"Then that doesn't have to be a."},{"start":8884800,"end":8890520,"speaker":"D","text":"I would think number seven would be important. Do you want me to read it so the public can hear?"},{"start":8890520,"end":8891200,"speaker":"F","text":"I like that one."},{"start":8891280,"end":8896570,"speaker":"D","text":"So can you describe a time when you advocated for equity in a professional or volunteer capacity?"},{"start":8896720,"end":8896960,"speaker":"A","text":"Be."},{"start":8904160,"end":8935520,"speaker":"D","text":"Like number four too. I do too, to be honest with you. That's why it's like so hard. Right. Because like, although number one. Yes. You want to know what experience. But what happens to the kid, to the parents, like say some of them, and I don't remember, like grade wise. Right. Like they have a kindergartener and they're just starting and somehow they want to get involved, but they have no experience. But maybe they do have a vision for the future. So that's why I, I like number four."},{"start":8937520,"end":8940240,"speaker":"A","text":"I don't know how many questions we're wanting to pick out."},{"start":8942000,"end":8962120,"speaker":"C","text":"I mean, I think we can keep seven. Describe a time when you advocated for equity and replace and not include eight. I think that you'll get some of the similar answers from that one. You know, I know, I know you, you were saying it's a must and I, I had suggested it as well. But I think that, you know, number seven is just asking for. Give a real world example."},{"start":8962360,"end":8969560,"speaker":"A","text":"Sure. I, those are tied together. So I think one or the other is fine. Seven or eight. Well, one, one of them is sort"},{"start":8969560,"end":8971080,"speaker":"F","text":"of giving an example in the past."},{"start":8971240,"end":8971640,"speaker":"A","text":"Right."},{"start":8971640,"end":8994290,"speaker":"F","text":"Or what you do. Whereas 8 is actually forward thinking in that. Oh yeah, yeah. I do think that they're kind of similar, but I do think 8 is sort of more the vision of how. What, what you would do as a board member to ensure. So it's more forward thinking. Whereas I think seven is giving an example of what you've done professionally or volunteer."},{"start":8998450,"end":9000130,"speaker":"D","text":"Can we do all four questions?"},{"start":9001810,"end":9004820,"speaker":"A","text":"Can they answer all four? Yes is a better question."},{"start":9004820,"end":9008540,"speaker":"C","text":"I think we could drop number one then and focus on what's their vision"},{"start":9008540,"end":9015780,"speaker":"A","text":"and equity and go. I think the first part of number one is sort of answered in that application."},{"start":9016100,"end":9017060,"speaker":"F","text":"Yeah, I agree."},{"start":9018260,"end":9018580,"speaker":"E","text":"Yeah."},{"start":9018580,"end":9020340,"speaker":"F","text":"So maybe it's 4, 7 and 8."},{"start":9020900,"end":9022660,"speaker":"A","text":"Yeah, I'm okay with that."},{"start":9023940,"end":9026500,"speaker":"B","text":"So you're looking at 4, 7 and 8."},{"start":9032350,"end":9042510,"speaker":"F","text":"And I think, you know, I, I think what we're saying is that they don't necessarily have to call out the individual question, that we're hoping that they would incorporate that into their presentation. Right."},{"start":9042510,"end":9042910,"speaker":"E","text":"Yeah."},{"start":9042990,"end":9045349,"speaker":"F","text":"So I would make it more of a. Well, I guess."},{"start":9045349,"end":9045590,"speaker":"E","text":"Yeah."},{"start":9045590,"end":9069490,"speaker":"F","text":"What is your vi. You know, you make sure in your presentation that you tell us what your vision is for the future of the school district, yada, yada, yada. Please, you know, describe a time when you advocated for equity in a professional or volunteer capacity. And then how would you ensure the Voices of all commute. You know, just include that in their presentation. It should come up anyway I would think in what they're going to tell us. As long as they know that's important to us."},{"start":9069490,"end":9073290,"speaker":"B","text":"Right. Again, 4, 7 and 8."},{"start":9074010,"end":9084180,"speaker":"A","text":"So just a basic introduction and then addressing 4, 7 and 8 and then anything else they think yeah, we might want to know."},{"start":9085700,"end":9089220,"speaker":"C","text":"We have a lot of. We have a lot of information in the application already too."},{"start":9089220,"end":9089620,"speaker":"B","text":"So."},{"start":9094100,"end":9101900,"speaker":"C","text":"One, one other thing I think we should be really clear on process too about like when are we taking public comment? Is that going to happen before candidates, after candidates, things like that?"