001okay president Jen go ahead uh good evening everyone today is Thursday March 25th 2021 uh we are starting our um regularly scheduled uh school board meeting um but we are going to recess immediately to close session and in Clos session uh we will review two items 2.1 uh public employe employment government code section 54957 title superintendent um uh agenda item 2.2 conference with legal councel existing litigation government code section 54956.9 uh agenda item 2.3 government code section 54957 Public Employee discipline dismissal release and item 2.4 government code section 54957.6 conference with labor negotiators um and with that we are going to um close I mean recess to close session thank you president Chen go ahead thank you Peter um good evening everyone uh today is Thursday March 25th 2021 we are reconvening our regularly scheduled
002meeting uh coming up out of close session with nothing to report uh first order business is our flag salute um Peter do we have flag thank you if everyone would unmute and join me in the flag salute I pledge of allegiance to the flag the United States of America and to the Republic which it stands one nation under God indivisible with liberty andice okay thank you everyone um we are going to go to roll call uh trusty Coro here uh trusty Proctor here trusty War here and trusty Watkins here and I am here as well um before we move on um trusty quo would you mind doing the language interpretation announce please thank you trusty Coro uh next item uh business 3.4 approval of the agenda of tonight's agenda um president chin I received some
003particular interest in two items that are on the agenda tonight and I wondered if we could move them forward as many people may be wanting to hear that information um the two items are 9.2 uh which is the Middle School mou and 7.1 which is reopening and I wondered if we could uh move them follow ing consent and then just continue with the remainder of the agenda in the order listed with that be all right yeah thank you Dr roses does anyone else have any other changes or is a um for tonight's meeting if not um I'd love someone to make a motion to approve tonight's agenda make a motion to approve tonight's agenda with those two changes thank you trusty Proctor do we have second I'll second thank you trusty Warren uh roll call
004vote trusty Coro yes trusty bror yes trusty Warren yes and trusty Watkins yes and I'll vote Yes as well okay next on the agenda is 3.5 approval of minutes for February March 1st March 6 March 11th and March 16th does anybody have any questions comments or um want to make a motion motion to approve all minutes do I need to say all of them no it's fine okay trusty cor was that a second yeah okay thank you trusty Walkins for the motion trusty quer for the second roll call vote uh trusty Proctor I'm trust trusty Coro yes thank you trusty Proctor yes trusty Warren yes trusty Watkins yes and I'll vote Yes as well all right we are moving on to item 4.1 public statements related to non-agenda uh topics um so the samel Foster
005City School Board cannot act upon any matter that has not been included and publicly posted on the agenda except under limited circumstances as permitted by law the board May uh refer matters raised in this form to staff for investigation and or action where appropriate um so Peter would you mind opening up public comment um and again these are for non-agenda items thank you president chin again for those that might be joining us for the first time within our Zoom webinar for our board meetings we use the raise your hand functionality to indicate that you would like to make public comment to the board of educ education um again public statements non agenda items please uh president Coro I'm sorry president the chin uh we have five and you'd like two minutes or or for the
006timer yeah I know we're gonna have a lot of public comment tonight so um if we can go with two minutes and just be consistent throughout the night that would be helpful thank you thank you president chin okay first up we have Marcel then after Marcel will be Jean Marcel hi thank you I will go as quickly as possible um our emerging programs are a source of Pride and something that we point to that supports linguistic Pride ethnic pride and values diversity I am concerned with the impact that Co has had well I can't speak to College Park because my children do not attend I can speak to Fiesta Gardens I'm concerned about our future we are a school that builds pride in identity pride in language and raises our children to be bilingual and
007biliterate it a priority of our governor our state superintendent and our families and without the 9010 program that prioritizes 50% native Spanish speakers immersion programs stand to be one more notch in a privileged household's family while the remainder of the families who wish to give this gift to their children cannot afford to do so one year in a 9010 immersion is not like one year in any other program it sets up language development all the way through middle school and even to high school this program is developed to leverage a skill that our native Spanish speakers bring into the classroom and turn it into the advantage that we know it to be they get credit when done well this turns our Spanish speakers into AP Spanish students early in high school and sets them on
008a very different trajectory there are countless studies that show this we know this it's and but they need to be in an uninterrupted immersion program while all of our programs have lost valuable time in this pandemic our program has also lost its identity our language and this cannot be mitigated without additional clear support we are already struggling to retain qualified bilingual teachers I am so proud that our district under the leadership of suzer has fought to increase the diversity of our teacher pipeline by bringing in new teachers and partnering with local universities but if we do not if the difference in salary for our bilingual teachers is as Stark as it currently is our newest teachers may not be able to afford to teach here even if they want to I am asking that as
009we think about planning for the future that we leverage the strengths that we have that we consider freezing the layoffs of our support staff that provide so much of that Spanish enrichment the template for the state expanded learning opportunities Grant was just released today I'm asking you to consider our program we've lost Reading Writing speaking and listening thank you thank you Marcel next we have Jean and then after Jean will be Julie Jean hi I'm Jean McKenna I have three kids including a third grader at Highlands Elementary I have a master's degree in education from Stanford and I'm a trained engineer from MIT math education is near and dear to my heart over the last weeks I and others have had a number of questions and concerns related to the County Board of education's training
010course based on the publication Pathways to Equitable math instruction it's intended to be a training guide for teachers on how to better teach math however from reading the material and watching related videos uh and seeing how similar training played out in Cooper Ino I'm fearful that its outcome can be to cause confusion about whether or not right answers in math are important and I'm concerned it can inflame racial tensions to someone hearing about this for the first time this might sound crazy but contained in the pathways training material are statements like white supremacy in math shows up when the focus is on getting the right answer or showing one's work first I recognize different people learn differently I recognize the important of math concepts Beyond just getting the right answer in upper level math especially
011setting up the problem choosing the right approach evaluating if an answer makes sense all the things we call showing your work are important steps however in math class all of this is separate from the race of the student Pathways inserts race front and center using completely over-the-top critical race Theory language throughout Pathways is meant to train teachers that write answers and showing one's work are not only associated with white people but it's in fact the way white people keep the rest of the world down I know this sounds crazy I was shocked when I read it but I'm not exaggerating these claims I've read the materials watch the accompanying videos the words white supremacy appear 47 times in just the first part of this five-part curriculum what could have been a useful discussion of teaching
012methods is instead drowned out by irrelevant and unhelpful race issues we have seen how it's played out in copertino when they adopted something similar third graders eight nyear olds were told that straight white English-speaking Christian cisgendered males were the dominant culture they were told these people created dominant culture to stay in power these issues of racial Justice in America are real there's a time and a place to teach kids what the word cisgendered means but it's not un interrupting but the time has elapsed if you could please quickly wrap up your thoughts sure I will just say as of 6m today I was told by assistant superintendent David chamblas that our district is a these programs but have not participated in it nor has plans to so I thank you for that update super assistant
013supervisor chamblas I would simply request our board our superintendents and our teachers to please think carefully along these lines thank you thank you g next we have Julie then after Julie will be Randy Julie um good evening trustees I wanted to just take a moment to um touch on something I think is important in that trustee Pro Proctor broke up brought up at our last um school board meeting just briefly and that is around the increased violence that our Asian-American and Pacific Islander families students and colleagues have been experiencing recently about 18% of the Educators in our district and about 30% of the students in our community are of Asian American or Pacific Islander descent would encourage the board um as you continue to go forward with your Equity task force that we keep in
014mind this group and make sure that those families feel and students and Educators feel safe and protected and that those groups are continue to be included in any diversity training and unconscious bias work that we Endeavor to do as a community um I want to make sure that they feel included and that our students teachers and Educators um know that SMA certainly stands with them and I would assume and hope that this board would do so also thank you thank you Julie next we have Randy then after Randy will be Fernando Randy good evening for tonight's meeting I wanted to express appreciation to the board members for stepping up for this largely volunteer role I know that this past year is more than you could have ever bargained for we the communities of Sano and
015Foster City elected you to represent us and our children and to supervise a superintendent we need you now more than ever to do that we need you to put the needs of our community's children first while at the same time valuing the health safety and efforts of our District's employees tonight and at every meeting meeting we need you to ask questions even if those questions are uncomfortable or tough questions we need you to debate and discuss in Earnest not just as a performance and we need you to lead always with the questions of what's best for our community and what's best for the children we don't need to hear about how hard things are for you we know we are all living through variations of a really hard year we don't need to hear about
016how long you were at board meetings we know many of us have been right there with you please just stay focused on the task at hand what's best for the community and its children not just your kids not just the children of the folks attending the meeting all of your constituents no amount of spin or excuses will get the job done actually setting Direction and following up will get the job done thank you for your continued Service as board members thank you Randy next we have Fernando hi everyone firstly I would like to agree on the previous uh commenters um uh comments and that we should definitely increase uh teacher pay in particular substitute teacher pay because I feel that we are overworked and there is just not enough time time in the day to
017do so many things um second I like I I really understand this school board is working hard to build a culture of diversity and openness and that you try really hard to listen and bring out innovative solutions yet as an educator who recently experienced workplace and academic discrimination I and many people do not feel safe returning to school in person at any time I would like to say that there was a post uh that went around recently within our school school districts workplace chat rooms where screenshots were casually shared labeling as though all asian-americans take bats I am saddened to hear this but not surprised given that most of positions of power within our school districts are overwhelmingly white and from the last smfcsd reopening panel meeting a few days earlier everyone was entirely white
018so I just thought I would like to acknowledge uh and have this addressed thank you thank you Fernando okay president chin there are no other hands for public comment at this time um thank you Peter and thank you everyone to the public for providing your comments uh we are going to oh uh item 4.2 public statements related to agenda items to actual agenda items persons will be called on at the appropriate time um so there will be public comment um on the other items uh moving on to 4.3 it's a foundation and or committee reports does anybody want to report out on any uh committees um I'm happy to do a quick report out on um our the sanctuary task force meeting um um yeah we're we're continuing to work on our website have selected
019a logo are compiling um information and resources for families um specifically of um immigrant origin but you know open to everyone um and um also just wanted to share that you know in that space we continue to you know create time um in our meeting to share like any and all urgent needs of uh students and families and um we're hoping to eventually have a uh Sanctuary task force leaz on for each School site to really um you know hear from every school Community um yeah so uh also um was at our well briefly was at our Equity task force meeting um that one I know um there was uh you know half of the time a lowed to uh feedback for our uh superintendent search and um I wasn't able well I and then
020we broke up into groups and I I don't have that much detail about that piece of it so um yeah I will end my report there oh I also um no I think that's it oh no no there was also the deac um daac uh was earlier this week as well lots of good information shared um it was uh and there was an opportunity given for folks to um you know re-evaluate the the three-year um goals and strategies that are coming kind of to an end and and you know there was opportunity to give feedback in terms of whether those strategies should continue should expand or should end and um yeah uh it was uh you know there was a a really good overview as well of like what those um what those strategies were
021over the past couple of years and um the changes that have come about because of of that work so um yeah that's it thank you thank you trusty corer does anybody else have any other committee reports or trusty Warren yeah this wasn't exactly a CAC meeting per se but for transparency's sake I do want to mention that uh trusty Coro and I had met with the leaders of the sedak earlier this week just to discuss a little bit more about their positioning and how best they can report out to the board in terms of how we are best meeting um um the needs of those students with disabilities and their families and so there was a good discussion around that and um I felt like we were really informed as far as what we would
022be able to do as members of the board and how we can help them um have a bigger voice in um in their their fight for Equity as well great thank you um the one committee report I have to update is that I attended the PTA Council uh meeting uh not this past Wednesday Monday but the one before and overall there were um a lot of PTA board business but um they did uh Dr roses and um um David chamblas did come in and give reports on uh the middle school and our reopenings and so there was some updates there um that were provided so information could be filtered out um all right giving that there's no other Foundation or committee report uh let's move on to 4.4 announcements does anybody have any announcements that
023they would like to make anyone no I I do have an announcement from um the city of Sano the city of Sano is restarting their General plan process um for those who are interested um there are a number of workshops coming up actually this week in the following week um I'll just go over um the first couple the there's a general uh General General plan Workshop um on Saturday this Saturday from 10: to 11:30 um it will all be by zoom and then there's an housing element um Workshop that is going to be on Tuesday March 30th um for 6 to 7 PM um there are like three or four other workshops related to these um and if you're curious um please go to the website which is Strive san.org um and that's where they
024will have all the invitation links and meeting times and dates um but uh about the general plan um last chance for any other other announcements thank you trusty Proctor I have one announcement um so I just wanted to announce that in Foster City on Saturday there's an event um stop Asian hate it's to bring awareness to violence against the aapi community and um the time is 2 to four at Leo Ryan Park and you can come and wear your mask and socially distance and join and show your solidarity with the Asian Community that's Saturday great thank you um we are going to move on to 4.5 superintendent report Dr roses and actually I have most of my remarks embedded in some of the other reports so I will I will make them at that time
025okay great thank you we are moving on to the consent agenda uh 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 superintendant and staff recommend approval of all consent items movement of any recommended consent item is appropriate at this time um does anybody want to uh amend the consent agenda okay um Peter would you mind asking the public if anybody not a problem president Chen if there are any members of the Public Public that would like to remove
026any of the agenda items please raise your hand now I'll bring you forward to ask which agenda item you'd like to see pulled and then we'll could have public comment on that okay president Jin we have no hands for public comment or to pull anything from the consent agenda items great thank you um I uh would request a motion from board members motion to approve the consent agenda thank you trusty Watkins do I have a second second thank you trusty Coro uh roll call vote trusty Coro yes trusty Proctor yes trusty Warren yes trusty Watkins yes and I'll vote Yes as well so the consent agenda has passed and we are moving on to our amended agenda so we're actually going to start with 9.2 but before we do that uh trusty Coro would you
027mind doing the language interpretation announcement again please sure um thank you all for joining us if anyone needs interpretation please raise your hand and you can also click on the icon shape like a globe at the bottom of your screen to change languages we remind you that we do have interpretation available okay I don't know if that was done did everybody hear the English translation was that is that just me what uh Freda uh Freda was the one that made that announcement but let's go ahead and just double check uh uh trustee Coro do you want to just do it one more time uh in Spanish did I say it in English I'm sorry no I'm sorry there was an interruption it's okay uh freda's brand new interpreter today she is here providing the services
028to us for our board meeting and she came on I think that's kind of part of her regular process when she does this with other boards and and other webinar that's okay okay so I do that sometimes sometimes I think I'm speaking in the other language and yeah so my bad fantastic that's okay so if you could do it one more time trusty Coro do you appreciate it [Music] okay um thank you trusty Coro okay all right we are moving on to 9.2 again we move some items around so we're going to go from 9.2 to 7.1 and then we will go back to our uh regularly um agendized items so uh Dr roses uh 9.2 please yes I'd like to start this item but then I am going to be asking for um suer
029assistant soup of HR to uh present a piece of it and also um we've asked legal council Sally ducher to join us so um Peter if you could find her in our in our group and bring her forward that would be helpful um 9.2 is the tentative agreement with SMA on the memorandum of understanding for Middle School hybrid in-person learning and and um part of what I was going to present in the reopening uh does relate to this umou so um I was wondering Peter if you could also bring forward my slides um from that item so that I could just show The Middle School piece yes that's it exactly and do you mind looking also for Pam bartfield as she might need to explain a little bit of this so in my um other
030report uh this provides some context related to Middle School um the middle school uhou as you know was being uh uh negotiated at uh one point in time and is with everything pandemic uh we have had changes uh there there are consistent changes throughout time so um the mou that's coming to you was negotiated and ratified at a in a period of time and there is some question that has come up about it so we'll talk about that but before we get into the actual mou I wanted you to know a little bit more about Middle School due to the enrollment due to the number of students who wish to return to the campus um we are going to be able to have students on the campus four days a week so we will not
031have to uh do an AB paired day so I did want you to be aware of that and because of that the phased approach can be done uh more quickly than previously expected um I want to show you a slide and ask Pam or Andor David to present the information about the the change I'm happy to let uh Pam go ahead is she on and available I'm here oh great yeah um Barfield thank you so the last time we were together um I we shared this slide where we showed um the fastest possible movement through the tiers if the metrics continue in this way and as we saw last time that um herou with theb cohorts that we would move each tier within two weeks again pending on the um the color of the tier
032the tier assignment so if you go to the next slide um because we um based on the survey results that we received from our families of the families that are interested in the um H phase hybrid model um we first saw that we were getting about um up anywhere a little below but close to about 50% of families choosing to come back um on campus and so then we looked at our um we looked at that through the lend of the master schedule to ensure we had no more than 15 students per classroom um and so all four of the comprehensive middle schools which would be Abbott Burell um bside and bage are able to make it work so there's no more than 15 students per class which means the um uh total number of
033contacts per week would be cut in half and so per the conversation um with our SMA colleagues in theou there was a clause that allowed for this group to come in four days a week so really it's one cohort of students coming Monday Tuesday Thursday Friday instead of that A and B cohort and again it's because about 50% of the families indicated that we interested in the hybrid and then we look through the master schedule to ensure that all the classes were um 15 or below there were some changes we had to make within some of that but overall we um were able to accommodate that so what that means is that um per theou that we could move between phases one through three at one week so you'll see here again based on the
034county tier assignment we would remain in phase three if we're in the yellow tier for two weeks um but then we can quickly move into phase four um which as long as we continue in the yellow tier Thank you Pam um Peter you can take the slides down now I had just wanted you to have that background as then you go into the discussion of the mou so again um now I will turn it over to sue Weezer who is going to um describe that process and um share with you some information about where we are with it good evening um so I'm bringing forth to you the tenative agreement um with SME on the memorandum of understanding for Middle School hybrid um on March 10th um the district did reach tenative agreement with SMA
035um and they ratified um the agreement um so now spring um being brought forth to you for approval um as um Pam bartfield stated um because we are having half the number of students we are able to move through the phases more quickly and have um students four days a week in school um which is a great thing um I know that there was some question about um the the guidance in theou related to the recent cdph guidelines um which occurred this past week theou was negotiated prior to those changes um we certainly at the board's Direction could go back and and revisit um those pieces of theou um and if you had any questions other questions about theou we do have Sally deter our attorney um from dwk here to answer those questions um
036but in terms of theou um I recommend that the Board of Trustees approve the pro proposed mou um so that middle school students can get started in a timely manner on April 19th um for their in-person learning I'm happy to answer any questions you may have great thank you everybody um I'm gonna open up for clarifying questions but um before we actually get to to any specific board questions I know we have legal here um so I'm just going to ask the question um we have received a number of um emails and public comment about the legality of theou and the six feet with the recent change and the the San Diego lawsuit and I'm wondering if you guys can respond to um basically whether or not theou and whether or not we can actually
037is legal and whether or not we can actually approve theou um as it is and has been not no um ratified certainly uh we have reviewed the changes that have occurred since theou was U approved or since it was negotiated and the approved by SM SMA and the two big changes were that the um the government to this cdph the California Department of Public Health had changed the guidance from uh what was in the framework for reopening schools of four to six feet and they have changed that now to three feet and then the other big change had to do with the San Diego lawsuit uh which was seeking a temporary restraining order which means um that the state would be prohibited from enforcing any of the areas within their framework that was issued in
038January of this year 2021 and they they had a hearing before a judge and the determination was that a temporary restraining order was issued and the there were a number of legal factors uh argued in the case and upon which the judge made her decision the actual restraining order however is limited in scope it does refrain the state from implementing the social distancing Guidance the the four to six feet uh which has already been addressed by the Department of Health and the other areas had to do with reopening secondary schools while they were in the purple tier and these uh Pro prohibitions or restraints do not affect this particular OU because uh we are opening or the district is now opening the Middle School in the orange tier and so the judge in the case
039basically said none of the other areas of guidance were restrained in in the the finding and this is again a temporary restraining order and it will go before the judge for a hearing to determine whether or not a permanent restriction will be applied but even if these particular restraints are considered permanent they would not apply to this particular mou um thank you Sally um does anybody have any clarifying questions uh regarding theou or the legality of it at all no okay great um so our normal process is to to go to public comment and Peter I think we're going to open up to public comment in just a second um prior to opening up to public comment um I want to give the opportunity to the board to uh provide any initial direction as it
040relates to middle school and theou and sort of reopening and I'm just wondering whether or not anybody wants to uh sort of make a statement about it thank you trusty BR um yeah thank you um for sharing all this information I'm just thinking that um before we dive into the public comment if we might want to just talk about potentially um what what we can do to get up to speed and up to Guidance with the new social distancing requirements now that it's three feet I know the m is talking about six feet so if we could talk about that and how that would Impact Middle School and I know we're going to talk about just general reopening later but how that might also impact Elementary School and the number of students and days so
041I would be um open to providing guidance to maybe move forward with with this mou but yeah this m but also um adjusting for the the new Guidance soe Do you want to address that yeah so um one of the things um I know that we did negotiate the mou prior to the new CDP guidance so um one of the things that the board um could do is to go ahead and um approv theou um with um direction to go back and um take into consideration the 3 feet of physical distancing um which would allow for us to move forward with reopening um in hybrid for middle school and a timely Manor on April 19th and then um also discuss um how the the three feet will impact um and and negotiate that and work
042with our SMA um Union around that issue in in particular okay so I think um my proposal would just be to I mean at least coming from my perspective is to move forward so that we can get Middle School back um on time when we when we discussed it previously but also to um revise the distancing to fit with the current guidance okay um that sounds good um do we have any other comments or initial direction from the board I'm in agreement with that so I I I agree um you know I think moving forward to allow us to get kids back um on campus and then um making the adjustments to accommodate the the new distancing requirements or the new dist distancing um Provisions okay I also will go along with um what's recommended
043by trusty Proctor and trusty Watkins I believe that as a board we need to get our kids back to school as soon as most possible um for all the various reasons we've discussed previously um at previous board meetings um if this is the best way to do it at this time then I would recommend going forward um with this mou with the extreme caveat that we continue to look at the cdph guidelines and be willing to renegotiate as you know with the current guideline going from 6 to 3T and then continually being willing to look at it as guidelines um change as vaccinations happen and as Co becomes I hate to say this but less of an immediate public health risk great okay um all right well um let's go to um public comment Peter
044please okay uh we are doing public comment on agenda item 9.2 uh in regards to Thea and District mou uh those that would like to make public comment please use the raise your hand functionality within Zoom now okay first we're going to have Randy then after Randy will be Fernando Randy yeah just a really quick question that I hope that you will ask is about the time spent in phase three for the Middle School in the uh reopening plan that is in I think agenda item 7.1 on the slide it says that that time to be spent is one week what we just saw in this presentation it said that uh phase one would be one week phasee two would be one week and phase three would be two weeks why are these two things
045different from each other please explain that thank you thank you Randy next we have Fernando and then after Fernando will be Kevin Fernando hi so I would like to kindly ask everyone here to really think about what I'm going to say there are increasing calls and demands especially for from the aapi community and one of the key demands is to offer permanent work from home options for teachers students and families across all grade levels many people either want to save their environment not having to travel by car for work spend more time with family have medical conditions or just don't want the added stress of having to deal with more discrimination disease or violence in person requiring everyone to be back to in-person learning will only serve to exacerbate chronic teacher shortages and go against
046the interest and safety of many people who are currently learning or working from home and like to keep it this way as a district substitute teacher before remote learning I was often getting sick every month and yet continued to go to work regardless visiting many schools and many students to survive I feel I have made many students indirectly sick as a result and it's exacerbating the racial bias where asian-americans like me continue to be accused of as super spreaders I do not want to become a super spreader and believe in saving our environment and hence why I want our school district to offer permanent distance learning and work from home options our society has only tried this online landscape for about a year there is so much potential in online learning where students who need
047to travel across the world for life-saving affordable Medical Treatments can continue to keep up with the rest of their classmates and not miss out on entire months and semesters worth of work we are at a pitiful moment in in time where we must improve the online learning experience not go back back to the way things were to the Board of Trustees you of all people should understand The Importance of Being first you were leading one of the first school districts in the nation to serve adopt and mandate full-time distance earning at the onset of the pandemic the thought of even having full-time distance earning as an option was very surely unheard of in the beginning of 2020 I plan on being an educator for San Mato F City School District and seeing so much promise
048and making this so much better but I can't do that if everyone must return to learning in the fall in person and I can't change my ethnicity so I have no choice but to the to be the first to ask to the Board of Trustees out of all the issues you will hear today which one is going to matter a hundred years from now my apologies for interrupting but your time has elapsed if you could quickly please wrap up your thoughts yes uh like I said uh just this last uh two sentences and I'll be done to the Board of Trustees out of all the issues you will hear today which one is going to matter 100 years from now which one is going to make you the first to support permanent School distance learning
049options now and in the future thank you thank you Fernando next we have Kevin and after Kevin will be Raina Kevin hi so it sounds like all the board trustees are aware of that San Diego lawsuit and I just wanted to make sure that it was clear that there's a lot of other implications to that ruling that that weren't addressed by Sally Dutcher just now um and in in that restraining order judge reand found that distance learning has caused irreparable injury to students and that allowing some schools to be open While others are closed or stuck in hybrid is a violation of California's constitution in in the equal protection Clause all schools in California have a statutory obligation to provide in-person instruction to all those who want it and the government can't impose rules prohibiting
050imperson education that aren't based on evidence and the language that judge freand us used is to reopen schools to the greatest extent possible at the earliest practicable time there's a link to the whole ruling on the website parent association.org I I get that coordinating multiple groups to reopen takes time and in our school district our County we're all on the same team nobody wants a strike nobody wants to have to go through a lawsuit here but as Schoolboard members you've taken an oath to uphold the constitution of California so here's two things you need to do right now to be fulfilling that oath we need to be surveying the parents to find out who wants full-time in-person instruction not hybrid at the earliest practical time because Logistics obviously vary a lot based on that number
051you found that out with the middle school just now and second we keep hearing the negotiations take time and we're talking about theou right now the mou is not a legally enforcable contract so you can and you should set a deadline on those negotiations otherwise this indefinite delay over and over again can create obviously can obviously create delay and it's not opening to the greatest extent possible at the earliest practicable time thank you thank you Kevin next we have Raina and after Raina will be Sandy Raina hi uh good evening I just had three things about theou um on the the reopening update PowerPoint um it does say phase three is minimum one week so I would just like to um second ry's question about why moving why why when we move from uh phase
052two to I can't I'm actually a little confused phase three to phase four it's two weeks I it says under the phases minimum one week under each phase one phase two phase three but underestimated timeline it this has two weeks so I don't know if that's a mistake but it just sort of highlights that I don't understand why it can't all be minimum one week considering it's one big cohort it's just adding the same number of contacts um I also like that kind of also speaks to the science and I just want to um encourage everybody to keep like paying attention to the science sence and follow science and let's make science like super important and kind of our Guiding Light um you know it doesn't seem like at least as far as middle school
053goes the six week six feet versus three feet make much of a difference if the classes are if only 50% are going back but I still think it would be really good to put the amend theou with the three uh three-foot guidance once it comes through the county just as a a point that this we that we are following following science that we are not going to be distracted by fears and feelings um but that we're going to put science first uh and the last point I would like to make is I don't know much about special education I don't have kids in special education but when I read the m moou i was um didn't understand why there are so many important services for special education kids that are not getting met in person
054um I was mentioning that to my kids last night and my seventh grader one of my seventh graders said he didn't he said hey they should be getting they should all be in person if they want to they need they probably need more help than than I do so um just wanted to put that out there thank you thank you Rea next we have Sandy then after Sandy will be uh kigi Sandy hi um I'm a parent in our district and I am also a school district physical therapist I work for three different districts in our County um the thing that concerned me when I read through the middle school plan was the change to PE that they would have Wellness education sitting at their desk and then be instructed to exercise once they got
055home which we know for the vast majority of kids primarily the ones who need it they will not do we are all worried about kids mental health and depression and anxiety and all of those things and taking away physical movement is going to make that worse I don't understand why PE couldn't be done outside I know they're staying at their desk for the rest of the day when it's your turn for PE go outside with your mask on sports are allowed to play this doesn't seem that hard and I think it can make a real difference with these kids and making sure that they're healthy mentally and physically thank you thank you Sandy uh kigi will be next and after kigi will be Brandy kigi I'm hoping I'm pronouncing your name correctly my apologies if
056I did not thank you Peter um I hope everybody can hear me we can you're a little faint so maybe speak up just a bit sure can you hear me now perfect great thank you um hey Peter and all the board members uh super Roes um Sally D um everybody thank you for um you know you know volunteering here and giving your time to our district um my question on theou and I have multiple question on different items so I'll be speaking again on uh tonight uh but um um on the special mou what has been discussed here right now um it seems like it's only for middle school and there's no uh one talking about the elementary mou or there's no talk about having to do a resurvey of the teachers or the kids
057who wants to change from U you know distance learning to um hybrid or full-time uh coming back to inperson learning um so that is what um I'm I'm lost here uh and that that would be my question thank you thank you k next we have Brandy and then after Brandy will be Nick Brandy hello I'm calling on behalf of many families that would like to get their children back to in-person learning we need an option for full-time iners and allow families that are stuck in distance learning currently a path to inperson if they wish now is the time the updated guidance the San Diego lawsuit vaccination rate in our county is at 42% and just as of today will be available to the rest of the population on April 15th I'd love to see as
058many kids back at school as soon as possible also I know many teachers now are feeling in-person Envy I've heard anecdotally through many channels and would like a chance to return as well so if we could please get some updated survey out to families to make that happen thank you so much thank you Brandy next we have Nick and after Nick will'll be ranan Nick hi uh I'm a parent in the district and I have a fifth grader who's going up to sixth grade next year um I also am a baseball coach in one of our local little leagues um we have kids who are playing baseball right now uh with masks on the field uh safe within County Guidance uh we weren't even allowed to consider going back until the county had signed off
