{"date":"2026-09-23","type":"Regular","videoId":"HBQ0eTWe5GE","audioDuration":8380,"speakers":{"A":{"name":"David Weekly","role":"President"},"B":{"name":"Mike Wells","role":"Trustee (remote)"},"C":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"D":{"name":"David Li","role":"Trustee"},"E":{"name":"Jennifer Ng Kwing King","role":"Clerk"},"F":{"name":"Interpreter","role":"Spanish interpreter"},"G":{"name":"David Li","role":"Trustee"},"H":{"name":"Unidentified speaker","role":"unknown"},"I":{"name":"Mike Wells","role":"Trustee (remote, voice varies)"},"J":{"name":"Anna Herrera","role":"Assistant Superintendent of Educational Services"},"K":{"name":"Brianna Turner","role":"Administrator on Special Assignment"},"L":{"name":"Joanna Mora","role":"Public speaker / Cecilia Márquez (varies by line)"},"M":{"name":"Yadira De Siena","role":"Community School Coordinator, Garfield"},"N":{"name":"Christine Ball","role":"Public speaker"},"O":{"name":"Christina Luke Luna","role":"Public speaker"},"P":{"name":"Megan O'Reilly Green","role":"Public speaker"},"Q":{"name":"Cecilia I. Márquez","role":"Vice President"},"R":{"name":"Patrinia Redd","role":"Director of Health and Wellness"},"S":{"name":"Jennifer Ng Kwing King","role":"Clerk"},"T":{"name":"Christy Herrera","role":"RCTA President (public speaker)"},"U":{"name":"Christian Rubalcaba","role":"Superintendent"},"V":{"name":"Carl Landers","role":"Public speaker"},"W":{"name":"Jenna Wachtel Pronovost","role":"Public speaker"}},"utterances":[{"start":4662,"end":21308,"speaker":"A","text":"It's 7 o'clock. So I'm calling to order the September 23rd, 2026 regular meeting of the Redwood City School District Board of Trustees. Trustee Wells is joining us remotely tonight. Trustee Wells, before your roll call, your disclosure statement, please."},{"start":21308,"end":41844,"speaker":"B","text":"Yes, pursuant to Government Code Section 54953.8.3, I am participating remotely due to just cause. Specifically due to a caregiving need for a family member. I confirm that no individuals 18 years of age or older are present with me during the meeting. I'll participate from a non-public location, and my remote address will not be disclosed."},{"start":41844,"end":47094,"speaker":"A","text":"Thank you very much. And with that, Evelyn, can we have a roll call, please?"},{"start":47094,"end":50115,"speaker":"C","text":"Trustee Wells?"},{"start":50115,"end":50918,"speaker":"D","text":"Here."},{"start":50918,"end":52107,"speaker":"C","text":"Trustee Lee?"},{"start":52107,"end":52830,"speaker":"D","text":"Here."},{"start":52830,"end":53576,"speaker":"C","text":"Trustee King?"},{"start":53576,"end":54212,"speaker":"E","text":"Here."},{"start":54212,"end":58130,"speaker":"C","text":"Vice President Marcus? President Weekly."},{"start":58130,"end":71410,"speaker":"A","text":"Present. All right, bienvenidos a todos. Welcome everyone to the public session for the September 23rd, 2026 meeting of the Redwood City School Board. Our interpreter will now give instructions for how to access translation, which are new in this meeting."},{"start":71410,"end":96095,"speaker":"F","text":"Hola, buenas tardes. Así necesita interpretación español y está presente en la sala, por favor vaya a la parte posterior. Ahí le van a dar un receptor y unos audífonos. Si está presente en Zoom, en su pantalla va a poder ver 3 puntos donde dice More o más, y ahí seleccionar el idioma que necesite para escuchar. Lo va a llevar a un segundo cuarto para escuchar el idioma. Gracias."},{"start":96095,"end":116500,"speaker":"A","text":"So pretty cool, because now we've got 2 different audio streams going with Zoom so that our Spanish-speaking participants don't need to separately dial in and be on Zoom to follow along with what's going on in the meeting. So this helps elevate all of our Spanish-speaking parents and community members as first-class citizens in our Zoom."},{"start":116549,"end":116678,"speaker":"G","text":"So I'm—"},{"start":116678,"end":223326,"speaker":"A","text":"welcome to the 21st century. Very, very glad that we could make that happen this meeting. Thank you, Dr. Rubalcaba and the staff for making that happen. Just so all participants are aware, the direction of the board, this meeting is being recorded and will be shared with the public. We generally try to post our meeting videos on YouTube about a day or 2 after. For tonight's meeting, we have a number of interesting things to go over, including a review of progress around student attendance and suspensions, which is our first LCAP goal. We also have a meaningful presentation from our new superintendent about capacity review at our school sites, and we are also covering unaudited actuals for the last school year. Thank you, Mr. Chairman. 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'll call on you based on your Zoom name. If you're speaking on a topic on the agenda, you'll be called at the time that the 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. As a reminder, anytime a public comment is on an item not on the agenda, the board will be unable to take action or comment on the matter. 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 to have something on the agenda for us to discuss, you'll need to get that request to the board president. That's me and the superintendent, at least 10 days in advance of the board meeting. Dr. Rubalcaba and I will confer and decide on when or if to place it on the agenda. And of course, you are free to write us your thoughts at any time, and feel free to write to us in Spanish. And for now, our Pledge of Allegiance."},{"start":223326,"end":267581,"speaker":"C","text":"Good evening, members of the Board of Education, superintendent, and cabinet members. We are here to represent Garfield. My name is April Rodriguez, and this is Mariely Lopez. Please stand, put your right hand over your heart, and begin. I pledge 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."},{"start":267581,"end":298294,"speaker":"A","text":"Thank you so much. Are there any requested changes to the agenda? No. Seeing none, uh, can I ask for somebody to move that we approve the agenda? All right, and Cecilia seconds. All those in favor? And we have to do a roll call because we've got somebody remote. So Evelyn, roll call."},{"start":298294,"end":299240,"speaker":"C","text":"Trustee Wells?"},{"start":299240,"end":300105,"speaker":"I","text":"Aye."},{"start":300105,"end":301115,"speaker":"C","text":"Trustee Lee?"},{"start":301115,"end":301820,"speaker":"A","text":"Aye."},{"start":301820,"end":302526,"speaker":"C","text":"Trustee King?"},{"start":302526,"end":303039,"speaker":"J","text":"Aye."},{"start":303039,"end":304289,"speaker":"K","text":"Vice President Marcus?"},{"start":304289,"end":304962,"speaker":"L","text":"Aye."},{"start":304962,"end":305940,"speaker":"E","text":"President Weakley?"},{"start":305940,"end":306437,"speaker":"M","text":"Aye."},{"start":306437,"end":337585,"speaker":"A","text":"All right, and with the approved agenda, let's move on to public comment. We will now hear public comment on items not on the agenda. I have 2 cards in front of me for general public comment. Here we go. Oh, let's make sure we get this right. All right, uh, first one, uh, to the stand, please. Joanna Mora. Oh, sorry, that was the wrong item. Joanna, I'll be hearing from you later. My bad. Um, first one is going to be Christine Bell."},{"start":337585,"end":339382,"speaker":"D","text":"Ball."},{"start":339382,"end":340111,"speaker":"L","text":"Ball."},{"start":340264,"end":342558,"speaker":"A","text":"Sorry, my bad. Clearly need glasses."},{"start":342558,"end":397124,"speaker":"N","text":"Hi, my name is Christine Ball. I live on Hampton Avenue here in Redwood City, and I'm here tonight to ask the board to take action on an issue that has significantly affected our home and our quality of life. This district approved a large solar structure that now backs directly up, um, our property and dominates our backyard. While the solar project was publicly noticed Acknowledged, we were never specifically notified that the structure of the scale and proximity would be placed directly behind our home, nor were we given an opportunity to prepare for the impact. After reviewing solar installations at our other local schools, I have not seen another residence affected in the same way ours has been. Public interviews and articles describe the project as a solar installation over parking lots or on school grounds to provide shade."},{"start":397124,"end":397557,"speaker":"A","text":"Thank you."},{"start":398408,"end":458172,"speaker":"N","text":"What was ultimately built directly behind our home does not reflect the impact those descriptions led us to expect. I first raised my concern on February 10th. On March 17th, Will Robertson and Martin Cervantes— Will was from the Cummings Group, um, and, and Martin Cervantes visited our home. Cummings Group told us, we will do whatever it takes to make our yard peaceful. It was obvious of the impact and the magnitude. A principal landscape architect was then sent over to our house property, presented several ideas, and provided drawings. I was recently informed that the district paid for those services. If this— if the district has already invested time and resources in developing possible solutions, why are we still without an agreed-upon plan or timeline 7 months later? This is not simply about an obstructed view, but also an— a decrease in our property value."},{"start":458172,"end":458365,"speaker":"D","text":"Thank you."},{"start":458846,"end":531318,"speaker":"N","text":"My husband has a chronic illness, and our backyard has been a peaceful place for us to spend time when he is not feeling well. I work from home regularly and use my backyard. I have spent thousands of dollars landscaping. We have lived in our home over 25 years, entertained family and friends there, and plan to host our son's college graduation celebration next year. But the scale and proximity of this structure has Made it extremely difficult for us to enjoy the space that has been part of our family life for decades. I have repeatedly shared before and after photos and sent weekly or biweekly emails, and there has been no response or limited response, no clear next step, no resolution. The district's most recent visit by Rick still did not produce a meaningful discussion about a solution. 7 months is long enough. It really is. I'm asking the board tonight to— for accountability and action. Please confirm that this matter will be addressed before the end of October and provide us with specific solution, a responsible point of contact, and firm timelines for implementation."},{"start":533528,"end":536460,"speaker":"A","text":"Thank you. Next up is Saoirse Rafferty."},{"start":541385,"end":566100,"speaker":"C","text":"Good evening, members of the board. My name is Saoirse Rafferty, and I'm currently a 7th grade student. I'm here tonight to ask for your permission to move into the 8th grade. You've already seen the complaint letters documenting, um, the harmful interactions I've faced at my school. This situation has made my current environment unsafe."},{"start":566100,"end":566297,"speaker":"I","text":"Thank you."},{"start":567028,"end":593843,"speaker":"C","text":"And my mom, my principal, and the school all agrees that moving to 8th grade is the best option for me currently. Sorry. At this point, you all know me well enough to make the correct judgment that the 8th grade workload is no problem. Thank you for your time, and I ask to approve my transition starting next week."},{"start":593843,"end":594022,"speaker":"O","text":"Second."},{"start":594402,"end":598858,"speaker":"C","text":"So I can move towards a safe environment. Thank you for your time."},{"start":598858,"end":607946,"speaker":"A","text":"Thank you most. Thank you so much, Saoirse. I think we'll have staff follow up with you on that. Thank you so much. And next up is Megan O'Reilly Green."},{"start":607946,"end":768588,"speaker":"P","text":"Hello, how are you guys doing tonight? It's like a little hot over here. Yeah, I just wanted to reiterate what Saoirse said. I, you know, this complaint has been going on for a very long time, you know, even at the elementary school level, and, you know, You know, we've always tried to, you know, resolve it and, you know, the best possible way that we could. But it got to the point last year, you know, in about April that I started to have it escalate to, you know, the, the principal level. And then there was this handoff in the middle of the year that maybe, you know, was difficult with the new administration coming in. But, you know, at this point it's just gotten so bad that when I submitted that, the letters to you guys with the complaints, and I said, okay, I'm resubmitting everything like with the new data, like we want the restorative conversations, like, you know, we want this to like move forward in this cohort, you know, when I I sat down with the principal, and he's like, okay, we're looking at like restorative conversations with like 25 families, like children and parents at this point. Like, it's just, it's just gotten too much, you know. I think, you know, we're at irreconcilable differences. So we all sat down. We thought that, you know, moving her into 8th grade would be the best option. You know, we had explored her skipping 4th, 5th grade, you know, but back then, in the end of 4th grade, we were told it was better socially to keep her with her cohort. You've seen the complaint letters. So, um, I'm asking that, you know, she can, she can go back to school as soon as possible. Um, and, uh, you know, but started in the 8th grade without, you know, much, you know, fanfare, just kind of moving this forward. Um, that's all on that topic. And then the other topic that I wanted to bring up was that, you know, as you guys know, I have done a lot of work supporting and growing the Mandarin immersion program. Um, now I look on campus where we have, um, 6 TKs, which were well-founded. We still have a waiting list on both programs for both of them. Still have people that are coming in. 6 TKs, 5 kindergartens. And, you know, we're looking at having 680 students on that campus next year. And I think that, you know, even though I thought I wanted this to happen, looking at the reality of all of these little kids, 124-year-olds, like, as a preschool owner, like, you know, You know, I, you know that I care about equity in this district, but just from a practical perspective, like, these kids pee on the floor, they throw up, like, they're making a mess, they're spilling their milk, like, you know, so, you know, we don't have enough, we don't have enough janitors. Like, you know, Winnie is, you know, she's up till 10 PM every single night answering emails from, you know, like, very young families, families that, you know, trend towards parent participation. And, you know, I'm just, you know, I, I think that, that I would, I would, what I would ask you guys to do is just have a conversation with Winnie, call her, visit the school, sit down with her."},{"start":768588,"end":768845,"speaker":"H","text":"Thank you."},{"start":770040,"end":780115,"speaker":"P","text":"You know, and let's try to find some creative solutions to this because like what we— me, what we've asked her to do, I think is just, you know, it's untenable. It's untenable for all the staff. Thank you guys so much."},{"start":780115,"end":846411,"speaker":"A","text":"Thank you so much, Megan. And do we have any online comments? I'm not seeing anything in those tabs. I'm looking at the wrong tab then, clearly. I'm looking at the 9:20. Oh, on Zoom. Sorry, I was looking at the spreadsheet. Okay, so let's take a look at the participants, and we have 2 people with hands up. So first up is Sandra's iPhone. I'm assuming that's not your last name, but you're free to talk for 3 minutes. Sandra, can you unmute? Sandra, are you there? We need you to unmute to be able to give comment. Okay, we'll come back to Sandra if you— oh, or did she just No."},{"start":846605,"end":846848,"speaker":"H","text":"Okay."},{"start":847173,"end":851842,"speaker":"A","text":"All right. Christina, Christina Luke Luna, you have the podium."},{"start":851842,"end":1011341,"speaker":"O","text":"Hi there. Thank you. Good evening. I'm Christina Luke Luna, and I'm here with my husband, Phil Luna, and we're parents of 2 young daughters in the district. For the last decade, a little bit about me, I've been an education policy researcher who's focused on evaluating the effectiveness of edtech. And one thing that I've learned in that time is that Technology in— for learning is least effective when it's a substitute for paper and pencil, and it's most effective when it's giving students agency to create, collaborate, and connect their learning to themselves and others. So when our oldest daughter started, started 1st grade, we wanted to better understand and work to reduce her tablet use at school. And what we found was that there just weren't that many alternatives available for reading and math practice or for assessment that didn't involve a screen. So that's not a criticism, and the teacher and principal were great at helping us come up with solutions, but it was just a gap that we ran into. Since then, we've been monitoring some of the feedback that's been coming in on the superintendent survey results and seeing that this screen time is one of the highest frequency themes, as well as something that's coming up frequently in the national news. So we think it's likely that a number of people in this community are thinking about education technology, and we'd like to be helpful in that. by starting with understanding how widely this concern is shared, both among parents and educators. So that's really why I wanted to speak with you tonight. I wanted to say that if there are other families or educators who are also looking for screen-free approaches to learning and assessment, we'd like to work together to develop a plan for the future of the district. I also want to really thank Principal Winnie Chen and Dr. Rubalcaba, who have already met with us on this, and we appreciate those conversations and are looking forward to future conversations with Dr. Dr. Rubalcaba next month. We're also working to get copies of the district's existing edtech policies so we can better understand what the current state of play is. And we'd like to respectfully recommend that this become a discussion item at a future board meeting, potentially in October, if that works. In the meantime, we've created an optional survey that we'd like to share with the community of parents and educators who want to weigh in. And so we're going to be sharing that with The schools and the parent organizations, and we'll share back those results once it's complete. But thank you for your time, and thank you to the staff who've already been so generous with their time. This is an opportunity, I think, and we'd welcome the chance to help."