001You can also wave because you're seeing Okay. Yeah. Do you want to maybe as a as educators do talk for a couple minutes share a little bit about Miss Long is our student council. Yes. So the students were able to get on camera. Oh yes. Miss Long, you do this all the time when our breaking. We look at the students and go, you know what? Let me tell you about this activity we're on. So the floor is yours. Oh, well thank you. So, um, the students had been, um, talking about school lunches this year, and so they were thinking about, okay, what are some things that we really enjoy about school lunches? What are some things we'd like to see changed? And then they had the special opportunity to join the special board meeting last
002week at the central kitchen, and they'll speak to that a little bit, but during that time, they're able to see where all the food was made, all of the challenges that come with cooking for so many different people. um having a lot of different picky eaters of different ages and how you uh accommodate that um and trying to get kids to try new foods. And so with that, they learned a lot. They had questions answered and now they're going to share a little bit of what they learned, some of the really great things they love about our school lunches, some of the things that maybe if possible they'd like to see change, um and then a few solutions. So, um, that's kind of the general outline of what you're about to hear. We timed it.
003It was about 3 minutes. I apologize if it's a minute more. Um, but okay. Is that good? All right. Nehemiah, remember, speak slowly, you guys. Hello. Good evening. My name is Nehemiah Torres. I am the president of Bearsford Student Council. I'm here with the publicity coordinator, Caroline, and our class representatives, Emmy, Ava, and Sophia. Next side slide, please. Uh, we want to thank the food services staff for giving us a tour um of a tour of the central kitchen at the at the special board meeting last week. We saw how much thought and effort goes into making the food for the students. We would we were able to ask questions and hear about current solutions at the at that are in progress. We want to thank them for caring so much about the students health
004and wellness. Next slide, please. Hello district board members. I am Sophia Ireas a fourth grade representative. We are here because food is is important so students can have full stomachs to and to focus on learning. We will speak about our lunches and then propose some changes we that could be considered. Thank you. Next slide please. Hello, my name is Ava, a fourth grade representative, and I'm here to speak about the pros of our school lunches. It's nice that we have a variety of lunches so people can feel included within their culture. There's also a vegetarian option for those who are vegetarian or vegan that provides protein to stay full. Finally, the packaging prevents food waste if we're dropped on the floor, and it keeps our food warm. Thank you for listening. Next slide, please. more
005fine. Hello, my name is Emmy. I'm a fourth grade representative and I will be sharing the cons. The first con is that the packaging. It can be hard to open and cause the food to get soggy, watery, or hard. Sometimes the food can fall out of the out in the packaging and make it pretty messy. This can lead to food waste from uneaten food. Thank you. Next slide, please. Hello, my name is Caroline. I'm one of the student council publicity coordinators. I'm here to suggest some possible solution. I'm here to suggest some possible solutions. First, packaging that could be easier to open and less messy. Second, food warmers and kitchens to help with condensation. We learned that this is currently being worked on. Finally, single slices of pizza because it's easier to eat than pizza
006pies. Next slide, please. Here are a few of our personal favorite meals. cheesy bread sticks, chicken tikka masala, lasagna, and all in a lot of pasta dishes. Thank you. Next slide, please. Hello, my name is G. I'm a second grade representative. I'm going to invite you to come to Barford and experience lunch with us and continue the competition. Thank you for listening and watching our presentation. Thank you. [Applause] Thank you. [Applause] Can we have the students take a photograph of our school board here? Oh gosh. Okay, you go first. Yeah, we're super happy our yearbook hasn't been finalized yet. Perfect. Told you it was. [Applause] All right, we can call Mr. Gioani Moroccan. Yes, got it. Okay, thank you for letting me speak to you today. Uh my name is Giovanni. I am a PE
007teacher at Fiesta Gardens and I'm here to talk about PE class sizes for elementary next year. Uh, so I know that there is talk about potentially increasing class sizes and what that could look like is just numbers on a page. So I want to give you a story and why I think you should reconsider increasing class sizes next year. So a while back I had a student named Victoria and Victoria loved elementary P. She was always excited to play. I could always count on her to be a good sport and a good friend to everybody. But one day we were doing basketball passing and Victoria just sat out and that was very unusual for Victoria. So I went and talked to her and I said, "Victoria, what's going on?" And she told me that when
008she was playing basketball recess, a ball had hit her in the face and so she didn't feel comfortable playing basketball. So then I asked her, "Well, would you feel comfortable maybe playing on the side with a friend?" And she said, "Yeah, I'll give it a try." And she did. And so she passed on the side and she felt more comfortable. And as the year progressed, she felt comfortable again playing basketball. Now, I tell you this story because if we increase PE class sizes, it's possible that I wouldn't have the time to sit and talk to Victoria because I have to do more classroom management. The other thing that might happen is there might not be a safe space for Victoria to practice with her friend because there going to be so many kids out there.
009At some sites, we have two classes at a time, which means about 70 students out there at a time. And a lot of our sites might not be able to accommodate that if it's raining. So if it's raining, I know that at our school, we have art, we have music for the kids, we have reading buddies. So finding indoor spaces for PE is challenging and at times I've had to do it in spaces that are about a quarter of this room with a full class and sometimes even beyond just a full class. So increasing that to next year, I think would make it a little unsafe for our students. I know that there are other elementary PE teachers that feel the same. Some PE teachers have to do PE in the hallway just because they
010can't find an indoor space. So, I just ask that you reconsider that proposal. Thank you. [Applause] Are there any more in-person non-aggenda item? Joel, can you please check online? One moment. Checking. Thank you. Um, no public comments at this time. No public comments at this time. Thank you. All right. Um, public statements related to agenda items will be called on at the appropriate time. We will now take uh reports from the foundation committee. Oh. Um so Karina, sorry, I'm going to read this one because Karina couldn't be here tonight. Um, so she says that um the primary announcement is that the world famous Harlem Wizards will face off against the Sato Foster City School District's Ed Foundation Allstars. An unforgettable community event at Aragon High School on Sunday, May 4th, 2025. So that's in two
011Sundays from now um from 3:00 to 5:00 p.m. This unique exhibition basketball game hosted by the Samato Facer City Education Foundation will feature district teachers, principles, and staff in an action-packed family-friendly basketball showdown. Uh basketball showdown. Um again the time is uh 3 to 5 at Aragon High School at 900 Alama delas Pulgus. Um doors open at 2. Game tip off is at 3. Um let's see. And you can buy where is she going to send tickets? Um you can go to smfcedfund.org or for more information and to see the staff roster and to buy tickets. Thank you. Thank you. And we do we have anyone here for the uh PTA council report online? No. All right. Smeita, anyone from We're going to let the principles go first. Okay. Um, CS EA, the same thing,
012I think. Oh, same. I think we're going to let PR uh principles go before the other. Where are the principles? I'm not sure. Oh, yes. Okay. I'm sorry. You're up. Okay, you're up. Yes. Yeah, they're they're coming. Are they coming? I see. Okay. Okay. All right. One second. Bear with There we go. Um, so before we get started, um, I am Natalie Delhim, principal of Lead Elementary, and this is Shannon Tumi, assistant principal at Lead Elementary. and we have brought two students who are going to um do a land acknowledgement. Hi, we're from Lead Elementary. I'm Anasa and this is Joy Louu. We are sorry, we're speaking our land acknowledgement where we got um a few months ago from just writing a couple land acknowledgement, sorry, land acknowledgements and then pinning them together. We would
013like to thank Miss Delah and the board for letting us speak today. We would like to acknowledge the Aloney people whose land we are currently on. We are grateful for this homeland and the environment that the Aloney people has taken care for us. This land has beautiful trees, clean water, and green grass, and we are incredibly grateful for that. The Aloney people keep this land lush and full so that they, us, and future generations can be healthy and safe. Thank [Applause] you. Uh, thank you to Miss G for helping our students with our land acknowledgement as well. We appreciate that. Thank you. Okay. Um good evening board superintendent over here and all of the Sanonteo Foster City um school district families. We're going to do a brief presentation about Lead Elementary. Um what I thought
014I would do this year is talk about um small moments at LEAD. Uh former assistant superintendent Dennis Hills was my principal and he always talked a lot about small moments and how impactful they can be and really give a good snapshot of who we are. And so we're going to share some small moments from this year so far. So the first one just happened on Friday. Our TOSAs, our LNL TOSAs put together a CASP rally to get our students ready for state testing. Um and what to me was so meaningful if you look on the stage one of those p on the pictures on the top you will see the entire sort of lead support staff um on the stage supporting our students. So I'm up there. The PE teacher is up there. Mr. Carlos,
015our custodian is on the stage. Doulce Hernandez, she has a wonderful para educator who supports our student. And um Mr. E, Mr. Jose and Seo, he is our RBT. And so all of us on stage together put together a little um rally about the importance of doing it well. The examples of how not to take state testing and then we had students on the stage who showed how to do it. But what's just so meaningful is that everybody was there. Our custodian was on the stage, our paras because we value everybody at the school to support our students in their learning. So that was a really mo meaningful moment. And this beautiful picture is our this year we were really um excited to be one of the community schools in the district. um and our
016students were part of um soccer teams. And so these cuties looking at you on the screen was our uh kindergarten and first grade team. Um and what's been really great is our students love soccer in a way that well football they call it um in a way that I've never seen before and they're all on their way to the World Cup and so they were thrilled and we really appreciated the jerseys. Thank you. They have our school name on them and the kids were thrilled. For some of them, it was like the first time to be on a soccer team. Um, and their faces like just light up and they got to go on the bus and like go play another school. Um, and so we just thought this picture said it all of just
017what a gift community schools has been for us already. Um, so one of the things that we really wanted to focus on this year was small groupoup instruction and centers in our classrooms. And this was just a moment I just walked in to say hello to the teacher and mentioned something to her and I saw it just happening so beautifully. The teacher was doing a small group um with her students around math. Then we had kids playing games um which was part of our center work related to what the teacher was teaching. Um, and it was just wonderful for me to see it just happen so naturally now and everybody um is participating in such a way that's so meaningful to kids and the kids love the hands-on math that goes along with the zone
018curriculum. It's been really wonderful to see these centers in progress and you can see the teacher so happy at the [Music] table. I'm so glad that our fifth graders and their incredible teacher are here for this one. Um, so another pretty incredible small moment at LEA and we've had a few of them are events. We've been trying to bring our families together more often. And so we had a Black History Month art show. So every grade level had a different theme that they chose, either an artist or um some famous um someone famous from um black history. And they each class created their projects and then we displayed them out on all the tables and then we invited the families in. Um and this is just a really um beautiful showcase of how our families
019have all come together um and get really excited to come and see all the projects and siblings can see each others. It was a very successful event. Oh, it's the other one. Oh, yeah. So, this was the other one I was going to tell you about. I forgot that it was next. Um we had a schoolwide publishing party. Um so, we were also super excited this summer. We were to we were able to receive some professional development from um Lenanisha who Lenanisha Tab who does a whole like writing curriculum and just really brings it to life and our kids have really really really loved it. Um and so they brought published pieces of writing every grade level from TK to fifth and they all had a published they call it the golden step send it
020to the world. So, they brought their piece of work that they sent to the world and then their families came in and it was just so cool to see the kids reading with their families, reading with their siblings. Um, and it was another event and we're also really excited we got our new NPR this year. So, all of our schoolwide events are happening in the NPR. So, we're happy about that, too. Um, this is this is our last side and I do an hour of lunch duty every single day except for Wednesdays. And lunch duty can be a little hard. It it's it's a long time and um you know we try our best out there and last I think it was even last week we we turned around and one of our new students
