okay um 7 o'clock so we will reconvene
to our regular session um Evelyn if you
could start with a roll call trusty
Lee here truste King is absent trusty
Marquez here vice president Weekley
presid president wels
here uh let's see so report out on
closed session um for 3.1 we received
information in the board decided not to
pursue the attorney's recommendation and
for 3.2 and 3.3 we received information
and no action was
taken great uh welcome everyone uh good
evening it's the February 26 2025
meeting of the Redwood City School
District governing
board District ofes
okay again welcome all members of the
public our partners in education and the
board encourages you
totip comments on issues of concern
regardless of whether they are on the
agenda so to speak uh please complete a
speaker card online or if you're here
you're in person uh you'll find speaker
cards available at the entrance uh to
complete and then hand to Evelyn uh if
you're addressing a subject that's
listed on the agenda you'll be called at
the time the item is being considered if
the issue is not on the agenda you'll be
called shortly during the oral
communication agenda item and then as to
be fair to all speakers uh we limit
public comments to three minutes per
person per topic uh unless otherwise
noticed uh and we have okay so this is
for agenda item 15.4 have one speaker's
card here let me check and see if
there's any on or Evelyn I don't know if
you've seen that are there any online no
online no online okay so with that we
will move on
to uh H sorry then I'm G to jump to
changes of to the
agenda does anyone have any Chang
addition then let's make a motion to
approve the agenda can I we approve the
agenda
bye great all in favor okay for oral
communication we said we had no speakers
and we'll jump to 9.1 uh update on the
facilities Masters plan
R board uh staff and Community uh
tonight we are going to uh present to
the board an update on the facilities
master plan and the process that
started really end of last school year
uh but really to full swing at the start
of this school year joining me tonight
is Aaron jobson uh from qka uh The
architectual Firm who has been charged
with producing the facility for C school
district and turn it over to him uh to
present the slides give me a second a
Sher thanks
Rick thank you all for excited to guys a
quick update on what we've been working
on timing uh here's our well oiled
machine uh working together on this over
the past few months as Rick had said
with Rick and Martin from the district
and Eric and Nick and Ben from Ben pelts
and myself and John and ector uh from
and a shout out to Willie who kind of
supports all of us and makes all this
stuff happen in the background uh
thanks uh so today we just kind of we
always start with kind of a quick
overview of the of the process that
we're going through just for folks that
might be listening in for the first one
of these updates uh we wanted to spend a
few minut talking about what we call the
indicators of quality which we'll get
into and then a little bit of update on
upcoming Community meetings and kind of
our approval timeline uh propos approval
timeline for the rest of this process uh
to to walk through kind of the community
input and how that's going to work
itself in uh and then take any questions
that you might have
thanks so first going start with why
this is important why are we doing this
and that really is because the quality
of the facilities really matter to the
quality of the education uh and we know
there are things that the the district
needs to improve in their facilities and
we want to maximize the impact on
students of every dollar that we spend
and get community and school input into
that process and that's really what
we're here to do as part of the
facilities Master planning
thanks uh just as a quick overview
Master planning is really the first step
in implementing facilities projects um
once there we're really looking at
General scope of the project the kind of
level of modernization which buildings
we might be replacing things like that
the budget for those uh at a big picture
level and prioritization and then we'll
move into selected projects we'll go
into programming and into design where
we'll increase that level of detail and
get all the way down to uh you know what
color the paint is and what how many
drawers are in the cabinets uh and there
is continuous stakeholder engagement
throughout that process so we always
sort to remind people that we will be
back uh to talk about things in more
detail as we get into the individual
projects
than this has been our overall schedule
so we started back in July doing our
first phase which is really gathering
information uh so visiting all the
school sites and doing an assessment
doing an initial meeting to get input
from the site committees at each School
site and reviewing the demographics and
other background information uh across
the district and then in November and
December we went into kind of phase two
which is really planning and Design so
we take all that information we got we
put together an initial draft initial
idea of what that Master Plan might be
and then we review that with the site
committee at each School site as well
and I think those those meetings kind of
rolled into early January as well and
then we've started into the last phas
which is really reviewing and finalizing
that so taking that that information
finalizing the the preliminary plans
sending those out for cost estimating uh
and then starting to look at project
prioritization which we'll get into
jight have a chance for you all to give
some review and input have some
Community meetings to get to allow
opportunity for the broader Community to
give input and then put the final
documents together and bring them to you
for approval which we'll be working
through this spring and we'll get into
that in a little bit more detail in a
few minutes
thanks so one of the things that's
always a challenge uh excuse me with
facilities Master plans is working with
public schools for 22 plus years we've
never a project where we had enough
money to do all everything that we
should do uh so figuring out what is
most important and what is going to have
the biggest impact is always a a
challenge especially across a number of
districts and how or a number of schools
within a district and how to do that
equitably so a tool that we've used for
that for the last few years on on a on a
series of Master plans now is what we
call indicators of quality and so we
kind identify six categories uh that we
want to rate each project in uh and kind
of score them in each of those
categories and all this is really to
assess their educational impact that's
really what we're after is again
maximizing the value of each dollar we
have in terms of the impact it's going
to have in the classroom on on the
students and their ability to learn um
and so we we have six categories we
weight those categories differently uh
based on the needs of each district
based on the input that we hear from
site committees that we hear from you
all and that we hear from our executive
committee team as
well and then we will actually score
each project in each one of these
categories and in typically our qka
stuff does that based on all the
feedback that we've heard right based on
our professional assessment but also
based on what we've heard in the site
committee meetings in each site
committee meeting we did a little
exercise GA their General priority of
which projects are most impactful uh and
then we'll also gather some input on
that in the community meetings and
that'll all go into those those um
scores so you can see at the bottom of
this slide this is kind of an example
from a previous master plan of a project
we might identify so this is modernizing
a classroom building uh we identify some
of the scope here here we're
reconfiguring some available classrooms
into transitional kindergarten uh and
doing some other upgrades there's a cost
associated with it and then you can see
the indicators of quality there and
those scores uh for for that project so
that's kind of how we would typically
present it so that it's it's real clear
and succinct package for each project
what's involved how much it costs and
what the impact is
next and so here are the six categories
are the six indicators so we have
educational programs Community Support
learning environment Quality Maintenance
and operations Safety and Security and
Code Compliance um there's a longer
description of each of these there was a
description and a piece of the
introduction that'll be in the master
plan that was part of the packet that
kind of gave a longer description so I
won't go into too much detail right now
uh but that Max score is that's the
score that we do so for each project
we'll give it a 1 to 10 score and then
it just gets multiplied times the
waiting factor which reflects kind of
for for what current our initial
response is for for you all about um
what's most important for your district
and then that adds up to the total score
we managed to get this one to work out
so it's 100 points uh per project so
it's it's easy to relate to our ABCD uh
grading scale and easy for everyone to
understand um so that's kind of our
initial pass of this and I think one of
the things we really always ask for
board input on and a good place to kind
of Target that upon is that that waiting
column do we kind of get that correct as
far as um which categories are weighted
the highest relative to each other um
and and kind of whether that looks like
it reflects the priorities and the needs
of Redwood City School
District
um so we can pause there there's any
input or questions that if you want me
to hold that till the end questions
input or thoughts on the
rubric
um this is one of these areas where it
might be helpful to learn a little bit
more about the uh bucket like so what
what goes into maintenance and
operations for instance like what what
do these mean yeah so the maintenance
and operations for instance is going to
Value things that are you know like
repairing the roofs and uh some things
are going to have a pretty high impact
in multiple categories like upgrading
hpac equipment is a maintenance issue
but it's also a learning environment
quality issue so that's going to score
highly in both of those categories right
like each project is going to score in
all the categories at different levels
um something that would score really
highly in educational programs is TK
classrooms right that that's a
facility's need that's going to meet an
educational program need um so that's
super important and Community Support
might be uh you know something for
expanding a gym to meet the needs of a
community athletic partner or something
like that that's kind of thinking about
what improvements you to make for those
those Community programs and community
partners and I like the idea of waiting
these I like very thoughtful so thank
you for that um are you looking for
input from the board in terms of the
selected weights or I don't know if you
could speak to the decisions around to
weight The Columns as you did yeah sure
um and yes that is kind of what we're
looking for info is is is that weight uh
row I guess um so for what we really
talked about is that the the things are
going to have the biggest impact on
students are going to be the educational
program so making sure we have
facilities directly for that I think
that's that's pretty straightforward um
The Learning environment quality is
important because we know that that the
quality of the space and a number of
Dimensions has a direct impact on on
students and their uh emotional state
and wellbeing and and ability to learn
and so that has a pretty direct
correlation and that has a high level uh
maintenance and operations is is really
about protecting your long-term
investment and and making sure that
we're addressing things when they come
up before they get to be a bigger issue
right if we don't fix the leak in the
roof it becomes a much bigger issue down
the road so that that's really kind of
how that impacts learning because if we
don't spend the money on those things
they they grow um Safety and Security in
this case is a lower rating because
you've already done a lot of work on
that so that's not as high of a need in
many other districts that has a higher
need which isn't to reflect its relative
importance it's more how much work there
needs to be done there uh and then Code
Compliance uh really gets to like
accessibility Improvement
uh that's the major piece that comes
into effect occasionally there are more
building code related things that that
come up that we notice but for the most
part that's usually um accessibility
code requirs which are important um
maybe don't have quite as direct of a
correlation to impact on the on the
learning en does that make sense it does
you know I I would just think that you
know the learning environment quality
educational program so like that's
really what the facilities are for
absolutely so those in my view would
have much higher waiting than the other
things are important and and I think
it's awesome that we've made good
progress on Safety and Security yeah um
but yeah expect to see even heavier
waiting for you know educational
programs and learning environment
quality
okay anyone
else I I like the rubric I thought it
was really thoughtful um and you know
Safety and Security I agree with
something that historically had been
much higher especially for the measure T
fund um but it makes a lot of sense to
