Let me get started with the roll call.
>> Trusty Lee
>> here.
>> Trusty King
>> here.
>> Trusty Marquez is absent. Vice President
Weekly
>> present.
>> President Welsh
>> here. All right. Welcome to our October
22nd, 2025 regular meeting of the
Redwood City School District Governing
Board.
interpret
numero
sol.
The board encourages all members of the
public to participate and provide
comments on issues of concern regardless
of whether they're on the agenda. If
you're here in person and wish to speak,
uh please complete a speaker card at the
entrance to the room and then hand it to
Evelyn. If you're on Zoom, uh you can
complete a speaker card online using the
form linked from the agenda. Um or just
raise your Zoom hand when the item comes
up. And if you're addressing the subject
listed on the agenda, you'll be called
at the time that the item is being
considered. And if it's not on the
agenda, you'll be called shortly during
the oral communication agenda item. And
then to be fair to all speakers, we're
going to limit public comments to three
minutes per person per topic unless
otherwise noted. Um so now we are on to
changes to the agenda. Um there's been
one request to pull uh policy discussion
item 7.4. That's the first reading and
discussion of BP and AR 4121 temporary
substitute personnel. Um are there any
other changes to the agenda?
Okay. Can I get a motion to approve the
agenda?
>> Move to approve the agenda.
>> Second.
>> All in favor?
>> I. Great. Um, that brings us to public
comment. I saw no hands and no online
cards and no inerson cards. Let's move
on. Our first item is going to be a
school and community report. Um, and our
first one's integrated ELD and it's the
instructional uh the integrated ELD
instructional coaching report.
Is that Anna?
>> Okay.
>> Great.
>> Trying to get the everything up. One
sec. Um so tonight we're going to have
um our multilingual director Katherine
Rivera who's going to be sharing with us
with you the interld report that we have
put together. These are some of the
things we've been doing through the last
two years. So she's going to share what
we've been doing and then we'll add some
more information that we probably missed
on the slides. Let me just get the
slides up and going.
>> All right.
Thank you Anna. So, I'm Katherine
Rivera, the multilingual
multilingual director for English
learners, and we're going to share a
little bit of information with you
tonight about some of the things that
we've been some of the initiatives we've
been um working on in integrated ELD.
All right.
So um starting off with our guiding
principles for English language arts and
English language development. Um so just
with our st with our beliefs about
entering into integrated EL what is it
that we believe? We believe all students
bring strengths um and that meaning
making is crucial for student learning.
uh language and literacy develop across
disciplines and integrated EL and
designated ELD are essential for
learning for our multilingual learners
and classroom talk and collaboration are
important student voice, students
engagement, students talking to each
other um all of that matters um to
support and increase our student
learning and assessments or the results
of assessments uh guide and support
learning. learning in the classroom.
So, a little graphic just to um break
down what is ELD because we're talking
about integrated ELD, but we have
integrated and designated ELD as part of
practices and working with multilingual
learners. So, if we look at the blue
bubble, designated ELD, designated ELD,
it's a a spo focused and explicit time
of the day. So all of our multilingual
learners have designated ELD as part of
their core core program uh during the
school day. It's taught by teachers who
use the English language development
standards um as their core guiding
document for delivering instruction,
planning lessons. Um and it could be
done in small group or it could be done
in whole group. But it is based on
students language proficiency on as
measured by the ELPAC. So once a year
they take the English language
performance assessment. We have the
results and students are grouped ba
based on what their language proficiency
is telling us for this specific and
dedicated time for language development.
But integrated ELD, our green bubble is
what we're going to focus on today um
and our initiative across Redwood City
School District. And integrated is
focused on delivering content, designing
lessons, and planning for content. uh
that is taught in English and so our
students all um uh have science, math,
PE um and integrated EL English language
development um is a focus for all of our
teachers or nearly all of our teachers
because all of our teachers or almost
all have multilingual learners uh in
their classroom. And so it's using
language
to instruct and so through the through
through content and that's what we're
going to be talking about. So it's all
four areas. Next slide.
So talking about instructional coaching
um purpose of coaching instructional
leaders. So instructional leaders let me
define what an instructional leader is
so we know who we're talking about.
Instructional leaders are all of our
administrators. So, our principles, our
assistant principles, our cabinet
members, and including our coaches, our
instructional coaches who work with
staff development. Um, all of them, all
of all of our leaders, our co our
instructional leaders are going through
a a series of six cycles of coaching um
that we started last uh this past June
and throughout this school year. Um, and
it's a collaboration together where we
are learning about the components of the
English learner roadmap, which I'll talk
about in just a second. Um, but the road
map, which I'm going to share with you
as well because I want to make sure that
you guys have a copy so you know what
we're talking about. The English learner
road map, um, it's an actionable
document that we are learning how to use
in order to measure the efficacy of us
as school leaders and our programs that
we have in our schools. In addition,
it's a document meant for CLA classroom
teachers for them to be able to um uh
measure their own uh understanding of
the English learner roadmap. Um it
aligns uh practices with the English
language arts uh standards.