},{"start":9101900,"end":9123080,"speaker":"B","text":"The attorney said it was how. What she said is what. She asked me the question what do you do now? And I said if an item is on the agenda, many times we'll wait until that item comes up. And like if it's a report or something, the report go first and then the questions come from the audience. If the item is not on the agenda, it's at. During the beginning."},{"start":9123160,"end":9132200,"speaker":"A","text":"I think in this situation though, I would prefer to take them before the presentations like the city council did. My concern is if we wait,"},{"start":9134690,"end":9134810,"speaker":"D","text":"I"},{"start":9134810,"end":9155250,"speaker":"A","text":"mean, I don't know how many, if any we'll have. I think that if we get a significant number of people that want to speak to about a specific candidate, the gap between us hearing from the candidates and when we actually get to talk could be problematic. I think for us having a solid discussion if we're going to have one. I don't know."},{"start":9155730,"end":9174330,"speaker":"F","text":"I mean the only issue with allowing them to go first is we could be flooded with comments on candidates and I'd rather have. I'd rather hear from the candidates and be fresh in. In my thinking around that. Yeah, I get, I get what you mean. I mean I don't know how many people are gonna."},{"start":9175050,"end":9180490,"speaker":"A","text":"There. There were quite a few in the city council. I. I don't know how many. Maybe 10."},{"start":9180490,"end":9180970,"speaker":"D","text":"Yeah."},{"start":9182330,"end":9184890,"speaker":"A","text":"All kind of repeating the same thing."},{"start":9189060,"end":9202100,"speaker":"F","text":"That's interesting. We didn't have any. We didn't have anybody come the last time we did this appointed a person. We didn't have any public members advocating for individuals because that changes the whole dynamics."},{"start":9203620,"end":9219570,"speaker":"D","text":"It's interesting but that was probably because it was not recorded and that's true. Were just. It was different the way. I mean, yeah, it went out to the public but now a lot more parents and community members know about this."},{"start":9219570,"end":9228289,"speaker":"C","text":"And I'm not saying I'm anticipating a lot. I'm just saying that we should just be like make that decision now instead of like trying to call it on game day."},{"start":9230610,"end":9232690,"speaker":"F","text":"We wait and see how many we have."},{"start":9234530,"end":9235810,"speaker":"B","text":"How many questions."},{"start":9235810,"end":9244970,"speaker":"F","text":"No, no, how many people who want to comment. Because my only concern is if, like, you have had 20 or 30 and providing each of them, I guess, a minute to talk,"},{"start":9247370,"end":9251770,"speaker":"B","text":"wouldn't it be the same amount of minutes that we provide during a board meeting?"},{"start":9252010,"end":9256170,"speaker":"A","text":"Which is true. So we have. We reduce the amount of time."},{"start":9256490,"end":9262970,"speaker":"F","text":"Yeah. So if it's under 10, then we give them three minutes. If it's."},{"start":9267860,"end":9269700,"speaker":"A","text":"Micro sicilia. Do you have a preference?"},{"start":9271140,"end":9279300,"speaker":"C","text":"I'd prefer it before for the same reason that you said, which is kind of like. Then we can go in here from the candidates and then move on into the final discussion."},{"start":9280180,"end":9280820,"speaker":"D","text":"I would."},{"start":9283540,"end":9289700,"speaker":"A","text":"Okay, so I guess since the majority of us are asking for before, that's fine."},{"start":9289700,"end":9291060,"speaker":"F","text":"I'm fine. Yeah."},{"start":9291060,"end":9295690,"speaker":"B","text":"Those in public questions, if they do come forward, will come before, correct? All right."},{"start":9295690,"end":9296090,"speaker":"A","text":"Yes."},{"start":9297290,"end":9307850,"speaker":"B","text":"And because there are. There are 12 right now, you can take a recess, have a break if you'd like. You can do that. Yeah, Lawrence."},{"start":9307850,"end":9308569,"speaker":"A","text":"And that's possible."},{"start":9309290,"end":9313370,"speaker":"B","text":"You just have to. We just have to make that aware. Make them aware of that in the beginning."},{"start":9313530,"end":9315930,"speaker":"A","text":"Okay, so go ahead."},{"start":9316090,"end":9318730,"speaker":"D","text":"Is this the only thing on the agenda or is there more stuff?"