{"date":"2026-04-01","type":"Regular","videoId":"MUo_j2IxTzw","audioDuration":6552,"speakers":{"A":{"name":"David Weekly","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"C":{"name":"Mike Wells","role":"Trustee"},"D":{"name":"David Li","role":"Trustee"},"E":{"name":"Jennifer Ng Kwing King","role":"Clerk / Trustee"},"F":{"name":"Interpreter / Maria Stockton","role":"Spanish interpreter; also CSEA Chapter 5 President (when identified as Maria Stockton)"},"G":{"name":"Multiple speakers","role":"Various: includes Wendy Kelly (Deputy Superintendent), Sally Dunaway Young, May Liang, Catherine Stewart, Kristy Jackson (Clifford Principal), Brenna Gear (RCTA President), and others identified in context"},"H":{"name":"Multiple speakers","role":"Various: includes David Li questions, Josh Hill (public comment), Kristy Herrera (public comment), and board member comments identified in context as Jennifer Ng Kwing King or Mike Wells"},"I":{"name":"John Baker","role":"Superintendent"},"J":{"name":"Multiple speakers","role":"Various: includes Joanne (Roy Cloud Assistant Principal), Sophia Santos (public comment)"}},"utterances":[{"start":5404,"end":21649,"speaker":"A","text":"Ladies and gentlemen, it is 7:01, and the board is reconvened in open session. Roll call, please. Evelyn, roll call, please."},{"start":23557,"end":24343,"speaker":"B","text":"Trustee Wells."},{"start":24391,"end":24567,"speaker":"C","text":"Yes."},{"start":25128,"end":25754,"speaker":"B","text":"Trustee Li."},{"start":25994,"end":26123,"speaker":"D","text":"Here."},{"start":26492,"end":27536,"speaker":"B","text":"Trustee King? Yes."},{"start":28323,"end":30283,"speaker":"E","text":"Vice President Márquez is absent."},{"start":30974,"end":31680,"speaker":"B","text":"President Weekly?"},{"start":32436,"end":53689,"speaker":"A","text":"Present. During closed session, the board consulted with the district regarding union negotiations with the Redwood City School District Teachers Association. Information was received and no decision was made. Welcome. Bienvenidos a todos. Welcome everyone to the public session for the April 1, 2026 meeting of the Redwood City School Board. Our interpreter will now give instructions for how to access translation."},{"start":55600,"end":82248,"speaker":"F","text":"Buenas noches, bienvenidos a la reunión de la Mesa Directiva Escolar de Redwood City del 1 de abril. Si necesita interpretación a español, por favor llame al 978-990-5137 y marque el 837-7041 y el símbolo de gato. Si asiste a la reunión en persona, solicite un transmisor que se encuentra en la parte posterior de la sala. Gracias."},{"start":87161,"end":217488,"speaker":"A","text":"Just so all participants are aware, the direction of the board— this meeting is being recorded and will be shared with the public. We generally try to post our meeting videos on YouTube a few days after. Tonight we'll be hearing from Roy Cloud and Clifford about their annual school reports, and we'll be approving their School Plans for Student Achievement, which we call SPSAs. On our consent calendar, we'll be approving a number of field trips and policies. And finally, the president of the Redwood City Teachers Association will be giving a short presentation on class sizes. The board encourages all members of the public to participate and provide comment on issues of concern regardless of whether or not they're on the agenda. If you're here in person, please fill out a speaker comment card. It's in the back of the room. You don't have to give your legal name, but if you'd like for us to follow up with you, please consider adding contact information. If you're online with Zoom, you can just raise your hand and we will call on you based on your Zoom name. If you're speaking on a topic on the agenda, you'll be called at the time that, that item is being considered. If it's not on the agenda, we will call on you in the public comment portion near the beginning of the meeting. To be fair to all speakers, comment is limited to 3 minutes unless otherwise noted. You'll see a countdown clock at the front of the podium. If you're curious about what else we're going to discuss in future board meetings, please check out our agenda item toward the end, which has a nice PDF of our upcoming schedule of board agenda items and topics. And as a reminder, if you'd like to have something on the agenda for us to discuss, you'll need to get that request to the board president— that's me— and the superintendent at least 10 days in advance of the board meeting. Dr. Baker and I will confer and decide on when or if to place it on the agenda. And of course, you're free to write your thoughts at any time to any of us. Feel free to write to us in Spanish also. And do we have a student-led Pledge of Allegiance for tonight? Okay, well, no problem. Next up is any changes to the agenda proposed. I have one. I'd like to propose that we take item from the Consent Calendar 14-15. That's Policy 4119-11 on sexual harassment. Assessment and pull it to an action item as 12.3 to discuss. Just that one, 4119.11. Yeah, that's 14.15."},{"start":217488,"end":223820,"speaker":"G","text":"To confirm, you want to move it to action and not discussion?"},{"start":223820,"end":225952,"speaker":"A","text":"Um, do you plan on—"},{"start":226016,"end":228453,"speaker":"B","text":"do you plan on still taking action?"},{"start":229126,"end":248993,"speaker":"A","text":"Yeah, it's discussion for first reading. So yeah, let's, let's move that to discussion. No thoughts? People okay with that? Cool. Okay. Any other changes to the agenda proposed? Nope. All right. With that, would somebody like to move to approve the agenda?"},{"start":249169,"end":250066,"speaker":"H","text":"I'll move to approve the agenda."},{"start":250130,"end":250611,"speaker":"C","text":"I'll second."},{"start":251236,"end":251781,"speaker":"A","text":"All those in favor?"},{"start":252277,"end":252453,"speaker":"H","text":"Aye."},{"start":252918,"end":288291,"speaker":"A","text":"All right. The agenda passes. Great. Public comment. We will now hear public comment on items not on the agenda. All right, and first up we have Ida Vázquez. Please come up to the podium and make sure you hit the button. Uh, no, we don't have— well, let me check. How many do we have online? We have 2 online. 2, 3, 4, 5, 6, 7 total. So fewer than 10. Thank you, thank you for asking those. Yeah. Oh, good thing to check."},{"start":290808,"end":462492,"speaker":"F","text":"Hola, buenas tardes. Mi nombre es Aida Vázquez, soy mamá de la escuela Garfield. Mi hija va en primero y mi hija va en tercero. Hoy quiero presentar mi opinión con mucho respeto en relación a los cambios que ustedes están proponiendo para la escuela de nuestra comunidad a la que asisten mis hijas. Primeramente, quiero tomar un momento para agradecerles a la mesa directiva por todo el apoyo que nos han brindado. Hasta ahora reconocemos su esfuerzo, su dedicación y el trabajo realizado por el bienestar de nuestros estudiantes y de nuestra comunidad. Como madre y miembro de esta comunidad, quiero decir que no estoy de acuerdo en algunos cambios que ustedes están manifestando para nuestros niños bilingües. Yo hablo español, mi familia habla español. Las clases bilingües han demostrado por ser efectivas, han ayudado a muchas familias y me incluyo. Tengo hijos grandes y menores y siento que les ha ayudado a empezar una base en el español y continuar en el inglés. Nosotros como padres valoramos la estabilidad y la calidad educativa de nuestros hijos que están recibiendo actualmente Creemos que hacer cambios en este momento como podría afectar a los niños que ya están adaptados a cierto nivel o a cierta de español al inglés, y pensamos que debemos como, en vez de cambiar, darles un apoyo o un seguimiento para el programa. Y hemos mirado que en la escuela Este programa que ahorita existe ha dado resultados, perdón. También es importante mencionar que cada niño es diferente y lo que bien ahora está ayudando a la gran diversidad del estudiante, de algunos, no todos somos la misma capacidad de aprendizaje, el mismo nivel y el mismo todo, pero tratamos de apoyarnos a todos. Creo que el cambio drástico sería como más, más temible, o más como dejarlos en la clase. Solo hablamos español, los padres hablamos español. Entonces tú tienes que tener una relación con tus hijos. Si tu hijo no habla español, ¿cómo vas a hablar? O en diferente idioma. Yo hablo español I'm now going to translate Aida's comment."},{"start":463359,"end":468871,"speaker":"C","text":"Good afternoon, my name is Aida Vázquez, a parent at Garfield School with children in the 1st and 3rd grades."},{"start":469531,"end":475533,"speaker":"A","text":"Today I would like to respectfully express my opinion regarding the changes currently being proposed for our school."},{"start":475581,"end":506913,"speaker":"C","text":"Firstly, I would like to take a moment to thank the school board for all their support they have provided us thus far. We've recognized your efforts, your dedication, and the work you do for the well-being of our students and our community. As a mother and a member of this community, I must state that I do not agree with these changes, as I believe they would not benefit our bilingual children. Bilingual classes have proven to be effective and have helped many families, including my own."},{"start":507748,"end":508711,"speaker":"A","text":"I speak Spanish."},{"start":508952,"end":533551,"speaker":"C","text":"We all speak Spanish, and we as parents value the stability and educational quality that our children are currently receiving. We believe that making significant changes at this time could negatively impact many students, especially those who have already adapted and are making progress thanks to the existing programs. And it's also important to mention that every child is different. And what I—"},{"start":534017,"end":537680,"speaker":"A","text":"what is working well right now is benefiting a wide diversity of students."},{"start":538339,"end":552735,"speaker":"C","text":"For these reasons, we feel that these changes will not necessarily address the needs of everyone. We want our voices to be heard. We are happy with what we have today, and we would like these programs to be maintained."},{"start":553137,"end":560589,"speaker":"A","text":"We believe that instead of changing what is already working, we should focus on strengthening even further. First, I would like to thank—"},{"start":560589,"end":572766,"speaker":"C","text":"also, it took a moment to thank the school board for all their support they have provided us thus far. We recognize your efforts, your dedication, and the work you do for the well-being of our students and our community."},{"start":573344,"end":584719,"speaker":"A","text":"Thank you for listening to us and for considering our opinions. Thank you so much. Next up is Michelle Strode."},{"start":592216,"end":717610,"speaker":"E","text":"Good evening, members of the board and Superintendent Baker. My name is Michelle, and I'm a proud parent of a kindergartner and also an incoming TK parent at Orion School in the Mandarin Immersion Program. Today I'm here on behalf of incoming TK parents to regarding the need to expand the after-school programs available at Orion for the upcoming school year. The excitement of an accepted spot in the TK program at Orion was unfortunately again met this year by anxiety regarding the lack of available spots in the after-school programs. For many working families, a TK placement is not fully meaningful without access to a reliable after-school option. Also, without the continuity of care, it can be difficult, if not impossible, for many families to make a TK placement work. As you're aware, this is not a new concern. Last year, following the expansion of the TK program at Orion, families including myself became before the board to respectfully request an expansion of the after, after-school programming. At that time, we understood that janitorial and facilities constraints were a limiting factor, and it seems this may be a consideration again this year. As Orion continues to grow, the issue will likely persist unless we— unless the underlying challenges are addressed. As enrollment increases, the systems that support students, including after-school access facilities and custodial staffing, should be scaled accordingly. I absolutely recognize the operational and budgetary complexities involved and appreciate all the hard work the board, our superintendent, and educators are doing to, um, help with this task. I respectfully ask the board to consider a sustainable path forward that allows after-school programs like Play Thrive to expand along the school so that TK access is both meaningful and practical for working families. Thank you again for your time and consideration."},{"start":718863,"end":719361,"speaker":"A","text":"Thank you so much."},{"start":723040,"end":744396,"speaker":"I","text":"In regard to this, uh, comment Today, Martín Cervantes and Principal Winnie Chen and myself met in regard to this issue. We are looking at a future plan and hope to have the results after spring break for you. So we just had that meeting today at 10:15."},{"start":744894,"end":750787,"speaker":"A","text":"Okay, thank you very much. Next up, we have Sally Dunaway Young."