Should
we go ahead and get started? Um, we can
reconvene to open session. And Evelyn,
if you'd start us with a roll call.
>> Trusty Lee
>> here.
>> Trusty King
>> here.
>> Trusty Marquez
>> here.
>> Vice President Wake weekly
>> present.
>> President Wels
>> here. Uh, so I'll report out on our
closed session from today, October 8,
2025. We received the board received
some information and no action was
taken. Um so good evening and welcome to
our October 2020 our October 8th 2025
meeting of the Redwood City School
Board.
Numero
de la. Thank you for attending uh here
or online. Uh the board encourages you
to participate and provide comments on
issues of concern regardless of whether
they're on the agenda. Uh if you're
addressing a subject listed on the
agenda, you'll be called at the time
that the item is being considered. And
if the issue is not on the agenda,
you'll be called shortly during the oral
communication agenda item. And then to
speak, if you're attending the meeting
in person, which I don't see anybody
doing, uh you'd find a speaker card at
the entrance to the room and you'd fill
it out and hand it to Evelyn. Um and if
you're attending via Zoom, uh please
complete the online speakers card linked
from the agenda or just raise your Zoom
hand when the item comes up. And then to
be fair to all our speakers, we limit
public comments to three minutes per
person per topic unless otherwise noted.
Uh does anyone have changes to the
agenda?
No changes. Uh, can I get a motion to
approve the agenda?
>> I move to approve the agenda.
>> Second.
>> All in favor? I.
>> I.
>> Okay, let's move on to public comment.
Uh, I know I have
one for public comment. I think it's
just one. Is that right, Evelyn?
Looks like it.
>> Yes, just one.
>> Um, I don't have a name.
>> La Ramirez.
>> Is Is that for both of them? That looked
like that was for the uh superintendent
one. I I
>> Oh, they're both for superintendent
actually on here.
>> Okay.
>> Yeah.
>> Oh, okay. Then let's uh we'll wait for
the um superintendent item to come up,
which is probably the next one. Um no,
no, no. First, okay, then we're going to
move on to the approval for the bond
program consent items. Um we're going to
approve this in one motion. Can I get a
motion to approve?
>> So move.
>> Seconded. All in favor? I I perfect you
guys.
>> Thanks. Well,
>> uh there no action items. So, now we'll
move on to the discussion items. Uh and
we'll do the superintendent search
process. Um I'll call uh call up Eric
and Jackie. Yeah.
>> Uh yeah, there's a button. It looks like
a person. It's the right button. Yeah,
perfect. Right. Perfect.
>> Okay. Thank you. Well, once again, we're
delighted to be back with you and um
really welcome the opportunity to be
working with you on this very very
important uh task, selecting your next
superintendent. So, good evening uh
Superintendent Baker, uh President
Wells, and all you trustees. Nice to be
here. So, I'd like to call your
attention to the document that hopefully
you have. Uh it starts out with open
session. if you would pull that document
out. We're going to be going through
that document um so that we can get all
of the pieces of the search process
nailed down this evening. So, we're
going to start first of all with um just
a review of what are some of the things
that we need uh to be working with you
so that we can get the search started.
So, one of the first things is finding
out do any of you have any questions
about the process at all?
Uh probably but not not not to start
with. I'm sure as the evening goes on
more continue to have questions. Yeah.
>> You didn't have any ferocious wonderings
last night before you got here. So we'll
start out uh with the next thing on
number two. We usually would like to
find out if you have a um leasan that
you'd like us to designate that you
would designate for us to work with and
that would be mostly on just logistical
kinds of things. So sometimes we just
need a quick answer of something that um
isn't really a a major question but it's
just a logistical concern. Do you want
to designate someone? Sometimes it's the
board president.
>> Yeah. Is that a board member that would
be leazison as opposed to Evelyn who I
know who actual some of the logistics? I
mean I'm happy to do it but if somebody
else felt like they they wanted to do it
otherwise I think I'll take it. I've
gone been doing it from the beginning.
It's me board president.
>> You got it. Okay. Congratulations.
So, we'll be going with just dealing
with kind of day-to-day things that we
might need a quick answer on. Okay.
Also, I'd like to check with Evelyn.
Have you received everything uh from
Serena Fington uh prior to the meeting?
All of the information that you need?
>> She sent me a packet for tonight's board
meeting along with a checklist to in
preparation for what happens after the
meeting.
>> Okay. Terrific. Glad to hear that. Um,
one of the other things that we'd like
to have is uh which email address would
be the best for us to contact trustees.
Do you want your district email? Does
anybody want anything other than that?
>> I think district email is fine. Yeah.
And I think one of the questions of was
whether they're on the website and they
are on our meet the trustee site. Yeah.
>> Perfect. And would you be willing to
give us your um personal phone numbers?
>> Yeah, absolutely.
Okay, great. So, Evelyn, you'll handle
that. That would be great. Thank you so
much. Okay, so one of the next things I
want to ask you about is take a look at
the next paper that you have which is
titled educational partners and
community forum.
So, this is really an important piece
for for us. One of the things that's
really important uh in a superintendent
search is finding out what do your
stakeholders want to see in the next
superintendent. What are those desired
characteristics that people in your
district want to want us to look for as
we go out and recruit people? So, we
have a list of just very very uh generic
groups that we generally work with, but
we want to customize it. So, we make
sure that we're getting all of the
groups that you want us to contact. And
I'll tell you what's been working um
much more uh successfully than uh it had
in the past. And that's with the uh
advent of Zoom meetings. We have been
able to reach many many stakeholder
groups uh that are more willing to to
meet on a Zoom meeting. they can be
home, especially, you know, your
teachers, your classified, they can be
home in their bunny slippers stirring uh
dinner for their kids while they're on a
Zoom meeting uh as well. So, we found um
that we're able to do in-person meetings
as well as utilizing Zoom meetings. And
so, we we generally ask the people,
what's the most uh practical for you?
And we would be working with Evelyn on
determining some of those things. So,
here's the list and I'm just going to go
down the list and then I want you to add
some other more um specific stakeholder
groups. So, we will be uh talking with
uh obviously all of you this evening uh
during our meeting to find out what
you're looking for in the next
superintendent. Um we generally would
talk to your current superintendent. Are
you all okay with that? Superintendent
Baker.
Great. Okay. And cabinet
meeting with cabinet. Cabinet.
Everybody's okay. Um, how about your
district leadership? So, some districts
have, you know, different layers of uh
leadership. So, do you have directors?
Okay. Would you want us to meet with
directors?
Do you have coordinators?
>> Is that is that okay? You want to answer
Don?
>> Yeah. Great.
>> There our directors or our coordinators
and of course we do have our principles,
right?
>> But is there a way that you can um
>> have classified coordinators and
certificated coordinators?
>> Yes.
>> Um the same with the directors and is
there a way to um probably do that do
the directors and coordinators together?
>> Yes, if you want them together that can
be done. Yeah. guys.
>> Yeah, that's fine. I mean, and then the
principles by themselves,
>> right? Right. And so, just so that I
understand. So, you would have your
classified directors and coordinators in
one group and you would have your
certificated
directors and coordinators in another
group and you'd have your principles in
another group.
>> Right.
>> Got it. Okay. Thank you. And then your
classified staff. So we generally have a
a meeting where um and we most of the
time we do this on Zoom because it's
most most effective. Any classified
staff member who'd like to join a Zoom
can do so. But then we generally also um
have a meeting with the uh
representatives. So your labor partners.
So, do you want your district office
staff as part of classified or do you
want them separate?
>> I think they could be part of classified
staff.
>> Okay. Okay. Um, how about confidential
staff?
>> How many staff? That's one. It's only a
handful. Um,
>> they could be a group unto themselves or
they could join in with classified.
I would my recommendation put them in
with classes.
>> Join them. Yeah. Join. It's not like
it's that large of a group.
>> Got it. Okay. And this uh same with
certificated staff. So we generally um
can divide them up as you would see
best. But if we had um all you know any
elementary staff, middle school staff,
you know, they can join us uh in a
group. Um and then how about our
certificated association executive
board? They would meet together as a
group with us the officers. Okay.
>> And likewise your classified
association.
And do you have CSEA? Do you have any
other classified groups?
>> Okay. CSEA. Okay. Good. And we generally
like to meet with students. Um we
usually uh ask that for your
recommendation uh we usually work with
the principles of like your middle
school for example. Um
what's your suggestion on that?
>> So with the schools we have some K8s. So
if you could ask those schools that K8
do have the middle school that'd be
great.
>> Okay.
>> And then we do have two comprehensive
middle schools.
>> Right. Okay. And would we work with the
principles to see how they could best
manage that?
>> Perfect. I remember a year or two ago
there was like a districtwide like there
was one that um first that um
Katherine did and then if I'm not
mistaken Anna you did a um student voice
group didn't you right but we have not
you know kind of kept that going okay
that makes sense yeah so then yeah check
with the um the schools that have middle
schools or
>> the K8 and then we can maybe find a way
of coordinating that so okay good um the
next thing would be uh your parent
partner groups. And so this is where we
need some specificity.
So which groups are your your key
groups? Um would it be your uh members
of your school site councils for
example?
>> I mean all our schools will have a
school site council. So that's a good
one to include.
>> Okay.
>> Um you know our PTAs and PTOs are are
very active and engaged. Um but not all
our schools have PTAs or PTOs. And so
I'd want to make sure that we're really
cognizant of that and and and ensuring
that we're hearing from those schools uh
as well um and and do extra diligence to
make sure we get the outreach there.
>> So for the schools that don't have
either the PTA or a PTO
um could we contact their principles and
find out who their stakeholders are and
maybe you know try to do some outreach?
So the best thing I think in that
situation um what I have been doing last
year and this year is meeting with each
of those groups regularly and we call
them our bayside groups and um those
meetings are done uh each month and what
I can do is make sure that Kintana um
and Michelle Rammon she they get those
groups ready for you so that you can
meet with them either as one large group
or you will take each one individually
of those three because it would be um
the Bayside schools which are Taft,
Garfield and Hoover
>> and we would also include with that and
I see DAC and ELAC is down here
>> too. We would also have them them as a
separate group, right? Which would also
include some of these parents but not
that you're that I'm speaking of at this
point in time
>> just to get a really good sense. And
this will all be done in Spanish.
>> Okay,
>> good. Thank you for that.
>> So both the Bayside Group and of course
the DACs will be done in Spanish, right?
>> No, it I'm sorry.
>> Both the DAC group and the Bayside
group, those two
>> have to speak Spanish. Spanish, right?
>> I'm sorry, David.
>> MIT does not have a PTA either, right?
So, we need to get representation
through.
>> Correct. So, what Jorge will do is he
will take the groups that we have been
working with and he'll make sure that
they're included. He'll get Michelle
Raone to help out on that because we
have that all moving forward. Now,
>> what's going to be the best form factor
for those meetings to have them be most
inclusive? Like, is it going to be to
have them be entirely in Spanish? just
to have a translator present or just
like I I want to make sure we do the
best job possible.
>> I would prefer not to have uh you have
somebody that speaks Spanish that can
definitely
>> go in that direction as opposed to
having an outside translator interpret
back and forth. That
>> that does not work
>> for us. I should say us because I'm
included in that these meetings.
>> Okay. So, what other are there other
parent committees that you have? Any
booster clubs, for example, or things of
that nature?
>> One bit of subtlety you should be aware
of is that one of our schools actually
has two very different programs embedded
on the same school site. Uh, and that's
that's Orion. So, I' I'd want to make
sure that you listen to the parent
participation group and that version
group.
>> Perfect. Thank you.
>> Now, we don't have anybody who speaks
Mandarin, so
>> that's fine. That's okay. Okay. So,
you'll have an interpreter who could
help.
>> It's not necessary.
>> Not necessary. Okay, perfect. Thank you.
>> And I I don't I can't think off the top
of my head other parent groups that are
involved. There's the education
foundation. I saw that listed
separately, but
>> there's the education foundation,
there's the superintendent advisory
committee, but I think everybody will
get hit
in the manner of which the selection is
taken with the different groups here. I
think because members of the
superintendent's advisory council are
other also participating in these other
groups.
>> There is a group called Redwood City
Mandarin immersion scholars that's
separate from either being a PTO or
school site council affiliated. Just you
should be aware of them.
>> Would they be a standalone group do you
think?
>> It would have to be.
>> I guess it would have to be.
>> Yeah, it would have to be.
>> All right.
>> Okay. Um let's go down. We talked about
DAC and ELAC. Uh and how about uh
chamber reps, business partners,
city representatives, city council,
>> any external faces, people that groups
you like.
>> Would you say that any partnerships that
you have built in the years that you
would probably be able to give them
their contact information?
>> I can I can do that. The partnerships
that we've had in throughout these last
10 years. Yeah, I can do that.
Well, if you could give the partnerships
information to Evelyn, then we'll work
with Evelyn
>> and see if we have some groupings like
if there's city people and you know uh
business partners, right?
>> See if we can get them
>> together in a group.
>> Stanford collaborative and
>> Ron City together and
>> right
I think Stanford and then we've done a
lot with the chamber. So the chamber
people need to gather
>> and and the county do we
>> the county would we want to include them
or
>> probably not.
