Regular (Virtual) Board Meeting
San Leandro USD
July 14, 2020 6:30PM
ONLINE ONLY DUE TO COVID-19 SHELTER IN PLACE ORDER VIA ZOOM (INSTRUCTIONS AVAILABLE AT slusd.us)
Closed Session - 6:00 pm
Open Session - 6:30 pm
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| The meeting was called to order at 6:00pm. |
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| There was no public testimony on closed session items. |
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| The Board recessed into closed session at 6:00pm. |
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| The Board reconvened to Open Session at 6:30pm. |
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| Roll call was taken and all board members were present. |
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| There were no items to report on closed session action. |
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| President Oshinski recited the pledge of allegiance. |
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This motion was amended to move Action Item N.4.a., San Leandro Unified School District Reopening Plan for 2020-2021, beneath agenda item K.1, Correspondence. Passed with a motion by Evelyn Gonzalez and a second by Leo Sheridan. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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Members of the audience who wish to address the Board are asked to “raise your hand” via zoom during the meeting when the item is reached on the agenda or, for non-agenda items, during the Public Testimony item and wait to start speaking when you are called upon. Comments sent prior to the Board meeting have been provided to members of the Board in advance of the meeting. Some that only recently came in will be read aloud now. Please note that the meeting is being recorded. State law prohibits the Board of Education from taking any action on or discussing items that are not on the posted agenda except to A) briefly respond to statements made or questions posed by the public in attendance; B) ask questions for clarification; C) provide a reference to a staff member or other resource for factual information in response to the inquiry; or D) ask a staff member to report back on the matter at the next meeting and/or put it on a future agenda. (Government Code 54954.2(a)).
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| Aaron Kerrigan, Director of Facility & Operations |
| The bond report will resume at our next board meeting. |
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| Trustee Rodriguez read all correspondence received since the last board meeting. |
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Thomas Morse, President of San Leandro Teachers Association (SLTA), acknowledged the hard work and partnership they’ve had with district Leadership, all bargaining units, and the members of SLTA. He commented on the results of a survey completed by teachers, and the reaction to the survey was extraordinary. SLTA passionate about wanting to teach our kids. We cannot open schools in person because it is not safe to do so.
Goals:
• Health and safety for teachers, students and community
• Ensure reasonable expectations
• Pay attention to crisis causing unique challenges to families.
We cannot go back to in person instruction until we have safety figured out. Our kids deserve that.
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| The Board of Trustees summarized various events taking place on their respective committees. |
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Passed with a motion by James Aguilar and a second by Evelyn Gonzalez. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| These items are considered routine and may be enacted by a single motion. At the request of any member of the Board, any item on the Consent Agenda shall be removed and given individual consideration for action as a regular agenda item. |
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| The district contracts with All City Management Services (ACMS) to provide crossing guard services at all eight elementary sites. The City of San Leandro reimburses the district for half of the total cost of the crossing guards. |
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| Approve renewal agreement with ACMS for crossing guard services for 2020-21. |
| Fiscal impact of agreement is $77,731, with 50% of funds reimbursed to the district by the City of San Leandro. |
Renewal: ACMS Contract 2020-21
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| The following Personnel Document reports details of Certificated, Classified and Coaches employment and terminations along with changes to assignments. |
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Personnel Report
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| The District maintains student teaching agreements with colleges and universities throughout the Bay Area and State. Many student teaching agreements are approved annually with each college/university. The attached agreement is a renewal of an agreement with San Francisco State University. |
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Approval is requested to renew the student teaching agreement with San Francisco State University from July 1, 2020 to June 30, 2025.