And actually maybe I'll just give this
to you now so you have it in your hand
and you can look at some of this maybe
the colorful guiding principle. Um, and
just to add to some of that, it also is
tied very much well with our um, our
language arts standards as language arts
standards and the ELD standards are very
tied together. So, it's just a matter of
how we're focusing on what we're doing
on those standards. And so, it takes the
standards and then looking at the ELD,
what do we need to do during ELD time
versus what do we need to do during
regular instruction. So, really, it's
practices that are good for all
students. ELD standards for you know our
multilingual learners benefit from but
all students benefit because it's about
talking and it's about creation it's
about hands-on learning and we know
those are practices for every student
>> so the eel roadmap uh was adopted by the
state of California board of education
in 2017 so it is the policy that
replaced the 1998 policy for English
learners it is what guides all of
California instruction for English
learners um and it's based on the
English language arts English language
development frameworks which were
adopted in 2013. Um it's based on
research um and one of the researchers
actually worked here for many years with
us um Dr. Lori Olsen. Um so the
development of the EL road mapap is not
just Dr. Lori Olsen but she was one of
the main researchers of the EL road
mapap. Uh she collaborated with Redwood
City in fact um at Hoover School for
many years to gather her research. and I
was a part of that research um and
working and supporting our teachers. Um
and so the four pillars, there are four
pillars that make up the uh EL road map.
Um and so the four pillars, the the that
are all intertwined uh highquality
curriculum and instruction. So we're
looking at our curriculum. We just
adopted I am math for our middle school
and previously have with our K5. Um
we're looking at we have benchmark.
We've recently began working a couple
years ago with our supplemental ELD
curriculum. So making sure all of our
students have high quality curriculum,
equitable access and opportunities. So
not just for core curriculum but
throughout the school day highquality
teachers high quality qualified teachers
courses access to the different courses
after school opportunities electives
enrichment um so equitable access across
all sites for all of our multilingual
learners um assessment and
accountability. So we have the ELPAC
which is all what our state uses to
measure progress annually. Uh but in
addition we have our I Ready data for
our different subgroups. Um and I'm
going to talk a little bit more about
it. We have some new assessments this
year specific for our English learners
um benchmarks throughout the year to
measure progress towards ELPAC.
Um and then what we are really focusing
on in pillar 4 is empowering our leaders
um and in turn empowering our educators
uh supporting the people who are
delivering instruction um and that under
principle two this is really a big focus
across our district is the empowerment
and our understand our common
understanding of what quality
instruction looks like the quality
delivery looks like uh for our English
learners across integrated EL. So it's
you can't have just three of the pillars
to be an effective road map or effective
instruction or delivery for our
students. It's like an unequal table.
It's like you can have three legs, but
if you don't have that fourth one, it's
unstable. So we're really um striving
towards all four pillars. Um but we
recognize we can't do all of the uh
elements of every every uh pillar all at
once. And so we are focusing right now
more intensively on the principle two of
instruction uh quality instruction.
Okay.
So purpose and goals for our teaching
staff. Um, as our instructional leaders
uh endeavor to understand and go deeper
on the EL roadmap for integrated ELD,
um, we want to make sure that we are
bridging language um, along with
academic achievement because our
multilingual learners are doing two
things at once. They're learning
content, they're learning English at the
same time. Um, and so those are two
heavy cognitive lists, right? To learn a
second language or for some of our
students a third language. while at the
t at the same time being held
accountable to content standards. Um we
want to make sure that um for our for
our teachers that all of our they're
providing all of our students equitable
opportunities in the classroom or even
outside of the classroom for learning.
Um and that is through learning
instructional practices um that best
meet the needs of the different learning
styles of our multilingual learners. And
when it uh as Mr. just said earlier, if
it's good for our English learners, we
know it's going to benefit all the
learners in the classroom. Um we also
want to promote creativity and critical
thinking um in an inclusive classroom.
And so when we are addressing the needs
of our English learners from our
newcomers who are just here either a few
weeks, a few months or less than a year
to our long-term English learners um
providing a structure for our students
in in the classroom through a set of
instructional strategies, practices and
skills um that our teachers are learning
uh through this uh um uh instructional
leadership uh skill building um and
feedback. Uh the our goal is of course
to increase student achievement but also
have critical thinking students.
Oh what does coaching look like? What is
what is happening in the classrooms in
or in the schools and with our
principles? So principles are going
through a series of six coaching cycles
and between those coaching cycles
there's collaboration at our
administrative meetings where we are
looking at what quality feedback for
integrated EL looks like what does it
sound like what is it that we are
aligning our understanding of what
instruction looks like in the classroom
um so that we can give good feedback to
our teachers but in addition our
teachers are in a cycle four different
cycles of coaching this year with Dr.
Kimberly Sagilan, who you may have seen
in previous uh board memos and
contracts. Um, and she is working with
uh some of our school sites in a series
of coaching cycles that looks like
demonstration lessons where we'll read
some research and then she'll
demonstrate some skills or strategies
using our core content and then an
opportunity for teachers to debrief. In
addition, then teachers collaborate with
each other. They come together either
across school sites or they come through
their content area or grade level um and
they demonstrate lessons using their
newly um or maybe their skills and
strategies that they've used before but
they are demonstrating in front of their
peers. So their peers come to watch them
in the classrooms and then we debrief
and give feedback um on practices. And
so that's a cy four different cycles.