>> Okay. So we're down to 14.
>> Did you have one sec? David, did you
have
>> uh
>> this is more a question for you guys
because I think it's a little bit of a
different space. Um, is it typical when
you go through these to have engagement
through um any of the charter schools or
any any sort of representation there?
>> It's really up to the board. Yeah,
>> it's up to you guys. Yes. Sometimes the
answer is yes. Other times it's it's
it's no.
>> Depends on the relationship I think
between the charter and the board.
>> Reasonably positive. I would say it's
been productive.
>> I mean, we don't we we get along. I it's
not like in some school districts where
you don't where I mean they
>> may come to me when there's ever concern
or an issue or they go to Rick
>> um and it's been very cordial
>> I it's a possibility
>> yeah but although they are independent
charters they don't have much influence
over our directions we don't have much
influence over their directions other
than making sure that they're compliant
with the law I don't know if the um
>> the role of this I actually think Rick
does more a lot of that uh following the
compliance it's part as well. So I think
we'll have the continuity there
personally.
>> Okay. I think well I think at the very
least to the extent there's an open
community forum. I'm sure that there
will be lots of messaging out but
probably good just to make sure there's
awareness across the board even if it's
not a standalone
>> just
>> well and also um and we'll be talking
about this a little later. Yeah. We have
a very extensive survey and so you know
that'll be publicized throughout your
entire community. So hopefully everyone
you know who has an interest in the
school district can uh give input
through the survey.
Um 14 the
>> Yeah. 14. Okay. Go ahead.
>> The Ed Foundation.
>> Yeah.
>> Okay. So uh I assume they have officers
and we'll be able to contact their
officers. And then um in terms of the
open community forum, I'm going to be
brutally honest and Eric you can we we
hold them. We do hold them. I have to
tell you the attendance is beyond
minimal. Um, people just don't come out
anymore.
>> I think and and this is not just Jackie
and I, but all of our partners alone. I
don't know if we've had 20 people show
up at any of them in the last two two
years. Most are 10 or below or none. So,
there's not really a space.
>> Is it a bad look to not have one? I
agree. So he didn't even bother.
>> No, no, no. Yes, I totally agree. So
I'll give you um I uh had just done uh
Elkrove School District, 68,000
students, fourth largest school district
in California. How many people do you
think came to the community forum?
We had four interpreters, four different
languages. It was the four interpreters
and myself.
>> And we're not saying not to have it. I
think we do have to have it, but I just
want to warn you in advance that people
are very reticent about coming out. Um,
>> yeah. And and the reality of it is with
technology, they're much more
comfortable doing the Zoom. They're
going to have at least two chances. One,
they're probably a member of one of the
groups that we're listed here or they're
going to get the survey itself. And so
there'll be u plenty of opportunities
for for people to join. We do it because
it's something we've done in the past.
There were times where we would get, you
know, quite a few, but in the last two
to three years, it's really dwindled
because people have other options to
participate.
>> But we will be asking you, so assuming
we're going to have an open community
forum, you know, y'all come, where is
the best place? Should we have it at one
of your K8s? Should we have it at the
middle school
boardroom? What what do you
>> Yeah, the Hoover Gym is a good one for
um open community forums, although it's
really tempting to want to offer it
hybrid mode, which would, you know,
because that might open people up to
being able to come through and
>> we sometimes do both.
>> Do both. Okay. Yeah. So, if you do an
online one and you do a um Yeah, that
that'd be great.
>> Yeah. I honestly and I'm only kind of
pre-warning you about this because um
I've worked with boards that we didn't
pre-warn
>> and they just felt so terrible that no
one or few people
>> you know fortunately we just went
through the facilities master plan
process that had a bunch of community
output meetings input meetings and they
were reasonably well attended but you're
talking about in the 20s u there but the
online one actually I think had like 45
50 probably twice as many so
>> that's what we have found.
>> Yeah, sure. So, we're not we're not we
see we see it
>> the other
>> I'm sorry, please.
>> For all of these um sessions, do we
divvy this up or how do board
>> Oh, I was just getting ready to jump in.
You do not participate in any of those.
>> It changes that you don't.
>> I'm going to be brutally honest. I'm I
the baby. Okay. So, uh, I really don't
recommend it because it changes the
tenor of the conversations. It really
does. It'd be no different than, uh,
well, I won't give any examples, but it
just changes the dynamic
>> and you want people to feel free and
comfortable being able to express their
opinions.
>> As much as you don't want to, you know,
admit it, you have positional power. And
if you were to be in one of the teacher
sessions or the classified sessions or
or whatever, people still may not feel
quite as as open and forthright if a
member of the board was there. So we do
recommend uh that you don't participate.
And then um you know while we've gone
through this list here um you know we've
got some amazingly an amazingly engaged
community but I just was curious like h
how do we ensure that you know the input
sessions reach both the highly engaged
and the um those who may not typically
participate. I mean part of it I've
heard a couple mechanisms. There's the
outreach. We're going to go out and do
the outreach there. We talked about the
Bayside schools and being able to get
there making things available to Zoom
and you have other mechanisms we'll talk
about with the surveys. But are there
other best practices we should be
thinking about and pulling that in?
>> Well, I think one of the things that I
have always found and I think Eric uh
will agree um you need we need to get
your principles
really actively pushing through their
rooc calls through their parent square
through all of the mechanisms because
they're your boots on the ground. they
touch their surrounding community and
they touch of course you know all of
their parents. Um I think being able to
enlist your uh local newspapers
and especially getting the uh links out
to the survey and things like that. So u
I think uh Trusty Weekly was talking
about you know well what can we do?
Well, one of the things that you can do
is help us get the word out to all of
these uh groups that you have. And if
there are particular groups that you
know you don't have a a high
representation, then you know, let us
know and we'll try to work with either
the principal who might be serving those
people or one of your, you know, um
coordinators or directors who, you know,
specifically have some more information
to help us get their their voices heard.
I don't know if it's possible, but I
have heard from a couple of the
principles that if we want to send
surveys out like coming from them or
even the teachers directly would get a
higher response rate than if it was
coming from like leadership associates.
>> Absolutely. I mean, that's why I said,
you know, getting getting the principles
to be, you know, helping carry the water
on this is really critical because um
and then also, of course, you know, we
work with like when we're going to meet
with your SSC representatives, really
work with them to try to get everybody
that they know, all of our parent
groups, try to get them to spread the
word. So, we really do um try to get as
many voices as we as we possibly can
heard. And you I think you'll be very
surprised at how many people take the
survey. I'm always surprised at how high
those numbers are. Uh especially in this
day and age when people are taking a lot
of surveys. Um but people do want to
really be able to give their input. I
think what you'll find in our survey u
is that you're going to be able to not
only get you know uh forced to answer
questions but then people are all always
able to give their own comments on every
one of the questions and that's very
very informative for you as board
members and people do like to be able to
to be able to give you their comments
and they know that you'll see all those
results.
Sorry, I actually have a broader
question and I may have um maybe gotten
ahead of myself or behind, but all of
the the discussion about the educ
educational partners and community forum
these all the information that we are
trying to glean here is in the framework
of this is going to inform the desired
characteristics that we are looking for.
Is that is that correct?
>> That's a part of it. So, we ask everyone
the same three questions that you're
going to be asked a little later on in
uh tonight's meeting. What are the
desired characteristics? What do you
what do you think the next
superintendent of this district needs to
have? Skills, education, experience,
whatever. But we also ask the second
question and that is what do you see as
the strengths of the district? And we
use that as we recruit candidates. If
there's a highly successful candidate in
a really good district, why would they
want to leave their job and come here?
Well, we want to be able to, you know,
shine the light on all the things that
you folks have. So, we use uh a lot of
the information that we get from the
strengths as we recruit candidates. And
then the last thing which is also very
important is what are the challenges
that you see that are going to be facing
the district in the next few years?
Because the example that I always use,
if you're, you know, building schools
every other year, probably be good to
have, you know, a superintendent who has
a little bit of experience, you know,
with facilities, master planning, etc.
Um, so you want to be able to and we
need to be able to know what are the
challenges that are going to be facing
the next superintendent. So when we
start vetting our candidates, we see
well does that person have what it's
going to take to be successful. So we
look at their experience um in those
particular areas that might be an area
of need for you.
>> Got it. Okay. I I think this might be
going to the timeline, but it sounds
like the plan or the thinking here is to
have these discussions concurrently with
the survey so that you have multiple
means of collecting the information.
Mhm.
>> I guess is there has it does it often
occur that there's information that you
glean because it's a live discussion in
the community forums that make sense to
incorporate into the survey like
something that we had not anticipated
being a very important thing to the
community that isn't captured otherwise
in those three big questions that we
actually do want to disseminate through
a survey.
>> That's not really how we have done it in
the past. you know, it's important for
us to triangulate the data. So, we like
to have, you know, the concurrent data
using the same question format because
then we're able to see where are the
commonalities, but then we're also able
to see where are those unique things.
And then in our report that we give to
you, we'll show you, you know, these are
the areas that common themes among, you
know, everyone, whether it's your
stakeholder groups, um, in person
sessions or if it's on the survey. Here
are the things that we found not the
here are the things that were unique.
>> Okay.
>> Um,
>> okay. Thanks.
>> Any other questions before we go on?
>> Any questions? Um Cecilia, Jen, David or
David.
>> Okay. So now we're back on our you know
initial meeting discussion items and we
are on five and bullet two. So
after we take a lot of this information,
we put together what's called a position
description. And that's where we
actually publicize um what it is that
the district in general is looking for
in their next superintendent because
this is really important for the
candidates because as they look at your
opening they want to see well do I have
what that district's looking for. Am I
going to be a match for that district or
does my experience um not match what
they need at this time? So, that's one
of the things that we do and um we will
of course send that out to you, but we
also need for that because there is a
law that requires any posting to post a
salary range. So, we're going to be
asking you what the salary range is for
us to put on that position description.
So, um I don't know if you want to have
a like a subcommittee
talk about it or if you already have a
salary range in mind. Um but I just want
to let you know that at some point we're
going to need to uh ask you what is the
salary range that you want to advertise
for this position.
>> Yeah, I think it would be help I mean we
obviously have our superintendence
contract and we know what the salary is
for that. Um I think it would be helpful
to understand what is you know how does
that compare what's what is competitive
in the in the market be able to do that
and if it's a subcommittee that you
think that makes the most sense or or
just a small working group I would say
>> rather than a formal um board
subcommittee
>> uh then then that seems pretty practical
to me unless if you don't need the
answer right right away.
>> No we don't need the answer right away
but I do want to you know have it on
your radar screen that you we are going
to need it at some point. So yeah,
>> how tightly bound does the range need to
be? Because I've seen that sometimes on
applications like this might pay
somewhere between a th000 a year and 10
million a year, right? Um so like is is
there a degree that's appropriate of
confidence?
>> Well, I would say it has to be
moderately reasonable, but you're not
you don't you're not tied to it. So
let's say for example, um you have a
superstar superintendent who has, you
know, 10 years of experience in the best
district in the nation, right? and
>> other than your
>> Yes, other than yours. And here or she
says to you, I would love to come to
Redwood City, but you know, I need to
have a little bit more. You You're free
to do that. It's just to give the
candidate an idea.
>> Yeah. and and typically it's between
30 and $40,000 because you're talking
about as Jackie said top-notch person
who has tons of experience who's coming
from the district that has this salary
versus someone who um maybe coming from
a smaller district still could be a
superintendent and this would be a bump
in salary increase but usually between
30 and $40,000 is kind of the range that
we like to post.
>> Yeah. And again it's not you're not tied
to it. Yeah, you can always do more. So,
in addition to, you know, the salary
range, one of the things that we're
going to be asking you is um we always
provide um a blurb about your district.
Now, usually your district has something
on your website. Usually, it's in the
about us. So, um I will be working with
Mike. I'll ask, you know, review that.
Is that what you would like us to put in
the position description? If not, if
you'd like, you know, something else,
just just let us know.
>> And John, maybe we can get Jorge's help
on crafting this as well. Yeah, that
would be great.
>> Yeah. Okay. Um and then, uh we will send
you the uh position description with the
salary range on if well when we have it.
Um and that of course is going to be
posted on your website as well as our
website. And again, probably easiest to
just um work with the leaison. We'll
send it to Mike. he can take a look at
it and if you know it meets uh his
approval then we'll go ahead with it.
>> Sounds good. And then I think Dr. Baker
has a question.
>> Yes, please.
>> Jackie, I have a question in regarding
the salary. Have you taken into
consideration salary ranges within
Sonteo County and do you have access to
that information?
>> Yeah, we do. So, you haven't been given
it yet, but as Eric had mentioned
earlier, we have the uh J20, so we have
the state reporting. So, um, of course
it won't be current. It'll be from last
year. And then we also can dig into the
districts that are closest to you and
that are your competitors. If you don't
mind me using that that word, but um,
and we look at other superintendent
contracts, so we're able to give you an
idea.
>> I have last year's comparison for all
our soups.
>> Perfect. If you get that to us, that'd
be great.
