okay it's 7 o'clock so we'll go ahead
and get started can we have a roll call
please trusty Marquez here trusty
Weekley is absent trusty mavo present
vice president Wells here president
Lawson here uh welcome everybody to the
September 25th board meeting Cita TR
[Music]
person Bond deas Sala thank you the
public is encouraged to speak to the
board on issues of concern whether or
not the issues on the agenda to address
the board please complete a speaker card
available at the back of the room and
you can bring it up here to Evelyn
public comments are limited to three
minutes um as a reminder the board
cannot have a discussion on public
comments however we may direct the
superintendent to follow
up
um okay that brings us to changes to the
agenda are there any
changes nope okay do we have a motion to
approve the agenda I'll move to approve
I'll second all those in favor I thank
you um oral communication we do have um
a speaker card for Cindy Meek who is on
Zoom hi Cindy go ahead hi um good
evening the screen is switching can I
don't know can you guys see
me uh we your screen is off but we can
we see a little oh yeah I don't know why
it's that way so this is kind of weird
but anyway
it was kind of funky to get in it turned
out I needed like a workplace Zoom
account so I end up coming through my
school email so I don't know if the
public people can actually get in to
tell you the truth um because I tried
for my personal email so anyway so I
wanted to um speak with you about the um
air conditioning situation at Kennedy
and um my name is Cindy Meek I'm a
teacher at Kennedy and I'm representing
the teachers at
Kennedy um at the last board meeting
there was a whole discussion and
slideshow about it and we're very
concerned about the
priorities
um it seems like the priorities should
be
to determine how many students can we
help and and how many students can we
help with the most impact Kennedy has
the largest school in the district we're
at 820 students now we were at 751 last
year uh we are also a title one
school and as you probably know our test
results are not that great over 50% of
our students are not at standard for ELA
and um over 60% at
math and the learning during these hot
days just doesn't happen if you can
imagine if you're somewhere and there's
no air conditioning and it's 89 degrees
and you're you're supposed to sit there
listen to a teacher do homework be on
Chromebooks while you're sweating it's
not conducive to an environment for
students to learn um there are way too
many days where it's hot now this is not
a new thing this has been ongoing for a
number of years I appreciated that Miss
McAvoy came to a union meeting um two
years ago to ask for our support for the
bond measure which the union did um
support the the bond measure and our
number one criteria was AC and yet here
we are almost two years later and
nothing's been done yet I understand you
have a plan now but we're very concerned
because we don't see this happening very
quickly and when I look at the priority
list I just don't see where kenned is
going to fall in at the top of that list
um so I really think that um Miss
Marquez since you're going to be on the
board next year and Mr weekley's absent
uh we really need you to carry the torch
on this AC situation and when it becomes
December January February and it's cold
and raining no one thinks about AC and
these things don't become a priority
anymore but yet it's going to be hot
come beginning of May so May June
September October you're talking three
almost four months out of the school
year now that's very hot for students to
learn and if as a district um you're
serious about improving test scores and
closing the achievement cap then we have
to be serious about creating a workplace
Place School place for all students and
all teachers so they can teach and
students can learn so I really hope that
when you see the bids come in and the
priorities that you're really focused on
the larger schools which would be
Kennedy and then Hoover they're at 638
they're also a title one school so
Kennedy and Hoover should be the top two
schools that get AC regardless of how
long it's going to take it needs to be a
priority um that's my that's my take on
that thank you your three minutes are up
thank you um so I mean as we talked
about it I think it was our last meeting
we there is a process for this um
unfortunately Bond and school
construction take a long time and we
can't just push it through like we can
at home or something like that um
definitely understand the heat issue um
I have a son at Kennedy um I'm very
familiar with it I've been in back to
school night Kennedy sweating at you
know 8:30 p.m so did you want to say
something oh I was just gonna say um
Rick or Dr B can you remind us we'll be
hearing back from our consultant in
October or right because so I will say I
I just want to say Cindy thank you very
much um certainly we're working as
quickly as we can I think all of us wish
that we could have done something
sooner um but here we are so we're going
to work as quickly as we can but I think
if you listen to the last board
report
um you know there's some technical
issues logistical issues and then also
if we're tearing down particular
classrooms and buildings to rebuild them
as part of the bond measure that'll
happen over the course of the next three
to five years we don't want to spend a
ton of money on classrooms in the
interim so there's a lot of moving Parts
including we even had conversations
possibly bringing in some Portables at
different School sites where we could do
that in the interim um and then at some
sites depending upon what's already
there we may be able to do more in the
interim but we're supposed to get a more
detailed report on all of this I believe
in
October
yes yeah so second meeting in October
over the first meeting in November um so
anyway I think we all completely
appreciate you know when I got the I
think we all got the emails about the 89
degree classrooms I mean clearly that's
not conducive to learning and I'm really
sorry I mean I just want to say that and
um but we will you know we the good news
is the voters did vote in measure s and
thank you for the union support because
that did make a difference and um we'll
get there as quickly as we can so
thanks that's all we have for oral
Communications so we can move on to our
school and Community reports our Mental
Health Report
and this evening we have our lead mental
health specialist anaala gay and she is
going to present us with the
report welcome
Anala thank you good evening everyone
just so you know I am uh accompanied by
several other speakers who will join me
in presenting all of the data this
evening and I'll let them introduce
themselves as they come up little by
little so the data I'm going to present
tonight is for all of last year's data
so and any time we measure Services
delivered how many staff we have on
campuses this is all for last year not
reflective of who we have on sites
currently so there are three parts to
this data the first part is the clinical
data this is the the the kind of the
meat and potatoes all of the services
that counselors provided directly to
students on our school sites the second
part is survey data we surveyed students
and teachers and parents this year there
was the parent survey was new and then
it was a repeat of the student and
teacher one so we were able to see
growth with those two populations and
then the last section was going to talk
about kind of what's new this year
what's coming down the pipeline in terms
of programming and funding and I know
that there's a lot of interest to maybe
learn a little bit more about the
efficacy or evidence-based practices of
having a school-based mental health
program so I've asked our Stanford
Partners sitting behind me to kind of
help me compile some of that data having
school-based mental health programs kind
of in houseal programs now that we've
been here for three years and a lot of
efforts were made when we all came back
from covid now there's really a lot
stronger data that we can look at and
kind of see is what we're doing what the
data is showing that we should be doing
should we be refocusing efforts so we're
going to be looking at that and sharing
some articles with all of you and then
getting some feedback to see if there's
any additional lines of research that we
should be looking
into so to start off our Clinical
Services this is who we have at our
school sites last year so rcsd are the
district
counselors the one lifee is the
partnership we have with one lifee part
of those hours 90 of those hours last
year were paid for by rcef but the hours
were fulfilled by one lifee so there
were still one life counselors on our
campus star Vista which is a contract we
don't pay for and then our intern
program started last year so we had our
first intern who was at MIT for 20 hours
a
week and and this is how many students
were seen for every type of service so
we had over 1,800 students seen for a
check-in this is unique unduplicated
students 675 students received
individual therapy 299 students received
group therapy and 179 students were seen
for
crisis and these are the five types of
services that we have provided at our
school sites so we have tier one
interventions which are typically kind
of
schoolwide Lunch Bunch kind of things
check-ins group therapy individual
therapy and crisis interventions so if
we're thinking of like a tier tiered
approach going from tier one tier two
tier three that's kind of how we go tier
one check-ins are kind of at the bottom
group and individual kind of in the
middle and crisis at the top and I will
pass it on to Maryann who's going to
help present tier one and check-in
data good good afternoon board members
my name is Maryanne and I am the mental
health counselor at norstar and Henry
Ford um today I'm going to be presenting
data on group uh services that we
provided tier one Services we provided
and check-ins so to start off we're
going to be talking about tier one
interventions um so for the tier one
interventions we've provided over 20
800 uh tier one interventions to
students this is an incredible amount
because we've increased our tier one
Services by 56% over the last school
year also the graph as you can see um
shows that 82% of the services the tier
one Services provided were by an rcsd
clinician and around 35% of those
Services were provided by one life
clinicians and then
okay we're going to be talking about uh
types of tier one
interventions so for tier one
interventions it's broken down into four
different categories um which are seal
School clubs lunch bunches and the other
category um on the chart you can see
that we provided a large amount of seal
interventions over 1500 lessons taught
across all the schools um and in
addition to that um the school club
category includes things like um
peacemakers mindful Art Club
GSA um and then our other category
that's on this graph um includes our K9
companions um student counseling
meetings peer
mediations uh assemblies and parent
workshops so lots of different tier one
Services we provided now moving on to
check-ins so we had just over 3,900
checkins take place and we had just over
1,800 students who were serviced with
check-ins um something that we saw is
that there were more students seen for
check-ins and less students needed uh
multiple check-ins um this is a really
good move in a positive direction
because it means students aren't needing
to come back over and over and over
again for
check-ins um in addition another win we
saw
is that the average length of our
check-ins um was reduced to 25 minutes
and this year we're hoping to bring it
down even more to 20 minutes a
check-in um so that's one of the goals
that we
have all right uh check-ins by grade
level so as you can see on the chart um
the grade levels that are utilizing the
check-ins the most are fourth graders
fifth graders and eighth graders um this
is different from two years ago where we
saw
um that fifth graders seventh graders
and eighth graders had the highest need
for
check-ins um and now we're going to be
talking about the referral reasons so
the highest reason for a check-in
referral was peer relationships anxiety
and emotional regulation this is again
different compared to two years ago
where we saw the highest categories
being peer relationship anxiety and the
other category
and then in terms of referral sources
we're seeing a lot of self- referrals
and that continues to be the highest
referral s source for three years in a
row this is really great because it
shows that students know how to request
the support and they also feel very
comfortable um requesting support from a
counselor and they feel comfortable
enough to ask for
help okay moving on to group
therapy so with group therapy um there
were over
299 no there's exactly 299 students in
group therapy over the course of the
last school year and a total of 88
groups that happened across the whole
District um each group met for an
average of eight sessions and 50% of
those groups were led by an rcsd
clinician and 46% of those groups were
led by One Life
clinician okay grade levels for groups
so um something that we saw in terms of
grade levels is that it was we had the
most participation from first through
fourth
grade um compared to two years ago where
we saw the most participation from first
second and fifth grade um I also wanted
to note that it is as you can see on the
chart the middle school grades tend to
be on the lower side and that's
developmentally normal compared to their
uh elementary school peers um for middle
schoolers to participate Less in
groups all right and now we're going to
be talking about referral reasons for
groups the highest categories for
referral reasons were social skills peer
relationships and family issues um two
years ago though we saw the highest
categories being social skills Peri
relationships and behavior a trend that
we found is that um there's less of a
need for groups on behavior and more
need for support around family
issues all right and then for referral
sources for groups we received the
highest referrals from teachers um and
this is the second year in a row that
this has happened and that's really good
news because it shows that teachers are
really valuing the service and they see
the benefit to having group counseling
on campus um we also saw a huge increase
in uh parent referrals this year for
group which is also really good to see
um it shows that parents are being more
willing to have their students attend a
group as opposed to only wanting their
child to be in individual therapy um so
they're also seeing the benefits to
group all right group outcomes so as far
as group therap thy outcomes go 75% of
the students that were in group um were
able to meet their goals and then as you
can see there's a school year ended
category and um that
category uh so a lot of the students in
that category in those groups started
toward the end of the school year so not
all of the students were able to
complete their goals of the group but
they did show progress it's just a
happened to take place toward the end of
the school year so they couldn't finish
it and then um that is it for me Diane
will be coming up to talk about
individual hello everyone good evening
uh Maran left it at a good good size so
we're going to be talking about
individual therapy and the data
regarding individual therapy and it's
really interesting so last year
more students um received individual
therapy and um the length of treatment
was 11 sessions on average which is
Right On Target because the goal is uh
to have one specific goal and to work on
that goal and that make big impact and
influence behavior influence um
self-esteem School INF influence other
areas as well so that was really
powerful so we both both years have been
on track the average being 11
sessions
and individual therapy by grade level so
last year first 2 fourth and eighth
grade tied for number of students um
receiving individual therapy two years
ago eighth grade and fifth grade and
seventh grade had the most number of
students receiving individual their Y
and for me when I look at that it seems
that the younger students are getting
more and more comfortable with the idea
of therapy and prevention early on and
the concept of therapy so that's really
exciting
individual
therapy oh all right by provider so they
were
675 students that received therapy and I
was saying at every 11 sessions let's
see sorry there we go referral reason
last year anxiety behavior and emotional
regulation were the top areas of um need
for support and two years ago not
surprising anxiety behavior and family
changes were areas where most support
was needed and so anxiety and behavior
seem to be again the areas that need
most support and I think that that's
really it makes a lot of sense because
when you're anxious you don't make
necessarily the best choices and that
leads to maybe not the best choices and
behavior and so if you address the
anxiety and work with the anxiety the
behavior
it it helps it's it's it's a really
effective it it's
interconnected and I just love that the
younger students are are now more open
to participating in
therapy there we
go so referral source parent referrals
went up last year um and it means that
parents are feeling more comfortable
accessing and know how to access um
mental health support and it's grown
also because there's trust they've seen
the counselors at school sites they've
heard parents comment about the work and
they feel more comfortable um that 45%
of the referrals last year were made by
parents and that's pretty exciting
outcomes so I wanted to share with you a
little bit about outcomes so 44% of
goals that student had were met and
there's a category here that says school
student goals were met the or the school
year ended the school year ended
category doesn't
reflect progress made so maybe it wasn't
progress on you know the second goal but
there was progress made and so it's not
necessarily reflective and um that's
what I wanted to point out I think that
um really this is something to be really
excited about and proud of
crisis interventions by provider so 179
students were in crisis for a total of
287 crisis interventions and the total
time spent by counselors were 330
hours uh average time for crisis was
about 69 minutes and the data if you
look at the pie if you will the data is
reflective of interventions Who provided
them and so some administrators did
provide some crisis interventions but
they're not included in this data um
District councils provided the the bulk
of the crisis interventions um because
they were the most experienced to do
so crisis by grade l
so Middle School Crisis Intervention was
the highest if you look at the eighth
grade um for the third year in a row uh
lower grades tended to have more
behavioral crisis situations for example
maybe throwing things or maybe refusing
directions given um
eloping that kind of a thing
and the referral source teachers and
administrators um were the ones that um
referred the most um Lally maybe they
were seeing something out at recess
lunch or maybe in the classroom and so
they they were the ones that U made the
most
referrals so
last and the types of Crisis
Intervention so there if you notice on
the chart um extreme emotional
disregulation was very high and that is
something to look at that was last year
the high highest type of Crisis it's a
crisis but it is a crisis that you
consider a crisis because it lasts more