have that lowered down to one factor
because so much had been invested in it
um I think that the relative weights
make sense um if you want to keep it at
100 points I would keep it there um
otherwise yeah I mean learning
environment quality would be kind of the
next one that I would I would toss a
little more weight into but discussion
we had when we were talking about this
preparing for this too and we liked the
idea of keeping it 100 because it just
makes it easier for everyone to
understand fores us to um be a little
bit more judicious in our waiting to say
that you only have 100 points to
allocate across them so that being said
as on the magic number you might have
noticed the one before we had a total of
120 because we kind of came to you know
different different conclusions but so
that that's really uh you know open to
to whatever input this isn't something
that we necessarily need direction on
tonight either um and you know this
isn't an action item it's it's a
discussion item I imagine that if we
start seeing projects that you know
we're like wow that seems really awesome
but it's not scoring as high on it and
we realize it's because we didn't wait
learning environment quality we can come
back and revisit them
yeah absolutely and I would say like
it's it's not like we do a spreadsheet
and sort by you know the the thing and
then every that's it's one factor in
what will lead into decisions about
which projects get funded right it's
it's intended to kind of level that and
help consider things across different
contexts relative to each other
inequitably but it's it's not a you know
it's not a mathematical equation it's
not the only Factor say should we
continue with the presentation thanks K
sure next
so one of the other important next steps
is the community Forum meetings um so
our goal here is to have multiple open
meetings that are that are open to
anyone and we're still working on
finalizing the kind of dates and the
details of these but the goal really to
be provide information and gather some
targeted feedback from anyone in the
community who's interested in these
projects in the in the future of the
school facilities um so in that meeting
we'll we'll provide an overview of the
process and the timeline some of what
you know some of what I said earlier but
probably a little bit more detail
that you've seen in the past we'll talk
about a draft facilities master plan for
each school so typically we'll kind of
show the overall map and kind of walk
through what the needs were we'll start
with kind of the this is what the school
looks like now these are what the needs
that we heard were here's our proposed
plan and the major projects that we're
uh that we're proposing and why uh and
then we'll collect some data on which
improvements uh community members feel
are most important to the education so
again informing the same kind of thing
is that we're not going to go through
each has people to score in each
category but it connect collect some
general information and then answer any
questions about the process and any
specific School site uh plans and if you
go to the next one is an example from
the the previous master plan that we
completed we use menty meter in that uh
in that Forum to be able to allow folks
to provide input so after we went
through the pro the projects for Ranch
katat High School there were kind of
those eight nine uh major projects and
and so folks can use phones or their
laptops or whatever to uh to vote and
they get 100 points to allocate to any
of those projects however they want and
those show up the results show up live
on screen as we're doing that um so it
kind of mimics a little bit the
decisions that you all have to make
right you can't just make everything a
10 right everything has to be a little
bit relative to each other so it gives
us a good feedback about what is most
important so in this case the community
felt like uh some of the lighting and
drop off improvements really important
but also costro buildings to practice
fields so we get that's one other data
point we get to kind of evaluate the
priority of schools of the
projects we do that for each site you
can see we did it bilingually as well so
all the data is collected together in
one pool which makes the text a little
bit small but it's worth it uh and uh
and that has worked really well it's
pretty easy I don't know you get may or
may not have actually worked with
mentimeter before but it's a very simple
easy system to use with QR codes and and
and everything else to make it easy to
access
than so this is kind of our timeline
from here to approval so we kind of
worked as an executive committee team to
figure out kind of what's the right way
to do this to make sure we have
opportunity to get input from the
community but also give you all a chance
to review and provide input to this
document before you approve it um So
currently we at the beginning of the
month we sent a draft plan to our cost
estimator to put numbers to each one of
those items so they're currently working
on that we're here to give you the the
update tonight uh and then over the
month of March we're planning the the
community Forum meetings um so we're
working on scheduling those getting that
input during that time and then that'll
lead into uh a board study session
sometime in April is kind of what we're
thinking to to have some dedicated time
uh for all of you to ask questions and
provide input and we can have a good
discussion about about the proposed
plans and we'll publish a draft uh a
week or two ahead of that so you have
some time to review it before that study
session and then
targeting the May 14th board meeting to
present that for approval and then of
course we'll publish that try to publish
that as you said like you know a little
more than week or two weeks ahead of
time so there's kind a good time for
everyone to review that ahead of the
approval um and so just making sure that
we have all those those time kind of
pushes that out until May but felt like
that was kind of the right sequence and
Pace to make sure that we get all of the
input and have an opportunity to
incorporate it into the final draft
and I think that's it
right thank you Aon I had one question
before we jump to uh that's the last
slide right I think it is
yeah come to Other Board member
questions on the community Forum
meetings if I understand it right
there's going to be maybe three or four
um for the whole District as opposed to
one at each site and I think one of them
gonna be online is that can you just say
like yeah gonna speak to that
saing yeah so the plan right now is to
have at minimums we're have two in
person on opposite sides of the district
to give opportunity for people to come
uh the presentation by qka uh as well as
provide feedback and then also have one
online version of that meeting or
possibly an online hybrid uh meeting as
well that's what we're working on right
now along with
days it won't be one per site
uh it will be uh a general overview I
believe there in all Sites during that
meeting but spe specific or more
conentration with the sites closest to
the area right so the five or six sites
there um for that and that will be taken
into account as they deliver the final
uh or the draft master plan for review
in early April yeah yeah we've done
those Community Forum meetings sometime
like you said sometimes we'll divide it
geographically so that person who's
there for one meeting doesn't have to
wait through the whole District to get
to their school right but we we're still
working the details out for that to make
sure
that give people a chance to to hear
what they want to hear right it makes
sense yeah I just wanted to be clear
about that um any questions or comments
ID Lee just this and this is probably
getting ahead of it but on the meetings
and making sure that that's getting all
the input from the different community
members is there a plan
for ensuring that that's like getting
through different channels and stuff
just like I imagine there's different
communities use okay could you speak a
little bit more to what the thinking is
be uh using all of the tools that we
have in place and we'll be working with
jge canana about the ways that reaches
out to uh not only the school Community
but the broader Community as
well you don't have to be a parent a
student or a student in the district to
participate or come to the meetings uh
but to give input for uh the facility
that are in your neighborhood that um
you know as we know add value to
neighborhoods are often a neighborhood
Gathering Spot right and so we want to
make sure that the community is involved
as
well thanks cilia David
Weekley just obviously thank you for the
presentation I really don't have any
questions I trust the process and look
forward to it thank
you so I I think it's great that we're
going to be working on communicating out
broadly we we've gotten very good
communicating and making ourselves known
so I think that's uh that's wonderful um
in terms of feedback on the weights we
already gave those in terms of the
columns they seem reasonable um this is
one of these things where the strength
of the rubric is often tested in the
actual practice of of scoring things
right because you use the rubric you
score things you're oh no but that can't
possibly be right and then you go back
and you update the call right that's as
much the exercise as anything else um
but I would imagine uh members of the
public and maybe even members of the
board would be interested like how uh do
the the rows get selected so are there
ways to and suggest projects for
inclusion in the uh in the FMP like are
we inheriting from the prior FMP and the
things that didn't get done um I mean
all of those are sort of uh pieces of
information that have gone into the
hopper to put this together right so we
reviewed the previous master plan the
primary source is our site committee
meetings is having those discussions
with the stakeholders at each School
site it's also our team walking each
School site with Martin as his team so
to make sure we understand what the what
the background needs are what the kind
of infrastructure needs are right um so
it's all of those pieces coming together
into a plan that identifies the specific
projects we're also looking at the
capacity and right sizing the schools
and things like that that we've talked
about before let's say there's a member
of the community who watches this
recording or is on live stream right now
who thinks like oh I've got a great idea
for what the district needs to get
around to building or doing with the
facility in the next 10 years how can
how can they get involved with the with
the process sure um coming to the
community meetings is a is a great way
to do that I think that also if there's
a an issue they want to raise at a
specific School site I think greck
probably directing that to the principal
at that school site would probably be
the the best way to get that information
to us and the principal would make sure
that that request was relayed to you and
included the yeah they' relay through
Rick and Martin and that would come to
us and and we'd make sure to to
incorporate that information and and and
evaluate that as you know defitely
doesn't mean everything that's suggested
gets in the plan but it's it's all
things that we consider uh as as part of
the process there goes my mini golf
course but okay thank you I don't think
that would rank super high on
that cool thank you so
much all right great um one last process
question is the study session already on
our calendar is that something we'll be
talking about
later sorry the date yeah we're looking
at April 23rd April 23rd okay great I
said the 2
I believe that's the if that's the
Wednesday the Wednesday between board
meetings at the end of April okay
say and normally that starts at six
o'clock yeah okay um great thank you
eron no problem yeah oh Rick please i'
just like to say we we did have the cbsc
last night and we we had a a discussion
about this and I thought there was one
really relevant question that I think
would be good for the board to hear
tonight too is uh there was a comment
made uh in a question that follow
followed around uh the timing of the
approval of the facilities master plan
being in May um and I believe 1 person
remembered that originally it had been
maybe February or March with approval
and would that uh hamper or prohibit any
projects moving forward uh and so just
to share with everyone here that does
not because we already have our projects
selected for this summer so the projects
that will be identified in uh Beyond
HVAC and Lighting uh are projects that
we wouldn't have started until the
summer of
2026 yeah right so the May time frame
and the May approval is not going to
hurt or hinder the bond program moving
forward uh as we know we have the HVAC
project going that's going to uh go out
to bid next week uh and the lighting
project that Set uh products are set to
land in the next couple of weeks with
that starting uh in late March or early
April so I just wanted to share that as
well perfect Dad thanks for that
all right Aaron thank you for the
presentation really appreciate it no
problem thank
you okay uh so let's move on to our
school and Community reports we have
10.1 the annual update to the local
control accountability plan Anna I'm
going to hand it off to you right
yeah thank you so
far thank you today we're going to be
going over the local Al accountability
alcap media report so I do want to thank