>> As long as you don't
>> No, I understand completely. Yes.
>> Because we're we're a group. We
>> Yes.
>> Yeah. We actually used to do that in
Santa Clara County, but um they were
well obviously they were some concerns,
so they they don't do that anymore, but
it's a great great tool to have. Thank
you.
Okay, so the next thing and the last
bullet on there is um the online survey.
Uh we have the dates on the timeline and
we're thinking of going out with the
survey the week of the 13th and ending
it on the 24th. So again, just trying to
get out there as as early as possible
and it'll be really important again for
your principles to get that word out and
all of you as well. Um, but we've got to
get, you know, got to get people knowing
that the survey is there. Here's the
link and they can take it. And the
second thing is what languages do you
need us to have the survey in? Obviously
Spanish, but what else? Um before we get
to the languages on the timeline, do you
think that is that enough time for the
principles to be able to push it? I mean
the 13th is Monday.
>> Um
>> the 13th is a holiday.
>> Oh yeah,
>> maybe we should do the next week.
>> It's not it's not
>> uh this would be for the survey. So
we're looking at that following week,
not the week of the 13th, but the week
of the 20th to be doing our stakeholder
input. Maybe
>> we'll we'll start it that week then. So
it would be the week of the 20th and the
27th.
>> Yeah. and and not all our principles do
weekly newsletters,
>> right? Um, so what you will have the
survey already and all they will need to
do is push out the link, correct?
>> Yes.
>> Yeah.
>> And do you have like a blurb that goes
with that link?
>> Yes.
>> And and do we need to translate it or do
you translate it?
>> We have it.
>> Okay. Then we can get it probably out
and I will just have make talk to Jorge
Jorge online. Yeah, he's on. So um we
will make sure that it all gets out
there.
>> Perfect. Okay.
>> So maybe maybe just a question though is
less so about the starting time but more
about the duration. I guess that is
>> I guess what two two weeks is that
what's proposed? Is that sufficient
time? It would I guess really a little
bit less than two weeks because Monday's
a holiday in terms of
>> No, no, no. We're starting we're going
to start it on the week of the 20th. So
it's the week after the holiday.
>> Okay. I guess so.
>> It's still two weeks. And you're right.
Yeah, I guess the question is is two
weeks a sufficient time and I don't know
the answer. It's just
>> for ourselves as as a district and if
we're pull pushing out a survey, we give
more than
>> two weeks. So
>> what what would we typically
two weeks but
>> I mean it's it's up to you. Um,
our application deadline at this point
in time is November 7th.
So, the survey if we did it in
Yeah. See, that doesn't give us really
enough time to
turn everything around
[Music]
>> if everything is ready. It sounds like,
right?
>> Yes. I mean, the survey our the survey
is ready. It's just a question of what
has to happen with the input from the
survey. So we have to take all that
information from the survey and
triangulate it and come up with
everything that then needs to go into
the position description. And
>> but what I think I hear you saying maybe
we start the survey on the 14th
and take it through the
>> 31st
>> or the 2.
>> Yes. Yeah. 14th through
>> through the 31st.
>> 31st. Does that sound more reasonable?
And is that closer to what the amount of
time you typically give?
>> So the only problem with this at this
point in time that I
look at is that
>> it's Wednesday.
>> Mhm.
>> We have to get the principles together
and really make sure that they have a
true understanding of what has to happen
for Friday.
>> Got it.
>> And
>> too short.
>> It's really short. Plus, there's a
holiday and we may have somebody
missing,
>> right,
>> for whatever reason.
>> So, you're
>> it's it's
>> it's going to be tight. And then making
sure that we get out there and probably
supports them. It's it's out.
>> So, let's do this. Let's just try this.
Let's take it the 20th,
week of the 20th, and week of the 27th.
Do a check-in,
>> right? That's we do a check-in. If we
need to extend it, we can extend it. And
and that way we can say, "Hey, you know
what? We've got 1,400 responses. Is that
typical for you guys or is that real
low? Do we need to extend it further
than that?" Would that work for you?
>> That would work for the principles. Um
because they're in the midst of doing
classroom observations in the midst of
doing
>> evaluations that are going to be due.
>> Yeah. Okay. So, let's let's try that.
Let's just try the week of the 20th 27th
and then and then we'll we'll do a
check-in along the way. You can say
>> here's where we stand.
>> And you you were saying that typically
you normally do a two week survey is a
normal time for you. For us, we usually
lasted longer. Um yeah, I think that
that makes sense. Then let's check in at
the end of two weeks to see if we've
gotten our typical numbers.
>> Correct.
>> Um does that make sense for
>> the survey only goes out to parents and
>> Yeah. Who's the audience for that?
>> Every everyone.
>> Yeah. All these groups you've talked
about, people who are outside the group,
anyone who wants to participate, they'll
have the link where to go to do it. So,
you it'll be a almost everyone in your
community will have the opportunity.
>> That's why we really uh encourage you to
work with your local media as well
because a lot of times your local media
can push that link out to community
members. you know, these are people that
vote for your bonds and your parcel
taxes. So, you want them to know that we
want to hear their voices. Um, and it's
hard for us who um generally have
contacts within the school district
itself, the schools. So, getting your
local media if they could publicize it
as well is very important.
>> Um, two more questions and yeah,
>> two more questions and a comment. one um
whenever the survey does go out if we
could also make sure and maybe this is
for we if we could make sure it's on our
website which is probably that'd be
great. Um second question is do we have
um is there when when the surveys are
sent out I understand the results are
somewhat anonymized or in the aggregate
but do we have a way of ensuring that
like we don't have m multiple entries
for the same
>> you know it's interesting um we have
been asked that question a number of
times we have never perceived that that
is a problem um I I you know never
worked with any district where it was a
problem.
Um, we do not have any quantifiable way
of of knowing, David, if you took the
survey three times, but you know,
honestly, if somebody took it three
times, they probably want to make sure
that that voice is being heard. So,
>> I Yeah, I hear that. I My concern is
having some voices with more
>> voice than others. Um,
>> so maybe something for us to be mindful
of. Um, okay. the the the last question
was more actually for the group. I think
I heard what you said was that there's
some concern in terms of pushing
timelines, crunching other analyses and
things like that. I I'm curious from the
board's perspective. I know that we've
we have started from like a target
deadline of when we would like to make
the hire. My my view is if I'm happy to
be flexible with that if we need to be
if we get a better process and outcome,
but I'm I'm speaking only for myself.
I'm curious for you guys.
>> Is it were we going to move to timeline
next? Um because before we do, I think I
I wanted to call our director of
communications um Jorge Gintana. I think
he has some
>> I want to ask him a question.
>> Yeah, Dr. Baker wants to ask him a
question.
>> Yeah.
>> All right, Jorge. Um, you're I see
you're online and Evelyn has it where
you can uh answer this question. So,
with the social media piece, are you
able to connect with the people in that
connect with us through social media in
regard to what's happening uh in the
district and maybe uh get the link out
to them regarding this survey so it
reaches more than just our parents.
All you have to do is Oh, there you are.
Good.
So, yes, we're able to um post the link
on social media and all of our followers
are able to see it organically, but
we're also able to boost that um post so
it can reach um others in the Robert
City area.
So also you would give it and is that
include the pulse and the other social
media
um piece that most of our parents and
community members go to?
>> Yes, we can also obvious Yes, we can
definitely share it with the um local
news media and actually I I believe we
may have a member of the news media
online tonight. She was waiting for this
information. I've been in touch with
her. So um yes so definitely the the
local papers that cover our area and
cover the district um we will be sharing
the information with them and then they
will be writing stories about it.
>> Great.
>> Okay. Perfect. Thanks.
>> Excellent.
>> I know we want to have some discussion
on timeline. Um is I don't know if
that's if that's coming up.
>> I don't think it's it's the time to talk
timeline yet. So but we'll get there. So
I still need to know about the languages
um for the survey. Spanish for sure.
>> Spanish for sure. I know we have 37
languages in the district. What do we
normally translate into for it? Is it
usually just
>> just look looking at the stack rank of
language translation requests uh of the
county of San Monteo. Um Chinese is the
only other language that's sort of like
above a noise threshold I would say.
>> Is that Mandarin?
>> Mandarin Chinese. Yeah.
>> All right. just based on county
statistics.
>> So, would you like it translated in
Mandarin as well as Spanish?
>> It's up to you. I I wouldn't because we
always go by the threshold of how many
we actually have.
>> Okay.
>> That we don't even have We don't have
>> 50.
>> Okay.
>> All right.
>> It's in the
>> I think English and Spanish covers.
Yeah.
>> And it's usually um what you
traditionally
>> Yeah.
>> do right as a district.
>> Okay. Eric, you're on to do number six.
And I'm leaving my calendar here for you
timeline. I think we've pretty much gone
over a lot of it just just now. Um,
let's just start with number six.
Uh, acts of publication. If you are
familiar, AXA is the Association of
California School Administrators and
they published the EDC cow and so we're
going to send it out on the 17th as an
announcement that Ritwood City is
opening for the superintendency
as we get more information including the
uh position description and salary
range. We'll include that information
there as well. And uh for those
applicants who have decided to put their
applications in early because we will
have people who will put it in even
before the the position description is
out. We will also notify them back to
say hey by the way the uh salary is now
range is now a part of of the process
and they can go back and and take a look
at their application along the way. So
that's our our goal for uh publication
in edc.
Questions or thoughts about that?
Has this so has this role already been
posted on your website or
>> on our website? Yes. Typically once a
once a uh district has approved a
contract, we will basically say, hey,
Redwood City has an opening for a
superintendency. It doesn't have any any
information behind it, just that it's
it's now open.
Good question. Dates for the stakeholder
input. We basically are looking at
October 20th and 21st.
Uh we we can extend that. That's going
to shift a little bit based on the
number of groups and the the work that
we need to do. So we'll work with Evelyn
in terms because one of the things we
want to be very cautious of is making
sure that she's not overwhelmed because
that's a lot of groups and a lot of
people. And so initially we had it a
week earlier but we thought you know
based on the number of groups and so so
on let's move it back a week for that
aspect of it. So it'll be the week of
the 20th and that's when we will have
both inerson and zoom sessions available
and if we need to move it back uh or
include two or three more days we will
do that as well.
>> Dr.
We just
>> Yeah, we um
just did major dates for meeting. There
is a major DAC meeting on the 20th,
>> you know, maybe
>> and and and yeah, so maybe we can just
tap into that. Would that work, Rean?
>> It will work depending on the the Oh,
gosh. It will work depending on the
number. what the number of minutes that
you need for the on the agenda.
>> Okay,
>> I've got it packed.
>> I I can meet with Katherine and probably
take some things off of it, too.
>> Okay.
>> So, um we have that scheduled where we
thinking of having a pretty at least uh
two members from each school site.
>> So, that would be ideal.
>> We'll start out with it will start out
with um dinner and so forth and then
we'll move into the meeting.
>> Okay. And and how long do you usually
need on on the agenda for
>> typically we take 30 minutes. Uh we can
back that up a bit because if we were to
give them they're going to get the same
three questions and so if we frontload
them with the three questions
>> then it could take you know 20 or less.
>> Okay.
>> It's going to be at the Hoover Library.
It's one of our sites.
>> Okay.
I'm just hitting rewind button for a
second. Jen, did you ask if they already
had the position active on their
website? Yeah. And I'm I'm looking here
at leadershipassociates.orgactive
and I don't see red.
>> She's going to put it on as soon as we
finish finish this meeting
>> at the end of the meeting. Thank you.
Okay.
>> Yeah, we just literally Yeah.
>> Yeah.
And then um I think one one of the
things that I'm sensing from the other
board members and I have it myself is
like are we allowing enough time for
community input for stakeholder input? I
mean this is something that's very
important to me and I think to the whole
board that we're that we ensure that we
you know we hear from obviously we've
listed out the partners and you're going
to have them scheduled in right
>> we have no I having never gone through
this before we have no idea. Yeah. Um,
we just we say we want to have uh
ideally we'd be able to, you know, I
think we said we wanted to have a
superintendent selected by January, but
does that actually leave enough time for
are we compromising our ability to get
stakeholder input because I'm not sure
we fully understand the trade-offs
there.
>> Yes, I I think it will work. I think it
will work. I think if we move the uh
state input input from the 20th, the
21st, 22nd, and 23rd m maybe that's
plenty of time.
>> Okay.
>> Plenty of time.
>> Yeah.
>> Plus the service. And so you're saying
that normally stakeholder input is taken
taken care of over a week over four
days.
>> Absolutely. Okay.
>> Yeah. Typically it's two days.
>> We've just Yes. Typically we would do
the stakeholder input in uh in two days.
We're going to move it to four days.
>> Okay. to make sure because as you guys
continue to give us different groups and
so on and we want to see how
serendipitous it can be in terms of are
there natural meetings that are
happening that we can tap into even if
it's outside of that window there could
be something happening next week and if
we take a look at the list and so on we
say hey can we come in on that meeting
possibly you know so we'll we'll we'll
do the best that we can we'll work with
you don't worry John we got Yeah,
>> there is something happening next week.