},{"start":756760,"end":874524,"speaker":"G","text":"Good evening, council members. I'm going to echo Michelle's sentiments. My name is Sally Dunaway Young, and I'm a parent in this community. I'm here tonight to first express my sincere gratitude for the expansion of the Mandarin Immersion TK program. This initiative reflects a forward-thinking investment in our children's education, cultural awareness, and future opportunities. My family is especially thankful that our 4-year-old son Simon will have the chance to participate. However, I'd like to bring attention to a significant gap that's impacting many working families like ours. While the TK program ends around 1 PM each weekday, there are currently not enough aftercare options available to support our full-time working family and other parents. As a result, families are placed in a difficult position, grateful for access to high-quality early education but unable to realistically participate due to the lack of coverage for the remainder of the workday. We've learned that local aftercare providers are already at capacity with waitlists exceeding 14 children. So importantly, these providers have indicated that they are ready and willing to expand services, even to open an additional classroom if more space were made available on campus. From what we understand, that space does exist. This presents a clear and solvable opportunity. By allocating additional space for aftercare programs, the city can ensure that the TK expansion achieves its full intended impact. Without aftercare, access to this program is effectively limited to families with flexible schedules or additional resources, which unintentionally creates barriers to equity. We're not asking for something new or untested. We're asking to unlock the full potential of a program you have already invested in. Supporting aftercare access allows working families to fully participate, strengthens enrollment stability, and reinforces the city's commitment to inclusive, accessible education. I respectfully urge the Council to consider allocating available campus space to qualified aftercare providers so that they can expand and meet the existing demand. Thank you again for your leadership and for your commitment to our children and our community."},{"start":875600,"end":880465,"speaker":"A","text":"Thank you so much. Next up, we have May Liang."},{"start":888588,"end":985777,"speaker":"G","text":"Hi, good evening everyone. My name is May Liang and I'm here to advocate for the expansion of the after-school program Play Thrive and also echo Sally and Michelle. So my name— I already said my name is May. So I have a daughter, she's 5 years old. It's going to be her first year at Orion this upcoming fall as a kindergartner, and we actually live in San Carlos and we've heard about the program for a couple years now. And just like other parents looking at other schools, and time and time again Orion has been just, you know, surpassed our expectations. And we really went to great lengths in qualifying for interdistrict transfer, and we were ecstatic to— that we were— we got a seat at Orion. And it did give me anxiety that we were waitlisted for the after-school play drive program. And so, uh, we highly— I would highly consider to really add an extra classroom. Um, this, as you know, Michelle said, and as well as Sally, this really provides, um, you know, quality— continued quality education in the Mandarin Immersion Program. And its unique ability to provide this Mandarin Immersion for after-school care is not seen anywhere, especially even in San Carlos. I've looked at other school districts as well, and, um, I— we would really appreciate if, um, this— a third classroom could be added. Thank you so much for your time."},{"start":986390,"end":992082,"speaker":"A","text":"Thank you so much. Next up, we have Catherine Stewart."},{"start":995483,"end":995644,"speaker":"G","text":"Hello."},{"start":996049,"end":1005731,"speaker":"A","text":"Well, um, I just want to mention that my kid went to Mandarin Immersion and had a great time there, and my kid's currently going to North Star Academy, 7th grader. So almost done."},{"start":1006469,"end":1006645,"speaker":"I","text":"Woo-hoo."},{"start":1007190,"end":1071853,"speaker":"A","text":"And we— I just wanted to say on behalf of everybody who's gone to Mandarin Immersion and the people who've gone to North Star to say an extra big giant thank you to Dr. Baker for supporting us at both places for years and years, knocking himself out to try to juggle all the priorities and balance everything. So I know he's still doing that the last minute, like as his feet are sliding out the door, he's still, still trying to do it. So we really, really appreciate it and thank you very much. All right. And online, we see 2 comment cards here. And the first is for Julia Selens— Selensneva. Do we see Julia online? There's 2 people with their hands up. I've got a Josh Hill and Sophia Santos and Lilia Amalia Valdez-Molí. So do we have a Julia Sales-Neiva?"},{"start":1073394,"end":1077537,"speaker":"G","text":"I don't see her listed, but I do see Josh, who also submitted a speaker card."},{"start":1077954,"end":1083349,"speaker":"A","text":"Okay, got it. So then next up we will have Josh Hill. Josh, you can unmute."},{"start":1087363,"end":1108333,"speaker":"H","text":"Hi, thanks for having me tonight. I would like to echo the sentiment that it's wonderful to have my child accepted to the Orion Mandarin program. We're very excited, but we also have a lot of anxiety about the after-school care and greatly appreciate expanding those programs so that we can have Daphne part of the program in, in August."},{"start":1111367,"end":1118589,"speaker":"A","text":"Thank you very much. All right. And then we've got 2 other folks with their hands up online. We've got Lilia Amalia Valdez-Monet."},{"start":1125008,"end":1125393,"speaker":"G","text":"Hello."},{"start":1127560,"end":1127736,"speaker":"A","text":"Hello."},{"start":1128298,"end":1129100,"speaker":"G","text":"Can you hear me?"},{"start":1129405,"end":1129790,"speaker":"A","text":"Yes, we can."},{"start":1130769,"end":1217649,"speaker":"G","text":"Perfect. Thank you so much. Good evening, members of the board and everyone today. Thank you for the opportunity to speak. My name is Lilia Amalia Valdez-Monet, and I have been part of the Hoover community since 2017. I am here to advocate for small class, class sizes. Every child deserves to feel seen and supported, but overcrowded classroom makes that very difficult even for the most dedicated teacher. I have spent years volunteering in Miss Herrera classroom, and I'm now assisting there several days a week. I seen a clear difference over time when my son When I was in kindergarten, there was two Spanish classes. Now there's only one, with many Spanish-speaking students and several with need extra support. With one, uh, only one teacher and a shared assistant, it's hard to give each children the attention they need. Sorry about that. Small class sizes improve learning, increase participation, and allow teachers to better support both academical and emotional needs. This is about providing an equity— sorry, equity education for every student. I understand this is, uh, requires resources, but every small chance, like adding a second Spanish kindergarten class or more assistance for the class, will make a meaningful difference. Thank you for the time and your commitment on our students."},{"start":1218902,"end":1223929,"speaker":"A","text":"Thank you, Lilia. And last up Online, we see a hand raised from Sophia Santos."},{"start":1230209,"end":1233888,"speaker":"J","text":"Hello. Hi, board members, families, and educators."},{"start":1234466,"end":1334829,"speaker":"E","text":"My name is Sophia Santos, and I'm a first grade teacher at Hoover School, and I would like to also address the critical issue of class sizes in our primary grade classrooms where early learning foundational skills are built. As has been stated tonight and across varying board meetings, we know that class sizes are something that deeply affects students and teachers in Redwood City School District. In my class of 27 students, 18% of students have IEPs, 70% are multilingual learners, and 25 of my students are experiencing behavioral needs as well. Conclusive research has shown that there are benefits to class sizes being small. Specifically 1 teacher to 15 students, especially in the primary grades. Smaller class sizes have existed in Redwood City School District. When class sizes are too large— they currently sit at 30 as the maximum— teachers are stretched thin, limiting their ability to give each child the attention they need to develop reading, writing, and social skills. I spend my evenings worrying for my students' academic growth and if they feel socially cared for by their teacher. Which I do my best to do, but sometimes I worry in a class that large. The fact that research consistently shows that smaller class sizes in primary grades leads to stronger academic outcomes and improved long-term success, but classrooms such as mine and many at Hoover, as well as many within the school district, have close to 30 students, is saddening. I urge the board to prioritize manageable class sizes so that every student across Redwood City has the opportunity to thrive, especially in primary grades. Thank you."},{"start":1336682,"end":1353070,"speaker":"A","text":"Thank you so much. And I believe that takes us to the end of public comment. And so with that, we will now move on. Oh, we've got— you put in our— oh yeah, sorry, I saw that on, uh, 16.1."},{"start":1353666,"end":1353762,"speaker":"H","text":"Yeah."},{"start":1357355,"end":1371591,"speaker":"A","text":"Um, so I, I, I, I saw this card is for Agenda Item 16.1. No. Okay. Okay, then in that case, I would like to call you to the stand. Thank you for advocating for yourself. Want to make sure everyone is heard. Yeah."},{"start":1377823,"end":1559459,"speaker":"G","text":"Wrong one. There we go. My name is Kristy Herrera, and this is the third time I'm speaking in front of you, and you might be wondering, why does this teacher keep coming back? Tonight I want to share something a little more personal, because this is not just my job. This is my life. I was born and raised in Redwood City. I'm a proud product of RCSD. I attended Henry Ford and Kennedy Middle School. My son Alex is 31. He attended the same schools I did, and today he gives back to our community as a substitute teacher and soccer coach. My daughter Cassie is 20, attended Adelante Kennedy, and is currently in college at Skyline. My husband Franklin has served this district for 19 years as a paraeducator at Selby and Kennedy. He just received the 2026 Sequoia Award as Outstanding Individual of the Year for volunteer work in our community, nominated by Dennis McBride, former RCSD, uh, school board member. So when I stand here tonight, I'm not just speaking as a teacher, I'm speaking as a student, as a parent, and as an educator, and someone that's deeply rooted in this community. Teaching is my second career. I didn't enter the classroom until I was 34. I started at Henry Ford, and thanks to John and Josh, found my home at Hoover, where I truly found my calling. And I have seen the changes. When I first began teaching kindergarten, we had 20 students and I co-taught with another teacher. The learning we were able to provide was extraordinary—rich art, hands-on science, small group, small group literacy, and meaningful writing. We could reach every child. And then class sizes grew. I still remember the year we jumped to 30 students. The line of children felt endless. I remember the years I taught a K-1 combo, the most challenging years of my career. And now this year I have 28 students. 33% have IEPs. 63% are multilingual learners. 37% have elevated behavioral needs. In 34 years combined as a student, parent, and educator, I've seen this district from every angle, and I need to be very clear: despite our best intentions, our system is not equitable. Equality means giving everyone the same. Equity means giving every child what they need to succeed. Right now we're doing neither. If we were truly equitable, class sizes would be balanced across the district. We would not see schools like Hoover with 28 students while others have 22. We are so grateful for the services that we have at Hoover— our guest teachers, our music, our STEAM classes, our coaches— but many of our kids are not coming into us kinder ready, so we still need more. We see the impact. It shows up in 3rd grade and beyond. Because when the foundation is not strong, the structure cannot hold. We cannot let this happen. These are our children. This is their beginning, and beginnings matter. So I'm asking you, please do not wait until the cracks widen. Invest in smaller class sizes, consistent classroom support, equity not just in words but in action. Because our students don't get a second chance at their foundation. Don't let us build it in a way that cannot hold it. If we continue on this path, we're not just failing to meet their needs, we're failing their future. Thank you. Thank you."},{"start":1566435,"end":1588846,"speaker":"A","text":"Thank you for that. And I believe with that we are now done with public comment. We now move on to union comment. We already have a presentation from Brenna a little bit later. I'm not sure if You're good for now. Awesome. Yep. And, uh, Maria, I don't know if you would like to say some words. Great. Okay."},{"start":1589959,"end":1600681,"speaker":"F","text":"Hi there, Maria Stockton, President of CSEA Redwood City Chapter 5. Um, this beautiful young lady behind me, Kristy Jackson, my President, and my Clifford family."},{"start":1600729,"end":1608798,"speaker":"E","text":"I'm very eager to hear the report as well as Roy Cloud, and I'm very eager to hear our sister union, our CTA's presentation."},{"start":1609168,"end":1612357,"speaker":"G","text":"So with that, I give up the rest of my time. Thank you. Thank you so much."},{"start":1614616,"end":1627019,"speaker":"A","text":"So next up, we are now going to approve our bond consent items. As a reminder for members of the public, consent items are the ones where we approve a group of items in one go that are considered unlikely to be objectionable or need discussion. I'll make a motion to approve."},{"start":1627997,"end":1629231,"speaker":"H","text":"Second. All those in favor?"},{"start":1629728,"end":1644553,"speaker":"A","text":"Aye. That carries. And next up, we will There's no bond program action item, so we move on to 12.1. We'll be hearing Roy Cloud's presentation, and we'll after that move to discuss and approve their SPSA."},{"start":1647096,"end":1652408,"speaker":"G","text":"All right."