021Ni had drawn this picture of us and labeled it. This is a first grade student and the detail she put into it and just it just brought this huge smile. We just loved this moment. We wanted to share It might not be as natural for you folks, but the detail she put into like my jacket with the pockets and Miss Tuby's ponytail and it just added our animals later on. We had pets and student like the picture about it was just a really nice wonderful connection with students that was positive and interactive. It just brought a smile to our faces and we bring a smile to yours. But um just felt like a great day at Leed Elementary. So yeah um just some next steps coming up. One of the things we're super excited for,
022we're going to be um working with the board and the district on, we are really hoping to change the name of LEAD Elementary in the future. Those of you who don't know, LEAD was originally an acronym for a magnet charter type program. Um before LEAD, it was horel. But what we are really excited about is to um rename the school potentially Cottage Grove. We did some work around that with families and communities and we are in the Cottage Grove part of Sanonteo. So if we did that, we would align with Laurel, Barisford, and other schools to be more in alignment. Um, and we are not a magnet school anymore in that. So we felt it's really appropriate. Um, we are also super excited to be working with the superintendent and um, also some of his
023cabinet members about project-based learning that we are hoping to pilot with our fourth and fifth graders next year. Our teachers are really excited about it and so are we. We just think it's going to be a wonderful way to bring um, learning to our students. And then finally, we would just like to invite anyone here in the board. We're having a spring carnival on Saturday um that's going to be on the playground. We're going to be supported by um some groups, Mobilized Love and CPC are going to be supporting us with this games for the kids, food, clothing giveaways, um a cakewalk with lots of baked goods, and um you can also win a raffle to have lunch with your teacher. So that's also great. But that's all we have. Thank you. Thank you. Thank
024you. Okay. Good evening, Superintendent Choa, board of trustees, executive cabinet. Um, my name is Justine Deaggio. I'm the principal at George Hall Elementary School. And I am so proud to be here with two spectacular fifth graders from George Hall. And um, they're just going to share a little bit about their experience um, at George Hall and um, what's going on in fifth grade. George Hall. Hi, my name is Steven. I'm from George Hall and I'm and I'm in fifth grader. A fun fact about me is that I like pineapple pizza and I love love love watermelon. I come to George Hall from Guatemala halfway through through last year. I only knew a couple words in English and I didn't have any friends yet. On my first day, I was feeling scary and nervous. But kids
025in my class were so inclusive to me and they even learned a little bit of Spanish to make me feel welcome. Now I have many friends and I feel more happy and I speak more English. There are many reasons why I love fifth grade at George Hall. In math, we're learning about geometry, which is about shapes, area, perimeter, and quadilaterals. I also love Ela because my partner and my team help me learn speak more English. They're kind to me and we and they wait for me if I need more time to read or write. I also help them spell some words that they don't know. George George Hall also has a kindness club with Miss Pratt. When I heard about it, it was excited to go because I thought I will be fun. We do
026fun kindness activities and help spread kindness. We even plan the kindness week. So those are my the things that I like from George Hall. Thank you for listening. Have a great night. [Applause] Good evening. I'm Ethan Horn. I'm a fifth grader at George Hall Elementary and I'm our student council president. And a fun fact about me is that my favorite food is sushi. First, a couple weeks ago, most of the fifth graders went to outdoor ed. There were kids from different schools all in the same place. Students could meet other kids and become friends with them. This made the community great. This showed fifth graders that even when you're surrounded with people you've never met, you can become friends with them, which is a skill that would help them going into middle school. In addition,
027at George Hall, we have inclusion leaders in every third, fourth, and fifth grade class that learn about neurodeiversity. We have a goal of having everyone being included and being a part of this amazing community. We also do activities that help people learn new ways to be inclusive. For example, making posters that encourage all students to be there for others who look sad or frustrated. Furthermore, many of us at George Hall haven't had the opportunity to become friends with the other kids that we'll see when we get to middle school, which would help students feel more comfortable going into middle school. Our student council is currently working on a plan to give us that opportunity by bringing us together by bringing together fifth graders from across the schools that will be going to Abbott next year.
028Thank you for the opportunity to speak with you today about my great time at George Hall. I'm grateful for the community and the hardworking teachers at this school who give us opportunities to learn in this wonderful, safe, and inclusive environment. [Applause] Thank you very much. How do you say how is how are we supposed to move forward? Okay, we uh we will um call Smeita. Make me go after that. I know. The nice thing is it's polite, but the bad thing is you have to follow. They're so sweet. Oh my gosh. Uh, all right. Well, actually, I have an announcement. There are some other PE teachers online that were hoping to make a public comment. Um, so I just wanted to pass that information on. Um, I wanted to thank thank my my former students.
029Um, and then also uh definitely uh I'll go ahead and give this update. We don't have a lot to uh report tonight, but um we are definitely rallying our members together to join the fight for schools rally that's going to be held on May 17th throughout California, but definitely at locally at Embaradero Plaza at 2:00 p.m. So, if you are a friend of public uh public education, I encourage you to come as well. We're gathering in support of public education, of course, and against the closure of federal department of education, among other things. Federal funding supports a lot California students, but especially our most vulnerable students, including the uh um title one students, students with disabilities, etc. So, anyone who is free on May 17th at 12:00 p.m. Embaradero Plaza is the place to be.
030Uh, Smita also passed a resolution at our last governing council meeting in support of extending uh, prop uh, the funding from Prop 30 and Prop 55, which helps uh, public schools. We encourage our our school board to consider creating some sort of resolution as well. This is going to uh, ramp up our big signature campaign that will start at the beginning of the school year to try and get that extension put onto the ballot. Um, this is definitely a busy time of year, uh, with CASP, open houses, dance, music performances, uh, class performances, end of the year assessments, and everything. And I want to publicly uh acknowledge and wish everybody a happy staff appreciation week. A little in advance, but acknowledging all of the work that we do every day and making sure that um
031we acknowledge all of the time and effort it is to put in all those wonderful things that happen at our school um every week. Thank you. Anyone from CSEA? Joel Bri might be on. Okay. Joel, can you check online for uh CSEA update? Yes, Miss Bishop is online. Thank you. Hi there. Um can you guys hear me? Yes. Great. So, good evening trustees, superintendent ooa, executive staff, and guests for those who may be attending for the first time. Uh my name is Brienne Bishop. I'm here on behalf of the CSEA and apparently I have a frog in my throat all of a sudden. Um, excuse me, uh, CSCA chapter 411, which is the union serving our classified staff members of our district. So, good news. My remarks are also short tonight. Uh we'd like to
032start off though by expressing our uh sincere thanks and gratitude to the school district for resolution 1724-25, the adoption of the classified school employee appreciation week. Um our employees work really hard and uh acknowledgement is much appreciated. Uh, as you know, we're currently in negotiations with the district in regard to wages, healthcare, and reclassification process for the 202526 school year. Uh, we're hopeful that we can reach an agreement with our members uh where our members will have access to affordable health care for employee dependents uh as deserved. And we are also hopeful this process will result in incre in an increase significant enough to help with uh offsetting the rising seemingly runaway costs of living that we are all seeing these days. Uh we appreciate the collaboration with the district and representatives in this process.
033And that is all we have for tonight. So thank you very much for the time. Thank you Miss Bishop. We can return back to item um eight and then check with Joe to see if we have other teachers that Yeah. I need one from the public. Okay. But we shall we do this and then you go we just did Smithica. They were the first. Gotcha. Okay. All right. Joel, can you please check online to see if there are any public statements related to non-aggenda items? Yes, checking. Thank you. Okay, we do have one raised hand. Dustin Yakubian, just a moment while we get the timer set up and um public comment prepared. Hi, Dustin. Can you talk? Uh, yes. Can you hear me? Yes. Go ahead. Um, thank you for for including us back. And
034again, the the chat was disabled, so I know myself and a couple other people um who wanted to speak up earlier were uh we just kind of weren't able to get our names in in time. Um I I just wanted to um kind of second what was already mentioned about the um discussion potential discussion of increasing PE class sizes. I mean, I think it was put um very eloquently in that example and you know, as you can imagine, there's many other examples uh of exactly the same thing where we're talking um you know, safety issues um in addition to just maybe not students not feeling as um safe or included um emotionally. you know, obviously we're we're talking about increasing class sizes um you know, far beyond what is uh considered instructionally appropriate in the
035classrooms, you know, and we're dealing with students moving around um with equipment, you know, and so the the safety factor is is uh quite high. Um and so increasing class sizes uh uh even beyond what would be uh what what is considered you know okay in the classroom beyond uh kind of the the equity and the valuing of PE students and and PE teachers um is concerning. It's also the safety issue. And so I really wanted to bring that to the forefront because at the end of the day that's that's what we're all here for is is for the students. Um, so I was hoping the uh the board and you know whomever else um other stakeholders may um take that on board and reconsider. Thank you. Next speaker um is Julio Ibara. Please go
036ahead. Hello. Are you guys able to hear me? Iara, please go ahead. Could you guys hear me? Okay. Yes, we can hear you. Okay. Um, yeah, the the chat would disable same as the, you know, Dustin was saying it was uh just trying to u give a voice to, you know, um the PE teachers. Um, I'm a better just I'm not a great public speaker, but I'm just going to read what I just kind of wrote my staff um that I fit uh I think uh fits today's uh non-public agenda. Um I'm writing because um I have a deep concern regarding the proposed increase in physical education class sizes across our district. Um, as an educator who is greatly committed to the safeties, development, and academic growth of our students, um, I urge you to
037reconsider any plan that would result in larger PE class sizes. Uh, the impact, um, of such change extends far beyond the logistical challenges, um, that Dustin mentioned. Um, it compromises student safety, diminishes the quality of instruction, uh, sends a message that not not all educators in the district are valued equally. Um unlike a traditional classroom setting, uh P classes involve constant physical movement, use of equipment, activities that carry inherent risks. Um you know, the P class sizes, um you know, increasing um you know, it's is just such a challenging thing, you know, um even with injuries, you know, just not being able to the safety concern that that was mentioned already. Um the effective teaching in PE requires individual attention to form technique, physical development. You know, with these larger class sizes, differentiation becomes more
038difficult and challenging. Um and students receive less feedback with engagement. Um as was mentioned with inerson speaker, uh you know, research consistently shows that smaller class sizes contribute to better student outcomes. Um and we're just trying to be considered in um you know, in that thinking that that proposal. Um, I think it's also important that we recognize that as physical education teachers, we're an integral part. Um, and we might be a small part, but an integral part in this district's educational community. Um, while PE staff may represent a small percentage, our contributions to student well-being, physical health, and social and emotional learning um are substantial. Um, we must not, you know, be left behind or or compromise in the pursuits of improvements during um, you know, these negotiations. I feel like the push to increase
039these class sizes um just sends just a little bit of a discouraging message that our work is less valuable. Um I don't think we do this in like in a math class to stick 38 people um 38 kids um in a math class and then expect success. Um so I'm just hoping uh that you all could just hear us out, you know, and reconsider any increase um in the PE class sizes. Thank you. President Brooks, there are no other raised hands. Thank you. All right, we will move to announcements. Do we have any announcements for the board from the board? I don't know. Do we want to talk about some of the stuff that happened over the last month for like events or we can do that later statements? Huh? Okay. Um Okay, that's nothing.
