{"date":"2026-04-22","type":"Regular","videoId":"8ypMIkdV5jw","audioDuration":10097,"speakers":{"A":{"name":"David Weekly","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"C":{"name":"John Baker","role":"Superintendent (Dr. Baker)"},"D":{"name":"David Li","role":"Trustee"},"E":{"name":"Cecilia I. Márquez","role":"Vice President"},"F":{"name":"Multiple speakers","role":"Various public speakers and presenters"},"G":{"name":"Chandra Leonardo","role":"Principal, Kennedy Middle School"},"H":{"name":"Multiple public speakers","role":"Public comment speakers"},"I":{"name":"Mike Wells","role":"Trustee"},"J":{"name":"John Baker","role":"Superintendent (Dr. Baker) — also used for some public speakers"}},"utterances":[{"start":4520,"end":12663,"speaker":"A","text":"Ladies and gentlemen, good evening. It is 7:01, and the board has reconvened in open session. Evelyn, roll call please."},{"start":14363,"end":14908,"speaker":"B","text":"Trustee Wells."},{"start":15084,"end":15196,"speaker":"A","text":"Here."},{"start":15613,"end":16158,"speaker":"C","text":"Trustee Li."},{"start":16462,"end":16575,"speaker":"D","text":"Here."},{"start":17424,"end":18242,"speaker":"C","text":"Vice President Márquez."},{"start":18530,"end":18707,"speaker":"E","text":"Here."},{"start":19188,"end":19829,"speaker":"C","text":"President Weekly."},{"start":20149,"end":20470,"speaker":"A","text":"Present."},{"start":20791,"end":22858,"speaker":"B","text":"And for the record, Trustee King is absent."},{"start":23900,"end":24109,"speaker":"E","text":"Got it."},{"start":24654,"end":53139,"speaker":"A","text":"All right, during closed session, the board consulted with district regarding union negotiations with the Redwood City School District Teachers Association Information was received and no decision was made. During Closed Session, the board consulted with the district regarding a pre-litigation settlement. A vote was taken to approve this settlement. Welcome everybody, bienvenidos a todos, to the public session for the April 22, 2026 meeting of the Redwood City School Board. Our interpreter will now give instructions for how to access translation."},{"start":54775,"end":84307,"speaker":"B","text":"Bienvenidos a la reunión de la Mesa Directiva Escolar de Redwood City del 22 de abril. Si necesita interpretación en español, por favor llame al al 978-990-5137 y marque la contraseña 8377041 y el signo de número o de gato. Si asiste a la reunión en persona, solicita un transmisor que se encuentra en la parte posterior de la sala. Gracias."},{"start":85400,"end":202191,"speaker":"A","text":"Thank you so much. Is everyone comfortable? I just want to make sure we do have chairs stacked up on the side, and I want to make sure everyone who's here is, is comfy in the room has got a chair to sit in, right? Do we have a good plan for that? Yeah, okay. Yeah, I don't want anyone keeling over. Okay, great. Uh, just so all participants are aware, at the direction of the board, this meeting is being recorded and will be shared with the public. We generally try to post our meeting videos on YouTube about a day or two after. Tonight we've got some Bond Program Items to discuss and school presentations, approval of SPSAs for Kennedy, Orion, and Adelante Selby, and then we have another mammoth round of policy approvals which will be all tackled in Consent. Uh, 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 card. 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 that 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 our 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 the agenda item toward the end labeled Other Business/Suggested Items for Future Agenda, which has a nice PDF attachment showing our planned schedule of board agenda items and topics. As a reminder, if you'd like 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 when or if to place it on the agenda. And of course, you are free Free to write us your thoughts in at any time to any of us, and feel free to write to us in Spanish. And now for our student-led Pledge of Allegiance. The flag is over here. Mic on. Mic, mic on."},{"start":204307,"end":205397,"speaker":"B","text":"Good evening, everybody."},{"start":205525,"end":211248,"speaker":"F","text":"My name is Jade Romo, and I'm a 5th grader and the school president at Adelante Selby."},{"start":212900,"end":241339,"speaker":"B","text":"Selby Immersion School. It is a pleasure to have to be here tonight and lead the Pledge of Allegiance with you guys. Buenas noches. Mi nombre es Jade Romo. Soy la estudiante de quinto grado y presidenta escolar de la escuela de inmersión de español Adelante Selby. Es un placer estar aquí contigo esta noche y para dirigir el, el juramento de lealtad."},{"start":242014,"end":261214,"speaker":"F","text":"Please stand, salute, pledge. I pledge of allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you."},{"start":261841,"end":327525,"speaker":"A","text":"Thank you. All right, that was wonderful. Next up is Changes to the Agenda. I have 2 to propose, and I would love to hear from other board members if they have others. The 2 ones that I would like to propose is, first, moving 12.5 to the Consent section. Is the one concerning KIPP? Yep. Okay. All right. The other is moving 16.1, and that's Brenna's commentary, Brenna's short presentation on teacher pay to directly after public comment, if possible, for medical reasons. Moving 16.1 to directly after public comment. So it's a 5-minute presentation on, on teacher pay. Short. Yes. Yeah. Yeah. Okay. Are there other changes that people would like to propose to the agenda? No. Would anyone like to move that we approve the agenda?"},{"start":328360,"end":330752,"speaker":"D","text":"I'll move that we approve the agenda as amended."},{"start":330752,"end":358570,"speaker":"A","text":"Thank you. Second. All those in favor? Aye. All right. Now we will move to public comment. I see we have some in-person comment cards. First up, we have Gennian Archer Shade Cohen. Um, we have 5 here, and how many do we have online?"},{"start":358682,"end":361808,"speaker":"F","text":"Hi, I'm Jenny. And I'm Archer."},{"start":362209,"end":363556,"speaker":"B","text":"We go to Orion."},{"start":363956,"end":381178,"speaker":"F","text":"I am in 4th grade, and I get half English and half Chinese. And I am in 2nd grade. Next year I'm going to be in 3rd grade, 40% English and 60% Chinese."},{"start":381837,"end":393550,"speaker":"B","text":"But if there is a combo class, then we will get 50/50 instead. It's a big difference from third grade."},{"start":393888,"end":425350,"speaker":"F","text":"I know that because I'm in fourth. Also, there are only going to be 8 third graders in the combo class, and I want to be with more of my friends. It's— no, it's not right that some will get different instructions. Please give us two third grade classes!"},{"start":426506,"end":428128,"speaker":"B","text":"Thank you, thank you so much."},{"start":429220,"end":438280,"speaker":"A","text":"Yeah. Next up we have Allison Rhodes. Come to the stand, please."},{"start":443854,"end":628622,"speaker":"E","text":"All right, um, do I push any buttons? Sorry, no, just— okay, you're good. Okay, um, good evening, members of the school board. I'm here representing the teachers and special education staff at Clifford Elementary. I am here providing you this petition And I will briefly go over the main concerns outlined in it. First, our school is asked to be— asked to run multiple combination classrooms: a kindergarten first, a second, third, and a fourth, uh, 4-5 next year. While combo classes can work in limited, well-supported situations, that does not seem to be our real— it does not seem it's like it's going to be our reality. Teachers will be effectively planning and teaching two grade levels at once, doubling, doubling the workload and reducing instructional quality. This challenge is made even worse because our district curriculum is not designed for combination classes. Teachers must independently adapt lessons for two grades without much guidance or resources. Secondly, there's not— there are no instructional assistance supports for these classrooms. Managing two grade levels without additional adult support does make it extremely difficult to meet students' academic and social-emotional needs. Third, this directly impacts student achievement. Divided instructional time limits intervention, enrichment, and progress monitoring. Students are— will not be receiving the same level of support as those in single-grade classrooms. Fourth, Clifford has a disproportionately high number of students with both IEPs and 504 plans. These can create imbalanced classrooms and make it harder to provide required accommodations effectively. Fifth, there is an inequitable distribution of students across the district. Clifford is routinely filled to capacity while other sites may be maintaining lower class sizes or might not have combination classes. Additionally, 22% of our students are English learners a number that is growing. These students need targeted language support, which is extremely difficult to provide in combo settings. In primary grades, K through 2, students are bringing— building foundational skills in reading, writing, and math. They require constant guidance and direct instruction. In combo classes, teachers cannot provide the consistent support young learners need. As a kindergarten teacher, I often have multiple students who are not able to work independent— independently at the beginning of the year. In upper grades, the 3rd through 5th, students must meet specific standards for state testing. Combo classes limit the ability to fully cover grade-level content, putting students at a disadvantage. Because of these concerns, we are asking the district to take an action by eliminating combination classes. Thank you so much. Thank you for your time. Thank you."},{"start":633886,"end":636839,"speaker":"A","text":"Next up, we have Andrew Chan. Please come to the stand."},{"start":641750,"end":786552,"speaker":"H","text":"Hi, good evening, Board, parents, and members of the community. I'm here to talk about the 3rd and 4th grade combo proposal at Orion. My name is Andrew Chan, and I'm the parent of not one Not 2, not 3, 4 kids, and I plan to have all of them go to Orion. Um, I want to start by saying this program is truly a jewel of Redwood City. Um, the quality of teaching, the strength of the community, and the outcomes I've seen by the students have truly been incredible. Recently at the Chinese Language Teachers Association, um, California Speech Contest, a statewide competition Our kids, um, won a total of 9 awards. Okay, our kids can hold their own against the Stratford and Cornerstone kids, and that's exactly why I'm here tonight. 3rd grade is a critical point in the immersion journey, right? It's the last year where most of their curriculum is in Mandarin, and it's really where literacy, confidence, and fluency take hold. So a combo class risks diluting that experience. And it also introduces some real challenges. There's gonna be a lot of complexity regarding balancing the Mandarin teaching even against all this, all the subjects that they have to teach. So you're just multiplying that against 2 grades and then times all the subjects. There's gonna be an unequal learning experience between the 2, even within the same grade. One class is just gonna be 3rd graders, another class is just gonna have a few. 3rd graders against a larger proportion of 4th graders. Um, and for students, from their perspective, they risk having a potential loss of belonging and confidence at that very young age. So at the same time, we're hearing that there's, uh, requests to join Orion Mandarin Immersion Program, and we're basically rejecting those. So my proposal is Why don't we, um, make an effort to see if we can recruit enough classes to justify having two full classes in the third grade? Um, I feel that if we weaken a program like this, it's, it's very hard to rebuild. If we invest in it, then we're protect what we can protect what's working, and this program can continue to be a flagship offering of Redwood City and the reason why people move here. Um, thank you for your time and for your commitment to our students. Thank you so much."},{"start":790416,"end":791876,"speaker":"A","text":"Next up, we have Richard Palm."},{"start":796350,"end":846047,"speaker":"I","text":"Hi there, my name is Richard. Thank you for, for having me, uh, today. I also want to talk about the 3rd grade combo at Orion, but not necessarily specifically, but more generally in that how the Mandarin Immersion Program has impacted my family. I have 2 daughters My older daughter, Kara, she's in 6th grade right now in, in Kennedy. She started in Orion in the MI program when she was in kindergarten. And so this is her 7th year in the program, which has been great. She's been thriving. She has not been in any combo classes. And she's doing really well in Kennedy. She's in the advanced ELA. She's in advanced math. She loves Mandarin. She's made the honor roll, actually the principal's honor roll for the last 2 trimesters. So hopefully she'll do a 3rd. Next year. So definitely the impact in the education and the quality has been really good."},{"start":846833,"end":848950,"speaker":"F","text":"My other daughter, Kaden, is currently in second grade."},{"start":849416,"end":865185,"speaker":"I","text":"She has a few more challenges. She had epilepsy as a kid, and she actually had to have two surgeries. She's cured now, but when she entered into the, the Mandarin Immersion Program as a kindergartner, she was a little bit behind. She had an IEP, did speech therapy for a couple years."},{"start":865361,"end":866917,"speaker":"J","text":"She graduated from that, which is great."},{"start":867382,"end":904295,"speaker":"I","text":"She currently has some Mandarin and math tutoring, uh, which is helping her, and she's definitely catching up. I can only imagine what would happen if she was in a combo class and didn't get the, the, the hands-on and the, the attention that, that she needs to thrive. So hopefully, you know, she doesn't, uh, she and her friends and, and the other incoming 3rd graders don't happen to, to encounter that situation. Um, But yeah, so in conclusion, just wanted to, you know, let you know that the education system has been great for my family, and definitely appreciate the support that you've had for the MI program at Orion and, and Kennedy Middle School. Thank you."},{"start":904681,"end":1105435,"speaker":"A","text":"Thank you so much. Next we have Jason Madsen. Hi everybody, thanks for taking the time to hear our our thoughts and our petitions tonight. I'm also the parent of a current second grader at— in the Orion Mandarin Immersion Program, and I'm here on behalf of many second grade MI families who are concerned about this potential third and fourth grade combo class. We decided not to take too many spots up with these— the open comment section— and try to consolidate at least some of the, the comments. But can the 2nd grade parents and kids raise your hand just to show— guys, this is at least some of the representation of, um, of what I'm about to say is on behalf of them and a much larger community at home right now. So right now there are 2 full, full, uh, MI classes, and next year some of our students are moving to North Star Academy, and we'll have fewer than the current proposal. And the current proposal is to create one standalone 3rd grade and one combined 3rd and 4th. Both will have 31 students. We understand that the constraints of the district, especially with steep budget cuts, um, but we're really concerned about how this is going to impact the learning experience and the integrity of the Mandarin Immersion Program. 3rd grade is a critical year, as some of our other parents have said so far. It's the final year where students in the MI program have a 60/40 split Mandarin to English respectively, before shifting to the 50/50 in the upper grades class. And that makes this a key year for literacy and fluency in Mandarin. A combo class would likely reduce the consistency and instructional time in Mandarin, accelerating that shift earlier than intended. Will weaken the results that our children experience with this Mandarin program and their long-term outcomes. We're also concerned about instructional quality. In the upper grades, teacher already— teachers already fully teach both 4th and 5th grade classes, splitting time between the two. Adding a 3rd and 4th combo effectively stretches those systems across 3 grade levels increasing complexity and reducing the ability to differentiate for students. And for the students with potentially IEP and 504 plans, bifurcating attention between 4th grade level and 3rd grade level students with some of those challenges really would do— would damage their learning experience. There are also I've got about 20 seconds left. Well, we'd like to ask then the district to reconsider the proposal to split— to, sorry, combine the class and split a— and have 2 full 3rd grade dedicated classes. It'll be somewhere around 20-ish students per class. Thanks. Appreciate your comment. Next we have Ann Law."},{"start":1109604,"end":1118151,"speaker":"F","text":"Uh, I'll be short, so thank you, uh, for listening to our, uh, parents' perspective."},{"start":1118264,"end":1138286,"speaker":"E","text":"So I will bring a unique perspective as a twin, uh, mom. I have twin boys in Mandarin, Orion, uh, Mandarin Immersion Program. So as the combo, the proposal combo As a mom, I'll have to be forced to make a choice in terms of which kid is going to be in the combo class versus a normal—"},{"start":1138784,"end":1140872,"speaker":"G","text":"having a more normal education experience."},{"start":1140984,"end":1151629,"speaker":"E","text":"So I'm asking the district to reconsider this proposal and just to be fair, right, for my kids and as well as all the kids in the Mandarin Immersion Program."},{"start":1151806,"end":1165313,"speaker":"A","text":"Thank you. Thank you so much. Next up is Julia Redesnerda. Very apologies for the last—"},{"start":1168299,"end":1170526,"speaker":"C","text":"Hi, thank you for your time this, this evening."},{"start":1171107,"end":1231293,"speaker":"F","text":"Um, I'm also a parent of a second grader in the MI program and who's going to be a rising third grader, and also an incoming TK into the MI program. We chose this program a couple of years ago, mostly from wonderful advocacy from parents that I've known who shared the wonders of this program, and my second grader, having started with zero Mandarin knowledge, is now pretty fluent. And I do want to continue that support in building his foundation and his grasp and understanding of Mandarin literacy, developing more into his thought process and being able to write and all the things that happens in third grade that they need more dedicated teacher As it is, a, a cap size of a classroom size cap of 31 is really big. Like, when I talk to other parents across the school districts, they're like, oh my God, 31?"},{"start":1231663,"end":1233397,"speaker":"B","text":"Why aren't you sending them to private school?"},{"start":1233750,"end":1316460,"speaker":"F","text":"And I'm like, well, no, we made a commitment. This is a wonderful program. I, I'm a Redwood City resident. I'm very proud to attend my program and to send two kids to the school. But then when I hear that after all this advocacy for second graders to stay on and go to third grade here at MI, not to go to, to third grade North Star or to go to a private school, to stay on, and to hear that despite all of that, we might have one full, very full 31-student classroom, and then this combo class, it's very discouraging. And there's many of us who— I mean, not me, but other people who might reconsider and take their students out. And leading to further decrease in the students in 3rd, 4th, and 5th grade of the MI program. So highly— I mean, this program has flourished. I remember touring John Gill and seeing when my kid was like in preschool, seeing the just like a few students and then like the MI program, and now it's this robust flourishing school program. I think that you guys should definitely continue investing in it so it continues to grow and also support um, ongoing 3rd, 4th, 5th middle school, but starting with, uh, 2 fully funded, fully staffed 3rd grade classrooms."},{"start":1316813,"end":1318240,"speaker":"B","text":"Thank you so much. Thank you."},{"start":1323305,"end":1324491,"speaker":"A","text":"Next is Heidi Glasser."},{"start":1330743,"end":1340142,"speaker":"F","text":"Hi everyone, I'm Heidi Glasser. I am the mom of 2 students who've been through the MI program, and I'm here to talk about the combined class proposal for next year."