001need to speak to something. Mississippi [Music] >> Oh, no. No. Listen to the Welcome to the San Mattel Foster City School District uh September 25th regular board meeting. We're going to call this meeting to order at 5:33. And if everyone can please join me with the flag salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Right, we'll do roll call. Um, Trusty Hope here. >> Trusty Trent >> here. >> Trusty Proctor >> here. >> And Trusty Kim online >> here. >> Yes, here. And I am here. And if we can please get an approval for the September 25th agenda. >> Motion to approve the agenda for tonight. >> Second. >> All
002in favor say I. >> I. >> We'll move to approval of minutes for August 28th. Um, I'd like to um uh point out some edits that need to be made. >> Okay. Um, I was noticing on pages 14 through 17 um Jared Buen's last name is spelled inconsistently over some of these pages. So, I um I would approve it with those edits. >> Okay. >> She made the motion. >> Oh, she make a motion. Oh, did you >> anyone else? >> You you made a motion those edits. >> Make a motion to approve uh given those edits. >> Second. >> All in favor say I. >> I. I. >> Uh thank you. We will move to employee groups uh updates. SMCA. Good evening. I'm Cindy Chin, principal at Sunny Bray. Um, so this week we
003had our facilities master planning uh plan meeting at our site. Um, it's been hosted around different school sites across the district. Um we're excited to have our professional development meeting tomorrow um supported by the work from the ed services department specifically in multilingual and then also from student services. And then for community schools we have begun our enrichment sports and so we have uh AYSO soccer games on Fridays and then uh our boys and girls club flag football for our fourth and fifth graders on Saturdays. And then specifically for Sunonny Bray, um we've had our first round of parent teacher conferences. So really excited to have our parents come on campus and be able to meet with teachers. And Lisa Halawa from Northshore View Monaster. Biggest news at Northshore View this fall has been welcoming
004a new principal. So, I've been very excited to start to become more connected with the community, to get to know parents, obviously to get to know teachers and our staff and everybody that makes up the super strong community there. We had our first um well obviously back to school night where I started some early um parent education which is one of the focuses with the PTA this year is that we do a lot of parent education around monastery and around what to expect from your children's classrooms and how to help support that. Um started my principal's coffee chats with the same kind of purpose there. We too are um did our facilities master plan meeting which was very well attended by the community and lots of input and excitement there and I'll be doing our
005professional development tomorrow. Um taking kind of a monastery lens uh at the restorative justice work and the ELD work within the district for our multil- language learners. Thank you. >> Thank you. Do we have anyone from CSA? >> Joe, can you check online to see if we have someone from CSA? >> I saw Miss Bishop earlier. >> Yes, I am here. Can you guys hear me? >> Yes. Hi, Miss Bishop. Thank you. >> Hi. Sorry to ghost you guys last le last time. Um, good evening everyone. It's uh still very early in this school year, so we do not have any updates uh coming forth from our union tonight. Uh however, we are appreciative of this time we've been provided here. Uh what I can say is that our chapter wishes all students, their families,
006as well as school staff a fun and relaxing fall break, and we will see everyone next time. Thank you. >> Thank you. Do we have anyone from SMEA? >> Yes. >> Good evening. I'm here tonight on behalf of the educators of SMIA. September has brought steady progress as our students and teachers settle into their learning communities. Tomorrow brings a day of professional development focused on the important work of multilingual learners and restorative justice. We're grateful for these opportunities to grow and learn together as educators and we hope future professional development will also provide support and understanding and teaching of our new curriculum. SMIDA is looking forward to collaborating with sped leadership on developing more specific job descriptions for our resource specialists and special dayclass teachers. These educators do incredible work supporting our most vulnerable students
007and we're excited to partner together in creating jobspecific roles and responsibilities. This collaboration will be a win-win, empowering our members with clear expectations while helping the district properly recognize and support these critical positions. We can't wait to dive in and make this happen together. Additionally, we are supporting efforts around the temporary redistricting of California's congressional areas through Prop 50. Strong representation at every level helps ensure our students and educators get the support and resources they deserve. I want to close by highlighting SMETA's proud partnership and supporting our immigrant families through the know your rights information meetings hosted by the district. This work reflects all of our value that all families are important members of our district and all students are welcome in our classrooms. As we head into this well needed October break, I wish
008everyone a restful time to recharge. Thank you. Do we have any uh anyone from the Ed Foundation online? Joel, >> I'm sorry. There's one speaker from the Ed Foundation. >> Thank you. >> Please go ahead. >> Can you hear me? >> Yes. >> Great. Um, hello everyone. Good evening. It's Karina Wilhelms from the Education Foundation. Um wanted to give a few quick updates tonight. Um the first one is um our board voted last spring as part of our budget for this year to do a $50,000 grant for new library books across our district. And so we have been meeting um with Joe O'Brien and basically our $50,000 grant will be matching the district's $50,000 um grant that's in our strategic plan to help purchase more library books. Um it will be part of a kind
009of separate process for the librarians to choose um which books that they will purchase from that grant. So that's one update. Um, secondly, we have recently received grants, large grants from the Woodlon Foundation and also from the Adobe Employee Community Fund, and that was through A Meadow Heights Mom. So, thank you so much for that. Um, the Woodlon Foundation was $25,000 and the Adobe grant was $20,000. Um, other quick updates, after October break, we'll start our annual drive. Um, we basically decided last year to wait until after October break to do any kind of financial ask to parents because we wanted to give PTAs the opportunity to do their ask and we know that it can get frustrating and confusing. So, um, this is the second year where we kind of hold off on specific
010asks to parents until after October break. So, we'll be starting our annual drive and the ask is the same this year. It's $250 per family for those who can do that in our district. And then lastly, we are seeking business sponsorships. So, if there are local businesses in in the area that would like to get um branding or um logo attribution on our website, we are doing our fall push for um business sponsorships from both a large corporate level but also um just our local businesses that want to support our school district. Thanks so much. >> Thank you. Uh any committee or PTA council reports? We'll do committee first. committee and then >> um yeah um we just had a meeting with the um city of Sanonteo just earlier today and so they wanted to
011let us know that they are um working on um grants for the pedestrian and bike um safety improvement on Fashion Island and 19th um 19th Avenue. And so that that is in process. that's with the um transit authority. And then additionally, um I know that we've had and this is sort of I don't necessarily want to call out one um school site cuz I know that we've had some challenges at multiple sites, but basically like our our families need to be aware that um we want to be good neighbors and they should not be double parking or, you know, parking in spots that are um are making it difficult for neighbors. to get out of their driveways or um driving unsafeely and and that's at multiple sites. So um to the extent that anyone hears
012this and is doing any of those behaviors, we are asking them to stop and um and and you know I know that the Sanonteo Police Department is involved in um at least one of those and they don't want to have to ticket people but they will if it you know if it comes to that. So, um that's just uh a quick reminder and that's um that's pretty Oh, and then also um um we also discussed um getting their assistance with letting the community know about our weekend access at our at some of our sites. So, that's to come. >> Thank you. Do we have any uh one for PTA council? >> No public comment at this time. >> Okay. Thank you. All right. Uh public statements related to non-aggenda topics. We will call Miss Jennifer