040Okay. All right. Superintendent report. Oh, President Brooks, I have an announcement. I'm here. Um I just wasn't able to hear or say that I was here earlier, but I'm here. Thank you for letting us know. We were looking for you. Thank you. I was here. I just couldn't hear you or speak. Thank you. Okay, Trusty Proctor, the room is yours. That was my only announcement. Oh, it was major. It was major. Thank you. With that, we will move to superintendent report. Very clear announcement and one that we won't forget soon. Um well the stu I think the students speaking tonight uh from Barisford from George Hall um you know just from lead uh just seeing the images of our students from lead and even the drawings that actually was quite a good likeness actually if
041you allow yourself to visualize it but um you know this this u profession that we're all a part of and we're all so lucky to be you know public educators who, you know, who take in students who come from other countries and who show up and say, "I don't have any friends here." And then a year later, they're speaking to the school board on television basically. And it's just it's a really incredible thing that we get a chance to do. So, I just want to say that I I want us to all think about that from time to time and allow ourselves to um you know, just get that little burst of of joy out of the fact that we are doing work that really makes a difference in kids' lives every day. Um our
042trip to the the district's kitchen last week was another very memorable experience. um being, you know, part of a group that's able to walk into a cooler with, I don't know, several thousand uh individual containers of food and watching the kids react to seeing the scale of how much food we produce for kids. Um but also just listening to them say, "Oh, that would be great if that was at my school." thinking about that and really reflecting on what we can do more to pro provide our kids with a meal that they look forward to uh when they show up to our schools. And that's a really wonderful thing. At our at our next uh school board meeting, uh we'll likely bring uhou to the board. Uh it's with an organization here in the Bay
043Area called the Bay Ed Fund. I've referenced it at a couple different meetings. uh and our work with the Bayad fund uh continues moving forward. We actually just gave them the contact info of about 25 of our teachers, principles, and parents in the district and staff in the district. Um and these are folks who do philanthropic work and they have a really strong desire to partner with us on our next strategic plan. Um, and so I'll be bringing a proposedou to the board uh that will define the work that we do with the Bayad fund in the next 12 months. And it'll likely involve a real big uh visioning process that takes us on the road to establishing a new strategic plan. Um, it will be about 18 months of work, but it will impact
044this district for many, many years to come. And if we do it right, um, we'll end up, uh, taking stock of everything we achieved and learned from in our last strategic plan and moving it forward. I also want to thank our district, uh, classified staff and, uh, certificated staff. We are going to recognize them um, next uh, you know, in the weeks to come and and we have uh, appreciation days. and to thank our PTAs. If you all don't know, the PTAs at our different schools, they set up these wonderful staff appreciation breakfasts and lunches and they buy gifts for our staff and they're just really wonderful people um stepping up and and showing that appreciation um because the people that work in this district really power the work forward. Um and just a really
045big thank you to all our staff. So, uh with that, I'll pass it back to you, President Thank you. Now we'll move to item four uh to the proposed consent agenda. All items on the consent agenda are considered by the board to be routine and will be enacted 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 the motion unless members of the board, staff, or public request specific items be removed and discussed from the consent agenda. The superintendent and staff recommend approval of all consent items. Motion, excuse me, movement of any recommended consent item is appropriate at this time. Do we have anyone on the board who would like to remove all? Um, yes. I would like
046to um maybe not remove at this moment, but maybe open discussion about um proposed consent agenda item 15, approval of Peninsula Bridge ELPU amendment. So, we'll pull it for uh discussion and then we'll um make a motion. Oh. Uh, Trusty Proctor, do you have any items you would like to pull? I do not. Thank you. Okay. Can I get a motion to approve the consent agenda removing item 15 for further discussion? I'll make a motion to approve the ag the consent agenda with um ex with the exception of item 4 A15. Second. All in favor say I. I. I. Okay, we can go ahead. Oh, I didn't. Yes. Um, yeah. So, I wanted to um have us discuss item 15. Um, part of the reason was, you know, I've talked to principles um about, you
047know, kind of our work that's being done with Peninsula Bridge. Um, and I've heard that there are some logistical difficulties um, in this contract, especially um, regarding transportation. Um, a lot of our families are have been unable to, you know, get their kids to from school, you know, at these exact times, right, from 3:30 to 6:00 p.m. to NWEA to Crystal Springs. Um and so I wonder you know I look you know and I think I'm looking at these numbers and you know I do think you know for the services provided it is a you know very reasonable cost. However I'm hesitant to commit to this like kind of blanket number of this amount you know for for example it says 200 students and I wonder you know are they actually serving 200 students? Are
048200 of our students actually making it to Peninsula Bridge to receive these services? Um, I would love if we could, you know, perhaps open discussion with Peninsula Bridge, um, to, you know, making maybe making it a per student, um, instead of a blanket one full fee, but like, you know, if they're serving 150 of our kids, right? You know, kind of adjusting that a little bit. And I say this as a former employee of Peninsula Bridge. Um, I worked there many, many years ago. Um, I would also like to pull on um, my private school hat. Um so the way and when I worked with Peninsula Bridge I was currently also working at a private school and you know just to kind of you know uncover a little bit of you know what happens behind
049the scenes. You know schools like Neweva and Crystal Springs are providing you know free classroom space sometimes different resources in terms of like teachers and programs and gifts and things and you know really like I said this is coming from my own experience working in private schools. They are looking to eventually attract and admit students through Peninsula Bridge, right? And so the, you know, they take their our kids and they bring them to their schools and woo them with their beautiful buildings and facilities and resources. And when it comes to the admission cycle for these private schools, you know, they cherrypick our students, right? They cherrypick the students who are, yes, potentially lowinccome but high potential, right? And so they're not looking to serve all of our students, right? um there is a carrot for
050them in in in hosting Peninsula Bridge on their site. And so I think for me I'm personally a little bit torn, right? Like I acknowledge in the short term they're providing our students with incredible resources when it comes to tutoring and supports and summer programming which I think is really invaluable and helping kids to, you know, helping to close that gap, right? But um I think there's also a long-term effect that I worry about, right? like brain draining our communities, especially our communities of color within this district. Um, and so I would love to maybe have a discussion about how if we do partner with them, maybe doing it in a more um thoughtful manner. Thank you, Trusty. Is there anyone on the dis who would like to chime in on this item? Um I
051have a question. So yeah, sorry. I I just wonder is there um like more to this agreement like a budget or anything um that supports this amount or I mean I think I'm okay with it. Um and maybe we just need a little bit more information about how this works. It looks like on the document, um, it's like a blanket $275,000 per year for 200 students over kind of a series of years is is what I'm reading on this on this form. I could be interpreting it incorrectly. Yeah. But oftentimes there's like more detail, right? Like what are they actually doing for that amount? And like perhaps there's a budget of some sort that Patrick has or can be brought or sent to us at another time. Yeah, I can share a few comments. Um,
052so in regards to um specific information, we certainly can um ask and I may be able to jump into my email and take a look see has some data right now as we're sitting here this evening to see what kind of partic participation we have currently. Um I believe um that we're if not serving uh that total number of students I think we're pretty close to that total number of students currently. Um and so um the uh so you had multiple questions. One was about the the number of students. We certainly can look into that specific data and I'm sure they could they'll respond really quickly if we don't have it at our fingertips. I just don't recall off the top of my head. Superintendent, you may recall. So um and then there's another question
053in regards to the dollar amount. There was um we're actually we had an agreement in place already with them for the upcoming year, but we had some discussion with them about just the challenges and the pressures on the ELP budget and the demands. And so we've actually done a reduction to an existing agreement we had with them. So this is a reduction from a previous agreement we already had for 275,000 to reduce it to 225,000. So we've had that active discussion and and respectfully superintendent och you may recall regards to the numbers I don't off top of my head I can't recall sorry yeah um the program with peninsula bridge is a partnership where peninsula bridge is taking on some of the cost of providing the extended day programming it it operates sort of like
054an like a 5day a week after school program but it's not 5 days a week it tries to provide service to kids in a delivery model where um they want to get kids involved in critical thinking. They want them to do um nonhomework-based academic rigorous work. Um but they are absolutely seeking to connect with families with economic need. That's one of their key priority indicators for uh for students who enroll. Uh we've in the last couple of years introduced the program to schools that don't currently have service delivery models for a lot of kids um there. So one example is Highlands that serves a pretty big population of kids who live in North Central because the kids don't go to Laurel Lead Park Sunny Bray or Fiesta. They essentially ride a bus up to Highlands
055and then at 3:15 they take a bus back home. They miss the afterchool programs that are taking place at other schools. And so we have had them participating through um through Peninsula Bridge. Um and I think to Trustee Hoe's uh point um at some point when they reach the typically the high school level um when they're eighth graders, they might choose to seek an option at either NOEA or one of the schools in the city. And we have kids who came to our district, went to just say for example, Meadow Heights and then went to Abbott and then for high school they actually scholarship them to one of the private schools in the city. Um I think that happens whether or not kids are in Peninsula Bridge sometimes, but I think to Trusty Ho's point,
056it is very much part of the conversation they have with families. And then what Peninsula Bridge attempts to do is to make it a 10-year commitment to the students. So they all start in fourth grade and they try to stay with the kids for 10 years extending even outside of high school. They, you know, I think probably Peninsula Bridge would do a lot better job than I of trying to explain what that means and how they keep uh connected to families, but it we looked at it as a service delivery model that already existed in the district and in the last couple of years increased it at several sites. But as uh Patrick pointed out, um as a as a sort of an attempt to safeguard against some of the bigger rhetoric nationally that's happening
057about taking away funding from states that don't comply with certain mandates that are coming down, whether or not they're deemed lawful at some point or whether or not they, you know, it's sort of at this point it's sort of a showdown between the state of California and the Department of Education. Um but it might result in us having some funds uh you know not available to us in future years and so with partners like Peninsula Bridge we have make made economic reductions. Um the per pupil is would be a little bit under 2,000 and a typical afterchool program is closer to about 6,000 or more. So in terms of like return on investment or cost per pupil I think that's an important thing to talk about. Um, but it might also uh be something that
058we consider at some point having a in the fall or early spring next year having a special board meeting where we go into our extended day programming in a very thoughtful way where we're able to put some things together and um and obviously our recommendation to the board is to approve this item so the kids continue in the program. But, uh, you know, acknowledging, um, uh, the points brought up, uh, thinking about putting some time on the calendar for us to really talk through, uh, the programs that we do offer. Do we have anyone online, Joel, related to would like to ask any questions related to this matter or any comments? checking. No public comments at this time. Uh so as as a you'll have a motion to either approve the item not provide approval
059to deny the item or potentially move it to the next month's meeting. That might be too short amount of time to put together the kind of comprehensiveness of the report. Um I think you know what Trusty Ho has brought to our attention is something that's really going to warrant a really deep discussion about it. Um and uh you know as as a board you all might decide that uh you know at some point we make determinations about what type of extended program we offer and what the values are and what the vision is. And I think um because it's currently serving students who have services now at our schools now my recommendation is that the board do approve it tonight call you approve it you can deny it you can table it is there a
060way to kind of maybe do a medium um you know obviously I'm not going to want to pull kids out this year right and um I know people have to make plans for next school year as well and I'm looking at this could we for example approve is the plan for the 2526 school year and table 2627 pending more information. Patrick, I don't I mean I'll leave that to you in terms of on the back end dealing with our I you know they've been such great partners. I I don't anticipate that would be an issue. I certainly I I'd imagine they'd be they'd like to share um they'll they're more than I'd imagine they'd be more than happy to share about the program, the success of the program um and perhaps answer some of the
061questions you had as well too, uh Trusty Ho. So, um I think that um I'm happy if you want to make that motion to approve 2526. I'll just I'll make a phone call tomorrow and we'll have a chat and we can bring it back to you. I'd support that. Our business person says we can do it. Um, I make a motion to um approve the 2526 school year um $225,000 contribution to the Peninsulou amendment. Um, but I would like to uh withdraw from the 2627 um pending uh additional information. Can I get a second? Second. All in favor say I. I. I. is about to make one comment on this one. I just want to make sure that that on this while we're questioning how this is written and the process of this one specifically.