059on physical exercise plans that involve kids wearing masks Outdoors uh so I'd like to to Second sy's call for uh considering having uh in-person PE for middle school students it can be done safely it is being done safely in our district right now uh you can go over to uh Trenta Park or over um to to several of our other parks and see kids doing this safely uh every weekend thank you thank you Nick next we have Ranna Ranon go ahead hi this is Robert and Ranna and uh you know I'll be our kids are in elementary school but uh you know here for advocate for the middle school I'll just tell you from my experience you know I'm not an expert in the legal mumble jumble but you know 50% of the parents are
060asking to go back please honor those things like the previous parent was talking about about the schools like we just ran in from baseball practice my kids are Elementary but the upper leagues for little league they're sold out they're packed they're out there practicing safe things the soccer camps and the parks and wck sold out for all the middle school age levels these kids are like starving to get back in and have meaningful interactions and start start learning um I'll tell you from just my personal story and now this um I work in San Francisco and often sometimes I have to I'm electrician I have to go in like 3: in the morning to do maintenance and everything there's several middle schools I live on my block I've been five times I know or more
061I've gotten up for work in the middle of the night at 3 a.m. to get ready and these kids have been up playing video games I've seen them out there on their phone they're trying to do something with their energy please do something with that energy these kids are starving to get back in the classroom I've seen it many times at 3:00 4 in the morning they're still up they haven't gone to bed they're just like starving to look up and I I feel bad because my kids are back in school at elementary but uh please do something for them take positive science that's coming out this three feet and please move on it and get these kids back in and move up the uh you know give them some more in person time because
062they are craving for the camps are sold out and they're looking for this uh to get back into structure thank you thank you Robert okay president chin we have no other hands for public comment at this time for agenda .2 okay uh thank you Peter um and thank you everyone to um Who provided their public comments I'm gonna open up to board uh discussion and comments and we will need a motion at some point um for um approval so anyone like to go first um so I mean I I said this sort of prior to public comment as we were providing initial Direction around feeling as though we should um move forward with the mou so that we can continue with the progress to um have middle school begin returning right after spring break but
063I would also like to ask and this is um in following what trusty Proctor shared that um there's a plan for um that the the district brings back a plan for um which it seems like is already progress given the number of families that want to come back but for a four to five day return for Middle School um to be presented at the next board meeting which I believe is April 22nd um that incorporates the updated cdph guidelines and um that ensures that we are coming back um in um uh May by by May 10th at the latest um you know in that in in that four to 5 day return plan so if we could have uh an updated presentation on that at the next board meeting um I think that that would
064be great and um I would also like to I I do think that there I I would like to hear some ideas for how we can begin to incorporate some of the physical education I know that's been referenced um for our kiddos if if there's if that's if that's something that we can think about incorporating um in person and what would be sort of the uh parameters around that um if there's other comments that I that's fine otherwise I'm happy to make a motion to approve the mou as well um I just had a quick question if is it would now be the time or maybe the next topic to get clarification on phase three um since the slides on the website are different than the ones that were presented Pam do you want to
065answer that because that was not my slide yeah so I when I was making the slides I did a cut and paste and I fixed it and I didn't realize the slides were getting posted so it kind of happened all at the same like two minutes so that was my fault so I apologize for that but theou currently says from phase one it's one week to phase two it's um one week to fa and then when we're in phase three because that's the change to the yellow tier that would be two weeks and then we would go to phase four so the one that is on tonight is a correct one so we can fix that so I apologize for that that was my fault okay so we need to repost yeah I can okay
066thank you I apologize sorry Pro did you have more to say or well I was gonna just say that um I'm in agreement TR trusty Watkins about um returning four to five days but also just looking at um PE and what how we can get kids um more active um if we're able to do that outside in a safe way all right I'm like looking at at trusty Coro going I don't know if she unmuted first before me or not I apologize um I don't mean to jump in just to jump in um I do agree with whatever we can do to bring kids back as quickly as possible let's let's do it um we have had our kids out far far too long from school and you know I every week or every meeting
067I feel like I'm presenting more statistics regarding mental health and physical health and the statistics don't get any better from every two weeks um to the next meeting so I am very pleased with um the direction that this mou is going um I do appreciate the fact that um it sounds like we will be heading back and bringing it back to SMA for more discussion regarding the current cdph guidelines that reflect the three feet guidance versus the four to six feet guidance one concern that I do have that falls under the special education which I believe is point I and when we're looking at I do2 and we're talking about RSP teachers is assigned to teach a class in the master schedule will be be required to provide in-person services unless they are assigned a
068full-time distance learning assignment all other RSP Services may be provided virtually do we know how many RSP teachers are actually here in the area to provide inperson RSP Services because I do understand that there are RSP teachers within the district that are providing services that are telecommuting from other parts of the state so I would really want um want us to look at that and um make sure that our students with disabilities and our students that do need RSP services are protected and supported in that way so that they can receive as much benefit from being in the classroom when they can return to school great thank you trusty cor I know you're unmuted I wasn't sure if you wanted to to provide a comment or you want me to go ahead um I just
069wanted to um I just wanted to to it's okay I'm gonna hold it actually it's fine okay um so uh I know we're we're talking about the mou and about um I think we're gonna approve it it sounds like um but before we do that I wanted to sort of thank everybody on theou I mean the the middle school we when we approved the elementary mou that was a big hurdle and the the middle school one was another one and you know I know it took a lot of effort by our labor unions and our district negotiating team so sue you and your staff and your team whove worked on this and Julie and your team I think that um you know I just want to thank everybody for uh your patience and your commitment
070to uh making this work um and I know it was a big hurdle and I know we have more hurdles to come and so I just wanted to make sure that people understood that we are voting on this mou but it wasn't without a lot of hard work that went into it so I I definitely want to say thank you um with that being said um trusty yes go ahead so I'm actually not going to hold my comments what I wanted to say specifically is be you know we've obviously all received a lot of communication about this mou and and what should or should not happen I just want to kind of like reiterate um my belief and support of unions and negotiations and our teachers and our staff umus are you know they're the
071they're negotiation of work conditions and and that is our that our teachers have that right um you know to negotiate their work work conditions to advocate for for what they feel is best uh for them as teachers and um you know I I just want to you know again state that like teachers are not in this profession to harm kids or to um you know to to I'm I'm just trying to like remind our community and and everyone listening that um the the rhetoric that I feel like has been um shared recently has been very like anti-teacher anti-union and um and I I think in in the long run we all have the same goals and you know as community members as parents um I'm a parent I'm also a Community member right so are
072many of us on on this board um all of us actually know right um we you know we want we all do want what's best for kids and um so do our teachers um and we all have the same same goal in mind it's just different you know different opinions on how and when to get there um so I just I just want to again you know share my support for our teachers our students and all of our community members and just um you know remind folks that like we we're in this work together we're going to con continue to be in this work together um so again just you know we can we can be a little Kinder about about sharing our our opinions our perspectives our differences of opinions um yeah I'll just
073end there I'm happy also to make a motion to approve this mou thank you trusty Coro before we get to the uh to the actual motion um I wanted to go back to what uh trusty Watkins had sort of mentioned falling after uh trusty Proctor's comments about the 3 to six feet um and I just wanted to be clear on sort of the direction um or recommendation that trusty Watkins had laid out um trusty Watkins in your your direction to staff you had directed um that we would you know following theou the approval of the mou go back and recommend to bring more of our students back on campus in a four to five day setting and you had recommended to staff that um that we want a plan or something to some agenda item
074at the next board meeting on April 22nd uh with a return or a more of a return to school on May 10th um and I know you specifically called out Middle School which was is this item it's mou is is regarding middle school but I don't know if you wanted to talk about elementary as well or just maybe we talk about Elementary in the next agenda item I don't know if you want to include that in your yeah I was I was planning to save it for um the next agenda item but yes I I think it would be great to have a um a five-day plan for elementary to be brought back at the same time um with the same um updates so um but had spoken to middle school because that's the agenda
075because we're talking about the Middle School you yeah thank you thank you trusty Watkins I just wanted to be clear that so so we are recommending or or I guess based off your recommendation trusty Watkins and I don't know if other trustees agreed is that we are recommending to the district to bring more kids back to school uh Middle School in a four to five day setting and Elementary five days a week um and have a plan coming up next on April 22nd at our next board meeting uh with uh a return date uh for a fuller return on May 10th and I just wanted to see if that was the direction that you know other trustees if you could just sort of Nod your head so we can have some sort of consensus for
076District staff okay yeah okay all right I know that was sorry that was a slight deviation but I I think it was important to clarify that um so we need a motion trusty Coro um you offered um would you like to make a motion yeah I make a motion to approve the mou great do we have a second second thank you trusty proor uh roll call vote trusty Coro yeah yes trusty Proctor yes trusty Warren yes and trusty Watkins yes great and I will vote Yes as well um again thank you everybody thank you Sally for joining us um and thank you for everyone who worked on this mou we really appreciate it it was a big task a big hurdle and um we will be moving forward um so now next on the agenda
077is our our Revis agenda where jumping to 7.1 U Dr roses okay and this was just an update on where we are with reopening and then uh we do have a monitoring update that uh David chamblas will um present I believe also possibly Cameron Lewis who helped put it together may be uh uh supporting that so on the reopening um I have a slide on Elementary and um it says TK through 5 have both started well both groups have started TK to 2 uh and uh 3 to five and also SDC actually have started in the hybrid model uh as noted speech and Resource Services continue to be provided through distance learning at this time now that could change but at this time that's the way it is and as we've just had a great
078deal of of conversation about the CDC and CD pH have changed their distancing guidelines it is expected that Sano County will also change theirs uh next week so um the change that we're seeing coming down uh the pike is uh 3 feet for in class and uh for students six feet uhart for adults and six feet at lunch time or anytime someone is eating so that's what we're hearing we'll see what CD what the s public health comes out with next week because of the change we have already started to um take some the necessary steps to increase iners time uh so we're looking at how we can um support more students for more time in our Hybrid models uh and um just pointing out as has been mentioned it does take a little bit
079of time takes some planning some board action negotiation and we do have to send our new plans into the county so there is some time that's needed but it isn't um impossible to make change um I won't go over the Middle School Peter that's the next several slides and we will get that um corrected but we'll go on to other programming which I did want to let you know that learning hubs continue and have increased and are increasing we now have at this point 35 learning hubs uh serving um uh little more than 420 students and we do plan to open five additional hubs after spring break so these are important opportunities for students to get additional support the academic cohorts are continuing at the middle school with enrichment opportunities beginning at Middle School um
080with our our our new programming and we are looking at as was mentioned tonight some some uh inter enrichment activities including Sports who also in uh begin after spring break so um we are looking also at a process by which families can make changes uh between the distance uh hybrid and distance learning programming because we recognize that um families who have had urgent um medical needs have had to change to distance learning but we also recognize that they're maybe families who are looking for the hybrid model at this point in time so we're looking at a way to um manage that process because um uh we don't want to uh reassign the entire school elementary school district again um potentially creating three teachers for a student in a year so we're trying to figure out
081how we can best manage those changes but we are looking at how to do that um I did want to share that there has been some um guidance around promotion ceremonies it's on the next slides I sent it out uh Peter the next slide is and I did send this out to um the school principes um however we hear that further guidance is coming after April 1 not just maybe for outdoor but also potentially for indoor so um I will send that out as soon as I do receive it um it doesn't it isn't particularly helpful because this is around outdoor Live Events it really is more like a concert series but they said that this is the guidance that you would use for promotion ceremonies so um you uh would uh determine a uh
082pre-existing outdoor space and it could uh be up to 33% of the capacity of that space um so uh like I said there's more guidance coming but this is what we have right now uh it does certain ly um beat the purely virtual um promotion ceremonies that we had last year or the drive Buys so um we're looking forward to hearing more April 1 um but there there looks like there will be options for outdoors and potentially maybe something for indoors I also wanted you to know that um the district is establishing a stakeholder advisory team uh this team is on the next slide will begin in April after we return from spring break the task for this team will be to provide input and feedback to our new lcap because the lcap uh ends
083and that strange oneye lcap ends and we do start a new threeyear cycle so to provide input and feedback to a new threeyear cycle of lcap the new ab86 plan ab86 is the um additional funding that we're receiving in order to support students who have had this disrupted uh year in um ensuring that they are on target uh for their grade level standards and uh that money can be used for summer it can be used throughout the next school year and it can be used for the following summer so we want to put that plan together uh and then uh and then also to support the fall reopening so the composition of this team includes parent and staff members from each School site and as I said already meetings will begin following Spring Break um
084finally uh for fall planning uh it does look very very positive and believe it is reasonable to return to school as normal in the fall of 2122 uh we did send out our usual fall plan survey it's to parents to learn uh what their intention are is for the year to come um in that fall plans there is no requirement next year to provide any distance learning however I have received some individual requests for distance learning uh from some families uh who need it and so um there will be a question on the survey uh asking whether your child will need a full-time distance learning option for the 2122 school year so the actual question is will your student require full-time distance learning option the 2122 school year and will not return on campus for
085the year so uh just know that that's there uh it is again distance learning is no longer required uh it's it is not uh something that we would necessarily plan for but I have been asked about it I'd like to see how many families do need it um Annex survey and registration have started we had a very uh solid return on families interested in our before and after school child care and we are Staffing through that need so um we look forward to seeing Annex return in in its usual fashion in the fall so um that's just a little update um on reopening um short uh and um I know that most of it you are probably fairly aware of but I thought it was important to repeat it um at this point I'll turn
086it over to David who does have information on um on uh student achievement at at this point in time uh in particular to the topic of math thank you Dr roses uh Peter if you would go ahead and present the program monitoring update slides David I'm not sure if I have that one the one that was shared with me earlier today was the math programs which I believe is one of the next agenda items can you would if you'd like me to share it uh or screen share it could you just double check and make sure that I'm on it uh Peter it was a PowerPoint that I shared with you yesterday oh hold on one moment okay okay David it looks like you've got it are you ready to go yes thank you um
087let me just first acknowledge that um you know just the conversation this evening there is um obviously um for good reason a lot of urgency about what our next steps are uh going to be um I just want to kind of place this progress monitoring update in the context of this is a chance to see where we are right now um and particularly um you know from a vantage point of uh looking at um some data on how um how our students are engaged in their learning as well as Math middle school math student performance data that will tell us you as a result of the distance learning that we've been doing over the ma the last many months uh you know over in a sort of broad um Broadway for our middle schools um
088where we are in our math learning Peter go ahead thanks so again um unlike the last update that we did um in February which was an effort to um to go very wide to talk about a wide range of data including attendance and and things like that this this update is actually more of a deep dive um it's an effort to focus in one content area and actually in one grade span that being Middle School School uh math and to um share with you data that we have um from an interim assessment that's through our our math Nation uh curriculum and um and then to actually uh match that data to what we learned from our student survey which we we've provided uh some updates on uh previously but this this again will be specifically
089looking at middle school students and uh we're going to be asking you know the obvious questions of well what's the grade level proficiency um our middle school students are achieving in mathematics at this point and how does that um the evidence around that proficiency connect to what we know about their distance learning experience so it's a a a pretty unique opportunity to directly match student performance and uh with um data that we have that they've given us about how they're experiencing their learning so before going into that I just want to remind you all of uh of a shift that actually we um engaged in this year we made a decision early on um in the fall based on um the the evidence that we were going to be rather long term in distance learning
090um Andor in a hybrid format that we wanted to make a shift from uh the assessment we've been using which uh were uh the Galileo assessments primar specifically that reported on interim Mastery of the full set of Standards meaning students at each uh various points in the year were were assessed on entire range of standards they would be expected to learn in a year um we've been using this assessment because it provided um some interesting and important evidence of how our you know it predicted how our students uh would perform in the end of the year ESC the challenge with the Galileo is particularly under our current circumstances is that it doesn't provide our teachers or didn't provide our teachers with uh immediate feedback on the standards that they were teaching in their classrooms and
091um on how their students were doing on those standards and we figured this year with just all of the challenges of um the shifts in teaching and learning that it would be very important to to move to more curriculum embedded interim assessments and so that's what we're sharing with you tonight uh assessments that report the interim Mastery of specific priority standards that teachers are engaged with to support their understanding of how kids are doing and to support them to adjust instruction so this is going to be a different look uh it'll have a level of detail that um you know will feel uh perhaps new to many of you uh but I hope I hope you can see why uh you will be able to see why it's beneficial okay Peter so let's start uh
092again this is our Middle School interim math assessment let's just start first with some background data on uh participation um and so uh recognizing that um this is an assessment that was given virtually uh so it it fell into the same challenges that we've experienced all year long with students who V had various um experiences of connectivity um and also frankly various uh experiences of Engagement um so um uh for a benchmark assessment this uh the participation rates that you see here are uh overall uh pretty good but you will see when you look down into uh the Broken Out by various groups you will see some of the equity challenges that we have reported on uh throughout the year uh noting that u in some cases our English learner population uh an incredibly um
093important High needs group um had the lowest participation percentages um on this assessment and so that that tells us and we obviously are are taking this information and going back and trying to understand why would this be so what were the challenges um I I know our teachers uh made you know deep and serious efforts to have all students participate in the assessment so really just trying to unpack why why the equity uh challenges played out the way they did would also just like to make a note um we're actually not and I'll explain toward the end we're not going to report on the results of the algebra interim assessment that we gave but we went ahead and gave you the participation percentages here uh we also actually and we're going to get to this
094in a later presentation uh the concern here that you'll see um that our latinx uh Hispanic students um as a as a uh percentage of the total population of algebra um takers is extremely low um that n of 11 out of 228 students uh you can see there's some real gaps in the participation of our laics Hispanic students um in algebra and that's something we actually we're going to come back to in a um a later presentation go ahead Peter then uh we also wanted to share with you um we're really excited about some work that um has gone on this year where we are um supporting our special day class middle school special day class teachers to um uh to engage in uh instruction with students around the same curriculum that we're using in
095our general Ed class like literally the um as required by law we're making sure that um those students are getting access to uh the the adopted uh tier one instruction um and this was a a a cause for concern this year because as we switch to a different curriculum and a uh math nation and an online curriculum we were worried about uh the the the particularly differential impact that would happen for uh special day class U students and so early in the year we made during the professional learning as we were rolling out the new curriculum it was a concerted effort to hold um specific sessions by our our district math toas with our special day class teachers to make sure that they were brought up to speed and Readiness to deliver on that curriculum
096and we of course wanted to make sure that they were participating u in the interim assessment as well so uh many of our students did the uh the typical uh uh interim assessment but then we also because uh as required by IEPs we needed to make sure we had an alter alternate interum math assessment that was available for students and so you can see uh the the number of students who took that test uh just to be clear we uh we can't offer you specific percentages because the the numbers don't um clearly show up in our our Aries system it's a it's a caseby casee IEP Direction about providing a student alternate assessment so it's difficult to uh provide a a total number possible which would allow for a percentage so in any case this
097is the total number of students at each grade that took the alternate assessment all right so we're going to start looking at um the interim assessments and this is going to be broken out by uh grade level so we'll do sixth and seventh and eth separately um and it's also true that these results will not be captured in an overall score uh because uh we uh again the focus is on um uh the focus should be on the the standard or or clusters of standards that teachers are engaged in so here we'll be reporting um in sixth grade on four standard areas um or buckets let's call them because one of them is on on area in mathematics the second proportional reasoning the third base 10 and the fourth standard um area is expressions and
098equations all right and as we get into this and I just be patient with me I want to make sure you have the the appropriate context to then make sure and we'll go through uh some of the result slides a little bit faster but I need to make sure you understand that so we're going to report here on how the students did on the assessment um with respect to the questions that uh that assessed area you can see the standard there that um is uh being addressed and it's important that um you know that um just in the way instruction goes this was a Content that had been by the time of the assessment fully addressed meaning they we had gone through the full instructional scope and sequence on it and some of the other
099other um areas you will see that we we asked questions on standard areas that were uh only partially or about to be um addressed so some variation there in how much instruction students got on each of these standard areas and we're going to be reporting out to you in uh you know these three different colors um and we uh we organized student results by uh sort of three bands of performance or three levels of performance did the student perform um in a way that showed evidence of grade level proficiency did it show evidence of access to grade level U Learning in other words uh near proficiency um or did their their performance show evidence of limited access to um grade level learning which would be kind of the the lowest level of performance all right
100Peter go ahead thank you all right so you can see here this is the sixth grade um math assessment the standard area uh standards is about area you can see uh the distribution of student performance just to note that the the districtwide or the the grade level wide performance on this standard is at the very bottom so you will see that 43% of our students were gave evidence of grade level proficiency you see that 27% gave approaching and you uh you see that 29% um showed evidence of limited access um and then that um that dotted line established by the showing proficiency kind of runs up um and you can see the um the distribution here um based on um on ethnic racial uh groupings um again uh we can obviously call out that um
101we have some significant um Equity challenges in the performance of our students here uh with in some cases um our Lattin latinx Hispanic students um in total both um at and near uh being the same percentage of those in our district that actually were at go ahead Peter and so here's the same information now this is organized by program group so you can see at the top now this is this is our students with IEPs but this is not um the SD alternate assessments so these are uh for example students who are identified for resource supports uh you can see our students that are identified um um um as uh coming from a socioeconomically disadvantaged context and again my apologies for that language that is a state definition and so uh to avoid confusion we
102use that even though um it frankly reflects a deficit framework uh you can see our English learner group and again this is mapped against our um our district performance uh so just you know all evidence that we have uh we we have you know at this point in math learning in Middle School um we have some um some significant Equity challenges go ahead Peter and then here's the performance of our students again now this is on the alternate assessment that was uh given to some of our special day class students um and you can see that 27% were accessing uh 9% were uh not accessing and 64 had limited um access so the levels shift slightly here uh but you know kind of follow the colors it's the blue green and um kind of greenish
103yellow there or gold I guess all right Peter go ahead all right um so I'm going to go a little bit faster here um just to um say that hopefully you've gotten the context of of how we're reporting this information so this is around the standards related to proportional reasoning again this was a set of standards that were fully addressed at the time of instruction Peter go ahead you can see overall the the performance here uh was much better in this standard cluster um compared to the prior standard set around area um however the equity uh challenges that we noted um before um persist give you a minute to look at that okay and then Peter oh yeah thank you um so then again you'll see uh the performance is improved in this standard cluster
104when we look at program groups uh with actually you know frankly a very low percentage is showing evidence of limited access uh but again um you know some some important gaps that we have to acknowledge and work on all right Peter go ahead and here again for proportional reasoning here is our alternate assessment results and again just just note that you know the the the n on these are uh rather small again this is kind of really a pilot effort to um have an aligned alternate interim assessment for our SDC students Peter go ahead okay and here is the standard area around uh that's focused on U base 10 and just to note this is a a set of standards that were only partially addressed through instruction um at the time of the test go
105ahead here and actually you can see you know the results overall uh both reflect that partial uh instruction at the time and give us a sense of you know uh where we need to do some additional work uh and and highlight some of the um some of the equity challenges go ahead theater and here it is for our program groups go ahead and uh you can see the results for our our alternate assessment um that students really struggled with the concept of base 10 go ahead Peter all right and then the fourth cluster area um is expressions and equations and actually we included this because it was not yet addressed and it gave us an opportunity to see what were students coming into this content uh what was the background knowledge that they already had
106go ahead Peter you can see the performance there and Peter go ahead and switch to and here it is by program group and go ahead Peter and here it is for our alternate assessment and again uh you know a lot of detail here let me just remind you that the point of this interim test is to support our teachers to do a deep dive on what kids are what our students are are learning and and where they're still struggling or uh assessing before uh as we go into future instruction in in the in this last case so um so it is a level of detail but it's important that you understand how we're um how we're analyzing this data um as an interim assessment okay go ahead Peter all right now um so now is
107this this turn to and um this idea of matching student performance to how they described for us they were experiencing school and distance learning specifically so we chose one standard area obviously we could do all of them uh we've got a lot of detail already so we just landed on one area uh in this case the concept of area in mathematics and I want to emphasize for you what we have here is we we have the performance of um um board president chin on uh the on the area of math uh area the concept of area in math and what he specific speically reported in his distance learning survey so we're matching his performance to what he said about his math learning and his experience of distance learning in the survey so it's literally we're
108matching this is the same child that we we're matching their data go ahead Peter all right um and I know this is this is a bit small but um so now in this case the data is um uh we start at the top it is districtwide and then beneath that it breaks down by racial and ethnic groups and again this is performance and on the concept of area and the the survey question was if I get behind in my math work I know what I need to do to get caught up so how many students what was the percentage of um of students that said they agreed or strongly agreed that I do know how to get caught up who weren't sure um or disagreed or strongly disagreed that they had no idea how to
109get caught up and here interestingly the percentages actually are are rather high in both areas of performance on the left is the highest level of performance evidence of grade level proficiency and on the right is the lowest level of performance evidence of limited access and you can see even um even though the performances are uh are quite different that the percentages are um rather high that students do know how to get help um if they're um struggling in mathematics but it is notable that um there are percentage Point um significant percentage Point differences um uh lower on for the the the lower performing students so that uh that's that's important to understand and pay attention to um and actually the the percentages around not sure are in some cases the most um the most different
110so um so what we're what we're seeing is there is a connection on this particular standard area between how how students performed and and what they knew about how they could get help um so um recognizing that it's our struggling Learners that we have to most make sure know what they can do to get to get caught up um but if are reporting to us that uh by uh you know appreci appreciable differences that they aren't as sure how to do that all right and then Peter if you would go to the next one this is again it's the same group same performance but now the survey item is uh uh learning using our online math curriculum is going well okay so how are they experiencing the online math curriculum and here you will discover
111again um the percentages um are are generally speaking rather High uh but we have this same Gap that um students who performing at lower levels are expressing less agreement with uh the fact that the online math curriculum is going well for them perhaps a predictable um response but it's actually important that we we ask and we make the connection all right uh Peter go ahead all right so here um and again I uh there's a lot of detail here so um with your permission I'll I'll go a little faster but just to say here at the seventh grade um we looked at three um um clusters of Standards around ratios and proportional reasoning expressions and equations and number system and again the first one ratios and proportional reasoning this was a standard that was fully
112addressed at the time of the assessment go ahead Peter and you can see um quite high levels of performance um in seventh grade on this uh we still uh the the the equity challenges persist um but again the the overall performance um and even by groups is much higher than we saw in in a lot of the sixth grade data go ahead Peter and then this is by our program groups go ahead Peter and this is our um alternate assessment in in um information and again just kind of following the same colors the 38 19 and 43% all right if you go on Peter and then the third area was U expressions and equations and actually this was like a a sixth grade standard cluster this was actually a set of standards that had not
113yet been addressed the time of the test so we were really um getting a sense of what background knowledge students were going into instruction with go ahead Peter all right you see again the districtwide performance is at the bottom um interestingly this this performance is um um is you know sort of middling performance which is not um uh interesting in that this was content that had not yet been instructed upon go ahead Peter and here it is by program group and we should note you know the the start differences here in the the background knowledge students were bringing to this learning go ahead Peter and here it is for the alternate interim all right go ahead and then this is the the last cluster area uh standard cluster area on number system and this was
114uh there had been um some work or instruction already done in this but more to be done so therefore partially addressed go ahead Peter okay and you can see around number system the the distribution of performance there go ahead Peter and here it is by program group and go ahead Peter and here it is for the alternate assessment all right if we can go ahead and we're we'll move now to go ahead Peter um we'll now do the same uh matching of um performance in this case around the standard cluster for number system matching that to the seventh grade student um student survey go ahead all right and um you see uh the pattern that we had before again this is the survey question around if I get behind in my math work I know
115what I need to do to get caught up uh the pattern here um holds very similar to what we saw in six grade and I draw that because actually we'll see when we get to e8th grade that was the point where actually there was it was different so we'll come back to that in a minute but you can see um the percentage differences all right Peter if you go to the next one and here again is the Sur survey item related to um asking you know learning using our online math curriculum is going well um now here um there's some you know like the overall actually you know between the higher performing and lower performing students is is fairly similar um so but then there by some specific groups we can see we can see
116some significant differences uh particularly for our English Learners and our our socioeconomically disadvantaged students all right Peter go ahead okay and then we'll just uh we'll do the last group which is 8th grade and again three um stand standard clusters slope proportion proportional and linear relationships and solving and simplifying equations and uh the first one is on the concept of slope and this was uh in fact fully addressed by the timer the assessment go ahead Peter and you can see the performance there um actually a little lower when we looked at some of the sixth GR and seventh grade standards that were fully addressed uh the concept of slope as you know is is um taught in math 8 it traditionally we think of it more as a algebra content but according to the new
117standards um slope is something that is now part of the eth gr math a curriculum go ahead Peter and here it is by um program [Music] group and Peter go ahead and we have it for our alternate assessment all right and then the next uh this the next standard area is around proportional and linear relationships and again this this was a standard set of standards that were partially addressed at the time of [Music] instruction go ahead Peter that's fine and uh you can see the range of performances here go ahead Peter this is the standard group now focused on program group and then go ahead Peter for our alternate assessment all right uh and then finally Peter go on to the third the third standard cluster partially addressed this is at the time of the