Between the cycles though, our
instructional coaches are delivering and
um uh uh feedback to the co to the
teachers and helping hone and refine
those new skills that they're learning
um through each cycle. Uh we started
this actually last year with our
teaching staff and so we had seven
schools participating, seven schools
participating. Um we had last year
Garfield, Hoover, Taft, um Roosevelt,
MIT and Clifford and Hoover. Did I say
and Henry Ford? Sorry, excuse me. And
Henry Ford. Um and then this year um we
are focusing on Hoover
and uh uh Garf, I'm sorry, Hoover,
Roosevelt, and McKinley Institute. So we
are doing the four coaching cycles
specifically this year. Um and so the
modeling of instructional practices
continues though with our our
instructional coaches. Um and we're
making informed decisions using data. So
the big piece of data is our LCAP goals.
We have LPAC goals that where we are uh
striving to increase the percent of our
students who grow one year uh on their
LPAC scores. Ultimately we want 100%.
Right? We want all students uh making
one year's growth each year. Um, but
right now in our LCAP goal, it's from
40% to 50%. So, uh, we're currently at
40%, we're looking at a 10% growth for
next year. So, it's a that's a big
stretch. Um, but we are feeling really
confident that we're putting a lot of
practices in place. Um, in addition uh
to the LCAP goals of of um, we are close
to our uh, goal of reducing the percent
of our long-term learner, long-term
English learners. Um, our goal, uh,
we've superseded our goal for next year
already. So, we're looking at goal 2027
of being closer to 10% of our students
as long-term English learners. Um, and
then in addition, we want to increase
the number and the percent of students
who reclassify to fluent English
proficient. Um so we're looking at those
bigger data points which we only see
once a year but smaller data points are
we have a new assessment new assessments
this year for the first time uh grades
K5 are doing benchmark assessments uh
three times a year through language
power which is our supplemental ELD
curriculum. So they're in the midst of
it right now. Maybe some sites are
coming towards the end of it. So, we're
they're doing that right now as we close
our first trimester. And then six grades
6 through 8 are using um a platform
called Summit K12, which mirrors the
ELPAC and will give teachers uh uh
assessment results that will mirror the
ELPAC um for the month of October and
they're going to take it again in
December. Um so, the just those two
times of year because an ELPAC comes in
February, which is just 10 weeks away.
So monitoring our students um as they
are getting closer to um the high stakes
state assessment.
>> In addition, I think um just so you know
the grade levels we're working with with
the coaching um this year we added
second grade. Last year was third
through 8th. This year we actually added
second grade as well um for it. And so
also in addition to summit we also have
summit also has a platform for our
newcomers. So, is also providing some
ELA support for English learners as well
for our very very beginning PE uh
students that need some more vocabulary
development. So, we're also doing that
through some of our newcomer classes.
>> And so, a lot of these practices are
new. Um we've always done designated ELD
and integrated ELD. Um it's been around
for decades. So, it's not a new
practice. Redwood City, State of
California. Um what we are doing this
year that's different and we started a
little bit of it last year um is being
very intentional in tightening our EL
plan um and we tighten our monitoring of
ensuring that our students are
appropriately placed um that we are
adhering to schedules and instructional
minutes um and an increase of using some
formative data along the way to um um
see how our students are doing to
ultimately finally meet or exceed our
LCAP goals. And so all of this is new
and different compared to what we had
done in the past. It's really building
the capacity of our instructional
leaders um along with our teachers. It's
always been my belief and I got a chance
to share this with one of our trustees
that that um teacher for me to building
teacher capacity is the best way to
improve instruction. um and that making
sure that our teachers have the tools
that they need and and feeling
successful and giving them the feedback
along the way. We all thrive off of um
what we need to improve on and what
we've done well. And so giving them the
feedback and as we are as leaders
aligned to what we're looking for and
what's high quality instruction. Um this
is new practice because we are doing it
together and we are using the EL
roadmap.
that's different this year.
So again, this is this is ultimately our
outcome says increased educator
confidence, um instructional clarity
across each classroom, across each site
and then across the district, uh
stronger student academic language in
the class, academic discourse um amongst
the peers, um and greater engagement and
inclusivity. Engagement can be measured
by student voice um student
collaboration, student talk um and so
engagement um we can measure it in
different ways um that was my personal
take on it is the collaboration and the
student voice um that includes all
students in the classroom.
So next steps
refinement right we are in year um
really year one so engaging and
continuing in this practice and refining
our coaching moves as we refine our
leadership feedback um so that is
something that we are doing at our
administrative meetings um with Wendy
Kelly with Dr. Baker and Anna. Um, and
then build continuously building the
capacity of of our leaders which
include, you know, emergent leaders. We
know that many of our teachers hopefully
well some of our teachers will be
emergent leaders um in the Rwood City
School District one day. So, as well as
building the capacity for our
instructional coaches um and then
continuing to use data cycles um to
monitor and improve um instruction and
outcomes for our multilingual English
learners.
questions. All
>> right. Thank you, Katherine, for the
presentation. Um, as she said, does
anyone have questions or or comments or
Dave, please?
>> Well, I'll just say this is really
helpful, super exciting. There's a lot
of things that I just that saw that are
really encouraging. So, thanks for
bringing that together. I think one
thing um great to hear about the where
we are on our LCAP 2 goals, right? kind
of ahead of schedule or making good
progress. So, it's very exciting.
Looking forward, I don't want to get too
ahead of myself, but looking forward to
the midyear report, see where things go.
