Regular Board Meeting - Thursday, October 16, 2025

001All right. Uh, calling this meeting to open at 5:04. Miss Ellinger, are there any speakers wishing to address the board? >> No, there are not. >> Seeing as there are none, uh, we are going to close at 5:05. All right, everyone. I'm calling this meeting. Uh we are returning from close at 6:20. Um there was no report from close and we're going to start with our flag salute. I catch the of the United States of America to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. >> Thank you. I'm already announced number six. Item number seven, the approval of the agenda and consent agenda. >> Uh there's been >> there's been no changes or adjustments to the consent or uh agenda. >> I heard you and I actually

002said it before we did the thing >> for your order. Do you want me to do it again? >> That's fine. We um missed the announcements out of close session. Were there anything to announce? I said it be before we did the flag salute because I read it out of order. There is no report from closed. >> Thank you. >> Um can I have a motion to approve the agenda? Consent agenda. >> So moved. >> May I have a second? >> Thank you. Uh all in favor say I. >> I. Seeing as there are no nays, the agenda and consent agenda is approved. Um item number eight speaker >> president Bruno we just need to uh note that uh trustee Northrup uh was absent during that >> I should have should ask sorry everybody um

003speakers wishing to address the board. So 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 its meeting so that we are able to conduct the meeting effectively and efficiently. Within those guidelines, members of the public have the opportunity to address the board. To submit a question or comment, speakers are asked to complete the speaker card by the start of the opening session at 6:19. If you have not already done so, you may see Miss Alener for a speaker card at this time. During the meeting, speakers will be called upon to make their comment. If you're addressing the board on an agenda item, we will call on you to provide your comment before the

004board discusses that item on the agenda. If you're addressing the board on non-aggenda item, we will take those comments at this time. Please be aware that the provisions of the Brown Act provide prohibit the board from acting on or discussing non-aggenda item matters at this meeting. Public comment are limited to three minutes per person per topic. Uh there'll be a timer on the screen here. Uh as you get towards three minutes, um yeah, I may warn you or ask you to wrap it up. I do so respectfully. Uh, Miss Ellinger, are there any speakers wishing to address the board? >> Yes, President Bruno, we have one, Lisa Fehey from BRSFA. >> Yay. >> Good evening, board members, superintendent, and my shoulders community and the community in general. Um, as we continue the spirit of glows

005and grows, I'd like to share both the bright spots in an area where we can collective make effort where it's most needed, our glow. We recently had an incredible professional development opportunity, especially for the 35 teachers that included the time at the Museum of Tolerance. It was a it was powerful to engage in honest conversation about equity, diversity, and our roles as educators in creating inclusive classroom environments. It's been wonderful to have collaboration times that brings teachers together across sites and grade levels. These shared spaces remind us that we are stronger when we learn and plan together, and we've already started to work on our January PD in a collaborative form. um our grove. So this part isn't about shortcomings, it's about focus. So moving forward, our energy should not be spent on individual site

006projects, but rather on lifting up all voices and ensuring that every program in decision strengthens our entire district community. Across the nation, we're watching the US Department of Education face deep cuts that threaten to harm our most valuable students, especially those in special education. This makes our local work even more important and more urgent. We must strengthen our own special education department continuously by ensuring positions are filled by fully credentialed teachers and not using different daily subs, but making sure that all students receive the required service and by continuing to value and support our PAR education pareducators, special education and general education teachers who do this vital work daily. Our teachers and support staff are the foundation to our student success. So, let's continue to provide them with the time and resources and respect that

007they need to in order so every single student, including our most valuable, can thrive in our school district. So, thank you so much. >> Thank you. >> And that is it for our speakers. >> Um, item number nine, our board of trustee report. Would anyone like to get us started? >> Sure, I'll go first. Thank you, President Bruno. Um, just a very quick update from me. Uh, I've been a little bit busy this month, so unfortunately haven't made it to the um the book club actual meetings, but I did start reading the book and I am really enjoying it so far. So, I would just encourage everybody if you have the chance to, you don't have to necessarily go to the book club itself, but um give the book a read. Um, and then I

008also had the opportunity to attend Central's brown bag lunch with the teachers. Um, which was a really great opportunity just to chat with some teachers and met a couple of new people. So, um, yeah, overall very good. That's it for me. Thank you. >> Thank you. >> Okay. >> Um, so I recently had the chance to visit our district's outdoor ed site. I think we haven't had someone from the school board go to the site in recent past. So, and I was just really impressed with how well-maintained and thoughtfully run it was. Um, for many of the students, it was their very first time away from home. And both kids and parents have shared how meaningful it was. The kids would come home saying, "Oh my god, I got to do all these things, including

009kissing a banana slug." And the parents, what the parents told me was that many of their kids came home and they're like, "Wow, they're suddenly very confident, right? They're very um very very able to do things where they weren't where they're more hesitant in the past." And I just feel like this was a a really great testament to how beneficial the program is and how useful it is for us as a I also got to sit in on a my digital tattoo session that was happening over at Sam Piper this past week. And um and if you don't know what it is, it's a program that's designed to help students think about how they act online. Um I especially like the reminders that they gave the students around posting. Don't post emotionally. take six seconds

010to think about it before you do anything. And specifically, they had like this acronym. It was think. And it was, you know, um ask yourself, is it true? Is it helpful, inclusive, necessary, and is it kind? And before you post anything and I feel like that's great advice, not just for the middle schoolers, but for all of us as human beings. And I was just really impressed with how wellrun the program was and how engaged really truly engaged the kids were with the with the instructors. I'm just really grateful for the staff and our partners who make these kinds of experiences um possible for our kids. Um it's really clear how much care and commitment goes into supporting our students growth both in and outside the classroom. >> Thank you. Um, well, one of the

011certainly for me I always enjoy doing one of the highlights was October 9th, uh, Jackie, Dan and I met for a 2 by two with BRSFA with Lisa Fee and Pamela Miller. And it was just kind of an informal chat just to check in and see how how things were going and and what was on everybody's mind. So we talked about topics such as like the latest professional development day and how that had been uh well wellreceived and and and in a variety of different manners by different uh groups and also kind of topics around cultural proficiency and just kind of like the awareness um and what we can do to kind of still also promote promote that um among our school sites and it was just a really great conversation. I always look forward

012to it. Um to just kind of take a temperature, but also just a great way to just connect with um the fellow our fellow educators, right? So, I really appreciate it. Thank you, Lisa, Pamela, for for spending time with us. >> I know. I know. I'll go this way. You go this way. And uh yeah, so that's kind of like what's been going on this month. And I do I appreciate it. Thank you. >> Thank you. Um so just a couple of things I'd like to um highlight. Um is uh trusty um CS and I are the liaison to school force. Um, so I was able to attend the school force board meeting earlier this week and definitely thank the school force uh board members, all the volunteers and the PTAs and all the parents

013and teachers and staff uh for supporting school force. Um their back to school campaign went well. Um it's a uh fundraising is a fullyear process for the following year. So there will be uh the reading power, there will be other uh events that happen, but um the back to school campaign went well. So thank you to everybody for uh supporting that. And um and then the other thing I'd like to mention is um a uh a parent um who's also a uh Girl Scout uh troop leader asked me a while ago if I could come talk to her uh Girl Scout troop. Um and so about uh leadership. Um so that was uh I did that a couple of weeks ago and that was uh great. So they are associated with a school um but

014you know it's not it's not run by the school. that is Girl Scouts. And um so that was great to be able to um uh talk with the girls about leadership and um my process for how I uh got elected to the board. And so yeah, just thanks to all those girls from that Girl Scout troop and um to their parents for supporting them in their journey. Um, and hopefully, uh, one of them will be running for school board in probably like 20 years. I think they're like 10. So, uh, or they can run in 10 years. So, um, thank you. >> That's awesome. Um, thank you all for that. Um, I don't have a lot. I I volunteered at the Water Dog Run, which is just always good times, and I just appreciate the

015partnerships and, uh, and free stuff. um lots of phenomenal riders in our community uh at all ages. Uh it really was impressive and uh and some great kind of little kids on a smoothie bike is always a good Saturday morning. Um I also attended the 2 by 2 as a trusty cost covered which was just yeah a great conversation for me in many ways. um try to appreciate every time it's October, so it's kind of like middle of the semester. So, just in appreciation of our teachers and our administrators and the work they're doing and uh and yeah, I know I know to some degree what that might feel like right now. I'm glad they had uh a good PD day and uh and hopefully enjoyed a 3-day weekend as well. Um and also just

016listening to the sounds of kids sniffling and coughing and I hope they're keeping themselves safe. I know my kids have struggled with that. Uh, and I can only imagine uh the germs that are flying by you right now. And I just say I appreciate the time you put in the trenches with our kids. Um, want to call out some kind of holidays and events that might be important to people in our community. Uh, the Wallally's coming up next week. Um, always a good time. The Festival of Lights I think is important thing for members of our community. Um, National Coming Out Day uh was last week. Indigenous People's Day is coming up. um the Mid- Autumn Festival, which is again another kind of great celebration that uh that uh yeah, like um our kids at

017our school and and at home have enjoyed. And uh I'm going add a random one that I saw that I think you would appreciate. These are for the adults. The two things that was one it was band books week. And so if that's something band books week, so if you just support the idea of books, >> you should dabble in those and just see what's out there or not out there. It's a good time. And uh October 30th is text your ex day. Do what you want with that. Do what you want with that. The day before Halloween, just tear it up. Yeah. Uh, and that's my bet. >> Exactly. Uh, I had a number 10 superintendent report. >> Uh, good evening board. Uh, just a couple of, uh, honestly thank yous tonight. Uh, I

018just want to piggyback uh, on what April shared. A big thank you to School Force. Uh, these School Force is a group of volunteers. It's our parents uh that come together to support our schools in ways um uh that most schools don't receive the support. Um it's through their support that we have counselors, specialists, you name it, it's here. Um it's probably what draws all of us educators to BRSSD. Um and a big thank you to School force for their uh School Force and our community for for donating. Um they raised close to $2 million. We have a $3 million goal each year. Uh so definitely uh um more opportunity, but uh we're we're making our projections where we thought we were. And that's a a really a small group of of folks that come

019together to support us. So a big thank you to all the school force uh and and our parents who are who are donating to support. Uh I just I've seen Lisa all day long. I just want to say thank you to Lisa and the extended BRFA team. Um uh you the board knows but not everybody knows every year uh every couple years we come together to renegotiate um our teachers contract. Um we've been doing a lot of collaborative work uh behind the scenes um that makes for really long days right Lisa and I just uh today was one of those days. I just want to say uh as superintendent I was really proud of the work that was happening. Uh the people at the table um have everybody's best interest in mind. They're working hard

020collaboratively. I should point out uh CBO Matsumoto as well. He was there for a long day. Um and um our teachers are making sub plans uh because they're out of their classrooms for the full day. So uh just thank you to BRCFA for that collaboration. It's appreciated. Um the next uh thank you uh goes to super assistant superintendent who uh she's been working really hard on our grade level retreats. So far we've had grades two uh one the order that they happened I can order numbers two one five and three one two three five um those are happening like every Tuesday and Thursday for the month of October uh on those two days of the week I don't see Ching pay at all except for the time that I actually go and participate they've been

021doing a lot of good stuff around uh reading uh they try and uh do things that's unique to the grade level sixth grade or fifth grade uh talked about the transition in math to sixth grade and middle school uh takes a lot of planning and I've heard uh really good feedback. So, thank you Chick Bay. Uh the next one is just a heads up. Today was the great shakeout. Uh you know, my watch was supposed to go off and I didn't hear it go off. I don't know what happened. Um anyhow, um the great shakeout was today. BRSSD did not participate today. We're participating tomorrow. We had too much going on uh districtwide today, grade level treats and negotiations. So, we we'll be doing that tomorrow. And it's just a reminder to our families uh

022to everybody the importance of being prepared. Uh for us in district, it it it looks like uh uh stopping, taking cover, um assessing the situation, evacuating, making sure we've accounted for everything. We take it to the district level, uh where we're communicating, practicing communication with walkie-talkie. um likely we wouldn't have phone communication. Uh so we we do a simulated drill and that takes place um tomorrow. So uh reminder to families to be prepared at home. And that's it for me tonight. >> Thank you. Um in the moment we've all been waiting for item number 11, school spotlights. Thank you. Is this my clicker? Oh, it works. Okay. Um, hello everyone. My name is Kiara Adetta. I'm the school in my second year. Thank you to our family for showing up today. And I know there's

023plenty of our staff who are watching at home in the live stream. Um, including my own family. My son is excited to see Mama on TV today. So, Hi Paulo. Okay, so um I last spoke in front of you in May and not a lot of school year has really happened since then. I spoke to you through the end of the year. I'm now speaking to you at the beginning of the year. I understand why you probably asked me to go first because I have a timeline of when I will be out. Um as Jackie mentioned, yes, I do look different. Thank you for noticing. >> Thank you. Thank you. >> What I should have said Congratulations. I heard you look different. Um, so um, however, even though a lot of school year has not