my team for ed services because a lot of
their work came into looking for the
data collecting it and making sure that
it was prepared in the document for you
tonight so thank you and I know some of
them are online and some are right here
in person so they'll be available to ask
if you have any questions um just as a
quick reminder this is um uh our elcap
is a three-year plan that describes our
goals actions services and expenditures
um and really our goal is to improve
student successes it aligns with our
state priorities um and and make sure we
are designing support for all students
especially our unduplicated pupils which
are English Learners Foster Youth and
low-income students we want to make sure
that alcap ensures that funding is used
effectively um to address our students
needs and of course we're our goal is to
close the achievement Gap um so our new
elcap was developed be starting last
year just say a side note there on the
bottom to make sure that we have it's a
three-year implementation of the goals
that we set and so we look at prog
incremental progress every year um from
the start of the of the Baseline
data so again just a quick reminder that
our alcap is just a document that's
internalized to ex to all our
stakeholders to make sure that we are
oping equity and that we are looking set
forward set forth all the actions that
we have in our alcat app and so this
meeting tonight and sharing the
information is really to see where we
are in that process as a midar
checkpoint
um so tonight we're going to be
reviewing our three goals um again the
AL um our El Cup goals or goal number
one is focus on attendance and
suspension um and it's it's one of our
largest goals that has a lot of many um
action plans in it um to support um our
actions and to support attendance and
suspensions and our social emotional
learning for students our goal too is
multilingual Learners and again looking
at our large numbers of of students that
we have in the district and then our go
through is
academics so I provided this because
there's so many ACR and education so for
those of you who are on the document you
can see there's a lot and this is just
some of them um but just want to make
sure for people who are reading don't
understand our acronyms um so just to a
quickly this is our California dashboard
this is one of our um really one of our
key um elements that we use for um
creating the lcap um it is given to us
by the California so last year I just
want to show the data from last year to
this year because this is really
important because when we look at
developing our lcap we have to look at
our indicators our red indicators and
making sure that we are looking at our
subgroups right now we we just um we
were in direct assist Direct directed
assistance by the county from last year
because of one subgroup and to get into
that you have to have two years where
those students have dropped so our
subgroups was for African-Americans as
you can see there were um we had chronic
absenteeism and suspension they were in
two categories so last year and this
year and we will continue to monitor
them um throughout the plan so we are
really focused in on what that what that
looks like our this year if you look at
2425 we have our red indicators we are
out of out of direct assistance but we
can always fall back in because it's all
on based on a two-year cycle so we need
to be monitoring all of our red
indicators um and so I put them here
because this is also when we start
looking at our new lcap not the new lcap
but look our action plans we want to
make sure that we're taking in
consideration who we need to be
monitoring and some of these are also
things that I've been working with the
principles on on their sipson because as
we are looking at our groups we have
some Target groups that are smaller than
others and so we need to make sure we
have action plans in the sipsas that
actually Target those groups especially
if they're specific sites so this is
some of our guiding information that we
use for the
alup again this is just a quick reminder
we're at 62% of students um that are
undated pupils which means they are free
and reduced Foster homeless um immigrant
and English Learners we have several
sites that are at 90%
um part of our goals in the alcap is to
make sure we are um supporting our
underserved communities and
students so for I actually provided it's
not moving um last year so you can do a
comparison um so we're going to get into
goal one which is kind of a hefty goal
because it covers attendance chronic
absence and social emotional learning we
really want to improve our attendance
our chronic absenteeism is at 3% each
year this is an area that continues to
be a struggle as we look at our data um
attendance improved attendance by 2%
again we have some groups that have met
that and we have groups that we're still
we're maintaining and we have you know
1% when you look at our data and reduce
suspension which has been one of our our
big highlights that we have been working
on um in in the in our goal this year so
when we look at our attendance rate
again I we are about 1% and this is the
data from
21 um our goal really is to be that
95.3 and then in 3 years be at 99 it's
an area where if we can maintain this
this will be very helpful so it doesn't
get us into uh differentiated assistance
um but if you look at our homeless we've
really had some changes in homeless
which we're really that has been an area
that we haven't really had a big bread
indicator but it is an area where we
have had an increase of students in our
homeless population in our UND duplic in
our in insecurity and housed so we have
actually gone up on that so it's really
good that they're able to maintain the
attendance at where they're at we hope
that that will continue again we're
monitoring our African-Americans because
they're at 92 right now they're at 91 um
so it can fluctuate within the year and
so we know that and looking at our data
just recently Antonio and I were looking
at it um January and December we had
these hug dips at all the sites and it
was probably because of the flu so again
and then we had these spikes back up in
February like right now so all of it
comes into how the webs and flows of
attendance throughout the year so we're
hoping that by um you know by the end of
this cycle in uh the new report at the
end of the year we'll hopefully be able
to see how well we did but we're hopeful
that we're making some
improvements um this is just a quick
segment about so you can see we know
that our schools are making improvements
we have a lot of schools in yellow um we
have green and then we have one outlier
um for attendance that is a school that
we're working with quite heavily and
trying to make improvements it's a
middle school um and looking at the data
just recently I was looking at all our
comp comparison of our school sites
especially Middle School our eighth
grade classes tend to have a lot more um
students who don't attend so that that's
just all all at all the in all the
middle schools it's just that M Le's a
little um is one that's
indicated um in terms of our chronic
absenteeism this is another area again
that we need to be monitoring we're sort
of stable right now in our complete
District um we need to go in decrease
this number so our El we've been able to
decrease 1% but then you look at our
long-term English Learners and we're
back up it's a big spike we're talking
about 200 something kids um again most
of those are middle school so long-term
English Learners are um are seven years
in the district as a English learner so
those are students in seventh and eth
grade um our homeless again a nice dip
there um and then our foster youth
actually a nice dip there so again we're
trying to decrease these numbers and so
we've had some good we want to maintain
those and that those continue to
maintain at least for the homeless and
our foster youth um again our
African-Americans we need to continue to
monitor so we have these ups and flows
throughout um attendance so again just
quickly so you can see by sites what
that looks like for chronic absenteeism
for two
years um this slide here is our red
indicator so I really wanted to Showcase
because this is one of the areas we
really needed to work on for our
African-Americans and then again we're
monitoring Pacific Islanders we don't
want that to because they're not group
big subgroups we have 28 identified
African-Americans and we have 49
identified um Pacific Islanders so
they're not huge numbers and so that's
why even one or two that go down brings
us all down so we really we need to be
monitoring these students and our sipic
gos and what we're doing for attendance
so we really want to make sure to
maintain or you know they right now our
our Pacific aors are at 92 and African
Americans are 92 in this when we took
this data so the next slide you can see
our African-Americans are sort of like
these dips and lows you can see where
they're at right now so February back up
at
97 um but you can see that overall we
have had some good steady above above
from last year for our African which is
really good we want to make sure we keep
that for those students the same goes
for our Pacific Islanders U making sure
that we're continuing to maintain that
because we don't want to be in it again
next year at the end of the year and
then it be said we're told you have to
monitor this group so really trying to
make sure that we are um working with
our staff and our principes about
identifying and working with those
students that are
attendance um suspensions we made a lot
of progress we are very pleased to see
that we have gone down there's always
work to do in suspensions um but overall
our suspension has shown a lot of good
growth I I want to say that's been a lot
of the work for from Antonio working
with the School principles and that
really started a lot of that work last
year in
identifying um why we were suspending
kids what were the reasons and him
working with those principles to figure
out long-term I mean Alternatives and
one of the largest things that got us in
in 23 SP was vaping and so that we have
alternatives to vaping and less of that
being a suspendable so we were
suspending a lot for Vaping the year
before where this year we're not it's
not one of our big suspensions it's
mostly fights that are suspendable um
that we're seeing so again a lot of good
growth but of course we would left to
have zero and all of them um so just a
quick you know graph about what you can
see where they're at in 24 we've
definitely had a big dip right there and
we hope to continue that um and as you
can tell because suspensions for
africanamerican we are very low at an
African-American right now so which is a
really and we don't have any um
suspensions for African-Americans so
that is really good because we're
maintaining and making sure that that
subgroup is being
addressed so again we continue to work
on our PBIS districtwide Antonio has
been really working with the sites and
making sure they're implementing PBIS
model and meeting with their staffs and
really creating the system of change at
the sites as well so there's been a lot
of support on his behalf and making sure
that um the school sites that we're are
are implementing your one and year two
are doing that work and that ground
workor and he's been a lot at MIT um
recently as well so when I say MIT
because as you see this graph uh we were
looking at the data this MIT I know is
an outlier but I just do want to say
from December to now there has been a
huge decline so there has been some
systems that have been put into place
there's been a lot of good they were
looking at data today and their PBIS
team so this again was a lot of the
behaviors that were happen at the
beginning of the year um and so now
we're are seeing a decrease and we hope
that we will continue to see that
decrease in behaviors as spring comes
because spring comes and a lot of things
happen um but we're hoping that that
will continue so there's been a lot of
steady growth at MIT even though it's an
outlier right now there has been a lot
of work that's being done and system
being put into place um so we are seeing
a lot of improvement
there um again just by grade level Sixth
and eighth
graders um seventh grade not so much
same as last year last year eighth grade
was the same last year for whatever
reason it's our eighth graders um again
we have our opportunities we have to put
into um Alternatives and so you could
see from last sh to this year how many
kids we've had in all U other placements
we have 11 some of those are um you can
see sixth seventh and eighth grade again
eighth grade being a a class of needing
support um this has been super helpful
with when we're looking for an
alternative again Antonio meets the the
opportunity school team which is a
teacher and a counselor meet with the
staff prior to going they really try to
be proactive at students that are ident
ified and they monitor them so it's a
good program in terms of monitoring so
that we're not bringing them to the
alternative school but keeping them in
the school and check doing
check-ins um again our home our homeless
our mcken vento students we have a large
number as you can see from this graph
we've actually gone up and I think it's
because we have better system to
identify our students and UND duplicate
um temporally doubled up so you can see
that doubled up number has gone up over
increasingly over time where before we
weren't capturing it as well as we are
now in our system um so we're at