And I think that ties also to hearing
that there's more um interimm
assessments or figuring out ways to
monitor where we are. So, we're not just
like end of the year, did we make it or
not? Um so, that's really exciting. Um
and then I think it's also a testament
to the the work that's going into not
again this is a little ahead but when we
look at the IE data we can see that
specifically among the EL groups and
more so among the ELTEL group that the
the expected growth has we we have seen
increases um year-over-year so exciting
um the only question that I had was I
think you mentioned that there are four
schools this year that we're focusing on
Hoover MIT Clifford
Roosevelt
>> and Roosevelt. How what's the rationale
for focusing on those four?
>> Um so we had um last year we had a focus
of all our schools who were in ATSI. So
we had to create a plan. So this year
what we decided uh with Garfield and
Taft they're doing the new pilot for
benchmark. So having do this and that
was going to be a little bit too much.
So we decided that they their focus
would be um benchmark and piloting the
new benchmark um and getting them going.
So they're also having demonstration
lessons there through benchmark as well.
So they're doing their own thing a
little separate um and of the focus. And
so we were really intentional about what
other schools we wanted to continue and
where we had coaches currently. Um, and
so we wanted to make sure part of the
work that really leads some of this work
is the the coaching and planning that
needs to go along with it. And so we
don't have coaches at each of our sites.
Um, but the coaches that we do have are
at sites and they build a rapport with
teachers. So there's already some trust
of planning and working and demoing
together. So we wanted to continue that
because we don't want to take that away
from them yet. So even Garfield and um
Taff still have their coaches, but their
coach their focus is more on the
benchmark and reading comprehension. Um
and so we're really trying to build that
capacity there.
>> Okay, that that's super helpful. So it
sounds like it's not a taking the gas
off. It's we we got to prioritize a
couple things, but like we're still
focused on this and Okay.
>> Um and with that, even our coaching
that's going through with Dr. Sagalon
because we had um our CRLP 3 through 8th
grade actually's focus is reading
comprehension. Dr. Sagulon is taking
what we've learned from CRLP using those
protocols and planning with those
teachers to make that come to life
because part of it is we went to the
training now we have to put it into
practice. So she's working with it to
come put it into practice. So those
demonstration lessons that are happening
are actually practicing the routines of
CRLP. So we're it's two in one we're
trying to do to maximize what teachers
are doing.
>> Jen, do you have comments, questions?
Anything you want to add?
>> No, I just want to say thank you again.
Um, and thank you for answering my
questions and kind of filling in today.
Um, it's it's just amazing how much is
going on and if we can see the
improvement continue, that would be
really great.
>> Do weekly. Yeah,
>> Chris. Yay. Um I I thank you by the way
for updating the presentation to give uh
clear explanations for the definitions.
Uh I'm sure I was not the only one to
appreciate the clarity of language
there. So thank you so much. Um thank
you also for underscoring what's new,
what we're changing versus prior years.
Um that was that was super helpful. Um I
had had a question in terms of the board
memo uh saying that the funding was
coming from arts music instructional
materials and uh I realized uh only in
real time that that was a uh
abbreviation of arts, music, and
instructional material as the grant
source and I was just confused because
it's not arts material or music material
um but it is instructional material and
so that makes it make sense. So, just
wanted to to note that love the
incorporation of peer observation and
feedback. That's something that teachers
have been asking for and that also has
really good demonstrated effects.
There's great research about uh people
generally getting better at a thing if
they're observed and get feedback on
their doing of a thing. And surprise
surprise, teaching is not different than
that. um vigorously in agreement with
your statement that building teacher
capacity is the best way to improve
instructional quality and giving
teachers the feedback that they need um
is fantastic. We've picked some great
curriculum. I think what we're doing
here to rigorously adhere to the
consistent administration of that
curriculum to get differentiated
outcomes is exactly what we want to see.
um question. I want to make sure that uh
I I I parsed what you were saying, Anna,
correctly. You said we we recently added
second grade. We were doing third grade
and above and so we're we're sort of
just beginning to
>> the demonstrations. So last year we
worked with third through 8th grade in
our demonstrations and working with Dr.
Sagulan. So we decided this year to
bring on second grade because it's
capacity building, right? And so, um,
second grade, it's it's we we decided at
these three sites that that we really we
would love to be able to do K5, but it's
capacity building. Coaches only have a
depth, right? So, we wanted to add one
more because at Hoover, we were only
working with third through fifth and so
we that second grade team was easier to
match because we matching with
Roosevelt. So what happens is the second
grade teachers that Katherine says,
they're planning together across Hoover
and Roosevelts because they each only
have two. So it's kind of nice to bring
them together, plan and then they
demonstrate for their own sites. So we
this is just something we decided to do
this year is to bring on the second
grade teachers at these two sites.
>> I think it's fantastic and I bet you
can't anticipate my next question.