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| There is no fiscal impact to the general fund. |
Renewal: San Francisco State University STA Renewal 2020-21 7.14.2020
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The District maintains student teaching agreements with colleges and universities throughout the Bay Area and State. Approval is requested for the renewal of the student teaching agreement with Saint Mary's College of California beginning August 15, 2020. |
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| Approve the renewal of the student teaching agreement with Saint Mary's College of California from August 15, 2020-August 15, 2022. |
| There is no fiscal impact. |
Renewal: St. Mary's STA 2020-2022
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Amend previously approved 3-Year Contract with Compass Learning which was payable in three years. The amended 3-Year contract reflects an additional $13,000 discount. In the new contract SLUSD will pay one-time 3-year contract cost. Amend previously approved 1-year Seesaw contract to a 3-year contract agreement to use the product. The revised contract reflects additional discount. Amend previously approved 1-year Zearn contract to add 2 more years agreement to use the product. Amend previously approved Renaissance Learning for the use of STAR 360 & Accelerated Reader 360 for elementary schools and STAR Reading & STAR Mathematics for secondary school. The amended contract will be for a 3-Year Gold Solution Package which will include quarterly district-customizable professional development which was part of the previous agreement. |
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| Staff recommends the approval of the amended contract with Compass Learning (Edgenuity®), SeeSaw, Zearn, and Renaissance Learning from a 1-year to a 3-year agreement of using these products at a discounted cost. |
Compass Learning (Edgenuity) = 3 - Year Contract $233,000.00 Zearn = $40,000.00 for the additional 2-year contract Seesaw = $59,251.50 for a 3-year contract Renaissance = $320,074.69 for a 3-Year Gold Solution Package contract Learning Loss Mitigation Funds |
Amended Edgenuity Quote 3-Year
Renaissance 3 year quote
Seesaw 3 year quote
Zearn Additional 2-Year Contract
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| The VMWare software is used to run all of the server and network infrastructure within the district. This is a 4 year renewal of that software. This item was reviewed in the Facilities & Technology committee meeting July 8, 2020. |
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| Recommend approval of the purchase of VMWare software and support |
| $50,403.28 from Learning Loss Mitigation Funding |
VMWare Renewal
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To reduce the risk of mission critical data loss and service availability, the district contracted with ACOE perform off site system replication and data backup. We are continuing the same service for the 2020-2021 school year. This item was reviewed in the Facilities & Technology committee meeting July 8, 2020. ACOE is our internet service provider and we have a secure high speed connection to their data center. This solution will provide the district with full data recovery at a secure offsite location. This solution will protect the most critical servers and data stored at the Madison district data center. |
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| Approve agreement for disaster recovery services with the Alameda County Office of Education |
| $16,500.00 from General Fund |
Renewal contract: SLUSD and ACOE for Offsite Backup and Disaster Recovery Svcs 2020-21
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2020-2021 Non-Public Schools & Agencies and Contracted Services Agreement | Student # | DOB | Location | | # 1 | Various Students | Ascend Rehab Services, Inc. | | # 2 | Various Students | California Therapy Alliance, Inc. | | # 3 | 11/16/2001 | Professional Tutors of America, Inc. | | # 4 | 10/26/2000 | Professional Tutors of America, Inc. | | # 5 | 04/21/2002 | A Better Chance School | | # 6 | 12/07/2008 | Anova Center for Education | | # 7 | 10/11/2008 | Anova Center for Education | | # 8 | 09/10/2011 | Anova Center for Education | | # 9 | 02/16/2006 | Via Center | | #10 | 10/16/2010 | Via Center | | #11 | 05/05/2006 | North Valley School | | #12 | 06/17/2011 | Wellspring Educational Services | | #13 | 10/20/2007 | The Burkard School |
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| Approve the 2020/2021 Non-Public Schools & Agencies and Contracted Services Agreement. |
| $1,568,941.15 - Special Ed funds |
A Better Chance School
Anova Center for Education
Ascend Rehab Services, Inc.
California Therapy Alliance, Inc.
Professional Tutors of America, Inc.
The Burkard School
Via Center
Victor Treatment Center, Inc. - North Valley School
Wellspring Educational Services
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2020-2021 Non-Public Schools | Student # | DOB | Location | | # 1 | 10/10/2013 | Seneca Family of Agencies | | # 2 | 04/21/2012 | Seneca Family of Agencies | | # 3 | 04/30/2009 | Seneca Family of Agencies | | # 4 | 11/22/2002 | Seneca Family of Agencies | | # 5 | 04/23/2003 | Seneca Family of Agencies | | # 6 | 03/27/2006 | Seneca Family of Agencies | | # 7 | 08/06/2012 | Seneca Family of Agencies | | # 8 | 09/02/2009 | Seneca Family of Agencies | | # 9 | 01/16/2003 | Seneca Family of Agencies | | #10 | 10/07/2003 | Seneca Family of Agencies | | #11 | 08/27/2009 | Seneca Family of Agencies | | #12 | 09/17/2003 | Seneca Family of Agencies | | #13 | 04/22/2010 | Seneca Family of Agencies | | #14 | 02/04/2008 | Seneca Family of Agencies | | #15 | 11/02/2010 | Seneca Family of Agencies | | #16 | 02/14/2009 | Seneca Family of Agencies | | #17 | 09/05/2002 | Seneca Family of Agencies |
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| Approve Non-Public School contracts. |
| $ 987,726.50 - Special Ed funds |
Seneca Family of Agencies