118test this is solving and simplifying equations go ahead Peter and you can see the performance levels there and go ahead [Music] Peter here it is by program group and then lastly Peter go ahead it's for the alternate assessment all right and then just we'll take a final look at the um now the comparison and we we picked the concept of of slope um and can are connecting it here again to the what students reported in their student survey all right and here interestingly uh the pattern doesn't hold uh the way it held um earlier um well in a couple of places it does but interestingly um we have we see some higher percentages coming from the lower performing students in 8th grade about agreeing that they know what to do to get caught up um
119so there's a an interesting you know shift here uh that happens in 8th grade and then Peter go ahead and then this is the survey item related to learning using our online math curriculum is going well and here um you know you'll see it kind of varies by group essentially uh performance it's it's the same districtwide there's some variation um interestingly our English Learners felt like they uh they you know had a higher percentage affirming that the learning that their use of online curriculum math curriculum was going well all right Peter go ahead and uh just so some huge appreciation I know that was a lot of detail but this is the um this is sort of the um the benefit of doing curriculum embedded assessments is that we can get this much more detailed
120view about how our students are performing um this last side just calls out the fact that um we decided not to um provide the results for the algebra interum math assessment um there was some complexities in the reporting that you can you can read there uh and I would just note you know where it says District analysis is not available due to complications related to Stacked question types what we found is that um questions for example had three parts to them um you know that led to a final answer and if a student got any part wrong they got the whole problem wrong um and that uh when we you know we we found as we were analyzing it that that was extremely problematic to report students might have understanding and you know two out
121of the three parts but uh made a mistake in one part and it it appeared they had no understanding so we're going to come back and look at that assessment and and uh try to figure out a better way to capture um the results of that um that assessment all right so uh thank you I appreciate the um your patience while we walked through all of that data um and now hand it back to a board both to followup on um uh Dr roses's reopening slides as well as any questions about um this program monitoring update thank you I think that will let you go ahead and ask questions first and then um I did want to follow up with um just a recapit a recapping of where we are at this point in time
122great um thank you Dez uh G to open up to board clarifying questions does anybody have any questions i'' like to start with I do um first off when your slides were showing that you were um surveying the special education students I'm assuming you're referring to surveying the RSP students sorry yes that that that is correct we did not uh we did not break out for the S SDC students in this okay and that's including the mild to moderate sdc's were not surveyed uh no they they were they were surveyed but because of the the N size we couldn't we couldn't get the same sort of complex you know sort of quality of analysis there so that didn't prove fruitful because the the number of students was so low all right thank you any other
123clar questions for either Dr roses or um David Chamas go ahead Alison um I just had a question about the data on the math and wondering um I know the assessments are different but if you're able to see um any substantial differences between last year or another year where it wasn't distance learning and we can isolate or identify what of this um might be related to distance learning versus just um typical yeah with um it's it's it's not possible to do with these benchmark assessments because this is a curriculum embedded assessment that would be compared last year to one of the Galileo assessments and it's just you know it's apples to oranges they they don't they don't compare uh we'll um when we get to the the end ofe summi of Casp assessment uh that's
124when we'll um have a little better picture obviously we didn't do the Casp assessment last spring um but we'll be able to um at least um analyze how students are against the broad set of grade level standards so um obviously we'll we'll that'll give us the clearest picture of the overall uh consequences of distance learning I guess then my follow-up question is just in terms of um you know we're going to get this money from sb886 how when will we have time to kind of address the learning loss here and um if we if we don't get that information till the end of the year yeah so we um you know I mean we we have lots of evidence about how distance learning has gone we have uh you know benchmark data um in in
125the case the math data we showed you we also have um like our reading inventory data at the middle school level we have our ftis and panel data at the elementary level so we actually have a lot of data that'll give us a picture of of where um students are just we won't we won't be able to do kind of like the ful year comparison um of like the the the full range of Standards until we can look at the um until we can look at the Casp information but nonetheless we we're going to have a lot of information that will allow us to uh I think plan effectively for uh for the um you know the acceleration plan um under ab86 okay thank you I do have one more clarifying question I know that
126we're discussing um and taking this data as an extrapolation of how we are doing as a district with distance learning am I understanding that correctly M okay so we're taking Middle School data and then extrapolating that out to elementary school as well or we just focusing on how Middle School is doing during distance learning at this point so we found that math has been um more difficult particularly at the middle school level so we did want to really examine that but you have received updates on um how students are doing in uh throughout the district all grades different different areas in the past so this was to Target this area um because we're we are concerned okay so we don't have anything at this point when this data is being presented we don't have anything
127within that time frame to discuss anything else in regards to math or um Ela El within any other group of students within the district correct um sorry I'm not I'm not fully understanding your question okay I guess I just want to make sure that the data that we've been presented with in the past is represented or I guess this data and then the previous data that we've been presented with is all within the same time frame you know is it all within this interum period because I want to make sure that yes it's important that we look at at math and it's important that we look at math for sixth seventh and eighth graders especially if it's been proven to be a difficulty for our students during distance learning but I don't feel like we
128should be neglecting the other groups that we Service as well um TK through 5ifth um as well as um English language and um in both elementary and in middle school so I just want to make sure that we're looking at everything right February I believe it was February there was another monitoring update that's great so we've done four of these at this point in time and tried to hit different areas aspects of of the um student learning each time and just just to be clear um some of those have looked broadly at at you know attendance data grade data obviously the student survey data um we we also are looking at our FMP data our reading inventory our elementary math data the the fact that I did not present those to you tonight was a
129really just a question of volume I mean it was just really tonight was just a an opportunity to um show you the kinds of of thinking that we're doing in this case specifically around middle school math um and kind of the unique opportunity to match that to what students were reporting on the survey dat so that was an effort to stay narrow and go deep that does not uh the fact that we didn't share analyses of other uh performance data does not mean that we're ignoring that at all no it just it was you know um was just an effort to just bring you a sample of what we're looking at but you could always let us know if you have particular areas look go back and look at the four and if there's something
130that you'd like an update on um you know take let let us know because um we have a lot of information um David would love to spend a whole day just doing data but David I might take you up on that because I'm enjoy it but I do you know if there are certain areas or updates you'd like in particular please let us know because uh we can we can pull the data I I thought for sure you would be exhausted based on just what I shared tonight that sounds like I left you wanting more which is I guess a good thing great thank you um are there any other clarifying questions go ahead trusty Coro no I just wanted to say thank you for the information and I'm glad that you know we're keeping
131our eyes on this and we'll continue to do so thank you yeah thank you for the um for this as well I I'm very curious I it's really interesting to see um sort of the survey data in terms of the you know the question specifically I mean Beyond sort of the academic um assessments and looking at how each um Equity Group is and where they they're at and where they should be theoretically it's um it's also really important to see you know that one question if I get behind in my math work I know what I can do uh to get caught up and I thought that was sort of telling and it is interesting to see it the differences between the grades um sorry this was a comment rather than a question um I
132guess my question would be is it would be interesting to see them all the grades that whole chart you know grades six seven eight um because it does look like there are differences but that's just again a comment sorry so um I do have a question sorry just going back to the overall reopening uh Dr roses you talked about the stakeholder advisory team and uh I know you had mentioned at the last board meeting and I just wanted to recap so this advisory team meeting it's we are asking for parent and staff members from each School site right so there will be and according to the slide it it does focus on the LC cap which is huge for us but not many people know what that is but it's huge for us and ab86
133which is you know the new plan the legislative plan that um is incentivizing everyone to go back to school and then basically the fall reopening uh and then you're you're sort of my question is coming um the fall re reopening and the fall planning you know we have stated that uh that our goal is definitely to um to go back as normal uh we've been Fielding a lot of questions about you know is there sort of a definitive like plan or date and from my understanding you know if we kind of go back to normal well we're just going back to normal there's no at the moment there's no plan that needs to be done is that is that right I mean well I guess so um just clarifying A couple things you said um
134the lcap local control accountability plan that it truly is a very important strategic plan for the district and it will be a three-year plan and it sets out goals that you want to see in student achievement and also social emotional needs um and so it is a chance to look at those goals again and determine if you want to make some changes and I think that's why what we're doing here and looking at this data and I'm I am glad that the trustees are really interested in in looking deeply at at this information because um that feeds those goals and then the ab86 is is a portion it's it's a separate template but it's to be uh it can be added to your lcap and it is it does have two apportionments of money you're
135right it is to go back but it is also to provide Extended Learning or to um address um areas where students have had difficulty over this last year so again the data is so important all this formative data knowing where the students stand so that we can um address address it uh and help accelerate their learning in the summer in the year to come and then again in the summer and then the reason that I added fall planning is that um the state has said there is no need for any more distance learning which is fine because they're expecting us to go back to um School in in just a normal way however I am hearing that we'll have masks we may have some signage we may have some some things we have to do
136it's keeping up with any further guidance and are there any other things we have to think about as we return and um if will it still be six feet for lunchtime if it is then we will need help with thinking through those kinds of of guidance um uh those directives so um you know I I I add that on there because we don't know uh whether something else will at out of uh CDC cdph or the Sano County Public Health so um so that's why and I do think that what you um discussed in the last item uh where you are asking for what is the plan uh on April 22nd for bringing students back more days that plan and those additional days that we can uh work with um potentially you had said starting
137May 10th would then um provide further information as to what we might need to look at as we really ramp up for fall so so it is those three areas I don't know what fall might bring for us but um my assumption is it's going to be a fairly normal opening but it may have some signage or masks or what will lunch look like I don't know so we'll just leave it open to that so that we can discuss it sure great so um sorry I heard an echo um if we are bringing back more more students um on May 10th uh and we start bringing back more and more more students and more days and everything else like that um the thought is that we will be closing this school year out in pretty
138much almost I would say normal but I mean mean a much closer to normal process and it it doesn't seem like with the co cases everything sorry this is a leading question um it doesn't seem like with the covid cases going down and you know everyone getting vaccinated and everything else that that there would be any sort of obstacle to us sort of opening up you know as normal um so I just would want to um make sure that families who do still want the distance learning because because they do want they their children aren't vaccinated yet that they not feel that that that would be changed on them that that they wouldn't have that option this school year okay the next school year it's not required but I have been asked so I am
139asking getting a uh asking for a survey of folks who will actually need it next school year okay so you're right I think we're heading out of that Ara Arena entirely uh but um but I don't want people to be concerned that that if they do have a medical need in their family and they need to be home that we would change that on them and and does does it Mak sense that we like again our goal is to go back and fall as normal as possible it sounds like everything is moving that way we have the intent everything is going that direction but you know I've heard from the public that they in some ways don't feel like that's definitive and and of course you know in the co time I mean just look
140at last Saturday or last Friday when CDC changed their guidance I we were in a completely fluid situation but they did although although I do I I'll reiterate that the state has said that distance learning is no longer um a requirement for any District so I think there's um there's direction that that that will be ending okay I mean you can never be sure right because things have changed so much and one day we think something and something else happens so you're right we do have to understand that there could be a changing landscape but um but uh all the direction looks like uh we will have a reasonable um reopening in in our normal way maybe with a mask I feel like you know and maybe I'll bring this up so this is a
141precursor to my um request for a future agenda items which is at some point maybe you know we bring up an actual day where we say this is it we are going back um as normal and maybe that's out towards the end of May or something but I feel like we would need to vote or at least make a definitive statement on that so um sorry that's a precursor to to later but um does anybody else have any clarifying questions or anything Dr roses do you have anything else that you want to add before we go to public comment okay all right um thank you everyone um thank you David um for your presentation uh Peter uh would you mind opening up um public comment for us absolutely so again for those of us joining
142uh those of you joining us for the first time please use the raise your hand functionality in Zoom now in order to address the board on this particular item update and action um I'm sorry update on reopening and the distance learning implementation and monitoring uh president chin we have so far 12 attendees we'll start off with harp and then after harp we'll be Kevin Harp go ahead Harpe you may need to unmute yourself har Hari are you there looks like we might have some techical technical difficulties so we'll keep an eye out on him for the future next we'll bring Kevin up and after Kevin will be Randy Kevin hi thanks I really like the direction that that the discussion is going about reopening I think one thing that I want to just make sure
143gets reiterated as many times as it needs to be is that distance learning causes a reparable injury to our students and there are a lot of kids out there and families out there that are that are in crisis right now so the the earliest practical time really is the best time to to reopen full-time five days so specifically I love that there is now discussion about specific times where you would discuss the reopening plan and dates of April 22nd to discuss it and May 10th to do it are good but can it be earlier why is there not another board meeting until April 22nd can you have a special meeting about this this is an emergency situation for people you can get that survey going now parents can help with that if you want help
144with that we've been denied you know denied asking for help with that multiple times but we love to get this going as fast as we can thank you thank you Kevin next we have Randy then after Randy will be Anu Randy hi yes there was um one important point I believe it was in Mr chamblas his presentation but it also ties into Dr roses's presentation in uh Mr shamus's presentation he mentioned uh Casp testing to be held this spring I would like to know whether this district is committed to Casp testing as an important um assessment tool to know where students are at especially in determining what what level are they at what kind of learning loss has happened and what kind of uh remediation needs to happen um especially in terms of um these
145funds that we're going to have starting this sum Su through next year and into the next summer for addressing those needs so is Casp testing going to happen please answer that thank you thank you Randy next we have Anil and then afterwards uh Ki Anil yeah hi this is uh shal anil's wife um this is a a a comment directed to David um thank you so so much for the very comprehensive um presentation um excellent um survey and lots of um informative data in there um I just wanted to point out that um I think the the interpretation is a little oversimplified and in order to make um the inference that um there's been learning loss in 2020 as a result of um distance learning one would have to see longitudinal data um so my
146recommendation would be at least a threeyear so it should be 2018 to 2020 or it should be 2019 to 2021 um and that might also give the district some additional data on how things look once we go back um to to inperson um additionally um the the analysis is is actually flawed um in order to to look at um the the 2020 data you would really have to compare it to the 2019 data uh just by looking at the 2020 data you cannot really make um a a a conclusion that that um uh distance learning has has uh impacted um math learning um you also need to statistically power um for that comparison so I don't see any power there uh has to be adjusted for variable so definitely has to have a a a
147statistically uh sound comparator power it for comparison and then adjust it for variables so as the data stands now I think it's it's very comprehensive um but it's oversimplified and it's um it the inference really is flawed uh I don't think you can make the conclusion uh scientifically uh that's being made from that data thank you thank you shigi next we have uh kigi and then afterwards will be Eric kigi can you hear me we can go ahead hello go ahead can you hear us okay no I can hear you okay perfect go ahead um thank you um and um thank you board and superintendent um and pacher as well um uh what I wanted to say today is I'm a parent of um two elementary students um I have a younger one who is
148a second grader at Foster City Elementary and fifth grader who goes to college park uh for Gates program and um um I am um my younger one does go for hybrid he started hybrid with Foster City Elementary on March 8th he's very happy um but when I'm asking myself this question uh what is school and the first thing comes to my mind is um the kids kids make the schools um my older child went with because he's a Gates student uh we went with um uh stay with the teacher option um and um I think um I have already said this in previous meeting as he is getting penalized for made a choice um back in November so um my question to um and I have the have sent emails and uh requests to the
149board and the superintendent and the principal that um why in this meeting I am not seeing any agenda or anything about resurveying the families or teachers who want to change the choices which made was in back in November um I would like to request that again uh second thing is there's no discussion uh happening for kids who are in elementary school which needs to be brought five days or at least four days a week full-time in school it I I've only heard Middle School uh reopening plan uh which even 50% of the kids don't even want to come um and um what I heard is May 10 maybe a reason you know maybe maybe May 10th is the time when um it's it may open for elementary school but it's too far can weigi I'm
150sorry to um to interrupt but your time has elapsed if you could quickly wrap up your thoughts sure so May 10th is too far and the next G uh question is what is the biggest hurdle to open the elementary school for five days that's all thank you thank you next we'll have Eric after Eric will be Julia Eric hello can you hear me we can go ahead all right thank you very much and thank you for all your guys' hard work my name is Eric Ling um so I'm very encouraged to see that the district is looking into expanding the amount of time our elementary students um are in school in the hybrid program um you know just last week my daughter who's third grade College Park returned to school in hybrid and just seeing
151the Sparkle and the happiness in her is was amazing so U you know thank you for that please don't forget that there's a a significant amount of students who want to be back but are not uh due to a survey back in November you know we had different data we based it off in different decisions uh for return to school in January and there can't be any genuine dispute that those survey results are outdated and don't reflect of The Wishes of families and students now um for example College Park only two of the classes are in hybrid out of all the grades that's only about 40 to 50 students out of the 400 plus students we have and I know last meeting uh trustee Watkins asked the district to look into how to do another
152survey despite the logistical difficulties and I know a few parents comment on that um and we and many other parents believe it's it's critical now to bring more students back um as soon as possible to uh expand the amount of time the hybrid students have in school that's all I have thank you very much for listening thank you Eric next we'll have Julia after Julia will be Paige Julia um good evening can you hear me we can go ahead um hi I have actually three questions I'll try to make this quick uh my first question is as far as kind of trying to get at more days and more kids to um in-person learning uh specifically in elementary schools uh for people that or for families that have elected to stay with with their teachers
153such as our family uh primarily due to consistency and also the two day a week with two asynchronous days which is not logistically possible um are you going to be opening the option to these people as well because we would be will wanting to come back if it made sense to come back especially if we're talking now four days a week or even five days a week so if someone can let um let us know that would be great uh my next question is um when you're talking about fall re fall reopening in um kind of normal fashion I assume that means both elementary and middle schools if someone can confirm that would be great and then my third question is um with ab86 uh providing extra ex ra funds for Extended Learning as one
154of uh kind of the purposes of ab86 and with the learning loss that's been mentioned many many times um has consideration been given given to potentially starting the next school year earlier than um I think it's August 11th or 12th is the current calendar I know the calendar has been posted but is that an option to revisit and consider opening earlier thank you so much thank you Julia next we have Paige after Paige will be Marcella Paige hi I'm Paige and I'm nine I think that school should be open longer hours more days and more kids I'm only with 12 kids and I hope that classrooms will be welcome some new kids in soon and I want school to get better for this year because learning has been so so hard for all kids and
155it would be better if they're learning if they were in person it's starting to get better but it still needs some work it has been hard for me to keep tracking of all my meetings and work at the Learning Hub I think I learn more when I'm in the classroom because it feels like real school makes it seem more important to finish my work also I feel comfortable with the rules the learning H has made for Co like washing our hands often wearing our mask correctly and keeping our distance I think I would feel more comfortable at school than I am at Learning Hub we got used to the rules easily and I think everyone will get used to being in person at school please welcome all the students in thank you for listening and
156thank you Paige next we have Marcel then after Marcel will be Jamie Marcel thank you um I'm going to go really quickly and then pass it over to my uh sixth grader so the differences in achievement in the presentation from superintendent chamblas were um very Stark and unsurprising um I I know uh Dr Ros has talked about ab86 and additional opportunities and that expanded learning opportunities Grant plan is due um just within the next couple of months I'm under the impression the stakeholder advisory team is going to be a part of that dialogue and and I'd like more information about how the team will be composed so I'm going to um I have other questions but my sixth grader wants to share about Middle School reopening so I'm going to pass it over to Grace
157go ahead um hi I'm in sixth grade and I just wanted to say thanks to the district I have great teachers and I've been doing okay and distance learning but I'm really excited to go back hybrid thank you so much for letting us go back four days and I wish my sister was able to go back uh four or five days a week too thank you thank you Marcela and thank you Grace next we have Jamie and then after Jamie will'll be Ranon Jamie hi thank you um I'm a parent of a third grader and a pediatrician and first I just want to thank everyone involved in planning and roll out of the hybrid programs it's been really smooth at my daughter's school and it's clear that the students and staff both seem energ by
158their return to the classroom um the last two weeks I have to say similar to another parent that just spoke I've seen a spark reignited in my daughter and I've heard similar anecdotes from others in the community I really appreciate that the board is talking about um getting kids more kids in school this spring and the kids that are already there getting them there for more time um I do Wonder as Kevin pointed out earlier like if if it's possible to get them back even sooner um if there were ever an situation in education this seems like it like do we need to um think about readjusting the the board meeting schedule so that we can get get kids back sooner um the benefits of inperson instruction to kids health well-being and education just cannot
159be overstated we've talked a lot about the important mental health impacts of the pandemic and school closure I also want to emphasize that we're learning more about the physical impacts such as decreased physical activity increasing BMI and the eye health effects of increased screen time it's already well established that summertime is a time of learning loss and we often see measures of physical health worsen during summer months even though it may not feel like there's much time left in the school year any amount of time the most that we can get kids back is really worthwhile for their education and their health um for kids already in hybrid please consider lengthening the school day combining cohorts bringing kids back five days this would not require any shuffling of teachers or classes and I also hope
160that distance learning families have the opportunity to be resurveyed and if interested invited back to campus this spring um for all ages of kids on campus I also want to stress that the playground should be fully open and distancing requirements can be relaxed the combination of being outdoors and being masked is very safe and outdoor play is imperative for kids health and well-being um thank you so much for all the hard work I know theou renegotiation and revising reopening plans will not be easy but we really appreciate all of the hard work and and commitment to getting kids back as quickly as possible thank you Jamie next we have Ranon and after Ranon will be stepen Brian hi first uh you know we want to thank the board for getting our kids back in school
161um they extremely like uh being back in person they like we look forward to Monday Tuesday going back like every day and the teachers have been incredible at a metal Heights and we really appreciate it but um you know last board meeting several board members specifically asked the superintendent to bring back options for in an expansion options for expansion for options for going back in person after spring day to bring back options to this meeting um today the superintendent did not bring back any options or presented it maybe it was done in private but we did not H anything we were heard verbatim the superintendent said to us we are looking into it uh the parents who are wanting to go back and the ones who want to get resurvey to make new decisions based
162on the Sciences out there we're looking for those options we really have the urgency behind it we see the positivity of our kids going back the vaccine is out the governor just announced today that April 15th anyone can get the vaccine he's taking down the restrictions putting on his Facebook April 15th you want the shot you can get the shot um I'm down in mosone San Francisco and out there they're a hard time getting people in the door now with the tiers they're letting in they're actually trying to get people in the door and giving out special codes and expanding and going around that so um please um we just saw a presentation on the learning loss and everything I feel like uh we're prisoner of own own device we're asking ourselves how can we
163prevent this learning loss but the options are in front of us to send back the people that want to um please mandate the superintendent to look into options to bring us back if she's not going to present in options for you please look into expanding instead of the two hybrid you know group a and Group B go to uh group a goes three days group b goes two days and switch next week Group B goes three days the other one goes two or go um morning uh morning session and and afternoon session um it's been done before at the elementary level kindergarten you see have bluebirds and early birds it's done before I know you guys can do it um please the urgency if you go back May 10th I'll finish in my comment here
164if you go back May 10th that get only gives us five weeks of school we only got nine weeks now please move with urgency and get our kids back and thank you for your hard work thank you BR next we have Steven then after Steven will be Cheryl St yeah thank you all for your time um I have a brief comment and a a question um the comment is just that you know as a parent in the district and as a scientist there's been a large number of studies of school reopenings now and it's very clear that it's safe for students and it's safe for teachers and in fact that um in many cases being at school is actually safer than being in the community there's no correlation between Community spread and at school spread
165and often the the rates of spreading Co are actually lower in schools they are in the community so I think it's very clear that being in school is safe and I don't think um any parent would want um teachers or the district to deviate from process uh you know in establishing MOS and everything that's necessary to get everybody on the same page I think we all want the best things for our students I think we're just hoping that we can do this as quickly as possible to get kids back in school as quickly as we possibly can um so that's I guess my my ask um and the the question that I had is around Annex um so I'm a little B bit confused about after care because the communication that came out about registration
166and I bring this up because it was mentioned in the presentation the communication that came out about registration says that space is extremely limited but the presentation tonight suggested that Staffing would be made to reflect enrollment and I'm just trying to figure out you know after care as a working parent household is really critical for us and I'm trying to understand you know is there going to be space in after care for all parents and families that need it and to ask you know that we can expand after care as much as possible and that after care reopening is consistent with the updated um CDC guidelines that allow for you know about a factor of two more um occupancy and thank you all for your time thank you Stephen next we have uh Cheryl then
167after Cheryl we'll be Carrie Cheryl good evening trustees and Dr roses I am Cher hegadorn president of the Baywood PTA and I'm making the following statement on our pta's behalf the Baywood PTA supports a full reopening of schools five days a week in person immediately trusty chin and trusty Watkins thank you for asking earlier tonight that the district come back with a plan to get Elementary School students back five days a week starting May 10th the science and evidence support that it is safe to return and we look forward to getting our students back as soon as possible tonight we ask if the board follow through with your earlier request to develop a plan to get our students back to full-time in-person learning immediately and to consider an earlier return than May 10th especially for
168hybrid students bwood parents would gladly offer our support of time and effort to enable not only our school but any school in the district to return fully for all kids we look forward to the plan that gets our students back to campus full-time thank you for your time thank you Cheryl next we have Carrie then after Carrie we'll be Raina Carrie hi I'm a parent of three students in elementary school and very happy to hear that the dialogue has finally shifted to getting a plan together for a full return I can only imagine the work that will need to be done to get back to a full return so thank you in advance for this work while waiting to see the plan on April 22nd for a May 10th return for all students what is
169preventing our current hybrid cohorts from combining can you please consider combining the two cohorts so that these students the hybrid students go to school four days a week right after screen break from what I understand this would be allowed based on the current mou I think if you combine the cohorts it would still only be four hours of live instructions for the teachers which I believe is stated in the mou so although super happy that we're talking about a full return can you please please consider combining the cohorts right after spring break and getting the kids on campus uh quickly thank you for your time and have a good evening thank you Carrie next we have Raina then after Raina we'll be Brandy Raina hi um so yeah I found out today I have middle
170school kids and I was I was excited to find out that they were going to go back four days a week um and move forward faster through the tears um but I you know but our what I consider to be our Good Fortune is on the backs of you know some kids who aren't going back and I totally get that some people you know have lot have really good reasons for choosing not to go back but I I I worry that there are kids families in the district who um aren't going back because they don't have access to you know the the scientific data they don't have time to like read all of this all this do all of these documents they may maybe are in communities that have been harder hit by by covid
171and they're just they're scared I I have a friend who's um High School teacher and um many of her students did not respond in a different District uh didn't respond to the um survey asking if they if they were going to come back full-time I mean I'm sorry hybrid and she called every single student's family and talked to them he spent time talking to them and answering questions and kind of explain some people didn't really know everything they that would be helpful to know to make that decision and every single person she spoke to their F they decided to come back so I'm just um you know asking I'm just wondering what kind what is the district doing any Outreach to to to to help people get the information that they need to make the
172best decision for their family you know one's based on science and you know incorporating of course how they feel about the whole situation but um I know that we have um quite a few uh community members who would really be you know happy to help with efforts like that and I really do think that would also help um bring us closer together as a community thank you thank you Rea next we'll have Brandy then after Brandy will be Doris Brandy hello hi can anyone hear me we can go ahead hi hello good evening thank you um I'm Brandy miskowski my daughter is a first grader at Parkside monor um I will just Echo the other parents who've come before me tonight and say that we were one of the families who chose to remain in
173distance learning back in November when the conditions were quite different and we would greatly appreciate the opportunity to revisit our um choices given the state of the pandemic I'm am heartened and um hopeful at the um words of the trustees about a and um super superintendent Rosas about a full return in the fall it just brings me so much joy to know that um our children will be back in the classroom with their highly trained Educators um and their friends and peers and learning as they ought to be um but please if we are to speak of equity one of the greatest um signs of equity among students is inclusivity and opportunity and so please allow us that opportunity to return to the classroom with our peers um this year and certainly in the fall
174five days a week I thank you so much for your efforts this year I could not have done your job and I greatly appreciate all that you do for us thank you for listening thank you Brandy next we have Doris then after Doris will be uh Laura Doris Doris are you there you may need to unmute or give your microphone permission Doris okay I'll leave the hand up and we'll try to come back to her a little bit later next let's go to Laura Laura go ahead Laura are you there you may need to unmute your microphone we're having some microphone issues today all right let's try the next one I'll leave your hand up John John can you hear us John are you there John C yes hi can you hear me yes we
175can go ahead John okay um hi uh thank you to the board and um the uh superintendent staff uh for your time tonight um this covid-19 pandemic has brought a lot of hardship to all of us um but one thing I learned through this is uh I have now paid more attention to the going ons of the uh of the school district uh since I've been attending their board meetings uh for frequently now and I just shocked I'm just shocked that um the um district and it's very poorly run um I just feel no organization should be run with no sense of priority no sense of urgency and um uh when order and cannot make any decisions um I urge uh the leadership and the board to uh please make the hard decisions with courage
176and urgency and set the goal to where the community and everyone uh wants to see is to open schools uh as soon as possible um I don't think we need any more Comm committees I don't think we need any uh any more coffee chat uh I I I think we everyone kind of on the same page and knows what's going on um I think right now just to make the decision and execute a plan thank you thank you John okay Doris your hands still up we're going to give you another try Doris are you there again Doris you may need to unmute yourself okay Doris if you're there and we can't hear you because of some technical issue we apologize um if you would like any any comments that you make or wanted to make