than 45 minutes a student can't regulate
to go back to class um within 45 minutes
um I remember a student for example a
first grader um refusing to go into the
classroom at the beginning of the um
school day because mom had dropped her
off with her newborn sister and she was
an only child prior to that and wasn't
going inside and so it took um over an
hour to be able to regulate and go back
to class worked with Mom came up with
the plan and by the way one one part of
the plan was mom not coming with with
with baby to drop her off and so I think
this is the kind of um Crisis
Intervention that you would call Extreme
emotional
disregulation
um and level of
risk was low in most most Crisis
Intervention situations
240 um students um assessed for for um
Crisis Intervention were low and there
were three that were high 34 medium and
10 medium high so um that is really
interesting so most of the intervention
work was done with emotional
disregulation not being able to Reg at
after 45 minutes and be able to be in
class
outcomes
so last year we had more than five
students
hospitalized three of them were referred
by a counselor there was one example
where the same day there were three
students that were hospitalized that
same
day that was is not the norm and so I
really appreciate your time I'm going to
hand over the the mic CH of paa and
thank you
well and just to highlight on the crisis
we have for example the one day that we
had three hospitalizations one was
initiated by a counselor one was
initiated by a safety check that an
administrator called for and then one
was initiated by a parent so while it
says three those are the ones that were
counselor facilitated but we actually
had more students about double that
actually hospitalized um for a minimum
of three days up to 10 this last school
year so attendance was a data point that
you all asked for last year and so we
changed our data collecting practices so
we wouldn't be able to get you some of
this data so the average attendance for
students in counseling so that means
individual and group therapy because
those are the ones that are having
consistent ongoing touch points with a
counselor that we would hope we would
see the most amount of improvement in
counseling was 92.3% which I think is a
little above the average from I think
what I looked at the data if not it's
right around there so when I'm looking
at kind of the who made the Improvement
I'm looking again specifically at those
who received individual and group
therapy and only for those that we had
attendance data for the year before and
the year received counseling so we could
have a comparison point because not all
students were enrolled in both years we
had a lot of newcomers for example
receiving individual in group therapy so
as you can see we had a good number of
students improve their attendance
anywhere from 5 to 9% 24 improved 10 to
14% And we did have seven students who
had a significant Improvement in
attendance for the most part the
attendance changes were anywhere from
like negative one to plus two attendance
so most of the most of the kids were
kind of in the in the maintaining but
the kids that were really struggling
with attendance were able to make
significant
changes and so just some kind of some
key takeaways from our clinical data we
did have a decrease in counseling hours
from two years ago to last year but the
amount of services roughly that we were
able to provide roughly stay the same
and I think that's a testament to having
the program continue year after year
we're able to be much more efficient
with our protocols and our systems
there's less training we have to do with
onboarding partners because we just keep
doing it we have our district leads at
school sites are able to manage and
they're more familiar with those roles
so we were able to provide the same
amount of service as last year really
excited that parent referrals have
increased it's something that we have
seen steadily increased um both for
individual and for group therapy and
then we do have less students expressing
suicidal ideation however when they are
expressing it it tends to be more severe
so just something for us to kind of keep
an eye on and continue to take seriously
and take appropriate precautions but it
is good to see that we have less kids
kind of on that
borderline um coming to the counseling
centers and I will pass it off to Dr
bot hi everyone my name is Dr Aura bot
and I'm a child Adolescent and adult
psychiatrist at Stanford and I'm really
excited to talk to you just briefly
about the Redwood City seoa mental
health collaborative um so as part of my
role at Stanford I do a lot of different
things one of the things that I do is I
provide School clinical consultations in
various local school districts including
Redwood City uh and within the Redwood
City School District we have a couple of
different arms to this partnership one
part of it involves uh the Center for
Youth mental health and well-being where
we provide clinical consultation to the
schools uh where I have a couple of
child psychiatry Child and Adolescent
Psychiatry fellows who are in their last
year training who go and provide
individual level student level consult
ations for students that have been
identified by the school as uh needing
supp needing support or who might be
struggling with a mental health issue um
these are typically students who are in
the tier three category who are really
struggling maybe not coming to school or
having serious behaviors um and so it's
a really nice way for us to uh see those
kids early as many of you know there are
long wait times uh for anyone to see a
child psychiatrist really um and so
that's some of the work that we do we
also provide uh consultation to some of
the mental health leaders as well
including meeting with Anna Herrera and
an anaala including others um there's
also a research arm to this uh
collaborative which I'm sure Christen
can speak more to uh that does a lot of
really important work uh within the
district um I'm in hearing all of this
data this just warms my heart because I
do see those kids in the ER who are
waiting way too long before they come to
us often times families are not sure if
they want their child to receive mental
health care in a mental health care
setting it's a really tough thing to
accept as a parent um and so to see all
of this wonderful work uh done by you
all it's it makes me happy because I
think that early intervention well not I
think data has shown that early interv
intervention is very very
powerful um I'd just like to also
highlight you know we've done a lot of
consultations over the years um and this
past year there was a kid so the other
part of my job at Stanford is I work in
the early psychosis clinics uh on the
adult side and on the child side where I
see children teenagers experiencing
psychotic disorders oftentimes
schizophrenia Spectrum or bipolar
disorder can anyone guess how long my
wait time would be in that
clinic it was six months um I've got it
down 3 months that's a really long time
if your child is experiencing psychosis
uh to wait for someone to do an
assessment and get them help often times
those kids end up in the ER as part of
this collaborative there was a child
identified in one of the Redwood City
Elementary Schools who was struggling
with new onset psychosis symptoms and it
was really difficult for the school to
be managing this it was really hard for
the parents they weren't sure where to
go um and once the luckily the mental
health counselor and menal team
identified this student early and we
were able to see that student within one
week that is is incredible um work
that's being done there and being able
to get that child hooked into Services
very early uh was very impactful I did
hear back a couple months that that
kiddo is doing really well in school now
um attending and not having so many of
those exper scary experiences so it's
very meaningful work and I feel really
lucky to be able to be a part of
this one thing that I will share is I
think a lot of folks are not aware of
what is a child psychiatrist um and
there's a lot of assumptions about what
we do and so I just thought I'd briefly
share about a little bit about our our
training and the power of having a
fellow um in the schools in addition to
our in addition to myself so a child an
adolescent psychiatrist goes to medical
school so they do their undergrad then
within medical school they will rotate
on the various Medical Specialties gain
experience know how to identify various
medical conditions that might be
presenting in an individual after that
we do four years of adult Psychiatry
residency where we work with mostly
adults um and also gain more experience
in both therapy and medication
Management in addition in including
medical workup for mental health
disorders and then we go on to do
another 6,000 hours in Fellowship um and
so um at the end of all of that we are
individuals who have 23,000 hours of
clinical experience and to and there's
not that many of us um we are kind of
rare we're known in medicine as the
unicorns in our field uh and so just to
be able to have someone like that in
your school available is very powerful
and one of the most powerful ways of
early
intervention okay I'll pass it
back before I go into the next state I
want to just really highlight the really
valuable work Dr bot's team has done for
our students the first year we had one
fellow at Roosevelt the second year we
had one fellow at Hoover last year we
were able to have two fellows one at
Hoover and one at MIT and this year we
continue to have two fellows one at
Hoover and one at MIT and unfortunately
this is the last year of this
partnership so we are kind of in
conversations to learn more what would
the cost be of on keeping this
partnership going where could we get
funding for this in addition to that
fabulous example we you know have
students who aren't coming to school so
it's really hard to assess them when
they're in school right and so the uh
the psychiatrists are able to make
accommodations and figure out how to get
that child assessed additionally when
the psychiatrist has made a
recommendation whether it be for a
diagnosis or medication they're able to
to speak to the pediatrician right and
so sometimes pediatricians don't like to
hear from us at school um however when a
fellow MD calls and is like this is the
assessment I did this is my medic this
is my recommendation it's it gives it
more gravitas that sometimes we're
unable to provide by ourselves and so
really collaborating with their team
their fellows have just been God sends
the schools really really appreciate and
love them and so we we've been really
lucky to have this partnership for four
years so moving on to our survey results
so like I mentioned earlier we had three
surveys we had student parent student
staff and
parent for the students we did fourth
through e8th grade we wanted them to be
able to answer the questions
independently just so that they there
was no un undue pressure from staff
helping them and we had about 18 almost
1,800 responses from students and then
about 130 from teachers and 190 from
parents this was kind of the breakdown
of how many students from each School
filled it out it's a little deceiving
obviously Orion only has like 100 fourth
and fifth graders so their numbers would
be lower so it is kind of proportional
to the enrollment
numbers this is what grade levels they
were in that
responded we asked who received support
from their counselor left it kind of vag
see what they would say the highest
schools were Adan
Henry Ford and Taft and the lowest
schools were Clifford MIT and Northstar
at Northstar we did lose our District
counselor in September and so that
position remained open for the year so
there was less counseling available for
the Northstar students last year than
originally
planned we asked if they knew who their
counselors were on campus and we did see
a jump from 80 to 89% over one year so
we have almost 90% of our students who
know who their counselors are on campus
which is really
impressive almost 87 87% of them know
where to go to find them so again we saw
Improvement there one year from one year
to the next we also saw growth and them
feeling comfortable talking to their
counselor and then we asked them some
questions so if you spoke with a
counselor with one thing you learned
there were a couple different categories
some of them mentioned you know learning
more about emotion regulation inal they
learned how to better interact with
their classmates and friends they felt
more prepared for middle school and high
school some of our k5s have some seal
lessons geared towards entering middle
school and some of our middle schools
have groups and seal lessons geared
towards entering high school and then
others right students who were like you
know I didn't see one but I'd like to or
a student that said they didn't know how
to has having a counselor on campus
changed anything for you it was really
valuable to students to have a trusted
adult on campus then they felt
comfortable talking to that they felt
better after talking with it contributed
to a sense of safety and belonging and
we had a lot of students who recognized
that you know what maybe they didn't see
one but they saw that it positively
affected their classmates which is just
really nice insight to hear from 10 and
11 year
olds is there anything you wish the
counselors at your school would do to
help you or your
classmates they want they continue to
want pure relationship support which as
we saw from some of the counseling data
is a big reason for referral for
check-ins and individual therapy so we
continue to see you know pure conflicts
they want more more check-ins a lot of
the responses were just like we want
more availability my counselor says that
I can't meet with them their schedule's
full so they're asking for more and then
wanting them to maybe address more
things um headon which isn't always the
role of the counselor but it was good
feedback to see work and we connect with
some administrators about some grade
level presentations or or things like
that then we had our teacher survey so
with the exception of MIT every teacher
that responded was familiar with the
counselors on
campus have you ever interacted with
your school's counselor before most of
them
had do you feel comfortable going to
your school's counselor for support most
of them said
yes so then we asked them to think about
a student in their class who received
individual or group therapy counseling
and asked them to think if it was
helpful some examples that think it's
88% said yes and so some examples of yes
answers were that the
student came back and was refocused and
grounded they gained confidence and
communication skills and that the
counselors were able to meet the
emotional needs that the teachers
weren't able to in the middle of a
lesson some of the may be answers were
that students need family therapy and
students need long-term therapy so the
the the school-based therapy approach
wasn't enough for some of their
students dat it help help the students
stay engaged in school so some of the
yes answers yeah they stayed more
engaged because they were less anxious
um despite missing class when they
returned they were
engaged students were less distracted by
peer conflicts when they were in class
because they were addressed already and
that their attendance improved and some
examples of the sometimes or the no were
that sometimes a student still had
attendance issues or that their grades
remained low and you know their their
academic achievement isn't the direct
goal of counseling It Is by helping a
student improve mentally we hope that
their grades improve also but we can't
just tackle academic performance in
counseling because that's not not the
profession and the training of a
counselor if your class received an seal
lesson from the counselor were there
benefits about 94% said yes um they
addressed topics of diversity and
inclusivity they taught the students how
to learn to control their big feelings
and they focused on how to treat each
other the ones that said somewhat we're
not sure about lasting Effectiveness
which we do see from data it has better
lasting Effectiveness when implemented
by a teacher which is you know somewhere
we're we're moving towards um and that
sometimes class management was difficult
um and that also just depended on how
manag the class was before the counselor
stepped into the
room is there anything else you'd like
to share about your school's counselor
or counseling services in general so
this these are just kind of summaries
from what the teachers responded so a
lot of teachers said that they were a
vital part of the school Community there
was sadness and frustration at positions
being reduced they made the campus feel
safer knowing that there's a
professional on site should a crisis
arise and they're crucial to teachers
being able to do their
jobs uh the next is the parent survey
the parent survey was new this year we
had never surveyed parents before the
survey did go out in English and Spanish
so we did get responses in both
languages so we asked if they were aware
the counseling services were available
most parents said yes uh the schools
that the parents said no that's good
indication of where we should be making
some efforts um unfortunately the parent
survey didn't go out to Orion so it's
not
that no one knew it's just that we
didn't have parent responses from
Orion um do you know how to access these
counseling services so that's where
we're like all right maybe we need to do
a better job of educating parents not
only are they here but how can you ask
for it
and then in response to this we actually
created a flyer with a QR code and so
it's in English and Spanish and it's a
flyer that tells you that the counselors
are on campus the QR code directly links
you to every school sit's referral form
just to make it easy for parents to be
like scanned it with my phone filled out
my information and now my referrals me
so you don't have to go call the school
or ask who the counselor is and ask to
be sent the link everything is easily
found on a flyer and that was sent um I
think cor has sent it out to all the
schools and it was sent to all the the
administrators to put in their offices
as
well we asked How likely they were to
reach out to the school's counselor for
support most schools were pretty high in
terms of parent feeling like they could
and felt comfortable initiating that
contact and the scores got higher when
we said if somebody from your school
suggests it would you accept so maybe
they didn't feel asess comfortable
initiating but they felt more
comfortable accepting it once it was
offered and then we were curious what
would make them feel more comfortable
reaching out so for example getting more
information about what counseling is and
what the goals
are having a counselor that speaks my
language and that I can easily
communicate with having a counselor that
understands my culture I already feel
comfortable knowing if there's a cost
associated with Services knowing more
about the Privacy rights and mental
health records in schools knowing what
my what class my child would be missing
if they're getting pulled out for a
therapy session or something else and so
in order to combat kind of some of this
feedback we got in that flyer that we
created with a QR code we stated that
services are free and that we have a
bilingual counselor at almost each of
our schools just to kind of reinforce