},{"start":1011341,"end":1039385,"speaker":"A","text":"Thank you so much, Christina. All right, and I think now that wraps us for online comment. So seeing no more on that front, we'll move on to Labor Association comment. Do we have either of our unions interested in making comment tonight? Yes, here we go. You'll need to unmute on the podium mic."},{"start":1041250,"end":1041443,"speaker":"C","text":"There you go."},{"start":1042009,"end":1042299,"speaker":"Q","text":"Thank you."},{"start":1042299,"end":1102826,"speaker":"E","text":"Good evening, Dr. Rubalcaba, trustees, cabinet members, and community members. Thank you for this opportunity to talk. I'd like to thank Trustee Weekly for taking time to meet with me at Henry Ford. Since I am new chapter president, he would answer all my questions. He welcomed them and helped me to better understand the issues we discussed. This past Monday, we met with RCSD and started our negotiations and look forward to continuing them on October 5th. I'd like to thank Administrator Cindy Zecker for helping create our new boards. Our e-board and our negotiation teams have stepped up to the challenge, and I feel very fortunate to have so many wonderful people supporting our members. At our first meeting last week, our members came and we had more than what we had anticipated. Our room was very small, but it was great, and it's my hope that more will join us this Thursday— on Thursday, October 8th. Thank you."},{"start":1102826,"end":1122771,"speaker":"A","text":"Thank you so much. All right, and I'm not seeing further union comment. From our other union. So moving on, uh, we will now move to school and community reports. So 6.1, our update on MTSS for attendance and suspension reduction, which is our LCAP Goal 1, by Anna Herrera."},{"start":1122771,"end":1157482,"speaker":"J","text":"Good evening, board. Uh, tonight we are going to review— um, I have 2 of our personnel that work with us on this. I have Brianna, our Brianna Turner, who is our principal, our vice principal on special assignment, who's been working, um, towards Leading this effort. And then we have also Patrina Redd, who's also working with Brianna and myself. So we all work together, um, leading the effort on Goal 1. So they're going to be presenting the things that, uh, items that were put into place this year and our focus work."},{"start":1157482,"end":1246990,"speaker":"K","text":"Thank you. Good evening, Board of Trustees, Dr. Rubalcaba, and cabinet members. My name is Brianna Turner, and I proudly serve as an administrator on special assignment for Redwood City School District. One focus of my job is supporting student Attendance and Engagement. Tonight I will share how our multi-tiered system of supports is addressing our current attendance data. The district has 6,307 students, with 578 of those students currently identified as chronically absent, which is about 9%. We're using this data to determine where additional problem-solving and resources As well as support may be needed. And because this is early-year data, we are treating it as a warning indicator rather than waiting until the end of this school year to respond. When we disaggregate by grade level, another important trend emerges. We see that students need attendance support in both elementary and middle grades. This matters because the intervention that we implement may look very different for a kindergarten family than it does for a 7th or 8th grade Our response has to combine district-wide systems with site-level and student-level problem solving. The next several slides will show what we've built around this data. Let's see if the clicker will let me click."},{"start":1248581,"end":1248999,"speaker":"M","text":"Thank you."},{"start":1249787,"end":1366418,"speaker":"K","text":"At Tier 1, we're working on prevention, consistent communication about attendance, site attendance campaigns recognition, and routine review of attendance data at both the site and district level. At Tier 2, students receive more individualized support. This includes our School Engagement Support Plans, or what we call SESPs, attendance communication that is individualized, including personalized text messaging about attendance patterns, teacher and MTSS/TOSA outreach, and home visits when appropriate. New this year, chronically absent TK and kindergarten students will begin receiving letters informing families of their child's attendance status and reminding them the importance of their young child attending school daily. At Tier 3, we have more intensive problem-solving through our SARC process, as well as connections to district, county, and community resources. Home visits are one of our more personalized attendance interventions. The goal of a home visit is to move beyond simply documenting absence and instead understand the barriers that each family is facing in order to reconnect the student and the family to their school community. Our MTSS TOSAs are the people helping turn this attendance framework into consistent action at our sites. Their role creates continuity from the early identification of students who need support to those more intensified, individualized supports for students and families. Our site attendance teams review data systematically. In trimester 1, they meet weekly to look at school-wide data trends as well as individual student data in order to identify barriers and determine the appropriate level of support that our students need in order to help them engage in school. Thank you for your time."},{"start":1371491,"end":1696734,"speaker":"R","text":"All right, good evening, Board of Trustees, executive cabinet members, and all of our school representatives here. I'm Patrina Redd. I'm the Director of Health and Wellness, but I also— a portion of my job deals with the suspension parts of student services, and so I will be addressing that here today. So under the suspension umbrella falls the positive behavior intervention supports, which we term PBIS and restorative practices and SEL. So here on these 2 slides, you'll see what our out-of-school and in-school suspension rates were for the 2025-26 school year. One of the things that I do want to note, when you look at the out-of-school suspension rate, when you look at McKinley for last year, there was a suspension rate of 48 students, which was the in the district. This is partially because there were a lot of change in leaderships throughout the school year, which is a result of disrupted PBIS intervention and practices. It also disrupts the relationships that also will put MIT in the red on the California dashboard for this school year. And despite this, the year before they were in the green. So you will see that in the upcoming year. When you look at the incident codes, you see 48900A1 had 72 suspension counts. That is for physical injury and threats, which accounted for a majority of incidents that may include fights in our district. A lot of those fall within that category. So what are we doing to address suspensions? So as I mentioned before, PBIS is one of our Tier 1 interventions that we have in place at all of our school sites. It's a universal strategy that can actually be used at each of the tier levels. It's a proactive approach, a proactive approach, and the main parts of this is defining the expectation for students and teaching the expectations for students so they're more likely to meet them rather than to assume. So at our school sites, the PBIS teams consist of administrators, school staff, school psychologists. It could also involve classified staff who drive this implementation. This current school year, the County Office of Ed is working with 5 school sites, which are Adelante, Garfield, Orion, Hoover, and Clifford. Other school sites have been part of this practice through other years. And then all schools will be going through the TFI, which is a Tier Fidelity Inventory, which evaluates our PBIS practices throughout the district. So also at the Tier 1 level, we have SEL that's being implemented at all of our different districts. We have 7 school sites using Wayfinder, and there's other curriculum being used at other school sites. And then in addition to that, we are implementing restorative practices, which I'll speak about a little later. And then we are also implementing educational series for both parents and for students. At the Tier 2 level, we are implementing targeted interventions. So those are for students that need a higher level of support. So we have check-in relationships, built in with staff members. We also have behavioral supports where we have board-certified behavior analysts going into the classroom, helping teachers with classroom management and supports for students and for teachers. And then we also have threat assessments for students that are more at risk. At the Tier 3 level, we start to look at individualized supports for our highest needs students, and this is when all other interventions have fail, what other supports can we put in place? So that's when we start making referrals for assessments, we start putting plans in place, and then we also continue to produce higher level of mental health services as well as higher level threat assessments to support and bring in county resources to help support our students. So just so you know, this past year in June and August, we've had 30 of our staff members trained in Restorative practices, and we're working on additional trainings for this year. The goal is hopefully for all of our staff members to be certified in restorative justice training and restorative practices. And we also are doing a slow rollout at our school sites for 4th grade and up of a Stop It app, which is an anonymous reporting system for students that are facing bullying, as well as A place for students to go to if they need support and help, that they can reach out if they don't feel comfortable seeking out adults. Thank you for your time."},{"start":1696734,"end":1705175,"speaker":"A","text":"Thank you so much. Fellow trustees, do you have comments or questions for the team?"},{"start":1705175,"end":1838150,"speaker":"G","text":"Uh, thank you both for The presentation, super informative, and I think I might have been the one that asked for it, so very appreciative. I think I'll just put it out there. I think chronic absenteeism in particular and suspensions are really important and a little bit glossed over sometimes because it's, you know, we all focus— I focus a lot on student outcomes, and that often looks like standardized testing, etc. But obviously the prerequisite is we need the students to be in school to receive the services that we're providing. Otherwise, it's all for naught. So this was really helpful for me to understand a better sense of what we do. I do have some questions on each of the pieces on chronic absenteeism as well as suspension. But just as a general comment, one, again, super helpful that just to see kind of where we are and all the activities that go along with how we're addressing it. The data is really interesting to see. I think what would be helpful for me kind of as a meta comment moving forward is I would also just love to see kind of what the district's takeaway from the data is. So, you know, I can make my own conclusions, but that's— I think it's less important. Like, you know, I'll read things, try to understand it. But what's more important for me is to understand kind of what the district is digesting and kind of how, you know, what do we see? What are the trends? And what are we doing with it? I think some of the voiceover Does get to that, but just— I'd love to get that in that spirit. And this feels very— feels silly saying it, but in consulting they say, what is the so what? And that is— I think it's a mantra, but I do think it's also helpful. So just as a meta thought there. On the chronic absenteeism, I did have some questions just on the Tier 2, Tier 3 supports. The first was, I think, Well, I guess I'll ask the question. Obviously, Tier 2, Tier 3 is kind of escalating from where we see the most significant concerns or where we want to address it. How— last year we had about 15% of our students, I believe, that were chronically absent. How, how many or what percentage of our students were we seeing get the Tier 2 and Tier 3 interventions?"},{"start":1838150,"end":1873745,"speaker":"K","text":"We had last year, by the end of the year, our chronic absenteeism rate was down to about 13.6%. Um, and then throughout So this school year we had, we counted, I counted yesterday about 180+ CESP meetings, so that Tier 2 School Engagement Support Plan. And then we additionally took some of those families to SARB hearings as well, intermittently throughout the school year. So I would say there were probably around 200 students in those Tier 2, Tier 3 supports combining that CESP and SARB."},{"start":1873745,"end":1874534,"speaker":"D","text":"Thank you. Got it."},{"start":1874599,"end":1896313,"speaker":"G","text":"Okay, so we had about 3 to 4% of our students get the Tier 2, Tier 3. What happened? Part of it is maybe the sequencing. Like, when do we— how does this systematically— how do we get the trigger of, okay, we need to start doing additional layers? Because it seems like there's a meaningful percentage of students that ended up chronically absent."},{"start":1896313,"end":1896635,"speaker":"O","text":"Yes."},{"start":1896635,"end":1903352,"speaker":"G","text":"But we didn't, you know, they got the Tier 1 treatment, which is great. But I, I'm trying to understand what— how we trigger the other pieces."},{"start":1903352,"end":1952675,"speaker":"K","text":"Absolutely. So our district uses a platform called School Status Attend, which tracks the students' unexcused absences and automatically triggers truancy letters after 3, 6, and 9 unexcused absences. So what we do is we monitor that system and we look to see which students are reaching specific thresholds in order to have their first CESP, School Engagement Support Plan, meeting, they have to have had 6 unexcused absences or 12 excused absences, because we do also want to address students who have those excessive excused absences. If a child, after having their first School Engagement Support Plan meeting, has an additional 3 unexcused absences, a second CESP meeting is held. And at 10+ unexcused absences, we then are able to refer them for a SARB hearing. Thank you."},{"start":1954055,"end":1968402,"speaker":"G","text":"I mean, given that, does it— are those thresholds still make sense? I'm just— again, I'm just worried about the— I guess what if it's 8% of our students is like 500 kids that aren't—"},{"start":1968402,"end":1975672,"speaker":"S","text":"Sorry, but if I'm understanding correctly, the other sets are excused absences. Is that the missing data set, or am I—"},{"start":1975672,"end":1978256,"speaker":"A","text":"Go ahead."},{"start":1978256,"end":2008861,"speaker":"K","text":"I was gonna say it gets a little tricky because we have students who Might be going through that CESP process and even going to a SARB hearing who are not technically chronically absent, because in order to be chronically absent, you have to miss more than 10% of the school year. But if you have 9 unexcused absences, you're— well, if you have 3 unexcused absences, you're classified as truant, but that doesn't make you chronically absent. So some of our truant students are chronically absent. Some of our chronically absent students are truant, but not necessarily both are true."},{"start":2010531,"end":2010852,"speaker":"S","text":"Got it."},{"start":2012217,"end":2029433,"speaker":"G","text":"Do we believe then that— I mean, is chronically absent— what are we trying to solve for? Like, I think I understand the piece about excused versus unexcused from our lens of, you know, we got to think about this rationally, but also unexcused or excused also means time out of the classroom."},{"start":2029433,"end":2029995,"speaker":"T","text":"Absolutely."},{"start":2029995,"end":2036947,"speaker":"G","text":"So what— I'm not trying to— not a normative label, but like, which one do we actually— where do we think is the right way to frame it."},{"start":2036947,"end":2084193,"speaker":"J","text":"We track both. Yeah, we have to track both under the law, so we track both. What gives more emphasis, of course, is when students are unexcused because we may not know the reason. So unexcused could be multiple things, and sometimes those unexcused could be that we haven't been able to have outreach with the families, right? There are families who have unexcused, we know the reason, purpose for it, but sometimes it's— we're trying to figure out what's the barrier for the unexcused so we can Mitigate the barrier to help support the student attend school. The, the excessive absences could be a chronic illness or something to that effect, or maybe it's underlying, we don't know. But that can also be a flag, uh, that there's too many excuses. What's going on there?"},{"start":2084193,"end":2085124,"speaker":"G","text":"Got it."},{"start":2085124,"end":2115463,"speaker":"J","text":"So, but we do put more emphasis on the chronically because that's sometimes where we don't have responses from families as to why. So our goal is to find the barrier And figure out how can we help support them through that barrier. Is it transportation? Is it, you know, is it work distance? Whatever it is, maybe sometimes it is school distance from the home. And so we're trying to see, can we provide a short, uh, you know, school that's closer to them as well? So we're always trying to figure out how to solve the barrier, you know, limit, uh, mitigate the barrier that's involved in it."