024passed since then, I do feel the trajectory of where I feel we were at from last time I was here till now feels like it spans way more than the the instructional days that we have had. Um, last year the the word I started off by sharing with you is proud. I felt a lot of pride being the principal of the school. I felt proud of the work our staff was doing. I still feel all of those things and I feel like I've continued to do reflection and refining in the summer. And now what I feel is confidence. I feel confidence in the heart of our community. I feel confidence that our staff had the desire and more than that the obligation to do what's best for our kids. To see every kid and say,

025"I see you. I believe in you and I have the highest expectations of you. Now, when I first spoke or I last spoke to you again in May, um again, I I felt those things as well, but now I have the utmost confidence that even when I do eventually leave and and come back from my leave, I'm confident that these things that I'm going to share with you today are going to continue to run because of the staff that we have and the heart and the desire. So, I'm going to talk to you today about MTSS, multi-tiered systems of support. Um, there is a large umbrella of what falls under MTSS. And what we might be most familiar with is that triangle visual there, response to intervention, the different tiers, the tier one, tier two,

026tier three supports that we give, tier three being the most intensive. Um, however, you can see under the umbrella there's so much more that comes into that. It is our culture, it is our expectations, it's our strong curriculum, um, it's our collaboration, it's our professional development, etc., etc. Um, I if I talked to you about all these things, we'd be here all night. So, I am going to focus on that triangle piece, this tiered systems of of support. And I am excited to share with what we've been doing here at Shores. I don't know if it's anything revolutionary um in terms of something new and innovative what schools do, but what I do know that the heart and desire in our school is something that is unmatched. So I want to go over a little

027bit of background information of our school. Um, as I talk about MTSS and tier systems of support, I'm really speaking on all of our staff members, um, it's the teachers who are on the ground running the implementation, running the curriculum, supporting all our students, and who know every single student the best. And we have the hardest working staff. It's our specialists who are giving the intensive support as needed, but also consulting for students who haven't quite met that threshold threshold yet. It's also our paraprofessionals who are collecting data for us and it's our front office greeting you. It's our custodian who keeps our or our our campus ex exceptionally clean. Um but here's just a little bit of background information. So we are preschool through fifth grade. That's including TK as well. We're the only

028school in this district to have a special day class or SDC preschool. Again, very proud of that fact. And it's so fun to see the little three-year-olds come on our campus. If you're ever having a stressful day, I do encourage you to come to our preschool classes and just like sit with them. You will leave very joyful and happy. Um 19% of our students have an IEP, individualized education plan or 504 plan. Um to put it into context, the national average is closer to 15%. California average is closer to 10 to 12% with the goal of being closer to 10%. Um, so that is significant given that we have special day classes. We have five of them. Three in the elementary school, TK through five and two through preschool as well. Um, and that to

029me is an asset. That to me is something that again I'm proud to say that we serve all types of learners, all learners, and they're welcome here and they deserve the best. I do want to take a moment to highlight when I talk about multi-ter systems of supports. our teachers are implementing the tier one, the tier 2 interventions. Um, and it's also our specialists who are there to make this possible to service all types of learners. Um, it's our specialists who are at their maximum case load. So, I want to share some approximate numbers. Um, so our reading specialists will service Miss Simmons is here today. Um, around 40 students and that changes because it's based on our our data. It's based on our reading intervention data. It's based on our students and their English

030language acquisition, supporting our students who need the most. Our counselor case load at the tier two or three level, individual check-ins or group check-ins, is roughly was about 52 at the end of last year. Again, that changes for each season as well. Um, and that does not include the tier one support at all. our elementary speech and language support or SLP um over case load at 53 students and our learning centers at 14 35 students for our occupational therapists. I share this because um it is significant numbers that we're pointing here but also because we are so lucky to have this team of specialists that are servicing our schools. We are so lucky that we have these folks that are here to consult with our general education teachers every day from like we're getting water

031together and I have a quick question to let's sit down for a formal consultation. Um some more individualized support our school psychologists and the elementary level we expect about 20 triannual and initial assessments. Again that number is rather significant. We can anticipate the initial assessments based on the multi-tered systems support process I'm going to share with you today for the students that we've had multiple touch points all of last year and we can anticipate this may be a next step um those of course take um intensive hours um the support from myself as principal um looks like preparation for these meetings for our first tier 2 meeting and and a student success team meeting to an IEP I facilitate some IEPs um might help in taking notes instead. Um it's a managing of the whole

032process. Um I really see myself as a facilitator and and gathering people together. Um and just to give you an idea of how much time this looks like, I did a quick calendar audit of three weeks from this school year and three weeks from the end of last school year. About 30% of the school day was taken by SST meetings, IEP meetings, or 504 meetings, which is again a rather significant number. Um, and that is that's only including the meeting itself, not the preparation, etc. Again, this is um wouldn't have it any other way. This is my job. I'm here to support everyone, but just wanted to give a little bit of highlight of how much effort is going into what I'm about to share with you today. So, just a quick like timeline of

033what we're looking at here. Um, and this is really based on what's provided to us from um educational services department in terms of how we're supporting our students. So when we say SST, you hear different words from it. Um, student success team meeting um is the one that I often like to use, but I will continue to say SST for short. So we have what's called preliminary SSTs. This is a document that was provided to us from educational services. I just made it look a little bit prettier and a different way to organize it. Um, but this is how our teachers are collecting data and identifying a concern. Um, before we even get to meeting with all of our families, um, we have scheduled what we call MTSS student talk days. We just recently had,

034uh, two of them for the lower grades and then upper grades. And this is with myself and the whole grade level team. Um, so even if I, let's say I'm a second grade teacher and another second grade teacher is presenting a student, it's not my student. The idea is they're all of our students and we're all have expertise to share um and to consult as a team. So now because we had that day, we're coming across what I call an SST season or time frame um where now end of October, early November is when we're going to see a lot of these student success team meetings to discuss here are all the things that we have tried already. Let's meet with our families. And again, our families are hearing this concerns, our ideas all the

035way back from the early the early days of August or October till now October. We meet with our MTSS team which includes our myself, our psychologists, our counselor, and our speech language pathologists to kind of manage this system. We'll repeat this again um in November um and then we'll do it again in the spring as well. wanted to share some resources that we also have in our community handbook. You can find this on our website. It's available to all of our community. Um it's for our staff. It's for our families. It's for our students. So, I'm not going to read all this to you today. This is a copy and paste of what you will see in our handbook. Um, but what I noted that what I noticed that there was a need for some

036staff alignment and how we're supporting our our students or what is a student success team meeting what is an SST. We have such a wonderful staff who have a large historical knowledge of how we do things here at Shores, how I've done things in other districts, etc., etc. Our goal has always been the same to support our students, but the system looks differently from sight to sight. It looks differently from district to district. So this was helpful for us to get on the same page of what constitutes calling an SST meeting, what constitutes um us uh uh thinking about more supports for our students. Um historically in the nation, there is a problem where students are overassessed um for an IEP or referred for special education because that historically has been a problem where that's

037your first step. they are struggling and so we're going to refer them here um versus here at shores here at Bure SSD. It's true for us that we want to ensure that we're giving students every opportunity to succeed trying every intervention before we continue to increase that levels of intervention as well. So this is just something from our handbook that's telling you what is it, why might we call one, what's the purpose of it, etc., etc. And then a very fun complicated arrow system of how we get somewhere of referring to an assessment plan for special education. Yes, it's complicated. Yes, there's a lot of arrows. And this chart alone has saved me from so many questions um from so many I I've noticed I've had to repeat myself multiple times or I'm explaining the

038same thing to a point I'm realizing, oh, we're not clear as a school system of what this is. So, let's lay out a map. This is a tool uh for our staff to use and refer to. It's a tool for our families to see. Um and we get both sides from all parties from our community, our staff, our families, from kids to being resistant to the idea of maybe needing more support to also I want to skip all these steps of intervention, go straight to the the most support. This really keeps us grounded of what is the process and how we might uh receive an assessment for an IEP, which is all the way down however many arrows down to the last line. Um regardless, we found that with all this extra language, whether we're

039resistant, whether we're trying to we want to skip some steps, that if we come in with love, with high expectations and data, we've gained true partnership with our families. So a little bit about okay what does it look like when we have these MTSS student talk days and these are internal with our our staff first. So this is with the very first day will be myself and with the teacher and their teams. Um the specialists come in at the the second MTSS day. The first day the idea is for me to kind of triage what is our concern, what are the things that we can do, what is the highest leverage of support, how can we consult on how we can communicate this with families, etc., etc. before our specialists come in. Um, so again,

040we have strong data collection, we have our baseline data and um compare it to what's a grade level expectation versus a deficit mindset of we're behind, we're low, etc. We have some true data grounding points. We discuss interventions. We have a variety of tools. I just put a quick picture and links there as well of um where teachers can find um categorized by concern. What are different interventions we can try? Some of it's already in your toolkit and you didn't realize that this was an intervention you were doing. Some resources outside of the consultations from our specialist team. Um, one thing that was decided from our community was to have a budget for in interventions and enrichments. So, each of our classroom teachers had $400 to spend um for their own classroom and we gave

041them the agency to decide what that looks like um to support our students who need something different whether that is in remediation or enrichment intervention etc. And many of our teachers also host homework clubs. So, we do that inhouse as well. Those are things that cost money, but our community decided this is important. So for the SST meeting itself, now we're at the point where we've already discussed with our students, our teachers, our families what our concerns and we're now coming together. This is a part where it all really comes together and when our partnership really shines. Um we have a structured agenda. So again, so we know what to expect. um we prepare in terms of we're presenting weeks and weeks of what we've tried, what we've seen, what we've done differently. Um but

042the thing I want to highlight is our beliefs. Um one, we have high expectations for all of our students. All our students deserve to succeed and all of our students deserve the top quality education and again I am confident that we can reach that for our families. Um and lastly, parents are our partners and our students first teachers. I start every meeting asking them, "Tell me what's on your mind. Tell me what's a strength. Tell me what's a concern. Um, tell me what you do because you're the person that knows your student best." Um, and leading with that, I feel like has gotten us very far. And then the things that make me really excited are beautiful spreadsheets with color coding and just organization in general. This is a snapshot of our progress tracking and

043our progress monitoring of MTSS. You're seeing a screenshot there because I, you know, obviously didn't want to put any identifying information, but I wanted to give you an idea of what this looks like. Um, so any student that comes to me in MTSS student talk day for a consult, we're not even having a meeting yet. We're not even at the next steps of the meeting. Uh, they go on this sheet. Now, this allows us as our specialist team as they're saying, "Hey, I heard so and so had a concern." Yep. We already had this data collection here. Um where are we at? Are we going to go to have an an SST? Are we still trying preliminary interventions? Here are all the notes for our initial internal document team. Um and then here are the

044notes for the the meeting that we had with our family organized by uh the concern etc etc. So everything lives here. Every single member of our staff members have access to this. Um, this is important not because it's a beautiful spreadsheet, if I say so myself, um, but also that students can fall through the cracks if there's no organizational system. I said something of concern here and there in passing, um, but no one followed up on this. This allows us to keep really good track of where we're at and what are our next steps. And then something else I thought was of another game changer. We have what's called an interactive student data list for our teachers. They got this on day one back um come back from the summer where um again took out

045any identifying information. But our teachers got their rosters with links to here is their IEP at a glance if they have an IEP. Here's their language acquisition. Are they English only? Were they reclassified? Are they English language learner? What interventions did they have last year? So I can provide notes linked on here. It's interactive. They can open up the notes from an SST last year. So the teachers are starting on day one with information on their students and having information what the previous teachers have done in the past. Um I like to point out in this classroom as well too um that there is in this classroom about 21% of the students have an IEP. Again, those numbers are significant and that's rather typical for um our school. Some data you'll see updated soon is

046our students who um are in the reading club. Um also when we get our ELP scores and their language acquisition status, this will also be added here as well as our counselor is in the middle of reviewing all the counseling data that's coming to her. She's putting together intervention groups and now we'll have this updated here. So this is a living document that'll continue to be updated and then next year gifted to the next group of teachers as well too. So lastly to measure our success um so these are numbers from last year. So we have about 400 students. Last year 50 50 students or 13% of our population had some sort of consult with me with our specialist team. Of those 50 students 30 of those students we decided let's follow up and have

047a student success team meeting with our families with our specialists etc. which mean 20 of these students responded really well to the initial interventions that we tried and we continued to progress monitor. Um and then of those 30 students, four students were referred for assessment plan for a special education and every single one of them did meet the criteria for special education. What this tells me is that the students that we are referring truly need this support that we are truly being very thorough in in our data collection in our implementation of of interventions. Um because this is also not typical that when you refer someone for special education they may not qualify. 100% of our students that we referred did and then other students also qualified for a 504 as well. So that's a

