light's not on the top um all right 7
o'clock so we'll go ahead and get
started um can we have a roll call
please trusty Marquez
here trusty weekly will be joining as a
guest trusty
mavo vice president Wells here president
Lawson
here thank you I'm um going to apologize
ahead of time everybody I I have a
really bad migraine right now um so if I
start acting like loopy if I'm weird if
I miss something please catch me and
bring me back to it um
Cita
Contra um the public is encouraged to
speak to the board on issues of concern
whether or not the issue is on the
agenda to address the board please
complete a speaker's card available at
the entrance and bring it up to Evelyn
um and you can also access the uh
comment cards uh in the link attached to
the agenda public comments are limited
to three minutes um and as a reminder
the board cannot have a discussion on
public comments however we may direct
the superintendent to follow up um if
you wish to speak to the board on a
subject that is listed on the agenda
you'll be called on at the time that
that item is being considered by the
board if it's not on the agenda you'll
be called on during oral
communication um so with that said Do we
have any changes to the
agenda a motion to approve I move to
approve the
agenda uh second all those in favor I
thank you um we do have one item for
oral
communication um for Maria bundus
right there my first time good evening
school board members and public in
general I would like to take the
opportunity to speak about the
classifier school employee summer
assistant program this is a program that
the state had been offering to the union
the CSA members and I think so it's for
several years already um the union had
been request to the district they want
to participate so the district has say
no but this time we would like to
request to consider this program because
many of our uh CSM member have been
asking us why we don't participate on it
so this is a state funded Summit program
and it's good for the uh employes from
10 and 11 months so this mean they can
save money during the school year and on
summer they get a check in the State uh
match the amount the employees save so
the only thing that district has to do
is to have somebody who process the the
names and the money that people is uh
putting in safe so we would like to ask
to the school board to consider and if
that happen and the respon has to be
done by January 1 of 2025 and if you
need more information we can request to
our labor rep to give more information
to the district and to the school board
so I'm going to give you a copy of the
form that we have and this is going to
be for the school year 25 26 because now
we are ready with the school year
already started thank you you
okay that brings us to the um update on
facilities master plan
process evening board trustees uh
tonight Aaron jobson from qka uh will be
giving an update on the facilities
master plan process that we kicked off
uh for our district in August uh he'll
talk about the progress to date uh some
of the items that they've discovered uh
he'll talk about the site committee
meetings uh as well as next steps and
moving forward through this process so
with that I'll invite Aaron up and I'll
get ready to share the presentation
remotes can't hear the
audio not how it's supposed to look
that's it we okay hold on for just a
second
sorry
Perfect all right so thank you all for
having me here uh to to give you a quick
update on the work that we've been doing
so far and answer any of your questions
you might have on that process um I
wanted to start out by just thanking the
whole team uh that's been working on
it's been a real group effort over the
last uh couple of months especially so
Rick and Martine uh Eric Nick Ben and
others on Van pelts myself John an actor
at qka and and also Willie and Elizabeth
and a few others on our team that have
been helping on our side but uh also all
of the principal staff parents uh
everyone else who's comes to committee
meetings who's volunteered their time to
help us better understand the facilities
needs on the projects
next so this is kind of what we wanted
to cover is just quick overview of the
process just to reminders everyone what
we're doing both for you all but also
for people who may be watching and
weren't uh weren't here for the last
time we gave that update uh and then a
quick overview of the work that we've
completed since our last the last time I
was here what the highest priority kind
of a summary of the highest priority
things that we've heard and then we're
going to use the three schools as kind
of examples to kind of walk through the
steps in the process and and as an
example of what we heard and how we
responded to
that uh and then kind of an upcoming of
what's what's coming next
next so just quickly again the reason we
do facilities Master planning is because
we know the quality of our school
facilities matters to the education that
happens within them and we need input
from out all of our stakeholders and all
of our Community Partners to best
understand what those needs are and
maximize the impact of the limited funds
that we have to improve our facilities
next and our overall project development
process we're starting at Master
planning which is the the 30,000 foot
view we're looking at you know big
picture what are the needs what are the
projects we want to do how do we
prioritize them and then once a project
is identified then we'll get into more
details about exactly what's needed on
that project what specific spaces what
specific rooms how should they be
related um what can we afford forward
within the budget that's been allotted
for that project and then in design
we'll get all the way down to picking
what color the carpet is and how many
cabinets are in each room and all those
things and at each step in that process
we engage with the the stakeholders and
partners on each project that uh that at
each school and the staff that are
relevant to it the teachers the the
students that are relevant to that
project uh and we get into more and more
level of detail and this is just to help
people understand that we don't have to
get into everything at this at this
level uh we want to make sure we're
we're keeping things at a pretty high
level but that we'll be back to talk
about more things as the projects go
forward
next so one of the things we also want
to keep in mind is equity um we know
that we that all schools have a
different set of circumstances that they
come with a different uh state of
affairs with their facilities but that
we really want to try to get all schools
to the same level uh and that's going to
mean different improvements at each
school and a big part of our Master
planning process is to kind of establish
what Benchmark is and that's what we use
our educational specifications for and
and then where each facility is and then
what we need to do in the master plan
what we need to identify to get them to
that level
next and that will establish an overall
facilities master plan which are all the
projects that we'd really like to do to
meet those needs at each campus but we
know that's more work than we're going
to be able to fund with any one Bond
measure or any one source of funding so
after that we establish that kind of big
pool of projects for the master plan the
long-term Vision we'll be working to
identify which projects from that are
the highest priority that they going to
have be the biggest impact to include in
the implementation plan for the current
Bond and for any future facilities
funding that might become available that
we can we can apply for
next uh this is our overall schedule um
we started over the summer with kind of
uh our first phase is really information
gathering so that's assessment ments um
of each fa each site site committee
meeting number one which is really
focused on uh really a download to us of
what those facilities needs are and US
explaining what process we're going
through and then uh kind of over the
last couple of months and extending into
January is our planning and design phase
so that's taking all that information
putting together our preliminary
facilities master plan and kind of as a
first pass and then site committee
meeting number two is really reviewing
that with all of the the staff at each
site too we're just kind of almost
finished with those second site
committee meetings now uh we have I
think a couple more to do in January and
then um once we have all that input our
last phase is really reviewing and
finalizing that so taking that input in
putting together our kind of draft
complete document getting cost
estimating done to identify how much
each of those things cost going through
the process of prioritizing those
projects and then putting together the
final documents for your review for
public comment and for final publication
and
approval which we anticipate happening
in Winter early spring of
2025
next um and these are the overall goals
uh we want to make sure that we're
providing plenty of opportunities for
information and engagement from all of
the stakeholders in the community
keeping people informed um evaluating
capacity providing information to
prioritize projects really addressing
all of these uh all these goals
excuse me
next um this quick diagram of our
overall process which is designed to get
input and provide information to folks
across the community but engage them at
the appropriate level so our School site
committee meeting committees on the left
one at each School site representing
staff students parents and community
members to get their input we're also
working with district-wide groups like a
team working on the educational
specifications to set those those
benchmarks and standards but also
meeting with special ed maintenance
nutritional Services technology other
districtwide departments to make sure we
understand their needs as well and
gather their Insight they know much more
about these facilities than we do so we
want to make sure we capture that
information as well uh and then we'll be
doing a survey and Community fors to get
input from the broader community and all
that comes together uh and we review
that kind of at the district Community
level which is our team and the vanel
team in the in the district cabinet and
then provide a recommendation addition
to the board in the form of the final
master plan for your approval
next along with that we've also been
working together as a as a team with
District uh the Vel Construction
Services in QA to implement quick start
projects we know there are some things
that are very high priority that we want
to get going on right away and we we can
kind of um start ahead because we know
they're going to end up at the top of
that priority list at the end of the the
master planning so looking at
districtwide lighting assessments have
been completed lighting projects are
moving forward that was a big part of
that um HVAC upgrades and cooling are
also moving forward there are four uh
projects that we're rapidly moving
forward to get ready for construction in
2025 and then planning for future
upgrades in following years at other
sites and then also working on temporary
cooling measures until those upgrades
can be
implemented and then we're continuing to
review and identify any opportunities
for additional quick start projects with
staff next
so work that we have completed oh this
is work that was completed over the
summer that we talked about before which
is that assessment coordination with
solar um getting kind of everything
scheduled and planned out and then
working on the educational spec
specifications
next and then this fall we've done that
first site committee meeting at each
School site um and again that was really
focused on describing this overall
process and schedule a lot of the slides
that I've already gone through are
exactly the same slides that we're
presenting at each of those meetings um
and then talking about what we've seen
from our assessment and what they
understand from living and working on
that campus are the existing conditions
and what those educational needs are
understanding all the different programs
that happen at each School site what
those needs are how those how those
interact what we need to do to make sure
that we're accommodating
those um and then putting together the
draft plan for each School based on that
looking at Capacity Analysis there our
site assessments the site committee
feedback Ed and the edpc requirements
and then conducting site committee to um
which I think by the time we put these
slides together we' completed seven and
had three schedule for later in December
and then the remaining ones will be
scheduling in January and that we
present that draft plan we have a really
good Dynamic interaction and discussion
around what we need to change about that
what we got right what what we're
missing what might be a better option
and then discuss project prioritization
based on which projects have the
greatest impact on
education
next so we want to kind of did kind of a
quick summary of identifying some needs
and then the planned improvements that
go with those that just as kind of a
summary to let you all know some of the
things we've been hearing pretty
consistently so not surprisingly one of
the biggest things has been thermal
comfort and
ventilation and and really understanding
that bu are too hot is is mostly the
problem and and some of the equipment is
wor out but also a lot of your
classrooms just don't have air
conditioning have never had air
conditioning and So that obviously the
the upgrade there that we're planning
for is hbac upgrades and the ones with
little star are ones that are quick
start projects that we've already
started working on um another big one is
just not having adequate facilities for
TK and kindergarten obviously TK is a
Rel relatively new development but a lot
of your schools don't have kind of
full-size classrooms with uh connected
restrooms even for kindergarten so
that's a big need so we're looking to
plan for New TK classrooms or often
times maybe converting three standard
classrooms into two TK Kinder classrooms
with the restrooms and things like that
supporting them
too um we also heard a lot that there's
not enough appropriate space in most of
your your schools for the support
student support staff um so for your
psychologists and your therapists and
your um speech therapists and things
like that often times they're kind of
wherever you had space for them at that
time where was an extra portable or a
classroom or a closet or uh you know
more than more people jammed in one
office than should be so really planning
for
modernizing those administrative spaces
to really meet the needs of our current
school and meet them efficiently and
well and then also looking at Family
centers as well um
next we've also talked about
sustainability and the desire to reduce
carbon impact and show environmental
stewardship on our project S as well and
that is hugely related to the solar and
lighting upgrades you're already doing
and then wherever possible as we're
doing the hbac upgrades we're looking to
make those all electric as well which is
where we're going in the state overall
and and can have a significant
environmental impact especially when
you're already putting solar on those
campuses
too um we also just see a lot you know
there there are a lot of spaces in in
the district that are just in need of a
refresh right like it's just been a
while since they've been modernized
whether they're classrooms or restrooms
they just are a little bit worn out um
need repair and refreshing of the
finishes and things like that so that's
where we're showing modernization of
most of the existing buildings as well
um one of the things we heard about is
there's not really a lot of times
appropriate space for indoor PE um the
multi-use rooms are often used for
multiple lunches throughout the day and
used for different things um so creating
dedicated PE classrooms at each site
that are larger than standard classrooms
so they can accommodate PE classes and
and and
movement but also just having that space
as part of the planning too
next um a lot of your schools have kind
of difficult not ideal parking and drop
off situations so where we can we're
looking for opportunities to improve
those um we obviously have constraints
of Where the streets are and how much
land we have to work with but trying to
where we can make improvements to that
and reconfigure that where it's where
it's
feasible um another thing we heard a lot
about a shade on playgrounds and Fields
right as things get hotter that becomes
a bigger and bigger issue so the solar
canopies will help with that in a lot of
cases um not all of them in some cases
we'll be looking at planning for
Standalone shade structures as
well um and then one of the other things
you talked about a lot is having
appropriate space for science art music
and other enagement classes where having
classes that are really designed to
support that where they're separated
acoustically from the adjacent
classrooms where they need to be where
they have the distincts and Cabinetry
and things to support those so we're
looking at two Flex classrooms at each
Elementary School that are set up to
accommodate those different programs
throughout the day and throughout the
year so that they have you know water
and power and resilience services and
connections to the outdoors and are a
little bit bigger than your standard
classroom so that they can support those
different programs but do that
efficiently and flexibly
too
next um so one of the things that we we
talk about with Master planning a lot
and that we've talked about a lot with
your teams as well is is what we kind of
call right sizing our school facilities
and our goal there is to make sure that
we're the the goal in doing this is to
make sure that we're concentrating the
funding we have where it's going to make
the biggest impact and if we're
spreading that more thinly across more
space than we really need then that
means that we're we're not using it as
effectively and concentrating where it's
going to have that biggest impact and so
at each school we want to be very
careful about planning to make sure that
we're providing in enough space and
modernizing enough space to to meet all
of the program needs and the projected
and future enrollment and give ourselves
some cushion in that too um we want to
we want to try to get rid of in our
Master planning portable classrooms so
we want to plan to replace those with
permanent classrooms where we need to
but not do that more than we have to
because that's money we can spend
elsewhere if we're not if we're um not
using it for replacing classrooms um and
again making sure that we're supporting
all those programs making sure were're
supporting transitional kindergarten
with appropriate spaces and so the steps
are that there's a demographic analysis
and projection which the district had
completed in 2023 that we use as kind of
the Baseline for that and then we do a
Capacity Analysis for each campus so
we're looking at every classroom space
on that campus and using the district's
loading factors to calculate the
theoretical kind of Maximum enrollment
we're also identifying spaces that want
to not be loaded that could be
classrooms but aren't or need to be used
for something else whether that's a PE
classroom on Elementary School where you
can't count that because when those kids
are in there the second grade classroom
is empty right so it's kind of a one or
the other so we're accounting for all of
that and looking at um that as we do
that Capacity Analysis on each site and
then we incorporate that into our
facilities planning and we have been
reviewing that with this with the teams
at the second site committee meeting as
well
next so just a little bit about the
demographic projections and and and I'm
not the demographer so this is my
architect summary of it but in and we've
been doing Master planning you know kind
of we we're always doing Master planning
but especially over the last few years
declining enrollment as you all know has
become issue for most districts across
the state and really what's driving that
is just birth rates are a lot lower than
they used to be in that what we've been
told is that since a high in about 2006
which is your kind of high school
seniors um those rates have dropped
almost 25% to where they kind of hit a
low in
2022 and that means that for every
household there's 25% fewer children you
may have a few more households and we
have another grade uh in TK than we had
five years ago so that all is factored
into those demographic projections uh
and they do that based on you know very
detailed analysis of all kinds of things
including planned and in process Housing
Development including what type of
housing that is how many students it's
likely to generate
um and and historical patterns and and
all of those kinds of things and then
they produce that projection which gives
us a projected enrollment I think it's
out to 2032 in this case and at each
site individually based on the
conditions in that specific geographic
area in for that school and so that's
the information we use to inform to make
sure that we're planning enough
classrooms for each school to
accommodate that and again and give us a
reasonable cushion beyond that too
because we want some flexibility we want
to have a little capacity in case we get
more students than projected and we can
make sure to accommodate
them
next so we're going to talk through
briefly um three schools uh and just
kind of as an example of what the
process we've gone through is and how
that applies to specific schools so the
first is Henry Ford uh and I'm going to
kind of talk through these at a high
level I have not been to all of the
meetings we have a whole team that's
been doing this but John and ector are
on the call and they've
at all the meetings so if you have more
detailed questions than I can answer we
can bring them into to help with that
too but Henry Ford is uh one of your
existing elementary schools it currently
has 29 classrooms which gives us a
theoretical capacity of 639 students uh
in general you have buildings there that
um you know are need of
modernization um I think one of the
things we really heard is there some
real challenges with the school office
in that it being UND sized for what's
needed but also in where it's located it
doesn't really supervise the entry it's
not clear where it is when you drive up
to the school site um so that that was a
challenge that we wanted to make sure
that we addressed just generally the
classrooms are in need of
modernization um you know there's a lot
of things that are that need to be fixed
that need to be updated there is some
challenges with the pickup and drop off
at the front of the campus this is a
difficult one to be able to do a lot
about because you just don't have that
much Street width to be able to or
Street Frontage to be able to to use and
the you know the modern is General kind
of comments that we talked about already
the
hbac um lighting things like that are
definitely brought up as well as well as
not really having any shade on the
playground and that being a long-term
issue
too so
next so this is kind of our notes for
meeting one we used Miro which is kind
of a um online giant infinite whiteboard
uh if you will for these meetings so
that as we're in the meetings we're
adding these Post-its we're making notes