177tonight you can uh also email them to the superintendent I know that if you do she will make that part of the public record okay next we have uh Nica or Nicola and after that we'll be Aaron hi can you hear me we can go ahead um hi my name is Nicola and I have two parents at lead Elementary um we have some really amazing and dedicated teachers at lead but even with the best teachers in the world seven hours a week is not an adequate education um just as other people have said um my children and many others are struggling with this distance learning they're becoming addicted to screens it's just keeps getting worse and worse so I've been very encouraged about the conversations to bring children back in full-time um that's a great
178start but March 10th is more than six weeks away and I want to support what Carrie said earlier there's no reason why we cannot combine the two existing hybrid cohorts together um there's no reason why we can't do that I'd love to do it right after spring break let's do it a week after spring break teachers can come and help move room move sorry not teachers parents can come back we can help with uh moving desks things like that um the other thing is this really needs to be opened up to other families as well the survey in November is outdated and I really want us to give other parents the chance to make an updated choice about returning there doesn't need to be a new survey made um we can just send out the
179same one and then finally there were some comments about um teachers having a safe working space um which I absolutely support um but I would not place the teachers that I love so dearly at lead in Jeopardy if I did not believe it was safe for them to be there I work in pediatric oncology specifically those with hereditary cancer where other family members are at a much higher risk for getting cancer and when parents ask us if it's safe for their children to be in school we resoundingly support children being back as soon as they've completed their treatment so our children as well in our school district should be able to be back and our teachers are safe there they are now vaccinated please do this sooner than March 10th sorry May 10th May 10th
180excuse me thank you next we have Aaron after Aaron will be Heather Aaron hi I really appreciate this meeting you guys are giving me a lot of Hope um you know that I've been writing you a lot and I've never known all the names of my school board members in my life so um this has been interesting um thank you so much for even saying the words five days a week I want to Echo a lot of the uh recent comments of you know this this is a crisis we should be treating this like the you know the house burning down that it still is and I I don't understand why you know I'm as i' would like to ask you to have emergency meeting for this topic only um sooner I Echo the other
181parents I I am dying to help I will help with anything um I'm already on my school's PTA board but I will move chairs I will carry stuff I will do any logistics for my school or any school um please let me help and um please do the Bold thing that we need right now um as uh John earlier said I really like the way that the way that he put that it's time for the the Bold leadership and do what we all agree on um thank you so much especially um trusty Watkins um and uh trusty chin um thank you thank you Erin next we have Heather after Heather Heather will be Jessica Heather hi can everyone hear we can go ahead thank you I'll be quick I just want to kind of repeat
182what people have said that May 10th seems pretty far out and I wanted to make a suggestion that if that date was chosen because of the complexity of adding in the people who wanted to change their minds although I think they should be given that opportunity I'd love to see the kids who are currently in hybrid um the ab cohorts be combined together so they can go four or five days a week as other people have mentioned and then maybe maybe May 10th would be a date to bring the people who've changed their minds or had a situational change um on board I just wanted to add that in thank you thank you heather next we have Jessica and then after Jessica will be rohini Jessica hi there um I'm the parent of three elementary
183school kids and I super happy my kids are back two days a week and definitely want to Echo other parents who are stressing um the urgency to get kids who are currently in the hybrid model back into the classroom um not four but five days per week the combination of kids uh would eliminate the hybrid AB cor the cohorts and would eliminate the need for any sort of like a cleaning slash full DL day that currently Wednesdays are slotted for to allow for five days um combining cohorts would also extend the school day obviously I'm saying things that you guys already know with all the data for safe practices in school the lack of covid spread at school safety measures I'm still completely confused as to why teachers are still being held to only four
184hours per day I need some sort of understanding that's just not available currently to me and I can't imagine I'm the only parent who feels this way um I also feel that May 10th is far too far away um especially if there's an outside hope for families who chose full DL to be reconsidered back to hybrid we all had to make a difficult decision back in November and whether you chose hybrid or you chose distance learning you took a chance you didn't know how the year was going to go and you made the commitment and while I definitely support all children whether they chose DL in the in November or their parents did that for them um that they should be given the chance to come back to class I don't think that that should
185hold up the children who got who are currently in the hybrid model um so I'm hoping that our board our um our teachers will all be on board with this there's nothing at this point that would say that these cohorts can't be combined we need to get creative there's an a very large multi-purpose room at our campus that can easily hold all of one grade into it with the threefoot distancing rules in place um it's time for schools to get creative for teachers to get creative to lean on their parents lean on their ptas thanks thank you Jessica next we have rohini and then after rohini will be wall okay lower their oh there's okay rohini go ahead rohini you might need to unmute yourself hi can you hear me yes we can go ahead
186echoing what the other parents are saying I have a middle schooler and a child in elementary I'm um thrilled that the middle schooler will get yet to go back four days a week um and the Middle School survey was sent much later so I was able to make an informed decision around hybrid um for elementary we are hold you know we holding to the November data at this point and there was yet another option a loaded one at that the stay with the teacher option that we chose and then our teacher got selected for DL so now we are stuck with it so we would love the option um to re-choose um and get back to school as many days of the week as possible and you know as close to full-time as possible everything
187right now is pointing in that direction and I'm absolutely aing the other parents where I think we need to get creative we need to have more emergency meetings whatever's in the way of opening schools as you know quickly after spring break as possible uh needs to be addressed May 10th is just feels like an arbitrary date which is too far in the future and that leaves only five weeks of the school year um I I will even take that but um if it can be more and closer to right after spring break that would be much appreciated and um thank you so much all of you guys for tirelessly working um for our school district um but now is the time to get creative thank you thank you rohini next we have um we have
188wall after wall will be Brandy wall and again my apologies if I'm mispronouncing that hi can you hear me we can go ahead great so hi thank you um it's been a week since the cdph have um updated their guidelines to allow three feet and numerous districts this week already in the Bay Area and in California General already updated that kids are going back to school five days a week now like next week I have friends in Berkeley I have friends in Albany District they're all going back to school five days next week um while we're talking about May 10th which is so far away I as other parents have been saying I don't understand why we can't um at least start with the hybrid kids and just bring back the desks and chairs that
189we're taking out and combine the cohorts and B Be F flexible be agile and let them come back as soon as spring break is over um a few weeks ago when we had the board meeting um kids were supposed to come back March 1st and all teachers uh came up and talked about let's delay it let's delay it and at that moment you guys decided you know what that's the right thing so let's delay it so I'm asking for you guys now to do the same thing think with logic and be flexible and say you know what these parents are right there's no reason why we should have a a board meeting only April 22 when spring break is over April 12th we can have that April 12 and there's no reason to wait till
190May 10th let's be flexible just like you were with the teachers a few weeks ago let's bring back at least a hybrid kids full week and then and I agree with the other parents those poor kids who are left behind in the remote let's bring them back too thank you thank you w next we have Brandy after Brandy will be Diana Randy hi I'm just gonna Echo I feel like you might get a lot of Echoes tonight but just that May 10th is so far out there and to please consider a special board meeting to just address this one topic and then I also wanted to get clarification Dr roses had mentioned that we might have to resubmit a plan um to the county but I believe correct me if I'm wrong but if we're
191red tier or lower that's no longer a requirement um and I'm also happy to help in schools rearrange whatever needed and I'm sure I can get an army of parents to come help rearrange desks to whatever can get more kids in school as soon as possible thank you thank you Brandy okay next we have Diana then after Diana will'll be Sandy Diana hi can you guys hear me okay you seem really faint so maybe speak up just a bit now we can't hear you at all you hear me now yes that's a lot better okay um my name is Diana Young Kim and I have two students in the S Foster City School District my son is a eighth grader at bage and my daughter is a fifth grader at College Park in the gate
192program so I was excited that it my son um we got the survey recently and I selected hybrid for him to return to school so I'm totally excited that he gets to go back to school for four days a week um and you know see his friends although I can tell you honestly he's not too excited about having to get up and get get uh be out of bed uh to to take class but in general I think that it will be good for him to be on campus I think that having him see his friends see his teacher his Home Room teacher or and then um you know be able to um get the energy from the other kids um it will be beneficial for him and his mental health however I was very
193disappointed that my daughter we were surveyed back in November the covid cases were a lot higher there was vaccination the vaccines were not yet approved um and we were we're given three options we were given the option of distance learning hybrid or stay with the teacher and so you know I discuss with my friends and uh whose kids are also in the gate program what to do and we also spoke with the teachers and asked what to do at the time we had two teachers um for the gate program one of which was brand new because one teacher retired the year before so we were told by the teachers that that there was a possibility that if we chose hybrid that we would end up with a third teacher and at that point we did
194not want that for our students to have to make another change to another teacher and so we selected stay with the teacher um since then we did get a new teacher because the the new teacher that came on board in the fall um had to relocate and so we had to uh we got a new teacher who actually was from another state that taught in person and so I I'll finish up that you know I think that we should be resurveyed um have the opportunity to Res survey and that the school district that you guys meet earlier than April 12 so that we or April 22nd so that um we can get the time has elapsed if you could please quickly wrap up your thoughts yeah so I would like you to consider that are
195resurveying us and then also allowing uh the school board to meet earlier than April 22nd so that we can get an earlier resolution thank you thank you Diana next we have Sandy then after Sandy s Sandy will be Elena Sandy hi um I will reiterate May 10th is too far away please consider bringing back all the h kids as soon as possible I would also encourage you to extend the hours if the hybrid teachers are not needing to do asynchronous lesson planning at the same time there's no need to send the kids home before lunch they should be able to do more than four hours of instruction and this is not because I don't support unions or teachers it is just logical I also like the idea of bringing back more kids later as of
196May 10th and starting with the current hybrids sooner so that we can get moving with that thank you thank you Sandy next is Elena after Elena will be Nina Elena hi um I I'd like to reiterate that it would be great if we could start um with a hybrid kids earlier um and then also allow for I know lots of people that chose stay with teacher because they love their teacher and they didn't want their kids to have yet another especially small kids having to deal with the change of another teacher is very hard for for kids and so a lot of people said stay with teacher not because they didn't want to go to school but because they just didn't want to inflict yet another um kind of mental mental thing on their kids
197um I chose to go hybrid and my son had to switch teachers and his new teacher is wonderful uh as well as his old teacher they were both wonderful but um but I I sort of made that risk because I knew he would the benefits of being physically in a classroom were great G than the change but lots of people didn't do that um and for the same mental health is the primary reason for most choices we're making and and the goal is to try to get kids to socialize because at a young age really school isn't adding and and reading and all that is secondary to the human interaction they're getting that's what you're learning um I'm an educator myself uh I teach online um and it's hard for me with college students and
198I see the teachers um now and I'm 100% sure that the hybrid teachers would love to go uh all of their kids all at the same time in person because now they basically have two difficult jobs uh you know one more difficult which is keeping attention online um I think that it's a strain on those hybrid teachers I'm grateful that they're doing it but I am sure that they would be you know also grateful to just go full-time and not to have to deal with two jobs you know with one pay sort of so um that's my recommendation is to bring them on uh back in person ASAP um and then to allow those children that chose stay with teacher to have the option to go uh in in class that's it thank you thank
199you Elena next we have Nina and then after Nina will be anul Nina hi can everyone hear me we can go ahead hi thank you so much for this opportunity to speak um I just wanted to re to Echo again what a lot of parents have um stated that they would love for us to accelerate this reopening for hybrid children it's so important to get them back as soon as possible whatever it would take you know I'm there to help support that effort um I also wanted to share that I a parent of a third grader and a first grader at Foster City school and my first grader had to switch teachers and you know it's just been lifechanging for him just to he has you know even though he had the transition of a
200new teacher he's just totally jumped in with not missing a beat so excited to be back um it's just so important and also my third grader um has some vision loss issues that we've been encountering every three months four months we've noticed his vision deteriorating and I know it's a problem for a lot of children just being staring at the screen all day not having that opportunity to be outside in the sunlight playing for a couple hours a day which is recommended to prevent myopia it's become kind of an epidemic for a lot of kids I know I'm not alone so I just wanted to share we need to get these kids back in as soon as possible for more time and I agree with the whole plan of combining possibly combining the current cohorts
201and then bringing in the students who are may be resurveyed and want to join in again um again I appreciate all your efforts I know this is not an easy task but um I hope you'll consider again just getting these kids back in um for more time and I appreciate all your time and efforts thank you so much thanks Dina okay ansul go ahead after anul will be shaana okay and Su you're using an older version of Zoom so it's going to promote you to a panelist you'll be uh exited out of the W the attendee list and dropped into the webinar um go ahead promoting you now hello I'm Mel I'm Mel and I am a fifth grader in College Park and when I say this I'm speaking for 75 people uh students and
202parents alike who have signed my petition to go back to school five days a week because going back to school five days a week is essential to our well-being because as I know I understand that we've been like this for a year but a much longer end some of us could have severe mental health issues uh with the added screen time and lack of social inter interactivity um um many people uh are suffering from not being able to socialize and myopia um and not only is it bad for children it's also bad for the parents because parents have to deal with their children screaming around the house asking them for things while at the same time they're dealing at work at home and so it's also very stressful for parents as well as students and
203uh as another health issue many students are getting a lack of exercise as they would in school because in school you are running around trying to go places uh you're running to the bathroom you're running to PE you're running around the playground during recess all of these things contribute to most of your physical exercise during the day and with and with distance learning um me this is very limited and as well as a hybrid program because on the two days that you are in school uh you have you it's great you you can go to school but on the two days that you are not uh you have limited teacher talk and it's a very bad experience because you're not you're not interacting with your teacher you can you only meet with them twice a
204day I believe and so and we have the capability to go back to school five days a week um some neighboring districts are doing it we're in the orange tier and middle schools are doing it so I believe we should do this thank you thank you en all right hold on moment okay next we have shaa then after shaa will'll be Leia shaa shaa are you there yes can you hear me we can go ahead thank you um my name is Shauna I have a second grader in one of the Sano schools and I just want to say I'm very impressed by the young woman who just spoke before me and I want to V voice my support for what she said and what the other parents have said and that we need an immediate
205return to school as soon as spring break is over for the kids in hybrid at least four days a week um or five um whatever the uh the plan is for May 10th we need to expedite that plan and get it moving because these kids really need to be in school uh five days a week two day two half days has not been enough I do have a child with an IEP and she is only getting her RSP Services over Zoom which has been very difficult because she's had an extremely hard time dealing with sitting on a screen she's really gotten only maybe an hour to an hour and a half of Education a day she won't sit in front of it she needs to be in the school setting she's happy being there the
206two half days but she really needs more and it's not just her it's all the other kids so I urge you to reopen the schools full-time as soon as we come back from Spring Break and ALS so to consider the kids with IEPs and getting um the RSP Services back in person as soon as you possibly can and if the county will allow it I know there are ways that it can be done if in in the special rooms that the teachers meet with the kids they could sit three feet apart if that's what the requirement is and that's why you're not allowing it but please consider getting the RSP Services back in person as soon as you possibly can and the kids back in school thank you thank you shaa next we have uh
207Leia and then after Leia will be Gina Leia hi good evening everyone um thank you for the the time I also want to Echo the the beautiful words of the young student who spoke earlier I think she said it better than uh any of us could could possibly say it on on her behalf um but I think you know ultimately May is is way too late uh for us to be having these conversations we should be having them much sooner and I really hope that you take the time to Res survey the teachers and the students from the information that we had back in November before vaccinations before teachers were given prioritization over the immuno compromized uh so that we could return to school faster uh we hope that you consider a a full day
208and think about creative ways how we can extend the school year and maybe start early to make up for some of the learning loss that we've uh we're all experiencing in our community thank you thank you Leia next we have Gina then after Gina will be Lisa Gina hi can you hear me we can go ahead sorry about that on mute hi I um thank you appreciate it um and uh I'm also echoing uh everything that everyone said and um I did send a letter to all of you today and I wanted to make sure that is part of the record for tonight um I I definitely agree that we you have the ability to allow our children to go to back to school the greatest extent possible um May is is too far we
209chose to stay with teacher um again back in November um I've noticed Noti back then things were going okay but now um we just we it's just been lost my my son he can't pay attention um I'm going in there he's watching videos playing around he can't um focus at all and so you know we have a few months left and I I just think uh the ability to get all kids back in school should be a priority and allow um everyone that chose the distance learning to also um choose what they want how they want to go back thank you thank you Gina next we have Lisa Lisa go ahead yes hi thank you very much for uh taking my my question um I currently have a high schooler and a middle schooler which
210means that I formerly had an elementary to elementary students and I just want to draw us back to Dr sh shamas uh presentation that highlighted um differences in learning loss I think the data in and of itself supports how important it is to be in school I think too that we need to start to address how you know what we do with that learning loss so for example if you don't learn how to read if you're not reading in second grade that affects how you perform later certainly in middle school and math is a building block so if we're having hiccups with fifth graders in math clearly that's going to correlate to Middle School which is going to correlate to high school so I feel like the reopening is a given and that we know
211that you know distance learning is not productive for most students and it affects some students more than others um so how can we partner with our high schools to be sure that our middle schoolers are set up for Success how can we partner with the elementary schools and the middle schools I feel like there you know we need to collaborate in what we do around lifting these students up to help them prepare for the next year the reopening part again it should be a given and that we just you know work as hard as we can to be sure that students are in front of their teachers so that they can learn what they need to learn so I appreciate the presentation I appreciate you taking my call and I know that we are all
212working as hard as we can for our students best interest thank you thank you Lisa next we have Katherine after Katherine we'll have Jennifer Katherine hi can you hear me we can go ahead Katherine thank you and thanks to the board for your service it's fantastic news about the fall um I I want to talk about tonight about the spring and one of our really important Equity groups which is our our children and they don't have an organized Union so we are the parents we represent their Union so please listen to us too so many parents have called in begging you to act faster okay it's been a year thanks to the board members who are saying they support quickly shifting to the new three-foot guidelines they those align with the the prepandemic distancing so
213why aren't we open up full-time after spring break no new mou needed teachers are blessed and vaccinated parents are volunteering I I'm confused why why aren't we hearing the detailed plan now I mean we just heard a very detailed datadriven Dive by David shamas about math and our middle school students but when it comes to the elephant topic in the room we nearly received a brief vague presentation that we are looking into it I don't accept this and the board shouldn't either and just what everyone else said we're not we don't want to wait four weeks may like five days a week should be urgent for the board okay I mean and I am a parent I want to clarify I'm not anti-teacher my son's teacher truly deserves a medal of honor this year I
214Am pro teer and Pro all of our children and you've all heard from me and gotten my countless emails I'm a mental health professional and we are having a crisis children as young as eight are self Haring just think about that suicide suicide attempts they're Rising depression anxiety substance abuse child abuse they're all in the rise it's not a secret the numbers are off the chart I sent you data on that too California is dead last when it comes to person learning is our district going to be dead last in California okay I'll end with a quote I I read this on Twitter Dr vene prad he's a UCSF physician and has elapsed I'm sorry to interrupt but if you could please wrap up your thoughts quickly my last sence thank you the most regressive
215harmful racist unjust illogical unfounded absurd intervention to slow the spread of SARS K2 has been School closure particularly of elementary school kids even after we knew better in all of Western Europe showed us how we still made excuses thank you thank you Katherine next we have Jennifer Jennifer go ahead hi everyone thank you for your your time and your service over the past year I never thought I'd miss going to these meetings in person to fight for the fair salaries for our teachers a few years ago I got to meet Miss Grans for the first time speaking at this meeting for her salary saying that um she could go to other districts but she stayed here for this community fast forward a few years my sixth grader gets to meet her try 10 instruments choose
216the tuba fast forward another year they go into long distance learning immediately and over the weekend Miss greton sends an email saying log in every day at 11: am and that was the only you know Saving Grace every day at 11 for our entire family that's the only thing we had going for like the first month of March 2020 anyway so I just wish we had those old meetings back okay so you guys have done so much work to get us to this hybrid in elementary and I want to tell you that it was worth it my fifth grader is Overjoyed to meet his teacher for the first time after seven months he gets to do physical science projects next to his peers he has the option to choose a physical book from his teachers
217Library so thank you if he can possibly have this with both cohorts full-time after spring break that would be pure Bliss um back to my seventh grader yes we're Overjoyed to hear he gets to be on campus in any capacity to have a reason to get dressed in the morning and walk to school so thank you for all your hard work thank you Jennifer okay president chin we have no other hands for public comment at this time right um I'm going to officially close public comment uh on this item um thank you everyone Who provided public comments um especially thank you to our youngest uh students um it was great to hear um our students providing public comment as well uh before we get to the board comments Dr roses do you want to sort
218of address a couple things I think there was you know the survey um the idea about the hybrid cohorts possibly going back oh there's a question about Annex and there may be more um I know we have a lot of notes but I just want to give you an opportunity to to address those before we get into our board comments so the annex um there is no nothing that's limited space um the idea is that we're Staffing to the um needs that are presented to us and I think I sent an email out to that effect so um staff uh parents need to just let us know that they are interested in the annex and then we're work and then we're registering people now um as far as uh resurveying families I did say in
219the presentation that we were looking at um how to set up a process by which we could look at Family need um related to either um a need to go to distance learning or a desire to go to hybrid so um staff is looking at how to um manage that process one of the things that no one really is interested in is having yet a third teacher and changing the entire configuration of the elementary school again so we're trying to figure out how can we manage that so that it could be a very smooth transition we understand that this first survey was done in November we understand it's a very different time and then um as far as collapsing the two uh AB cohorts there is certainly some um some uh possibility there that does
220need to be discussed with staff and so we are in process with that and the reason you don't have an answer yet is we are still in process and one of the things that um folks have have to uh recognize which I know is difficult because it's been a a year of change and a year of having to process different changes but um the changes do take some time so um we are working on on the um uh Elementary program we're very happy about the middle school program and we are looking at the elementary how to look at um whether they're in distance learning or hybrid um I was asked also if we were going to do Casp you don't actually have to don't actually have to you can utilize form other other data points
221in your District we would like to do the Casp testing we think that it's important because then we can look from year to year exactly as one of the speakers said they said you need to look at longitudinal data that's correct you do and we're part of the core dis core data districts if you remember and they look at our data over many years and provide us with information as to where and how our students are doing so that we can make decisions from the policy level so yes we are doing cast and yes Annex is open and yes we are looking at a process for how to determine whether someone wants hybrid or distance learning and yes we are looking at how we can move more quickly than than stated to um bringing more
222of our elementary students back uh just like our middle school students are able to do so it does take some time but that's the respones thank you Dr thank you Dr roses um open up to poor um to board comments does anybody want to um go first I'll go first well I have a sleeping baby temporarily um uh I have a couple of followup questions I was wondering if um Dr roses you just talked a little bit about this but can you I guess I'm still not 100% clear are we definitely resurveying families and if so what's the time you're talking about a process to figure out how to best determine what people want so I I'm I have I mean staff is is is discussing how to do that in the most efficient manner
223okay when will folks know what that's going to look like um I I I need to talk with staff about where we are with that so I can send something El by next week yeah I think that would be great just to let folks know when they can expect to be able to alter changes or let folks know their preferences um so if it's not a survey whatever the method is to get that information um if folks just have a sense of um when that I mean my assumption would be that it would be in time for when when the um Fuller return would be to get that information back but if we can just um let folks know I was also wondering if you could share a little bit more um you mentioned you
224talked about the stakeholder support group which is um you know great the task force can you share a little bit more about um kind of I know there were there were questions around like process for selection and just a little bit more around kind of makeup how how that kind of what that process was like um yes we talked with each principal about um fam uh uh staff and parents who have um good communication skills with the group at their schools and also hold different levels of expertise because we'd like to have different um expertise on the on the committee so if a if a school has someone who has um ability in the area of science or has um knowledge about um um medical or has other kinds of background we're asking for um
225uh their names so that we can have a balanced team and that team has not been finalized yet because we are still looking for a couple more members and we're also looking for a mix of classified certificated and administrators from across the district got you and so if if there individuals on this call for example that are in that are still interested is that still a possibility they would reach out to their their principal yeah they would reach out to their principal great um and then it would be great for once that's established if that could be brought back just so we have a sense of who's on the stakeholder group and kind of the representation to make up thank you absolutely um I did have another question around um I know there was a
226question around IEP services and ability to provide those in person is there um are you able to provide kind of information about what the County requirements are at this time and what would it take when at what point will those Services be able to be in person again um so um at this point in time for example a speech and language pathologist could have uh a case load of students and so um when we were working with our mou and working with the planning uh it was uh not recommended that that person go from class to class or see 50 students and the kids go back into a classroom so there are some changes now and that's why I said that SLP and RSP services are remote virtual right now uh that is what's in
227place at this moment but that could change I guess my question is what under what circumstances would that change well right now um I don't I I I think the cohorting situation is part of the problem um so sue do you have anything more to add to that yeah so I think initially when we were in um into your levels that were with higher infection rates and we were negotiating theou um there was a concern um for itinerate staff such as for example um SLP speech and language Pathologists who are going to have a large number of contacts um and there's a concern about that um the guidelines have changed um and so they you know we are potentially taking a look at any changes to those services and whether they could be done safely
228um in person you know based on how many different you know groups that they're going to see or how many indviduals they see but the current mou does not require the services to be done um directly in person um due to the concerns about the large number of contacts but um given the board's New Direction you know obviously we will be going back and discussing um this and other issues with um SMA and um our Union great thanks for that um and then just a couple of comments um so I you know I know that um we're going to be developing a plan for a 5-day return for elementary and four to five days for middle school with updated um guidelines that doesn't necessarily mean I know there was some comment around that you know
229full return in May um not necessarily full return but with kind of those parameters um I I kind of I wanted to add a couple of pieces to that one is um and I think trusty chimp brought this up um but can wanting to know if if we could think about what the impact of um is there a world in which we could move more quickly with the students who are already in hybrid um and then having students who would you know like to now opt in at a later date and I know that there's a lot of things to think about when you're moving students and Educators and you want to minimize the amount of transition and all of that and so I don't you know I don't pretend to know all of the
230logistics that are going into every piece of that but would just like to throw out there that I I would like for that to be Tak to something that is at least considered in thinking through the planning um because I do think that if for example we were able to combine cohorts and then still leave an option for additional um students to enter in a way that minimizes um impact on on our teachers and staff and and um and the transition for kids I think that that would be great um and I also the other piece that I want to share in terms of you know as as the planning for that um happens is that to make sure that we are um thinking about our students who um we have historically not serviced and
231are and we see those gaps continue to persist um in in the data that you know David shared tonight and and in the data no matter what grade level we're talking about no matter what subject we're talking about we're always seeing the same Trends and and so we know that there are students that need more support and so I want to make sure that we're taking that into consideration one thought is you know is is there a way to bring you know our students that are back more days a week but still reserve for example afternoon time for students that need additional support I know that was something we were planning to do originally with the hybrid model um H how do we approach this differently at least for the next couple of weeks and
232maybe take some learnings into the fall how do we approach this differently we can't just give every kid the same thing and I that might not be a popular um position to take because I know everyone would love to have a full day or what what have you but um but everyone's not experiencing the same impacts and and we're not seeing the same data across groups and across individual students and that does and so um uh that would be something that I would really really really hope that we think about as we're thinking about this plan um is how do we provide more support to students that we know need it and that could be social and emotion like there's a lot of different data points that we can look at and we can we
233can think about all of the different data points we have and of course we're asking our Educators and our staff and our site administrators you know for their input on that but um that's something I would like to see us prioritize um kind of in following that um you know I I think David thank you uh for all of you know the the the data um did I say data thank you David thank you whatever David thank you for all of the data um you know it's always I think as it might have been Marcel who said right it's like it's it's great it's helpful to see and it's not surprising right this is highlighting a lot of what we already know to be true um about um about who's achieving and who's not and
234um you know who is continuing to be left behind and so I aming looking forward to thinking about um and hearing what initial I don't know if you have any initial thoughts and it's okay if not tonight um and I know it's late so maybe we just wait um but um you know just just having a real concrete plan and we're kind of I know that the team is already thinking about planning for addressing some of you know these Equity gaps but I just I hope that this data is something that's brought to the stakeholder group right like this is something that continues to drive our planning and our thinking about um how we're bringing students back and and are there things that we need to do differently because now is the time I feel
235like to think about how to do that and so I guess it's kind of a question around do we have some initial planning but maybe it's a question that we hold off unless there's something that you want to say about that now David um I I appreciate the comments and the question um yes lots of lots of thoughts I I just want to um say you know balancing it against these these upcoming changes and trying to figure out how you both um you do um you do that sort of intensive support work at the same time that you're literally reifinger school so um um I I think we're going to pour most of our energy into the design for summer school and and then the next school year uh in terms of where we can
236be the most strategic so where we can yet but I think we'll be most strategic kind of in those in those time periods that makes sense um and then I I did just want to the the on the other comment I have um it's kind of a follow-up to what trusty Coro mentioned in the last agenda item around middle school but I did just and I and I actually think tonight was a pretty good example um of I guess the kind of community that um I hope that we are um I definitely felt like I saw a shift a bit in in kind of just the um tone of comments um generally speaking but I did just you know want to address some of the community engagement um because you know we've received hundreds of
237emails over the past um week or so um and um you know I've I've I've shared this before you know everyone is going through this pandemic and everyone has um a lot of challenges and frustrations and we're not not always seeing eye to eye and all of that is okay um but I feel like now is really in in these really difficult times is a time where we determine what kind of community we are um are we the community that um says really demeaning things about our Educators that you know threatens to take all of our resources and leave the district or um you know uh to recall the board um or are we the community that rallies together to support all of our students um the community that spoke up tonight about going into