},{"start":2115463,"end":2145579,"speaker":"G","text":"Yeah, this, this is also great color, but it sounds like I know chronic absenteeism is a state indicator that we have to report, etc. Is that the— it sounds like it's more complicated in terms of what we actually do in practice, where it sounds like there's at least some subset of students who are probably chronically absent, but it is not the same in that we don't think that these interventions are catered toward that specific situation."},{"start":2146913,"end":2146962,"speaker":"R","text":"Is—"},{"start":2147010,"end":2224219,"speaker":"G","text":"I don't know, maybe it's a question just to think about as we go through the LCAP for next year of, are we looking at the right stuff to actually move the needle? And I don't know the answer, but it's super helpful for me to understand. On the suspensions piece, I do think specifically about the MIT, and I really appreciate you really calling that out, because that's— I think we know that there were— the administration change is very difficult. And so we— stability is super important, but obviously also something we need to address. I think in the past we've talked about suspension numbers, and I think maybe Trustee Weekly or someone— I think we've also talked about the risk of focusing on— oh, the risk of looking at numbers and just saying no more suspensions. But that kind of doesn't actually solve the underlying issue. It sounds like perhaps at MIT there's a lot of fights that are That happened last year and that led to suspensions. So obviously we could just say, okay, we're not suspending them. That makes numbers look good, but that doesn't actually solve the underlying issue. So I just wanted— I think I heard you say that all the different things that we're doing globally include more focus on PBIS stability and things like that. I just want to make sure that, like, that really— that's the lens that we're looking through. We're not just focused on the numbers, but, like, actually the underlying pieces."},{"start":2224219,"end":2224412,"speaker":"A","text":"Sure."},{"start":2226257,"end":2306029,"speaker":"R","text":"Yes, we're definitely trying to lessen suspension, but also we're also trying to be preventative. So using other methods, for example, the STOPit app. If we can catch a bullying situation happening in advance, then we can have a restorative conversation to get down to what the deeper level is of the issue between the students, if they're willing. And so just things like that could help prevent. And then once a student is engaged and say it's a physical fight Still having that restorative conversation because I know that there are students that are repeat offenders and they get in trouble more than once. And when I looked at the data, it was about 5% of those students are repeat offenders. And so how can we continue to support those students so that they're understanding what they're doing and providing counseling support? We're providing a check-in, check-out system. We are Giving those expectations or teaching those expectations so they know what they're doing is not appropriate, not just assuming that they know, because many students don't. They have no clue. Nobody ever told me. And you would just automatically assume, and sometimes they do, but then there's times that they don't. So we just have to teach them that."},{"start":2306029,"end":2316799,"speaker":"G","text":"I guess my last question, follow-up on that, is, um, realistically How will we know whether or not we've been effective in that?"},{"start":2316799,"end":2347811,"speaker":"R","text":"The numbers, the data will show whether or not. And again, you know, the repeat offenders, you know, with 5% is not a large number, but if that's the number for last year, so this year we're expecting, you know, 4%, 3%. We want to see a decrease in those numbers of repeat offenders. So whatever the consequence that they receive, that it helped them understand And what they did was wrong. And so that's, that's how we can measure that."},{"start":2347811,"end":2414442,"speaker":"A","text":"Well, I mean, I, I feel like just sort of building on some of Trustee Lee's questions here, um, I, I love the focus and compassion for the, the student offenders here and making sure that they don't become repeated offenders and working with them in really thoughtful ways. And I think it's also important to consider the, the impact on the, the other students and how safe they feel on campus. And I feel like the ideal would be if we're looking at both sides, that we do a good job finding issues early, dealing with them effectively, not having repeat offenders, and that creating a sense of safety on the campus from all the different students, right? So that way we're sure that we're not just, you know, doing a good job on suspensions because we're not suspending anyone, and it's kind of bottling up problems that are impacting students and making it difficult for them to learn. So I think it would be great at some future point to see kind of both sides of that, to make sure we're Making progress in both directions around not just compassionately and programmatically and thoughtfully dealing with the offenders, because it—"},{"start":2414634,"end":2414650,"speaker":"S","text":"I—"},{"start":2415437,"end":2423046,"speaker":"A","text":"the presentation seemed very strong on that bit, but then showing the impact that has around how students feel on campus, I think, is important."},{"start":2424410,"end":2424475,"speaker":"I","text":"Cool."},{"start":2424475,"end":2485648,"speaker":"R","text":"Okay, I, I just want to do a little plug. So one of the things that we're implementing this year is also a parent component, because we oftentimes The parents don't understand the effect of what the kids are doing at school, and so we will have a parent component in person for students that are facing attendance as well as disciplinary consequences, as well as any parent that wants to join their school. They're going to start off small, but the goal of these parenting classes— and I'll talk a little bit more about it when I do the health and wellness presentation— is that the parents will come out of those classes with certificates that they've completed that. Um, it's a 4-week session and that they've completed that. And then we'll have multiple sessions throughout the school year, and I hope to have like a mini graduation if parents participate in the whole, um, course throughout the year. So that's in the works. It's a secret, but I'm getting the word out early. A little plug for that secret that's now on the public record."},{"start":2485840,"end":2486240,"speaker":"A","text":"All right."},{"start":2486240,"end":2486817,"speaker":"F","text":"Yeah."},{"start":2487587,"end":2489094,"speaker":"A","text":"Trustee King."},{"start":2489094,"end":2511375,"speaker":"S","text":"Um, I just wanted to thank you, Brianna. Thank you, Petrina. I just wanted to add, I believe the Stop It idea was actually from one of the kids on your, your health and wellness panel. So I think it's really great that, you know, they're bringing up ideas of how they want to feel safer on campus and having this outlet. Um, just curious, is it like a box that they put something— like, how is it being implemented?"},{"start":2511375,"end":2569626,"speaker":"R","text":"So it's an online platform. So students aren't supposed to have their cell phones at school, but they can either access it after school or on a website, and they, they go in and they will report an incident. That information gets sent to the selected individuals at the school site, usually the administrators. It can also be the counselors. I get all of them in the district, and they piece through them to see like what can be done to help the situation. So if there's names reported Um, the administrators can bring in the, the people that are mentioned or named in the report, and they could try to help resolve the issue. Or if nobody's named, but, you know, they say, well, this happens on the corner every day, there could be bodies out there to help and regulate what's going on out there. So it's just a tool that we can use to manage the situation."},{"start":2569626,"end":2572965,"speaker":"A","text":"Sometimes I We—"},{"start":2573350,"end":2590098,"speaker":"R","text":"the goal is for 4th grade and up, because when you get a little bit younger, it becomes a little less— as not as serious. And so once we can really teach our students how to use it appropriately, I think it will be great for all grade levels."},{"start":2590098,"end":2591253,"speaker":"A","text":"Great, thank you."},{"start":2591253,"end":2602821,"speaker":"J","text":"In addition, it's also on our Clever platform, so kids, when they're on their Google platform, they can go into To alter on the— it's on the— it's on the— yeah, from 4th and up."},{"start":2602821,"end":2611154,"speaker":"A","text":"Trustee Wells, just want to make sure that we're also calling on you in case you had any comments or questions."},{"start":2611154,"end":2648225,"speaker":"B","text":"Yeah, thanks. I just wanted to say thanks to Brianna and Patrinia for the presentation, um, and of course to all the people that actually put these practices into action, you know, our MTSS TOSAs, the community school coordinators, the office staff, the principals, As well as the PBIS site teams. You know, we committed to that LCAP Goal 1 because we knew that students can't learn if they're not in the classroom. And so seeing that 9% chronic absenteeism as a sort of early indicator is, you know, it's kind of sobering. And it's just a reminder, and the suspension data from last year, you know, it's just a reminder that having, you know, that strong Tier 1 is important, but we really do need those robust Tier 2 and Tier 3 interventions."},{"start":2648225,"end":2649317,"speaker":"G","text":"Thank you."},{"start":2649846,"end":2685779,"speaker":"B","text":"You know, uh, we, we touched a little bit on the McKinley, but it was, it was hard to see the last year's, um, school suspensions for McKinley, um, particularly since the years before we'd seen it declining. Um, so it's great. I'm really glad that, you know, we've got Nick Faniakis back in place as principal there to really provide that stability that you said was kind of missing. Um, and I hope that he's getting the support he needs for, for that community. Um, and I just really appreciate the restorative practices, the focus on restorative practices, the proactive home visits. Just everything over strictly punitive measures. And I look forward to tracking the metrics as the year progresses."},{"start":2685779,"end":2692296,"speaker":"A","text":"Great, thank you so much, Mike. Trustee Márquez, Vice President Márquez."},{"start":2692296,"end":2741795,"speaker":"Q","text":"Thank you guys again for the presentation, and basically kudos to the entire team, the attendance team, for all the support that they give our students and the parents. And then again, when it comes to chronic absenteeism, Sometimes it's unfortunate, and I know when my son was in the district, I got a chronic absenteeism letter, and I was like, obviously he was sick a lot, and so it was very unfortunate, right? And one of the things that I just want to ask is, are we actually reminding parents that during COVID we were saying don't bring your kid even if they have like a runny nose, right? So I just want to make sure that parents are aware that as long as their kids are not throwing up or have a fever, that they could send their, their kids to school so that we could reduce that chronic—"},{"start":2741795,"end":2778806,"speaker":"K","text":"Absolutely. Updated health guidelines were shared with the families, and our nurse team does an incredible job when they're talking to families, letting them know these are the reasons why we stay home, these are the ways that we can come back. And our office staff also does a really great job of communicating that with families. So they all have the updated information from the California Department of Public Health, and they do share that with families often when we encourage them to bring students back to school, and also when we do really need them to stay home, right? Because there are those times where it really is warranted and they do need to stay home, but they're very well educated, um, thanks to Petrina and her team, on when to bring them back."},{"start":2778806,"end":2780248,"speaker":"T","text":"Great."},{"start":2780633,"end":2803473,"speaker":"Q","text":"Um, and then again, as far as the suspension, um, you know, not to just talk about McKinley, we need to also look at the numbers that were actually really low all are all of the other school sites. And I look forward to, you know, the intervention that those students are going to need and get all the resources that they need in order for them to have less suspension. So thank you again so much to you and the team."},{"start":2803473,"end":2831926,"speaker":"A","text":"Awesome, thank you. Uh, on my side, I was very happy to see, uh, home visits really explicitly called out. I know they're difficult, I know they're expensive, and the data shows they're pretty effective. So I'm glad that is a tool that we are willing to put in our arsenal and call it out explicitly. So, uh, bravo for all the folks making that happen. I noticed that there were a list of the sites getting extra county support on suspensions. Was MIT— was not on that list?"},{"start":2831926,"end":2861015,"speaker":"R","text":"So last year they were part of the PBIS practice. This year they have a lot of other different programs, and with a new principal, they will join back for the following year. They're still going to go through the Tier Fidelity Inventory so that they can see where their practices are now and make adjustments accordingly, but they won't go through the full scope as they did last year and the year before. But they have been in it for at least 2 years."},{"start":2861015,"end":2868927,"speaker":"A","text":"Okay, because it just seems like with the numbers that we saw from MIT, getting as many help— bits of help and support as we can, uh, seems like that would be a good idea."},{"start":2868927,"end":2869360,"speaker":"C","text":"Yes."},{"start":2869360,"end":2912003,"speaker":"A","text":"Okay, um, and then just, uh, just as a last kind of general comment, uh, it was really nice to see the, the detailed snapshot about what's going on right now and a lot of the specific activities that are being done at I feel like that was very nicely covered. I would love to see in a presentation like this an overall trend line of like, how are these things going? Do we feel like we're making good progress on a year-over-year basis? And the expected honest answer is, in some ways, some things are going well and some things are not going well, right? And that's going to be the case with everything because that's the way life is. And so just called out for the things that are going well, like, yay, high fives. And for the things that are not going as well, what are the changes that we should expect to see?"},{"start":2912003,"end":2912099,"speaker":"J","text":"Yeah."},{"start":2912180,"end":2949374,"speaker":"A","text":"See in, in the programs, new things that we're going to be trying, right? Because if there was kind of the secular story arc of a couple different years of things not getting better, a detailed list of all the things that we did last year and all the things that we did the year before doesn't end up with a convincing narrative about like, how do we expect this to look better next year? So it'd just be like really nice to have that kind of called out, not just here's all the incredible work that goes into running the system as it is today, but also So what are the deltas? What are the new things that we're trying, and where do we hope that they're going to drive impact? Cool. Thank you. Dr. Arroyo, do you have any comment?"},{"start":2949374,"end":3008935,"speaker":"U","text":"I wanted to thank all the work that both of you have done. I know you've been diving into the data while simultaneously, you know, supporting our principals, supporting our staff, and I think this is a great Great, uh, start to the conversation that we will revisit throughout the year, um, because it, it is extremely important. Um, and as we continue the year, uh, reviewing data, um, assessing the approaches and the level to which they're being successful, right, to see if we need to make, uh, pivots and make additions, um, it's going to be all the more important to, uh, you know, start looking at disaggregated data, right, across all of our schools to see like which specific groups of kids are, are falling into this and what sorts of Supports we need to be providing our staff and our administration and our administrators so that they can elevate student voice and improve these outcomes for our kids. So thank you both for a great presentation."},{"start":3008935,"end":3048055,"speaker":"A","text":"Fantastic. Thank you. We're now moving on to our consent agenda, which is where the board approves a number of things all in one go that we've read through and anticipate to be unobjectionable and not need meaningful discourse. This allows us to spend our valuable time on subjects that do need that deliberation. As a reminder, just because something's in our consent agenda doesn't mean it's unimportant. It just means that we may have already reviewed it, or it's unobjectionable. We'd like to focus our limited time together on substantive matters. Any board member at the change of agenda segment of the meeting can request that an item be pulled from consent to discuss. So with that, I would like to ask for someone to move that we approve the consent items as presented."},{"start":3048055,"end":3048095,"speaker":"S","text":"So moved."