},{"start":1652811,"end":1677543,"speaker":"E","text":"We're just going to move right there. Okay. Good evening, everyone. Just— oh, you got it. Okay, I'm just ready to go. Ready to share some data. Anna, are you gonna move through the slides? Okay, it's one less thing I have to worry about."},{"start":1679758,"end":1686900,"speaker":"G","text":"Okay. Oh no, I am gonna do it. Okay."},{"start":1687943,"end":1688776,"speaker":"E","text":"Can I get a practice?"},{"start":1689161,"end":1689754,"speaker":"G","text":"Just—"},{"start":1690732,"end":1722102,"speaker":"E","text":"okay, got it. We're good. It's two buttons. All right, good evening, Redwood City Board of Trustees, Superintendent Baker, and colleagues. It is truly our honor to be here this evening to share what has been happening at Roy Cloud, a community that continues to show up for our students in extraordinary ways. Tonight we want to walk you through our progress across the three LCAP goals, celebrate the incredible work of our staff and our our families and share where we're headed next."},{"start":1722102,"end":1773186,"speaker":"J","text":"Goal 1 is really our foundation, creating a school environment where every student feels safe, connected, and supported. Across TK and 8, we support students' academic, behavioral, and social-emotional growth by integrating systems like Character Strong, Life School, PBIS, and school clubs. We prioritize accessibility, creating multiple ways for students to share their experiences advocate for their needs, and receive timely guidance. This student-centered approach allows us to respond early, connect students with resources, and ensure every child feels supported in their development. That way."},{"start":1779572,"end":1786483,"speaker":"E","text":"Um, oh, okay, we— I think we went too far. There it is. Um, we love this slide."},{"start":1786740,"end":1849717,"speaker":"J","text":"Our attendance rate has moved steadily in the right direction, with 95.4% in 2023-24, 95.5% in 2024-25, and we're sitting at 26% as of December. Um, this is equivalent to 638 scholars who are attending consistently. This mid-year number is particularly exciting because it tells us the momentum is carrying into this school year. Our students are showing up, and we believe this is a direct reflection of a community that makes them want to be here. We— our goal is a 2% annual increase, and while year 1 had held steady, this year's mid-year data shows a gain of 0.7 points from year 1. We take a proactive approach to attendance, reaching out to families as soon as we notice a trend and before it becomes a habit. By partnering with families and bridging gaps with teachers, we help ensure students are in school consistently and have the instructional support they need to stay on track academically and socially."},{"start":1849717,"end":1857375,"speaker":"E","text":"Just another representation of our data. Oh, there we go."},{"start":1858562,"end":1904053,"speaker":"J","text":"Now this is a slide worth celebrating. Our chronic absenteeism rate has dropped from 8% in our base year, um, down to 7.3%. This year's mid-year data shows us at just 5.7%. That's a drop of 1.6 points from year 1 alone. Students who are chronically absent are now coming back. Our teams have done beautiful work to personalize outreach, create gradual return plans developed alongside families, and are making sure every student has a trusted adult on campus to come back to. Rather than waiting until attendance becomes a major concern, we intervene early and partner with families to remove barriers. Our staff and teachers are supportive, understanding, and accommodating as students return to school."},{"start":1904053,"end":1904314,"speaker":"F","text":"Welcome."},{"start":1911919,"end":1924259,"speaker":"J","text":"This trend is clear, and it's heading in exactly the direction we need it to go. We remain committed to the 3% annual reduction target, and this year's trajectory gives us every reason for that confidence."},{"start":1926539,"end":2004874,"speaker":"E","text":"Okay, so now I will talk about suspension. So our suspension data tells a story of real sustained progress. School-wide, we've dropped from 1.8% to just 0.1% at mid-year this year. For our students with disabilities, we've gone from 5.4% down to 0% mid-year. This is remarkable. I want to be transparent. Our English learner suspension rates spiked year one, but our teams responded immediately, and mid-year we're back to 0%. This reflects our commitment to reflection over consequences, helping students learn, repair harm, and grow. It's not as though our students don't make mistakes. They do. And at Roy Cloud, we prioritize restorative practices and relationship-based responses that our teachers and staff have applied to behaviors and conflicts in restorative ways, and we are seeing our approaches lead to growth and sustainable outcomes our students are able to stick with. Additionally, we are seeing an increase in students coming forward and sharing conflict and concern with our teachers, counselors, and administrators more often. This shows an increase in trust between adults and students and confidence that the work we're engaging in supports students and stops harmful behaviors. Welcome. Welcome. Welcome. Approval of the Bond Program Consent Items. Approval of Board Policy 1312.41: Employment Drug Testing. Approval of Board Policy 4111.41: Employee Drug Testing. Just another look at our data. As previously mentioned, this data shows a downward trend."},{"start":2009402,"end":2044062,"speaker":"J","text":"So how are we doing this? I want to take a moment to celebrate our staff and our community with such programs like Rainbow Cloud, student-led clubs, a full-time music teacher, Unity Days, Safe School Ambassadors, Kindness Week, and Friendship Circles. These aren't just programs, they are strategic— strategically woven into our fabric. Our PBIS framework character-strong curriculum, and mentorship between middle schoolers and our youngest scholars are building the kind of school where students genuinely want to show up. All of these efforts will continue into our 2026-27 year."},{"start":2044992,"end":2224440,"speaker":"E","text":"We have two slides about, uh, Goal 1's takeaways and next steps. And then I— we also wanted to add a slide about our Healthy Kids Survey. So in addition to our students and our staff feeling the changes, our families are feeling them as well. The Healthy Kids Survey It gives us some of the most validating data we've seen. 96% of parents say Roy Cloud is a supportive and caring environment. 92% say our teachers go out of their way. 90% say teachers are responsive to their child's social and emotional needs. Our 4th and 5th graders report that 95% are feeling treated with respect and 96% see our PBIS system working. We know that we have room to grow. We always do. And we will continue to look for ways to amplify our student voices, support peer conflict and, and overall student engagement. These are all areas that we are leaning into, and, but it's important to note that our community is thriving. All right, so LCAP 2. Goal 2 is around our multilingual learner community, and we are so proud of the progress our multilingual learners and their teachers have made this year. Our targets are to support our multilingual learner scholars to increase their ELPAC level growth to 55%, raise our reclassification rate to 20%, and bring our long-term English learner rates down to 10%. We see multilingualism as an asset, and our goal is to ensure that students develop both language proficiency and strong academic skills. Okay, so it's important to note that this jump is extraordinary. In 23-24, 9.1% of our second 8th grade multilingual learners advanced at least one ELPAC level. In 24-25, that number leapt to 41.7%. That's a 32-point gain in a single year. This doesn't happen without intentional, individualized, relationship-driven support. Our intervention teacher, counselors, and classroom teachers build something special for these students. Okay, here's our ARFEP data. Our reclassification rate has also grown from 9.5% to 15.2%. We are on a clear upward path towards our 20% goal. Most students are reaching full proficiency and crossing that milestone, which is a testament to the tireless work of our team and the courage of our students. And here's our ELPAC. Our long-term English learner rate has already met our 10% target, dropping from 17.4% to 9.4% in one year. That is an 8.2% drop, and it means fewer students are staying stuck. So across these 3 metrics, Year 1 results exceeding expectation and Year 2 targets are well within the reach of given the momentum that we've built."},{"start":2227427,"end":2266759,"speaker":"J","text":"The heart of this work is personalized connection. Family meetings to reveal ELPAC results together. Student shadowing as they advance up the grades. Gives our multilingual learners the chance to see what's to come from their perspective of another student. Targeted intervention, strong classroom collaboration— this community wraps around our multilingual learners and says, you belong here and we believe in you. It's important to note that over the past 3 years, we've also encouraged more families to join the Roy Cloud community by adding multiple sections each year. When school events are scheduled, we take important steps to ensure they are inclusive to all school members."},{"start":2269755,"end":2492622,"speaker":"E","text":"Okay, and now we are at LCAP Goal 3. Goal 3 focuses on academic achievements, and specifically a 4% annual increase in i-Ready ELA and math, and improved CAASPP performance for our English learners. So let us walk you through that. Okay, in ELA, our grade level percentages jumped from 44.4% in the fall to 62% in the winter, a 17. a 17.6-point, a 17.6-point mid-year gain. Students who were one year below grade level are catching up. The science of reading-aligned phonics instruction, small group intervention, and our reading intervention teachers' fluid approach to meeting students exactly where they are— all of these things are showing up in our data. Overall, 64% of students are demonstrating expected reading growth, which exceeds our baseline. Our upper elementary teachers and middle school teachers engage in vertical articulation to ensure students are learning pertinent skills that are addressed prior to the promotion to the next grade level up and feeling supported right from the beginning of their new experience, especially in middle school. We focused on holistic analysis of written work using rubrics that align with the state standards, and this focus on writing, namely opinion, argumentative, and persuasive writing, supports and promotes student voice on top of the foundational writing skills. And here's another representation of our data. Okay, now we're going on to math. Math tells an equally exciting story this year. We went from 37% at grade level in the fall to 54% in the winter, a 17-point mid-year gain. We're proud of how we've responded to this data, especially with the slight dip in '24-'25. We have utilized the board-adopted curriculum. Our teachers are strong at delivering universal support for students, and our site leaders have taken a step to learn more about how to support as we've gone into and taught lessons to gain firsthand knowledge of the flow and skills required for each lesson. We've also doubled down on our math reasoning and discourse with supplemental materials such as Silicon Valley Math Initiative, problem-based learning, Math Olympiad, and UDL. And this year's results reflect that commitment. In the past, we've utilized the Pedagogy of Confidence and this year embedded UDL practices to meet the needs of all learners. We've partnered with San Mateo County Office of Education's Dr. Chad Slythe and Dr. Zoni Boyer, who have led professional development and coaching supports throughout the year, and we are excited to see the outcome of this additional level of support. And it's just another representation of our data. And let's go to— okay, our CAASPP. All right, so for our multilingual learners specifically on state assessments, so EL, ELA shows a strong growth from 0% meeting or exceeding standards in 23-24 to 8.3%, with a year 2 target of 14.2% We are on our way. In math, we dipped slightly from 10% to 8.3%, and we are not satisfied with that. Our teams are fo— yep, our teams are focusing on closing this gap through targeted instruction and continued collaboration between classroom teachers and multilingual support. Year 2's target is 12.2%, and we are working hard to get there. These are just a few more of our representations of our data, and Joanne will take us home with takeaways."},{"start":2493316,"end":2524159,"speaker":"J","text":"One thing we're especially proud of, um, this year is we asked ourselves, how do we celebrate the students who have worked tirelessly to close their personal achievement gaps? The answer was our Academic Growth Certificates. We champion our scholars who have shown grit and perseverance just as much as those who are achieving grade-level proficiency. Because growth is achievement. With such programs like Walk Through History, family heritage events, and Math Olympiad, we are building a school where academic excellence and joy coexist."},{"start":2525907,"end":2550394,"speaker":"E","text":"So we are incredibly proud of the Roy Cloud community. As you can see, our students, our families, and above all, our staff who show up every single day with heart. The data you've seen tonight reflects their dedication. We look forward to comments or questions, and I thank you for your partnership in making Roy Cloud a place where where every student can thrive. Thank you."