9739 are doubled up we have some in
temporary shelters most of our students
though are families that live together
in uh in shelter in homes so again this
is a a Target group that we work with um
and that we want to make sure that we're
supporting we also have Behavior
Specialists when um behaviors arise in
the general education because we have
our special education but we also have
General ad so we also have some
behaviors who help support sites when
there are egregious behaviors that are
happening it could be a one-off it could
be a student that just needs to
regulations and strategies so we have
behaviors that are going out um our
texts that are going out to help support
staff um this year we did not do the
student voice but we are doing a climate
survey with students so the following is
all students CL it's all student
information it wasn't teachers um I
should have put student fall climit of
my error but we we decided to do this
because last year when we did the voice
we sort of took their questions and said
this year let's try to see how they're
are and we're going to gauge it with the
new California Healthy Kids one to see
where we're at and these questions are
exactly the same except for one on there
that I it added because last year they
want the kids kept bringing that up in
the in that so you can see there's a lot
of good positivity of course we would
love to have 80s and 90s right that's
what we strive for but last year we were
at lower numbers and some of this so at
this is the start of the year so again
one of the things that the students were
asking for last year was number 14 they
were asking in the student they wanted
more collaborative projects so this
again was done in October and so we can
see that there are some collaborative
projects that now students are feeling
they're doing really trying to listen to
them um and see what areas that we need
to work on and of course as we look
at solving conflict is one of the areas
we still need to work with and
restorative practices
okay so then we have a lot of social
emotional support that has been
happening with
PD um again another service that we have
is our community schools which we have
eight at and so I just want to highlight
the amount of work they've been doing as
you can see on this slide there's so
much that goes into our community school
and there's U the sites that they're
serving um you know we have a many
students in our expanded learning
programs that work with our community
through our community we have a lot of
mentoring we have two tutoring that we
do as well um and what they provide so
you can see there's a lot of work that
goes into um what is happening at the
community schools in consistent monthly
um second food Harvest Emergency
Essentials all of these things that come
into play to help support and wraparound
Services one of the things that we have
that's new that really came on this year
is the Thrive program which is really
working with students and are
experiencing H Security in home and so
those are at our Garfield Hoover MIT and
Taff so you can see there's 49 referrals
and so they have active 35 of those
families are currently being served as
students so that's new through a grant
and so we also have our mental health as
we've been very fortunate to have a
really robust mental health um program
as you can see all of the schools are
receiving these are the the ones that we
have and we hope to continue next year I
know that Anapa has been working on
providing more interns as well so all
our sites have some form of mental
health so she has just provided us some
data so you can see throughout these
slides you know how much counseling is
actually happening at each of the each
of the schools um throughout the week
and how many what she had um last year
and this year so you can see the
increase so a lot of the work is being
done on tier one
interventions um you can see Kennedy is
an outlier there they has a lot more and
part of that is just the check-ins that
happen at Middle School um mental health
supports this is the checkin by provider
you can also see this is just quickly
check in so most of our counselors get
the counseling check-ins the daily um
check-ins and we have some one
life and then individual therapy we have
more of those on the other um one life
has a lot more but because rcsd is
actually doing more check-ins and
opportunities for those daily and then
you can sit by School
site again then we also have group
therapy that is happen of course we
would see that that happens more in the
elementary level than more than at the
middle school so it's similar to last
year um our crisis uh where we're having
more is of course Middle School Kennedy
and
MIT and then these are the type of
crisises that we're see these are
similar to last year um but you can see
that we've sort of Switched a little bit
a little bit more suicidal versus
extreme emotional distress from last
year so that's a
change okay so we also have through a
grant through the
Grant we also have trauma Based training
that was at Kennedy Hoover Garfield and
ta that's are running groups as well
right so lots of of mental health
support for all of the
sites and then to close out goal too we
have our MTS tosas who also provide lots
of supports and they're overseeing our
Student Success teams our screen teams
they're working with the attendance uh
attendance teams and then working with
the school sites to create the plans and
looking at data analysis and supporting
and all of the work so there's a lot
that has been gone into goal one in fact
I think when we look at the budget goal
one has a big budget because there's so
many Health supports on that area moving
into goto we have of course our English
Learners we want our students to really
make progress this is an area where we
we really need to work at and have been
working at we want to make sure we're
increasing our rates and decreasing how
many ltels we have so we we are
currently in the process C of doing
Alpac so we don't have our current data
as to where we are um third fourth and
fifth grade third through 8th grade just
did their group work this month of
February um and then they're doing all
the one-on-one um so we're hoping that
that should be done by May 30th it's our
deadline so our projections are our goal
is 55 so just moving back each year so
our goal this year is to have
44.25 make some progress right our
reclassification rate is 4% looking at
where we want it to be again we don't
have that data because we don't have
rfet right now and then we really need
to reduce our our our ltels were our
goal we need to reduce that
number um and so again it's in progress
but you know this is so you can see
where all our English Learners are we
have 2,153 of them there's a lot of
students and you can see where they
swing towards and where they're at so
you can see the numbers you can also
know that this year we have invested
Lots into our professional development
development with um making sure we have
coaching models we have sites that are
very our priority sites we have today in
fact there was we had one of our TCM
coaches happening at Garfield yesterday
today at Roosevelt and really digging
deep and planning with teachers at those
sites so we have had a lot of that
happening throughout the year um because
gar Garfield and Rosa are see were assai
sites they have been impacted with five
Cycles versus two three like the other
sites so we're hoping to continue some
of that work next year because it
doesn't it doesn't you can't stop one
year and you have to
continue um and then from just from our
dashboard again we know that our English
Learners are we need to have them make
more progress so right now when you look
at this dasp you have 48.9 as El's and
then you look at our lels because now we
have to start monitoring our ltels right
even though there's only 200 and
something 200 39 students we still have
to monitor them because they are sixth
and eth graders sixth seventh and eighth
graders so you can see where they're at
and the distribution of the sites in the
Middle
School um then we also provide outdoor
education which is the fee is about 510
so we're looking at the allocation as
schools are going you can see the dates
on there Garfield already went um ta
Roosevelt and Hoover are upcoming so as
we look at the need that number just an
estimate of what the need may be it may
be even higher per some I'm still
waiting on those from the numbers from
the the
schools and again we have our newcomer
supports which are part of our English
Learners and that continues um again we
have a number of them I think I'm trying
to remember what I counted um earlier
there's just a huge amount of kids
everywhere but you can see of course K1
is heavy and you can see how many are
have in our Middle School which was
where we have our new comeer um at the
sites of Kennedy McKinley and at Hoover
that's where we have
teachers and then again you can see the
site level which sites are are heavily
impacted by our newcomers and you can
see that Hoover has um K2 3 five and
sixth and eighth grade they're pretty
heavily
impacted um more so than other
sites okay so going into go3 um we this
is an area again that we really need to
work on and we've been working on all
year we want to make growth on this
because we are our English Learners are
really really low and we really that's
an area we are working with and that's
why some of the PD we've been working on
has been addressing this this year so
for our projections because we haven't
done I ready I ready will begin in March
so we will have that data um later in
April um but this is our projection for
I ready um so that we can see that
growth we have seen being stagnant at 53
pretty much for the last three years so
we're hoping this year will be a bump
now that we went down to two
assessments um but we will see we're I'm
hopeful and then again for math again
and math we were in the 40s for the last
three years pretty similar and then CP
again you know we want to hit that 50
Mark and hopefully even higher if we can
we would love to be able to be up at the
60s um the more we can achieve the
better we know we're working a lot but
we definitely if you look at our English
learners so how low they are and that
really is an area that we really need to
work towards um to get those scores
improved overall and as well as our lels
they're super
low okay so this really just shows that
we have a gap and it's very it's the
visual it's not a fun visual to look at
but it's the Gap right it's an
understanding so again we're similar in
math a little higher for our English
learners but still we have a lot of work
to do and again the Gap is very similar
um to what we need to close so we're
working towards that with everything
that we're putting into place um this
year we've done a lot of work around
integrated ELD in our priority sites we
put the cohesion slide deck and having
priorities about what we need to focus
on as you all know we're all at sites
every week working with principles
observing classrooms giving feedback um
to really help lift um not only our
administrators but really know that
we're checking and seeing what teachers
are doing and how we can improve our
practice for next year as we begin to
plan um I think we're hopeful with all
the PLC work that we've been doing it's
been a lot we've done a lot of that data
analysis and really laying the
foundation this year um we're hoping
that now that we've laid the foundation
teachers are looking at data
consistently every six weeks that next
year this will be a lot stronger as we
move forward um and have better systems
for our ass ments as well so I'm very
hopeful that we're moving on the right
direct director trajectory it's going to
take time to get out of the hole we're
in because I feel like we're very low
but I do I'm hopeful that we're doing a
lot to put into place to move our
student groups especially our English
Learners and so I I just added the cast
one because it's not on the dashboard
yet there's a lot of of movement about
where it's at but I just wanted us to
remind you know this is still on
possibly start next year or the
following year so we really need to
start monitoring what we're doing um so
it's a goal for next year to really gu a
little bit more deeper into our
standards for science for fourth and
fifth grade as well as we know eighth
grade has really our fourth and fifth
grade okay um again the standards just
show a gap too right so we having a gap
everywhere so really trying to work
towards what we need to
do and um I wanted to say the sarc
number and the approximate 75 was was
Wendy and I were having a conversation
and maybe it fluctuates between 70
7175 we were trying to get that number
um so knowing that we still have
teachers who are interns and not fully
credentialed and again that hinders some
of the the work that we're trying to do
they're working really hard um at really
supporting the classrooms but it also is
there's a lot of work to do when you
don't have credential teachers in the
classroom that's 25% some of them you
know across across the
district so again lot of professional
development this year uh similar to last
year and we will continue we are sending
staff now to different conferences as
well to build their knowledge so we're
looking forward to some of that um
coming back we have cuts um our cab is
our bilingual conference so we have t
who's
um we're going Garfield we have some
teachers from gari going we have
adalante going and then we have Taff