048fraction of the students that we initially consulted on telling us that the interventions were consulting on are working. So lastly, some just something personal um that something that keeps me grounded in in my why. Uh I'm committed to equity and education. I'm committing to serving the students who are the most marginalized because I know that when we service uh our particular group of students who need the most support, it actually supports all of our students. Um, this is deeply engraved in my heart. Uh, my commitment is personal. This is my grandfather, Rosendo. Um, and he is I'd shown just him, but he represents all of my grandparents who immigrated here from Mexico um, way back in the day. My grandparents were very humble workers and they wanted what all parents wanted from their kids, which

049is they wanted the best. Um, I think about the the trauma and judgments as immigrant parents in the 1950s and 1960s that they have um experienced. Um, I think about the story my grandma told me about her eldest daughter's first day of kindergarten. The teacher told my grandmother that my aunt had a disability um because she didn't speak English. Um, I think about my father and how he went to 13 different schools um, between up until 8th grade. Um, because my family comes from migrant farm workers roots. And I think about what the teachers were thinking when they got yet another new student in March. Um, one and no and wondering where his parents were not knowing that they were in the fields working all day and my dad joined them after to work as

050well. Those that's of course generations ago. Um the experience of myself as a student um while much better thanks to the to the sacrifices of my grandparents um I still had trusted adults who gave me their prediction of the outcome of my life and which basically telling me that I wasn't going to achieve the goals that I had in mind. Um I'd like to say that built a fire in me. I'd like to say that built resilience in me that I was going to prove this person wrong. But in reality it created a a fixed mindset that I wasn't going to achieve because someone told me that I couldn't. Um but look at me now. Um now again that was gener also some time ago. Um but today in education the time has changed. However,

051historical context and current national data has still shown us a a pattern of data that is still not acceptable to me and it's something that I will not accept and I know our staff doesn't accept either. Um there's still disproportionality in students who are referred to sped, students of color, students who are English language learners that it's not acceptable to me. Um this is across our nation and these patterns are replicated here in this district as well and we are making an effort to to to fight against it. We're making an effort to name it and to do something about it. And that's what we're doing here at Redwood Shores. I am confident in our staff. I'm confident that we have the best educators here who are willing to put up that fight and who

052are going to service all of our students despite their case load, despite where they're at because we know it's deep in our heart and it's our obligation. We all have our why. That's my grandpa. He's my why. Thank you. >> Thank you. Uh floor is open for questions, comments. Go forth. >> Um first off, thank you so much for all the work you do and the passion that you clearly bring to your school and to the programs that you have. Um I just wanted to comment on your beautiful spreadsheet and the documentation of data. Like I'm a data person and taking the time to go and meticulously document each person that is a monumental constant effort and I can't imagine that you do it by yourself. So how long did it take you to train

053your team to go and always like I mean people go I'll document that later and then they won't right like that's that's a very very normal thing for people to do. So, how long did it take your team to to go about and start doing that kind of like at the first go round, right? Like somebody came in, I better go and document that. Um, and what challenges did you encounter while trying to implement this because it's I mean being able to successfully make that happen is is big. >> Um, I don't know if you know my love language, but thank you for complimenting me in the best way possible of naming my spreadsheet. Um, we can just go ahead and go back to that question. >> Um, and I'll answer the fir one of

054the questions on time. Yes, this is time consuming. I would say the thing that took the most amount of time with this interactive student data list. Um, and I was going like crosseyed looking at rosters over and over again. Um, this was primarily done by myself but with the help of um, data merging and and Excel tools. So, this is about five different data sources all merchant to one. Um, and I kne it was taking so much time. I knew it was taking time because I'm also downloading students IEPs at a glance, uploading it to a folder, linking it here. Um, however, the first time a teacher saw it and opened it and told me how useful this was, it didn't matter that this took weeks and weeks of my summer because it w if

055it meant that it's what's best for students, then that's what we're going to do. Um, in terms of the progress tracking, um, quite frankly, I do own most of this data tracking myself in terms of what you're seeing in front of you, what our teachers, what our staff, they're doing. They're filling out all of the the sheets that are implemented in here. They're filling out the the SST documents. They're filling out the data. I'm not filling out the student data. They are I am simply just kind of putting it all together. So, once you have this system, it it takes time to build, but then you can just go from it. We meet with our MTSS team monthly and we just look straight at this list and we just go what was our next step?

056What do we need to do? Who's doing what? Um so time consuming yes and saves us so much time in the long run and ensure that students are getting what they need. >> Anyone else? >> Um yes, thank you for not only the time it took to put the presentation together but for all of the work that you've been doing. I know this is only your second year, so seeing all of this is very impressive and um just want to say thank you, especially as someone who had a child at Shores. Um and I see Miss Marie and so my yes, my son was in in Miss Marie's uh speech class. So um very personal for me this this topic and seeing all this work that you guys are doing is uh I don't know,

057it's very motivating for me and it just is it makes me very happy. So, um, thank you for that. My question is just around, um, the with this amount of work and all of the things that you are you guys are doing, do you feel like your staff has what they need to be able to do all of these things, do you have the resources and the time and the people um, to be able to to do this and implement it the way that it it needs to be? >> They're all looking at me like >> um, I will say this first. our staff will do what it takes. I will say that our staff is truly dedicated to considering what does a student need and what's best for our students before we're looking at

058what do what else do I need when I'm the person and I'm saying that as if we're a teacher if I were a specialist, right? Um, and yes, I think we can be much more, let's say, efficient if we had extra hands, right? But again, it's it's hard to really imagine what that looks like when we have a really dedicated staff as well. But again, I started off by sharing case loan numbers. I wanted to acknowledge that we're over capacity. um and our our case managers are at their capacity of the students that they service in the highest level of support which does impact what does consult look like in the tier one and the tier 2. Um some things I didn't name are some of the things our specialists are doing for example our

059occupational therapist is also reaching into our general education classes and in our TK classes um doing some motor skills support for our four-year-olds. Um, I didn't name how our counselor offers evening sessions for u parent workshops and how to navigate big feelings. Um, those are the things that are extra things our staff are doing. I am mindful of our ask of them because I need our staff to stay forever and don't leave me and I promise I won't leave you either. Um, but I don't want to to cause any burnout as well. Um, so I think all to say like this is a lot to manage on my own. Um I think uh again people will always be something that is supportive. Um whether that is other specialists, administrators, specialists, teachers, etc., etc. Um I'm

060never going to say no to any of that support. >> Thank you. And I did have one one o other question. Have you shared this with other sites, other school sites? >> Um to some capacity. So, um, in the new teacher, um, orientation, I did meet with them about how to prepare for the SST process. I met with them, um, to kind of discuss like an overview. Um, man, I'm yes, I've shared it with principles again to some capacity of here's what we do. Um, but again, I'm this is like the summer, which feels like ages ago. So, like yes and but to like a smaller capacity. >> Great. Thank you so much. And if I can add to that, please. Um, >> Redwood Shores, I will just say, is is kind of setting the

061gold standard for MTSS and how we envision it looking at all of our schools. Um, with time, um, MTSS is a really hard thing to grapple with. um all of all of the school districts around here are are trying and I think this is um really establishing a process that is gold standard level. Um I'll be transparent. Jackie passed me a little bit of note and said when he saw your spreadsheet and uh conversation when we hired her uh she talked about her spreadsheet and her and Ruie were like this. Um uh but you Jackie said don't we have student information systems? Yes we do. And those student information systems kind of capture this stuff, but they don't give teachers and administrators that data in a way that's really usable. It doesn't come into a

062single spreadsheet where a teacher can look at all the different pieces in one place. Click on an IEP, have a pop. Yes, you can find the IEP. Yes, you can find language status, but you have to know where to go in the long list of menus because all of that data that we use in our student information system has to talk to the state at some level, right? So, um you know, the the outside messaging is like we need folks that are helping us with this in the outside world of schools. Uh but no, Redwood Shores is setting the gold standard in MTSS. Um, and it's uh something that we strive to to get at all of our schools. So, thank you. >> Thank you very much. I really appreciate all the effort by you

063and your staff. I I also like the data table. Um, my question was, it's really cool to see that the preliminary interventions seem to be working well, right? and that you don't have to, I guess, escalate to the SST or go down that path. >> Is it fair to say that that's MT I mean that's the multiple tiers of is it MTSS that's the the preliminary interventions it's within the framework right? Yeah, absolutely. And that'll bring us back to like our first visual. Um when you see that triangle, that green level, implementing those interventions is a tier one support. Um you are supporting the student within your classroom. Are there any um since it does seem to be successful at least in the example you were showing 20 students >> did it need to progress

064forward uh to SST are there any preliminary interventions that were particularly successful or did it really just depend on the unique needs of the student? >> Um I would say we found success in every level. Um, I do find it successful if the student did need a a student success team meeting and then we met for meeting number one, meeting number two, needing number three because to me that's telling me that we're giving them exactly what they need. Um, so I think it yes, it's going to be unique at each level as well too. Um, and again I really want to bring it back to our teachers of we're leaving every consult with an action step. We're leaving every consult with ideas. It's not just let me hear complaints and then I'll put on a

065piece of paper and do nothing about it. It's our teachers who are really the part that's why it's so successful. They're bringing back that action. Um and they're trying something new. Whether I have one years of teaching experience or 20 um that to me is a big piece of the success as well of the the mindset of our staff that um that our students can succeed and will succeed with our support. Um, in terms of like individual student, I can I can really go on forever of thinking of every individual student. Um, and I think what's the piece that that I find really meaningful and touching is that when we're coming together, MTSS team, we all have something to share about this student that's so deeply personal. We all bring something new and different that

066we know about this kiddo. Um, and that to me is how we're able to give them that support. Whether success looked like we just did preliminary interventions and like they good or we're at meeting number three and we discovered a learning disability that has gone unmasked for four years or so. >> Great. Uh the reason I was asking was just because it seems like it's great that there's all these interventions and I was just curious if you felt like though you had like the everything in the toolkit for the unique needs or the the individual needs of the student or if there was anything that on reflection you would say oh you know there's this other it would be nice if we if we had this you know I'm not saying that there is something

067to be had. I'm just wondering like in your experience, do do you feel like the toolkit that we're providing you or that you're working with can kind of address all the individual needs? >> We will make sure it does. >> Okay. >> And I don't know. I think I think the answer to your question is not a simple yes or no. I'm going to make it work no matter what. We're going to make it work no matter what. And sometimes that's us learning together. Sometimes it's us um thinking about thinking outside of outside the box as well too. Um >> and it's so hard when every kid's needs are so unique and individual as well too. Um so we have resources and that I have a list of interventions. We have resources and that I

068know at the top of my head this is something that works when I was a teacher when um this specialist said this. Um, but the I guess I'm having a hard time answering your question in a yes or no. Um, because again it is so unique. Um, will make it work and I'm always going to say yes to more support and resources. >> Okay. Thank you. >> Thank you for all your hard work. I also want to compliment your beautiful spreadsheet. Um, so very very nice. Thank you. Um uh just wanted to ask in particular about um the preschool classes. Um so thank you for you know serving those kids um and your staff for serving them. um how many kids are approximately in the preschool program and um just ballpark um what percentage do

069you think stay at um Redwood Shores for the rest of their elementary school and um which percentage go to a different district school for for TK and later on? >> And thank you for bringing our preschool team in. I chose to focus on the elementary school numbers because we have a little bit of a strange preschool year last year with the mid-year retirement teacher leaving. We didn't get another full-time teacher till about March or so. So, the numbers I would have shared based on last year would have been skewed. Um, currently we have about um six students, but we anticipate that going up to 24 or so. No, more than that. It can go more than that. It can go double than that. 48. Um, and the way that preschool students are assessed is um,

070based on their age. So once they turn three is when we're able to assess them. So our calendar all year includes um, assessments for our students um, who are three years old. Um, so once we are operating normal circumstances of the normal year, which we are now, we now have two full-time teachers who are wonderful and amazing and who are new. Our preschool team is is incredible with the work that they do. Um, in terms of who stays, it really depends because we're the only preschool in the district. We're often not students homechools. Um, so they may choose to go to um outside of BRSSD for a school that is closer if they're driving all the way from, you know, Belmont side and we're all the way to the shore side. Um, we do have

071students who do stay um within our SDC classes and so they'd come to us. And then we also have students who exit out of SDC because of the early interventions worked. We actually have some of our students now who are in TK who were in the SDC preschool program who exited out of special education and are now in our general education class because the early intervention worked. So hard for me to like uh qualify right now at a percentage because of our weird year last year. Um but I do know what we continue to assess once a week. We have another three-year-old that we've done a full psychoeducational assessment on. >> Yep. Uh, I have a few questions, comments. Um, you're an inspiration. Just you. It's like that last slide. And and and I did

072say you look different, but you do. You look you look stronger um than you did a year ago. Seriously. And how you talk about about your site and your people and even the transition from pride to confidence. Um, that was cool. I appreciated the whole thing and and your vibe. Um, yeah. And then literally just you. Congratulations on being where you are and being Rosindo's dream. Um, high five. Also, it makes me regret that in my whole board report I didn't say that all of last month was uh Latina Heritage Month. And for anybody, that's important to rock on. So, I am just happy that you're in your position uh with your name. That makes me feel good. Um, I asked about the the information system because as I heard you talk about like how

073beautiful your spreadsheet is and how much work you do like not necessarily is it sustainable but like is it repeatable or is it getting easier? >> Um, is it repeatable? Yes. And I think that's something that where the confidence comes from like this came from a year reflection, a year of learning what do we need? Um, and again, as Dan mentioned, yes, we can find that data somewhere, and I'll find it over here somewhere, but I don't have time for that. I don't have time for that. Like, here's what you need. And here's our expectation for our students, and we all have high expectations for our kids. So, here's our starting point. Um, >> is it sustainable? I think so. I think so. And again, that's a confidence in our team. Um, I know again

074I'm a ticking talk over here and my goal is to get a lot of these um meetings um in the books and have next steps, potential next steps laid out for um our subprinciples when I'm out on leave and I do have the confidence that it's going to continue. >> Yeah. Um but yeah, that was that was my only question. Good job. Thank you. And high five. I just I just want to thank you. I I can't say them any more eloquently than Jackie did. Uh but I I sincerely appreciate you bringing your why. Uh our wise are what drive us and to hear you articulate that and um honor your grandfather um is is a really wonderful thing. So thank you. >> Okay. Thank you very much. >> Thank you, Sarah. >> All right.