},{"start":9318730,"end":9329160,"speaker":"B","text":"Well, the only items that we'll put on the agenda that night are consent. Consent items. That's it. Nothing with action. I've already told all cap. There's nothing with action, only consent."},{"start":9330120,"end":9335240,"speaker":"A","text":"Do we want to do that first or last? Almost first."},{"start":9335240,"end":9337560,"speaker":"C","text":"Just if any staff members have to"},{"start":9337560,"end":9340200,"speaker":"B","text":"stick around, we do it first."},{"start":9340360,"end":9341080,"speaker":"G","text":"Do that first."},{"start":9341400,"end":9342040,"speaker":"A","text":"Okay."},{"start":9343720,"end":9347240,"speaker":"C","text":"Janet, you're the one running the process for it. Do you have all the information you need?"},{"start":9347240,"end":9347880,"speaker":"A","text":"I'm good."},{"start":9347960,"end":9348320,"speaker":"E","text":"Yeah."},{"start":9348320,"end":9349880,"speaker":"A","text":"I feel like I know. I know what I'm doing."},{"start":9350360,"end":9364640,"speaker":"B","text":"So we'll write this up for you and send it to you so you have it. And so just again, it's 4. 78. And did you. The presentation is, you say 10 minutes?"},{"start":9364640,"end":9375500,"speaker":"A","text":"Yeah, yeah, up to 10 minutes. And when will you send those questions out? Are you going to wait until after it closes? Closes."},{"start":9375500,"end":9378900,"speaker":"B","text":"Wait until after it closes in the next week?"},{"start":9380740,"end":9383940,"speaker":"A","text":"Now, you had talked about starting earlier, right?"},{"start":9384420,"end":9394060,"speaker":"B","text":"So we had all talked about that individually. And it looks like it may be better for us to start probably at four o'."},{"start":9394060,"end":9394340,"speaker":"A","text":"Clock."},{"start":9394580,"end":9396340,"speaker":"B","text":"Can you do four o', clock, Mike?"},{"start":9396420,"end":9397420,"speaker":"C","text":"I'll make it work."},{"start":9397420,"end":9397860,"speaker":"B","text":"Yeah."},{"start":9398020,"end":9403880,"speaker":"A","text":"So. And my only concern about that is for a candidate and their jobs, whether or not."},{"start":9404520,"end":9425240,"speaker":"B","text":"Well, I think what we can do right now is to let them know, like tomorrow or by the end of this week, the interviews will begin at 4. And when you begin the interviews, Lauren said, and the city council did this also, it's best to go by last name, alphabetical order."},{"start":9425720,"end":9442850,"speaker":"A","text":"So if we have a candidate who cannot make it at 4 o', clock, is it possible for them to let us know ahead of time? And I'll say I'll bump them to the end of the list. Are we okay with that? But I, I would say I need to know ahead of time before."},{"start":9443570,"end":9448290,"speaker":"B","text":"Well, you would, yeah, because it closes on Monday."},{"start":9448690,"end":9449210,"speaker":"G","text":"Next week."},{"start":9449210,"end":9452210,"speaker":"B","text":"On Monday. Hoping we can get this out probably on Tuesday."},{"start":9452780,"end":9457660,"speaker":"A","text":"Okay. Is everybody okay with four? You said you."},{"start":9457740,"end":9459740,"speaker":"C","text":"Yeah, yeah, I'll make it work."},{"start":9459740,"end":9462460,"speaker":"A","text":"Yeah, that was my answer too."},{"start":9462460,"end":9467820,"speaker":"C","text":"Yeah, yeah, yeah. There's enough advance notice and you know, I feel a cop coming on, so."},{"start":9468860,"end":9469660,"speaker":"B","text":"I'm just kidding."},{"start":9471260,"end":9474060,"speaker":"A","text":"And do we know if, if David can make it at that time?"},{"start":9475900,"end":9488950,"speaker":"B","text":"He was going to try and Sandra would try because I said it could be as early as first. I said five and I said as more came in, I said it could be four to my best. Okay. Okay."},{"start":9489030,"end":9493910,"speaker":"A","text":"I think we have everything we need. Do you. You have everything you need? Okay, great."},{"start":9495830,"end":9500950,"speaker":"B","text":"And the Openeding was what, five minutes. Decide on the openings, remarks. Two minutes."},{"start":9501750,"end":9503350,"speaker":"C","text":"Part of the 10 to 10 is part of."},{"start":9503350,"end":9504190,"speaker":"B","text":"It's all."},{"start":9504190,"end":9504550,"speaker":"C","text":"Yeah."},{"start":9506060,"end":9508620,"speaker":"B","text":"Includes the answering of the question. You're opening and you're closing."},{"start":9508620,"end":9508980,"speaker":"D","text":"Yeah."},{"start":9508980,"end":9509980,"speaker":"C","text":"Up to 10 minutes."},{"start":9510460,"end":9512860,"speaker":"A","text":"And thank you, Jorge, for getting those questions to us."},{"start":9512860,"end":9513340,"speaker":"B","text":"Yeah."