>> Well, we want to continue to roll it
out. Um again one of the one of the nice
caveats this year has been because we
know and and you know as you guys know I
already our comprehension is lacking and
so our focus is comprehension. So
whether that is at our pilot sites
they're doing benchmark which are
working on the comprehension and then
specifically at these sites that's what
we're working on is really
comprehension. How do we make everything
that we have accessible in terms for
students right for our English learners
learn English language learners? Um I we
I just went yesterday to a a quick PD
here in Milbury focused on English
learners and talking about how children
need to be speaking all the time and
especially our multilingual learners and
oftentimes we go into a classroom and
it's silent,
>> right? And so the oracy part of it is so
important for all our students and they
couldn't emphasize that. In fact, I
didn't have a chance to share because I
don't have the slides yet, but
everything on the thing was ory or for
every single one of those alpac things
because it starts with ory and then it
goes into
>> So the word you're using or
>> it's oral or oral speaking speaking the
practice of of of talking, right? So
it's we are that's one of the things
we're trying to get to change is that if
we have children talking first then they
can you know practice with syntax and
practice expanding their language and
then we can then do it with
visualization. So it's it's a lot of
different components that come together
and Dr. Saguan is an expert in that and
so she's really trying to teach the the
teachers how to make what we're trying
to do become very explicit.
>> That's fantastic. Do you have any idea
of like in terms of timing for when we
could make this kind of uh these
demonstrations and this enrichment
available for uh TKK and first because
>> we can get Dr. Sagulan to move up here
and we can adopt her. She lives in LA.
She lives in in Southern California.
She's also a professor at the
university. So, um I mean we adopted
her. I call her she's adopted to us.
She's pretty much here sometimes at a
week at a time. Um I mean she just
brings so much rich and we know that the
teachers she makes learning for our
teachers to be I mean Katherine could
share what happened with special
education teachers and wow she just
creates this ambiance for teachers and
makes it um comprehensible of how change
can be so small
>> right and said it doesn't have to be
this big thing but it's it's very
intentional
>> so who do you have to arm wrestle to get
her up here the TK the K and the
>> her children
>> but she is up here at a week at a time.
She she was just here um this Monday
with us and Tuesday we actually just did
a walkth through because part of this
we're also doing walkthroughs with her.
So we had the opportunity to be at
Adilante. Um we had our K5 principles
there. We did a walkthrough with Alante.
We talked about feedback. We talked
about what did we see next steps for the
principal. Our next visit with her is
we're going to do a middle school as
well.
>> So we don't have those built in
throughout the year yet. we did just
choose two because we're trying to focus
on giving feedback, right? We're
everything that we're doing in
educational rounds is really based
around this feedback form. And so she's
helping us um create the lens for our
principles on using the roadmap to help
create the feedback that we want to be
intentional in our practices. So we have
added her and we know teachers really do
she really does bring um this expertise
um to all of us. I mean, I I have to say
I learn from her every single time she's
here.
>> Um and um so I think it's something that
we want to continue for next year.
>> I mean, it sounds great. Uh but
to to sound a little bit like a broken
record, I think like if we have English
learners who are joining us in TK and in
kinder,
we really need to have them fully
English proficient by end of third
grade. And so having these initiatives
that are running third to 8th and now 2
to 8th is like is great. And I I I worry
a little bit that like where the focus
is most urgently needed is on those
lower grades. So, anything that we could
do to get that uh additional
supplementation for the lower grades
would would be really fantastic because
if we can get these kids the m the vast
majority of these kids and I know we've
make been making great progress on on
this front but if we can get the vast
majority of these kids who join us in
kinder fully proficient by end of third
grade that'll take care of so many other
problems down the line. So thank you so
much for your help.
>> We do have a grant.
>> Yeah.
>> That's on PD for next year. For the next
three years, right? Three years.
>> So that will continue. So that on
professional development. So
>> we can continue with Dr. Sagolan and
expanding. We just we just started
because we were really focused in on
making a change with our test scores on
comprehension and really making it.
That's why we focused on through through
eighth grade, but we know that it's
critical to be in K12 as well.
>> Fantastic. Thank you.
>> Great. Thanks thanks Katherine for the
presentation. Um I'd heard a lot from um
from site administrators about the TCM
professional development. How does that
fit in? Is that more around the
designated ELD or is that part of
integrated as well?
>> Yeah, so TCM started as designated ELD
very specifically because we purchased
their product which is language power
and so we worked with uh TCM and we
worked with multiple coaches. So they
were coaches from different walks of
life. Um and that was that worked well
to to roll out um designated DLD. Um but
as we've moved towards the focus and we
got designated ELD up and running. Not
that we don't need to continue refining
those practices. We definitely um have
areas of growth, but uh as we moved more
towards integrated ELD, we uh moved
specifically more with Dr. Kimberly
Sagilon um and continue partnering with
TCM in terms of purchasing their
products, but not their coaching. Yeah,
that makes sense. Okay. And then you had
you'd mentioned the curriculums that
we've adopted over the last time. I
think we used to call it illustrative
math that changed names. No, it is still
illustrative math. Okay. Okay. Something
changed in there though. Company name or
something. But
>> um the how how is that like anecdotally?
How is that working well? Is it is it
good for integrated ELD? Um
>> IM math IM. Well, so I IM has a
components of um integr how to use IM to
for our multilingual learners, but the
strategies and the skills that teachers
are learning in um integrated ELD, which
there we're using more in English
language arts, can be applied to any
content area. So, it's not specific to
math. We've heavily focused on reading
comprehension. Um but all those
strategies can be then applied to math.