013Carson. Oh, they have them over there. That's if you guys just want to have them down there. >> Good evening. My name is Jenna Carson and I'm an alumni parent of SMFCD, a high school teacher and a community leader. In my time with this district, I wore just about every hat set on every board and committee and attended literally hundreds of schoolboard meetings. Beers Elementary is a sweet little gem of a school and we're so lucky to be there. I'm always pleased to see our bond money at work and certainly we saw that this summer. There were just two things that surprised me. The Beersford Garden was created in 2010. The students, parents, and staff designed it and created it. It was ripped out this summer. Honestly, if that's what the teachers wanted, then I
014could understand as they were the ones who end up doing the work. However, I know that they were never really had a discussion about how to keep it up or what to do in its place. Neither PTA or site council were included in meaningful discussions either. In 2025, when most schools are trying to put gardens into their spaces, it's just a surprise that we would rip ours out. The second surprise did not get fully understood until recently when the playback ground remodel moved towards completion. For the past 10 years, we've had a beautiful handcarved mama and baby bear holding court on the blacktop. It was a gift from the Beersford class of 2016 who did fundraisers, designed, commissioned a personal carving from a local artist in Halfoon Bay. A parent with a moving company transported
015it and delivered the bears to our yard and they've been watching over us ever since. Well, of course, it had to be moved for the construction, but it turns out it's never coming back. without proper planning and care. It was damaged, destroyed, disappeared. We're not sure. The point is it's gone. And that's really disappointing. Not just for me, but for the kids, for the families, for the staff, the plaque red family, because that's what we are at Beersford. And that's what this board wants for every school, I'm sure. So I'm left with mised feelings, joy and excitement for the shiny new objects in front of us, but also disappointment, even disconnectedness because the things that we built were discarded. The principal of Beersford has changed a dozen times since I've arrived there. It's a great
016starter job, so I really can't hold the principal accountable for knowing. But the teachers are amazing and they're stable. If only people had asked them, really asked them, not the last minute pass through, here's our plan. If someone had said, can you tell me the story of the garden? Can you tell me the story of the bears? What is important for us to save? Maybe we could have had a 2025 improvement that was shiny and safe and also brought our community closer. Tossing the old without understanding the history is a preventable problem. And when history gets dismissed, then it makes former active community members like me turn sour on new projects. Poor implementation makes me question if I plan to support a new bond or not. We can and must do better. >> Thank you.
017Are there any others in person public comment? Joe, can you please check online mine to see if there's anyone for public comment? >> No public comments on Zoom at this time. >> Thank you. Um, let's see. Any announcements? Trusty Kim, do you have any announcements? >> No, I do not. Thank you. >> Okay. Superintendent report. >> Thank you, President Brooks. our first and foremost uh thank you um to everybody as we enter into a big PD day for the district. Uh certainly wish everybody after our PD day a a restful and wonderful time on this fall break. Um also wanted to um do a special call out to uh the kids at essentially all of our middle schools. We um we're reviewing all of our attendance data in the district and our middle schools are
018just doing really well. Um out of our 22 schools um just as of this morning, I think we have 20 schools that are um showing some really nice attendance um um rates. and we were able to do some data analysis going back to our um know your rights events that were held um the big one that was held um the first week in September and and we did see an increase in attendance at all of our title one schools which is a really wonderful thing um to pay attention to. And then as we go into um the fall, excited to see um all of our our students at Bowich Middle School because that place is just about to undergo a huge change for all of our teenagers there. Um some of them unfortunately are already
019at either Samato High or Hillsdale, so they didn't get to benefit from it. And some of them have parents on this board. So, for the 10th time, I'm sorry, and it'll never be made right to them. But, um, these young people are basically just a couple days away from them in terms of being at school to going into classrooms that are just really well put together, really beautiful. Um and so we're going to have five buildings open up on uh the first day back and then a couple weeks later we'll be able to open up um the entire quad area and two additional buildings. Um so really excited for Bowage Middle School to say the least. It is long long overdue. Um so many thanks to um all the teachers at Bowage and staff at
020Bowage for their understanding cuz the last two years have been hard. um when tren when uh construction cuts your school in half essentially. Um but I think we might just be hearing from folks that it may be worth it because the new uh facilities are going to be fantastic for for these kids for many many years to come. So that's my report. >> Thank you. We will move to the proposed uh consent agenda. All items on the consent agenda are considered by the board to be routine and will be entered by the board in one motion in the form listed below. There will be no discussion on these items prior to the time the board votes on this motion unless members of the board, staff or public request specific items to be removed and discussed
021from the consent agenda. The superintendent and staff recommend approval of all consent items. Movement of any recommended uh consent items is appropriate at this time. Do we have anyone from the board who would like to? >> Um yes. I'd like to pull item 4B1 for discussion, please. >> Okay. Trusty Kim. >> Nothing on my end. >> Thank you. Uh an exception for 4B1. Can I get an approval of the consent? >> Uh motion to approve the consent agenda except for 4 B1. >> Second. All in favor say I. >> I. I. >> I. >> Um yes. So 4B1 is the approval ofou agreement between San Jose State and our district. Um, I just wanted to, um, you know, one, recognize, you know, I really appreciate all the positive partnerships that our district has with, you
022know, teacher programs at different, uh, universities around the Bay Area. Um, I know, and the reason why I wanted to discuss this is that I know that a lot of work is being done around project career map and partnering with some of these exact universities. Um, so I would love to, um, just make sure that, you know, we're just being strategic about these partnerships. you know, if we already have existing relationships with these universities, um I would love to use those networks so that we can benefit our project career map program. Um perhaps, you know, working with them for, you know, our kids who are going to go on campus tours and so forth. Um so this is just um a request for us to um use these partnerships to um serve other projects that
023are happening around our district. >> All right. Thank you. from staff. >> We can definitely do that. Yeah. Sorry about that. Thank you. >> Yeah. All right. I'll take a motion to pass 4 B1. >> Motion to pass. >> Second. All in favor say I. I. I. Thank you. >> All right, we will move to business finance. >> Yes, good evening everyone and thanks to Blanca and her team for putting together our unaudited actuals uh for you this evening. Um our auditors were in this week and they had very positive things to say about uh the district, our financials, our reserves. Um so thanks to the whole team for for working on this. Um we'll walk you through like we do as usual. Um take a quick snapshot of uh what's happening uh with our
024unodit actuals and we tell you where we're at in the cycle. Um we're in our unodited actuals presented to you here in September. And um this next slide shows you the general fund closing summary for both our unrestricted and restricted funds and what our total ending fund uh balances look like both restricted and unrestricted. Um, we have a snapshot for you as well to what our 2425 general fund revenues at the closing were for both unrestricted and restricted funds for a total revenue of $27 million for the fiscal year. The next slide gives you a summary of what our general fund expenses were at the closing June 30th, 2025 and for a total of $215 million for the fiscal year. The next slide shows you our fund balances and we gave you a snapshot of