that these services are available at no
cost and that at most schools they can
be attained in Spanish since that is the
primary second primary language for most
of our
parents and then sorry for be something
else some of the examples were you know
I wouldn't force my child if they
weren't comfortable which we wouldn't
want them to do either um they some
parents don't like the idea that
students can self-c consent once they
turn 12 and so this is maybe where we as
a counseling team do some more education
just because a student can self-c
consent that's not the path we take the
path we take is we will only take a
Minor's consent if there's a clinical
reason why we should see the child
without consulting the parent an example
would be that there's a abuse at home
and the child needs a p a space to
process it and if we invol the parent
the abuse couldn't force in um a a
student is processing their gender or
sexual identity and they've disclosed
that by talking telling the parent that
they could lose their housing be kicked
out so there has to be a clinical reason
why we would accept a Minor's consent um
that is by furpa law if we were Opera
operating under Hippa like at at a
clinic um offsite we wouldn't need that
kind of clinical documentation and
explanation as to why we're doing it but
here at school we do so maybe that's
just something that we need to be extra
communicative with
parents we asked if Services were not
available at your school would you be
able to receive them anywhere else and
only about 50% said yes um the May might
be that they've never asked they're not
sure um they might not even be sure
where to ask or where to find the
information and then did your child
interact with the counselor on campus
this
year then then the rest of the the data
that I'm going to go over is only for
the parents that indicated yes that
their child had had contact with a
counselor so we asked do you know the
name of the counselor your child met
with um we need to do more work there on
making sure that the parents have their
name and their contact info their phone
number their cell phone their their
email just to make sure that they're in
constant communication so that they know
oh yeah I need to talk with Anna Paula
if I have a concern sometimes it's like
Pino right and so they can visually
describe someone but they forget the
name so maybe we just need to put our
names out there a little bit
more how would you rate the
communication with a counselor at some
schools we have a little work to do at
some schools we're doing
great do you feel the services helped
your child for the most part yeah they
felt like they
helped and then in what ways did they
help these were these were kind of the
big themes from the survey results so
they helped manage the emotions at
school and learning new strategies they
improved grades in school engagement a
safe place to express fears on campus
they the parents felt like their
students had better relationships with
their friends and the parents just felt
nice knowing that there was a safe adult
on
campus so what's coming down the
pipeline lots of fun things so our
intern program is growing so one of the
benefits of having an intern program it
is it is extremely more cost- effective
than Contracting Partners an example is
a full-time 40-hour
week one life counselor is about
$98,000 a year a 220 a week so the a 40
hour a week intern that we are
Contracting with directly is
30,000 um so it's about a third of the
cost and with our contracted Partners we
often get interns anyway who are still
in grad school so we're getting the
similar level of
experience and but we get to train them
we get to supervise them and we pay them
directly as opposed to going through a
third party so it's very exciting that
two years ago we had one this year we
have three we have two at MIT and one at
ho um and we have our existing District
counselors providing their clinical
supervision so we also don't have to
Outsource
that we are making an effort to have
more teacher facil atal so we have
partnered with wayfinder to do a pilot
at two of our schools Garfield and
Northstar this is paid forign
collaboration from the district and the
Sequoia healthcare district and it's a
combination of pre-made lessons and kind
of like a video activity Library
previously we were doing changing
perspectives which was funded for by the
county but we got a lot of feedback that
it was really difficult for teachers to
implement because it was almost too
unstructured um they had like here's all
the books here's all the videos here's
all the songs and then the teachers had
to piece me all it together to create a
lesson and then implement it whereas
this one already has PowerPoints they're
already in English and Spanish and if
you for whatever reason wanted a
presentation on bullying just search for
it find it PowerPoint let's go um so
this is meant to make teachers lives a
whole lot easier and more likely to be
implemented on an ongoing basis so so
far the Northstar staff has been trained
and they started implementing I believe
in th grade a week or two ago and we're
working on scheduling Garfield staff
training to get them
going and then for K5 it is they get
included a workbook so they get to go
through the workbook pages they leave it
at school and that's kind of their seal
book and then for 6 through eight it
comes at an additional cost um norstar
did decide to pay for it this year so
we'll get to see if the 68 workbooks um
work
out then we have the SP hip Grant which
is coming to an end historically this
has been used to fund Behavior teex the
wellness center and this year we're
using it to pay for 0 five of the Taft
District counselor position to avoid
that position going from full-time to
part-time um hiring an administrative
assistant for the wellness center at MIT
the goal for this position is to kind of
be a warm handoff so a person comes in a
parent comes in to enroll their child we
find out that there's housing or food
insecurity or something something like
that this person can immediately kind of
take that on and be like all right we're
going to connect you to Antonio's team
or we're going to connect you to the
case manager or we're here's the
resources for the food bank like let's
not wait until you have to show up at
school and ask for these resources let's
try to connect you and get you in the
door a lot sooner um so we don't drop as
many families and we get them connected
a lot
faster we are also going to be providing
virtual family therapy through an
organization called Daybreak so we
schools have already started referring
their Ames the services can be provided
in English and Spanish as well as in a
couple other languages that Daybreak has
available we will be doing some virtual
parent workshops three in English and
three in Spanish butr and I are working
together to determine the topics and the
dates and then supplies as needed for
the wellness
center this cbhi grant is brand new we
just started implementing it we are
implementing cognitive behavior
intervention for trauma in schools so
this is a trauma intervention that's
evidence-based what this is a 2-year
$750,000 Grant uh we are we were able to
hire two new counselors who are going to
split their time at school so one
counselor is at tafton Kennedy and one
counselor is at Garfield and
Hoover we were able to train not just
the two highers but all of our existing
clinical staff in cits C bits is for
Middle School bounceback is the K5
equivalent so they were're trained in
both and so we are now able to implement
trauma groups that are very structured
they're 10 weeks long it's a curriculum
the two new positions are exclusively
running groups they actually started
this week at three out of the four sites
um most of the groups are running are
going to be in Spanish um for a lot of
our newcomers and then I think only one
out of the five groups we're planning
will be in
English and then we're also able to
train 40 staff each year for a total of
80 staff in trauma informed skills for
educators it's a 6-hour training split
up over 3 days it's all virtual the
first training is actually tomorrow for
staff so we have anywhere from 10 to 12
staff from each of these four schools
attending that are going to be trained
they have to attend all three trainings
and then with the help of Kristen and
her team we're going to do some learning
collaboratives following it in the the
winter and Springtime so we can if we
didn't just send them to the training
and great hope you learned and hope
that's okay but we're actually going to
do some follow-up what was good what's
been easy Implement what's been hard to
implement what additional supports might
you need based on what you learned to
like bring that to your classroom so
we're going to do that with Kristen in
the in the
spring and then what I think there's a
lot of questions about is the Statewide
multia multi-payer School linked fee
schedule which is a mouthful so we are
in cohort 2 for Statewide implementation
we are the only District in our County
in cohort 2 and nobody was in cohort one
so we're we're leading the charge and
the reason for that is because within
our County we're the school that had the
most established Mental Health Services
that made it able for us to be in cohort
2 the other districts in qualifi weren't
able to apply for cohort 2 I believe the
County Office of Ed just applied to be
in cohort 4 and the deadline for cohort
3 I think closes this week so we have
only had a couple of meetings so far the
people in cohort one who started in
January of this year haven't started
billing yet so this is kind of a slower
moving train than we initially thought
running some rough numbers assuming the
number of providers that we have from
our district team stay the same we could
see anywhere from 500 to $600,000 a year
in reimbursements um which would be
really fabulous we would have to tweak
kind of the services we provide to
maybe like prioritize the billable
services for certain staff members um so
we would obviously figure that out as we
go but it would bring in a substantial
amount of money because all of our team
or associate or licensed staff interns
currently like students still in grad
school would not be able to Bill under
the current plan moving down in the
future Beyond just our clinical team
being able to build we could have one
life bill and we get to recoup those
reimbursements so we would pay one life
upfront like we like we've been doing
for years with their contract and then
we would have them Bill through our
system and then we could recoup some of
that money to offset the cost so there's
a lot of Promise down the line we're
just still getting information about how
we're going to get there the there was a
capacity Grant brought down from the
state that the County Office of Ed has
and so what they're doing with that
money on behalf of all of the districts
is working closely with Santa Clara
County who was in cohort 1 to really
figure out what systems they put in
place so that they can coach Us in what
we're doing so we can all be on the same
page and that way if we have questions
they probably already answered them and
we have a little bit of a team in this
process and then I'm also working
closely um with a director over at the
health plan of Stan Mato since they need
to help us approve all our providers as
medical um billing entities so a lot of
work being done in this area so I'll
probably have more updates in a couple
months and then lastly Dr Baker Michelle
Griffith and I will be presenting at the
California school board association
annual conference in early December we
will be Pres presen in on student
wellness mental health and Community
Schools so we if you will be there we
will excitedly see you as we present and
we're just excited to show off all the
hard work we've done and and kind of
keep leading the
way and I will let Kristen come on up
for a
second I'm crashing the party in this
point um hi everyone I'm Kristen geyser
I'm a deputy director director and a
senior researcher at Stanford's John W
Gardner Center for Youth and communities
it's really good to be back with you um
again um Anna Paul invited me just to
say a couple words here at the end um
about some things we've been observing
and appreciating about your work related
to mental health over the last year in
particular the last few years as part of
the collaborative um you've heard a lot
tonight which by the way that was a lot
of data thank you for collecting that um
and making meaning of it within for all
of us um and I'm really struck as I'm
sure you are by the breadth and depth of
support being provided to your students
and their families um this was just an
idea a few years ago right and so to see
it um to see the number of Children and
Families being reached in all the
different ways they're being reached is
really
powerful um and I think to Echo and
reinforce what Dr bot shared um it's
really important for children to have
early resources um early prevention
early intervention and you're providing
that across all of your schools and all
of your grades um there's always more to
do but I think there's a lot to sort of
take a deep breath and acknowledge um
and appreciate that you've been doing um
I also want to acknowledge that in
addition to expanding and improving the
services you're providing directly to
children and their
families that you and in part through
the counseling program in part through
how it's connected to community
schoolwork and broader District efforts
to support students and families um
you're also building out the conditions
within and across your schools that make
that work possible that complement it
that sustain it that leverage it um and
so you're doing that and right um and
some of the things we've observed over
the last few years are things like how
the counseling program is supporting
principles and assistant principles and
vice princi principles bringing them up
in their own words to attend to more of
their instructional leadership
role um their building teacher capacity
to support student mental health in
their
classrooms they're strengthening the
contributions of Partners like all those
part-time counselors so they can be
matched with the right students so their
support can be really tailored and
appropriate with the children they're
meeting with um and then there's all the
data they're collecting and providing
and um helping to understand impact and
need and and what might need more
funding and what might need more support
So this slide I hope looks familiar um
this is a slide that we created together
um very early in our conversations about
the mental health collaborative because
it was what we all hoped to do together
and it was to build District capacity to
support individual students and their
families but it was also the hope and
the vision was to create improved
capacity in school
and improved capacity at the district
level in terms of systems in terms of
things that would be true across schools
and across
communities and so I think it's
important tonight too to acknowledge
that progress is being made in all of
those
places and at the Garder Center we think
about that as a really important and
promising indication that there are some
systems that are changing it's not just
an attachment of services an additional
provision of collections of services but
really creating a culture and processes
and systems that support this um and
we've been really grateful to be part of
that we're also really looking forward
to being part of it in the year ahead um
and one of the things I want to add to
the year ahead conversation and Anna
Paula alluded to it earlier is that the
funding from Stanford's office of
community engagement that has supported
all of this partnership work to date
specifically related to mental health is
sunsetting next summer that would be the
end of 5 years of commitment from them
which has been amazing um so one of the
things we get to do together this year
is think about what would it look like
to continue the work what might we want
to do together and then how might we
find some funding for that together so
we are looking forward to doing that
with you and we'll figure it out we have
some time but I did want to plant that
seed so um to be continued and um thank
you thank you wow that was an excellent
presentation with a lot of data thank
you to all of the presenters um I'm
assuming that's the end right okay so I
was gonna I was gonna open up to the
board for questions
comments somebody like to
start I don't like calling on people so
you
can um so again thank you for the
presentation definitely a lot of
information um I'm really appreciative
and grateful for the partnership for
everyone's help including you know
obviously our superintendent for
believing in all of our students and
partnering with um Stanford obviously to
our wonderful Redwood City Employees as
well as one life and star Vista and
everyone else that is part of this um we
sure are making a difference and I
hope you know even just looking at the
data um one of the things that really I
was thrilled when I was reading the
agenda was the parent referrals because
a lot of the times for parents is like a
taboo right um where no again somebody
mentioned I think it was Dr bot you know
it's kind of a hard hard thing to
sometimes even believe that this is
happening to your own child
um definitely I I know the needle is
moving I I always say this as long as
it's moving we're in the right direction
um definitely a lot of information um I
hope to see the numbers
um you know increase on the check-ins
because then obviously they feel
comfortable whether it's the students
the parents obviously the teachers
thanks thank you to all the teachers for
obviously I know it helps them too um
but we appreciate
um
their the referrals um and I did write
some notes because I don't want to
forget
um let's
see and some of those kind of questions
might have been answered but um I had on
slides slide 11 which I didn't see the
numbers here but on the presentation um
peer
relationships seem to be that item the
most of most check-ins are these mainly
middle schools and again that question
could have been answer but um or was
that
K5 um and I'm not sure if that was
answered but we didn't but it's all
schools okay yeah it's it's across all
grade levels across all 12 schools okay
it was in the top three for every
school and
then this kind of was a random question
was have we thought or provide teachers
with activities they can use or do in
class so that perhaps they can help
their students instead of sending them
to the
uh clinicians or the the staff and
then on slide
14 do we know why third grade has the
most group therapy was that or you know
I I guess I was just
curious um do you want to answer the
question before Mo on to okay so for the
first one in terms of um Can the
counselors give the teachers things to
do in the classroom actually this year
and I'm going to highlight Diane for a
second right behind me she is putting
together like PowerPoints full of books
and songs and activities for teachers to
implement in the classroom based on
different categories and topics so if a
teacher wants a resource or wants to
pull from something they don't have to
go research it the counselor has already
put it together for them so this year
we're starting to move away from
counselor Lal and more teacher focused
so that's one of the things we're doing
to try to give teachers the tool so they
don't have to go find it on their