>> Okay, great. And then you called this
year one of implementation like how many
years of the is there on the road map
and we're already seeing impact. It's
like it's kind of nice that it's
>> I I never see it as the year one in
terms of well we have funding right now
you know there's funding next year and
really looking at the uh the EL road
mapap I always see it as a capacity
building tool like whenever you're doing
something where you have a tool that's
helping support or a framework is more
than a tool I mean it is what our
guiding document but um capacity
building in terms of we always have new
staff coming on so I never see this as
an ending cycle I see this as a
continuous um cycle of improvement like
teachers we never stop learning. And so
we're always refining. And so um but as
long as there's funding
in order to continue outside vendors and
coaching, but um this initiative of
building capacity is something that
whether we have a grant or not is
something that we can continue to do um
as long as we have um momentum to
continue working through the EL roadmap
and we have um our team and we'll bring
on new people as they come and join our
new team.
>> Great. I'm looking forward to the future
years.
>> Yeah,
>> Mike, fun fact, the uh illustrative
mathematics approach to English language
learner in integrated EL development is
explicitly based on Stanford
University's um Graduate School of
Education understanding language
framework. And so it's just it it I
think it underscores that like our our
partnership with Stanford can literally
help drive how all of this curriculum is
delivered like nationwide. Super cool.
And a caveat, and it's true, they do
have an EL component, right? I think
there's things we have to work on to
make it come to life a little bit more.
and um and and and math. Um and I was
just talking uh you know yesterday at
this thing that a lot of what we do on
our current curriculum is all based on
the I call it the flat panel which is
right we we're always on the computer
always projecting where in the past we
used to create things in front of kids
right and that creation cements things
there's processes that we have cemented
by using pens and pencils and you know
whatever we're doing with our hands that
is an a pathway to the brain, right?
We've sort of gotten away from some of
those things with our kids. We you don't
see classrooms print rich anymore as
much as they need to be. And so some of
the things we're finding with
illustrative math is that um for English
learners, we'll show a vocabulary word
and then it goes away and there's
nowhere in the room where you see it.
And so English learners need to cement
that vocabulary word in the room. So one
of the things we have to work on is how
do we create those vocabulary charts
right so that children come alive and so
that that work there's way a way to look
in the room and where a child can go
back and say oh that's what the ray is I
I just we I went did this with third
grade at Taft on a planning day and we
went through the vocabulary through the
lesson and then we figured out like they
do have it but it's on a slide deck and
it's not like on cards that we can post
>> right so we We need to make sure that
what we're doing in all of our
curriculum that we're using the best
practices of creating something that
there's a reference in the room so that
children always have that point of
reference and when they don't need it
anymore they won't need it but initially
they need to use it and that happens a
lot in our primary grades. So um and so
we're really trying to work towards what
else are our next steps in math to make
it come alive for English learners a
little bit more. There's always work to
be done.
>> Yeah, it sounds like a nice holistic
approach there. That's good. I I'll just
very briefly add that when I taught high
school, non-English learners had the
same strategy. So I do think that is
applicable across the board, all ages,
all topics, like all categories. So
anyway, just really helpful that you
guys are doing that.
>> Uh Dr. Baker,
>> I am just wanted to thank both Anna and
Katherine for the work that's being done
and continues. Um Dr. Sagilar, uh she is
just amazing.
you need to see her and she this this is
why teachers are ask she needs to come
teach demo a model in our class demo
model in our class it's like yeah but
we're not we're going to get we're going
to get there we're going to get there um
she just that the energy that that she
has and just gives to everyone is is is
amazing. I remember being in a third,
fourth combination classroom at
Roosevelt last year when we started and
she had those kids at the palm of her
hand and the teacher was there writing
all these notes of what she was doing.
Um, so whatever we can do to uh have
her, you know, continue working with the
district would be a a real plus for us,
you know. So, and Katherine, you being
at the school sites and
expecting and inspecting is is really
good. So, I really appreciate that a lot
and so do the principles. So, thank you
so much.
>> There's no way to hire her and relocate
her and her family up here.
>> We probably can't afford her
to be honest.
>> All right. Thank you, Katherine. Uh,
once again, yeah. Uh, all right. Let's
move on to our next Let's move on to our
next school community report. This is
6.2 the report on I Ready assessment
results. Anna, this one's to you.
>> So, we'll be going over just our quick I
Ready. Again, this is data from the
spring and our baseline for the fall and
then we we were asked by board member
about some cast data. So Jenny did some
longitud long longitudinal data so that
we could share tonight as well just
because there was a question about our
our current kindergarten um and looking
at our TK who kids that started TK as
well. So we're starting to look at that
data. I think Jenny is on.
Make sure
um yes I'm on.
>> Okay.
Uh good evening board members. So um
tonight our data focus will be on uh
giving you some update on our student
progress
on on uh what did my sorry
my camera for some reason I turn it on
it just automatically turn off. So um
I'll just leave it off.
>> Okay. Um so here's the breakdown on our
number of students by grade level and
student group who participate in the I
Ready spring uh assessment. Um just a
reminder El here is the e uh student who
been a English learner for seven or more
years. Um newcomers are e student who
born in a foreign country who has been
in US school for three or less year. So
that's just a reminder on um those term
that we will be using throughout the
presentation. Next slide, please.
This slide um shows side by side the
fall baseline versus the spring reading
placement for 2425 school year. Um we
can see that the spring's result zipped
upward with more student on above grade
level and fewer dip below grade level in
uh orange and red color. Next slide.
This chart shows the distribution of
reading performance for grade two
through four. Um between the fall uh
compared with the fall, we can see a
steady upwardship ship for all three
grade level. Um uh a larger share of the
student move from below grade level into
early on both grade level.
