001We now reconvene to open session at 6:20 p.m. There is no report out on the close session. No report on the close session. Um, we're now going to do the call to order and the flag salute. I pledge algiance to the flag of the United States of America and to the republic for it stands nation. >> Okay. The next item on the agenda is the approval of the agenda and the consent agenda. >> Do I motion? >> Yeah, >> President C. There's been no no changes. Recommend approval of the agenda and consent agenda. >> Okay. Um, bear with me everybody. It's my first second action. Um, so with that said, do I hear do I do I do I have a mic? Do I have a motion to approve the agenda and consent agenda? >>
002So moved. >> Do I have a second? >> Second. >> The approval has been. >> All in favor? >> I the agenda and consent agenda has been approved. Next, speakers wishing to address the board on non-aggenda items. The wait what can I read? What? The board appreciates and supports stakeholder input at our meetings. Engagement by members of the public in civic matters is a cornerstone of our democracy. The board has established guidelines for these meetings so that we can conduct them effectively and efficiently. Uh at this time u Miss Ellinger are there any members that wish to address the board on non-aggenda items? >> Yes, President C. We have one. Lisa Fehee from BRSFA. >> Okay, great. Um >> Lisa, just to let you know, public comments are are limited to three minutes per person
003per topic. >> Good to see you guys. Good evening. Um I want to acknowledge all the information you guys have in front of you um and the decision you're going to be making and how I know you guys are going to give it thoughtful consideration for our students and staff and BRSFA, you know, is with you guys on this. Um, I'd like to move into our clothes and grows as normal, which we've been doing for over a year now. Um, for our glows, we've seen an increase in substitute coverages on our campuses, and it's made a meaningful difference. Um, when we're short staffed, classes used to be split up, students were spread out, made it difficult both for students and teachers to go about our daily lives. Um, but so seeing fewer of these situations
004because substitutes are available really has been a relief and we truly appreciate the support in that. Another glow that we have is the increased presence of our board members on our campuses and at school events, not just the brown bag lunches. Teachers generally value seeing you guys in our classrooms at activities and engaging in our community. It means a great deal to know that you are witnessing what we do firsthand every single day. Uh we also appreciate those of you that are joining the Sandpiper teachers for to visit another school I think up in Windsor in like the upcoming weeks um to continue that profile of a learner. um this kind of partnership and and visibility really does matter um for our grows. We've talked about this a few times about noticing across school that
005our schools can feel very different and very apart in so many ways and what we need is different at every single school. Um and those differences should be honored and they are. But at sometimes we'd like to see stronger alignment across those schools so there's more consistency and clarity for staff and students. One area where alignment could be especially helpful is in um planning of like school um courses. So where what the courses, what the programs are, what expectations are being decided on before the school year begins and not being changed last minute. This can be last minute changes can be increase significant stress for teachers who are suddenly asked to teach maybe a new subject or develop a new course. Uh this happens more at rston than other places. It can also occur when
006new curriculum or programs are introduced at the very beginning of the school year with little to no information where we're then trained throughout the school year can sometimes be a stressor for us. Not sometimes, I'm going to say it is. Um, so with that in mind, I actually began looking at board policy. We're um, which there is a lot of board policy. Um, so but I noticed that some of the policies when I was browsing through the dates had not been updated in over 10 years, which may seem may be fine since they may still be serving us. But it was some food for thought as I was revisiting these policies about directly impacting our district right now, particularly those related to the course of study at the elementary and the secondary levels, which I
007believe is 6143, if I'm correct. Um, as well as curriculum development. um as we move into this math adoption and looking ahead of ELA adoption coming in the upcoming years, reviewing and adopting these policies may help ensure and like bringing those policies maybe to the forefront because I don't think a lot of people are sitting there going through it. So, thank you for your time. >> Those are all the comments. I just want to add another announcement that we will have translation today available with Armando in the backto and um we'll we'll announce it again later on as well. Yes, translation in Spanish. Okay. >> So, now we're on to the board of trustees report. Would anyone like to uh to go first? >> I will go first. Um, this month has obviously been a
008busy one. I think I think my time has been put into kind of reading feedback and and and and u thinking about the district and also it's January. Just appreciating our staff, faculty, administrators at schools start again. Um, I appreciate that deeply. Um, continue my practice of bringing up just kind of cultural things coming up. MLK day is next week and it's just I want to say it's a really important day for education actually, not just black people or black history month, but he had very strong opinions on the power of education and what it is and I think that's something that's important for this month and the rest of the school year. I seed my time. Um, usually I go first, but I didn't have very much, so thank you for taking that on.
009Um, I just, um, right, so not a lot from me. I did, um, want to apologize for not being at the meeting on January 8th. Um, but I did take the time to review. I watched the entire thing, the whole two and a half hours, maybe two hours and 35 minutes. I listen to all the comments and just want to let everyone know that I appreciate everybody who came to give their thoughts and that we are really taking all those comments to heart. So, thank you. Um I just wanted to say um this last month we were a President CS and I were able to go to the curriculum is it like a fair showcase that was being held um within the here the county office and I just really appreciate the amount of thought
010and dedication that our teachers put forth in really critically looking through this math adoption process that's going to be happening um this year and kudos to you guys for all that hard work. It is not easy sitting through all of those presentations is really hard. So, thank you very much for that. And also, >> [sighs and gasps] >> um it's been a hard couple of weeks. It really has. and just listening to everyone. It, as Crusty Deng said, we are seriously taking everything you guys are saying to heart and looking through every single piece of information that we're getting. So, keep that feedback coming. We appreciate it. And that's it. >> I Yeah, I would just like to to to echo um and thank everyone for their time, perspective, and engagement. Um, that's exactly what
011was the purpose of c of having these extra special sessions to be able to hear the community and we appreciate that as we deliberate further going in this next month. And I do want to echo that very impressive the math adoption curriculum that um, Trusty Tang and I attended. Um great committee. Um very great to hear the the different perspectives in the working session by the math teachers uh representing all different grades and then certainly going to the the publishers u symposium and hearing um select uh presentations and and just the variety but also what the the emphasis in. So um I look forward to how that continues to evolve as we work through it. But certainly uh the early stages have been very impressive and so I thank everyone for their time and involvement.
012Um I know it's a it's a larger process. So with that uh we turn it over to the So I'm sorry, April, I shouldn't have gone through. >> No worries. Um so yes, just to echo um my fellow trustees comments about how much we appreciate the public's engagement and um your thoughtfulness and your interest. We really appreciate that. Um we are uh going to continue to listen to the feedback over the next few weeks and um thank you. Thank you for engaging with us. Um I did want to um also mention a on another on a different topic um that for school force uh reading power is uh getting ready which uh president CS in his volunteer capacity helps out with as well. Um, so just wanted to uh thank all the parents and staff
013for supporting reading power and uh encourage everybody and all the students to get their uh what what my child tells me it's the TBR the to be read list or the to be read stack. Get your get your TBR ready. Thank you. >> Great. Um so with that we we move on to the superintendent report. >> Great. Good evening trustees. Uh I'll just echo um uh what trustee Northrup shared uh reading power. Uh and by the way the superintendent's going to be reading a really cool book on Ancel Adams. I think that's coming out here shortly. Um it's a lot of fun. We encourage our our kiddos to uh embrace uh their love of learning uh while doing a little fundraising alongside of it. uh school force is a huge supporter of our district and
014ensures that the programs and people that our kids need uh to be successful are here. So really grateful to school force um encourage everybody to participate in uh reading power and participate in the readathon. Um the second piece I just want to just a moment of reflection. Um as a superintendent it's really um challenging um when I have to bring things to the board that are so difficult and weigh so heavily um on the district. Uh it's my responsibility to look out for us long term um and bring to the board uh things that I see that could impact our long term. Uh, and in this case, it's it's looking at our middle schools and how we uh serve our middle school students as well as utilize our dollars uh to support programs um across
015the district. So, I I I bring this up because I'm very grateful for our community uh for engaging uh with us in a thoughtful um way uh sharing um all the strengths that are are a part of our schools. Um, I'm really grateful to our board uh for listening um uh thoughtfully um and really taking time to deliberate about what the appropriate course is moving forward. So, uh it is it is a challenging decision. Um it keeps us all up at night. Uh and I'm just uh grateful that the community is engaging in um a really respectful dialogue. >> Thank you, Superintendent Aguara. Um, the next on the agenda is our school spotlight, which is always a shining moment for us to be able to um celebrate and and learn about the the new initiatives,
016practices, and just special occurrences that are making our schools so amazing. So, with that, I would love to proudly welcome Principal Walters and the staff to um talk about Cypriyani Elementary School. Are you you can move the slide. Yeah. Thanks. Uh good evening, board of trustees, uh Mr. Duara, district leadership, uh the BRSSD community, and uh the wonderful Cypriani staff. Uh I'm Sheila Walters, principal of Cypriani Elementary. Our theme this year was ride the wave or is ride the wave. So it's all about that aloha spirit spirit endless summer tropical breezes uh all good vibes at Cypriani this year and you'll hear some references in my presentation today. So I will be uh focusing on the uh area of our strategic plan foster belonging and inclusion this evening. And I will be highlighting three uh
017practices and actions in that area. And they are discovering student strengths, student initiated clubs, and student leadership and increasing our tier 2 MTSS intensive supports. These are all uh datadriven actions um and of course in collaboration with our staff input. So first discovering students strengths. Um we looked at our student survey uh youth truth data from last February and um even though Supriani's uh strong area was uh core survey area was belonging the weakest uh question in that area was this one. Do you feel like an important part of your school? And we re uh obtained a positively uh average of 70%. We feel we can do better in that area. And um last fall you might have heard from uh principal Higgins uh about the scaling student success group. I'm part of that group
018in the second year and I had the opportunity to visit schools down in Vista Unified uh again last uh February and a a small team of myself and a teacher from Cypriani went and join uh joined the uh school visit at leadership academy the elementary school that was open to us that that day. So the first two um areas that I'll talk about I gleaned uh we gleaned some uh uh expertise from that school and we wanted to replicate it at Cypriyani but in on our own way and that is our partnership with Thrively. Thrively is a personalized strength-based learning platform for all students that really helps them discover their strengths, their in uh interests and possible career paths. And not only do we want students to discover their strengths, we want to elevate those
019strengths and celebrate them each and every day. So a question we ask our students and ourselves actually at Zriani, listen carefully, what's strong with you? And the motto of Thrively is every child has a genius and deserves to thrive. So we're trying to live this every day at Cypriyani. And I'll be sharing with you some of the steps we're doing in that area. So the first thing students do is they take a strength assessment. And this is done uh online individually with our grade three through five students. Uh but it's in partnership with our parents for our TK through grade two students at home. And I just uh presented to you one of a sample questions that are on the assessment there um at the top just to give you a little insight to that.
020When the students complete the strength assessment, they get a strength profile. And this is just a snapshot of the the stated uh uh reflection of that student's uh profile and along with some of their top strengths. Below that is more narrative, a paragraph that uh instructs students of what their strengths are all about. And then what we did was uh and this was highly recommended by by our team from Thrively is to uh produce and our stu our teachers uh printed these out so parents could have them at our parent teacher conferences and those were called the student strength certificate. So this was shared um at the student led conferences for upper graders and with parents um at the teacher um parent conferences where again parents can have this document that focuses on their students
021strengths and highlight that and support those at home. So it lists them and then it goes into a narrative about each of their strengths and then we further celebrate and share those strengths at our Thursday morning meetings. Um currently we're uh this morning in fact we had our third graders present. So again, student volunteers from each class sharing their strengths, interests and possible career paths with the whole school. Uh we also you can also as a classroom teacher and we have these posted um around the bulletin boards in school and inside the classrooms they can get a classroom uh what's it called? A classroom representation like a summary of what all the the top strengths are for their classroom. And then um the bottom picture there is what his teacher did was she highlighted all
022the strengths and put the students names under each of those strengths. So students can see what commonalities they have with their classmates. Again, publicizing, celebrating, elevating that so all students are in the know. Um actually backing up what we did as a staff this past actually the um the 24 25 school year, the teachers took the strength survey. So at the top there you see our common st um strengths, our top strengths. At the bottom you see the entire uh entirety of our student strengths at Cypriyani. And you can see we have some commonalities which are pretty close which was pretty interesting. And then when I'm here um representing Criyani, I always want to bring other voices into the mix. So um I wanted I got some quotes from teachers of what Thrively really means
023to them. So I'll just read those. uh from a third grade teacher. I enjoy how Thrively connects my students strengths and interests with possible jobs they can pursue in the future. This allows students to be exposed to different careers other than well-known ones such as doctor, lawyer, teacher, and also from a fifth grade teacher. Thrively has empowered my students to understand who they are as learners. When students know their strengths, they take greater ownership of their learning, speak more confidently at conferences, and set more meaningful personal goals. It has helped shift our classroom from doing school to truly knowing ourselves as learners. Very powerful. And then um in conjunction with our theme, we really wanted to publicize and have our students engage in a schoolwide activity to um heighten their strengths and share their affirmations.