075Item number 12, um, our demographic study study. >> Great. Uh this evening we're joined by Tom Williams, our district demographer uh who is going to share uh his study as well as um the future enrollment trends uh here in BRSSD. Um welcome Tom. Uh as I as I shared with I think uh board individually um I've actually worked with Tom uh a number of different places. Uh but Tom has uh been doing the BRSSD demographic study uh for a number of years here. I think you'll probably mention that you've done at least one with me and I think a couple with my predecessors. Um Tom's work um extends much further than uh just BRSSD. He's serves a number of local districts uh districts across the Bay Area uh and is really well known for um

076his demographic work. and just welcome tonight, Tom. >> So, sorry. I wanted to offer my mic and if you'd like a chair instead of having >> goodness, but thank you so much. >> Thank you. >> It is uh I do work for a lot of districts as you mentioned. I work for St. Carlos. I work for Cababrio. I work for Melmo Park. I work for Losas. Um whole bunch in Santa Cru Santa Clair County. And I I apologize. I have a cough. I had a cold three weeks ago that I got over two weeks ago >> and I got a stupid cough. >> It's out there. It's out there. >> But um with the exception of San Carlos and they're a little bit of an outlier, just about everybody's in decline. Um at first we

077thought it was strictly pandemic related, but as the pandemic's gotten behind us, everybody's still going down. Everybody's kindergartens are still going down. Everybody's birthday is still going down. Um again, St. Carl is a bit of an outlier. Um, so what I'm gonna present here is not unique to you folks at all. It's what I'm finding in most districts in this county and Santa Cru County, greater greater Silicon Valley. So on that cheerful note, next slide. >> Okay. I don't know if I need to read this all, but I'll just quickly comment that you did go down during the uh pandemic by over 350 kids and you bounced back by about 50 kids in 2023 and you've gone down by another 100 plus kids since then. Geez. >> However, TK expanded in the last four years.

078If TK hadn't expanded in the last four years, you would have gone down by closer to 250 kids. So that that's kind of hid what was going on. The bigger issue is what's going on in kindergarten. Your kindergarten, as you'll see in a table in a minute, was in the mid 400s to low 500s for a long time before 2020. It then fell into the upper 300s during the pandemic. But since the pandemic ended, for the last three years, you've only been in the mid300s. If you think about that for a minute, that's more than a 20% decline, closer to a 25% decline. Again, I'm seeing this in a lot of districts. I'm seeing worse numbers in some districts. So, it's not unique to you folks at all. And unfortunately, the birth date isn't getting

079any better. Um, so with TK expansion now complete and a continuation of larger eighth grade classes than expected incoming kindergarten classes, it's a pretty safe bait that you're going to have a ongoing decline. The only issue is by how much. Um there are there are some places like road to shores where the birthday seems to be stabilizing a little bit but not in Belmont. Um so oh and that last bullet there bullet three the specific projected enrollment reductions are by 101 students next fall 143 students in three years and 405 students in five years with nearly all the declines over the next two years occurring in just the elementary grades. Reason for that is the classes graduating out of fifth into the middle schools are not that much smaller than what's graduating from ETH for

080the next two years. So it limits the amount of decline at the middle school level. But those same larger classes graduating out of fifth while there smaller incoming kindergarten classes obviously impacts the elementary level. Next slide please. Okay, I'm going to focus on a few things on this table. First of all, again, the kindergarten column in a a beige color, you'll see it was 511, then 466, 439, 499. Then during the pandemic, it fell to 424, 382, 372. And just in the last three years, it's only been 340, 351, and 343. Based on the birth data, you might have a comparable kindergarten next year, but thereafter, you're probably going to go down. There's a chance in your 2029 it'll you'll bounce up a little bit. that's close enough to be called either way, but basically

081you're going down a little bit. More so in Belmont, less so in shores. Uh TK numbers again, they grew from 80 in 2022 to 191 this year, but then they're going to stay at that level going forward because you now have a full year eligibility. Now, if you look at the rosecolored numbers, you'll see that in 2023, you had five grades with more than 450 kids. 440 kids, excuse me. Two are in grades three, four, and three are in grade six. Since then, you've only had two of the three classes in middle schools be rosecoled. If you look at the next three two forecasted years, you also have two of the classes being rosecolored. That those larger numbers coming up from the elementary grades, uh what we're in fifth grade this year, uh offsetting what's

082going on in eighth grade this year keeps your middle school numbers higher for the next two years. It's only after those rosecolored numbers go out and the smaller numbers start coming in from the lower elementary grades to sixth grade the middle school hit happens. So if you look on the yellow numbers at the bottom you'll see that a total enrollment change in three years you down by 26 elementary kids in just 37 middle school kids thereafter the middle school numbers go down much more significantly. Does that make sense to everybody? Next slide please. Okay. Back in my last study for your district in 2022, the then superintendent, which was you as well, uh, excuse me, um, asked me to come up with seven regions to give some geographic sense of where the changes are going

083on. So, we created what was in this map, northwest, southwest, I don't call those Belmont because Northwest includes part of San Monteo, Southwest includes part of St. Carlos, and North Central Belmont, and South Central Belmont. You go to the next slide, please. You'll see that in the left columns for northwest and southwest projected over the next five years are significant declines expected both in TK5. The columns on the left black and um shape strange blue and then uh also significantly in the middle school grades uh in going from 268 to 220 in Northwest and 219 to 166 in southwest. That area just has much larger classes going out of 8th grade and birthday that's suggesting even smaller kindergarten classes. When we get to the middle part of the district, North Central and South Central, you'll

084see the smoke the declines are less significant than TK 5, but they're still consequential and the numbers are essentially flat in the middle school grades. That's because you got more balanced numbers coming up from the elementary than going out from eighth grade the next five years. So, in the middle part of the district, you got pretty stable middle school numbers. In the western most part of the district, you got declines both grade levels. Next slide, please. the area just east of El Camino excluding Redwood Shores, you'll see in the slide in a minute, is one area where I'm expecting a middle school growth. So, if you'll go to the next slide after that, you'll see that that has a small decline in the elementary grades, but a small increase in the middle school grades. North

085Shores and South Shores because a relatively better birth data for future kindergarteners really don't have much change going on in TK5, but they have actually a bigger change going on 68 because a big class graduating out of 8th grade. Again, just shows you the diversity of what's going on. Basically, the middle part of the district is a little bit more stable at the middle school level. Um, but uh um otherwise that client's going in most situations. Next slide, please. Okay, I'm not going to spend a lot of time on this table, but way I do my analyses is my first study for a district, which in this case was for the Sequoia Union High School district back in 2006 and the refined writer study for you folks in 2009. I will divide the district up

086into a bunch of planning areas which wherever feasible represent a homogeneous housing type. Now you've got some neighborhoods especially in what I call the north central area that have a full mix of you know thousand foot homes with carports and 3500 foot homes with threecar garages. So I have to blend those together and that's what that hillside mixed value category covers. But there still are some some parts of the district I do real definition on terms of what's going on in detached housing by relative income level or mixed income level and what's going on attached housing which covers apartments, condos, town houses and plexes. If you look at the K2 columns on the right in yellow, you'll see that the moderate value category went down 35% in the last three years. That's 43 kids. The

087SFD hillside mixed value went down 6% but it's still going down. Going down you know, measurably. And if you look at the bottom row in 2025 for hillside mixed value, you see 219 in K2 and 319 in 68. Obviously, those are aging families there. And then at the bottom, the SFD relatively mixed middle to highest value, which covers essentially a third of the district's kids that also lost 13% and 46 kids in K2. So there's variations in the amount of decline going on in K2, but they're going on throughout this part of the district that I mean throughout these these types of housing, the detached housing. Next slide, please. Also, in the most affordable attached housing, which I threw the one mobile home park into, that's also down 18% and 44 students in K2. The

088only exceptions are in moderate value attached housing and the more expensive attached housing. Those numbers have student numbers been basically flat, but those only represent a total of 18% of the kids. The categories that have the bigger numbers, the SFD categories in the previous page, represent together two-thirds of your kids. Next slide, please. And I should summarize that as saying you're you're pretty much going down across the board, except for a few attached housing locations. Now, this is what you're getting out of new housing built in the last nine years. A total of 63 kids, which 26 are in K2. Um, but that's only 2% of your enrollment. So, it's growing, but it's a tiny percent of your enrollment still. The Tinsley numbers, as you know, you started phasing out Tinsley in 2019, but you

089grandfather in the kids are already here. Because of that grandfathering, you still have some kids now in grades six through eight, 14, but you've got none in K2 and only four and three, five. In another three or four years, that's going to be down to a handful of kids. Maybe a couple couple younger siblings, but it's going to be two or four. That's it. But all other incoming districts, you actually an increase over the last three years, but stable in the last year. Um, so that's kind of an offsetting wash to Tinsley. I'm guessing those are mainly kids of teacher of staff and in many districts that's been an increase in recent years as more staff bring their kids into the district whether teaching or janitoriing or whatever it is district office. So that's kind

090of an interd district wash there. And again, new housing is only giving making 2% of your enrollment. what's going on existing housing, particularly existing detached housing is a much bigger fact. Next slide, please. Okay, this is a kind of complex slide. What I do is I compare the bursts in the local zip codes to what showed up in kindergarteners residing in those same zip codes five years later. I prorate the bursts so they better correlate to the the eligibility from September 2 to September 1 of kindergarters each year. And um if you look at the orange column, this is for the Belmont zip code, you'll notice that the numbers were around 300 from 2011 through 2017 and even in 2018. Then if you bop down to this year, they're at 265. So that correlates to

091why you had fewer kids than you did three or four years ago. But if you go down to the orange in the bottom, you'll see that there's even fewer bursts likely to be expected. nominal drop off next year and more significant drop off the next two years from what is already an incredibly lower level of burst correlated this year. You're not getting anywhere back to where you were even a year ago, let alone four or five years ago. It's staying low and probably going a little bit lower. The other thing is the rightmost column shows how many of those births showed up as your kindergarteners five years later. And from 2016 to 2019, you were pretty dang close to 100%. That's amazing because there's always some kids that go to private schools. So, you had

092to be getting a net gain of moveins between birth and kindergarten of kids that ended up going to public schools over that five-year period. And that's a very strong finding that shows people want to be in this district as we expect. Then during the pandemic years, it dropped around 80%. In the last three years, it dropped all the way down to 70% and 36%. You've now bounced back up to 85% this year, but that's 85% from a much smaller birth year five years earlier. turnover in the intervening five years could create more of a difference. They got such a low birth number. Does that make sense to everybody? Okay. But we have a we're still averaging around 77% even you take this year's ratio of 85%. You're talking about a lower correlative ratio than than

093six years ago with a smaller birth number. That's a that's a one-two punch. Does that make sense to everybody? you >> um you were averaging a correlative ratio before the tip pandemic of close to 100%. You're now averaging a correlative ratio this year of 85%. And that's the best of the last five years. So if I have a smaller burst with a smaller correlative ratio, it gets fewer kindergarters. So, if you look in the the the more optimistic blue in the lower right corner, I'm projecting only around 203 to 219 kindergarteners in the Belmont zip code in the next four years. Um, which are all less than this year's 224 and all significantly less than the 250 plus before 2022. So, Belmont part of the district in particular is taking a pretty significant hit. Next