},{"start":1340800,"end":1352473,"speaker":"C","text":"So my perspective is I was a parent as part of the pilot year of John Gill back in 2015 with Catherine Rivera, and I've seen the program flourish and grow over the years."},{"start":1352746,"end":1353725,"speaker":"E","text":"It's come so far."},{"start":1354737,"end":1369113,"speaker":"C","text":"And, um, back at that time we did have a combined class, and when the decision time came to move students to North Star I was one of the parents who didn't really believe in the long-term future of this program. It was still a wild card."},{"start":1369593,"end":1370924,"speaker":"E","text":"Kids were going to North Star Academy."},{"start":1371020,"end":1377511,"speaker":"C","text":"There was talk of combining 3 grades into 2 potentially, and at that time I made the decision to put my son in North Star Academy."},{"start":1377688,"end":1382031,"speaker":"F","text":"With my daughter, who's in 2nd grade now, I committed to Mandarin Immersion."},{"start":1382480,"end":1407625,"speaker":"C","text":"I'd like to see her through the Kennedy Middle School program. We have friends of my sons who have graduated Kennedy fully fluent in Mandarin, passed out of the test. At Woodside now, and it's really been an amazing experience. So I think for the long-term sustainability of this program, I would advocate that we invest resources into it so that we don't continue to have parents who have to make that decision in second grade."},{"start":1407689,"end":1412329,"speaker":"E","text":"Well, do I bet on the MI program, or do I just take the safe bet with North Star Academy?"},{"start":1412506,"end":1414433,"speaker":"F","text":"Thank you very much. Thanks."},{"start":1418607,"end":1420501,"speaker":"A","text":"Last comment from Jasper Chen."},{"start":1424063,"end":1438106,"speaker":"H","text":"Hi, hi, I'm Jasper, um, two children, one in second grade, one in TK. Uh, I'd just like to say that Principal Winnie has done a fantastic job building this program. Uh, it is an attractive program."},{"start":1438668,"end":1483818,"speaker":"G","text":"I think, uh, it does put Redwood City on the map, and I think it brings that sort of, I think, value that's hard to achieve in a lot of places. I do want to echo what Andrew said about building the pipeline to try to recruit and maintain the pipeline, as opposed to creating compromises and then, including myself, parents wondering whether or not they really want to keep their kids in a school that cannot deliver the standard we expect. We get that there are budget cuts, and I think it'd be on us to also try to do what we can as parents to contribute. Thank you."},{"start":1484603,"end":1514224,"speaker":"A","text":"Thank you so much. I'm not seeing any online speaker cards. No more cards. So I think that ends our public comment section. We'll now hear from our labor representatives if they'd like to share. The same 3-minute time limit will apply. Brenna, do you want to use your slot for— do you want to give your presentation after? Yeah. Okay, great. Maria, do you have any comment you'd like to make?"},{"start":1515610,"end":1516157,"speaker":"B","text":"Good evening."},{"start":1516351,"end":1521415,"speaker":"C","text":"Maria Stockton, President of Redwood City, uh, 5, uh, classified unit."},{"start":1522080,"end":1525420,"speaker":"B","text":"Um, years and years ago, we used to start school after Labor Day."},{"start":1525967,"end":1531217,"speaker":"C","text":"So the classifieds had 2.5 months to get another job and make money during the summertime."},{"start":1531763,"end":1599133,"speaker":"B","text":"This has been extended due with, uh, ski week and other breaks that have now shortened us to start in August and end in June. We used to, years ago, have a calendar committee that was CSEA, our sister RCTA, and the district representatives. CSEA owns holidays by Ed Code and by negotiations. We also own our work calendar of when to start and begin. For some reason now, that has been excluded. We are given an instructional calendar that we're told the board members want it that way, so we start at the very first day of August on Monday. Now this year we're finding other people are starting to— giving us in the office absolutely no time to prepare for their return. Board members, I know you guys want to be involved, but please let's get this committee back together where we can be participating in when school can go together, to where it makes it easier for us to work as well as RCTA and the district. Thank you."},{"start":1599984,"end":1623362,"speaker":"A","text":"Thank you, Maria. All right. And next up, we have a short presentation from the Redwood City Teachers Association. And just as a reminder to my fellow board members in the audience, because we are currently in active negotiations with the union, there will be no questions from trustees allowed during or after the presentation. Cool."},{"start":1626188,"end":1626975,"speaker":"B","text":"Is it gonna pop up?"},{"start":1638777,"end":1639803,"speaker":"C","text":"I'm sorry."},{"start":1643570,"end":1646215,"speaker":"A","text":"30 seconds. I'm gonna do a little tap dance. Yeah."},{"start":1646455,"end":1647065,"speaker":"E","text":"All right."},{"start":1649261,"end":1662582,"speaker":"A","text":"And just so people are clear, we, we had some people who were in overflow, but I, I guess we're all seated now. Just Okay, good. Thanks. Plenty of seats available. Oh, hey, here we go."},{"start":1667776,"end":1762425,"speaker":"C","text":"Thank you. Um, I did want to start by saying, um, thank you to the, the district so far with negotiations. I think we're having a, a good dialogue, and so thank you for that. Um, this presentation is about teacher salary specifically. Our CTA is committed to working towards attracting attracting and retaining quality educators. This means being competitive with other districts and acknowledging the cost of living. Teachers that are under financial burden because of job salary have higher levels of stress, which affects their classroom performance. Um, we did a survey with, um, teachers about, um, calculating what percentage of their salaries are taken up by rent or mortgage, and these were the results. Um, 40 to 50% of teachers— or 40 to 50% taken up by rent or mortgage is 22% of teachers. I'm going to reverse this because that sounds easier. 18% of teachers have 40 of their paycheck taken up by rent or mortgage. 10% have 35% to 40% taken up, and 11% have 30% to 35% taken up. This means that over half of the teachers, 61%, have 30% or more of their salary taken up by rent or mortgage alone. That doesn't include any other cost of living."},{"start":1767091,"end":1767299,"speaker":"I","text":"We—"},{"start":1767508,"end":1916921,"speaker":"C","text":"I did ask, um, how many people were splitting that rent or mortgage with others in a household. As you can see, most are, um, 53% are, um, overwhelmingly 90% of the teachers, um, that were surveyed felt that the salary was not satisfactory to meet basic cost of living expenses. Um, the— again, it was also, um, feeling if the salary and yearly step increase is enough to keep up with inflation and other cost increases, and that was almost 98% saying no. We asked the question if their current— if your current salary allows you to consistently build a savings account that would support you in case of emergency situations, which I think we all know is really important to be able to have, and 87% of teachers are not able to start really building savings for those emergency scenarios. We asked if they felt that salary is competitive with other districts, and 78% said no, 20 said yes. So not as stark a difference. Is the amount of salary likely to impact your decision to retain your position in the district? Um, over half said yes, that, that is a consideration as they move along about whether they want to stay in Redwood City. So in summary, um, from all of that data, um, RCTA strongly believes teachers deserve a salary that allows them to live where they work build savings, and that keeps up with cost of living increases. We feel that teachers deserve to have their skills and job requirements recognized and values with a salary— valued with the salary schedule that reflects the amount of growth and training that every teacher accumulates year to year without creating blocks of time where our effort is not recognized by an increase in salary. And we strongly urge the district to please acknowledge all of the hard work, dedication, and importance of their teachers by paying a fair and competitive wage. Thank you very much for your time. Thank you very much."},{"start":1916921,"end":1969969,"speaker":"A","text":"All right, 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. Would somebody like to move to approve the Bond Consent Items? Second. I'll second. All those in favor? Aye. Right. And now we have our Bond Program items that require discussion. 11.1 is HVAC for Henry Ford and Roy Cloud. It's to make sure that we have adequate heating and cooling available for our schools to support our teachers and children and keep classrooms safe and productive environments. There's excellent evidence showing cool and comfortable students learn better and test better, and this was something taxpayers were keen to see us attend to quickly after passing Measure S. We've been upgrading the sites as fast as we can while trying to minimize disruption in learning. And next up are Henry Ford and Roy Cloud for the Summer of '27."},{"start":1970706,"end":1971974,"speaker":"I","text":"Thanks. Good evening, Dr."},{"start":1972022,"end":1977139,"speaker":"A","text":"Baker, board members, and community members. Uh, Martin Cervantes, uh, Bond Director."},{"start":1977444,"end":2003991,"speaker":"I","text":"And with me I have, uh, Nick Olson with VPCS. Um, this item is to advance Phase 3 of the HVAC program, which includes Henry Ford and Um, Roy Cloud. So Phase 1's coming to, uh, completion, and Phase 2 is underway this summer. Uh, this allows us to begin planning and design now to stay on schedule for summer of 2027 construction."},{"start":2005388,"end":2007765,"speaker":"A","text":"If this is approved, bring this to—"},{"start":2008118,"end":2025942,"speaker":"I","text":"back to you in June for— to put out an RFP. Um, I'm, I'm good with this, but I just took There's one more phase after this, right? Is that— and it's just a fourth phase for the rest of the schools? Yeah, that's correct. Perfect. I'll make a motion to approve."},{"start":2028186,"end":2041953,"speaker":"A","text":"Second. All those in favor? Aye. Aye. All right, let's put some air conditioning in. Sweet. Okay, so next up, uh, we get to this summer's HVAC plans, uh, work at Clifford, Orion, and Kennedy."},{"start":2042995,"end":2070846,"speaker":"I","text":"Yes, so this item is for approval of the Guaranteed Maximum Price For Phase 2 and our HVAC upgrades at Clifford, Kennedy, and Orion, the Board previously approved the lease— leaseback agreement with Blach, and this GMP is the result of a competitive open book process with a strong bid coverage. It establishes a not-to-exceed cost and it allows us to move forward with the construction this summer with completion before the start of school."},{"start":2074765,"end":2075520,"speaker":"A","text":"Do people have questions?"},{"start":2077657,"end":2093950,"speaker":"I","text":"That looks good. And then you clarified for me, thanks, about the contingency, about how that stays in the bond program if, if the contingency occurs. So goes back because it's baked into the, that guaranteed maximum price. That's, that's good to see. It's very, very responsible. So that's good. Um, I will make a motion to approve."},{"start":2095927,"end":2096232,"speaker":"D","text":"Second."},{"start":2097100,"end":2112268,"speaker":"A","text":"All those in favor? Aye. Right, the risk of repeating myself. Let's get those kids some AC. All right, next up we have our Industrial Hygienist. And yes, that's a job description I didn't know about before joining a school board."},{"start":2113810,"end":2119787,"speaker":"I","text":"Good evening, members of the board, Superintendent Baker, staff, and community. Uh, Martin is going to let me do number 3 here."},{"start":2119867,"end":2134211,"speaker":"D","text":"So the Industrial Hygienist, uh, supports, uh, the construction. So this is actually a requirement by DSA and California Building Code to test and monitor for any hazardous material on the project."},{"start":2134307,"end":2137824,"speaker":"A","text":"So I just want to clarify, this is just for the testing scope."},{"start":2138242,"end":2143092,"speaker":"D","text":"Once we get those results back, we'll get a proposal for the monitoring scope if needed for the summer."},{"start":2144007,"end":2149612,"speaker":"F","text":"Um, and another note is we will come back in May with an—"},{"start":2150350,"end":2157207,"speaker":"A","text":"a contract for an inspector, special inspection, and commissioning as well. To support this project. Great."},{"start":2159584,"end":2176828,"speaker":"I","text":"Looks like a standard competitively bid compliance-based contract that we have to do to get Phase 2 going. I'm, I'm glad that, you know, there were multiple offers, uh, proposals solicited, and that the one that has experience with us from Phase 1 is the one that actually came in lowest. So I'll make a motion to approve."},{"start":2180457,"end":2180698,"speaker":"E","text":"Second."},{"start":2180939,"end":2202278,"speaker":"A","text":"All those in favor? Aye. Let's make sure there's no asbestos in there. So good. Okay, thank you, thank you. All right, next up we have our school presentations. Uh, first up will be Kennedy. We'll get the presentation, have some questions, and then we'll make sure to, uh, actually approve their SPSA. Yes, very important. Okay, Kennedy."},{"start":2205923,"end":3696857,"speaker":"G","text":"To go forward. All right, good evening. I almost feel like I'm at school during the morning announcements. I almost said good morning, Kennedy Cougars, but I will spare you all. All right, good evening. I'm Chandra Leonardo. I am the principal at Kennedy Middle School, and so this evening I'd love to share with you how we are taking steps to make sure that we are addressing our goals for our LCAP. And so I will go ahead and get started. Okay, there we go. Now, of course, with that very first goal, our focus is looking at making sure that our students are getting their social-emotional needs met, making sure that we are decreasing chronic absenteeism, and looking at decreasing our suspensions as well. Um, and at Kennedy— sorry, this little pointer here Let's see, over this way. Maybe not. Oh, okay, there we go. All right, so looking at our data here, I'm going to go through here. I'm clicking too, too far here. Hopefully I'll get it together. Now, looking at our attendance rate Um, this current year, we're looking at our mid-year data. We've shown an improvement where about 94— 94.2% is our current data. So for example, this morning in our homeroom, we are making a big push with our students to make sure that we get to 95%. That is our goal. So we talked about ADA, our average daily attendance rate, um, and we made sure to show our students, hey, here's what North Star looks like, here's what Clifford looks like, here's what Kennedy looks like. Let's go ahead and let's make that push to make make sure that we are at school every day. It's important, um, because when you miss a day of school, you miss a lot of school. Um, and I know one of the, the things that we joked about right before spring break is that we noticed that we had a lot of students present right before spring break. And so some teachers were telling me, oh my goodness, you're doing a really big push because we have— everybody's here, and usually students are out going on vacation. Not this time around, which was good to see. Um, with our chronic absenteeism, of course around COVID, there was a really high chronic absenteeism, but over the years there has been a decrease. Mid-year, we're currently at 15%. That's still high, but we have some great growth in that area, and so we're looking forward to making sure that that chronic absenteeism decreases. Had a conversation with a student today who was proud of us. He said, well, look at our data, we've, we've grown. I said, yes, we have. So I like that growth mindset. So we still, of course, have some work to do Um, but our plan of course is to make sure that we are looking at our students' data, having data chats with them. Our MTSS TOSA is doing a great job making sure we have the school engagement, student engagement support plan meetings with our students. Now with our suspension rates, we have seen a decrease in suspension. That's been, to be honest, a tough pill to swallow for some of our middle school students our teachers, I should say, because in the past suspension was the go-to. We would suspend students quite often, but we know that our district, county, and state goals to make sure that we're decreasing suspensions and really looking at root causes and trying to figure out what can we do to make sure that we are addressing students' needs. We understand that, um, our Brown and Black students were disproportionately suspended, and so it's it's super important for us to figure out what we can do to make sure that our students are successful in the classroom. Um, but more takeaways that we have for this specific goal— one of the things that you'll notice is that we've gone from 92 to 94% midyear. Our MTSS TOSA, our community school coordinator, have been doing a great job. Um, previously it's been difficult for us to maintain having an MTSS TOSA at Kennedy. It was a lot of work, but strain on our admin team. But this year, our MTSS Mrs. Tosa has been doing, doing great work. We have biweekly attendance meetings, um, we conduct home visits, we're making sure that we're meeting with students, we're having SARC meetings. And it's also been helpful to make sure that we've had that consistency with the district overall. So that's been great, um, as well. So actually spending time with students and trying to figure out what the root causes are has been very helpful. We've been able to navigate concerns. We have a very strong Counseling Department, and so that is helpful when addressing students' needs. For many of our students, this chronic absenteeism is not brand new. It doesn't just happen at Kennedy. It's been years. And so we do have to do a lot of work on— at Kennedy, trying to figure out what are those root concerns, what are those issues, and making sure that we address them. Um, the other thing that's really important— we have a great team at Kennedy. Our teachers are very dedicated. They are passionate about their job, and they will always hear me say that it takes a very special person to deal with middle school. Middle school is tough, okay, but it can also be a joy. So we have 6th, 7th, and 8th graders who are going through a difficult time in their life. They're going through puberty. They are going to push boundaries. They have a lot to say. They want to make sure that they are seen and heard, and I think our Kennedy teachers do a great job with, with balancing that. Um, this year we've consistently moved forward with our PBIS team. We're finishing out our third year, um, and we really appreciate that our teachers are taking time to learn more about how they can make sure that their classroom is inclusive of students and their needs. They make sure that they celebrate student success, and so that's been super helpful and great as well. Now, as far as our barriers for goal number 1, that gap from elementary to middle school is a big one, and it's a big change. And so I know for 5th graders, they're always very anxious as are their parents about going to middle school. Um, but there's also this misconception that comes from elementary over into the middle, middle school land that, oh, my student can miss a day, it's not that big of a deal. You have 7 different teachers, you miss one day, that's 7 different assignments. And a lot of times students will think, oh, I don't have to make that up because that can sometimes be the standard for elementary school. Not the case in middle school. So students then find themselves on this— well, well, I'm missing school because I'm— I have a lot of work to do. Well, now I have a lot of work because now I'm missing school. So one of the things that's very important for us is, is making sure that our 6th grade families are very much informed that, hey, you really need to be at school. Whatever the issue is, get to school. You come straight to the Family Center, we will help you figure it out. So one of our barriers here now is trying to make sure that we're doing that parent outreach, engaging with families, and really helping them understand— or partner with them, partnering with them to