062If there are others that are like this, we should be questioning just the same, not just because um like one trustee has experience with this particular vendor. So, um I guess I would just want to be careful that we're not like picking on just one because it's here in front of us and others may be written the same or similar. So that's just my comment for when we do dive into this deeper. Yeah, I would definitely welcome that. I think, you know, obviously I have very personal experience with this organization for a couple of years. And so I think um Superintendent Cho, your your suggestion of you know, maybe taking a deep dive into all extended day programming um I think would be a really wonderful um uh solution. We saw the photograph of the
063kids from weed the jerseys and that's part of an extended date for you know it's like there's just so many there's kids learning like the piano right there's just like so much cool stuff happening and it's across many different schools and vendors and it really would be nice to have that time to do that. Thank you. All right. Thank you. With that, we will move to um Did we do an approval of the consent already? Yeah, we just did that. Mhm. And now we will move to item five 5A. U human resources. Yes. Uh good evening, President Brooks, trustees, superintendent ooa, and guests. Um, as we've heard from uh Kathy and Brienne earlier in uh the meeting tonight, this is the time of year where we celebrate our staff members for the amazing work that
064they do each and every day uh for our students. Um tonight we have two resolutions prepared to honor both our certificated staff and our classified staff. Um we're going to start with our certificate employee appreciation week resolution. Uh the week um as was mentioned is actually in May, but it's uh before our next board meeting. So now is the time to do this. Uh the week is May 5th through the 9th and on May 6 uh that is considered the day of the teacher. So we do have a resolution that the board of trustees will read at this point. Thank you. Right. I'll start down. Um, question. I think just us. Uh, well, we can ask her. Allison, I don't think you have your mic on, but I can sort of hear you. Were you
065talking? Okay. Are you okay if we uh just do the resolution among But just just know that I support this. So just because I'm not reading this mean I'm against it. Go ahead and read without me. Okay. Certificated employee appreciation week on May 5th through the 9th 2025 and day of the teacher on May 6, 2025. Whereas the week of May 5th through the 9th, 2025 has been designated as classified employee appreciation week and May 6, 2025 as day of the teacher and certificated employee. Certificated. Oh, classified. Yeah. No, I'm on certificated. Okay. Yeah. Yeah. So now you go. Yes. All right. Whereas Sonteo Foster City School District teachers and certificated staff have committed to continuous learning by participating in expanded summer and schoolyear professional development in content such as foundational literacy, effective strategies to
066support multilingual and special education students, mathematics, implicit bias, and restorative practices. And whereas Sanonteo Foster City School District teachers and certificated staff have committed to building positive and safe classrooms and schools by listening to students, engaging families, making home visits, participating in community schools, teaching social emotional learning lessons, connecting families to resources, and supporting colleagues. And whereas Sanato Foster City School District teachers and certificated staff have gone above and beyond by tutoring at lunch and during prep time, teaching after school and during v school vacations, substituting for classroom teachers, and participating in leadership teams. And whereas Satel Foster City School District certificated support staff are recognized for assuming responsibilities outside of their regular duties as coaches and athletic directors. LPAC testing coordinators and PTA school site council. The NLPAC representatives to provide a robust school
067experience for students. And whereas Sanonteo Foster City School District teachers and certificated staff embrace and prepare for the future by serving on committees and task forces, leading affinity groups, and increasing their expertise with online tools. And whereas Sonteo Foster City School District teachers and certificated staff participated meaningfully in collaboration with the district. And whereas Sonteo Foster City School District recognizes that these are only a sample of the ways that our dedicated educators positively impact students, staff, families, and the community. And whereas Santel Foster City School District Community recognizes the extraordinary commitment, hard work, and dedication of its certificated staff in educating children and supporting families. Now therefore, be it resolved, the board of trustees extend its sincere appreciation and gratitude to the Santo Foster City School District certificated staff and does hereby proclaim the week
068of May 5th through 9th, 2025 as certificated staff appreciation week and May 6th, 2025 as Day of the Teacher. And be it further resolved that the Sanonteo Foster City School District Board of Trustees strongly encourages all members of our community to join them in personally expressing appreciation to our teachers and certificated staff for their dedication to their work. Do we just move to the next one or do we pass this one first? I think you could pass this one and then we'll move on to the next one. Perfect. Okay. Um to pass thisou can I please get a motion? Motion to pass resolution number 16/2425. Second. All in favor say I. I. Okay. Okay. Thank you, President Brooks. And um now we will honor our classified staff as part of classified school employee appreciation week,
069which will be May 19th to the 23rd. And we have a resolution for our classified staff as well. All right. Thank you. Uh whereas the week of May 19th through the 23rd, 2025 has been designated as classified school employee appreciation week. And whereas our classified employees bring their expertise, enthusiasm, and heart every day for our students, staff, and families. And whereas classified staff support students and families by welcoming them with a warm smile, making phone calls to encourage participation in footsteps to brilliance, providing translation during meetings, and managing independent study work. And whereas Sanonteo Foster City School District classified staff support students social emotional, academic, and physical well-being by providing highquality childcare in the annex program, conducting IPAC testing for students, assisting students during sensory breaks, and serving nutritious meals. And whereas Satel Foster City
070School District classified support staff participated in meaningful collaboration with the district. And whereas classified staff create a safe environment and foster an all-in mentality on our school campuses. The custodial maintenance team keeps sites clean and attractive and a nursing staff help students stay healthy so they can attend school. And whereas Sano Foster City School District classified staff go above and beyond the call of duty by making home visits, delivering books and instructional materials to students in the evenings. And whereas Sanonteo Foster City School District classified staff have been role models for students by saying yes when anyone asks for help, showing empathy and kindness to others and through their cand do attitude when faced with difficulty. And whereas the Santel Foster City School District recognized that these are only a few examples of the classified
071staff's dedication and commitment to students. And whereas the Sanonteo Foster City School District community recognizes the extraordinary undertaking and hard work of its classified staff in educating its children. Now therefore, be it resolved the the board of trustees extends its sincere appreciation and gratitude to the Sato Foster City School District's classified staff and proclaims the week of May 19th through 23rd, 2025 as classified school employee appreciation week. And be it further resolved that the Sonteo Foster City School District Board of Trustees strongly encourages all members of our community to join them in personally expressing appreciation to our classified staff for their dedication and commitment to children. All right. Can I get a motion to pass this resolution? Motion to approve resolution number 172425. Second. All in favor say I. I. I. All right. Thank you.
072Okay. Thank you. We will move to student services. There's one more item for student. Yeah. Thank you very much. Um tonight uh we are looking at the approval of a form that is required from the commission on teacher credentiing called declaration of need. And the declaration of need is really um a a form that allows us to hire teachers who may not be fully credentialed quite yet. What the state asks us to do is to present numbers of um the number of credentials or in this case it would be emergency permits or limited assignment permits. They ask us to approve um or to project how many of those we will need. Um the practice in this district uh is to to go really high with that number. If for instance um in the case of
073uh when we hired international teachers and many of our international teachers came here without the B-clad, they needed to take some additional classes and we had to basically get a permit for them to do their work for the year. And so that would be one example. We also sometimes find ourselves in um a situation where, you know, if teachers resign late and we're scrambling to, you know, if it's August or September and we're trying to hire teachers, sometimes we'll hire teachers who aren't quite through with their program. And so there's a variety of different kinds of of these permits that allow a school district to hire people who are not fully credentialed yet. And so this is an annual exercise we go through where we ask our board to approve the numbers listed here. And
074uh what I can tell you is as I said we we put a high number um because we basically and it's being projected now for for you to see but um we put a high number because it's more of a just in case a safety net for the school district. we do not reach the numbers we generally list on this form. Um because if we were to go over the numbers then we have to come back to the board to ask for more approval and there is no penalty if we don't get close to these numbers. There's no penalty for the school district. So this is really um you know it's as I said it's a safety net for the school district when we do our hiring. Um and so our request is that you
075approve this document. Um it's in uh requires a vote so that we can send that to the state so that they know that um our board trustees approves us hiring teachers who might need additional time to get their full credential. If there are any questions, please ask. Right. Any questions from from the board? I just wanted to make a comment. um one of my children is being taught by a teacher who falls under this um declaration of need. And so um I know that I just want to kind of affirm that the work that's being done. I know school sites and you all work so incredibly hard to to fill these positions that are needed across the district and sometimes just it's it's nice to have this kind of emergency backup only when absolutely needed.
076So um I appreciate the the hard work that goes into not needing to do this form. Exactly. Thank you. Anyone else online? Al uh Trusty Proctor. No question. Okay. Any inperson comment? Any questions online? Excuse me. Any comment online? Joe checking. No public comments at this time. Thank you. Thank you. Thank you. All right. We will move to um item 6A. Yeah, motion. Sorry. Oh, excuse me. We do have to vote on this. Okay. I'll take a motion to approve this 5C. Motion to approve item 5 C. Second. All in favor say I. I. I. Thank you. All right. Now we will move to item 6A, student services. Greetings, board of trustees. uh superintendent and the public. Um I'm delighted uh to uh go into our special education update um which will highlight the tremendous
077work of our team in the special education uh world here in our school district. Um and this would be led by uh Morgan um uh Heather Morgan, our SPE director. Thank you Dr. Rubble and good evening board of trustees and superintendent of Choa. Um, just give me a moment to share my screen and I will be right with you. Let's see. Oh, entire screen application. Sorry. Uh, I think whole screen. Let me see if I'm doing this correctly and then I have to get out of here. Sorry. Just one moment. Uh, how do I move this? There we go. Nope. That's what I want. Hoping everyone can see that. I'm going to try to make it bigger. It's running a little slow. My apologies. Um, there we go. Present. Okay, I'm hoping everyone can see
078this. All right. Um, thank you for having me this evening. This is our agenda for the evening. Uh, I will be going through just program updates, fiscal updates, um, staffing, and also, um, mention of our community partnerships along with some data and implications for all of those areas. Okay. Um for your review, this is the current um program location um for this school year. So 2425. This shows our balance. As you know, over the past four years, we've been working to spread our programs throughout the district. So we have more opportunities for students to attend schools in their own neighborhoods. um preferably even in their own school of residence. But if the program that they need is not in that school, we are doing our best to move programs into um each neighborhood so that
079students can stay within their um home school. And then the next slide is our projected Whoops, not that. See, Whoops. Did it go back? There we go. Um these are our projected locations for the following school year. Um, one thing that I'd like to highlight is that we are adding a mild mod classroom to Highlands Elementary School. So, they will have a full continuum from kindergarten through fifth grade for their students um who are in special day class. Highlands is also an inclusion focused uh year 1 school. So, that provides um these students more opportunities for inclusion. Um, one of the other changes that you'll see is that our TLC programs will be paused um, for the following school year. I have a little bit more information about that in an a following slide. And
080also um, we are in the middle of transition meetings right now with families um, but we will be moving um, to classes from Beach Park. And because we're in the middle of those meetings now, um I will have more information about the um final uh locations of those um at a later time. Okay. Um spoke about this already and that we are building upon the K2 program at Highlands. Okay. Sorry, I need to move this a little bit. Okay. Um this is who we are as a as a department. So we are 29 RSP teachers in both elementary and middle school. We are 18 uh special day class teachers with mild mod credentials. Um we are adding one more in 2526. That's the highlands class. Um we have seven teachers with moderate severe credentials for
081our moderate sphere SDC classes. And this year we have two therapeutic classrooms which will be reduced by two in 2526 due to pausing those programs. Um we also have the related services. So we employ psychologists speak speech and language pathologists, occupational therapists, physical therapists. We have assisted tech assisted tech. We have two um DHH or deaf and heart of hearing teachers and we have two adaptive physical education teachers. And our behavior team, which has been growing, which I will also mention, um, consists of board certified behavior analysts or BCBAS. They kind of head up our behavior pyramid. Um, underneath them are our registered behavior technicians and behavior techs. And then our para educators one, two, and three. Okay. I wanted to discuss with you a little bit about the decision to pause the therapeutic learning