094slide, please. Now, in other shores, they've also had a significant drop off in bursts. If you look in the orange column, you'll see that they're around 150 to 170ish um up till 2020. Then during the pandemic, they're on the 140s. This year, they dropped all the way to 120. And you also only have 93 in kindergarten versus way over 100 prior to 2021. So there's a much smaller number in kindergarten red shores now than there was only a few years ago. However, the bursts for the next two years, if you look at the orange column down below, are actually a little bit better than this year. So you could actually have a more stable if and possibly even slightly higher kindergarten the next two years shores than you have this year. Still not going to

095get up anywhere near where you were before the pandemic, but you you could have higher numbers red shores in the next two years in particular and only a modest modest lower stable numbers in the following two years. That's why the elementary projection for Redwood Shores doesn't go down as much as it does in the northwest and southwest parts of Belmont. Does that make sense? Okay, again the ratio was over 80% prior to the pandemic, but this year it's 78%. So at least using this year's correlative ratio, again, you're not coming down that much in the correlative ratio. You're not coming down that much further in burst compared to what happened for this year. That's why Red Shores has a little bit more stable forecast elementary total for the next few years. Next slide, please. Okay,

096this is what's coming from new housing. Mainly market rate condos and apartments uh which are almost exclusively apartments. Now, there's actually some condos by uh the 7-Eleven. Um uh tend to have similar student generation rates in a large enough sample. And this sample's got 533 units. That's a good sample within the district. And most of those were just built in the last couple years. That's what the footnote at the bottom deals with. Whenever new housing is freshly occupied, it always has fewer students that are there by the fourth or fifth year. I don't have fully have an explanation for why that happens, but it always does. So, right now, you're only averaging one student about every 12 apartment and condo units. But if you even look at the distribution of the kids, there's 18 in

097K2 and only seven in 68. So, those are young families, very likely to have that student generation rate probably double, but you're still only going to have one kid in every six units. Compared to most districts, that's actually surprisingly high rate. I have some districts like Santa Clara where less than one student every 50 units. Um the reason why is the type of units being built. They're now building apartments in particular that are studios, onebedrooms and small twobs. They're not designed for families. They have weight rooms and lap pools, but they don't have any greenery places for the kids to play. And they're often on major boulevards like El Camino Rial. They're just not that prone for a place where families want to live. Um below market rate housing by contrast um has multiple bedrooms.3

098SGR or three students every 10 units. Last year you actually had 22 kids there so it went down by two. Um and that's about what I expect for BMR. Now the market rate town houses there's only 15 to sample. That's also also fire out square. They got three kids 0.2 but I'm also only projecting 16 of those. That's a suitable sample to use for that. The most important one are the BMR sample and the Marray apartments and condos. Next slide, please. Now, I think everybody's aware of what's going on right now. We got the big blow market complex being built on Belmont Avenue right below Vans. Um, that's probably that's supposed to be completed by the end of August. I look at it where it is now and I have my doubts to be honest

099with you, but that's officially going to be done by the end of August. But even in a bow market complex, they don't fully fill in one month. So we aren't going to have all those units occupied on October 1, even if they get it done by August 30th. Um, so that's why I'm projecting it partly in 2026, partly in 2027. But those units projected in 2027 will be occupied during the 2026 2027 school year. So there will be an impact during that school year of that whole development, just not all by next October one. The other complex being built right now, this osmo market rate housing is on Hill Street at El Camino Royale, real close to Rston. Um, that one's even more suspect to get done by October 1. I've rolled most of those

100units to 2027. Um, its official finishing date is September 20th. That's an awful close timeline to October one to even be finished, let alone start being occupied. But over the next two years, the highest yielding student generation rate is exactly what's going to be built in this district. Now, it's possible one of those u other bull market rate complexes will get done in 2727, but my experience is they always take longer to build than they officially say they will. So, even though that 65 I'm projecting in 2028 has to start construction in 2026 because of their financing, those things often take for a while. You know, Fire Off Square took like eight years before they finally got it done. So that's why I predicted out in 2028. It could speed up a year. It could

101fall back a year. So bottom line is the next three years, you got a lot of below market rate housing going in. That's helping your enrollment. That's helping your kindergarten. It's still not offsetting the amount of decline that the between what's coming into kindergarten and going out of eighth grade each year. There it helps. Does that make sense to everybody? Okay, next slide, please. >> Yes. Are these numbers in that slide from earlier that showed the declines? Like these numbers are in your projection >> buried in those numbers. Yes. Um things would be worse if it wasn't for those units. >> Gota. >> Um and again, even with below market rate housing, um they don't always show up as all the kids in the first year. So even though I'm saying they're all going to

102be there in the first year, there'll probably be even a few more in fall 2027 and and then by the end of 20 256 26 27. So it's it's as we look at over three years, you're going to have a bunch of kids from market rate housing. But you also have much lower numbers otherwise coming to kindergarten than graduating out of eight. >> That's more than 100 students otherwise each year. Okay. I have included table two after this. I think it's too dense to go over here, but if you guys have any questions on table two, I can go into it. Otherwise, do you have any questions? >> I do. Thank you very much. I always find these this fascinating digging into the numbers and trying to square things away. Um just so that I

103understand where this scope maybe is limit limited or just in terms of what we can gain from this is if somebody um is not in the public school district like for example reasons why the the decline in enrollment we don't we or we can't ascertain through through this the work you've done if they're leaving the state of California if they're going to private school, that kind of thing. We just know that they're they're in the district and they're not continuing. And like how should Am I am I am I missing something or can you help clarify it? >> I can't come up with a precise number for that. >> Okay. >> But again, when the birth numbers are going down, okay, >> that tells me that younger families are having a hard time living here

104regardless whether they go public schools or private schools. And u you know, we've had a pretty serious price increase, rent and price increase in the last three years. and that's squeezing a lot of families. I have some boards where they lost board members because they couldn't afford to live in that district anymore. >> Um Santa CL is one of them. So, um yes, there's a loss to private schools, but I think the more significant factor is simply the cost of living here. >> If you're a renter, whether it's a detached home or or an apartment or condo, um if you're getting hit with a big rent increase, you might be moving to Hayward or you might be moving to Sacramento. Um and and more often than not, the people moving into that house don't have

105kids, which is what reflected in the birth data. >> Yeah. I mean, from a from a birth rate standpoint, what you're saying is certainly um in line with what I've been reading globally and you know just people also the percentage of people delaying for careers and everything to have kids. So I mean that's certainly from a birth rate like it drives that the birth rate decline is is globally. >> Yeah. >> Um do you think that um there's anything um within the state like you mentioned that's very interesting about the housing and purposely if there if they're if they're not conducive to having kids the housing units themselves then you're not going to come to this location. is any but there's also mandatory things done by the state of California but I'm wondering is there

106any reversal of declining enrollment for our district that you can that you can foresee that would kind of stop the the decline that's on the horizon or that you've heard of anecdotally >> eventually housing is going to turn over >> okay >> because of Prop 13 and other reasons people are staying in their homes much longer than they used to >> um but even you know we've been talking about that for I've been doing this since ' 85 And >> we've been talking since the early 90s about, yeah, housing will turn over and families will come back in. And in very few cases, this was one case in the 2010s. S Carl is another one in the 2010s, but in very few other cases do we see that. Um, and now the price has really

107spiked and rents have really spiked. I I really don't see that. Even if a house turns over now, if it's selling for four million, you could be making 400,000 a year and you can afford that house. Um, and so a young family is just just not going to buy into that house even when it comes on the market at the current prices or even higher prices. >> Uh, we had a period that was unlike anything before with the pandemic and everybody all demographers had hoped that as we came out of the pandemic people had delayed having kids would start having kids after the pandemic ended. >> But we're just not seeing that in the data >> at anywhere. I mean the you know I I look at the numbers in Memo Park for example their

108birth date is down in Cababrio their birth date is down um it's just um some districts like Certino is just getting hammered. I mean it's down like 30%. So um it's partly the price of housing and and for whatever reason the people are moving in these units now just aren't choosing to have kids as much and again it's not this district. So back to you. I'm not seeing a a case anywhere other than a partial exception for San Carlos that I can't explain. Well, I'll get into that in a minute. Um, every other district I'm working with or looking at data for, I'm not seeing a sign of a turnaround or even really much of a stabilizing. >> San Carlos is the only district I know that has an all day preschool program starting in

109and for three-year-olds for the entire district. Um, they it's the more extensive preschool program I know of anywhere else. Um, and they do a really good job of getting people into that program. And as a result, whereas in this district, you're averaging only half as many kids in TK as in kindergarten. Same thing in Menlo Park, same thing in a lot of districts, they're averaging 90% of TK is in kindergarten because they're getting so many kids coming up to the preschool program and sticking with them through TK and so on. >> So, um, that's one scenario by which you could get some more kids. I don't think it make a huge difference, but could that give you 50 more kids? You betcha. >> Is there a is there you mentioned last time you were here

110that there were some parts of California that you've either you've worked with personally or your from your colleagues you've that have grown or even you know I I think that was more like the middle of the state. I might I might be wrong with what I'm >> correct Sacramento districts central valley districts grow like mad till >> which would then I guess support the thesis of cost of living. Is that kind of accurate? Okay. >> Yes. Okay, thank you very much. You're welcome. Thank you. Anyone else? I have a question. Um I'm not sure if it's in your data and maybe wouldn't be. Do we see um the same drop in the number of students joining us in middle school? And I you have a on slide 10 or something about >> other incoming inter

111I don't I don't know if that's the same population I'm talking about >> that would deal with appendix B I never put appendixes appendices into the presentations they're very dense data >> but um I I'm not seeing a measurable gain from fifth to sixth >> are you seeing a drop in the same way like the birth rate dropping are there also less students joining us >> exact numbers were but I thought it was basically a wash >> yeah okay >> it may have been a 2% up or a 2% down I forget exactly right Okay. And then um I guess yeah that all other incoming interd district students is those are our students that are already in our schools but coming from outside. That's not indicating those >> current kids based on the home address

112being listed. >> Gotcha. >> And um those those numbers have gone up in virtually every district and in virtually every case is because of increased numbers of staff bringing in their kids. >> Gotcha. >> Do you want to comment on that? Do you have any comment on that? you don't want to or you don't have one. All right. Um, yeah, that was my only question. >> I will say about private schools. I mean, back in about I think it was 1989, Hillsboro contracted for a study to actually find out how many kids went to private schools. >> Yeah. >> And they sampled every house in the district. It was a very expensive survey. And they came back and they found out that despite being one of those some of the most acclaimed public schools in

113the state, they're basically equivalent to private schools for all intents and purposes. um with incredibly high per stupil per pupil funding. They were still losing 15% to private schools for religious and other reasons. >> Yeah. >> Um so don't be surprised if you find out you have some people going to private schools here. It's not a reflection of your district. It's just some people always choose private schools for a variety of reasons. >> Do you have any um maybe even testimonial data uh uh homeschooling? Like are we losing any kids to that? Is that did that go up after the pandemic or I know during it did I think. Well, it it should show up in your data if they're coming in for any reason whatsoever. I don't know if they usually most districts have

114some homeschool kids come in uh for medical reasons or whatever. Um and so they still get included in the file. And I think your number of those kids was like nine. >> Yeah. >> Gotcha. Okay. >> Tom, I just had one question. Um it's probably not a fair question. I'll start with that. Um, when you look just generally speaking about es and flows of community, I got to think that communities um, hit hit time frames where they grow and then times where they decline and then times where they grow. Is there any kind of a pattern that you can say >> throughout history until the 1990s? >> Okay. >> Since the 1990s, I haven't seen that once. >> So, we've kind of hit our max that there's the just the normal turnover here and there

115in stability. I mean, again, if we went to a central valley district or something like that, I might have a different story. Okay. But for any district I'm looking at in Santa CL counties, I'm not seeing that. I haven't seen that in decades. >> Good to know. >> And maybe I'll I'll ask this clearly. I feel like you said it, but your general kind of thesis here is that I mean, as always, we've talked about decline, but specifically now that TK is at full capacity, even with that decline, specifically at with some other work we're doing or conversations around middle school, we're looking at by 2028 at 250 student decline at 68 and continuing to go down every year after that for a few years. Let's flip back to uh table one. Yeah, if you

116look in 2030 even, there's a class of 419 in 8th grade and a class of 369 in fifth grade >> and uh classes in the 340s and 320s in the lower elementary grades. So, yes, you're still going to have um for a couple more at least another three or four years smaller classes going out of the middle schools and coming into um >> yeah, like the next 10 years or something like that. >> At least for another three or four years. It might stabilize around 203 or something. >> Sorry, 10 years from from now. >> After 2030, you just look at the distribution of kids. Yeah. It says middle school's gonna go down some more. >> Yeah. >> Gotcha. Thank you. So Dan, I don't know if this is appropriate with Tom here. So thank