},{"start":3048095,"end":3048115,"speaker":"I","text":"Second."},{"start":3048360,"end":3050571,"speaker":"G","text":"So moved."},{"start":3050571,"end":3051289,"speaker":"A","text":"Can I get a second?"},{"start":3051289,"end":3053253,"speaker":"L","text":"Second."},{"start":3053253,"end":3054531,"speaker":"Q","text":"Roll call."},{"start":3054531,"end":3056811,"speaker":"C","text":"Trustee Wells?"},{"start":3056811,"end":3057474,"speaker":"A","text":"Aye."},{"start":3057474,"end":3058331,"speaker":"C","text":"Trustee Li?"},{"start":3058331,"end":3059188,"speaker":"D","text":"Aye."},{"start":3059188,"end":3059965,"speaker":"C","text":"Trustee King?"},{"start":3059965,"end":3060336,"speaker":"F","text":"Aye."},{"start":3060336,"end":3061663,"speaker":"C","text":"Vice President Márquez?"},{"start":3061663,"end":3062018,"speaker":"I","text":"Aye."},{"start":3062018,"end":3062925,"speaker":"K","text":"President Weekly?"},{"start":3062925,"end":3063345,"speaker":"I","text":"Aye."},{"start":3063345,"end":3096940,"speaker":"A","text":"Very well, it passes. Uh, now we're on to 9 action items. We have a number of action items where we'll need to approve and vote on each one of these. Uh, 9.1, we have the 2026-2027 Annual Enrollment and Capacity And I'm very much looking forward to this presentation by Dr. R to give us an overview as to how enrollment's looking for the school year and what this might portend for the future of our campuses. Some of our campuses are getting squeezed to capacity while others are quite empty. So I'm eager to learn about what our plans are going to be here. We'll take public comment after the presentation and then move as a board to look to approve."},{"start":3096940,"end":3097141,"speaker":"I","text":"Thank you, Trustee King."},{"start":3104054,"end":3143791,"speaker":"U","text":"Thank you, President Weekly. Uh, good evening, uh, Board of Trustees, uh, public and guests here, uh, this evening. Um, I wanted to start off by thanking a lot of our staff members who really supported and, uh, the analysis and the hard work behind the information that I will be sharing with us tonight. Dr. Jorge Quintana, our Director of Communications, uh, Rick Edson, our CBO, And Martín, our director in MOT. And so he— these 3 gentlemen were really instrumental in kind of going out to sites and having these reviews and conversations and looking at spaces across our schools."},{"start":3145370,"end":3145774,"speaker":"J","text":"This is—"},{"start":3146388,"end":3238497,"speaker":"U","text":"this presentation is an annual review of enrollment across Redwood City School District. In addition, we'll also take a look at capacity in each facility. Enrollment and capacity data help inform long-term planning for schools, programs, facilities, and resources. Tonight's presentation is informational and intended to identify areas requiring deeper analysis, but there is also a component where we do need to— you all to review kind of the timeline and the next recommended steps. So that you can all approve and have those discussions around that. The focus areas that necessitate some deeper analysis include the '26-'27 enrollment and capacity data, Bayside enrollment and capacity, Orion Alternative enrollment and capacity, and the comprehensive middle school enrollment. As you can see on this slide, it covers the 10th day district enrollment. Um, uh, at 6,199 students, uh, district-wide. Of course, more students, as you know, will enroll with us throughout the school year. More than 60 students have actually— have enrolled in our district since the first day of school. Um, uh, our district, uh, our stated district facility capacity, as you can see here, is at 12,362 students."},{"start":3238497,"end":3238657,"speaker":"G","text":"Thank you."},{"start":3240165,"end":3286598,"speaker":"U","text":"Capacity is determined by the number of classrooms on each campus in our contractual agreement with the Redwood City Teachers Association. Significant differences here, as you can see, are noted in facility utilization across schools. Capacity should not be interpreted simply as empty seats. Some classrooms, as we well know, serve as RSP and Special learning class— classrooms. Others are being used by partner organizations. We also have STEAM rooms, computer labs, so on and so forth. This means that instructional and operational needs affect how classrooms, right, can be used. It's important to examine individual schools and programs rather than relying only on district-wide totals."},{"start":3286598,"end":3288866,"speaker":"A","text":"Thank you."},{"start":3291270,"end":3367320,"speaker":"U","text":"Um, on this slide, um, uh, you can see, uh, Garfield, right? Current enrollment is at 226, and here I— we organize the data by the 10th day, but also, um, by as recent as, you know, last Friday, uh, on September 18th. Uh, the capacity is 1,152 students on the campus of Garfield. There's significant available facility capacity. Again, it's important to examine enrollment trends and long-term district needs. On this slide, we see we are taking a look at Hoover with an enrollment as of last Friday of 611 students with a capacity of 1,411 students. Hoover is the one school that offers middle school grades On this slide, we see Taft Community School with an enrollment of 317 students. Capacity is at 1,070 students. As we can see, there's significant available facility capacity on this campus."},{"start":3367320,"end":3367360,"speaker":"A","text":"Thank you."},{"start":3370745,"end":3606500,"speaker":"U","text":"On this slide, we see Orion Alternative. On the co-op side, we have 292 students. The Mandarin Immersion Program has 326 students for a total of 618 students. And here at Orion, the capacity— facility capacity is at 776 students. Um, in 2024 and 2025, the district went through a process at Orion called the Orion Growth Plan, which was a process to determine a plan about the future of the school. District staff worked with a committee made up of parents and staff, multiple stakeholders which then engaged the entire Orion community. As a result of this process, a recommendation was presented to the board with a specific number of classrooms that would be assigned to each program. That's the column on the right, the specific number of classrooms for the co-op program. 11 classrooms were decided for parent co-op, which has historically been a small program in Redwood City School District. As you can see here on the co-op side, board-approved growth plan included 11 classrooms. Current use, we're at 12. The program is currently using 12 classrooms as a 3rd TK was added to the campus. This is the same information but for the Mandarin. Mandarin Immersion Program. Mandarin Immersion Program had a board-approved growth plan of 18 classrooms. Current use, as you can see here, is 13 classrooms. We've been analyzing the facility and the needs of each program. The facility, we determined, has 29 classrooms. I do want to point out that the 29 classrooms do include 2 CDC preschool classrooms, the technology lab, and the STEAM room. Currently in use are 20— in this school year by both programs are 25 classrooms. 27 classrooms are projected to be needed for the 2027-28 school year under the existing plan. There will be a need to open a 3rd 1st grade mandarin class in A 3rd co-op kinder now that the 3 TKs are moving up to kinder. Moving on to this next component, which is the comprehensive middle school enrollment. We've got Kennedy with an enrollment of 839 students and a total capacity of 1,288 students. MIT has a current enrollment of 291 students with a capacity of 868 students. Enrollment differences between the two— these two comprehensive middle schools is significant, as we can see. After analyzing these data, 3 areas are recommended for deeper analysis. First, we've got the current capacity and district needs in the Bayside schools. These are large facilities with low enrollment. Second, there, there's a clear need for equitable middle school access points for Bayside Middle School. Hoover is the middle school option for families who may have challenges with transportation, right? And third is the capacity planning at Orion Alternative."},{"start":3606500,"end":3606695,"speaker":"F","text":"Thank you."},{"start":3607554,"end":3684794,"speaker":"U","text":"We'll need to look at Orion Alternative differently now that the 3rd TK is moving up. Future plans would include working with our community, right? Planning will be data-informed, community-informed, transparent, focused on educational opportunity. And we're really here hoping to be deliberate, deliberate rather than reactive, right? And this is why I'm proposing this timeline to allow for some time to engage with the community around these 2 components, right? The capacity and equitable middle school access study for Bayside families. I'm also proposing this timeline, right, as we Look at Orion Alternative and other small schools in the district. Again, the goal here is to be data-informed, community-informed, transparent, focused on educational opportunity for, for our kiddos, and to be deliberate, right, rather than reactive. Also immensely, right, kind of focused on educational opportunities for our students."},{"start":3684794,"end":3684834,"speaker":"I","text":"Thank you."},{"start":3688699,"end":3713231,"speaker":"U","text":"Um, Redwood City School District has an immense opportunity to plan ahead. Enrollment patterns and facility utilizations, as, as you can see here, um, are changing, right? Um, and I think tonight's review establishes, uh, the foundation for deeper work ahead and deeper conversations with our community. Um, so once I have your directive, you know, uh, staff will work on a detailed timeline."},{"start":3713231,"end":3713407,"speaker":"J","text":"Thank you."},{"start":3717727,"end":3723125,"speaker":"A","text":"Thank you so much. I have one comment card here from Joanna Mora."},{"start":3723125,"end":3921190,"speaker":"L","text":"Good evening, my name is Joanna Mora and I'm a parent from Garfield, and with me along I have parent Parents also, and the staff community from Garfield. And I want to start off by saying good evening, respected members of the District Council, school leaders, parents, and fellow community members. First, we would like to sincerely thank the District Council for giving us the opportunity to speak today. We appreciate your time, your willingness to listen, and the opportunity to share something that we believe could make a meaningful difference for our students, our families, and our community. Today we respectfully ask the District Council to consider bringing Garfield back as a middle school. Garfield has the opportunity to serve an important role in our community. Having a middle school specifically for students in those important transition years could provide benefits not only for our children but also for their parents and for the long-term strength of our school community. Middle school is a unique stage in a child's education. Students are becoming more independent, developing academically and socially, and preparing for the transition to high school. Having a school environment focused specifically on their age group could give students more opportunities to participate in leadership clubs, sports, academic programs, and activities designed around their needs. It could also create a stronger sense of belonging. Students could build relationships with teachers and classmates in school environment where they That they have a place and a voice. For parents, having a middle school at Garfield could provide another important option for their children's education. Parents could have a school community close to home where they can stay involved and connected in their child's education during important years. There is also another important consideration: enrollment. When families have different educational options available to them, they can choose the environment They feel is best fit for their children. Bringing Garfield back as a middle school could give families another reason to remain within our district rather than looking somewhere else for middle schools. Keeping more students enrolled can help strengthen our school community. More students mean more opportunities to build programs, activities, friendships, and a strong sense of community with their schools. I also understand that reopening Garfield as a middle school will require careful consideration There will be questions about funding, staffing, facilities, enrollments, transportation, and programs. I'm not asking the council to make an immediate decision. I'm asking you to consider exploring the possibility. Perhaps we could begin by gathering feedback from families, students, teachers, looking at enrollment information, studying the costs and resources required, and determining what would be needed to make Garfield a successful middle school again. At heart of this request is our children. We want them to have opportunities to learn, grow, feel supported, and stay connected to the community. Thank you again to the district council for listening and giving us the opportunity to speak. I hope we can begin the conversation about bringing middle school back to Garfield could look like and what could be mean for the students and families served. Thank you."},{"start":3921190,"end":3922045,"speaker":"R","text":"Cheers."},{"start":3923626,"end":3933893,"speaker":"A","text":"We have another comment card here from, uh, Yadira De Good evening, everyone."},{"start":3934663,"end":3981105,"speaker":"M","text":"My name is Yadira De Siena. I am the community school coordinator at Garfield Community School. Garfield Community School is much more than its school. It is a cornerstone of North Fair Oaks community. Without Garfield, North Fair Oaks— it's, it's there, but we are part of that community. We are rooted in the neighborhood, the families, and communities that deepen our school. The proposal to return Garfield to a middle school is a great opportunity. We believe that many of the students who previously left for other middle school options would return if Garfield once again offered a middle school program. Bringing this opportunity back would help strengthen enrollment while continuing to serve the families who call this community home."},{"start":3981105,"end":3981249,"speaker":"I","text":"Thank you."},{"start":3982468,"end":4012877,"speaker":"M","text":"Garfield Community School has been an important part of the North Fair Oaks community for many years. Our community needs this school to continue, and I hope the board will recognize its value and the work that our community has done— our school community— to strengthen the North Fair Oaks community. Thank you for listening to our community and considering from the families, students, and neighborhood that Garfield serves. And I want to thank our families that are here. I appreciate You guys being here. You can be anywhere else, but you're here to support our school. Thank you so much."},{"start":4012877,"end":4022601,"speaker":"A","text":"Thank you so much, Anna. I'm not seeing other in-person cards, but I am seeing some hands raised on Zoom. First up, we have Christy Herrera."},{"start":4022601,"end":4121080,"speaker":"T","text":"Good evening, everybody. My name is Christy Herrera, and I'm the current RCT president. I want to thank the Garfield community for being there. I'm a Hoover teacher, and So I hear and I feel everything that you have said. So thank you for coming there and speaking up. As we begin this process of discussing the capacity needs for the district, I really want to make sure that we're working collaboratively and that the board and the district involve the staff, the teachers, and the community in all these decisions. As a Bayside teacher for 25 years at Hoover, I also want to put out there that having a Bayside middle school is definitely needed. But I also want to share that if this is implemented, we really need to explore additional resources and funding that a Bayside Middle School will definitely need. I also hope that we can explore what's been done with success in surrounding districts. For instance, exploring sites for pre-K TK, because our TK students are coming in even younger now than they used to, and so their needs are developmentally not the same as even kindergarten. Having a K-2 campus, a 3-5 campus, and a 6-8 campus. So I just hope that those ideas can be explored and that we can all work collaboratively together as we move through what is going to be a difficult process, because I've been around since we did this the last time, and it's not easy on anybody. So I just hope that we can all work together and give each other grace and do this from, from a position of Putting kids first and treating everybody with love and respect. Thank you."},{"start":4121080,"end":4125067,"speaker":"A","text":"Thanks so much, Christy. Next up, we have Carl Landers."},{"start":4125067,"end":4224430,"speaker":"V","text":"Good evening, trustees. Uh, Dr. Rubalcaba, I just wanted to thank you for this presentation. I don't think that this information has been shared Previously in such a well-structured and well-articulated format in a public setting like this, where people can really understand where each school is with capacity. And it does lead to many questions and many opportunities, as others have spoken about this evening. I think when I think back 2 years ago to the facilities master planning process that happened and was approved by the board a year or so ago, this bigger question of the overall facilities plan, the usage of schools, was not really addressed. The facilities master plan was more of a wish list campus by campus. And what was missed was thinking more broadly, do we have the right programs in the right campuses? So I think getting the horse back in front of the cart, looking at this, making decisions about facilities at the macro level is super important before we decide to do individual projects with the remaining Measure S bond funds that the district has available to spend. So again, thank you for, for bringing this forward in such an easy-to-understand way. I'm sure it will generate lots of conversation and hopefully some great ideas that will then influence the implementation plan for our facilities Thanks."