025both what our estimated actuals and unaudit actuals were and what the budget is for 2526 and a little bit of change there. Um, and that audited actuals is broken down further still for you here in this next slide, which shows you what our estimated actuals were and our unodudited actuals. And then we break down for you what the variance were in each of those categories for both the unrestricted and restricted and what the total variances were um for the fiscal year. And the following slide uh we took that last column which shows the variances in both unrestricted and restricted and gave you a brief explanation as what those variances were attributable to. Um and uh we've seen this uh over the years where in the larger numbers and some are books and supplies and services
026and other operating expenditures categories. Uh on the unrestricted and restricted side we see some variances there and that adds to our change to our ending fund balance. And we've talked in the past how we anticipate that, you know, we we budget conservatively and we have some uh some dollars that we move towards our uh ending fund balance and into our reserves as a result of the reconciliation we do at the end of the fiscal year. Okay, so that gives you a summary of what the um the variances are in both unrestrict and restricted. And then this next slide shows you uh your beginning balance for the other funds um and um what the revenue and expenditures were. the ending balances for each of the other funds. Okay. And then this last note is just kind
027of a a quick snapshot of the unactuals are subject to the annual audit which performed by the CPA firm who was in this week and again they had very positive things to say about what's happening in the district. Um and they talked about one minor adjustment we're going to have related to a single expenditure that was recorded uh in July and should have been recorded in June. So um overall positive. This is a positive uh change to our uh ending fund balance. Um these items here show the variances in the unrestricted side of $7 million and $1 million on the restricted side and that goes towards your uh ending fund balance. We'll incorporate that into the first interim two and into our multi-year projections for the district. Okay. So that's a quick summary for you
028of the of the financials. And this is an action I have for you tonight for the unodited actuals. >> Thank you. Do we have any board comment or questions? >> I have a question. Um, you said these are the unodudited actuals. So, what were the auditors doing if this is un >> the auditors are looking at the information getting ready to do the audit on the financials for the 2425 year. >> Thanks. >> Okay, >> that's all trusty cam. >> Nothing on my end. President Brooks, >> thank you. Okay, we will move to education services. >> Can you take an action on the president? >> Excuse me. Yes. Sorry. >> Thank you. >> I'll take a motion to approve uh the unodudited actuals. >> Yeah. >> A motion to approve the unodit actuals for 2024
0292025. >> Second. >> All in favor say I. >> I. >> Thank you. >> Okay. Now we'll move to education services. All right. Good evening. Uh the next two items are um coupled together looking at um our instructional materials. I'm going to invite the president if she would open a public hearing to allow for the community to provide any input um on that topic. >> Okay. Um I will now we will now open. Is there excuse me is there >> the language and the title public. And then just the time >> we will now um hold a public hearing for resolution number 32526 for instructional material and it is now 601. >> So if Joe would check perhaps if there's anybody online. Can you check for comment, Joe, online? >> No public comments on Zoom
030at this time. >> Okay. Some closing. >> No comments. Close the >> hearing. Now we will close the public hearing at 601. >> All right. Thank you. Thanks. How about you? Um so I want to just note with that formality taken care of uh that we're moving to um a specific um requirement according to the ED code that directs us to um each fall to come to the board um within a certain amount of time early in the school year to um ask for you to um discuss the matter of um the insufficiency of instructional materials. and then um to approve this resolution that you see um shared on the screen here. Um essentially what we do at the beginning of the year is we make sure all all instructional materials are core adopted materials
031which um the list of which as you'll see is attached at the end of this resolution um are present in all our classrooms and then we of course ask our site leaders and teachers to do um a verification that they're present and confirm with me that um all materials are on hand. So this is really approving that we have conducted that verification and that um at this time our classes are um fully stocked with our adopted materials. >> Thank you. Do we have any questions from the board? >> Do we have any questions online or comment? >> No public comments on Zoom. All right. Then I'll take a motion to pass the resolution. >> Motion to approve resolution number 32526. >> Second. >> All in favor say I. >> I. >> Thank you. >> All
032right. Moving on to um item 6. >> Yeah. All right. Um, at each time this year, we uh bring to the board a review of our uh 2025 English language proficiency assessments for California, the ELPAC, and um provide you with um the data on how our students did in that spring assessment, and then also share with you um how that resulted in um reclassification of multilingual students to what we call initial uh initial fluent um proficient students. Um Joe, I believe this presentation uh is going to be conducted by our executive director of multilingual services, um Alita Barretta Cruz. Is she available online? >> She's on. >> Okay, Ala, I'm gonna I'm gonna hand the presentation off to you. >> Thank you. It'll just take me one minute to show my screen. Oh, just a
033second. Okay. Good evening everyone. My name is Ala Bara Cruz. I'm the executive director for multilingual learner services here in the San Monteo Foster City School District and I'm here tonight to present on our district LLPAC assessment and our reclassification for the last school year. I first want to start out by sharing some of our multilingual or nurse strategies for this school year in the area of student achievement. So we have five five main strategies this year that we want to put in place. The first one is around integrated and designated EL. This means continuing to implement these strategies and practices at all the school sites. The second one is around professional development and coaching. This is being done by our multilingual teachers on special assignment. The third one is around seal of biiteracy pathways
034which means that we want to give access to all of our multilingual learners and recognize them for their multilingual learner skills by giving them these awards at fifth and eighth grade. Fourth, we are putting in place a tier 2 intervention during the ELOP instructional time in our community schools which is Summit K12. And this this supports our students language development. And the fifth one is around the implementation of a dual um identified committee that will look at how our dually identified students are being supported in EL and the reclassification pathways that we have put in place for them. >> Elena, could you make sure we're not uh we didn't scroll on the slide deck. If you would just make sure we're moving forward on that. >> Oh, sorry. Can you can you see my my
035slides? >> No, it's not adv we can see the title slide. It's just not advance to the next slide that you just described. >> Sorry. I think there's a >> It's showing the PDF. I don't know if you're >> So, you can't see any of my sites. >> No, >> it's in Adobe. Ala, do you want to um unshare and I can I can do the slides for you. Would that be easier? >> That would be better. Yes, I'm showing it from a PDF. >> My >> go ahead and um unshare and I will I will do the sharing for you. All right. So again, that's the the slide that you just discussed. So moving along. >> Thank you. So, first of all, I want to start by talking about the ELPAC. The ELPAC stands
036for English Language Proficiency Assessments for California. And this is the assessment that our multilingual learners take every year. It measures reading, writing, listening, and speaking. And students are given a level 1 2 3 4. Level one is beginning. Num number two somewhat developed. Number three moderately developed. And number four means welldeveloped. And currently our multilingual learners in grades kinder through 8 are taking this assessment. So, just to give you a quick summary of the ELPAC results during this last um assessment season in the summer, we had approximately 15% of our students score at level four and a larger range scoring level two and level three and 28% scoring at level one. And if we compare this to last year's or two years ago from 2024, this is an increase because in 2024 we had 12.5%
037of our students scoring at level 4. So we we are steadily making gains in terms of the number of students that are scoring at level four. And this is important because students really need to get a level four to be able to reclassify. So now we want to move on to the um language progress indicator or the LP. And the LP is what indicates to our district how how our multilingual students are making progress from one year to another. we can go on to the next slide. So when we get to a percentage rate of 65, that's an indicator that a large number of our multilingual learners are making progress to give you a point of reference. So now I would like to share our English learner progress indicator from 2019 to 2025. And as