117you. But how we've been doing some work um around, you know, looking at the middle school enrollment. So how does this kind of help us kind of factor into that? >> Yes. Uh um let me pause there. Uh >> probably transition. >> I don't know if the board will have any other questions for Tom or >> I'll I'll thank you Tom. I appreciate you being here tonight. >> Uh You also have beautiful spreadsheets. >> Yes, we can see you love your spreadsheets. >> Um yes, I thank you, Trusty Cos. Um the nexus between enrollment and middle school programs. Uh we've been talking about um how we balance our middle school programs looking at members. Um and actually you see for the next two years uh there's some stability in the middle school members. Um that

118said, it's not really uh playing out in terms of our middle school choice. So, the board had uh provided a little bit of direction to um continue to look at our middle school program, see if they're still uh serving district needs uh in the best ways possible uh so that we can um maximize uh what we offer. Um I hear nothing uh from the enrollment the formal enrollment report that that deter that says we should change directions. Uh the next step uh would be uh doing some surveying of our community, some community outreach, some actually live um feedback um from our community. Uh in terms of next steps, um I do plan to move forward with looking at uh some type of a survey that we send out uh communitywide, probably followed up with some

119uh listening sessions uh to our community to provide the board additional information uh to to determine next steps. Great. Thank you. >> Any questions about that? >> One one distinction before we hear from Cheng Pay, I just want to reiterate um the declining enrollment uh for a lot of districts carries with it a huge financial um uh piece. uh for us being communityf funded um it does not carry um that financial piece with it. Um we actually when we look at our pot being relatively stable um we can serve um fewer kids in in in more ways honestly. Um so just want to make that distinction uh that we're not worried about the decline from a funding um perspective. >> Thank you. Item number 13, educational services update with assistant superintendent. >> Good evening. How's

120everyone doing tonight? >> We're gonna keep this somewhat short. Um, I'm going to talk to you a little bit about our fall assessments and the beginnings of our interventions. We're going to talk a little bit about September learning day that happened on September 29th. I know for families it's really disruptive to have these random days off, but they are very important to our staff and and meaningful. I'm going to give you a little bit of a preview on our Smarter Balance assessments. We've been through this several times until the state releases their verified data in December. I don't give you the full actual, but I can show you our internal data and I'm not violating anything. Um, and then I'm going to give you a quick little dashboard update. So, this year, you'll remember we

121adopted a new dyslexia uh reading difficulty screener um for K2. So, that is our MClass testing. And then we are continuing our fast bridge fasttrack reading for our students in grades three through eight. What I've put up here in pictures for you are just quick snapshots. Our MClass assessments are underway. We had 15 of our 45 teachers come in in August to get pre-trained so they could start testing immediately. They're not completely finished with their tests yet. They are one-on-one um delivery. And then the bulk of our K2 teachers were trained on September 9th, September 29th. And so their testing window goes all the way through till October 30th. At that point, we will review our data and make sure everything's valid and reliable and cleaned up. And we will send out the parent notifications

122to let families know how their kids did on these fall assessments. You can see what I included is we do not have a large percentage of our students tested yet. So as of Friday when I pulled these slides for you, I think we were at 40% of our K2 students have assessment data. Even so, the bottom line shows the distribution of performance in Belmont redwood chores compared to the national composite scores as is normal for us. We have double the number of students at the above grade level mark at the beginning of the year. um similar numbers at and then we have about a half slightly less than half of the number of students in the high-risk or well below um red band. It's pretty standard. Those are the kids our reading specialists typically see.

123This is exciting to see. We have very we don't have a full set of data yet. However, I have talked with teachers because we are doing all of our grade level releases right now. We were able to look at the reports. We were able to look at the instructional recommendations. There is excitement amongst the teachers with how easy it is to follow up with the students once they've done the assessments and like we had said in the spring when we made the adoption the subtests are testing the same skills from as fast. So there isn't a learning about why am I doing this and how am I doing this and what am I doing it's a shift in platform. So it's actually been relatively easy for our team. Um, and then on the right hand

124side, you'll see what I pulled was our spring data compared to our fall data for both a reading, which is adaptive reading. That's the computerized test that our fourth through eighth graders or third through eighth graders take. Um, and it's a basic comprehension test. And then auto reading, which is about phonics and fluency. So you can see from the end of the year in spring to the beginning of the year in fall, we actually have a higher percentage of kiddos at the or a lower percentage of kids at risk. We went from 84% of our exiting third through eighth graders were above at or above grade level to starting the year with 86% at or above grade level in a rating. And the same thing, I mean it's not statistically significant, but it's the same

125thing holds for auto reading. Our kids are starting their fall a little bit at a higher performance level than they started last fall. That's kind of what we would expect, slow incremental growth as we get better at instruction. Our fall writing assessments looks consistent with years previous. We are still using the units of study writing um assessments across the district and 54%ish of our students are at the beginning of year expectations. This is very standard. This is what we consistently see year after year. It is a robust test of craft and syntax and semantics and shows how our kids are doing in terms of compositions. The fall math assessment assessments, it's a composite score here. I've looked at all of our students K8, we have kids in K2 taking the math expressions endofear test. We

126have kids in three through eight, including geometry and algebra, taking endofear inspect tests that are standardsbased, but are not curriculum driven. Um, which is nice because as we know, our kids take these tests year after the the math chapter tests look like the homework look like the test. So then you don't really know if they know the skill, but you know that they've learned how to do how the the textbook is teaching you how to answer a question. Using the inspect test gives us something that's outside of the curriculum that is testing the specific standard and skill. So we know that the kids are able to apply it in different ways. When we look at our beginning of year performance graded against endofear expectations, a third of our students, 33.5% of our students K8 are

127already meeting or exceeding endofear standards. about 19% are approaching and then 47% are below. That's not a concerning number at all. This is the beginning of the year. We don't expect you to know what's upcoming. But annually we have so many kids end the year above grade above grade level on tests that we really want our teachers to see where are the kids mastering the skills of the year so they can dedicate their time to deepen the knowledge where necessary and focus the time on the skills that are not robust and strong amongst the population. That's our fall data. Everything looks good. Nobody's complaining. This is probably the first year I haven't had anyone complain about assessments and assessment schedules. So that's exciting. Um, September Learning Day was on September 29th. This is a large

128collaboration across the district with all departments pitching in. We had special programs plan Woodcock Johnson training for staff. they are transitioning from the Woodcock Johnson 4 to the Woodcock Johnson 5 because um and it's it's different because it's transitioning to 100% digital and Woodcock Johnson 4 is no longer going to be allowed to be purchased. So, we have to make this transition. Teachers were open to it and I think it went really well. You'll see in the next slide I've I've pulled some quotes from folks. We had publishers from SAVIS come and give us a math framework introduction. We do have about 14 teachers K8 participating in our math adoption committee with us going through trainings at the county office going deep around frameworks. But this is going to be a massive shift in instruction

129for all of our K5 teachers. So we had the frameworks presentations to start planting the seeds with our K5 teachers. They're learning about what the shifts look like. The content standards aren't changing. It really is an attempt to bring to life the mathematical standards and the ma sorry the mathematical practices that were introduced with the common core state standards but not really talked about much. Um the new framework is shifting to the integrated use of mathematics, the critical thinking of real life problems, the idea that math is not just getting the correct number but we are going to be explaining our thought and working with partners and displaying our thinking and coming about solving from multiple angles and that's a shift. Um, our teachers were engaged in M-Class administration training as well as reports training.

130As I mentioned, there were about 15 teachers who were trained in August. So, they got the second level of training. Everyone else has a scheduled training that we'll be pushing out to folks. It'll be online, virtual, and live in a couple of weeks, but every grade level actually has already had a little primer from me and they have what they need to get started. So, they'll still have the opportunity to get the formal training from Amplify because they'll go into far more details. Um that's going to be an afterchool time. Our middle school language arts, history, social science, science, and math departments held their retreats. These were facilitated by a combination of principles and contracted professional development staff. So Ryan and Cheney Mson led ELA. People were so excited by it, they've asked for more.

131Um our history social science team reached out to the the UC Berkeley history science history social science project. We reached out kind of late, but what ended up happening was we got the director of the project to come and give professional development to the team and they loved it and also want him to come back. Totally pricey and 100% worth it. Um, our science team worked with Narina Carpenter, our new STEM coach, in looking at argumentation that was a toolkit from the Lawrence Hall of Science and they are already partnering to come to set up kind of next steps. They weren't able to come on the 29th. They provided us all of their kind of train the trainer module materials and they will come out and continue working with our science teachers also at teacher

132request and then our math department worked closely with Sabrina um and they're going to be facilitating both visits across and within our own schools as well as articulating with Carlmont. Also offered on the 29th you heard from our BRSFA leadership we had the mobile museum of tolerance here at S Piper Elementary School. It stayed for three days and worked with all of their fifth through 8th grade students and led staff development. That's an opportunity that we couldn't pass up. We are sad that the current Museum of Tolerance educator um experiences are not open to the public. They are revamping their programs. So, as soon as that opens up to the public again, we're going to try and get back on their calendar. And then our specialists in PE, art, and music had the opportunity to

133go visit teachers at Abbott and Hillview. So that's Samato Foster City School District and Menlo Park School City School District um to see their counterparts in elementary and middle school. Um so they got a chance to do some professional learning through observing other teachers. Here are some pictures of the day. I was at San Piper all day. So unfortunately I'm sorry I missed out on all the special education offerings that were happening and I didn't get to go to the sites with my other teachers. But we had pretty much all K5 teachers and all 68 teachers come through Sandpiper at some point in time based off of the rotations of the day. So these are our middle school folks with their various staff developers. Not super exciting, but I'll let you read some of these

134quotes. These are literal cut and paste from the feedback forms. Who ever says I only wish it could have been longer about a professional development? PD was amazing. I mean, we heard also from the leadership earlier. This is it was it was a really great day. We had a lot of off awesome opportunities for teachers. Um, and we also still gave everybody 90 minutes of collaboration time. So, we got to spend the day well. All right. state testing preview. Just for our own interest sake, every single year we look at the same information. Our state data has gone up incrementally from last year to this year, but in ELA, 80% of our kids are meeting or exceeding standards and 20% are below or approaching. In math, 79% of our kiddos are meeting or exceeding standards

135and 21% are in that approaching or below. Both of these inched up by one percentage point um in terms of percent proficient. And then in CAST, we have 73% of our fifth and eighth graders meeting or exceeding state standards compared to the state average of closer to 35%. So this number is probably in your minds significantly lower than the rest of our content areas. It is a newer test. It is a test in fifth and eighth grade, but it tests really all of the science that's happening K through 8. Um, and we outperform our state average and our local competitors, if you will. Um, our local compadres. We we continue to do better on these state tests. I don't have the formal data from the state yet, but so I can't give you their comparable

136data. Yes, California Assessment of Science. It is the fifth and eighth grade science test. And it's it I mean that's a misnomer. It's not the fifth grade test or the eighth grade test. We test science education for K5 and fifth grade and for 68 in eighth grade. So they do test all the standards K5 and then 68. >> It's so important that our STEM coordinator really helps with the science instruction in K3 because it's hard to do. But we need to make sure our kids are getting science before fourth grade. >> Trusty, >> you said it was a new test. >> It's relatively new compared to ELA and math. was >> I want to say 2014. >> Okay. >> So, newish in the in the realm of state testing, but it's it's not something new

137to our >> it's not like in the last year or two. >> Gotcha. Okay. Now, uh one last little piece, there is going to be a new tile on our dashboard this year. Um I am told that when you go into the dashboard and you click under you to click click click and you click into um local indicators priority one more info. You're going to see a tile that tells us our rating on the teacher accountability monitoring outcome. We will have a really easyto read tile that tells us what percentage our teachers have a clear credential and how do we rank above the compared to the state. On the left hand side of the slide, you'll see the data is already being reported. It has been reported annually in our SARKCs that are posted on

138our website and they are already in the click click click more details page of the local indicators. They started adding this two years ago into the narrative portion of local indicators and they're the states moving it to the front just so it's more easily found. So, what I've copied for you is from our most recent 2024 dashboard from last year that shows that our LEA has 93.5% of our teaching population has a clear credential compared to 83.3 at this county and 83.2 at the state. So, we are above average in having fully credentialed teachers. Just wanted to give you a heads up on that since it will visually look different. What questions do you have? Trusty, go ahead. So I can be >> Where do we Where do we access this dashboard? >> California school

139dashboard.org. >> Oh, is there a special dashboard? I don't know. >> It's it's our standard dashboard there. They're adding a tile. >> Okay. Thank you. >> Any questions? >> Excellent. >> Yes, I have one. Can I see? Can you go to the fall assessment the earlier slides? >> Which one do you want to look at? >> Um, I think it was >> reading, writing, or math? >> Guess it was a Can I see the right? I definitely was the math, but I wanted to Yeah. So, I guess my question is, is the fall assessment, right? Is kind of they're getting what they need to know by the end of the year >> in the fall. >> Yes. This is the end of year test. So it's incredible to see 33.5% of our students already at