Next slide.
For grade five through eight, the
performance continue to show gradual
improvement between fall and spring for
all grade level. However, we can see
that the change is more modest compared
to the primary grades, not as much. Next
slide.
Um, this chart shows you how each grade
level cohort is performing through each
of the spring administration throughout
the past four years. So for example if
you look at what's the the last group is
take current aid. So those number
represent the number of student honor
both above grade level um during the
spring administration for 22 23 24 and
then 25 school year. So it goes by
cohort. Um the from the chart we can see
that seventh and eighth graders shows
good momentum with recent increase on
the percentage of student above level.
Grade four and four through six declined
compared to previous administration
especially our sixth grader cohort um
which is now our current seventh graders
um that has dropped across the past four
year I ready spring administration. So
it they started four years ago with 55%
on both grade level and each year as
they take the test they came down to 45%
40% and now um last spring they were at
39% for the current grade six
right
next slide please
um now that we look at how overall
placement have changed let's look at the
growth um I see the board I think I
already seen this slide but for 2425
there 57% of student meeting their
annual expected growth. That is a 3%
increase from the overall percentage
compared to 24 uh spring 24.
Okay, next slides.
Um this slice is um according to a
request from a board member as we were
seeing uh out of those 57% student who
meeting the annual respected growth what
is the um among those thing what is the
the placement of those student that
meeting the growth. So we can see from
here the majority of the kid who will be
below grade level starting the school
year are those that make up the number
of kid who meet the annual expected
growth.
So right here
most of the um the three or more grade
below level
uh take 28%
of all those kids who meet the annual
expected growth and then the next group
is one grade below their 24% they make
up the 24% of the kid who meet their
annual expected growth.
Okay,
next slide.
Um now this chart show you how growth
data look like for our student group in
reading starting with English learners.
The proportion of the student meeting
annual expected growth increased by 5%
point from the prior administration.
Next slide.
Similar train is found in el group
though el shows 7% point increase
between two years of respected growth in
reading.
Next slide. Um this is uh for student
with disability there's not much changes
in the number of kid uh meeting the
annual expected growth very slight
changes. It could be due to the uh
percent round up to when the calculation
happened.
Okay.
Um so we're moving to the math. I ready
for spring 2025. Again, this is the uh
demographic makeup for the student who
took the steps.
Um the math assessment is also offered
in Spanish. So you see a higher number
here because um I'm sorry, the math
assessment um was offered in Spanish. So
the result of the Spanish test and the
English test because it's the same test.
It's a different language. So the that's
why you see the number of student
participate in the test is higher than
the reading because the reading we have
English test and then Spanish test which
is two different tests. Okay, next
slide. Um here's side by side again for
math placement from fall to spring. We
see a clear upward shift. Um and there
are fewer student in the lower band and
more student in the upper band.
Next slide.
This graph again show the math statement
between train changes between fawnspring
for the gray band from one to four. Um a
striking figure that I'm seeing here is
the large number of our first grader
below grade level in yellow. So um our
kid in fall starting off with 61% of
their student on below grade level on
grade below level. Um although they we
do shift it to 55% on one grade below
level in spring but that's still a very
large number of our kids um on first
grader below grade level.
Next slide.
Um this is the
next grace span from grade level fifth
through eight. Spring has a higher share
up on above grade level compared to the
fall. Um but again we can see the
majority of our student remain below
grade level across all the grades.
Next slide.
This is the cohort um data
uh for math trained throughout four
years.
We can see that our fourth grade cohort
the first group has a consistent
increase in the percent above grade
level while our in upper grade grades 6
to 8 have um show consistent decline
every year on the number of students um
on above level.
Next slide. Here
is the growth data for math. Um, there
are fewer student meet annual expected
growth in math compared to reading uh
from year-over-year. So only about 1%
that could also be the the different in
you know round up and round down
percentage.
Okay, next slide. Here is the component
of the student placement that make up
the student who meeting the annual
expected growth. Um so the 40% of
student are meeting expected growth most
of them are made up by um student who
were below grade level and a large chunk
of them from come student who were one
grade below level. those other student
who make um the more of those student
meeting the annual expected growth.
Next slide. Here is um how our EL
student is doing in term of I already
math um uh meeting their annual expected
growth. That's very minimal yeartoear um
through the past two year of growth.
Next slide.
Here is delta group which have the same
trend um very flat year-to-year annual
expected growth
in math. Next slide. Student with
disability
um unfortunately in 42425 there's fewer
of our student meeting the expected
growth compared to the um 2324
administration.
Okay. So that was the 2425 I ready data.
We are um going to look at this year
four data that on reading.
Next slide. Um the fall reading
diagnostic as we all know give us a
baseline to measure our student growth.
Um compare now to the next time they
take the test which is this winter.
Across the three fall snapshot we can
see that reading placement is mostly
flat. We are at similar starting point
each school year.
We'll use this p baseline to see how
much our student will grow by midyear
winter testing. The goal is to see more
progress each year from similar starting
point. So if we starting the same u
percentage of kit on each of these
category hopefully by winter that would
be big different compared to previous
years.
Next slide.