own and then the second question was
about third grade group um we are going
to look at it um talk with the
counselors about it honestly first
through fourth is pretty common in terms
of being the highest we see different
peaks in different grade levels um I
think two years ago the highest group
was first grade and so granted last year
they would have been second graders but
sometimes things just F
yeah um and then I guess just for
clarification the surveys that went out
was that districtwide or was that okay
not just for like those kids that were
getting no so that went to everyone so
the student one went to everyone so
regardless of whether you met with a
counselor or not they filled it out same
with teachers and same with
parents um and then just one last
comment when um Dr B mentioned that um
psychiatrists are like unicorns unicorns
um unicorns are unicorns are magical so
I think your magic is working with our
students so um I really appreciate it
and of course you know the referrals
that you guys get so um definitely happy
to hear that you know that one crisis
you guys were able to help the student
within a day or a week I forget what you
said versus you know waiting the three
or the six months that they have to wait
for so really really appreciate what um
everyone's doing so thank you so much
yeah thank you an aollo for the
presentation and of course Maryann Diane
um Kristen thank you for being here
tonight uh and presenting uh first the
Stanford collaboration I can't believe
that five years is coming to the end for
that the the funding that's come through
I know the collaboration is going to
continue um because there's some great
relationships that have been built here
uh but I do look forward to finding ways
to continue to to fund this program I
think that's that's an important thing
for us to continue to offer here um we
see the evidence uh from you know the
number of check-ins the impact that we
get from the survey data and even
looking at the attendance data you're
starting to see the positive stuff there
the one thing I wanted to ask before I
dump jumped into a couple of the other
questions can you just sort of paint the
picture of like what is a check-in what
does individual uh session look like
what does group therapy look like um I
would love to really briefly yeah so
individual and group therapy we usually
receive referrals through screen team
right so this is a student who's maybe
been struggling for a while or a student
that maybe already had a check-in where
like oh this is not going to get solved
in like a onetime 20 minute interaction
right there's something deeper that's
was C caused for you to get referred to
me today so that's kind of what leads to
an individual or group therapy referral
um a check-in is usually happens when a
staff member or a student themselves is
like really sad right or this this the
teacher sees like you know like Mike's
had his head down all day and that's not
usually how we should he shows up to
school like could you check in with him
just make sure everything's okay um so
that's usually how teacher check-ins
happen and again they we aim for them to
be about 20 minutes so we're trying to
get the the average time down so it's
the less time out of the classroom but
it's typically a one-time interaction
just something's happening they want to
check in they kind of just want to
offload just have a place to like not
hold it in anymore so they can go back
to class versus individual or group as
we're working on the same topic week
after week to address it because it's
not just a onetime
conversation yeah got it and in the
survey results I think it was the um I
think it was like half the families
weren't sure if they were able to find
you know pay for medical uh you know
counseling outside of the school um and
you know students are highest I guess
the students were saying in their survey
that they had wished they had more hours
uh that they could get through it
sometimes their counselors were busy are
we prioritizing the students that are
most dependent on school-based services
like is there ways that we're doing that
how are we are we addressing the um the
needs of the students where they really
are School dependent and the
school-based services are probably the
best opportunity one of the ways we're
doing it is the schools that have the
most counseling are typically the
schools that parents don't have that
access um so some of the schools that
have higher socioeconomic status or
where parents have employer sponsored
health insurance for example are schools
that this year have maybe less
counseling than some of the other
schools so we've addressed it by more
equitably assigning the amount of
counseling at schools and then while at
school we do take that into account
especially once we start having weight
lists um if we receive a referral for a
student and we talk to the parent we'll
ask them can you access the service
through your insurance if they say yes
then we ask them to head that way so we
don't keep them on the weight list and
maybe we bump somebody else up that
wouldn't have that opportunity yeah cool
that's great and then this is probably
the the news algorithms out there but I
feel like I'm hearing more and more
about research that's coming around
particularly post pandemic about how the
effective you know Mental Health crisis
that came out of the uh pandemic but
also the effectiveness of of mental
counseling mental health counseling and
really the effectiveness of school-based
mental health counseling um as as a part
there uh I know I listen to One podcast
and talked about some report like I
don't really know if that's the most
authoritative Source are there you had
mentioned that maybe you were going to
work with Kristen for some of that
research are there must be more evidence
coming out and research coming out
showing the effectiveness and
particularly of school-based mental
health programs not just of mental
health Counseling in general correct so
that's something that's coming out much
faster um than it has in the past one of
the big benefits of school based
counseling I think Dr bot touch touched
on it is that schools are sometimes a
lot more approachable right you know the
people that work at your school you
don't you don't you walk into a clinic
and where do I go they don't I checked
in I speak Spanish they asked me for my
card my health insurance card in English
and now I'm flustered and I don't feel
comfortable I don't feel safe I don't
feel welcomed so just the fact that it's
in school is beneficial um a lot of our
parents parents have off working hours
right so the fact that they don't have
to go up in the middle of the day during
the lunch break pick up their child take
them to appointment bring them back um
we now also have counseling during the
after school program paid for by the
externed learning program so if we're
not able to see them during the day
sometimes we can see them in the after
school program so there's a lot of just
benefits that we've seen to having it
but we will get you that data yeah and I
mean we know from the community school
model how important it is to bring the
Partnerships to the school um this is
just an in my mind as an extension of
that it just seems like we should be
able to see like yes there is also
outside evidence that that's the case
there this was awesome I really
appreciate the report lots of effort has
gone into not just the program um and
offering it but also just pulling
together all the data in the
presentation tonight so thank
you thank you very much for the
presentation for everybody who uh
delivered pieces of it really
appreciated it there is a lot there
there's a lot I could talk about but I
I'll try not to um uh repeat too much
what my colleagues already
said um Kristen thank you so much for um
all that you've done and Dr bot we
really appreciate the partnership from
Stanford it's been truly amazing and I
think it's enabled us to get to where we
are today um along of course with an
Apollo's leadership and other leadership
in our district um and then all of our
own counselors and clinicians and all of
that I mean it is amazing to think about
it as you brought up CHR and just the
depth and the breadth of all the
different services that we're providing
at school and if you think about it you
know our students are at school Monday
through Friday a good part of the Year
their long days many of them stay for
after school programs or they're
hustling about after parents are busy we
know so when we talk about providing
school-based Services a lot of those
students who really need early
intervention they're not going to be
getting it if we're not providing it at
schools we know that right or it's gonna
next thing you know it's going to be a
crisis they going to R wind up in the
emergency room or they're really acting
out in school and they're not you know
they're not getting to where they need
to be so one of the things I just love
about what we've been doing is in
addition to everything we talked about
here tonight how it really I know you're
always having conversations with you
know our community schools we've got an
mtss program that's very much aligned
with the tier one and classroom
management I love the idea that we're
moving to teachers doing more of theal
because I think that'll help them just
in terms of doing the lessons and then
really hopefully implementing some of
that within their classroom as part of
their CL overall classroom management
and how they work with students um
sounds like the I think it was the W
Wayfair that sounds real and we got to
make it easy right because our teachers
are tasked with so much so we can't
expect them to start pulling things
together as one more assignment so I
love the idea of these sort of you know
the ready the Powerpoints are ready to
go and they can pull something on
bullying or whatever the conversation
might be in the classroom that's needed
um just love that that um and I think
you know I think one of the biggest
struggles for us will be financing um
given that you know some of the Stamford
money will be ending but we want to keep
some of the surfaces going so we're
going to have to figure out a way there
we know that in the next few months
we're going to be talking about um some
of the budget right sizing that we need
to do in our district because of the
covid dollars going away so I appreciate
the the work on the medical um I think
it's medical right reimbursements that's
going to be really really important and
if we can bring in5 to $600,000 plus
maybe a little B bit more with one life
I mean that's five individuals right or
you know 4.5 whatever it might be it's
it's significant so I think that we need
to think about you know and I welcome
Stanford's um assistance on this Revenue
generation uh because we don't want to
have to just do cuts if we just do cuts
then you know unfortunately this is
going to be one of the areas we're going
to have to look at because it was an
extra area we brought in with covid
dollars and so something at the end of
the day has to give and I'm hoping that
we can keep this program intact um with
some of the adjustments that you're
talking about you know trying to do
things more efficiently effectively um
and then anyway so I just ENC encourage
all of us in the next several months
through this year to really look for
those Revenue
opportunities um to assist us and um
yeah and I Dr bot I did want to say the
Unicorn I love that and 23,000 hours of
clinici hours I that's just that's just
amazing and to have that experience and
talent coming to us and helping us in
our district is just amazing so thank
you so much really appreciate
it oh of course you know Dr Jose I mean
he was there from day one in those
meetings uh I was there as well and Dr
Baker was and Janet um so it's really
exciting to see where this went I
remember at first we were talking about
some other things and then somebody
started talking about mental health and
then it took off from there and anyway
it's been an amazing
partnership um if I can just add it's
not just medical that we can ask for
reimbursement it's also other manag care
plans like blue shield and Kaiser the
only ones we can't reimburse are high
deductible Health Plans um and then one
other example but we should be able to
reimburse most health plans for students
at our schools that is awesome that's
great um most of my comments have been
said I don't want to keep you here
longer you've all had long days but I
have a couple of questions
um I was curious with having our own
District clinicians plus one life and
star Vista how is it decided where a
student will receive the services once
they're referred so at the schools where
we have a full-time District clinician
they typically will take on the heavier
cases whether that's the crisis slightly
more longterm maybe more severe and we
leave kind of the more kind of stable
students I guess um for our contracted
Partners most because they're not there
every day and so we want our district
counselors who are there every day to
kind of see those more frequent flyers
the kids who keep popping up in crisis
because they can they can check in more
regularly and keep building that Rapport
and that relationship at the schools
where we have the part-time District
counselors that's kind of what we're
figuring out this year um our one life
Partners have only been on site for a
month I think this is their fourth week
and so we're kind of figuring out how
the referrals get shared because we
don't have one person there every day um
so we we have to figure figure out how
to prioritize that
still um and then let's see there was
the slide that talked about
um when they are done with their Therapy
Services and that one of the bars talked
about because the school year ended are
those students automatically picked up
again in the fall when they come back or
they automatically get a check-in and to
kind of re-evaluate are Services still
needed we never want to assume that a
student still needs counseling and have
them take the spot of somebody who maybe
needs it but maybe over the summer
whatever family situation was happening
got resolved um or maybe they were
really stressed out about the end of the
school year and that's why they were in
counseling and now that we're maybe they
have a new teacher and new kids in their
class and so those peer relationships
kind of fix themselves so we do check in
with those students but we don't
guarantee it because we don't know that
the level of need is still going to be
there three months later sure just
they're not getting lost in the shuffle
of new school year
um and then just going back to the the
billable services that Alisa you touched
on but I I just want to repeat that the
reason we're in cohort 2 and we're the
only District in the entire County
that's able to do this is because of Dr
Baker's vision and foresight um pre
pandemic to bring this mental health
piece into our district um we wouldn't
be this well established um and be able
to access it without without your work
on that so thank you and then your
vision to use those covid dollars to to
Really um Bring It Forward yeah yeah
yeah so thank you thank you for
thatc um Anala thank you so much Dr bot
thank you so much for being here and
Kristen um I know we're talking about
reductions and so forth and and there
was uh a panel I I I served on a panel
today um for the Stanford the Stanford
collaborative for The Graduate School of
Education and the rationale for you know
when they ask you to do this is so there
it opens up doors to other possibilities
so Amy was there with me today because
she was also presenting so there is a
list of the I called them The Heavy
Hitters that were in the audience that
really funded so um I have that list and
we should probably all look at it I met
with a couple of the people that were
there that were really intrigued we were
talking about alel but they were really
intrigued when I um
Dean
Schwarz you know when you do a pres when
you're going to be in a panel and you're
going to present you have to um for Dean
Schwarz you have to give your P your
presentation ahead of time he kind of
you know grades you on it's like oh my
God I'm back in graduate school again
but but anyway um I I I I want I wanted
to talk you know about definitely about
this this partnership we have he says
yes you can but it's going to be a
little Thorn that comes out from a rose
because I really want you just talk
about lels but I said lels are really
receiving some of these services so he
let me you know in elel is long-term
longterm English Learners and so he let
me bring it in not at a great force like
the rest of the presentation but um
there were some people there that were
quite interested in the mental health
piece that was a collaborative with not
with Stanford Dr Josie Dr bot Kristen
Amy gerstein The Gardener Center and and
so we may get something out of that I
have a list Amy also has a list Kristen
so and she said we should also talk to
Phil so but thank you so much for for
the presentation it was great this the
the data was wonderful and Dr bot you're
amazing when you come to these meetings
and you give us all this information and
share what is happening and your fellows
thank them so much for us I really
appreciate it Kristen as always you're
always welcome
thanks thank you for being with us we
know you've had a long day long day
you're welcome to stance it for our
meeting but we'll understand if you
go we get
it okay so we are on 7.1 discussion of
year end assessment results for the 23
24 school
year okay tonight we have Jenny Tran who
will be um Pres presenting our cast Ela
and math performance data from 2023
2024 good evening everyone um uh thank
you for the opportunity to present today
and um today I'll be sharing our yearend
assessment data for 2324 spring
assessment uh this presentation will um
show you the as performance for both
English and map for student in grade 3
to8 throughout um all the historical
years that we have data on uh also
highlighting the result by student group
and including Cort performance
data so this is um a brief overview of
the demographic of the student who
participate in the EA assessment in
Spring
2024 we achieve an impressive
participation rate of
99% um total of more than 4,000 student
tested and you can also see the
breakdown um for our student group uh
especially in English Learners and
disability and uh student with social
economic disadvantage status on the
right hand we'll uh have a summary of
the breakdown by ethnicity groups just
so that you have an idea of how large of
the the group when we are looking at the
data okay next
slide um this graph show you the uh
performance for eoa uh with showing you
the percentage above The Benchmark and
below the Benchmark uh overall you can
see at least 40% our student at each
grade level um meet and exceed their
standard while more than 50% did not
meet or exceed the standard and it's
across all the grade
levels next
slide um this graph show you um the
achievement gaps among our district
average compared to other student groups
the district average is 45% indicated by
the dotted line in the middle of the
graph the data here show you a signif
significant achievement Gap among all
student group especially for the three
focused group um student with
disability um English learner and also
long-term English learner who are
performing very below our district
average next
slide um from this graft you can see
since the B the since the pandemic the