make sure they understand the resources that are available to them, um, and how important it is to be at school. So sometimes when we're sitting with students, we start calculating. Our school will show them, and student might say, oh, well, I've missed 7 days. I said, well, let's calculate how many periods that is. What? 49? Oh yes, that's 49 times that you have missed instruction. That's a lot. So giving that visual to the students and their families, um, is something that we need to make sure that we're consistent about. Um, some of the other things that our staff has been able to identify when we look at our data: it's very rare for a student to automatically become chronically absent in 6th, 7th, and 8th grade. Our students who are chronically absent have been chronically absent since TK or K. So this is something that's just been perpetuated for years. And so now at Kennedy, we are having to do a lot of heavy work to try and dismantle this, um, attendance or chronic absenteeism that the students have issues with. Um, suspensions In the past at Kennedy, we used to have, for example, for special education, special education math, special education English language arts. We no longer have that. All of our special education students— well, our RLC students— are all in the general education setting. They get a study skills class. So sometimes there's increased behavioral needs and demands, and sometimes our teachers might not know how to deal with those specific things, um, and so that does fall on admin to make sure that we're making sure that our teachers feel supported, but also our students have what they need. Um, the other thing that's important for us— yes, we've been in this, these 3 years for PBIS. The main thing is the consistency. So something that I make sure that we, we talk about a lot, um, our conversations with teachers at staff meetings is making sure that whatever we start, let's finish it, let's continue it. However, if there is something that we feel that needs to be addressed, if there's if it's not working, let's not be opposed to starting over. But the main thing when I'm talking to teachers, it's, hey, we can't have Teacher A following our PBIS model but you're not. Our students, especially in middle school, just in general, they need consistency. They need to make sure that we're all on the same page. If this is what we're making sure that we're going to do, we all have to do that. It's super important. Um, the other thing that we want, um, for teachers to make— have access to something that's come up often is the need for more training for behavior management support, de-escalation strategies. So that's something that we are looking at, um, as well. And also making sure that our teachers feel supported. Uh, we want to make sure that, you know, admin are not sitting in the office, uh, just eating chocolates all day. We really want— try our best to make sure that we're visible at supervision with our students. Um, I've had students tell me often, oh my gosh, you're— I see you everywhere. Like, what do you What does that mean? Is that a bad thing? No, I've been at school before, I never knew where my principal was. I thought, well, lucky you, you get to see Mrs. Leonardo all the time. So it's very important to me, um, as a former Kennedy teacher, to make sure that I help teachers. Um, Miss, Miss Laney, Mr. Penn believe the same, to make sure if we have to have pushing support for teachers or modeling things for teachers, I think it's very important for administrators to be instructional leaders. Teachers want to see admin who walk the talk, not just tell teachers what to do, but definitely support and, and model for them, um, those expectations. Our next step is, as I mentioned, we want to make sure that we're going to 95%, um, attendance, and that's really going to take early identification this summer, looking at our data. So we do request from our feeder schools Who are your students who have that chronic absenteeism? Calling those families over the summer. What we found is we did that outreach last year and we started in June, called those families, made those connections, and continued on. And those students that we contacted last year, we got that information from the feeder schools. We have not seen those students have nearly— they have not been chronically absent, so they've improved their attendance overall, which has been great. So continue to do that early identification. And then in the middle of the school year, if we notice a student has been absent for 2 days, encouraging teachers, one, to make sure that they reach out to the families, or also notifying us so that we can figure out what's going on before it gets out of control. Um, the other thing is to make sure that for our multilingual learners, our ELTOS, our students with disabilities, really making sure we're partnering with families. We found that when we actually sit and, and talk with their families. They didn't know. They— I had no idea. I didn't know what that meant. And, oh, now I'm logged on to PowerSchool. So when we do that, we do find great success, and parents often thank us for reaching out to them. I didn't have— I didn't have any idea, but we're really thankful for you reaching out to us. We want to make sure that our students are successful. Um, the other thing is we want to make sure that we continue to make sure that our teachers have training and making sure our behavior expectations are reiterated and they're taught. Sometimes it's very easy to assume that students know what to do. They don't. And you'd be amazed at some of the things that I hear on a daily basis. Why? I didn't know that. Really? You had no idea? And I have to believe that they really didn't. Their brain is not fully developed, so they honestly might not have known. So on the adult end of things, it's really important for us to model those expectations, reward students who are doing the right thing, and then making sure that we're holding students accountable across all settings at the school. Um, and then really looking at our Tier 2 interventions for students. We do have a lot of things for our students who are Tier 3. We have the SARC, we have the CAASPP, the things of that nature. But before it escalates, trying to really identify what are some additional interventions we can do for those students who are not chronically absent, they're nearly chronic. What are we going to do to make sure um, that they get the support. And the same for our students who might be Tier 2 behavior concerns. For our LCAP goal, this is really focused on us, on our multilingual learners. We want to increase our reclassification rate to 20% and then decrease our ELPAC, uh, percentage to 10%. So at Kennedy, I know one of the things that came up at our recent staff meeting is that some of this data doesn't match what we see on the dashboard. The California dashboard shows something a little different but this is looking at our local— localized data, um, and so that looks a bit different than what the dashboard says. Um, but when we look at this data, we do see that our EL TELS continue to improve, but there's been some stagnant progress for our ELPAC and reclassification rate. Um, so one of the things that's been happening at our school site is all of our teachers are taking ownership that our, our students don't just get ELD in one period of the day. Yes, they have designated ELD, but what's good for one is good for all. So those are UDL strategies, those are strategies for multilingual learners, um, that's going to be helpful for our students with disabilities as well as our multilingual learners. So we will see in PE our teachers are using Total Physical Response, they're teaching vocabulary. Our PE teachers will also teach literacy, reading different texts, which sometimes people might say, why are students reading in PE? We found, for example, on our state test, when our students are taking the performance task, there are things talking about cardiovascular health, there are things in science for— there's all kinds of different things. Write a blog post. Your teach— your science teacher is giving you these— this topic. Write a science text about this. So reading and writing, speaking, listening cannot just happen in the ELD setting. It really— setting— it has to happen across all content areas. As we're going to classrooms at Kennedy, you'll see our teachers using graphic organizers, holding students accountable for vocabulary, having classroom presentations. And so that's been happening across setting, and that has been great to see. And so our current systems definitely support growth, but there's definitely need for acceleration. Um, the other thing that we have been doing more recently, we've been doing— we did an ELPAC boot camp. We went through our data, we focused on all of our students who were in Boys and Girls Club who were who were not reclassified. And so our MTSS TOSA and our Family Center Coordinator work with them after school 2 days a week prior to the ELPAC, sitting with the students, showing them their data, helping them understand what it meant to take the ELPAC, and working with them. So we don't— of course don't have that data yet, so it'll be interesting to see how those students perform on the ELPAC this year. For barriers, a lot of our students there's overlap, right? So we have students with disabilities who are also ELLs, um, and so they require a variety of different supports. Um, there's also a very wide range in proficiency levels. Um, if we have students, of course, who are new to the United States, and some students who will tell you, I don't speak another language at home at all, I don't know why I'm in this class, I've— I have no idea what that means. Um, and there continues to just be gaps in their academic language for mathematics, social studies, um, and so that's really important for us to try to figure out how are we going to make sure that our students' academic language improves, especially for the ELPAC. The ELPAC test has very content-specific tasks for the students to complete, so in order for them to be reclassified, their academic language has to improve. When we talk with our families, many of our families have no idea why their student is an ELD they don't know what the ELPAC is. So it has taken us making sure that we get that information to them. We've also found that when students— or when families come to ELAC, their students are reclassified. So we really are trying our best to make sure that we engage our families so they understand how to support their students. The other thing is we've noticed when we try to have after-school support, many of our students take public transit. They take the SamTrans bus or they take the Redwood City School bus us, so we cannot hold them after school to do these additional interventions. So we really need to focus on doing that during the school day. But then that means really looking at our master schedule, reworking that. But then you have to look at teacher credentials. It's a whole thing. Um, our next steps is continuing to use CAASPP tutoring through LCAP funds. We've been able to have CAASPP tutoring, which has been great success for our students. Making sure in the following year that we have Dr. Saguilán at our school and connecting with our teachers to really figure out out how we are going to make sure that we are targeting our multilingual learners in our all content areas. We also want to make sure that we're using data to inform our instruction, also looking at grouping students, um, who have similar LP levels together, um, really also focusing on academic language. Writing is going to be very important. We have had a focus on writing this year, so students have been writing in math, science, social studies, everywhere. All content areas. So that has been awesome to see as well. Um, the other thing is really having authentic PLCs for teachers and looking at their data. And the most— one of the most important things is trying to figure out, looking at our master schedule, looking at the teacher credentials, and trying to figure out where in our day can we ensure that our students are getting what they need during the school day. Um, and the hard part with that is that a lot of students come to Kennedy because we a, a great electives program. There's a lot of choice in that. And so sometimes it's disheartening to take an elective away from a student, but at the same time I'm thinking, well, I want you to be able to go to school and know how to read, and high school, know how to read and write. And what happens is if you don't reclassify, and from in K to 8th grade, you lose your elective anyway in high school. Um, and then finally, our last goal here is looking at increasing our students' achievement on the CAASPP CASPP, and we're using the i-Ready to figure out the next steps for our students and making sure that they are continuing to achieve. So here's our overall data from 2025 and the fall to 2026. Okay, and here's our i-Ready data. I'll keep going here. Oops. Go here. Okay, so our takeaways here from the data, um, based on i-Ready, we've had 31 to 35% overall, but growth has slowed for English language arts. We did have better improvement for math, going from 20 to 27%. Um, for looking at the CAASPP for our English language learners, it still remains low, especially in math. We know that math Math still is a, a pain point for our, our students. It's difficult for them. There's a lot of reading in the math. Those days of just clicking multiple choice answers and what's 3 times 2, those days are gone. Um, but the great thing at Kennedy, our teachers are using the district adopted curriculum. Um, it is new for them, so there have been some challenges. But the, the great thing about being at Kennedy is our teachers are willing to do the work. Um, they believe in their students and they really try their best to make sure that every student is able to achieve. The other thing to note with i-Ready data, it doesn't always exactly match up with our CAASPP. So what we try to do is use that i-Ready data to figure out where the gaps may be, what things— where are some areas of growth in order to improve on the CAASPP. One thing to note, when we say i-Ready at Kennedy, some of our students sigh, they complain, and they groan, which I know some of you might be aware have— they've been taking that i-Ready test for a long time, um, and some of the barriers include having assessment fatigue. They do not sometimes try their best on the i-Ready but they will try their best on the CAASPP. There's just this brain block for them. They think the i-Ready is not important, so what we tried to remind them that every assessment you take is important. Treat it as you would any other test best, try your best. I found that when I have sat with any of our students who might have an IEP and I sit right next to them one-on-one, just my presence there has them able to focus, and they do show some improvement in gains. So I did that for a couple of our students this past i-Ready session. Um, the other thing that our teachers have often talked about this year is having the need for a true PLC. I know that these past couple years has been trying to lay the groundwork for PLC time. Teachers are really eager to actually have time where they can come up with what they think the students need based on the data and have that time to meet on a consistent basis. So that's something that we of course will have next year. Um, the other thing is making sure for protected intervention time. As I've mentioned, that's something that really needs to be worked in the master schedule, and there's some constraints with that. And then the other thing to note is that Kennedy receives students from multiple feeder schools in addition to private schools, charter schools. Um, and so I tell teachers this all the time: we don't get to choose who comes to our school. This is who comes to us. So if a student already comes to us 2+ years behind, it is difficult for some of our teachers who are single subject teachers. Hey, I went to college to teach science. You mean I've got to now figure— I— this is difficult, and it is challenging for, um, our teachers. So it is is, it's taking us some time to try and figure out how are we going to impact our students. I think the key here is really looking at 6th grade and trying to teach— thinking of it as a school within a school, because our data will show that over time, as our students are at Kennedy in 7th and 8th grade, they do grow. There is some success. It's going to take us really looking at that data when they enter to really figure out how we're going to support them. Um, I kind of mentioned some of my next steps, but really continue to focus on our Tier 1 instruction, making sure our teachers are prepared, making sure they have systems in place to teach our students, really making sure they're using UDL design, uh, lessons, and continue to focus on writing. I've told teachers that when your students are reading, they should be writing. When they're writing, they should be speaking. When they're speaking, they should be listening. All of those things are important in a classroom on a daily basis. We're not saying you have to write a 5-paragraph essay, but every day our students should be using that academic language, um, because it's very important. Um, and the other important thing for us to do, or one of our next steps, is really looking at our students who are one year below on CAASPP, targeting those students, whether it's through the CAASPP tutoring through the LCAP dollars, whether it's through class time with our expository reading and writing class, and really looking at trying to accelerate those students before they move on to 7th grade, um, as a 6th grade student. Um, and then really looking at our i-Ready data, since this is the data that we have for our district, looking at that data and trying to figure out how we're going to use that, um, to really drive our instruction. And then that, that PLC time— so when we have that dedicated PLC time next year, it'll be very important for our teachers to work together, look at that data, and make some decisions. What questions do you have for me?"},{"start":3699983,"end":3701986,"speaker":"A","text":"Thank you so much for that presentation. Mike?"},{"start":3702115,"end":3915061,"speaker":"I","text":"Yeah, thank you for the presentation. Um, I also wanted to just take a minute and say thank you for your amazing leadership. It's been really just such a, um, an honor and a privilege to be able to see how you stepped up into the leadership role at Kennedy and really led that school. It's amazing. We can hear it in your passion tonight about every one of the goals and all of your students and your families and your staff and just the passion that you bring that role, and we can see it in the outcome that's happening there. Being on campus Wednesday night welcoming the new superintendent, you could feel the buzz of the spring concert that was coming there, the whole community coming together. And it's just, you know, it's a reminder of, of the strength that you've really brought to it. So I just wanted to take a minute and say thank you. Just really, it's been an honor to see what you've done with the role and how you've been leading the school there. Flipping into the presentation, I would say, you know, awesome goal line is outstanding. Like, that focus on attendance is really good to see that growth come. Middle school is, you know, it's a difficult transition, as you pointed out. Um, you know, I'm happy, I'm happy that HVAC is coming in, but it was a bummer to see Summer Bridge get canceled. Some of the students, they get to participate in it. That means that, you know, they won't get that first easy touch into the campus. But I'm sure that, um, the administration next year will find a way to welcome the 6th graders in at the beginning of the school year. Um, and seeing the suspensions go down, I know it can be difficult. It can be an easy, you know, maybe an easy crutch, but it's so important to really keep the kids in school. And that, that's just a remarkable accomplishment there. Middle School is another really tough one to really try and move the needle on suspension. So that's really impressive to see that happening. On Goal 2, Kennedy is really like— this is a place where we can really move the needle for our multi-language learners, in particular our long-term English learners, obviously because it's a comprehensive middle middle school. This is where they first started getting identified as it. So to see that focus that's happening there, and, you know, over 50% making growth each year, that's, that's a really, really strong number of everybody increasing on there. And I'm glad that you're not just focused on growth. It's really looking towards acceleration and trying to figure out how that can happen. Goal 3, I think, you know, it's, it's more challenging for Kennedy. Again, you know, middle school brings an interesting, interesting set of challenges. We do see growth, so that's awesome. And we do see improvement in the growth there. The one thing I just, you know, the protected intervention time, I hear you about that. I think that's really important. Just want to make sure that we don't end up two-tracking our kids and losing out on that possibility of electives that are there. Reminds me of how important this shift from after-school to extended day has really been in the last 5 years, and how we really want to make sure that, you know, kids are able to take advantage of that because there's enrichment electives and a lot of, a lot of on the core activities, plus reinforcement for the core that they can get there. And I thought that the call-out that I didn't notice looking at the slides over the weekend, but hearing you talk about it tonight, there's probably something we might want to look in, or maybe you're already looking into it, about how transportation could actually be a hindrance to students being able to participate in some of those really, you know, really valuable programs. When they're in the Boys and Girls Club and they're getting identified for additional help for the ELPAC, it's just such a great, like, like, you know, full circle, kind of circling around. So maybe that's something that, that we can kind of figure out how, how we can bring that opportunity to more students if they are transportation bound. So I'm glad that you called that out. Again, thanks for the presentation. Love what you're doing at Kennedy. Really, really, again, just love the contribution that you've made to Redwood City School District, both from the classroom and up here into the administration."