Two board members are on this committee
with me.
>> There is I have to say
>> there is another group. I mean this is a
group that is
>> when you're when you're talking about
the characteristics of a superintendent.
>> Yes. This is one where we're re
reimagining our budget and we have this
huge stake stakeholder group
happening uh next week on Tuesday. Um
and it's we're from 6:00 to 8:00. Now
there's a lot of data that they've asked
for and we've got it ready to go. So, if
you want to attend that meeting, just
let me know and I'll coordinate with
Rick in order to see how I can put that
on the agenda for what I guess 30
minutes, I heard.
>> Yeah. Okay. Let us check our schedules
and we'll we'll tap into it if we can. I
mean, that's ideal because again, if you
have audiences right there, why wouldn't
we, if the opportunity presents itself
for us, just do it? That'd be great.
Where was that going to be held? By the
way,
>> here
>> it's right here on the 14th.
>> I I do worry a little bit about the
context of that meeting and then folks
overindexing on that in terms of their
responses. So I I don't I I wonder if
it's a good opportunity like if if we
are going to have the the big thing is
we want to make sure that we're getting
input. Yes.
>> And then
>> we theoretically we'll have this um open
meeting at some point. So I wonder if
rather than taking away and over f
focusing on
>> two very big topics at the same time
whether it's a quick thing of just like
>> by the way this is also happening
>> and there is an opportunity to join.
>> I was going to say the same thing David
maybe
>> it I will work with you David but maybe
that's what it is you have this group
there and you let them know hey a survey
is coming out we would like would love
for you to be a participant in it here
are the types of questions and you can
move from there. So, whatever we'll
we'll work with you, whichever works for
you.
>> I I defer to you. I just throw
>> No, I think that's that's a a great
consideration.
>> Here's the QR code. I want you to scan
with your phone right now. Take where
we're going to pause the meeting for 30
seconds. Please take out your phone,
point it at the QR code, and then like
fill it out while we're having the
meeting or after the meeting.
>> Love it.
>> Seriously, I love it. I think it's
Love it. And
>> and and maybe we could just have a
general thing like as we're having
meetings. Yeah. Right. There there's a
little flyer with a QR code like we need
your input like scan this code and just
kind of litter those. Yeah.
>> Yeah. We have them coming out.
>> I love that idea. Thank you. Uh do we
have to give you any copyright
be if we take it back to our firm and
say, "Hey, did we get an idea from what
city?"
Okay.
All righty.
So, we have some ideas for the
stakeholder input. We're going to
stretch it out. We're going to work with
both Evelyn and John to get a sense of
what's the best way of doing it. We're
going to try to set up a a QR code so
that you guys have something that in any
meeting that you're in. Here you go.
Just flash it real quick. I love that
idea. Uh
uh let's see. It closes on the 7th.
So at that point we'll be able to give
you a more comprehensive report in terms
of okay closed on the 7th here are the
number of applicants who have applied.
Here's their uh current positions along
the way etc. With that, we'll be us
setting up a portal as well as uh
notebooks for you guys so that once we
have vetted all the various candidates
and we'll do a lot of work on that
obviously we will give you a couple of
days before we meet on November 21st and
say here are our tiers of the candidates
as we see it at this point. You'll have
a few days to go through that
information. and we'll meet on the 21st
and we'll go through and identify who
are the candidates that the board
decides they want to uh interview.
Typically our number is five. We've done
as few as three. We've done as many as
seven. So just know I'm not locking you
into five. We're going to come with the
premise of five, but know that that is
very flexible with that.
>> Yes.
>> Quick question. You mentioned kind of
that a lot some candidates apply very
late in the the process. Yes. How hard
is that November 7th date typically? Is
that always just kind of or do you have
you guys had situations where you've had
to kind of you know you're waiting for a
few more really tough
>> Well, we have to extend it. Yeah, if we
didn't have enough candidates, per se,
but those who are serious, they will hit
the date because typically um either
we're recruiting and we know and they
know that here's the date
and we know that they're not going to
get it in until the the 6th along the
way. Um, occasionally you'll get someone
who, oh, I missed the deadline, but
that's user error. We don't do anything
with that. But typically they're very
very good at getting it in on time.
And if they pull an application because
sometimes what they'll do, they'll pull
an application and just hold it off.
They won't submit it. And we can look
and say, "Hey, are you, as Jackie
mentioned earlier, we will ask anyone
who's pulled a application. Two things.
One, we will talk to them and say, are
you intenting to submit an application?"
Then two, there will be something coming
from our admin that says, "Hey,
deadline's approaching. Please submit.
If you're going to submit, please submit
by this particular date.
>> And and so all the community input and
sort of our view of like the
characteristics, personal, professional,
and leadership ones that those all form
into how we select from that pool of
applicants, it's not necessarily to
create the job description. That's kind
of what I had messed up in my my head in
my head was that oh we needed to get all
this input done before we could even
start advertising but no you're saying
the advertisement is sort of
>> generalish and the characteristics are
what we're going to use to select from
that goal. Yes, exactly. That and there
will be a point in the process uh to
that point, Mike, where the position
description will be available and the
applicants will be able to see it and so
that they can either tailor their packet
to what what's uh been identified by the
group. With that being said, we will
take about two and a half hours during
that meeting on the 21st to go through
the various candidates. We'll do several
things. One, we'll identify the
candidates that the board decides to
interview. We'll also identify questions
that we will be asking. We will give you
a template of here are some suggested
questions based on what we've learned
about your district and from the surveys
from yourselves and so on. We'll also uh
talk about what's called a contract
parameters. And we each of the
candidates that you select on that
night, we're going to give them a
contract parameter sheet. And that
contract parameter will say here's the
salary I'm requesting. Here are the
benefits. here or other things that we
want along the way. We'll talk we'll
show you that form so you'll know that
that they're receiving that. Each
receives a personalized letter as well
as a phone call from us about the uh
times, what time the board wants to
start the interviews that day, what time
you want to complete them. Typically in
our interviews are anywhere from 55
minutes to an hour. typically 13
questions that is identified by the
board and at that uh candidate review
meeting we will start the process of
identifying questions that you do want
to ask. We do tell you that during the
initial interview meaning on day one
that or the first round that we stick
with the whatever number of questions
and whatever questions you ask that you
stick to those questions no deviations
and and no probing beyond that. Once
you've identified, okay, here are the
people who we going to go to our next
round. Then you have the ability to
we'll stop, we'll form specific
questions because you may have specific
questions from different candidates. You
want to know more about this person's uh
fiscal uh experience. This one you want
to know how they work with our our
unions and so on. But we'll we'll talk
through that at that Janu excuse me
November 21st meeting about identifying
the candidates you want to interview
looking at the questions looking at the
process timeline in terms of date I mean
uh u number of questions location we
typically have a location that is off of
your sites
but within your district footprint. So
typically if you have a relationship
like a chamber of commerce and they have
a room we can use or a foundation room
or any places like that we use those as
an offsite spot to conduct interviews
>> and and then just to double check the
these dates that you're talking about
the 21st is a Friday um and that's
expected and the other one's on a
Saturday which would make a lot of sense
all day one. Okay.
>> Yeah.
Questions and thoughts about those
>> and Dr. Baker, it sounds like you have a
couple ideas of where an off-site room
might work for us. Okay, great. Yeah,
>> got it. Perfect. Perfect. And we will be
walking you through these processes long
before we get there. So, with these
dates and so on, we'll give you updates
in terms of the position description.
Here's where we are. We're going to get
it to you by this date. We'll need it
back by this particular date. Uh we'll
talk about the salary range and so
everything that you see that we've
talked about today, we will give you
updates. If we're talking about things
such as the community input, we will
say, "Hey, survey wise, uh, we may want
to go out longer or we think the two
weeks is going to be enough." We're
talking about uh the the various
meetings we're going to have. We'll look
and say, "Oo, um, we may need to extend
that or we think we're in good shape
along the way." So, we'll keep you
informed so you can keep your community
informed as well. And I just wanted to
kind of clarify for all of us. Have you
all checked these dates with your
personal calendars?
>> So if we need I mean around because I
I'm pretty sure I know the answer to
this one. You cannot call into a closed
session.
>> You cannot. Yeah, you can't. No. Um
>> yeah, I'm sure there's conflicts for
everyone, but I think that at this point
we're all planning to work them out. Um
but but do check them. the the 13th is
the Saturday in December. Um the 21st is
that Friday. I think those are kind of
the key ones.
>> Yes, they are correct.
>> Um yeah.
>> Anyone see any conflicts at this point?
>> What are the block What are the blocks
that we need to put on our calendars
though? I see
>> the 13th is all day.
>> Yeah.
>> 8 a.m. to 8.
>> The 21st is going to be a 2 and a half
hour meeting. typically would be for
example your 5:30 until uh 7:30 or 8.
>> Does does some someone from the district
would have to be here? Yeah.
>> Are these times just for the trustees or
did I miss those?
>> I'm not seeing them on the
>> They're not on the calendar.
>> Okay. I just want to make sure. Okay.
>> Yes. Yes. So in terms of the the
candidate review November 21st that is
just for the trustees
>> but we have to agendaize it and
>> correct and and um
>> is it close session open session?
>> It's close session and Serena will give
you the language for that Evelyn for for
that and then on the uh actual interview
date on on December 13th all day board
only. Uh there are times in which we do
have the uh assistant there.
>> Okay.
>> Just to greet people coming in. Not
necessary, not not always, but we can
talk about logistically. And once we we
get to that part, we can talk about
that.
>> Yeah. And so then I guess on the the
21st before we set the hours, we just
want to figure out who from this school,
the district staff would need to be
there. like is it just Evelyn or would
no one have to be there and just make
sure that we're cognizant of their
>> Yes, it could be either way. We've done
it without the assistant. We've done it
with the assistant
>> and it does depend on the hours,
>> right?
>> So, if you had it after work hours,
>> right,
>> we'd need somebody to open and close the
door
>> just so we could pencil something in.
Understanding is understanding that it
could move. Should we say like three,
four, like what should we pencil it?
>> Are we referring to November 21st or
21st?
>> Yes, November 21st. From what time to
what time?
>> What's the earliest that you could meet?
>> I I'm not restricted on that day.
>> Cecilia, when's when's your day? 3
>> 5 Okay.
>> 5 5 to 8. Is that okay?
>> Okay. 5 to 8. Got it.
>> And then we'll make sure that that's
okay for
uh district staff before we lock that
in. Is that fair?
>> Yeah.
>> Yeah. Exactly.
>> Yeah.
And Saturday, I think we just assume
like the full day, right? Start at like
9:00 am and y run till 5.
>> Usually it's going to be about 8
o'clock.
>> Yeah.
>> Coffee.
>> Lots of lots of
>> um just very quick, I would have to
check with the CZI if they're open after
hours and the weekend. I don't think
they are.
>> So, yeah. So, that might not be
available.
>> Okay. And and the one on the 21st is
basically here.
Yeah, the 21st is here.
>> Yeah.
>> Yes. The 13th will be the what?
>> Guys want to use my backyard.
>> You laugh, but Jackie and I did one.
We district.
>> We literally did one in a living room.
>> Just have to post where the new thing
Yeah. So,
>> uh I did have a separate question that's
maybe um too far along, but the the
process for create I guess developing
the superintendent contract as an offer.
What what does that look like?
>> So, basically once we identify the
number of candidates you're going to
bring back for second round, they will
have already given us the contract
parameters. We'll give it to you to
consider basically after the last
interview. Once you've identified that
one final candidate, we will show you
their contract request and we will work
with them in terms of here's where the
salary range was and so you probably
need to be somewhere in that ballpark
along the way. Once they're identified,
in reality, leadership associate starts
to back away and the district negotiates
with that candidate. Uh, and you're
typically your attorney to to look at
the contract to see that, uh, if their
requests are within the range and within
the the spirit and language of a
contract that you currently have andor
any changes that you need to make. And
so that process usually takes about
uh a week to 10 days because there may
be some back and forth in terms of
language or the request and so on. Um so
that's typically what happens. So we
have the candidate the candidate shows
you their their uh uh contract
parameters. You take a look at it. you
either and at that point you will tell
the let the candidate know you are our
you are our finalist for the position.
You don't tell them that they're the
person yet. You're the finalist pending
board approval at a regularly scheduled
board meeting. But once you've
identified this person then that becomes
between you and the and the candidate
the district and the candidate to do the
negotiations for the contract itself.
And he I think he said it's is it
typical then to use I guess the typical
district council or is it typical for
the board to have separate counsel for
this?
>> Typically district council
>> and then you also have the candidate
that brings sometimes their attorney
brought my counsel with them.
>> Yes. Yes. And so they will either use
access counsel or they may have their
own counsel that they'll bring for that
negotiations. And then the time frame
typically I understand that you guys are
stepping kind of away at that point, but
do you have a general sense of what that
timing typically looks like?
>> Typically takes about almost two weeks.
>> Two weeks. Okay.
>> Yeah. Back and forth.
>> All right. Thank you.
>> And how how are we doing on getting
through the agenda? We
>> We're pretty close.
>> Okay. Good. Make sure we're pacing well.