percentage of student meeting or exceed
the standard had dropped significantly
to 45% and has remained steady um it's
highlighting the ongoing challenge in
our district and improving the student
reading
proficiency next
slide this chart presents the cohort
data that illustrate how each grade
level is performing this year compared
to how they did in EA in previous two
years so for example if you look in the
current eighth grader um there they're
doing how they doing in the dark green
2024 how did they do in
2023 and how did they do in the 20 2022
in the lighted uh green shade overall we
can see our fifth and seventh graders
demonstrate consistent growth in percent
of student achieving meet or exceeded
standard over time um the the sixth
graders however in 2023 24 they saw
significant decline in their
performance next
slide um this chart show you the
percentage student with
disability versus their peers who are
not not reported has with any
disability and how um their percent of
of meet an exceeded standard for the AOA
compared the year compared to the
district which is in the red line um the
student with disability has always been
historically until now performing below
the average and the Gap is pretty wide
um along just the last year 2023 24 the
Gap C of widened a little bit with the
drop and the percentage student who are
on above um standard level
next
slide um this year the performance of
student who this I'm sorry this chart
represent the student who are um
identifying at having economically
disadvantaged status compared to their
peers who are not uh and then compare to
the district uh we can see here is a
mirroring of the trend that we see in
disability and the the W the Gap is so
widening um due to the result that came
out for 23 24 school
year um this chart is a little busy but
I want to drive your focus in the two um
student group here um so this chart show
you how the student with different
language proficiency status is doing in
EA throughout the years the two focus
group we want to look at are are the
English Learner in blue which is at the
bottom of the chart and the multilingual
student um which is the gray line at the
top of the chart um this true group have
sown have showed us that they have
declining in their performance
throughout the past three years and um
the the gap between the district and the
English Learners are widening and the
gap between the district and the
multilingual is widening but also but
because they are declining in their
performance so they kind of lower get
close to the district
average okay that's what I have for the
eoa assessment next is the math
component of the ASA
test um at the participation rate of
also 99% we tested more than 4,000
student with the similar makeup of the
student group for EA assessment
next
slide um this chart also show you um
that re City student have generally
perform at a lower level in math
compared to reading additionally a
student progress to a higher grade level
you can say a greater number far below
the standard Benchmark um this kind of
indicate an increasing challenge in math
proficiency
also next slide
this illustrate achievement gap between
student groups so the district average
is 37% indicated by the dotted line in
the middle and also we see again the
same three focus group who are having a
very wide Gap compared to other student
groups and the district average are
student with disability English learner
and long-term English
learner next
slide um in line with the El result that
we saw earlier our math performance has
also remain remained um stagnant and
significantly below the pre pandemic
levels next um so this chart similar to
EA represent the cohort data uh how each
grade level is doing compared to
um previous year where they took the the
test um from this chart we can see our
fourth fifth and sixth grader ex
experien significant drop in percent of
student meet or exceeding standard
meanwhile our seventh and eighth graders
show little to no improvement um in the
percentage of meeting
standard next
line um this chart shows the student
group um with disability also compared
to non-disability students similar Trend
that we observe in Ela student with
disability performance have declined
over the past year um resulting a wider
Gap compared to uh the non student with
disability
peers next
slide um also very similar train we see
in EA we see it in math student who are
not in economic disadvantage are
performing significant well below the I
mean above the District average while
student with economic disadvantage
status are performing below and not
improving next
slide
um so this graph you can see again the
two focused group um are English learner
blue one and uh student with
multilingual are the gray ones um they
have
seen no improvement for the past three
years
um or with multilingual they show
decline their for performance um for the
past three
years I think that that is the end of
the
presentation thank you Jenny
um anybody want to start comments or
questions I had a real clarifying
question on the cohort side I might have
misunderstood it when I was looking at
before but when we're looking at the um
you know in either of the cohort ones
but if we're looking at the current
sixth grade the like the 2023 bar the
2022 bar is that the sixth grade scores
from those years or is it those students
that were currently in sixth grade their
score from fifth grade and fourth grade
it's the it's that oh so that one so um
the sixth grader in 2024 spring 30% of
them are on level that same sixth grader
in 2022 when they took the test 35% % of
them were on level and then the same grp
Cav when they were in fourth grade in
2022 they took the test and they were
37% on a both Stander okay well they
that's a really powerful slide to see um
it's very very enlightening um so thank
you Jenny for putting that together uh
you know it's clear that we were seeing
uh growth prior to the pandemic um even
just looking at the dipstick measure of
what's whether the that grade was meeing
the standards um looking at individual
growth and it's clear from this cohort
slide that um you know that's not not
that hasn't continued since the pandemic
we're about three years out now um you
know and so it's it's clearly you know
it's it's time to get back on that
growth trajectory that we were seeing
prior to the pandemic you know and it's
got to be done like we still want to do
it in a way
where of safe and supportive environment
um you know inspirational rigorous and a
joyful inclusive Environ for all
Learners so I I was wondering either
Anna or John do you you've talked about
a little bit like in your last uh board
report but you know what are we doing
differently this year to sort of help
get back on the growth trajectory so one
of the things that we're doing
differently and I had explain a bit
about this at one time and especially in
our individual meetings was the
educational rounds that we're doing and
so the what we're doing with those
rounds and and as we I explained to you
cabinet members we are all assigned to
schools uh for a period of time uh it's
kind of cyclical for the year so we're
assigned right now to three and then I
think in October 28th it that ends with
those three and we move on to another
three and whoever has my three it's
another group of cabinet members that
comes in So the plan behind this is to
number one really look at the data and
make sure that the principles understand
the data number one number two is for
them to meet with their teachers at
grade level for the data and to
understand where are the missing pieces
where do we need Improvement and then
three this next week on
Monday um the principles have been
trained in professional learning
communities and this next week on Monday
they'll be working with their staff on
how that's going to be operated through
their at their school sites per grade
level per per individual teachers at
times if IND individual teachers need to
be spoken to in regard to their data and
what next steps can occur so there are
also acttion plans that each principal
does have that we meet with them to
review these action plans and what their
next steps are what you will see coming
forward to is because coming forward in
the next piece is Benchmark all of
that's been done for the fall so we're
going to see where the kids were in the
when they left us in the spring where
they are now in the fall they all are
working they all are working now on
meeting the needs of those students who
have not been improving so that's either
in small group instruction there are
also um reading Specialists that are at
the school site our mtss uh people are
working on tier one instruction with our
classroom teachers so we are taking all
that into play when we look at their
action plans to see if there's
Improvement we'll get a dip we've got we
don't have a dipstick yet because we
only have from the spring to the fall
and so we're look and when's the next
STP when's the next one uh March so we
this year we we move from three to two
for I ready so our next one will be the
March so we'll see something in see what
that looks like in March the other piece
that we've been talking about with some
of our principles is um there are some
Casp uh like get
ready tasks that you can do with your
class rooms we need to go back to do
some of that we did that previously we
did that before and we need to start
doing that again so it's it's just like
if you're going to take the gr you can
get you know different you can go to
classes that prepare you you or there
are different books I think we're going
to do we need to do the same thing with
our kids especially our English Learners
you know in that sense because when you
look at especially you get into the word
problems you get into the reading of
passages where you have to comprehend
and so
forth you need a little heads up what's
what's there yeah and I hate over
indexing on a task right because there's
so many other ways that's what we get
exactly I know um and that's what people
see is what people see I was wondering
though like what what what are you using
to um measure interterm success between
the tests you know are are they really
thriving in there um and is that is that
something that's showing up in the data
as well or can be seen in the data so
one of the things that we're really
moving forward to just like in the past
when we used to plc's is really trying
to get everyone onto the same page which
we weren't honestly we weren't teachers
were were really trying to make sure
they're using our curriculum standards
right looking for standard-based
curriculum not only that but assessing
the standards through their own
curriculum because most many of their
curriculum have Assessments in there and
we want them um to start using those a
formative assessments and meet in
collaborative teams to really start
looking at where how to move the
students so it's one of those things
that's going to take a couple of years
because we're starting back into the
plc's um and this year we have set for
we have four specific days for PLC work
to be able to lead those with our
principles um leading them and really
looking at the data so really trying to
get those formative assessments back
into play like we're going to be looking
at writing again so trying the teams to
really come back in and creating and
come getting back on the same page so
like math we have for K5 we have certain
benchmarks that we've said you guys
everyone has to have an this test done
by this state within a time frame so
that we can then use that assessment and
then they're planning for the next unit
so we're really trying to put those
benchmarks into place this year we have
definitely put all our assessments out
and and very timely and we we've let
principles know everyone needs to have
the assessment done by this day and you
have to have it ready so that when they
come to PLC that the work is being done
so there's a lot more alignment this
year that we've put into play Not only
curriculum but looking at assessments
too that we hadn't done that in the past
great and so when when when does the Bo
get to hear a report on progress how
things are going we'll definitely do a
report on the rounds and then I guess
right in there's going to be a report on
where we are with Benchmark right now
from Fall to spring so that's that's
done so that's the next report that
you're going to get that's the next one
the other piece I think that's really
important to um really materialize is
that our principles um are getting more
into the classrooms right now which is
great and uh seeing what is is the Cur
ref in I was up at Roosevelt today and
um was one one of the one of the
teachers classrooms she's amazing so we
need to have I was talking to Anna we
need to have some other teachers come
into that classroom and I was like and
that was a combination classroom with 30
kids and she was amazing um I I was very
pleased to to see that the other piece
is the coaching model from TCM that's
coming in maybe you'd like to talk a
little bit about that that was another
amazing piece to see today that I saw in
the fourth grade class that this
contracted services that we have
contracted with and how she was
demonstrating how to work with children
so we've contracted this year because we
have our CSI schools and our atsi
schools um knowing that our long-term
English Learners and our English
Learners are not um working up dep par
so we've contracted with TCM which is
teacher grade materials which is our
language power supplemental um Eld and
so they have uh professors who also are
coming in and doing demonstrations with
our staff so at each s we're working
with third through fifth grade and six
to eight at these sites and so what
happens this week and last week we've
had our demonstrations so they come in
they actually teach a lesson they
debrief they you know do a a Prelude to
what's going to happen and talk about
what they're why they're doing what
they're doing with the teachers really
about academic discourse making sure
children are students are talking how to
get them engaged in the reading and
chunking so they're giving them
strategies and so the coaches that are
each of at each of our sites that we
have designated are really now their
next level is they saw the demonstration
they had the debris so the next month
this next month is the having the
teachers plan with those strategies in
mind so that they're also making sure
we're providing these the same as the
the model that was provided for it's a
discourse opportunity to talk and engage
the students in a different way so we
are doing that um for our CSI school
they have five visits for our atsi
schools we have three so the reason as
CSI is because we have to provide more
resources for those schools um but we
have some excellent professors that are
college professors from down in La that
are are flying up and doing these
demonstrations with our Stu our our
teachers and so it's been great to see
um and then we're hopefully starting to
plan
our next steps with the teachers
actually today I was
observing uh I was at Hoover and one of
our coaches is already you know planning
with some of the teachers so it was
great to see that what we're doing and
then they're taking it to the next level
that's
great I just wanted to add a couple of
other items of
intentionality um I do think the
principles were very strategic and
organizing their teacher common planning
time to really dive into the lessons
that are
um that are common any shared student
experiences and and in doing so also
with that time to look at the data and
be strategic every single week or every
other week depending on their schedule I
also think the time during their staff
meeting was really scrutinized moreoever
and in all fairness coming out now we
are fully out we have a lot of our
mental health supports as you know and
the behavioral pieces have have calmed a
little there's a little dip here um so
that academic piece could rise more to
the Forefront and getting back into the
Strategic discussions about what happens
after we look at that data is very
targeted and intentional so it's nice to
see those mind shift changes after
coming out of such a crisis to really
get back into a more narrowed Focus uh
and having the luxury to be able to do
that now so just wanted to add that and
I think the principles really are in a
moment right now where they realize said
yeah we're out of Co we need to move
forward we did it before we can do it
again but it's looking at that data and
looking at that data more so than what
we did in the past because where we are
right now because if you look at that
trajectory that was prior to covid it
was going it was it was doing well and
um we need to get back to looking at the
data creating the next steps and and
monitoring what's going on in the
classroom is it working is it not
working if it's not how are we going to
how are we going to shift the other
piece that um was really eye openening
at some of our school sites especially
the ones that I've been
at now for what it's it been four weeks
four weeks is to well I was talking to
the principal today and and and she was
talking how she had this this meeting
and so forth and this is what she set up
and and um she said I didn't know if it
was going to work or not but I went into
the classroom and it was I mean it's
happening so and and so it's good that
they're having that time and energy with
their their teachers they do have the
guest teachers at the school sites which
is great because it can release it can
release teachers from the classroom to
come meet with them not only
individually but at a grade level if you
use your guest teacher you use pe+ you
have art you have music and you make
sure that you schedule it in a fashion
where you can meet together with them
you know and this is what we're doing
and we have to do this as a grade level
and it has to be done to Fidelity that's
the other
piece yeah I know these sound these
sound great and I also want to um thank
you for all the time that you all are
putting into it um being out on the site
every day and the principles I know are
putting in I mean a shift is hard right
um any any kind of shift is going to
take time and effort so I appreciate
that what everyone's doing there's also
like only a fixed number of minutes in a
school day so I'm wondering like as we
shift towards academics are we going to
lose on something else there's there's
only so many many in the day are you
worried
about losing anything as we emphasize
more on academics there is and and you
know we talk about the the extras the
enrichment piece um can you schedule
them differently maybe you don't do them
all in one week maybe you rotate them
you know because there's like you said
there's only so much time in a day and
then what's really been helpful too is
the um the Extended Learning Program
takes on a piece to really work with
some of these kids too which is really
good even though sometimes S I hear from
in that these kids don't want to do it
but we no we're going to do it we're
going to have fun and we're gonna move
forward and um so that's another time
but we all the extras and we call them
the specials you call them enrichments
you can't do them you if you have garden
and then you have art and then you have
music then you have steam you can't do
them all in one week so rotate them
throughout the month at then you'll you
know it'll it'll give you some but to do
them every week and then you have to to
to the academics there's not enough time