024And this comes from the work of our school pride committee. Um you have examples of our little hoola dancers there on surfboards. Uh, and those are from grade two and they have affirmations such as I am brave, a good friend, smart, unique, nice, a good student. And then our upper graders chose to represent their strengths from their assessments on surfboards and on tiki masks. And then you have some uh listed there from our fourth grade, some of our fourth grade students. Moving on to our next practice and action which is student initiated clubs and increasing student leadership at Cypriani. Again we looked at our youth truth student survey and in the area of engagement um this was an area that we thought we could improve as well. Uh we got a 78% positively about the
025question do you like going to school and once again I obtained this information as an example from our visit down south in Vista. So we have students initiate clubs on their own and the first step at Cypriyani is they need to uh complete a club proposal and they need to turn that into me. Um they can do this jointly with a team of uh students, pairs or um just a single student and they need to answer things like you know what is the club about, when will it meet, um who's your target target membership, how will you recruit members, uh what supplies and materials might you need? They need to propose a staff advisor uh which is necessary for all clubs and they need to get a parent signature and then the students uh present
026that particular uh proposal to myself and we have a little meeting. I need to make any clarifications. Sometimes I need to put boundaries like you know really don't have the money to do that but you know that type of thing. Um you can dream um but uh so and then we put it into motion and we we schedule the meetings and it um it moves on from there. So I'll be sharing with you some of the clubs that are happening right now at Cypriyani. First we have our garden club and this is the very first club that we had. Um students really took it upon themselves to commandeer a very sad dirt area of our playground and um now it's looking much more beautiful. Um they have shrubbery there, they have succulents, they have herbs.
027Um we were so um excited to obtain the school force innovation grant this year and so we have lots of more tools. We're going to buy more PL plants and um they're super excited and it's a a really um enjoyable club. And next we have our student uh newsletter, our Cyprani uh newsletter. And there's the team there. Um they are a team of uh editors, assistant editors, reporters, junior reporters, uh comic artists and uh they supply a digital uh newsletter to our staff which they share with their students either bimonthly or monthly. And um in inside is things such as interviews with new staff members, uh reports on happenings at school, assemblies. Um, students can submit jokes and drawings to be presented in the uh in the newsletter. We also have an art club for
028students that like to express themselves using their creativity in different mediums. Uh, that meets once a week. And um you'll see some problem solvers here at Cypriyani in the next couple of clubs or few clubs. Um, some fifth grade students came to me pretty pretty early in the year and noticed that some of our uh, new students, even some of our current students, didn't have a lot of friends. They weren't really playing at lunchtime. And so they decided to create the buddy club where they as upper grade students have structured games in a conedoff area of our blacktop where they can assist our younger students in playing an an organized game get to know one another, know about rules, and they also have um established a conflict corner in case there's any issues that happen
029during those particular games. Um, next, and this came from a third grader, she uh wanted to create a music fun uh club, and she did so. And that's a little section of her little um advertisement poster that she had around campus. So, I wanted to represent that. Uh that in that club, they uh were doing karaoke this particular day. They also work with rhythm instruments that replicate what they're learning in elementary music with boomhackers and rhythm sticks. Um but they're doing it their own way which is really cool. That meets um every other week. Um backing up the buddy club also meets every other week uh during lunch. And then I talked to this group with Mr. Duoire. This is not an official club. Okay, this last one. But these again, these are third graders
030that came to me and said, "Miss Walters, there's some first and second graders that aren't following the rules on the slides on our play structure. Um what can we do about it?" I said, 'Well, you know, we kind of put our heads together and they came up with this idea. So, they are our slide security and uh they pair up, one at the bottom of the slide, one at the top of each of our slides. We have like four slides and uh they monitor students, make sure they go one at a time on their bottom, down the slide, not up the slide, etc. Uh they take this very seriously. Um they take wearing their vest very seriously. They love the vests. and just uh contribute some student voices in this area. Uh this is from
031um Zoe who's our president of the gardening club. As the president of the gardening club, I feel it's just incredible to lead this awesome team of hardworking gardeners. Once we're done, the garden will benefit so many people. Plants have this sort of way to connect people and I feel like even though once we all go to middle school, the garden will still be able to weave all these bonds with different people. That's what all of our members are aiming for. And then from our editor-inchief of our newsletter, when I'm working with my news team, we all do our parts in a timely fashion. If we make mistakes, it's okay. There is always next time. I love the news team we have built and I hope it carries on for years. So, they really want these
032to sustain and uh and grow. Uh next uh and lastly is our MTSS tier 2 targeted supports. These are intensive supports um that we found that students need based on our MTSN MTSS team meetings which is the first step in that process and our SST process in coordination with our teachers and our parents. Um we start off with a kei convo with kei meaning children in Hawaii Hawaiian and um we found that there are groups of students that really needed outside of the classroom interventions um that are targeted intensive and short term. We also looked at our uh sabers data and saw some commonalities and that pointed us in the right direction. So some of our uh groups are as as follows. Um our we have an executive functioning group and that team of students
033um works with our school psychologists and our school counselor on uh task initiations. They're working with what u learning style do I have to help them. They're working with organization, time management, etc. So they can uh be better learners classroom. And I found that this really relates to the student agency piece that we're all learning about in the disengaged teen which is our um our our our book that we're reading as a school district. We also have a friendship girl empowerment group and that's really focused on uh lessening the drama around um some things that are happening with with girls and um elevating themselves as uh as leaders. What do they contribute? what qualities do they have and how can they positively enact those qualities at school each and every day. And next we have
034our OLO surf club. Oleo is speech in Hawaiian and this is run by our um SLP and she is working with students that um have uh challenges in articulation, receptive and expresses language and they need that outside uh of the classroom support so they can obtain uh mastery in the standards and access the curriculum. We have a math master's uh afterchool intervention class. This is run by one of our third grade teachers. They're focusing on grades one, two, and three. And really focusing on knowing numbers, number sense, addition, and subtraction again so they can uh gain uh standardsbased grade level success and they can um thrive in mathematics. And lastly, we have a kinder English learner group. These are students, a cohort of kinders um that we have that whose language is not whose first
035language is not English. and they have a pull out program which probably is going to be um a little longer so we can just make sure they're really uh prepared for first grade. They work with letter and number recognition and of course oral language in intense fashion in a small group setting. Okay, one second. I realized that with Thrively I have a bulletin an announcement to make. So I want to go back. I I skipped over that. So, point of privilege and my staff doesn't know this, but uh the our Thrively success manager let me know just this le next last Tuesday that Cypriani has earned a recognition in the Thrively community. So, let me read her um her accommodation to us. After reviewing your Thrively data, your campus is officially a pro- leaderboard school.
036The work happening across your school is powerful, intentional, and truly worth celebrating. Your teachers and leaders are not only engaging with Thrively, they are modeling what it looks like to build a culture where every child has genius genius and they deserve to thrive. Your campus is rising to the top of the pro leaderboard which highlights teams who create meaningful strength-c centered learning experiences through playlists, reflections, feedback, portfolios, and ongoing student engagement. This achievement represents much more than just the platform activity. It shows that your entire team will believe in the heart of Thrively. You are creating joyful, hopeful classrooms where students hear the message, what's strong with you every day. Your leadership is setting the tone and your staff is living it in out in ways that make a true difference for students. Congratulations again
037on this incredible accomplishment. I am grateful for the partnership and um excited to continue support supporting sorry your commitment to strength-based learning. So we are nationally recognized as a drively school. Thank you. Congratulations. Yeah, thank you for that. And in closing, um it's all about the people. It's all about Ohana, our family, our staff and teachers that make all of these practices and and actions and even more of course possible. So because of them, because of these meaningful adults in students lives each and every day, our students thrive. They expand their leadership skills and they prov they are provided the support they need to meet their needs every day. Mahalo and thank you. So at this time I'll open it up to the board for any questions for Principal Walters. >> Hi, thank you so
038much for um for that presentation. It was fantastic and I I really appreciate the Thrively uh system that you guys have put in place. I know in the corporate world we use things like strength finders all the time to kind of figure out what you're doing and working with children a lot in just scouting their I think it's so important for them to be able to find something that they can say this is what I'm good at you know especially in this time when they're learning confidence in themselves like having that validated through a third party no matter who it is right saying you are good at this you are good at that and having that to cling to something when they're feeling down on themselves It's just so powerful. So, I just wanted to
039acknowledge that. Um, I did have a question. You had mentioned that they um had an opportunity to talk about what's strong with themselves in a public environment. How are those [clears throat] students selected >> to >> Oh, they're just volunteers. We're just going through the grade levels. We started with fifth grade, fourth grade, and u today was third grade. And it's just students that feel brave enough to speak to almost the entire school and get up there and be vulnerable. but um shine, right? And share them share something about themselves. >> Awesome. >> Yeah. And they're doing it in small groups in their classrooms as well. I've seen that. >> That's that's so great. Thanks. >> Um and one last question. Sorry, it's kind of a What's wrong with you? >> Oh, um wow, I
040haven't memorized my strengths. Um but I I do know some of them. Worldly, flexible, compassionate, and drive. Those were some of mine. maybe four or five. Um, oh, and communication. No, just saying. No, I'm just kidding. >> Um, I do want to mention though, um, Thrively, um, not only has the strength-based, um, part, but, it also has other tools which include multiple intelligence development assessments, habits of mind, um, a hope index that really focuses on SEAL, and actually it has, um, a tool that relates to a profile of a learner. So, I'm really excited to u follow up with that and engage with the more more of the tools. >> Thank you, uh, Principal Walters, and thank you to the entire Cypriyani staff. Um, I was getting emotional during your presentation. Um, because I think
041because I'm a former Cypriani parent and um, just realizing of course that my child is has moved on to middle school and how much I miss the Cypriani staff and the culture and the activities. And thank you to again uh, Mrs. Walter, Miss Walters and the staff and teachers for everything you're doing. Um, echoing um, Trusty Tang, I really love the strengths based approach and thank you for everything you're doing. >> Thank you. >> Anybody else? >> Thank you. I didn't have any questions, but I just wanted to kind of echo what Trusty Northrup said. I was also getting emotional. Um, and I'm not a Cypriyani period, but I feel I was going to my comment was going to be like, "Wow, every time we do a school spotlight, I just fi I find them
042so emotional and I really appreciate that." And it just goes to show what great staff we have at all of our school sites. So, thank you for all of your hard work. I think it's really amazing and so cool that the kids have this this strengths um tool. And I think it will be cool for them to to be able to take that kind of several times possibly to see how things can change as they grow. Um, which is something I've done personally with like a StrengthFinders and I just actually my brother and I like um compare. Um, but anyway, it's like a fun thing that we do together. So anyway, that's all. Thank you so much. >> Welcome. >> We got a few questions. Um, thank you. Uh, that shirt's dope. That's phenomenal shirt.