238classrooms and moving desks as needed that uplifts teachers and staff that have worked over time and overboard that advocates for what we need and what we want and what we believe is best but with respect and and the understanding that every single person sitting here and every single person sitting on the on on the other side as public right now um want what is best for their kid and and every kid in this district and um and so I I just think it's important as you're thinking before you hit send or before you make that comment um to really think about what kind of community we're going to be and and what we're modeling for our students how would we want our students to respond when these kinds of challenges PR present themselves on the
239playground in the classroom um and and and what kinds of models are we going to be and so I just I think it's important to continue to remember that um despite disagreements and not always being on the same page that that's okay um and yeah so I I'll kind of end with that I guess hi excuse me um I want to just ditto everything that trusty Watkins said I think um you said all of that really um really well and um I just wanted to kind of add that um I'm in support of bringing more kids back to school as soon as possible um however I have to say that the many emails that demanded that be open full-time immediately felt really unkind and not collaborative um this is not something that we just snap
240our fingers and um it happens overnight thankfully I think tonight's comments mostly felt like we were in this together so I I'm I'm happy for what we've talked about tonight um this has been a process and we're taking another big step I think we are all committed to a safe and healthy reopening process and each time the plans change there are many pieces of the puzzle that we have to figure out so I thank the teachers the classified staff administrators and District staff for all the hard work that got us to where we are today and the continued hard work that's going to get us to this next step um I would like to see families and teachers resurveyed so that when we come to the next meeting we well informed um I'd like to
241see Elementary School students back in school five days per week um I'd like the schools to please use the parent volunteers that have offered help tonight I think that's great and um I think it's wonderful um in terms of the data that was shared my initial reaction is to ask so now what and so as much information that can be shared in the future about how we're addressing what the districts learned from the data would be great um and finally I just wanted to thank everyone that spoke tonight especially Paige Grace and anel U the student voice is so important and thank you for being brave tonight to share your thoughts and experience I'm looking forward to um spring break and what comes after spring break middle school and and more so thank you any
242other board member comments before we move on great oh go ahead trust you waren some things to say um yeah I I appreciate hearing more about where we stand in terms of reopening and it's so exciting to hear that with the numbers um of families that want to return as well as where we stand in terms of tears that we can bring back more students um like into a more full-time is schedule uh for Middle School I think that's great I do feel that we also need to revisit and look at how many more days and how many more hours we can bring back our elementary students um and I know that that is in the process and is in the works and I appreciate that um and just and I and I did hear
243trusty Watkins ask for a timeline uh or at least more so of of a ballpark at least and I'd like to hear that as well um I do understand that negotiations and um Meeting of Minds between um SMA in the district don't exactly happen overnight but I it would be nice to be able to bring Elementary School back to like a five day a week four day a week F day a week um schedule for May 10th you know looking at the data um I think we should be embarrassed to be quite Frank um I am looking at just looking at those numbers for the RSP group for the socioeconomic disadvantage for the English learners for our other Equity groups how are we educating them are we educ them what kind of services are we
244providing to support them I mean if this is showing us how students are doing in terms of distance learning it's we need to do better we need to do better and I don't think that's any news to anybody here I don't think this is news to anybody on this board we have seen this data repeatedly we've seen this whether it's covid times and distance learning or not um it is a concern it is a concern to me that like we heard at the last meeting from the sanctuary task force members how there are students still with failing Chromebooks that were District issued and failing hotspots that are prohib or creating an issue and a barrier to accessing their education and if we're distance learning and it's on a computer or over the Internet that has
245become a problem in my mind um you know I'm also looking at some of the language around the survey and when we talk about you know and asking students do they know how to access help and my third grader can tell you he knows exactly how to access the help when I ask him will you um I usually get a why should I I don't want to um and if we're looking at this data and we're extrapolating that to many more students I mean I can only imagine that you're going to have students in sixth seventh and eighth grade with similar responses so to me that is a concern it's just that disconnect between knowing and actually doing if that makes makes sense I hope it does um you know and just I think we
246just need to continue to consider you know the mental health of our students mental health of our Educators mental health of our staff um staying home um staying in this quasi shelter in place that we've been doing um I am concerned about the impact of not as much exercise during the day um and that how that ties to physical health and obesity amongst children as well as their mental health um you know I'm concerned about you know just the food insecurities I'm concerned about you just being able to access their education um in every single you know just from not having appropriate or you know adequate internet um to adequate equipment that to me is a concern and it spans all sorts of equity groups um as well as as those who don't historically consider
247underserved so those are my concerns I do want I I don't want to keep sounding like a negative Nelly and I don't want to keep sounding like Debbie depressive Downer here but you know I think these are concerns that we need to continue to look at in addition to celebrating our wins so I would like to see if we can figure out some way to have some of our elementary hybrids students come back for more days or more hours and see if we can start those negotiations um a bit sooner um and see how far we can get with that thank you um wow okay uh let's see I'm sorry I'm just going to be like super honest right now um I don't think it's really helpful to have anyone on our board saying that
248we should be embarrassed uh you know as staff or sorry I'm just like struggling with this a bit because I understand that as a board we need to ask questions we need to we are actively trying to address these educational gaps these achievement gaps that we're seeing um but we have been doing years of work to get on the right path and these are systems not just our educational system but our systems in all of our society um they were built in this way and like I'm not personally GNA bear that burden of our of of all that history all of those decades all this this huge system that took so long to build this way um I I just think we got to be like really like Solutions oriented and and collaborative as a
249board as staff as community members and like I just want us to like be conscious of like you know we just we just spent a little bit of time talking about how um you know it's been difficult some of the feedback and and advocacy we've been getting from parents in the tone and so I want us to like keep that same energy for ourselves and and especially as as a board I think we need to model that um but in terms of reopening I think you know we've been we asked already at the past two um board meetings for uh you know Sur resurveying of the families um I know the the logistics of that are still not 100% concrete but um you know we we did a big list like this before we already
250have a significant amount of our students in um hybrid right now so that means that there are less families to survey um we had staff making phone calls and you know not stopping until they connected with the family um and and made that choice you know of of back in November um you know and made the choice that was best for their family and I think we you know we need to do that again now there should be less families to survey um I also just wanted to say in terms of I mean I ideally like if we can get more kids back sooner um that would be great but I also want us to like stop and reflect on the fact that um I it's pretty likely that people will be traveling during spring
251break and so giving time to see like what impact that we'll have on covid and it spread in the community I think is um something that we do need to be aware of and conservative about um also as a board I you know we do we have to make we do have to make difficult decisions and you know we have to be cautious we have to um there's you know there is um there's so many things that we need to consider and and I also you know just in terms of uh some of the the emails that we've been getting um you know we're very well aware that we were elected for in these roles and and what you know what that means and um you know there have been times where I know I'll
252speak for myself I know I'm not alone in this on our board but there have been times where I don't even know if I want to continue to do this work because it's so difficult already as it is and and on top of that to have to deal with um people being super condescending disrespectful like um it's it's just you know it's frustrating but the reason that we do this is to help kids and and that's you know we're we're getting there all as a community as a district um uh please like you know trust that we're not just patting people on the back all the time like we we do ask questions we do um you know provide Direction and we'll we'll continue to do that and you know I'm hoping that you know
253in a couple weeks the data is still going to be stable we're still going to be in a good spot as a community and and uh you know we'll be able to kind of like shake off some of this heaviness that our entire community and Country and world has has been you know surviving um so that's it thank you okay thank you guys everybody for your comments um I just want to just sort of summarize a little bit uh and just provide just brief comments I think that what we've done in the past since January is sort of give space and and time and patience to our our District staff and our um and our teachers and everyone to to work out the logistics we did that in January when we talked about Middle School
254we did that for elementary to get the theou done I think the direction tonight is um and I just want to summarize that in summarize this in a minute but the direction is to you know to basically give some space and to have the uh District staff come back to us on on the 22nd uh with a plan with Logistics um to start on May 10th um I I hear the call to to go ahead and see let's go ahead and if we can move faster absolutely the cases are low you look at the the covid cases and the numbers that come out every Tuesday you know we're predicting or I would predict that we're going to be in yellow in two weeks right our cases are really good we'll probably see an uptick because
255of spring break but the cases themselves are really good our vaccination numbers 41% of the uh adults in s County have at least received their first shot you know everything is really looking good and I get the need or the the idea to sort of say hey let's go ahead and and move faster and bring everybody in but you know as you know I think it was trusty Warren said you know or trusty Pro I forget you know we can't just sort of flip a switch we can't just move that quickly there's a lot of things that have to happen we are giving New Direction tonight to basically open in in a much um Fuller basis on May 10th and need some time to actually work it out um if we can make tweaks to
256theou for elementary to come in for the cohorts absolutely let's do that right and if we need to call an emergency meeting before April 22nd meeting because you know if all the stars align and everything works out and you know we can do it faster then we will call an emergency meeting but right now I I would just like to just let people know that we do need some space we are making a major change here and we want to um we just need some space to let Let The District staff let our teachers our principles you know do what they need to do to make this happen um I understand if people want to help definitely I hear the call reach out to your teachers reach out to your principles classified staff even the
257district office there's a lot of stuff going on in order to make this happen and I just you know they they're believe me they've been working day and night on the weekends and it is really difficult so um I know that you know whatever plan and weather comes up is not going to be make everyone happy but we do need a little space to make sure that this gets done and done right so um with that I'll stop my comments I I do want to thank everybody for your comments um Dr roses do you have everything you need um from us at this moment sorry yes um um and I think several of you have reiterated um the desires and um executiv cabinet is on the line and many of them hold those pieces so
258they will hear what um you're asking also and we will move forward all right um thank you Dr roses and everybody for all your hard work um we are going to move on to our next item which is actually our update on action on the superintendent search um before we do that or Peter while you bring in um AA um hopefully she'll raise her hand and you can bring her in as promoter as a panelist um trusty corer would you mind um doing a language translation announcement again thank you trusty Coro and H welcome AA um AA is our um lead consultant on the superintendent search and I know you have a presentation um but so take it away okay um the other thing is Bill H huitt and Nicole Anderson if they can be
259brought into it as panelists they'll uh support the presentation uh if I can have uh the district put the slides on so that we can begin and can I ask everyone else to make sure you're un mute so that there's no extra feedback please okay uh tonight I'm going to give the the report on the information we collected from the stakeholders so if I can show the next slide we conducted meetings from March 8th through March 18th we had 15 Zoom meetings with District staff it included teachers classified and administrative uh community members we had three Community meetings uh in English and Spanish we uh spoke to elected officials uh board members uh we had uh committee meetings with daac special ed Etc and so on uh we met with um 10 different groups representing
260uh 215 individuals uh I think what I really want to emphasize here is that we spoke uh we had more than uh probably about 179 online surveys that will be included in the final report tonight it's an executive summary and that means that we look looked at the four survey questions next slide and this is what we asked all the individuals we asked what was great about the community what was great about the schools or the district and we use this information to assist us in recruiting quality candidates the last two questions had to do what are the issues that the new superintendent would be aware of and what are the characteristic skills attributes that the new superintendent should possess to be successful um next slide on question number one this is a summary of
261what some of the themes that kept coming up it's not all inclusive there is no way we could have included uh every comment that was made so what we do is we look at those things that continue to pop up in the different meetings so on question one what was great about the community the parents are very supportive with the school very involved with the schools the diversity in the community uh the commitment to equity the weather the dedicated staff Community Partners who want to work with the schools it's close to San Francisco the city the quality of life a very engaged Community a vocal Community the largest District in s County and relationships are prioritized so that those things kept coming up next slide which great about the schools next slide okay great teachers
262dedicated staff the dual immersion programs both the Spanish and the mandrin the committed teachers who really care about serving students the diversity of educational program the PTA support the schools the educa Ed Foundation the support supports the needs of the students good supportive parents culturally and ethnically diverse many languages spoken enriching the experience in the community and we have wonderful and engaged students so those are all the positives that came and uh themes but they're not all inclusive there's many more uh comments that were made but there's no way we can uh put all these comments in um the executive summary the next slide had to do with the issues what are those things that are uh new superintendent is going to be facing when coming to um samito Foster City Union School District there's
263a large achievement gap between students of privilege and historically Mar orginized uh students loud voices of vocal minority that don't represent the whole Community want a focus on communication from top down and across schools there's a different there's let's see there's a lot of different things between sites so they're they're saying there's inequity between the school sites covid-19 and returning everyone safely to school I think we heard a lot about that tonight um school lunches should be nutritious communication and transparency have been an issue districtwide hiring and re and retention of quality teachers the special education audit inclusion plan technology access for those who do not have it for vulnerable students and families race Equity the anti-asian issue and next slide what are the characteristics skills or attributes that the new superintendent should possess to
264be successful we heard speak Spanish a decisive leader in the context of equity work open Communicator listens a humble leader open-minded someone who's familiar with the community with a community like ours both social economically and through diversity honest transparency can can admit mistakes values people is decisive an equity leader and thinks outside the box these were uh next slide these were the um themes that kept okay no never mind go back to the the last Slide the these were the things that that were coming up uh throughout the different Zoom meetings and our telephone calls with uh different individuals uh one of the things that we will have to the board um on Monday and have it um to the district is the final uh executive report the full report with all the comments from
265all the different groups all the uh comments from the online surveys and as I stated we had over um 179 responses on the online survey uh we had it uh both English and Spanish uh we had um an 89 Page report that will be provided to the district and to the board and it will also be provided to any of the candidates so that they can read uh the results of the stakeholder report are there any questions Bill Nicole do you want to add anything yeah I I'll just make um I'll just uh kind of agree with your comment about the executive uh summary never can capture everything it's it's what we hear over uh a number of groups it's what we hear repetitively with different stakeholder groups there are some stakeholder groups that have
266their own issue uh that might be strong within that group but it wasn't repeated in other groups so it is really important for the board and the candidates and anybody that's interested to read the whole report but for purposes of the executive summary these are the main items that U kind of happened across the board that did they happened across across the board or almost or most of the um groups would say these would say these comments Nicole do you want to add anything Bill read my mind I mean it was really important to I think have context of the executive summary and um the themes that kept coming up I think what I appreciated is some of those themes aligned with some of the criteria that I think the board um saw in terms
267of some of the things they wanted in the attributes characteristics I thought that was really interesting about how aligned it was with what the board's Vision was too so good point Okay and like I said the uh final report will be uh provided to the district on Monday so that it's available to community and uh the board members okay should I go on to the next item uh yes thank you um if you wouldn't mind just uh yeah why don't you finish the um presentation then we'll go to clarifying questions and public comment and then board comments at the end okay next slide okay uh one of the things that um we want to reiterate is um the stakeholder interview committee procedures um the interview committee the responsibilities of this group uh will be um
268that they they any me that's on the uh stakeholder group must sign uh in in the interview committee must sign a confidentiality agreement uh the stakeholder interview will be conducted via Zoom uh because due to the restrictions that uh currently exist the committee uh identifies the strengths and concerns of the candidates the committee does not rank the candidate they have to be a available for both days once we determine the interview dates right now we have two different uh weekends uh floating around but once we uh once the board decides which weekend we'll have uh we'll have the that uh interview um timeline set um the availability availability for both days uh will will be determined um probably uh at the next board meeting so that uh when the panel when the individuals agree to
269be on this uh committee they'll have a better idea of when uh the interview is going to take place and when they should be available next slide okay the board selection of the uh committee is the size of the committee shouldn't be more than 12 to 14 members uh the board determines which groups would be invited to participate for example at the district level it would be teachers classified confidential administrative at the community level it would be uh committee members parents students and uh you could even invite um council members if you so choose uh you have to determine how many from each group so and try to try to balance between District staff and the parents and community and students if you want students on the committee you will determine at the committee level
270who res um you will determine at the community level how many and which members are going to uh be selected so if you have um let's just say you're going to have seven parent and community members and 14 individuals want to be on the panel then the board is going to have to either draw names do some kind of lottery in selecting the individuals to to participate at the district level it's going to be self- selection and we recommend that the teachers select the teachers that they want classified selects their U Representatives confidential selects theirs and the administ ation selects theirs next slide okay on April 22nd the at the board meeting that's when we'll finalize the selection of the stakeholder committee members uh you'll have uh better idea of individuals who want to be
271on the committee uh we'll review the inter interview dates and time and we'll review the inter interview uh process again and the stakeholder interview committee will uh once again is charged with providing the strengths and the concerns about the candidates they will not rank the candidates they will give you their uh questions or concerns and the strengths of each of the candidates next next okay the next day in close session the board has a special meeting and you'll review the list of the candidates you'll review the information that's being provided by the Consultants the board will then select the candidates that they wish to interview and the interviews will be held by the board on both days and more than likely the stakeholder committee will conduct the interviews via zoom on one day so that's
272right now what we have it could change it all depends on the health restrictions or what um what is going to be recommended by the health department there in the in the county next slide okay so that kind of encompasses what the stakeholder interview committee is going to look like uh the dates that are coming up uh the number of uh individuals that can be on that should be on the committee it really shouldn't be more than 12 to 14 and uh will give you more information um as at your next meeting and make sure that uh all stakeholders that are being recommended to participate sign the confidentiality and that includes the board board members will be asked to sign the confidentiality agreement uh and any of the members that wish to participate uh in
273being on the panel to uh interview the candidates they'll be asked to sign the confidentiality agreement um there at the at the district office any questions thank you AA um I have a bunch of clarifying questions but I want to open up to the board first um does anybody have any clarifying questions You' like to ask um I have a couple um one is um in terms of so you mentioned at the April 22nd board meeting is when we will finalize the selection of the um stakeholder committee so um I guess we would then need to put the the word out there like basically now to for people to apply okay so it's not something we'll we'll talk about at the next meeting we're actually selecting people you'll actually select individuals okay and just and
274just we have received some emails with people that are um that want to do it and so to those people we have received your email but I think we should probably as a board formalize some official spread the word type of a thing communication so that people um other than those sitting in this meeting know about it um my second question was just in terms of um like can you tell us if have you received any resumés yet or do we have people applying I'm just curious for like a general update uh we do have individuals who of Applied uh it has run in uh edal uh in Access edal the last two weeks it has one more week to run and I think both uh Bill and Nicole will agree with me we won't
275see the majority of applications till a week before it closes uh people are gather Gathering their letters of reference and putting together their application because on the application remember they have to address the criteria that the board has come up with and how best they meet that criteria so it's it's they have to write to the application so just to chime in um there's about 11 so far um that have applied but it's still like early as AA said so just giving you a sense of um what's in as of right now but there's there'll be lots more thank you yeah I'll let somebody else ask questions yeah and and also Allison um there are several who we're in contact with because we do the recruiting piece so they also are kind of pending so
276there's folks that we know are considering too that um we can think of and then there's ones we don't know of so yeah but good question thank you any other clarifying questions from the board okay um so just to reiterate so we just went over the executive summary of the community input which is great thank you very much and it's an 89 Page document that we will receive and we will um the district will see receive it and then when we receive it we will put it up on our website so everybody can go through uh with the fine truth com if they want to is that that's the process yes and the other thing I want to reiterate is the comments that were made online we did not change uh correct spellings or grammar
277it is how people wrote we just eliminate any curse words or any disparaging remarks that are made uh to individuals thank you and then also all the names I'm assuming are are removed or are the names actually there they're they're taken out yes okay thank you um second question is uh the committee that you're asking for and I know we'll have this as part of our discussion after public comment um we are basically you're asking us to vote on narrowing down the groups that we want in this panel and from my and so from my understanding what you presented there is a panel interview process and we are going to include as you're recommending a number of different groups whether's teachers um classified you know administrators also community members there may be some other groups
278we might want to add uh members to if they want to to do that um or if we want to do that but generally speaking and we have received emails from people who want to U participate community members which is great so thank you everybody from the community um we haven't necessarily responded because I just want to clarify the process so we have probably about six or seven people who who have um raised their hand or submitt an email saying that they would like to participate that's at the moment and I'm assuming um we're not interviewing them to be on the panel is there a recommendation of how we go ahead and and pick them did you have that recommendation is it um one of one of the things that we that boards have done
279in the past is if they have um more than um than the number of individuals they want for a committee they'll uh you know randomly select select names from a hat put everyone's in the head and they'll draw names at a public meeting so that everyone's aware that a name is being drawn uh Bill Nicole it what other ways have you all seen well I I um I think that the U composition of the committee is where you start with this issue uh typically we have a committee of anywhere from 12 to 15 members and typically although not always half of them are School Employees and half of them are uh parents and community on the school and Community side um most boards have the um teachers union the classified Union and the administrators appoint
280um their uh people to that panel if you had 15 for instance you might have three teachers two classified and two administrators um the classified app point there two the teachers app point there three you may give them some guidance like you want them from different grade levels or different uh different schools and different regions that's that's always possible with Administration however oftentimes the board um will appoint will ask principles to appoint one person and then the board typically will appoint one um District level administrator um to the position that they uh that they want to have you know a particular input a lot of times it's the business manager sometimes it may be the uh curriculum a deputy superintendent um on the it gets a little more there uh so that's pretty much the
281way most boards do that wouldn't you say uh gang isn't that kind of the way most boards do the staff size yeah yeah now on the community side a is right there's a lot of different ways it could be done it's up to you you can you can if you have a lot of volunteers some uh some um board like to give everybody a chance and they pull the names you know they just pull the names out of the Hat the pro of that is everybody has a chance the downside of that is you may not have a representation that you want um so some boards will um um uh appoint people from different entities just like they did on the on the staff side you may have um you know one or two from
282your PTA coordinating counsel you may have one or two from De you may have one or two people from um you know your um your foundation you may have one or two people from one of your community uh Health uh Partners you know you may some places have the mayor on it um that's something you have to discuss tonight and just see how you want the Third Way I've seen it is board members themselves appoint a person so there's really kind of three ways one way is is to do this um uh you know random take it out of a drum the other way is to ask the different entities to have people come forward and then the Third Way is for the board is for the board to appoint um the people personally uh
283to them and they usually do that out of their area so you have area representation um and and that's how that works anything else either Nicole excuse my voice here h Nicole or ritaa on the on the committee I think you covered it I think reiterating what I know the this board has always asked for is just making sure you have good representation of your community um and and very important with regards to why you even chose this open process right is that this is a group that will give feedback right on strengths and and concerns they won't rank again I think it's important but to hear their feedback um is important because also as they are one of the many criteria you have to make a final decision it also is the group that
284will be welcoming your new superintendent right and probably locking arms with them as well so it's important like your Community Partners right you all have your different task force um I think it's important for that but then also I want to mention the student piece which sometimes it's tougher with the younger yeah yeah the younger kids because you have the Elementary District you know typically you know people lean to the high schoolers but I think you know you all know your kids I know I've met a few brilliant ones who I can think of um who could be right on that panel and run it and probably do this this search and and be the superintendent as a matter of fact right but definitely definitely continue to uh think about the kids right because I
285think their voices are this is a great opportunity to infuse student voice and they've been able to do it they've been able to hang and and it's a long it's a long it could be a long two days I think you know what AA mentioned earlier is this is a commitment for two days so you also want to keep that in mind that it's not a one person come one day and another person come and represent that same group it's the same person for potentially two days um depending on how structure your interview so yeah actually yeah can can we clarify that because I know on the calendar you have uh the tenative interview dates as either Friday April 30th and Saturday May 1st or Friday May 7th and Saturday May 8th and so anyone
286who's going to volunteer to be on this committee whether their administrator from or they represent the school district or they're a Community member we're asking them basically to commit two full days to this is that is that correct yes so the the thing is the board um should should decide do you want to interview the last day of April and first day of May or do you want to interview May 7th and 8th okay okay um okay those are I have I do have one question for AA I think um during covid uh we have been doing Zoom interviews with the panels and some times we do those all in one day right um sometimes we it's pretty it's pretty tough to do to be honest you really have to you know stack them all
287up but we have done that typically we don't typically we we only do three candidates a day uh but that's when we've normally been in person so so um that's also there we have to I think we better talk about that tonight yeah well one of the things I was thinking of Bill is you know how most of the time we have the the stakeholder committee panel in a room and right interview right well I'm thinking uh you know kind of outside the box why not have the zoom meeting take place during that time that we normally have them conduct the interview in person so that we could keep the same kind of schedule that we have in where the um stakeholder interviews in the morning and then the board interviews in the afternoon so
288it's just a matter of logistics getting that set up and that's I think that's the way we're all doing yeah so just just to just to clarify you know at least for the community who would be willing to sort of uh put their name in the Hat as you know I I Al just say put the name put their name in the Hat um is that they should be willing to be able to give up two days and maybe less um but we'll go from there and then last last question of course the interviews are completely even though they're on Zoom it's confidential it's not a public meeting is that right that's correct correct correct so okay all right those are my clarifying questions does anybody have any other clarifying questions before we go to
289public comment no okay um Peter would you mind opening a public comment for us on this item absolutely those who would like to make public item on agenda item 6.1 um update and action on the superintendent search please use the raise your hand functionality within Zoom now okay president chin we have two so far the first one will be Randy after that will be a person identified with the initials AF uh Randy you're first go ahead hi good evening again um I spent around 90 minutes with I believe it was Mr huitt to attend the First Community member session which I believe was was held on March 10th it was a robust discussion among many attendees and there were some consistent themes that emerged about what the community wanted in our next superintendent there are
290several things that are listed on the slide for question number four that weren't mentioned in our session and this is to be expected because stakeholder groups included staff sedac and daac in addition to three Community sessions however there were a couple of really consistent themes that Rose to the top from the session that I attended that are completely missing from this slide and I wonder why the things that I recall that were mentioned repeatedly was the need to have a superintendent that is strategic the word that wasn't used was the word that was used was strategic not decisive per se strategic and importantly one that is willing to collaborate and knows how to meaningfully engage with parents as stakeholders and volunteers I would like the board to ask ask whether the March 10th session was
291a one-off and these themes were not mentioned in any other session or otherwise why are these important themes emitted from the list thank you thank you Randy next we'll have H Marcel Marcel go ahead hi thank you I look forward to seeing the complete result uh the complete report when it is um published and I just wanted to give as a a parent and Community member my input on uh how the board might want to consider the appointments of the community stakeholders I uh appreciated Nicole's comments about making sure that we have equal and and and kind of Representative diversity on that committee and as one of the first people that emailed you to ask to be on it I I would love to be on it but that but I I really think what
292matters the most is that it's not about who sent the email first or if you got those emails earlier because those are those of us that were on that meeting and heard that particular call I think the call needs to go out it needs to be in multiple places so that people that don't ordinarily come to these meetings know that there's the opportunity for them to contribute I think that the um I think the board is in a good position to potentially even send without invites because you know you're hearing from people I think that our community uh our family community workers know the families that maybe aren't showing up here but have a lot to say and could make a really big difference in the um in the selection of the superintendent so as
293you're making the decision I I do hope that you consider that representation and make sure that it is uh Equitable as opposed to those of us that sent you the email thanks thank you Marcella okay president chin we have no other hands for public comment for this item great thank you everyone Who provided comments I'm GNA officially close public comment uh period for this item and open it up to board discussion um we do need to discuss sort of the committee uh makeup and then also vote on it so um that's what we have to do um hopefully in the next few minutes so does anybody want to go first you want go ahead trusty proor because I can't stand silence um okay I need to I wanted to ask um hold on let me
294collect my thoughts okay in terms of the um I have one more question in terms of the like the community um interview panel how does there um their feedback get um get collected do they then meet or do do they send in written comments or how does it work Nicole why don't you answer that question so if I heard you correctly um trusty Proctor is the the stakeholder um interview panel how do we collect their feedback basically yeah so yeah so there are interview questions that guide that discussion and so they listen you know to each um candidate share they take their notes and then what we do um is we actually have a debriefing session where we actually go around kind of I mean it's a whole process to it and literally we collect
295all the strengths right and then we also collect all of the kind of areas of growth or concern so that there's a balance and every single person on that stakeholder interview panel gives that input and so then what we do is collectively take all of that and as we meet with you as a board before you deliberate and make your decision we give you that information we actually take time to rush and go print them all out and get them all ready for you so you can literally have them available for each candidate and so you actually see it but you only see strengths and you see concerns and that's what you see for every single um candidate so you'd have one for one sheet for each like a summary um and then we actually