},{"start":3915061,"end":3916105,"speaker":"A","text":"Thank you."},{"start":3920277,"end":4053748,"speaker":"D","text":"Agree with most of what Mike says, per usual. And I think it's very clear the leadership that you brought has been super important. I think we hear that a lot from— we can— I can tell that across all these presentations. But it's just really clear the amount of detail that's going through your mind as you're just speaking it. It's something that I very much appreciate, and it's clear that's also translating to results. So thank you for all of that. That. The— just going in my head, each of the goals one by one. The goal one's totally agree, like, this is great progress, and I know it is difficult for the reasons you stated, right? Like, chronic absenteeism is a habit, not just an instance. And so there's only so much within your control within 6 to 8. But I'm also heartened to know that this is something that the district is focused on across all of our schools. So it's great to hear that, you know, Kennedy, you're being proactive about before they're coming to collaborate with incoming students students. It's also hopefully going to be something that continues to improve as we get more students that are staying and getting this consistent message as they come through. So I'm really hopeful about that. I'll go to Goal 3 and then Goal 2, because I have a slight question on Goal 2. Goal 3, you know, we are seeing growth. I really wish— I think we've heard this a couple times— I wish that there were a better way for us to get that buy-in for the, for the i-Ready. I mean, like, a test is a test. That's not really the important— it's more of— we— I think the hope is that we're actually using it in a way to inform practice, so like we can actually get better. So I don't, I don't know how to crack that nut, but it sounds like it's something that's being thought about, just a consistent challenge, and hopefully we'll get there. Goal 2. My, my real— my question was more just about, I think, something you said very briefly, which is the difference between what is shown in our LCAP and our presentation versus what's on the dashboard, which I've seen that too. I mean, and I had a question for the district too, and I'm just trying to wrap my head around like what is really good. And I look at Kennedy, for example, is blue, which tells me we're doing a very good job. But I, like, I know our, our growth target is, or our general target is percentage students who move up at least one level on ELPAC. And I, I just don't know, like, how to calibrate, how to calibrate that other than what we are doing is good. But I would love to hear a little bit more about what is that discrepancy between the dashboard and, and our LCAP."},{"start":4053748,"end":4094087,"speaker":"G","text":"Yes, I'll try my best to explain it, but I did reach out to Jenny Tran. I said, Jenny, me, this does not match what we see on the dashboard. I need your expertise. So what I understood is that the dashboard looks at the ELPAC levels, which is not as difficult, I guess, as, as looking at the ELPAC data. So from what I understand— and Anna can correct me too if I'm wrong— so when we're looking at the dashboard, it's looking at students— do they just make progress? Whereas our LCAP data is looking at, okay, yes, you're a 2, but you're still a 2. You still have not been reclassified. Yet. So if you go from a 2 to a 3, that's awesome, but you still are not yet reclassified. So I— hopefully I explained that accurately. That makes sense to me."},{"start":4094472,"end":4101688,"speaker":"D","text":"Yeah, that's very— either way, I mean, blue, I assume very good. Sounds like there's a lot of progress. So, um, anyway, thank you. You're welcome."},{"start":4104878,"end":4176212,"speaker":"E","text":"Um, I don't want to repeat myself, obviously. Um, I love everything that Mike said. Um, that's exactly what I was going to say. Um, one of the things is obviously I love that You're out there everywhere, like your student said. Um, I have many friends that have children at Kennedy and have said nothing but wonderful things about you. Um, also at the Spring Concert, I was there with Dr. Baker and Dr. Rubalcaba, and I had a couple of my friends said what a wonderful principal you are. Obviously, kudos to all the teachers for following the curriculum and your admin team as well. I wanted to also give you guys a shout out regarding PowerSchool and how you guys are involving the parents. And so that's always a plus, right? You want to get the parents engaged and involved so that they know what's going on with their children. You mentioned academic language several times. And so my only question with that is, I understand, like, you're doing academic language and math and reading. I mean, ELA, um, what are we doing as far as like providing resources to whether the student or their family?"},{"start":4176212,"end":4233655,"speaker":"G","text":"So some of our teachers— and this is something that we could probably improve upon, having all of our teachers do it, but I know it's an additional workload— but we have several of our teachers who have websites using Google Sites within the district. They post the, the definitions, the words, the visuals, all of that, making available to the parents parents. They'll email the parents on a biweekly basis. Our students have academic vocabulary notebooks. They have access to the vocabulary terms. But the main thing that's going to be super important is making sure those, those vocabulary words are used in context. Yes, they can memorize it, but can they write with it? Can they speak? You— can they use it in a sentence? Is it something that's a part of their daily vocabulary? And I think that's most likely our next step that we really need to look at consistency across the school school, so that way parents are informed, they know about it, and that it's not just happening in English language arts or science, that our students see it just across in every classroom. It's just a standard. This is what it is. This is the Kennedy way. Great."},{"start":4234088,"end":4277080,"speaker":"E","text":"Um, I just lost my train of thought. Um, and then I guess too, with the absenteeism, um, also I want to give a shout out to obviously all the team that makes those phone calls and it's always there to, um, provide the parents, I guess, like the report. Your, your, your student is absent, you know, bring them to school is important. Like you mentioned, 7 times 7, 49, that's a lot of class missing. So again, thank you. Um, the needle is definitely moving, and I, I've said this for other presentations as well, and to me that's what matters, you know, growth. It's, it's important. So thank you so much. Thank you."},{"start":4279377,"end":4317871,"speaker":"A","text":"Thank you for your work. You know, on a personal note, you've made it a school that I'm excited to be sending my son Max to next year. So thank you for your work making it a great school. It's great to see the progress on ELLTEL. I loved your passion for instructional leadership and demonstrating best practices, really being in the classroom, really being present. I think it's fantastic. I loved your comment about integrating reading into everything, including PE and just the efficacy of that. Um, I would love to know your take. Like, what is it that makes i-Ready so awful for these students versus CAASPP, that they're taking CAASPP seriously and they're not taking—"},{"start":4318000,"end":4359948,"speaker":"G","text":"because they've— so in my conversations with students, what many of them have said, they've been— it's the same test we've been taking. I, I said, well, you take the CAASPP. The CAASPP is also something you've been taking since elementary school. But when I'm talking with them, they say it's too long, it takes forever, which again, so does the CAASPP. But talking to a 6th, 7th, 8th grader, they able to— they just don't like i-Ready. I don't know if they're tapped out of i-Ready. I know in elementary school the lessons were used quite a bit in the past. Um, we still have teachers that do use the i-Ready, um, content. Um, I have not been able to figure it out other than our students just don't like that i-Ready."},{"start":4361008,"end":4411994,"speaker":"A","text":"Yes, it's hard because like we as the Board are responsible for giving some directions to like how do we want the district students to be measured. Like, uh, we've, we've done this experiment doing mid-year testing to see like does that allow time for course correction. And what will be really unfortunate is if like the mechanism of testing that we're using is being discounted because the students aren't taking it seriously, which means that we then don't take it seriously, which means that we actually take any corrective action, which means that like the test was, was for naught. And that would be, that would be a bummer of a reality to live in. So just, I, I'm looking for your coaching and guidance for, for the district. Like, what, what's the right way to handle this? To either incentivize the students to take i-Ready seriously so that we can use it for course correction, or find some other way of seeing how are things going and what course corrections are needed to have an effective school year."},{"start":4412139,"end":4438941,"speaker":"G","text":"So when talking with students, talking with teachers, what the hope is to really have a test that doesn't take days. There's some students, they can be on that test for a long time, it'll time out, we have to reset it, they have to start again. But ideally looking at an assessment that is short, maybe 30 to 40 minutes max, um, and kind of hitting all those key points and trying to figure things out. But for students, they just say it's too long, they think it's, it's a long time. And so I'm just—"},{"start":4439198,"end":4444324,"speaker":"A","text":"how long does it take the median student, like your, your typical 50th percentile student, about how long does it take them doing the i-Ready?"},{"start":4444581,"end":4478141,"speaker":"G","text":"I'd say about anywhere from 60 to 75 minutes. Okay. All right, so in the grand scheme of things, it doesn't seem too long, but for middle school, it's a lot because you're giving up a lot of instructional time for that. Um, and what we did this year, we did have an i-Ready testing block that helped somewhat, um, everybody was testing their students instead of it all relying on the English language arts teachers. In the past used to be, okay, you take the i-Ready reading and ELA. Well then, now our students are not getting the English language arts time. Okay, now it's math time. You're losing on instruction for these assessments."},{"start":4478270,"end":4488761,"speaker":"A","text":"So there was some way to do it in roughly half the time, you think? Like, student, student might take it more seriously, might get better data. I, I think so. Okay, great. Really appreciate it. Thank you so much. You're welcome."},{"start":4488906,"end":4497771,"speaker":"F","text":"Just an FYI, we met with i-Ready, so they have shortened it a little bit connection. So hopefully we can see better results. Love it."},{"start":4498397,"end":4529107,"speaker":"J","text":"There we go. So, Chandra, thank you so much for the report. I'm not going to repeat a lot what the board said, but, um, I'm going to take you back to 3 years ago. Okay. Um, I think it's 3— yeah, because you've been there— that's, that's 3 years as principal now. And, um, it was prior to that, the year prior, in June, and I was biting my nails to see if you were going to excel if you were going to accept that job, the job or not. And I went, and Wendy was, what are you gonna know? What are you gonna know?"},{"start":4529187,"end":4530182,"speaker":"A","text":"Gonna have to fly it."},{"start":4530230,"end":4698294,"speaker":"J","text":"We're gonna have to fly it. I want to thank you so much for taking it. I, I really do. Um, the past 3 years have been amazing, um, to see your leadership and how you have grown. Staff that is here tonight do an amazing job under your leadership. You are there not only for your students for your staff, but also for your parents. The day that I got to sub for you was very eye-opening of all the work that you do to make what happens on a daily basis at that school site. I was impressed, and I was in classrooms. I see Cynthia back there, and went to her classroom to look at her lesson. I went into other classrooms to look at their lessons also, and the manner of how teachers were teaching and asking questions to the students for understanding and really supporting them in what they needed. It all comes from you making sure that things are happening at the school in the manner in which they have been happening. Um, you leaving is definitely a loss, and I know you have to do what you have to do, and I'm totally, you know, in support of what you need to do. But it's been a real pleasure seeing you as the site administrator at Kennedy School. My day that I spent there and talking to the students, especially at lunchtime, because you've got those 3 lunches and I always was with kids throughout those 3 lunches, they told me how fascinating and how much they enjoy you and your presence, and especially your morning announcements, and then the one that we got to experience— Wendy and I were there— and you're going through the announcement, then you're playing these types of games with them, and who gets this, this prize and that prize. It's remarkable how you, how you put that all together, um, and, and the energy you have. And when I was there, I asked the students, well, what do you like? What, what makes you want to come to school every day? Teachers, my teachers are great. The kids here, I— it's a diverse group. And Miss Leonardo, she really cares about us. She knows everything about us. She's out here all the time. I said, so I've heard that. So, um, thank you so much for making the last 3 years for me so pleasurable, and to know that you were at the helm of that school. It's greatly appreciated, and I want to really acknowledge it. So thank you. Thank you. And now also for the—"},{"start":4698294,"end":4701104,"speaker":"I","text":"I'll make a motion to approve the SPSA."},{"start":4701827,"end":4721238,"speaker":"A","text":"I'll second. All those in favor? Aye. Thank you very much. And now for Orion. Mike, microphone."},{"start":4725165,"end":6032615,"speaker":"B","text":"Oh, there you go. Yeah, I've been waiting all night, even email Anna this afternoon, can I go first and should I less follow the agenda? That's fine. Yeah. All right, uh, good evening, Redwood City Board of Trustees, Superintendent Dr. Baker and colleague. It is my honor to be here here, uh, this evening to share Orion's progress toward our 3 LCAP goals, celebrate the strong work of our staff, students, and family, and highlight our outcome in attendance, multilingual learner progress, and academic achievement, along with key strategies and next steps. Right, so our focus under Goal 1 is ensuring students receive strong social-emotional support while improving attendance reducing chronic absenteeism, and maintaining low suspension rate. Our attendance increased from 94.3% in the base year to 95.2% in Year 1 and 96.1% at the mid-year point of Year 2 this year, reflecting steady growth and continuous improvement. Chronic absenteeism decreased significantly from 12.6% in the base year to 11.7% in year 1 and to 7% at mid-year of this year, exceeding our expected rate of reduction. Our suspension rate remained very low overall, while there was a slight mid-year increase among the socioeconomically disadvantaged subgroup. We'll continue to prioritize proactive support and early intervention At Orion, our approach to attendance is grounded in three different aspects: strong relationship, meaningful engagement, and proactive data-informed support to help students stay connected and succeed. At the core of this work are strong student-staff relationship, and I want to give a shout out to our amazing Orion team here on the call. All for their care, empathy, and commitment to supporting and engaging every single one of the students so they feel seen, valued, and connected, which is an essential foundation for strong attendance. We promote engagement through enrichment classes, school-wide events, and our unique program-specific experiences, including Multicultural Studies in our co-op program. I would like to invite all of you to our RCSD Multicultural Study Travel Week, and immersive Mandarin language and cultural experiences in our Mandarin Immersion Program. We reinforce expectations through practices such as monthly strong attendance award and consistent family communication, and our team also regularly monitors attendance data, identifies concerns early, and provide targeted support. This work is made possible through daily coordination and follow-up of our wonderful office team and our MTSS Tosa, Maribel Ibarra, whose effort play a critical role in sustaining this system. Like many schools, we continue to see common challenges affecting attendance. One area I want to highlight is independent study, as it has been a key factor impacting attendance at Orion So as everybody knows, if you're absent for 3 or more days, you can request for independent study. However, we have seen variability in participation and completion when families are not always clear on independent study expectation and assignment. Some families share with me that I forgot to request for independent study, or the work is actually really hard, my child needs more guidance on that. So we received the work packet directly from the teacher, but actually we want— need more information for how we can complete an independent study packet. So to address this, we can strengthen our system by reteaching the expectations at the start of each semester and implementing pre-meeting before independent study begins, particularly for longer absences. This step will help align expectations, clarify assignments, and identify any needed support in advance. We'll also closely monitor completion and follow up early when work is incomplete. As part of our effort to strengthen attendance, we'll launch an Attendance Improvement Award to recognize students who have made measurable gains in their attendance. We'll also help reinforce positive habits, increase student motivation, and acknowledge progress at all levels. At the same time, we recognize that some families are navigating broader challenges such as housing instability or transitions. In these cases, we're increasing proactive counseling check-in, ensuring timely follow-up, and also connecting family with district and community resources. Our approach to reducing suspension focuses on early intervention and strong system of support. We hold weekly screen team meeting to review student need across academic, behavioral, and social-emotional area, ensuring, ensuring