},{"start":9514220,"end":9517140,"speaker":"A","text":"And I've seen you following along and highlighting and whatnot."},{"start":9517140,"end":9517580,"speaker":"B","text":"Yeah."},{"start":9518140,"end":9520460,"speaker":"C","text":"And all the candidates that are interested in the role."},{"start":9522060,"end":9545490,"speaker":"D","text":"And then another thing, just like super random, but like how many seats do we have and how many people fit in here? Because then our candidate is going to want to bring like her support system. Because this is so different than just a regular interview. Do we have to let them know, like. Okay, that's it. Just like don't bring. Yeah."},{"start":9546050,"end":9546770,"speaker":"E","text":"If we have."},{"start":9547090,"end":9547770,"speaker":"B","text":"In the lobby."},{"start":9547770,"end":9552610,"speaker":"A","text":"Yeah, right. If we have too many, I think we can pipe it, the sound into the lobby."},{"start":9552610,"end":9553610,"speaker":"B","text":"It is, it is piped into."},{"start":9553610,"end":9556210,"speaker":"A","text":"But also families can rotate in and out as."},{"start":9558370,"end":9561300,"speaker":"B","text":"Yeah, there's only 70. And remember fire marshall."},{"start":9561300,"end":9561660,"speaker":"A","text":"Yes."},{"start":9561740,"end":9563020,"speaker":"B","text":"Do we remember that night?"},{"start":9563660,"end":9565980,"speaker":"A","text":"I don't think I was on the board, but I still remember the story."},{"start":9567180,"end":9574220,"speaker":"F","text":"Which night that was when the fire marshal. Oh my gosh, there were so many people."},{"start":9574300,"end":9575980,"speaker":"B","text":"Somebody fainted out there, remember?"},{"start":9576540,"end":9577740,"speaker":"G","text":"Oh my God."},{"start":9577740,"end":9585300,"speaker":"A","text":"Okay, we're not going to have that happen. Okay, we ready to move on?"},{"start":9585300,"end":9586260,"speaker":"E","text":"Yeah. Excellent."},{"start":9586260,"end":9586700,"speaker":"B","text":"Thank you."},{"start":9586700,"end":9588970,"speaker":"A","text":"We are on consent calendar I'll make"},{"start":9588970,"end":9589970,"speaker":"C","text":"a motion to approve."},{"start":9591010,"end":9595170,"speaker":"E","text":"I'll second. Those in favor? Aye. Thank you."},{"start":9596210,"end":9604850,"speaker":"A","text":"9.1. Adoption of resolution number six. Approval of ed code and title five options for teaching assignments for the 2425 school year. Any questions?"},{"start":9606530,"end":9608130,"speaker":"F","text":"I'll make a motion to approve."},{"start":9608850,"end":9609570,"speaker":"C","text":"Yeah, I'll second."},{"start":9609730,"end":9610730,"speaker":"A","text":"All those in favor?"},{"start":9610730,"end":9611170,"speaker":"E","text":"Aye."},{"start":9611330,"end":9616450,"speaker":"A","text":"Thank you. 9.2. Approval of 2324 unaudited it actuals."},{"start":9620530,"end":9622050,"speaker":"G","text":"You don't get off that easy."},{"start":9626610,"end":9627330,"speaker":"B","text":"After all."},{"start":9635890,"end":10331120,"speaker":"G","text":"With no clarifying questions. Right? Good evening, everyone. Tonight we are presenting the fiscal year 2023, 2024 unaudited actuals. This is an annual event in September where we bring forward numbers after the closing of the books for the previous fiscal year on our normal graph here, that's shown at every meeting with the highlighted prior year round actuals with the green star tonight. And the children who never seem to age are included again. This is, you know, the start of the fiscal year for us still. We're now preparing to prepare, getting ready to start the work on the first interim report which will come back in December. Tonight traditionally has highlighted only the odd actuals and the changes from our, excuse me, our estimated actuals at budget adoption. But I did add a couple of extra slides in tonight highlighting the multi year projections and the changes based on what we did through the process of preparing the unaudited actuals. So I've kind of gone through most of this slide already. It really shows how many revenues actually, how much revenue, how much in revenue actually came in versus the expenditures that were actually incurred during the year. As a reminder, when we prepare the budget for public viewing and ultimate adoption in June, we're using numbers that are, you know, coming really from April and May as we prepare that. So there's, you know, one to two months of, of services that are being provided to students. There's expenditures taking place, purchase orders that are closing out, contracts that we don't know whether or not we're going to fully expend those funds. And