going and then learning in the brain we
know um NSA is going to that and we were
trying to hopefully get Orion and Roy
Cloud but they were they had some
hiccups there to go but we're hoping
that next year when they're in San
Francisco we could probably hopefully
send some more groups from other sites
well as well it's in New York and then
we're we'll be attending the mtss
conference just to build our own
knowledge again to continue the
work and again you know we've done a lot
of deep digging um working at um where
we need to go we we had a goal of
writing for writing PLC that just did
not take off this year um but we know
next year one of our focuses will be
writing and reading comprehension that's
across the district that's know that's
what I need so we know we'll be working
on that and then moving s more into
Sciences as well in the
elementary so again a lot of things that
we've got into place and looking at what
we're doing for tier one um in the next
we're hoping to able to share in our end
of the year report literably actually
has our reading some of our reading data
so we're hoping that we'll be able to
have it ready for um the end of the year
it's working on our platform and an pow
analytics so we can see some of what's
happening in uh first second and third
grade in terms of their reading um but
we just it's not imput in the system yet
and so the data is a little skewed so BR
and I've have been working on that so
we're hoping to have that for the end of
the year for you guys you can see where
some of our reading um and just another
capture of our reading
data all right and then again our CSI
sites have all coaches and our atsi have
supports so a lot of work into those
coaching that we've provided to help
support and reduce and support our
classes um but the good thing is our CSI
schools got out of CSI our atsi schools
except with the exception of MIT all got
out this last year so that's a great
highlight a lot of work that has been
done it's just we have one MIT that
we're going to be working on closely um
for next year as
well okay any questions thank you Anna
for the presentation there was a lot of
information in there also I'll remind
everyone that there was the two-page
budget as an attachment there um so
let's open it up to discussion or
questions as the slide
says Cecilia please start and I'll start
because I you know as you said well
first of all thank you to your team to
the teachers to the par professionals
are in the classroom to everyone that
actually contributes to the Improvement
of our students or or the progress that
our students are making and obviously as
we've talked about it before it's not
what we all want to see but we're moving
the needle and so I do appreciate that
um and then I just have one question um
when you first started the presentation
you mentioned the um eltel are seventh
are seventh and eighth graders yeah six
they some are identified if they so it's
seven-year criteria it used to be six
year so it's it moved to seven-year
criteria so it could be some six graders
because we used to test k k TK we no
longer test TK and then of course they
could be ltels even if they came say
from another District because they're
just English Learners in this country
not necessarily that they started with
us and they haven't progress in the that
is correct seven years they could have
moved into here and they they were in
the California system already as a
kindergarten coming in as a 73 here okay
um and again I don't have any more
questions I um thanks to everyone
obviously for making those phone calls
to meeting with the families to meeting
with everyone that needs to be involved
um um I really appreciate what you guys
are doing and again being
hopeful I will Echo the same there's a
bunch of work obviously that's going on
so it's super important um so really
appreciate it I will also say I was
nervous to seeing the size of the slides
and I'm very impressed that we were able
to get through very quickly so thank you
on that um I do want to make sure that
for this like I'm getting a good sense
of where we are I think of this point as
a gut check or a sense check on like do
we feel we're on track if not do we need
to redirect Etc um and I know the lcap
is a huge document and you simplified it
but I've tried to go through it to
understand um all the different pieces
um and so I'll go maybe one by one the
goal one by one so I think I saw for the
lcap goal one there are six different
metrics that where we have set targets
um and I think it's attendance rate
chronic absenteeism
suspension expulsion dropout rate and
then kind of this uh School climate sort
of CAS all so I think what I caught was
attendance rate seems like we are on
track maybe like a little bit low but
looking pretty good suspension rate
looking on track I think separately
expulsion and Dropout you told me like
not only are we on TR I mean we are like
we're very good so zero that's great
yeah um and then I guess the last two
this I know that you get some data on
the school climate piece
is I I haven't put the time in is it do
we do we feel like that is on track or
so we moved so we used to do Panorama
survey um in the last couple of years
and we used to do it twice a year and
the data really wasn't showing and it
was very we had a lot of par even board
was like some of the questions that are
being asked on there are kind of so we
moved away to it to our Cal this is the
first year we're actually administering
California healthy kids so um in order
for us to have a baseline we wanted to
make sure we had something at the
beginning of the year to see
specifically for students because what
we found in the data for the um Panorama
we had a lot of low markers like
favorably 30s favorably 40s but some of
when we started looking at we went deep
into the questions and met with them we
were like well these questions are a
little skewed they would ask it here and
then they would change the wording here
so kids could always um look at that as
it it's nationally normed so it was a
little skewed and so we were trying to
really look at how can we have less
questions and then we were asking if we
could reword the questions because we
were going through it as second language
Learners I was like with my second
language learner cap I'm like wait
they're asking this question what does
this look like for someone who's
learning the language and what would it
look like in Translation it doesn't
translate very well we have to do that
so we were finding all kinds of things
as we we started digging so we decided
we looked at California so we moved into
California so we we just are doing that
now it's currently um and we're only
doing it through fourth through eth
grade this year for for the next couple
of years okay so do so we were just
finding our numbers were really low in
terms of it wasn't very fa favorable um
in terms of how the students were
feeling about school because there were
so many questions okay so on that
specific metric we are kind of re
Baseline now and prob because we're
switching we switch to the correct
correct okay so put that on pause yeah
and the last one which is like something
that I think we need to see is the The
Chronic absenteeism which based on the
numbers you showed me I think the answer
is no we're not on track and no not
there's and based on the data the big
ones that's sing out are ltels and MIT
and perhaps the combination of those
there's a lot of newcomers is that a fa
assessment yeah I think the chronic
absence ism is something we have looked
at um in fact yesterday Dr Baker and I
we addressed this with the county about
you know we have some kids who are and
Anton was working with one today about
we have some kids who are refusing to
come to school right we have a group of
kid students who are refusing and how do
you get them in school we have students
who in the Middle School specifically
will say I'm going to school and they're
walking to school don't make it to
school and then come second third period
so you just have a mixture of things
that are going on um especially I think
a lot of it is across the board but we
do have some students that are refusing
we still have we were just trying to
figure out is anything in Immigration
really helping hindering us what we see
we don't see it right now we haven't
really been able to track that yet in
terms of our students because a lot of
our students when we were looking at are
you know we have students that are at 50
all the way to about 95 and there's
we're talking
s in each of the school sites and
chronic that are considered chronically
absent so just at MIT it's 116 at
Kennedy it's 120 at Hoover it's 100 so
that chronic absente is because it it
doesn't take you much to get into that
category um and so three absences are
here but then you get into 10 absences
and boom you're already considered
chronically absent so it doesn't really
take you much to get into that category
and so it's how do we and once you're in
there you're after 10 absent you can't
get out of it it's considered that way
the rest even though you may come to
school the rest of the year you're still
getting the letter so that's also part
of the system so it's it's hard to get
out when you already been at 80% of the
day even though they may be coming that
number stay stagnant got it so it is is
it is it possible that like we we have
these numbers that doesn't mean once you
hit that point we kind of can't fix it
for the because you're just there kind
of hard at this point of year at this
point so one of the things some of the
school can't fix sorry you can't fix the
categorization as chronic app obviously
we should still do the work and like
we're doing work okay because I there's
a certain degree to which I feel like
there's reporting requirements and
there's the things the state considers
important right and so the state came up
with this definition of chronically
absent not us correct um and we can say
it's a proxy for something that's very
important contestant must be present to
win right the the children must be in
the classroom to actually receive the
benefit of the instruction there right
um but it but it's almost like what
we're looking for is is more of a
continued IND indicator rather than a
Boolean State about whether or not a
given student is chronically absent that
we want as many instructional hours
delivered is possible right um and and
just it it makes me think that if we
could have a way of tracking that and
optimizing for that um that's that's
really what we're shooting for
I yeah I don't want to get into yeah it
is helpful for me to understand that
that is the situation we're in now and I
get that and I guess the next question
is putting aside if we have this group
that is kind of where they are because
you you hit it and then you're one for
the rest of the year do it sounds like
we are doing a lot of work on that front
do we feel like we have changed that
Dynamic state where I'll let un tell you
answer that with a few kids yes we have
we have but as pointed out when we were
meeting with the county yesterday um and
it was all about the
African-Americans we were talking about
elap and where we are and how we're
progressing um we brought this up we
said we have a we have some
students no matter what we do we've meet
with the parents we have the counseling
in place that are not still coming to
school and the parents have kind of said
thrown up their their hands and said
we're sorry we can't help you yeah
Antonio's take them to SAR and I
to you know School attendance review
board I go They're not going to attend
so what that how's that going to help us
so we brought this up yesterday and I
guess the county is working on trying to
have something more teeth at the county
level and what that will look like I
don't know they've hired a gentleman I
guess to work with them in this manner
for these students who are having this
difficult time and don't have the
support systems in place at home to get
them to school like Uncle Vinnie comes
to your house with a metal Pike and say
like you better send this kid to school
or like I think it's to try because I
think one of the things that happened
right there used to be and told you can
correct me if I'm wrong you've been
doing this a lot longer than I have but
there used to be a punitive part of a
court right that no longer exists they
took that out already and so not that it
ever worked anyways but you know that at
least you had a little leverage on it um
and so we have no leverage anymore and I
think that leverage you know not having
that leverage or a little bit of it
getting a little fear it we just are not
making prise we do have kids though who
do come out I think that's one thing we
haven't tracked how many kids have
actually come out that really have made
a difference and we're seeing that
unfortunate part on our data and the way
it's stated is because they've already
reached a certain level you never get
out of it right but but that's kind of
what I was saying like there's the
mandatory data that we have to collect
we have to report that's not optional
TR and give ourselves credit for that
mid year even if the county and state
don't I think we need to we haven't
tracked it David so it's something we
need to start tracking with our tosas
and what the work that we're doing
because they are doing a lot of work and
so it would be interesting we just need
to start tracking it about how many
because they actually get out of that
that really come back in and we are
making progress of that so that is