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| PCG Education is a division of Public Consulting Group that currently works with more than 4,400 school districts to provide services and software solutions that focus on student achievement. This three year annual license renewal is for the Pepper platform. Pepper is delivered on the powerful edX learning platform, to support improving online education and advancing teaching and learning through professional development courses. |
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| Staff recommends approval of License Renewal Fee for Pepper Districtwide Professional Development Platform. |
$26,250 Learning Loss Mitigation Funds |
Pepper Quote
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Learning A-Z and Vocabulary Spelling City will support TK-6 teachers in providing Common Core Standard aligned instruction in English Language Arts. NEWSELA will provide supplemental lessons in Common Core Standards for all our 4th-12th grades. The materials support differentiation and have school to home components. Learning A-Z consists of licenses for web based resources including RazKids that provides an online guided reading program with interactive ebooks (in English and Spanish), downloadable books, and reading quizzes linked to diagnostics and lessons. Vocabulary Spelling City supports practice of spelling and vocabulary in an adaptive and game style format. NEWSELA PRO is an innovative way to build reading comprehension with nonfiction, informational text based on daily news articles. NEWSELA PRO allows teachers to filter the same article at a variety of reading levels and assign tasks around close reading (ex: annotating) and download writing assignments or written response tasks. |
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| Staff recommends approval of renewal agreements for Common Core State Standards Blended Learning Aligned Supplemental Materials for 2020-2021, 2021-2022, 2022-2023 |
Learning A-Z $145,505.28 NewsELA $171,465 Spelling City $30,994.65 Total: $347,964.93 Learning Loss Mitigation Funds |
Learning A-Z
NewsELA
Spelling City
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| Knorr Systems Inc. quotation is for the purchase of new pool covers for the San Leandro High School pool. The current covers have disintegrated and need to be replaced. The quotation also includes retrofitting of the current reels with a motor that automates them to reduce the risk of injury. |
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| Recommend approval of Knorr Systems, Inc. quotation for new pool covers for the SLHS Pool and to retrofit the current reels. |
| Fiscal impact $63,064.63 from Measure J1 Funds (SLHS Pool) |
Knorr Systems Inc proposal - SLHS Pool covers and retrofit
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| JLC Change Order #2 on Jefferson ES Modulars is for additional costs associated with changes outlined in PCO #4 to Extend the Fire Alarm to the existing portables and PCO #10 to include security cages for the condenser units. |
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| Recommend approval of the Change Order #2 for JLC on the Jefferson ES Modulars Project |
| Fiscal impact $17,004.35 from Measure J1 Funds (Portable Replacement) |
JLC Change Order #2 - Jefferson ES Modulars Project
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| JLC Change Order #3 for the McKinley ES Modular Project is for additional costs outlined in PCO #7R1 to upgrade to phenolic toilet partitions, PCO #9 to include traffic rated christy boxes for the gas regulators and PCO #10 for the paving and storm drain work associated with CCD #11. This Change Order also includes PCO #12 which is a credit for the deleted curbs and gutters per CCD #11. |
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| Recommend approval of Change Order #3 for the McKinley ES Modulars Project |
| Fiscal impact $55,306.31 from Measure J1 Funds (Portable Replacement) |
JLC Change Order #3 - McKinley ES Modulars
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Suarez & Munoz Change Order #2 for the Muir Landscaping Project includes providing labor and materials for work performed on Time and Materials including the following: 1. Remove gate and install wooden fence panels due to elevation of new concrete between Classroom wings A&B. 2. Install Trex board to fill gap between existing fence and new concrete between classroom wings A&B. 3. Demo strip of concrete near cafeteria to create a uniform patio with consistent slope and finish with the new work. After initial demolition it became apparent that the condition and slope would create both appearance and drainage issues. 4. Flush and video the existing sewer in front of the cafeteria to determine condition and locate laterals. Replace existing sanitary sewer line discovered to be in poor condition. |
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| Recommend approval of Change Order #2 for Muir Landscaping Project |
| Fiscal impact $27,873.55 from Measure J1 Funds (Landscaping/Drainage) |
Suraez & Munoz Change Order #2 - Muir Landscaping
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| Leisre Craft quotation is for the purchase of needed benches and tables as part of the John Muir Landscaping Project. |
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| Recommend approval of the Leisure Craft quotation for benches and tables as part of the John Muir Landscaping Project |
| Fiscal impact $16,426.23 from Measure J1 Funds (Landscaping/Drainage) |
Leisure Craft Quotation for Muir Landscaping Furniture
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| Fixall Co. PO Contract is to provide labor and materials to disconnect the electrical, low voltage and water lines from (11) interim housing portable classrooms and portable restroom at McKinley ES. |
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| Recommend approval of the Fixall Co. PO Contract to disconnect low voltage at McKinley ES |
| Fiscal impact $15,000 from Measure J1 Funds (Portable Replacement) |