038you can see throughout the last 5 years, we've been remaining steady between 46% to 54% of our students making progress on the language indicator as measured by the LPAC. So this overall means that we have a moderate uh or you know a medium level of students making progress on the LB. And Alita, let me just add, we've talked about this before that um Alita's team has really been uh working very closely with site leaders and our families and we've we've had a high rate of reclassification over the last couple years, which um Alita is going to come back to in a few slides. But that is a uh that does have an important impact on what students remain as English learners and their progress along the way. >> Yes. So now we are just looking
039at the progress indicator just for this past school year um summer of 2025. So as you can see the majority of our students are either maintaining or increasing levels on the alpac with the majority of our students being on that range of maintaining increasing one level or increasing two levels. we have a um less than 300 students who have decreased one or two levels and only two uh only 10 students decrease two levels on the LB. So this is confirming what our assistant superintendent David was just sharing that most of our students are actually growing in proficiency and fewer of them are actually falling behind. In fact, uh we are able to reclassify most of the students who score a level four. So now to dive a little deeper into what is reclassification. So reclassification
040is the end goal for all multilingual students which means that they have reached proficiency levels. They are no longer identified as English learners once they meet all four criteria. The first one is that they have to get an overall score of a four on the LPAC. If they're taking the summitive or if they take the alternative, they have to get a level three. The second criteria is they have to meet our basic literacy assessment. In our district, that means path NWA. They have to get a nearly met or exceeding standard on this assessment. The third criteria is teacher evaluation and we measure this by collecting feedback from all of our teachers through the elevation dashboard. And the fir and and the fourth one is a parent consultation. We contact every single family and we let
041them know their child has met the first three criteria and that we want to move them forward to reclassify. This is actually a very um uh intensive criteria and this criteria is set by the California Department of Education especially when it comes to scoring a level four on the ELPAC. So now just just to review who our students are who we classify this past summer. Uh so we have four different typologies of multilingual learners. The first group are the newcomer students who have been in the country three or less years. We had 69 of them reclassify students who have been with us 3 to 5 years. 102 of them reclassified. Students who are at risk of becoming els, we're talking about students between years 5 to 6. We had 110 reclassified. and students who have
042been with us since kindergarten for six or more years. That is the number that we have under long-term English language learners. We had 105 of them reclassify. And in terms of the percentages um or reclassification trends by school year, we have seen an increase in reclassification rates over the last 5 years from 4% in 2020 to uh a large number in 2022 23 and 23 24 of 18 and 19. And now slowly that number is coming to a steady pace of 15% and that's also because we have been um reclassifying a lot of students in prior years and uh all of our efforts this year around the different strategies that we're putting in place are all aimed at reclassification. And just to give you another uh data point here, you see the reclassification trends by
043grade level. As you can see, um 94 94 students who are kindergarteners reclassify this past summer. And um most of our students are actually reclassifying in kinder and in grades uh 6 through 8th, which is where we find a lot of our long-term English language learners as well. And just to add another data point, 22% of our kindergarteners reclassified last school year. And um in addition to this, I just wanted to share that the LPC assessment is actually easier to pass in the lower grades than it is in the upper grades. So it's good that we see a larger percentage of students reclassifying in the lower grades. And another data point here, you can see the reclassification rates by um general education or IEP status with 363 students reclassifying who are in general education and
04426 students who have an IEP. And this points to the importance of being able to put in place supports for our students who are duly identified so that they can have equal access to reclassification just as our general education students have. And so in summary uh we have seen a lot of students reaching proficiency levels for reclassification this year and some of the challenges still remain. However, um we're putting in place a lot of strategies and the grade levels where we want to see more reclassification happen are in our upper grades and with our long-term English language learners. So, that is it for tonight. Thank you everyone and I'm open for any comments. >> Thank you. Are there any questions or comments from the board? >> Um, I I had a question about Sorry, I
045apologize if it's in here, but I didn't that I missed it. Um what is the um what is the number of or like I guess maybe a percentage of the of the students who are who have not reclassified who are like in the process of um going through this process. Is that um >> Alita? Do you want me to handle that or are you there? >> Oh, we lost. >> Alita, you're muted. >> Okay. >> So, um >> yes, I can I can speak to that. So, just in the summer of 2025, we reclassified students. the total number of multilingual students that we have so far. That number varies every single day because every single day that we have new students enroll in the district if they meet the criteria for being multilingual then our
046numbers shift. But currently that number is close to 3,000 students. So out of 3,000 current multilingual students um say you know 386 reclassified. So that's approximately the range that we showed you, 15%. Yeah. >> Got it. Okay. Thank you. >> Um I had a couple questions. Um looking at the slide where it shows the students that decreased levels. Um I was curious what like is an acceptable number of students to decrease like like or what is the like kind of typical amount is that standard should we >> yeah I mean obviously we would we would shoot for no >> yeah students decreasing in levels >> um we can get them it' be interesting to look at the data which we didn't share with you tonight and we could come back to you with that as
047to where those decreases are happening because as um Alita pointed out. Um, as the test gets harder in upper grades, we do find that is a place where students who are not making adequate progress can can backslide a level. Um, >> it is one of the advantages of the LP data is yes, the students who maintain grew from one year to the next, but they didn't grow enough that they would be considered moving up a level. So, um it's not like they're they got no growth. They grew, but they didn't grow enough to be sufficient. And we actually we need that's the acceleration we want. Of course, we don't want students growing at a modest rate. It needs to be accelerated. So, um did that answer your question? >> Yeah. No, that's helpful. And if
048you're able to get that data, that would be helpful. I have a couple other data data questions. One is uh well one just to understand if you if someone reclassifies is it possible to go backwards or how do we know that those that have reclassified are like still um making progress and doing well. >> Yeah. Alita, why don't you take that since you you see the monitoring of our IEP students. >> Yes. So the state of California requires that any student that has reclassified be monitored for four years beyond their reclassification date. um we track that on our elevation dashboard and every single year we ask for feedback from the students classroom teachers about their progress and just like we shared during the past board study session the students who have reclassified are actually performing
049really well on our district assessments and that's part of the data that we monitor for for them. >> Great. Um the other one is my other question is just um looking at some of these charts on the like rate of reclassification. What like what is the goal? What is the standard? Are we meeting like are we're reclassified 15%. Is that what we were shooting for? Um I know the goal end goal is like everybody but I guess what's the what are we seeing out in the in the world um with other districts and are we achieving >> Let me handle that Elita. I it it is a good question. The challenge of it is how it, you know, it's always kind of a moving target. So, interestingly, the state has decided not actually to use