082centers. Um so some of the challenges h have been um primarily in staffing defining the program specifications and rostering. Um because of these challenges um we are pausing but we also wanted to mention that there have been benefits and we continue to believe that these are benefits for our district um if we can correct some of these challenges. So the benefits are that our district houses these programs. There's less need for outsourcing from non-public schools and this is further development for inclusion for students with special needs. Um our plans moving forward during this pause period are to work with um both of our bargaining units to develop um and negotiate of course incentives to attract teachers and related service professionals to working in these programs. Um these are just suggestions. These this is not for
083sure because of course it would have to be negotiated and discussed. But some ideas are things like compensation, adjusting the number of work days, um stipens for multi-year commitments. Um we need to work on program definitions and um rostering specifications with CalPADS and ARIES. That's something a little bit more technical, but we found that that was a challenge for um our students and it's something that we need to um clear up before we move forward. And then we want to also just further explore the potential questions and um collaborative collaboratively create anou with both of our bargaining units prior to reopening um which is right now tentatively planned for 2728, but this gives us plenty of time to do that. Okay. And some updates about our inclusion um efforts in our district. So this year,
084Foster City School and George Hall were in year two. Meadow Heights, Highlands, and Abbott Middle School were year 1. and our preschools um have been heavily um working on inclusion in reserving gened seats for students with IEPs and um prioritizing mainstreaming for students in the SDC preschool classes. Um what it means for a school to be a focus school e whether it's year one or year two is that they um they develop leadership teams um or steering committees at each of their sites and those steering committees um lead the work uh that's sight specific. um they work with the communication within their staff and they also receive some support um in the inclusion leadership meetings um that we hold with um supporting inclusive practices which is a grant that we received from the state of
085California and the CDE. We've had uh four meetings so far this year, two in August, one in November, February, and we have an upcoming meeting in May with that leadership group. Um and then that will help us drive our work moving into next year. Okay. And so um the planning team I just wanted to mention we are working on adding two new year 1 schools for next year but since we're still in the discussions about this and we need to communicate with those um proposed schools that will be uh forthcoming information. and uh Meadow Heights, Highlands, and Abbott will be entering their year two and Foster City and George Hall will be entering year three. Um the schools with a little bit more experience are starting to um dive into a little bit more uh
086application in terms of what inclusion looks like at each of their sites. And because each school has uh different programs and different priorities, um those steering committees are really responsible for matching the priorities and the input from the sites to making their inclusive practices um work for their sites. Okay. Um and then wanted to mention year three schools since they're they're diving into their third year of this. some of the things that we're thinking about with the assistance of um the professional development from supporting inclusive practices. And these are not all um like completely uh happening yet, but it's something that each of the steering teams are discussing um because we want to be more efficient with the way that we use our our special education professionals on each of our campuses. As you know,
087um, as I've shared in previous presentations, we have a large number of, um, staff in our department. We have, um, over 200 paraprofessionals in the district. And I listed off for you all of the numbers of, um, credentialed specialists also. And so we're thinking about ways to utilize their experience and their um uh their training with special ed students to help them um work with their gened peers on the campuses to help support students in the when when they are in the gened setting. Um we're also working on less segregated time in self-contained special day classes. So encouraging students and giving them opportunities as much as possible for each of their IEPs um to be uh outside of the of the special ed classroom. And then um also of course the inclusion to support for
088program design and professional development and coaching um to continue uh building up the uh skill sets of all teachers so that they're ready to welcome students into their classrooms. Um something else that we talk about, we haven't gotten there yet. This is just something that we're working on and it we'll be doing it in conjunction with both enrollment and business services is the um dual rostering and that's where you count students in um the gened numbers so that the seats are are there for them when they go into the classrooms. Um so that's something that we're looking at working on with our year three schools. And then also physical environments. So, this is something that when we're looking at the location of classrooms, we have to think about where can we create create places that
089are um the most conducive for students to be able to access physically. So, I work closely with Amy Rufo and uh with our facilities department to make sure that we are um that our schools are ready to accept students. And then um program locations. This is always something that's a priority for us and it has been since I started here in that making sure that we have a variety of programs in um our school uh complexes and making sure that those are available to them as well. It also um will reduce excessive transportation um which is important because we do have we do transport a great number of students in our district. Okay. And this is some great news I just wanted to share. Um we use a platform called SIL to do um to
090calculate our numbers for us. And um this is 5 years of data for inclusion. Uh the most recent year that I have available is 23 24 but I should have the 2425 soon. And I know that we are continuing continuing to meet our targets for this year. Um, so this is based on the percent of students with IEPs who spend more than 80% of their school day in the general education setting. And you can see where the targets are set by the state. They increase every year. And we've managed to continue to meet the targets every year for the last 5 years. And we do continue again this year. Um, and when I get the data for 2425, I will share that as well. Okay. Um, one of the, um, I wanted to talk about
091professional development because our special education leadership team did identify math instruction as an area that they wanted, um, to work on as a district. So, um, one of the things that we're looking at as being a concern is that the way that student IEP goals are written don't always match the best practices in the curriculum in the gened setting. So, students that are in RSP um, spend most of their day in the general education class, but when they have RSP minutes, they may be working on goals that are specific to them and their needs in their IEP. and we are working to align the way that the goals are written to the actual instruction that they're receiving in the gened setting. And so our math coordinator Amy Burke um along with the mathtosas and myself
092and be we this began with um superintendent ooa too um we started digging into IEPs and looking at the way the goals were written and looking at some of the challenges that we have in um working on those goals while using the adopted curriculum and making sure that we could find ways that for them to over overlap and align. And so we chose a focus group for this work. We decided to start with elementary RSP teachers and paras. And the goal again was to develop best practices in math instruction. Um we started we had our first session actually April 16th not too long ago. Um when we started this planning work with the TOSAS and with Miss Burke, we realized that this was far more than a one-day training could ever do. And so they
093they got very excited and they developed a multi-day training. It's actually um we have about six days planned out. Obviously, we can't um do six days before the end of the school year. That's unrealistic, but we wanted to do at least two. Um the first day is really more of um recalibrating, explaining the causes and the purposes, and then we'll we'll be diving in a little deeper in another session in May just to keep the momentum going forward. And then we'll be working with ad services to schedule out more days um across the 2526 school year. So that's where we are with that. And um if I can Can you hear me, Heather? Yes. Yeah. Let me speak for just a couple of minutes on this one. Um in the course of our meetings over
094the last let's say seven months since the start of the year um one of the pressure points when we meet with our special education team has been the feeling of frustration about the fact that kids have a difficult time with our math um grade level instruction and the acknowledgement that many of our students lack core skills that sometimes relate to being able to do well in the grade level math. Um because we're very fortunate to have this team of teacher experts, not administrators, teachers who have degrees in math, who understand math pedagogy more than Heather or I or any other maybe not Amy Burke, but most other administrators. Um I think she's probably on on the same par with them, but um what they said is we want to get involved in working with our
095RSP colleagues, our teacher colleagues to take them through a series of activities about how to support students even who lack core skills because the math meaning making and the math decision making and the math reasoning is going to have a bigger impact on the students long-term math growth than a repetition of core computational skills like revisiting things like uh numerousy and um whether you want to call it sort of the long division the fractions question. Um, and you know, I think our theory with this specific move is uh to give teachers time with one another, but to put special educators, and I am a special educator. I taught elementary school and middle school and specifically math. And I think as a special educator, you have this big toolbox of how to make things accessible for
096kids, but you're not necessarily like deep into math instructional pedagogy. So that's where we feel like those two groups can really spend time with one another. And the way to do it is to um elevate their discussion with one another about how we provide those math instructional minutes in those RSP settings um in a way that will in the long term result in kids having more confidence in their core math instructional time which is the the goal of special education is to provide tools and services so that students succeed in general education not special educ education. So, I just wanted to chime in just a little bit, uh, Heather, because, as you know, I attended the first couple of meetings with you all during this planning process. Um, but I'll pass it back over to
097you. Thank you. Thank you. I really appreciate all of those comments. Um, and thank you for fleshing that out a little bit more. Um, I also wanted to add before I go to the next slide, one of the things that was very unique about this training and, um, I think very powerful is that we invited all of the parap professionals that work within RSP classes as well. And so they were they are they are able to um under the direction of RSP teachers that are the credentialed they are able to deliver specialized academic instruction which is based on students IEPs um when the students come to RSP or or push into their classrooms. But this is an opportunity for paras to receive um curriculum instruction that they don't normally receive this kind of um professional
098development. So um I did get a lot of feedback. they were really really happy to be invited. Um, and the teachers were happy to do this learning alongside their um, their partners, their their working partners that help them in their classrooms every day. So, I just wanted to mention that they were there too. Okay. Um, this is another professional professional development training that special ed um, headed up this year. Uh as a result, I I recall in our conversations in the um study session, we were talking about compliance and um where like what work can we do to improve the compliance of um our district as a whole to create less vulnerability in our IEPs, which are legal documents, and make sure that um we're not only serving our students um to the best of
099our ability, but also making sure that we're legally compliant in all ways. And so, um, we working with our legal team, we looked at, um, areas that we've noticed maybe patterns that could be improved upon or or common mistakes and pitfalls. And so, we developed a, um, two sessions. It was a morning session and an afternoon session. um we targeted our related service providers for this particular training but um I can uh actually I'm planning to continue using this with all the rest of the members of of the team um including our administrators and um our teachers. So the three sections were the fundamentals of legally defensible IEP note takingaking. Uh note-taking can be um underestimated and how important it is sometimes. So we want to make sure everybody knows exactly how to do that
100because that role can change within an IEP meeting um amongst different members of the team. Also uh we did some hypotheticals to un to identify indefensible IEP mistakes. So we went through some sample situations and looked at um you know what if if teachers could identify where you know where something was wrong, what was missed, what should have been done, what shouldn't have been said. Um so common mistakes and then just the common IEP pitfalls. So this is more generalized but there are some areas where we see um repeated mistakes or or um you know common common areas that are easy to mess up and so we wanted to make sure that we went through those. Um it was also recorded and we can use this um in future times with other um members of
101our department. So that was a very um wellattended PD and wellreceived Okay, our behavior team. Um, this is something we've been working on for a couple of years now, but is ded the dedicated roll out of the safety care training. So, we've been doing it long enough now that we have gotten to the point of reertification. Um, the reertification if it happens um within the first year is a slightly shorter training. So, they don't have to do the whole day. The first training, the your initial training with safety care takes all day. Um, and we've we started by prioritizing schools with uh known behavior challenges or you know known programs where this would be um a group of teachers who could use this training um first. And also it's not just teachers. Um we have
102the principles make sure um or just ensure that the members of their team that need the training receive it. So there are some classified staff that receive it. There are some administrators who receive it and of course our certificated teachers too. Um and then the growth of the board certified behavior analyst team. So we now have six FTEEs. Um they oversee our behavior team pyramid. They are our go-tos when there are problems but they also assist in IEPs with doing um functional behavior analysis. They they help with um identifying antecedants to behaviors and giving our teams recommendations for things that we can do. um to um improve behavior and then um of course ongoing investment in our mental health and behavior support for students with IEPs and students without. Okay, I always give you a
103little update on this. These are our non-public school counts. Um current this is current as of March 25th. I actually think it's a little lower. I think we had two students transfer back into the district. So um as of March 25th it was 28 students um which is um trending in the right direction. Okay. And um these are these numbers um represent uh agency staff not uh district hired paras. So when you see that total number we actually have more paras as a district than those total numbers at the bottom. But we are attempting to reduce the numbers of agency hires because our goal is to um have them be Santo Foster City School District employees. Um so this is just a three-year analysis of where we are. Um and it for a variety of