140and above grade level expectation for June taking this test in late August, early September. >> So how would you define then? So versus approaching versus below. approaching is a performance level two on a one through four scale and then below are the kids who just it it's it's unfair to say below grade level expectations here in the fall that if they scored under 50% in June they would be below grade level standard which is where that comes from but in the fall they should all be in the below >> that's why that's my always the cate is the ranking that we see at the end of the year, but you're using that same ranking for the >> it's right because it's it's measured against end of year expectations. We don't adjust for what does the

141fall look like? What do I expect you to get? >> There's no there's no benchmark for of the of the one year ahead of us where I think you should be in the fall. I think you should probably have mostly nothing. So like there's really no sense of if you get one question or two questions out of 30, are you above? So this just gives us a measure of at least we're comparing apples to apples. Who starts above grade level, near grade level, below grade level at the start of the year, it's measured against the end of the year metric, but when we take it again in the middle of the year, you're going to see that change and now we can say where have people actually moved. >> So approaching is is near grade

142level. >> Yeah. But for the end of the year. >> Yeah. >> So that's really exceptional then. >> Yeah. Right. So we still have, you know, 53% of our kids who are pretty close to having all of the skills they need for the end of the year when they walk in. >> I guess I'm just trying in my own head recognize that that big blue that about 50% of our students, they could be exactly where they need to be. They could be doing the work that they've seen for the first time. Yep. >> Right. And be at grade level for the fall. But they're all but this is for this piraph they're going to be in that right >> right okay >> right >> this is purely a an an endofear metric partially because so

143many of our kids when we do the end of year metric so many are in that the actual blue chunk of above grade level. So is it helpful for teachers or anybody looking at this to not quote a sound the alarm but also to get meaningful information like how does that category obviously it'll windle down as they're learning their >> right their their content but let me let me just finish my thought but how does a teacher >> get down to the the the minutia the transactional to say oh but at this time these students are actually with what we've learned, they are actually below grade level. Like where how how do the teachers determine that? Because this is kind of meaningless. Um it's a great stat at the end of the year when you've

144had the full year of education, but it's not really I would think it's not helping from a layman's I wouldn't be helping me. >> It's not a screener. So we're not looking for the ones at the bottom. What where it is helpful for our teachers is I know that the student coming to me had all threes on their report cards. I know that they scored a performance level four on the ESPback. So, I know that they're doing really incredibly well. How well are they doing? How many of my kids in my classroom are so far beyond that I don't need to teach some of the basic skills as a whole group and maybe I'll do those in small group and we're going to go deep on problems of the month and more um experiential learning.

145So, when the teachers look at this, they get their full class list. They can click on the blue and see who is that, who are these kids, what are their scores. They also get the breakdown who when I look at the matrix of individual questions I can see for question number one 90% of my kids got this correct or 25% of my kids got it correct and I can see exactly what it is. It's a red and green matrix that tells you every child every question did they get it right or get get it wrong. So that gives them highlevel classroom information about most of my kids already know these standards and the teachers intimately know should my kids have any idea of what the standard is. I know the standards deeply as a fourth

146grade teacher. I as this as a superintendent can't remember all those standards anymore where they line. But the classroom teachers look at that and know this kid is struggling with fractions. They're struggling with multiplication, division. They can see the individual standard in Illuminate. They can click on the number at the top of their table and it pops up the actual text of the question. So they can if they even if they know what the standard is, they can look at how the question was asked. They can do an item analysis to say, okay, 75% of my kids got this right, but 25% of it got 25% got the answers wrong. Let me see where they made the mistake. What are the common errors that we see? Did they choose one of the common errors? Because

147then it might be just a misconception and not truly a language skill, not a math skill that's missing. So that's where they get the value. They're not necessarily looking at that below benchmark to see, oh gosh, I'm so worried about them. For the kids who aren't making it, we also know they they come out with a CS a CASP score. I almost said CST. They come out with a CASP score that's in the performance level one. The report cards are going to show ones and twos. There are other metrics that we offer to our teachers to be able to screen just how far below are these kids and where are they struggling through the fastbridge math. >> And then there are other tools that they also have. They have for math for support. So for

148diagnostic of the kids who are struggling, that's a different piece. But this is helpful because we have such a high percentage of our kids who are at and above to dive deeper into those very specifics as a teacher planning the year. >> Okay. And they're also receiving last year's test scores. >> Yeah. So they get I mean Kiara has got that beautiful spreadsheet and part of it is one of the things she downloads from Illuminate. put together for every student in this district when their teacher gets their roster, they see their most recent ELPAC score, if they are an EL learner, their most recent ESPback score, and all of their like end ofear assessments, reading, writing, math, all of them are there in terms of absolute score and risk level. And then as the year

149goes on, I then drop in from the test that you may take in MC class or the class that you the tests that you take in illuminate, it all populates into that one spreadsheet. >> Great. Uh, thank you. That that's helpful. Um, one last question is is the the the grading success of the summer programs that are happening um and the numbers is that feeding into are are we able to track or are we starting to track like if those interventions if those summer interventions um have been positive and then we're seeing kind of like incremental gain against either against the fall assessments or if that's too short a period of time because they just were in the summer. Are we going to be able to track it against the end of the year because

150we know those individuals. >> I can pull those kids and and filter within illuminate to see individuals. It's a little bit tricky to aggregate all of them because this is an easy one to say I I literally do a K8 table and I break it out by performance level, the number of kids, but we can look grade by grade, but to aggregate we I would have to do that and then so it's doable, but they don't all take the same tests. So filtering for one population on this particular reading test, I can get that information. And the reading test is different at K2 than it is at 35. So I can certainly extrapolate and find out of our kids who were in our summer programs, how did their risk factor look at the end of

151spring last year, then summer, then fall throughout this year. and we can we can look at them, but it's it's hard to aggregate because again with different numbers of tests and different numbers of students, it's not necessarily something we want to publicly publish out. We don't have huge numbers at each grade level, but that's something I can share with you guys through um an update. >> That would be great because that I mean and also I would assume that when you're assessing if if if these pro summer programs are successful and again testing is always just one metric of course. >> Yeah. um standardized testing especially, but you know, I would be interested if if it's not this, what are you going to judge this these summer programs to see if they're successful with that

152cohort or if they're if they're learning some skills that it's sticking with them for the next >> Yeah, I mean, that's absolutely the goal, right? We want to make sure that the summer programs aren't obviously they're they're a piece of our compliance and we're offering them and we feel confident in what we're giving them. Um the YMCA always gives me their pre and post data a little bit later in the year. Um typically November is when they are ready to share their results, but I can easily pull our roster and see how do they do at the end of at the beginning of summer. How do they do in the pre and post with YMCA compared to our fall assessments. >> That would be great. >> And then kind of track >> Yeah. >> throughout

153the year how they're doing. That's there's they are a student group that I can create and illuminate. >> Thank you. >> It'll just be a little bit more peace meal. So I'll I'll do it in an update only because some grade levels will have fewer than 11 kids and that's >> sure >> for privacy >> we're going to jump in just because I have unfortunately some more questions on this slide. Um is this data attached to the students? I say that in the sense that like if you do it at the beginning of the year and they're in the below category, which we know doesn't mean anything, but below doesn't necessarily mean that there's students that are like being supported or anything like that because below is normal in the fall. >> Yeah. >> But

154is there I think you're saying yes. So that like when you redo it in the spring, students who stayed at below are being flagged as students who are not advancing. >> Illuminate is amazing. And this is one of the reports that I share with the teachers in looking at it. We can look at >> um I I always want to call it a vector report. It's not. You can see globally who went up and who went down in those blobs, whatever that I don't know why I can't I'm having a hard time with words tonight. It's been a long day. >> Okay, you answered it. >> But we can also see student by student their first score, second score, third score. So we can see their proficiency level if it stayed the same, grew, or

155went down. >> Yeah. >> Right. we can track why did this kid start the year at 90% correct and now in the winter is only getting 75% and that does happen to some of our students. >> Yep. Okay. And and then on the other end and I let be clear like as I asked this there's no like judgment here or anything like I'm not actually talking about your work or the teachers but and maybe you answered it earlier for that 35% y >> who are starting the year >> already knowing everything. >> Are they being served all year in a way that they're growing in math? >> Many of them are growing. Some of them it's the the metric is still a grade level test. We're we're not encouraging people to give next year's test.

156>> Exactly. >> But so it there are there's nobody who got 100% at the beginning of the year. So what we typically see is those in the 80s and 90s do still go up slightly. >> Yeah. >> For the most part. Even those in the in the highest performance level are growing and getting to the 100% at the end of the year. Yeah. But what we do see is then the teachers are able to challenge them in the classroom with deeper problems and more more hands-on math and not just the worksheet. And that I think is the critical piece of am I challenging my students as we talk about right engagement and agency. Am I giving them meaningful opportunities because they clearly have the skill, >> right? And are you saying that that is something

157that all or most your teachers believe that that is what they're supposed to do for those kids? Like they don't like feel guilty going ahead. You know what I mean? Right. >> But I can speak to what we ask of them and the conversations we have >> through our grade level retreats for example. >> So okay um basic thing when are the other assessments? >> We do assessments standard three times a year. So we do we're a little late on the reading because of the new implementation but it's typically the first month of school January when we come back from our December break and then in that last month of school middle of May till June. >> Yep. And uh uh what's Woodcock Johnson? >> I'm sorry >> the one of your slides you mentioned

158Woodcock Johnson training. What is that? >> What is Woodcock Johnson? Woodcock Johnson is um one of our kind of gold standard metrics in special education. It is a broad metric of academic skill and achievement. Is there anything else I'm missing? Miss director said >> Gotcha. All right. Thank you. Those were my questions. Any other questions? That was surprisingly short. >> I told you I would make it fast. >> Good question. Hold on. >> Can I just I'm gonna point out one more. Sorry. Uh just the MC class. I just want to um remind folks that last spring we were deciding which assessment uh we wanted to do. Uh there were easier routes and there was more difficult routes. And in sh with uh assistant superintendent whose work with our teacher leadership uh teams, they actually

159picked a more difficult route. And um just echoing uh it went really smoothly. That speaks to the leadership uh from Chenpe as well as uh the investment that the teachers have. So uh kudos there. Thank you for >> the teachers. >> Thank you. >> All right. Um we haven't voted on anything in a while and we haven't heard from CBO Matsumoto. So item number 14, approval of the district office renovation project number 2025 dash 01B dash lease amendment one to lease leaseback contract with Rodan Builders. >> Good evening trustees. Thank you very much. I apologize for such a lengthy um title for this. >> Uh essentially this is the GMP. The GMP stands for the guaranteed maximum price. It's an important part of the lease lease back process. So, uh again, as a quick refresher,

160the lease lease back process means that we can partner with the general contractor uh for the sake of uh the general contractor being able to then go out for bids for a particular project. If we uh did not go through the lease lease back process, all of the different components of the district office project uh would be basically guided by the um design build principles which essentially mean that we have to take the lowest qualified bid. Now there are a lot of issues with that uh particularly when it comes to more specialized things because just because someone is cheaper doesn't mean they're always better, right? Uh so usually when you go through the lease the the lease lease back process is reserved for projects that have more complexities to it because you want to make

161sure that a general contractor partner can make sure that they do their process to ensure that the project gets done correctly. The GMP is here basically to aggregate all of the initial bids that the general contractor partner has brought in and to give us essentially a do not exceed. So this GMP is a do not exceed. And currently the number is about a little bit over a million dollars over our initial budget. And there's some reasons for that which I'll cover in a second. But it just because the number is over doesn't mean that the actual cost will necessarily be that amount because it's a guaranteed maximum price. It's kind of in their best interest also to give the higher end of things and help negotiate down. So know that this number although it is

162high by about a million dollars doesn't mean that we aren't currently negotiating with the uh contractors who have bidded to try and get those prices below. Now to go over what's comprising roughly that million dollars. So about 300k of that is coming from uh actual parts of the project that are being pulled from other parts within trunch the the trunch one of projects. So uh within our trunch one of projects we had a painting project for example that was districtwide. So we are pulling the money that was supposed to be for the district office as part of that painting project into this. Um, another example, uh, is we had furniture, uh, district-wide furniture as another project that's also being pulled into this project as well. And why, you might ask, were all of these components

163separated out? And it's because when the initial um the initial facilities master plan was created by our architects, they did not know the cadencing of all these projects. So what they did is they identified all the needs and then they grouped them into basically a life project right and in their minds from there you can then kind of distribute it out to the appropriate projects. Um another 300k is actually coming from um items that were discovered through the process of doing all the assessments of our property. Uh as you may or may not know our district office site was not made as an office. is actually the residential leasing office for the housing community next to us. Many of the offices that are in our district office were actually test um test kitchens, test bedrooms

164uh or model kitchens and model bedrooms for the housing community. Uh which is why the walls are particularly thin because that building was not meant to stay there and the entire bottom floor was actually a parking lot at one point that they've closed off into the different offices. Uh needless to say, there are quite a few issues. Um the two main ones that have come up are one, uh we've realized there were no fire sprinklers in our entire district office building and we now need to bring the water over in order to uh connect those fire sprinklers. Um secondly, uh we had our contractors run one of those cameras down our pipes. Uh and we found that there is a massive blockage uh beneath our building. Um to the point where it is good that

165we discovered it because it might have caused a massive problem. Um but bad in the sense that it is very very blocked. Um and we really need to do something to it. Uh and there's just significant cost for digging into the ground and replacing that section of pipe. Um so therein is another 300. Uh and the last roughly 500k or so of costs uh are just coming from. Um the initial bids coming in a little bit higher than I think our architects and our uh general contractor partner were initially thinking. Some of that is due to just the cost of raw materials right now. Um we do need some steel to create a support beam so that there is uh no actual beam just going up in our boardroom similar to this one right here.