050the reclassification rate because um you know, frankly, you can make it more difficult or or e, you know, districts have the ability to sort of set some of the the terms of reclassification. So, actually what the state uses is the LP. They're looking at that. Um and as uh one of the slides noted that the um you know we're in the 50 45 to 55% range in the LP um this year which is the medium level. I think what we would want to start seeing is that we have more students performing at you know one or two levels above where they were the prior year so that we would see ourselves in that high even to very high range. So that's a I think that's you know a standard that we should be um we're
051headed toward and that we're you know the strategies that Alita mentioned are working on. >> Does that kind of dodged your reclassification point but it is really LP that the state is focused on. >> That's good to know. Well thank you David and thank you Alita for this information. Um I had a question about um you know you mentioned that the students who are making um progress but not accelerating sort of enough to um to like make enough progress um for in terms of um when we select students for our extended learning programs um I'm assuming that the multilingual status is like one of the factors that we use to select those students. That's just confirming >> it is. >> Yeah. Okay. >> I'm good. Thank you. >> And then David, if I can just
052chime in. Um, one of the the places that data like this will live is on the state uh CASP test result site, but also on the dashboard. And the dashboard actually includes the um visuals that we have in our presentation, the LLP visuals. So I just pulled up our district and our and the district we feed into and it fluctuates. So the percentages of kids who decrease one level in both districts over the last seven years, the lowest percentage in a year has been 11% and the highest has been 19%. And it moves between for us uh in 2023 it was 18.2%. That had a decrease. And then um you know I think something for us to be cognizant about with our adolescence is that this is the one test where taking it is predicated
053on how you did the last time you took it. And so talking to teenagers over the last 3 years who take this test, there is some resentment and some frustration that exists because um the criteria to uh reclassify is predicated on how the kids score on the state test as well. So, if a kid scores really well on this test in 2023 and doesn't do quite as well on the state standardized test that same year, we're actually prohibited from reclassifying them. So, the student goes, I took this test last time and I know I scored really well on this test. Why am I taking it again? And that's just something that elementary school kids don't, you know, put those things in the same box. And our our adolescents do. Um and certainly in looking at
054I David you mentioned it but it is really important to reclassify kids in grades and we can do it immediately but like as early as possible because it provides those kids with the sense of of completion and sense of accomplishment of finishing that test. Um, and then the numbers for our just our middle school grades, if we only reported on how sixth, seventh, and eighth graders who are still English learners scored on these exams, it would skew really really um differently than what uh the systemwide uh scores are because those younger grades do achieve so much more progress and so much more success. And the vast majority of kids who represent the decrease of one level are those sixth, seventh, and eighth graders who get to a certain point um developmentally and say, "I'm just
055I'm really frustrated by this." Um and actually, if you recall a couple years back, David, we made a big push at our middle schools and pulled kids in and did one-on-one meetings with them to try really to just to listen to them, to hear what they thought about the the test. and and that's that was one of our big takeaways was a feeling of frustration because they know they do well on the test but they don't reclassify. >> So, you know, trying to get all those things to align together is really important. But I also just want to encourage folks to go on the California dashboard and look at the the English learner uh indicator data because they got they have some really nice graphs that show uh you know the numbers over the course
056of a few years. Um and and I think it's really helpful to look at it that way. Thank you. Uh Trusty, are you are you done? Okay, Trustee Kim. >> Thank you, President Books. I think most of my questions were answered uh with uh Trusty Proctor's questions, but I did just want to clarify um David. But I think it says something to the effect that we don't have specific I guess goals or benchmarks because I didn't I didn't know if I fully tracked your explanation for that. >> Sure. Um I would I was just responding to the fact that um that the state you know the the trustes question trustee proctor's question was focused on on the rate of reclassification uh which of course we look at and we track and it's a little bit
057tricky because uh at you know if you're looking as an accountability system and you're looking at like how does our district do compared to others because the district can define for itself self uh the criteria of reclassification um that reclassification rate can vary based on the kind of the subjectivity so to speak of that of that district. So the state relies on the LP which is how are students progressing from one year to the next on the LPAC. Um I would also add though that um there there is increasing emphasis and you'll see it in our LCAP measures where um we're tracking um student groups related to multilingual status like uh the focus now on long-term English learners. We're we are uh required and of course should be tracking how are our multilingual students doing
058on the CASP and we are doing it very closely on our internal interim assessments as well. Um, so let me pause there. Does that get it clarified for you or uh do you have a further question? >> I think that's that's where I might be misunderstanding because I guess I was under the impression that the ELPAC score fed directly into the reclassification process, but you're saying that it's not dependent on the ALPAC score. So essentially the objective statewide metric is not I guess a necessary step towards reclassification. Is that correct? >> No, let me clarify. It's one of four components. So, we are required to look at the ELPAC. Students have to score a four on the ELPAC to be eligible for um reclassification. And then the other criteria are a local reading assessment and
059then teacher feedback and of course parent approval. So, it's those that second and third criteria where districts have a lot of latitude to uh to you know, frankly to make the the criteria more or less difficult. I think ours is very stringent. Um but you know that's pride in our system perhaps. >> Got it. Yeah. I think that was where cuz my understanding was that that was one of the necessary four steps and so I wasn't clear how there could be I guess an incentive to lower the bar specifically to find a you know get a higher reclassification rate but I think I have a better sense of what you mean by that process. Okay. Thank you for the clarification. >> Thank you. Joel can you please check online to see if there are any
060public comment? Yes, check. No public comments on Zoom at this time. >> All right. Well, this is was for information. So, we appreciate your questions and comments. >> Thank you. >> All right. We will move to 7A uh student services. Excuse me, superintendent services. >> And I believe we have principal Delahunt. Uh Joe, if you want uh to do a quick scan on the um meeting attendees. >> Yes, she's joined. >> Perfect. Um this is a followup to our last uh board meeting presentation. Um Natalie is here with us this evening. She has an update for the board. We were able to do some of the research that was requested. Uh we're looking at bringing um a potential resolution for approval back to the board in October. And with that, I will pass it over
061to Natalie. >> Good evening, everybody. Thank you for letting me speak again this evening on this exciting proposition um from changing the name from Fle to Cottage Grove. There you go. Thank you. So at the last board meeting, I spoke a little bit about the history of the name, how originally we were Horal Elementary, then lead, and now the hope is that we can switch to Cottage Grove because it we are in the Cottage Grove neighborhood of San Mateo. Um and also the name it just re it reflects this everchanging um school that we are in and it just aligns more with who we are. Um the name was came about with consensus which we'll see again in a minute here on the next slide. Um, and it's I think it's just time for us