Fixall Co. PO Contract - McKinley ES Low Voltage Disconnect
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| The Geo Engineering invoices are for Geo-Tech services on the previously approved Elementary School Modulars and John Muir Landscaping projects. |
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| Recommend approval of Geo Engineering invoices for previously approved elementary school modulars and John Muir landscaping projects. |
Total Fiscal impact $48,473 Including: Washington ES $440 Measure J1 Funds (Portable Replacement) John Muir MS $775 Measure J1 Funds (Landscaping/Drainage) Adult ED $4,285 Adult Ed Funds Wilson ES $410 Measure J1 Funds (Portable Replacement) Roosevelt ES $17,355 Measure J1 Funds (Portable Replacement) McKinley ES $4,718 Measure J1 Funds (Portable Replacement) Jefferson ES $4,340 Measure J1 Funds (Portable Replacement) |
Geo-Engineering Invoices for Modulars and Landscaping projects
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| Williams and Associates is proposing to continue their agreement with San Leandro Unified School District from July 1, 2020 through June 30, 2022. This new agreement is to renew the previous one. It will only extend the time but not increase the dollar amount. |
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| Recommend approval of continuing the agreement with Williams & Associates through June 30, 2022 |
| No additional fiscal impact at this time |
Williams & Associates Consulting Agreement
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| LCC Engineering & Survey, Inc. is an approved Consultant with San Leandro Unified and the following proposal is to perform the needed survey for the Roosevelt ES Drop Off Project. |
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| Recommend approval of the LCC Engineering and Survey, Inc. proposal for survey on the Roosevelt ES Drop Off Project |
| Fiscal impact $11,700 from Measure N (Drop off/Paving) |
LCC Consulting Agreement - Roosevelt Drop Off
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| The Maintenance and Operations Department uses a number of vendors each year. The attached list represents the standard vendors that are expected to be used during 2020-21 along with estimated total amounts. |
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| Approve list of blanket purchase orders for Maintenance and Operations vendors for various services during the 2020-21 school year. |
| Up to $182,500 from Routine Restricted Maintenance (Resource 8150) funds. |
2020-21 M&O Blanket PO's
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| The Board will discuss and take possible action on plans and instructional models for reopening schools in Fall 2020. |
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Public comments from emails as well as comments from audience members was moved up on the agenda after item K.1, Correspondence. President Oshinski read a statement as follows:
Before we move into our agenda, I would like to take a moment to share a statement about the SLUSD Reopening Schools Plan that you will hear more about tonight.
The Board of Education has heard from many families and staff members regarding their preferences for returning to school in the fall. On behalf of my fellow trustees, we are deeply grateful to have this heartfelt, thoughtful feedback. The passion and care shown by this community is why we have chosen to represent you, as we advocate for the best interests of the students of San Leandro.
The district has also recently surveyed staff and families to gather even more up-to-date community voice. Thank you to the 2,500 families and 350 staff members who have taken the time to share their best thinking and extremely valid concerns.
Since our school closure in March, district leaders have been monitoring and updating us with local public health conditions and their reopening planning process. As a group, given all of the information we have received, we have been constantly considering SLUSD's capacity to ensure safety for all students and staff, given the increase in COVID-19 infection rates.
Knowing this, the school board has previewed the staff presentation for tonight, which is advocating for a phased plan to reopening schools with a distance learning model to start the 2020-2021 school year.
With a clear priority for the health and safety of our community, the board of education will be making the difficult decision to support this staff recommendation, and move forward with an online start to the school year.
This announcement will be significantly disappointing to members of the community who were preparing to welcome back students, even in smaller numbers. Since the initial closure on March 13, the district has been clear that schools would not reopen to in-person instruction until it was safe to do so. Given the current local conditions, it does not appear that point has been reached.
Opening schools in a distance model will not slow the work of SLUSD staff to prepare for in-person instruction, which is what we all know is our ultimate goal. You will continue to hear about our planning process at future board meetings, and we will continue to encourage your voice. It will only be through your collaboration, that we can provide the safest and most effective educational experience that our students deserve.
Sincerely,
Peter Oshinksi, SLUSD Board President and the SLUSD Board of Education
President Oshinski read the names of emails received from the public comments email. Families that are for distance learning were:
Virginia Tsubamoto
Carol Love
Alicia Au
Sam Ladner
Jessica Dorin
Yvonne Islas
Heather Green
Andrew Fisher
Yee Leung
James Riddle
Def Malapote
Kathryn Felsinger
Sarah Bollinger
Katie Woodruff
Sasha Miyamoto
Jonathan Small
Jaime Love
Joyce Wagner
Emails received in favor of reopening schools, or a hybrid model:
Jaime (Anthony) Barbieri
Carmen Orozco
Hannah Westmoreland
Angela Tsang
Email received in favor of going either way was from Anthony Farley.