>> No, no, no. We're pretty close. And
recruitment, as we talked earlier, we're
going to be out doing a lot of
recruitment. We will have information
out there. We'll use your uh position
description. Uh and once we have that,
that will help trigger types of
candidates we will actively recruit as
well. As Jackie mentioned earlier, we
will be we we often we always ask the
candidate, why Redwood City, what's your
interest? We ask questions like, what
would your uh admirers say about you?
What would your critics say about you?
So, we kind of get a an idea of who they
are and what they're about. Um, and
that's what typically happens there.
We've talked about eight the the
contract parameters in terms of the uh
current copy of the superintendent's
contract because uh John's going to get
us the comps and so on that that will be
a part of the process and so we can use
that as a part of the structure for the
salary range.
And then any other questions you have
before we ask you the three questions?
>> Um I mean just quickly I commend you for
the timeline and meeting what our goals
were for it. Are we crazy? Like is this
is this a realistic timeline here? Just
to double check it.
>> Yes, it is. Okay.
>> It's Yeah, very realistic.
>> Yes. We we had a little wiggle room, but
we know the importance of you guys
getting out there early.
>> Okay. you you really are and and that's
a good thing because right now uh we're
just starting to hear people who are
retiring, leaving etc. And so it's going
to really heat up in November, December
in terms of the positions that'll be
opening. And so you guys would be right
early enough to uh get some good
candidates before other positions open
up. Becky.
>> Well, and I just wanted to have just
been reflecting on um David's question
about the contract. Usually what we
suggest to boards is that you have again
maybe a subcommittee that takes a look
at your current contract, your current
superintendent's contract, and look, are
there things that you want to change?
Are there certain, you know, elements of
the contract that you know you'd like to
add or maybe some things that you want
to uh revise in some way? and then work,
of course, as Eric mentioned, with your
legal counsel. But this would be the
time to start looking at the contract to
see what is it that you want to offer.
Um, and obviously it's going to be
negotiated. But you do need to start
thinking about it so that once we get to
that point, you will have in mind what
it is that you want to offer.
>> And I'm going to sit over here and I'm
going to close yours. All right. All
right.
May I ask a question?
>> Yeah.
>> Yes, you may.
>> So, we're we have December board
completes validation process. We
actually don't have a date and obviously
the 13th is a Saturday. So, are we
talking the following week we would make
a decision?
>> So, let me talk to you a little bit
about that. Uh the validation visit is a
visit in which sometimes boards go to
the uh place of employment of the
prospective finalist for the position.
Um, just as we talked about the open
forum,
um, I would say in the last
five years, Jackie, maybe
of all the searches we've done, we
probably have had,
have we had 10 even 10 validation?
>> Yeah.
>> Yeah. No, not 10. It's not something
that a lot of districts do, but you may
want to do that. And basically what
happens is this. the board or a
subcommittee or working committee of the
board would go to the place of
employment of the finalist and then have
a conversation about to work talking to
their board maybe our labor partners
maybe other people along the way. The
other thing that happens sometimes is
districts will decide we're going to
take not only our board but we're going
to take some more labor partners and so
on to this other person's position do
job alike conversations this person is
going to ident the finalist is going to
identify who you're going to talk to
during that particular meeting etc.
usually if it's logistically uh
appropriate, then sometimes it's done.
If it's, let's just say someone's coming
from out of state, obviously you may
want to think twice, but you get to make
that decision. If they're coming from
Southern California, you get to make
that decision. It's not something that
happens all of the time, and you would
work that out with the finalist as well.
So typically uh because the contract is
going to take a couple of weeks, it will
be sometimes time after the contract is
secure. Typically you also will have to
coordinate with that new person in terms
of when do you want this information to
go public
because you're going to do a contract
negotiations. this person has to tell
their board if they're a sitting
superintendent or even if they're uh an
assistant soup that hey I'm going to be
leaving for this position and you want
to coordinate when the blast goes out
that okay this person's district knows
about it you're you're going to form
your community at the same time so we
can talk about the validation visit a
little more as we go through the the the
candidate review and my reason for
saying that is when you start
identifying having the I'll use five
again as a number of of candidates you
want to interview. You can get a sense
of where they're coming from and then
decide okay they're coming from this
area, this area, this area, this area.
If this is our candidate, we definitely
want to go and visit their sites. If
they're coming from another area, you
don't necessarily have to.
Does that answer your question? Sorry.
>> Yes. Thanks.
>> Thank you.
>> Other questions or thoughts?
Um before we jump to the three
questions, I know that we had some
speakers card. I see Zoom hand up. Uh
maybe we'll take our public comment. Um
I don't know if they're online. Is Lara
online?
Okay.
Uh all right.
Okay.
Um,
experience
All right. Thank you, Lara. Um,
>> I have interpretation.
>> Thank you. There it is.
>> Yes.
Um, Miss Laara's interpretation. She's
saying the following.
I recorded her comment. Give me a
second. She says, "I consider that
selecting the next superintendent, we
have to consider that the district has a
large community that is Latino and the
next superintendent should represent our
diversity
and also we are Hispanic and Latinos,
but we have uh diverse cultural
backgrounds, many different uh languages
and experiences. So I would really like
that the next superintendent value our
voices and guarantees diversity and
clear communication, respectful
communication between school and
families. It is also very important that
the next superintendent can face the big
challenges that we're facing
economically
uh lately. So it would be really um
important for him to have the leadership
and that is needed for him to administer
our finances and to have clear
communication with the families
throughout our district. Thank you.
>> Okay. Thank you Nora for the
interpretation and Lara for your
comments. Um we do have a hand raise on
Zoom. Uh Chris, you're up next. Three
minutes.
>> Thank you. Uh so with respect to the
hiring of the new superintendent, I I
actually think the the criteria should
be focused on the highest quality
reading, writing, and arithmetic at
learning at learning those skills at the
lowest cost. And I don't think um I I
think looking at um how to prioritize
expenditures across the district to
operate within the means given to it is
the most important thing. And I'll give
you an example. It's equally important
to what you want to do is what you're
not going to do. And so spending $35
million of tax money on lighting to
replace perfectly good working light
bulbs that happen to be fluorescent and
throwing them in the landfill and
replacing them with LED bulbs to save
200,000 a year. Nobody would spend $35
million to save $200,000 a year for 20
years, which is how long the bulbs last.
The bond oversight committee chair is
upset with this. I think all the
taxpayers once I get my posting on
social media will be upset with it.
That's the job of the superintendent to
say, you know what, that's not aligned
with the with the residents priorities
and the taxpayers. That's an example of
waste of money and it's an example of
meanwhile you have people posting on
Next Door about trying to get GoFundMe
accounts teachers right before school
year for school supplies. That should
make everybody upset and so it's a mis
misappropriation of funds. Um the second
point and related to that is um I hope
that the head hunter that just spoke
seeking a new superintendent is also
looking for somebody on the bond
oversight committee because I believe
it's been three years now where there's
been not the required memberships
according to law the education code that
requires there to be certain uh groups
represented on the bond oversight
committee. The least of which is not the
least of which is a taxpayer
representative. There are no taxpayer
representatives. You have had somebody
that else else that runs a bond
oversight program at a bond uh program
over in PaloAlto. You have somebody
that's uh whose wife makes money from
the school districts on the bond
oversight committee. You have people in
the construction industry. Everybody
that has some stake in it, but there's
nobody that represents actually truly
taxpayers. It's kind of honestly pretty
insidious. So, uh, President Wells, I
think you need to direct the your you
and your colleagues to find somebody,
uh, to to get the job done because
honestly, somebody can file a lawsuit to
stop all the bond spending if you don't
get the required seats filled. It can't
be three years and you don't fill these
seats. And David Weekly will talk about
it. I've had many emails with him.
Carl's upset about it. Landers, the bond
oversight committee, get it done. You
guys are violating the law. I've had a
phone call with John Niblin, Bill Tunic,
whatever. He he's of course going to say
everything's fine. So, please get this
done and um focus on the residents and
not the special interests and everybody
else except the teachers and the kids.
Thank you.
>> All right. Thank you, Chris. And I think
that's our segue into talking about the
characteristics of the next
superintendent that we're looking for.
>> Okay.
So, we're going to ask you the three
basic questions. What are the
characteristics? What are the strengths
of the district? And what are the
opportunities for the district? So, we
can go around and uh shout out popcorn
out. We'll do them in sequence. If for
example, we're talking about the
strengths and we transition, excuse me,
they're talking about the
characteristics and we transition to the
strengths and you think of another
characteristic, just say, "Hey, I
thought of another characteristic." And
we can put it there as well. Also,
keeping in mind a strength can also be
an opportunity. So with that being said,
what are their strengths? Excuse me.
What are their characteristics you want
to see in the next superintendent?
>> I'll start.
>> Yes.
>> Um I would like to see somebody that has
empathy, definitely integrity, and that
is uh visible in the community
in the community.
>> Others
Uh I'll get through my my general wish
list. I think I have six things that I
wrote down. I think there's some overlap
with what Cecilia mentioned. One is um
and probably the most important is
having um an equity and impact
orientation.
>> So um as many of the speakers already
said, we have a diverse community. I
think we want to value that and make
sure that we're driving towards impact.
Uh second is love to have someone that's
um data fluent that is able to to
continue pushing toward that lens. And
so um just a very targeted approach um
someone who is able and willing to
foster a family and community
relationships. So in part through
community visibility, the entire
community. Um the last three are the
ability to partner with the the broad
board on strategic initiatives or
strategy broadly.
um the ability to maintain relationships
with school and district staff and then
the ability to um certainly remain
compliant with laws and regs but also
who uh understands and values the
importance and power of policym
>> that one's that one's very hard but that
that's a wish list
>> thank you
>> I have I guess overlaps with both the
trustees so I'll highlight the ones that
are a little bit maybe
Um the speaker brought it up all
earlier. You know, we've been talking
about bilingual but also bicultural. Um
>> there's a slight I mean not a slight
there's a difference between those two
and I think with our community being
bicultural actually might be even more
important than being bilingual.
>> Um the other one for us for me at least
was a willingness to like come with new
ideas, try new ideas for us. um
especially with the academic
achievements, hopefully have some
previous experience kind of lifting a
district in that that space. Um and also
having experience working with the
diverse demographics of our district.
Yeah, I would say uh one of the main
things I'm looking for is just a proven
history of working effectively with
especially with low-income Latino
populations to drive high English and
math literacy. Someone who's data driven
and eager to apply pedagogy effectively.
Uh someone who's thoughtful and
professional and working with staff,
teachers, and the board. We've been
blessed to have that. Our prior
superintendent, I would really like us
not to have a regression in that uh
category. uh and somebody who can really
connect deeply and effectively with a
diverse set of communities. Uh Redwood
City encompasses many very different
communities with different needs and the
ability to connect with each and
authentically hear, understand, and
respond to them is going to be a
challenge. And so I'd love to have a
candidate who can who's up to that
challenge.
>> Okay. Thank you.
>> I I agree with a lot of what people have
said. I think that um you know bilingual
is going to be I think is really
important uh characteristic that we want
to put in there. um with just thinking I
kind of went through the sections of the
survey and was thinking through that
there. So maybe I'll lean on the
professional experiences, but seeing pro
proven success improving outcomes for
our emerging bilingual multilingual
learners and our unduplicated students.
Um you know that really aligns with the
goals in our LCAP, but particularly uh
goals two and three. And so I think
that's important. Um you know leaders
that have raised reclassification rates,
reduced LTEL numbers, um things along
those lines and and have built really
culturally responsive systems. Um kind
of a key characteristic that I'd want to
see. Uh the reality is um I think we
need someone that's going to have strong
experience with fiscal stabilization
during enrollment decline. Um you know
it's like I want to sit there and say
like I want to think of the leader for
five years from now or six years from
now but what's facing us right in the
next three or four years is really
really going to be important. Um and so
we you know we're going through some of
that process now but it's not going to
end this year. And I think that having
someone that's had that experience
before would be really good. um seeing
uh proven community engagement and trust
building in diverse settings. Um so
unifying ver varied communities um you
know skilled at transparent and
inclusive decision-m uh those would be
kind of key characteristics I'd want. Um
you know instructional leadership uh is
important. I want I want would want to
make sure that you know if we can get
all of this right like I don't know if
I'm describing the unicorn here but um
you know instructional leadership and
continuous improvement culture um those
would be you know real a real track
record of sort of aligning SEAL and PSS
framework and instruction um that's kind
of our goal one in our LCAP so may maybe
it's not maybe that really is kind of a
requirement here um you know talent
development I would love to see like are
they good at coaching like how are they
building up their site administr
ministrators, their cabinet staff, you
know, everything along there. Um, you
know, do they have uh, um, you know, are
they really able to help people reach
their max potential?
>> Uh, and kind of pull that in. And then,
>> you know, one one of I mean, Redwood
City has multiple, you know, innovative
programs and understanding them. uh um
you know whether they're the
multilingual programs, whether it's our
gate program, um whether it's part
parent participation
um you know some experience with that
because I think a lot of the critical
decisions is going to require empathy
and understanding of how all of these
different programs work and where they
fit into the district.