062to be seen for who we are and Cottage Grove really fits that bill. Okay. So, oh, sorry. Could you go back to that last slide because actually it was very interesting. This this little bit of research I think is interesting. Um, about the name change in 2013, how they hired some consultants and some branding. Um, Popular Elementary apparently was one of the choices and Lead Elementary was also a choice. Um it shows you how much money the district spent at that time. Um unfortunately when we were horrible we had this horrible nickname horrible horal also um coral rees with Laurel and so that was hard for parents as well. Um so I think that was part of the reason to change and it also became a magnet school. Um and so that's why in 2013
063the district um decided to change the name but really it was the work of I think one person who really worked to get that name to lead. So what we did though it it really this whole process started my first year teaching and I was just sort of bantering with the teachers one day after school about things that they could change and somebody said sort of flippantly the name can we get rid of the name and well tell me more about that and then that's really how the conversation started was through the teachers they brought it to my attention how they never felt they had a voice um how they felt like it didn't represent who we are anymore um and they would really love a different name and at that time someone had said,
064"We thought Cottage Grove would have been an option at one point, but it didn't turn out to be an option." Um, Cottage Grove, yeah, I drive out Cottage Grove every day. Um, and then further with community when we talked about it, um, in a parent meeting, we had a principal chat, folks were mentioning, yeah, well, we're this is the Cottage Grove part of Sanonteo, and apparently there's even a song called Cottage Grove written by one of the Polynesian members of our community. um that we're going to look into that song just to see what it is um when we get a chance. So um this was a much different experience. The community was engaged. Everybody from our little kindergarters down there writing their names last year on what they liked to choosing the mascot that
065all of those things was really very much a community effort and I hope it continues to be. So that's my my goal is that as we go through this process, if it is approved, that we continue to engage students, staff, the community in things like, well, what colors really do we want on the bear and what colors do we want on stationary? Things like that. I want this to feel like everybody had a say in the process. So, how much will this cost? It won't cost nearly as much as last time. Approximately $5,000. Um we only have one official sign in front of the school from the district. Um the other one is a marquee that is uh put up by the PTA. Uh so this sign installation is sort of a minimal cost there.
066Branding um letter head all those things. Also a very minimal cost with digital tools these days things are not as expensive as they used to be. uh in additional costs in terms of replacing uniforms and things like that, we will be doing that this year. Uh there's no upfront cost to the website, email addresses, any of those things. So approximately $5,000 in costs um to make this go through spiritware and things like that. The PTA is already looking into using this as a possible fundraiser when we have a new design, getting new sweatshirts and things like that and raising money for our PTA by selling things with our new logo and things on it. Um, so the thing about a name change, and this is something that, you know, I had to understand as well
067and explain to my staff and other community members, it's not just a one you folks approve it. That's not just going to be enough. There's a lot of work that needs to go into it. Now, behind the scenes, um, on the district end, and we're going to have to be patient with that. We have to change things in Calipads and state assessments, the county office of ed, Aries, parent square, Google maps, Apple maps, social media, the physical signage, um that the uniforms and branding and things like that. So, it's going to take time for all of these things to happen. So, this is the proposed timeline we were hoping for. So, um we're hoping that the board um approves this sometime either this month or next month. Um and at that time, we could be
068then start saying things like Cottage Grove or lead soon to be Cottage Grove. um in November and in December, we'll start working with vendors on signage and logos and of course all the work that we will then need to start doing for um getting the community involved in that process as well. All the meetings we're going to need to have for that. So then November, December, that's where we can start saying lead soon to be cottage grow. January and February, we'll continue to work on the logo, new signage. March and April really communicate with everybody around us that we are going to be Cottage Grove and finalize the logo. I imagine working with a lot of our community um members and things people in the area about the name change um especially our neighbors. And
069then at the end of the year, we'll start getting everything finalized, confirmed with the California Department of Education with directory listings and records, and update our new website and and our mapped location. Um, any printed materials uh during this school year will still say lead, but we are hoping we can add soon to be Cottage Grove to get the process going. But then next year, assuming all goes well, we will be lead formally or Cottage Grove formally lead elementary. So we'll have a two-year where it's kind of um a little bit both names and then the following school year we are all Cottage Grove. So for 20 27 2028 that's where just Grove Elementary and that's just to make sure that people can still find us really. That's all I have for you, but I'm
070happy to answer any questions that the board may have. I hope that answers some of your questions from last time. >> Thank you, Miss Deah Hunt. Do we have any board questions or comments? No. Trusty Kim, >> thank you, Principal Deah Hunt. Really appreciate the cost breakdown and being able to do it 25K cheaper than the last time we did this. So, appreciate that projection. Um, one comment I just wanted to make on the timeline. So I know you said in say March of April of next year we'd be communicating with partners and I think you mean more like neighbors not necessarily direct stakeholders. I think in the first meeting we really appreciated the kind of deep dive you did into the level of engagement you've done with students with parents um with all the
071kind of teachers and usual stakeholders we talked to. Every time you know the board votes on a change like this I feel like we always then get a barrage of messages saying folks didn't see this coming. No one talked to them about it. Uh they feel blindsided. And I think we've done it sounds like you made a very conscious effort to prevent that type of commentary and outcome. And so just something that I wanted to flag, you know, given that that seems to happen with almost, you know, every action we take despite our best efforts. I guess do we feel comfortable that this is not something that's going to catch a large segment of our stakeholders, parents or others off guard just given the very conscious, proactive effort you all have made to get in
072front of folks? I feel pretty comfortable that our our community, the parents, the students, they are really aware of it and even some of the partners we work with, some of our community um school partners, things like that, it's already sort of been floating around. I think that direct our neighbors, I need to work with some folks to get some support on making sure that folks in the immediate area get that information as well. So, neighbors and things like that. So I'm thinking of holding a community meeting where we invite all the neighbors. We put a flyer or something like that mention on next door help figure out the logistics on that and invite them to come into the process as well. So not only just to let them know but like hey we're picking
073a new logo this is what we are thinking. So just trying to pull in some of the community members um who are directly around the school. I think that's something that we need to do next as this goes forward. That's great and I think that aligns with the experience most of us have had on the board. Just being proactive, engaging folks early on um allowing them to be a part of the process and have some ownership I think goes a long way. So I appreciate you saying that. >> Thank you. Joel, can you please check online to see if there are any public comment? >> Yes, I do not see any public comments on Zoom at this time. >> All right. Thank you. That we will move to 7B. There we go. All right. Good
074evening, board and community. Uh, tonight's our second monthly update on the community strategic plan process. Um, definitely an interesting time. Joe, if you can assist me in opening up first the community commitments attachment. Um, we held a big convening at Meadow Heights Elementary School a few weeks back and one of the outcomes of that meeting was to establish uh what we defined as the community commitments. when you bring on 40 people who represent so many different parts of the community and come um with a lot of different experiences in their life. Um some of the people on the committee are 11 years old and some of the people on the committee are just slightly older than 11 years old. um and some speak a different language as their first language and um some have unique