},{"start":4225303,"end":4234917,"speaker":"A","text":"Thank you so much, Carl. All right, I am not seeing other hands raised on Zoom. Uh, oh no, there's one more. Uh, Jenna's iPhone 3."},{"start":4234917,"end":4306335,"speaker":"W","text":"Hi, yes, this— my name is Jenna Wachtel Pronovost. I'm a parent at Orion Alternative, and I really appreciate this opportunity to share perspective about the growth that we're experiencing at Orion and the impact on the student experience there. And I wanted to share that I'm concerned that the projection as represented in this presentation isn't representative necessarily of what the enrollment will look like next year. Um, I think in addition to adding the 3rd kindergarten, we may need to add another 3rd grade class if our— if the majority of our 2nd grade students actually choose to stay in our community as opposed to leaving to other options. And So I'd really encourage the board and the district to talk to current Orion families about our plans and for next year now in the fall of 2026 instead of waiting, um, into the spring of and fall of 2027, because I think we will actually be impacted for next school year, uh, even though this is not what is represented in this presentation. Thank you very much."},{"start":4306335,"end":4306495,"speaker":"H","text":"Thank you."},{"start":4307993,"end":4312563,"speaker":"A","text":"Thanks so much, Jenna. I've got some other hands that are coming up. We've got Alvin Patino."},{"start":4312563,"end":4319685,"speaker":"D","text":"Unfortunately, my phone's about to die."},{"start":4319960,"end":4325588,"speaker":"U","text":"I was walking my dog, um, but I believe honestly that, um, my boys would, um—"},{"start":4325588,"end":4345006,"speaker":"A","text":"Oh dear, the dog walking may have gotten the better of his battery. Oh, well, well, maybe he can find a way to charge in before public comment's over. Next we have Yana Vasquez."},{"start":4345006,"end":4355388,"speaker":"R","text":"Yana Vasquez."},{"start":4363640,"end":4393430,"speaker":"A","text":"Okay, looks like they may be having some trouble. Okay, Patricia Renderos. Patricia. Hello. I don't like. Okay, yeah."},{"start":4394607,"end":4394882,"speaker":"H","text":"Hola."},{"start":4395333,"end":4395849,"speaker":"A","text":"Hola, Paty."},{"start":4396784,"end":4473204,"speaker":"H","text":"Hola, good morning. Iba a decir hola, ¿cómo están? Felicitarlos porque porque la escuela que ganó el nivel oro creo que es la Gracias, Selby. Y también estoy orgullosa también que Hoover ganó el nivel plata, ¿verdad? Gracias por lo que están haciendo por los niños de TK. Yo veo muchos niños inscritos y están muy felices. También los de kínder, hay que darle soporte a los maestros porque también los niños, como ya están más grandes, ellos ya Quieren como como ir avanzando en más cosas y yo los veo más despiertos gracias a ti que hoy los niños en kinder van más avanzados también felicitarlo como mesa directiva a todos y y gracias siempre vamos a trabajar en comunidad y decirle a los padres que sean unidos en cada Escuela y apoyar a sus directores porque así es como van a crecer como comunidad. Gracias."},{"start":4477265,"end":4529304,"speaker":"A","text":"Now we'll hear translation. Do we have Itzel, or— oh, Itzel's raised her hand. Itzel, you're unmuted. I don't speak English."},{"start":4531297,"end":4558636,"speaker":"H","text":"Congratulations to Orion School for the, for the level 1. A little English, no mucho. Okay, thank you, Mr. David Weekly. Next time, Amy going to present for everybody."},{"start":4559621,"end":4594038,"speaker":"A","text":"Muchas, muchas gracias, Patty. Um, my apologies that we are working our way through the bugs in the system of this cool new translation mode in Zoom. This is the very first meeting where we've done it. And so my apologies that we, we didn't get this figured out, but hopefully next meeting we will get the translation from Zoom figured out. So awesome. Yeah, so yeah, the main room can't hear the audio from the interpreters."},{"start":4594038,"end":4602368,"speaker":"C","text":"So if they're gonna be interpreting, they won't be panelists, and if they're panelists, they cannot interpret. So that is an issue."},{"start":4602657,"end":4622808,"speaker":"A","text":"So we will, we will need to figure out how to do this to make sure that everyone understands everyone else's comments, both in the room and on Zoom. So we will circle back after this meeting and look to debug that. Meanwhile, looks like we do have a few more hands up. Maybe a second go for Yaneth Vasquez."},{"start":4622808,"end":4622944,"speaker":"H","text":"Hi, thank you."},{"start":4631339,"end":4635862,"speaker":"I","text":"Hola, buenas noches. ¿Sí me escuchan?"},{"start":4637646,"end":4642855,"speaker":"C","text":"Sí, sí la escuchamos."},{"start":4644052,"end":4726929,"speaker":"I","text":"Ok, nomás quiero agradecer también yo a la mesa directiva, son dos puntos. Uno, pues agradecer que tenemos en escuela bilingüe en Escuela Garfield. Mi nombre es Janet Sánchez y tengo mi niña en tercer grado y tengo hijos más grandes. Y yo veo que lo del bilingüe es mucho, mucho mejor. Mi niña está leyendo y escribiendo en los dos idiomas al mismo nivel. Para mí eso es una ventaja grande que ella lleva, porque a mis otros hijos les costó mucho el español y mi hija va a un nivel que me gusta, está bien, sabe hablar, leer y escribir bien los dos idiomas, a lo que puede a tercer grado. Pero está muy bien y me gustaría que nos dejaran abierta la escuela de barrio y que tal vez hubiera la posibilidad que nos amplíen hasta el octavo grado, porque eso sería lo mejor, porque los niños no sienten el cambio. Porque yo miré con mi otro hijo que cambió, o sea, de escuela Cuando se fue para MIT fue muy diferente, lo tuvieron que poner hasta consejera, o sea, fue más duro para él. Por eso me gustaría que tal vez para cuando mi niña llegue a quinto ya pueda ir al sexto ahí en la misma escuela. Gracias y buenas noches, y espero que nos sigan apoyando. Muchas gracias."},{"start":4727925,"end":4729501,"speaker":"A","text":"Gracias."},{"start":4732199,"end":4736028,"speaker":"U","text":"If you can promote Michelle. Ramon, she will translate."},{"start":4736028,"end":4738273,"speaker":"F","text":"Hey, can you guys hear me?"},{"start":4738273,"end":4739813,"speaker":"U","text":"Yes, yes, we can."},{"start":4739813,"end":4744449,"speaker":"F","text":"Ah, perfect. Okay, so I can interpret the last comment if you guys want me to."},{"start":4744449,"end":4745957,"speaker":"A","text":"Yes, please, that'd be lovely."},{"start":4745957,"end":4915238,"speaker":"F","text":"Okay, so last comment was, um, hi, I just wanted to, uh, say thank you, uh, for— because the school that just won the gold, uh, the gold prize, I think it was Orion. And also, I am very proud as well that Hoover has the silver level. Thank you for what you guys are doing for the TK students. I see many students that are enrolled and they are very happy. And they also— the students, the TK teachers, they also have to receive support because also the students are a little older. So the way, you know, they have to keep on progressing for more stuff. So I see that they're more alert. Thanks to TK, now the kinder students are also more advanced. And I wanted to congratulate you as a school board, to all of you. And thank you. We will always be working as a community. And to tell the parents to be— to get together in every site and to support their principal. Because that is the way that they will grow as a community. Thank you. That is the first comment, and this is the interpretation of the second comment. Okay, so I just wanted to say thank you as well to the to the board, to all of you. One of first, just to thank you for the bilingual student Garfield. My student is a third grader in Garfield, and I also have older students. And I see that the bilingual program, my daughter is doing way better. She's reading and she's writing both languages at the same level. So to me, that is a great benefit that she has because my other children struggle with the Spanish. And right now she's having a great level that I like. She knows how to read, how to write, how to speak both languages. And what she can do right in 3rd grade. But it's very good, and I would like for you guys to keep open Garfield and hopefully to continue until 8th grade because that would be the best thing for the students because the students don't feel the change. Because I saw with my other son when he moved to MIT, it was really different. They even had to like get him counseling services. It was difficult for him. So I would like that maybe for when my daughter gets to 6th grade, maybe she can stay in the same school, Garfield. Thank you. Good evening, and thank you for the support."},{"start":4915238,"end":4933266,"speaker":"A","text":"Fantastic. I'm so glad we were able to get everyone's comments translated. Okay, superb. Um, so I think we've already called on everyone who's had their hand up, so I think with that we will close public comment and move to trustee discussion."},{"start":4933266,"end":4988965,"speaker":"S","text":"I, I just wanted to follow up on some of the public comments about, um, the sharing of the data and the transparency. I think, um, I just had a question, and maybe— sorry, you're not ready to answer yet. It's just more of a thought, um, on the engagement. Once we kick off the engagement piece, is that going to be more like district-wide, or are you thinking about kind of having, um, kind of committees for both topics? And then one of the things that was, I thought, really nice when we had the last committee, the strategic committee that we had last year, was, um, there was a regular cadence share-out of the questions that were asked by the committee, and then the answers were put together and shared with the broader district. And the community. I thought that was really nice to see in case you weren't really like involved in the deep conversations."},{"start":4988965,"end":4993581,"speaker":"I","text":"Awesome."},{"start":4994611,"end":4996605,"speaker":"A","text":"Other trustee comments on the presentation?"},{"start":4996605,"end":5112449,"speaker":"G","text":"A few, yeah, comments, but also I think it's— I'll just— I think it's helpful to set the table of why I think this discussion is important, and I'm really glad that— thank you, Dr. R, for taking the initiative, and of course Rick and Jorge for, I think, putting a lot of this together as well. Obviously there's an appetite among the public to better understand this, but I think it's also helpful to ground this in, in why it's important. I think we talk about always going back to what is best for the students and how this ties to it. And I think, you know, going back to the so what My so what of this is, this is important because we have a capacity issue, and it's a complex one that has both overcapacity and undercapacity, and that has both financial implications but also knock-on implications on programs and student services, right? So if we have unused space, then That is certainly some costs, costs for upkeep, maintenance, utility, things like that. But also there's a huge opportunity cost as well, right, where if we have empty space, we're, we're not using it, we're not renting it out. And if we did, that theoretically could pay for additional services. And we're just not in the financial position as a district where we have a bunch of cushion, thanks to a lot of the work. And we'll get to that today. We're, we're in a a good space where we're steady, but we would love to have more cushion to do all the additional things, right, to push us even further. And so I just think it's important that this isn't just about optimization of space for the sake of that. It's— we are doing this because we need to figure out ways to improve the services that we provide to our students. So anyway, that's a long way of saying thank you for putting this together."},{"start":5112449,"end":5112625,"speaker":"A","text":"Thank you."},{"start":5113284,"end":5139006,"speaker":"G","text":"And I think it's— I'm very supportive of the general directive here of putting together a community, a committee built around the community of diverse representation, and not coming in with a baked-in answer, but really listening and coming up with what the core issues are. And I think the deeper dive slide is a good way of framing what we're actually trying to get to, right? It's not we're trying to do X, it's here are the problems we're seeing and that we want to solve together."},{"start":5139006,"end":5139295,"speaker":"D","text":"Thank you."},{"start":5139360,"end":5222810,"speaker":"G","text":"So that's really helpful. Uh, the only 2 comments, uh, that I, I would suggest, um, once presuming that we get to the committee phase, is I think it would be helpful to have, um, a sense of what a healthy utilization is of each of our schools, right? I think we talked at the beginning about— we're not trying to shoot for 100%, right? That doesn't make sense for a bunch of reasons. Obviously, some classrooms are used for spaces that are not going to be going to students because of labs or programs that Etc. We also can't get 100% at each grade level. That's just not how students and lives work. But I do think it would be helpful to get a sense of what's that range of what a healthy school we think looks like in terms of capacity, just so that there's a little more direction on like what does the vision look like for solving this problem. And then I think secondarily it would be helpful also to get a better sense of what the waitlist numbers generally look like at each of the schools, because I think I think aside from undercapacity, it'd probably also be helpful to look at overcapacity. I think North Star is probably a little bit different because there's a little bit more control on that enrollment, but it would be helpful to know where, where else we're seeing that. Sounds like there's— Orion is maybe on the edge, difference of opinions on the extent to which it's on the edge, but that's probably an important consideration for any committee that looks at this. But again, thank you so much for putting this together because I think it's really important."},{"start":5222810,"end":5222850,"speaker":"L","text":"Thank you."},{"start":5224279,"end":5228065,"speaker":"A","text":"Well said. Thank you. Trustee Wells, over to you."},{"start":5228065,"end":5313198,"speaker":"B","text":"Yeah, thank you for the presentation, um, and for putting this together. I agree with the timeline that you proposed and the process that you're proposing for being able to review this with the community, getting stakeholder input, including not just, um, you know, families that are attending the schools, but also all of our staff, uh, and ensuring that their voices are Um, I think that, you know, the, the time is right to, to start this now. Um, probably a year or two ago might have been good, but we knew that there was a transition coming in. And so I think that looking forward now is, is the right time to start it. Um, the, uh, the, the thing I always kind of remember here is that it's not, um, you know, it's not just the, uh, numbers at any individual site that we have to look at, just because all of these schools, in particular on the Bay Side, they're so— They're so integral to the community. You know, we could— we can solve things through student logistics, through, you know, transportation, but that's not the same thing as providing access to, say, our community schools and the family centers and all the support that they go. That's just a very different thing. So there's a lot that we're going to have to keep in mind here, you know, as this engagement process goes on. So I appreciate it. It's not going to be Easy, but I think that it's something that's important, necessary, and I'm glad that we're getting it started."},{"start":5315300,"end":5319295,"speaker":"A","text":"Thank you."},{"start":5319295,"end":5384553,"speaker":"Q","text":"Again, thank you for the presentation, and I really just look forward to the community engagement and the stakeholders. I do hope, just like we're seeing the Garfield parents tonight and all those online, that every school district— I'm sorry, every school district, every school board, every school district, Sorry, every school site will join this, um, effort because we need everyone's opinion, um, in order to serve our student community, um, the way we need to. And so, um, you know, one of the earlier comments too with the capacity, I do remember way back when there was the consolidation of schools, they did bring this capacity numbers. Um, I don't I don't recall with the facilities and how that was done, but, um, you know, we've always known there's some school sites that have more space than others, and, you know, the growing community or that not growing community affects that too. Um, so again, I just look forward to those conversations. Again, it's not going to be probably easy, but we are going to do the best we can for— to serve our students well."},{"start":5384922,"end":5385114,"speaker":"L","text":"Thank you."},{"start":5385114,"end":5385980,"speaker":"I","text":"Thank you."