we're doing all that together so that
that kind of makes its own record of the
meeting and it's very interactive and it
also works well and we've been doing
some inperson some zoom and some hybrid
meetings and it makes that pretty
seamless between those different
platforms as well so this is an example
of what the Henry Ford meeting went
through so we kind of the yellow poits
are a lot of what we talked about in the
meeting and then kind of taking that and
organizing it a little bit and flushing
it out uh on the right but it that kind
of documented a lot of the things that
that we just mentioned
next and then for meeting two we came
back with an updated plan
um showing repurposing some of the
existing buildings reconfiguring some
things which I'll get into in a minute
and that gets us to a a capacity of two
of 24 classrooms 477 students and you
can see from the enrollment projection
there at the bottom that the enrollment
is projected to be uh close you know 357
in 2034 so still giving us a lot of
capacity and room there but um using the
facilities in a little bit different way
uh to meet those needs
and then the Grid on the right there is
actually a tool that we use to help get
information from the committee on what
projects are most important so we kind
of make a little Post-it for each of the
projects and we sort them into the
horizontal axis of low medium and high
cost and then as a group in the
committee we talk about which one should
we put as the highest impact and which
ones are not medium which ones are lower
and we don't let them put all of the
things that the higher impact because
that doesn't really help us right we
need some differentiation between the
two so you can see here
that a new TK building modernized
classrooms and reconfigure classrooms
were at the top of the list air
conditioning at the top of the list and
then some of the other things like the
library multi-use room the parking and
drop off would be great but wouldn't
have as big of an impact on education
and so that's super helpful information
for us as we go one of the next steps
that we'll talk about is is going
through getting uh kind of scoring
projects for for their impact to help
prioritize them and that this will be
really important information for us in
that process
next so this is the draft plan for that
uh that School site so really what we're
looking at here is you kind of have the
horizontal Wings across the
school thanks Rick uh and at the front
of the school
um what Rick pan there you go at the
front of the school there's a building
kind of perpendicular to that that was
kind of screening that office so we're
showing demolishing that creating more
of a drop off kind of Plaza there at the
front of the school and then
reconfiguring the end where you kind of
see it says reconfigured office there in
the orange space at the end of the that
middle building there and that becoming
the new office and there being a staff
room associated with that and then in
the next week There's a Family Resource
Center so we have those two public
functions right at the front of the
campus that can be easily accessed but
that also puts the office in a position
where it can control access to the rest
of the campus better and supervise the
front of the school uh and then the the
dark blue is kind of a is modernization
of those spaces so we're showing all the
the classrooms being renovated um the
wing kind of at the top of the the
campus there we're showing reconfiguring
that into your two flux classrooms in
your PE classroom and then at the bottom
left the the sort of maroon color is uh
new construction so we're showing
removing some Portables and some
classroom buildings down at that corner
and creating new buildings for TK Kinder
and CDC um around a playground dedicated
for those kids there's one other thing I
forgot to mention earlier is that the
current TK playground is kind of right
out towards the street and that's
problematic too and we wanted to kind of
screen that a little bit and pro protect
that a little bit more so configuring
the building at the street and kind of
creating a courtyard for the play area
was one thing we wanted to achieve too
um so this was the plan that we reviewed
with them uh and got some feedback on
and refined a little bit I think one
thing that uh the team told me that we
want to add to this is is part of that
process the solar can canopy got moved
it's the little kind of gritted thing
all the way up at the top and so then
since that's not going to really provide
any shade on the playground we probably
need to add some Standalone shade
structures on the playground to this
plan to to provide some shaded
area
next so the second school we want to
talk about is is McKinley um so McKinley
has 33 classrooms a capacity of
615 uh currently it you know as one the
more the older more historic schools
buildings in the district so it is also
in need of a lot of
modernization um has a challenge with
the inadequate office space I think one
of the things that is interesting about
this campus is it's a shared campus with
Northstar as well and there are a lot of
opportunities to that there are some
challenges to that and that presents
some unique needs and that's one of the
things that we talked about a lot the
schools have a really good relationship
and Cooperative relationship with each
other but there's always going to be
some challenges with that and that
that's evolved over time and the
facilities haven't necessarily kept step
with that so one of the things we want
to look at is creating a clear sense of
entry for both schools on this campus
and having that kind of be two equal um
entries into the campus so that's
something that we wanted to look at also
the buildings kind of at the top of the
of the drawing here are difficult from a
supervision and access standpoint with
the the rest of the campus and that you
kind of have to go outside to get to
them and it's really hard to kind of
keep that safe and secure and then some
of the facilities for um for music and
PE and things like that are especially
kind of in need of replacement or
updating um so if we go to the next so
we read a lot about that uh and a lot
about all those different issues in the
meeting um got a lot of input on kind of
specific needs for um whether that be
for kind of just all of the things that
go around sharing the School site for
the main office being really hard to
find and not controlling access and
they'd like it located closer to the
front of the building and understanding
like how the auditorium is used that
it's not it's really a districtwide
facility used by each School kind of its
own scheduled time and it's not really
uh owned by this site per se and kind of
some of the challenges and opportunities
that go with that as well um and then
understanding that needing dedicated
spaces for music and art programs
especially next so again we came back
with an updated plan we talked about
that we uh planned that for to be around
20 classrooms for a little over 500
student capacity which again is is gives
you quite a bit of space above the 389
projected enrollment for that school um
the same kind of exercise with looking
at uh improvements in this case we're
looking at a a new building which we'll
talk about in a minute being really high
modernizing the existing classrooms
being maybe the
highest
next so what we looked at here is
actually taking the the front uh
historic building and setting it up
where um the the orange bit that you see
there is the office for McKinley and
then on the other side would be the
office and Main entry for Northstar and
they would both face be part of the
historic building be face the front of
the school we'd reconfigure the drop off
in the parking and create kind of a new
entry prominade into the campus that
would serve both of those schools and be
the front door to both of those schools
make it easy to find both have a good
relationship between both both and then
the sort of South half of that building
on the first floor would become kind of
the Northstar office and kind of main
entry to that and then r modernizing
that whole building the second floor and
the the upper half of that would be for
McKinley and uh and be the office and
some of the support areas for that and
then replacing the the buildings that
are up on the corner which I think of
the existing library and Family Resource
Center with uh a new two-story building
that would be admin library and science
labs uh and then a new building close
between the existing building and the
MPR and the cafeteria would be a new PE
and music building that'd be a single
story building and then a number of
outdoor Courtyard improvements which are
kind of the green squares um you can see
the solar panels there in the grided uh
hatch uh and a number of other
improvements to the site as well
so the last of the three schools we're
going to talk about is is Taft um so
Taft is uh another good candidate again
um school that has this was one of the
schools that had one of the big projects
in the last Bond that had the new
multi-purpose room um some of the stem
classrooms Library nice Courtyard out at
the front of the school but the rest of
the school is in need of being
modernized to really bring up to that
level um and and address some of the the
same issues we've been talking about
HVAC Roofing things being worn out uh
not having shade on the playgrounds pick
up and drop off being a challenge as
well and not having TK and Kinder
classrooms that meet
recommendations
next so again here's conversation here
uh with the team as well as uh you know
getting feedback from them understanding
those needs talking about how how they
use how they might want to use the
courtyards between the classroom wings
uh as well
next and then we came back with a
proposal and here we're actually looking
at you know this clroom this campus has
quite a few more classrooms than they uh
they need for their projected enrollment
so we're looking at what if we actually
looked at at demolishing one of the
winks and creating some more outdoor
space and that would still give us you
know capacity of 550 in the Which is far
above the projected enrollment uh but
one of the things we learned in talking
through this is there's also a lot of
partner programs on this campus that use
some of those classroom spaces but are
not school programs and so aren counted
in the you know not accommodated in the
enrollment capacity so that was
something that we didn't know and so we
talked about that and what those
classrooms were you know how much space
those programs needed and what that
would look like and what that impact is
is on the district um and and talked
about that we and talked about how we
might accommodate that what we might
think about a little bit more with that
and uh and then we we did our
prioritization exercise and then next
and so we made some some changes to this
uh plan based on that which is to keep
all four of those classroom wings and
renovate them to move the CDC program
into part of one of them renovate some
of those classrooms to U Better
accommodate that program so we can get
rid of some of the older Portables that
those are in uh but then also look you
know we still have a little more work to
understand kind of what the spaces we
want to kind of set aside for those
partner programs but look at using the
existing classroom buildings to do that
rather than than tearing them down and
then renovating the courtyards between
those buildings to be the Outdoor
Learning environments and provide a
little bit more access to Nature and
outdoor space um adjacent to the
classrooms
next so um that's kind of a good summary
of Where We Are so far um and then now
we can talk a little bit about where
we'll go from here so one of the things
we want to do is have some Community
Forum meetings um and really the goals
for that are really provide information
and gather feedback from anyone in the
community who's interested in the in
this the district and the facilities and
the facilities Master planning we'll do
a similar overview of the overall
process and timeline try to keep that
pretty short and then present a draft
for each school so kind of um really
just starting with that main plan and
and talk about what the needs were talk
about what we are planning to do to
address those uh and collects you
will'll use in the past we've used
different like kind of online polling
tools and stuff to do live to collect
information on which of these
improvements do you do you think are
most impactful what other questions do
you have um things like that so that we
can get some feedback from the community
as a whole as to which projects are most
important and answer their questions and
take their suggestions about the
individual
schools um so we uh we working on kind
of organizing those and getting those
set up to be scheduled once all the site
committee meetings have been completed
and so we anticipate that to be kind of
in late January and so we're working
together as a team to figure out like
how that should be structured and when
those should happen to to maximize
engagement next um so here's an example
of another District where we did that uh
feedback process so we will have given
the presentation kind of like I just did
for the other schools and then ask you
know here are the top six eight uh
improvements that we've proposed which
ones are you think are most impactful
and we do this in a way where everyone
gets 100 points and they get to allocate
those 100 points to however they want
across these projects so if they really
think the Student Union building is the
thing they can put all 100 points on
that or they can spread them around to
the different projects and that is a
good way we feel like to mimic the the
decisions that you all have to make in
that you don't have unlimited money you
have a limited amount of money and you
have to decide where it's going to be
most impactful and that's our job is to
make those recommendations to you so it
kind of gives a little bit of a feel to
that we can't just say everything is
super important we have to kind of
figure out we have to make difficult
choices um so we found that to be
impactful we can do that bilingually as
you can see there too so that everyone
can participate in that together um and
so that's been a good a good feedback
method that we're planning to use here
as well next um so upcoming again
finishing those site committee meetings
we have a draft of the educational
specification that the district team is
reviewing and we'll be finalizing and
incorporating into the final document as
well um we'll be working on those
Community forms and then we'll be
working on kind of a survey version of
that too which we'll probably use to
collect kind of overall across the
district which kinds of of uh
improvements that we think are most are
the highest
priority um and so once we do those
things the other thing we'll be doing uh
which we'll come back and talk about
more but is the in what we call
indicators of quality and so for each
project we'll develop usually six kind
of um metrics where we'll we'll score
each project on those metrics and then
they'll be weighted a little bit
differently too so that there's a
numerical score that represents kind of
the the impact that project would have
on education uh and that just allows us
to compare across School sites and to
try to kind of normalize those and make
sure that we're you know it's one factor
in making decisions to make sure we're
used the funds equitably that we're
looking at where that's going to have
the biggest impact which schools have
the highest level of need what those
priorities are there are other factors
that'll go into that too there are
logistical factors and access to funding
and and uh things like that but that's
an important part of that process and
and we'll come back and talk to you a
little bit more about what those
different metrics are that we're
recommending and and get your input on
how they might be weighted as well um
and so once we that'll be done at the
same time that we're getting the cost
estimating done so once we've kind of
identified all the projects we'll score
them the cost estimator we'll estimate
them and then we'll put all that
together into a final document to
present to you um which will'll give you
the whole document to review and then
we'll do kind of a summary presentation
like this to to cover the highlights uh
and then give you a chance to review and
comment on that incorporate those into a
final draft to present for
approval
next so that was a lot uh I would
imagine you all have a few questions for
thank you for all that information um
open get up to the board questions or
comments sure again thank you for the
presentation obviously yes that was a
lot of information and I appreciate um
everyone that's involved and making
these decisions um when you talk about
the CDC Portables are those Portables
that are district owned are there
least I don't know specifically for
every site if they're owned or least I
don't know Rick if you know
that oh okay okay okay um I don't think
I have any other questions um really I
mean it was you know self-explanatory
and um again I appreciate it thank you
so much thank
you thanks for the presentation this is
bringing it all back to me the first
time we did this and it's a lot and I
just think uh the two new board members
in particular will need to get out to
all the school sites and really take
some tours and fully appreciate it it's
a big decision for the new board working
with the superintendent and others to
make um and it's pretty clear just from
the first I'm sorry I have a little Echo
um um from just the first three sites
that you've shared with us we're not
going to have enough money to do all of
those things that you know every School
site you could have a whole new plan
which is sort of what these are and so
and and you mentioned this I mean
clearly we're not going to have enough
um money to do all of it and so one of
the things that we did and it sounds
like I mean I like the ideas that you
have on prioritization and getting input
from each School site what's the highest
priority um if we can't do it all and I
know what we decided last time is um are
you guys getting Meco or just me okay
sorry
maybe May I've got my ears are a little
plugged tonight so that could be part of
it um H shoot what was I going to say
about the
prioritization
um that it'll be important to to get all
of that and um oh I know what I was
going to say is last time you know what
we did is we made sure like we did all
the safety improvements we need to do at
all the school sites whether that was
earthquake proofing or safety to
students with fencing that sort of thing
you know so see and and we're sort of
doing that right now with the HVAC right
because that's clearly something that we
didn't deal with in the last Bond
adequately and that's risen to super
high priority for the community so I
know we'll be doing that and then you'll
start doing the other um so I just think
it's going to be really important to
make sure that we get
input really good input from the the
people who are at the school site like
how's the flow of students what's really
not working because I know when I'm
going out to school sites which I try to
do you hear about those things and
sometimes if you're the architect or
whoever you know any one of us just
going on the site for the day or a few
hours we don't see see those things so
yes really really important that if the
site Council or whoever you're working
with doesn't have those people that we
get those people there right and I know
one of the things we did last time is we
did have um you know all the plans laid
out and I was trying to remember if we
did it I think we did it School site by
School site but then we School site by
School site and then we also had an
opportunity a couple of forums where
they were all there so people could come
and really try to get a handle because
it's just going to I mean this is you
know going to be a really big decision
and we want to do it right whatever we
do um so anyway that's kind of the
higher level stuff a couple of um you
know kind of smaller questions I had was
I don't know if I saw in the three
potential drawings a staff room did I
just miss that um I don't know if it was
in all of it sometimes it gets lumped
into the sort of admin space but it's
definitely part of what we're
considering kind for right you mentioned
the priorities around kind of extra
rooms you know staff room staff room is
one yeah one place where they can right
and we don't want to count that as a
classroom exactly so I just want to make
sure that's that's clear and then any of
those extra rooms for the mental health
or the um special ed services we're
providing and I wasn't that's not
included in classrooms then no that's
part of what we're really instead of
having them be in a classroom is to kind
of pull them together into spaces that
are designed uh you know that are
appropriate for what they need okay
which often times isn't a full classroom
worth of space either right so we can be
more efficient with that right we might
take staff that's in four classrooms and
put them in 2,000 feet of space that's
designed as offices and conference rooms
and and you know larger spaces where
they can work with small groups of
students okay and that's accounted for
in these um okay absolutely all right
it's a little bit small print and I was
read I did read it before the meeting
and then during it but it wasn't
entirely clear and then um the Taft uh
CDC so the preschool did is that still
accounted for at that school site or
don't know yeah let me see if I can it's
kind of at the top portable yeah it's
part of that top uh yeah it's actually
kind of the end of the top classroom
Wing we proposed kind of uh moving it
into there oh that orange okay yeah that
orange piece the line kind of overlaps
with the text there so it's a little
hard to read but yeah that that's a CDC
I mean my only comment there is you know
I think one thing to consider is uh the
SE you've now kind of put the CDC into
the main classroom area and you put the
TK and the K away from the main
classroom area so I don't know if it was
me I mean I think I would get input from
the school site and make sure that
they're comfortable with that because I
know in the past if if the preschools
typically are sort of on you know one
part of the campus and then you've got
your TK and K they're a little more
connected with the campus recognizing
they need smaller um playgrounds and
Facilities um and I was just out at Taff
today and so that was one thing that
popped up cuz you're sort of putting the
tkk I think where the current CDC is uh
I think the current CDC is actually kind
of between that tkk building and that
kind of where that note is in the top
left corner um there's actually kind of
two portables that are that are there
that's actually where the CDC is now
okay yeah if I'm not mistaken um soing
from there com you're Point as well take
in that we did we did talk about this
with the staff but I like I mentioned I
think there's a little Maybe extra
review that we need to do here because
we've made a few revisions since that
that meeting and and that can be part of
it talking about that and making sure
that we're balancing you know we want to
have the TK and Kinder have a connection
to the drop off you know have restrooms
and things in their facilities have
their own Playard but the CDC also does