really good data and I think it's
something we can work on yeah because
there should be high fives for that if
that if the hard work that people are
putting in is effective and the students
are returning to school it's like even
if they've already been labeled as
chronically absent like I want to know
that and I want to cheer that and it's
something we can you know we can
definitely aim for and come through we
can come up with because the schools are
putting so much emphasis for example
Wendy and I were at Hoover last was it
last week it was the last week right and
we got to experience the screen team and
and the screen team was you know the
counselor principal uh the dean was
there uh special ed middle and so forth
and they were going through each of
these students and I think there were
like 50 students on this not that they
were um absent or anything but there
were something that was impeding their
education and they went through it with
a fine- tooth comb and what they were
going to do to move it forward it's a
lot of work to put into place but you
that that is also something that we need
to be able to track and have data that
that's moving the needle with these
kids I'll say I'm with trusty weekly and
that'd be helpful I also want to be
mindful of not creating new reporting
requirements um at least you know we got
priority anyway but yeah point I think
point taken um the I the only other
thing on the kic gaps and TS is like I
get it the I I would note one like Taft
is killing it it looks like like huge
gains so that's that's awesome I think
Garfield had pretty significant gains as
well like we're doing really great work
and I just want to recognize that um but
yeah we still clearly have something
else to solve and one of the things they
have is an actual Outreach specialist
that works with some of the families
because of the grant so we have another
additional person through the grant that
they have for the Community Schools um
that were able to provide an extra
resource that really does work with some
of these families a little bit more and
um that you know does they work in
conjunction with the screen team but
they're very it's targeted towards them
Hoover Hoover has the dean as well so
they do home visits they do all of that
work to really try to get the families
back into school that's really that's
really good to know um all
right I Happ to go on because we've gone
through Co one but I also don't want to
monopolize the time so I'm able take a
break you anyone else wanna good
question I don't think
it's yeah offers upia please
that's what happens when you do
discussions when you talk about the kids
are obviously Trent right and you're
talking about hundreds and then you also
mentioned there's some kids are
struggling or having a hard time or just
don't want to attend are those like
let's say a
hundred the Trent but in reality maybe
20 of those are the ones that don't want
to come 80 are true and for other
reasons they're just absent a lot is
that just more of a clarifying
because you've been working on that a
lot more than I have it is true to what
you're saying it it varies based on you
know this school situation some students
due to mental Behavior Health they just
are not able to attend school and I see
we have a high number of those students
and then if you place those students
they might have an active I so
that you know apports to the same kind
of like different two different groups
with the same chronic absen ISM um in
that group of students might be an
English learner so you have these
chronic absence students under these
three different categories
so in sense of
numbers I I haven't looked about you
know 20% of the students are you
know TR mental Behavior Trent or um
other 80% are just not wanting to come
to school so it I can look at it and and
and share that with you about specific
numbers but I want to say that we have
put into you know a lot of effort the
schools we have um monthly meetings
attendance meetings so the school get
together so I get to attend at each
different school once a month and when
they go over the data they they have a
very specific numbers uh connected with
the mom connected you know the student
we invited the student so it's there are
many different reasons of the absences
and and this is a great opportunity to
categorize those mental health I just
don't want to come to school I'm afraid
to come to school it's anxiety on my end
or because there are different
categories but that's a you know we can
work on it and and do that kind of
categorization of the reason for the um
students that are under the treny group
and the reasons
why and then let me tell you what my
reasoning for the
question I'm wondering if some of the
students are absent because let's just
say they weren't feeling good they
whatever the reason was and it's hard
for the parent to send them to school to
know that they're going to be called
within the next hour or two because
they're really not feeling well and the
parent is not able to pick up the kid
from school and therefore they just
leave him at home I'm just wondering if
we have some of those that I I don't
recall hearing about those probably you
know minimal number because actually
what the schools are saying if your
child says I have a headache we have a
nurse at school the nurse can check and
because we want them back we want them
at school so we actually you know um I I
don't I don't think so I don't think
that oh they're going to call me any
ways to pick him up M no I I don't think
that's one of the reasons and if it is
it's very
minimal do you you want to continue I
I'll point out that we've been on the
topic for 45 minutes but I think this is
an important one um I think 40 minutes
was a little bit light on the agenda so
I think but um but please apologize in
advance um the sorry I'm go one the only
thing I forgot to mention was I did see
the that spike in the um suicide
ideation
um that's super concerning it's
consistent with um what I think we heard
in another committee earlier do we know
is this is this broader than our
district like do we have any sense of
what is behind that it's I I know an on
onal on on theat not only red City
School District sure when uh we are
superintendents get together that's one
of the items that we've been talking
about quite a bit okay and what are each
what is each district doing to handle
this now we've been very fortunate that
we do have a mental health clinician at
our school sites but not everybody has a
fulltime one anymore so um looking at
that and then meeting with the seoa
healthcare district today to make sure
that we get additional supports in
mental health although when you get
those additional supports in mental
health it's through a contracted Arena
where it's a separate entity like one
life and it's even though it is support
it's not the it's an intern that's
coming in to do some of this work but
it's not like having your own um
counselor at the school side that knows
the child knows the parents and so forth
and can maintain that relationship and
then from what I've heard also at times
um the one life
intern uh may not be the same person
that you'll get over you know several
days or something so we're working with
less but we're getting a bit more when
it comes to having an outside agency
help us where this Outside Agency is one
the examples was one life and we are
getting those dollars to pay for that
agency from the SEO healthcare district
okay got it that's that's
UPL yeah but it definitely is up from
last year and you know lot and a couple
of years ago we were still having a lot
of anxiety of coming to school and a lot
of that so it's definitely switched back
to I'm C I was going to ask I don't know
if we had tracked it but before the
pandemic what was it like back then
because I think it may have been a
little higher maybe I don't know if
we're back to what that was I'd be
interested to see for myself what
happened in 2019 if it was similar to
that to what we have
now I don't know if we have data on it
but um going down the list then go two I
think I tracked four different metrics
that we were measuring um lpac growth R
classification Lil rate and then a
similar sort of um Family engagement um
piece it sounds like elpac we maybe
early but we feel like we are on track
generally hopeful at least a lot of work
I'm Katherine is just is out Zine is
really out at sight monitoring looking
at at what's happened and what we've
rolled out with our supplemental
curriculum and see what supports we need
to continue to use so there's been a lot
of um and we what one of the things we
do know that um prior to two years ago
everyone's teaching ELD now so we're
very hopeful that some of that practice
um and consistency in all the sites is
going to be helpful so we're very
hopeful cool all right if you guys are
hopeful hopeful and not only that but
we've actually had principles really
focus in on the lels like know who your
Els talk to your teachers because the
ltels we have elts who are at threes
that just need that bump so for example
MIT did a whole boot camp before we
started lcap for three weeks so kids on
any of those students that were in ELD
they were they were coming after school
for an hour for two days a week and and
for three weeks so they she was looking
at trying to do a boot cap and trying to
get kids going so that they get supp
Port so I think there's different things
that have happened but we're very
hopeful okay I guess like going then
jumping to the L piece because looking
at the data it looked like maybe the
answer is we are not on track to meet
our goals not on Nows not on Al okay so
broadly no need to Deep dive on this but
this is a group clearly that we are
highly focused on yes I think it from
the grap find that is We Are Not Alone
um okay and then the reclassification
rate sounds like we are maybe we're
close close I don't know that we're
going to hit it but we're close it all
depends on this year because La so one
of the things um that the criteria
changed from two years ago so with that
criteria change especially for a special
education that is a huge impact for us
um because our special education
students who are duly identified have to
hit a four in order to reclassify we
used to be able to do it with a three um
but we can no longer do that so it gave
us some leeway and then we've been I
don't know that we have domain spec how
many do we have a lot of domain specific
assessments for our special ed yeah not
much right because
that yeah so we've had there's a whole
for special education for students um
you have to you can qualify for only
domain specific but you have it's a high
you have to qualify under your specific
learning disability so we don't have
very many that qualify for that um so
we're still under that umbrella so yeah
it's not okay yeah that's the one that's
it's a hard number but many of them are
eighth graders and so they move on to
high school as well but then we're we
are
tracking um and when you see the sipsas
this year you'll see we have long-term
fourth and fifth graders because we know
they're at risk so we're now tracking
those at risk kids we're considering on
the sipsas fourth and fifth grade that
are at risk because we need to start
earlier we can't start till middle
school we need to start in fourth and
fifth grade to monitor so we are now
Jenny is now pulling that data who is at
risk in that area so that principles
everyone has that hindsight that we need
to work with these groups early okay
this is this is for the upcoming cpses
the ones that are outcoming SS yes
upcoming when you say that we are
putting are are we classifying them like
in the same bucket as ltels or are we
caveat it like they're at risk because I
don't want us to overstate it in the
sipsa you'll see fourth fifth grade and
then you'll see especially like Hoover
has fourth fifth sixth and seventh
you'll see that they have a fourth and
fifth grade category all the schools
will have a four or five because those
are kids who are maybe a one or a two or
a three we really need to be cognizant
of who they are and some you know there
may be only 20 kids there may be 10 kids
but those 10 kids are part of our
numbers right so we really want the
teachers to know who they are especially
if they're a three how do we get them to
a four um and so that's been some of the
work we've been doing this year look at
your students who are threes how do we
up them what are we really doing for
that so it's work that we've been doing
but
um but because it's a new Focus for us
we started focusing on it last year
because we knew it was coming but now we
have more of the data
okay um going into group three goal
three there's a bunch of them I guess
maybe just to Fast Track it sounds like
uh a lot of it we we're waiting on data
we feel hopeful again but we'll see and
then some of the the Sark stuff we are
on track except for credential teachers
we we have some work to do on that
yeah okay so that's kind of snapshot of
where we are on okay that is that's just
that's all it check on thanks all right
trusty
weekly I'm good yeah that was a good
good amount of questions I think that
was yeah if I the the only real question
I had was like are we on track um like a
stoplight kind of thing would have been
perfect at on each one of those slides
to say yeah this one given what we know
right now we're on track or we're off
track or we're not going to make it um
would have been really important uh I
I'll remember that for the end of the
year report and put a green red where we