075abilities that others don't have. And so the community commitments uh agreement that was made during that really focused on three large categories. And the first was establishing an environment of trust and safety where u members of the group had an opportunity to be honest and um be heard and then result in a situation where um the the awareness of the community was that um many voices can create unified action together. The second category was respect and deep listening and specifically establishing criteria so that when we're in these design team meetings, every person has an opportunity to speak and the conversation isn't dominated by those of us who like to talk and talk. Um, in addition to that, while we're there, there are agreements that we're there to help solve problems and to show respect to
076one another. And then the last category is the collaboration and the engagement and specifically doing things to make it easy for folks to participate, finding the joy in working with one another, and then strengthening two-way communication. So, um, the 200 people in attendance at the meeting in the evening and the 60 kids at the at the student meeting during the day all played a role in helping to create this. And um, as we hold these big meetings in the months to come, we'll always have a poster that explains this at all of our meetings. When we open the meetings, we'll make a reference to one of these or invite people to choose one that they want to talk about or think about. Um, so you could think about it as the foundation for how we're
077going to do our work together. The Joe, if you could transition to the calendar attachment. Um, I am not I hate to disappoint you, but I'm not going to read it verbatim for you because as you can tell, there is a lot of content in there. Um, one of the things that we wanted the board and the community to see visually is that the community strategic plan process is not one set of meetings. So, what I'm going to do is I'm going to go through the categories and give members of the board and members of the community a chance to ask questions on the back end. So, the first is what we're calling the whole community working visioning working group. That's what we're referring to as the meeting we just held with 220 people in
078attendance. We're going to hold another meeting like that in December, another meeting like that in March, and another meeting like that in June. Uh the vision design team is a group of 45 that actually got an email this evening notifying them that they're invited to participate in the vision design team. They have meetings every month between October and May. So that that commitment is a pretty you know high level time commitment. The third is the visioning leadership committee. So out of that group of 45, the group itself is going to nominate people to spend even more time because once you start getting everybody together and talking and planning, they'll need to have a smaller group that says, "Wait, let's make sense of all this. Let's get this all in writing. Let's make sure we capture
079everything." So it'll be a group of about 8 to 10 that meets um you know essentially in between and immediately after these vision design team to capture the work that happened. Um we'll provide these updates to district staff immediately after design team meetings. Um there will be multiple ways that members of the vision design team and members of the community have a chance to be uh to participate in how we gather data about the district and how we establish uh starting points around the district and those involve um our partners doing things like visiting classrooms. It involves us as a school district taking folks to visit other schools outside of Sato and Foster City. Um it involves a tremendous number of um surveys and focus group meetings. And those focus group meetings will fundamentally look
080like a member of the new teacher project team sitting with nine elementary school teachers and engaging in an hour and a half long conversation where there isn't any administrator or there isn't any middle school teacher. It's really a chance to really go drill deep with with folks who represent a particular group and then ask a lot of questions and get feedback from them. Um Diego Perez, myself and the folks from TNTP and the Bayad Fund are going to meet essentially every 3 weeks to plan out communications to make sure that the capital C broader community always has a nice you know trickle a nice path of information that the website's updated. Uh and then we are going to actually um initiate with our schools and with our school leaders and our students something called the
081imagine school campaign. Um, it's actually gonna invite our young people to um participate in some essay contests and some writing activities where they think about what motivates them and think about what inspires them at school and to um and to encourage them to express that to us in a way that doesn't involve clicking A, B, or C or clicking a survey, but actually like hearing directly from kids. Um, and that will be coming out in the next few months as well. In addition to that, internal communications to staff will always take precedence and be a high priority for us. Um, and then down at the bottom, every month I'll be back here with the board giving an update on our most recent meeting. So um because we haven't had a vision design team meeting yet,
082uh you are getting this sort of what you will be getting presentation from me. that at the board's next meeting, I'll actually be doing a presentation on the October 8th um vision design team meeting so that the board the entire way through the process has an opportunity to ask questions uh to push our thinking to question our our uh technique or our our area of focus. Um, but I think the sort of very long-term outcome for the board and for the community is a plan that um really sounds like it came from deeply involved people from Sato and Foster City. um and includes the voice of students who stand to gain and who stand to participate in the very changes we're arguing uh should take place. Um so it's it's definitely a busy time as
083you can tell there's going to be lots and lots of meetings. Um and again if we do this really well then we will hang on to this for five years and it'll become uh um a a real a real presence in every meeting and every decision for the board's budgeting uh for the district leadership um organizational strategies and um hopefully in every classroom we see we walk in and and get to experience the fruits of this work. Um, so with that, I will pass it back to the board uh for any questions or comments. >> Thank you. >> Um, I just wanted to make a quick comment. Um, you know, as I've mentioned before, I'm I'm super supportive of um of the community strategic plan. I think I was reflecting on it. I was like,
084you know, this is really it feels like democracy, right? It it it's like written by the people for the people. Um, and it really is looking for every single, you know, stakeholder. And I just really appreciate the thoughtfulness that's gone to, you know, looking at this map and seeing how thoughtfully things are planned out. And, you know, okay, this team will then become this team and, you know, they'll do this. And I really appreciate just the transparency as well. Um, kind of knowing how we will be updated and the community will be updated on this. So, I really appreciate um all of the work that's even just been done setting out this plan. Trusty Cam, >> I wanted to echo Trusty Ho's comments and just say again, I think uh Trusty Trin and I had
085the opportunity to be at the community launch meeting at Meadow Heights and to see all the different administrators, to see the work that the Bay Fund and TNTP were doing to coordinate, to see our students there after hours. Everyone just very excited and really bought into this whole vision and everything we're building. I've said it multiple times already, but it's just very exciting. I appreciate this calendar as a way to keep track of our progress to keep folks in the loop. And again, I think we've talked about it and district is already prioritizing this desire to make sure that we bring in voices that aren't always centered or aren't always invited to be a part of these conversations, but just to continue that effort and to also just keep the board apprised of all these
086steps because I do believe it's it's going to be a lot, but it's very exciting. >> Thank you. Joel, can you please check on mine? >> Yes. Uh, no public comments on Zoom at this time. >> All right. Thank you. With that, we will move to uh board members requests for future agenda items. >> Anyone? Uh I had a couple that were just came to mind. So, um, one is we haven't talked in a long time about, um, enrollment data by and by school specifically, too. Um, so I was just curious if at some point we can like learn more about what's going on with enrollment. Um, so that was one. And then um I think Trusty Tren talked a little bit about this in her comments about being good neighbors, but we've gotten several