The following audience members spoke via Zoom during the meeting regarding this agenda item:
James Riddle: Currently an SLTA site leader; he shared the results rep and special education teacher at the high school; read the results of a SLUSD teacher created re-opening survey.
On July 9th a teacher-created survey was sent out to all SLTA members regarding their preference for how the re-opening should occur. 323 SLUSD teachers responded to the survey. The survey posed two questions:
• "Considering the August 10th start date, do you feel safe returning to a partial onsite instructional model, suggested by the district?"
o 320 responses to this question were returned
o "Yes, I do feel safe" -35 teachers (10.9%)
o "No, I don't feel safe"- 287 teachers (89.7%)
• "I support full distance learning for our SLUSD community with available in-person check-ins for students that need it."
o 325 teacher responses to this question were returned
o Yes-289 teachers (89.5%)
o No- 36 teachers (11.1%)
Katy Felsinger: She thanked the district and board for choosing to take the safest course of action for our students, families and staff by beginning the year with distance learning. She read the email that she sent via the public comments website because it has a different concern. The email stated the following: as a TK teacher in the district, I'd like to advocate for our youngest learners when plans are being made for distance learning. TK students are four years old when they begin the school year in August. Many of them have never attended school prior to TK. While their access to technology and blended learning platforms is important, I would argue that it is more important that these young learners have access to hands on materials. This includes, but is not limited to, paper, pencils, glue, scissors, crayons, paint, play-doh, math manipulatives, supplies for science experiments, books, and journals. In order to develop fine motor skills, students must physically write with pencils and crayons; they must cut with scissors, and they must play with playdough. In order to understand math concepts, they must physically hold math manipulatives. In order to learn how to read, they must hold a book in their hands and turn the pages. Access to these supplies should not be a matter of individual households, schools, or teachers; in order to achieve equity, the district must provide these supplies to our youngest learners. Will there be a budget for funding these supplies? Will there be a plan to safely distribute these supplies at the start of the school year and throughout the year? After teaching emergency distance learning and summer school to TK and Kindergarten students, this is one of my greatest concerns as we begin the school year with distance learning.
Brian Stewart: He's a TK parent and shared his perspective: He volunteered last school year in the classroom. His wife is a stay-at-home mom and their family will be fine during distance learning. He expressed concerns for kids who will not be able to fully utilize distance learning since their parents have to go to work and families who don't have the resources needed; those students need direct access to teachers. He also stated we need a check in system to ensure teachers are reaching all students to help them learn and those that can't access online teachers need to reach out them directly. Some students will not succeed in this platform; and we need to determine a way to reach out to those students directly. He stated that he did really well in a 3 period program while in high school. It was a successful process.
Amy Haghighi: she is a kindergarten teacher at Wilson and was also speaking on behalf of another teacher, Amy Tieshman, also a kindergartner teacher. She thanked the board for their decision which was read earlier in the meeting. It's been a huge concern and fear for teachers being put on the front line. Also an equity issue since students of color who we know are more susceptible to COVID-19. She noted the letter sent from Toby Boyd and CTA to Governor Newsom which states that California should not reopen schools until they are safe. She also echoed what the other callers said concerning resources and ensuring students connect with teachers.
Alexia: currently a high school senior, spoke for the high school students. She stated it was difficult for the high school students to do their classwork via Zoom. There were not that many attendees in class. Initially during the emergency distance learning there were around 20 students participating. Towards the end of the school year there were about 4-5 students participating in virtual learning. When students participated in virtual learning you could tell the students were not engaged (their cameras were off). She stated that she felt like it was very difficult for the high school students to engage with each other through Zoom classes. She has seen the 3 period draft schedule. A lot of the students agree with implementing this schedule. While concerned about the safety of the students, she said that staff should consider moving this plan forward for the high school students since it's a better way for students to have direct learning. She suggested it take place during second semester since we're beginning the year with distance learning. Some families do not have someone present at home during distance learning to ensure the students are completing their work. Students want to stay on track for graduation.
Eduardo Munoz-Munoz: Current president of the DELAC (District English Learner Advisory Committee). He appreciated the decision the board made which was stated in the letter; it is not appropriate for the students to return to school in the current condition. However, one thing he wanted to emphasize is that not all students are being impacted the same way in the current learning conditions, specifically the English learners. He is looking forward to seeing how the quality of rigor and instruction is and decisions that have students at the core and center will be implemented. He is hoping for better decision making as we move forward. He also is looking forward to seeing how the budget will play out.