296take all of the paperwork back so um as they um if we're doing this in person of course if they're on Virtual then we're just kind of dictating that information as well so we still take that information um and then provide that to you so I hope that helps that's helpful I was yeah I was curious like how do we how do we get that information yeah yeah we provide it for you and and by the way one of the things that's really nice about us being in that space is we help facilitate but they really they're doing the interviews and we talk about who ask questions you name it but um our job is also to get context so even though you might get like a summary right and we'll have a list of
297like bullet points right we'd actually give you Conta context because we were in the room because you may have questions like what did this mean why did this come up and so we would then give more context because there may be things that they hear and see that you may have questions about so that's why it's really important in that report that we give you um the context of those um comments and so but again they don't rank so that's really important although they will try thank you and then um Can someone address Randy's question about her the March 10th session and whether those were those um like strategic and collaborative were those themes that you were picking up in other sessions or that was a one off or what I know that she mentioned
298it was in Bill's um meeting that he facil as we as we stated in the beginning um we looked at the prevailing things from all the different uh groups not just one group but her information or the information that bill collected from that group will will be in the final report so it's not we didn't do away with it we didn't eliminate it it's going to be uh in the report under that community meeting so they'll be able to see um the the responses we received from all different uh groups from the 15 Zoom meetings that we conducted yeah and uh if if I can am I on yeah can you hear me yeah yeah yeah um I was just looking at my notes and uh there were were several notes that talked about having
299somebody who had a proven track record in getting things accomplished and doing them uh mentioning about being at a Tipping Point must be confident to come into the district and be able to move the district forward um recognizes people are tired but will uh Inspire us to move forward so yeah I think this was the sanctuary uh group we did have a great meeting um I really appreciated their comments um the uh the the uh member who mentioned she did mention a word that I don't think that I captured quite as well AA which was uh to be strategic I think it's implied in all my notes here but I think it would it would be helpful if um we can make that change we can go ahead and make sure that's in my notes
300now those weren't comments I have to say though that I heard from other groups I did hear it very strongly from this group about being an act act action Orient ented proven track record uh strategic uh I do remember that us talking about strategic somehow that I didn't put that word down and I think we should um make sure the final report has that in it can you clarify again the meeting because you mentioned Sanctuary task force I just want to make sure we're talking about the same stakeholder group I think it was I I'm just I'm just in uh was I correct in that do you think she mentioned it was the community meeting the community meeting oh it was the community meeting okay maybe that's maybe that's what uh okay I'll have to
301check my notes on that March 10th community meeting let me take a look here because I I did two Community meetings I did the was the March 10 the first one okay Bill will review that and if if we need anything we'll go ahead and add it um but as you said I mean he conducted quite a number of meetings and I conducted and and Nicole and it it wasn't necessarily something that was stated in all the meetings or in the majority of the meetings or it was n't a consistent thing um but if if upon review we see that hey it it was I mean but like I said this is just a summary in the report will be there thank you guys um I'm just wondering so uh I don't know if there's
302any other board discussion I know we have to to kind of figure out sort of the the groups here and I'm just want to be cognizant at the time because I know that we are still going to meet afterwards in close session too so um do we have any sort of recommendations on the groups at all does anybody want to chime in talk about a specific group that they definitely want um I kind of just while trusty Proctor was uh was asking the question ran down sort of a list and if we're looking at to 12 to 14 people um we have a lot of groups which I think would love to be part of it and um and I'll just run them down but I have like 12 already um so I think but
303I actually think we need multiples of certain groups so um I'll just run them down and then you guys can let's you know sort of wrap it up but um a district office staff uh principals teachers classified uh staff members um some of e task force uh Sanctuary task force PTA um or PTA counil um Ed Foundation sedak daac parents students I don't know if there's any other groups um other task force that we have um I think it'd be nice to ask our uh our representatives from the city councils um but I actually well I mean I don't want to speak for them but I I know it's big commitment to actually um preserve those two days so um do you guys have any ideas any comments what you want I'll add to your
304list is is because you've hit most kind of typical groups but um others to consider um sometimes um because you're a feeder District to the high school district sometimes people invite the high school super you know the superintendent of the um kind of feeder district and and that partnership not all the time it's not all that always happens but um you men City leadership yeah but sometimes so that might be a thought um and then also Community I'm not sure if I heard like the community members as a as a whole when I say community you have a lot of different partners so I was thinking about you know that might be you have a long list already but Community Partnerships is the one I thought of that's 14 categories that I have here yep
305so um I know that some people will probably be duplicative um I actually do recognize what Marcel said I think that when we talk about the parents you know you we could break them up even more from elementary and middle or Title One versus you know or large schools versus small schools or monory or you know magnet programs I think you know or immersion programs I think we could even break those up even more um but I I'm sort of sort of looking for guidance from the rest of the board in terms of what you guys want to do go ahead I think no I think that those those are the same categories I had on my list here too so um I guess it's just determining the number um for me but open to
306whatever anybody want to take a stab at it or okay um I am just going to start making a stab taking a stab at this then um considering the silence in our Zoom room uh bill you had mentioned one maybe district office maybe two principls maybe three teachers um how many classified uh let's just say two for right now uh equ task force task force be one maybe one PTA Council one Ed Foundation deac um I'm going to hold parents and Community for a second and one high school um so one 6 8 9 10 11 12 13 14 15 not including parents students or community members yeah I so I I would say one principal rather than two okay all right that's typically what you see okay and then um with your Community um
307you you know you will have to do some dual purposing I think for instance uh if you pick somebody from PTA and daac those are parents um uh so you know you don't have to have a double you know a double allocation for that okay I mean I do think that some people who obviously would be either on the equity task force or Sanctuary task force could pull double duty uh represent different categories here I don't think that' be the case through the Ed Foundation uh or obviously the high school um but uh yeah I think I think if you're gonna sacrifice anything probably it will be the high school okay because that's not a direct stakeholder it's a one step away and then for students wise I mean we are an elementary elementary middle
308school district although I would say that you know I've met some of our uh eth graders um presidents of the our middle schools that you know could probably do it maybe really would be a great experience for them so but I wouldn't I would probably say maybe just one because I think that right a commandment right um do we want to uh considering the time I mean is there a way to sort of leave this flexible but still move on or um I'm not sure or do we really need to vote we need to vote so my advice is to try to determine it tonight because you you have to take action at your next board meeting it's a committee of the board and the brown act requires that you name it and if and
309if you haven't um somewhat determined uh what the positions are and possibly who the candidates are uh it it'll take you too much time and it'll be it'll be um it'll be difficult to do at the next meeting so I think you got the staff side done don't you yeah Ken you got the staff you got I think let's start with that and see if the board concurs with it you've got three teachers two classified and you'll ask the unions for those right and you have and you have two administrators one district office and one and one principal and you ask the principal to put the principle up so is that okay with the board for the staff side okay um I actually wanted to go ahead I wanted to make request for a specific
310person from the district office because I think this person like uniquely positioned um in our district right now and leading a lot of the work that we need to continue doing um and kind of holds multiple uh roles so what position what position is that then um it's our English language uh English learner coordinator okay all right so then one of the board members suggested that the English language coordinator be the district office administrator that's uh on the panel does that sit well with the rest of the board it's it's very typical for the board you know to go ahead and pick the district office one yeah okay all right I think you have half half of the equation done all right so now sorry yeah no IIA um try trust your question you I'm
311sorry you were saying if that person is I was saying like I want to be mindful like if because it's a it's a big time commitment and um so I think she would she would be great but if she doesn't have BWI to take that on you know I think think okay I don't want to like appoint her without her wanting to do it so um that's my suggestion but um yeah if if we obviously can't like force anyone to do it but yeah okay that's fine so yeah we have seven okay um then if you have a student that's number eight correct yep okay now let's go to the community side all right so what I hear the board talking about or at least the president of the board talking about is trying to
312get representation using the representation model of different different agencies if you will or different entities um and so what are those um Ken Kenneth what was your list of entities so so yeah and and let me just I'm gonna add some people that I think we I mean need to anyways which is like someone from the PTA Council I think that would be important and then also someone from the Ed Foundation I think that's really important too so that's already true there so so basically we're at um five six seven eight nine 10 we're at 10 we're at 10 we still have to talk about Equity task force Sanctuary task force sedac deac and then just the overall parents or Community as well so we are at yeah we're at 10 um so I don't
313know all right so give give me the other the other groups quick the equity task force right Sanctuary task force sary sedac deac what is what is cedac I know what daac is what is cedac specialed yeah okay so if you had one each from those that's one two three four five six that's six out of your seven um uh community and parent people and most of these people not all of them but most of them are going to be um parents right PTA would be parents not all of them really the equity task force uh on the equity task force and the sanctuary task force a lot of those are staff members right true but I think that there are but we could limit limit the requirements to be parents right or Community yeah
314yeah yeah yeah that's what I was going to say you better say I want somebody from your group but it needs to be a parent or a Community member correct okay all right all right and then and then you have uh so if you did it that way if you took one from daac of one from the special ed advisory committee um one from the sanctuary one from E your Equity task force um one from the Ed foundation and one from PTA then you've got six one two three four five six members so you have one more to fill if you want to well how about somebody who's not on a committee I mean not everybody's on a committee but might have be a student too valid or a student oh sorry I have a
315delay on my hand I was just thinking that everybody's on a committee so and there's probably some community members that have some valid input and um perspective so maybe we can do do you draw one name out of a hat for anybody who uh uh wants to at least then people have a chance go ahead trust also is there a student on on on the list that you just ran through we don't know right or there was uh there was there was one student there was there was seven um staff members one student and now we're working on the seven Community perfect perfect perfect right so what do you want to do with the last last position uh considering I mean so this is my recommendation um open to the board uh for you know
316discussion um considering that trustey Proctor and I have already received six or seven uh people who are willing to um submit their names and considering that if we do spread the word that hey there's a possibility here um um for additional um s Outreach for people to um to participate in this we may get more I would probably say let's just do two or I mean that position would add to another um sorry just add another parent position or Community position and and and randomly pick it correct yes yes so for those Community ones I would um okay yeah I mean ideally ideally I would say just like what um our public commenter uh Marcelo was talking about and saying it'd be great to get some people from you know the different schools or different
317groups yeah I know you kind of have to choose one one way or the other because you you don't have a big enough uh number of seats to do everything yeah and and most most boards do what you're doing most boards are do do exactly what you're doing so you're you're right in the mainstream it's good to have representation from your different entity that represent parents and community and that's what you've done and then you also are giving you know an opportunity I I would just as a a little aside that if one of these groups can't find somebody okay then I would add to your uh random pick okay okay and you can make you can make that decision at the next meeting I I wanted to make it to make a suggestion um
318Evan Jones is the executive director of the mid Peninsula Boys and Girls Club they're one of our Community Partners and they support students um mostly from our Title One schools uh with after school care and um I think like that's a kind of like a unique Community partner that you know they work among like different School sites and um yeah just like a partnership with need to strengthen and and I think um yeah I think he'd be great but I don't know I'm open to it um although we just have to decide on who else gets sort of cut and and I I don't say it like that like but I mean we we have so many spots that we need to fill um one other question is um how does the rest of the
319cabinet um fall into this do there is there an opportunity like is there a second round where the cabinet comes in to actually do some interviews no this is it so it's it's this community panel we also interview and then maybe we have a second interview the the board but otherwise that's it right okay um so I did want to make a comment I I think it's fine the district administrator that you wanted to pick t typically you do pick one person from cabinet I don't know if that person's on cabinet or not I don't think this person is part of the cabinet so normally there's one cabinet person who is on and the board picks that person it to me I don't know trusty Coro I I I know that you you're recommending the
320ell coordinator which I think is is a really good choice but I also feel like we do need someone from cabinet just so that there's some representation there but um I mean our e coordinator also is like leads our daac in our Sanctuary task force so like that is potentially yeah yeah that's flexible I think okay uh is there a Cabinet member that we want to ask for this then to also help out so I I'll give one suggestion to think about is um you know maybe you have your original person that you're thinking of um and then keep in mind also that um while you also have external applicants you may have internal ones and so you also want to be mindful of if that didn't work you know you're going to have to
321have maybe a plan B so um sometimes it's nice not to pull cabinet members um but also um it sounds like you have someone that seems really um involved in very um as Noya mentioned so um but just throwing that out there as as as a thought consideration okay I agree with that Nicole that's what I was thinking um what about but what about like um like Sue she's our you know she she does HR and this is a superintendent search often times it is uhuh yeah not it's not unusual at all to have the HR assistant superintendent or top dor the cabinet level HR person be the one it's usually either them the curriculum person or the CBO yeah okay right now you don't you don't have to decide which of the district uh
322administrators but just have that that you're going to have a district office administrator okay um considering that time it sounds like we are narrowing down um bill I think or does someone have a list and that you want to just read off to us and then we can kind of go from there um I think we are um you're you're you're very close okay you're close enough how about that yeah why don't you read yeah you have three teachers and I would re and and you want the teachers union to pick them you also want to tell the teachers union that you want it from different grade levels and different uh parts of the district and they'll and they'll accommodate you on that you know in other words you don't want all three teachers from
323the same School site and you also don't want them all all three to be um you know eighth grade teachers okay yeah um you're gonna have two classified you'll have do you have one classified Union or two one you have one so your classified Union will pick two representatives and again you want to tell them don't pick a job alike okay don't don't pick you know two school secretaries you okay pick two different jobs uh for you're not going to get coverage with just two but you don't want both of them to be the same you're going to have two administrators one is a principal and you'll ask the principes to pick that person and then the other person is a cabinet level and the board still has to pick that that position and then
324you'll have one student okay all right so are we good so far I think we are I'm sorry how many principles did you say one one principle one princip okay y all right then you're going to ask the PTA to have somebody from their um probably their coordinating Council okay um you're going to have somebody from the uh one of the uh people from the Ed foundation on their directors they have a board of directors I think somebody from that group you have an equity task force and oh and by the way um the first two probably will be a community person but these need to be all parent or community members not employees okay so because we're on the we're on the community side of the equation so the next one is uh your
325Equity task force this should be a parent or a Community member from the equity task force um the next one is a sanctuary same thing there it should be a Community member or a parent um who's on the sanctuary task force uh somebody from the um I used to call it the the um special ed uh citizens advisory committee but I think it has a different name these days but anyhow a a parent a special ed parent from that committee okay uh and a parent from daac and then and then you have one position left that you're going to pick at random is where it was left okay with the people you've had many people volunteer and you'd like to at least give them an opportunity if one of these six groups uh cannot fill
326the position then you'll go ahead and uh pick another person at random out of that random pool that's a good way that's good you guys did a great job I know it took a little bit but you did a nice job there there was the one representative from trusty Coro had mentioned from the community is the boys and girl club was that right trusty Coro um so if you if you wish to do that then you'll that would be a an an eigh Community member now you can do that if you want you know you're just going to have more Community then you will staff but I don't know that it's pretty even I think that's fine honestly yeah and considering it's and considering we're not meeting in person it's by Zoom it's essentially like
327it'll be fine it'll be fine so you want to okay so that okay then we add one more Community person and that's the representative from the boys and girls club because that's an important partnership with the school district good uh did we talk about daac or is it um yeah we did don't we have we have D yes okay yeah dlac and CAC or slac I guess it was um okay does anybody have any last minute comments on this no I just want to say clarify it's the cedak the special education District okay it's a special education parent advisory group is that right yeah yeah okay so we so we do or do not have someone from deac then um you do have somebody from thank you thank you okay um okay we need to
328move this on um does we need a motion and and a vote on this um so so does it sound like do you guys want to discuss this a little bit more or you guys think that we got these down um okay does someone want to make a motion here on this I'll make a motion to form what is the committee called stake stakeholder interview panel stakeholder interview panel with those positions that we've just discussed good great thank you trusty Proctor do I have a second I'll second thank you trusty Watkins roll call vote trusty Coro yes trusty proor yes trusty Warren yes and trusty Watkins yes okay great um thank you guys um we do need to um so we are going to see you guys in close session as soon as we finish
329um it may be sooner than you think uh we've had a request to look at our calendar considering it is late 11:30 and to look at some of the items that we possibly could continue uh to the April 22nd meeting um I've been told that we definitely need to have the um item which our translator has told us that she can't continue yes um so um we do have to if we're going to to um uh um have some of these items continue on to our next meeting uh we do have to do the reduction of classified services and I need to know from Patrick Patrick do uh do you we need Paul fam's here from uh sioban asso he'll be really brief he's just going to cover the highlights super quickly for the board
330so and because that has to be approved I mean accepted by the board tonight so you need your audit and we have to have the classified layoff Sue that is correct yes we do and now I know David you had guests here tonight for math but um is it a Time essential item it is for master scheduling decisions okay okay uh so um first let me uh thank you guys from the Consultants you guys can drop off um a I will text you and let you know when we're going to come back to close session uh and um then we can reconvene on that are there were there any other items that were time sensitive um the the other thing on there and we we talked about this is the determination of the interview dates
331that's like interview procedure is the is it going to be April 30th May 1st or is it going to be May 7th and 8th what what does the board feel more comfortable with sorry I missed that um I'm considering that we are gonna have a meeting on April 22nd and we are going to need to give space and time to uh those panelists who are going to be on it I would say you know give them to the May 7th meeting however I I do not want want to impact our own schedule and and making sure that we have enough time to have a um go through the superintendent hiring process so if you think that that is an issue then I would default it back to April 30th and May 1 um unless the
332board has any comments where they can't make one day or week uh versus the other um that would be my recommendation Sil I don't think a weak difference is going to make a difference do you AA no no no h we need a motion for that then too huh or okay trusty Proctor you wanna since you made the last one do you want a motion for that please um sure I'll make a motion to hold the interviews on May 7th and 8th do we have a second thank you trusty a roll call vote trusty Coro yes trusty proor yes trusty Warren yes and trusty Watkins yes and I'll vote Yes as well okay um thank you guys we're officially closing your item then and we will I'll I'll text you um okay so we would
333have gone on and we are still scheduled to go on to 6.2 which is approval of the government's handbook we have could hold on that one okay we have then would be 7.2 middle school math Pathways which according to David we do need to do for the master scheduling um 8.1 which is the easement so I need to find out um whether that one can can wait or not okay um just the cell is here today for it um I don't know Patrick if we can wait a bit or not and if the board just wants wants to approve of it I'm not sure how much detail the Board needs I can text Ti really quickly I think that I think honestly I think that item could be really fast so let's just keep it
334oh yeah because the Apparently um the homeowners need it for insurance yeah let's just we'll just move forward that's fine I'm pretty sure it's gonna be quick 8.2 oh Tish has your hand up I don't know if yeah I got she texted me to tell me that the homeowners need it for insurance okay uh 8.2 yes we can have Paul Paul fam cover this very very quickly for you okay this is the audit and you need to receive it tonight 8.3 we can postpone that okay and then we do have to do 9.1 and okay so it looks like we could continue 6.2 is that it it's just two items it's 6.2 and then the um and then the um budget assumptions 8.3 uh for for the next meeting okay um does anyone want to
335make a motion to approve that those continuance I'll make a motion to continue items 6.2 and 8.3 do we have a second a second thank you trusty Coro trusty Proctor for the original motion roll call vote trusty Coro yes trusty Proctor yes trusty Warren yes and trusty Watkins yes and I will vote Yes as well okay so we are moving on to our Revis agenda which is now we're on 7.2 the middle school math Pathways and do we need to thank thank the Spanish interpreter I know she's got to go so so um thank you gracias okay okay David all right um Peter if you would go ahead and and um bring up the um the math slide deck please and actually I'm just going to Simply introduce Laura Evans and Amy Burke uh two
336of our outstanding mathematics teachers on special assignment and they're going to uh um present the this update to the middle school math program and then I'll rejoin you um toward the end Laura and Amy are you uh looks like you're brought up we're here yes thank you so much um uh thank you for having us here and we are going to do our best to be succinct thorough and clear um so um Laura you're sharing the screen perfect here we go um we want to talk a bit about some updates in our middle school math program this evening we wanted to start just by um sharing with you what do we want for our students in math and where we want what you want you the board you the community we want for our students
337to um progress along their learning trajectory we want for our students to um um get to uh have those moments where they are growing at their um pace and on their path so when we think about students learning we might think about um reading with our children right supporting them with reading and an image that could come up is this cozy uh visual which which helps us with like reading just keep working there's no rush if you read with them they will grow if we think about doing math with your child some of us might think of an image like this where the message is more math some can and some can't learn it now memorize what we want to do uh for our students in Sano Foster City School District is to combat messages
338that are in our society about math and to reinforce that same message around learning that we have with reading just keep working there's no rush if you math with them they will grow so thinking specifically about our k through eight math program we want our students to be taking risks in math class working persistently and communicating productively we want our classrooms to build on the wealth and the variety of assets that our students bring with them into the classroom we want our students after they leave us to take the highest levels of math that they can in high school and Beyond we want them to become engineers and scientists we want them to become lawyers and doctors business owners homeowners citizens who make decisions using data um we want them to work in Tech we
339want them to work in whatever field that they want to work in we want them to be problem solvers addressing challenges that are known and unknown we want the gates to be completely open for our students so I'm going to get quiet for a moment so that you can read uh our mathematics team's mission and vision for our students so that's the direction we're headed in we have in this moment um as we're all very well aware um specific challenges that we're facing covid learning loss is greatest in math the transition from fifth grade to sixth grade is always problematic and we're particularly concerned after this year of distance learning the math placement steps that we've uh traditionally used have been interrupted by the pandemic so um you have all heard much about covid learning
340loss there's a bunch of research that's being done now and that will certainly continue into the future but we wanted to um you know share this uh research that's um published in Ed weekly um which took a look at 500,000 uh test scores in reading and math and recognized that across every grade students lost more learning in math than in Reading two and a half to um losing two and a half to four and a half months of learning compared with a month or two in reading this diagram shows um this projected learning loss the left chart is showing us um for each of the grade levels the um projected learning loss for um in reading and the uh diagram on the right is uh for mathematics learning loss so we can see specifically that
341dashed line that's um you know with a negative slope is um showing that disparity between where we might expect our students typically and where um what they are projected to be after after this uh school year um so if we look just at the top portion here ohop sorry um these are rising uh sixth graders for our Rising sixth graders we only have data from their third grade year from State Testing and from other consistent data so we um at this moment don't have consistent data to use for um thinking about placement so for your discussion and your consideration we'd like to share tonight um what content occurs in which classes we want to think about um any adjustments that we might make in math 6 that can improve the math outcomes for all of
342our students and we want to um share if uh any adjustments are made in math 6 how might that impact or not impact access to higher level math classes in the high school thanks Amy so there's nothing like midnight math so what I'd like to do is um show you a little bit about what happens in six7 th and eth grade mathematics compared to the way we learned it when we were in school uh we shored this diagram years ago when we first went to Common Core and did our Pathways but I want to illustrate it for you tonight I want to particularly start with that sixth grade year um Common Core asks us to move away from Fast right and good memory as the three things that make students good in math class in
343actuality it's asking us to ask our students to become more diverse Learners they can take on a lowf floor task and go to a very high ceiling in it here's a classic problem called The Border problem this is a 10 x10 square and only the Border blue squares are shaded and I might ask you how many blue squares are shaded in this image um and I want to show you some ways that kids might do this they might say that I see 10 and 10 and eight and eight and so I see this to be two t and 28s they might say oh I see two tens and then two more tens but then I have to take away these corners they might say I see some eights I see some more eights I see
344four eights and I have to add in the corners they might say I see 10 at the top eight at the bottom and then nine on each side they might say I can look at the whole square and see 100 squares and subtract out the middle Square which is uh 64 to get the squares in total and what's valuable about a problem like this is it depends on a diverse community of Learners in the room it's no more I do we do and you do it's now what ideas do you bring to the the the conversation as a student the more diverse those conversations the better and in sixth grade in particular then they start having these conversations and they start then extrapolating what happens when you get smaller or larger squares and they start
345thinking about the x square now they can start making algebraic expressions they can start looking at these in terms of tables and they can look at terms of these in in terms of graph by the way this all starts in sixth grade sixth grade is the building block of all the algebra that their Comm their entire Middle School and High School career is going to be based on and we want to be really careful to give a rich experience here and I just want to do a quick overview of how things have changed because this will matter as you make your decisions about mathematics in the future a lot of the mathematics we learned in eth grade or sorry in algebra and in eth grade have moved into sixth and seventh under Common Core so
346the classic proportion problem five cups of grape juice two cups of peach juice how do you keep the the flavor the same when you get more or less now it's not just answering that question but it's representing it in graphs in tables in models and in rules and from algebra all the mathematics we learned when we took algebra that's moved into eth grade things like solving equations uh with a distributive property uh looking at slope both in countable form and in sub more abstract trying to figure it out based on coordinates and yal X+ B all those linear patterns that were huge in algebra are now all in eth grade mathematics and not just that it's the multiple representations of them that start in sixth grade ah and intersections of lines and you might remember
347substitution and elimination properties of exponents these as well we all learned in algebra are now automatically in eth grade mathematics but there's more out of geometry all the solids surface areas volumes the equations for these all of these moved away from geometry and into sixth seventh and eth grade math and from geometry and algebra things like Pythagorean theorem parallel lines cut by a Traverse transversal alternate interior angles Triangle Sum Theorem or transformational geometry all of this that was used to be high school standards because of common core is now dropped down into the lower grades and things that weren't in our sixth seventh and eth grade before at all are now in like looking at data and doing data analysis now you might be wondering if all that moved out of algebra what's moved back
348in well our algebra used to be mostly linear algebra with some nonlinear now algebra is mostly well data science nonlinear patterns functions and all the different ways you can represent them but not just how do you do it how do you go from a real world example to representations um Peace wise functions absolute values the intersections of inequalities uh quadratic equations is huge in algebra not Algebra 2 anymore but huge in algebra and all those representations that matter and start in sixth grade quadratic equation and exponential functions and something I only learned when I got to college and majored in math geometric sequences so I wanted you to see that tonight because I wanted you to see the importance of a diverse Rich sixth grade experience for all students they need that time to be
349rich deep thinkers because seventh and eth builds upon that thank you Laura I can tell for myself and from the Expressions that I'm seeing that everyone just got a little pickme up from seeing all that mathematic so I appreciate you going through all of that for us um I just want to underscore what Laura was just saying we have so much of what we all consider algebra that is now in our grade six seven and eight math courses and we may not all know that yet um and that is part of what we want to make sure that we're communicating this evening um content has shifted under the Common Core um rigor has shifted under the Common Core the um you you know strength of having uh multiple perspectives um in a room to um
350bolster the mathematical experience for all of our students is even more necessary than it was before with our new common course standards so with that said we wanted to share a bit of data um I'm sharing some data here that was given to us by the S County Office of Education the s County Office of Education has um monthly meetings which we get to attend with uh Pam and we we go and we meet with uh the S Mato Unified High School District we also are there with the other uh partner districts who feed into that High School District at one of our early meetings this year we were handed some data that was cohorted data from our own students so these are Sano Foster City students who have matriculated to the high schools in
351our um in the three mainly three high schools but any of the high schools in Sano Unified School District and so this data that we're sharing shows um whether our students met or did not meet the UC CSU a through g c requirement now the a through G requirements um show if you are eligible or not for the ucsu um enrollment and the C requirement is the specific math requirement so students in order to be eligible need to take High School um Algebra 1 high school geometry and Algebra 2 those are the three requirements now this data shows how our students fared over four years of high school mathematics and this is showing us that of our 875 students 71% of our students did meet that mathematics requirement to be ucsu eligible 29% of our
352students did not when we take a look at this data broken down by race and ethnicity um we can see that um you know blue is again showing uh the students who did meet this is over the course of four years did they meet that three-year math requirement we can see how that broke down along um race and and uh ethnicity the one that jumps out is um this first one where 50 over 50% of our Hispanic latinx students did not meet the eligibility requirements in math um so that's some data looking at students who graduated from our program in June of 2015 and then that was following them for four years that cohort we also want to share with you some data from our current students in this moment so Laura will you sh
353share this absolutely so knowing that so much of the algebra is what is the foundation for that high school and knowing that when students feel um confidence in mathematics are more likely to take risks share ideas persist in a challenge we decided to ask our current eighth grade students only got 840 students we asked them what was your confidence level like in mathematics in fourth grade fifth grade sixth grade seventh grade and now in eth grade now we realize that this is reflecting back but we can compare in our different subgroups so on a scale of 1 to five five meaning very confident and we decided to hold that eighth grade data to the side because that's the co data we want to look at next how has Co affected them but we wanted to
354ask outside of covid how has Middle School impacted their confidence and hence their access so um when we to looked at this data we took fourth and fifth grade and averaged it together to call that Elementary experience and six and seven average that to call that medical school experience of students currently enrolled right now in math 8 so not algebra but in math 8 this is the data we saw I want to let you know that this green means that they only had a change of 0 five in either the positive or negative Direction yellow and dark green is a positive or negative change um of one and a red or a blue is a positive or negative change of 1.5 or larger so when we look at this we go great our students have
355gains some confidence but we're worried about this High loss group and this loss group but I wanted to show you what it looks like when we look at just and know these are just map eight students let's look at algebra students in other words are students Inc compacted I'll give you a check to look at that I'm GNA jump back for a second now when I look at this I'm not surprised that there was not a lot of high gain and gain because when we have put students in compacted math we are picking students who have had the most success in math they have the most interest in compacting so I wouldn't I expect they probably started a four or five I wouldn't expect them to go higher because that's the size of go but
356I'm really concerned about this High loss um and this loss compared to the general population why is it that over 25% of our students who get into compacted starting in sixth grade after three years lose confidence we want to keep an eye on that as we move forward and think about our programs thanks Laura sorry I was looking for my mute button so um we we want to share some research right now and we'll just go high level because you can take a look uh later at it we'll point you to where to find more um but we want to think about a a heterogeneous grade six and we want to um consider the question will this help all of our students achieve at higher rates well there's some research out of Columbia University that