},{"start":5388452,"end":5543702,"speaker":"A","text":"I love the clarity that we're beginning this with, with just the numbers showing plainly where we're at. I like that we already have parents highly engaged, you know, here to tell us about their school sites, about their interests. We're not coming at this with any kind of presupposed answers. There's a lot of pieces that are gonna need to be figured out here, is we have the sites, the facilities, we've got the students, we've got the teachers and the staff, right? And we've got certain fixed budget to go and play with as well. And so we're gonna, we're gonna need to come up with an outcome that is as optimal as possible for everyone so that we're running the budget even and we're, you know, using the school site assets that we have. I think the good news is in a game of musical chairs like this kind of is, we're dealing with a lot of assets. In terms of, uh, not only fantastically engaged parents who bother to show up here in a long evening, but also just a lot of real estate that we have that we can use to get creative about the right way to go and solve this, uh, for students, for staff, for the surrounding communities, and, uh, and begin that. So, uh, I, I also, uh, think that this is a, a good timeline and a good plan It feels like a lot of time because we've just started this year, and we're really talking about something for deployment not next year, but really the year after that. So we've— it'll be 24 months before a lot of these plans are truly coming to fruition, but it's going to sneak up so fast, right? Because that's a lot of listening that needs to happen. That's a lot of creative ideas. I love that we already heard a bunch of ideas today. We're going to need to unearth many, many more and then solve under that set of constraints. And so I love the call to like have people show up and show up with an open mind, but also like interest in, in sharing different possible outcomes and what some of the constraints that we should be looking at as a district to go and solve for this. So thank you already to the community, and thank you for the journey that we're about to go on over the, the next 24 months or so to roll this out and get to a plan that makes sense for the district. Okay, uh, and I believe we need to now approve, uh, this plan as presented for how we're going to go and examine our school sites. So would someone like to move that we approve the superintendent's plan here?"},{"start":5543702,"end":5546398,"speaker":"C","text":"I'll move to approve."},{"start":5548888,"end":5549263,"speaker":"G","text":"I'll second."},{"start":5549263,"end":5551802,"speaker":"A","text":"And we will do a roll call to vote on it."},{"start":5551802,"end":5553803,"speaker":"K","text":"Trustee Wells?"},{"start":5553803,"end":5554351,"speaker":"B","text":"Aye."},{"start":5554351,"end":5555642,"speaker":"C","text":"Trustee Lee?"},{"start":5555642,"end":5556368,"speaker":"I","text":"Aye."},{"start":5556368,"end":5557272,"speaker":"C","text":"Trustee King?"},{"start":5557272,"end":5557707,"speaker":"S","text":"Aye."},{"start":5557707,"end":5558885,"speaker":"C","text":"Vice President Márquez?"},{"start":5558885,"end":5559288,"speaker":"I","text":"Aye."},{"start":5559288,"end":5560288,"speaker":"O","text":"President Weekly?"},{"start":5560288,"end":5562431,"speaker":"D","text":"Aye."},{"start":5562431,"end":5563783,"speaker":"A","text":"All right, we have a plan."},{"start":5564619,"end":5564941,"speaker":"G","text":"Here we go."},{"start":5566470,"end":5601211,"speaker":"A","text":"Now we are on to 9.2, Unpaid General Leave Requests Classified, uh, with 2 names confidential, and we need a— do we have a presentation for this, Wendy? I just wanted to point out, under Article 11 of the CSEA Master Contract, these leaves, when other leaves have been exhausted, are brought to the board for approval. We do have substitute coverage and a plan in place, so we are seeking approval tonight for these 2 employees. Thank you so much. Do we have any questions about this? Mike, any questions? Good."},{"start":5602069,"end":5602231,"speaker":"D","text":"No."},{"start":5602474,"end":5602668,"speaker":"A","text":"Okay."},{"start":5602668,"end":5604239,"speaker":"B","text":"No, no, I support the recommendation."},{"start":5604239,"end":5610270,"speaker":"A","text":"Okay, great. Um, not seeing discussion, would someone like me to approve?"},{"start":5610270,"end":5613458,"speaker":"G","text":"To approve the unpaid general leave of the request as presented."},{"start":5613458,"end":5616692,"speaker":"A","text":"Roll call to vote."},{"start":5618930,"end":5619687,"speaker":"C","text":"Trustee Waltz?"},{"start":5619687,"end":5620187,"speaker":"I","text":"Aye."},{"start":5620798,"end":5621362,"speaker":"C","text":"Trustee Lee?"},{"start":5621362,"end":5621877,"speaker":"A","text":"Aye."},{"start":5622248,"end":5622779,"speaker":"C","text":"Trustee King?"},{"start":5622779,"end":5623262,"speaker":"I","text":"Aye."},{"start":5623681,"end":5626035,"speaker":"C","text":"Vice President Márquez? President Weekly."},{"start":5626035,"end":5626708,"speaker":"N","text":"Aye."},{"start":5626708,"end":5628487,"speaker":"A","text":"All right, it passes."},{"start":5628760,"end":5628936,"speaker":"E","text":"Great."},{"start":5629000,"end":5648686,"speaker":"A","text":"Now then, we have 9.3, Personnel Changes, with 3 new 6-hour sped paraeducators. This is a request due to student need that has surfaced recently, and so there's a request to add 3 paraeducators to Roosevelt Campus for student supports."},{"start":5650065,"end":5654638,"speaker":"I","text":"Any questions? Comments?"},{"start":5654638,"end":5654736,"speaker":"C","text":"Nope."},{"start":5656438,"end":5661025,"speaker":"A","text":"Okay, seeing none, then would somebody like to move?"},{"start":5661025,"end":5665570,"speaker":"G","text":"I will move for the approval of the personnel changes for as presented."},{"start":5665570,"end":5666843,"speaker":"I","text":"Second."},{"start":5666843,"end":5668488,"speaker":"A","text":"Roll call for vote."},{"start":5672690,"end":5673420,"speaker":"C","text":"Trustee Waltz?"},{"start":5673420,"end":5673939,"speaker":"B","text":"Aye."},{"start":5673939,"end":5674993,"speaker":"C","text":"Trustee Lee?"},{"start":5674993,"end":5675593,"speaker":"D","text":"Aye."},{"start":5675593,"end":5676225,"speaker":"C","text":"Trustee King?"},{"start":5676225,"end":5676322,"speaker":"R","text":"Aye."},{"start":5676878,"end":5677867,"speaker":"C","text":"Vice President Marcus."},{"start":5677867,"end":5678547,"speaker":"S","text":"Aye."},{"start":5678547,"end":5679536,"speaker":"C","text":"President Weakley."},{"start":5679536,"end":5679926,"speaker":"I","text":"Aye."},{"start":5681206,"end":5688265,"speaker":"A","text":"And we are on to 9.4 of the 25-26 unaudited financials. Rick, I believe this is yours."},{"start":5688265,"end":5836442,"speaker":"D","text":"Uh, good evening, members of the board, Superintendent Rubalcaba, uh, staff, and our community members who are still with us in the audience. As well as online, uh, via Zoom. Uh, tonight we're presenting the 2025-26 unaudited actuals, uh, for the Redwood City School District. Uh, as we go through this, uh, it'll be much the same as we've done in previous years, minor deviations, uh, this year, but it's really, uh, our 3rd step, uh, in our annual budget cycle as shown on screen right now, uh, and it's really, uh, the end of '25-'26 and puts us smack into '26-'27 with first interim coming up, uh, in December as our next step in the annual budget cycle. So with that, um, unaudited actuals are our year-end financial reports. They're an accounting of everything that transpired financially within the school district for the 2025-26 school year. They show what revenues were actually earned and what expenditures were actually spent, and also the final ending balances for not only our General Fund 01, but all the other funds that we use, including child care, food services, our bond program, And a couple of others that are in there. Those balances then are updated into our 26-27 budget, which will be reflected at our first interim report. Not tonight. Tonight is strictly about the closing of the books. And at this point, our financial statements will be audited. The audit actually starts in the springtime. They come back in in October and November. And finalize that for submission to the state in December, and then it is presented to the board in January for the audited financials for 25-26. So when we go through this and what staff does or accomplishes is they compare the estimated actuals that we presented to the board in June at budget adoption time. That was really the foundation basis for the 26-27 budget."},{"start":5836442,"end":5836587,"speaker":"F","text":"Thank you."},{"start":5837608,"end":5976412,"speaker":"D","text":"Uh, and take into account all the changes that occur from that point in time. Uh, we usually are closing estimated actuals early in June as we're preparing the budget documents for presentation for both the public hearing, uh, as well as adoption, as well as what we use in the LCAP, uh, as Ms. Herrera is, uh, finalizing that at that time period as well. Uh, so So at that point in time, everything is estimated using the best information we have at that point, and then making some— I'll say educated assumptions about what should transpire between that point in time and June 30th. And every time we are absolutely wrong, but we're getting closer to being closer to right on an annual basis. But really, we look at unanticipated revenue that either materialized or did not during that time period. Uh, as well as expenditures, um, throughout the year. Uh, for example, purchase orders are opened for an amount that is billed against, uh, and then at the end of the year when we see what we received by June 30th of the current or the past future year, but at that point the current future year or the present future year, uh, we close out those POs and that savings that was encumbered, uh, in our budget Is returned back for general use or to the appropriate resource that we were going to pay for a good or service with that did not materialize, or in some cases expenditures that were planned. And not picking on Miss Herrera, but she works in this realm a lot. And as we've all known in this district and others, at times it's hard to hire people on a timely basis. So That planned expenditure did not come to fruition, so that is deferred into the next school year when we hire that position or bring in that contracted service. So when we go through here tonight, we're going to focus primarily on Fund 01. Between estimated actuals and unaudited actuals, we had a decrease in realized revenue of about $4 million, primarily from state and local revenues that didn't materialize as expected during that time period."},{"start":5976412,"end":5976769,"speaker":"A","text":"Thank you."},{"start":5978009,"end":6057751,"speaker":"D","text":"You can see we did have a small $300,000 raise in our LCFF sources, uh, based on the closing of the books. Here is a slide that we're showing at all of our presentations just to show how this money or this revenue is received to the district, uh, for a total of $158.5 million for '25-'26, uh, which includes an $11 million transfer in from our negotiated agreements from our RDA fund for this fiscal year that we're referring to. On the expenditure comparison of estimated to unaudited actuals, we see a delta of about $9.5 million, primarily due to our 5000s that we're all familiar with, especially up here. That's our contracted services and operating expenses. Because a lot of times these are contracts that we had, especially for students, who they were not completely used or the services were no longer needed, but the purchase orders remained open until we were able to close them after June 30th and final invoices came in. So we see, you know, a pretty large change there, and most of this money was in the restricted columns for those services provided to students, along with other contracts that weren't fully utilized."},{"start":6057751,"end":6058022,"speaker":"A","text":"Thank you."},{"start":6058110,"end":6272846,"speaker":"D","text":"That, uh, we were able to recover those encumbered funds back into, uh, the general fund. So overall, we do see a decrease in expenditures, which is always a positive, even though it's a negative on this screen, uh, showing that, uh, we are going the right way in terms of our fiscal solvency. Uh, I would prefer that that number be a little less, But, uh, on the 5000 series are the services and operating expenses. But, uh, we're still considerably, uh, smaller in this number than we were several years ago, uh, when money would drop to the bottom line. Uh, and through this work, uh, you can— uh, we are better off financially, even though it's a $9 million delta in expenditures, uh, and not the, uh, same number in revenue. Uh, it did strengthen our bottom line for our ongoing budget, uh, actually increasing, uh, our reserve percentage through the current fiscal year, which is '26-'27, and our 2 out years, creating a more stable environment knowing that we have things that will appear in our first interim report that are not, uh, in our unaudited actuals because they're happening during this fiscal year. which includes, uh, our negotiation settlements with RCTA that the board approved in August, uh, management, as well as, uh, both Wendy and my hope that CSEA is settled sooner rather than later so that we can incorporate that into our budgets as well. Going through here is our Sankey diagram, which is looking prettier and prettier with the help of AI tools. That represents all of our revenue inflows, including our transfer in of $11 million against our expenditure streams. And these streams are pulled exactly as written from our SACS file that we submit to the county office in the state of California that represents our expenditures for '25-'26 in our SACS forms as presented. As we go through here, the expenditure snapshot that will come up next— this is the legend for this that breaks down areas that are generally grouped together, like classroom salaries, which include both teachers and classified employees that assist with education in the classroom. And you can see this breakdown. These numbers, though, are not representative of what's in SACs. They are grouped together for a visual purpose so that people can see the larger buckets of of what's being spent in what areas. For example, in SACCS, uh, teacher and classroom support salaries are separated between certificated and classified employees. The same with administrators and supervisors are certificated and classified. This— they're looked together as district management. So this represents our $157.2 million in expenditures for '25-'26. Our other fund ending balances, you can see the changes in that between estimated and Audited actuals. Uh, uh, it's good to see cafeteria fund being stronger than we anticipated, as well as child development. Uh, bond fund capital facilities, that's just closing out invoices that are coming in, uh, beyond our estimated actual cutoff date for inclusion. Uh, but we're all— all of our other funds are in good shape going into and continuing '26-'27."},{"start":6272846,"end":6273087,"speaker":"I","text":"Thank you."},{"start":6274097,"end":6362883,"speaker":"D","text":"So as, uh, always, uh, these don't change much. Uh, I find them very viable for all of our financial reports— local revenue, rising costs, uh, enrollment— uh, not just for the budget but for even the discussion that we had just a couple of items ago with the work that Dr. Rubalcaba is starting tonight, uh, with looking at our facilities, uh, and the impacts of enrollment, uh, across all of our sites and classrooms. which also includes facilities, staffing, and then policies. Going forward, tonight in September, unaudited actuals. First interim, as I mentioned, is in December. Second interim in March. Audit, as I also mentioned, due in January to the board for presentation or acceptance. And then Ms. Herrera, along with some work from my department, will be bringing back the mid-year LCAP review. Uh, as well during that time period. Uh, so with that, uh, I'm happy to answer any questions, but I will say through this process, uh, we are still fiscally solvent. We are stronger than we were at budget adoption, but we still have work to do, uh, as an organization, as a district, uh, to continue down this path of strengthening our budget, strengthening our reserves, while still being able to provide the services needed for all of our students at all of our sites, uh, to make sure they have every opportunity available for them to succeed."},{"start":6362883,"end":6368275,"speaker":"A","text":"Thank you so much, Rick. Questions, comments from the board?"},{"start":6368275,"end":6374138,"speaker":"C","text":"Thank you, Rick."},{"start":6374348,"end":6397978,"speaker":"S","text":"You always do a good job of explaining everything clearly to us. I had one question today that I forgot to ask, and maybe it was more of a On a question on the books and, um, supplies portion. Is it because we haven't adopted any new curriculum this year, or is that— or, and how does that usually play into our budget? And I know we've adopted a lot of new curriculum recently, so I don't imagine us—"},{"start":6397978,"end":6413086,"speaker":"J","text":"Oh, on materials because of the cost? Yeah, I think last year what we— well, right now we're all on renewal. The only thing we adopted last year was the middle school math. Um, we haven't adopted anything else, but that was that cost. And then it's always the ongoing cost year to year."},{"start":6413086,"end":6416281,"speaker":"S","text":"And we don't have any new curriculum adoption coming up anytime?"},{"start":6416281,"end":6442908,"speaker":"J","text":"Um, the new adoption we haven't— it's coming up for ELA, and the state's supposed to give it out past— give it to us in November. Um, but again, it's— there's some— and this is just ELA, so that would be looking at middle School and elementary if we chose to move forward with that. So yeah, that will be— so that's again in the 2-year span, so starting to look ahead, that will be a heavy cost."},{"start":6442908,"end":6449512,"speaker":"A","text":"Mike, any questions on your side?"},{"start":6449512,"end":6483806,"speaker":"B","text":"Yeah, actually I had just a couple questions. Thanks, Rick, for you and your office for putting together the, um, unaudited actuals and then putting together this presentation today. The one question I want to ask about is about the decrease in expenditures, because the introductory slide said that it's either not fully, completely expended budgets, or it could be something that's deferred to a future year. But when you talked over it, it sounded like it was mostly the former, right? Just not fully expended budgets, or are there things that we're expecting to see in first M term that have been deferred?"