Galen Guilbert: He agrees with the district's decision to keep distance learning in place for the time being. It feels like things are trending in an unsafe way. He also wanted to emphasize Alexia's point of virtual learning not having a lot of structure during the spring semester and just not having the opportunity to engage with classmates. He would like information on a more robust program in the fall and wants to know when will we be revisiting the opportunity to have in-person learning again.
Jenjii Hysten: She has 3 children, a 5th grader, 6th grader and 10th grader. Their family is impacted at every level. She understands the decision to go virtual but noted her concern for the mental health and social interaction of young people. If we are going virtual, there are some things to consider:
1) Put a system in place that allows teachers to be accountable to track their participation with their students. We cannot assume every teacher has the best intent or the best skills to track this new way of learning. She noticed during the emergency distance learning since she has students at every level in the school district that there were high inconsistencies that make it hard for families to support. She would like to see some type of protocol on how the teachers engage their virtual classrooms/students
2) Invest in the mental health of the young people. We will begin to see fallout for mental health and youth and families. Look into a way to redirect funds to invest in sending out case managers and social workers to check on high needs students or just a mental health check in general. Students do not need to be high need or at risk to be facing challenges during this pandemic.
3) Parent training and parent support groups. The only way this will work is if parents understand how it works before their children get into these systems. Is there a way to bring in parent trainers so that they can look at how to support their students? For high school students she suggested not sending everything to the high school students’ emails since they don't necessarily report to their parents.
4) Redirect funding. How do we send supply kits to all students in need so that parents do not have to purchase these items? Is there a way to tap into the teacher supply budget that would normally be used and send kits to families in need?
5) How do we support African American students who are already struggling? Do we create groups/support groups for different sectors of our community in order to help them to still be heard and get the support they need?
She looks forward to the day when our students can be together again.
Derick Lee: Pilot City, a SL resident and high school alumni (2006). His company runs programs with schools and found the platform called Discord.com was quite a hit as opposed to Zoom. It has components that can help build a virtual classroom and suggested that staff look into it as a tool for the classroom. A lot of students are gamers and currently use this platform. He stated you will get high engagement because of the community that uses it now. He also commented on while the district is always thinking big with the programs and modeling, he is encouraging staff to continue to build on that spirit of innovation, thinking big and changing systems in which we need to move towards in education. Move towards an environment that is more flexible, asynchronous, more self-paced, more engaging in terms of specific groups and target curriculum. He feels it is a great opportunity to re-calibrate what the future of education is and how can our school district lead that effort.
Andrea Sitchon: Wanted to speak regarding the robust distance learning. She has 3 students in the district, a middle schooler and 2 high schoolers.
During the emergency distance learning she noticed that 1 or 2 of their 6 teachers would complete 1-2 Zoom meetings a week. Her students were assigned work via google classroom with little support or teaching to complete said work. She found out 2 of her sons' teachers only used Edgenuity and they were unable to contact those teachers for 2 months. She is very concerned about what learning will look like as we move forward online. She had a few questions:
Will the pass/fail format continue or will students get grades? If students get grades, are we going to hold students to the same standards they had in a physical classroom with a different style of teaching? Will teachers also be required to provide more teaching time than they did in the spring?
Having high school students in concurrent enrollment, is that going to be more of an option for some of our high school students who don't feel comfortable taking an AP course online?
Xouhoa Bowen: Wants to know what distance learning will look like and has several concerns. First concern is what is the plan to decrease inequity that distance learning will expand and the learning gap that will increase. She had a difficult time trying to have them engage in the ways that they would have wanted to in school during the spring emergency distance learning; this may have been a matter of preparedness for families, teachers and staff in general. Her second concern is how do we prepare the families regarding supplies such as paper, pencils, play-doh, technology and generally the supplies the students would have in the classroom. Another concern is training the families to be able to engage with their students in a way that will help the teachers in the classroom. She stated that at this point it is clear we will have to put in extra work and in general and we're willing to do so but guidance across the board would be helpful; also it would be helpful to have more communication about what we plan to do in the Fall. She had questions about attendance and requirements for attending class; with sickness in the household or even the child's social/emotional wellbeing is more difficult than an in-person setting she is concerned about the change around that. She has two students entering the dual immersion program speaking a language that she does not know and wanted to know how this will take place via distance learning. She appreciates all that the district is doing and hopes that the district can get teachers and students in the classroom safely.