then we have the process of trying to track that all down after June 30th with invoices and billing that come at that time for services provided in the previous year. As always, our financial statements, now that this is complete, will be audited and verified by our external auditors. I believe they come on site the third week of October to start the final portion of the audit this year, which will be presented to the board for acceptance in January. I've already gone through this slide too. It must be getting late. I'm jumping way ahead this is just simply a list of the funds that we have in the district that we prepared the unaudited actuals for as we do on an annual basis. This is our updated revenue slide showing approximately 1 41.7 million in revenue. There'll be some more detail on a couple of slides that will show where those changes occurred. Our expenditures for unauded actuals is 150.9 million. And then going through here, just a reminder of what those expenditure categories are on a broad level. And it shows on here that for 2324 we spent about 75.2% of our expenditures on all of our district employees. Right. So that doesn't include our contractors, but it includes our certificated, including our teachers, our classified as well as our management. For the district, the 75.2% includes salaries plus benefits, both health and welfare and statutory benefits the district either contributes to or pays in full. So here's a snapshot of our General Fund 01 starting with adopted budget in 2324 through estimated actuals and audited actuals where you can see approximately 1.4 million. I won't say in new revenue, but fully accounted for revenue for the 2324 school year. And then our expenditures where you see, I'll say significant savings or recouping of those expenditures, mainly from positions that were still budgeted for but weren't filled or positions that were filled by contractor but still had a position on the books that we were able to close out and finalize for the end of the fiscal year. On this slide, it shows the net change in ending fund balance of approximately $5 million. On here is just a snapshot budget adoption. We showed for the 2425 fiscal year what we anticipated our revenue and expenditures would be. And this is simply a snapshot of what was received and spent in 2324. This slide is the key for the next slide, grouping together some of the more notable items in our budget where we tie together both certificated and classified salaries. In that first one, really looking at what's going in terms of teachers and classroom support services through this, the only one that we didn't break out and put into specific groups would be like the benefits in the retirement. Those are still individual strands on this chart showing the impact there. That would be a little bit, I'll say more time consuming, not harder to do with how some of the funding occurs for our benefits in retirement. I did break out the with our 5000 series, our contracted services, to show that about 13 million of that is turning the Lights on, so to speak, and other OPEX costs. And about 19 million of those contracted services are going towards people supports. So that could be, you know, counselors, it could be special education supports and other contracted services. So you know, it's not $32 million of just, you know, maintenance and insurance and that sort of thing, but it's really the majority of that money is going towards people support services. So as I mentioned at the beginning, we don't normally put multi year projections in the unaudited actual report. But I thought was important in light of some of the things that will be happening this fall with the budget renewal process and really showing the impact of, you know, finalizing those numbers for the 2324 fiscal year. You'll notice it changed to unaudited actuals on the header up there rather than estimated actuals. I'm just going to point out a couple of key things on this slide. One, we were able to reduce our transfers in from fund 25 from 9.3 million in 2324 to 8.3 million. And then in 2425 we were able to reduce that from, I believe it was 9.875 million on the transfer end down to 7.3 at this time. As always, 2324 is set now, but 2425 isn't right. So that number will fluctuate and likely go down as we realize either savings or non expenditures in 2425. One thing that we did carry forward from 2324, even with the big reduction in, I'll say estimated versus actuals, was we didn't have a CSCA settlement in 2324. We had a CSA settlement on I believe July 3rd or 4th officially and which has retro pay for 2324. So we did carry that on the bottom line for an assignment of the excess funds that we had from the 2324 unaudited versus estimated actuals. Another