043Thank you very much. >> Um, on one of your early slides, uh, you said it pretty clearly like you that 70% you weren't happy with and you wanted to do better, but do you have a theory of why it's 70%. >> I don't know, but I can tell you, um, if I look I looked at the breakdown of the grade level data >> and we have higher percentages at fifth grade, not and then it goes lower in fourth grade and lower in third grade. So averaging those out um I'm not sure it's because the test they're taking that >> right >> um survey for the first time as third graders and they're not as familiar with school I I don't know but there's definitely a trend in that area. I'm not sure if other schools
044see that. Um so um focus I think focusing on our student leadership and growing those junior leaders as third and fourth graders can really help them attach to the school. >> Sweet. Um um I'm also just curious. I also get emotional only bec because one our schools are phenomenal but also so are our staff and our administrators. I think we hire well. Um so I think you're awesome. Uh engagement how do you like what's your definition of that relative to like what you want people to feel? >> Feel free to say pass if you don't want. >> Yeah that's uh you know um it's not just I let me take it down to the classroom level. >> Yeah. you know, um we know that students nodding their heads and being silent uh during a lesson
045is not true engagement. Uh they need to interact with their peers, right? Have and have those opportunities. Um they need to be ask questions and really um push themselves on higher level thinking skills and be present in the moment and be curious. I think that creates a real engaged learner. >> Sweet. >> Thank you. Um I spend a lot of u my time with with high schoolers. So, also like I like the schools spotlights just to see what the littles are up to and both are good. I don't know if they're listen Zoe Kwan like I read this thing about the gardening club and it's phenomenal. But the idea of thinking about weaving and bonds and what's left behind you at grade four, whatever you put in the water there, good job. Um, as I
046read that and I went back to the career, the thrivingly things, >> how do your kindergarters, first graders understand that, like is it translated to them? Like when it talks about creativity and goal orientation, how do they understand that? >> You know, it's really focusing um more so on affirmations like I was um like they kind of said, in fact, u my slides for PBIS to set the tone for TK kinders with our school expectations. The first thing is being a good friend. Yeah, >> that's where it starts. So, if they can just we can ingrain that and being a good friend and that encompasses all skills um that are very positive. Um I think that's if they take that away from their strengths. I think that's very positive. >> And then sorry it's not
047a lot. They're all short ones. Uh in their conflict corner thing, Ed started by saying palm is facing up. And I'm just curious what that means. >> You know, I'm not really sure because we haven't had any conflicts. So I haven't >> well played in the setup. >> Yeah. I would just give >> they I don't know they they probably borrowed that from somewhere. It looks like it's you know processed. Um but it's a it's it's a step to uh it's one of the steps to engage with each other. Um maybe just make sure hands off, right? Just hey, let's wait a second here and um let's focus on the problem and using our voices. >> Thank you. >> Yeah. >> Thank you all. Uh one I had uh two questions. Uh are all of
048these uh clubs you mentioned one was after school the math master. >> Yeah the inter yeah the math intervention >> there's a tremendous amount that you brought with the with the club. So is it all the most of them during the school day that they can >> um >> where are they finding the time I guess like how does that work? To be transparent, I'm in charge of a couple of the clubs and um the garden club and the new school newsletter. We have really quick meetings at AM recess. So that's 15 minutes. >> We get our job done. They go off, they have their assignments if they're working on the newsletter. Uh we talk about what are some things that we want to do as the club as next steps and I I check
049in with the garden club at lunchtime because that's when they're doing their gardening. Um so it's just kind of a balance, right? Um but we um we do our best to meet our deadlines and um help the clubs grow. Um so yeah, most of them meet at um in morning recess and then I touch base with them just kind of on the fly is what I call it. >> You are taking setting efficient meetings to like a whole new level. That's um Can you talk through your process? I think it's very uh inspirational and obviously and not as easy as you're making it look to take a data point and then kind of developing actionable solutions. Can you kind of take us through a little bit of that thought leadership of of how you've either
050leveraged like scaling student success or thrifty or to kind of maybe give you some, you know, inspiring examples, but how do you go from a data point to to like piloting >> some of these things? How does that develop? So, uh, the trip down south really coincided with us, um, starting to plan, uh, and and site our goals for our school plan for the next year, right? So, um, if you think back to February of this last year, 25, we were looking at our school goals for this coming year. And so, I always get feedback from my staff about what goals do we think we should um, enact and attach actions towards those goals. um we shared as a group the visitors that went down south and we thought that was a great parody um
051and an action that would u help with our uh PBIS goal. So it's getting input from the staff. It's doing research. It's you know I had Zoom meetings with Thrively just to make sure is this the right fit? Is it cost-effective? Uh things like that. What kind of support would we get? Um you know do we and yeah we I'll survey my staff and see if it's something we want to continue or not. But it's it's just finding that parody in something that we get excited about and we wanted to try it out. >> I'm glad to see the innovation grants have really helped kind of bring that out of the idea phase but into actionable. >> Yeah. >> Thank you. Um the last thing I had is is besides the cool jacket which I
052would definitely sign up for slide security. Do you do you feel like the incidents have have lowered is the rate a tolerable rate now that we can be proud of? >> Yeah. Okay. >> Yeah. Um it's a very energetic group. Um and you know something I I and I don't force them to work a shift. Okay. Uh because if they want to play because they're taken away from their play time if they a section of their play time because then the first and second graders they have a shorter they go in. >> Um but I I'm I I I I press upon them you know you don't have to work today. Um but they're excited. um they uh they they just see themselves as a little bit older than the first and second graders and
053taking upon that uh responsibility of being safe on the playground. >> Yeah. Paying it forward. Well, absolutely. >> Thank them for their dedication on on behalf of >> We'll do that. Yeah. Thank you. >> And any other we want to thank you for a great presentation. and we want to thank the staff and please keep continuing to uh inspire your children and and set a good example for for the other schools in our district. >> Thank you so much. Thanks for your support. Really appreciate it. Thanks for those kind words. >> Just really quick, I'm going to chime in and just express my appreciation for the sta to the staff of Cypriani as well as to Sheila and her leadership. Um when I think about um our strategic plan and the work that we um
054did uh a couple years back, uh it really centered around the idea of the whole child that academics were important, but so was everything else. And um you guys have done a really nice job of taking honestly a bunch of little things that can feel like another thing um and wrap it up into your work um in a really meaningful way that translates so positively to kids. So um thank you for that thoughtfulness. Thank you for embracing our profile of a learner. Thank you for uh taking care of the whole child. That's super important. Appreciate it. So, um, thank you very much. So, the next, uh, agenda item is an information item on number 12 on middle school realignment update. Um, as most of you know, the Belmont Redwood Short School District is gathering feedback
055from families, community members about possible middle school configuration options as we explore how to best structure our programs in response to declining enrollment. A realignment may include the transition from 2 KTK to8 programs to one in the coming 26 27 school year. >> Um uh Superintendent Guard, do you have a few >> hi comments to share from? >> Yes, I'm I'm assuming we do have uh some public comment but prior to hearing public comment uh if I could address the board prior to that would be great. Uh let me go ahead and uh skip right through it. Uh so I just want to uh take a couple moments um uh to reflect upon uh the our last meeting January 8th uh was NESBIT special board meeting um and we heard some uh feedback from our
056community. I want to share a little bit of an overview of um our process um and also include some clarifications uh to help the board in their decision m making uh but also uh bring along the community in our thought process. Um so just a little bit um we started in this this way uh with really the question should BRSSD consider transitioning from two TK uh K8 schools to one and really uh this came about because the sustainability of three middle schools was becoming increasingly less feasible. It's something we've actually been monitoring for many years. Uh several years back we looked at uh increasing programs uh looking to meet different community needs. Um and yet um we we uh still have our challenges. We have approximately in in six years we'll have approximately 290 fewer
057middle school students. Um and when we talk about the enrollment um uh low enrollment uh correlates with um additional costs um it's complicated by uh a a larger declining enrollment uh both in district and outside of district. Um and uh we talk about those finances related to it. Um most districts when they consider a consolidation or closing a school are doing so solely from a financial perspective. Uh for us um we are looking at it from a programmatic standpoint. We're looking at it from an enrollment standpoint and we have finances um involved. So it's a multi-pronged kind of approach to that. Um and uh the finances it does go a long way to to reducing our structural deficit. Uh when we look at enrollment, um I want to contextualize what enrollment actually looks like at
058our middle schools. We're from anywhere from uh 31 students at a grade level to 52 students at a grade level. Our eighth grade uh enrollment is a little higher than our sixth and our seventh uh grade enrollment. Um our capacity at our middle schools are between 70 and 90% um optimized. So a little bit more specifics around that. Um in terms of of uh the board's charge is really to look at uh this from multiple perspectives and multiple factors. Um we have to look at the access uh for our students. How our students come and go to school programs uh that serve our students um both uh general education, special education um all needs of our students. We need to look at financial feasibility. Um I've mentioned that uh the reduction of one uh uh
059program will save the district about three to $400,000. Um and that's year overyear. So three to 400,000 next year, three to 400,000 the following year. So uh it does comp compound over time. Um and then uh enrollment uh related to facility needs, right? We have to balance uh whatever change we make uh can our schools support that enrollment right uh and does it make sense from a programmatic perspective and then finally the third piece and why we've been doing our community forums uh data says one thing uh but there's also an emotional side to these decisions uh we desire community input uh and we do want to hear from our community uh this leads us to make one of um four choices is maintain status quo. Uh three middle school programs uh two and three
060are closing one or the other middle school program and option four is um two comprehensive uh middle schools. Full disclosure that would take probably several years uh to implement. It would be quite a large shakeup that would have uh many ripples across our community. Um, at this point in time, uh, that would not be my recommendation to trustees. Um, however, I strongly, um, recommend that the board do consider, um, either option two or option three, uh, when we think long-term, uh, in support of our district. In terms of timeline, we've been um, open with our timeline. Uh, we are receiving community input in January and through February. Uh we've had some folks um ask us, hey, is this timeline perhaps too aggressive? And and quite honestly, uh a change like this does require um a
061timeline that is is um actionable and uh uh to extend it past one year um would have adverse effects in our middle school programs. uh as parents want to plan for uh their whole their child's um whole middle middle year's um program. So I will be asking the board for direction uh at our February meeting um after we've had the opportunity for uh public comment. And then finally the last slide I've already actually touched on a few of these things but uh clarifications. Um after our last special board meeting we heard a few reoccurring questions. We've seen some uh reoccurring questions um in the feedback that we've seen um a lot of comments about the survey uh that it's not representative and should not be used uh as the main data source. Um I can
062share that I don't think it should be used as the main data source. It's actually probably um lowest uh rankingformational piece. Uh the survey really was designed uh to test the waters to see what our community was looking for in middle schools generally. Um as well as to test if um there's uh potentially a need to look at the way we serve our our students and that just that did come back affirmatively. No survey is ever going to capture 100% of the voices and opinions out there. Um that's why we need to have these type of meetings. Um the second question was um how is the district account or how or is the district accounting for new developments? Um absolutely. In our demographer study that's been part of our process that was completed in the
063fall, our demographer actually met with uh city representatives to better understand developments. They learned what developments were uh potentially happening. um analyzed the type of housing as well as um calculated the um housing u the student generation rate for that particular housing based on averages um uh that they've seen. So quite a quite a methodical process uh to that survey. Uh the the third question that we've heard is um what happens uh to Sandpiper if the other closes? Sandpiper or Nesbbit uh if the other closes. First off, uh we're looking at grades six, seven, and eight. Uh this is not going to impact TK5 or K5 levels at either of the schools. Um if a school closed, we would determine whether to fully move all the students over to the other site or slowly phase
064out grades over time. U I can share I can share with the board. Um you know part of my thinking is is um looking at what schools look like as populations move out. Our eighth graders move out then we have K5, seven and eight. Third year we would have K5 and then eighth graders. It's a little bit perhaps um awkward perhaps maybe not serving um all of our students in the optimal way that we would like to. Uh but certainly um uh there's there's some options to look at um which way we go there. And then finally, transportation. Um we live in a city that has a single thoroughfare, rston. Um it's no doubt congested. Um how does this contribute um to that? uh regardless of of which direction we go, we work with Sandran,
065SAM Trans um to ensure that they're able to support um traffic flow up and down RST. Currently, SAMR um uh has a bus that goes up Rston um but does not have return service in the morning. uh opposite in the afternoon they have service that goes down Rston from Rston Middle School down. Uh they do not have return service up. Uh so regardless of of which direction we go, we would um work with SAM Trans to support uh the district the best um that they're able. And with that um I always want to uh encourage community to share their thoughts. Um the board tonight has a packet of emails uh in front of them that were received via feedback brssd.org. Uh that is one um avenue to provide feedback. Uh we will have another special
066board meeting town hall style um at Sanpiper on January 21st next week uh at 6:15. Uh you can watch via YouTube. Uh we have frequently asked questions on our district website um as well as uh recordings from from our board meetings. So encourage people uh to participate. And with that uh before uh additional uh board dialogue and conversation, I'd encourage uh public Thank >> Can you uh Miss Ellinger, can you keep uh the presentation up just for a sec? Uh there we go. Yeah, >> there we go. >> So, just wanted to emphasize um how to participate in this public comment section to please go up to Miss Ellinger and complete a speaker card. Speakers will be called in the order received. Uh there will be three minutes per person per topic. Uh the board
067may adjust the time limit based on the number of speakers. Um try as best as you can to please be cognizant. We will give you a gentle reminder when the three minutes is up um to to stay um and to wrap up your conclusion. Um again, we understand completely this is a sensitive topic with real impact on students, families, and staff. We value your comments and we want to make sure that everyone has a chance to speak who wishes. So please focus the comments, issues, experience and outcomes um rather than naming or singling out individual educators or staff members. Our goal is to hear perspectives and ensure a a space uh to view to range those viewpoints. Uh with that said, Miss Ellinger, are there any uh public speakers at this time? >> Yes, President
068CS, we have two. The first speaker is Joshua Bloom. Hello everyone. Uh, specifically Belmont Road Shore School District Board and the community. Um, I'm the parent of three Sandpiper students, two in the middle school. Uh, I also listened to the entire Nesbbit listening session last week and have talked with a number of parents will be attending next week at SM Piper. I'm sure you'll hear from a lot of professional educators and honestly heartbroken parents from both schools who will highlight the emotional stakes of your decision. Um, I'd like to come at this if I can from a slightly different angle. Um, I hear and respect the fact that this is a multi-part decision, but I think the truth is none of us would be here talking about this topic if financial concerns and enrollment concerns
069weren't driving a lot of this. Um, which leads me to really question kind of the underpinnings of how we're approaching this of kind of rushing into this decision to close one of the middle schools when even though that savings that was mentioned could be deemed marginal um which is not technically a justification for consolidating a school in a school district. It has to be substantial is my understanding. And um if you go back to the data what's driving this um even if you look at the enrollment study first of all if you take a long-term view which I think you have to do kind of 2015 to 2030 which is the full scope of the enrollment data from the last time we decided to sponsor bills to build new schools. Middle school enrollment is expected
070to drop my understanding of the data by 100 students elementary school by 650 students. So, uh, what I want everybody around the table to really think about is is what we're tackling tonight a short-term band-aid where we're going to be playing whack-a-ole, um, and having to face even more difficult decisions down the line. Um, and really seeing if we have to take a bigger picture view of utilization across the entire district and all of our facilities. And I think if you if you put a financial hat on, which is probably the fundamental driving force here, uh you have to look at facilities as they are, uh Nesbbit and Sandpiper were taxpayer funded less than 10 years ago, um to expand our capacity. Some of the other facilities in the district are pushing 50 years old.