104reasons. Um we our pri again our priority is to have more district staff. Sometimes it's harder to keep them. Um, we do have some agency staff that want to become district staff and when we're able to do that, we interview them and bring them over so that they become internal um employees with us. Okay. So, uh, updates for staffing. So, uh, for this school year, we always post the speech and language pathologist position even when we're fully staffed because some of them are agency employees. And so, we are fully staffed, but it is um, posted because we're always looking to hire our own. Um, we are posting registered behavior techs, um, the therapeutic day class teachers, and um, we have a preschool SDC opening. It is filled, but it's filled with one of our program
105specialists. So ideally um if we could find um staff to fill that so that she can go back to becoming uh doing her program specialist work that would be ideal. She's doing wonderfully and she's a superstar. Um for 2526 we do have vacancies posted. We're actively interviewing and hiring now. Uh some of these openings include speech and language RBTs. Um the preschool SDC teacher. Uh we're always looking for mild moderate SDC teachers and moderate severe SDC teachers. Um we have posted the inclusion TOSA position and then also we have some psychologist openings. Um as it's April, end of April, this is the time of year when we start learning about people with different life plans and different things that are coming up. So, um, as the numbers are kind of unclear because we we have
106employees that are on leave and then some people are, you know, maybe moving or making other plans and they still have time to let us know within their contract. So, we're just um working on the known vacancies at this point and we will adjust accordingly as we find out more information as the semester moves on. Okay, Special Olympics. This is always fun news. Um, our district hosted the fall event. Again, we did a joint um, Special Olympics with Hillsboro and Burling Game. And then Milbury this year also joined the um, the combo, but they did some things a little differently. So, um, we hosted fall at Burell Middle School in um, and it was a soccer event. And then in the spring there were two events. There was uh, Milbury and Hillsboro. Um we Milbury
107happened last week and then we have one more um at the end of this month and that will be a track and field day I think. Okay. Best Buddies chapters. Um I wanted to share this picture because the Best Buddies Friendship Walk in San Francisco this year. Um it's an annual fundraising event and um our Best Buddies chapter from Foster City School attended the walk. And this is a picture of uh some of our buddies and some of our members from the school. Thought that was exciting and I wanted to share that with you. And we continue to have Best Buddies chapters at the four middle schools um and Foster City Elementary which has made it a big priority. Thank you very much to Dr. Gaul who um is very passionate about the program and
108she's really helped push it forward. And um last but not least, I wanted to save the date. We are planning to do our fourth annual end of year picnic. Um we haven't decided where yet. In the past we've done it at Samonteo Park, but I haven't decided if if that's going to be the spot or not. So definitely save the date and we look forward to celebrating another great year with all of our friends from the special education department and from just the rest of the district. Anybody is welcome and we always have a great time. Okay, and that is it for my presentation. Thank you. Thank you very much, Miss Morgan, for this comprehensive report. The incredible work you and the your staff are doing are truly incredible. Um, I have a question about
109the [Music] um about the training for the teachers the um I would call it the deescalation. I don't wait I'm not Oh, safety care. Yes, safety care. Thank you. Um, is that training mandatory for all of the teachers? uh who handle our um special education um students or is it voluntary? So we have we have been rolling it out um like I said we prioritized it for the schools where um there were known sort of concerns you know and the staffs there were um really asking for it. The language in the contract though um it says that we will train um and prioritize staff with deescalation strategies where it's where it is known. Um it's not mandatory, but I think because we're because we never know when a student may show up. Um or you
110know, it could be a student a new student. It could also be someone who's never exhibited any kind of behaviors before and then one day they have something triggers them or they have an event and we really want um at least someone on the staff to know um how to deescalate for everyone's safety and for their own. And so um because that was a priority, we um have been sort of systematically going through the schools, but we're just now at towards the end of the year getting to schools that maybe don't have a a lot of um concerns coming up. Um so I I don't know that I would use the word mandatory, but it is something that we've kind of systematically been doing just for the safety of everyone. I don't know how does
111that make sense? Yeah, it does. Um I just I feel like um you know I would really love to see any uh staff member who is handling students um I mean it may not be this year but they may encounter a situation or circumstance where these tools are necessary and needed and think it would be amazing to have all of our uh staff trained to um handle these situations. Thank you. So, thank you. Um, is there any other questions on the board or comments? Um, thank you so much, Director Morgan. I, um, had some questions going into this and your presentation answered a lot of them, so it was very thorough and thank you so much. Um, I had a question and this is just for me to understand and have a little bit more
112background. Um I you know you were sharing that uh we're moving two mod severe SDC's from Beach Park you know and I appreciate your explanation that you know we'll receive final locations at a later time. Um I was just kind of wondering you know I understanding a little bit about this population you know we a lot of transition is probably you know very difficult. Um and so I just kind of wanted to understand a little bit about you know the decision to move it. You know will there be things in place to you know ease the transition for our students? for example, will the same teacher be maintained and so forth? Yes. Um so absolutely um we understand that this anytime any classroom whether it's mod severe mileod or gened any any of the above
113any anytime we move things or make changes um it you know it's distressing and it brings up a lot of questions and concerns. So um there is a process of having meetings with each family to you know listen to what their concerns are. um make sure that they don't have any questions that are unanswered and then um I we also have to look at sort of the physical locations and where students can be. Um like you said the staffing so yes um I I can't always speak to staffing because things happen that are unforeseen but every effort will be made to to maintain the consistency of the staff so that students IEP teams are going with them. Um, and then we also look at things like opportunities for inclusion. Um, which which sites have um,
114you know, maybe a lot of students that live in that neighborhood to like reduce transportation needs. In some cases, we're moving kids really far, especially in mods because mods severe um, is less um, common. So, you know, as you see, we we have fewer of those classrooms districtwide, and so we're trying to um move them into places where we can um make give more access for kids in each complex. Um so, all of those are considerations that are taken. Um like I said, I know it's not ideal. It is something that happens. Um I think that we've had program movements every year as far as I'm aware of, as far back as I can remember. um classrooms do move and like I said for a variety of reasons. Um sometimes it's things like construction and
115sometimes it's things like total student population and there's all sorts of different things that we have to consider from an administrative standpoint. Um but we're always doing it with the students best interest in mind and we do take that transition process um very seriously and we want to make sure that everyone feels um comfortable with where they're going to school. Thank you so much. I really appreciate the the background. Um I also wanted just to make a comment on um slide 13 about the compliance training resource. Um I you know was so thankful to hear that. um you know oftentimes in close session right we're going to we often have to just it it feels like money is just slipping out of our fingers right um you know and so having a professional resource and
116helping you know employees identify indefensible IEP mistakes um I thought that was really really good. Um I was wondering you know for a resource like this um is this resource being targeted towards for example you know perhaps employees who have consistently made mistakes you know we if we've have that documented um was this resource recorded is it something that we can you know share more widely I think um just you know empowering our employees with you know the tools to you know um making you know defensible IEPs is so is such a good one. Yeah, thank you. I really do want to um disseminate this as widely as possible and our legal team is wonderful about being available to us. So um I started with this one because we had this group um kind of
117assigned to us for the um March professional development anyway. And so I wanted to just start with our related service providers since they're in a lot of IEPs. Um but it was recorded and we do plan on um utilizing both it and the slides that go along with it um with other groups. So um you know there's we can target our administrators who are in or LEA meetings and then also um the teachers and the other members of the IP teams. Thank you so much. Um, I'll withhold my comments until later, but I did just have a question for now. Um, and thanks Heather as always for what you do. I wanted to ask specifically about professional development programs for our special ed teachers because we have had concerns expressed to us over the past
118few years um, about some of the professional development training and specifically whether or not it's geared towards special education folks who have that certification and that background. But also, I'm curious, you know, for I think what uh Superintendent Cho referenced the math intervention conversation that took place, whether or not afterwards if we had our special a teachers attend that professional development, we were able to get feedback from them on their experience, whether or not they thought that was productive just as part of our ongoing conversations for the superintendent or for Heather. Yeah. Um Amy Burke actually has um the feedback forms. We did do a a survey at the end and we collected the information. Um, I don't have the exact data summarized for you right now, but I can get that from Amy and
119share that with the board. Great. Thanks. Thank you. Are there any in person? Um, thank you very much for your presentation. And um I just had a couple comments in general u that I wanted to just I don't know put out into the world I suppose I uh one thing that I was curious more to hear more about because I find myself I feel like I'm part of the loop of a lot of different things and maybe there's lots of meetings that um go on that maybe I might not be privy to but I was uh actually curious more about this inclusion leadership uh team. I know originally when we did after we did our master plan, we had a inclusion task force and they met and then I think after some suggestions were given
120and then I thought I was under the impression that that team was over. Um but I was curious uh who's on this inclusion leadership team. Uh are parents are part of it? Are gened teachers part of the team? Um, so I guess I'm just a little have a little bit more question about that. And then my other question about the year three schools. Um, I happen to be in one of the year three schools uh for coming next year. And um my my general concern is about the rethinking of educational spe specialist. I'm using teachers and pair of professionals in the gened environment in a different way than how they're already being used today. Um, we are about 6 and a half weeks from the end of the school year right now and I was
121wondering um, have we talked to people about this? Are we engaging people in conversations? Because if we start the new school year like hey we're going to do this there's a lot of planning involved in doing this a lot of retraining a lot of nothing. I mean if you want something done correctly the time and the communication is imperative to have that and if we are just trying to do something quickly to go you know say hey we've got this going on um I know the concerns of teachers in those two in those year three schools there's a lot of questions a lot of questions about uh what it's going to look like but it what's going to happen and if we aren't taking the time to communicate with those of us that are going
122to be right in the middle of it. Um the service that we provide uh to our students isn't going to be as strong as it could be if we took the time to go slow. So just curious about the reaching out to other you know the staff how that's happening um what kind of questions and um concerns might be going forward and what exactly it looks like to rethink somebody's job description and change our working conditions. Thanks. Um am I able to respond to that or is that I don't know what I'm allowed to talk to or not. Sure. please. Okay. Um, so she had two questions. The first one was who's on the steering committees at the schools and what does that look like? So, I tried to explain that, but maybe I didn't
123do um a good enough job. So, um, when we initially started three years ago, there was a a huge district-wide inclusion task force that came up with the basic recommendations about moving forward. Um, once we selected focus schools, the focus schools each created their own steering committees. Um, that was led by the principles. they received some support on how to do that from both changing perspectives and SIP um and they selected the team members and so the team members are in and again this kind of answers she said you know who's on the team it varies from sight to sight depending on where the interest was and who so some of the some of the sites do have parents involved some of them have gened teachers involved some of them have special education teachers some
124of them have paras um it really depended on the site and the interest Um, so that's how and some of them are related service providers, there's speech therapists, there's all all sorts of different people on those committees and those committees are charged with well there's standing committees leading the work at the site based on all of the different considerations. So some you know some they have to think about um what what programs they have on their site. Do they have a mild mod SEC? Do they have mods? Do they not have an SEC or is are we talking about other kinds of inclusion? So all of those and you know maybe they're they have other focuses at their school. Maybe they're a language school or maybe you know so all of those things play into
125um the design of that steering committee and the work they do and then that committee leads the work and so they're the ones that are leading the communication within their school and developing it out. So I just wanted to make that clear. For the second question, I think I mentioned this in my presentation but again maybe I wasn't clear. um the the items that I listed on that slide for the year three schools, those are all that's the work that the year three schools are doing. It doesn't mean that they're starting on the first day of school doing those things. So, those are just areas that we're rethinking. Um but they haven't hasn't been completed yet. So, no, we're not throwing anybody into a new job description on the first day of school of 2025.