and has its own unique access uh
requirements too
yeah right and then it's always just so
interesting because when you have the
Little Tikes like you know for them
walking over to the cafeteria and you
know anyway but those are all things the
School site can can uh figure out so um
and then in terms of the classrooms it
looks like you were doing kind of 20 to1
or 22 to1 as an estimate I was trying to
figure yeah for the capacity that you're
talking about we we work together with
the district leadership to talk about
loading um sort of average student per
classroom uh numbers for different grade
levels because it varies from you know
TK as one and kindergarten and then the
lower grades and the upper grades and
middle schools all have like slightly
different factors based on um state
requirements based on your union
contracts based on a number of things so
we dialed that all in with the with the
leadership team and made sure to factor
that into the calculations okay great
um oh God I have one more question um
you know it'll come to me why don't Mike
why don't you go I know I had one more
comment I wanted to provide but yeah
okay and I I kind of wanted to build on
on your question first of all thanks for
everyone that's involved in um you know
in this whole undertaking it's it's
clear that even even to this point just
the tremendous amount of work has really
gone into it um kind of assessing our
facilities engaging stakeholders um you
know and I think that this facilities
master plan is really going to be kind
of the Cornerstone of of how we provide
these safe modern and you know quality
um facilities that'll be kind of like
the foundation for students education um
I do think that the that the input the
site input and and you know the
community input is really an important
it so I was wondering like have there
been challenges getting stakeholders
involved and what kind of things are
being done to be able to address that
yeah um it has been a little bit of a
challenge early in the process and
that's part of why we slowed the process
down a little bit too you may remember
when we first talked we were trying to
get we're trying to be done by now we're
very close to now and and what we found
is that it's just it's been harder to
get the right stakeholders there at
those meetings um just everyone's busy
right it's a busy time of year these are
you know were asking people to volunteer
their time and that's not that's not
easy there's a lot of events at every
school especially it feels like in the
fall um so it's just been a little bit
of a challenge to always get the right
people there so we slowed the process
down a little bit to to allow some more
time to to gather those committees
together and for the the um the site
administrators to be able to do that we
also did some meetings hybrid we did
some meetings on Zoom um where the site
you know where the principles thought
that would be a better way to get more
people involved um so that's kind of
been the approach to to do that and and
we've had different levels of engagement
at each site like youd expect you know
just every everyone's personal
circumstances intervene but I think
we've gotten a good level of input
across the board and um tried to be
flexible to accommodate so that so that
was really kind of those things that
been able to do um to try to make sure
that we can still get as much input as
we need to you know and all the ways
that you articulated to make sure that
we're not going to see everything by
just taking a tour of a site for one
afternoon we need to really lean on the
expertise of the people who are there
day and have been for years and just add
to that too yeah absolutely and and I'll
say whaton say is absolutely correct to
start it was a little bit more difficult
and after we got through the first C
committee meeting we saw more
participation in the second right so uh
the school sites that might have had one
two or three
people uh at the first meeting now had
six or seven often times there are still
some challenges with a couple sites but
we saw much more participation after
that first meeting and the principal and
other staff members that were there were
able to give feedback to uh the school
community so that was also a
positive and then Alisa and John I don't
know if you have like best practices
that worked well or didn't work well
from when you were doing measure te for
making sure people got input whether
it's like just putting the plans up for
people to look at at the site without it
being a meeting or I don't know but if
you have any suggestions that yeah I
mean I I'll say that the um the meetings
that we had at the school site were
pretty well attended I mean there would
be 70 people at most of them um you know
parents staff and that was just the
bigger meeting um after there was
already a lot of input from others so I
do think meetings at the school sites
probably in the evening to accommodate
working parents but maybe when there's
more like Hey we're presenting kind of
the plans come look it up that state
because as Rick was saying more people
get more involved as it's like hey let's
review what we're looking at okay yeah
you know um one thing if you mind I
remembered what and it sort of has
something to do with this so one of the
things um you know the last time we
wound up deciding okay instead of just
trying to do little bits at every School
site which we did do little bits at
every School site every site site got
modernization and you know digital stuff
and things like that but we did decide
to do the three bigger sites so Taft
Garfield and
Orion um I mean clearly those sites I
mean just looking at T tonight you still
have other ideas but I do think I would
recommend that we go back and look at
the prior ization we did because there
were some other bigger ones that have
really older buil so so th those those
were the school sites that had kind of
the old like 80y old buildings
classrooms that we really needed to take
care of but then we had a lot at 5560 so
I think we need to go back and look at
that and just my one concern is if you
do these big blown out plans at every
School site you may get people really
excited about those things and we're not
going to be able to do them all now I
don't there's no easy way because I
think you do want to do that for your
facility master plan because it gives
you sort of the North Star as you move
forward here's what you do and not do
but I would I would think we we could go
back and at least look at I mean I don't
want to say the schools names but I have
them in the top of my head right now the
ones that we didn't necessarily promise
but we did say hey they didn't remember
I don't know if you remember they didn't
quite make the cut off list and I think
it's important to go back and and look
at that of course by now it's all new
students and parents although a lot of
the staff were still around and I know
I've heard from some of them remember
Alisa you didn't get to my you know my
old 60-year-old classroom so anyway
before we start um renovating you know
some of the newer spaces I really think
we need to look at those older
classrooms um and that's definitely the
you know I think going back and looking
at those that information before is
definitely a good idea but it's the same
type of conclusions that we'll come to
as well like thinking about you know
like like the the diagram with the
apples right like some of those schools
have you know are closer to that line
already yeah and it's going to be
important to bring the other ones up and
that's going to be a higher priority too
and we can reflect that in the in this
in the process yeah and I think it'll be
really important for the principles at
the school site to be really talking to
their community and making sure that
they understand the importance of giving
Fe feedback early because I do remember
actually now I'm just remembering one
site that literally got to a few of us I
mean like the day before we were going
to approve the facility's master plan
with concerns and so that is not the
time to do it so the time to do it is
now so I think we need to impart and
maybe you know January when everyone
gets back from yeah maybe not right now
yeah no not right just now I think
people are thinking about holidays but
you know what I mean like really I think
the principles you're the first line of
communication is say hey you got you
know we need you this is now the time
yeah okay sorry picking up a lot of time
that was that was it's good like in part
the practice from last time yeah yeah um
make sure that we get some of that
transition handed off um uh that that
was that was basically I I I do
appreciate the emphasis on Equity um
that that you're talking about with the
planning here and environmental
sustainability and weaving that right
into the process and making that core
there um I'm really looking forward to
the rest of the community forums and the
surveys and and seeing what's in there
um you know I think it's great that
we're getting as many voices as we can
into
it um trusty weekly I cannot see you so
if you have question I'm here I'm good
thank you for remembering me but yeah
just use the raised hand feature if do
and and that way I can call on you um
thank you very much for the presentation
I don't know if there's I think that was
it um and I know you've got some uh your
team on Zoom also so
yeah we're all set with that sorry guys
my head
is Hu right now well anyway very
exciting um I'll be watching closely and
probably providing some feedback
absolutely yeah no it's been great to
work with your whole team and we're
looking for to finishing this process up
next year and we'll be back a couple
more times to to talk about the ne you
know the next few steps in that process
so thank
you great that brings us to um Roosevelt
School presentation a little B later
than we plann sorry guys thanks for
hanging in okay for being here so
tonight we have Tina who will be Miss
Mercer will be presenting the board pres
her board
presentation uh good evening president
Lawson vice president Wells trustees
superintendent Dr Baker cabinet members
staff families colleagues um I want to
make a special shout out to the
Roosevelt staff and families who are
actually on tonight because I know it
makes up a very late night and also um
just introduce a little bit of my team
who's here today so we have um our vice
pres Vice if you don't mind waving but
vice principal um Veronica Chavez we
have our community school coordinator
better Hernandez uh Lobos and we
have they nervous sorry and and MDS mdss
tosa um Wendy Brown as well so thank you
for joining me here this
evening um so as principal of Roosevelt
Elementary School I'm excited to share
our plan of action this evening as we
look at our data and really look at how
we're building sustainable instructional
practices so go
ahead so the dashboard is released in
November of each year each November for
the previous year um and our 22 2022
2023 data placed Us in the comprehensive
support and Improvement status for this
current school
year Roosevelt was in the red band for a
number of key indicators um most which
is the most concerning band um
specifically for scores in math and
language arts and across all the
different subgroups and our suspension
rate for two different
subgroups um this November when the
dashboard was released um there was a
lot of positive momentum um but English
language arts Still Remains an area of
concern overall um and math remains a
concern for certain subgroups our
Hispanic population are
socioeconomically disadvantaged and our
students with disability subgroups and
then chronic absenteeism is something
we'll look at for English Learners as
well multilingual
Learners however in saying that we did
make a lot of gains in the past year um
and I think that's just really important
to call out the fact that math overall
we're now in the yellow band So for I
know people here understand that we go
from red to orange yellow so we've
actually moved up a couple of bands
overall there um our English learn
learner progress has been really strong
our chronic absenteeism overall has been
really good and our suspension rate is
in the yellow and that's also been
really positive as
well so I think it's also important to
say we don't know yet what our status is
going to be for the upcoming school year
but obviously we're hoping based on
previous um things we think we're
probably going to be moving out of the
year
status do you want me to read the elcat
goal you all should know the ELC cap
goal we live and breathe it so um I'll
just address um the specific Roosevelt
data for this so overall um as you can
see in this the overall um overall we're
actually at the lowest rate of chronic
absenteeism since the pandemic which is
actually really exciting um the decreas
is in across almost all subgroups and
that's on the next slide you want to
just move to the next
slide um across all almost all subgroups
um and so we'll address the strategies
on an upcoming slide um but there's
really it's really important to
highlight the fact there's lots of
really positive um followup and the real
Personal Touch and I will say our mtss
TOA does a lot of that with that real
Personal Touch which makes a really big
difference as we look at our suspension
rate um the decline has been due to a a
number of reasons um I will share the
bulk of suspensions in the last two
years have been in our Middle School we
no longer have a middle school and it
has been declining for the last three
years so last year we still did have 8th
grade um this year we're straight tk5
which definitely does mean there's fewer
big behaviors which result in
suspensions um but in saying that we've
also done a lot of work in the
preventative side in terms of really a
big one being the really positive
relationships between students and staff
and providing a number of really safe
spaces for students to share their
concerns and so forth um on campus as
well um and so we've decreased across
all subgroups too which is
good next
slide okay so I do want to share out one
of the really big benefits of being
Community School is we really do focus
on the entire child and so when we're
looking at things like attendance social
emotional learning Behavior a lot of
those really look at the the whole the
whole child and I think that's just
really important it's a really strong
partnership we have um we have a weekly
screen team that involves a number of
people on our site so the members who
are here today as well as our school
psychologist U mental health counselor
and we really talk about the students
around whom we have concerns and that
can be any variety of concerns that we
may have whether it be academic
behavioral social emotional um mental
health any of those P or
attendance um so I'm going to then
address specifically with attendance
um as I said the Personal Touch has been
really really important and a big part
of that has had two really successful
dropin days where everybody who with
whom we have attendance concerns and
that can include not just those students
who are absent a lot but also those
students who are chronically tardy um we
invite them to come and collaborate with
our family center collaborate with our
mental health to really create a
strategy for them and to assist them
actually in coming to school um and
we've had over 50 families join us on
those two dropin days so far this year
um which is really exciting um we've
done a lot of Celebration um so
personalized postcards and so forth
being sent home to families with whom
we've seen a big Improvement so really
encouraging them and continuing that
encouragement celebrating all of that
there's also a lot of different
celebrations even at school with the
students um there's attendance bucks
they can earn for being on time there's
different Raffles we have awards for
perfect attendance each month and they
actually get a Panda Express coupon that
goes along with that which is fun I
think another big impact is actually now
we have our Extended Learning
opportunities program is actually
serving almost 60% of our students in
the past it was much much smaller and I
think having that after school
programming for our students has really
made a big difference in terms of
parents being able to get them to come
to school and stay at school all day we
also provide bus passes for those
students who live um further further on
the outskirts of our um territory but
it's available also for any of our
students who actually do need them as
well we're also utilizing the new school
messenger in power school to send daily
messages whether they be wake-ups or
reminders it's part of the collaboration
with the parents um Wendy actually
worked with a number of students to
personalize alarm clocks where they
actually got to decorate them and so the
kids really take ownership of their
alarm clocks um to help them wake up
we've created personalized
individualized morning and nighttime
routines with the families um to make
sure that we're providing those supports
and then it's become big Focus for us
back to school night made a really big
talk about attendance we've had um
coffees with the principal we've talked
about attendance as well so really make
those a really big piece kids can't
learn if they're not at school so we
just really need to make sure they're
here um there we have with social
emotional learning I've put a link we
have multiple curricula we're using the
teachers actually got a chance to choose
which one they felt would work best with
them um and so we've got a number of
different ones if you want to look on
the link later you can have a look and
just links the different curricula we're
using um we just made sure that they're
all using research-based practices and
they're doing that two or three times a
week um working with students or their
classes we're also starting the friends
for youth mentorship program we worked
with um them in previous years very
successfully and we have a lot of fifth
graders who are really excited to
actually join that mentorship program
that will be starting in
January then deescalation strategies
coping skills these are becoming things
that we're really uh making sure that
we're um we're teaching students so
they're actually aware of what they what
they need to do for themselves and that
includes for many students individual
calm down boxes so something with some
fidgets or some Putty or something like
that that will actually help them
regulate themselves and then mental
health check-ins and I do want to
highlight the fact that this year we've
had over a 100 mental health check-ins
those are generally around 20 minutes to
20 to 30 minutes depending um on the
students needs but those are students
advocating for those check-ins
themselves so we've really been making a
lot of use of our uh Mental Health
Counselors um and we're also currently I
will actually just add in mental health
in general which does come down on the
behavior part but for that we've got
about 28 students who receiving regular
counseling services for the 8 to 12
weeks um at the end of this trimester
and then we'll be moving on and that's
been individual and group and we'll be
um changing that up around second
trimester as well for another group of
students who will then actually get that
sort of 8 to 12 weeks um but within
Behavior PBIS implementation positive
behavior intervention supports really
implementing that strongly um we've have
PBS team that is working closely with
the Santa clar County as well as a lot
of work on campus to make sure that we
really are creating a positive
environment for our students um we have
Calon Corners in every classroom we
provide flexible seating for those
students who actually need a little bit
more regulation in terms of how they're
sitting um we've done a lot of
celebrations in terms of behavior as
well we have um a theme for every month
that the students are um working towards
I know last month was perseverance and
so each classroom got to name two
students who really demonstrated that
character trait in December we're
looking at being responsible and that's
actually really important as well so the
students have lessons around it and
they're able to demonstrate it and then
the teachers actually choose those
students or part of it individualized
token board so that would actually be
students who really need that more
individualized touch in terms of like
for every certain amount of time they're
getting a sticker or something along
those lines typically they're
individualized so if a child really
loves Hello Kitty it's tailored to that
if it's they really like Mario Brothers
It's like got things like that so we've
got all different kinds of things that
are very individualized the kids really
feel like they're earning something for
elves um we have student Advisory Group
we don't have a student council we have
a student Advisory Group that any
student can actually sign up for we have
over 40 students who want to be part of
our student Advisory Group so we get a
lot of student voice we hear a lot from
our students in terms of what they want
to change what they want to have input
in um and so that's actually really
exciting for us and then classroom and
school incentives and as I said mental
health support as
needed sorry we're doing a lot so it
does take me a while to go through it
all um the lcap goal too has do with our
multilingual
Learners um
and I've lost my slide there but anyway
um as you can see we've been making
really good progress um with our with
our multilingual Learners um in across
all different grades we actually saw
students increase um and then in fact
when I was looking at the numbers we had
about I think it was 70% of our students
actually um either maintained or
increased a level um last year which is
actually really strong results for us um
and we'll talk about
why so a big part of that um we have had
designated ELD English language
development now four to five days a week
so anywhere from 1 to 160 minutes um per
week for all of our English Learners or
multilingual Learners um we did we have
done this in the past but we're doing a
little differently this year um we are
utilizing language power um it was
introduced last year but it's being
fully implemented this year um in our
classrooms so students so our teachers
really have a curriculum that can can
guide them in terms of that sort of
thing um and we're actually encouraging
smaller groups so our kindergarten
through first grade actually work
together and they Circle they've got
smaller groups our fourth and fifth do
the same second and third um aren't able
to only because the curriculum is a K2
curriculum and a 35 curriculum so second
and third are meeting the needs a little
bit differently but still with ELD um
four to five times a week and then um
our mtss tosa and our assistant
principal are actually running a more
intensive group um and it's really
exciting because we had 13 students we
named within the third through fifth
grade who or second through fifth second
third third through fifth grade who we
designate being much more intensive so a
lot of times there are newcomers but
newcomers with limited
English and so working really closely
with them four days a week which was
actually exciting because out of the 13
um I can actually correct that slide at
the time we were graduating one we
actually have actually graduated three
um and then we're looking at probably at