071Um and I I think we have to look at a holistic decision which might involve the elementary schools as well. Um and that if we are really under increasing pressure of declining enrollment by 20% even more acutely in the elementary schools, we should probably be looking at that as well. Taking a step back. Oh, my time is out. Okay, I guess my time is up, but thank you for your consideration. I'll maybe have more to say at Sandpiper. Thank you, [laughter] >> Mr. Bloom. If you have prepared comments, you can feel free to email them to the board. We'll make sure that they get them as well. >> Okay, next up we'll have Jocelyn Ferrero. >> Good evening, board members and superintendent. Uh, thank you for your time tonight. My name is Jocelyn Ferrero and
072I'm a parent of three St. Piper students. I had the chance to speak at the Nesbet town hall last week, so thanks again for giving me that opportunity. Last week, I was still getting up to speed on this middle school closure initiative and trying to fill in some missing information gaps. I raised a few questions at the town hall. One of which being how are we incorporating the entire community's voice and how is it being heard with respect to this decision as I don't believe the survey was sent to all of the Belmont Redwood Shores residents. So since that meeting um I have been able to reach out to members anecdotally uh of the broader community those both with and without uh BRSSD students. Um I thought it'd be helpful to share tonight some of
073the biggest trends I've been seeing in those conversations. Uh number one, you heard this loud and clear at the last town hall, but loss of community. Um, I assume you will hear more of this at the upcoming Sandpiper town hall. Um, but should either the Sandpiper or Nesbbit Middle School close, we will be losing a vital part of our community, one that has been nurtured and grown with care over the past several years. Uh, an insignificant cost savings may not be worth that loss. And let's just keep that in perspective. Number two, impact to property values. Should the Sandpiper Middle School close, there is concern over potential impact to property values in Redwood Shores. For example, one person stated that they look to buy a house in Redwood Shores because there was a local elementary
074school and middle school option. They wouldn't have bought in the Redwood Shores community if only an elementary school had been available. Traffic I raised last time as well. Uh concern was raised over increased traffic both in Redwood Shores should the St. Piper Middle School close as well as introducing even more congestion to an already traffic laden rollston. Openness to change was another theme. Uh many parents of current BRSSD middle school students agree that things are currently not working well. Rston is too big and impacted and Nesbbit and Sandpiper are not being fully utilized. Adding more students to an already taxed infrastructure at Rston is not the answer. And lastly, lack of support for future school bond measures. People expressed frustration over the idea of the district closing or not fully utilizing a recently built facility.
075They commented that they wanted to stop funding poor decisions. So on behalf of the Sanpiper and Nesbbit communities, I ask that you make no changes to the BRSSD middle schools for the 202627 school year. As a next step, let's partner to focus on a long-term strategy that supports the needs and desires of the Redwood Shores and Belmont communities. Without the proper planning and analysis, we will erode the community's trust in the district and potentially jeopardize future needed funding for our schools. Thank you very much. >> Next, we will have Herman Young. Good evening. Thank you for u letting me speak here tonight. Um my wife and I have uh three kids. They all go to uh Sandpiper school. One of the reasons why we moved to the community was to be at Sandpiper and to
076have a community feel in in in the area. So, I'm here just to let you know that that there is a community feel that in in the area. >> Hold on one sec. Um, is there a way to the Is the microphone working? We have a request to just speak into the microphone. >> How's that? So, I just want to let everyone know that there is a community, a really strong community within the San Piper uh school. That's my neighbor. Our kids play together. Both of them are are our neighbors. Um my daughter plays volleyball with with her daughter. Um we made the cognizant decision of pulling them out of independent schools so that they can go to a public school. They can have the experience of a community. They wake up in the morning,
077they go to school. Um they're they're very independent. They have their friends. They've developed the community in the area. Um, and I just want to express that to you and to let you know that there is a really strong active community and if it goes away that would really sadden me that that would happen. um listening up here to some of the financial needs and and and whatnot and and and the magnitude of it. My opinion on that is that over the course of of of keeping the schools open, the sense of community that that's being built, the bike rides, the sharing of Bobi, going down to the Knobill, having having community will far outweigh the money saved. Having to go down to the Starbucks later on when they all go to college, they all
078come back and you'll see them wearing their college shirts every Thanksgiving, every Christmas. And that's the community that we have. And I'm afraid that if we shut the schools down or try to consolidate over a few dollars, it's it's it's really not worth it. It the the the what we're taking away and and the money saved will will there's no comparison. 350,000 a year. Come on. That's all I had to say. I just wanted to share that. Thank you. Next we have Trish Lawson. >> Um I was not prepared to speak tonight, but I'm grateful for this opportunity, so thank you. I also have three kids at so crazy. >> Um >> one of which is a seventh grader. Um and two of which are TK twin boys. All three have autism. Um, and when
079he talks about community, it 100% is community. And when you say that eighth graders might feel awkward being there with the little kids, I can guarantee you they don't because they love and value their, you know, their stingray families and they see those kids as their little kids. And um I we are renting here in Redwood Shores. Uh we my mom passed away and I have a house literally sitting empty in Samonteo, but my goal is to get her through middle school. So this is really rocking our world. And I know you want to take every family's decision. Um it's a very hard decision. I also ask that we don't make any hasty decisions. Really possibly phase it out if you can. Um my daughter is on an IEP. We have an amazing team. Gloria
080Higgins is so good. And I just removing her and putting her up at Rston or Nesbbit for one year, I just can't imagine what that's going to do to her academically and social emotionally. Um, being able to ride bikes to school is huge for Redwood Shores families. I mean, it is a Belmont Redwood Shores district. I hope we our middle schools can be represented in Redwood Shores. Uh part of why it's so helpful for families like mine with three children with special needs. When my four-year-old's having a tantrum and doesn't want to leave, I can send her sister his sister off on her bike to get to school on time. And many, many families also, you know, I was at the Nesbbit meeting as well and they are very compelling. I don't see why we
081can't bring some of these IB programs, their autism programs, their sports programs. why that if if you know you have to shut one I don't see why we couldn't bring that over to San Piper as well. Um I just ask that you do consider postponing getting more information from the community. I you know none of our neighbors were asked I don't even know how many of our elementary families know about this to be honest. I asked one of my TK teacher or parent friends they said are you aware they might be shutting down the middle school at San Piper. like I saw something about it, but they don't even know. And again, a lot of these people do move here for this option. I can tell you firsthand, we are staying here so our daughter
082can have this education. So, thank you for your consideration. Thank you for all the time and the emotions that come with this. And um good luck with your decision. Thank you very much. And next we have Jamie Young. Hello board of trustees and superintendent. I am Jamie Herman's wife and like he said we have three kids. Actually two though are at Sam Piper. One is a rising sixth grader and a very excited young boy that wants to attend um Sam Piper with his other siblings. And so this too has rocked my world because he did not come from the district before. Even while I have lived here for nearly 25 years, we were out of school district at an independent school but made a very conscious decision because of one the community and if and
083two also the program that Sandpiper provides. So the design thinking is really uh incredible and very unique. But I want to talk about like I said two things the the qualitative side which is the soft things and then the quantitative and I will ask some questions and I know some of them have maybe been circulated at some point it would be good to get those answers but the sense of belonging just like Cypriani's principal had talked about is very critical this is that community just in our name that we are a bit Belmont river shores district there's a sense of independence and that's a common theme and for independence that we see especially in today's world is very critical. We do not have that because areas may not be as safe but the way the
084the ability to walk to school, the ability to play with your friends in an organic manner is so fundamental. And these are life skills that we're building. and they may not have a cost value that we can put on, but they certainly have uh a long-term value that as parents, as educators, we also need to uh consider. So, the qualit quantifiable questions that we do have like mentioned are the financial impacts, what is considered substantial, what are those definitions? Um, and I think that, uh, any types of reports or protocols, um, we would need to understand that. And I'm not saying for you all to figure that out and read those answers back, but, uh, the word that you've heard and I'd like to use again is that we want to partner with you. Let's
085work together on a solution. And, you know, out of the four, uh, number one is what we would, uh, like to propose. So lastly, I wanted to call out a few things. Um, again, reinforcement I believe is okay. And um, the fact that this felt very uh, abrupt or the timelines is aggressive. I get I totally understand actional points, but um, it felt a little bit under the radar. Um, and maybe because surveys are not a fan uh, for a lot of people, I think even the wording might have been thrown off. alignment is hard for me to understand and I think you had used a different word which was consolidation or closure. So maybe things like that being having to call out would have um also helped but thank you for your time. I
086appreciate it. See you next week. >> President Casser, no more speakers. >> Thank you very much Ellinger. Um again just before we conclude this part of our agenda I just want to thank everyone for uh their opportunity to share the time perspective and and your engagement on this matter. your input really does inform our disc discussion as a board. Um and then as we said next week on Wednesday there's an additional special board meeting down in uh at Sam Piper be but I would like to open this up to the board uh if they would like to share anything at this time. This is an agenda item and we have an opportunity to to reflect discuss or or take it in in whatever way we want to do it. So, did anyone have any thoughts
087at this time that they would like to articulate? >> Um, thank you, President CS, and thank you to all the speakers. Um, this is very important information. Um I did want to just bring up um thinking about the um the demographers's uh report and I know that we've used the demographer for a very long time and we trust that um you know what he is giving us is is very factual data. Um have we thought about if maybe that isn't what's going to happen? Like what do we do if we do decide to to make a closure? Right. And then we do have several housing developments that are currently being built. I actually just saw they um fenced off another one on El Camino um just the other day. So what happens if if there
088are a bunch of families that move in there that do want to attend our schools and we've just closed one, have we? >> Sure. Um there has is some thought that goes into that. So I will say before uh we even commission the demographer study um we can look at trends uh four six seventh and eth um by looking at our TKK first second third grade numbers as they metriculate up. So we have a number of years of of actual kids here that we can project um moving forward that kind of accounts for that mobility uh changes in economy th those kinds of things. Um the demographer simply added an additional four plus years there uh because he's able to look at birth rates and uh see kiddos that um uh we don't see um
089yet. Um historically, if we look back at um uh the district, um we once had um uh one middle school uh that had a significantly larger population uh than we currently do have. So um we feel like we have um plenty of uh facility space um by by reducing um one middle school. Uh the other thing is when those developments are built um families uh I say I use the term families loosely uh because largely uh we're seeing residents occupied by dual income no kids um as what the demographer says there's very low student generation rates included um and those uh span um all grade levels right so we wouldn't expect to see um an influx all at one grade level. Um, and we we um like no there's no perfect crystal ball, right? But
090everything we look at from indicators um it seems uh that we'd be able to accommodate any forecasted change. >> Uh thank you for the answer. Um I guess I'm just looking for um you know if it if it went as like unexpectedly, right? Um, I I want to make sure that that the board is informed in a way so that we're not making a decision that in six years we're like, "Oh, shoot. Maybe we shouldn't have done that." Um, are there any other um avenues or or things that we can look at or should be looking at in order to make sure that we're making the best decision for our district? I so I can I can say um our demographer uh is helping us look at out 10 plus years. Uh we are confident
091that we have space uh for those children plus additional children uh with the current plans that are in front of the board. Um, and then just out of curiosity, um, what would our enrollment numbers at Nesbbit and Sanpiper need to be in order to be confidently able to say that we could stay status quo with the three middle schools? >> Uh, so we've we've currently um uh been operating uh significantly under capacity at both schools uh for some time. So, we've been monitoring that. Um, I I go back to the the first slide. You don't you don't need to bring it up. It's okay. Um, we're calculating max capacity is our number is 168 in our chart. Uh, do I think we should go up as high as 168 in either program? Probably not. Um,
092but that is our calculation of capacity. Um right now they're at 133 and 119 uh total enrollment. So it's it's pretty significant. Um and you know I think certainly I'll just go there um in terms of maximizing and being uh stewards of our dollars. It's important that we are um optimizing our enrollment and ensure that we are um operating an efficient program. Uh moving forward at these these numbers, we do need to assign students to fill those seats, right? So, um the tradeoff of of really moving to one program that we can operate um efficiently with enough desire hopefully uh to fill um is a positive. Right now, uh Rston is at capacity. Capacity is determined um a student to staffing ratio. It's not dependent upon uh necessarily the number of classrooms or the size
093of the school. We're looking at student teacher ratios and ensuring that our programs have the teachers needed um to uh support those students. Right? So um right now for the number of students that are at San Piper and Nesbbit, we are significantly overstaffed. And I I just want to call out I I I know what that that's a hard word, right? But we have uh class- size ratios that we look at and we target uh that we've agreed upon with our our um union partners, right? So um we do need to optimize um our enrollment in both programs. >> So I'm just thinking off the cuff here and tell me if this is totally not feasible. Um we keep thinking about Nesbbit and Sam Piper as en enrol being underenrolled right we don't have enough
094people who are in those schools and rston is at capacity over capacity as as of now is there anything saying we can lo we can't lower the number of students that we send to rston and redirect those students to San Piper and Nesbit uh Absolutely. And that's kind of what I'm saying in terms of optimizing enrollment. Um, we know right now that we have a wait list of students who would prefer to attend Rston over Nesbbit and Sandpiper and have been denied that transfer request. We know each year that we have families that um come into the district that uh at this point in time um have not been able to get into their first preference school and have been assigned a second or third preference school. Um fortunately, we've been able to um plan
095around current fifth graders. Um, and um, I I always hesitate using all, but the vast majority of our fifth graders um, received their first choice placement. I don't know how long uh, that will continue to be possible. We we do need to optimize all of our programs um, from a staffing perspective, but also from a a programmatic perspective. So, we're saying that if we were to select, for example, option one, um there would basically be a a need to not give those fifth graders their first choice school. They would be redirected to optimize the enrollment in the Nesbet and San Piper schools. If we were to elect to keep both programs, is that >> that is a possibility. financially. We need to look at optimizing um our programs and it it it does come from
096a a viability of the program as well. Um our teachers are working incredibly hard um and um supporting programs in a way um that is different. I'll just say I'll leave it as different. Um we have teachers that um uh I'll just say Nesbbit teachers have been uh participating in and uh comprehensive professional development um investing time and energy um in that in support of their students. Our sandpiper um uh teachers recognize that l elective diversity is is something their kids desire. They have inter session. They think outside the box. They're doing um inter sessions where they teach Japanese or guitar or um uh uh comic writing um as as a a way to do that. and that's really above and beyond in terms of prep uh in support of their students. So, uh to
097run a program that's um efficient really doesn't honor uh the work that our teachers are putting into it either. >> And what is it that I guess when we think about our our larger program at S at rston, right? >> Can you tell me a little bit about the economies of scale like this? Sure. >> Like what >> um uh so really round numbers, right? Uh you have uh you know sevenish teachers, seven teachers at our at our elementary or at our small middle schools. Um you have seven different credentials. Um you have uh 50ish teachers at Rston. You have 50 different credentials. you have the ability to have kids moving in many different configurations um that allow for uh that diversity. You have multiple credentials that teachers are able to pull on for electives.