126And um I apologize if that was misleading. Um, but those are really just talking points for me and I was hoping that my presentation would explain that further. Thank you. Joel, can you please check online to see if there are any comments? Checking. No public comments at this time. Okay. Thank you. All right. Oh, oh, I'm sorry. Yes. Sorry, I want to withhold my comments after we had a chance to hear from um any other public comment. So, I just want to say a few things, Heather. First, I think um Trustee mentioned this already, but especially that slide you had on compliance. I know it's something that we talked a lot about in our previous session. Really appreciate the efforts that you and your team have done to really move things forward on that. As
127we said even at the last meeting, we'd much rather spend those dollars up front trying to make sure that we have the training and the capacity rather than having to spend them on lawsuits and settlements and finding out that students weren't served correctly. And so really appreciate all the work you've done to fix to address that issue. But also across the board, as I've mentioned, I've spoken to many special ed parents throughout the district and they have commented on the direction of our district moving in the right direction largely under your leadership. So I want to credit you there. Again, I I did want to call to attention, and I think um Kathy mentioned this briefly earlier, but we are hearing more and more concerns coming directly from our educators. And so, I still recall
128that when Trusty Watkins and I met with some of the members, I think it was about 50 or 60 members um after school on an event and they laid out, I think it was something like 20 or 30 areas of concern, we said, "We only have half an hour. What was the one thing you'd like to focus on?" And the entire group agreed that it'd be special ed. And I think there were so many concerns at the time. One of them actually was the TLC program. So to find that that's been paused now and they would be working closely with SMA and CSA on restarting that is great to hear. But I do know that even you know today we received comments from some educators who were alarmed as Kathy said about the language relating
129to rethinking the role of education specialists and hearing that for the first time in the presentation that was coming to the board. And so I do want to emphasize again, especially at a time when we know that special ed programs and the programs that we're trying to put in place to serve our most vulnerable students are under attack, that whatever we can do to help build trust and to help have that alignment between our educators and our program and our administrators and the board and everyone else and our parents, I think is going to be very critical. And so I would just make that urge everyone involved in our program to serve special ed students that we do as much as we can to help rebuild that because I know there has been a lot
130of friction and uh challenges over the years and as we move in this correct direction we want to do whatever we can to help facilitate that process to make sure that we're serving all of our students. Thank you. All right. What do you have question? Just briefly, I I would echo um Trusty Kim's emphasis on um building, you know, communication and trust and consensus amongst all of the the um affected teachers and staff who are working on this. And I just also want to say like I I understand that this is really difficult. It's really hard to run a a special ed department and it's really hard to address each individual. I mean, they're individual education plans, right? So, we're um I think it it's I think it's good for everyone to keep in mind
131this is always a work in progress and um and we can always do better and you know as the as the children change from year to year and we have to keep reviewing the IEPs like that that's all part of the process but it is it is it's tricky and so um but you know one of the things that I have been consistent about saying is that um you know thanking people who who send us emails or send you know let us know the the ways in which we could be doing better that's extremely valuable feedback and um I just want to make sure that we're we're taking all of that to heart. So thank you for your presentation and for all of your work and the team's work. Thank you. Thank you. All right,
132that wrap up that will wrap up our um student services. Thank you. Uh and we're going to take a quick five minute break. Thank you. Okay. All right. Welcome back. Um we will reconvene our regular board meeting and we will move to item 7A, superintendent services. Thank you so much. Um tonight's item 7A is a followup of our last schoolboard meeting. We had um the item discussed. We went through the process of uh thinking it through. Um but we didn't have one of our board members attending the meeting. So we wanted uh at the board's request to bring it here to the April meeting so that all board members had an opportunity to make any comments they wanted to make. I do want to share with the board should you approve the resolution. I do
133plan to visit uh both city planning commissions and the um county planning commission as well as the city councils of both of our partner cities uh to present them with the signed resolution should the board approve it because it's part of a strategy we're using to create awareness and transparency around what we are doing and why we are doing it. So in in a lot of cases, a resolution deals with a specific action the district is taking and it's sort of like very a very narrow action um according to one program or affecting one part of the district's operation. This one's different because it does carry an impact communitywide and I do plan to publicly present it so that uh our partners who sit on the day such in a in a manner similar to
134yourselves uh can know about it and then hopefully talk to their neighbors about it and re-engage with us about it. Um it's a it's a resolution that ultimately expresses uh the board's reason for wanting to support uh educator housing. And with that, I will pass it over to the board for any questions or comments um prior to approval. All right, any questions or comments from the board? Um just wanted to make one comment. Um I think everyone knows you know my feelings about this um resolution but I was kind of reflecting on it a little bit more from a personal standpoint and when I was you know kind of a early educator in the process I you know was lucky to live in the area where I worked and I was thinking about my friends
135who who didn't and having this workforce housing you know in this area allows educators to be more involved in community events right like they can go to their kids sports sporting events or evening events hosted by the school instead of trying to like rush home and beat traffic. Um it really helps create more just very natural connection to the community that they're serving. And so I'm yeah I just wanted to uh share my appreciation. I would also like to share my appreciation for this item as it has been a very long time coming. And um you know in addition to um you know what trustee Ho has mentioned um you know having our educators here will allow us to attract and retain the brightest and the best. I mean, we have them anyway, but this
136will actually help to keep them here. And um and it will help our economics in our uh city overall, our cities. Um you know, when we have educators or um folks who work here and live far away, there's economic leakage. you know, they're spending money in the in the towns that they live in and they're not here supporting our local economy and business, small businesses. So, this is a wonderful um initiative that we're moving forward with and I'm very pleased to be a part of this um project. So, anyone else? Um yeah, I mean obviously I also support this and I I just think about the articles that we've seen come out sometimes with um you know interviewing teachers who are having to sleep in RVs near their schools or I'm not necessarily in this
137district hopefully not but um I just know that there are some teachers who have really long commutes and that's um just places a lot of stress on um on our staff and um I just know that you know having a a short commuter um is makes such a big difference in terms of the well-being of our staff um their energy, their stress levels, their happiness and health hopefully and um as well as an environmental impact. I think um everyone complains about traffic, but they don't realize that they're part of the traffic. And so um I just really want um us to be a part of solutions um instead of, you know, just part, you know, kind of participating in the in the problem of of high housing costs. So um strongly strongly support this. I
138I'll just add to that. Um, I don't want to reiterate the the previous comments we've all made about this particular issue. I know it's something that the board is very supportive of. Uh, as I mentioned, one of my daughter's own teachers specifically cited housing issues as a reason she left the district um, and moved down to Southern California. And so, I know this is something that impacts a lot of our educators, our communities, and others directly. And like Trusty Ho, I think when I I used to commute 2 hours from my job, uh, when I first started working, and obviously that had takes a major toll on your health, your ability to focus on the work and the work that we do to serve our students. And so, it's just really great to see this.
139And I will say, you know, like the superintendent, the other trustees, a lot of us out in the community, we are getting so much positive feedback about this initiative we're taking. People recognize that it is a bold move. It is something that while some of our peer districts taking it on is a little bit different than what they've heard about. And I think our ability to really show our commitment to our educators, to our workforce, um, and also just to finding real solutions to the problems we face here in our district is something that's being recognized. And as I've always cautioned, I do want to make sure we do this in a way that engages all the relevant stakeholders, that brings people into this conversation, doesn't brush aside any concerns, but at the same time,
140I do think that we do have momentum on our side. There are new developments and new projects being considered throughout San Foster City. And while there are some that are facing a little bit more friction, I've heard nothing but a lot of support for what we're trying to do here. I want to make sure we capitalize on the support we have from our community to really make these critical differences and critical investments to help support our workforce moving forward. Thank you. Trusty Proctor, do you have any comments? Yeah, I mean, everybody said everything I want to say, but I just wanted to again thank everyone for their work on this. I'm excited about this um moving forward. I think about like, you know, we're not all going to be on the school board forever. um
141our teachers are not going to be um working forever. Hopefully they can all enjoy retirement at some point. But this is like what a wonderful gift we could leave um for our community, assuming the voters all support this as well. Just as a as a community all working together to leave this for um our educators for for now and for the future would be amazing. So I'm just really excited about this and can't wait to get it going. Thank you. Are there anyone in person who like to make a comment? Anyone online, Joe? Checking. No public comments at this time. All right, we are ready to take a big vote here. I always say with something like this, I want mines to count double. Motion to approve resolution 13/2425. Second. All in favor say I.
142I. All right. passes [Applause] unanimously. All right, we will um now there's one more move to any uh Oh, excuse me. We have a 7B resolution. Excuse me. Okay, Thank you, President Brooks. Uh item 7B is a resolution uh that was brought forward uh by a board member by Vice President Tren uh for consideration. And uh this often happens in our um in our statewide association and affiliation with other school districts, with other county offices. Um there are two pieces of legislation that are moving forward. Assembly Bill 1021 and Assembly Bill 1381 that both strenuously support and boost uh statewide efforts for workforce housing. Um, and so what uh resolution 18-24 uh25 does is it signals uh to our legislators. It signals to our community that the board is promoting and supporting um and doubling
143down on both of those um assembly bills that are making their way through the system. Um this is uh again an opportunity to um advance the conversation uh in the Sanato Foster City community. Uh but I also want to give uh Vice President Tren an opportunity um to make any remarks or talk about um the item and then pass it over to the board for questions and comments. Thank you. Um, so I first heard about this from um someone at CSBA who's um work, you know, works on education, workforce housing. And so this is um there's two proposed pieces of legislation. One is by a uh one is AB 1021 by Assembly Member Wix um and Assembly Member Mura Muratsuchi um out of Oakland and Torrance respectively. And then AB 1381 is also by Assembly
144Member Muratsuchi. And both of these are basically tools for um school districts and county um offices of education. So um to basically explore and incentivize the development of workforce housing close to transit especially not everyone is um I think fortunate I mean we're very fortunate to have a lot of community support and and to have um more resources than some some other smaller and more rural c um eleas. And so I wanted to to show that we uh are in support of this basically statewide. So any board comment questions? Well, I just wanted to thank Vice President Trin for bringing this up for our board. I do I'm in support of this resolution and uh specifically assembly member Muruchi who I've known for more than 10 years and um has introduced both of these mot
145or both the assembly bills is a longtime friend and mentor and I know someone who shares our vision for how we need to solve these specific problems that we were just discussing and so I think it would make a lot of sense given the resolution we just approved and the past discussions we've had and the support of the California Schoolboard Association for these measures for our district to support both AB 1021 and AB 1381. on. I would also like to comment and say thank you very much for bringing this forward. Very excited ditto. Yeah, trusty proctor. I don't have any comments, but thank you for this. All right. Thank you. With that said, we will take a motion to approve. Oh, excuse me. Any inerson? I'm trying to get Okay, Joel, can you please check
146online to see if there are any checking? No public comments at this time. All right. Thank you. I'll take a vote. Uh motion to approve this uh resolution number 18/2425. Second. All in favor say I. I. I. All right. Okay. Passes unanimously. And with that, we will move to any future uh board member requests for agenda items. Um, I would like to kind of get a review of how our um the um open campuses on the weekends has been going and um maybe talk about expanding the program and just just maybe an update on how that's been going. Um so far my understanding is that it's been going really well. So, I'm really happy to see that and hopefully even more people will find out about it and and take advantage of it. I have
147a few requests for potential future agenda items. I think earlier when we were having the conversation about Peninsula Bridge, there was discussion about whether or not we should do a deeper dive into kind of our extended learning and afterare programs and others. I think I would really welcome that conversation since it is something we hear about often from parents in our district. I think um and I'll mention this in my board comments later, we really enjoyed the opportunity in our special board session to be as in the central kitchen. And one thing that came out of that was a conversation about whether or not it makes sense to be on site at some of our school campuses during lunch hour to see how some of our processes are taking place, but also having the bars