and plus there's the 30 minute El
designated each day we need that it has
to happen and we've got language power
remember we didn't have the curriculum
we've got the curriculum now we need to
use it to
Fidelity so I I just to to add on to
that I think there's been a lot of
movement this year in terms of our
expectations I think there's some pretty
clear expectations of where we're going
and moving um and I think that's been a
change and it's a change for teachers
right so they're also adapting to
everything but I think principles are
pretty clear on where we're going and I
think um you know we need to give them
time because this is a big change a
mindset for some of our staff um and
just going back to what we what we did
before was the good practices of the
plcs we were doing all that before the
pandemic we were using the analysis um
and so we're just trying to go back to
those practices
again yeah that's great I mean as as
we've said a couple times already we saw
that the growth trajectory that was
happening before even on I mean I think
just looking at met standard or exceed
standard is really not a great
measurement it'd be much better if we
were actually looking at like growth
profiles of students and how they're
doing you know what their expect
expected growth is within there but even
just looking at that we could see a
trajectory that was happening pre-
pandemic and it's awesome to see the
work that you're putting in and the
changes um I acknowledge that they're
hard so I appreciate everyone working on
it um and we'll see how it goes for this
year I'm looking forward to seeing the
reports um you know and as our school
reports start kicking in maybe we'll
hear some of these things uh surfacing
through that as well so
thanks Alisa Cecilia do you wanna yeah
just um thank you Mike for all your
comments and getting these guys to talk
about everything that's going on um I'm
really looking forward to the next few
years and just seeing the improvements
that I know that we'll have and Jenny I
want to say thank you very much for
these slides I feel like uh this batch I
know we've we've given a lot of feedback
over time what will be helpful and what
I appreciate with the slides that you
put together is it really helps us
identify particularly the groups of
students that need more of our work
where we have those opportunity gaps and
so where we know we need to do more and
at the end of the day it's about the
teacher in the classroom and the 20 to
32 kids they have um you know more if
it's middle school they're kind of
rotating through but for those uh
contained classrooms and really coming
up with you know individualized plans
for each of these kids and really
digging into the data like you're doing
and bringing in all these amazing
practices that we have and the support
systems that we heard about some of them
today and really trying to get movement
on these students because we know we
have a lot of work to do I know I was
sort of doing back of the envelope
calculations like what if the pandemic
years hadn't happened and which we had
and we would have so many students
achieving right and so we know we need
to get back there um but what's really
telling about the data that the big data
that we see tonight because we're not
looking at the individual data um or the
formative assessments on what the
teachers are really teaching in the
classroom is that you know some of our
students particularly those that are
have a higher socio um economic status
they they're seeing growth I mean
they're still delayed from the pandemic
years right but some of our other
students are not and so we know that
they need more support and so I know
that you I know that you all know that
the the Educators here in the room and
so um you know we just need to get we
just need to get more movement and I
know you're doing the work so anyway I
will be following this for the next many
years to see all the growth that'll
happen and applaud you so thank you and
I and I do want to say Jenny Thank you
very much like I said and just thanks to
you know the principals the vice
principls the uh teachers the
instructional assistants um all of you
at the uh senior level um with the
cabinet thank thank you so much because
I really think it's going to make a
difference for
students I don't want to repeat again
what everyone had said um it is sad to
see that some obviously groups are not
performing so well um but again
we're we're moving in a way that we're
being hopeful I guess is what I try to
say um and then hopefully too with the
mental health some of those kids would
perform better too
um definitely um I guess another piece
that we would probably have to do as a
district
as perhaps
more parent
guidance um I know on our oneon-one with
uh Dr Baker I was telling him about some
of our English learner parents um how do
we communicate with them do we make more
phone calls rather than get any emails
um some of them and and the reason why
I'm saying this I was at a DC meeting
and um some of the parents had some
questions and so H how do we know that
we're actually getting to all those
parents because if those are the kids
that are struggling then we also need to
Target their I know we're here for the
students but then the students need
their parents support and so how can the
parents support their student um we kind
of have to provide them the tools so it
starts with the teachers too and I and I
also want to thank obviously they do all
the hard work um following the
curriculum and you know being with the
students um now that parent teacher
conferences are coming um can we
communicate better with the the parents
Maybe some parents and I know we've
given them a lot of information like
what questions to ask but do they
remember it's almost like when you go to
the doctor and you forget to tell them
something else hurts and then you leave
and I'm like oh you know wait till next
year um so anyway I do want to say and
just like I don't want to repeat but of
course thanks to everyone um for
everything that we are doing obviously
we need to do better and we're hoping
just like you guys are looking and the
principles are being involved um that
with time you know that only time would
tell and that you know we continue to be
hopeful
and moving in the right direction so
thank
you thank you Jenny for all the data um
it's so hard to look at it and see what
the pandemic did to not just our
students but students everywhere um and
it's we just got to get back on track um
I do have one question there's one piece
of data that just baffles me and I don't
know if any anybody here can give me an
answer to it but why did the
multilingual students take such a dive
yeah is there any
reason I I have no idea matter of fact
you know we were
talking at Stanford today uh there was a
comment that was made you know regarding
multilingual students and how well they
do and there was this there was this
research project which we were a part of
it and how well our kids were doing um
and one of the
um guests that was in the audience made
a comment about um well what what about
now since you know Co happened and we've
been hearing other things and what uh
professor padas said yes it this is a
time when we all have to realize you
know that even though they are
multilingual Learners we don't know how
that how the co really how that
internalized and being on screens and
instead of being being in the classroom
and what that did to kids so he says
there is some type of study out of Texas
right now that's looking into that
because it's not only California it's
Texas where they have Texas has a huge
multilingual program I mean they even
they they pay um school districts if to
have multilingual programs in your
schools and if you do that state gives
you additional dollars above what you
normally would get so they're really
concerned also but there was no real
answer that came from it only that he
could speculate you know what was going
on with screen time what was going on at
home with parents being home kids being
home and what about those kids that
didn't have parents at home during that
time
and pieces to came to fruition during J
can I ask a quick clarifying question to
what you just asked um can I just want
to ask when we're looking at the
multilingual uh multil linguage
multilingual Learners um the that's not
cohort data though right that's just
like this is the snapshot this year so
yeah this is where like growth profile
kind of data would be super helpful to
be able to understand like where where
were where were they and how far have
they gotten over the sense but yeah okay
so that Trend with the multilingual
Learners is not just rcsd it's not just
r rcsd no and I did and I had read the
um the research that Texas is doing
right now and it was amazing not amazing
it was eye opening that this participant
who one of the funders for the gsse uh
brought this up
toad Padia and he came and reported to
the board about our multilinguals and
especially those in the dual immersion
program if you recall I know if it was
last year the year before and his
response was you know we're all
wondering what that is and he just gave
what I told you about you know the co
and coming back and some kids still
being really nervous he said coming back
to school and um so so I don't know
hopefully that research will give us a
little yeah eye opening okay it there's
nothing being done in California because
that's what another question I was what
about students in California that are in
multilingual programs and he looked at
me and I go no do
[Laughter]
any um thank you did
thank you Jenny thank you so much as
always for being with us you're very
welcome it's my pleasure to share the
data with you and and honestly I I feel
bad that I'm most of the time I'm the
one who bring the bat to you
so um so hopefully we'll see some grow
I'm I'm like I'm the first one to see
this data like oh my God some grow
excited and I I love to bring some good
new for change next time so hope I'm
looking forward to the data sharing in
Spring thank you everyone
you and like Alisa I will be watching
too
so excited so um okay thank you so I
just want to check in it's nine o'clock
we usually stop for a break how's
everybody feeling take just a short
break sure five five that enough okay
we're going to take a five minute break
bit everybody's back so we're going to
go ahead and start um 7.2 update on the
process for appointing a new trustee for
area
three okay very good so um what we're
going to do this evening is go through
some information and um to look at
exactly the process that you would like
to utilize for appointing one of our new
board members um the beginning of the
slides um for lack let me I I don't have
to go through all of these because some
of these you've already seen but I just
need to go through a couple so Rick um
let's go down to let's see where am I
background you're there okay let's go
down to the application process that
that there so so these are the timelines
and then
the uh the the applicants themselves you
you see that the applicants to date if
you go to the next one the applicant to
dates as of today there are 12 and I
think Jorge did send you the additional
two uh originally there were a total of
15 but three did not live in trustee
Area 3 but right now there there are 12
as of today uh let me just go through
these real
quick um let's we don't need to go
through the individual applicants I
think you know you youve um have that
let me go
to let's go to let's go to the interview
process let's do
that now this you know we've been
talking about individually but we have
not been able to have
a a discussion because of the brown act
right so um what I want you to pay close
attention to here is here is uh options
for a 30 minute interview process per
candidate you would see that um the
option A is a flexibility with the
follow-up with followup questions and
there are
questions uh that we have put together
at at this point in time um that I
believe there are eight of them and
between
Cecilia and David we utilize some of
those questions that are part of the
question
package you would have if you went with
option
A that is
um they would do it the candidate would
do a 10-minute
presentation and then you could follow
up with questions that 10-minute
presentation could be any of the
questions that you so desire to ask be
part of that
presentation as opposed to just making
it open-ended as they did for city
council and I don't know how many of you
watched the city council I I watched it
and um it was quite open-ended and I
think three questions if I'm not
mistaken there was there were no slide
there were no slide presentations it was
all verbal of how they were answering
those slides but they were given two
questions they were given two questions
and a format to follow so it's two
minute introduction six minutes on
answering these two questions and then
two minute
closer correct and so if you look and
that's what we're going to discuss
tonight this is just a
draft um and then you could go to option
b and each trustee will ask
questions uh developed by the
subcommittee you would determine which
questions you would want to ask and they
would each get x amount of time to
respond to that normally what you do
start out first as you know they give an
opening statement you start your
questions they give x amount of time for
questions you can ask a clarifying piece
if they
didn't uh address it properly as you
would see fit and then at the end you
could ask
another question if you so desired but
if you ask it you have to ask it to each
candidate all right Alisa asked about
bilingual you can ask a question are you
bilingual our attorney said there's no
problem with that what she did say you
cannot ask anything about race about
gender which we talked about so and we
already knew that um
but the
process uh with 12 candidates now not 10
and we don't know know how many more
there could be because it stays open
until
Monday
um and I wanted to say did jores send
you the
questions oh
my okay I think he's
online J if you're listening can you
send them the questions
please I thought we were going to have
them so you could see them
yeah
and these questions um were questions
that I we
csba had some
examples David gave some examples and
Cecilia gave a couple questions and so
it's a combination of all three so
hopefully he will bring them forth so
you can see them
uh just while we're waiting I'll go
ahead and um I can if you didn't watch
the city council appointment um the
candidates were given 10 minutes to give
a presentation to the council they were
asked ahead of time to prepare their
presentation based on the following
questions uh one opening statement two
please share how your experience as a
community member in District 4 would be
valuable as a member of the city council
three what are your thank you Jorge
three what are your thoughts on the
city's strategic plan and the council's
top priorities which are Equity housing
transportation and Children and Youth
and number four closing
statement um and candidates were called
on in alphabetical order to give their
presentations
I mean I think with 12 candidates um and
we might have a few more that come in
right because the deadline is Friday or
Monday who
Monday so
um you know if we do 30 minutes each I
mean that already we're at six
hours and you know that even if you had
30 minutes each then the board actually
has to have conversation and do voting
so that's going to take a little while
because assuming we don't all choose the
same candidate then we have to have
conversations it's all in the public um
and then we keep rev voting until we get
a um well we often seek unanimous but we
just need a majority for this right so I
think as much as we can do ahead of time
the better and I also like the I mean we
have the information they sent us um I
mean there's other ways of doing if we
have a list of qu questions we could try
to prioritize those tonight and send
them out to each candidate and have them
respond either in a written format Andor
like I mean the city council did is if
we could identify a few of the questions
that we really care about and ask them
to to wrap that into their presentation
to us I mean I think we're going to have
to try to keep their presentation to us
which includes answering some of the
questions that are important to us to
about 10 minutes minutes each if we've
got 12 or 15 or who knows how many
candidates we're going to have to you
know we're going to have to do our
homework ahead of time to really look
through each of the applications decide
what we think is important in a board
member I think it's okay if we you can
individually go out and ask them
clarifying questions as well ahead of
time um it takes more work for
us separately but I'm just concerned
about a six or an eight hour board
meeting to decide this I don't I don't
know that we have that in us um as a
community because it's not just us as a
board it's everybody who has to sit
through that so with option A you could
send the questions to the applicants
ahead of time the questions you know you
know would as I said we're developed
with with um questions from David it's
questions from Cecilia and also from
csba and um then the applicant presents
within 10 minutes you know
what if you want all those questions I
wouldn't do all the questions I don't
think we can do all the questions I
think we need to prioritize a few
yeah looking at this list that we just
got I feel like some of those were asked
in the application also um What mo
motivates your interest in this position
what do you believe are the most
significant challenges facing our school
district those are in they're already in
the application yeah um so I think we
could pair those
down but to to your point Alisa yes I
think it's really important that all of
us do our homework ahead of time because
all the information is in the
applications too that gives us a lot of
information about the candidates um I
feel like I've been able to to learn a
lot about them just by reading all the
applications so um agree that we cannot
do 30 minutes per candidate that that's
not feasible in one night um we've had a
1 a board meeting before and I don't
want this to be one of those um I feel
like a minute presentation the city
council only allowed for five minutes of
follow-up
questions they're only two of their I
guess six were present even ask
questions which I feel like we would
probably have more than that um but I'm
not sure we need 30 minutes per
candidate yeah I I also think that I
mean I'd strongly Advocate that we share
ahead of time with all the candidates
whatever it is that we're expecting them
to answer at the meeting I think we're
going to get a much higher quality
answer and a much higher quality um you
know insights into what what their
perspectives are so regardless of format
um I would say that we would share with
them ahead of time uh anything that
we're gonna ask them I I do think that
10 minutes is totally fine like I felt
like even just watching the city council
one I didn't know any of the people and
I felt like I learned a good amount of
them as a candidate and what they had
done and many of them didn't even use
their 10 minutes um they used like six
of it or so uh so I think that that can
be an effective way to manage the time
um the one thing I did note is that the
the two members that did ask questions
asked the same question over and over on
Council so that might be something we do
need to take into consideration y um and