},{"start":2550394,"end":2646231,"speaker":"C","text":"Thanks, Joanne and Melissa, for presenting Roy Cloud tonight and for all the work that you're doing. Um, you know, you got to— I say this for all the presentations, but we look at the numbers, we see the percentage years, that's kind of what you present. But behind every one of them, we know there's a student, there's a family, there's caregivers, there's staff, there's teachers, admin, like a bunch— there's a whole community. And I really have enjoyed seeing how Roy Cloud has flourished under your leadership, Melissa, the last several years. So thank you again for choosing Redwood City and for coming here. That's been, been outstanding. The numbers, yeah, they look, they look good. I mean, things are going all in the right direction. You have a lot to be proud for about what's happening at the school there. And particularly when we, you know, dive down into the disaggregated parts, seeing 0% suspension for students with disabilities compared to the year before is incredible. That's a, that's a really strong, strong growth there. Seeing the ELPAC growth, I mean, I realize that numerically there's probably not a lot of multilingual learners there at the district, so it's great that they're not being left behind, that they're getting a chance. Obviously in Goal 3, as you called out, there's work still to do there, but you recognize it and know that that's where some focus has to go. So that's really, really good to see. And otherwise You know, the i-Ready growth is tremendous. You're exceeding your goals, so that's by a lot, not just like just coming in over the line. So that's pretty impressive to see. So thanks for presenting. And again, it's more the work that you, your staff, the teachers, the whole community, the— all the families you're putting in there. It's good to see."},{"start":2646327,"end":2646520,"speaker":"A","text":"Thanks."},{"start":2649312,"end":2730156,"speaker":"H","text":"I don't really have questions. I'll just provide a lot of the same comments of kudos. One, also, thank you. It was great to come and actually see the, the school in action. So appreciate both you, Melissa, and Joanne, for walking me around there. But yeah, a lot of what Mike said, totally agree with. I think it's just to put it out there, obviously Roy Cloud serves probably a different population from some of our other schools, but that doesn't mean that there's no challenges. It means that there's different challenges. And I appreciate that there's an acknowledgment. You can see this through what you say, what you do, as well as what's in the presentation, that you are trying to always get better. It's not just we're, we're good enough and therefore it's what can we continue doing for? And that comes through with the, the surveys, right? Acknowledging there's a lot of positive stuff there, but also there's challenges of how do we continue pushing engagement and pushing for challenges. So really pleased to see that all the numbers, yeah, they, they look like they're all going in the right direction, which is great. The attendance and chronic, chronic absenteeism is just remarkable. I mean, that's just hard everywhere, so it's great to see that. And then the ELPAC progress is, is great, not only because that's Goal 2, but also because I, I, I'm very hopeful that will trickle down into Goal 3 as well. And so I know, as acknowledged, some of the CAASPP scores from last year within that specific population could— you know, we, we'd love to see more improvement there, but I'm hopeful based on what we're seeing from ELPAC that we're going to get there. So thanks so much for all the great work."},{"start":2730348,"end":2730957,"speaker":"G","text":"Thank you."},{"start":2735106,"end":2770963,"speaker":"E","text":"I, I don't need to repeat what everybody has said, but I will say, um, on the Wellness Committee, whenever we have a student rep from Roy Cloud, they reflect kind of the great survey scores that you guys are showing here, um, in terms of just feeling welcome in school. It seems like an important thing for you guys, and it's really reflected in your survey. I did have one question on the SPSA. There was one odd number. There was like only 14 kids in first grade who took the i-Ready, um, English. I wasn't sure that was a mistake. It was a glitch. Okay, we should just play— fix the number. Yeah, we Final SPSA."},{"start":2770963,"end":2772793,"speaker":"G","text":"Yeah."},{"start":2772793,"end":2777015,"speaker":"E","text":"Thank you. Awesome."},{"start":2777673,"end":2791238,"speaker":"A","text":"On suspension, it's just amazing to see an order of magnitude improvement on something as important as that. So kind of a typical question to ask for something like that is whether we've seen increases in behavioral referrals. Just want to make sure that we're not bottling problems up in the classroom."},{"start":2791238,"end":2845039,"speaker":"E","text":"Yeah, no, I, I think that speaks to kind of what we were saying about, like, students feeling comfortable coming forward. Like, they're not just coming forward to us, but to their teachers, and we work together to make sure that we are addressing things like, like we said in the presentation, like before things do bottle up and like get bigger, become bigger problems. And I, you know, I want to shout out to our teachers who are incredible in providing that support in the classroom. And actually, Joanne created a really great system of building in reflection and, and kind of slowing slowing our students' like thoughts down, just to kind of really think and unpack like what happened, like, you know, in this conflict that may have happened. How, um, how could I have handled myself differently? How can I learn from this? So I don't know if you want to add anything, but it was— it's really great. Thank you. Got it. Okay, I did it."},{"start":2845039,"end":2861811,"speaker":"A","text":"Some wonderful metacognitive skills that I'd love to see all the adults in our community also reflect. That's fantastic. I noticed in the presentation the mention of amplifying student voices and maybe implying some plans to lean more into that."},{"start":2861891,"end":2943844,"speaker":"E","text":"Any idea what that might look like? Yes, so we definitely are looking for just like— I think we'll call it organic opportunities where students are coming forward to, like we had mentioned, student-led clubs. They are coming forward and like really wanting to create their own kind of like groups in their recesses and their lunches, and I think that's a really good example of that amplifying that student voice and that interest. They're doing so through their writing, like I said, with their persuasive and argumentative writing pieces. We're seeing it a lot more in the presentations that are happening inside the classrooms with the UD— our focus being UDL. A lot of our teachers are looking at, like, okay, how can we utilize student strengths to have them show what we know? And that's coming out, like, you know, we give them options, and a lot of them are wanting to present their, their understanding of the content, which is pretty cool. And then additionally, you know, we're going to be looking forward to— I know you and I have talked about design thinking, and that's just another level to, to that where students are going to be able to kind of see themselves as agents of change. And again, just organically amplify their voice in that sense and really look at their passions and try to solve real-world problems."},{"start":2944133,"end":2945208,"speaker":"G","text":"So that's, that's to come."},{"start":2945208,"end":2952141,"speaker":"A","text":"Yeah, it feels like the school site's really leading the charge on UDL and the like, and things are working out pretty well on that front."},{"start":2952141,"end":2958625,"speaker":"E","text":"Yeah, we are very proud of the efforts that are going into UDL, and in fact, we are inviting Chad and Zony back tomorrow."},{"start":2959187,"end":2960183,"speaker":"G","text":"So fantastic."},{"start":2960231,"end":3016208,"speaker":"A","text":"Yeah, wonderful to see the EL reclassification velocity increasing. The accelerated reading growth is fantastic, and you seem to blow your math growth goals out of the water, more than 10% over, over target, which was great. Growth certificates was cool. I didn't realize that was a thing. Celebrating growth is absolutely the right target. And it's— stepping back, I feel like post-pandemic I was almost despondent because we had seen for a lot of students not only had things regressed a lot, but in the years just after the pandemic, our growth rates were, were flat. And so it was like, oh no, we're like, we, we went backwards and we aren't getting better anymore. And so it's just, it's so heartening to be seeing data like this where our students are accelerating. We're getting larger and larger percentages of our student bodies that are meeting or exceeding their goals for growth. So it's just, it's, it really is a Fantastic work. So thank you so much."},{"start":3016273,"end":3019419,"speaker":"E","text":"It's a huge shout out to our teachers. Yeah, yeah, teachers and staff."},{"start":3019820,"end":3021409,"speaker":"A","text":"Thank you, teachers, and thank you."},{"start":3023335,"end":3057302,"speaker":"I","text":"Welcome, Joanne, to the first board report. How are you doing? Okay, for those of you— you remember that she took the— she became the assistant principal when the previous one took a principalship in Pacifica. But welcome, welcome. Melissa, um, great report. I'm not going to repeat a lot what the board members said, but I do have the vertical articulation Give me a little bit more on how that, you know, is, is occurring, and is that also, um, with the vertical articulation going into the Universal UDL?"},{"start":3057302,"end":3152062,"speaker":"E","text":"Yeah, um, so it started off, uh, you know, just with having conversations with, uh, teachers and hearing that, like, they're going to the teachers above them and just kind of learning, um, on their own, like, hey, how can I prepare the kids that you're getting. And so from that, I was like, well, let's do it, let's do it school-wide. Like, let's do it throughout all the grades. So we did that, um, a couple months ago, and we're going to do it again in the spring. And it's just a way for, you know, the teachers to be able to collaborate, to look at the standards, to see how do the standards progress in certain areas, but then also, like, are there any gaps that we need to kind of work on to help them be successful in the next grade up. So those were coming— some of the conversations that they're having, um, in terms of, uh, UDL specifically. That happens a lot in our UDL trainings, in our professional development. Teachers are sitting together, and a lot of the work goes into like, okay, how can we address some UDL practices in our assessments or in our lesson plans? And so they're all kind of working together to see how that progresses up, especially in, uh, last year we really focused in writing. So a lot of the teachers were able to have some open conversations about like, okay, like, how does it— what is this writing prompt, this persuasive or argumentative writing prompt look like in first grade? And then how are we going to increase it in second grade and first and all the way to eighth grade? I think that's the beauty of having a TK-8 school is that you can have that fluid articulation, you know, from our youngest scholars all the way to our graduates. So great."},{"start":3152543,"end":3180128,"speaker":"I","text":"And my other question was, thank you so much for all you do for our multilingual learners, because I know you have been one of the sites that has taken on— as new arrivals do come to us from other states or even other countries, you have said, send them my way. And we have been. And so I know the multilingual population is growing at your school site. The piece that I was very interested in learning more is if you're doing this family meeting after you get the LCAP results."},{"start":3181266,"end":3238369,"speaker":"E","text":"What does that look like? So we reach out to our families, um, because it can be confusing, um, and we want to make sure that one, prior to, uh, to these assessments, families can understand, um, what their child is going to do, how they're going to engage with it, and then what the results mean. Um, and then we also meet with families who are— their, their scholar is going to be reclassified to talk about what that also means, why we have a ceremony for it, like why it's something to really, really celebrate. We started doing that 2 years ago, and the families really appreciated it because I think there was like some, uh, not like a misunderstanding, but just like kind of what is this. And so being able to sit down with them and just talk through like what their child's scores look like, and then especially when they're going to be reclassified, like, you know, getting them ready for that ceremony to celebrate, uh, the hard work that their scholar has put into. So So that's, that's kind of what those look like. Great."},{"start":3239266,"end":3255740,"speaker":"I","text":"Just kudos to you and your staff for doing everything that you have been doing over the past few years, and the level of where you have brought this school to where it is right now is amazing. So I thank you so much for joining the Redwood City School District. Thank you. And thank you, Joanne, for stepping up to be the assistant principal."},{"start":3258240,"end":3260260,"speaker":"G","text":"Can I address the SPSA?"},{"start":3261125,"end":3301907,"speaker":"D","text":"Um, Melissa, so I'm looking at— I'm in i-Ready right now. So we do have 2 teachers who did not have the test, and I don't know if you We, we had some issues this year where, um, we have an open window. When we open the window to take the test, we had several teachers who assigned the test early on, and so that data does not come part of the data that we already had as an open window. It sort of erases it. So it could have been— I know we had several schools that this happened to. So the really— the— when I'm looking at the data, and it is only the 14 that took it within the time window, so I'm wondering if your teachers actually opened the test early and assigned it versus being during the open window. We're not the only school. We had several of these. Okay, I can look into that."