timely and coordinated support. At the school site level, we implement SEL through the Wayfinder curriculum and reinforce positive behavior through PBIS and our Orion STAR trait. So Orion students can receive STAR tickets, um, from their teacher— not just from their teacher, also from their peer— because we also encourage students to nominate each other who demonstrate Orion Superstar characteristic in order to receive a Star Ticket. And we also have parent volunteers who help run the student store shop where students can exchange for prizes, uh, in the student store. I also want to give a shout out to our PBIS committee, uh, for joining me at Principal's Coffee to present our PBIS system to family, helping them understand how we support and reinforce positive, positive behavior so family can also use the same language and strategy at home home. As next step, we'll continue mental health check-in, closely monitor behavior data, and also maintain strong family partnership. As our school continues to grow and welcome new staff each year, we are also heavily invested in professional development in classroom management, restorative practices, and ongoing instructional coaching, especially from— for new teachers, to strengthen our consistency across classroom. Moving on to Goal 2 focuses on improving multilingual learners' progress, increasing reclassification and reducing long-term English learner— our reclassification rate increased significantly from 6% in the base year to 37.2%, far exceeding our goal I'm incredibly proud of the progress our multilingual learners have made and deeply grateful for the dedication of our teachers. At Orion, we view multilingualism and students' home culture as strength and assets. We're excited to continue building on this growth. While ELPAC level growth was 44.1% compared to 50% in the base year, we remain committed to strengthening language development through targeted instruction and ongoing support To support English language development, we're focusing on three key areas: targeted instruction, strong coaching, and meaningful opportunity for authentic language use. First, we provide targeted ELD instruction across grade level using the Language Power Curriculum. This work is supported by our classroom teacher— not just our classroom teacher, also a shout out for TK teacher. They finish school earlier, so they also help support ELD instruction. Our MITOSA, uh, Elva Wu also helped collaborate to provide designated ELD instruction and targeted language support through our Orion Wing Block based on student need and the ELPAC level, while maximizing staffing to best support our students. Second, we have made a strong investment in instructional coaching and staff capacity building. Our site coaches, including our TK teacher, Miss Conti, are M. Itosa, Ms. Wu, and 3rd grade teacher Mrs. Lam. They work closely with teachers to strengthen integrated ELD writing instruction, data analysis, and support for not only new teacher but experienced teacher. This coaching is especially important as our school continues to grow. And third, we create meaningful opportunity for authentic language use through our integrated unit family gallery walk. And I really missed that. I kept telling the teacher that before Before COVID when I was teaching, I invite family to join our end of unit presentation where family can be there to cheer for our students but also be there to see how much growth they have made. So our 2nd grade team this year, um, during the Ancestor Project, they invited family to come to school to share their home culture and family history. Students afterward created and presented report about their own family history and heritage. This kind of experience allows students, including our multilingual learners, to use language authentically to listen, speak, and present in real-world contexts while also seeing their identity and home cultures valued as part of their learning. And during our, um, my principal's coffee, I heard very clearly from our multilingual family that many want more support in understanding the ELPAC assessment and score their child's language level, and the next step being taken at school. This year I got a chance to share the ELPAC assessment with the parent, and parents were like, wow, that is so hard. There's a lot of academic English here. Because previously they shared their confusion with me. They felt like my child has been talking English with everybody every day, so what do you mean by— like, my child has been at ELPAC level 3 for 2 Why there's no— why there's no improvement? What else we are doing here at school to help my child to grow? So in response, one of our key next steps is for our administrator, MTSS TOSA, and classroom teacher to work closely with every multilingual learner family so they can better understand their child's ELPAC data, progress, and actionable next steps with follow-up communication. We'll also continue sharing ELD resources with family because our teachers share a weekly newsletter with family with a lot of resources for songs, and here's the learning goal, and here's the vocabulary card. So we're actually considering to add ELD resources to the weekly newsletter as well. And we're also partnering with PTO to recruit multilingual parent volunteer for additional after-school tutoring, while our teachers also continue providing after-school support for multilingual learner. And our school district funded our teacher to provide after-school tutoring for our student. And our PTO parents, they're really amazing. They sign up after school to provide free tutoring for students who need additional support. So now we are more in doing more intentional searching for multilingual parents, um, to provide additional support for our, for our multilingual learner. All right, moving on to the last goal, Goal 3. Focuses on students' progress in ELA and math as measured by the i-Ready and CAASPP assessment. Starting with ELA, we saw a very strong mid-year growth with the percentage of students at grade level increasing from 44% in the fall to 68% in winter, an outstanding 24-point increase. We're also seeing positive movement as students who were below grade level continue to make progress and catch up. Our i-Ready ELA growth increased to 68% at the mid-year point in Year 2, representing a strong 11.6-point gain from Year 1 and exceeding our expected outcome. This progress reflects the hard work of our students and the dedication of our teachers. Math tells an equally exciting story. We increased from 39% of students at grade level in the fall to 64% in the winter, an impressive 25% growth, mid-year gain. This is a strong sign that our students are making meaningful progress and that our instructional support are working. Our i-Ready map data reinforces that success. At the mid-year point in Year 2, 64% of the students met expected growth, which is a strong 19.4% increase from Year 1 and well above our expected outcome. This growth reflects the hard work of our students, the dedication of our staff, and the impact of our targeted academic And even though our students don't like i-Ready either because it's really long and time-consuming, just want to piggyback on that. However, our students are highly motivated by the WIN Block, and I have student coming to me sharing that I really need to go to— really want to and really need to go to librarian Christina's, uh, Advanced Book Club where we can do project and meeting with authors online. So I really need to work hard to get out of the writing group. I need to show that I'm making progress so I can move on to the next group. So I think that's what really motivates them. All right, our CAASPP. Uh, over the past year, we have made meaningful progress in CAASPP ELA outcome for our English learner subgroup in grades 3 to 5. Our baseline was 8.1%, and we increased to 9.1% this year. We recognize that we are not yet where we want to be, but the progress indicate that our current strategies are beginning to have an impact. Moving forward, we'll continue refine our instructional support to accelerate growth and work toward our target. Our CAASPP, uh, math assessment, uh, data for English learners shows strong and encouraging growth. Starting from the same baseline of 8.1%, we reach reached 13.6% this year, an increase of 5.5 percentage points. Notably, we exceeded our year 1 target, which reflects the effectiveness of our instructional focus and intervention in math. Moving forward, our goal would be to sustain this momentum and reach our year 2 goal. To conclude, our growth did not happen by chance. It is the result of intentional system strong collaboration, and a shared commitment to meeting students where they are and moving them forward. First, our district-wide PLC structure has been a, a key driver of our growth, and I also want to thank Anna for taking the leadership on this important initiative this year. Our teachers collaborate regularly in grade-level teams to set shared goal, review assessment data, monitor student progress. More importantly, those conversations help us make real instructional decisions. We are constantly asking who is making progress, who still needs support, what strategies are working, what do we need to adjust. This ongoing cycle of collaboration, reflection, and responding to student needs has made a real difference. Second, our WIN block, which stands for What I Need, has allowed us to provide differentiated support for all students through flexible grouping across MI and co-op program. We're able to maximize staff resources to deliver both targeted intervention and enrichment. Some students receive additional support in ELA, math, and ELD, while others have opportunity to extend their learning as well. What makes this especially effective is that it is truly a team effort. Our classroom teacher, our TK teacher, intervention teacher, TOSAs, resource staff, and support staff all working together to make sure students get what they need. And third, our strong instructional coaching system continues to strengthen teaching across the school. This is something that I believe deeply Before becoming principal, I served as our math coach and our MI, MI program coach, so I have seen firsthand the impact that strong coaching can have on teaching and learning. When we invest in teachers, we directly invest in student success. As our program continues to grow and new teachers join our team, we have been very intentional about building teacher capacity through instructional coaching professional development, collaboration, and ongoing feedback. I also want to thank Wendy for taking the— leading the initiative for mini observation, and I get to make a map, make a plan, make a schedule where I like pop into classroom to observe teachers teaching in action. And sometimes we can select— it's, it's not just one snapshot, we're observing teacher over multiple day where we can provide feedback, we can connect teacher. Actually, a teacher has really this really great strategy Teacher B, do you want to come see it? So I can have my guest teacher to release Teacher B to observe Teacher A. So like, through this mini observation, I really feel like I have taken on a really different perspective, and I want to connect the teachers to learn from each other. And we also create opportunity for our guest teacher to release teachers to plan together, observe one another, analyze student data, and learn from effective practice across classrooms. Stream. When we look at our progress, we see more than improved outcome. We see the impact of the entire school community that is working together with the same purpose. As we look ahead, our next steps are very clear. First, as Orion continue to grow and as new teachers join our team— we're going to have 6 TK and 5 Kinder next year— it will be important to continue investing in instructional coaching support And second, in 26-20 school year, we plan to expand our school-wide PLC focus to include math in addition to ELA. And our PLC process has already helped us build stronger system for collaboration, data analysis, and responsive instruction. And we want to bring that same level of intentionality to math so we can continue building on the growth we're already seeing. And third, with expansion to 6 TK classes next year, we want to continue collaborating with our TK teacher in a rotating model to provide additional, uh, 3rd grade ELD support while also expanding the model to include 3rd grade math intervention, because we noticed that in our wing group we do see a pretty large group— a group of 12, that's pretty large for intervention. So we really want to break down the group sizes to make it smaller. So next year we have an idea of having, uh, our MITK teacher leading some of the 3rd grade math intervention. And this approach allowed us to maximize staffing and resources in creative way so we can better support student in upper grade. At the same time, we know there are still challenges to address. Chronic absenteeism has disrupted consistent instruction and limited access to intervention and RCSD services, slowing student progress. Moving forward, we'll continue strengthening family communication and refining our support to meet students' needs with urgency and care. So finally, I want to take a moment to thank our incredible Orion staff for their dedication, collaboration, and commitment to all of the students. This work takes time, care, and a deep belief that every fullest potential, and our teachers show that every single day. And I also want to thank our Orion family for their trust, support, and active involvement, as you can see tonight, in their children's education. And together we have built a strong partnership that truly supports student success. And I would like to also thank Superintendent Dr. Baker and our cabinet members for their continued support and guidance of Orion And this progress belongs to our entire school community, and I'm really proud of what we have accomplished together this year, and we look forward to continuing this work and building on this momentum. Thank you."},{"start":6036435,"end":6038425,"speaker":"A","text":"Thank you very much. Board members."},{"start":6040206,"end":6173691,"speaker":"I","text":"And I'll say thank you after all of your thanks, um, for your role as leading the school. Look, it's two passionate programs put into, uh, you know, the single campus and And that comes with a lot of benefits, some— a lot of challenges too. And I think you've been navigating them really well the last few years. It really feels like a cohesive school and not two individual programs just totally isolated from each other. It's even neat to see how the wind— wind blocks are being used to sort of even group the students together, which I think I understood that right, that they're getting grouped together across the program so that they can, they can, uh, you know, have even instructional time overlapping. Um, so thank you, and thank you to your staff, um, the, the work that they're doing, and the families, um, you know, and and obviously to the students. Uh, they're the ones that are showing up, as we saw in Goal 1, uh, more and more every single day, uh, there. So, um, yeah, it was neat to see the attendance going up, um, the suspension and chronic absenteeism. Suspensions, obviously, they're like— it's hard to maintain a totally zero level, but, you know, so— but they're still really, really small. So that's, that's, uh, that's good to see. Um, jumping into Goal 3, like, great growth. Um, I think the students are arriving at Orion pretty strong, and so it's really good to see that they're continuing that that path and seeing that growth as they start. I think that, you know, as one of our roles as the board members to make sure that the, the, you know, like, particularly multilanguage learners don't get lost out of school. It doesn't look like they are. The CAASPP data doesn't look amazing. Obviously there's growth there. I think some of it is that it kind of looked like there's a bubble of maybe level 4s in kindergarten and first grade, and then by the time you get to third grade, you know, you're— you've got, you know, real truly emerging language learners there. Um, you know, and so although it's, you know, again, it's not numerically a large number of students at the school, um, it's still cool to see, you know, that there's the effort that you're putting in, um, the support that they're getting, um, the progress they're making on the ELPAC, the reclassification rates going up. So yeah, goal 2, I think, tells the better story of the hard work that you're putting in there. Um, so I was appreciative to see that. Uh, yeah, I mean, it's, it's neat to see, um, lots of fun community events there. Uh, So, um, keep up the great work."},{"start":6174460,"end":6186190,"speaker":"B","text":"Thank you so much. Yeah, I always tell my student I speak 3 different languages, and also I started learning English when I was, uh, in 4th grade. So I have come a long way. Like, now I become a principal, so you can do that too."},{"start":6189843,"end":6283654,"speaker":"D","text":"Um, thank you for all the things that you do. Like Mike said, I know it's, it's got to be a challenge, um, managing to 2 kind of programs, but the way that you've done it doesn't feel that way. It really feels like a cohesive school. I think probably the biggest— as you acknowledge, the, um, the biggest endorsement is probably all the folks that came here this earlier this evening to say some things. But mostly what I heard was, we love this program, like, continue to invest in it. It's doing amazing things. Um, so I think that's a testament to everything that you've done. Um, yeah, the, the numbers I won't dwell on— they look good, um, like very good, uh, for a lot of it. The one thing, as Mike pointed out, was the, um, the CAASPP scores on the— I think it was like 20-some students, so it's, it's really small. And I saw the same sort of thing of— I— it's probably in part because there's a lot of good work happening on the earlier end, um, where we're just moving students out. Um, so anyway, I don't read too much in it. That doesn't mean I mean, but we shouldn't keep on focusing on it. But I'm not gonna— I think it's actually a sign of a lot of good stuff, part of the goal too. So this is great. Really appreciate it. Oh, the last thing. It was also great to hear— thank you for sharing that there are ways that you have found to incentivize students to put up with the i-Ready, even if they're not totally bought into it. So, you know, different grades, et cetera. But with Trustee Weekly, it would be great if we can figure out some way get some buy-in. Glad to hear that there's, there's some, some room some places. Thanks. Thank you."},{"start":6283750,"end":6337231,"speaker":"B","text":"Our students also very data-driven, so we set goal during the goal-setting conference. Most of our upper grade students pick i-Ready. They want to use it to see how much, like, how far they have improved. And they know that our teacher also look at i-Ready data. But also we have a lot of end of unit, math end of unit assessment data. We have PBISD, we have our benchmark end-of-unit reading assessment data. We also have students' writing sample, like, in all, all of those PLC. They know that our teachers are watching, so they're like, please let me know, like, let me know if I'm doing well. Like, can I retake that one little cool-down activity? Can I redo the activity? I'm like, that's okay, let's relax. Thank you for trying hard. Thank you for keeping track of the data. I think really, like, embedded in their head, like, teachers are looking at data, so data is really important, and data help me to see how far I have come. Great."},{"start":6337343,"end":6379584,"speaker":"E","text":"Again, um, I don't want to repeat what everybody said. Thank you so much for the presentation, for the wonderful work that you're doing, um, at Orion. Um, the— I think the only question that I have for you is that you did mention, um, independent study, uh, and I don't— and maybe other, um, school sites have actually mentioned this, but I'm just wondering, when it comes down to chronic absenteeism. Do you, um, see maybe a pattern where people are maybe taking a little too many time— too much time off even though they're doing independent study? Um, I mean, obviously your numbers are good, but obviously that's going to always be an issue. So I'm just wondering if—"},{"start":6380465,"end":6487661,"speaker":"B","text":"yeah, because at the beginning of a school year I told everybody that you can request up to 2 independent study. You have to give us 2 weeks advance notice so our teacher can prepare for the work and I get students on board so they can fully understand what they should be doing during independent study. But we also observe a pattern that we have family who would like to have family plan travel. We have like wedding the family need to go to. We have like some of the vacation that people like to take on, so which is fun. I like vacation too. But then I start reaching out like, hey, this is the third time that we— you requested for independent study, it has been— we noticed a pattern, so we continue to reinforce that it is really important to stay in school because I appreciate you having fun, but learning is also really important. If you miss that, then your progress will be slower than other students. But we do see a pattern for— even though I, um, I explained to parents that, like, I would expect up to 2, I think that's a lot, um, throughout the school— for one school year, 10 months, right? 