the one other thing on sharing just not
about the high quality is that um it it
it also feels like that's fairer of a
process so that you know clearly if
we're asking the same questions over and
over again candidate one has a much
bigger disadvantage than candidate 2 and
candidate 12 who all have heard it 11
times prior to that so I think that it's
probably really the only reasonable
thing to do would be to share whatever
we're going to ask in advance right I
think it's fair because a good board
member is somebody who does their
homework and they read the board packet
they do all their questions ahead of
time and they come prepared to the board
meeting to kind of keep things going so
I I don't I don't think we need a gotcha
at the meeting to you know that's not
really part of that's not that's not our
culture no you so no
so yeah so any I I totally agree it'd be
nice just to have a few few additional
questions that maybe were you know we're
digging a little deeper than the
application they already gave us and
then the presentation is just to see
like how they handle an you know an an
oral thing which is part of what we do
is being you know publicly able to
communicate our thoughts and and a
couple minutes of unstructured like
where they just do an intro and an outro
that yeah they can put what they want in
there so right right because so are you
looking like at a five minute
introduction and a five minute closing
where in the five minute introduction
it's you know basically why they want to
be a board member in the closing is okay
if they want to recap on anything plus
maybe they forgot something to mention
and that's when they mention it I don't
know you've got the questions right so
there are look real quick at the
question there are eight of them are
were you thinking that these questions
will be addressed in that presentation
is that that's that's
you can you or you they however they
want to present you know they can look
at
the present them in the manner that that
um either go one by one or maybe
through when I looked at city council
what to Mike but when I saw that it they
didn't take the full 10 minutes but it
for a little when I saw it I thought
that somebody was rambling quite a bit
and I got lost was it was it was a
suggested format that you do these two
things these are the two questions that
the council wanted you to answer yeah I
mean they didn't they didn't grade it on
you know how well did you stick to the
format for
sure so but they were strict on time
they were very strict on time in that
way well we have to be super consistent
so you can't be yeah and I haven't
watched the the city council but like
right now that you mentioned some of the
people didn't even use their 10 minutes
obviously in I don't how many candidates
were there not three okay but like not
12 or maybe 15 right so could we like
I'm thinking
one I feel interviews are a little
intimidating for people and obviously
when we came in nobody interviewed us
except for if you did a forum so when
you do a forum they do give you some
questions and then you kind of get ready
um I feel we're a family and so and
welcoming them or making feel making
them feel a little bit more comfortable
the presentation would probably be not
as intimidated intimidating as asking
all those questions and again there's 12
people by the time we get to the 12th
person right um it just may be if we
give them to them a ahead of time it's
not like it's going to be not fair to
everybody um I feel the presentation
would probably be better they'll be able
to express themselves as they wish and
answer the question
perhaps more comfortable than question
one question two question three
um and I just lost
my
um but then I mean I don't know I know I
I heard you said something about
presentation we're talking about city
council I guess the thing would be do we
want to do a present um president do we
want to do presentation or do we want to
do a questions um um I mean
interview
um I I would personally say the
presentation would probably be best even
though I haven't watched the county uh
the city council um I think again just
to make them feel perhaps more
comfortable at least for me I don't like
interviews
so so you would there are eight
questions but you wouldn't want to give
them all eight questions you would want
to choose which ones you would want them
to present on
and then uh I would we could also create
a rubric for you and the rubric would be
um uh rationale for interests relevant
skills you know it would be a table it
would be a table and you give them a a
it' be a a score maybe one one being low
two being mediocre three being great and
then you
determine the rationale for interest did
they answer that relevant skills and
experience uh interest activity and
educational
Community understanding the role of the
board evaluation experience
communication skills long-term interest
in serving and decision- making in group
that's part of a rubric that you could
utilize also to give you more insight to
is this really the kind type of person
you want to be in the board and I would
just put it in a table for you I think
that's helpful to have I've sort of
already created one of my own just going
through
that well I yeah I don't yeah me too I
don't want to send out mine because they
might be looking at different things
than I am um but yeah like understanding
the role of the board and the
superintendent and um and whatnot I can
give you I can give you want to send
that out to that be help and then let me
know which want to do we'll just create
a table I mean I I like the idea I think
I think Mike this I didn't watch the
city council but I like the idea of the
you know we ask each candidate to
prepare remarks to us they know that we
have the
application um and that we'd like to
them to address you know why do you want
to be a board member in their response
and then a couple of the other questions
and then whatever else they want to tell
us right what they think is important um
and then but but to give them the
questions ahead of time so they just
sort of incorporate that into their talk
with us and then I suppose if we have so
what you're saying is if we have
individual qu like there may be some
followup to whatever they say
we're not allowed to ask one of them
something that seems very odd because
they're going to say different things
and so you may want to if it's a if it's
a clarification to a response you want
them maybe can you tell me more about
that I really don't understand can you
elaborate a bit or can you show me give
me an example yeah um that you don't
have to ask of each one but if it's a
specific question like are you bilingual
you would ask every one of them okay
okay well that that's where I think if
we give them the three to five questions
that we feel like are really important
that they cover well they should have
covered it right and if they didn't
cover it then
um well could we then ask the followup
like you didn't you didn't say anything
about this if it's part of the question
yeah
yeah I I just think I just think it'll
flow better than if we're because in
their opening remarks some of them are
going to cover these questions it would
be a natural to cover a lot of these
things right in opening remarks because
it's really about why you want to be a
Schoolboard member a lot of these are
just details around that right and so it
just feels like it's more efficient if
we just give them you know make sure
that these are the questions we care
about make sure they're incorporated
into your
remarks and some of they're going to
have strengths in some areas so they may
highlight
those
um I know what I was going to say so
since Mike you you mentioned that some
of the people in the council didn't use
their 10 minutes
I don't know but could we say six
minutes for their presentation with four
to five minutes which would make a 10 or
11 minutes even if we were to ask
questions and then that way it won't be
too
long I mean the city counil this was to
do a replacement for someone who had
left the council um and again you know
we can do whatever we want but their
format was 10-minute presentation 5
minute of council questions so it was
always going to be no more than a
15minute block um and the questions that
got asked were there were basically only
two questions asked by just two members
as Janet said one was what was the they
had had like a an info meeting yeah yeah
and how did how did you feel about that
how did you feel about the info meeting
and the other one was what um what
Regional committees would you yeah what
Regional committee so like a role
related thing which actually is a pretty
good question you know like which which
which one would you want to which
committee would you want to take on as a
board member um so and then they just
asked those but it went it went pretty
quickly I guess my thoughts would be a
presentation and we could even tell them
5 to 10
minutes like not that they have to speak
for 10 yeah or just up to 10 up to up to
10 minutes yeah
um we just have to set the timer at a
specific time so we'll set it for 10
minutes and use yeah I'll be good about
that I'll have my timer out I've seen
you with three computers going and
timers and everything so it did yeah um
and then it's just how much time do we
want to lot ourselves for follow-up
questions do we feel like five minutes
is enough because I'm guessing that we
will have specific questions we also
want to ask them it may not be part of
what we ask in the
presentation so if we did 10 minutes
we're looking at 240
so four
hours and followup including the
follow-up questions because remember if
when you ask the followup question it
has to be asked each one yeah yeah so I
was thinking like that took about 10
minutes I already asked a two- minute
question I mean there's so much like I
would be why didn't I
you anyway
um should we do
like say four
questions and then think of maybe two
more if we were to ask and then that's a
total of six instead of like 10 or 12
questions so
six whether it's four five or six
questions so that they can actually do
their presentation based on those
questions so they should be able to
express what they want to say
right based on them getting the
questions ahead of time or whether it's
question or a theme or what however we
want to call it and then again maybe we
just ask I don't know one really good
questions or two but again there's so
much of
those well I'm also wondering if we're
going to ask specific questions why are
we doing the presentation and not just
doing an interview
style
um I I still think the presentation is
the right way to go I think it's just
picking out what we want them to address
is the important part and then we won't
have hopefully more questions to ask
besides just a
clarification I think that's a good goal
to have is try and get what the things
that we're interested in hearing have
them included in the presentation and
then just leave a little bit of time for
clarification I think that's the right I
think that's I think that's the most
fair for the candidates too because then
they all have the same amount of time to
think about the question and come in
prepared as opposed to you know again
candidate number two hearing you know
Alisa's question for the first time when
candidate number one is presenting and
then you know so well and then another
thing that I did mention to Dr Baker is
had they submitted an application and
done a ballot they have a choice if they
want to do a personal statement and
usually as a voter you read that
statement you don't ask them questions
because sometimes you don't even know
who these people are so maybe we don't
ask any more questions and they just
maybe do a thorough
presentation so if everybody has the
questions in front of them are there
some that stand out to you in particular
that you would want them to include in a
presentation I like one and eight if we
were only to pick two those would be the
two that I'd picked um okay so for the
public I guess we should probably read
this out loud right so number one says
what experience do you have with
education and what sources do you use to
learn more about how children learn and
what best practices exist and number
eight says how would you ensure that the
voices of all community members
including those from underrepresented
groups are heard in the board's
decision-making process
number Eight's a definite for me yes
yeah for
sure yeah I really like number eight I
like number one as well
um I actually wouldn't I would like to
know from each candidate if they speak
any other languages than
English I don't know how do people feel
I mean I we've had a lot of conversation
about how um Cecilia has done a lot of
work with our Spanish speaking families
oh yeah I just uh the reason I'd like to
ask about other languages than English
is that the board we've had a lot of
conversation about how much we rely on
Cecilia as our only board member that um
is completely fluent in Spanish and
she's able to talk to our
Spanish-speaking families in a way that
we're not able to I mean we can of
course we talk to them through
translators and that sort of thing so
you know not just Spanish but I would
personally be interested if they speak
any other language I don't know how
other people feel about that but that is
a part of my it's it's not necessarily
the highest priority in terms of who I
think will be a good board member but I
do think it you know if everything else
is equal that could be an outstanding um
component for me um I will say the other
thing is everything else is equal I also
think the representation the geographic
representation if they have students in
our district uh which schools they're
attending because we have had on our
board over time where you have a
majority of the board and all their
children are at one school and I believe
that the individuals on the board have
always tried to have you know care about
every student but whether it's a real
thing or a perception thing it can be an
issue for the community if if we had a
majority of board members and all their
students go to one school um we've
already heard from a few people that
they have concerns with that so there's
a couple that are a little bit different
than this list for me it would be other
languages and also um what schools you
have most familiarity with maybe that's
the way to talk about it because some
some of the individuals who have applied
do not have students in the school now
or who have or I you know they've or
have ever or have never um so in
addition to just what's in the
application you
mean yeah so in the application I
believe we've got all of that school
information right
um I've seen I think for everybody yeah
um so that we have so we don't have the
languages so yeah
yeah so you're right we don't need to
ask about that then that doesn't have to
be a um I would think number seven would
be important um do you want me to read
it so of public here I like that one so
can you describe a time when you
advocated for equity and a professional
or volunteer capacity
like number four too I do too um to be
honest with
you this why it's like so hard right um
because like although number one yes you
want to know what experience but what
happens to the kids to the parents like
say some of them and I don't remember
like grade wi right like they have a
kindergarten and they're just starting
and somehow they want to get involved
but they have no experience but maybe
they do have a vision for the future so
that's why I I like number
four I don't know how many questions
were we wanting to pick
out I mean I think we can keep seven um
describe a time when you advocated for
equity and repl and not include eight I
think that you'll get some of the
similar answers from that one okay you
know I know I know you you were saying
it's a must and I I had suggested it as
well but I think that you know number
seven is just asking for give a real
world example sure I those are tied
together so I think one or the other is
fine seven or
eight well what one of them is sort of
giving an example in the past right or
what you do whereas eight is actually
bored thinking in that
oh yeah yeah I I do think that they're
kind of similar um but I do think eight
is sort of more the vision of how what
what you would do as a board member to
ensure so it's more Forward Thinking
whereas I think seven is giving an
example of what you've done
professionally or volunteer
um can we do all four
questions can they answer all four 10
minutes is a better question I think we
could drop number one then and focus on
what's their vision and equity and go I
think the first part of number one is
sort of answered in that application
yeah I
agree yeah so maybe it's 4 seven and
eight I'm okay with
that so you're looking at four seven and
eight and I think you know I I think
what we're saying is that they don't
necess have to call out the individual
question that we're hoping that they
would incorporate that into their
presentation right yeah so I would make
it more of a well I guess yeah what is
your V you know you make sure in your
presentation that you tell us what your
vision is for the future of the school
District yada y yada um please uh you
know describe a time when you advocated
for equity in a professional or
volunteer capacity and then how would
you ensure the voices all Comm you just
include that in their presentation it
should come up anyway I would think in
what they're going to tell us as long as
they know that's important to us
right so we're again four seven and
eight so and just a basic
introduction um and then addressing 4
seven and eight and then anything else
they think yeah we might want to
know we have a lot of we have a lot of
information in the application already
too
so one one other thing I think we should
be really clear on process too about
like when are we taking public comment
is that going to happen before
candidates after candidates things like
that the attorney said it was how what
she said is what she asked me the
question what do you do now and I said
If an item is on the agenda many times
will wait until when that till that item
comes up and like if it's a report or
something we let the report go first and
then the questions come the audience if
the item is not on the agenda it's at
during right the beginning I think in
this situation though I would prefer to
take them before um the presentations
like the city council did um I my
concern is if we wait
um I mean I don't know how many if any
will have I I think that if we get a
significant number of people that want
to speak to about a specific candidate
the gap between us hearing from the
candidates and when we actually get to
talk um could be problematic I think for
us having a solid discussion um if we're
GNA have one I don't know I mean the
only issue with allowing them to go
first is we could be flooded with
comments on candidates and I'd rather
have I'd rather hear from the candidates
and be fresh in in my thinking around
that um
yeah I get I get what you mean I mean I
don't know how many people are G to
there there were quite a few in the city
council um I I don't know how many maybe
10 yeah
abely all kind of repeating the same
thing that's interesting we didn't have
any um we didn't have anybody come the
last time we did this appointed a person
we didn't have any public members
advocating for individuals
because that changes the whole Dynamics
um it's interesting but that was
probably because it was not recorded and
that's true people were just it was