098Uh in our small schools, it's a little different. It's different credentiing. It's different uh block uh they use block styles. Um they have kids in cohort groups. um and um the schedule is much more confined. But uh just generally speaking, when you have um more moving parts, it just uh creates more options. And again, I'm going to say, you know, I go back to um uh it's not not comparing one site to another. There's um pros and cons of both. And that goes uh really to the heart. People have said, "Why don't we just go back to one one middle school?" I think we do have need to have a strong um option for students. And I think um there's room for a strong option in our district. [clears throat] >> Thank you. Um and
099just to confirm the option of keeping both middle schools, what the biggest drawback to that would be that some students would not get their first choice school. Is that like the main consideration there? >> Yeah, you know, it's it is it is a little hard like what what comes first. Um we are having trouble I I would say spurring this conversation has been enrollment, >> right? >> It's hard to look past the savings of three to $400,000 when you have a deficit spend of four plus million per year. Um it's hard to look past the finances. Um we initially engaged in the conversation around enrollment though. Um the numbers uh this is my sixth year in the district. This is the sixth year that we've um been looking at and and living with um challenging
100enrollment. Sometimes it's up, sometimes it's down. Um it it's been a challenge, >> but it's not that people aren't going to middle school, right? It's this middle school that they want to go to. I'm I'm just trying I'm sorry I I'm just trying to clarify is that's that's kind of where it sits, right? It's that they don't necessarily want to go to NEZ, but they don't necessarily want to go to San Piper. And in allowing them that choice, you get to choose where you want to go. And then we send them all to Rston because they all want to go to Rston, resulting in two programs that are underenrolled. Does it make sense to say okay well that is an option but that may not be the option that you are that may not be
101the what we give you right because they're told from the beginning you have option one and you have the potential that you may be assigned to a different school right and if we I don't know I'm still thinking about it but thank you >> yeah you know I I um I want our families to have as much choice um as as we can offer. Um I want to um support families and finding that that just right school for their kiddo. Um we do have other things we have to balance as well. Um and um I I think there's a little bit of a historical context that um quite honestly uh the majority of Nesbbit fifth graders and the majority of NES of Sanp Piper fifth graders do not even attend their home school, right? So
102um that is a challenge too. Um, I think there's a lot into it and I'm going to say it's it's uh not a reflection on the quality of San Piper or Nesbbit or the quality of our teachers uh or program. Um there's a lot of factors there, right? But we it's hard to it's hard to look at um you know an enrollment of of 30 40 kids in a grade level uh when you have two teachers teaching them uh because that's what the model takes and you have 16 or 18 kids in a class. Um, yes, in some senses we love small class size, but at a middle school where kids are supposed to be collaborating, interacting with one another, experiencing um, uh, difference, that's a challenge, right? So, so when I say programmatic, um,
103those are the things we're looking at that it's hard to have a class of of 18 kids in a middle school, right? Can I? Yeah. Um, I want to make sure I understand some of the things you're saying. Some of it is maybe I should have picked up on already. Um, along the lines of what we were just talking about right now, I want to ask it clearly. Are you saying potentially with option one of closing neither current TK through fives would get less of their first choice middle school? Is that what you're saying? >> Uh that is what I'm saying. Yes. >> And that's you're not saying it's necessarily a guarantee because also as we say birth rates are going down. schools operating at about 70% and I know it's potentially higher than that.
104If they stay there and we have less students, it would just mean that potentially raw students population would actually shrink, not necessarily NESB or sandpapers. >> Uh so uh so that's correct. If if I mean our population is our population. If we keep um population consistent, the more schools we have open uh the more options we look and if we fill all the school or balance our enrollment appropriately, i.e. staff appropriately um that means there's going to be more students at Sandpiper, more students at Nesbbit and therefore less students at Rston. Yes. >> Um how big are the weight list? How sorry whatever how many people are on a wait list? Um I think >> at either side right now >> when I looked I want to say there was between 20 and 30 students
105on the weight list >> total >> between >> precise >> between both schools. >> So of that 250. >> Okay. Um but again that number >> it it honestly it simply is a number. >> Yeah. It was it was a request at one time and they're on the list. No, I I because I I want to be clear like I don't want somebody to say, "Well, >> um >> it was at one time that that request was uh put in and it was maintained. It could be if a space opened up, they wouldn't want to go because they learned the value of this." >> I'm not trying to make a point with the number. I meant um for the question of you use word viability and I'm curious like what that means but if if
106a school at 115 would it potential that a capacity of 168 held there and rston went from 1250 to do you think any of that is not viable when you say liability like what do you mean >> I I'm sorry I don't understand the question >> is What I what I'm hearing you again I'm trying to actually this is a question you said if these numbers drop we'd have to make some decisions kind of going forward and so I'm saying a lower number than it currently is right now to be if if in six years numbers slowly go down but both schools stay open and they have again 110 to 120 students are you saying that that's not viable and if so why not? I I I think I I'm understanding. So both Sandpiper and
107Nesbbit require a specific staffing ratio, >> right, >> to run. >> Yep. >> Uh they are at the minimum staffing ratio. I can't adjust their staffing ratio >> um any further. At Rston, I can adjust staffing ratio based on the number of students because they just go into a different configuration. >> Right. So, um, the ability to optimize a program, um, is a little bit easier in a in a rston kind of format. Uh, the only way I can optimize a Nesbbit or Sandpiper is enroll more families in. I can't at Nesbbit and Sandpiper, I can't adjust staffing to meet the student demand, >> right? >> If that makes sense. >> Right. Um, again, I'm not trying to nitpick. The two sites have a differing number of students right now. >> Correct. >> And I
108would understand to mean we what we didn't do is push more students there kind of after the fact. So, if those numbers even leveled, it would be fair to say that that's okay. If 20 less people with an ESB, that would be fine. >> No. If if there were 20 less people, we'd be we'd be operating at one one it would be it would be less efficient than it already is. >> Okay. All right. Um I think that answered my question. And then at some point early when you first started, you said if there was a potentially growing population, we have capacity for those students. Do you believe that answer to apply to all four options? If in the if in the the new developments brought in more students, we have capacity no matter which
109option or is one option actually stronger relative to that possible? >> Uh I I mean if if the unforeseen happens where a couple hundred middle school kids um enroll. Yeah. Uh clearly the more programs you have the better. Um but uh but certainly uh I believe there's space appropriate in all four models. >> That's right. >> Thank you. So I have two questions based on a couple themes that I heard. One one is is and it's in your slides. One of the questions that came out was if one of the smaller schools is is closed down in terms of the middle school, then the other middle school, I think you said that there's a couple of flexibility options with either being able to either move in entirety to the other smaller school or otherwise. I
110just wanted to understand a little bit more of those numbers because assuming that those who have picked Sanpiper for many different reasons, one of them predominantly would be maybe the smaller smaller environment, smaller school size, more intimate environment. Then how would that excess work if it was because I if you haveund let's say 119 or the other one you have potentially 70 to 100 students of total from the three grades that you'd have to find a spot for. >> Sure. >> So how can you talk to that? And especially if the if the classes are still very big at rston but in the short term how how where do we have that slack or capacity to to move those students? Uh, sure. Absolutely. Happy. Uh, and and it was funny as you were asking that
111question. I made myself a note to talk about that. Um, and and I'll give recognition to um our community member who who talked about, you know, using the word like consolidation. Uh, consolidation as as I say it kind of means two coming together. Um, that is not what we're thinking in this case. If Sandpiper or Nesbbit were to close, um we middle school programs, we would not simply combine them. Uh we actually uh couldn't simply combine them from a capacity standpoint uh that I shared with you. Um uh I anticipate if one program was to close, families would receive um a survey um letting them know their option uh giving them the opportunity to pick their option and we would um do our best to honor their option. Again, I I try not to say
112all every 100%. Um, but I anticipate based on what I know that we're going to be able to offer um the first choice out there. Uh, whether that's Rston or the other small school and and the metric that I use there is is we you see the space that we have um at both Sand Viper and Nesbbit if one were to close in the other. Um, and um, in terms of people transferring out, they're not looking to transfer out to the other small school. they're looking to transfer to Rston because we're already able to honor um small school transfer choice, right? So, uh to balance those programs out. So, um uh you know, there's there's no 100% guarantee, but I anticipate uh that our families of the impacted schools uh would be able to have
113their choice. Um, and it's very very likely that they're going to be granted um that choice. Um that's what >> so so the thank you. So the current but so then you you envision that rston um would have extra capacity um even though there was a lot of influx of for the current sixth graders to to for those who chose and were able to get to get Relson as their first choice. It seems like they're pretty much at capacity. But but next year there's there's still some there's some some wiggle room. >> Uh yes. So uh as I shared uh the middle schools have staffing constraints like I have to build staff in in certain ways. Um uh Rston I don't have that constraint. Um we can add more kiddos. They have um electives that
114allow a lot of different flexibility. Um, and I can staff differently if I know a different number of students are going there, right? So, you know, when we talk about timelines, right? Um, uh, yes, I I absolutely hear uh the feeling that that we're approaching this um quickly. Um, uh, I want to add thoughtfully. um preparing in a with a February decision allows us to make those decisions for staffing for the following year. So, um I'm I'm confident that as we're I'll just say as we're making these decisions, my team is already looking at options for all of the different um options out there, right? Um, I you know, I've got to say from a a cost perspective, I know three 300,000 400,000 and a $50 million um budget um may not seem um like
115a lot. Um but it does go a long way for teachers and for programs. Um when we look at the sustainability, we're we're looking at closing that that deficit. Uh we have a plan to close that deficit. Is it going to be um easy? No. We're going to get there, but we're going to have to make adjustments along the way. Um and uh having a cost savings that um adds to that, that makes that easier um and ensures that the programs that mean the most to our kids, all of our kids, uh stay in place, um is pretty critical, right? we don't want to have to make adjustments um later uh to account for that deficit. This does help. >> So that was my Thank you. That was my next kind of great transition. I
116personally think 400k per year is is meaningful as if it so if the $4 million is a deficit that's 10%. I think that's a meaningful reduction. But some of the themes certainly have come out that you know the intangibility of of community and and goodwill is but the reality is is there is fiscal constraints. So I I wanted to open this just can you remind me um CBO Masimoto what what was a kind of like we have a plan in place certainly to reduce that deficit. Um that plan was spread out over how many years is kind of like can you refresh our memories? Yeah, we anticipate to close the deficit by the fiscal or by fiscal year 28 29, right? So there's still another what is it? Fiscal year 26 27 still another two
117three years out. >> Okay. Is it fair to say that um you know reallocating or certainly it putting is it is it kind of putting the for this 400,000 towards that or is it more likely realigning like how we look at it regardless of if this is directly going towards that or or reallocating it would still be a savings correct towards that that deficit. Yes, it'll be a savings, right? Um, you know, I think ultimately the way to consider the 3 to 400k, you know, again to repeat, financially, we should be able I mean, we we would very highly likely be able to close the deficit even if the schools remain as they are right now, right? But what having additional savings does is makes it easier for our schools basically to, you know, make
118decisions in the future. The long story short of the plan here, right, is to basically inflate away expenses if I had to be extremely honest, right? You know, ultimately, um, we are >> Can you say that? Can you say that last part again? >> Sorry. Is this better? >> Yeah. >> Apologies. Um, ultimately, you know, we are looking to inflate away expenses, right? And what that basically means from a high level standpoint is our revenues are increasing faster than our expenditures, right? which means that we need to keep our expenditure line relatively flat. Ultimately, there are pressures from salaries because people every year have cola, people every year move up a step, you know, as they continue moving along their journey here in education, right? Um and ultimately as we keep our expenditures relatively flat
119over time, right? And additional savings just means that, you know, when it comes time for us as a district to reassess every year, things that we'd like to, you know, consider keeping, you know, there are more things that we can offer potentially to some of our sites that they can keep from year to year. >> Thank you. Are there any um I have no more additional questions at this time. Are there any >> um uh Thank you, President. I know I did touch on this um I think at our December board meeting or or maybe even before that, but um it does still seem to me that it's a little odd um that and and just so I make sure I understand um Nesbbit was started in what what year? 2016. >> Uh I want