made it where we met or did not I do
want to say that I mean it was really
helpful having the um those those the
slide there with the tables that said
here's the Baseline here's where we are
and here's the goal that we want to have
at the end of the third year it's just
you know that I don't I don't recall
seeing a presentation even with just
that format there um so just don't make
me have to imagine anywhere we are on
the line for that progress tell me are
we above it below it or on it um and
then you know that that would be the
perfect part of it um you know I'm I'm
also glad that you you know were able to
present the 75 slides so quickly uh
there was a lot of information in there
there's a lot of support that goes into
the lcap I know with like 460 plus
students that are underhouse and over
half the student population that's you
know in families that are experiencing
social economic disadvantage we have
numerous numbers of newcomers and other
immigrants that that perhaps even went
through trauma even to get here to
school there's just a lot that the
school is doing to support the community
before you can even say that they're
really at tier one in the classroom um
it's really nice to see all of that
funded in the elcap uh and be able to
support that um you know and and then be
able to see how that's showing up in the
metrics um and be able to put that
together so thanks for the presentation
I don't know if you have anything to add
no I'm really thankful that you for Anna
and her team and not all the team is
here some of them are online with us but
thank you for all you do thank you and
thank you for recognizing that I think
Mike um especially because we do deal
with a lot of kids that have trauma and
and our and I think it's super important
that sometimes we have to deal with the
trauma before we can deal with the
educational part it's really true thank
you for recognizing that thank you Team
all right let's move on to section 11 um
and we'll start with 11.1 which is the
first reading and discussion of board
policy 3 55.5 sex offender
notification Wendy do you have an in for
it yeah okay great yes thank you um as
you may have noticed on this particular
item the board policy is new but the ARs
were
updated um which is a little unusual to
see and and I know the board takes
action on the board policy but I did
want to point that out and certainly
there has been some changes with
communication protocols and identifying
Liaisons of the district and so forth so
uh this is our first batch with our new
board policy committee that is being
brought with Jennifer and David Lee
joining the team and so um and so really
we were able to meet and talk through
and it we took a first glance through
and I appreciate everyone reading in
advance uh are there any questions
regarding this particular board
policy anyone have questions anything of
interest from the committee to report
back from this policy doesn't sound like
it yeah I didn't have any questions for
it either um
discussion is over let's move on to
11.2 which is now the first reading and
potential discussion of board policy
61701 transitional kindergarten yes and
we already have board policy so you'll
notice this as an update but it really
addressed the different age groups that
are now changing with this the TK um of
course reiterating the credentialing and
so forth that's needed and the various
um assessment tools in this particular
board policy so this is an update as we
brought this back a few years back when
we really were diving into TK any
questions questions about the TK policy
I know I didn't have
any no they look like straightforward
policies uh so thank you Wendy and the
policy committee for prepping those and
getting these on the agenda tonight um
with that we can move to the consent
agenda um which we approve in motion can
I have a motion to approve the consent
agenda I move we approve the consent
agenda I second okay all those in favor
I that was all in favor great um so now
we're on to the action items uh and the
first one is uh 13.1 the submission of
the 2025 csba delegate assembly
nominations there any questions in
regarding this item something that takes
place every year
there are three seats and three
candidates um conveniently uh you know
Gregory Gregory land was a former
Redwood City principal so um okay great
uh can I get a motion to approve the
nominations I move we approve these
nominations I'll second all those in
favor I I great uh so now we're on to
13.2 adoption of resolution number 16 uh
and that is the release and reassignment
of certificated
administrators yes in regards to uh
administrators certificated
administrators specifically um you'll
notice a handful of positions that are
either released or reassigned and that
is the pathway to make adjustments for
site administrators under Ed code and so
um I wanted to check to see if there
were any questions regarding this I know
I know the board did a very thorough
analysis on these uh subsequent
resolutions I appreciate that uh but are
there any questions for
me any questions um okay so this is an
action item can I get a motion to
approve the
resolution I will make a motion to
approve resolution number 16 second it
all those in favor I
I uh okay so now we're on to 13.3 which
is resolution 17 and this is reduction
or elimination of certificated services
for the fiscal year 20 2425 thank you I
know the board did take action on a uh
PKS or a layoff resolution back in
December this
particular uh evening and and the
subsequent resolutions that are coming
are about the
typical uh changes to positions that
need to occur uh under Ed code and so
many of these positions are actually
Grant or site based funded for example
PTO and other
um types of site funding which have not
yet been secure yet and so at this point
in time prior to March 15th it is our
duty and responsibility to bring to the
board this elimination when there is
unstable funding or lack of funding in
this case now please know that that
could we could essentially get a letter
of intent to fund in a month or two or
what have you and then that might change
and we can bring back those positions
but at this moment in time which is
difficult uh because with some of those
Grant funds those those intent letters
of intent are just not in yet and
unfortunately it's a timing problem so
for some of these positions that is very
much the case and the other parts um is
that the other portions of this is it
really decisions were made either on
declining enrollment and making
adjustments as such or what is
relatively new to our district over the
last few years is the student needs
assessment certainly for the elective
position
so I wanted to point that out that that
is really driving what elective
positions for example are being offered
at sites with that student interest
survey and so we need to make
adjustments accordingly in order to meet
the needs of our students so for this uh
particular certificated PKS resolution
those are the rationale behind those
items are there any
questions does anyone have questions um
I I do want to say just for this one and
the
um ensuing ones just that you know I
think probably just the whole board you
just really appreciate the work that
everyone's doing it's really valuable
work and I really value what they're
doing um you know at the same time we
have these timelines these uncertain
funding that we have to follow through
and we do have this responsibility to
you know manage a budget which is really
tight um and so as enrollment changes
and that programming needs to change um
there are these adjustments but it
doesn't mean that it doesn't change how
much we value and appreciate the work
that's been done there um so I just want
to make sure that at least that position
is is clear um so with that uh can I get
a motion to approve um this is
resolution
17 I will make a motion to approve
resolution
17 I'll second all those in favor
I all right so now we are on to uh 13.4
which is resolution 18 and this is for
classified Services reduction for 2024
25 so similar to the previous resolution
in regards to our classified staff at
this moment in time with the information
we know about enrollment and um needs
from our students around the
district uh in anticipation for next
school year we are bringing forth this
resolution for these particular kinds of
service that um that we that we have at
this moment in time once again because
of enrollment and and the timing of it
before March 15 and so should enrollment
change we'll have to take another look
at that but but this is what we know at
the time and we do have a speaker card
for this one so I'd like to invite Maria
Stockton to um please come and speak um
as a reminder you'll need to turn the
microphone on yeah which is the person
on the right and then you'll have like
all our public comment you'll have three
minutes of course hi there Maria
Stockton office assistant at cord School
and csca Redwood City 5 chapter
president before I uh read off what I
wrote for this thing here I just want to
make one little comment when the
training was here uh last board meeting
there was a person who gave a report and
she talked about how she wish her
instructional assistant knew enough math
to assist the students she has there now
as well as her that is not the the
problem of the instructional assistant
when they are hide in the district they
give a test that includes math and
they're hired over the years the
district does changes to curriculum all
the time Unfortunately they only train
teachers they do not train the teacher's
partner along with them so they can
support the child in what they're
learning and the uh teacher so I don't
know why the classified staff that are
in the class are being you know left
behind so that might be something you
please think about when you're talk
about training okay so my report uh it
used to be that cuts for the uh budget
were to be cuts that was called furthest
away from the child and the students now
cutbacks have been heavily made to those
positions that are closest to the child
this district has been has never been
classified support heavy teacher heavy
or certified heavy our our approval of
cuts let's see your your approval of
cuts don't affect just one person a par
educator oneon-one may work with one
child but they also support the teacher
they support the special ed Department
as well as the child's family Ames if
that P is out another P must move in and
take over their child as as well as this
other one and do all the
responsibilities Librarians work with
classes some classes 25 to 30 students
in each class they work in groups but
also they work with each student
individually taking time to find the
child's what they like what they are
studying in class what report resources
and information is needed to further
their homework and projects librarians
also support the teachers district and F
Families office staff support the
students and District at our sites not
only through our computers and phones uh
doing daily weekly and model uh monthly
attendance data where the district needs
for the to receive their funding but we
also personally give each and every
child that comes into our office whether
it's for illness injury issues at home
and uh we attend to them individually as
well well as all together we support
them we support our administrator we
support every teacher and we support all
those families my school has over 700
kids please understand we have two and a
half almost half people in our office
and we will go down to
two I would say that every classified
support member touches the lives of
children at our sites every day just as
teachers do just as
certified I just have a couple more
sentences thank you Maria no I'm sorry
but I can't uh allow EXT yeah just
because of fairness but I really
appreciate your comments uh and the
support that you and all the classified
members provide the entire School
Community um so this is uh any comments
or questions from board
members so this is 13.4 resolution
number 18 do we have a motion to
approve I will make a motion to approve
Resolution Team second do all in favor I
I all right we're on to 13.5 which is
resolution 19 uh and this is a
resolution to approve the standards for
local certification of universal trans
transitional kindergarten teachers yes
we do have a prior resolution in place
uh over a year a actually about a year
ago in which the board took action to um
allow for a
waiver uh so that Preschool teachers
um could teach TK very experienced with
with that age group of course and that
was a successful move many districts did
that around the around the peninsula and
around the state um what we did not
include in that resolution was actually
the ability for kindergarten seasoned
kindergarten teachers to actually work
with TK and I think at the time we're
much more focused on the new start of
these changes with with TK so in
hindsight we probably should have
included it back then as others did so
tonight I'm bringing to you this new
resolution that will um allow for the
district to move seasoned kindergarten
teachers into a TK classroom assuming
they have 12 ECE units early childhood
education which is determined to be the
courses needed to serve that particular
population um along with continuing the
preschool teacher opportunity because
the alternative is then um a person that
has a multiple subject credential and
have only worked with three and four
year olds and have 24 units and so we're
looking at another Avenue um of option
when if and when we need to use it so