},{"start":3302035,"end":3303609,"speaker":"E","text":"I, I don't— yeah, I thought—"},{"start":3303609,"end":3307928,"speaker":"D","text":"So that sort of skewed some of the data. Yeah, yeah. Um, I think that—"},{"start":3307928,"end":3310368,"speaker":"A","text":"Is that data recoverable or is it just deleted?"},{"start":3310368,"end":3341631,"speaker":"D","text":"It's not deleted. It's still there, but it's not part of the compilation because it's outside of our window, and so we only capture what's in the window. That's not ideal. Well, we haven't had this happen before. If it's— everybody's been within the window, but this year for some reason teachers opened it a little bit earlier. And so then some teachers had the kids redo it and others did not. We did send out— Bronya and Jenny were sending out messages to teachers that they had assigned them before, so I'm not sure if that's the case, but I know that happened for several, several teachers this year."},{"start":3342369,"end":3342690,"speaker":"G","text":"Okay."},{"start":3346428,"end":3351573,"speaker":"D","text":"Yeah, it, it's just that the, the way that i-Ready does, it doesn't allow us when you take it out of a window."},{"start":3351573,"end":3353721,"speaker":"A","text":"You, you can't widen the window."},{"start":3353721,"end":3355483,"speaker":"F","text":"We do not widen the— yeah."},{"start":3355483,"end":3358849,"speaker":"D","text":"Yeah, because it's set parameters within it."},{"start":3358849,"end":3362119,"speaker":"A","text":"That's super not ideal. Let's try and fix that so we don't have—"},{"start":3362119,"end":3367696,"speaker":"D","text":"Yeah, that— this is the first year that's happened with several teachers. We haven't had it happen in the past."},{"start":3367696,"end":3386552,"speaker":"A","text":"All right. So that acknowledged for the purposes of tonight's approval of this SPSA, do we want to go ahead and Approve with— is, is it fixable? Because it sounds like there's no way to increase it. Yeah, it doesn't sound like it's actually fixable."},{"start":3386649,"end":3394720,"speaker":"D","text":"I mean, I texted Jenny, but I don't know, um, how it is because it's outside the window, so it doesn't give us the same exact things in the window that we did."},{"start":3394929,"end":3399041,"speaker":"C","text":"I don't think it's going to materially change the plan. I, I would propose that we go ahead and approve it."},{"start":3399812,"end":3405832,"speaker":"A","text":"Okay, just with an asterisk of let's make sure this doesn't happen again, but okay, that's, that's about it. Okay. All right."},{"start":3405896,"end":3408916,"speaker":"C","text":"Well, so with that, would you like to approve this?"},{"start":3409288,"end":3413665,"speaker":"A","text":"Would anyone like to second? All those in favor? Aye. All right. Thank you very much."},{"start":3413909,"end":3414623,"speaker":"G","text":"All right."},{"start":3422801,"end":3430521,"speaker":"A","text":"Clifford. You know that, that was— We have some people in the audience. I'm missing my hat."},{"start":3431424,"end":4267736,"speaker":"B","text":"We always have good representation. Oh my gosh, you didn't tell me I didn't bring mine. No costume this time. We have a new— Kristy, go. Okay, all right. Good evening, uh, Dr. Baker, Board of Trustees, and members of the executive board. My name is Kristy Jackson. I'm the principal of Clifford School. Thank you for having me here to talk about our goals and the progress that we've made. I want to begin by, of course, giving thanks and appreciation to our Clifford team, which includes our admin and our community center team, our teachers and staff, our PTO and our, our parents, our students, for all of their hard work, all their dedication for making Clifford such a wonderful place to learn and also come to work every day. So let's go ahead and get started with Goal Number 1, and of course this is the area where we provide our students with all of the supports they need to thrive, and taking a deeper dive into our attendance data and also our behavior and our suspension data. You'll see here for our attendance rate, when we meet with our attendance team every month month, we do check our monthly attendance, and we're trending a little bit higher every month than we are last year. So we're definitely making a lot of progress with our daily average attendance. And so we're making a lot of growth there and very close to making our target there with our daily average attendance. So we're making good progress there. As far as chronic absenteeism, we are again making a lot of growth in this area. We haven't quite met our target yet this school year, but we're happy with the growth that we're seeing. As far as reducing the amount of chronic absenteeism. Our suspension rate for most groups is making a lot of good progress, with most groups decreasing in the— in our suspension rate. And then as far as takeaways, starting first with attendance, there's a few things when we sit down with our attendance team and those biweekly meetings that we still see families struggling with. With. One of those things is some of our families still struggle with transportation. Some of our families live far away from our school, and sometimes they struggle getting to school on time or getting to school. We're still working with our families about taking trips and vacations not during this— during, uh, school weeks. Um, and we still are working with families of our students with disabilities who are school avoidant or have anxiety or are not attending school. One thing that we are working very hard on, and we've been doing this for a while, is meeting, like I said, biweekly with our attendance team. We do a lot of outreach. We work with our office team members and our Family Center. They make a lot of phone calls to families. They— we have a lot of conferences and meetings with families. The teachers also help us with this, reaching out to families to talk to them about the importance of attendance. We've been keeping up to date with our SPSA meetings, and we've had some SARC meetings so far this school year. Our Family Center and our MTSS TOSA help families and provide them supports that they need to get them to school, like providing them with bus passes. We even, um, connect them with other families that they can carpool to get to school with, or whatever resources they need. We've started some new incentives this year for attendance. We're doing an attendance raffle during the weeks of the year around holidays where often families will go on trips or vacations. And so we do an ice cream raffle, um, and that's been very popular. And we email families and congratulate them for their positive attendance. Uh, we also continue with our attendance awards, and that's something that the students really enjoy. We're also trying to improve our systems for independent study and make sure that parents are under understanding how that works. And now that we can do it for 3 days, making sure that parents get excused absences if they're going to be out of school for trips or things like that. As far as our behaviors and our suspensions, we're going to continue to work with our students and try to be preventative and proactive as much as possible when it comes to behavior and deal with students on a case-by-case basis. We try to build relationships with our students and work with families whenever there is something that we need to address. We use our PBIS systems and our Character Trait Program to support students and use alternatives to suspension whenever we— is possible. Um, and we use a lot of reflection with our students, a lot of opportunities for them to take responsibility for their behaviors. And, um, lately we've been doing a lot of community service projects for our students rather than things like suspension. Also, for our students with disabilities, which sometimes are affected by suspensions when they may be dysregulated, we're working with our special education department and also behaviorists to train our staff to be able to work with them in those situations. Okay, moving on to Goal Number 2, and this is our progress for our multilingual learners, the— our— their reclassification, their growth on the ELPAC, and also reducing our number of ELTELS. You'll see in the next slide that our students from 23-24 to 25-26 did not make as much progress as the previous year, so we're hoping we can get back on track. ELPAC. They took a little bit of a dip last year from the year previous. That's also the same with our reclassification. Also with our progress and our ELTELS, we had a little bit of an increase there. And so something we need to take into consideration is that we do have a very high population of students with disabilities at our our school, many of which are English learners, so they're dually identified. And so that does have an impact on our students and their success often on the ELPAC assessment. And so we're taking a closer look at who our students are, what levels they are. Right now we currently have a, a large amount of students who are Level 1s, so about 43% of our students are Level 1s. So they're a little bit further away from classification at this point. We do have a good 26% of our students are currently ELPAC Level 3, so we've been working with them very closely to hopefully get them to reclassify this year. Hopefully we would like to increase our EL parent participation. We do have more parents attending our ELAC meetings, but we would like to see ways to get more of them in for that. And we'd also like to see more of our English learners being able to attend summer school because we don't usually have many students that are able to attend summer school, um, to— so that they don't lose some of that English development over the summer. Some of the things we've been working on the past few years, uh, with our staff is professional development and culturally responsive practices. We, um, went through this with Michelle Ramón last year. We had 3 sessions of that with her. This year we went through the ELD Roadmap with our staff, and we had 3, uh, staff trainings with them and went through all the principles of the ELD Roadmap. We continue to implement Language Power, um, and this year teachers are, are teaching that to full fidelity, and we're regrouping students amongst the different classes, and we will continue in planning class configurations for next school year to take a look at who our English learners are, and when putting in, in classrooms, make sure that that makes the most sense. Um, this year in middle school, our English learners get ELD every other day based on our schedule. Next year we're looking to make that on a daily basis, so that will help our long-term English learners. Next year. Next year we're also going to have, um, a— some more coaching, uh, for designated integrated ELD. We're doing PLCs in writing this year, and we'll add math next year, so that will help our English learners as well. Um, we prioritize our English learners for reading support during the school day, also for Healthy Cities After after school. We intend to hire an ELD teacher next year. And so there's just a lot of things that we've tried to implement last year, this year, next year, and we're always trying to perfect those things and improve those things and try something new to help improve those outcomes for our English learner students. Okay, and goal number 3. This is our growth in ELA and math on the i-Ready and also on the state test, the CAASPP assessment. Our first— from our first i-Ready to the winter i-Ready, we all— we made pretty good progress for a mid-year i-Ready. In reading, we're already at 52%, um, so that, that we made an 18% increase. So that was a lot of growth that we've made already just for the middle of the year, and it looks like we've already met our expected outcome for the year just in the mid-year. So we made a lot of good growth already in i-Ready Reading. And then i-Ready Math, again, we did have made a lot of growth since the beginning of the year, up 13% from fall to winter. Not quite meeting our target for the end of the year yet, but we're not that far away. So as far as all of our students are concerned, it shows on the i-Ready that for a mid-year assessment, we've already made a lot of the growth that we were looking for. For our English learners, um, on the state test, they haven't quite made the expected growth— the growth that we're looking for. And so this is an area that we still really need to work on. We're doing a lot of work around integrated ELD and ways that we can include scaffolds in the classroom and improve our learning environments to support our English learners. Like I mentioned, we're going to be doing coaching next year with Dr. S. And really looking for ways that we can support our English learners to not only be successful on the CAASPP for ELA but also for math. In our PLCs, we've been very successful this year in our writing PLCs, and we're going to include math for our PLCs next year too, where we're really taking a look at our students and grouping them and planning for them so that we can make sure that they're, they're making some progress. And some— so, so for some takeaways for, um, Goal Number 3, uh, like I said, we're going to be continuing with that work on integrated ELD. Um, we've been participating in some observation cycles with teachers observing each other and also district staff coming in and doing some observations. Continue to having targeted interventions for our students during the the school day but also after school. For instance, Healthy Cities, um, were based on how students are performing on the i-Ready. We're then providing lessons for the tutors to do with students based on how they're performing on some of those assessments. Um, like I said, for middle school, we're increasing our ELD for our students. Also, we've included B days for middle school for reading support and math support. So they get an elective one day, and the second day they get it, they may have a math or a reading support class. So that will support our students that are struggling in math or reading. Um, we'll continue with IM implementation. I think this is going really well, um, in K-8. It's been really helpful to have the same curriculum K-8. We've seen the fact that it's a consistent curriculum, that it's working out really well. And, um, we've been able to also do some vertical alignment, um, and I think that's really been helpful for the kids to have that consistency. Um, and we've done some fun things, like we have a math club after school, um, we're going to have a math night, uh, we're— we had a STEAM night, just getting the kids kind of excited and doing hands-on activities having to do with math and STEAM and get excited about those things. Again, we're also really hoping that some of our students will be able to be included in summer school this summer. Clifford isn't normally prioritized for summer school. It would be great for us to get some students to go so that they can keep up their learning over the summer."