least three more graduate during the
course of the year as well in terms of
that really needing those intensive
Services which is
wonderful um integrated ELD is really
important to us that's the that's the
the English language development that
occurs throughout the school day across
the mult across all the different
content areas we're actually working
with a company called TCM teacher
creative materials um and so we've been
working with them we had five sessions
with them across um three of them or
four of them focused on our third
through fifth graders we had one of them
with our kindergarten through second
grade our kindergarten through second
grade teachers found it so useful that
we've actually utilized some other
monies that we had to bring them back in
to work with our TK through second grade
as well to really focus on those
integrated ELD strategies throughout the
school
day um with the homeschool connection we
do have monthly elac meetings um I think
we're supposed to have about eight seven
weight per year we actually do them
monthly um and I will say it's become a
real community meeting um I was at
today's was actually really nice as in
terms of we did like a a bada along with
it so it was a real celebration all the
parents shared actually what they really
felt grateful for whether it be
personally or at school um so it's
become a real community and the families
really enjoy coming to it a key
component to that is the Home Learning
I've attached an example there but today
um the Home Learning piece they got to
take away with them was different
activities they could do with their
students um with their children um over
the winter break so different things to
keep them engaged so those sort of
pieces are just really important um
those families actually advocated very
heavily to have bilingual books that
they could check out from our library so
we've actually gone ahead and um
purchase some of those so that our
families can actually purchase some so
that they can actually check them out
themselves um as well so they can read
those with their children as well at
home so that's been a really successful
um piece there and um in terms of
Staffing support so we have a newcomer
instructional Aid um she actually
started in October um what we're
actually us utilizing her for we have a
halftime and so she's coming and she's
actually pushing into our third through
fifth grade classes who have newcomers
working with those students in their
core content areas so typically language
arts or math and so she's really helping
support them in that environment which
is really useful so they're not being
pulled out they're actually getting that
experience that exposure but they're
actually being
information is being reinforced or the
the instruction and then we also had a
bilingual Aid literally start last week
which is exciting to work really with
our kindergarten through second grade
students as well and supporting them
also in their core content areas
primarily and elap goal three really
refers to our language arts and math
growth um and so this is where some of
the news is not as positive but I think
we have a lot of things in place that
actually turn this around and I think
that's what's really important here um
our teachers are really collaborative
really working well together we're all
kind of all in this together in terms of
making sure that we really do see some
growth um I do want to highlight that um
on this slide that we do have for 2024
it does include our eighth grade um and
within our eighth grade there were some
challenge we had teacher for language
arts who was working outside of her
credential um and that we also had 40%
of our students in eth grade last year
were students with disabilities so it
does actually shift some of that um it
also includes our fifth grade um from
last year and
obviously um as it will include our
fifth grade from this year but there
were some challenges with that
particular cohort as well and you'll see
that in a moment when we look at the
cohort data um because there were some
challenges that were some staffing
concerns we had in fourth grade that
impacted them certainly in fifth grade
as well um and then it was also a group
that was had a large population about
20% of the students with disabilities in
fifth grade last year as well so we look
at the cohort data oh sorry that's the
by student
groups um we have to own the fact that
we really are underserving our Latino
Community um that our rate our white
students are outperforming all of our
other subgroups and that's something we
have to look very carefully at I think a
big part of that is looking at that
integrated ELD part that we were talking
about um we're looking at the previous
lcap goal so that's making sure that all
the core content area
um whether it be English language arts
or math is actually being raised for all
of our students and their access to
that um and then we look at cohorts as I
said our current sixth grade had some
significant challenges in terms of
Staffing when they were in fourth grade
which has actually impacted them in
fifth um so that's the group where you
can see the decline the current sixth
graders um sixth graders are obviously
no longer at our school they're now at
Kennedy MIT um our current fifth grade
so they actually saw some really good J
so there's some really there's some
really positive upswings as well as
we're looking at that in terms of our
current student
body and so the I'm just making sure
I've got all the slides there we go um
we are starting to see a dip um in the
students who are three or more years
below grade level and so we're just
making sure we're trying to really work
hard on increasing the other levels and
making sure we're increasing
particularly those students who arrive
at or above grade level to make sure
that we see a shift in that over the
next
year as we start to look at math it's
actually really exciting to see the
growth in our math scores um our
teachers are really embracing the new
math curriculum the illustrative math
curriculum this is our second year full
implementation so last year a lot of the
teachers were really learning it but
we're really diving in and doing an
amazing job this year when you go into
classrooms it looks almost seamless um
and so the teacher teers really have
done an amazing job and I think that's
where we're starting to see that swing
um
return um again though I do have to say
that our white students are
significantly outperforming um our other
subgroups and that is something that we
will continue to work on um and I think
one of the things I will say
illustrative math is very language
focused um so if we can continue to work
on raising our English language
proficiency then I think that will
continue to impact math instruction as
well as language arts
instruction and as I stated earli with
our current sixth grade they were
impacted by fourth grade and bearing in
mind that fifth grade math builds
significantly across fourth grade math I
myself was a former fourth and fifth
grade teacher so I'm well aware of how
much fourth grade math can impact fifth
grade math and unfortunately we did see
a um a negative fluence there um but in
saying that we're seeing really strong
growth in terms of our current students
so I think that's a lot to build
upon um interestingly with our fall
diagnostic um we have not seen a lot of
fluctuation over the last three years
even though we actually did see a fair
bit of fluctuation in terms of the um
esack scores so I think I would like to
say that we will start to see a shift in
terms of really dropping that red group
the group that is actually three or more
years below grade level as we continue
to do some different things but we
really want to see an increase in that
um early on grade level or mid or above
grade level groups so we really want to
see those blues and blue and green green
bands um increase over the next
year so this is real meat and potatoes
in terms of the things that um we really
are focusing on um in terms of
instructional strategies um we've got a
really strong instructional Focus all of
our staff newsletters all of our staff
meetings are very instructionally
focused how can we really make sure that
we are meeting the needs of our students
um and that's been just really really
important in terms of making sure it's
continues to be at the Forefront the
urgency is very much there in terms of
what we need to do for our students um
really not only are we expecting certain
instructional minutes in terms of
language arts and math and uh English
language development but going in there
and actually I'm making sure that those
things are happening to make sure that
the small group instruction is happening
to make sure all of those things are
there um and it's it really it's amazing
to walk into a lot of the classrooms and
see all of these things happening and
seeing the shift which is really
exciting one of the things we realized
is that we the district brought on some
new foundational skills work for
kindergarten through second grade last
year um we'd already started to see a
need in that prior to that so we
actually last year brought in a phonics
program for third through fifth grade
which we're continuing this this year
what that means is third and fourth
grade actually have da daily phonics
instruction foundational skills
instruction our fifth grade is doing in
their small groups for the students who
really need
it um we're actually when I say
supported weekly grade level planning
sessions each grade level is meeting
together and then we're supporting it
with either myself we have a staff
development coach who's working four
days a week at our site or mtss tosa or
our assistant principal one of us is in
those meetings as well to really keep
that focus on instruction on data on
planning and those sorts of things which
are really important um the small group
instruction for reading is daily um it's
also making sure that as teachers are
planning their small group Focus they're
also looking also to make sure the other
students are actually doing very
standards based activities as well so
making sure that the level of rigor is
really raised students are making sure
they're academically focused um and I
think that's just really important the
teachers are getting support as they
need it for their small group um so
certainly to sort of kick it off to make
sure it's happening any material they
need we're happy to purchase for them um
math is typically about three times a
week two to three times a week depending
on need um and that's when the teachers
will typically pull together some of
those intervention groups that they need
to have in their classrooms with the
small group language reading instruction
oftentimes it'll provide the extension
and the challenge for the students who
need the extension and Challenge and the
intervention for those students who need
it with math it's typically more of an
intervention
Focus we talk about authentic daily
writing um and I really want to talk
about that as it's not just like what
did you do over the weekend write a
short journal entry but it's actually
responses more to academic prompts um
for example and I said today I actually
worked with the fourth grade team in
their grade level planning session um
and they working on a narrative
currently but we were reviewing some of
their responses to opinion writing and
so they've got this strategy called the
race strategy you've probably seen a
variety of classrooms um but basically
restating the question answer the
question citing evidence and explaining
how the evidence supports um the answer
um and they're actually continuing to do
that even though they're working on
narrative so telling stories and that
sort of thing they're continuing to at
least do a little paragraph of that uh
once or twice a week focusing on that
piece to build those skills as well so
it's constantly really looking at how
they can develop the writing um we're
also creating a oh actually should I'll
talk about that a little bit later in
professional development but we also
have
um doing a lot of work around the
analysis of test questions and the
strategies for answering those I think a
lot of times we haven't done much of
that in the past we really want to put a
focus back on that not the drill and
kill type of test test practice but more
authentically how can we weave the types
of questions students are going to be
exposed to in their regular instruction
as well how can they analyze and look at
the strategies they need to answer them
um and the plcs districtwide but we're
doing those for six to eight week
inquiry Cycles um which I think are
really good we've put a heavy focus on
language arts um for those which I think
is really important because we look at
what our need is it's specifically in
that area and another big pie piece is
the math Focus walls in the classrooms
um we talk about really focusing on the
vocabulary the strategies they need for
the skill but also the Spanish
vocabulary the Spanish cognates as well
so the students even those who are
Spanish speaking will have access to the
math and as well so I think that's just
really important to embrace that piece
of it sorry I'm going through this
really quickly but trying to forge
through um for intervention we actually
have two reading intervention
Specialists um one works primarily with
our kindergarten through second grade
and the other one works with our third
through fifth grade to really work
closely with those students who need
some of the students who just need a
little bump to get there to where they
need to be in grade level other students
who are a couple of years below grade
level near something a little bit more
intensive um we're really working on
identifying and addressing needs early a
big part of that is our weekly screen
team when we do talk about that in terms
of different students who've been raised
as they we have some concerns um Wendy
our mtss TOA is working with fourth and
fifth grade students specifically on
some math intervention to catch up on
some of those basic skills that they
will need um we also have we have a
guest teacher who's doing spending 10
minutes a day individually working with
certain address kindergarten students um
those students are coming in with very
limited alphabet skills they don't
necessarily know their letters um and
really working with multisensory tools
and strategies to actually help the
students have access to then um advance
in their own kindergarten
classrooms then we have after schools
tutoring we have cap who's doing math
tutoring right now and air reading which
is doing reading tutoring during after
school and they're working with one of
our after school programs and providing
that support to our
students and in professional development
our teachers have been incredibly open
to really looking at and receiving
coaching but also to being observed to
going into to observe their peers and to
also being observed as well which has
been really good in terms of there
strategies we can all learn from each
other and they're really open to doing
that which has just been really amazing
um we have a staff development coach
who's working with us four days a week
and so she's really been supporting a
lot of the teachers in terms of really
providing them that coaching going into
modeling lessons you know co- teing with
our teachers which I think is really
important um and then one of the things
that the teachers have actually come to
us about when we talked about what our
different needs were is they want some
additional professional development in
reading comprehension and I've actually
been talking to Anna about that and
about how we can actually provide that
for our teachers and the other thing is
we they want some additional writing so
what we talked about is creating a
writing implementation team we're
starting that work in January the team
is is being put together now um to
really look at different writing
programs and how we can support the
writing in our classrooms and the last
piece I just want to talk about is I
think it's really important to celebrate
growth at our trimester Awards
assemblies we really looked at the
students we really celebrated the
students who demonstrated growth in
Reading growth in writing and growth in
math as opposed to necessarily just the
best scores which I think is a really
important thing to celebrate and along
with that we actually celebrate the
students that reclassified as well
because I think that's again another
sign of
growth so any any so thank you very much
for all your time I went through that
fairly quickly
but are there any
questions again thank you so much um for
you and everyone that works at uh
Roosevelt
um question regarding the phonics um 3rd
through
5th and I apologize you might have said
it and I like writing and kind of
thinking at the same time is this
something that just started like this
year or you've had we actually started
it across third through fifth last year
um so we were doing it all of last year
and this year um third grade actually
did it the previous year and that's
where we saw a really good jump with our
third graders which is why we then
decided to implement it third through
fifth okay so definitely you've seen the
difference yes um and then with the
daily writing um I appreciate that I'm
sure the kids will too and you know
teachers moving forward um and also
again is this something new and you
probably said it and I apologize if you
did um again is this something new that
you Inc this actually is new yes okay
yes um and then new as of like August so
basically it's just been a few months
and even if so have you seen any
improvement with the students writing
skills I think indivi individual
students certainly have been able to
demonstrate some growth I was able to
literally today work with anzing some of
the writing with the fourth grade team
um and I think it's it's really helping
in terms of providing that structure for
students um and I think the more they
get that structure the better they will
become have we seen immediate growth in
the last three months three to four
months it's hard because I've been
introducing the topics each time um but
I think probably if you ask me again in
about a month or two I'll will probably
be able to answer much more positively
or definitively to say yes okay thank
you um and then with the math
intervention um obviously we're doing
fourth and fifth grade and working with
those kids that are you know that need
that math intervention but I'm just
wondering and can we do more of like a
prevention that rather than an
intervention at an earlier grade I mean
and maybe and maybe you could just
explain that to me as you know yeah as
an educator so I think illustrative math
is the new curriculum brought in last
year and I think that's providing an
amazing foundation for all of our
students because it's a consistent math
program kindergarten through 5ifth which
I think is really good I think what
we're doing is that small math groups uh
instruction two to three times a week is
what was going to be providing more of
that preventative piece as well so the
students who are struggling with a
particular skill they can get them in
there at that point in time and meet
with a small group in the classroom
rather than removing from the later on
so what we're looking at so from the
intervention piece I think the fourth
and fifth graders did not have the
benefit of a strong curriculum for the
last four years and so it's actually
being able to provide them with some of
that intervention now for those
foundational skills in math but I think
our students are actually getting it
through the current curriculum and then
that small group piece will be a little
bit more preventative as well okay that
makes sense thanks so much you're
welcome that's
it hi Tina thank you so much really
appreciate your presentation um and
thank you to everybody who's here in the
audience and for all that you do and for
those that are online um really
appreciate all the teachers and staff
and parents and everybody um and I love
coming out to Roosevelt I've actually
been able to come out to a number of the
promotion ceremonies graduation
ceremonies recently and I have made it
out to back to school nights and things
like that um so I I just love coming to
Roosevelt and I I think I you know sense
your frustration and I feel the same way
a lot of what we see going on and the
dedication that the teachers have and
the students are trying and the parents
and all that doesn't necessarily
translate to the um to the academic data
that we want to see right so um anyway
so I have a so I really appreciated you
giving us a sense of all the different
um sort of extras you're doing and
interventions and that sort of thing and
unfortunately my screen has disappeared
again I was going to try to look
something up can you help me it I think
What's happen it keeps timing out so I
anyway I keep losing my presentation but
um I was going to go back to something
there but I I did want to say um I
really appreciate the uh focus on
attendance um because clearly as you
just said and we talk about that a lot
we've got to have the kids in school and
I know that you know covid was just such
a problem for everybody and we actually
all just got back from the California
school boards Association where up and
down the state that's true across the
United States it's true certainly
impacted our students who are very
School dependent and need more from us I
mean we were not able to provide
everything we wanted to provide even
though we were providing a lot um so
anyway attendance is great and it does
look like it's getting back to kind of
it was even below the 2019 levels which
was I think if I understood that
correctly it was low s so 2021 was kind
of when kids were logging in online so
it was very the attendance was probably
not accurate in terms of attendance per
se but yeah so it's certainly the lowest
since the kids have returned right right
because I would I anyway um so anyway
thank you for all the work on there
you're clearly doing really
individualized attention I mean if
you've got alarm clocks and I mean all
the things who were naming helping them
bedtime routines but you know that's
great because an adult sometimes I'm out
in our community in fact we when we were
out in Anaheim which is where this
conference was and we went out to dinner
and we were out late and we saw all
these families with young kids and we're
like oh my go you we were like all of us
Schoolboard members and superintendent
like why aren't these kids in school so
anyway I do think helping our parents
understand the importance of getting
them to bed on time and you know all of
that makes a difference so I love The
Homeschool connection that you talked
about
um so thank you because obviously we've
all got to be working together and um
bilingual books out to parents you know
when I first started 17 years ago we did
not have as many bilingual books as we
do now I mean I was just in the
libraries the last couple weeks at
different School sites we have so many
more and I know that's been building
over time um so that's awesome and I
love that we're providing those out um
so let's see um oh I did have a question
how many about how many newcomers do you
have we have
just
a I'm trying to think actually we have
about
20 okay so it's in the 20 the 22 okay
that that's fine I was just getting
sense because you mentioned newcomers