Um what we are seeing here again is
majority of our current grade first
grader again this fall um starting the
school year reading below grade level
um compared to their peers grade in
second through four. Um our third grader
are doing much better in this fall
baseline test. Um they also have a um if
you go back and look at the cohort last
year, they're actually doing better than
last year third grader cohort in the
fall baseline. So
next slide.
Um this is the graceband graceban 5
through 8. The data here reflect a
pattern that we have been consistently
seen in the past I already analysis. As
the grade level increase their math
performance tends to vary more with few
student meeting their grade level
expectation.
Um the eighth grader group in this chart
um the the gap is the largest as you can
see. Um eighth grader have the most
number of student on level um but they
also have the most number of student
three or more grade below level. So
that's a big gap among the eighth
grader.
Next slide.
Next slide. Wait.
Oh. Okay. Um so um the next couple slide
are showing how our peer school are
doing in term of their I4 I ready
reading placement. Starting up with
Kennedy and McKinley you can see that
compared to McKinley Kennedy is a higher
have a higher share of on above level
and a much lower share of three grade
below level. Though for both school
majority of our student are still remain
below grade levels in for reading.
Next slide.
Um
Northstar Academy here is far ahead in
reading uh with the majority of their
student on above grade level while Orion
and Roy Cloud have majority of their
student below grade level um on their
fall baseline reading.
Next slide.
Um, among Adelante, Clifford and Henry
Ford, Clifford has the highest reading
on above grade level. However, Clifford
also have the largest number of student
who were three or more grade below.
Okay. Next. Um this is the last four
school that are we're com that we are
putting side by side. Roosevelt has the
strong strongest reading baseline. Um
and the because they also have the least
number of student with three or more
grade below. Hoover have the most um kid
with three uh grade level below.
Garfield is almost entirely below grade
level for entire school. And then there
you see Taff kind of sit between the
other schools.
Okay. Um so that is reading. We moving
on to math.
Um we also see the same pattern in math
across the last fall the last three fall
snapshot. Math placement is flat
especially um we have more student this
year. This fall we have more student at
three or more grade belows level
compared to um the past two falls.
Next slide. Um
for grade 2 through four more than 80%
of our second and third grader are also
below grade level in math.
Okay, next slide.
in the grade five to A span. Um, our
younger graders, fifth and sixth graders
tend to perform better than our upper
grades um on the on their fall baseline
math.
Next slide.
Okay. Um moving on to um looking at the
similar school the gap between the
Kennedy and MIT remain wide in math also
um but also majority of the student both
school are below grade level.
Next slide.
And then Northstar clearly leads again
with most of the student on above grade
level.
Um Orion Roy Cloud have most of their
student below grade level. uh with the
deepest focus on the one grade below. So
both school have a big chunk of their
kid one grade below in math.
Next slide.
Um again we see here Clifford has the
strongest strongest math placement with
more student on above grade level. Um
Adelante and Henry Ford um have also a
big chunk. Almost half of their kids
were one grade below level.
Next slice.
Um, among these last four school that
we're looking at, Roosevelt's is
comparatively stronger in math. Um,
while Hoover and Garfield have the
largest number of student um in the in
the red area which is three or more gray
below. And then here you see again Taff
is kind of sitting in between um the
peer schools.
Okay, so that is the end of the I ready.
Um the following slides are something we
add on by a board member request. Um as
we want to look at um does our cast
performance different by enrollment
history. So this is data is trying to
answer this question especially we are
comparing our third grader enroll since
kinder with RCSD and those who enter
later. So this figure here shows you the
percent of student in general ed. So
this does not include special ed um
third grader. So this shows the number
of kid who meet exceed standard across
three year of assessment
and we're comparing the student who
continuously enroll versus student who
enter um RCSD later after kinder.
For student enroll since kindergarten,
the meet and exceed rate is higher and
has been rising up each year. Um for
non-ontinuous student, it declined this
year and so that's kind of widening the
gap between the two groups.
Okay,
next slide. Um so this slide is focused
on English learner and again nonsp
special ed is included. Um for our e
third graders the gap between
continuously and versus non-ontinuous
group remain kind of stable over the
past two year of cmination. Though kids
English learner who've been enrolled
with us since kinder tend to um perform
better um than those who enter in the
district later.
Next in line. Next in slide. Um for a
student with socioeconomic disadvantage
um continuous enrollies
tend to tickle up a little bit each year
while the non-ontinuous decline this
year. So it's kind of widened the gap.
So they are currently at 12% points
percentage apart between those two
group. Next slide.
Um so this slide focus on just special
ed student for special ed third graders.
Both group of student who continuous
versus non-ontinuous they both dip in 23
24 34 administration and they both
rebound in 2425 administration. Um
however you can see the student who the
non-ontinuous student spent
um they tend to close the gap with our
kids um who've been continuously
enrolled in third graders.
Okay. So that is the end of the
presentation and um let's open up for
question if anyone have questions.
>> Thanks Jenny for presenting all that
data um from last year and from this
fall. Uh yeah, let's uh open it up to
questions, comments. Um would anyone
like to start?
>> Fire away, Jen.
>> I know it's a it's a topic where there's
some not a lot of clarity. Uh Jenny, my
my question was and just again from my
own understanding in our LCAP, Anna, we
have this 4% growth. Is that from the
fall to the
>> fall to spring?
No,
>> no, no.
>> What is it, Jenny? Isn't it
>> the 4% is the yeartoyear
increase of the growth. So, um, if
you'll go back to