},{"start":4272038,"end":4274219,"speaker":"A","text":"Oh, okay."},{"start":4274860,"end":4313284,"speaker":"B","text":"Well, it's not working. Hmm, I think that's my last slide. Okay, so in closing, we've all been working really hard, um, and, you know, I know that all the numbers aren't necessarily showing it, but our students are making a lot of great progress and a lot of great growth, and they're working really hard, and we're really proud of that. Them, and we're really proud of all they've accomplished, and we're thankful for all of the teachers and the staff that have done so much to make that happen. So thank you very much."},{"start":4313284,"end":4437926,"speaker":"H","text":"Thanks so much for the presentation and for the work. Clifford is always so interesting. I mean, Putting aside all this, I just, I know there's other challenges that you deal with with the large area that it covers for the student population, which creates challenges with traffic. And I've been there in the morning, I can see what that, what happens there. So yeah, um, it is— thank you for doing all that you can on that. Um, a lot of great progress on, uh, a lot of the goals. Goal 1, this, I mean, it's great. It almost seems like you're saying it every time, but attendance is going up, chronic absenteeism is going down. So like, just that's the fundamental. So, um, really glad to see all the, the work that's been put in, that that's paying off. So that was great to see. Um, Clifford, it— Goal 2, which trickles a little bit into Goal 3, is just tough. Um, so I'll readily acknowledge that. If I think I'm understanding this correctly now, I took a couple times, almost half of the EL population is special— is— has special needs at Clifford. And a material portion of that are high needs. So obviously that makes it very difficult because you call them dually identified, which also means dually high need, which just makes it very challenging. So I'll say, putting that aside, if we look at the, the growth numbers overall, there's a lot of progress that— like, so a lot of our— the work that's happening there is well on track, which is great to see. It's just obviously there's a lot of focus on the EL population. It was great to hear all the things that you've already been doing this year and the plans to continue kind of just really hammering it down. I am just curious though, the— just given that as the setup and looking at the, the goals for— I'll put reclassification aside. I think that's a little bit different, both because of newcomers, etc., that you said. But on the LCAP goal, just given where we How do you— do you feel like we are— like, that's a manageable goal for, for the LCAP? For LCAP?"},{"start":4437974,"end":4503776,"speaker":"B","text":"Yeah, for the growth goal or the reclassification goal? The growth goal. You know, 2, 2 years ago, we kind of had like kind of this, this higher number, right? And, and looking back, when I was looking at those students, that was a year where we were able to reclassify some of our students with disabilities, even though they didn't have a full So it was a little bit higher, and we weren't able to do that last year. So I don't know if we're going to get back to that, but I think we could definitely come up more. Like I said, having so many students currently at a Level 1, I don't know how many of— you know, obviously it's going to be very difficult for those to reclassify this year. But I think we are in a good, really good pace to have our Level 3s reclassify this year. I think students should be able, yes, to meet our growth goals. I think for the Level 1s, some of those are newcomers who came in with very little language, and so it's going to be a little bit difficult for them. But I think we can definitely get closer. I think it's realistic to say that we can definitely get closer to our target. Okay, so it sounds like—"},{"start":4503856,"end":4514536,"speaker":"H","text":"I feel like good progress. Challenging, totally acknowledge challenging situation, but good progress is being made given all the, the work and resources that are being put into it. Yeah. Okay, great. That's all. Thank you."},{"start":4517796,"end":4518904,"speaker":"D","text":"Thank you for the presentation."},{"start":4519642,"end":4537385,"speaker":"E","text":"I wanted to ask you about your summer school comment. I know we prioritize English learners on our priority list for summer school, so I guess I wanted to understand, is it that we don't have enough space in summer school for all of our priority children, or is it more about having summer school at Clifford as a site?"},{"start":4537963,"end":4587889,"speaker":"B","text":"It's because summer school happens at the Bayside sites, and it happens with those after-school programs running those programs, right? And they fill up with those students because there's enough students there to fill those programs up. And then there's not necessarily that much space left over at that point for other schools to fill some of those spaces. But Clifford— I mean, we have 43% unduplicated students. And a lot of our students, because our attendance boundary is so large, a lot of them come from the same neighborhoods of some of those other students. So we don't usually— there's usually not a lot of space left in order for Clifford students to be added. So that's kind of where the problem is."},{"start":4589139,"end":4653879,"speaker":"D","text":"So one of the things that we have is we have what's called an ACES grant for after-school programs. And so We have to meet the ASES grant numbers per site. And so we have to make sure that the specific sites that the state calls out for, they give us the numbers. How they do it, it's, it's beyond understanding to, to me or to anyone because it's not really— it's not defined only on unduplicated pupils. The state comes up with a number of somehow— I've tried looking it up, but it doesn't really make sense because Garfield Roosevelt doesn't— is not part of ACES, although they have high unduplicated pupils. Clifford does too, but certain schools are not in it, and that's just because of the state. So we have to meet our numbers of criteria for— we have about 300 kids we have to have in the program that meet that criteria. And so when we only have about 400 spaces, that's part of the problem that we have. And then we actually want to make sure our siblings are part of it on the Bayside schools, or the schools that are prioritized with numbers."},{"start":4654264,"end":4657926,"speaker":"E","text":"So then if we wanted to expand summer school, that would have to come from our—"},{"start":4658521,"end":4713673,"speaker":"D","text":"it's all on our— well, we have the budget. The ASUS grant provides us after-school care. It doesn't provide money for summer school. So summer school comes out of LCAP. That means if we wanted to expand, we have to, we have to have more allocation, um, in the budget for it. Um, and last year we had to actually pay more transportation So this year we're going to have to pay transportation too. So there's also transportation because we move kids from one school to another, right? And so that's one of the things that was an added cost last year that we didn't have, uh, years before, but we have to now bill in. And we also now are billing in nurses. Um, so lots of new things are coming out because of the students that are qualifying under the grant. And so we need to make sure we provide— if a student has an IEP and has a one-on-one, we have to provide a one-on-one. So those are costs that in the past we, we all have to provide if there are RCSD student that has one-on-one."},{"start":4714603,"end":4716719,"speaker":"G","text":"So I, I added costs we didn't—"},{"start":4716735,"end":4752127,"speaker":"A","text":"I feel like building on, um, Jennifer's comment here that I, I, I feel like we're hearing the request for more summer school services. The demand is there. We don't have the, the resources in the de facto plan to go and seat all of those, those kids. Um, so probably not within the context of a school presentation. We should have some discussion about our overall plans for some summer school and and what budget could look like to possibly expand that, just so we understand the trade-offs and the options that are in front of us. I think that would be great. We can bring that back to you."},{"start":4752192,"end":4785011,"speaker":"I","text":"That'd be great. What the cost would be for X amount of students, including the transportation, because, because as Kristy noted, it's such a large boundary. We have students that are, you know, all over Redwood City with that boundary, not necessarily just over on the ABC streets, but they come all the way down right through here up to Hilton and so forth and out there. Blair Island, I believe it's called, and so forth. So yeah, it's a huge boundary. Yeah."},{"start":4785011,"end":4787658,"speaker":"B","text":"Got it. Mike."},{"start":4788235,"end":4792678,"speaker":"A","text":"No, it's a microphone. That's not Mike Wells."},{"start":4792678,"end":4794475,"speaker":"H","text":"How are the boundaries determined?"},{"start":4794475,"end":4814876,"speaker":"I","text":"They were determined many years ago and we brought in an someone before my time to create those boundaries. The last time we created boundaries, when we realigned the district, we brought in another person to help us with that, to look at where students were living, where they were going to school. But that was right when we, you know, closed schools."},{"start":4814876,"end":4818277,"speaker":"H","text":"But it is a district decision, essentially. That takes a lot of work."},{"start":4818277,"end":4820859,"speaker":"I","text":"It takes a lot of work, and it'll take you about a year's time to do it."},{"start":4820859,"end":4832537,"speaker":"A","text":"Okay, so it feels like there's some interesting things to talk about that we're going to a parking lot for, for future meetings. So getting back to the school presentation, Jennifer, did you have any further comments?"},{"start":4832651,"end":4833233,"speaker":"E","text":"Thank you, Kristy."},{"start":4836307,"end":4925318,"speaker":"C","text":"Thank you. Thanks, Kristy, and thanks Clifford community staff for showing up. You know, it's great to see everyone here. I love the dolphin hats. You can't go without acknowledging that. Um, again, you know, you, you presented, you presented a lot of numbers here tonight, and they're important for us to be able to look at it from a governance standpoint, but we know it doesn't tell the whole story. The Healthy Survey, like, you look in that and see how parents are feeling about the school, and it's like 85+ percent of parents are just really off the charts, like, saying how happy they are with the school. So there's a lot that's going on at Clifford that's really good. Um, I think the one thing that's important about these numbers, why we like to look at them, is to learn from them. And I think I— what I hear from you is a lot of reaction and learning to— on it and saying, hey, we're going to make this change. We, we see what's happening here. Yes, Yes, there's challenges, but we're not going to shy away from them. We're going to go out, and that's awesome. That's exactly what we want to hear. That's the kind of leadership we love to see at schools. It's not just you, it's everybody that you work with. It's the whole team, and it's really— it's the, the caregivers, and it's the students all rising to that challenge. I mean, the 4th and 5th graders talk about feeling academically motivated at like 95% or 90% or something in that Healthy Kids Survey. It's really, uh, um, you can really see that there's a lot of strength in there. Um, so lean on those strengths. Um, you know, find out what is working, keep going. It sounds like you're doing that. The one clarifying question I wanted to ask is, you did say that you were bringing in Dr. Saghular. Have you used them before, or no? Because the other schools sound like they're really positive on that experience, and I just wasn't sure, that new to Clifford, or—"},{"start":4925318,"end":4944089,"speaker":"B","text":"last year we had some coaching with TCM, which she used to be with them, right? And we had mostly Paul Torres like an in-house coach. Okay. But next year, Dr. S is going to be at our school working with some of our grade levels. Okay. So this current year, we don't have coaching But next year we will."},{"start":4944381,"end":4944802,"speaker":"A","text":"Okay, great."},{"start":4944948,"end":4951748,"speaker":"C","text":"Yeah, it sounds like the other schools have been pretty positive on the experience. Yeah, so good. Yeah, she's great. Awesome. Great. Yeah, glad to hear it. Thanks."},{"start":4951796,"end":4957620,"speaker":"G","text":"Thank you. Yeah."