120to say 10ish years ago. >> Yeah. And and so like Sam Piper also right right around the same time I believe. >> It it just seems odd to me and especially if we were like working with the same demographer. >> Why why did we not see the writing on the wall? Like if now it's 10 years is not a long time, right? Especially I know you mentioned that you've been looking at the decline for six years which means the schools were only open for four years before we noticed this decline. I'm just would love to to and I know you weren't superintendent so I don't know that you have the information but maybe there's someone else in the district who could help shed some light on those decisions to even build those schools 10 years
121ago and like because now we're here with these decisions to possibly close one. >> Yeah. Um, I can there's a a bit of speculation and perhaps there may be board members that have even a broader history uh than myself, but um I know Rston ballooned. Uh we had large numbers of middle school kids going through um our schools um and at the time they needed a solution. I think that was compounded um by traffic. Uh, I want to say there were at the time there was I want to say 13,400 kids at Rston. I don't quote me on those numbers, please. But, um, there were a lot more kids at Rston. Um, and um, uh, there there wasn't, uh, our small schools like we didn't have anything. So my understanding is that uh they they
122launched with um Nesbit and shortly after they decided okay this seems uh like a good idea that we diversify let's go one step further uh to Sandpiper in short time um and um let's um move on that. Uh at the time in hindsight my understanding was um you know math was considered a big draw. If you went to a smaller program you were guaranteed uh certain math courses. Um and um I'm not sure that that panned out as well as um we might have hoped um over time. Um certainly that's all kind of speculation putting together what I've heard uh through a probably a limited number of sources. Um, my my gut is if I could rewind back 10 years, we needed one more small middle school. We didn't need two. And I think that's
123where we're correcting now. Um, I know I I will say I know um we did have a public comment that talked about uh historical background. Um I know the board has that in their packet that that probably gives more information as well. Um thank you. So um excuse me again thanks to um the members of the community for coming out and for uh contributing their ideas. I think um I just wanted it's more of a comment just to the uh to the superintendent and the rest of our board is um is I think just any board has to make decisions with the best information we have at that time and um the information and the decisions can change on the scale of 10 years. Um, so what I'm thinking of is is a longer term
124than that. I I've only lived in the district uh since 2017, but what I've heard, right, and you may may have heard this as well, is uh the Barrett Community Center in Belmont used to be a school. Um what's now the that was part of BRSSD. Um the uh Charles Armstrong School in Belmont used to be McDougall school which was part of BRSSD. So um you know and my understanding is those were during like the 1960s 1970s they were well-enrolled with baby boomer children and then after the baby boomer children were older then those schools enrollment declined drastically. Um, at the same time, um, and again, this is, you know, just my anecdotal, um, my background is as a history teacher, but I didn't research this, so I probably shouldn't say that. um is uh
125just people I know in Redwood Shores and you may you may have this experience as well is um kids who were part of the first groups of uh kids in Redwood Shores after Redwood Shores was developed. They were all going to Nesbbit because Sandpiper and Redwood Shores didn't exist yet. Um, so for all of that being said, um, I think, uh, we have to make a decision based on what is going to be financially sustainable and what's going to be the best education for our students going forward. Um, those who forget the past are condemned to repeat it. So yes, we definitely need to learn from history, but we also need uh we also know that situations are changing and we need to make the best decision now for the future. Thank you. >> Thank
126you all for your comments. >> Can I can I say one more thing? I just want to say thank you so much to all of our speakers that came today and I am your sandpiper representative in Redwood Shore. So if you guys want to come and chat with me, talk with me, whatever, ask questions, I am here. Feel free to reach out. Um, email is on the websites and send feedback to feedback at brdsd.org to get the whole board. Otherwise, I'm at Sanpiper all the time. >> Talk to me there. Okay. Um go back to our agenda again. Thank you all. Um the next item on the agenda is the strategic plan update that will be given by assistant superintendent who >> Good evening. I do have a handout because I added a few slides
127because there's some information hot off the press. >> Front off the back. >> They are front and back. You do also have the link in your because you had the Google slides but it is here. Um if anybody in the Okay, [laughter] this is going to be pretty brief. Um I wanted to give you an update. We chose specifically to talk about where we are in this path of the strategic plan. One of our items, one of our tactical items this year has to do with teaching all students to be well-rounded learners. We are all intimately aware that this is I know it's very small. Sorry. We are intimately aware that this is a year where we are looking at our math adoption. We are looking at math curriculum. This is what is in the
128timeline. This is what everyone in the county is talking about. So just reminding us that this is grounded in our strategic framework to ensure that our kids have the best curriculum. Here is our math adoption timeline. In 2010 of the our last one 2010 we had standards adopted. Then in 20 we had an adoption in 2014. Nothing has changed by way of standards and content expectations for students. This was very loud to me. Um but we do have an updated framework that looks at pedagogically what needs to change and how do we need to change the experiences for students to to really produce students who are critical thinkers who are doing math to do math and not just solving algorithms and focusing on formulas. Um, with every adoption in the state of California, once the
129state adopts a new framework, then the publishing houses write new curriculum and submit their options to the state board of education. We've talked about the process at the state level of what that looks like to be approved and adopted. In November, we re we received our list of approved options that we can purchase for our schools. The list was very comprehensive. Um, since then our group has done a lot to get us to where we are today. Um, which is getting ready to start our pilot. So, I'm going to go a little deeper. Right. So, we had an adoption committee that convened in the fall. That group met together at the county office of education and received training around the framework, around the shifts that are happening, around the variety of um features and components
130that we need to pay attention to. And as a group, they worked together to define a math vision statement for our district that is aligned with our strategic plan and our profile of a learner. The group worked together to also define priorities and looked at aggregated disagregated data across grade levels across content areas across the disciplines and domains within mathematics and they also attended a materials fair at the county office last week. Trusty C spoke to that a little bit earlier today. From that we have worked to kind of callull down from the 60some options down to six at K5 that we were looking at and six programs that we were looking at 68 through algebra and ultimately through their work through their rubrics. Narina, our SEM coach, and I have also been attending a
131secondary training with Cal Curriculum to really look at how do we move our committee forward? How do we help them define the systemic systematic way to look at curriculum and really figure out what makes the most sense for us? So, I put a snapshot. I we've shown this to you in your board updates, but the math vision statement that came out of our representative group, we have teachers K through 8 from every single school site participating on the committee. Ultimately, through a lot of wordsmithing, through a lot of back and forth, through a lot of conversation, looking at frameworks, the math vision aligns to think, innovate, advocate. There are specific behaviors in terms of do our kids persevere? Do our kids really continue to push at a problem? Do they do they approach from multiple
132directions? Do they use math to solve world problems? These are the big questions that our group is asking and trying to put front and center in helping us select a curriculum that is going to support teachers in providing these experiences for students. Okay. Um based off of that, we saw a whole bunch of presenters. We had a 30-point rubric with different components looking at usability you tech parent support um instructional methodology assessments access at home. The teachers rated all six programs on all 30 items and through their kind of both the numerical ratings and our holistic conversations and our priorities linking back to being being a thinker, innovator, advocate. K5 has chosen to pilot two programs. Anova Matt thinking classrooms is a program that is focused entirely around the building thinking classroom framework where it
133is problem solving based where your the teachers are provided many many supports around providing real life math around how to make observational statements about students skills looking at common mistakes and pitfalls and gaps The support and professional development that comes with a Novamat is really exciting to us. So that is one of the programs that the K5 team selected to pilot. It is probably the most different from the old math that you can think of. Um student books aren't thick. They're very very thin. Student work is not centered around a workbook with pages and pages and pages of problems. Instead, the student workbook is I mean like it looks so thin that you wouldn't even believe it was their math textbook. But the point is they spend the bulk of their classroom time exploring and
134problem solving and collaboratively working and the book is for reflection at the end of the lesson. What did I learn? How did I approach this differently? What do I know about myself as a mathematician? So that's going to be a really interesting program to see. The second program that our K5 team chose to look at is Imagine Learning's Illustrative Math. Illustrative Math is the bank. This is where everybody has been pulling from. Um there are several curricula out there that pull their problems from the old Illustrative Math free bank. Um, Imagine Learning is one of three programs that is using the new illustrative math that is not the open- source that's available to everybody, but curated sets that come along with credential certificated professional development really focused again on providing problem solving, teaching kids how
135to think, and providing support for teachers. With all of these new programs, there's some really exciting technology tools. There's really great AI built in. There's differentiation supports that we're excited to see. Those are the two programs that K5 will be piloting through starting at the end of January all the way until the end of April in grades 68 and algebra. Um our teams chose to look at Carnegie Clear Math. Carnegie is a publication house out of Carnegie Melon University. Um it is absolutely focused on students doing math and talking about math. It looks a little bit more traditional. Um however also with with the shifts statewide very heavily focused on differentiated instruction, use of AI for additional supports but great problem solving with routines. And the best part of both of the programs that our
13668 team chose to select, the programs themselves have a traditional path for six, 7th, 8th algebra. They also have an accelerated six and an accelerated seven. So, so it'll make alignment far easier across multiple middle school programs to know that accelerated six is following a similar scope and sequence without quite as much negotiation between the sites. That's one program that they're trying. And then you'll see the 68 team also really liked illustrative maths um out of Imagine Learning. So we had the potential of having a K8 through algebra program. You might be wondering what are we doing about geometry? Geometry is a standalone. It is not part of the K8 adoption. We are strategically waiting to see what our high school is choosing for geometry so that we can offer. I mean, if we hate
137what they choose, we won't follow them. But it makes sense to be aligned that our geometry teacher teaches the same as Carl Mont's program. That is the pilot. And then the basically what's what's happening next, right? We um went to the fair on Wednesday on the 7th. We looked through all of the feedback between the 8th, the 9th, and the 12th. Um, Narina has been working really hard looking through everything, pulling together all of the scores. We read through all of the feedback from all of our teachers, participating in the cab in the materials fair. And then on Tuesday, Narina and I spent the entire day meeting with different publishers to see, I mean, it's a very, very tight timeline. So, we're excited to say that yes, we've got Anovamat and Carnegie on board. Our
138teachers are going to be trained the week of January 20th. Those who are choosing to be part of the pilot are going to be trained on the curriculum. U and then starting January 26th, they're going to have five straight weeks of uh pilot one in their classroom. Both both pilot A and pilot B with three different publishers are coming with on-site in-person training throughout the five weeks of piloting plus virtual virtual office hours to really ensure fidelity of implementation. Narina and I are continuing to refine the evaluation rubrics so that both programs, well there's three programs, but two for each grad span will be evaluated on an unbiased metric. We are finalizing the very specific components that will be evaluated during the pilot. We're not going to reinvent the wheel. They've already looked through the
139online components. They've already evaluated the usability in terms of what everything looks like, how easy is it to access. We're going to look very specifically at the pedagogical supports, the data that comes out of it, the student engagement, the the reality of how how culturally sensitive are these problems, how meaningful is this program actually for us, and is it actually easy to teach um the things that you can't tell just by flipping through the book and looking at at online pieces, right? We will with all as with all curriculum adoption throughout the process we are going to obviously let the families know that this is happening and we will make available the curricular options and solicit feedback through the nice thing is the publishers this time are doing things a little bit nicer and better.