2 independent study, that for me that's a lot. But we do see patterns that we have families and students who requested for like 3 or 4 independent study. Yeah, so like some of the family even asking for more clarification. Is there a cap for how many time? Or this is like Principal Weenie's rule, or this is the school district rule? By continuing to reinforce that it is really important to come to school on time every single day so you don't miss school, you don't miss the instruction. But also like family need more like clearer guidance for what is the cap for independent study. And I— we understand I think that's up to a certain date that we can approve at the school site level. If it is more than, um, I think 21 days, then it needs to be submitted to the school district for review."},{"start":6489424,"end":6497936,"speaker":"E","text":"And then you also mentioned when you were talking about independent study that some of the parents have reached out to say like maybe the packet is too hard. How do you go about that?"},{"start":6498786,"end":6557837,"speaker":"B","text":"Yeah, so, uh, I did speak with my teachers about that, and it's either during the, uh, independent study, parent will email us and sharing that actually this is too hard. So we provide Actually, we have like— this is the, like, Khan Academy mini lesson that your child can use as something alternative to continue with the learning. Or we also have like some of the mini teaching video that teacher find on YouTube where it can supplement and support students' learning. So that's something that we provide for family immediately when they reach out. But we also acknowledge that we should have had this pre-meeting before the independent study. If the independent request is longer than 2 weeks, we really need to meet with family and also including the student at the meeting to talk about assignment and talk about the resources to see how much— like, what additional support is needed, what kind of barrier may exist, so we can predict and make a better adjustment. Great, thank you so much."},{"start":6557837,"end":6635465,"speaker":"A","text":"Sweet. You know, we're, we're partway through these school presentations, and it's nice to see some of the dots you can already put together that look like they're district-wide, uh, changes and wins. Just seeing these systemic wins for chronic absenteeism and attendance. It's, it's really fantastic to see them specifically at the school site, but also can start to see like this general trend, and that, that's kind of neat to call out. Those gains, uh, my God, for i-Ready going from 44% to 68% grade level from fall to winter on English, and 39% to 64% in math. Like, uh, by my calculation mid-year next year, we're gonna have 114% of our students are going to be above grade level, right? It's just, it's, it's, it's great. Um, so just in case it wasn't clear that, like, you know, hey, that's awesome. Hey, that's really awesome, right? Thank you. That's just absolutely incredible growth. I'm just crushing it. And, um, yeah, you know, both my boys there at Orion, and it provides wonderful challenge. It's a great program. Them. I'm sorry they sometimes cause you some grief, but, um, but it's just— it's, it's a terrific school site that you've got there. So thank you so much for all that you and your staff and teachers are doing."},{"start":6635979,"end":6636348,"speaker":"C","text":"Thank you."},{"start":6636348,"end":6741355,"speaker":"J","text":"Wendy, um, thank you for all that you and your staff have been doing, and I know it becomes sometimes challenging with the two programs. And as we saw tonight, the parents coming forward talking about the combination classroom room, but you have done an amazing job of not only working well with staff, with your community as a whole, and that's a real plus. I know when we started this program 10 years ago, Catherine, um, people were not too sure about it, and it has come a long way. Um, people say you did that. I mean, when they come to me, you did that. Um, I do not regret it. I, I am so grateful that it is where it is, where it has come to be at this point in time. It has become to be another jewel in the district, uh, that, um, knowing that Redwood City has always been in the forefront of multilingualism for years, and this is just another manner of showing with another language what a district can do and what a district can accomplish. And it seems that we're on that roadway because our first group of kids already gone, and at the high school, and this other group that is at Kennedy right now— both the Spanish Immersion and the Mandarin Immersion students are doing very well. So everything that you've done— and I, I know we talk a lot because a lot of things are going on. You are doing a great job of making sure that it moves in a positive direction, and kudos to you and to your staff. And thank you so much for all your hard work."},{"start":6741837,"end":6775503,"speaker":"B","text":"Thank you, Dr. Baker, for the acknowledgement. I'm just really proud of our program. I got to present at the American Council of Teaching Foreign Language and also by California Bilingual Education. My staff are actually presenting and sharing their best practices this Saturday, this, this at the Early Childhood Chinese Immersion Forum, where we'll collaborate with private school and charter school to share how we run the Mandarin Immersion Program. So I'm really excited to see more staff stepping up and sharing their best practices and their instruction with the colleagues in their field."},{"start":6775503,"end":6793229,"speaker":"J","text":"Well, you've brought, you've brought that forward because you've been presenting yourself, and I've— now your staff is starting to present, so that's really a Yes, thank you, thank you, that's right. Thank you so much. Thank you."},{"start":6793968,"end":6799265,"speaker":"D","text":"I, at this point, I will move for us to approve the Orion SPSA. I'll second."},{"start":6799506,"end":6811705,"speaker":"A","text":"All those in favor? Aye. Aye. All right, thank you. Wonderful, wonderful. Okay, third up, I don't think we're going to do 4 schools tonight. Adelante Selby."},{"start":6811882,"end":8465068,"speaker":"F","text":"Just the third. So my name is Patricia Alcocer, and I'm the proud, proud principal of Adelante Selby Spanish Immersion School. So, um, thanks for having us this evening, members of the board, Dr. Baker. I have some teachers and the staff and everyone online that's been texting me. Um, so we will go ahead and get started. We have, uh, this is my first year at Adelante as the principal this year. I started Adelante in 2009. Had Mike's girls and Cecilia's son in my class when I was a teacher. Uh, joined the admin team about for 4 years with, uh, Director Warren, and this is my first year as proud principal. Um, I have an amazing staff. Everyone works very hard. I have felt immense support this first year from everybody. Um, Anna, Wendy, Dr. Baker, constantly Jorge texts and things like that. So I truly appreciate all the support that I've received from everyone, from staff at my school all the way up, um, this year. So we'll go ahead and get started. So as you've heard the last two presentations with the LCAP goal, the first goal focuses on social-emotional learning, um, and with MTSS framework, uh, reducing chronic absenteeism them and, uh, suspension rates, uh, in our school. So this year, for our attendance rate, we— our base year was 94.1, uh, we missed it by a smidge, um, at the end of last year. Our outcome, our expected outcome for this year is 96.6. Mid-year right now we're at 95.6, so we have, um, raised our, our, our attendance rates, uh, this year. So we have been really working hard on our end with our staff, um, MTSS, and our community school. Um, so reducing chronic absenteeism is also a, a big focus for our school and our staff. So this year our baseline was 15.4, uh, expected outcome last year was 12.8. Um, so we didn't— so we were able to almost get there, and then our expected outcome for this year is 9.8%. Mid-year, right now we're at, uh, 10%. So again, we're working on reducing our chronic absenteeism, uh, in our classrooms. We know that relationships are the foundation of reducing chronic absenteeism, and our teachers have really stepped up, um, in the classroom. In addition not only is it the connections with the teachers, but it's connection with our front office people, it's connections with our librarian, it's connection with our custodians. Um, so everyone collectively works as a team to make sure that somebody is connecting with our students. And then for our suspensions, we haven't had any suspensions last year or this year, so it continues to stay low. So some of the strategies that we've done in order to help, uh, increase our attendance rate and reduce the chronic absenteeism is we, uh, we work very closely with our staff, with our Family Center office staff. We— office staff— we make, um, phone calls to, to, to families when we see that there's a pattern, uh, starts with our front— with our teacher um, after our teachers, it kind of moves because we know that's the connection, that's the person that our, our students are spending the most time with. So we do— the teachers really step in and kind of check in. In addition to that, then it kind of moves to our front office, and then from there we incorporate myself, we incorporate, uh, Brianna. She's our, uh, Vice Principal on Tuesdays, uh, Miss Brianna Turner, and then our Family Center Dr. Claudia Sandoval, the assistant, and José Luna, our community school coordinator. We all are working as a team to, to battle, um, chronic absenteeism and, uh, raising attendance rates. Um, we, during our screen team meetings with our MTSS, TOSA community school coordinator, and myself, um, and we incorporate our mental health counselors, uh, when they're available. And we kind of look at that to see kind of some trends that we see with our students that are chronically, chronically absent, looking at last year's data, or depending on what grade level they are, is it something that's been happening, and trying to combat it, uh, with that, working with families. Uh, teachers have a welcome back routine for students that, um, miss some days of school. They have a kind of welcome back routine just to get them in kind of back into the groove, not making it apparent that they've missed so many days of school, but just kind of getting them back into the Um, we right now, out of our 631 students at Adelante Selby, we have 430 students that are enrolled in extended learning programs. So that is either on-site— we have YMCA and REACH— and off-site, we have Casa Círculo and Siena Youth Center. So we have a large portion of our schools that attend extended day programs. We— another way, we have our Alebrije Awards that we do by trimester. Our Alebrije is our mascot, uh, Um, so we have our Alebrije Awards that we do by trimester, and we do acknowledge the students that have had, um, that have had, uh, perfect attendance for that week. And we also have more families taking advantage of the 3-day independent study. Uh, uh, Myra Mimi, our office assistant that's in charge of that, she is behind the teacher, she's behind the parents. I need this. What our teachers also do is sometimes we know that families have emergency emergencies. So what our teachers have done, they've created independent study packet— emergency packets. So if there is an emergency and they don't get— can't give us that 2 weeks, they do have, um, independent study packets ready to go to make sure that the, the learning is still continuing. Um, with our, uh, CESS plans, we have had quite a few this year, so we are still working on getting some of this, the school engagement support plans, um, in place for students to make sure that they're getting, um, to, to school. And so if they're in the classroom, especially with, um, I know just like at Orion and Kennedy, if they are missing Spanish and if they don't have Spanish at home, it's really hard for them because that's where they're getting their Spanish and English for English for our multilingual learners that are having some English instruction during the day. That might— may be the only time that they're receiving that instruction. So next, we have a— we have competitive teachers along with some students. So next year, we talked about in our screen team and with our PBIS team, we have talked about creating some attendance challenges, uh, within grade levels to try to get some of that— some of the students, um, at school, get them motivated to be there, because if they're going to win something, they want They want to get to school. Um, and then also just, uh, monitoring once the completion rates. I think with Independent Study too, sometimes it does take some families some time to get the, the work into us. And then also sometimes with some of the teachers just being behind them. So tightening up maybe a system to get, um, so, so once the work is complete, it can move through the system. Because sometimes if the parents haven't turned to— the families haven't turned it in, or the teacher you know, with a lot of things that they're doing, they have to grade the independent study and turn it all in. So, um, creating a system for that, for independent study. Um, some of, some of the things for next steps in this area of suspension— so again, we have our weekly screen team meetings, uh, with the social-emotional learning part. Um, we're right now, we are working with Acknowledge Alliance, and that's 3rd through 5th grade. So by trimester, they they, uh, have a clinician that comes in weekly and they work through, um, different topics. Right now they're in 5th grade, so they're working on transitioning to middle school and some of those different things that come up— friendships and, um, moving to different schools. So those kind of topics they're working on right now. Uh, TK through 5th grade, we part— every morning, every class participates in a morning meeting with different topics, talking about feelings, or if something comes up, they use those, uh, morning meetings to address, um, anything that's coming up emotionally with, um, their classroom. Right now we are in year 1 of PBIS. I have two teachers, Maestra Eleanor and Maestra Parenti, that are taking the lead on that. They have been very motivated in creating new structures and getting input of families and getting input from teachers and things like that. Um, so they have presented at our staff meeting, so they are kind of taking the lead on that and, uh, feel like there's just a lot more buy-in because it's coming from their colleagues. It's not me being like, hey, we need to do this. So, um, I see that, uh, it's just a big benefit that's happened. A lot of teachers already implementing some of the strategies that they brought up. And then we do have mentoring. We have Peninsula Bridge, 3rd through 5th grade. They meet once a week offsite. And then for 5th graders, we have, uh, Friends for Youth, uh, and they meet once a week, and that is onsite. So they talk about different topics, almost like, uh, Big Brother Big Sister, but it's a different kind of program. Uh, for suspensions, uh, we didn't have any suspensions last year. We haven't had any suspensions this, this year. What we try to do is a lot of restorative practices. We check it— we have our mental health counselor that checks in with students. Again, we have students that may connect with me, but I have another student that maybe feels safe, safer talking. Claudia, the assistant of the Family Center. So I feel when we have those students that maybe don't necessarily want to talk to me, or even they're, they're not familiar with the counselor, I feel like we have students that are connecting with somebody. Um, side note, I have my 5th graders have— I have a group of 5th grade boys have the best relationship with Don Chuy, our custodian. He's been off, he's been, um, hasn't been at on campus this weekend. Every day they're like, when is Don Chuy coming me back. When is— I'm like, he'll be back. And they've already tried to get him to go to Kennedy, and I'm like, he will not go to Kennedy with you guys. So I feel like those connections, again, if they're not making a connection with, with me, or, you know, there's, there's somebody, whether it's a yard duty, the librarian— we have during lunchtime, I think the librarian, uh, my— Diane, she has about 12 students that go in there lunchtime just to read, just to be somewhere. Um, so just the connections, I think that, um, happened in our school is something that's very special. Um, and then our next steps— we are going, going to be moving back to monthly character traits and doing student recognition by teachers. So having just a monthly character trait, whether it be respect, empathy, uh, kindness— I think right now a big one is perseverance and resilience. Um, to get some of those, um, some of those character traits just more incorporated integrated, giving them, them language, um, that they, that they can all use. And then right now, I think, uh, for TKs— it's just a TK through 2nd, um, finding some, uh, social-emotional program that's geared towards them. Um, I think that's something that we're looking for. I did have actually a parent come in today that she's, um, works in mental health and just wants to know how to support. So she actually talked about bringing back Project Cornerstone and kind of leading that effort. Uh, so for Goal 2, we have— it's surrounded by our multilingual learners, uh, and increasing reclassification, and then 55% of our students that will grow one level on the summative ELPAC assessment, and then decreasing our, um, long-term English learners. So here we have, uh, our base year was 44.8%. Uh, we— our expected outcome was 48.2. We did not make that goal. Um, our expected outcome this year is 49.8. And then for reclassification rate, we— our goal, the base was 10.3. Uh, our actual outcome— or I'm sorry, then it was 13.5, and then our actual outcome was 22%. And so we've already surpassed our expected outcome for this year. So, um, they really grew and really worked hard in reclassification. And thank you, Catherine, for always being behind all of us to fill out our forms and all of those things, and just the support that, um, that, uh, Catherine Rivera has given just our staff in general. And anytime she is willing to come present at ELAC, she's willing to come present to our staff, to bring, uh, Dr. Sagilan that we'll talk about in just a moment. Uh, so some of the takeaways and next steps that we're going to continue: kinder through 5th grade, we want to continue working with Dr., with Dr. Kim Sagilan in our integrated ELD. This year she was able to come and model 2 lessons, one in 2nd grade, one in 4th grade. I was able to get enough coverage so teachers could come and watch those model lessons. She was able to debrief with them. And then actually, I was able to meet with our kinder and she did— she shared all of her information, all of her slides, and it was very interesting for them, for our teachers, to see also just what the ELPAC looked like in kinder and then how it progresses up to the, the 3rd through 5th grade for us. And it was very eye-opening for them to see that, especially early in the year, because then the gears were grinding. They're like, okay, so just working with her really just supported the work that, that we've been doing at the district level and bringing it down to the site level with her. And she just has this infectious personality and how she presents. Everyone is excited about ELPAC when she, when she presents. Um, we have our Language Power curriculum that is being used kinder through 5th grade. I think that's also something that's really benefited our students, uh, in reclassification because our— when we started, the— those kinders are now 2nd graders, and so they've seen Language Power and it's something that they're used to, the format and things that, so they're able to move through it with the routines that language power