that's for the purpose of the
resolution sounds like a sensible
resolution to me to be able to satisfy
the um filling those positions um does
anyone have questions or
comments
um quick question so obviously when
needed but say you have a TK open and
there's a Kinder
teacher would that be a and I just went
blank inv voluntary transfer or is that
a voluntary transf
transfer if they're going to teach TK is
that next year like how do you work that
out so a um current teacher who wants to
voluntarily to teach
TK would would we have a form that they
fill out to want to transfer internally
and what will happen is we look at that
the requirements and the qualifications
of the teacher and say are you eligible
similar to whether we look at multiple
subject or single subject teachers as
well when we're considering placement so
whether it's actually an internal
teacher or an outside uh candidate they
have to meet the minimum qualifications
and part of that is years of experience
and we really want seasoned teachers who
are well-versed in their craft to be in
front of students and so we take all of
those factors into consideration for an
internal candidate there is a meeting
like a an interview with the principle
they can learn about expectations and
needs and collaborative information and
all the data pieces and all those things
that are important for a School site and
then that also comes across as a outside
candidate at the interview and then the
best person for the job is considered
especially for our bilingual positions
because those are considered hard to
fill in our teacher
contract great so I guess so if some
Kinder teachers would be interested they
would you would look at their
transcripts I guess yes make sure that
they're set and is that something is is
that a position that you would have
available say next year those Kinder
teachers would then
voluntary move into fly to TK you would
still interview and the best candidate
would get the position right so I can
think of one situation where we have a
kindergarten teacher who is interested
in pending this board approval at this
moment is not eligible but once the
board assumingly takes action then we've
already reviewed that person's
transcripts and the teacher has been a
site teacher for many years and the
principal does feel that this person
would be um the best person for the job
and so we'll consult the teacher and go
through article 11 of the rcta contract
through the method needed to ensure that
it's the best match for both of
them okay uh so with that and no more
questions can I get a motion to approve
resolution number 19 I move we approve
resolution
19 second all those in favor I
I awesome okay so now we're on to
resolution 20 which is the approval of
Education Code and Title Five options
for teaching assignments uh in the
current school year 2425 school year yes
typically we do bring this to the board
in June and in August in preparation for
the next school year however we did have
a change of uh staff in the speech
language teacher area and this person is
joining our team and so we do need to
bring this waiver it's a credential
waiver specifically because it's a new
person that has been added to our uh
employee pool or or potentially will be
after this
evening great um sounding qualified from
reading the memo did anybody have
questions or comments the uh text of the
resolution itself doesn't incorporate
the name of the individuals as far as I
can
see is that intentional
or so this I mean I see it in the uh
public content note uh in the agenda but
uh taking a look at the resolution PDF I
don't see uh names there no wouldn't it
be required in the name for this
particular resolution similar to the
format that we use at the beginning of
the year
um so I don't think that's common to
have the person's name in The Resolution
but certainly in the board memo Co yeah
great
question sounds good uh can I get a
motion to approve resolution 20
make a motion to approve resolution 20
seconded all those in favor I I all
right uh our next action item in our
long list here is uh this is 13.7 so
we're onto approval of release of
temporary teachers so I recognize that
the appearance of this PDF is quite long
and lengthy um but a temporary teacher
is one that's defined as having an end
date on their contract and all of our
International staff and our guest
teachers are included in that group our
International staff we intend to have
most people come back next year so this
list will be reduced dramatically under
the provisions of Ed code that allow us
to give temporary contracts for
individuals that are on a Visa so this
is more of a timing concern than
anything else and will be likely
rectified as we move forward into March
and April uh and then then and then we
have a handful that are truly Grant
funded or PTO funded who will not be
returning next year and so that's why
the list looks quite
lengthy than for the explanation the
additional information um does anyone
have questions or comments about this
resolution uh this no sorry this is just
an
approval all right um can I get a motion
to approve the release of the temporary
teachers sure I'll make a motion to
approve um item 13.7 seconded all those
in favor I I all right and finally we're
at 13.8 approval of Declaration of
need so the Declaration of need is an
annual notice that is brought to the
board which allows the district to in
the case of a needed situation so this
is what we strive to be the exception um
are able to use the
California teaching commission's
approved pathway for waivers so a very
typical situation might be uh a seasoned
teacher in our district who might want
an ed code waiver to teach an elective
that that they have experience in they
have units for in their University
background but they don't officially
have a credential so rather than have a
misassignment which um is something that
Anna monitors as well through the elcap
we we go through through this process in
order to you know go through the waiver
allowable system through the CTC in
order to um have those situations occur
or a multiple subject teacher who may be
in working in a single subject
environment uh like an English language
arts social studies teacher that then is
going to move into just teaching English
so they happen here and there probably
about 10% of the time but without the
Declaration of need we're unable to do
so so thank you for
considering thanks Wendy and these These
are usually ones where we see the
reassignment before they actually get
reassigned anyways or yes I would bring
an ed code waiver to you usually in June
and August now or The Limited assignment
option yep with a list of names and and
subjects any questions
comments all right then I need a motion
to approve the Declaration of
need I'll make a motion to approve the
Declaration of need did all those in
favor excellent okay so now we're on to
thank you Wendy for um all those items
that we were able to get through this
evening um so now we're on to board and
superintendent reports uh who has
something to report and would like to
start um went to a few things I think
since our last meeting we had the health
and wellness committee along with trusty
king um a lot of similar data through
discussion today very helpful to hear I
think this is also where we heard about
the spike in the suicide ideation stuff
so it's something yeah something that we
are mindful of uh also went to the csb
Mig training which is very helpful for
me uh maybe you guys have done I imagine
um but a lot of same things from today
which are on accountability um so
helpful to to really hear dig in and
also meet other trustees and other
districts to get a sense there uh then
did a couple of site visits one at
Northstar um and then one at Clifford
both very helpful um different
populations different things but lots of
it's just helpful to walk around get a
I'm very much still learning the canas
learning the all the the teachers the
staff Etc but great to see I think a few
things that popped up to me were um just
this continuation among staff to build a
culture of keeping on pushing to do the
next thing right so it's not being
complacent but thinking about okay we've
hit this Mark like how do we make this
even more enriching and so that was
really um it was great to see uh witness
in person U one other thing uh Clifford
that I I I was a little bit surprised I
didn't know was just the kind of the
concentration or the the number of
students um with special ed uh needs
which um it was I could see in real time
the demand that puts on the staff and
the resources that takes away from
classroom I mean it's obviously needed
but it also means that there's more I
meetings that which brings out of
classrooms and so it's um was just
something that I I was aware of as I
walked around and then um one thing that
was noted was just I had to meet one of
the guest teachers um who seem to have a
very good relationship with the staff
and uh the students and I think brought
some consistency so that was appreciated
um
yeah oh powerful and and do you have the
slides from the wellness committee are
those sharable with us with the rest of
the work yeah I'll yeah that'd be great
yeah sometimes I think the previous
members would would send him around I
always found him pretty okay Cecil yeah
um I have two things to report I
attended along with Dr Baker
and Michelle Redmon horana Wish by the
wait shout out to both of them because
they do so much behind the scenes right
um the Spanish superintendent advisory
um committee at Hoover
and an evening of I don't know what that
was called it was like a webinar for it
was the information the information we
gave to people who wanted to know about
immigration and support the resources
and that we're here to support them and
there were what 150 people on the
webinar
yeah that was
it uh I put together a guide for
trustees on uh in general not not not
focused on this set of Trustees on on
how to most productively conduct site
visits and I ran that by a number of
people collected feedback iterated on
that and it's my intent to publish that
guide and potentially uh get it put out
by
[Music]
CA uh I attended my first rcta climate
committee meeting with Wendy and John um
with and Aon Brena and Suzanne uh so
that was that was good uh and then last
night Rick had already mentioned this
was the citizen Bond oversight committee
um they got information about
um the audit the audit that we had seen
at our last board meeting they got
information about measure s and measure
T projects um
expenditures um you know the the usual
oversight that they that they get for
that
stuff mine have already been
mentioned all right well then we can
move on to information um we have three
information items here uh and Rick ad
don't know if there's anything you want
to say about them
we've got received the information does
anybody have questions about it uh all
right perfect then I think we can move
on to correspondence does anyone have
correspondents that they want to
share okay then we can move on to other
business um and suggested items for
future
agenda I think we have the study session
that's going to be on for the facilities
master plan and then I want to yeah I
want to sort of um one of the things
that we're we do as a board is we do
superintendent evaluation um we have not
as a board like rigorously done that
regularly I'd like to get that onto our
regular um governance calendar so I'm
hoping that we can do it over two closed
sessions um one mid April so April 16th
and one um miday May so that would be
our May 14th meeting um probably an hour
for the one in April and probably 30
minutes for the one in May right uh I'd
also like us to try and do a board self
evaluation that csba offers I think that
we would do that I don't actually I need
your advice on whether that would be a
closed session or an open session so we
can f figure that out later yeah I think
it's closed yeah I think it's closed
session as well and I was thinking but
I'll take your advice on this that we
would do it on the last meeting in June
um that one is usually on the shorter
side because we're approving all the
things that we discussed ad nauseum um
the week before uh so I thought that we
might have the energy be able to do it
there and we're sparing everybody else
the time um okay so yeah so for June
25th if we could get a closed session
for governance team performance and the
self- evaluation and I'll make sure to
get all the materials out to everybody
for um those evaluations to be able to
put that stuff in and I'm hoping that by
putting it onto the calendar now it'll
make it into next year's calendar and
our next president won't have to
remember to get these things under the
calendar they'll be in your face and
you'll have to follow it yeah so okay
great um that's those are the only items
that I had for suggested items for
future um supp board meetings calendar I
don't know Evelyn if there are other
changes that you have in
there not that I'm aware of no I
actually add something to the uh other
items sure
future um so first also M training and
all these things is great this like I
like yeah we should do anyway the other
thing was uh the SARS I think I know
that we had that as an item but then we
pulled them is that something that we
need to put back on yeah it back
okay they were pull they were P yeah
okay
cool good memory uh okay and nothing on
the calendar so then we're on to
adjournment uh can I have a motion to
adjourn I move we
adjourn second and all those in favor I
I