357found the probability of students who were completing advanced math courses those are the courses Beyond beond Algebra 2 in high school um increased in all groups when middle school students were enrolled in heterogeneous or mixed ability math classes um we also wanted to share uh some research out of Stanford University and King's College that looked specifically at students in higher track math classes were actually disadvantaged by the fast-paced lessons and the pressure to succeed so there is um loads more research that we are happy to share um the these two pieces tonight are from um this document which is actually from San Francisco Unified School District linked here so you can take a closer look at some of that data um but I'd like to address sort of our our last point which is um
358if we make some adjustments in our math six course next year um how might that impact our students ability to get to their those highest level math classes in the future so we want to share um some of the high school Pathways um for students who either take math 8 with us or take algebra with us um you can see at Aragon high school that students have if they um enter in Algebra 1 so if they take math eight with us go to 9th grade and take Algebra 1 there is this compression offering which can allow them to access the advanced placement highest level math courses there of course if a student comes in at algebra they can also access those um at Hillsdale High School um our students who take math 8 or algebra
359with us will next year go into a heterogeneous geometry class um Hillsdale will also allow Pathways to the highest level math classes in fact all of the um high schools in the San Mato Unified High School District are committed to making Pathways for students coming in at the algebra 1 level and accessing those AP classes so of course any students coming from our math 8 or our algebra will get to access those courses um and this is the pathway from Sano high school again showing students coming in we'll have access to those highle math courses which is what we uh particularly with our math educator hatson we really want to support all of our students to to get to those highlevel courses we want them to get there with gusto um and now that I've
360said Gusto I think I'm gonna hand it back to you Mr campas all right thank you um appreciate that um enthusiastic midnight math and and the overview of um of some of our thinking so um so we have a a recommendation for the board this evening that um we offer you know essentially for information and then uh would like to return to you at our next meeting uh to get a final decision from you um so our proposal this evening is that we want to um for the reasons that Amy and and Laura have so um well articulated particularly the concerns about the this moment of uh pandemic times we want to offer all students a heterogeneous math Six course next year um and that would be a change uh where in the past we've
361offered we've offered um a math six and then a a a a compacted math 67 uh for next year we are proposing actually that all students would move into a heterogeneous math Six course now to be clear um I I want to make sure we're um we're really clear about what what we're proposing here we're just talking about math six um for next year um students who are currently sixth graders or seventh graders that are on a a pathway either in compacted math or not we would imagine they the choices the pathway doesn't change as it's uh the configuration or Pathways that we have right now but it does raise the question I'm sure for some families that well wait a minute if we go to a heterogeneous math 6 course for that group next
362year does that mean you know dot dot dot um and so one of the things we also are basically emphasizing is that the kind of conversation that Amy and Laura started with you this evening that we want to have that conversation uh with um all our key stakeholders uh now we have begun that conversation with uh many of our Middle School Math teachers and with some of our site leaders um and we would propose going into next year of course to Broad that conversation to you the board as well as our families so that we can make sure that we understand um how this move in a heterogeneous math um uh you know what it what it sets up for um the following years there are some important reasons that um oh hang on just
363a second go back there's some important reasons for us as uh Amy and Laura have have argued uh to to slow down and to think more carefully about what students are learning in math 6 7th uh and eth as well as algebra um there's some important information uh research as well as uh updated standards that are coming out that are strongly strongly recommending um against acceleration in middle school because it is so foundational and students need more time and that actually the place that compacting should happen is in middle school and what's important I really want to make sure nobody walks away this evening with the idea that uh the district is proposing to get rid of math uh or excuse me get rid of compacted math all we're proposing tonight is that we want
364to engage in that conversation with our families um we understand the very important reasons that um students want to accelerate in mathematics and the concern about getting to advanced math certainly to uh be competitive for college going um understand all those and want to engage in that conversation and say uh be really clear about how we actually are setting up students for success um in advanced math taking in high school and Beyond and uh you know some of that data around student confidence that Laura shared a few minutes ago is is essential that we we take some time to look at that and uh propose the conversation about it so again we're asking simply uh we're proposing to the board um that uh due to the pandemic um and um related circumstances that we really
365need to move to a heterogeneous Math course and then then engage with our stakeholders and then what that would mean going forward uh for that group of students and and you know Rising sixth graders in subsequent years okay you go ahead now thank you so I just I pointed out that you know engagement has already started with math leads uh meetings uh with each from each of our middle schools uh with some initial site leader engagements and then uh we mentioned the monthly meetings with our our um Unified High School District partner districts go ahead um so um again um you know for this uh for this to be successful of course we we need to plan carefully for a successful successful heterogeneous uh grade six Math uh and that's got to involve um some
366very important moves uh of course curriculum support uh we need to intensify the professional learning for teachers um focused on meeting the needs of a diverse range of math experiences uh in some ways this proposal is coming I would add at a very fortuitous time with ab86 because there uh there is a a specific infusion of funding uh that we could look at assisting us with uh that professional learning uh with the coaching work uh obviously uh ab86 is targeted for summer school as well we can think about summerbridge opportunities um as well as you know supporting the family engagements so this moment of of wanting to invest um in our uh math Six class comes at a time uh when you know uh the state resources would allow us to uh to bring some
367um some extra attention and focus on that so um so that's our proposal to uh to you as board members of course uh three of us are available for any questions um and again just tonight we're bringing this to you for your information and consideration and then would like to come back to you at the the next meeting for approval of our recommendation great thank you guys for the presentation um it was great midnight math um is so timely um the quick clarifying question and I'm just goingon to kick it off is that we have on the agenda that it's labeled for vote but I'm assuming that you you're now saying that we're actually not voting or we're just this is just information based is that correct yes uh that that that needs a clarification
368then I apologize for that yeah the the the plan was to bring it to you tonight for information with the idea of returning to the next meeting to give you an opportunity to uh reflect on the information and and bring it for a vote at the next meeting fantastic thank you um any clarifying questions from the board go ahead trust you Proctor I have a few questions um okay so I don't have any I don't have a kid in like compacted math so I just want to make sure I'm understanding um the goal of compacted math is to get to algebra in eth grade is that right like currently that's correct okay so how would a current fifth grader get to algebra in 8th grade um under this proposed plan well again we're we're uh
369we're proposing tonight a heterogeneous sixth grade and then part of the discussion we want to have with our stakeholders there's actually a couple of different routes which um currently the math leads have been discussing um that could lead to um actually importantly uh even even more Equitable um uh access to algebra in 8th grade um you know I pointed out earlier on when I shared the the algebra assessment participation rate that um that the we have a a not representative um or disproportional enrollment in algebra right now um so there's a couple of different paths that we could um paths let me describe there's a couple different options for paths that we could Implement um that involved compacting in seventh into eth um also the possibility of doubling up in math in E there's a
370variety of choices and that's why we're emphasizing the idea that uh we want to have engagement with our families and with our uh teachers and and site leaders to talk about uh what's what's the best option or potentially even options uh but it's important to emphasize that um we are we are looking at Pathways that would maintain the ability of students to take algebra in eth grade if they so desired okay thank you for clarifying that and then um just to get a little bit of History so we used to offer geometry and we don't do we don't offer geometry more is that right okay thank you check U and then I guess my thoughts on ab86 would be that I I was under the impression that we would use that money to support learning
371law but it feels like I don't know I'm just I get I have this feeling that it feels like we're taking something away instead of adding something and so I just want to get clarity on um what are you seeing as this you the use for ab86 money yeah I mean let's let's be clear how the um how the legislation is written uh one of the things it talks about is um providing resources to to um provide extra time Extended Learning um and so we could imagine uh using those resources to support students with additional um access to math learning which which you know just deepens their preparation uh the other thing that it does is it supports um professional learning and other capacity building um strategies with teachers um so uh that you know
372that applies across the board to the ability uh to uh bring students who we you know as as Amy and Laura said who are experiencing uh you know unfinished learning in mathematics and so uh wanting to make sure that teachers are well supported uh the legislation also frankly calls for the hiring of additional classified staff of par Educators who could be uh pushed in into math classes to provide uh additional small group learning opportunities so all of those are uh additional resources that we could through our acceleration plan for uh ab86 we could Implement um in support of of the the proposal for MTH 6 okay thank you my last question was just in terms of the engagement are you planning to engage with Middle School parents um I guess absolutely not everybody's on this
373meet okay yeah thank you MH I have a question um I just kind of want to summarize my understanding um so essentially what's being proposed is giving students more access to like an equitable math experience beginning in sixth grade and and and continuing right like and and the latter you know the the seventh and eighth grade is not being discussed right now but um but that is that accurate that would be the absolutely a desired outcome from this this planning and thinking yes and and it's I would say like it's it's a desired outcome but it's also one that the studies that you referenced have proven with data and my understanding is that it's been very successful in San Francisco and in other districts is that right um I'm going to defer to Amy and
374Laura there you guys I can nod yes only because of you sharing that information more with me so please please fill um director Coro in yeah AB absolutely um we I mean we would love to share more data from um schools across the country who have um worked to um you know dra track and think about um strengthening their math programs and providing access and support and challenge to every single student within the same classroom walls um I I don't have more like right now to to share with you but your sort your general sense of um you know hearing about successes in San Francisco Unified is just absolutely true I I was looking at the numbers recently about how many more students are accessing not only higher level mathematics in high school after they
375made these changes but also higher level science classes and um that is true just like in the data shared here um which was from uh New York the data that I just briefly shared but if we look at San Francisco's data it is absolutely true true among all of the subgroups that they looked at so looking at different races and ethnicities looking at um lower socioeconomic um students uh students who are also learning the English language students with disabilities it's true across the board when they made these changes which also came with changes of course in it's not just a policy change right it's also a change in how do we Define mathematics um not we the Common Core has already done that for us but how do we communicate that redefinition of mathematics and
376how do we um think about our teaching to really pull out and um build upon the students um insights that they have around mathematics um so yes if you want more data we have got it just let us know when we can come back and share it with you and we can do it slower next time we're just trying to be conscious of time right now no thank you I that was great and I think you kind of I mean you definitely woke me up got me excited thinking about math I like yeah um um and and I think that's like that's what we want for all for all of our kids right like we want them to have that same excitement and um something else that you all referenced in uh your presentation was
377about how um higher I I I'll just say like for lack of better words right now higher achieving like students in mathematics um you know they're doing really well in mathematics but it's you know they're struggling in other areas and um you know it is it's also beneficial for them in terms of like their social skills their their their Foundation in math and um and their like you know ability to just like accelerate quicker later down the line in high school when they're more when when I would say it's more age appropriate for them to do so um you know I know like sorry I'm getting more comments now but I guess okay let me make this a question um no that's it I'm gonna stop thank you all right any other clarifying questions before
378we go to public comment no okay um thank you guys I happy you're still sticking around for us with us because I know there's a lot of public members who want to speak as well so um Peter if you wouldn't mind um opening up public comment please not a problem again uh for anybody would like to make public comment on agenda 7.2 the Middle School school math Pathways please use the raise your hand functionality within Zoom now okay president chin we have about 17 uh first we have and again my apologies on any minute Mis mispronunciations of actual names but uh shalaja and then after shalaja will be Ki Sala yeah thanks Peter is it possible if I go later can we have uh Dr R go first please uh normally we just go in
379the order of okay that's yeah that's fine that's fine I I can go ahead um hi everyone um thanks for uh bringing this up for discussion at this late hour um been on the call for about six hours now so thank you for your for your commitment and dedication and time um I'm um you know a mother of uh two kids who've been in the gate program uh my older one is um in 10th Grade now went to College Park gate and then baysite stem gate uh my younger one is currently in college P gate fifth grade um I want to tell this um uh the trustees what a fantastic job this district has done up until now with our math program uh my older child is not math gifted she's actually language arts gifted
380uh but thanks to the excellent instruction that she received both at College Park and BAS side um she was able to get into the compacted math program went through that did Algebra 1 in 8th grade um was able to do geometry in the mornings with Dr sharini um she actually um went on um we felt the need for various other reasons various reasons nothing against the district um to move her to an independent school she um competed against kids all across the bay area hundreds of children um to get into the noeva um independ depend school which is the number one um K through2 Independent School uh did Algebra 2 in 9th grade and up all up until this point she was in the public school system um she did algebra to 9th grade concurrently
381did pre-cal and is currently doing Cal and has now come to love math um there's a world of opportunities ahead of her um she's considering um she's interested in in political Theory uh e economics uh International affairs she's considering doing after she finishes calculus considering doing Game Theory doing Financial econometrics you know for every child who is not excited about math there is another child who loves math please don't take away this opportunity from them um you know uh please give me a few more seconds this is this is really really important to many many children um that you know this the district has already taken away the geometry um in in eth grade um it's it's it's a problem and now we're talking about retarding the curriculum another year um we are behind we
382are behind my apologies for interrupting but the time has elapsed so if you could quickly please wrap up your thoughts uh thank you I think we are behind national standards we are behind other school districts um in the Bay Area uh we are behind some of the top districts in Southern California um I I understand that some kids may not be ready for compacted math and there is another option for them but for the kids who are ready for them I beg you and urge you to please not take this away um you will harm many many children you will uh take away their excitement and their love for the subject they will get bored um they'll be distracted it's not going to do them any good Elijah my apologies but please you thank you
383very much next we have kigi and then after is Randy Ki hello um thank you all the board members um for you know staying up too late and um making sure you have our your interest in our our kids right um but anyways um so to the sh just point uh my son older son is also in fifth uh gates at College Park and um he loves math um and and and if I wanted to um arge anything um I I would I would um I would urge District not to take the compacted math away um and to your point uh with the data if the heterogeneous math program works um because they are all mix ability kits for math or together um why not keep everybody in compacted math right um so it goes
384either ways um you can put the funding having to help all the other kids having the compacted math but don't take it away and I am a and I and the reason why I say that is um with with with the Technologies and um all the things they're going to um you know step into when they graduate from the college they're going to step into a world of a data science where uh math is going to be so important and I think uh whatever is currently in 8th grade the kids are going to start learning at fifth grade um very soon and and and making it um making our standards lower for the kids who are actually want to really do good in coma um in math I think um we are taking away a
385lot of opportunity for our kids kids in the Next Generation Um so my suggestion would be um let's put our funding into everybody uh all the other kids as well and put all of them in the compacted math rather than um changing you know taking away the compacted math program Al together thanks thank you klei next we have uh Randy then after Randy will be El Albert Randy hello I'm starting off my statement by reminding you of the mission statement for the for the district which educates inspires and empowers every student in every school to every day to live lead and learn with integrity and joy some kids find their reason why or talent in art I enjoy it but I'm no vano some find it in music I love music but I really have
386to work at it some find it in sports I'm lucky if I can make it across the room without tripping and some kids find their why in math that was me as a kid I loved it I got it no one led me there or took me to Russian math schools to get me hooked I was always there I couldn't get enough the same way that some kids love baseball or other kids love soccer and you can't get that ball away from them would we take away Varsity Sports and instead make those athletes practice walking across the room with me and my Clumsy Pals of course not would having those kids practice walking with me help me walk better maybe would it help them at their level of ability it's unlikely it turns out that
387we frequently produce Offspring like ourselves I produced one who is now a sixth grader one of the only bright spots for him this entire year of pandemic isolation has been his experience in his compacted math class class this year would have been very different for him and much darker without that taking away compacted math does not serve to inspire students who love and live math to continue to learn with joy it doesn't give those students what they need when they need it and it certainly doesn't do anything to help them discover or cultivate their unique gifts talents or interests in that area please do not give any serious consideration to this proposal and commit to what's best for students thank you for your time thank you Randy next we have L Albert then after L
388Albert will be Jay Carson go ahead hi um I I really my name is Larry Albert um I wanted to app I appreciate the enthusiasm um of the presenters but there are a number of sort of problems I uh encountered in what they said that I thought I would just briefly point out first of all um self-assessed confidence is neither achievement nor success nor even enthusiasm and so was sort of a strange measure on which to judge the S success of a program secondly they talked about that they had plenty of other data that would support their contention that putting everybody into a single group would actually benefit everyone um i' love to see that data because the research that they put in in the presentation uh is is dated 2000 and 2006 and well
389before with obviously that's publishing date so data well before that way before Common Core way before all sorts of other things that are going on and and part of it even taking place in London um what's being talked about here is as trusty proor said talking about taking something away um and while I can understand uh many of the reasons that people might want to uh support more Equitable outcomes I don't really see how all of the efforts that are being described couldn't be put into what consists of the mainstream math program as is while still allowing others to uh uh participate in the compacted math program there are plenty of people uh plenty of students fifth graders uh who are chomping at the bit for the ability to be challenged in their math you
390have grer and and and I think that would be that would be great I am the father of a fifth grader math is collapsible as we learn things we're able to build on each those foundations so uh I I encourage you to engage in this conversation with families as you say but I think you'll find a lot of fam am of of parents of children who have this aptitude will be uh quite eager to have this program continue thank you thank you Larry next we have Jay Carson and after Jay Carson will be Diana Jay uh Jay you're using an older version of Zoom so it's going to disconnect you and bring you up to the panel hello all good evening Jenna Carson here um first of all thanks for uh hanging in with us
391tonight um this is at least my fourth time addressing the math issue in my 15 years in sanon Foster City and you may not realize that math is actually my profession I'm a high school math teacher um so first please please we cannot build anything model anything off with San Francisco is doing right now um and all of those research studies that they're talking about are actually not uh universally accepted so let's start with that um I also want to talk about three fallacies that I think we're working in right now um one is that being smart in math is something to hold back um and I think what we should be saying is how can we maximize success in Algebra 1 and get as many students as possible in there um our mess in
392is so negative and deficit mindset both my older Sons one in college one in high school their best friends were African-American boys and they were discouraged from getting into the pathway so they didn't do the honors path um number two we have a wrong assumption that it's easier to accelerate in high school that is completely untrue it is very difficult and and not acceptable it's actually inequitable to try and accelerate in high school because they have to take a summer program in order to to do it so that's not convenient or fair and number three we're asking the wrong question in that how can we prevent kids from accelerating into who can we accelerate and who can take Algebra 1 in eth grade so I professionally work in transition and I am not saying that
393sixth grade is not the best place to CH to start the compacted math class but I'm saying that Algebra 1 in 8th grade is the key and do not approve any plan that doesn't provide for Algebra 1 in 8th grade I am available to talk oneon-one with anyone who wants it good night thank you okay next we have Diana and then after Diana will be Lisa Diana hi I'm the mother of a third grader and a PTA co-president at Meadow Heights I really appreciate the presentation from our math tosas and how it was laid out um I'm I'm gonna take a different approach from the other people who spoke is that I want to emphasize that the district really needs to focus on educating parents about this as soon as possible my big concern as
394a ptaa co-president is that the change to this math program will cause our district to lose even more students to private schools not just those students entering sixth grade but in third grade and before so that they can secure spots in K PR K8 private schools these are very active members of our school communities and a lot of them are very generous donors that support the programs that benefit all the students on our diverse campuses as we lose more and more of these families to private school the school demographics are shifting and it's getting really hard for the PTA and the Ed Foundation to continue to pay for the things that make our schools as special as they are so please take that into consideration and focus on the education component of this um big
395decision thank you thank you Diana next uh we have Rich and then after Rich will be Suzanne Rich hi thanks a lot my name is Rich R and I have a background in engineering and um although I practice medicine I really do have a passion for math whether it's midnight or any other time um my wife is originally from Costa Rica so she's actually an immigrant to this country and um you know in the fall uh I got together a group of students from two different elementary schools a total of 120 kids to be in this math Madness which is an online interactive um competition and it was it was open to all it was actually very costeffective it ended up being for the whole season5 to $10 for kid depending which team it was
396all covered by the PTA at both of those schools so I think it was a huge success and I think um it showed us there are a lot of kids who are very um interested in math and you know from all backgrounds and so I think um I I do want to Echo some of the comments of um Jennifer Carson I think they were you know very well thought out and put together but you know in looking at some of the studies that were quoted again the one principal burus in in h New York in 2006 from 15 years ago and again the data was from quite a bit earlier than that it did find um as stated that you know it was true that the groups including minority students students of lower socio academic
397status and at all initial achievement levels did improve significantly however um it didn't seem like it was just because of the um combination into a heterogeneous group it really was because they raised the standard for all in other words it's almost the opposite of you know getting rid of a compacted map saying everyone's now in compacted math that that kind of move that that might be something that would accomplish something similar to what was in that study but otherwise some of the studies that were actually referenced in that study showed kind of the opposite effect when all they did was combine students together so I think you know algebra one in e8th grade and basically having everyone in compacted math would be a change I would support otherwise I think we would have to in
398the meantime keep how it is now thank you Thank you Rich next we have Suzanne that after Suzanne will be uh cby Suzanne hi can you hear me we can go ahead Suzanne sorry thanks for giving me the opportunity to um to talk um I just wanted to caution about accepting this kind of program and eliminating the compact at math um I have a sixth grader and a third grader um both are who who are quite bright my I just want to talk about the sixth grader for a moment and that he is a high IQ kid he has been at Burell um and probably his one one of his favorite classes other than the the science and social studies that teacher is actually pretty good and is the compacted math and I think it's
399the kids that he gets to interact with so my my concern is if you take that away what are some of these high achieving kids supposed to do when he was in fifth grade he did not miss a single problem so he needs to be challenged at a higher level and so if he cannot get that challenge in sixth grade math there is really no point in continuing to be at the school or in the district and I think that's what the other caller was um basically implying is that there will be a mass Exodus based on some of these higher achieving kids we'll we'll need to find um some way to be challenged and that will be at a a private most likely Independent School elsewhere um so with that in mind I want
400you to remember that that what is that percentage of the kids in compact at math maybe 15 20% % that they also need to be challenged I'm not saying that we don't want some equity and we want those kids to be brought up to the same standards but I I I can't imagine that taking away a compacted math class is going to be productive for the district thank you thank you suzan did that get a point [Music] across okay next we have civy and then after Cy will be Jennifer civy hi can you hear me we can go ahead okay thank you I appreciate the thought that has gone into trying to meet the needs of all students and also account for the learning loss that our children have experienced over the past year I
401just want to emphasize the importance uh to the board of listening to the voices from our students and our community who have experienced our specific math programs firsthand uh I have a student at Burell who's experienced both the standard math class and the compacted math class and I want to strongly advocate for the retention of the compacted math program as there are a significant number of students whose academic needs are not being met with the standard curriculum in the regular sixth grade math class our daughter didn't feel like she was learning and that much of the teachers time was spent on trying to discipline students furthermore her knowledge of basic math skills from elementary school had regressed many of the same students that were getting a pluses and A's in the regular math class failed
402to meet the California standards when tested if our students are getting A's in regular math and failing the basic math standards that is a failure of our system not of our students the compacted math program on the other hand has provided a Lifeline of stimulation and rigor that many students crave not just for the math but also because they are with other dedicated students it has encouraged our stud students to stretch beyond what is comfortable and easy and has in turn become a confidence booster that bleeds into other areas of academic life abolishing compacted math is not the answer I urge you to consider an alternative path towards more Equity such as providing open enrollment to compacted math similar to the Berling game algebra for all model that they adopted one year ago if a
403student is motivated enough for the challenge we should be encouraging their academic growth not discouraging it and with many excellent tutorials online technology has provided another great Equity boost for all students thank you to the board for your hard work time and consideration thank you subie next we have Jennifer then after Jennifer will be Joy Jennifer hi everyone um a little background I have a fifth grader I have no idea if he would test into this program I have a seventh grader who is currently in compacted math and this class has been his Saving Grace of his Middle School academic experience both in person and virtual um he's the tuba player from earlier uh in this class he gets to be social and having liveing discussions with his peers while being challenged by math I
404support any program which supports students at any level to grow in their math confidence I support accelerated math program I ask the board to continue the engagement that has begun and to engage with the community a families who have experienced both standard math and compacted math before making this decision there might not be one choice we can improve the program and continue to offer compacted math why take away something that works for those students uh it sounds like we definitely need to add a better program for standard math okay thank you thank you Jennifer next we have joy after Joy will be Allison Joy good morning thank you for your time um I'm the parent of a fifth grade student at Foster City School who only learned about this topic because I read the board
405agenda um I understand that the learning that is happening this year may not match the learning from years past or years to come however the academic strength of many of our students has not faltered in part because of who they are but also with much credit to our great teachers I am a parent of a gate identified child who chose not to send him to College Park yes I made a choice however students should be taught at their level whatever school they're at year after year math has just been too easy based on our math Olympiad program participation this year and their monthly monthly assessment results it was easy to see these students are soaring even with distance learning and the challenge that can be offered in middle school that isn't offered on a daily
406basis in elementary my son who would love to have spoken to you tonight on this subject if it weren't so early late pick your words did tell me to share with you that not only have they done their fifth grade work but as teachers started the year by doing a full mission on zern for what they may have missed in fourth grade to be sure they were ready to go if you want to speak with him about it feel free to reach out he'd love it last summer when we were starting virtual I emailed the district asking if my fifth grade child could take sixth grade math either in Le of or even simultaneously with his class why not it was time to think out of the box since we weren't bound to the campus
407I didn't get turned Town turned down I simply just didn't get a response twice your report shows projected slide for math next year not actual we don't know what the loss will be that the loss will be so great that a cohort of students couldn't be successful I know full well as an educator myself that there are parents that push their children then there are parents that know their children and know what they need and also believe in our public school system I swear I'm the latter not the former I urge you to continue for those who are ready and not just ready but are craving and needing that academic challenge where they will engage and feel that they are truly being taught and seen at their level last thought if there is a pathway
408to Al albra in eth grade if you should choose to get rid of the compact class um program I would hope I promise one two more sentences I would hope it wouldn't be at the cost of a student to miss out on any other classes that they would normally have the option to take or through summer school in closing I just want to say thank you I don't think I'm in the majority tonight who have found that distance learning considering we're in a pandemic has been truly remarkable and I am grateful thank you Joy next We Have Allison after Allison will be Jason Allison thank you as the parent of three elementary students including a fifth grader I feel this proposed change has been sprung on us far too late I attended a Bayside info
409session in December in which principal Cosmos told us that compacted math would be happening next year on December 17th Pam bartfield emailed all fifth grade families to let us know the district was still working to find a way to determine eligibility for compact math in the fall neither even hinted that the district was considering removing the compacted pathway the agenda was the first we heard of it I wonder when the district decided to pursue this plan and why parents were not notified sooner you heard some select research tonight however other Research indicates that heterogeneous groupings can result in a loss of Engagement and motivation in higher performing students for example the burus at all 2006 study that just cited in the presentation states that the literature on tracking has produced mixed results regarding the performance
410of high achieving students when they are grouped in heterogeneous classes some Studies have shown that high Achievers are harmed as a high school science teacher I have seen this firsthand we are already offering heterogeneous math in most of our District's elementary schools and it is leaving some of our students bored and disengaged and driving families from the district on behalf of my son and fifth graders across the district I'm asking the district to keep a compacted math option for sixth graders who would benefit from it keeping it will not prevent the district from supporting students with the new program just described if anything we should be focusing on making it more accessible to all according to the district's own definition Equity means that each student receives what they need to develop their full potential and
411that we are working towards discovering and cultivating the unique gifts talents and interests that every human possesses in their accelerated classroom my fifth grade son and his gate classmates truly love math discuss problems for fun and choose on their own to participate in a math Madness competition after school each week they have already covered many of the Middle School topics you just highlighted in great depth part of equity is making sure that they too have opportunities to continue to be challenged and to cultivate their unique gifts thank you thank you Allison next we have Jason after Jason will be James Jason hi um I have a statement from Corey Shapiro shus um I'm a parent of three students who have graduated from the smfcsd the youngest who is currently in ninth grade at Aragon I'm
412speaking tonight in opposition to the proposed changes to the Middle School Pathways and specifically the suggestion that accelerating math in the middle years leads students to drop out of advanced math and fil to succeed later in high school I would like to remind everyone who was not the here that we went through the same exercise seven years ago when the district eliminated algebra and geometry only to reverse itself bringing them both back over the next three years all three of my students felt that their advanced math classes were the most challenging and interesting courses they took at barell and Aragon taking advanced math in Middle School enabled them to take more challenging math at Aragon including classes at CSM my middle daughter and her peers currently seniors are graduating having completed four years of college
413math AP Cal BC multiv variable calculus discrete math CSM and AP Statistics the opportunity to dive deep into math will enable them to confidently pursue stem degrees at top universities these students are all admitted to the most competitive colleges and universities across the state and Nation Under the new proposals they would have only been able to access at most one of these four courses I spoke with an advanced math teacher Aragon today about the proposed changes and the rationale I would like to share Thoughts with you I quote the students who did advance in Middle School overwhelmingly did exceptionally well in mathem itics and benefited greatly from The Experience indeed there are always some students that due to perhaps peer pressure or parental pressure do get ahead in middle school and are not strong enough