needs. Um, the other thing with, uh, ELPAC is, like Chandra spoke in her presentation, a majority of the parents that are attending ELAC are the students that are reclassifying. Uh, in our ELAC, it's very robust at the beginning of the year, and I feel like by after ELPAC I feel like it kind of falls off a little bit because they're like, okay, we're done with ELPAC. But, uh, so we— me with— along with the community school coordinator and some of our PTO parents were trying to figure— and the normal regular members that are at ELAC, we're trying to figure out ways to get them— you know, it's not just we're ELPAC and we're done with ELAC, but moving— trying to get this— there's other things that we can talk about besides ELPAC. Um, But again, in those meetings, we learn how to read the test scores. We, we— I show them models of the test, also different ways that they can practice, different ways they can support their child at home. Uh, in addition to that, during, uh, the second, the second conferences, we had a lot of teachers because our kinders hadn't taken the ELPAC yet, so they kind of introduced some of those goals that they have during those conferences to get those students reclassified. Right now, our teachers are using the LCAP data to identify students more targeted, uh, along with the i-Ready that we'll talk about next. Uh, they use that information to kind of gear and structure their instruction during, uh, ELD time, but also, uh, like my, like my colleagues Winnie and Chandra said, those ELD strategies aren't just during ELD time, they move across. So sentence frames are are not just good for our multilingual learners, they're good for every learner. So just using a lot of those— the best practices for ELD are best practices for all of our learners. Um, okay, so next steps: we are going to continue working with Dr. Sagilan with integrated ELD and best practices. I would like to conduct more focus— more ELD-focused instructional rounds with teachers because there are teachers that are— how they show the, the ELD best practices. Those practices are good for everybody, and I would like— they're model teachers, they're coaching teachers. So I would like more teachers to be able to go in there and observe them and observe the best practices that they are doing in their classroom. And then just meeting with English— with our multilingual learner families, showing them again specifically. I know I had some teachers approach me and they just— how can I get these— how can I get these parents out to ELAC? I really want them— they're ready to reclassify. What's going on? So just— we were doing check-ins with teachers. I know that they would— gave me some students, they're like, they are ready, I just don't know why they haven't reclassified yet. So pulling those students and talking to them one-on-one, and then calling parents and saying, hey, this is what the teacher's seeing, why don't you come in, let's look at how we can support at home. So a lot of those— I have had meetings with parents just to address some of those, uh, needs for reclassification and just understanding the importance of reclassification to the parents so that they know that there, there's a, a trajectory and there's a path that we want our learners to go. And we want them to reclassify when they're ready. Just, we don't want— you know, yes, the number is important, but, you know, if they still need continued support, we need to reclassify them, uh, when they're ready. All right, and our third is to increase 4% annually on ELA in ELA and math on i-Ready, and then to move our English— our multilingual learners, uh, in ELA 20% and math 16% on the CAASPP. So this was our i-Ready, uh, ELA overall. So we did make some really good improvement at grade level. We went from 25% to, in the winter, 45%, and then we were able to decrease by 5 the one year below and decreased by 12 are 2+ years below. So here we have our base year was 64.8, and then our expected outcome was 68.6— 68.8— and we did miss that target. This year our expected outcome was 67.4. Mid-year we are at 65.4. Uh, okay, so this is the first year that we took the Spanish i-Ready. So the kinders, actually, this is their, their first experience with i-Ready. So it does start— that's why they have i-Ready fatigue. So it does. And at our school, they're taking it in English and in Spanish. Um, but so both. Um, so our kinder teacher— shout out to my assistant, she's here. Uh, we had, uh, 71% of our kinders at grade level and 29% only at one year below low. So our kinder teachers are working hard along with our TK teachers. May I say Jennifer soon? Uh, they work extremely hard in the TK, uh, in the TK and kinder grades along with— and they're, they're the building blocks of the foundation of the sounds, the syllabus, the vocabulary, their first experience. So, um, we highly respect our TK and kinder teachers. Uh, our first— so first through fourth grade, we had this is all in Spanish, i-Ready. So we had at grade level 39% in the fall to 59% in the winter, so 20% increase. One year below, we lowered the percentage, uh, by 8%, and then two, two-plus years below, I lowered it to 12%. And then for math, overall we had in the fall for math, we had 14% at grade level, and that raised up to 30%, so 16% increase. We lowered it, uh, I'm sorry, so from one year below, we went from 49% to 58%, and then two years below, we went from 37% to 12%, so a decrease of 25%. And for i-Ready, uh, in 4% increase, increase, uh, for, for each year. Our base year is 46%. Our expected outcome for 50 was 50%. We have 55.2%. This year expected outcome is 59.2%. Midyear we're at 62.1% for i-Ready Math. And for ELA— for ELA, uh, CAASPP, we increase for your ELs 3rd through 8th grade, 3rd through 5th grade in our case. Uh, base year 8.6, the expected outcome last year was 12.4, our actual outcome was 18.9, so our expected outcome this year is going to be 20%. And our 3rd through 8th— 3rd through 5th grade teachers are in full-fledged, uh, test prep mode right now. Uh, for math, this is, uh, an area that we are continuing to work on. So our base year was 15.7, um, our expected outcome for '24-'25, 15.8%. Our actual is 14.1, um, and then our expected outcome for this year is 15.1%. So some of the actions that we've done is we have a robust reading intervention for 1st and 2nd grade, and 3rd through 5th grade, we have 72 students total in reading intervention. We have weekly grade-level planning time in addition to all the work and focus, um, my— I'm sorry, has done with us this year with PLCs and bringing Solution Tree in. I think that's really benefited our school, and I was able to bring my reading intervention teacher, Nell Douglas, uh, my, um, Dr. Esther Berndt, that is our reading intervention, and she's half-time MTSS SPSA. And along, I was able to bring my— one of my 5th grade teachers, and again And when it comes from colleagues, sometimes it's, you know, their teachers are like, we should, you know, yes, let's, we, yeah. So when they present, it's different sometimes when it's me. So having Nell, Esther, and Maestra Jeanette really buy into it themselves and show how excited they were about the PLC process, because it's a lot, it's a lot of data and goals and things like that. But seeing some of the, the data that we've had and the growth that we've had, I think is really making all of the PLC time and the focus and the data and all of those things, the goals, uh, really worth it. So we did focus on math this year, was our PLC focus, uh, and again, like my— like Miss Leonardo said, in our 5th grade we have a teacher teaching Spanish, one teacher teaching English, one teacher teaching math. So even though it was the math goal and they focused on the reading portion of the math goal, the— our Spanish teacher and English teacher were also able to to take some of the strategies that Maestro Samanual was doing and incorporate it into their classroom, identifying key details, all of that. That's in English— or in language arts. But you also now need those skills during math time to identify key details and all of those things, looking for keywords. So they were able to work very well together to determine their, their goals for PLC. We have our monthly MTSS leadership team meetings that, uh, the Director Brianna the Vice Principal on Tuesday. She comes and she helps focus on the MTSS leadership, uh, reviewing data, observing trends. Um, again, shout out to our TK teachers. All 3 of them right now are working with first grade students twice a week, um, in math for math intervention to try to close some of those, uh, little gaps that they have before moving on to second grade where the math is going to get a little bit harder. So they work with 2 groups on Tuesdays and 2 groups on Wednesdays, uh, pulling first grade, uh, students to do math intervention. So we're gonna continue to use ongoing, uh, progress monitoring with i-Ready, ELPAC, any formative assessments, uh, data that the district is asking of us. It's very good because it's on a spreadsheet and teachers can look at it and see trends and things like that during their planning time. And then also using the guest teacher to support, uh, teachers for professional development, planning, data, things like that, going to observe other teachers. The guest teacher has just been a huge asset the last 2 years in being able to provide coverage for teachers, uh, to go and observe their peers in action. And sometimes they do it vertically, so they may go see if there's second grade may go see what's happening in first grade, or maybe go see what's happening in third grade, just to see, you know, during math time, just how, how important their, their work is. And all these actions will continue for the next school year. Um, next steps. So we plan to have our STEAM teacher next year, so, uh, planning for him to implement some of our, uh, targeted math interventions along with continuing with our TK teacher We have our monthly PLC meetings to review the data and targeted— targeting groups, seeing if there is ways to adjust the groups, whether it be in intervention for reading or the small groups that they do in math. I know they do daily targeted groups in both— in both core subjects. Uh, we're going to continue planning with the CRLP routines for reading comprehension. And then next year, we do want to expand our PLC focus focus, um, mathematics, but to also, in addition to writing and ELD, because I think, like, again, Miss Leonardo said, right, if you're reading, you should be writing. If you're writing, you should be listening. And it— you need to incorporate all 4, uh, domains. So that's what we plan for our focus to be next year. Oh, and then what I know, next steps also, um, that I didn't get a chance because we had it our admin meeting, but we— I know at my school, or Adelante Selby, will be doing two book studies next year. One will be on UDL, Universal Design for Learning, for the first half of the year. And then because our focus is also going to be in math again, we'll be, uh, doing, um, I just lost it, um, Thinking Classrooms. We'll be doing that book. Yes, uh, Bridging Thinking Classrooms in math specifically, just because I, um, you know, As we expect our students to keep learning, our teachers are also professionals and they are always learning, always wanting to learn new strategies and new ways to bring the students, um, their gifts out in the classroom. Any questions? Sorry, I was a little nervous today."},{"start":8467332,"end":8468022,"speaker":"A","text":"Would you like to go first?"},{"start":8468921,"end":8569872,"speaker":"E","text":"Well, you don't seem nervous. Okay, great. Just so you know, I mean, no, I think we all get nervous, so Okay. Yeah. Um, thank you for the presentation. Obviously, um, lots of growth, um, some room for growth, but again, the needle is moving. Yes. Um, again, Adelante will always have a special place in my heart, although my older kids did go to Roosevelt too. Okay. Right. And I, and I— what I do want to say too, um, you know, although it's tonight is the Adelante Selby night, um, that we do have wonderful schools throughout our district, right? Absolutely. So, um, I, I just want to just throw it out there. Um, thank you to all the wonderful teachers districtwide. Um, I really don't have any questions other than like comments. Um, basically I'm really thrilled for, for the, uh, growth, your enthusiasm. Again, you know, thank you for, um, your willingness to be the principal of Adelante after all these years. And so thank you so much. Um, I appreciate, um, everything that you've said with, um, everyone that helps you out with Claudia and, um, Mr. Luna, uh, making all the phone calls. Um, of course, when we talk about the, um, i-Ready and the CAASPP and like the difference between the ELA and the math and the improvement, um, we've talked to math— it's always hard. And then coming from Spanish to English, I know that that's hard. I mean And I, I saw that with my own kids too. So, um, that's really all my comments. Again, thank you for the wonderful things that you guys are doing at Adelante Selby. Um, and I'll go ahead and let—"},{"start":8569920,"end":8593471,"speaker":"F","text":"thank you. And the one thing with the math, I do have to say, especially, well, 3rd through 5th grade, they do the first one in Spanish and then they do the second one in English, uh, just because they, they're starting to gear towards the state test. So, um, or just so that they can see some of the question asking. So, uh, that's one thing about the data. It's the first one they take in 3rd through 5th grade is the Spanish math test, and then they take it in English."},{"start":8594785,"end":8608725,"speaker":"E","text":"And then the other thing too that you did mention, and as other principals have too, um, I appreciate the fact that you are encouraging the teachers to learn from the other teachers as well. So obviously that's something that—"},{"start":8608725,"end":8619678,"speaker":"F","text":"yeah, we have lots of expert teachers all over the district, and the— anytime we can showcase them I think we, we definitely need to showcase them. There's a lot of good work happening all over, not just at my school, but at all the schools."},{"start":8620015,"end":8621395,"speaker":"E","text":"Yes, definitely. Thank you so much."},{"start":8621620,"end":8707805,"speaker":"D","text":"Yeah, um, I don't really have questions either, just comments, praise, all, all the good stuff. Um, I'll agree, you don't seem nervous. It was great. Thank you. Um, I, I have— I'm, I'm sorry I haven't been able to make it to Adelante Selby this year. I was hoping to step back to— I know a transition year can be, be but you guys being too cautious, because while I think Warren probably left big shoes to fill, it seems like you've really just stepped right in with pretty— it seems, at least from the surface, pretty effortlessly. Not a lot of friction there, so that's great. And then looking, you know, the way I kind of look at all the presentations is I look at the numbers to say, like, how are we doing generally? And then figuring, okay, why is that happening? The numbers, you know, they look, they look very good, pretty consistent. So again, doesn't seem like we've had a hitch. And then the why why. It's always really helpful to hear all the different ways that you're thinking about how to continue improving, and that's across each of the goals, right? Like thinking about the relationships for Goal 1 across the, the campus, like how do we build those relationships between students and staff so there's a trusted adult with all the work in the ELD, which again is across the district. But it's great to hear all the work that's specifically being done here, and we're seeing all the results. And that, of course, translates into Goal 3. So I'm just really appreciated. I'm, I'm glad that, I'm glad that you're, you're staying at the helm and continuing with the good work at Adelante Selby."},{"start":8708143,"end":8720938,"speaker":"F","text":"Awesome. Well, you're welcome. We have 6 weeks, so we have 6-week David Lee, so you can come on over within the 6 weeks. We do have the other meeting on Saturday, so if anyone would like to come to the other meeting on Saturday from 11 to 3, it's one of our big community events."},{"start":8721034,"end":8723688,"speaker":"I","text":"So yeah, and hopefully there's a dunking cake."},{"start":8723913,"end":8731017,"speaker":"F","text":"There is a dunking cake, and I already talked to PTO. I'm like, like, I need somebody to bring a wetsuit, or I need somebody to boil water because I'm have to—"},{"start":8731017,"end":8732559,"speaker":"I","text":"it might be cold."},{"start":8732928,"end":8736865,"speaker":"F","text":"It's a big fundraiser for 4th and 5th grade for after— so yeah."},{"start":8737652,"end":8747179,"speaker":"I","text":"All right, thanks, Director, Director Patty. Uh, really appreciated the presentation. I'm glad to see you up at the front of the school, uh, as the leader. Thanks to all your staff and everything there."},{"start":8747372,"end":8747565,"speaker":"G","text":"This—"},{"start":8747693,"end":8844554,"speaker":"I","text":"these presentations are about numbers, um, that we put together, but behind every single one of them is a student, a staff member, caring adult, and family. And so I really appreciated your anecdote about the trusted custodian for the 5th graders that really just built that relationship. It's just a reminder of how awesome our staff is, um, just across the board. It's just so important for each— I'm sure this story is happening at all school sites too. Just, it's so critical for students to be able to make that relationship with the trusted adult and how everybody leans in, um, across the, you you know, whatever their job is, they lean in to be able to make sure that that can happen for them. So that was really neat to hear. Um, the EL— you know, the i-Ready scores are— look, look good. Um, you know, seeing that growth, uh, it is not surprising in a 90/10 dual immersion program to see the Spanish scores much higher than the English ones of the younger grades, and the math one consistently good across the years. That's, that's not surprising at all. You know, I remember a couple of years ago we had the Stanford Longitudinal Presentation that came in and talked about the effectiveness of not just this program, but actually this school on our emerging bilingual learners, you know, through high school. Maybe— I can't even remember how far along— just the success that they were seeing. And with, you know, over 200 students that are emerging bilingual bilingual learners. Just knowing the impact that we're having there is just— it's remarkable. And so it's a big school. Wow. It is 631. Yeah."},{"start":8844554,"end":8846479,"speaker":"F","text":"With the Vice Principal on Tuesday."},{"start":8846479,"end":8854020,"speaker":"I","text":"Yeah, yeah, it's a, it's a really big school. So you stepped into, you know, a big, a big, big shoes, but a big school too."},{"start":8854020,"end":8900971,"speaker":"F","text":"Yes. And I do have to say the staff that I have, I I— every time I talk about them, I always want to cry because they are the most supportive staff. Uh, they help, they support, they do restorative practices before sending them to the office or anything like that. Um, I have my office manager and assistant, my right-hand person, people that just, you know, they delegate when people are coming into the office that need to see me and things like that. So all around, it is, it is a complete team effort. Um, like I said, all all the way from our custodians to our librarians to our yard duty staff to our teachers to our paras to our aides in the classroom. It's, it's, it's— this is the village and this is the team. So I'm, I'm be— I just a proud principal of an amazing school and staff."},{"start":8901131,"end":8909882,"speaker":"I","text":"And so fitting to have TK and K teachers here because it looks like it's a TK takeover. There's a large number."},{"start":8909962,"end":8913364,"speaker":"F","text":"We have 3 K for Kinder, and we are full for next year."},{"start":8913525,"end":8934381,"speaker":"I","text":"So, and then just really strong retention throughout the grades. It's hard, you can't replenish, but it's really hard to replenish by the time 3rd grade comes around because of the requirements to be, uh, Spanish, um, you know, literate and, uh, uh, able to speak it. Um, and so just, yeah, it's great to see the strength of the program continuing. Um, so yeah, thanks."},{"start":8934606,"end":8934959,"speaker":"F","text":"Thank you."},{"start":8937254,"end":8940708,"speaker":"A","text":"Takeover. French— imagine this army of kindergartners, right?"},{"start":8941013,"end":8947423,"speaker":"I","text":"Yes, it's 170 students in TK and K. Yeah, a lot of students that are that young."