},{"start":6483806,"end":6498582,"speaker":"D","text":"Yeah, there may be some things that were deferred based on not being able to spend them. in '25-'26 that would increase that, but those figures right now would be held in our restricted— I see, I see."},{"start":6498903,"end":6515014,"speaker":"B","text":"Okay, so that's where we can see it. Okay, great. And then on the revenue, you mentioned that it was the state and other state and local revenues, and so I just wanted to know, do you think that that's the start of a trend that we need to watch, that decrease in revenue there, or would you just call it sort of unsurprising variance?"},{"start":6515014,"end":6536294,"speaker":"D","text":"Surprising variance at this point. The federal revenue Uh, being lower than expected is one thing that we do need to note, uh, and keep an eye on. Uh, some of the others were grants and stuff that we thought we would receive during that fiscal year that we expect to receive in future fiscal years. Um, so I wouldn't call it a trend yet."},{"start":6536294,"end":6565058,"speaker":"B","text":"Okay, yeah, that sounds good. Um, and then it's, it's great to see that— um, I, I think your closing comment really summed it up well. It's great to see, you know, sort of 4% reserves, that we're in a stronger financial position, but still with an $11 million transfer in to sort of shore up the budget, it's clear that there's still, you know, a lot of work there that needs to be done to ensure that our structural spending kind of aligns with the reality of our funding situation. So thanks for the presentation."},{"start":6565058,"end":6566458,"speaker":"D","text":"Thank you."},{"start":6566458,"end":6606256,"speaker":"G","text":"Yeah, just very briefly. I totally agree with all that was said, and thank you, Rick, for one, putting this together, but also obviously the underlying piece. And I think you've mentioned it, which is— and I don't know if it's in the presentation itself, but I think we've seen a trend of closing the gap. So to my— to Trustee Wells's point about needing a transfer-in, I think we are seeing a decrease in that need, which is great because, you know, that means that we're more fiscally stable. So thank you for continuous— continuing us on that trend. We always want everything to be faster, but that's not how anything ever happens. Yeah. But really grateful that you have us on the right track. So thank you."},{"start":6606256,"end":6628738,"speaker":"Q","text":"And I don't want to repeat what everybody said, but of course, thank you and the team for doing this. Definitely a beautiful presentation. I actually noticed that right away when I opened it up, like, oh, very nice. So, and then you just make it so easy to understand. So I appreciate what you guys are doing, and I look forward to first reading it."},{"start":6628942,"end":6731078,"speaker":"A","text":"Yeah, I think it's great that we're just continuing to build them, build the muscle. I mean, obviously Rick's been doing this for a very long time and just going through the budget cycles, but something that I really appreciate is every time looking at like, how could we do this better? How have the tools evolved? How can we make this less of just a required regulatory artifact that legally we have to produce, but to use this to provoke Thank you. And then to help us to provoke meaningful discussions about budgets and priorities with the board, and then to help the public understand school finance, which can be really complicated. So I just think the more that we can continue to do on that learning journey of making the budget accessible as an artifact for debate and discourse and plainly legible to non-technical audiences, people who don't work for a school district, the finance department thereof, to be able to understand What are we spending our money on? It's a— I'm very glad that we are going on that journey here. So, and I'm also glad to see that the hard work that you and staff and the community put in to making sure that our books are balanced and that we're in a good place seem to really be paying off here. And so I know those— that was hard. You know, we had the 3 years back to back of doing And I think the hope was like, can we please be at the other end of that? That would be great. And, and I think, tentatively speaking, like, we're, we're there. Our books are in much better shape. So I'm grateful for, for the work and glad that we can finally see it start to pay off here."},{"start":6731078,"end":6783594,"speaker":"U","text":"Well, thank you so much, Rick, and I echo a lot of the comments here from our Thank you, Mr. Chairman, and thank you, our trustees. Just the level of clarity that you bring to this topic, which is super important, right, for the public to digest in the most digestible manner, right? It's really clear and front and center. You know, we're going to continue to collaborate and work to, you know, to ensure that our district is in a healthy financial situation. So again, speaking to our why, right? So that we can increase student supports and we can, you know, build the capacity in our, in our, in our schools so they are as healthy as possible, not just financially but also booming with a lot of student wellness and student academic achievement. So it all starts here with the financials. So thank you, Rick."},{"start":6783594,"end":6794455,"speaker":"A","text":"All right, and with that, we are going to need to approve the unaudited financials. So can I get a motion to approve?"},{"start":6795052,"end":6799489,"speaker":"G","text":"I move for the approval of the 25-26 unaudited actuals."},{"start":6799489,"end":6805686,"speaker":"A","text":"I'll second. And a roll call for the vote."},{"start":6805686,"end":6807737,"speaker":"C","text":"Trustee Wells?"},{"start":6807737,"end":6808336,"speaker":"B","text":"Aye."},{"start":6808336,"end":6809387,"speaker":"C","text":"Trustee Lee?"},{"start":6809387,"end":6809905,"speaker":"I","text":"Aye."},{"start":6809905,"end":6811053,"speaker":"C","text":"Trustee King?"},{"start":6811053,"end":6811490,"speaker":"H","text":"Aye."},{"start":6811490,"end":6812768,"speaker":"C","text":"Vice President Marcus?"},{"start":6812768,"end":6813189,"speaker":"I","text":"Aye."},{"start":6813189,"end":6814175,"speaker":"C","text":"President Weekley?"},{"start":6814175,"end":6814677,"speaker":"I","text":"Aye."},{"start":6814677,"end":6816068,"speaker":"A","text":"All right, it carries."},{"start":6816132,"end":6816650,"speaker":"D","text":"Good work, Rick."},{"start":6817393,"end":6820189,"speaker":"A","text":"9.5, Resolution 10, Gann Appropriations Limit."},{"start":6822418,"end":6855619,"speaker":"D","text":"Good evening again. Uh, this item is the adoption of Resolution 10 establishing the district's Gann appropriations limit for 2025-26 at $94.3 million and acknowledging the projected 2026-27 limit of approximately $97 million. This is an annual compliance requirement under Proposition 4 confirming that our appropriations remain within constitutional limits. There is no fiscal It does not change district revenues or expenditures. Staff recommends approval of Resolution Number 10."},{"start":6855619,"end":6858042,"speaker":"R","text":"Thank you, Rick."},{"start":6859665,"end":6866398,"speaker":"A","text":"Comments, questions? Seeing none, would someone like to move we approve?"},{"start":6866398,"end":6869532,"speaker":"Q","text":"I'll move to approve the adoption of the resolution."},{"start":6869532,"end":6871585,"speaker":"G","text":"I'll second."},{"start":6871585,"end":6872685,"speaker":"D","text":"Roll call for the vote."},{"start":6874416,"end":6875547,"speaker":"C","text":"Trustee Li?"},{"start":6875547,"end":6877356,"speaker":"G","text":"Aye."},{"start":6877356,"end":6878067,"speaker":"C","text":"Trustee King?"},{"start":6878067,"end":6878584,"speaker":"I","text":"Aye."},{"start":6878584,"end":6879731,"speaker":"C","text":"Vice President Marcus?"},{"start":6879731,"end":6880425,"speaker":"I","text":"Aye."},{"start":6880425,"end":6881007,"speaker":"K","text":"President Weekly?"},{"start":6881007,"end":6881443,"speaker":"I","text":"Aye."},{"start":6881443,"end":6889213,"speaker":"A","text":"All right, Resolution 10 passes. So we are now on to Board and Superintendent Reports."},{"start":6889213,"end":7088208,"speaker":"G","text":"I can start. Had a, I guess, a special education heavy Couple of weeks. Uh, first attended the SEPTAR meeting, um, which is the— boy, I think it's a special education, um, PTA for Redwood City. Uh, first time I attended a meeting, but it was really helpful and informative for me, uh, just listening in. Um, Tina Mercer, newly in the special ed position, um, did, I thought, a fantastic job of introducing herself, um, and also the services to all the participants, um, parents with students with special education who are classified special education. Um, answered a lot of questions, and there were real genuine— quite real genuine questions, and I thought it was a great interaction. Um, great balance of folks really wanting to get very granular, and I think Tina did a good job of disaggregating between like, what are the big things that we should talk about here, and then what are other things that we can talk about on the side. But for me, just a lot learned there. Also attended the Superintendent Advisory Committee meeting in English. Where Dr. Wakaba really left it in open discussion, first introducing himself, as I'm sure many parents have already had through all the, the 90-day listening and learning tour, but then also just opening for discussion for the, the staff and parents to, to hear the thoughts on what, what's going well that we really want to keep moving forward in the district, and where the areas that we think we can grow. And it was I think a surprisingly candid conversation, which I think was really healthy for us. I think it was civil, which is important. We should be civil with each other, but we should also be very honest about areas where we think we need to address. And I'm hopeful that one of the items today, a big topic of discussion, was really just the interaction among different of our school sites and kind of perceptions and maybe misperceptions. But, you know, thoughts that are still out there. And so I thought it was good to get that in the open. And I think we had a variety of perspectives shared. And I think it's a good way to— it was a good way to start the conversation. And I think it's going to continue through all the different pieces that Dr. Aras already kicked off. But I thought it was a very productive meeting. Back on special education, also attended the San Mateo County School Boards Association general meeting for the first quarter, which was heavily focused on special education from a governance lens and a programmatic lens. I had the surprise pleasure of getting to see Dr. Rubalcaba and Diego Ochoa as special guests, among others, to provide some expertise on how special education works and the ways that the district boards can interact and think about it. So I thought that was really helpful. One takeaway for me I did not know that there's, I guess, something called the CAC, which is a countywide program where districts effectively— I think maybe the board actually has the opportunity to nominate someone to the countywide board and effectively serve as liaison between the county and districts on special education initiatives and things like that. I'm not sure whether or not we've done that, but that's something to look into now that I know that that exists as a thing."},{"start":7088208,"end":7088545,"speaker":"C","text":"Thank you."},{"start":7091354,"end":7141001,"speaker":"G","text":"Other questions that I had were just on how we can think about special education and ensuring effectiveness going forward, and I— my takeaway was that it is, it's pretty challenging. There are metrics out there that people use, but a lot of them are very much, I would describe as compliance-oriented. I think we are fortunate where that's not— I don't, I don't think that that is a big issue that we are dealing with. Still important, but things like our— what are the delays that we're seeing in services provided? What are the settlements that we're seeing? Again, things that are important but really hard to capture. I think the bigger— the next piece, which is overall efficacy of our special education services. So in some ways heartening to know that no one else has cracked that nut, but obviously challenging because it's just really hard. So something to chew on. Thank you, David. Trustee King?"},{"start":7146034,"end":7147148,"speaker":"S","text":"We also had Policy Committee."},{"start":7147148,"end":7152001,"speaker":"H","text":"Sorry, buddy."},{"start":7152001,"end":7206135,"speaker":"S","text":"There will be some interesting policy topics coming up in the next, next reviews, so just keep your eye out for that. And then I attended the Orion Listen and Learn as a parent. Great, a great attendance. And the, the, I think it's, it's been, it sounds like it's been really great, you reaching out to the community and the community feeling comfortable actually coming to reach out to you with their topics of interest. And I just thought one note that was really funny is they do these breakout groups with your cabinet members, Rick and Martin, which had like the least amount of people go to them. And I'm like, those are the people you should go talk to right there. They've got the budget and the money right there. Um, so I just thought that was funny, like when we were dispersing into the small groups. But those were my few things."},{"start":7206135,"end":7280884,"speaker":"Q","text":"And I attended the DELAC meeting at Hoover. Um, we had a great turnout. I forget how many people were actually in person. I actually— there was 3 couples. So that's another thing I'm like so grateful when I see another man in the Off— I mean, in the meetings, because usually it's most women. Um, so I was really, um, happy to see that. Um, there was also a lot of people online, and they were supposed to vote for a president, but we didn't have enough representation just for all the school sites. And so they're going to leave that for the next meeting. But again, it was a great, um, turnout. They talked about the parent notification letters. Um, and then, um, Katherine went over all the legal responsibility and And the DEAC roles and legal duties. There was a lot of conversation. So another thing that Catherine mentioned was maybe next time she'll like speak less so that more parents can actually say something. And so that was really nice. So I just again got up and said, I welcome you to come to every meeting. And so I was actually very happy to see some of the parents here tonight. Obviously their parents are with Garfield, but I know that there were some people online too. So So again, just always thrilled to see the parents engage."},{"start":7281094,"end":7282013,"speaker":"A","text":"So that's it."},{"start":7282013,"end":7291905,"speaker":"Q","text":"Do we need to have people from each school sign for the vote? We're going back for the vote. Yes. Yeah, so that they can vote to see who their next president would be."},{"start":7291905,"end":7303596,"speaker":"A","text":"All right, on— we've got Trustee Wells as well would like to—"},{"start":7303596,"end":7344602,"speaker":"B","text":"Yeah, and so I did a site visit at Roosevelt with Thank you. Thank you, Mr. Chairman. I'm joined today by President Weekly and Dr. Rubalcaba. It was really nice. We got a good chance to talk with Dr. Laney. We visited a bunch of classrooms. We met with custodians, the office staff, and, and the lunchroom. It was a good visit, and I just want to say how much I appreciate the administrators for taking the time to talk with us and show us around so early in the school year. I mean, I think school was only Only in like maybe three weeks or so, three or four weeks, and so it was just I was really really grateful for Dr. Laney's time. She really gave us gave us a good amount of time, so appreciated it."},{"start":7346630,"end":7420584,"speaker":"A","text":"Awesome. Yeah, I was obviously with Mike on that, and that was great. We did note a couple facilities issues and followed up with administration with that. Had a great time chatting with the librarian there, and that surfaced a possible. possible librarian presentation, just where we could learn a little bit at some point during the school year about our libraries and how they're doing, circulation numbers, what's working well, what's not working well. Just, it's not a form factor of presentation that we've had before, and we do have libraries and they're amazing. Yep. So just, yeah, that, that was out there. There was also an incredible combo class teacher with just— who was on fire with like how amazing combo classes Can be, which is not a narrative that we often hear. And so it was really neat to see someone practicing and very, very good at it and very enthusiastic about it. They're practicing their craft at Roosevelt. So that was really cool. Met up with Shawna at Henry Ford. It was great to connect with their new union leadership and emphasize our partnership. Listen to some of the history and concerns and answer questions about the district. So I think it's a great for when we can connect actively with, with our unions in partnership to go and get things done. That's how everything gets done in the district. Um, reports from you?"