Marina Martinez: A teacher at Bancroft MS. She wanted to discuss what she has been doing as an educator, parent, and as a teacher, missing her students. Although she understands the need for the kids to return to school, she wants staff and students to be safe and it feels like we're not there yet. She knows there are plans that need to be made to ensure that we have our PPEs (personal protective equipment) to ensure that our students understand social distancing and safety protocols. For distance learning, accountability is necessary; teachers, parents, students - it is all of us together building this program. In a new day and age and would rather look back and say we did that with all of us together than to say we didn't. We need to work on a more robust distance learning program and accountability on all aspects to help our students. When discussing reopening schools, we need to remember that the safety of our staff and families is what matters most. Let's figure out how to make this happen in the best way. Let's talk about hot spots that aren't available for our students which makes them unable to complete the work. Let's talk about the curriculum and changing it since we're discussing fitting what we completed in a physical classroom into a virtual classroom. Our mindset needs to change to accompany these changes and look at it from a different lens. Accountability for everyone is the biggest piece.
Maricela Jimenez: The mother of four students, a high schooler who has an IEP in special education classes, and 3 elementary students as well as a full time working mother. She understands that distance learning is recommended. For her it is very difficult trying to juggle all of her students to complete the distance learning. She wondered if there was a way to get extra help for families like hers that have to work full time. She is also concerned about her daughter, currently, a special education student and soon to be a junior at the high school. The student was looking forward to beginning her ROP medical course; what will that look like? Will students still be offered all of those services via distance learning? If there is training for the parents to assist their students in distance learning that would be appreciated.
Elena Munoz: Her biggest concern is special education, She is a health care worker and unable to stay home to monitor and assist her student who also has a special education IEP. For her other student, a first grader, the teacher interacted virtually for 10-15 minutes twice a week in the spring to say hello. When the parent asked the teacher why she was not teaching the students or working on any other goals because he was already behind, the teacher stated that was not going to work for her family. Parent stated the teacher was getting paid for doing her job and she failed to do so. Now the parent is paying for a tutor weekly to aid her student in getting into a better reading level because the teacher literally dropped the ball because it in her words, would not work for her family. As a working parent, it has been impossible to come home from work and get on the computer (for virtual learning). Her high school student with the IEP needs one on one assistance, in addition to two elementary students. Her question: how do I work and provide as a single parent and still be a teacher for all of her students? She understands the fear in returning to school, but people are not fearing to grocery shop, etc. The best thing that the district could do is to make smaller groups of classes, have all families sign a form stating they will not bring their students who are ill to school, promoting social distancing and safety. How are the teachers going to be accountable with distance learning? It is not fair that they are being paid but are not doing their jobs. How will the special education teachers teach students via distance learning? She hopes that the district is able to come up with an agreement for smaller classes, more custodians for cleaning, taking temperatures; we can make this happen.
Eunice Cervantes: She has three children attending elementary school. She prefers to keep her children at home to complete distance learning. She appreciates all that the district is doing.
Trish Wood: Director of St. James Christian School in San Leandro. The school has a before and after school program, and are currently open with minimum students and utilizing all safety requirements. Although the schools are scheduled to open virtually, what can the after school program do to assist students with virtual learning? What kinds of programs can be made available to after school teachers that will help our students? Her teachers are willing to step in but what can the school provide to them or us to aid in continuing their education and how we can work together. Child care is essential, there are after school programs opening up. She stated she thinks the district is doing great but wanted to make that connection to do whatever we can for our students.
Joey Marquez: He is for children returning to school. 3 days a week is feasible. If we can use our masks to complete tasks such as grocery shopping, then he feels it would be good for the mental health of the students to return to school and allow their immune systems to slowly acclimate, building resistances to COVID-19. What is the infection rate for kids? Are they highly susceptible to the virus? What is the mortality rate? These are all important questions. From a parent’s perspective, if it's this easy to place a child in front of a laptop and learn, what is point of having staff and taking a child to a physical school?
Unfortunately, our last speaker, Mercy Sotelo, was unable connect.
Upon hearing all speakers, a presentation based on the district’s recommendations for opening schools in the fall was made by Dr. Sonal Patel, Assistant Superintendent of Educational Services, Dr. Kevin Collins, Assistant Superintendent of Business Operations, and Dr. Zarina Zanipatin, Assistant Superintendent of Administrative Services.