different the way I mean yeah it went
out to the public but now a lot more
parents and community members know about
meting and I'm not saying I'm
anticipating a lot I'm just saying that
we should just be like make that
decision now instead of like trying to
trying to call it on game day did we
wait and see could we we wait and see
how many we have
um how many questions no no how how many
people who want to comment because my
only concern is if like you had 20 or 30
and we're inviting each of them I guess
a minute to
talk um wouldn't it be the same amount
of minutes that we provide during a
forward meeting which is true we have a
certain number we reduce the amount of
time yeah so if it's under 10 then we'd
give them three
minutes um if it's
uh mik or Cecilia do you have a
preference I'd prefer it before for the
same reason that you said which is kind
of like then we can go in here from the
candidates and then move on on into the
final
discussion H with me
too
okay um so I guess since the majority of
us are asking for before fine I'm fine
that yeah those then public questions if
they do come forward will come before
correct all right yes um and because
there are there are 12 right now uh you
can take a recess have a break if you
like you do that yeah uh Lawrence and
that's possible you just have we just
have to make that aware make them aware
of that in the beginning okay so go
ahead is this the only thing on the
agenda or is there Marsh though well the
only I it that we'll put on the agenda
that night are consent items that's it
nothing with action I've already told
cap nothing with
action the
consent do we want to do that first or
last um almost first just to if any
staff members have to stick around
around do it first we do it first do
that first
okay jenet you're the one running the
process for it do you have all the
information you need I'm good yeah I
feel like I know I know what I'm doing
doing um so we'll write this up for you
and send it to you so you have it and so
just again it's
478 and did you the presentation
is you say 10 minutes yeah yeah up to 10
minutes um and when will you send those
questions out um you going to wait until
after it closes wait until after we'll
go in the next week
now you had talked about starting
earlier right so we had all talked about
that
individually and it looks like it may be
better for us to start probably at four
o'clock can you do four o'clock Mike
I'll make it work yeah so and my only
concern about that is for our candidates
and their jobs whether or not well I
think what we can do um right now is to
let them know so like tomorrow by the
end of this week the interviews will
begin at 4 and when you begin the
interviews um Lauren said uh and the
city council did this also it's best to
go by last name alphabetical order
so if we have a candidate who cannot
make it at 4 o'clock is it possible for
them to let us know ahead of time and
I'll say I'll bump them to the end of
the
list are we okay with that but I I I
would say I need to know ahead of time
before well you would yeah because it
closes on Monday next week on Monday
hopeing we can get this out probably on
Tuesday
okay is everybody okay with four you
said yeah yeah I'll make it work
yeah that was my answer too yeah yeah
yeah there's enough advanced notice and
uh you know I feel a cop coming on so
I'm just kidding
um and do we know if if David can make
it that time um I he was going to try he
thr and try because I said it could be
as early as first I said five and I said
as more came in I said it could be
four to my best
okay okay think we have everything we
need do you you have everything you need
okay
great and the opening was what five you
decide on the openings marks two minutes
part part of the 10 to 10 part of
includes answering those question okay
includes the answering of the question
you're opening and you're closing yeah
up to 10 minutes and thank you Jorge for
getting those questions to us yeah and
I've seen you following along and
highlighting and what not yeah and all
the candidates that are interested in
the role
that and then another thing just like
super random but like how many seats do
we have and how many people fit in here
because then our candidates going to
want want to bring like her support
system because this is so different than
just a regular interview do we have to
let them know like coming okay that's it
just like don't watch it watch home else
has yeah if we have sit in the lobby
yeah right if we have too many um I
think we can pipe it the sound into the
lobby it is it is piped but also
families can rotate in and out
as there's yeah there's only 70 and
remember Fire Marshall do we remember
that night I don't think I was on the
board but I I still remember the story
remember that night which night that was
when
the oh my gosh there was so many people
somebody fainted out there remember oh
my God We're not gonna have that
happen Okay we ready to move on yeah
excellent we are on consent calendar
I'll make a motion to
improve
I'll favor I thank you uh 9.1 adoption
of resolution number six approval of Ed
code and Title Five options for teaching
assignments for the 2425 school year any
questions I'll make a motion to approve
yeah I'll second all those in favor I
thank you 9.2 approval of 2324 un
audited
actuals any question
you don't get off that
easy after
[Laughter]
all with no clarifying questions
right H good evening everyone tonight uh
we are presenting the uh fiscal year
2023 2024
un audited actuals uh this is an annual
event in September uh where we bring
forward numbers after the closing of the
books for the previous fiscal
year on our uh normal uh graph here
that's shown at every meeting with the
highlighted parram actuals with the
green star tonight and the children who
never seem to age uh again uh this is uh
you know the start of the fiscal year
for us still uh we're now uh preparing
uh to prepare uh getting ready to start
uh the work on the first interim report
which will come back uh in December uh
tonight uh traditionally has highlighted
only the A actuals and changes from our
uh excuse me uh our estimated actual Z
budget adoption uh but I did add a
couple of extra slides in tonight uh
highlighting the multi-year projections
uh and the changes based on uh what we
did through uh the process of preparing
the UN audited actuals so uh I've kind
of gone through most of this slide
already uh it really shows how many
revenues actually how much re how much
in Revenue actually came in versus uh
the expenditures that were actually
incurred during the year um as a
reminder when we prepare the budget uh
for U uh public viewing and uh ultimate
adoption in June we're using numbers
that are you know coming really from
April and May uh as we prepare that so
there's you know one to two months of
services that are being provided to
students there's uh expenditures taking
place uh purchase orders that are
closing out contracts that we don't know
whether or not we're going to fully
expend those funds uh and then we have
the process of trying to track that all
down uh after June 30th with uh invoices
and billing that that come at that time
for services provided in the previous
year uh as always uh our financial
statements now that this is complete uh
will be audited and verified by our
external Auditors uh I believe they come
on site the third week of October to
start uh the final portion of the audit
uh this year uh which will be presented
to the uh board for Acceptance in
January
I've already gone through this slide too
it must be getting late I'm jumping way
ahead uh this is just simply a list of
the funds that we have in the district
uh that we prepare the UN audited
actuals for uh as we do on an annual
basis uh this is our updated Revenue
slide showing approximately 141.5
million in Revenue uh there'll be some
more detail on a couple of slides that
will show where those changes
occurred uh our expenditures uh for
United actual is 1 15.9
million uh and then going through here
just a reminder of what those
expenditure categories are on a broad uh
level uh and it shows on here that for
23 24 we spent about
75.2% uh of our expenditures on all of
our District employees right so that
doesn't include our contractors But it
includes our
certificated uh including our teachers
are classified uh as well as our
management for the district um the 75.2%
includes salaries plus um benefits both
Health and Welfare and statutory
benefits of the district uh either
contributes to or pays uh in
full so here's a snapshot of uh our
general fund
01 uh starting with adopted budget in
2324 through estimated actuals and un
audited actuals where you can see
approximately 1.4 million uh uh I won't
say in new Revenue but fully accounted
for revenue for the 23 24 school year uh
and then our expenditures where you see
uh I'll say significant savings uh or
recouping of those expenditures um
mainly from positions that were still
budgeted for but weren't filled uh or
positions that were filled by contractor
but still had a position on the books
that we were able to close out and
finalize for the
uh end of the fiscal
year on this slide it shows the uh net
change in ending fund balance of
approximately $5
million on here is just a snapshot uh at
budget adoption we showed for the
2425 fiscal year what we anticipated uh
our revenue and expenditures would be
and this is simply a snapshot of what
was received and spent in 2324
this slide uh is the the key for the
next slide uh grouping together some of
the uh more notable uh items in our our
budget uh where we tie together both
certificated and classified salaries and
that first one really looking at what's
going uh in terms of teachers and
classroom Support
Services uh through this the only one
that we didn't break out and put into
specific groups uh uh would be like the
benefits in the retirement those are
still individual uh strands on this
chart uh showing the impact there that
would be a little bit uh I'll say more
timec consuming and not harder to do
with how some of the funding uh occurs
for uh our benefits in
retirement I did break out the with our
5,000 series our uh contracted
Services uh to show that about 13
million of that is turning the lights on
so to speak uh and other Opex costs and
about 19 million of those contracted
services are going towards pupil
supports so that could be uh you know uh
counselors it could be uh special
education supports uh and other
contracted services so uh you know it's
not $32 million of just of you know
maintenance and insurance and uh that
sort of thing but it's really uh the
majority uh of that money is going
towards pupil support
services so as I mentioned at the
beginning we don't normally put
multi-year projections in the UN audited
aution report but I thought was
important in light of uh some of the
things that will be happening this fall
with the budget renewal process and
really showing the impact of of you know
finalizing those numbers for the 23 24
fiscal year uh you'll notice that it
changed to un audited actuals on the uh
header up there
uh rather than estimated actuals and I'm
just going to point out a couple of key
things on this slide uh one we were able
to reduce our transfers in from fund
25 uh from 9.3 million in 2324 to 8.3
million and then in 2425 we uh were able
to reduce that from I believe it was
9.875 Million on the transfun down to
7.3 at this time uh as always uh 232 2 4
is is set now uh but 2425 isn't right so
that number uh will fluctuate and likely
go down uh as as we realize either
savings or
[Music]
non-expendable
uh was we didn't have a csca sub sement
in 2324 we had a CSA settlement on I
believe July 3rd or 4th
officially uh and which has retray
42324 so we did carry that on the bottom
line for uh an assignment of the F
excess funds uh that we had from the
2324 um uned versus estimated actuals
another uh point on the SL that I wanted
to make under the fiscal stabilization
plan where you can see the cells
highlighted in light green uh at budget
adoption for 2526 that was 7.5 million
uh and for 2627 it was roughly the same
a couple hundred, difference so we were
able to lower uh what we'll have to
find uh for our fiscal stabilization
plan uh and as a reminder if we make
ongoing reductions that will uh cancel
allowed essentially the 4.6 million in
2627 if there were all to be one-time
savings uh then we'd have an additional
4.6 million in
2627 also of note if we go back up to
the transfers in um you'll note in 25 26
and 26 27 we are doing this without any
additional transfers in from fund 25 so
uh where're as I believe trusty Lawson
said earlier as we're right ing uh the
budget and doing that work one of our
goals was to eliminate the transfera
fund 25 so ultimately that money will be
able to be used for other things in the
district in the future facilities
related not uh classroom or salary
related so there is
some uh requirements of use of that
money uh but the goal was not to
transfer that in uh in the out years
which we were able to do at this point
on here uh simply showing that we're
making the economic Reserve or reserve
for economic
uncertainty uh in last fiscal year as
well as current and the two out years
with those noted fiscal stabilization
plan measures uh on the previous slide
uh the unassigned unappropriate ending
balance uh really that will fluctuate as
well by first inum it will not be
$215,000 um or 1,986
that will change as we get more
information as we go through this fiscal
year this slide is to show uh the
difference between estimated and uh
actuals in all of our uh other major
fund
balances and so uh moving forward in
October the budget renewal process
begins uh I always get this wrong but I
believe the first meeting is the 16th or
the 6th I'm not
off the top of my head I don't have it
right now December will be presenting
obviously the work from the budget
renewal process also the first inum
report for
approval uh and then continuing on with
additional budget decisions for
2526 and the second inum presented to
the board in
March and with that I'll be happy to
answer any
questions thank you reck um anybody have
questions
we appreciate your your work and and
your staff's work of course as always
thank
you all right I guess we can move on
then
um oh we need to uh wait it is an action
item I make I'll make a motion to
approve I'll second those in favor I I
thank you all right now we can move on
9.3 adoption of resolution number seven
to adopt the gan gan
limit good evening again uh tonight is a
resolution uh for the Gan Appropriations
limit or commonly referred to as the Gan
limit the Gan limit sets the uh
expenditure are sold for the state as
well as local uh and County uh entities
including local school districts on this
uh based on the information provided
from the unaudited uh actuals uh in our
expected expenditures in
25
2425 uh this resolution states that we
will uh or we are going to increase our
Gan limit by approximately 374,000
uh if approved this will be sent to the
Department of Finance uh which will
increase our Gan limit for
20425 uh as well as contribute to the
state's increase in their Gan limit for
2425 as well uh there is no fiscal
impact uh to the district on this uh nor
does it impact or affect any programs or
services offered by the
district any questions
looks like routine routine business that
it's done every year so I'll make a
motion to
approve I'll second all those in favor I
thank you reports from board members and
superintendent I don't think I have
anything to
report let's see Cecilia and I attended
the superintendent advisory committee
meeting and we mostly heard about the
budget um right sizing that we'll be
doing and a few other sort of budget
related things seeking out volunteers I
don't know if you got any from that but
and then the only other thing I wanted
to mention is I will be in Sacramento
this weekend with csba for the board
meeting so if there's anything that you
want me to uh bring up let me know um
and I'll report back
so
um the other thing that I have to well I
mentioned um I attended a deac meeting
at Hoover so we they rotate and the next
one will be at Garfield I forget the
date but um and Katherine went over
the re the letter that gets sent out to
parents what do you call classification
for what is it
reclassification no not the
classification oh the title one there
you go yeah so she went over I mean we
didn't have a big turnout of parents but
we're looking forward to the next one so
that's it thank you for attending
that I do not have anything to
report well I already reported on the
Stanford presentation today Anna and I
met with a group from Mexico that Jeff
Lee brought
he sent an email and
Evelyn uh got him on our calendar with
this group that was visiting from
mukan what was was a Mexican mexic
Mexican delegation Mexican delegation
but certain cities mean and then oh my
you write him down to try and see if we
can become like pen he called it pimp
pels with you know schools in that Arena
impossibility of having a a teacher come
and visit one of our schools and one of
our teachers visit one of their schools
and it was just to create this
relationship so Anna did a wonderful job
of giving them the information in regard
to our programs that we have here in the
red City School District that serves
many of those children that their
parents come when they came from those
towns and cities it's part of the sister
city that's what it is yeah yeah yeah he
did the same thing for the Mandarin
program right
I mean Mak
sense that
collaboration thank you there was that
and R City together the executive
meeting I attended we're doing something
a little bit different um with a
strategy map with rafhael to see if we
can't kind of bring things more together
we more of the those of us who are
members are involved in what is
happening because it's not taking place
it's little groups here little groups
there like I had no idea I I I still
have no idea like I told Rafael they
there's a a a committee on um Early
Learning or preschool something we don't
have a representative that goes there H
I said we're not we're not at the table
but and we're one of your core partners
and at these and they're always talking
about the
data we've got data but nobody else
wants to do anything so we have to redo
this this in a manner that everybody is
to be involved otherwise why are we even
there so he they the groups seem to
internalize it and understand it Kaiser
you know wants to be really involved
with us you know in a manner especially
when it comes to uh our Hispanic
Community being um going to physicals
getting you know uh the different types
of vaccinations and so forth so they
want to the doctor that sits on that
that group with me would like to have
that partnership so that's good because
I don't see Kaiser at all and anything
that we put in place we're trying to do
something a bit different and we'll
bring it back to the larger group once
everybody is
agreeable oh Orion the Orion growth plan
was a meeting last
week we're not far
yet right thank you
um 11.1 information on Sano County
investment fund are there any
questions Corr respondents we've gotten
some emails about air
conditioning that's it that's all I've
gotten um possible other business
suggested items for future
agenda at least you don't want to add
future items start adding
it I start adding
no I don't okay um changes to the board
meeting changes great we're a little
past 10 o'clock sorry about that um
we're supposed to take a vote to extend
um so 10:04