},{"start":7420584,"end":7513021,"speaker":"U","text":"Absolutely. So a lot of it will kind of sprinkle throughout a lot of what you've been doing. We've been doing a lot of work together. Start off with, uh, we had our SEPTAR meeting and that was, uh, super powerful. Um, shout out to Tina Mercer for leading that session and providing A very safe space for families to learn more about the processes and procedures within special education and just hearing out some of their concerns, their worries, their dreams for, for the supports that they wish to see in the families. And I think that, as we saw at the county level, right, was like something other districts want to model and bring to their districts. And so I think that speaks really highly of of that parent leadership, um, kind of group that we have going on with, with SEPTAR. Um, I also, uh, you know, with the Superintendent's Advisory Council was also a great opportunity, as you mentioned. I think, um, though when I turned off the meeting after we were done, it just made me think, you know, when I, when I go to my listening and learning tours, it's often just, you know, at a very Site-specific conversation about what's going on. Um, and, uh, at the Superintendent's Advisory Council, it's like a mix of different schools, right? And so there's like interrelationships. There's, uh, families there that have kids at multiple schools. There's, uh, folks that, you know, um, are truly invested in like their, their community, and it's touching multiple schools. And so that really came up alive, and it was really—"},{"start":7513021,"end":7513198,"speaker":"F","text":"Thank you."},{"start":7513776,"end":7634667,"speaker":"U","text":"Both powerful and necessary to hear, because these are some real issues that are being brought to the fore, and you can't solve anything unless you bring it up, right? And I think that was very important and incredible to see. As I continue on my listening and learning tour, right, last Friday I was at Garfield. Just a wonderful experience there as they were celebrating Mexican Independence Day, but also just like the Latino culture. And so there were multiple Latino cultures that were celebrated as well as part of that. And then we got into our input sessions. This past Tuesday, I was at North Star Academy, also had wonderful conversations with families and staff there. Today, just coming back from Roosevelt, I spent most of my day today at Roosevelt in community with, um, parents, uh, the staff in the afternoon. And on Friday, I'll be at Hoover, uh, so I'm, I'm excited, uh, to be there. Um, as you all mentioned, uh, you know, we're— as we also— we're also continuing to have these, like, trustee visits with the superintendent across the schools. Um, uh, tomorrow we'll be at Henry Ford, so that should be exciting. Um, and, and we'll continue our engagements. Uh, staff really appreciate Uh, when we go visit them, because they just, you know, when they hear that we're, we're making a presence, they plan around it. The kids get excited. And, um, I think the best part, uh, as you know, is just entering the classrooms. There's just so much engagement. The kids are in the thick of their learning and the thick of things. And, um, it's just so wonderful to see staff, you know, uh, you know, working their magic with kids and, and, you know, breaking down the standards and Formative assessing students and, you know, building all these wonderful teaching practices. So shout out to all of the school sites that we visited and we will continue to visit for all their incredible engagement and the warmth that they offer when we step on campus and start, you know, touring and visiting folks."},{"start":7634667,"end":7666982,"speaker":"A","text":"Fantastic. Thank you so much. So I think that brings us to the end of reports. And with that, we are moving on to information. And so these are items where we acknowledge Acknowledge that they are there. There's not a presentation that goes with them. There's not a vote that goes with them, but there is attached material for each of these items, which includes charter fiscal oversight letters for Connect, KIPP Excelencia, and Rocketship, uh, SMC Investment Fund for August. And again, there's no action to be taken there. Um, sure, yes please, Rick."},{"start":7666982,"end":7682486,"speaker":"D","text":"I'll just add a question came up about the KIPP letter. Yeah, uh, we did note there was discrepancies in the letter. To KIPP, and we're still waiting on a response. And we sent a reminder, uh, with further ask for explanation on the discrepancies, about 6%."},{"start":7682486,"end":7692723,"speaker":"A","text":"Okay, thank you so much. Awesome. Um, and with that, we're on to correspondence. Any correspondence of note that folks would like to read into the record?"},{"start":7692723,"end":7701580,"speaker":"Q","text":"There was a correspondence from a parent at Orion That I believe we all might have gotten."},{"start":7703615,"end":7705589,"speaker":"A","text":"So, okay, anything else?"},{"start":7705589,"end":7744104,"speaker":"G","text":"No, but I'll just expand a little bit on that. I, I welcome these emails. I think it's helpful for us to hear the thoughts, and I think they were really— again, candor in a civil, productive manner is necessary for us to move forward. So really, really appreciate Getting the emails. I'm personally trying to do my best to respond, even just to acknowledge, because I think it's— these are being read. They're not going into a vacuum. So I want folks to know that. Yeah, but also just the underlying content is helpful to see how engaged and invested we have among our community members. So thank you."},{"start":7744104,"end":7745322,"speaker":"A","text":"Amen to that."},{"start":7746364,"end":7746572,"speaker":"C","text":"Great."},{"start":7747870,"end":7827716,"speaker":"A","text":"With that, we're on to other business, suggested items for future agenda topics. So I'd noted just that having a librarian presentation would be kind of cool. So then I think there's some appetite to present at some point during the school year, right? There's not urgency, but that would be interesting. I feel like I heard a number of comments in public comment today, but also, you know, just community conversations and emails about our overall stance for tech-free, and just like, do we— what's the degree to which we think that screens Do or don't play a helpful role at what grade level? So I think like I could see us digging in as a board to learn more about the research, take a look at our current practices, you know, across the school sites of where we engage screens and don't, and whether or not and to explore, you know, whether or not those practices need updating based on both parent. Indications of what they're enthusiastic about, as well as like updated best practice from pedagogy. So what does the research show is going to be able to impact positively or negatively the, the students? So, yep, that just seems like that could be a meaty topic for discussion. I want to make sure that that's noted."},{"start":7827992,"end":7828155,"speaker":"D","text":"Great."},{"start":7828155,"end":7833680,"speaker":"A","text":"Other business adjustment items for future meetings?"},{"start":7835685,"end":7836371,"speaker":"I","text":"No."},{"start":7836371,"end":7836555,"speaker":"A","text":"Oh, maybe."},{"start":7836719,"end":7836883,"speaker":"Q","text":"Okay."},{"start":7837047,"end":7839557,"speaker":"A","text":"All right. Reflection. How'd the meeting go?"},{"start":7839557,"end":7863103,"speaker":"G","text":"I thought it went well from a parliamentarian standpoint. Great job with Mike being remote and knowing that we gotta do the roll call. That was great. But more— I'm more serious. I thought the content was really— I think our last meeting was very light on the content, and this one was pretty heavy."},{"start":7863103,"end":7863488,"speaker":"Q","text":"Yeah."},{"start":7863488,"end":7895582,"speaker":"G","text":"But this was really good content. I think we covered a lot of topics. Some of them are obviously necessary, like the financials, but I think the chronic absenteeism and understanding the depth of our MTSS practice was really, really helpful. And notwithstanding my comment about, you know, the so whats, like, I do think a lot of our presentations are getting really crisp and allowing us to have the conversations. And I think that's an evolution from, from last year as well. But like, I feel like we're doing— but it's why I think we're having richer conversations. So really appreciate that."},{"start":7895582,"end":7911909,"speaker":"S","text":"Although one comment on the presentations, and this is more for myself, it would have been maybe nice to have the LCAP summary of one. I know we always repeat— I know, I know we repeat it so often, but there's also new people who join."},{"start":7912022,"end":7912458,"speaker":"C","text":"And my—"},{"start":7912506,"end":7929326,"speaker":"S","text":"like, for myself, I had to go back in Look up the LCAP one again. So yes, I agree the presentations are definitely, have been well summarized, but maybe we can just at least have the reminder of what the LCAP goals were uploaded."},{"start":7929326,"end":7939470,"speaker":"A","text":"A, yes. B, we've got a lot of wall space. Could we just like put them up on the walls? Because they don't change every week, right? So just could be a nice reminder."},{"start":7939727,"end":7947920,"speaker":"S","text":"And we're going to be presenting on LCAP Goal Yeah, I know we normally skip over them in the slide deck, but then when it's not there, then I'm always like—"},{"start":7947920,"end":7952100,"speaker":"A","text":"It's just like your first board meeting ever, like, what the heck is LCAP Goal 1, right?"},{"start":7952100,"end":7956900,"speaker":"G","text":"Yeah, it's a good reminder that not everybody is joining every meeting like we are. So it's—"},{"start":7956900,"end":7964690,"speaker":"A","text":"yeah, and, and this is for the benefit of the public as, as much as it is for the benefit of allowing us to deliberate. So that was, that was great feedback."},{"start":7964690,"end":7986627,"speaker":"S","text":"Sorry, I was gonna make a comment, but I'm like, I'm probably the only person who had to look up what LCAP 1 was again. I can guarantee you were We can skip the slide as long as it's there. Um, no, I think the other comment that, um, people made today— the engagement today was, was really great having the, the community here."},{"start":7986627,"end":7987593,"speaker":"N","text":"Yeah."},{"start":7989204,"end":7992103,"speaker":"A","text":"Um, Mike, how was it to participate remotely? Did that go okay?"},{"start":7992103,"end":8038137,"speaker":"B","text":"Yeah, I want to thank everyone for supporting me while I had to attend remotely, from Evelyn sending me the The logistics of how it works, and to everybody humoring a roll call vote through the process. I also wanted to just touch on the presentations. 2 things. One, I thought that they were— I thought they were really good tonight. They were, you know, dense, concise, clear, informative. I thought we had 3 substantive topics here that went— you know, we were able to cover a lot in a reasonable amount of time, and I thought that was It was really impressive. So I appreciate all of that. And the other thing is this All In for Kids is awesome, and it's on every slide in every presentation, and it's just really neat to see how that's kind of like pulling into all of those presentations. Uh, so I like that."},{"start":8039709,"end":8040690,"speaker":"A","text":"Also could go on the wall."},{"start":8041035,"end":8041190,"speaker":"I","text":"I love it."},{"start":8041190,"end":8045215,"speaker":"A","text":"Celia, any comments?"},{"start":8045215,"end":8082838,"speaker":"Q","text":"Um, again, I think it went great. Um, just like Mike said, with the presentation I thought too it was like super fast but super informative. And then with not necessarily the LCAP, but I know that some of the acronyms that were used were just there. And so like, for example, Petrina mentioned SEL, and I don't know, like, when the translation— I don't know what the parents heard, and I don't know that the non-speaking, the non-Spanish-speaking parents actually know what that means. So I think we just need to remember and, you know, not think Bad is just moving forward to like just note that we might just want to do that. Um, but yeah."},{"start":8082838,"end":8163663,"speaker":"A","text":"Okay, I'm totally stoked that we've really made, uh, Spanish a first-class citizen now, uh, in these meetings, uh, when people are attending on Zoom. Uh, we obviously had a couple rough edges there. Um, let's make a game plan for how we can address that for, for future meetings. But I think just continuing to evolve these to be more and more Approachable so that the whole community can a understand what we're talking about, and b can be heard by us and have their inputs taken seriously and respected by us is terrific. So I'm glad to see us evolving in that way. Presentation similarly, it felt like it would be bad if they were shorter than what we got because there was a lot of meaningful ground to cover, but it would have been bad if they were longer because we would have been. Going deliriously into the night. And so I think we've kind of hit this nice sweet spot, right, where the presenters are assuming that the board has read through the material already. So it's sort of an executive overview they're giving, and then we can spend meaningful time in deliberation and questions. And it's not just like this hurried, like, well, shoot, we already have spent a lot of time on this thing, so we gotta rush on to the next thing. Because that's really what a great board meeting is. It's about deliberating. creating important topics for, for the district. And so, like, I'm pretty happy with where we landed there. And of course, the pledges are terrific. And so I love that we're leading things that— any reflections from you, Doctor?"},{"start":8163663,"end":8204799,"speaker":"U","text":"No, you all stole my reflections. You said so many wonderful things. Um, uh, but, you know, I think overall the meeting went pretty efficiently, effectively. Um, a great job to staff for all of their preparation and, you know, Kind of preparing slides that are meaningful, accessible, digestible to the public. And, you know, piggybacking on your comment on translation, you know, I think, you know, it's a matter— it's an issue of access, right? And so it's something that I'm committed— we're committed to ensuring that, you know, everyone has an opportunity in the public to access the space, right, and access these conversations and give meaningful input."},{"start":8204799,"end":8204975,"speaker":"G","text":"Thank you."},{"start":8205072,"end":8259643,"speaker":"U","text":"Because their voices matter, no matter the language that they speak. And so, as you know, we're going to continue to refine and perfect until we get this thing right. Today was a great first step in the right direction. We had a backup plan in, you know, in motion even as we were kind of tripping up in, in that process. But I think it was input that I actually received at my listening and learning sessions. You know, when they were asking about, oh, you know, there's an upcoming board meeting that we heard about, and possibly, you know, our school might be, you know, discussed. And, uh, but, you know, there was a lot of kind of, um, questions and concerns around, well, you know, I, you know, I have to log on on my phone, and then I have to borrow, you know, my husband's phone, and now we can't take a call now because I have to do both. And, you know, I think That's not okay."},{"start":8259643,"end":8266956,"speaker":"A","text":"And if you would have joined after the kickoff where the phone dialing joining instructions were missed, then like, how do I join?"},{"start":8266956,"end":8267549,"speaker":"U","text":"Exactly."},{"start":8267838,"end":8268031,"speaker":"I","text":"Yeah."},{"start":8268319,"end":8289106,"speaker":"U","text":"Um, and, you know, walking away from a parent sharing something like that, it was just like an immediate fix that we addressed in, in the same moment. And so, uh, thank you to Carlos, Rick, and his team for, um, you know, being super responsive, uh, to making this, uh, an even more culturally Really responsive, uh, process for parents to be able to access our meetings. So great job, everyone."},{"start":8289988,"end":8290277,"speaker":"L","text":"Cool."},{"start":8291416,"end":8308535,"speaker":"A","text":"All right, and with that, um, calendar, uh, we've got the study session. It's going on next week. Uh, it starts at 6, not at 7 PM like many of our meetings. So just as a reminder for— yeah, 6, not 7. 6, 7, 6, 7."},{"start":8308615,"end":8308808,"speaker":"D","text":"I'm sorry."},{"start":8308808,"end":8317178,"speaker":"A","text":"6. Oh no, fire this guy. Okay, um, yeah, and any, any other calendar notes?"},{"start":8320186,"end":8320347,"speaker":"I","text":"Mike?"},{"start":8321217,"end":8328455,"speaker":"S","text":"Mike? Uh, just a question on the special next week. Are we gonna get any advanced reading?"},{"start":8328455,"end":8330088,"speaker":"A","text":"Yeah, materials to review."},{"start":8330088,"end":8332384,"speaker":"J","text":"Yeah, 72 slides."},{"start":8333128,"end":8335247,"speaker":"A","text":"Yes, got it."},{"start":8335392,"end":8336120,"speaker":"J","text":"I am not—"},{"start":8336217,"end":8336848,"speaker":"S","text":"I, I—"},{"start":8336864,"end":8342232,"speaker":"J","text":"yeah, you will get them all, but I'm not going to address them. So just for your And just so you guys have the information, so just know, yes."},{"start":8342232,"end":8354910,"speaker":"A","text":"So we'll expect a 72-page deck sometime around Friday so we can curl up with those for a lovely weekend. Okay, um, I think that's it for calendar then. So I think we're on to adjournment."},{"start":8354910,"end":8356386,"speaker":"S","text":"I'll move to adjourn."},{"start":8356386,"end":8358743,"speaker":"G","text":"I'll second."},{"start":8358905,"end":8362728,"speaker":"C","text":"Roll call. Trustee Wells?"},{"start":8362728,"end":8363247,"speaker":"B","text":"Aye."},{"start":8363247,"end":8364332,"speaker":"C","text":"Trustee Lee?"},{"start":8364332,"end":8364705,"speaker":"I","text":"Aye."},{"start":8364705,"end":8365823,"speaker":"C","text":"Trustee King?"},{"start":8365823,"end":8365985,"speaker":"L","text":"Aye."},{"start":8366634,"end":8367568,"speaker":"C","text":"Vice President Márquez."},{"start":8367568,"end":8368984,"speaker":"A","text":"President Weekly."},{"start":8368984,"end":8369483,"speaker":"V","text":"Aye."},{"start":8369854,"end":8371898,"speaker":"A","text":"The meeting is concluded at 9:20 on the dot."}]}