>> Thank you. Thank you. Others
>> sir, I'll just add one more thing and I
am confident that we are describing the
unicorn.
Uh the one thing I didn't mention was on
the experiential background. I I think
some of my colleagues already mentioned
this. I I I I I agree that the the best
case is a proven track record in all
these characteristics as a
superintendent in the uh in that role
specifically. That said, I am not
personally foreclosed. I think that
there are other ways to demonstrate the
qualities um even if you are not
directly in that role. So,
>> I I would just that I'll throw that I
don't think it's a necessary
qualification even if it's often a good
indicator.
>> Okay.
other characteristics.
>> Um I guess I'll say a good listener,
someone that takes people's inputs and
has equity as a priority. Um someone
that um works well with others. Also, um
they build partnerships and continue to
grow those partnerships.
>> Um basically someone that is not just
checking a box. Actions speak louder
than words. And so we want to see that.
>> Thank you.
>> Um I think someone who is rooted in
practical pedagogy, having served in a
classroom, having taught and knowing how
to coach teachers and knowing how to
coach principles to coach teachers takes
that role seriously. Thank you.
All right, I'm going to shift us to what
are the district strengths. This is
where you get a chance to brag. And one
of the things we don't do well is to
brag about ourselves, but here's your
opportunity to do that. Why Redwood
City?
>> All right.
>> I mean, Mike brought it up. I I think
it's one of our district strengths and
it will also it is a district challenge.
all of our school of choices and our
diverse community. I mean, we have so
much to offer here in city to all of our
learners. Um, but it is very wide ranged
what what we we have and how we're going
to kind of use our limited um budget,
right? So, it's a strength and a
challenge. We offer all these things,
but how can we really fund everything?
>> Got it. Okay. Others,
>> I think we have an awesome board. Um,
you know, there there's all sorts of
crazy YouTube videos of what it looks
like at other board meetings and we are
blessed to have a highly professional,
highly cooperative board that's all here
for the same reason to go and make sure
that all of the kids of this district
get a great education. And so, uh, none
of us have an axe to grind. All of us
are hungry for the data, hungry to do
the right thing. And I think that an
effective superintendent could come in
here and very quickly partner with us
and find all of us uh eager and willing
partners to help them succeed. So I
think that's that is definitely a
strength of of the district.
>> Great. Thank you.
>> Uh I think aside from the board, the I
think in general the district has a very
strong community feel. Um which is um
great just because we do have a
multicultural community. Um I think
there's ways to strengthen it, but I
think it's a great starting place where
where we are. Uh I think as other
trustes mentioned,
>> there is consistent alignment around
equity as a focus. Uh I among the board,
among the district, and I think among um
staff as well. Um so it's great to have
that unified front. Um I think we've
also demonstrated through a lot of the
work that that we've done um a
dedication to kind of the whole child
mindset where we've there's quite a bit
of um work that's been investment that's
gone into not only academics but mental
health.
>> Um so I think that reflects our our
priorities.
>> Um and then I think we do have a strong
uh bilingual staff across the the the
spectrum. Um and I think that's not just
a technical skill but also a mindset. um
and like having witnessed a lot of the B
uh the Spanish speaking portions of
different events like there's quite a
commitment to it. So I think there's a
great foundation.
>> Um I think another thing um it's the
communication with within cabinet
members uh teachers principles staff in
general and um with our community. I
mean I know that there's always
obviously room for growth but I I think
broad city does a really good job in
communication. Good.
I think we are a district that's willing
to do new things, not just stick with
the status quo. Uh we're right next to
Stanford. We've partnered with Stanford
to go and help research uh what are best
practices in district districts like
this uh to help be a leader in that way
to not only transform what happens in
this district, but also to influence
other districts that are similarly
situated and to try new new approaches
to solve these problems.
>> Good. Thank you.
Yeah, I'll double down on the mental
health, our golden bellinning uh mental
health program that's been put in there.
Uh and I I think that the, you know,
from the cabinet down through the staff,
an amazing staff, uh by by all means,
but uh also just the focus on on equity.
Um it's a really really diverse
community. Um and I think that
everybody's here concerned about every
child doing really well. So
other strengths you want to talk about
as a teacher we believe in wait time.
Oh, you know.
Okay, we'll move to opportunities. And
as I said, if you think of another
strength andor another characteristic,
let us know.
What are the opportunities here?
I mean, I can start. I think that, you
know, our
this is not typical of all the
districts, but you know, we were seeing
steady academic growth year-over-year in
the teens and then the pandemic hit.
We're starting to see that turnaround
now. Um, and it's coming in through a
lot of the stuff that Dr. Baker and his
cabinet have put in place, but you know,
really capitalizing on that that
groundwork and being able to um bring it
to the next level for, you know, all of
our all of our learners, but also
particularly for our our emerging
multilingual learners um and watching
those reclassification rates. We just
went to the reclassification ceremony
where like 230 students were
reclassified. It was amazing. We'd love
to see 500 or whatever is the potential
potential number there. Um, I think
those are some great opportunities that
we have here.
>> Thank you.
>> I mean, plainly, we we have students
that are not being uh well served. So,
we we have fifth grade classrooms that
don't have a single pupil that are at at
level in math. Um we've got um about a
third of our I'm sorry about half a
little higher than half now of our
non-sped students who joined us in
kindergarten uh are English proficient
by end of third grade. Uh ideally that
should be like 95% right u because it's
really clear that if you miss that and
you don't achieve full English
proficiency by end of third grade it
becomes harder and harder and harder to
catch up. Um, so I' I'd really it'd be
great if we could tackle that and that's
a that's a big challenge that we have.
>> Other thoughts?
>> Um, I I'll change the wording a little
bit. I don't I'm not sure. No, I'm not
sure well served. I think we have
students who aren't reaching their
potential. Um, and we got to it's a
tough nut to crack. Um and we're seeing
that I think both in the absolute
achievement level as well as um pro
probably growth levels to some extent
although that one's a little bit
murkier. Um so that's some that it's an
exciting opportunity to tackle and I
think everyone's invested on um at the
same vision. Uh I think uh at I think
there's still room for the district and
this board accountability um for having
um I think we can be better about
maintaining heightened focus on specific
areas and not trying to do everything at
once. I think we get really excited
about all the things we can do. Um but I
think it's a growth area for us to to
narrow in on what exactly is our top
priority. Um I think other things that
on the financial end we are seeing
declining enrollment in certain schools.
So that's something that everyone is um
dealing with or many people are and
>> we're not uh we're not exempt from that.
>> Um and I think the community engagement
is I think we've we've we're making I
don't know I'm relatively new. I feel
like there's a lot of growth already
that's happening but I think it's still
another area for us to continue pushing
on. Um yeah.
>> Thank you.
other thoughts.
So a challenge and then I see it almost
like as a virtue where our English
learners struggle struggle but yet we
have seen growth and I've mentioned it
before and I know that perhaps we could
agree to disagree sometimes
>> but um moving the needle maybe for some
is moving slowly slowly but we are
moving in the right direction and again
we see it um
>> with the results of the test. Um, our
staff working hard with the teachers,
all cabinet going over to the school
sites and um would you say evaluating
what the principles are doing with their
staff and so I I really um
am passionate about what our district is
doing. So although yes, it's a
challenge, I also see it as um
having the faith in our employees and I
think that's a plus. Good.
>> Thank you.
>> Mhm.
>> Yes. Related to declining enrollment, um
we have been in an era of deficit
spending. We had some very tough cuts we
had to make when COVID grants ran out.
Um and so, uh that's tough and and
that's that's probably continue going to
continue to be tough. So, figuring out
how to make the most of the resources
that we have to drive high educational
attainment. Um just even in terms of you
know where our campuses are at today. Um
we have some campuses that are below a
point of you know reasonably sustainable
population that don't currently have a
plan to get them back above that. And
conversely we've got some campuses that
are bursting at the seams. And so that's
extremely complicated thing to figure
out how to thread the needle on how do
you fix uh a problem like that. So
that's definitely a challenge that that
we're going to face. Yeah. Other
thoughts, comments
>> I can't remember if this is mentioned
during the strengths but and I think
this is alluded to earlier in the
conversations but um our current
superintendent has fostered very good
relationships with a variety of
organizations which um we currently
benefit from and it' be it'd be lovely
to continue that going forward but I
think it's a big strength right now.
Should
this superintendent we um looking at
things such as advanced degrees
necessary not necessary meaning a
doctorate
>> sometimes boards are
it's hard to imagine without it but like
I guess
it always seems like I don't know um I I
yeah I don't know what's what is what is
typical. I mean, my my experience has
always been that they have had an
advanced degree when they're
superintendent.
>> More and more are.
>> Yeah.
>> Yeah. Mo I think most now are typically
if they're not, it was a case of them
being u moved up from within their own
district and they didn't have one and so
they elevated to the superintendency.
More and more are not necessarily a
criteria, but sometimes boards like to
say preferable that they would have PhD.
Others don't even want to touch it.
>> I do not care.
>> Okay.
>> I mean much much more important to see
the potential impact um as like tied to
actual results that they've achieved in
the past.
>> Got it. Okay.
>> Impressive results over an impressive
thesis. Got it.
>> Yeah.
>> Okay.
My last comment or question is um
superintendent experience.
>> That would be my number one priority.
Okay.
>> But again, if
>> not.
>> Okay.
Anyone else?
>> I mean, I I I think it would depend. I
mean, if they come from a large much
larger district and they're say just at
a superintendent
or Yeah. about the same. So I mean again
this is another one where I would look
to the experience and say like is it
>> you know is it at the scope and track
record of the kind of things that we
want to see.
>> Okay.
>> Obviously good but yeah not I don't
wouldn't be required for me.
>> Okay.
>> Yeah I'd agree with Mike. If the person
can show demonstrated impact at
equivalent scope then I care a little
bit less about title. Yeah.
Well, you did it.
We want to thank you. You did it. We got
a lot of information. We will be taking
this information and working with both
John and Evelyn and putting together a
schematic of dates but uh times for the
engagement for your community partners.
We'll get that back out to you. Uh
John's going to get us the comps and
we'll have an idea of where that goes
and we'll be in touch. As I said, we
will always get back to you with
information
to let you know where we stand in this
particular process. Do not hesitate to
reach out to us. Also, um, with that,
any other questions before we wrap it
up?
I'd love to see a candidate have an
input on how AI could be used to better
deliver quality education to kids and
the way that that is likely to both
positively and negatively impact the the
learning environment. I'd like them to
have a thoughtful opinion on that. And
to that point, that may be one of the
questions that as we go through the
process, that may be a question also
that you want to ask. We can ask that
question, but I'm just saying that it
would be interesting for you guys to be
able to hear their response to something
like that. I like that.
>> Um, on the survey, so in the meeting, in
the stakeholder meetings, you had
mentioned that you asked people
basically the questions that are on the
survey and look for open-ended input. Is
it possible? I know one of the survey
questions for the characteristics, I
think the professional one had an
open-ended question for it. Would it be
possible to do the same for the other
ones? Um, you know, just an open-ended
like what personal qualities would you
be looking for? in addition to the list
of the stack rank list is that do you do
that typically for surveys or have you
found that not to be fruitful?
>> We we have not just because we're trying
to maintain the standardization of it.
>> Okay.
>> Well, thank you guys so much for having
us. We really appreciate it. Uh yeah,
man.
Yeah. No, no, thank you. This is a um
this is a tremendous responsibility. you
know, it's um for for us. Uh I know I'm
nervous. I don't know about anybody
else. Uh so, thank you so much for
walking us through it. And as I
mentioned to you before, I'm going to
repeat it again. This is, you know, none
of us on the board have done this
before. So, um the coaching, guidance,
and support uh to help us make the best
decisions possible and the best outcome
we can for the staff that's sitting here
at the table with us, that's online
listening to it, that works here in the
district, all the communities, the
students, the families. Um, and we
really appreciate it.
>> Well, and again, please don't ever
hesitate to reach out to to us. You
know, um, you might wake up tomorrow
morning and think, "Oh my goodness, I
wish I had said this or, you know, I
need to ask about this. I wasn't quite
sure about this or that." Please, you
have our contact information. We can be
reached through email, text, whatever,
whatever methodology that you'd like to
use. We welcome all of your uh questions
and concerns and just really want to
make the process as smooth as possible.
>> Is that solicitation also open for just
general members of the public who want
to weigh in?
>> You know, that's interesting. Um they
generally do whether we
welcome it or not. Um, yeah, definitely
because we're interested in finding out
what people, you know, want to tell us.
>> And if they want to contact you, what is
the best way that they can contact you?
>> For me, it's probably by text or um
email.
>> I suggest sending it through our uh
leadership associates email.
>> Okay, great.
>> Thank you guys.
>> All right, thank you. All right, let's
move on to our consent items. Um there's
a dozen of them or so and we're going to
approve them all in one motion. Um can I
get a motion to approve?
>> I move we approve the consent agenda.
>> Second.
>> All in favor?
>> I
>> I Okay,
we are on to
13 which are action items. Um hey the
first one is uh 13.1 which is the
approval of the 2425 unaudited actuals
financial report. John, do you want to
introduce it or should I just send it to
Rick?