087emails um from Highlands in particular and I was just wondering if we can get an update of like what's going on with the parking situation and the streets, the neighborhood streets and um just talk about it so we're all updated. And then the last item I was thinking was um when I was when I was a young person, when I first joined the board, we had a couple of different governance sessions where we talked about um the board handbook and just um procedures and norms and things for meetings. And so I think we have like a completely different group now than when we last did it. So maybe um if we could bring that item back to just kind of go through that and make updates or changes as this board sees fit. Those are
088my three items. >> Trusty Kim. >> Uh, nothing on my President books, but I would echo Trusty Proctor's call for clarity both on the governance procedures and also on the Highland situation. >> Right. Thank you. >> Let's see. All right. Oh, sorry. Uh to quickly respond to Trusty Proctor's um question about the Highlands, um I I don't even know if this is something that I um talked to Superintendent Cho about, but um I had a meeting with uh Supervisor Noelia Corso and um oh, I think um President Brooks was also there, but I'm not sure if you you heard this part. Um but they because it's an unincorporated county um they are talking about basically doing sort of an overall survey of all the schools in unincorporated county to see if there's like safety um
089improvements that they can make. So there I think it is part of like a larger plan also. So that's a small update. >> Thank you. >> All right. any um board member statements. >> Um I wanted to um recognize that September is Hispanic Heritage Month, um Suicide Prevention Awareness Month, and National Preparedness Month. Um many of our communities are vulnerable and hurting these days. So, I wanted to take a moment to celebrate and recognize each of these important parts that make us an inclusive community. Um, I also wanted to elevate um, President Brooks when she emphasized at her last board meeting, you know, that I think more work can always be done to make our communities safer, more welcoming, um, more inclusive. Um, in light of this, I really wanted to express my appreciation for
090our know your rights events that have happened um, you know, around the district um, and in partnership with the Sanonteo and Foster City PD. Um I also wanted to make some comments um regarding our last study session together on the topic of equity. Um first I wanted to respectfully disagree that advocating for universal access to algebra 1 is synonymous with being anti-equity. Second I initially wanted to reject the notion that I represent a privileged sample size but on reflection um I wanted to say that I am privileged. Um I have education. I have a roof over my head and a voice and I feel it is my duty and my responsibility to use my privilege to open doors for communities that don't have privileges. Um, I believe it's the duty of every member of our
091district and our board to use our privileges to help uplift everyone in our community. I also wanted to emphasize on that point the fact that talent is exists in every zip code. If we do not provide high expectations and avenues for success and advancement for every student. If we continue to hold low standards for our students, we will continue to keep communities down. We must put into place structures and pathways to open opportunities and make a better life for our students and in turn their families and communities. There is a study in 2006 out of Mount St. Mary's College that measured the long-term effects of completing algebra in 8th grade in a large school district. I won't bore you with the 26 pages of the research, but this longitudinal study demonstrates that algebra in eighth
092grade leads to increased math literacy, greater college, and greater college attendance both in the percentage of students attending college and the type of college attended. The research shows us that math access matters. As Trustee Kim said in um that same um board study session, equity achievement are both pillars of our district. They are not mutually exclusive. We must resist an or mindset and embrace an and mindset. It is not equity or achievement. It is equity and achievement for the betterment of every student we serve. >> Thank you. Anyone else? >> Uh I just want to make sure that it's clear that I don't think anybody has um low standards or expectations for anyone in this district. And I I do appreciate all of the work that's being done by um every single person in this
093district to ensure that all students have access and that we are um thinking about every single student and their specific needs. So just wanted to make that comment. >> Thank you, Trusty Kim. >> Just a few quick announcements from my end and again apologies for being off camera. My uh Wi-Fi where I'm traveling to is not great right now. Um, I first wanted to start by thanking the Meadow Heights community and Meadow Heights team for hosting us early this month for the ribbon cutting of the new NPR and then immediately rolling over to hosting a large gathering of our middle school students at NPR and then straight over into the Bayad Fun TNTP uh, community launch event there. just we were at the campus multiple times that day and just great to see such a
094again a great example of the investments we're putting onto our sites but also then how we're using those sites to facilitate community and also advance the goals of our district. I also wanted to echo trustee's uh earlier comments about our gratitude for the San Monteo Police Chief Barbraini and Foster City Police Chief Call who we met with multiple times um about two weeks ago both in order to increase our campus safety concerns but also to address the know your right seminars. And I think having that kind of partnership um with our local law enforcement partners and having the kind of trust and relationship we built is very important during a time of heightened fear and uncertainty for a lot of families in our district and really appreciate their willingness to stand with us and to
095reiterate their commitment to being focused on safety and not on federal enforcement or other concerns. Um, and then I also wanted to share that I was able to join Bareris Ford for their centennial celebration about two weeks ago. And I think the earlier public comment um was sharing some of the the pain points that that individual experienced, but I think it also reflects the general spirit that I saw throughout that time that there is an incredibly amazing just community and culture about the Baris for campus and a long history. And to see generations of alumni all gathered there and the kind of warmth and uh feeling they have towards that site and towards their own experiences, I think it's just something very special. And so if we are able to locate especially that uh bear
096sculpture which I just saw photos of it is just really amazing to again see the history and the multigenerational effect that many of our sites have had. And then going back to what Tristo said and know uh recognizing Hispanic Heritage Month. And lastly, I just want to say I am very proud to serve on the board with so many of our fellow trustees who have a very strong passion and commitment to making sure that every student in our district is recognized and seen and that every family is a part of this conversation and regardless of our own backgrounds um and just the kind of views that we represent. I feel like we are all very committed to bringing those voices into the room to having them be a part of the conversation. We may not
097always agree on everything and if all five of us agreed, four of us wouldn't need to be here. But the fact that we all come in with our own strengths and our own passions and all of us kind of united in the vision that we have for the district as a whole, I think is just incredibly important. So again, I think uh superintendent show said this at our last study session, but the kinds of not disagreements, but the kinds of conversations we have, I think are just reflective of the fact that we are a very thoughtful, deliberative body that is very focused on trying to maximize the outcomes for our students and ensure that we're using all our resources at our disposal and just very grateful again to be a part of a body such
098as this. >> Thank you, Trustee Kim. Um moving to our future meeting dates. Uh our next uh study board study session will be held on October 9th. >> And our next uh regular board meeting will be on October 23rd. That's a special day. My birthday Scorpio Thursday. Um, and with that, we will um uh ask uh Joe, can you please check online to see if there are any public uh comment on close session items, please? >> Yes, President Brooks. No public comments on Zoom at this time. >> Okay, thank you. With that, we'll we'll adjourn uh to close session. Almost back. All right, it is 7:33 and we are reconvening from close session and we will now Can I take a motion to adjurnn? >> Motion to adjurnn. >> Second. >> All in favor say
099I. >> I. I. >> I. Say good night. >> Good night. of their