140They will be doing a parent night so that they can walk the parents through what their publication looks like, what the shifts feel like. what why did I go from giant work textbooks and workbooks to a flat workbook? How do we do problem solving? So they can model that and show that they are the experts in their programs at the moment. I'm sure at the end of 10 weeks we'll all be able to do the same. But the publishers will come share information with families. We will make copies available for people through a road show of some sort so that we can solicit parental feedback along with our staff feedback and then student engagement and student feedback as well. Um, really like I was saying, we're really getting into the curriculum and looking at the
141things that you can't tell until you do, until you've opened the boxes and seen how useful are the centers kits put together? How fun are the games? Do the kids actually get the scaffolding? Do are are teachers provided with the support necessary to intervene and provide progress monitoring and know how to close the gaps? Um, and we're aiming to make a recommendation by early June so that we don't lose out on some expiring funds. What questions do you have? I've got questions. Um, can you tell me a little bit more about the pilot programs? Are they happening in the same So, say I'm a math teacher participating in the pilot program. Do I do that first um Carnegie Melon one and then also my same students would do the other math? So it' be the
142same students going through the same things, >> same teacher, same same students will pilot both programs >> but covering different materials. >> Different material. Yes. >> Will there be a problem in the articulation of how those two materials work? So for example, >> I know what your question is. >> Yes. [laughter] So >> yes and no. So this is why the professional development from the publishers in these pilots are so critical. What we are working on with them right now and we've been working with our participating teachers is identifying what have you already taught so that we can fit into the scope and sequence of what should be happening in February and what should be happening in March April so that the students don't miss out on critical skills and so based off of what
143we've taught up until January the first group of publishers so Inovamat and Carnegie will be helping us identify the skills to be teaching during that time frame and Then we are going to take that information to imagine learning to say this is what they have done with our current program plus the pilot what makes the most sense to do in April May so that we don't March April so we don't miss out on any of the critical skills we've just spent all this time coming up with our our standards. So how it's taught is probably going to be a little bit different with each program. There's going to be a little bit of a roll out time of there are some routines that you're going to teach that are not that are maybe not math
144specific um that are going to be part of that first week. So what are the math language routines? What are the games? What are the centers? How does the tech work? There's a bit of training in that and the publishers will be available. Like I said, all three of them will be here on site throughout their five weeks. We're working that schedule out. And in addition to spending full days here pushing into classrooms with our teachers, they will be hosting office hours and answering questions so that we can minimize the like this is taught a little bit differently here and now I'm a little confused there. Um that's that's part of the evaluation too. >> And how are we evaluating them? Like where is h how is that assessment piece happening? >> That's going to
145be in our rubric. So that's the the next piece that Narina and I are working on in terms of pulling together the critical features. We're going to be talking with our pilot teachers as well about what is it what are the gaps that you couldn't see in your paper screening. What are the things that you think look great that we really want to pay attention to? And together that combined with the areas that we've already kind of sused out because this obviously we we we're not in front of students all day long. So, we have a little bit more time to dive into it. We'll put together an evaluation rubric. I was really hoping that um the CISK evaluation rubric would be ready. I don't think it's going to be ready in time. We've typically
146used the same toolkit that the state puts out that every district uses. Um which is why we've been participating with Cal Curriculum. We we have we have a couple of different rubrics that we're working off of and we'll be editing. >> Is there any chance that we don't like either of them and we want to stick with our old one? I mean there's always that chance. I >> Is that allowed? Like I mean with the curriculum of >> So I mean I I I've been having this conversation with trust with um CBO Matsumoto. We really from a financial standpoint want to make a decision. >> Yeah. >> Yet at the same time I think we're aligned in that if the teachers truly hate all three programs >> and we have to go back to the
147drawing board. Then we have to go back to the drawing board. Whatever we purchase now is going to be what we use for the next 10 years. >> Right. I mean the nice thing is it is 2025 2026. These programs are all utilizing an incredible amount of AI in really exciting manners. They have taken advantage of all the tech tools to be able to help support in some of the more difficult aspects of how do I actually assess where the gaps are? How do I know what lesson needs to be filled in to to fill that blank? Right? I know I know now that kids have gaps in their learning, but I don't necessarily know the three steps I need to teach to get them to where they are. And that's where the tech tools
148are really helpful right now. But also, it's all they're all new programs. They've all been written from scratch. It's not the newish the new addition with 2026 slapped on that says suddenly we're aligned. They really did write new programs, particularly the ones that we chose. >> I'm so sorry. So many questions. Um, when we think about the AI, you said that it would help teachers really evaluate how is this child thinking and what are the steps I need to teach. Is the AI going to be used in assessment or evaluation of the child at all? Because I'm I'm still a little bit hesitant, right, with all the hallucination that like I mean there's there's a lot of room for >> not so great stuff. >> Yeah. Um, all of the programs have some built-in technology
149tools that are supportive as part of their supplemental work. It is not part of their core program. >> So, um, when I've done my screener and I have kids who are in certain areas and now I've grouped them into four groups, the AI power is going to say this group that is missing basic functions and polomials are going to work on here. Here's a bank of questions and problems and skills that this group can work on. this ch this group is advanced. Here is the you know matching instructional kind of center activity. They're not the teacher and they're not the live interaction. >> Okay. So it's more of a guiding like this is kind of the area that you can go and play in now. >> Yeah. And it's the we've we've done the academic
150screener online and now the backend tool is telling me here's here's their skills and strengths and here's their gaps and teacher you need to work on and you need to go fill in fluency facts, you need to fill in it's kind of like the MClass piece of we've done the assessment and what's really nice is the platform is grouping the kids together and saying these are the skills to work on. So, they're doing that back-end analysis so the teachers can actually focus their time on the instruction instead of paper scoring and then doing their own item analysis, right? Do do we know how valid those assessments are? Like when it says this is their strength, do we know that it is act that those are actually the strengths? >> I mean, because IBT a bunch
151of things and say, "Oh, yeah, these are your strengths." I'm like, "Let's no >> That's not my strength." It's it's a component and it's still going to be incumbent upon the teacher and all professional development that comes with the new purchase, right? >> We've also as as a system learned that adoption training can't be just the single roll out here here's what's in the box. It needs to be an ongoing here's what's in the box now. Here's how you read the data. >> Here's how you utilize the data so that we can >> actually sus out is this valid and reliable? What can I do with this as a teacher? Is this helping me spend my time wisely? >> I think it's going to be really important that the teachers know the students and know
152what they actually know and being able to compare that to what the system spitting out. >> Yeah. So that's I mean that's that's one of those that's one of those pieces in the evaluation tool that you know Narina and I are talking about like what do we need to be watching for? What do we need to be seeing when we're we're visiting the classroom. It's not just piloting in behind closed doors and that's it and I make my own decision, but it really is supported um with some live coaching because I think the programs look great. I do think there is a pretty big pedagogical shift if we really, you know, there's what we want and our profile of a learner and our goals and our vision and how do we get there? That implementation
153is so important. Having good tools is great, but then having the teaching and the support to learn how to use the tools is is kind of the long-term investment. >> Sorry. And also the parental support at home. >> I'm sorry. >> Parental support at home. >> Yes, that is from here to here like >> Yeah. >> And the population >> that is one of the critical features that is required of the publishers and we've been pretty happy with the parental support that we've seen. >> Thank you. Sorry. Any other questions? >> So I had a did okay. I had just two. One is um first of all great to be a part of the at least you know fly on the wall for the last couple sessions. The local adoption committee I thought did a
154nice job at least the conversation that I overheard in as you were in talking about some obstacles that they were just encountering most most likely just I think supplemental material. >> Yeah. and every and among others. And so I'm just curious with these pilots, do they feel that that kind of reduces some of their pain points or obstacles or kind of regardless? I mean, ideally, you kind of don't want to have to supplement. It'd be nice to have a >> everything in your binder, but I know that might not still always be accurate. >> That's maybe supplemental and support is not the best word. It's not an add-on that you purchase, right? The nice thing I I don't know, I guess this must have been 15 years ago when I was still in Ravens, but
155the state of California did finally come out and say there is no add-on box when we when we have state adoptions anymore. We're not going to have a halves and have nots. Your program that you adopt is going to be the same at all districts, not here's your base, and if you have money, you get this, that, and the other thing as well. So, the program that we're going to be getting includes kind of all the bells and whistles. And the nice thing is they are almost all following an instructional path that has kids exploring and discussing and problem solving collaboratively in addition to wrote practice. And because we know wrote practice and fluency is important. They're in kind of different components of the text and different components of the programs, but none of it
156is this extra. it it may it may feel supplemental in that it's the Friday afternoon activity that is built in and built into the lesson plan. The other piece that's a little bit different this time around we're used to teachers getting curriculum and saying oh my gosh there's 180 days of lessons to match 180 days of school which means 100% of the time we're not finishing the entire textbook. Every single publisher has learned that that's not what functions because now we're asking you to pick and choose which we as a district have done the work but still we if if we could take that out al together they're all coming up with lesson plans of between 135 and 150 days which is a nicity because they've built in now time for assessing time for reteing
157time for the assemblies when you've lost the lesson because inevitably you don't actually have 180 math lessons over the course of the And so that's kind of nice because now there's less to get through that every nobody's people are going to feel less pressure to pick and choose which is kind of a nice thing too. >> Yeah, I like that too. The about 150 days. I guess my un I think I inferred the teacher saying with supplemental was that they didn't have to then kind of augment what their core teaching was through like an exL or they or the practice. Not that they didn't have all the material. So, I'm hoping, correct me if I'm that this material will have enough of the scaffolding. We'll have enough of the here's some advanced questions because I
158know in the presentation, imagine actually that we sat in on >> they were very good by saying if your students finish early, yes, >> they can do this advanced problem which could be 20 to 30 extra minutes. Yeah. So that have that flexibility for those students I think also goes a long way in our community to where they're saying, "Oh, they finished early and we're just bored sitting at their desk." You know, I I think having that flexibility to be able to offer those students kind of like where they are. >> Yeah. I mean that's a perfect example of where I feel like our tech our textbook companies are leveraging technology tools because in that they've built their structure such that there's always going to be centers or small group within their instructional time but
159they've also leveraged to say well one of the difficult pieces of if I have four groups one group always finishes first and then they sit there twiddling their thumbs. Well, now you can set up your class such that when a group finishes a program, a a a problem, a a challenge, the next one is released and it just kind of naturally goes so that nobody's wasting their time twirling their thumbs or, you know, there's benefit to kids helping one another. And there's good to that, but you also don't want your own child who's the advanced kid to spend 90% of their day because they finished their problem early now being teachers helper, right? For a few minutes for for part of the time. Yes, that's great. But I think it's going to I think all
160of the programs that we saw have really improved. You know, it's 2026. The last time we saw math programs was 2014. M >> if we think about what our life was like in 2014 and the ease and tech and what we have today, we're seeing the fruits of that thankfully in the classroom. Um, >> two more quick questions. The the other question I would say is >> is with technology and the tech tools. I think that's important. You know, I think that's obviously where where it's kind of heading. But it was kind of a a turnoff when one of the publishers I won't name which kind of said well at the lower grades there's definitely all very paperbased but then as you get into the high school years it's like 90% technology and I just
161feel like what we know about screen time and everything. Yeah. I think personally I would like to see that percentage you know being used wisely and and on the lower side um where you know where the learning is coming in different ways. >> I would say you're aligned with our committee. One of the you know one of the conversation points from our group was that we wanted to make sure whatever we adopted was both techtool agnostic right for for obvious reasons. I mean everything's internet based now so it's it's not such a problem but also that there was parody between the paper and the online option and that you could hear from the publishers they felt that loud and clear every presentation was oh internet goes out not to worry here's the workbook page here's
162here's the cent's kit here's the manipulative that goes with it so that the experience whether you're doing it online or on paper is both equivalent but also easily flipped back and forth so that you as a teacher couldn't make that decision based off of your students in the moment. Do I need to go more paperbased or do I want to use more tech today? And you didn't have to be always on the screen in front of the computer. >> Totally. >> Could do either of any of the three programs that we chose. You could be completely analog at all times. >> Great. The last question was around the timeline. So, this is still hopefully slated with an early June recommendation and approval by the board for implementation next >> fall of 26. >> That's um
163so I don't know if that's aggressive or not because I don't but you would have to like have professional development of the the broader teacher base, right? >> Yeah. Um, so I just encourage like what you were saying like if there's if the teachers don't like the pilot program and you know etc that that we listen to the teachers and obviously you will but you know if that's if if the timeline is too aggressive or or needs I'm just saying that that it's important that the teachers obviously for the next 10 years feel comfortable >> yes 100% >> with and feel um empowered and and confident that that they can implement this great material that we're you're going to be piloting. >> Total agreement and right the professional development isn't just going to be the
164launch. It's going to be the launch and here's your stuff but it's going to be continuous and ongoing and you know this is not part of this update but I also have plans for continuing additional professional development as we think about instructionally what do we need to do to change our pedagogy? How are we bringing along the ELA? What are we doing for science and reading? There's all sorts of stuff in the works coming up in the spring and summer. >> Great. Thank you. >> Yeah, >> sorry, just kidding me later. You may have said this already and I'm not necessarily linking this to the previous item. This how this pilot is done and what the decision impacts is the same across sites far as like how the math comes out at the middle school
165level. I I I'm sorry. I don't think I understand. Yeah. >> Whether it's Carnegie or Inovat and and how it's taught at NS Pepper Rston is the same. >> Yes. Yes. You in terms of the middle school? Yes. >> Yes. Sorry. >> Yes. It what whatever program we have will work on a block schedule. It will also work on individual sixth period day, seven period day. That that is definitely part of it. We have members from San Piper, Nesbet, and Rston Middle School sitting on our adoption committee. >> Thank you. >> Yeah. Now, are we going to allow one school to adopt something and one school to adopt something else? No. >> 68 is going to pick the same thing and K5 is going to pick the same thing. Okay. >> Thank you again. Yeah.