414for the course work that follows however experience at Aragon include indicates that these cases are relatively few and that most of the advanced middle school students that we served it exceptionally well indeed upon graduation they are very competitive with their college admissions he also added that with respect to equity that public schools kids need the same access to Advanced education as more affluent private school kids have end the quote I recogniz that learning lost due to the P pandemic may require revisions to the current Pathways but I still urge the district to reject the proposed changes and come up with Alternatives that are more flexible and allow the continuation of advanced math and Middle School um that was the end of the statement and I would just like to say that I don't understand why
415every time I'm at one of these board meetings something comes up that blindsides all the parents and everyone gets really mad and why does this keep happening sometime at some point you guys have got to Jason my apologies on interrupting if you could please wrap up your thoughts the time is yeah my thoughts are that I'm not impressed so anyway thank you goodbye thank you Jason next we have James after James will be Nick James hi everybody um I agree with the challenges that uh that were presented in front of us with the with uh with the asked by Amy and and uh Laura and what David talked to earlier but I could not disagree more with the proposed solution and and what's more I think the the actual data that they referenced also does
416not support their proposed solution so I don't have uh time in my two minutes to read the 17 pages of the the study from Columbia University but you know what I do have time for to read the very first sentence from the abstract on that study it says it I It quotes quotes the very first sentence a middle school in New York eliminated tracked math classes adopted Universal accelerated math program and instituted heterogeneous grouping with dramatic results so if we're going to take that study then the the obvious solution is we eliminate math 678 and we adopt Universal um compacted math so either we agree with the study and that's the solution or uh if we don't then we should not make a change unless we have some sort of actual data that suggests why
417it makes sense to group everyone into the lower option the only study that I've seen and has been presented to you all tonight you know trusty Coro you asked the question clarifying that the that the study suggests that there were benefits seen when grouping everyone together it does it just specifically says the benefits were from grouping everyone and putting them quote into a universal acceler ated math program that's what the the study says so if like just because San Francisco Unified um incorrectly interpreted the results on those studies please don't follow their lead uh and and follow this misguided um interpretation either believe the study and put everyone into accelerated math program um so that they can be on track to be in Algebra 1 in 8th grade or find a different study and find
418um and and make sure we're making a decision that actually is is supported by the facts behind it that's not what it says thank you James next we have Nick after Nick will be Raina Nick hello um first I'm an all-in Public School parent my wife and I both are my mom was a teacher for 40 years in the public schools my grandmother for 25 I'm also a math nerd I have an undergraduate degree in it and most of my masters was in applied math um 8th grade algebra at the title one school I went to was really the first math class I loved and it was a major major factor in putting me on the path to being the person I am today a few points of fact I think um based upon the
419presentation we saw and the discussion so far so first from an equity perspective the US Department of Education has reports on their website um that you will find if you Google is eth grade algebra a good idea um that state that from an equity perspective access to and enrollment in eth grade algebra is one of the most important things that schools can be doing um secondly the presentation implies that we are doing away with algebra in 8th grade I heard from David chamblas that that not true we're not doing away with algebra and eighth grade we're talking about changing sixth but not the path to algebra and eth that's critically important for any getting input from parents or from other stakeholders I think you need to answer that question third um I'm a parent of
420a fifth grader headed to barell next year she's been bored in math for three years um I cringe at the thought of her continuing to sit in classes where she is not challenged and has really no personalized instruction um and fourth it sounds like the Catalyst to this proposal is the lack of testing data well that could easily be resolved by allowing families to opt in to compacted math um that's how it it was done for many years in many districts and it would probably work for us as well thank you thank you Nick next we have Rena and then after Raina will be Diana Raina yeah hi um people have already spoken really well about um you know all the reasons that compacted math is important for the kids um so I'm going to
421take a different approach and I just got to say to the district this whole I um new plan just to me really smacks of opportunism um you know those of us who have been around know that you tried to get rid of compact math on many occasions and now when we supposedly have so much on our plates to do this is the best time to suddenly make this huge change without having any parental engagement beforehand um I I you know throughout this entire pandemic we have heard we come to these meetings and we keep being told by the the district have patience have patience have patience have patience it's hard have patience and now you want to just ramp this through like here it is on the agenda and then you're going to vote on
422it next week I I don't honestly do not believe your reasonings for this change and that is um unfortunate so I hope that um I hope that the board will look at this very very closely and also think about why this is such a priority right now we've had a pandemic year we've had learning loss and everything and so as the solution we're just goingon to throw out the math a math program I it just doesn't really make sense to me thank you thank you Rea next we have Diana then after Diana will be rashit Diana hi my name's Kim and uh I have a stu eighth grade son uh and a fifth grade daughter that's in the gate program I Echo a lot of the sentiments of the 20 plus parents that spoke before
423me in opposition to compact math being eliminated I want to give you a different perspective so my son is an eighth grade last week we had to register him for classes um at SEL High School he did not make it into compact math and so and he has expressed interest in becoming an engineer in talking to College counselors friends of kids with Engineers engineering major you have to have algebra as your senior year I was disappointed to see that he is going to start algebra in as his freshman year he then has to take the summer school geometry which he has to be invited it to should he get an A he has to get an A in Algebra 1 at samon high school or and he also has a score a certain score on
424the standardized test that's a lot of pressure on the kid are you basically saying that if he cannot because of this because of this he did not make it in compact math or he's starting with algebra that he cannot become an engineer in in college because or can't apply to be an engineering College because he did not finish algebra uh in eighth grade um and so I faced with the Dilemma of do I pay $66,000 for private school for him to take algebra starting now to complete by August six but as a solo parent that's really expensive for me to to consider and so you know essentially I have to trust that he will be able to meet the path in high school and the pressures then put on the high school to ensure that
425he's able to get to calculus his senior year now I'm interested in this topic because my daugh daughter is a fifth grade in gate and I didn't think that I would have to go to this because she is talented in math as well um as those as spoke earlier and her goal in life is to be to start a panda lab and is in stem and is going to be attending bayai and so you know and at this point I'm concerned that if she does not take algebra in sixth grade or in or by eighth grade she will not be able to achieve that goal as well and that I encourage you to ensure that at least make algebra eligible for those in eth grade thank you Diana next we have rashit and then after
426rash will be Lisa rash um hi there thanks all for being there at this really late hour or early morning um on my way to work this morning I heard the FED chairman uh Jerome Powell on NPR speaking of racial inequality within the feds apparently of the 4 17 economists at the board in Washington only two are black he spoke of his frustrations in recruiting a more diverse staff of economists his efforts include going to historically black and Latino colleges and universities and encouraging students to study maths and economics now this is obviously not just the feds we can probably pick any industry in the United States where higher education is needed and this would be a true true representation unfortunately education opens many doors the top- down approach of looking at test results to
427determine curriculum versus adopting a bottom up more nurturing approach looking at what advances in science tell us about how the human brain learns does not serve our students well you guys to coach Barbara Oakley Dr Barbara Oakley who is a research scientist out of UC Center Barbara and she's the author of a mind for numbers as well as learning how to learn amazing books I highly recommend reading them um she talks about how learning happens in layers in major layers you introduce a topic and a concept and you build on it year after year you do not introduce everything in one big dump please think about holding the bar just high enough and scaffold our students right where they are use the resources and the money that you have and this amazing community that is
428here to support our public schools and call out the parents will come and teach like Dr Rich R you know he conducted the math classes for the students out of the goodness of his heart and just to kind of support the students thanks all for your time please do consider this and think about it as you plan your curriculum and continue to support the district thanks board members thank you rash next we have Lisa then after Lisa will be Marcela Lisa hi I have a seventh grader who is in compact at math at Bayside and I am very very disturbed at this conversation that you want to take away grade six compact at math um this year you took away geometry without letting anyone know and we all had to accept that we don't agree
429it but it is what it is and now you want to take this away and in the presentation Amy had said that math does not need to be rushed you don't need to rush it starting in grade six and then David had said okay we won't do that but let's rush it in grade seven so we can keep compact math and have these kids take algebra and grade eight the two of them are not aligning up it's inconsistent information we need to know exactly what you want to do because we should not take away compact math um the middle schools do not give give chances for kids to excel no other class except for math is differentiated you cannot take it away from these kids this is their one option their one Outlet to excel
430thank you thank you Lisa next we have Marcela go ahead hi thank you um I just wanted to ask the board I know I know this some of these comments have already been made but to recognize the importance of elevating all students um trusty Coro mentioned her excitement at supporting all students and I agree uh I do worry about what this might look like heading into a pandemic year and and obviously the I the math tosas have thought about this a lot more uh but I do know that a rising tide lifts all boats and I am in strong favor of supporting all of our students I see this issue as potentially being pragmatic in relating to the current board policy in meth which requires assessment for placement I'd like to recommend that removing the
431requirement related to assessment be considered I think that sometimes we eliminate students based on their ability to sit in front of a piece of paper or a computer and take a test but that's not necessarily indicative of what their true skills are uh in any area including math um and just as a final recommendation I think that some of these challenges and some of the late nights that we all spend together come from uh the community feeling like there's just not enough communication not enough engagement back and forth so uh creating space to even have conversations with people who are currently in compacted math so that it doesn't feel like it's it it's just kind of coming out of the blue I know it's not you're all working so so hard you've been developing all
432of these plans but it ends up creating these really long uh board meetings um with all of these pieces so thank you for your time thank you Marcel next we have Andrew Andrew go ahead um hello yes thanks um first I want to thank everybody for um this conversations as the first full meeting I've have attended and it's been quite the adventure I really appreciate the insights um I'd like to start by saying that I'm a lifelong math professional I spent 10 years teaching and I spent another 10 years volunteering at sanato schools um and I love math um one thing I can say is that after a lifetime of math the one thing I've learned more than anything else is that communication is hard and that's a math lesson that I teach uh the
433students I volunteer every time we talk about it communicating is hard communicating with math is hard um communicating is hard um so I want to take a moment to sort of echo some of the statements that other parents have raised because I thought a lot of the parents brought up some really good points um the first thing is the presented studies um are out of date and in preliminary and I don't think we can fairly make the decision based on the presented studies I'm sure there's more studies there's better studies I found a study from the WW Madison my my um all matter that said that uh dra trck can be very successful and detracking can be a failure and it really depends on what happens when you do it um uh I look forward
434to seeing what happens in the San Francisco School District I don't know that that they have succeeded or failed yet based on what they have done um I do think that heterogeneous classes um can be successful and I think a lot of sources do suggest that's a possibility and one of the key things is that it has to elevate the students I know a couple other parents said this and I think that there's a real possible for Success if that's what happens um if we can Target something like eth algebra um for eighth grade Algebra for all I think there's a chance that a dra trct system could be a great Boon but if that's not a part of the plan then I don't think that there's a real option for it to be successful
435um and I want to follow up with some of what the other parents say we have I have two students in compactive math um I find the gating out of comp math to be counterproductive and not a uh to the students in the district so thank you very much thank you Andrew next we have Debbie Debbie go ahead hi can you hear me we can go ahead Debbie okay um if my voice is shaky it's just because I get nervous calling in um but I want to thank the trustees I appreciate all of you and the work that you do and that we're all sitting here for a million hours to to do this um I even if I don't always agree with you I do think that you're all diligently trying to do what's
436best for our kids um I have a seventh grader who's currently in compacted math and a fifth grader that we were hoping would be able to participate in compacted math if that's where he was assessed um and it's disheartening to hear that this is being proposed after being told several times this year that the pathways for math were still being researched and you know there was no hint that this was going to be taken away uh we knew that geometry was likely to be going away and have kind of come to terms with that um but like others have stated it seems that the Articles being cited are arguing not are not only for keeping compacted math but encouraging all students to be able to take it per the study all students did better if
437in more advanced math classes regardless of previous ability further looking at the math Pathways at the different high schools particularly Sano High school which is the largest or at least the largest nearby High School in our district it relies on kids to take a summer geometry class this does not seem like a way to make math more accessible to people it actually seems to be creating barriers for people uh hearing that you'll look at the pathways to get kids to algebra by eth grade was a little bit more reassuring but um honestly you know without having details about what this path is going to be and like other families on this call you know parents feel blindsided by these decisions that are being made especially when we're told throughout the year you know oh yeah
438we're we're looking at that we're we're we're going to we're still trying to figure out how we're going to um to do that um and so I'm not confident that if you take away the compacted math pathway that you're actually going to produce this pathway for us in the future because we don't get these details and we don't have the communication that can make us feel confident that these things are going to happen for our kids and it's hurting them so thank you thank you Debbie okay president chin we have no other hands for public comment okay um thank you everyone for sticking with us and providing your comments at 109 in the morning um I'm going to turn it back to staff before our board comments um David you had a um would you
439like to yes wrap things up please yeah thank you so um you know just first of all I just you know a huge appreciation to the comments and the points that were made um was carefully uh taking notes and and do appreciate this was the kind of Engagement that we wanted to to start this evening around this conversation um so just first to acknowledge that and I do um I do really hear con the concerns about communication um I I too want that to be clearer and better and of course how um how challenging is it to get to this topic at midnight um at a board meeting I mean that that is that is difficult so I I do uh acknowledge that what I'd like to propose is we've heard a lot of good
440suggestions we're we were bringing a proposal tonight for your consideration and then for for voting at the next meeting uh that was a way to to to solve a couple of challenges that we outlined to you uh the concern about uh the pandemic learning loss as well as uh the challenges of our our uh our traditional way of of giving U of assessment and giving students access to a sixth grade class we've heard some some interesting arguments or not arguments but proposals for doing that doing it differently so what I you know what I would ask is uh um would like to go forward with the having the item on the agenda for the next meeting uh give give me an opportunity to sit with staff and consider the suggestions that we heard tonight uh
441one we would want to come back and to try to be clearer um so to do that um because uh I do want to say again there was nothing in tonight's proposal that would suggest we would not continue to make algebra available uh in fact you know one of the arguments was that we could increase and make uh make access to to algebra improve access to algebra so uh the opportunity to hear the feedback and to go off with staff and and think through um what was what was proposed and and offered and come back to you uh at the 22nd with um you know with a with a follow-up uh presentation and conversation um for for your discussion at that time okay um thank you for that for that comment um I'm gonna open
442up to board member comments does anyone like to go first I'll go first um I'm G to be brief um I support sta recommendation 100% um to me this is one of those pivotal decisions that are about equity and inclusion and I'm so happy that you know all of the parents that spoke um have had a great experience for that their kids have had great experiences in compacted math um but that does not um that to me um like I'm happy about that but I I'm I'm honestly just more concerned with all of our students that are being left behind and um I don't think that you know a hetero I'm not going to get that word right right now it's like one in the morning I I think the proposal for sixth grade um
443would obviously intend and I think successfully Implement higher standards and more rigor for all of our sixth graders um it would just it would not make any sense for it to not be that way um and yeah I think this is going to be a win for our students that are struggling and for you know that includes are um you know are I think it's a like it's a huge step for equity and inclusion for you know our special needs students our English Learners um and you know I I understand and I hear the concern from parents um that really you know love compacted math but like we can't have it both ways all the time you know what I mean like this is an equity decision and um and sometimes there are trade-offs and
444you know what we've been doing has not been working for all students all of this time I'm happy that it's been working for many of the students who parents spoke but that does not mean that it's been working for all students and um we need to do things differently if we want different results and this is one of those pivotal decisions that I think our Board needs to make even if it's unpopular I know we're not voting right now but I just want to be clear about that um about yeah I just want to be clear about how I feel about this proposal and and you know how I'll be voting at our next meeting meeting thank you I'll jump in um post uh trusty Coro um and Echo many of the same sentiments um
445I I will say that um I I I I I feel disappointed um in in in our community right now in terms of comments and I also want to say that you know D I'm appreciative of of the perspective um and David I know that you share that you were going to take some of that um back to make adjustments but we are only hearing from a subset of individuals and I want to make sure that we there are many people and many groups and subgroups that we did not hear from tonight and we cannot solely make adjustments to our proposal based on hearing from one subgroup um all representative of individuals that have been a part of compacted math which is an important perspective but not the only perspective that can drive our decision-making
446and I feel disappointed because I think um you know after seeing data around disparity and inequity and subgroups not per Performing there were virtually no comments that addressed that um and concern around that and accessibility there was a call to listen to families who are in compacted math which is important but what about students who were not accepted who weren't asked or as Jenna mentioned who potentially were even discouraged where was the call like and so I think that's part of our role on the board is to speak for the individuals that didn't speak that haven't been asked to participate in this conversation absolutely a huge supporter of high expectations I think it's exceptionally important I also know a lot of the research around Algebra 1 I've worked in my day job with a couple
447of districts that um have done a lot of work to really ensure that they provide access to Algebra 1 in eth grade there's a lot of research around it being an important Gateway and predictor of high school dropout rates I absolutely think it needs to be something that we provide access to that we provide access to more kid for more kids too um that does not have to happen via track math classes and so I'm I I feel um that seems to be kind of the only what's being advocated for um from the parent perspective at least the parents we heard from tonight that doesn't need to be the only way to get there and I I so I I feel a little confused about why that seems like the only solution and it makes
448me concerned that there's a desire to keep um you know High achieving math kids separate there was you know some commentary around having behavior problems in other math classes and and that type of um thinking is is not is not the type of District that I think we're um we're hoping to um continue to build um and I think that um what else was I gonna say um yeah I I think I you know I want to see us advocating for how we best support all of our students in their in all of our math classes no no student should feel board in their math class um but we should also not see the disproportionality in our compacted math classes that we're seeing and that should raise huge red flags and alarm bells and that's
449something that we need to address um providing access to the heter you know having heterogeneous classrooms is something it's true that you can't just throw kids in a classroom and say okay now everyone's mixed and this is going to work but with proper planning and and all of the things that I know the team is thinking thinking about and doing with the high expectations with resources and support for our Educators to support a wide variety of students um it does work as a former educator it's it's something that I've done um and um and so I think that those are the conversations that I know that are happening internally I absolutely think that we need to bring our um families and Community along for that discussion that's the proposal The Proposal isn't that this is
450like a definitive decision that that's you know um this is what we're doing no ifs ANS or buts about it it's this is a recommendation for next year for sixth grade and let's engage our community absolutely that should happen um and I and I just want to end with you know the quote that came to mind as I heard a lot of the comments was when you're accustomed to privilege equality feels like oppression and I feel a little bit of that sentiment right now um I I I um having having removing essentially tracking from our school district um shouldn't feel like something is being um being taken away and what I would like to see the advocacy be is how do we ensure that every student is getting what they need in all math classes
451and that's what I'll continue to advocate for and I think what our district is pushing for and what I would like um you know to see us continue to have conversation around um I was just GNA make a comment that I think um when I think back to my own Middle School experience I think middle school math is one of those like pivotal points I think where kids start to say I'm not good at math because they didn't you know they're not in advanced math or they don't like math and so um you know it would be nice to get away from that but um what I'm thinking is I would be interested in learning more about how we strive for equity and math education um having heterogeneous groups and ensuring access for all students
452is something I can definitely support I just felt like um you know and thank you David for saying you're going to do some more engagement because I felt like there wasn't enough engagement and I don't haven't you know like dived into this enough so um if there is additional data that can be shared that would be great um I will do my own research as well but um I think more parent engagement on this topic and just making sure everybody's educated on where we're trying to go with this would be very helpful in just having more conversations I as well would like to just Echo what my fellow trustees have said in terms of I appreciate the willingness after this presentation to engage in more discussion from parents um regarding advanced math okay full disclosure
453I am a nerd you know and I wear that badge with pride um I gate student advanced math all the way through my son is the same way I know many kids that are the same way I also know that every child has a spark every person has something that just Sparks them and for some people that's drama yeah uh for some people that's literature some people that's math my concern is that we continue to ensure that we keep TR like we keep an eye out for those kids that need that spark that spark of an advanced math class um I would hate for anybody to suddenly just you know decide that they don't want to do any of their assignments because they're bored I've seen that happen um I you know maybe the term
454compacted math is you know loaded you know maybe the idea of tracking math is loaded I would just be like I said before I just am concerned that having the opportunity to have advanced math classes for those that need it and for those that want it um would get messed um just another thing that I would be curious to know too is you know we are in a very very um math and science sciencer part of the world I mean we are Silicon Valley we're the birthplace of the computer right and we have so many people who are so steeped in math and science and whatnot what sort of Partnerships what sort of you know who can we have come come alongside of us even and offer you know some of these more advanced math
455um opportunities you know just in thinking outside of the box um yeah I I think I'm going to have to agree with Marcela when she said with her comment of you know when The Tide Rises all the boats boats rise and I probably just totally butchered what she said but that was the gist of it that stuck with me is that you know part of equity is in my mind um is ensuring that everybody Rises you know we're providing the boxes you know in that diagram that we see with every one of our um study sessions you know those that need the boxes have more you know those that don't need it have less in terms of supports you know I I think as long as we make sure that's available and that goes for
456not just those that need catching up but I think it also should go for those that are accelerated and um want to want to learn more okay um thanks guys for the presentation um my only comments uh is I just like would like to see what the the other plan right the proposal itself is the heterogeneous uh grade six Math I just want to see see how it plays out um honestly seventh and eighth grade I think there's some concern that you know there's no algebra one anymore um I I feel like we need to sort of play it out have a plan so we see sort of all the years um I do understand the The public's uh concern about um the idea that we may not have compact math anymore um I'd like
457to so that's why I'd like to see how that works out um but yeah I just need some more information but overall um I really did like the presentation it honestly brought me back to high school um and um yeah I it's unfortunate that everyone had to um stick around till 1:30 in the morning to hear it so um David I hope you have enough and we'll see you next time right yes thank you yeah we're we'll have a lot to discuss I appreciate it okay great all right um we are moving on to 8.1 I think Dr o we're moving on to A1 I know uh Tish and some yeah I I hear you um so Patrick can and I I think Tish was gonna cover this one Joan I'm happy too but Peter
458are you gonna bring on board bringing her on now perfect thank you all right good morning everyone um good morning this is a very small agenda item for a very small easement that was never recorded back when the city of foster city was first contemplated as a community um a plan Community um basically there are four important points to this that I think um should put you at ease first of all the easement is very small and it doesn't impact any of the beach park school facilities secondly the costs of recording the easement doing the title search all of the other costs associated with that will be paid for by the homeowners association thirdly um although perhaps not needed we did provide in the easement agreement for two places where the board could re reconsider
459once after one year and once after 10 years and then lastly and very importantly this easement can only be used for maintenance of the pipe and there has to be early notification Advanced notification except in the case of a a emergency and then the notification needs to occur within 48 hours so I'd be happy to answer any questions great thank you Tish any clarifying questions no no no great uh public comments please Peter anybody who's public comment on this item please use the raise your hand functionality within Zoom now okay president chin no hands for public comment great thank you uh bringing back to board I'm closing public comment um or discussion or a motion which is what we really need um we can talk too but it's one thing anybody want to make a
460motion go for it I'll make a motion oh sorry go ahead I motion to approve this agenda item second great thank you trusty Coro for the first and trusty Pro for the second roll call vote trusty Coro yes trusty Proctor yes trusty Warren yes and I will vote Yes as well okay moving on to 8.2 yes good morning Paul fam from uh Siobhan and Associates uh our auditor your auditor uh is here tonight and he and I can answer any question might have we presented to you the audit of financial stats for fiscal year 1920 and Paul's going to briefly share with you the results so Peter you bring Paul forward thank you Patrick and thank you Trustees for inviting me out uh for the sake of time I will get right to the results
461of the audit and then go into questions if you guys have any since you guys all have a copy of the audit report uh so our the results of our audit as far as the financial statements are concerned and the opinions we issued they were unmodified opinions so that's a good thing uh the financial statements themselves uh we Pine that they were fairly presented in all material respects uh with respect to internal controls over financial reporting and on compliance our audit did identify a significant deficiency in control internal controls over financial reporting that we did not considered to be material weakness uh this finding was in relation to the district's Capital assets and our recommendation uh for the district was to perform a capital asset inventory and valuation which I believe Patrick and his team
462have already began that process uh our tests uh disclose no instances of non-compliance or other matters that required uh to be reported under governmental auditing standards and as far as uh uh compliance wise the district complied in a material respects uh to the compliance requirements of State programs so with that I'll take any questions you might have great sorry Patrick were you about to say something no I was just say say just to really quickly follow on Paul the the issue that Paul had identified his team identified data back to 1819 and carried over into 1920 we've already taken steps to remedy that and the financial statements for the current fiscal year will have that issue remedied it's really it's it's a depreciation numeric issue um and so we we've got it under control be
463resolved fantastic thank you any clarifying questions from the board shaking note doesn't sound like it uh public M please Peter okay anybody wishing to make public comment on this agenda item please use the raise your hand functionality within Zoom now okay president chin we have no hands for public comment great I'm G close public comment on this item and open up to the board we do need a motion uh for um for this item a motion to approve this item thank you trusty Coro I'll second uh thank you trusty Warr roll Co vote trusty Coro yes trusty Proctor yes trusty Warren yes and I'll vote Yes as well all right um thank you thank you very much thank you uh next item I forget if we were doing the budget assumption so no we're not
464doing budget so we're now um with Sue Weezer on item 91 fantastic thank you good morning um for Education Code 45114 the governing board may lay off classified employees for lack of work or lack of funds and in order to meet our statutory timeline we need to provide um notice at least 60 days prior to the effective day of the layoff so um as we've done each year we have um several positions that we are placing on the layoff resolution for various reasons for example some of the positions are funded by PTA um and the PTA has not finalized their budget yet this year and so in case they're not able to fund the positions they are on U the list for layoff um there are some um services that that have not been assigned
465yet um because schools are still in the process of GA gathering stakeholder Eng engagement trying to figure out um how they will use their funds um in other cases um the reductions are due to anticipated decreases in student enrollment um so we want to make sure that the district is not overstaffed for the following year um and therefore these positions have been identified for layoff I do want the board to know that um as we do every year um we do our very very best um to offer vacant positions to all of our laid-off employees and we've been very successful in doing that um we do have um several pair educator positions that we would be able to offer the other thing that we're doing is as um people resign or retire midye we are
466in anticipation of of possible layoffs offering positions to current employees so um I uh respectfully um recommend that the Board of Trustees approve the resolution 27 2021 to reduce classified services and the corresponding FTE of 6.54 classified employees thank you soon any clarifying questions no all right public comment please Peter there's any attendees that would like to make public comment on this particular item um the reduction of classified services please use the raise your hand functionality within Zoom now okay president chin we have no hands for public comment great thank you I will close public comment on this item and open up for board discussion or a motion and or motion I motion to approve this item thank you trusty Coro one second thank you trusty Proctor um R trusty Coro yes trusty Proctor yes
467trusty Warren sorry I couldn't find the unmute button um yes and I'll vote Yes as well all right fantastic we are rolling we already did 9.2 we are on to number 10 board member statements and requests for future agenda items does anybody have anything you want to go you want to say something something go for it I do okay go go trusty Coro so I know we've um I know this um has been brought up before but um I do just want to say that um like if if I I can't keep doing these like super super long meetings like I cannot um so we need to figure something out because um I know other boards have other ways you know still allowing the community to provide public comment and have things in the record
468um but this is you know I'm exhausted um and I I I want our community to feel heard and I think we you know we have to um do things a little differently um but it's not typical for boards to have meetings this long long to have um you know that many this many hours of like public comment on such a frequent basis and um my concern is that like um they're just we just have to do things differently um I'm not just speaking speaking for myself I'm speaking for our staff for our community like you know it's not good for any of us to be up this late when you know we have kids we have families we have work we have um yeah so um yeah I want to just raise that again
469publicly um and yeah that's I don't yeah I don't I'm done I'm I'm tired I'm exhausted and that is something that is in your board governance handbook to discuss so we'll put it on the next meeting so that we can discuss ways to um manage the time we just didn't get to it tonight any other trusty Warren I think you were about to say something yeah yeah I was um i' still like um to know more about how our special education students have have um managed over the last year I think we got a glimpse of it for sixth seventh and eth grade math over the last year I'd just like to see that um in more detail and across more grades and across more subjects thank you tressy Proctor anything no okay yeah I
470we're just gonna make a statement um but Dr RIS uh you kind of beat me to it we did have uh at our governance handbook um or our Governor's meeting was it a few Saturdays ago uh we did talk about our board policy about um 20 minute U public comments per item um that was part of our handbook um that we would have voted on tonight um but it we never got to it so um we'll have to postpone that till the next meeting um so I one board statement I just want to thank everybody for staying in there um I know that tonight was a crazy meeting and the long meeting um but I know that we had made some really big decisions tonight and so I want to thank everybody um the community
471the staff and uh teachers and you know everybody um for doing um all the hard work and uh staying up with us um I one request for future agenda item I was contacted by our labor Council or the stt County labor Council um they did want to reach out to us to talk about a possible project labor agreement um and I know that uh that is something to be discussed but I don't know the ins and outs of it and what would impact to us and so at some point at some point in the future not now um at some point um I'd like to have some sort of agenda item for us to at least discuss um what are the what is the ins and outs of a project labor agreement and how does
472it affect us either positively or negatively and then um yeah um okay so that's it uh future meeting dates I believe beat you to the punch Dr R they're they're listed there so list yes thank you and with that we come to adjournment um does anyone want to make a motion come on trusty Coro you know you want to do this last one I have motion to adjourn our meeting yes do we have a second second thank you trusty Proctor uh roll call vote trusty Coro yes trusty Proctor yes trusty Warren yes and I will vote Yes as well um good night everybody oh we uh just to make the public statement we are not uh recessing back to close session tonight as it is too late in the hour or early morning um so
473um just to go on record we're not going back to close session okay thank you guys we're jour