and I was wondering if that was also a
part of the the data maybe but that's a
smaller number so it is if it was really
large it might be um
and oh they
you only take the math only if it's
within their first year though oh okay
okay great okay um let's see so I did
have a question like so what you know
you talked about a lot of different
things that you're doing uh which I
really appreciate and it seems like
probably a lot of the grade level well
I'm Cur actually I should ask the
question because I I'm this is my
assumption so the grade level work that
needs to happen um is around reading
comprehension kind of language
acquisition so it's not so much I mean
it's you know obviously when you have
social studies or whatever you've got
substance there too but it seems like is
a lot of it than the focus just helping
the kids get the language acquisition
the reading the
comprehension It's a combination of a
lot of different things so we really to
speak to that we're just trying to make
sure that the grade level is meeting
every week to make sure that it's
collaborative and making sure all
the everything is on par so what one
fourth grade class is doing another
fourth grade class is doing something
very similar so we're building those
skills combined together um I always
believe that collaboration different
ideas can actually work more positively
but clearly a focus for us is definitely
on those language arts skills so even if
they're specifically looking they're
saying this year this week we really
want to work on a writing assignment for
social studies but we're building in
those language art skills in terms of
how are we going to evaluate that how
are we going to actually look at those
pieces so really making sure that we're
looking at Assessments in terms of
whether it be rubrics for writing
whether it be look at certain scores
that we were actually looking at what
kinds of questions are the students
struggling with say even in math if
they're looking at you know it depends
on what they specifically want to plan
for but if they're looking at math what
kinds of questions are the students
really struggling with how can we go
about actually shifting our instruction
to actually make sure that we're able to
do that yeah yeah because it's hard to
see those three you know two and three
grade level below so I mean I'm assuming
clearly there's got to be some language
acquisition or reading component right
so anyway the more we can encourage that
and I'm glad to see you're now doing you
know doing phonics in third to fifth
grade because because you know many of
our our teachers in the early grades
know you know are trained to do that but
not necessarily the other ones so anyway
good so um what more do you think we can
do to help support the growth to to make
it happen list I'm kidding um you know
in terms I mean I know we've got a lot
of new things we've thrown at you with
curriculum and you know all that but is
there anything that you just feel like
is missing that we need to know about um
I think we the downside to being having
the test scores we had brought us into
comprehensive School the CSI status the
plus side is it actually did provide us
with a lot of resources and we're
actually really accessing those
resources I'm working very closely with
Anna to actually make sure we have a lot
of those supports in place um working
with TCM for that additional integrated
um ELD program we doing five sessions
with them and then we're adding another
two as well for our lower grades really
trying to make things a lot more uniform
so I will say that I appreciate the
instructional rounds that the um cabinet
members are doing which is really
beneficial for us in terms of providing
some of that input but it also provides
us with access as well in terms of
saying this is what we might need help
in or this is what our teachers are
saying this is what our families are
saying and that kind of thing so we have
that access so as a board I think we
receive a lot of support from you but
really we are getting the support we
need from the district as well okay good
good thank you yeah um and then finally
I was just curious are you still doing
Project based learning I know you know
that used to be the big Focus of the
school and I know we've had a lot of
turnover and staff and things but just
curious about that I will say not really
and right now our focus is very much on
making sure that we are doing really
high quality language arts and math
instruction looking at that real core
instruction rather than focusing on the
project based learning piece of it in
saying that a lot of our staff who were
trained on that we've had a lot of
turnovers since right before the
pandemic and so we don't have we haven't
had consistent training on it either um
so I would like to see when test scores
go up I would love to be able to bring
it back in a real way I think we're
trying to utilize a lot of the
communication and collaboration and 21st
century skills that pbl was really good
at and really trying to incorporate that
into what we do but no I would not say
we're a formal pbl school anymore
unfortunately okay thanks yeah all right
and I'm assuming I mean this wasn't part
of the presentation but that you still
do have some music art PE yes the
enrichment sorts of things I mean every
school should have that okay all right
just want to double check all right we
do okay thank you so much thanks
Lisa yeah thank you Tina and Roosevelt
team for uh presenting um it's clear
there's just extreme dedication to
improving the outcomes for all the
students at your school um lot of great
deal of like really thoughtful planning
is going in an effort um to address the
key challenges um there are a few things
that really leaped out um like the sixth
grade cohort the discrepancy between the
subgroups and thank you for addressing
that just directly um and you know
explaining where the problem s were and
and how to address it um also there was
great progress for chronic absenteeism
um thank you for sharing the strategies
that worked well um the suspension rates
have improved um uh I have a question
about that though and then the elpac
growth um on the suspension rates though
you know again this is last year's data
and so maybe it is related just to those
upper grades so I don't know what you're
seeing this year so far for suspensions
but it was still really pretty
concerning last year I mean some of the
subgroups were up at like and a half
five% I think um so is that happening
again this year or is it we've had one
student suspended this year all right so
that's it it really has it really has
shifted yes okay cool um the other one
uh the the the the presentation does
highlight all the progress for elpac
growth um which is awesome uh going up
in the levels but on the goal slide it
says it's got a reclassification target
of 20% so like what are kind of the key
challenges of being able to achieve that
reclassification rate um I think we have
a number of students who are sort of who
who arrive to us as level ones and so
we've really got to make sure they're
continuing to grow one full level every
year and I think that's where really the
focus on designated ELD and having a
strong curriculum
which it was started halfway through the
year last year this is really the first
year of full implementation and so I
think that's going to actually really
benefit our students it's a great
curriculum in the sense that it doesn't
require a ton of planning and lot of a
ton of additional work for the teacher
they just have to bring in a lot of the
really amazing strategies they're
learning um through some of the
professional development we're doing but
it's going to actually really provide if
every student is growing one level then
we really have to look at those level
threes and level fours making sure
they're reclassifying um because the
level ones we're not expecting 20% of
them to reclass I want them to become
level twos right so if I could see 99%
of our students move up a level you know
we would end up ultimately seeing a lot
of these students reclassify cool and it
sounds like I mean clearly throughout
your presentation it's clear that El is
an important you know it's kind of like
a keystone for like all of the success
that you're hoping to see students
achieve academically um what's your data
telling you now like we saw the I ready
there but that was just kind of like a
point in time and that was August so
exactly like what what is what is your
data telling now telling you now are the
strategies that you have in place
effective are the action items that
you've listed as something things that
you're already seeing meaningful change
from are there are there changes that
have to that have to come um I think
with math in particular we're definitely
seeing I can share right honestly the
math in particular is really seeing a
lot of growth and we're able to track
that more readily because we can
actually see the chapter tests and the
unit assessments and that type of thing
um within language arts we've actually
for our lower grades we've done the
assessment called bpst um so we've done
that for the lower grades I've only done
that for the students who are struggling
more than a more than a year or two
years below grade level in um in reading
so we've only done that for that group
multiple twice already this year the I
ready we're not doing again until uh
January and then right March we're
probably going to be doing in January
though so we because we do want to get
that dipstick so we're going to be doing
in January um just to get a taste for
how well is this working how well are
our students doing um and then as a
district we actually did something
called the F fiab so the interim
assessments and that's happening this
week and we're wrapping up I think next
week um and that's going to be also a
chance for us to really look at how our
students are doing on something looks an
awful lot like the Statewide assessments
okay and then you know you had a couple
of strategies in there that I was just
wondering how how the teachers are being
supported for it the the two that kind
of jumped out to me were the um you you
started talking about it a bit The Daily
authentic the authentic daily writing um
but also the small group instructions
like how how are you know different
sites have different strategies for how
they do the small group instruction like
how are your teachers being supported
for that so they're creating the groups
and they're creating grou groups based
on assessments and obviously the kids
can move within those groups as they um
develop but from that we're actually
going in if anybody needs support some
of our lower grade teachers are really
used to doing them they've been doing
reading groups and they can we have them
we purchase a lot of the materials they
need last year as well so they've
actually got a lot of the materials they
can use for that small group reading for
our upper groups we're actually we've
been talking to them about how they
actually facilitate that so some kids
they might meet with once a week so our
kids who are sort of close to grade
level at grade level so it might be more
of a reading reading a book of sort of a
book club kind of thing in terms of how
we're actually going through that so
really talking through the different
strategies for the different groups so I
think that's just become really
important because sometimes as a fourth
and fifth grade teacher they're like I'm
not sure how to do that small group
reading piece because it's not something
that traditionally fourth and fifth
grade teachers had to do so providing
them with that piece we as I said we
have staff development coach who's
working with the teachers um many of the
teachers actually have been very open
and saying I need some help with this
can you help me and do we have two guest
teachers and when we can they push in
during some of that time to at least
help establish what the rest of the
class is doing while the teachers
actually walk working with that small
group to kind of create that practice
and then teachers are doing that
successfully okay great and then you had
mentioned a couple um professional
developments that that the teachers were
asking for but like of the ones that
they're already having like what what
have what have they found to be the most
impactful um been really focus on
integrated L has been really that's been
a really big focus in terms of District
wide for the professional development um
and as said at our site they found it
really impactful so much so that their
their TK through second grade actually
asked for more um because they were not
the focus of it originally it was third
through 5ifth but we get they had sort
of one session with them and like this
is really good we need more of this so
we've actually contracted with the
person we're working with the TCM to
come another couple of times so they are
finding impactful we appreciate that
they're asking for it um when we looked
at what some of our carryover funds were
um and a couple of things they actually
said said this is what our priority is
so really trying to make sure that our
teachers feel heard and we can then go
ahead and sort of implement some of
those practices too great thank you UMC
then I had a can I add just on to that
because I think one of the things that
the TCM that we've done is very we've
been very intentional about the type of
modeling we want to have with TCM and um
Tina's very fortunate to have a really
Dynamic coach that comes in and
um is not only she's demoing with
teacher she does a demonstration they
debrief we're now going into the next
step we've done some of that now the
last three visits our next me going is
really going digging into the planning
for language Learners and so we're going
not only doing demonstrations but also
planning for what they're going to be
doing and so I think it's that deep
planning with someone that's a that
really can help guide not only is she
guiding them but she's also working with
all our district coaches on skills on
how to implement some of the strategies
that we're doing districtwide at all our
sites so we have the benefit of cim who
is our TCM who really has been working
with us closely with Katherine and
myself and really working on creating
more of a for all our atsi and CSI
schools in depth about what we really
want to do um Empower our teachers in
really dedicated planning time because
that's really what is needed to move
some of this forward and so Tina has
been had and I've to just add the other
day when we were visiting Tina her her
Kinder teacher came in she's like I'm so
excited that we have our coach coming
and she's coming again she goes I forgot
some of the strategies we've had to do
and I'm so excited to start this again
and my kids are doing this and so she
was just going on and on and on and I
think it was very excited because I
think for her it was just like I I I'm
invigorated again to start this all over
again which I think sort of got lost
after the pandemic so it's been great to
see the teachers be very happy rece that
great that's really good to hear um okay
then my last question is actually for
this group here um do you think it would
be more helpful to see like student
growth on the slides as opposed to just
like the percent of students meeting or
exceeding the standard like the cohort
data is really powerful right it kind of
shows you that growth but everything
else how many hours did we spend on this
Monday like three so
yeah yeah I got a little bit of it it
was hard to read because it's like
that's from the espc still I don't right
right right so it's it we're working
with Jenny but and we're trying to see
who else can help us with this we spent
three hours and what grade levels were
we looking at I can't even remember
anymore we were F was it fif and and
because of the scaled score it's it's a
nightmare so we're trying to work with
Jenny and we're trying to see what out
what other outside entity can help us
you know after we had that that was
three hours and there were four of us in
there trying to figure this out and then
had Jenny with getting Jenny online with
questions and so forth you know maybe we
should ask the gardener Center and see
what they can how they can help us with
it yeah something I mean because like
theod you can't just pull it from the no
and I sent it to Mike a little bit of a
snipp it I couldn't understand yeah but
thank you I appreciate this this is I
was just trying to give you a stimp of
what we get yes um because there's
ranges and you can fall within a range
and you can move up a range but still bu
still be for below basic versus right so
you can make some growth but it doesn't
the state doesn't really tell us the
areas that we really need to work on it
just gives us a number or you know a
percentage and so I was trying to give
them because there's a range of all of
that information but this is what we
have to to work with and what Jenny
works with when she's looking at some of
the data so it's really hard because it
doesn't give us much information I ready
we tried doing that with I ready last
year and it also everything goes to
scale scores right so you move within
these bandwidth so it's really hard to
really we can say there's growth and we
see that kids are moving down the
numbers are rising but it really doesn't
tell us exactly what we need to do to
really move them forward and it's really
hard and for like our bpst data the
hardest part of of
bpst um is because it's a tchain tool
you really can't put a number you look
at you know kindergarten it's letter IDs
and letter sound so you know you have 26
out of 26 that's very easy to but then
when they get once they master that they
move into these other discrete skills
and they can be in you know all their
they're testing them and all these
discrete skills they can be five here
two here Z zero and then it stops and
then the next semester they keep
building upon those discret skills so
it's not like we can capture a number to
say that this number we can show you how
the things go from red to Green yeah on
individual School sites and you can see
that progress but we can't really give
it a number um because it's it's a it's
a moving Target yeah it's not stagnant
so that's part of the that's part of the
challenges with our new Assessments in
terms of phonics yeah foundational
skills um but the other parts have been
more of the um for math one of the
things we are starting to do and next
year we're going to simplify more are
those math School
um right now because it's really our
first I see it as our first full year of
implementation of math we're having a
dipstick of teachers doing the
assessments and one of the things we
want to get have teachers do next year
is really continue to track those
assessments more and I think Tina's been
doing that a little bit more at her site
than other site so she can actually
start seeing where there where kids are
falling on those math and those are just
kind of like the regular lesson chapter
assessments that there checkpoints
during the course yeah we we actually
collect the checkpoints dur so sometimes
some kids are struggling with the
checkpoints but they do amazingly on the
assessment little bit less likely more
likely kids are actually doing really
well in the checkpoints and they
struggle a little bit the assessment so
that's when the teachers need to say
what is it in the what what question or
questions within the assessment are the
students really struggling with and how
do I need to make sure I'm building that
in construction yeah that's that's super
important for in the classroom for sure
um I just think for sort of tracking
progress of like the major programs that
we're putting in like unlocking that
growth indicator would be incredibly
powerful because as much as meaningful
as like seeing the cohort data is for
you know how they're doing
year-over-year in terms of meeting the
standard when it's like only 20% that
are making it there's all 80% that we're
totally blind to we have no idea how
they're doing are they you know are they
growing are they going anywhere and it
feels like we're just kind of you know
like remiss in our jobs here so and can
I say with the cohort data with not with
the coort data with the um fall
diagnostic we're looking at that data um
it says there's a large group that's in
yellow sort of one year below but an
actual fact for a fourth grader who's
coming out with a third grade SC score
it doesn't say late third which might be
where a lot of the kids are it doesn't
say early third it'll just say third
grade which effectively puts them a year
below but they may only be a month or
two below right yeah and it doesn't tell
you are they new to the school or like
any of the other circumstances there
okay anyway uh just want to bring
out thank you thank you thank you I
really appr
it um because of my my Migra I'm not
going to talk much tonight so did you
want to share anything I just wanted to
um it's been
really a really eye openening and also
very pleasant uh when we've done our
rounds and Tina you were one of the
first schools that we started with wheny
and I did and when we got to see some of
the staff development the PD in action
especially with Kim which was amazing
and I can understand why the teachers
are asking for this PD to come back I
mean when you see how she has the
children engaged how she's working with
children that are at different levels
and they're all actually moving in the
direction in which we want them to move
so so I get that so Anna that was a
really great company to come and work
with our CSI schools and also the atsi
schools um one of the things that I'm
I'm very pleased with and proud of is
the peer observation that is something
that is really going well at your school
which she she alluded to and our
teachers do are are embracing it where
many times teachers are you know it's my
classroom and I just want to stay in my
classroom but you're embracing it and
they're they're learning from one
another and they've got the they've got
the planning time to take this on and
then you've got your team with you
you've got verto who's who's here
tonight Veronica who's here tonight we
also have um Wendy who's here tonight
who always it's it's a great team to
move it forward so
I was very pleased I know we had some
other discussions about other things
which you're working on which is great
and you are making them you are making a
Headway on what I asked you to do and
the other piece is um whenever you read
Tina staff when you ever read her her
letter that goes out there's you get the
staff letter also and here's what's the
expectations are this is what we're
doing it's a constant reminder so thank
you for doing that I like reading them
it's very informative so at least when I
go in I know yeah I know bit that's
going on but uh I think it's been um a
pleasure not only for us as District
administrators to be at the school sites
but it's an it's very eye openening to
see what's happening at each School site
and how you're taking it moving it
Forward which you and your team are
doing so thank you so much we appreciate
you being there thank
you well thank you to um the staff who
are here tonight to support your
principal and um there's people online
ALS so thank you for your time and um
well done thank you thank you so
much
um oh we have consent items so we can do
that yeah that's I'm move to approve
that consent agen H second um all those