Rick, this is your your item.
>> Uh, good evening, members of the board.
Uh, tonight we are, uh, presenting our
unodituded actuals for approval. Uh very
familiar slide showing where we're at in
the budget cycle
uh with our prior year unodudited
actuals for the 2425
school year uh which will lead us right
into uh first interim uh which will talk
about our revenues and expenditures
between July 1 and October 31 of the
current year. Uh
so for tonight uh the 2425 unaudited
actuals are year-end financial reports.
Uh they show how much revenue and
expenditures actually occurred during
the fiscal year. Uh and then impact the
carryover starting fund balances for the
2526 school year uh which will be
updated at the first interim report uh
that's presented in December. Uh we're
right now in the midst of uh producing
all of the documents for our auditors uh
which will then come back in late
January, early February uh with a
presentation by uh that entity uh on the
outcome of their audit
uh compared uh to the estimated actuals
that was presented to the board in June
along with the uh proposed uh ultimately
adopted budget for 25 uh 26.
Here are some common reasons that there
may be variance and uh as I've shared
with the board, our variances are
getting smaller and smaller on an annual
basis. Uh which is something that we've
been working with working for or towards
as a department. Uh but unanticipated
revenue comes in. Remember, we're
creating the budgets uh and preparing
those for public hearing and adoption
really starting in May. Uh so anything
that comes in after about June 10th
isn't always captured uh at that point
and some things come in right at uh the
state adopted budget right and then the
trailer bill that uh follows on an
annual basis. uh purchase orders that we
expected to be fully utilized even in
June. Uh we find out in July that they
weren't fully utilized. Uh so we get to
recover that money uh so to speak at
that point in time. Uh or expenditures
that were planned for 2425 that didn't
materialize, we carry those monies
forward to 2526.
uh as you could see in the uh
documentation that uh our restricted
ending fund balances were much higher
than estimated actuals because of the
monies identified that we carried
forward to 2526.
Uh so the unedited actuals I'm not going
to go through and read these these are
the funds that are in our sax report
that was attached to the board agenda
item. Uh and now just uh some familiar
slides that we use just to show uh our
unodited actuals with 2425 general fund
revenues uh illustrating the $146
million uh of revenue that we received
uh for 2425
uh going into our expenditures for 2425
as well.
Coming through here you can see that
about uh when the books were closed
about 76.1%
of our expenditures were for our
employees classified certificated and
the associated benefits for those groups
uh down a little bit uh from what we
projected at estimated actuals uh mostly
due to finalizing and closing out POS uh
taking into account contracted services
that type of thing that are providing uh
needed services to our students uh but
aren't considered our employees.
So on this slide uh is uh our full
budget year starting at adopted budget
for 2425
uh going through the unodudited actuals
of 2425 with the difference being uh the
difference between estimated and
unawudited actuals on there.
Uh and just point about the variances
getting tighter. uh you know it wasn't
more than a couple years ago where we
were seeing 78 and $9 million difference
uh in both revenue and expenditure. So
uh this is getting much better and the
numbers that we're producing at uh
estimated actuals and budget adoption
are much closer to reality than they
have been in the past.
Uh this is our components of our ending
fund balance.
uh our SAN key diagram showing uh our
revenues and expenditures based on our
SAX uh labels
uh where our money is coming in from and
then where it's being distributed to. Uh
this slide uh is going to break down our
expenditures a little bit different into
uh classroom uh management, retirement
benefits, etc.
and pretty closely colorcoded on this
showing those major groups uh and the
expenditures for our $153 million
expenditure budget for 2425
going into multi-year projections.
Multi-year projections aren't normally
presented with unaudited actuals, but we
are bringing this forward to show the
impact of the unaudit actuals,
especially considering we have fiscal
stabilization measures that were
identified or unidentified fiscal
stabilization measures that were
included in the budget for 2526.
In June, when approved, it was $7.5
million uh in each of the out years,
2627 and 2728. Uh and you can see
highlighted in light red uh that the
fiscal stabilization measures now
reflect 5.5 million in the first out
year and 3.5 million in the second out
year that we'll continue to work to
reduce uh through first in second in but
also through the work of the uh budget
committee uh that we've brought back uh
again this year to go through that to
identify areas uh of potential savings
for reductions uh in order to maintain
fiscal solveny uh for the district.
Uh here are components of the ending
fund balance showing that uh we are
fiscally solvent by the state standard
uh both for the unodudited actuals our
current year budget and our two out
years.
um slide is simply showing the uh budget
year for our other major funds uh that
we report on for second uh and budget
adoption.
So right now as I just mentioned the
strategic resource alignment is taking
place. We had our first meeting in
September. Uh our second meeting is next
Tuesday, October 14th. uh followed by
one in November as well I believe before
ultimately uh we bring back
recommendations to the board in January.
uh for that first interim as previously
mentioned uh will come before the board
uh at the second meeting in December uh
for uh approval uh which will then put
us right back into that budget
decision-making mode uh getting ready
for uh all of the work that we need to
do between that point in time second
interim uh and uh really March 15th when
second in is due which will bring us
right into budget development for the
next year. So all of the work that we're
doing now in coordination with the
budget committee uh along with the board
is preparing us to make those decisions
going into the 2627 school year. Uh so
with that I will turn it back over to
the board uh for any questions and ask
for approval.
>> Thanks Rick. Uh and also for taking the
time to I know you've met with us
individually to kind of go through the
questions. Um so does anyone have
questions uh or comments that they'd
like to bring up?
Dave Lee. Yeah, please.
>> I'll just say appreciate Rick, you and
your team for doing all stuff.
Obviously, the one-on- ones are really
helpful, but also really appreciate that
you're uh narrowing the variance each
year. I think reflects that we're
getting a lot better and more focused on
um all this stuff, which is obviously
going to help prepare us uh during these
times. So, thank you for all of that.
plus one. Super appreciated the time
that you spent handholding me through
what's going on because school budgets
are extremely complicated.
>> Yeah, great job. I mean that was a
significant narrowing of the difference
the variance between estimated actuals
and unedited actuals and it just
reflects like a lot stronger controls
that are in there. Could you maybe share
one process that changed like what what
what did you do? How did you work your
magic? Uh you don't have to explain all
the secrets uh but maybe just one so we
can get a glimpse of what what goes on
in in
>> I don't want to give away all the secret
I don't want you to Yeah.
>> Uh no I think the biggest thing is is
making educated assumptions based on uh
the history of the district uh what we
see on a typical year uh and moving
forward. And I'll say probably the
biggest one is accounting for employee
absences and releasing that budget uh
either halfway through the year or at
the end of the year knowing that uh you
know let's say $100,000 salary wasn't
covered for the entire year but it
wasn't filled. Uh as one example
previously that was held on to until
unodudited actuals which contributed to
the large drop especially if there were
you know let's say a dozen or two dozen
positions that were held uh encumbered.
Uh and so we've really worked on uh
recognizing that earlier so that the
money drops back into the budget uh
rather than holding it until unmudited
actuals. Right. So we have uh the real
dollars that aren't being spent but
they're held and can't be used. So in
order to re recover those sooner that
that would probably be one of the bigger
ones that's happened over the last two
or three years.
>> Yeah, it's great. it'll give the
district the ability to really, you
know, predict better for the following
year where they can spend and what
really has to be reduced back. So,
that's great. Um, I don't know, Dr.
Baker, did you have any comments you
wanted to make?
>> Just thank you so much. I really
appreciate all the hard work that you've
done and also that you've done working
closely with the county office of
education and with your staff.
>> All right. And this is an action item.
So, can I get a motion to approve the
unedited actuals? I would like to move
to approve. Rick's fine unodudited
actuals.
>> I'll second.
>> All in favor?
>> Great. Okay, we're on to 13.2, which is
the adoption of resolution number 12.
This is establishing the 2425 GAN
appropriations limit and acknowledging
the 2526 projected limit.
>> Good evening, trustees. This item is the
adoption of resolution number 12 uh
establishing the again appropriations
limit for the 2425 school year uh and
acknowledging uh the 2526 limit. For
2425 it was 89 a.5 million. Uh the
projected limit is 94.3 million. For
2526
uh this is an annual compliance
requirement under proposition 4
confirming that our appropriations
remain within constitutional limits.
There is no fiscal impact. It has not
changed district revenues or
expenditures. Uh and this year we are
within our limits and we're not asking
for an increase in the GAN limit. Uh and
we are uh we recommend approval of
resolution number 12.
>> All right. Thanks Rick. I've been a
board member for five years and five
times I've had to learn what the GAN
limit is every year as it comes up
because uh I I can never quite remember
it but I got it fresh in my head now.
Does anyone have questions or comments?
Not this year. Yeah. Um, you'll learn to
self-study, you know, it's like I get
faster each year. Um, this is an action
item as well. Can I get a motion to
approve?
>> I move to approve resolution number 12
>> and a second.
>> Second.
>> All in favor?
>> I.
>> We are on to 13.3
and this is the adoption of resolution
number 13 and this is an approval of
education code for teaching assignment
for the 2526 school year.
>> Yeah, thank you. Uh, I'm bringing this
ed code to you tonight. a very seasoned
teacher that unfortunately was
inadvertently left off the list. So, a
clerical error in my office. So, we
apologize for that. Um, the good news is
the county blesses even if the board
takes action now. So, that's nice. This
teacher has had lots of experience
teaching this particular subject. So, my
apologies for that.
>> No problem. And thanks for the
explanation. I was worried that the
classroom was like empty or something
for the first couple of weeks. So, I was
glad to hear that it was something uh
something different. Um, does anyone
have questions or comments?
No. Okay. Uh, we we've seen this one
these kind of resolutions before. Uh,
can I get a motion to approve it?
>> I move we approve it.
>> And a second.
>> Second.
>> All in favor?
>> I.
>> Okay, we are on to board and
superintendent reports. Uh, would anyone
like to start?
>> Um, sorry.
Uh last week I visited Hoover with Lupe.
Um it's my first time on campus there
and um I just want to say that I I think
someone some trustee mentioned it about
the warmth of our community. Um you
really feel it at Hoover with with the
staff and and the community there for
sure. Um and then we had Mid-Autumn
Festival at Orion on Friday. Mid-Autumn
was on Monday for us. Um, and we
actually had a lot of uh outside um
community members join this year, more
so than previous years, which which was
a nice nice group there. And then
Siccilia and I had a a meeting with
Redwood City together earlier today. Um,
they wanted us to just put a little
shout out out there. Um, they are having
an open house on October 21st. Um
they're having a photo display it looks
like of historical Redwood City photos
um at their new offices um on
Middlefield and they'll be sending out I
guess invitations to the community but
they couldn't attend uh today.
>> Most of us uh attended the
reclassification ceremony which was
fantastic. It's one of my favorite parts
of doing this job. you know, just
congratulating hundreds of kids large
and small for, you know, all the hard
work that they and their guardians and
their uh staff did to go and
successfully reclassify as English
proficient. So, like that is exactly the
sort of thing that we want to be seeing.
And just to get that visceral like fist
bump, fistbump fistbump for all of uh
those kids was was really gratifying.
So, it's great.
Uh just looking at my list and it's like
oh man it's been a long time. Um I went
to the DAC meeting that was at Hoover a
couple weeks ago which was great
representation across a number of
schools. Um Hoover uh a lot of
representation Taft Kennedy MIT Garfield
Ford a lot of schools so it was great.
Um there was a great presentation uh
that Michelle gave along with Jorge and
not not only the the big topic was the
strategic resource alignment but also
the context behind it on basically
school finance and I was just very
impressed with how simplified it was
made like very digestible. Um I learned
things so that was great. um and a lot
of great engagement from from the folks
at the meeting and I think there were
some uh parents I think including
Augustine who spoke up just about the
experience of um working with or
interacting with the board including at
board meetings. So just again momentum
toward getting uh greater engagement
which was nice. Um also had a policy
committee meeting with Wendy and Jolene.
Um so I think you guys may have received
an email with many policies uh and there
are more to come. Um but we're doing
some leg work now in hopes that um you
know eventually it'll lessen
uh also went to the 2 by 2 by two along
with trustee uh president Wells and uh
superintendent Baker um which is always
fruitful to hear what's going on with
city council and SEOA union
uh I went to the SMCSBA the Santo County
School association's quarterly meeting
um which was great there's the topic was
on immigration uh enforcement and
responses to that to ensure that we are
uh protecting our community
appropriately Um, so great to hear about
the work that other folks have been
doing and things that we might be able
to to learn from. Um, and then also a
call for support from me on engaging
other trustees across the county in
legislative action. So I believe there's
momentum. TBD will see.
>> Uh, and then I I visited Garfield um,
which is great. Um, Jennifer showed me
around. It's always helpful just to
instruction um, learning more about the
bilingual aspect of the school which is
a very unique at least to me. I know
that there are other schools uh and
districts that do that, but that is a
learning piece for me. Um but overall, I
thought it was a great collaborative
environment among staff. Um uh which is
important uh especially as we're pushing
to keep on uh supporting academics and
the growth there. Uh and I've heard that
the community great is great engagement
um within Garfield. I'm hopeful that
we'll continue to get more community
engagement across Garfield and the rest
of the district, but I think it's a work
in progress. Um but again great
foundation.