},{"start":4957620,"end":5003472,"speaker":"A","text":"So it just— I think it's wonderful for us to be able to have candid conversations about what's working, what's not, in a data-driven way. So awesome leadership there. Thank you. Great to see the progress on English i-Ready. We— it sounds like we may need to separate out some of the reporting for the non-SPED population, and this is like a great highlight of why, because there is such a, such a high SPED load at the, at this school site. So just understanding how each population is doing would be really helpful. Was interested to hear about the independent study for 3 days. I know it used to be kind of district-wide. That was a kind of 5-day was the minimum, and that left folks in a difficult kind of a pickle if they needed to take 3 or 4 days off because it was a mandatory truancy Yeah, is this the first school site that's going to, uh, allowing 3-day independent study? Is that—"},{"start":5003584,"end":5034545,"speaker":"B","text":"no, no, no, that's, that's kind of a new thing recently, like the past year, 3 days. And so we're just trying to educate families on that because that is something we struggle with, is there used to be a perception of families like, oh, but I called the school and I told them we're going to be out of town, so it should be excused. And we're like, no, that's not actually So we're just trying to get them like, if, if you're going to do that, you just need to fill out this form and it needs to be done 2 weeks in advance. So we're just trying to like be on top of that."},{"start":5034545,"end":5035908,"speaker":"A","text":"Thumbs up. Is it working?"},{"start":5035908,"end":5045387,"speaker":"B","text":"It's still a work in progress. TBD. Okay. There's a lot involved with the work and getting the work back, but it's getting better. Okay, awesome."},{"start":5045949,"end":5072370,"speaker":"A","text":"Great to hear about more time for like teacher peer observations. That's something that we heard clearly from the teachers union that they were interested And I'm, I'm really happy also for the discussion we were able to have about like summer school and prodding that as a future conversation topic. So just, I think it's great when you can come and bring asks of the district as well, like, hey, we really want these things and our students would benefit. So like, let's provoke the discussion. So thank you so much for that."},{"start":5072515,"end":5074056,"speaker":"B","text":"Well, we always appreciate your support."},{"start":5074699,"end":5075598,"speaker":"A","text":"You bet. Thank you so much."},{"start":5075662,"end":5075903,"speaker":"G","text":"Thank you."},{"start":5076336,"end":5134939,"speaker":"I","text":"Trustee Jackson, thank you so much for the presentation. I also want to thank the staff and parent group for being here. Thank you so much. The other— the one piece that is a real takeaway for me is when you're working with your multilingual learners, and I know it has grown over the years, and in talking to Anna and the regrouping that you're doing with those students to make progress in ELL is really commendable. I thank you all for doing that, because when you regroup, it's not easy. I, I know I've been there, and you know, the kids are moving from one classroom to another, and making sure that you have the data and that you're doing the lesson and so forth. So thank you for moving that forward. And I know that you're going to be working with Dr. S next year, so that'll even be a really big plus. The piece also about, um, the community service project instead— that's great— community service instead of your suspended detention, whatever. So what type of community service? Great question."},{"start":5135677,"end":5180053,"speaker":"B","text":"Yeah, so we've had a few, um, unfortunately some students who have destroyed some Chromebooks, so we have a few things going on with that, um, and they've had to come after school and for a week do community service, giving back to the community. So it's been helping out, maybe clean up the school or helping in the office, or we've assigned them things to do after school. In addition to writing a letter of apology and also some other things, going home to their families. So, um, you know, just trying to get them to learn their lesson that it's not okay to destroy something in the community, and if you do that, you're going to have to give something back to your community."},{"start":5180422,"end":5200379,"speaker":"I","text":"So, right, good, good for you, good for you. Also, um, a big shout out to Claire. She's not here, and, uh, Taller, lean into her. I will. Claire had an act— ball hit her on the head. So she has been out for a bit. Yeah, but quick recovery, I hope, when she's back after spring break."},{"start":5200379,"end":5200941,"speaker":"C","text":"We hope so."},{"start":5200941,"end":5205132,"speaker":"I","text":"All right. Well, thank you again so much. And staff and all of you."},{"start":5205132,"end":5229917,"speaker":"A","text":"It's pretty, pretty convincing dolphin noises there. Yeah. Fantastic. Things you don't expect to hear in a board meeting, but there you go. All right, um, were there any comments on this SPSA, fellow board members? No. Would somebody like to move to approve it?"},{"start":5230078,"end":5231412,"speaker":"H","text":"I'll move to approve the Clifford SPSA."},{"start":5232023,"end":5232505,"speaker":"C","text":"And I'll second."},{"start":5232811,"end":5235464,"speaker":"A","text":"All those in favor? Aye. Passes unanimously."},{"start":5235610,"end":5235804,"speaker":"C","text":"Very good."},{"start":5238901,"end":5315941,"speaker":"A","text":"All right, and, um, Per the, per the change in agenda, moving on to discussion items, formerly Item 14.15, which is Policy 4119.11 on sexual harassment. I just, I have a brief comment here. That's all. I'd like to thank the board for letting me pull this item for a brief discussion. When I reviewed this policy, I noticed that language explicitly referencing gender identity and sexual orientation was removed from the board policy text. Wendy confirmed with CSBA that this change was made to consolidate Title IX protections into the administrative regulations, and those protections are fully preserved there. I don't have a problem with the policy as written, but I want to make sure that it is on the record that the board's intent here is not to step back from any form of protection. We are not removing protections for employees based on gender identity, sexual orientation, or gender expression. Those protections exist in California law. They exist in our administrative regulations, and the— I, I'd like us to be able to say the board stands behind those protections. So I asked to pull this so that if anyone reads the policy update and wonders why that language disappeared from the formal board policy, the record is clear about why and what the board intended. So I'm, I'm comfortable approving what was presented. Board, Wendy, anything else you want to add on this?"},{"start":5318557,"end":5326949,"speaker":"D","text":"I would like to add actually that the current ARs that are from 2022 are being updated next month, and so it's much more explicit in that version."},{"start":5327703,"end":5345734,"speaker":"G","text":"But I only have a half-time person that is working so hard, and so we're, we're pacing everything out. So, but it is there, and, and it is true, the board policy does cover it explicitly. It's just those specific words were absorbed into other sentences, to be honest, with the intentions, and in the ER. Yeah, great."},{"start":5345910,"end":5348413,"speaker":"A","text":"Thanks so much. Any other comments from the board?"},{"start":5349744,"end":5353899,"speaker":"H","text":"I, I'm totally good with that. Agree with your interpretation that we're not trying to remove anything."},{"start":5354060,"end":5425557,"speaker":"A","text":"No. Great. Okay, thank you so much. All right, on to 14. Uh, lots of other consent items today. Field trips, policies, meeting minutes approvals. Uh, folks may wonder at the very large number of policies if you haven't tuned into other board meetings. The short of it is that we're working through a backlog of about 200 policies that need to be updated for us to be fully compliant with the state. It's a huge amount of work from Policy Committee. Brief applause for Policy Committee. Thank you. Um, and from staff, so shout out to them. Uh, for many policies, we're either required to put in specific language, or the statewide California School Board Association has already had a team of lawyers reviewing specific language that they think that all the school boards in California should adopt. So we only want to stray from that when we have real conviction about ways in which we think our district should operate differently. Any board member can pull a policy from Consents to have active discussion, but for unobjectionable changes, we're trying to have an efficient system. And as a reminder, generally, just because something's in our consent agenda doesn't mean it's not important. It just means that we may have already reviewed it, or it's unobjectionable, and we'd like to focus our limited time together on substantive matters requiring presentation and discourse. All right, uh, with that, would somebody like to move to approve the consent?"},{"start":5426279,"end":5427853,"speaker":"G","text":"Um, to approve our consent item."},{"start":5427901,"end":5435014,"speaker":"A","text":"I'll second. All those in favor? Aye. Fantastic. We are on to Board and Superintendent Reports."},{"start":5438499,"end":5469840,"speaker":"H","text":"I'll start. I went to a training, MIG 3 on finance, over the weekend, or last weekend, which was super helpful. Great to have discussions both with, like, experienced trustees and other practitioners, and to hear kind of the other thoughts from other trustees who are learning the ropes as well. Great to get a sense on finance of kind of what the comparables are. Across the state, as well as people around there, as well as hear what best practices are. So it was really helpful."},{"start":5470257,"end":5471379,"speaker":"A","text":"Are you close to closing out, Meg?"},{"start":5472421,"end":5473223,"speaker":"H","text":"I got 2 more to go."},{"start":5473463,"end":5481461,"speaker":"A","text":"All right, knock them down. Other reports? Okay, great. Anything from you?"},{"start":5481958,"end":5655089,"speaker":"I","text":"Yeah, today I was at the Sequoia Health Care District board meeting to give a presentation on how grateful I have been, uh, how grateful I felt within the last 10 to 12 years working with them and with the amount of resources and other supports that they have given the Redwood City School District over my tenure. So, um, they also approved the budget for Redwood City today, and it was— it's a million $1,090 that we'll be getting. And, you know, it pays for a lot of things that we, um, do in this district under health and wellness. The other item that, uh, I wanted to express to them is the collaboration, and really look forward to that continuing as I leave this position. And Dr. Rubalcaba was with me, and I introduced him to the board and also to the CEO as their— so a CEO who is definitely present so they can start that relationship moving forward. Uh, Redwood City is one of the school districts that receives a large amount of money from the Sequoia Healthcare District, and they are now working on a formula because some of our neighbors who don't have as many unduplicated students receive, um, some chunks of money and someone has put a little bug in their ear that that's not fair. So it looks like the person that they've hired to— an outside person who also was a superintendent at one time and met with him— is going to determine a formula. And looking at the number of unduplicated students that we do have, it seems like in the— not for the next school year because this amount is already already been approved, but for the 27-28 school year, it looks like it'll be under a formula, and our district will receive it even more. Our neighbors will not be happy. I will be gone, so I can't blame you. I should have said that. I can't blame you. But, um, it, it— I mean, we need to just— and, and talking to Pamela, Pamela agreed, you know, who's the CEO. So she says, let me see what I can do. And so that's what she did. And hopefully Um, Dr. Rubalcaba, when he sits in this seat, will have an update that this is what's going to occur for the 27-28 school year. So I'm very happy that it's moving in that direction. So it was a, a good meeting. I hadn't seen some of those people in quite a while, so it was great to give them my thoughts and my thank you for everything they've done for us, especially during the time while I was a superintendent."},{"start":5655089,"end":5706851,"speaker":"A","text":"That's wonderful. Thank you so much. I also went to the LCAP meeting last night. So yeah, that's right. Um, all right, we are on to 16.1, and now for a presentation from our very own RCTA President, Brenna Gear, on class sizes. And just to prefix this briefly, um, because we are under union negotiation right now, um, there can be no board comment or question. So there's not going to be a Q&A segment after this. We'll receive the information and then we'll move on. Okay, the mic on there."},{"start":5707542,"end":5710883,"speaker":"G","text":"Yeah, so just— I'm gonna just—"},{"start":5710931,"end":5711847,"speaker":"A","text":"there, say— oh, there we go."