in favor I okay um so I think we should
take a break before we hop into our next
item um five minutes 10 minutes what do
you guys want five minutes okay take a
five minute break
okay all right um so we are on what are
we um 9.1 approval no yes approval of
budget renewal
initiative okay let me get make
sure I need to go to
mine I have not all right good evening
everyone and it looks like we have a
pretty good um group of people out there
in the audience also so uh tonight I'll
be presenting my recommendations as part
of the budget renew renewal initiative
uh these recommendations are
result uh these recommendations are the
result of a difficult but necessary
process that we've been through while
the committee provided valuable feedback
and the majority of these
recommendations are driven by survey
results reflecting our community's
priorities these recommendations are
ultimately
mine the recommendations aim to
proactively align R City School
District's budget with long-term fiscal
realities while prioritizing services
and support for our
students I want to extend my
appreciation to the entire Redwood City
School District Community for the
invaluable input throughout this
process two important points to make
about this
presentation the present this
presentation does not not capture all
the services provided across the
district at our
schools well I'll I'll Excuse me while I
will highlight specific recommendations
here our schools will continue to offer
a wide range of core services and
enrichment programs essential to student
learning and to Student
Success also this presentation is about
the unique situation that all California
public schools are experiencing
throughout California school districts
are going through similar processes
discussing how and what adjustments to
make as one-time pandemic funds come to
an
end this board item is to address
one-time funds and the allocation put
forth as a result of the pandemic and
the return from the pandemic over the
next several months the district will
also be examining the typical yearly
review of programs and services at a
future board meeting in February the
board will review the normal cycle of
expected Staffing adjustments due to
enrollment for the following school
year the one-time funds funds were
received the onetime funds that we
received were invaluable and providing
much needed services to help our
students recover from the
pandemic however as those funds come to
an end the district has an obligation to
ensure we remain fiscally responsible
while continuing to support the success
and the well-being of our
students next slide
Wendy so the this evening's agenda
definitely we're going to talk about the
purpose of the budget renewal initiative
why we did this the community engagement
highlights the uh superintendent
recommendation number one which which is
the reduction of district and school
administrators we're going to also be
talking about the committee
recommendation here to engage our
principls and school side councils next
slide
please and then recommendation number
three adjust Staffing due to ongoing
declining
enrollment recommendation four to
streamline the special education
Staffing and services
and then there is community
ideas to further explore and that was
brought forth by the uh budget committee
and I felt it necessary even though
um it's uncomfortable to look at these
but to bring them forth as this was
something that the budget committee
actually said you should think about and
at some time within the next you know
year to two years think about is there
something more that we have to do that's
related to a b andc and you'll see that
on this on one of the
slides
okay next slide so the purpose of the
budget initiative next slide please
Wendy so we wanted to make sure that we
are Financial Financial St that we have
a financial stability as a p pandemic
era those funds end those funds were
great it's how schools should be funded
all the time but they have ended we want
to make sure that we align the budget
with long-term fiscal
realities we wanted to make sure that we
engaged our Redwood City School District
community and we want to
maintain high quality education for all
our
students next
please so here we have our guiding
principles we wanted our community to be
part of this process know the challenges
we are facing and we need to work
together to solve them knowing how
complex education funding can be we made
sure we answered all the questions from
committee members and parents during our
community meetings and I'm very grateful
for the business services staff for the
additional time they worked during this
process sharing their expertise with our
community while we worked with the
budget Community Committee and Community
we wanted to make sure there was
transparency we had the engagement and
we had support and understanding of what
was
happening next slide
please so the community engagement
process here we had our committee was
made up of parents staff administrators
and two board members set on this
committee we also had a website created
by our communications director that
served as the information hub for
information that was not only discussed
at the budget committee meetings but
also anything that was brought forth by
committee
members we had a digital publication
that was sent out after each step in the
process so people knew what was
happening and the district did put out a
district survey where we received almost
2,000
participants School whoops I School site
councils uh were made they made local
budget decisions and District staff
attended some of the I would say
attended each of these meetings some
District staff did elac and daac the
District staff attended several meetings
with the daac and elac representatives
and then we did the same type of
meetings that we did with our budget
committee on our
Bayside uh portion of the district in
Spanish and we those those meetings were
very well attended we wanted to make
sure that instead of having
translations that we would just do it
all in one language so there wouldn't be
any difference of understanding of what
was being talked about what was being
mentioned or how we were going to be
moving forward but it's very pleased
about the number of parents that
attended those
meetings next
slide so the highlights uh the community
engagement highlights next slide so this
slide you will see that um
60% parents the majority of the
respondents identified as parents
reflecting a strong interest from
families in preserving Services
essential to their children's
education 19% were teachers a
significant portion of respondents were
our teachers whose Frontline experience
provided critical insights into District
needs 133% were classified staff and our
classified staff members contributed
practical perspectives on operational
and support needs
7% were school and District
administrators and these participants
shared their knowledge of resource
management and the complexities of
maintaining Equitable Services and 3%
were neighbors and community members
this group expressed broader perspective
of the Redwood City School District's
role within the local
community next slide
survey respondents were also affiliated
with a wide range of schools and grade
levels uring the feedback reflected the
district's diverse educational
landscape schools with the most
engagement included Hoover Community
School NorthStar Academy Roy Cloud Orion
alternative Mandarin imersion program
and Mandarin ersion program Kennedy
Middle School
District staff
thoughtfully reviewed this feedback
which contributed to my final
recommendations that align with the
district's Financial
priorities next
slide so we're going to be talking about
recommendation number
one and that's coming from me in regard
to district and school administrators
next slide am
minut so this proposal here is to
reduce seven FTE district and school
administrators funded in the general
fund saving $1.5
million there are 6.2 FTE that are at
the school sites you'll see the 2.0 FTE
at the district office and you will see
the rationale this recommendation is
based on an analysis of service
prioritization in which the survey
participants identified both school and
District administrators as the least
needed Services relative to other
areas it is important to note that all
TK F TK through fifth grade assistant
principal positions in one classified
management position were created as an
additional support during the
pandemic a period with unique
operational
challenges the two District level
positions have always existed but are
now being reconsidered as part of the
restructuring effort as these positions
are eliminated or shifted other
administrators will assume additional
responsibilities including those related
to compliance with the state and federal
reporting
requirements while this distribution
ensures ensures
continuity it will result in a slower
response in slower response times for
supporting schools due to the increased
responsibility on remaining
Services now as I go through this uh at
the end we can go back if you have
questions and and go we'll go to the go
back to the
slides uh next slide please
Wendy so uh this recommendation is
number two and it talks about district
office staff
positions so so you will see the
positions that are proposed on this
slide and the elimination of these
district-wide positions reflects the
needs to address the physical physical
stabilization while improving
organizational
efficiency as pandemic relief funds
expire the district must prior
prioritize resources for school-based
services and classroom instruction which
the community ask the district to make
to make in the district surfy
by streamlining streamlining roles and
distributing responsibilities the
district must maintain essential fun
functions while aligning with the
community feedback that identified
district office functions as lower
priority this strategic
adjustment ensures fiscal responsibility
with minimal direct impact on students
and schools
next slide please
Wendy this was a committee
recommendation that meant to that really
wanted
um me to take it back to the principles
as we had discussed earlier individually
during your individual meetings and also
just have a report out at board meeting
that the committee the next slide that
the committee um felt you know
um why should they be making the
recommendations to me it should be going
back to the schools and their
communities and they make those
recommendations so
um
it they wanted to engage the principles
and School site councils and so you'll
see on this slide it was to empower each
school to determine their necessary
services for the next school year
knowing that there need to be budget
reductions and you'll see the rationale
there the principles and the school
councils better understand School
communities the school community's
unique needs more so than the large
budget
committee uh they would understand how
to tailor their decisions that would
allow them for more effective use of
limited resources that that would be
receiving at their school sites and they
would reflect the input that they would
get from their parents from their staff
and their site counsels um and that's
their main rationale why they the budget
committee did not want to make
recommendations to me to move forward
with and um both Alisa and Cecilia both
sat on that Janet I'm sorry not Alisa
I'm looking at Janet sat on uh that
committee and heard this from them also
it was something that I was very
surprised about I didn't expect to go in
that direction I really didn't I think
when it came up that night I was kind of
like okay tell me more tell me more
about it because I was my expectation it
was going to come from them after them
receiving a lot of data that we gave
them we gave them so much data it was
kind of one night we went over time
limit and no one um really excused
themselves to leave they stayed the full
time as we're going through this
data next slide
please so in the process that Al
allocate funds based on total School
enrollment the School's grade
configuration the percentage of
unduplicated students and state
identified School support needs the
district allocated specific funds for
each school to use in the
2526 school year so we looked at
enrollment as a criteria we looked at
grade configuration as a criteria we
looked at the percentage of unduplicated
students at each School site as a
criteria and state identified School
support needs those schools that are
high priority schools within the
district next slide so one of here's one
of the survey questions and it says in
the districtwide survey the community
agreed 79% to
21% that the district should prioritize
schools with high number of unduplicated
students each School principal met with
their School site Council to determine
how the allocated funds would be used at
their School
site next
slide and here's a slide where each
school where you have the
2425 enrollment the unduplicated
students from
2324 your current District
allocation the
2526 allocation and the recommended um
reduction and the next slide will have
the remaining
schools you will see that our two
comprehensive middle
schools stayed without any reductions
whatsoever
so this is going to be the next few
slides are going to indicate the
reductions that you just saw that will
take place at each School site and then
there was a request to you're taking
since they're taking away what is going
to be left and you'll see a slide what
what they took away and what's going to
be left at those School sites after each
school for example here's adalante here
is what the sky site Council recommen
recommended to meet the
reduced uh the need at their site and
so there they are going to reduce
District funding to reduce they're going
to use the district funding to reduce
mental health counselor position .5 and
the multi-tiered systems of support the
mtss teacher on special assignment point
five counseling services at adalante
will continue with the support by
provided by Partners when they're
talking about Partners you've got one
life and you've got there's another one
coming in there's another one coming
in Kam not it has not we have not gotten
theou or whatever yet but it's coming
through from what I understand Gad is
going to be another partner that we'll
be having Gad
walk it's just in Spanish
um so and then the next slide please
Wendy you'll see current FTE and what
they've
eliminated current FTE for this school
year and what they're eliminating for
the next school year and then you're
going to see what the district's going
to
fund and the other the other position
that the district is going to fund for
them they're keeping
those that's what ad Delante decides
let's go on to the next slide for the
next school here we have Clifford school
which is uh
$60,000 was
60k so the site council's recommendation
is to meet this reduced District fund is
to eliminate an unfilled English
language development and literacy
support position the funds allocated for
this work will be used to partially fund
multi-tiered systems of support
mtss the split will be a 45% site funded
and a 55% District funded for a total
reduction of funds of
$6,000 and then the next slide will
indicate to you what they had this
current year
they are and they
are you will see what they have the
following
year now remember there are other things
that they have but we're just talking
about District funding we're not talking
about measure you we're not talking
about other items that they're going to
be using at this point in time
um because remember there some schools
that have Title One some schools have a
grant some schools have an uh one school
is waiting knows they have the grant but
they just don't know how much
yet let's go to the next
slide this is Garfield Community School
so remember this is a school that also
has a grant and also
is CSI right uh the School site
council's recommendation to meet the
reduced District funding is to reduce
1.0 full time
mtss teacher on special assignment to
.5 FTE position the 1.0 FTE reading
intervention teacher position to a 0.5
and the 1.0 FTE guest
teacher in 25 26 the school will have
0.5 mtss and a 1.5 reading intervention
teacher
and here is the next slide shows what
they had this current year and what they
will have in 2526
the next and just just to clarify real
fast on that guest teacher that was
Grant funded that was always only ever
Grant funded for one year right that was
always planned for just just the one
year okay right it was it was because
there was CSI they got it for one
year another grant for them or or it
depends
we won't know we won't know we were
actually on the second round um so that
we weren't on the first initial round
when they first gave out the grounds
we're in the second so it depends on how
many get denied because you can deny and
then it goes down to the next group it
depends where you fall in the state so
not sure if they're fending anything
they haven't told us we haven't we won't
know the data where we are until January
although today I heard it's coming out
soon to know the status of each of the
school sites
I will just say real quick and Rick
you've probably been hearing about this
as well but at csba they were talking
about that the revenue projections look
pretty good for next school year which
is great because the stock market has
been really going nuts and you know it's
it's our high wealth earners that
support educate well they support our
budget in California so anyway hopefully
you know any of these sort of extra
things um they'll still fund and may
maybe even fund more you know who knows
so anyway okay thank
you so the next school is Henry
Ford
and the school plans to reduce a three
FTE curriculum and instruction teacher
on special
assignment um as well as a 1.0 guest
teacher these reductions will help
partially fund the multi-tier systems of
support
mtss
tosa newcomer instructional assistant
and the reading intervention
teacher so let's look at what they had
and what they're going to
have
2425 and then 2526
right let's go on to the next school the
next school is U community
school it's a reduction of $50,000
they're going to use their carryover
funds because there are carry over funds
that they have to um use utilize them
for their current positions for 25
26 so let's look at what they had this
year and what they'll have next year
the next school pleas that's McKinley
and McKinley um there was there there
were no reductions because it's a middle
school the next slide is NorthStar
Academy
and let's look
at their current and their funding for
next
year one of the things that would have
been would have been helpful on this
slide would have been like what are the
other even other funding sources for
some of these positions so for example
on the previous slide you said that
they're going to continue and this was
also true for adalan Selby um that
they're going to continue with like
partner support for Mental Health
Counselors so it's one life and it'll be
Kamina and yeah right those are the
partners
but is it how many hours like what's the
how much how much right right well it
dep let me start and then so we're
meeting with the seoa healthcare
district to determine how many because
the seoa healthcare district gives us x
amount of dollars and we utilize them at
the school sites and so depending on
what the School site has now it they
they want to make a a balance for
example Hoover has quite a bit because
that also has
rcef that's with them so they probably
would get very little from the seoa
healthcare district for for mental
health very little whereas another
school that does not have the same
resources that Hoover has will get more
they try to give them between anywhere
between
25 and 40 hours a week most of the time
it's 35 I've seen 35 on the umus that we
get but it's it's it's within that range
that they try and give them and then the
schools have the opportunity to pick up
more dollars pick up not more dollars
pick up more days and time I should say
hours with utilizing measure you or any
other dollars that are coming down the
pike yeah so some of it we just don't
know yet because I know I asked the same
question Mike this week um it's we're
doing this so early we're doing it so
early and I'm not going into the reasons
why and into those weeds um but we're
doing this early normally we'd be doing
this
February yeah and we'd have a better
gauge on what's coming yeah and totally
and I and also want to say that like
there's a start there is a big
difference between the district funded
Mental Health Counselors and the partner
ones in terms of the program that could
be we saw the great presentation at csba
um so I wouldn't want to say that
they're equated but it would at least
say like here's what will be left for
mental health counseling um at those
school so it's just good to hear thanks
you will get that in the near future you
will get it uh once we talk to the seoa
healthcare district which is coming up I
think in January yeah I think they've
already got the date for us but they
their board has not passed their budget
yet and I know Pamela she's not going to
tell us anything until they pass that
budget um all right let me where am I uh
Orion
so they are going to reduce the 1.0 FTE
mental health counselor position in the
0.5 FTE reading intervention teacher
position and they are going to again
here you see Mike to Pro provide
Partners again you know um maybe it
would have been helpful I guess we could
what we could have done is just put what
they got this year but but that's not
you know what they got this year from
the sea healthcare district or what they
got from any other grants that are out
there for example as Roy Cloud's coming
up Melissa has a grant right now coming
through for mental health that she's got
the grant but they haven't told her how
much she called them yesterday she goes
I really need this for my superintended
for the board meeting tomorrow night she
doesn't have it
yet um let's go to where it is now
gosh here we are current and then uh
2526
and then we have
Roosevelt so they're reducing their
1.0 mental health counselor
and here you have what she said what's
being funded this year and what will be
funded next
year Ray cloud
reduction of the
mtss position 05 in addition to a 29 FTE
of the current 1.0 FTE mental health
counselor she's like I say that Grant is
coming but she doesn't know the dollar
amount Services now services for the
next school year
and then Taff community
school he's reducing his 1.0 he does
have a mental health counselor from the
county when the Community Schools
started way back when they gave and at
that time we only had four they gave
each of them a community uh a counselor
a mental health counselor this is the
this is the only there's one other
school there's one other Kennedy Kennedy
and Taft are the only two schools that
still have
it from the county county St reduced
it I remember when all that
Happ wasn't it during the recession the
Great Recession that
a little bit after
that and so this is what he's funding
now and what will be funded next year
while we're here I know we're going to
come back and ask questions but so
there's a reduction of 100,000 but then
there's two positions which should be
more than 100,000 so did some of the
money go
elsewhere this is tap community school
so if you if you look at their reduction
was supposed to be 100,000 but they're
reducing the mental health counselor at
1.