point on the slide that I wanted to make under the fiscal stabilization plan where you can see the cells highlighted in light green at budget adoption. For 2526 that was 7.5 million and for 2627 it was roughly the same, a couple hundred thousand dollars difference. So we were able to lower what we'll have to find for our fiscal stabilization plan. And as a reminder, if we make ongoing reductions, that will cancel out essentially the 4.6 million in 2627. If they were all to be one time savings, then we'd have an additional 4.6 million in 2627. Also of note, if we go back up to the transfers in, you'll note in 2526 and 2627, we are doing this without any additional transfers in from Fund 25. So whereas I believe trustee Lawson said earlier, as we're right sizing the budget and doing that work, one of our goals was to eliminate the transfer in a fund 25. So ultimately that money will be able to be used for other things in the district in the future. Facilities related, not classroom or salary related. So there is some requirements of the use of that money, but the goal was not to transfer that in. In the out years, which we were able to do at this point on here. Simply showing that we are making the economic reserve or reserve for economic uncertainty last fiscal year as well as current and the two out years with those noted fiscal stabilization plan measures on the previous slide, the unassigned, unappropriated ending balance, really that will fluctuate as well. By first interim, it will not be $215,000 or 1,986. That will change as we get more information as we go through this fiscal year. This slide is to show the difference between estimated and actuals in all of our other major fund balances. And so moving forward in October, the budget renewal process begins. I always get this wrong, but I believe the first meeting is the 16th or the 6th. I'm not off the top of my head. I don't have it right now. December we'll be presenting obviously the work from the budget renewal process, but also the first interim report for approval and then continuing on with additional budget decisions for 25, 26 and the second interim presented to the board in March. And with that, I'll be happy to answer any questions."},{"start":10335050,"end":10358660,"speaker":"A","text":"Thank you, Rick. Anybody have questions? We appreciate your your work and. And your staff's work, of course, as always, thank you. All right, I guess we can move on then. Oh, we need to wait. It is an action item make."},{"start":10358740,"end":10360180,"speaker":"F","text":"I'll make a motion to approve."},{"start":10361220,"end":10361860,"speaker":"C","text":"I'll second."},{"start":10361940,"end":10370900,"speaker":"A","text":"All those in favor. Thank you. All right, now we can move on. 9.3. Adoption of resolution number seven to adopt the Gan Gan limit."},{"start":10388190,"end":10453240,"speaker":"G","text":"Good evening again. Tonight is a resolution for the GAN appropriations limit or commonly referred to as the GAN limit. The GAN limit sets the expenditures threshold for the state as well as local and county entities, including local school districts. On this, based on the information provided from the unaudited actuals and our expected expenditures in 25, 24, 25, this resolution states that we will or we are going to increase our GAN limit by approximately $374,000. If approved, this will be sent to the Department of Finance which will increase our again limit for 2425 as well as contribute to the state's increase in their GAN limit for 2425 as well. There is no fiscal impact to the district on this, nor does it impact or affect any programs or services offered by the district."},{"start":10456920,"end":10457880,"speaker":"A","text":"Any questions?"},{"start":10459400,"end":10464010,"speaker":"C","text":"Looks like routine. Routine business that's done every year. So I'll make a motion to approve move."},{"start":10467690,"end":10469610,"speaker":"A","text":"I'll second. All those in favor."},{"start":10470250,"end":10470890,"speaker":"D","text":"Thank you."},{"start":10471850,"end":10474010,"speaker":"A","text":"Reports from board members and superintendent."},{"start":10476730,"end":10479210,"speaker":"B","text":"I don't think I have anything to report this time."},{"start":10481210,"end":10481810,"speaker":"E","text":"Let's see."},{"start":10481810,"end":10514270,"speaker":"F","text":"Cecilia and I attended the superintendent advisory committee meeting and we mostly heard about the budget. Right. Sizing that we'll be doing and a few other sort of budget related things. Seeking out volunteers. I don't know if you got any from that, but. And then the only other thing I wanted to mention is I will be in Sacramento this weekend with CSBA for the board meeting. So if there's anything that you want me to bring up, let me know and I'll report back."