166>> Thank you. Thanks. [laughter] >> Um that was an information item. The next um item on the agenda is um going to be um presented by Superintendent Duara and Director Eastburn and it's the approval of the 2526 and 2627 classified certificated management salary schedules. Great. Uh, good evening again, board. Uh, I'll be taking this item today since, uh, director Eastburn is actually included in the item. Um, after successful negotiations with BRSFA and CSEA, um, it was time to move on to our administrators. Um, our administrators are not represented, uh, by a union or a group. uh they follow a consult and confer model which basically means I meet with a representative from each group uh talk about their hopes, desires and look at potential options. Uh typically it aligns very closely as it does tonight
167uh with what was provided to um our other union groups. Uh tonight I'm uh pleased to recommend uh that the board of trustees approve uh the classified and management salary schedules as follows. You see that in the background. Basically uh for all administrators, it's a 4% salary increase effective July 1, 2025. A 2.5 salary increase effective July 1 uh 2026. Uh that salary increase is retroactive uh just like our other groups. Um there's also one uh little shift. We used to have the director of technology on a different salary schedule. We'll be moving uh all directors to the same salary schedule. Um and then um uh finally on the uh behavior and mental health manager uh moving uh her to a salary schedule uh that's commensurate with the schedule for element for elementary TK8 assistant
168principles district coordinators. uh that actually results in uh change in salary but also an increased um work calendar to ensure that she um is there to support uh the entire team. So it's my recommendation that the uh board of trustees uh re um adopt the following salary schedules. Uh you'll note that all of the supporting disclosures uh and financial information is included in the attachment. >> So this is an action item. This is an action item. Do I have somebody who would like to make a motion to approve? >> I move that we approve the 2526 and 2627 classified and cert certificated management salary schedules. >> Do I have a second? >> Second. >> Uh all in favor? >> I. >> Any opposed? Okay, it passes 50. Uh similarly item 15 is the approval of
169the 2526 and 2627 confidential and supervisory salary schedule and benefits. Um highlights here um are the same 4% in uh uh 20 20 uh my number effective July 2125 for the 2526 school year and a 2.5% uh for the 2627 school year. Um unlike other groups uh manage uh uh the longevity is slightly different at different time frames. Uh we're recommending uh the addition of uh one additional step but a change in um cadence uh for six years, eight years, 13 years, 18 years and 23 years. um recognizing that when we have folks uh in these positions for long term uh it definitely supports um our work. Um they also have uh uh contribute up to $250 towards flexible spending account similar uh same as CSEA u the documentation uh and financial disclosures are attached.
170It's my recommendation that the poor uh board approve as presented. As a note, um our confidential and supervisory salary schedules are folks um that work in payroll. Uh they work in finances. Uh they support negotiations and or they lead um our um uh uh maintenance team. Thank you. Couldn't find that word. So recommend approval. >> Thank you. Does anybody make a motion for approval? I move to approve the 2526 and 2627 confidential and super advisory salary schedules and benefits. >> Anybody second it? >> Anybody [snorts] second? >> Okay. Um can I hear uh DAS? >> I any Okay, it's passed unanimously. 50. Now we move on to the next item on the agenda which is item approval 16 approval of the annual audit report and this is also an action item to be presented by
171CBO Matsumoto. >> Good evening trustees. Um I had considered reading um all of our audit pages word for word. Um but in lie of that I have decided to give a slightly shorter summary. Um we are required by the state to have an audit done by an independent auditor. Um we have gone with Harshwall for the last 6 plus years. Um ultimately Harshwall has found zero findings. Uh so a completely clean sheet for the 2425 school year. Um I would just like to give a quick shout out to our district staff. you know, it's it's not necessarily easy to comply with all of the the numerous and constantly refreshing laws and regulations, but um credit to our team. They're able to do it with flying colors and such grace. And uh I'd be remiss if
172I didn't stand up or I guess sit up here um and just give a large thanks to them for all of their hard work. So this is a a clean audit is representative of our entire district and the hard work that um not only the central office staff but all of our school staff as well put in every single day. Um and with that um I well I guess I cannot give a formal recommendation but this is an action item. Thank you. >> Okay. Is there anybody who would like to make a a recommendation? >> I move that we approve the annual audit report. >> Great. Um, do I have a second? >> Second. >> Wonderful. Um, those in favor? >> I I. >> Anybody opposed? >> Okay, that passes. The resolution passes 50. >>
173Now, the next item is a discussion item. It's kind of a recap of the 2 by 2 by 2 Belmont Redwood City BRSD meeting. So that meeting took place on January 7th, 2026. Um just a a couple week ago. [laughter] It's been a long week. A week ago, uh I attended alongside of CBO Matsumoto trustee um uh Bruno and President CS. Uh I'll defer to Trustee Bruno and President CS uh to lead that discussion. Thank you. Um, yeah, it has been a long week. That is wild that that was a while ago. Um, it was a good meeting. It's great to hear from from new and old staff and um maybe the most complete version of that meeting. Uh, it was really interesting to hear about developments going on in both Rebbit City, Rebbit Shores,
174uh, Belmont. I think our report to them was get par for our past conversations. Um but yeah, yeah. Yeah. Checking in with the the new city manager, we had a really robust conversation around ebikes and uh the joy that um our teenagers are having on them and uh how that impacts the community. Um which as an administrator was was a good conversation. Um, and I, yeah, I look forward to the next two or three that and the energy around their excitement to connect with us, what's going on with their schools and their kids, their neighborhoods. Yeah, I echo I don't really h have much to add, but I would say that there was a definitely a good energy of collaboration and staying in touch. Everybody's very excited that we're on a regular cadence now. Um
175and there was a new city manager for Redwood City. So he was very interesting to hear about the floods and what they're doing there. And um again with the ebikes just kind of to be in sync and to uh they're going to reach out to us and involve us in discussions and and and perspectives uh as it relates to our students. So I know that's a topical thing, the ebike conversation. Uh, I'll just add uh we actually received communication this week about their micro mo micromobility is kind of how they're contextualizing ebikes and scooters and all those good things. Micromobility um we've already been invited uh to that conversation. Our wellness coordinator uh Kristen Sevilla and I um will be trading off as representatives uh on that committee. >> Great. Um, so this was just
176a discussion item. Any >> I was just curious if we have any policy or plans for a policy for ebikes like at the school sites. Are they allowed? >> Uh, we will probably be looking at it. At this point in time, we've we've been working uh and relying on families uh to help make appropriate choices uh to keep their kiddos safe going to and from school. So, um I will say uh um we we we do see kids on on these I I I'm not I can't quantify them. I know they quantify them by speed and they can see what they look like. My my youngster can say, "Oh, that's a this bike and it goes 25 miles an hour." Or, "Oh, that's a that bike." Um our kiddos, I think without going into specifics,
177our kiddos are riding them. Uh and I think it's our role as adults. um a parent's role as a parent to make sure that they're um in touch with the type of bike that they're buying their child. A lot of parents, I'll throw myself in that hoop, um are uncertain. We want to get our kids um electric scooters, but they're much more than just um electric scooters. Uh there's been a lot of law enforcement um uh in involved. uh they've they've changed some of the scooters to now require brake lights, helmets, licenses, all of those things. So, I think we'll see where this micromobility um piece goes. And and from my perspective, um it doesn't work unless uh schools, law enforcement, and city are all aligned with what the expectations are for our youth. So,
178I might be there moving forward then. So, maybe. >> Okay, that's great to hear. I um anecdotally just I saw a ebike a kid like he got hit by a car in front of my house um in front of my face. So I think it would be good to um like as the school district encourage parents to I I don't know if there's like training that kids can go to or some kind of like class to learn like you got to go this way in the bike lane or anyway I think it's a good conversation and I'm glad that we're going to be involved in that. So thank you Great. Um, the next item is CSBA board policy update November 2025. This is a first read and it's a discussion item. Uh, did you want
179to provide some context? >> Sure. Uh, every quarter, every trimester, uh, CSBA puts out their policy updates. Um as uh Lisa was sharing, our policy binder is pretty thick, right? So uh CSBA is looking out for legal changes um making recommendations uh for policies to ensure that our policies are most always aligned with uh law and current guidance. Uh these are the recommended policies by CSBA. uh you'll see uh whether or not we have the policy um and what what recommendations uh staff um recommend for changes. Uh this is a first read. So between now and next month uh we'll incorporate any changes feedback uh that we receive and u approve upon second read. Uh generally speaking we do like to align with CSBA. Um it ensures that our policies are always kept up to
180date and we're not missing um anything. >> Um yeah, quick comment on that. So we do I mean CSBA is the one who is um initiates all of the things, right? >> Correct. >> So like the ones that are, you know, haven't been updated for 10 years is because CSBA hasn't had any like I feel like that's probably okay, right? >> Uh yes. My my guess is is and I'd have to go back and look at the specifics and I will um sometimes a board policy is uh especially board policy um is um what the board desires the overall vision the overall thought um and that's not necessarily going to change when a law changes the administrative regulations and how we implement a board policy um is dependent upon laws right so um usually most
181of the ones. Um, so we update by department. Um, uh, Reese typically has very few to update. Um, Julie typically has 90% of them because they're in HR. That's um, always changing in terms of law and of course instruction too is in there. Um, uh, but yes, we follow uh, CSBA recommendations. uh and CSBA um is really our guy. >> So to to the previous point of like let's say we wanted to develop something around the micromobility and CSBA didn't really put out a position on it yet. Has have we done that in the past where the we've created a board policy. Yeah. Just on our own. >> Right. Uh a great example would be our equity policy, our equity statement. Um our equity policy uh CSB has space for it in their binder. uh
182but they don't uh they have kind of templated ideas um but that policy is pretty much always on um a district. Um that would be one example. Uh oftentimes CSBA allows for space u within their policies. Um I'm not sure where the micromobility falls. I know some districts are starting to look at that. Um and we'll see where that goes. Um any any comments on anything at this first read option? Okay, then we will um go to the item future board meeting agenda items kind of look at to see what's on the the horizon. >> Yeah. Uh January is a very busy month. We have a board meeting every uh week of the month. Uh January 21st, uh next Wednesday is a special board meeting at Sandpiper. Uh it says 6 to 6 to 9:00
183p.m. It starts at 6:15. Uh this is just um a reminder. Um uh Sandpiper School. January 29th is our board study session. Uh currently we have um some special programs um on the agenda, i.e. uh special education. I've I've worked with um uh with uh director crates and uh SALPA director uh to present to the board around special education. We'll probably have a a construction update um board governance um update as well. Um and that agenda is um up for for change and consideration depending if we need additional uh conversation time for uh middle school um alignment. And then finally, February, uh we're uh school highlights will be Fox. We'll have the midyear um LCAP report. Um we have a middle school alignment decision, i.e. uh the closure of either San Piper or Nesbbit um
184scheduled uh for February and a bond oversight committee annual report as well. >> Great. Thank you, Superintendent. Um, I don't think there was any. Yeah. Trusty Bernard, did you want something? Did you Well, sorry. Should I have open it to Does anybody have anything to add to the >> Yes. >> I don't know if any uh the February 12th meeting definitely is here in this room. >> I'm I'm sorry, I didn't hear you. >> The February 12th meeting is definitely here in this room. Yes, the February 12th meeting is here in this room in this format. >> Did so did anybody though have any other agenda items for future board meetings they wanted to add or consider? >> Okay. So with that um it's 9:02. Uh we are not going to go back to a
185close session. So with that we will be able to adjourn. And we close the meeting at oh 9:03.