166Um, again, we're working with the general contractor partner to try and see, you know, where it makes sense to potentially save some costs, but ultimately again, we want to make sure that this project is done, right? Um, I'm sure the question you may all have is, okay, well, let's say in this scenario, our project goes over budget. What happens? What does that affect? And the long story short is that nothing actually really changes. Again, if you look at our trunch one of projects, we have set aside a contingency, right? That contingency, this project, if it goes over, would just eat out of that contingency. I believe the contingency for the tranch one of projects was, if I'm not mistaken, somewhere in the the 2 to3 million mark. Uh, and that was just because they were

167considering escalation and ex, you know, just unforeseen costs. Now, the good news is that because we got a head start on all of our projects, right, and we're kind of running into these problems. Now, this is the most complex project thus far of our new trunch, our new measure. Um, we can use this data to help inform kind of the rest of the projects going forward. So, I've asked our our program manager and our architect to kind of get together and brainstorm again. Okay, if this is where we're seeing costs right now and we don't necessarily think that it's going to change very much in the near future, what does that mean for our budget? So, um, as we get more informed, as we get more data, um, I'll continue to come back to the

168board with, you know, okay, do we need to move things around? Does something have to come, um, off of a tunch? Does something need to move within a tunch? Um, but no, we're working on it. And, uh, again, the specific board item for tonight is for approval for the GMP, the guaranteed maximum price for the district office project. So you were very once again very thorough. So my questions are answered by you. So good job with that. I I one one So do you think we've been overly when you've been directing them to look forward forward thinking? Do you think we've been overly um conservative um you know with wi you know with those guesstimates of forecasting or do you do you just think that that this is what happens when you open up a

169a district office and these things are >> Yeah. So the fun the fun part of this is when we're going through the tunches in the very beginning. I actually talked to our program manager about all of this and I said look I think it's a heck of a lot easier to go to our board saying we came under budget than to say we came over budget on any projects. Um do you think that we're being conservative enough on these estimates? And um from my experience at my past district, for example, we were modernizing a school and on the fourth day we opened the wall and there was the a word that no one likes to hear when you open a wall. >> Um hence a lot of additional costs for remediation. Um and so I

170asked them and they said, well, you can't necessarily plan for all of that, right? They said we believe that we are being um conservative enough. They said we are already baking in some conservatism into each of the projects. And they also said that we also have the trunchwide contingency. So overall they said those are two pieces already of conservatism. You don't want to be too conservative either when it comes to the budget for all the projects because then well you don't have any projects on the branches, right? >> Um Ultimately, their guidance was, let's see what some of the buildings look like first, right? Once we actually dig into the buildings, we'll have a better sense of what might be coming, what what problems might might we see at some of the other schools. Um,

171so again, you know, I think we tried to budget with conservatism, but the district office is its own little beast just because it really wasn't made to be an office in the first place. Um, and we've made a nice home out of it, but again that there's a lot of issues with it, such as the ADA, such as our underground plumbing. So, um, to answer your question, uh, do I think we were underconervative, overconervative? I think we're appropriately conservative when we made the initial budget. I think going forward though, it probably takes a little bit more conservatism as we try to adjust some of the budgets looking forward. >> Thank you. It seems like you just mentioned you were taking from the painting project and the the furniture project to to that you're pulling from

172different places, right? >> Yes. But uh there was already money allocated to this project anyways in those projects. It's not necessarily taking from a project. We're not taking other money allocated. >> Exactly. It was already allocated to this project. It's just now kind of coming back into the right place. >> So you don't need to go to an exercise ball for your furniture, for your chair. You can get a chair. >> Personally, I I'm I'm happy to move to an exercise ball office. >> I've heard it's really >> in our temporary district office. I've already taken the uh the furthest away, smallest office from everyone. So, um I'm happy to participate in the ideals of conservatism myself. >> Reese, you don't have to keep taking the hit. >> Thank you for all your effort. >>

173Um thank you. Thank you for um you know um working with our partners to make sure that costs are going to are going to stay as low as they can. Um I just had like a uh so I I understand that it's uh the project is seeming to be you know more expensive than initially thought which I thank you for explaining that. Um just looking at the um at the facilities lease amendment, could you explain to us the numbers that are listed in that lease amendment? >> Were there specific numbers that were curious? >> Um sorry, I'm going to it as well. Thank you. Um they do mention the it does mention the 6,392,934. Um, but then it also mentions 6,412 934, which is not a ton of money. It's $22,000. Um, but I'm wondering

174should there should there actually be a larger difference between those two numbers? >> Uh, I can track with the program manager I see what you're saying. Uh, it's basically saying that it went from $10 to $11 and that for for the sake of simplicity, it's not saying that the the amendment is actually changing very much. >> Yeah, exactly. To me, it seems like it's saying that it went from 392,000 to $412,000, which like I said is around $20,000, which is not the million we're talking about, >> right? I I can go double check that. Thank you. Great point. Thank you. Thank you. Any other questions? Um, I need a motion to approve amend. >> Should I if you want to double check a motion to approve amendment one for the district office renovation lease lease

175back contract. >> Can I ask you a question? Does it get does it get tabled because of the investigation that >> so you can approve for us to move forward with this uh and then if there is an error then uh we can bring it forth uh during the consent uh agenda for the next board meeting. >> There we go. I had the same question. Thank you for asking. Is there a motion to approve amendment one? >> So moved. >> May I have a second? >> Second. >> All in favor say I. >> I. Uh seeing as there are no nays or abstensions, uh motion is approved. Item 15, you can stay unmuted. The CBO Matsumoto uh consideration to approve filling the notice of completion with the County of San Monteo Recorder's office. >> Good

176evening again, trustees. Uh this one's a much simpler one. Uh this is simply to allow our district to file the notice of completion for the roofing projects from this past summer uh with the San Mo recorders office. >> You just repeat after me. >> Um one quick thing I'd like to point out. I'm sure you may have a question about um does this let's just say there's something that happens to the roof, right? It rained relatively hard recently. What if a leak shows up or something like that? Uh just because we filed this with the recorder's office does not mean that we can't pursue any of the warranties with the company that actually did the work. Um the warranty I believe is good typically they're good up for a year. So if within the year

177there's a leak or anything that happens. Just because we approve this today does not mean we can't go back to the company and have them repair it free of charge. >> Thank you for that clarification. Any questions? Okay. May I have a motion to approve filing the notice of completion with the recorder office? >> So moved. >> Second. >> Thank you and second. I appreciate that. All in favor, please say I. >> I. >> Seeing as there are no nays or abstensions. Item number 14 is also approved. Item number six. Thank you. CPO Matsoto. Passing the mic to Superintendent Dar. >> Great. Um item 16 is CSBA board policy updates for August and September. Before you tonight um are uh staff reviewed um CSBA templates for lack of a better word um that staff go

178through edit make appropriate for BRSSD. Uh they are um uh included in here. We do do have uh CSBA's uh guide sheet again why the why the changes are happening. uh their redline versions that show the changes they're recommending as well as our changes uh when you click on the PDF uh to see it. Uh as you you all know uh this is a first read uh in the next 30 days. will take any feedback in terms of amendments um adjustments or anything else that needs to be um uh reviewed uh and bring them back to um for a second read um in November. Um they do go on consent uh for November. Um if there is a policy that there's changes to, we will bring it back uh in open session for discussion. >>

179Can I ask a clarification? So again, the red line is CS CSBA or that is that us is that our assigned >> uh so the the um the guide sheet is the summary. The CSBA red line is the correct me if I'm wrong, Miss Ellinger. Uh the CSBA red line is the changes that they made from the previous CSBA template. Okay. And then when you click into the PDF, you'll see our um recommended changes based on the CS template on the red line. Um I think it's important to note so like if you were to click uh there's one I was talking with Trustee Northrup. Um >> there's uh a policy that we say not to um recommend or we recommend that we don't need it. um in the PDF that whole policy will be

180redlined so you can actually see it as well. >> Okay. >> Um can I ask um is it appropriate at this time to just ask a clarification on one of them? >> Uh sure. Uh I I don't know that I have the staff who reviewed it uh to be able to provide that clarification, but if not I can. >> Yeah, it might I think it's high high level otherwise we can talk about it before next. With the sexual health and HIV AIDS prevention instruction, I was just curious. It mentions that it's between 7th and 12th grade. So, one thing is some of the language in there I noticed made reference that we don't go past 8th grade, but some did. But also, is this the program um is is there is it a seventh grade

181program um done in our middle schools? And if it is, um is it the same, let's say, vendor that does our fifth grade health education? And is that what this one is? The HIV I didn't know that >> I was just curious if we did do if we did do it. And >> thank you. Actually, it's it's they bring somebody in. Yeah, I know. Yeah. >> Okay. >> I I can uh we can follow up with Kristen and and give you an update on that. >> Yeah, no problem. Thank you. >> Anyone else? This is an item for discussion. >> Nope. Item 17, future board meeting agenda items. >> Okay. Uh as as is uh traditional, we take a look at the subsequent two meetings. Uh looking at regular agenda items planned for uh November.

182We'll have a spotlight on Sandpiper. uh CBO Matsumoto will be providing an update on our nutrition and our change in vendors uh meal usage and whatnot. Um we'll have a 2x two debrief hopefully uh that will take place with Sequoia before then and we'll have a 2 by 2 by two uh our city debriefs uh BRSSD uh Belmont and Redwood Shores. Uh we're finally getting those on the calendar. really excited finally um will happen uh in December is uh kind of our big meeting uh it's it's our big short meeting. A lot of stuff happens but it's typically a short meeting. Um we'll have the the big item is the first interim fiscal solveny report. Uh our goal is to have the instructional calendar for 2627 by then. Again, there's a lot of things that

183hang on the balance of that. So we're doing our best. Um and then it's the time where we uh do our board reorganization. So we um recognize the board's work. Uh we um uh do our reorganization. Um we reappoint me to uh secretary exeicio. Um and we uh adopt our board meeting schedules and representatives and leaison. Um in your board updates each week I'm going to start to socialize those committees. Uh please reach out to me if you have any particular interests. that'll just make that meeting uh go go a little bit easier. Um and then finally uh if we have any retirees, a lot of times people wait till the end of the calendar year uh to retire. Uh we'll do some rec uh retirey recognitions in December if we have >> Thank you.

184Um so going along with the um reorganizing um in December um sorry as I have too many windows open here. Um as going along with that reorganizing um and uh that traditionally uh board members are part of uh some subcommittees. I was wondering if we could add it to the agenda for November of uh discussing creating additional board subcommittees um that are uh we have not traditionally had um so for example like a board policy uh subcommittee um another possibility would be facilities um but definitely wanting to see if um if we'd like to discuss that of you know and I definitely um don't want to make more work for Superintendent Duara and our hardworking staff. Um but seeing if there are ways uh where board members can be involved um with some of the

185uh bigger questions for the district and um help play a meaningful role um and uh I think where the um where the efficiency can come in is then if there's a subcommittee for example on uh board policy um then two two board members could uh delve into the, you know, policy updates uh with Superintendent Duara and his staff, answer, you know, raise questions then um and uh then that may um that may make our overall meetings um where we don't have to go into as many details. We will discuss it or yes. >> Yes, we'll we'll we'll discuss the agenda um at our next meeting. Uh Dan and I. >> Uh and I will I will also share um Trusty Northrup and I talked um about this uh during our one-on-one. Yeah. >> Um I

186am actually going to do a little bit of outreach to my colleagues and just uh solicit information on on how other districts um do board subcommittees and whatnot. Um, uh, some subcommittees, and I'm I was actually doing some outreach today. Some, uh, subcommittees do require additional agendas and, uh, run just like a meeting like this. Um, others are superintendent, um, subcommittees that function a little bit differently. Uh, so I'll I'll work on clarifying the roles of each, a board subcommittee versus a superintendent subcommittee. Um, that that distinction alone might help us. um as well as looking at some of the uh subject areas that um other districts have been successful and I'll share that with the board as I receive it. >> Thank you. All right, we are not reconvening to close meeting closed at

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