FTE and a pair educator at 1 Point FTE
that's way more than $100,000 so I'm not
sure why the whole amount is
the like why would they need to have to
do all of
that
s could be is that part the mental
health counselor is probably 180 902
200,000 with all the benefits and
everything so we can check into that
because it may be it may be if it's a
special ed par you so it be coming out a
special
way we have to check that one so I'll
highlight that one thank you we didn't
catch
up and then um this is recommendation
number three closed
positions and and you'll
see the closed positions here what's
recommended it says each year in the
spring the district makes an estimation
of the number of classrooms needed for
the following school year based on
pre-enrollment numbers after the first
10 days of school this estimate becomes
a firm
number as a
result positions that are not needed at
the time are closed and the fun funds
can be applied towards a reduction for
the current school year and out years so
this is what we have at this point in
time and that's in the current year
these are positions closed for this
current year so
it's so that's gonna bring us to the US
1.3
the next slide Wendy
please uh this is adjustments due to
enrollment so although TK expansion has
stabilized overall districtwide
enrollment numbers during the last three
school years we continue to see families
with students in all grade levels
leaving the Bay Area and the state while
the community disagreed with reductions
related to enrollment
56% to
44% District demographers continue to
study our area which shows an ongoing
decline each year with approximately
1,000 students less by 20 3334
so this is where we are looking at the
um adjustment of Staffing levels um
within some of our uh classified staff
members and as you alluded to earlier
Alisa about what they were saying at aec
about the declining enrollment and and
there was another art there was today in
one of cba's a big article about was it
4% 4 and a half% K8 throughout the
nation yeah and an actual increase of 2%
in high
school of declining in
next slide
Wendy so this is the streamlining of
special education
Staffing so what you see here are the
elimination of uh some contracted
positions um one of our
lvns one of our par Educators
and to eliminate um two contract
counseling positions for special
specialized services so this recom
recommendation aims to achieve the 1.5
million in savings by adjusting the
allocation of resources within the
department of special ed The Proposal
includes eliminating as I just pointed
out 10 contract behavioral Behavior
therapist replacing a contract license
vocational nurse with a um current rcsd
par educator reducing the hours of of um
13 per Educators from 6.5 to six and
eliminating two contract
positions these adjustments will
streamline services and services and
Staffing while ensuring that necessary
support for students with special needs
continues with more efficient resource
allocation there was a study that was
done last year and some of those
recommendations from the study or some
of these items that are in this slide
right here
one the next
one these are the additional
considerations that were given to the
budget
committee by the budget committee given
the fiscal challenges the possib
possibility of merging or closing
schools was considered as a potential
strategy to address underutilized
facilities and improve resource
efficiency we explained to the committee
members of the complexities of such
decisions emphasiz emphasizing the
importance of a comprehensive Community
engagement plan and a much longer time
line before moving forward with any of
these
proposals for those in
and right now it's Alisa and Janet that
sat on the board and Cecilia was out in
the audience every time we were meeting
we started this process the spring
before remember the pH Oaks piece that
we started back then the spring before
and I said there's just not enough time
to go down that road because of the data
that they were looking at they were
looking at each School the number of
classroom rooms and the number of
students in each of those classrooms and
that's where um this uh thought came
from in regard to that
data you know so
um I needed to as for transparency I
needed to put it out here because it was
something that was definitely brought to
our attention
next
Slide the other items were um parcel tax
at a community measure the idea of
pursuing a community-driven parcel tax
ballot measure also surfaced during
discussions this measure could provide
essential funding to restore services
and address Budget shortfalls especially
considering that measure U which
currently funds many other services at
local at the local school level will
expire in six
years while ambitious this initiative
was recognized as a poent potential
Pathway to maintaining critical programs
and long-term Financial
Health and now
questions um so we we have a couple of
speaker cards do you guys want to ask
questions first or do you want to take
the
cards
manys three last time I looked yeah take
them yeah we have three um so just a
reminder that um public comments are
limited to three minutes um going go bye
order they
came okay so um we'll take Maryann first
right one one on the right side one on
the
right it's got person on am I on yes oh
yes okay good afternoon rcd board
members and community members my name is
Maryann I'm a mental health counselor at
norstar and Henry Ford here we are again
I stand before you less than 10 months
since the last set of cuts I'm here
before you tonight to advocate for the
in-house District mental health
counseling team again 4 and a half
positions are up for cuts today four and
a half FTE positions are up for cuts
today the sites affected are norstar
Orion adalante Taft and Roosevelt this
is truly saddening particularly since
the budget initiative survey showed that
preserving mental health counseling was
the top priority for the community and
staff members the district counseling
team has had a major impact on our
schools and the students we serve I
remember when I first started there was
a bit of stigma around mental health now
4 years later we have more caregiver
referrals than any other referral
sources at many sites we also have more
buyin from teachers and staff than ever
before and more and most importantly we
have buyin from the students students
come to us often asking to check in when
they need help and when they need
support that's because the people in
those positions have helped change the
climate and culture at the schools you
know when making decisions about Cuts HR
often says it's about the position not
the person that's simply not true um the
people are what make the position the
people matter Dave bookbinder once said
people are an organization's most
valuable asset and the key to it to its
success remember remember that as you
are cutting real people not just
positions people who deeply love and
care about the students and staff in our
communities and schools it takes time to
build the relationship that the district
counselors have established and you
cannot replace that easily think about
the one person that changed the course
of your life maybe they said something
or did something that resonated with you
if you didn't have that person who knows
where you would be today for many of our
students our counselors are that safe
space and have having a consistent
person there year after year makes all
the difference in the world in summary I
thank you for your consideration and for
keeping our students mental health and
well-being as a top priority I know you
have a lot of difficult decisions to
make tonight but I appreciate you for
taking the time to
listen thank you um next we'll hear from
Maria
Stockton on okay uh so I'm Maria
Stockton the representative for CCA
California School Employees Association
I think the board and the people letter
are still online to hear and
listen I really truly appreciated how
you all sat there listening for over an
hour to the facilities report you hear
it every time you meet and you're fully
engaged in that I've seen that as you
heard the board report or the report
from the school as well I just wish that
you put that much energy that much
thought that much consideration into
talking to the people and the position
that you considering cutting instead of
just making Cuts I know you think about
it but I have not heard and I've pulled
our people I have not heard or seen any
of the board members at their site
except for an activity it used to be ala
you would come out at any time given
come and see the liberians food service
and everything we haven't seen that
lately how do you know what these people
do unless you go and talk to them and I
I un I understand this committee who's
made all these recommendations are full
of parents and everything have they had
the opportunity to really get dig into
what they are suggesting years ago the
district as well as the Librarians the
people who work in the library because
they were that was important enough to
parents as well as staff to increase
their hours now is being considered to
be cut and what was brought to us is not
that they're going to reduce ours which
I understand John at the the meeting
you've been talking reduce hours reduce
hours in the meeting CSAA had the
thought is they're eliminating all those
positions and the people can apply for
them again now how is it that you would
feel before Christmas that you are
called in and told your job is gone but
you can apply for it
later Merry Christmas I think it was
very cruel of the district John is
correct these meetings could have been
held in February because the notice has
to go out in March the reason when we
asked why these meetings were held and
these this meeting is being held now is
only for one reason and that's because
the meeting had to be done before the
two board members left this year because
they're more experienced that's what we
were
told now all these people that are being
cut have a nice Christmas gift that
their positions are being eliminated not
reduced and it's because of the district
you on transparency most of these
positions that are in here that you got
tonight were not proposed or discussed
with us in the
meeting we simply asked for the position
of the per educator at T six and a half
hours they want to reduce her to six oh
eliminate her position and she can apply
well somebody else that wants to work at
that school can apply that has more
sority she's put how many years in that
position and now she can be taken out
like that instead of simply saying your
position is being
reduced do you want to take the
reduction of hours instead she's told
she has no position thank you Maria that
your that's your three minutes thank
you um and then finally we're gonna hear
from Jessica shade who is on Zoom right
now oh do you want to address it right
now or do you want okay go ahead I would
likey to address just hang on just a
minute thank you I would just like to
comment on that um the decision to lay
off is actually a very personal one it
does affect positions and it does affect
people the meeting for tonight by Ed
code has to specifically address
positions and then the conversations
turn to the people affected that is how
this system works through Ed code laws
and so we are applying those things we
met with all employees that were
affected last week in meets and had
discussions including a separate meeting
with CCA where all of these positions
were explained and we went through them
one by one on a spreadsheet on a Google
meet including the regional CCA
representative um we also explained the
unique situation with Librarians every
Library will have a
librarian um we did discuss that we were
required to lay off fully and then add
back that is the way it works through
our Ed Code system so I can reach out to
csca again for a second meeting uh to
discuss that process again if need be
and certainly we are going to be
negotiating with all employees with CCA
at the table to look at the open
positions available for all um for all
people that are
affected thank
you um okay now Jessica she had her hand
up there we go um um okay go ahead
Jessica you can unmute all right thanks
everyone um hi I'm a parent of two kids
in the district and I am commenting to
let other parents teachers staff and
community members know that there's a
group of us who are coming together to
try and launch a Citizens initiative to
put a parcel tax on the ballot to
counteract these cuts um we could easily
raise the amount that's getting cut from
the budget this year on an annual basis
with a parcel tax and getting a
citizen's initiative on the ballot would
be great because we'd only need a simple
majority of votes to get it passed but
it would take a lot of work because we'd
need to collect around 7,000 signatures
to get it on the ballot so we need as
many volunteers as we can get um if
anyone who is listening to this meeting
is interested in knowing more you can
check out the website we put together it
has links on how to stay updated and how
to volunteer that website is
www.st strong schools the number four
RWC dorg so strong schools for Redwood
City RWC dog um so please help us fight
these cuts by working with us on that um
and that website again
www strong schools the number four R
wc.org thanks
everyone thank you Jessica um just let
me go back in real quick okay so that's
all for public comments
um somebody want to start
out questions
or
sure um thanks um I did want to ask just
a couple questions before I kind of get
into like the discussion and the
comments um Rick which budget lines are
we going to see these reductions on I
mean surely salaries and benefits if we
think of the aggregated ones and the big
classes salaries and benefits but also
services and operating expenses right
and that'll be from our contracted
services that are cut down from the
services and operating on okay because
I'd seen a question of like why are you
looking at just Staffing positions and
not not the not that whole budget line
that's there
um but it is right like that's part of
it yeah technically our our one two and
thre which is our certificated
classified and then Health and Welfare
benefits yeah will be impacted by this
as well as our 5000 which is our
services uh and other operating
expenditures yeah cool and then um
actually so
um I I don't because I don't think you
said this and then I mean we've talked
about other board meetings I don't think
you said it this particular presentation
so do you want to remind all of us what
the goal is in terms of the uh Cuts we
need to make for next year in order to
have a balanced budget and and the
reason that's important is we know we've
already gotten letters from the
county office of Ed and you've had a lot
of conversations with them that they
would put us in a qualified or not
qualified State um
if we don't I mean if we don't make
these Cuts right can can you just speak
to that a little bit because I know
we've talked about it but but not
recently yeah
um so first just so I say it and not
forget it we likely will not have a
balanced budget we'll still be deficit
spending here um as most school
districts do that we work to eliminate
that and that's some of the work that
we're doing uh but with these onetime
funds the expiration are fully expending
uh uh we fully expended before
expiration so we're not giving any
dollars back um but with those monies
running out we identified um at budget
adoption in June that we need
approximately um I don't remember
exactly but six six million and some
change of fiscal stabilization measures
at that time they were
unidentified uh that we would have to
enact uh during the course of this year
in order to show fiscal solven
uh and try and maintain positive
certification of our two inum reports uh
after the close of the fiscal year uh we
were able to come back uh to the board
with an unofficial NP at that time given
just a snapshot in time on that date
that we were around 5.7 million uh of
needed reductions for
2526 uh and then I believe it was 4.8 in
2627 and as a reminder any ongoing
reductions in 2526 with
essentially carry forward to 26 27 and
not uh need those reductions uh or
additional rejections at that time since
that time and as we're getting ready for
first intrum um you know everything
changes a little bit right so uh I
expect that we'll be able to uh fully
contend with our fiscal stabilization
measures based on uh what Dr Baker
presented tonight uh but that doesn't
mean the work is done there um as Dr
bicker uh spoke to we'll go through our
normal
process uh you know starting after the
winter break looking at projected
enrollment uh looking at class sizes at
school sites uh and then bringing back
anything else that we need uh in order
to maintain our fiscal status right a
positive fiscal status uh as we all
strive for uh so we're still working out
those numbers right now um for first
inum where uh everyone will get U Friday
night be able to see exactly where we're
at uh another thing that we're trying to
also do is minimize transfer in uh from
fund 25 to leave those dollars uh in
that fund and to be used for other
sources so a combination of uh all of
those parts are adding up to this right
um just like with all these reductions
some of them are simply lack of funds uh
and they're not going to have a big
impact
uh unless we kept them going right but
we're not going to see a lot of uh
savings for some of them because we
don't have any funds so we don't have
the associated revenue or expenditure
with them uh the ones that are truly
General funded are going to have the
biggest impact uh through this process
and as Dr Baker has said is that we've
all said at one point or another these
Services came in they were valuable uh
and we've had to pick and choose what we
keep at this point uh in order to
maintain fiscal stability so it's all
going towards those those numbers um uh
and we'll have final numbers by Friday
of where we sit exactly and then the
continued work um through this winter
spring and going into budget uh
development and adoption in
June and then
um we are doing this early in the school
year and I understand the reasons for
that but
are there I mean there's still
opportunities for say I mean it sounds
like there even grants that are kind of
in the air that might still land and
change kind of the impact of this a
possibility yeah I mean I don't want to
talk about any specifics but that's
still there and being pursued and and
might be able to change it okay um and
then on the back on the just relying on
Partner organizations for mental health
um you know
how from the presentation last week at
um the educators conference it was
pretty clear that the District staff
ones were also like coordinating with
the um partner ones at the site so now
at sites where they're just relying on
Partners like who's who's making sure
that the quality of you know is still
good for it'll be on Apollo on Apollo
I'll take that on
okay um yeah you know I I do want to
express my thanks for um for you John
your staff um the budget renewal
committee
um the site admins the School site
councils the elac and the daac and you
know all the stakeholders really that
contributed to this really challenging
process you know it it's clear that
these recommendations had a lot of you
know really deep consideration a lot of
transparency a lot of Outreach at the
sites um getting people involved um I
attended a couple of the school site
Council meetings and um you know could
see that Outreach and the participation
that people are in there um you know the
reductions are going to have like
they're going to have a real impact um
and so we do have to make sure that
whatever you know this process that we
followed and a lot of a lot of what I'm
watching is like what was the process
that was followed and it it it seems
like a really good one but we want to
make sure that doesn't reduce what our
vision of what you know schools should
be right I mean they do so much more
than educate right they address
inequalities um they they nurture
well-being they connect communities um
and so as we navigate you know this
challenging time um we have to make sure
that we hold on to that holistic view of
what schools can be and we're toward a
future where you know all these supports
aren't really extras right they're
really just like Necessities that are
included in there um because schools
just aren't Commodities right where we
can just sit there and manage them
purely just for efficiency uh even
though that's what we're asked to do
right with it's sometimes it's like hey
go manage that school for efficiency
they're really you know these
institutions meant to serve every
student equitably um so as we make these
decisions you know we have to not just
think of school as like purely just an
out output of test scores um but it's
really the the role in fostering um you
know fostering opportunity in community
uh and this pandemic era funding was was
remarkable right it really gave us a
glimpse of what schools could achieve if
they when you know when they have more
resources you know we saw the value of
investing not just in education but in
the comprehensive student support like
nutrition counsel in um extracurricular
is a lot more that I probably can't
remember off the top of my head and as
we sort of face this kind of fiscal
cliff I guess we should call it um you
know it's essential to remind ourselves
of what's possible um you know when
education's fully funded and to continue
to Advocate as one of our speakers said
for Sustainable Solutions and you know
more grants and other funding to
preserve the gains um the other thing
the pandemic reminded us is just like
how profound the impact schools have on
society um and how you know and so now
really is the time to keep advocating
for the resources for our students need
um but not just to sustain what we have
but to really Thrive and grow um you
know and then we heard our community is
already starting to Rally around the
idea that education is really a shared
responsibility so that really excites me
for for the future and where things
could go um one other thing I wanted to
point out and I think you had mentioned
this in your memo was the you know
there's a lot of reallocation of
administrative responsibilities that are
happening with these changes here um and
so I just want to take a second to
recognize the um significant burden that
state in federal reporting has put on um
the requirements on school districts and
you know coming out of the aec
conference um I'm reminded that the
California school boards associations
highlighted um how these mandates you
know while each one of them is
individually necessary they're actually
really redundant right and they
accumulatively detract from ad
administrators ability to focus on
instructional needs and so I think we as
a board and anybody else in the
community that wants to do it should
really be sure to um you know to
advocate for efforts to streamline and
reduce the the Redundant reporting I
mean some we have to work transparency
right reporting is going to be a part of
it but it's really the Redundant
reporting um and hopefully that by
easing that burden you know we'll be
able to free up some valuable time um
and you know and resources to direct
those right towards benefits for our
students um and opportun
um yeah so again you know thank you uh
it was a lot of time that I know your
staff put into this um and I think it
was important time um I think it was
really good to get the uh Outreach get
the listening in there um I don't know
how sustainable the process is for the
future you know we might have to tweak
it but I think it does sort of give a
good way for doing broad changes at the
district that um and getting pulling
that input in um and so I was really
impressed it really highlighted the
power of Community voice in shaping
helping shape the future of our district
uh and so I encourage everyone that was
engaging in this uh to continue to keep
engaging whether it's you know through
your school site Council or district
meetings or broader advocacy efforts uh
that we have going on um you know
because really really meaningful change
is going to come from Collective action
uh and if we work together we can ensure
that our schools remain you know not
just places for learning but re
what we have to say it just that you
know I I know I asked them all to be
here tonight and and so some of them
have these special projects that are
starting tomorrow I mean it's up to them
I don't yeah I don't have any questions
for principles if they need to get going
for tomorrow that's fine I mean the only
one might be but I don't know if I don't
know if David was on here I am still
curious about the 100,000 for Taft and
it looks like he made more cut than
100,000 we will look at that we will
look at that okay we will look at that
so principles and assistant principles
teachers other staff members if you
would like to continue to listen on feel
free but um I'm also saying you can you
know call it a night if you want to yeah
thank you thank you for being here
really appreciate it and parents
also um Alisa did you want to go next
yeah so I have a lot to say surprise
surprise um first of all Mike thank you
because I think you said a lot that I
probably won't won't say um about that
but um I guess first of all I just want
to say you know I do appreciate the
district being um proactive in all of
this and it is really hard um you know I
when I started on the school board in
late 2007 we immediately went into the
Great Recession in 2008 and 2009 and
some of the things I had to do right
away was to make big budget cuts way
bigger than this Y and we were already
much more streamlined I mean at that
point in our school district we really
just had teachers in the classroom
administrators um we didn't have all the
extras we didn't have you know as many
reading resource Specialists Mental
Health Providers all of that kind of
stuff so it does feel a little Deja Vu
um to have my last substantive board
meeting be very similar to my first ones
um and I just want to say and response
to um you know Maryann and Maria and and
Jessica but I think Maryann Maria spoke
more to the human element for sure and I
know that none of the people up here
take any of this lightly um this is
really hard to do fact I called both Dr
Baker and I talked to Wendy uh this just
in the last well yesterday and today um
just saying really um and uh the reality
is if we don't make these sorts of Cuts
I mean that's why I wanted Rick to
remind us where we're at with um the
budget is will be like some other school
districts that you read about in the
paper all the time that are really
struggling the state comes in and starts
to manage their budgets um one of the
things I'm really proud about in the
last 17 years as I've been here and you
know prior to that um with other school
board members is that we have maintained
our own independent Financial stability
um we've always funded this D this um
the school district on ongoing funds but
always one-time funds we're always
looking for Grants and individual
donations and parcel taxes and all of
that so again that was part of the
conversation I'm hoping that assuming
that we do um move forward with the