},{"start":5711895,"end":6064385,"speaker":"F","text":"Next, I got it. No, no, I was trying to turn the mic on. Oh, okay, sorry. Sorry, that was my bad. Um, so my presentation tonight is on class size. You've been hearing a whole lot from our membership and from parents about this issue, and so I wanted to give you some real numbers from our teachers about, um, what's going on this year and what we're looking at next year. So, um, our CTA is committed to working towards the best possible environment for our students, and large classes at max capacity and combination classes we feel do not serve the best interests of students and teachers. Um, for current class sizes, um, for teachers that see the same students all day, current average class size reported is between the range of 21 and 28, with 27 being a frequent answer. For teachers that see more than one group of students in a day but not in period the average class size reported is between 20 and 30 range, with larger numbers being more common. And for teachers that have periods, the current average class reported by teachers is in the range of 26 to 29, though many periods reach 30 or higher. RCTA surveyed how many minutes teachers felt they could give each student in their class when they see the same students all day at their current class sizes. And 54% of teachers reported that they spend less than 10 minutes per day with their students at the current class sizes. This means that each student is not being given equitable time and that the time that can be given individually is not adequate to address the needs of our very young developing students. 16% of teachers reported that they can spend less than 15 minutes per day at the current class size, which again is not equitable, um, or adequate for our very young learners. Our CTA surveyed how many minutes teachers felt they could give to each student when they're, um, when they see more than one group of students but not in periods. 36% reported that they can spend less than 5 minutes per student. 27 reported they can spend less than 10 minutes per student. And 13% reported that they can spend less than 15 minutes per student per day. Our CTA also surveyed how many minutes teachers feel they can give each student when they have, um, periods. 18% of those teachers felt they could give students less than a minute of individual attention per period. 29% felt they could give less than 2 minutes of individual attention per period. Period, and 32% felt that they could give each student less than 5 minutes of individual attention per period. That means that in middle school, the average student receives less than 5 minutes of personal instruction from their teacher at the current class sizes allowed by the district. Uh, one of our surveys was a very simple question: do you feel like the classes are too large to adequately support the differentiated needs of our students, and an overwhelming amount, 76%, said yes, they did feel like they were too large to do that. Combo classes are becoming increasingly common. This is, to my understanding from the current staffing list for next year, the amount of combo classes that we are looking at. It's 17 in total. I'll let you read those for yourself. Yourself. But please note that all of these combo classes are in those early developing grade levels, kindergarten through 5th grade, and those are really critical times. These students need to be in classes of their own grade level so that, that curriculum can be focused on. Please continue. On average, teachers believe that lower grades, K through 5, should be capped at 20 and that middle school should be capped at 25. RCSD is asking for class size reductions that are reasonable to the demands of the job and to ensure equitable instruction time for all students. The numbers we're asking for are higher than those numbers that were requested by our teacher— teachers. Um, we believe that it's reasonable and responsible to ask for the new class sizes, and we would like to see the district shift students at sites to accommodate and create more equitable distribution of students across classrooms, across campuses. Class size is the foundation of a teacher's ability to differentiate equitably between all students in a classroom. Current CSTPs mandate that each student receive very tailored instruction. The current class size is imposed by the make this nearly impossible to give with the high needs of our students that are still recovering from the effects of COVID that are dealing with the new complications of AI and social media. Teachers have asked for smaller class sizes for a number of years, and bargaining teams are often forced to choose between smaller class sizes and raises that barely allow teachers to meet the cost of living. RCTA urges the board to consider the impact of large class sizes and combo classes on the students of the Redwood City District. Please put students first. Thank you very much for listening."},{"start":6065124,"end":6128632,"speaker":"A","text":"Thank you so much. We'll now be moving on to correspondence. Has anyone received any notable correspondence they'd like to share for the record? Nope. Okay. Other business or suggested items for future agenda topics? Oh, yes, we have summer school and a review there of seating. So that came up in this meeting. So let's find a good time to go and schedule that. And for members of the public, again, curious about what we're planning on talking about when, it's not a secret. It's just buried right here under Agenda Item 18. The PDF that's attached here has got our governance calendar and what we're we're planning on talking about when. Any other suggested topics? Trustee Li? Would folks— we, we did get a speaker card. Would folks like us to entertain that, or it doesn't have the item?"},{"start":6129466,"end":6130525,"speaker":"B","text":"I'm sorry, I just—"},{"start":6130846,"end":6143475,"speaker":"G","text":"it, um, it was just related to what the teachers spoke about I just was quick to try to get it in, but if you don't want to take it, I can send it to you back. Do you mind my answering?"},{"start":6143832,"end":6159465,"speaker":"A","text":"No, it's fine. Okay, we, we, we will carefully read and consider your email. Thank you so much. Okay. Yeah. Okay. So any other items for the agenda? Future agendas? No. Okay. So with that, we are on to meeting reflection. How'd it go?"},{"start":6161397,"end":6163946,"speaker":"E","text":"I have two, two, two comments. Please."},{"start":6164843,"end":6166222,"speaker":"G","text":"Um, it was just a thought."},{"start":6166943,"end":6178532,"speaker":"E","text":"Dr. Baker kind of addressed the Play Thrive after-school situation. Should we ask the next speakers if they still want to address it?"},{"start":6178708,"end":6185360,"speaker":"G","text":"I mean, I understand we should give everybody their time to speak, but I'm just kind of curious. We've been in that situation in the past."},{"start":6186338,"end":6197220,"speaker":"I","text":"We have been in that situation in the past, and when I've already addressed it, then the board president in the past has said it's been addressed, so there really isn't any need for any future comments."},{"start":6198521,"end":6201122,"speaker":"A","text":"Just not good. And has that worked?"},{"start":6201186,"end":6208347,"speaker":"C","text":"Because I, I feel like, I feel like I've seen Janet do that or someone do that before, and yet the, the comments still come. And so I just wasn't sure."},{"start":6208893,"end":6211719,"speaker":"I","text":"They didn't really come during that meeting. They came at another."},{"start":6211928,"end":6217111,"speaker":"C","text":"I felt like, I felt like she'd say it But people would kind of, kind of miss that. So I don't know. I mean, it's, it's worth a try."},{"start":6217272,"end":6228614,"speaker":"A","text":"So give, give speakers an option like, hey, it seems like this has maybe been addressed. Like, do you— would you still like to speak? You still like to? Yeah. Okay. Yep. And then I, I put— I could have called that out and I didn't. So like, thank you."},{"start":6229500,"end":6238706,"speaker":"G","text":"You had another separate reflection on myself. Looking at one of the board presentations on the 4% growth number again."},{"start":6238932,"end":6249673,"speaker":"E","text":"I know we're going to talk about LCAP down the road, but But it, I was, it made me think again, is it 4% from the baseline year or is it 4% from the last year? So it's 4 percentage points."},{"start":6250009,"end":6250844,"speaker":"G","text":"Yes. No, no, no."},{"start":6250892,"end":6252961,"speaker":"E","text":"But like, let's say your baseline year was 10."},{"start":6253619,"end":6258896,"speaker":"J","text":"And then miraculously in year 1, they got to like 16."},{"start":6259009,"end":6262072,"speaker":"E","text":"So then is their new 20 or is it 18?"},{"start":6262137,"end":6262666,"speaker":"G","text":"Because it's 4%."},{"start":6262858,"end":6274335,"speaker":"H","text":"As I read the numbers that they say, it's compared to the base. It's actually a total of 12%. Percent, and we happen to spread it over 3 years. So it doesn't— I don't think it adjusts each year depending on the actuals. That's right."},{"start":6274383,"end":6274866,"speaker":"E","text":"That's your question."},{"start":6274947,"end":6277676,"speaker":"G","text":"Yeah, then the board's presentation— sorry, kind of—"},{"start":6278031,"end":6279017,"speaker":"E","text":"I'm sorry, they upped their—"},{"start":6279469,"end":6284503,"speaker":"G","text":"they upped their goal, which is great, but it was because they overexceeded the previous year."},{"start":6286690,"end":6288240,"speaker":"A","text":"Other reflections on today's meeting?"},{"start":6291790,"end":6363095,"speaker":"C","text":"The, uh, yeah, the school report. I just— I really like the alignment on the school report. Oh God, I just think it's been really helpful. It's been— it's really, really nice. It's like, I miss the soft part of the presentations that I know was so much work for the teachers, for the principals to do. So I'm glad they don't have to do that. It's very crisp, it's very put together there. Um, but the alignment to the LCAP, I think, is, is working really well. It makes it, um, efficient to get the update and be able to hear what's going on and sort of follow it. We can't follow everything, and it doesn't really help to have all the scattered shot and like, you know, variance between the presentations. So I think, I just think you guys have done a great job of putting, putting that stuff together. I, again, I'm the first to admit that we're missing a lot of the story when we're only looking at those numbers. But when we're governing, you know, it's like we need like dashboards and stuff like that to be able to really do this across the district. And so that really kind of, kind of puts it in. We'll visit the schools, we'll go to the events, we'll do the other things to get that feeling of like what all those other things are. So I appreciate that. I thought these also ran very efficiently. You know, we're getting, as a board, we're getting a little bit better focusing on the things that are important. You know, and tailoring that and making sure that we're always being supportive for our principals when they're up here presenting."},{"start":6363095,"end":6379179,"speaker":"H","text":"Maybe in the spirit of that, I agree with the presentation. I think we said, do— is, is this tacitly understood that like we're, we're going to stick with this for the remainder? Like, I, I feel good about that, but just want to make sure that's—"},{"start":6379179,"end":6434797,"speaker":"A","text":"In terms of the school board report presentation format, Yeah, I, I think pushing a last-minute change on the other principals would feel mean. I mean, I have feedback about ways in which I would like to see a change, and like, at some point, I would like to have the discussion about for future years of presentations. And I think the general expectation should be for annual— any of our annual cadences, they should always look to get better, right? And so we should have a point, maybe some point after the last school board presentation is done, where we almost do like a recap of what did we learn collectively from these presentations, maybe even like a state of the district, um, reflection. Yeah, um, but, but then also part of that I think should include a substantive dialogue of, based on how things went, what we liked— there's a lot that we liked, as Mike pointed out— what we didn't like, and like, what do we want to do differently for the next school year? Most—"},{"start":6434813,"end":6460596,"speaker":"H","text":"I just want to put that out there to hopefully give comfort to Donna and Jenny and the I think totally, totally agree though. Like, yeah, always ways to get better, but like, now is okay. Like, now is not okay. Now it's like good. We're, we're in a good spot. Um, okay, that was one. Then two is, on reflection, uh, I appreciate being wrangled back in. I think there were questions popping up during the Clifford, and then I think it was like, all right, these are future items to discuss. So that, that was helpful."},{"start":6460676,"end":6537796,"speaker":"A","text":"It's remembering Mike's nudges of like, eh, the board president could have kept us on task. Like, Good job. Yeah, thank you. I have, I have a good mentor who's sitting over there. So cool. Yeah, just echoing some of Mike's comments, it's really nice to have the consistent, um, school presentation. Not just for consistency for the sake of consistency, but the focus on the data and the willingness to lean into the hard conversations, I feel like is materially different. Just rewinding a couple years ago, the presentations had some of the soft stuff which, which felt good, but it felt like the board's role in engaging that was more like applause and then on to the next. But now I, now I feel like we're, we're really digging in and having some more of those meaty conversations. I, I really appreciate that. Really hoping we can get consistent about getting the Pledge of Allegiance and having that be a thing. So I, I want students— cool. Okay, sweet. Other— do you have any reflections Okay, okay, great, great, great. All right. So I think that's it for Reflections. Calendar. Doesn't look like we've got big changes here. Any shuffles? No new changes, it says. So yeah, I think we're good on Calendar, which takes us then to adjournment."},{"start":6537796,"end":6539627,"speaker":"E","text":"I move to adjourn."},{"start":6539627,"end":6544443,"speaker":"A","text":"I'll second. All those in favor? Aye. Good night, everybody."}]}