},{"start":10518840,"end":10545410,"speaker":"D","text":"So the other thing that I have to. Well, I mentioned I attended the DLAC meeting at Hoover. So we. They rotate and the next one will be at Garfield. I forget the date but. And Catherine went over the re. The letter that gets sent out to parents. What do you call it? Classification for what is it?"},{"start":10545970,"end":10547090,"speaker":"B","text":"Reclassification?"},{"start":10547810,"end":10549210,"speaker":"D","text":"No, not the reclassification."},{"start":10549210,"end":10550130,"speaker":"B","text":"The title one."},{"start":10550690,"end":10561890,"speaker":"D","text":"There you go. Yeah. So she went over. I mean we didn't have a big turnout of parents but we're looking forward to the next one. So that's it. Thank you for attending that."},{"start":10563890,"end":10565410,"speaker":"A","text":"I do not have anything to report."},{"start":10567420,"end":10588220,"speaker":"B","text":"Well, I already reported on the Stanford presentation today. Ana and I met with a group from Mexico that Jeff Lee brought. He sent an email and Evelyn got him on our calendar with this group that was visiting from Micho Khan."},{"start":10588780,"end":10590940,"speaker":"A","text":"What was the Mexican delegation?"},{"start":10591340,"end":10592140,"speaker":"E","text":"Mexican delegation."},{"start":10592140,"end":10592900,"speaker":"B","text":"Mexican delegation."},{"start":10592900,"end":10593100,"speaker":"G","text":"But."},{"start":10593170,"end":10638080,"speaker":"B","text":"But certain cities. Michan. And then. Oh my. You write him down to try and see if we can become like pen. He called it pen pals with, you know, schools in that arena. Impossibility of having a. A teacher come and visit one of our schools and one of our teachers visit one of their schools. And it was just to create this relationship. So Anna did a wonderful job of giving bring them the information in regard to our programs that we have here in the Ribbon City school district that serves many of those children that their parents come when they came from those Towns and cities. That's what it is. Yeah, yeah, yeah. The same thing for the Mandarin program, right?"},{"start":10638080,"end":10644520,"speaker":"A","text":"Exactly. I mean, that makes sense to have that collaboration. Thank you."},{"start":10644520,"end":10753340,"speaker":"B","text":"That was the hat. That and River City together. The executive meeting I attended, we're doing something a little bit different with the strategy map with Raphael to see if we can't kind of bring things more together where more of the. Those of us who are members are involved in what is happening because it's not taking place. It's little groups here, little groups there. Like I had no idea. I. I still have no idea. Like I told Raphael, they. There's a committee on early learning or preschool or something. We don't have a representative that goes there. I said we're not, we're not at the table, but. And we're one of your core partners. And at these. They're always talking about the data. We've got data, but nobody else wants to do anything. So we have to redo this in a manner that everybody gets to be involved. Otherwise why are we even there? So he. The group seemed to internalize it and understand it. Kaiser, you know, wants to be really involved with us, you know, in a manner, especially when it comes to our Hispanic community being going to physicals, getting, you know, the different types of vaccinations and so forth. So they want to. The doctor that sits on that group with me would like to have that partnership. So that's good because I don't see Kaiser at all. And anything that we put in place, we're trying to do something a bit different and we'll bring it back to the larger group once everybody is agreeable. Orion. The Orion growth plan is immediately last week. We're not far yet."},{"start":10757260,"end":10782730,"speaker":"A","text":"Right. Thank you. 11.1 Information on San Mateo county investment fund. Are there any questions? Correspondence. We've gotten some emails about air conditioning. That's it. That's all I've gotten. Possible other business suggested items, items for future agenda at least. You don't want to add future items."},{"start":10788570,"end":10789330,"speaker":"F","text":"No, I don't."},{"start":10789330,"end":10789850,"speaker":"B","text":"Okay."},{"start":10790890,"end":10804300,"speaker":"A","text":"Changes to the board meeting. Cal. Great. We're a little past 10 o'. Clock. Sorry about that. We're supposed to take a vote to extend so 10:04 it is him."}],"lang":"es","translatedFrom":"en"}