recommendation tonight um one of the
things that I talked to Dr Baker about
is I do know there's um actively seeking
grants and I'm hoping that some of these
positions can come back as we find out
more I mean this often Happ happens even
if we make the decisions in February
money is still coming in whether it's
School based donations or grant funding
or whatever and so oftentimes we are
able to bring back some of the
positions um I will say am I am
concerned about the mental health uh
liaison or counselors positions the 4.5
and I think um you know Mike and I and
Cecilia and actually David our new board
member we um all were able to sit in on
the amazing presentation that Dr Baker
and Michelle Griffith and anaala um gave
down at csba talking about our program
and really talking up the benefits um so
I understand you know why um individual
schools made the decision they did
because they've got other either other
counselors or other providers on the
School site but I do think um that's an
area where I do think if we can get
grant money I would love to see some of
those positions come back even if we
could bring back0 five at some of the
school sites it kind of reminds me a
little bit about where we've been with
um Community Schools and other things
like if you can keep a little bit at
least you keep it alive at the school
site and then as monies come in you see
the value um I I I'm happy to hear that
at the school sites that um potentially
could be losing a mental health
counselor that's one of ours that an
aala would be providing um oversight of
the partners because one of the things
we've heard about is many of them don't
have the level of experience that our
employees do so they're interns they're
still working on their degree so um I am
concerned about that uh in terms of the
quality but I do certainly appreciate
our partners I mean I do think they do a
good job we they just could use a little
coordination at the school sites um I
did want to speak uh to the
Librarians um specifically uh because I
did have some questions about that that
um my understanding is that's really
right sizing the um hours and the
position at the school sites and if you
look back um many of those decisions
decisions were made 10 years ago in
terms of the Staffing at the school
sites and we've had a declining
enrollment at some school sites and
increase in enrollment at others so some
of the hours will go down and some will
go up um but my understanding is the
process is we need to do the layoff um
just across the board but right in
January when everybody gets back from
the break there's going to be immediate
uh
negotiation uh with csca uh to bring
back those positions so the district
will decide they're already having
conversations and I think most of the
data they've got in terms of the number
hours per the librarian it'll be based
on a formula in terms of number of
students what's needed at the school
site in consultation with the principal
so the district will decide how many
hours and then the positions will be
filled but keep in mind everybody who's
currently a librarian will have the
seniority to come back into the sites
and so I have not heard anything I mean
Wendy's shaking her head that basically
those people will be coming back so I am
really sorry on the timing Maria I
totally get it you know right before
Christmas or Hanukkah or
whatever um people take a break too this
is really not great timing but I guess I
just I mean I've been told and I'm
assuming assuming that this is what's
going to happen is that you know
everybody's going to they're going to
have a spot you know back it's just
they're going to it has to go through
the the seniority process because there
could be bumping or that sort of thing
um so anyway uh so we will have
Librarians at every School site in fact
I was just out out at the Taff library
today and it's beautiful and um Miss
Cooper was doing an awesome job with the
kids reading and I love libraries I know
we all do so anyway um that
covered I also wanted just to speak to
the administrators that are um being cut
um I know that our administrators are
going to take on a lot more
responsibilities um the principles at
school sites will be without a vice
principal I um and certainly the
district off I mean the work's not going
away and so it's going to be
redistributed exactly I am hoping that
um particularly at the school
sites uh you know there's and and I
think there I mean there has been some
conversations about supports for the
principal whether it's you know a more
experienced teacher or whatever that
might be helping out but you know one of
the things that I was thinking about is
we've used the vice principles as an
opportunity professional growth and then
grow our own into principes so we're
going to lose that so we need to think
about for those teachers who want to be
administrators what are um additional
professional growth opportunities so
they don't have to leave our district go
go be a VP and then come back anyway
it's a little bit of a minor thing but
I'm sure you've been thinking about that
so I just want to make sure our
administrators are supported um there's
all sorts of positions in there but I I
think at the end of the day um I'd
rather have to not make you know the the
vote on all of this um but it does give
me Comfort that um we had a really good
transparent process got a lot of input
and then at the end of the day for the
individual site decisions um they went
back to the site to make that decision
and so um one of the things that we
don't have here that was displayed was
sort of Mike what you said is um what
all is at the school site and so I do
think at some point um it would be
useful to bring that back just so the
community understands or at least at a
at a school site so it whatever School
site could talk about here's everything
that we have because there is a lot more
that's not District funded it might be
site funded or RCF funded or whatever um
but I I do think making decisions at a
local level I mean doesn't get any more
local than making them at the at the
school um with that said I just want to
say that you no matter what position or
what person everybody is valuable and as
Mike said I mean I think we finally felt
like what it felt like to be more fully
funded and we're sort of going um back
in a Direction but hopefully if we can
get the citizens initiative or a parcel
tax or the grant funding we can we can
bring back some of these
positions and I think I'll stop there so
Alisa just yeah you're about Michelle
just sent me an email reminding me that
uh Taff remember last year at last year
in February whenever Taff was reduced to
a 0 five a 0 five the reason why they
had a 1.0 is because the grant that I
got from the from the state gave the
other 0. five to make it a
one but it's the point that's why it's
the yeah yeah
yeah thank you Michelle I think that
just sort of proves the point that we're
seeing just a snapshot I mean if we you
know you'd have to spend days if we
showed all the different different
budgets oh my God positions and where
the funding comes from and the other
thing I just want to say is I I do not
think that our district should shy I
mean ideally in in the great beautiful
world every you know all these positions
would be ongoing funding but the reality
is that has never been the case for our
district we should not be afraid of
one-time funding whether it's through a
parcel tax or a grant or a donation and
I I just think that we all need to keep
seeking those out and being creative and
finding where we can fund things um
that's just the way it
is thanks Cecilia do you
have
um so again I was part of the um
committee and as I mentioned to those
those that were present um it's really
hard times and it's very unfortunate and
to Maria's comment um although it may
seem to some people that we don't think
of the people of course we do think of
the individual um I do want to remind
people I am a classified employee in
another district and I totally get it
I've had conversations with Dr Baker
about how it affects each and everyone
in individually and it's been explained
um and a lot of the times we may not ask
questions because we've already asked
questions and gotten answers for them um
I do want to say we don't take it
lightly um it is very unfortunate that
other districts around us have given
employees many
many um races and get they get paid very
well um that's just unfortunate for our
district um but what I do want to say
and I've always said it and I'm so proud
of r with City because all of you wear
many many
hats um regardless of you know not to
put it like because of you know how much
salary you guys make um but it tells us
a lot as a community that you guys care
for rid City School um students um and
it's very hard to make these decisions
but again we don't take we don't do them
lightly um we do really think about how
it's going to affect each and every
individual that is being affected um and
again if we don't do this Cuts now I
mean worse Cuts would come down I don't
know in the next two or three years so
it's not something that we wish again
that we could just keep the money we
have and more right
um again it's very unfortunate but I do
want to say again hats off to all of you
employees
whether you are a classified employee an
administrator um it doesn't matter what
role you have you guys are always here
committed serving our students so I do
want to say no we don't take it lightly
and it's really unfortunate that it is
the timing
um
it whether it was going to happen today
or next year
Cuts will be cuts and I don't mean it in
a bad way I really do want to say thank
you so much for all that you guys do
although some people may not seem like
we are genuine I feel that we are very
transparent again we are putting it out
there the stakeholders were here the
people that participated in the
committee were again parents staff
administrators um they all got the same
information and the decisions were again
based on on what the principles felt
that was the right decision to make for
their School site um and that is all I
have for
to thank you um thank you Dr Baker for
um your thoughtful
presentation and um for the committee
and the staff and the principes and the
school sites for guiding this
process
um there's nothing else I guess we'll
move on to the
resolute is that what this is an action
item this is an action item yes
okay so we would need a motion to
approve um thank you again for the
transparent process and the engaging all
the stakeholders um I think that the the
the process made a lot of sense and
while it is a difficult outcome of
course um I'm going to approve this
motion so I'll make a motion to approve
it
um I will second uh reluctantly just I
wish we had more money and we didn't
have to do this um all those in favor I
I thank
you okay so that brings us to the
resolutions um are we talking through
them or okay so 9.2 adoption of
resolution number 11 reduction of
certain classified services for fiscal
year 2425
is there any questions given the
presentation U regarding the
resolution no so all of these um just
for the audience these resolutions are
all related to the action that we just
took in
9.1 um and I would like to point out
sorry Lisa that um in reading the
resolution all of the Ed code laws and
delineation of steps that the board has
to take is outlined in the resolution
then of course the positions affected
specifically
listed yeah and then so I mean I kind of
already said this in my comments but
just as a reminder because we've been
through this before but not everybody
you know has been through this before or
seen it is that you know the process is
we do this but then as monies come in we
can bring back positions and certainly
specifically with the library media
assist and the technical associate that
will start right away in January because
we're absolutely going to have positions
at school sites just not these
particular POS these particularly our
positions so um and then other ones like
the mental health lisons or other things
you know sped or what have you as monies
come in or the need comes in they could
come back yeah because we are making the
decisions really
early okay do we have a motion to
approve the resolution
I'll make a
motion um go I'll second all those in
favor I I thank
you 9.3 adoption of resolution number 12
reduction or elimination of certificates
services for fiscal year
2425 so uh similar to the classified
resolution it is um the required
document that outlines the process um
knowing that we do have more than the
affected FTE that resign or retire each
year so we will be meeting with our
CA to um negotiate the effects of the
layoff yeah and so you're saying that
typically there's more open positions
than the following year than the number
of employees that are being affected for
certificated here yeah yes so the
negotiate with negotiations with rcta
would be to review the contract and
review how the the senority and so forth
works and um the process and
timelines similar to last March right
yeah given that this one follows 9.1 um
I'll make a motion to
approve is there a
second I'll second all those in favor I
I thank you um 9.4 is that where we are
now adoption of resolution number 13
release and reassignment of certificated
administrators so this resolution
affects the site and District
administrators that were affected um by
the discussion earlier and through this
resolution with the appropriate Ed codes
that correlate to these positions once
again if a administrator has had tenure
in our district they have the
opportunity to certainly go be a teacher
or once again as other positions come up
we're still very early in the hiring
season and looking ahead for next year
with changes
yes so I just want to say you know
similar to the other positions that we
talked about you know our administrators
do add a lot of value and again their
people just like all these other
positions that we've talked about um so
I just want to say thank you very much
to you know all of them um and all of
their work and recognizing them and I
think what's hard with you know each of
all of these decisions is that each
individual is very valuable and has made
such a big contribution to the system
the last year or many years and once
again we're at a point where you're
having to prioritize and so anyway I
just want to say thank you to to all of
them and I'll make a motion to approve
this
one reluctantly a second all those in
favor I I thank
you 9.5 adoption of resolution number 14
determination of order of employment for
certificated employees for elimination
of or reduction in particular kinds of
service for fiscal year
2526 so this resolution um addresses
certificated
um the certificated
teachers if and when we would in the
very very rare scenario in this
particular case get to a situation where
there need to be tiebreaking criteria of
one tenur or probationary teacher over
another but we don't expect that for
this year however if we don't have this
in place then that would be a
problem yeah so um we haven't had to I
mean we put this in place uh regularly
but when was the last time do you
remember that we've actually used it it
was a long time ago wasn't it probably
during the Great Recession right in 2008
yes I remember but yeah so not not too
yeah yeah and that's why I mean just so
for the audience I mean the reason we
approve seniority reports and why
everybody checks those very closely is
in 2008 we actually did have to do that
um so anyway like you said we probably
will not need this right certainly for
this one with natural attrition however
it's important to have in place right in
case in in case there is a very slim
chance okay um I'll make a motion to
approve it yeah I'll second in it those
in favor I I thank you um so we before
we move on we do have some items left on
our agenda but for everybody who's about
to hop off and go to bed I just want to
thank you for sitting through this
meeting and being engaged with all of us
so we appreciate
it uh 10.1 debrief on the csba annual
education conference I did not attend so
I'm
gonna I'm just gonna listen
uh it was a great conference I attended
um sessions about board policy I did a
board president Workshop it was
informative um but the one that's
probably going to stick with me the most
was the mental health sessions both the
one that are districted mental health
and Community Schools um but also saw
the screening of anxious nation which I
saw Alisa afterwards and we were both
like we need to debrief with each other
for like five or 10 minutes to just
decompress from it um around uh mental
health um so yeah that's
good yeah I just want to um I think the
anxious Nation I don't know how many
people have seen that if that's
something that's uh newer but uh there
is a you know it's available for schools
they also have um some things for teens
it was very powerful and it just kind of
reinforced so yeah I think the the
themes that I um went to a number of
sessions about were the mental
health um and I can send off some some
of this um and then of course artificial
intelligence was huge and Santa Ana
School District evidently is doing quite
a bit so I was thinking that's one in
fact I was gonna just send a note to
Kathy James but if you want to um let
her know um the the main speaker was
saying that they would be great just to
sort of look at what they've done
because there's probably a lot of good
template stuff and of course we always
like to borrow best practices so with um
artificial intelligence they did talk
about um you know probably having some
kind of a task force or a committee um
basically hitting all the different
areas of the organization because it's
basically going to just take over
everything um it already is and those
that are ahead of it are you know doing
more and and their recommendation was
just to to bite off little bits um one
of the statistics that I thought was
interesting was this is from The
Institute for the future 85% of the jobs
that will exist in 2030 so that's only 5
years away 85% of the jobs
they haven't even been invented
yet um
so you know we you need to go back to
the critical thinking the creativity
that you know knowing the basics that
we're going to have to prepare the kids
um there was some discussion about
politics um you know potential of the
impacts of the new federal
Administration csba is really trying to
prepare and be ready to support school
districts with policies and advocacy
whether it's legal action or what have
you we don't really know exactly because
there's a lot of talk but we'll find out
soon enough starting in January
February
um and I guess that's about it given the
late lateness of the night
um but just one thing I you know there
was just a lot of sessions on mental
health and just well-being and I know
it's something that we're all struggling
with so you know that that's what made I
think tonight's meeting even that much
harder so I I do ADV that if we can find
grants and kind of keep some of this
stuff going we need to do that and of
course just concentrate on tier one the
more that we can do tier ones the
better um so we started actually the
conference with um Dr Lori Santos on the
science of well-being and so that
actually said I actually said it made me
happier is basically talking about uh
the positive psychology and how it leads
to a happier life so there's a lot of
things that we could do as individuals
um one of the things that resonated with
me was like sometimes when you don't
even feel like doing anything just
picking up the call and calling a friend
or a family member can just get you that
connection with someone um you know a
lot of the times maybe people may not
see it but you don't necessarily have to
be in person in order to speak to
somebody and be happy and so um anyway
that's kind of how we started the the
conference and I thought that was you
know a good note um I also attend ended
uh some of the policy
uh sessions and the um superintendance
evaluation I figure um being that I
guess I will be the tenure uh board
member here if we ever have to do that
not that you would have to worry about
an evaluation because we believe that
you are awesome um um I know that when
we had it there's like comments from
other board members that I just wanted
to you know make sure that I was kind of
doing my homework
um a lot of the sessions of course were
very interesting it's just there were
too many to you know there were a lot of
them at the same time and so it was
great I mean it's a lot of things that
we learn and um you know hopefully a lot
of the things that we
bring some of the knowledge that we get
um even if we were to apply
it it would help the the school district
um
what else I guess that's
it overall obviously it was it was a
great um
conference yeah you know um one other
thing uh I went to a couple of sessions
I know you did two on educational
Workforce housing and just once again
there are so many districts up and down
the state either in planning Mo
considering mode or planning mode and
then we did hear in fact in February
there's going to report coming out on
the districts who are further along and
the impact so um I think it just
reinforced that we're we're pro we're
head we're ahead of many districts just
in terms of our planning and our
applications with the city um but we
need to do this because they're going to
be com I mean it's going to be a
competitive environment and those
districts that have education Workforce
housing are going to be more competitive
than others I'm
confident yeah yeah
oh we look really good
yeah yeah yeah and then I also just want
to say that you um we were well
represented you did such a great job um
we had a mental health and Community
Schools presentation that um Michelle
Griffith and anaala and uh Dr Baker gave
and all the Schoolboard members we were
there supporting
watching I don't know Dr you went to
some
sessions AI I was
at the AI session and then I also was at
the um the one with all the legal memos
but that was a time when the earthquake
Shook and I was just texting back and
forth and doing emails back and forth to
the district office calling windy and
doing that kind of business so I kind of
missed the whole thing that was going on
the presentation I was so disappointed
although I think I think David was there
or Newport and David Weekley was there
so I can get the notes from you guys
guys because I tried to download the
attachments the the slide deck wouldn't
down I downloaded it but I couldn't get
it to get to a PDF so I could print it
out so uh I went to it there was also
one um that the superintendence we went
to as as far as with new board members
and it was presented by some of the
superintendent so I brought back some
some information for that from for our
new board members that are coming on
board plus I'm going to share with our
existing board members too and what
others our superintendant are doing and
then before I forget um I did attend
another one of the sessions where
actually they had well there were high
school students but then I thought well
maybe we could think about maybe later
in the future involve some of our middle
school students to actually present they
were very well spoken and actually
talked about strategies on how to make
their school they were the Lake Tahoe um
Unified School District so it was a girl
and a boy giving the presentation it was
literally the students giving the
presentation so that was great a lot of
the people were there engaging and
asking questions and so that was great
because then you know they talked about
the student voice and um so again
something to maybe look forward later
on great thank you everyone
um reports from board members and
superintendent so going all the way back
actually going all the way back we had
the reclassification ceremony that's
right um since last board meeting and
that's always a really nice ceremony so
um I want to make sure to point that out
do you have anything else um a couple
things um so I did want to just mention
um at this so we just talked about the
annual education conference at the csba
board meetings and delegate assembly
they did talk about the drowning and
documentation so there's actually a
report and I have a couple of those um
that I can leave with you if you'd like
to take a look at it but the good news
is um as part of the law by March the
department of Ed actually has to present
um all the different reports and analyze
them and talk about why they're valuable
and so I think that we're going to in
the next year as a result of this
legislation that csba pushed through
working with all of us um I think we
will see some um help on this so I'm I'm
really hopeful and I think csba as well
so I just wanted to mention that
um and let's see I oh Cecilia Mike and I
went to the A High School um dream
dinner and uh many of our students are
represented there it's always great to
hear them talk um and support them
through scholarships is what the the
evening's about I did have a chance to
visit uh Northstar and Taff this week
and I do get out to libraries and
cafeterias and all of that and I try to
thank everybody and recognize what
they're up to and it was just great I
mean it's always great to get out there
and see the teachers and the staff um
with the student students and then I
also did go to Kennedy right before uh
we all left to
csba and um I was there for the budget
meeting when you were there and the
principal's coffee and then I took a
little tour and uh Kennedy lots of good
things happening there that's
it reification and the
dreamers um the only other thing I have
to add is um Dr Baker and Wendy and I
attended the rcsd rcta climate committee
oh okay it actually in person for I
think the first time time um it's I've
been on this committee since 2020 and
it's been it's it's a really great
committee it's really great to get to
hear um what concerns the teachers have
and what's going on in their in their
world so um yeah yep anything from you
sorry I mentioned
okay information on S County investment
fund any
questions correspondence
mostly just around the budget yeah yeah
actually a lot of correspondents but
around the
budget oh and possible
suggested um possible other business
suggested items for future
agenda Cecilia mentioned a presentation
from
students one thing that I guess I'll
have to um
update our board policy
on do you remember what the title was
talk about is the reimbursement
basically but it's not that's not what
it's called I forget it might just be
right it has to do with reimburse
remember a few years back uh Janet Lisa
we we did a reimbursement for at when
we're going to conferences and we upped
the cost of what could spend on
breakfast lunch and dinner we should
probably look at that again and bring it
up to the
inflation it's ridiculous right right
right what it is now yeah yes Wendy you
can put that for your future board
policy
committee um no changes to the board
meeting calendar just a reminder our
next meeting is on Tuesday next week not
on Wednesday on Tuesday um at 7 o'clock
for our board rotation and cake and
swearing swearing in of the two new
board members too so
all right it's
10:40 I'm move to a
journ well second all those in favor
I thanks for good night from the East
Coast you did it