},{"start":8947632,"end":8991310,"speaker":"A","text":"Takeover seems like the right term to use. Yeah. Um, yeah, it's an old saw, but an elementary school district is overwhelmingly about reading, writing, and arithmetic, and at its core. And that's really how I feel like we should collectively be judged. And so I think in that light, it's just fantastic to see the growth data here, you know, going from 25% to 45% at grade level in English, and, uh, more than two-thirds of their, uh, the students, uh, hitting it in Spanish. Um, great gains in math. So just like, I, I think the core of what our schools need to be good at, your, your school is, is doing a really good job at. And just seeing that steady progress is fantastic. So thank you so much for everything you're doing here."},{"start":8991406,"end":8992127,"speaker":"G","text":"No, thank you."},{"start":8992207,"end":9020224,"speaker":"F","text":"And a shout out to everyone online because again, they were texting me and just just again the immense support that I've received from Dr. Baker, uh, Wendy, Anna, Catherine, Patrina, everybody. In addition to other principals, uh, coming here my first year, I am constantly texting other principals like, hey, do you have this, do you have this? And I couldn't have joined a better group of, of administrators to have my first year and just complete support all the way around. So yeah, thank you."},{"start":9020288,"end":9029609,"speaker":"I","text":"I'll just jump in with the other RWA that I think is important here, which is relationships, the want to be there and acceptance. And I see it in, in all of our schools there, so I appreciate that too."},{"start":9029994,"end":9110800,"speaker":"J","text":"Pati, thank you so much for stepping up and taking on the position. I want to thank, you know, your staff that's online. You also have Maria, Susan here, and Jennifer. I know you have big day tomorrow. Um, did I leave somebody out? Susan is there. There she is. I saw her come in, but, and I thought she was Um, but thank you again for stepping up, as I said previously, and also for doing what you're doing your first year. First year, you said it's the hardest. It always is the hardest. But it seems like you're working really well with staff. Well, you've been there, you started there. Yeah, you've been there for a long time. But on top of it, you know, the respect and the grace that you have, not only with your students, your staff, and your parents, but just with the whole community, is just it's, you know, totally amazing to see on a daily basis. And you're out there and about. I am. When I'm out there and the ladies in the, in the office— —and he's out there running around somewhere. They said, well, she'll be in a bit. But, you know, good team. It's a good team effort, and you can really feel it when you walk through the door. Yeah. And how they— staff greet the children. The staff members that are there in the office just greet them even if they're walking in a little late and so forth. And parents. You, you've got a great team, and I'm sure they're going to support you, and you're going to do wonders. So thank you so much."},{"start":9110848,"end":9112211,"speaker":"F","text":"Thank you so much. Yes, thank you."},{"start":9116058,"end":9116443,"speaker":"A","text":"Wonderful."},{"start":9116988,"end":9119969,"speaker":"I","text":"I will make a motion to approve. I'll second."},{"start":9120515,"end":9132810,"speaker":"A","text":"All those in favor? Aye. Beautiful. We're on to 12.4. We now have a Resolution 22 to consider around teacher assignments for this year. Wendy? Europe. Thank you."},{"start":9133354,"end":9221876,"speaker":"C","text":"It is a little unusual to have this at this time of year, but I wanted to give some context. Um, our San Mateo County Office of Education does a fabulous job in checking all the details. Uh, for one of the candidates, they would— who actually was board approved in August, appropriately, um, they would prefer a different waiver code for the course he's teaching. We gave English, which is typical. Now they're looking waiver, a different title waiver for your book. So that was fine. We're adapting to the new changes. Sometimes we get them last minute, and in this case we found out in March. So it's bringing— being brought to you tonight, which will cover the year, which is good. So that's not so much a content— clearly this teacher is very well qualified. We had no doubts in August, so that was just a, a change of status. But we'll know better for next year now as we move forward with this new information. The second one's a little more complicated. We have a multiple subject teacher who was properly cored at the beginning of the year, but due to scheduling changes needed to add an English class, which was not communicated to our office until now. And so that's why that is being corrected. But still, once again, would meet, would meet all the criteria normally. So that was a good lesson. So those are the reasons for this timeliness of this particular, um, item. Typically they're brought in June and, uh, August prior to the students starting, so that's why."},{"start":9223079,"end":9224315,"speaker":"G","text":"Thank you for the explanation."},{"start":9224363,"end":9226481,"speaker":"A","text":"Board members, any other questions following up on that?"},{"start":9229080,"end":9243867,"speaker":"I","text":"No. Um, and it's one of those rare evenings where we get to pass a board policy, um, that provides the framework around this in the same evening where we get to do the execution. So it's really for us getting to see the governance in the full circle. So there you go. Um, with that, I'll, uh, move to approve."},{"start":9246094,"end":9271965,"speaker":"A","text":"Second. All those in favor? Aye. All right, very well. And we have moved 12.5 to consent, so we're moving on to 13.1. So one of the fun parts of this job is high-fiving students when they graduate. So now we'll be discussing who will be high-fiving which students precisely. Jennifer was so kind as to suggest that I might want to congratulate my son Max graduating from Orion. Good catch, Jennifer. Thank Thank you. Are there other changes people would like to propose here?"},{"start":9274292,"end":9279732,"speaker":"D","text":"I, um, will be out of town on the 5th."},{"start":9281834,"end":9282588,"speaker":"A","text":"Oh dear."},{"start":9282797,"end":9288638,"speaker":"D","text":"Yes, um, is there any support? No, there's none."},{"start":9289056,"end":9322948,"speaker":"I","text":"Um, um, I mean, if so, my daughter graduates from high school at 10:00 AM on Friday, so, um, I could go I could go to, I could go to the Taft one at 9. I think 9:30 at Henry Ford would be a little bit tough to be able to do both, and I would get major demerits at home. So, but if Cecilia, if you're available Friday morning at 9:30 to do Henry Ford, I could go to Taft at 9 and still make it to Sequoia for the important parts of graduation. The walking out is very important too, but I will I would still be able to be there."},{"start":9323172,"end":9327572,"speaker":"E","text":"Sure. And I'll be happy to take over Kennedy as well. Oh, you're amazing."},{"start":9327652,"end":9336804,"speaker":"A","text":"Yeah, Kennedy. Good job heroing that. I said good job heroing that. Yeah, bravo. Okay, sorry, sorry."},{"start":9336869,"end":9342906,"speaker":"G","text":"So just to confirm, Cecilia, you're taking Kennedy and Henry Ford, and Mike is—"},{"start":9343661,"end":9344319,"speaker":"I","text":"and I'll go to Taft."},{"start":9344544,"end":9474507,"speaker":"A","text":"Taft. Okay, wonderful. Any other changes? Okay, I think we've got a full docket then. So that sounds good. We don't need to vote on this, do we? Or just acknowledges? Yeah, okay, straight. Okay, great. Um, on to consent then. So lots of other consent items today. Very long consent agenda. Uh, Renewal Agreement documents. Kids are eating more breakfast than last year, so we need to provide them more things to eat for breakfast. Meeting minutes approvals, policies, lots of policies. Just as a reminder, 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 to be fully compliant with the state. Yes, 200. It's a huge amount of work from Policy Committee and staff. Shout out to them. 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 who have reviewed specific language that they think that school boards like us should adopt. So we really only want to stray from that when we have real conviction about the ways in which we think our district should operate differently. Any board member can pull a policy from Consent for active discussion, but for unobjectionable changes, we're trying to have an efficient system. Given just the sheer quantity we're dealing with here. Uh, one other thing that's in here that by definition gets glossed over, uh, in part of a consent agenda is the warrant registers. This is literally all of our expenditures. I know school finance can be a lot to wrap our head around. I still feel like I'm coming down a learning curve here on my 4th year on the job. But literally every penny spent by the district is publicly accounted for in a matter of public record. It's all there. Um, and just finally, as a reminder, just because something's in our consent agenda does not mean that it's not important, that, that it's unimportant. 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. Any board member at the Change of Agenda segment of the meeting can request that an item be pulled from Consent to Discuss. With all that said, would anyone like to move that we approve our Consent Agenda?"},{"start":9474507,"end":9482949,"speaker":"D","text":"I'll move that we approve the Consent Agenda. We have 12.1. Yes."},{"start":9483655,"end":9490237,"speaker":"A","text":"And, and just per the change in agenda, officially adding in 12.5 to the Consent Agenda."},{"start":9490237,"end":9497444,"speaker":"D","text":"I move again to approve the Consent to the Agenda as amended to include 12.5. Thank you."},{"start":9497444,"end":9507349,"speaker":"A","text":"Second. All those in favor? Aye. Brilliant. Okay, we're on to Board and Superintendent Report. Reports."},{"start":9511347,"end":9574005,"speaker":"E","text":"I will go first. You will go first. I attended that San Mateo CSBA meeting on Monday, and one of the presentations was the development of the San Mateo County Office of Education and Environmental Literacy nonprofit 10 strands that presented. It's called Seeds to Solutions. And it's instructional material that is given to school districts for free, and solutions-oriented lessons, plans, and students' material for grades K through 12 on California environmental issues. Some of the lessons are very interesting. I mean, obviously, that's something that would— we would have to think about as a district, although it's free. How much more to say work do we want to give our teachers when it comes down to curriculum? Curriculum. So it's a thought. Again, it's free. They're, they're online. They don't— they just have to do— get the curriculum from— I think it's on YouTube. So just FYI. And that was it for me."},{"start":9574326,"end":9575032,"speaker":"A","text":"Sweet. Thank you."},{"start":9578083,"end":9589464,"speaker":"D","text":"I attended a nominating committee meeting for the RCSD. Um, I think Cecilia has agreed to be a representative for our area. Yeah, um, that was all otherwise."},{"start":9589464,"end":9617436,"speaker":"I","text":"Uh, I was at the welcome event for Dr. Rubalcaba last Wednesday at Kennedy. Um, Cecilia was there too for the evening one. Um, and we got to see a lot of parents and staff, uh, and had, um, amazing food from Richie's program. Uh, these little bruschettas were amazing. They made probably more than was needed for the number of people that showed up, but it was still— it was outstanding. So that was a lot of fun."},{"start":9617436,"end":9632384,"speaker":"A","text":"Very cool. For myself, just continue to iterate on RCSD.info. So continuing to work on that and get input from the community. Some future Board Meeting, I may do a short presentation just to kind of show people where that's at and how that's come along."},{"start":9632384,"end":9635355,"speaker":"J","text":"Mine's already been mentioned."},{"start":9635355,"end":9636993,"speaker":"A","text":"All right, sweet."},{"start":9640408,"end":9659481,"speaker":"J","text":"Oh yes, I did go to the— there were so many people at that. I, I have some concerns about that. I mean, they have— we can bring it. That's why I forgot about it. I, I was there. Yeah, I was there. There were so many of us. There was like—"},{"start":9660791,"end":9690903,"speaker":"A","text":"go ahead. Okay, but thank you for reminding. The next up is our Williams complaint procedure. California requires this of all school districts. Basically, if parents formally complain that we're deficient in a general area of the materials we're using, the facilities we use, or teacher vacancy or misassignment. We report out on the status of those complaints. The TL;DR here is that we did not receive any such complaints last quarter. Don't think there's anything else to comment on there. And with that, correspondence. Any correspondence of note?"},{"start":9690903,"end":9696852,"speaker":"E","text":"Some emails regarding the Orion, um, combo classes. Indeed."},{"start":9697668,"end":9698366,"speaker":"G","text":"Yes. Yep."},{"start":9698496,"end":9706385,"speaker":"A","text":"Uh, also in receipt of those. Okay, that's it for correspondence. Other business?"},{"start":9710604,"end":9727190,"speaker":"E","text":"I do have something, and it would just be, um, if we could possibly consider bringing back— and I don't know whether this is the School of Choice Board Policy, is that what it's Yes, go on."},{"start":9727238,"end":9728282,"speaker":"A","text":"We know which, which you're—"},{"start":9728282,"end":9785271,"speaker":"E","text":"okay, so, and the only reason why I'm, I'm thinking this is obviously we've gotten a lot of emails from parents concerned about the, the combo classes, and I'm just wondering if obviously this has to do with the attrition that we get from students moving to North Star and So especially for programs like the Mandarin Immersion, I mean, I know it affects district-wide, but that's one of the main ones. I mean, when the students spoke, the, the, um, I forget the boy's name, said there was only like 8 students in the classroom, right? We usually don't get to see that. So if we really think about what we want to do moving forward to help everyone in the district, um, so again, it's Just a thought. Okay. If we, you know, at a future agenda— I mean, at a future meeting, if we could bring that as an agenda item, that would be great."},{"start":9785992,"end":9858465,"speaker":"A","text":"Okay, thank you. Other suggested topics? Just as a reminder, I do have a set of parking lot topics that are meaty, and just at some point, maybe during our offsite, we could just go through those, see if we get some collective agreement on stack frank. If there's other things like that that we want to bring into there, then we can use that as we're building out the schedule of Board Meetings for next year to figure out what we want to slot in when, with an overall goal of like, if there's like a big meeting, like, you know, tonight, obviously 3 school board reports, that's gonna be like an XL. If you kind of t-shirt size these things, you don't want to throw in extra elective things on something like that. But if there's smaller meetings, and we've had some smaller meetings, that, that those are almost a waste if we leave early versus getting a chance to tackle some of those things that are important but not urgent for us to attend to. So that's just, that's my overall hope is it can be something that we discussed there. And if there are things that you want considered as part of that, like Cecilia just did, let's mention it at the next, like, meeting or 2. So just, this is my homework assignment for you to be thinking about. What are the meaty topics that you would like to put on deck for the board."},{"start":9858465,"end":9867782,"speaker":"D","text":"Just to clarify, Blakey, you want us to addend the parking lot by— okay. Yeah, yeah."},{"start":9867926,"end":9873570,"speaker":"A","text":"And then this would be a great spot in the meeting to suggest an addenda to the parking lot."},{"start":9873570,"end":9880289,"speaker":"D","text":"And specifically in the context of like meeting presentations or just general topics?"},{"start":9880289,"end":9895474,"speaker":"A","text":"Well, it could be things where like a study session is called for. It could be just like some discussion. Could we— it could be asking staff for a presentation. Depends on what the subject matter is, and we, we could decide as a board, like, how do we want to tackle this topic, right?"},{"start":9895602,"end":9897449,"speaker":"D","text":"What are we looking for? Makes sense. Cool."},{"start":9897834,"end":9908913,"speaker":"A","text":"All right, great. Okay, and then with that, we are on to Reflection. How did today's meeting go?"},{"start":9911202,"end":9912730,"speaker":"E","text":"I think you want to agree. Cool."},{"start":9913120,"end":9917930,"speaker":"A","text":"We got through a lot. Geez, look at that consent agenda. My God, 3, 3 is a lot."},{"start":9919134,"end":9926629,"speaker":"D","text":"Yeah, I, I always feel bad, uh, at the end because I, I feel like I'm personally losing steam. I'm like listening, but I, I'm, I'm not giving as much focus as I probably want to."},{"start":9928399,"end":9932161,"speaker":"A","text":"Um, that's really— you can't do 4. Yeah, it ran long."},{"start":9932210,"end":9936077,"speaker":"I","text":"I don't have any suggestions to make it shorter other than like, yeah, spread out the You have to have 2."},{"start":9936173,"end":9964509,"speaker":"J","text":"You have to have 2. That's— and, and, and talk to, uh, Dr. Rubalcaba today, um, because they don't have these at SPSA. And so, uh, 2 is the, the, the max. 1 would be great so you get some in-depth conversations back and forth, but at the most 2. Yeah, this is— 3 is too many. Our guidance— I'm totally with you. Yeah. Because my I felt bad for Pat when she got up here. Yeah, it's hard."},{"start":9965568,"end":9977216,"speaker":"E","text":"But I do want to say, um, she did a really good job. No, no, no, she was nervous. Um, it was like awesome, right, at the end of the day. But it's like, even as she was speaking, I was like, you know, I mean, it's late, right?"},{"start":9977376,"end":9984869,"speaker":"J","text":"So, and, and staff were here, and yes, you know, yeah, I mean, even those on online, online, yeah, right, they're on there, but they were a lot."},{"start":9985238,"end":10010748,"speaker":"I","text":"And the one other thing I'd say is that but, and I think President Weekly pointed this out as well, it is neat seeing the themes that are coming across the district consistently, you know, coming through it as we look school by school and put it in the kind of the similar growth, the programs that are working in all the places, the, you know, the extra additional programs like Dr. Sarcular that's being brought in and the impact that that's having. It's really neat to be able to see that."},{"start":10010748,"end":10028139,"speaker":"A","text":"Just from a timekeeping perspective, and this is me looking for feedback, I think we had suggested 15 minutes of presentation then 15 minutes of Q&A, and that was sort of like our hope for these in general. I noted that all, all 3 of our speakers tonight went over that 15 minutes, some by almost twice that."},{"start":10029456,"end":10049549,"speaker":"I","text":"So I think you were very respectful to have grace and allow them to go over. I think we should encourage the Superintendent to remind the principals that they're more than welcome to be briefer in their presentation. Like, we get it, we've seen the slides and put that in, but I think in the moment they're excited excited. Yeah, they're nervous. Yeah, it's hard. The right thing. Yeah, I think you did the right thing."},{"start":10049597,"end":10078122,"speaker":"A","text":"Okay, okay, great. Thank you. Cool. Other reflections or feedback about tonight's meeting? No? Okay. All right, great. Appreciate it. And with that, let's move on to meeting calendar. Let's see. So, yeah, May 27th Closed Session was moved to June 10th. So just make a note of that in your calendar. Calendars. No other meaningful updates I'm seeing here. I think that takes us to adjournment."},{"start":10080128,"end":10080757,"speaker":"D","text":"I'll move to adjourn."},{"start":10082967,"end":10088289,"speaker":"A","text":"I'll second. All those in favor? Aye. The motion carries. The meeting is over."}]}