>> I also attended the Senate um
schools board association with um David
um and the um Spanish superintendent at
Garfield. Um it was in Spanish the
committee. Um great turnout by the way.
Shout out to all the staff at Garfield
that made it possible. I know that they
were also um having a meeting. So
apparently those parents might have came
in but it doesn't matter. They were
there and they were asking questions
which that is what matters. So I did get
up and say you know we are here to help
you. Please reach out. Um so hopefully
we'll see more because there was a few
people that did say our homework is
going to be to bring more people and
that's what we've always said. So um I
was really happy to see the the big
turnout. So
that's it.
>> Great. Yeah, mine recovered with a
reclassification of the 2x2 x2. The one
thing I did want to mention from the 2x2
x two was that like the Monday prior to
the meeting, the city council had done
their vision zero um meeting uh which is
you know trying to bring down um the
traffic incidents uh with pedestrians
um and
>> number three yeah number three at the
bottom uh Redwood City out of 50 cities
in the state of comparable size. Uh so
it seems like there's a lot of work um
and we we know it because unfortunately
our community has been affected by
traffic incidents um this year and even
last year. Um they're very well aware of
that that intersection between Sequoia
and our Dwayne Street campuses uh that's
there. So um you know we we we no longer
have our our safe routes to school
advocate on a school board anymore. Um,
but it made me think of her and sort of
just how important it is to make sure
that transportation, pedestrians, and
and and all of that kind of come
together for a for a safe environment
there.
>> Dr. Baker went to several of the uh
events that you also attended, many of
you attended. But Cecilia, one thing on
our meeting on Friday, we had there were
30 parents there. And um interesting
that one of the dads who was there,
there were three dads uh that were there
said, "Have you ever thought of doing
these meetings also maybe in the
evening?" So in the survey that we put
out probably I guess it was right at the
beginning of the school year or at the
end of last year, I don't know which
parents said they wanted from that
survey that they would want it in the
morning as they're dropping off their
kids. So, and this dad said, "Well, can
you think of maybe doing them in the
evening like at six o'clock and you'll
probably get more parents." So, um,
we're going to send out another flyer
and get some information. Maybe we do
one month, one in the morning, the next
month it's done in the evening so we
can, you know, accommodate parents. So,
I thought that was a good point that he
brought up. But they um had great
questions about the budget and they also
brought up about you know small schools
and small classes. So what's going to
happen? And uh it was um I stated that
you know it takes
a long runway for one to go in that
direction of seeing what schools are
going to combine if you're going to
close. So nothing would be happening in
the 26 27th school year. So that kind of
think alleviated some of the concerns.
Then on Friday, Anna, Katherine, and I
went to the Stanford Collaborative,
which we're involved in with the feeder
schools that feed into the Sequoia High
School District. And that was our first
meeting for the year. So we'll move on
with our meetings with math and our duly
identified students and see what
research is out there that can support
us in a different manner for success for
our students.
All right. Uh there's no next item is
information. There's none. Um
correspondence. Did anyone get something
they want to formally acknowledge or
make part of the official record?
>> Nope. Okay. We'll move on to other
business suggested items for future
agenda.
Um I did have one request um from a
public comment we had about some of our
bond spending. made me think that maybe
we should have a um like a refresher for
the board about because so many are new
too about the bond program about what
are appropriate bond expenses that geo
bond can cover things like that. I know
we have a study session come up coming
up. Maybe we can tack it into that one.
Um around that
>> probably
>> a separate one. Yeah. Just
>> this study session
>> be jam-packed. Okay. Yeah. I mean just
somewhere somewhere along the lines um
because there there are some things that
I remember from I think I I think I just
kind of picked it up along the way. Um,
but I don't know how anyone like what
has to how big of a change order has to
come to um
>> you know be an action item versus a
consent item. And some of those I think
I don't know if which ones are legally
required versus board policy ones. So
maybe just a refresher of of of what how
we're doing the bond program there would
be helpful for us.
>> Yeah. Okay.
And I I would love for us just to
identify uh at what point are do we have
some lighterw weight board meetings? I I
I know it's been difficult to t-shirt
size things because sometimes you know
things get pulled in. There's going to
be a big sprint for the superintendent
selection and the love. So it might not
be until spring that we get some of the
smaller t-shirt sizes.
>> Spring is too. Yeah.
I I will point out um if you look at the
future agenda um
>> they're they've been putting they've
been putting a bunch of the um
>> well
>> yeah Evelyn and John have been putting
in like 30 like we did the cohesion one
um last time uh and there's one on AI
coming up like a session on it things
like that
>> that's coming
>> she she's been a lot of information that
has been asked for and done in a matter
which you were looking at.
>> Fantastic.
>> She contacted individual board members
in regard to that. So that's a large
presentation is that next next one.
>> Okay. Sweet.
>> So we have agendaized go through the
>> things things are getting placed.
>> The
>> parking lot
>> parking lot.
>> Yeah. the parking lot you have and then
also the new document that Evelyn has
online
>> the schedule the board agenda items at
the bottom if anyone throws in something
that they want to talk about I'll just
usually add it under TVD
>> and some of them are already on the
calendar
>> believe from last last time we talked
last spring and so forth yeah they're on
there now have to determine
>> as we
have to deter have to determine as we
move forward And as other items come
budget and superintendent
>> got to be able to be responsive to that.
>> We'll have to see. Do we pull them off
or where do we put them?
>> Sure.
>> Just the main point is just that they
not get forgotten that but but it it I'm
really happy to hear about this
maturation process that's happening. So
thank you so much.
>> So relatedly and I mentioned this to Dr.
Baker earlier today but and I think this
was from discussions in one of our prior
meetings. Uh I'm trying to put I'm
hoping to add or I guess propose to the
governance handbook a rough like
evergreen calendar of the types of
things that we as the board are
expecting to see on what basis and then
we can kind of line up to see okay this
is generally where we're expecting
things and so there's where here are the
general dates where we can expect to see
maybe free time. Um I'd love to get that
before the board just to see it kind of
see if it makes sense and then at the
end of the year as maybe part of the
board's whole evaluation whatever
process when we can discuss kind of the
big list of priorities and figure out
where it makes sense to space things up
but one to preview that uh I would love
to bring to the board for discussion
just this calendar piece of it to add to
the governance.
>> Okay, sounds good. Um okay, on to item
18. This is brand new. Um, this came out
of our actually I don't know how did you
Evelyn did you just put this on or did
it come from somebody
>> brought to our attention it was one of
those items
>> one of those items did you push for it
was your it was your action item so it
was your your item okay cool so here we
are uh board of trustees meeting
reflection um you know it's part of our
>> commitment to continuous improvement um
we were looking for a way to sort of get
feedback on it and I think that the one
that we sort of settled on there I
wasn't sure totally was let's spend a
little bit of time talking about how the
meeting went not necessarily about the
content of it. I don't think we can do
that because we moved past the agenda
item, but the sort of the way we
discussed it.
>> Yeah. So, I was going to give us a
framework to try and fit in. Um, tell me
if this works or not, but like one thing
that went well and that you think we
should keep doing and one thing that
could have gone better. Can we take
turns on answering that? Is that a fair
way to spend this time?
>> Totally. I'm going to start with David
Weekly.
>> All right. Um, I got a number of pings
from folks that uh they didn't realize
that it was going to be 6 p.m. today.
Um, and so like tried to get on at at uh
at 7 and were a little surprised the
meeting had already begun. Um,
apparently some people also had issues
with the Zoom link. Um, and then I I
would say like one one other thing is
like I would love to get the clock
counting up so that we know how long
we've been spending on a given
conversational topic. Um, that would be
that'd be great. I think what went well
is I feel like we had some really good
discussions as a board um back and forth
and building on each other in in instead
of just going ABCDE like I think this, I
think this, I think this, I think this,
I think this, we're done. Um, instead we
we kind of rifted on each other in the
leadership associates a bit and like I
and built on each other's points and I
thought that was really great
>> just um not to just go into turn here
after after that Cecilia please
>> just u this is just a reflection if you
have a comment on what you think went
well in this meeting and you think is
something that should continue to do or
something that you think Um, maybe we
could do this better in the next
meeting.
>> How'd the meeting go?
>> Yeah,
>> I mean, I just I I think just overall I
think we're very respectful of each
other and you know, again, we've said it
where we could agree to disagree, but in
a respectful way. So, I do appreciate
that of us. So, just like you said it
earlier, you know, we're a great board.
I I do appreciate all of you. Um, and
I've said it before, so um, let's
continue that.
>> Um, I liked how it was clear to
leadership associates and hopefully to
whoever else is listening to the board
meeting today about our vulner our
vulnerability in this whole
superintendent process. So hopefully it
it encourages more engagement from the
community and whoever else has questions
because, you know, we clearly have tons
ourselves in this whole process.
I'll I'll echo what Cecilia mentioned. I
I like that one that there there were
disagreements. Uh like that's okay. So,
but I like that it was respectfully that
we are respectful with each other in
doing it. Um because we it does not make
sense for us to agree on every single
thing. So, we need to be vocal because
yeah, that's how we have better
outcomes.
>> Great. Um, I appreciate the early start,
uh, because it's been a long meeting,
but it's still only 8:15, which I think
is great. Um, and, uh, the pacing guide,
uh, that Evelyn put in. I think we did a
great job sticking to it. In fact, we
were done with, uh, you know, our our
really long discussion item, you know,
about 10 15 minutes early. So, I think
that was good while still having what I
thought was a deep, meaningful
um, you know, conversation there. Uh,
what what could have gone better? Um,
you know, I I think I appreciate all the
stuff that Leadership Associates has
sent us to come in here. I feel like
there were a couple questions that that
that we were asked that maybe we could
have been better prepared for. At least
I felt like I could have been better
prepared for. So, um, you know, now that
we've kind of gone through this, I
think, um, digging deep into like what
are we supposed to get out of this? What
should we come prepared for? I think I
might remember to to ask those questions
sometimes more in advance. I do it
sometimes when we have discussion items
like, hey, what are we trying to do?
What's the board's role here to figure
this part out? Um, I feel like I could
have probably done dug even another
layer deeper on leadership associates of
like what do you want, you know, because
it could have gone anywhere from, hey,
let's go tailor the survey to, you know,
like who who do you think should be, you
know, all of those things. Um, so
anyways, I think that could have been a
little more of like digging into the
next level there.
>> Yeah.
>> Excellent. Um, great great reflection.
Um, and let's move on to
>> Thank you.
>> think of the board of trustees meeting
calendar. Um, do we have any changes to
the calendar?
>> No changes. Just a reminder, the October
16th study session.
>> Yep. Everybody asked that on and that's
that.
>> That's going to be here in the Yeah.
>> Okay. Good.
>> I had a question on that on the
>> Yeah. Did you have child care?
>> You have child care.
>> It's not confirmed yet.
>> It's not confirmed yet. So, at the study
session, I don't Are they going to be
making decisions so you can participate?
Um, but there's not going to be any
decisions made. So, if there was a
decision made or an action item, you
wouldn't be able to vote on it.
>> 6 PM October 16th here.
>> Here from 6 to 8. 6 to8. Copy that.
>> Uh, a question on the calendar, the
board meeting calendars. The no change
when we say Evelyn that there's no
changes, that is no changes to what has
been uploaded, right? But there could
have been changes compared to I guess
the version of last meeting. What was is
that correct?
>> Yeah. So this calendar is updated. If we
made changes um
before the board meeting then those
would be communicated. Let's say we
added a close session on the 8 well I
don't know
sometime before the 22nd. That change
would have been on the agenda memo
because our next regular meeting is
October 22nd. So that's just an example.
>> I'm sorry. I'm
>> Any new changes will be listed on there.
Um any changes that have already been
brought up will not be on there if that
makes sense.
>> Sorry. Yeah, it it does. I was looking
at the wrong attachment. I I meant this
for a previous item. The the other
business adjusted items for future
agenda that that Sorry. Is it okay if I
go back?
>> Did you adjourn?
>> We haven't.
>> Yeah. Okay. Go ahead.
>> Okay. the the the the schedule for the
board agenda and this is the discussion
about things have been added. Is there
any way to see um like a red line of
what had what has changed from the last
version like each time just
>> yeah I can either use bold font or
something so that you can see the
changes just like I do with the meeting
calendar or do you want red font is that
your suggestion whatever you want to do
I can make those changes visible
>> whatever is the easiest for you to do.
Uh yeah, if there's just any way because
I I have not been as um on top of it of
checking the differences, but now that I
know that there are things that changed,
I will pay more attention.
>> Yeah.
>> And there's also a budget committee
meeting on the 14th, right?
>> Correct. But that is not a board
meeting,
>> right? Yeah.
>> Right.
>> That's a committee meeting.
>> That's a superintendent committee
meeting.
>> All right. Item 20. It's adjournment.
Can I get a motion to adjurnn?
>> I move we adjourn. Second.
Second. All in favor? I