148for students there providing live uh colorful feedback was incredibly helpful. Um, and I, you know, I hear some of this feedback from my own kids when they come home from school and either love what they received that day or were complaining that their favorite item was out by the time they got in line. And so I think being able to be on the ground for those of us who can make it to see what that lunch hour is like, to see the chaos live. Um, but also to see maybe ways we can improve or things we can do better or data that we can glean just from what actually gets picked up, what ends up becoming food waste and maybe there's some deeper dive we can do. I think I'd welcome that conversation. And then
149lastly, I think earlier this week we received notices that there have been some there's constant initiatives coming out of DC, but there was something related to AI and education and I know it's something that we've raised before and I know a lot of parents in our district have concerns or thoughts about how we incorporate tech into our schools in various capacities. And so if there is going to be another push from the federal side for specific measures to be put in place, I think it would be good to have a conversation about where we want to set our policies and how we kind of meet that moment. Um especially given the concerns our parents have on both sides of this conversation. And so something I'd welcome once we have a chance to really develop our
150thoughts on that further. Thank you. Anyone else? Trusty Proctor. Uh, nothing for me. Thanks. Thank you. All right. Um, any board member statements? Um, thank you. Um, I have a couple of comments and or statements about a couple of the events that we had over the last month. Um, again, thank you to the child nutrition team for inviting us to their um, headquarters as it were. And it was really instructive, I think, to see the space and to see how much is really accomplished in that small space and to hear about all of the steps that they're taking to transform um the the meals and snacks and everything that we serve. It's really um you know I think it it was really instructive for the students and for us as well to hear about all
151of the operational and logistical and legal requirements that they have to operate under. And I think um it you know I think some you know some of the decisions make a lot more sense when placed in that context. And I think it is it's really um it was really valuable. Um so I I really appreciate that. I want to continue to push that forward and I also know that it takes time and um I myself have just try to feed two kids and they have a lot of opinions. So I know it's not as easy as like just putting something down that you want them to eat and them eating it. Um it's very very much not that simple. Um so thank you very much. And there was also we went to the groundbreaking at
152the Fiesta Gardens North Campus. That was it was really great to see and um people really excited about that that project and I can't wait to see that develop. Um there is a safe routes to school um kind of adjacent meeting um about the improvements to bicycle and pedestrian safety on Delaware and Pacific in the sort of I would say like in the Bay uh Bay Meadows area and near the event center and just south of 92 on Delaware. So I went to that meeting last night. Um I think it's going to be a really great improvement um to that area because there is so much um mixing of like vehicle and and bicycle and pedestrian kind of travel lanes and um I think that the city and the consultants have been really thoughtful about
153designing it so that there is less of that conflict and um more you know definitely improvements to safety. And I know that Nova um is right there at 28th and we also have um George Hall which is just south of that project and Fiesta Gardens will will be College Park um just to the side of that project. So hopefully that will encourage more active transportation to schools and I'm I'm really excited to see that kick off later this year. Um second and then I also along the lines of environmental uh you know good news I guess um I wanted to call out one of our students Desmond Tua who organized the whole trash retreats across the district for Earth Week and um I volunteered on Tuesday at our at my local school and um I
154think it went really well really smoothly and hopefully it did as well at the other um at the other campuses, but I just wanted to to shout out someone who has taken it upon himself to like really make an impact and um really shows what one person can do. So, thank you so much. Um I, you know, echo everything, um Vice President Tren said. Thank you so much. Um I like checked off some things on my list. Um, I wanted to also take a moment to recognize some of our district employees who recently each received an award by the Association of California School Administrators um for their outstanding work. I just wanted to name them. Um, Blanca Cervantes, Amy Rufo, Tatiana Sandival, Kenetta Cook, Jessica Nadi, Dr. Margaret Heredia, and Joseph Siam. Um, we are
155so um excited that you are being recognized for all of the incredible work that we all get to see that you do. And so, um, congratulations and, um, we, [Applause] yeah, I'm glad that they, other people are recognizing it, too. Um, I also wanted to personally thank um, principles Jessica Murphy, Maria Diamatee, and Natalie Delahunt. Um, they took time out of their busy schedules to give me a tour of their schools um, and let me witness some of the great things that are happening on their campuses. Um, I was so impressed by how these three community schools, and obviously there's so many more, but you know, how these three really truly understand the needs and challenges of the communities that they serve, um, and how they respond with such compassionate and comprehensive wraparound services to
156our families. Um, I also want to thank Dr. Ruboca and Superintendent OOA for babysitting me during these visits. Um, it was really it was really wonderful to see and thank you for everyone. Again, I echo all the comments made by the prior trustees and just have a few additional points I'd like to raise as well. Uh, first, I wanted to thank our state senator Josh Becker and Congressman Kevin Mullen assemb. They helped organize an event a few weekends ago called Stand Up and Speak Out for our schools that brought together education leaders from across Sanitary County to really speak about the need to protect public education from all the threats that we're facing. And so to see all of our leaders united out there visibly calling for support. And I also want to echo what
157Kathy mentioned about the May 17th gathering. I think we need to be for all of us who really believe in public education and understand that we are in a very dire time. I think it's very important that we're willing to be out there and to be brave. And actually, I think one of my favorite quotes that I've heard in the past week is this idea that if we were all a little bit braver, we wouldn't need to rely on heroes. And I think there's an opportunity for all of us in these difficult times that we're in to show that bravery and to come out together and to speak together so that no one is left out there standing alone for the values that we all share. I also wanted to take an opportunity as usual
158to thank Amy and our facilities team. I think this past month has been just really amazing from the groundbreaking that Vice President Trim mentioned at Fiesta Gardens North to the event that we had on Earth Day um and the ribbon cutting for our solar panels. It was just again another great insight into the fact that our district is going through this transformative period so that we're better able to serve our students and you know the excitement that we saw from others like supervisors who came to our groundbreaking or to council members Suco Gadiski and Fernandez from Sanonteo or to also bring back trustee Ken Chin for the you know advocacy he's done in solar I think it's just great to see our community come together to recognize that our schools are just continuing to rise
159and the work that we've done across the district and again specifically Amy and the facilities team and all those involved has just been really great to see and just a point of tremendous pride for us as a district. I also wanted to echo something that Kathy mentioned earlier about the Prop 55 extension. As I mentioned uh in passing before, I actually worked on that extension back when I was a political consultant 10 years ago, I think when it was Governor Brown. And so I worked on the Prop 30 extension to make sure that we had that funding in public education. And I know now that with that's at the sunset, it's going to be very important for us to come together and again find ways to preserve that funding. And so I would actually welcome
160as TR uh Vice President Tren did with those assembly bills an opportunity as a district to come together and express our support for that extension. And then as point of personal privilege uh my one of my daughters goes to Foster City and so I did want to thank as Heather mentioned Dr. Gaul and the Foster City team for her work around Best Buddies and the friendship walk that they did in Golden Gate Park. um just really appreciate how much of a champion she's been for that program and for those students. And then lastly, I mentioned the central kitchen was a major highlight for me. I think what was really insightful, a lot of trustees, and I talked about this afterwards, is that there's so much thought that goes into feeding this many kids. There's so
161much planning logistics, just seeing the truckloads and stacks of food, the pantries, the way the strawberries have to be stacked so they're not crushing each other. Um, since Diego Pres is in the room, I do think it would be great to be able to show that to parents. I think one of you things I've always said about our district is we do amazing work, but people don't always get to see it. And we get to see it because we spend the time to be behind the scenes. But if they could see the level of thought that goes into even the packaging decisions when we were having conversation with the bears for children about what they liked and didn't like, like when we explain the reasoning why a certain packaging was there because, you know, something
162would get crushed or something would leak. I think it makes a lot of sense when people are able to have those conversations. But I think even just to see the amount of thought that goes into how we try to be sustainable, but then if our packages don't close, that doesn't go anywhere. I think having some visibility to the whole process, whether it's through a podcast, whether it's through a video, I think would be helpful because I do know that since I've come to district, that was during co times when the lunches are very different, we've come a long way. And so I think it's just really great to always show the type of progress we're having and we're making new investments in the central kitchen, but also on each of our sites with some of
163our NPRs and others. We are going to have heating trays. We are going to have um different facilities on site. So as those start to come in to place, it would be great to showcase those investments and how they're going to lead to more nutritious meals for kids, reduce food waste, um and really make sure that we're serving every single need that our students face. So thank you. Thank you, Trusty. Trusty Proctor. Um yes, thank you. Um I wanted to just mention a couple of things. One being um when we were at um Laurel, right, that's where we were. My week is like blending together. Um so when we were at Laurel, I mean, I think seeing people like Trusty Chin or um Dr. Rosas come and they look at the school and they're like,
164"Wow, this is beautiful." Like I haven't I haven't been here or I haven't seen um all of the schools and all the work that's been done. Just want to again thank everyone in our district um especially on the facilities and construction team for really making our campuses look inviting and beautiful and something that people are proud of. And I know there's still a lot of work that needs to be done. Not every campus is like brand new and shiny, but there's something to to really get excited about. And I think, you know, as Trusty Tren mentioned, as we continue to open up the campuses on the weekends and things where the broader community can see our campuses, um I think they'll just be really proud to be part of Satan and Foster City. Um and
165you know, schools I I always feel like schools are a place where um you build community and you you have a sense of pride. So just wanted to you know, thank you again um since we were there and got some comments from people. Um the other topic again on um the the kitchen, central kitchen and just our individual schools and what they do and do not have. It's not consistent across the board of what every school has. And so I think if we really talked about it with people and said, "Hey, we're feeding this many kids and did you know that this is at the middle schools it's causing a real challenge that they can't um you know have these assembly lines like it's just the the the space is constricted or at bars where
166they don't have this one kind of heating element that other schools have. Um, I think that would be an easy thing that we would all agree on that we want to spend some money to make sure that we are feeding our kids healthy, hot meals that are enjoyable and um, you know, they they want to eat. And then I think at the central kitchen, there was a couple of comments like, "Oh, we got this one new um, oven, but here's the old ones that aren't as fast or um, the packaging machine that the kids really like is slow. It's too slow to get the they can't use it all the time because it's too slow." or um we only we have five trucks that have to get all of this food to 20 something campuses.
167So, they have to deliver the breakfast at the day before and the lunch the next day. So, I think there's a few things where we can probably all agree that we should spend some money to make some improvements um because for it's what's best for our kids and um you know, we want them to all be fed and and be ready to learn. So, just want to thank um thank Superintendent Oola for bringing us to both of those campuses and um you know just shining a light on the needs that are maybe we don't see every day. Thank you. Well, out of all the things that have been shared here this evening, I don't know that I have anything that I can say any different other than thank you to our wonderful and amazing staff
168who are making these great initiatives happen every day, day in and day out. Thank you. Thank you, Superintendent OOA, for the amazing work that you do. You are truly incredible and the staff that you have behind you, your team and Susie smiles. I mean, it just it's a testament, you know, and I and I I've said this at a meeting and I'm going to say it again. Um, you know, when you watch the news, you know, we we see some really sad things in many districts and we're I'm I would say that we're pretty proud to sit here with you all and I just want to thank you. So, with that, we will uh conclude future. Oh, yeah. Future meeting dates, excuse me. Uh we have board study session on May 8th. Uh that will
169be about uh our community schools and our next regular board meetings are May 22nd and June and any public comment. Checking. Okay. No public comments at this time. No public comment. Okay. Well, we will uh recess to close session. Thank you. from close. Welcome back. We are reconvening from close session. Upon motion for resolution number 19, 24 uh by vote uh 5 to zero and close session agenda item number 12E. Uh the majority of the bo board voted 50-0. The board unanimously voted to approve a compromise agreement with parents of a student to resolve potential and threatening claims against the district in exchange for funding of an alternate program for student during the 2425 and 2526 school year. Item number 12D. Majority of the board voted 50-0. Uh the board unanimously voted to approve the
170compromise and agreement with parents of the student to resolve potential and threatening claims against the district in exchange for reimbursement of private tutoring services provided from October 14th, 24 through December 10th, 2024. With that, that concludes our meeting for the evening and I can take a motion to adjurnn. Motion to adjurnn. Second. All in favor say I. I. Good night.