The consideration towards reopening the schools has included the district working alongside the community. Since the closure of schools in March, the goal has been to reopen the schools in the Fall safely. Their work has been guided by their values. These values include:
• Responsive and engaging teaching and learning in whichever format we need to conduct this in
• Safe, supportive and inclusive school communities: whether it's in person or online - keeping in mind those students and families most likely to be marginalized in schools
• Timely two-way communication and partnerships: by working with folks along the way and engaging in stakeholder engagement
Considerations for Reopening Schools safety
A taskforce created in spring to obtain feedback as well as data from the state and county
Considerations include:
• Following public health guidelines: namely the ones from Alameda County Public Health and those coming from the greater state
• Establish systematic protocols for safety and support: Ensuring that staff and students follow guidelines while the district sets up the protocols for hygiene and safety that ensure that all staff working in the district will be safe
• Monitor increases in local health conditions: we're continually assessing and reassessing how COVID-19 our community
• Staff and Family Reopening Feedback - July Update
Throughout their planning to date, they have known as the first day of school drew closer, that the most updated feedback about our community's preference for reopening schools would be critical. They always want to know where our staff is and what they are currently thinking so that they know what they need to address and format needed to reopen. A survey was sent on Thursday, July 9, receiving over 2500 family surveys, 350 staff surveys from our bargaining groups including SLTA, CSEA, Teamsters and Trades, and management group.
A graph was displayed reflecting preferences for the blended learning model and distance learning model.
The blended learning means students come to school in smaller, stable cohorts a few times a week.
The display reflected 1,357 families preferred this model and 1223 families did not. 104 staff preferred it and 247 did not. For the distance learning model 1492 families preferred it; 1047 families did not. 253 staff preferred this model; 97 staff members did not. The results indicated there is significant hope we can get to a blended learning model with instruction later. It was clear that both stakeholder groups preferred distance learning at the start of the new school year.
After much discussion and as President Oshinski indicated with a clear priority for the health and safety of our community, we believe we need to use a distance learning model to begin the 2020-2021 school year. While we realize this is not great news for our students, families and staff, since the initial closure on March 13 the district leadership has been clear that schools would not reopen to in person instruction unless it was safe to do so. Given the current local conditions, it does not appear that we are there yet.
When will SLUSD be able to open for in-person instruction? At least for some students?
Dr. Patel explained some of steps to returning to in person instruction.
• Beginning with a blended model where students attend school a few times a week in small cohorts and perhaps identify the students who are most in need of this instruction
o Begins with our state and local health orders: this is the first step in order to be able to consider this option. While district leadership is waiting for this indication, they are active by taking several steps to prepare and be ready for when local conditions allow for an in person learning format
o Implement safety and hygiene protocols
o Negotiation working impacts with Unions
While in distance learning district leadership will monitor student and family needs and progress, how often they show up, tiered intervention to ensure that we're deploying personnel and resources to capture presence and engagement along the way. They will also determine which groups may need to come back first as soon as conditions allow.
Dr. Patel began to provide an overview of the distance learning model so that community can distinguish it from the model that was in late March referenced as emergency distance learning. We're using that information and experience to determine how we began distance learning in the fall.
Reopening Schools in a Distance Model
Daily Live instruction
• Attendance required (tracking systems)
• Use of Learning Management System (SeeSaw for grades TK-5, Schoology for grades 6-12) and a log of online time
• Consistent daily schedules
• Daily Socio-emotional learning (SEL)
The state has provided guidelines for minimum instructional time and minimal instructional minutes; the Educational code states that schools should offer the most amount of in person instruction as possible. Knowing that we cannot offer in person instruction due to our local health conditions, we take that to mean we need to provide the most amount of interaction possible. That interaction should value
Socioemotional Learning (SEL) and English Language Development (ELD).
We know that our students were adversely affected by the spring emergency distance learning and coupled with the summer slide that occurs despite our summer school attempts, we need to maximize our engagement and face to face interactions this fall. Students and families have repeatedly told them how much face to face time, even in Zoom, is the highlight of the day and keeps them focused. Even though they know too much screen time is not good, students spending time interfacing with their teacher or someone who cares about you and knows your needs must be prioritized. They would rather families limit time on their phones, social media, streaming online content or playing video games instead of limiting their Zoom time with their teacher.
The proposals for reopening schools are all pending negotiations.
Proposal for Grades TK-K
• Morning check in/SEL (15 minutes) - could be a song or something to get them acclimated
• Instruction (30 minutes)
• Live support, read aloud, activity (30 minutes)
• Closing checkout/SEL (15 minutes)
• ELD (30 minutes) students who are English Language Learners need to have quality and consistent access to English development time
Proposal for Grades 1-5
• Morning check in/SEL (20 minutes)
• Instruction Part 1 (30 minutes), Part 2 (30 minutes)
• Read-aloud/Sharing (20 minutes) students benefit from seeing each other or talking peer to peer
• Closing checkout/SEL (20 minutes)
• ELD (30 minutes)
• Art, Music, PE specialist instruction (30 minutes)
Proposal for Grades 6-12
Within each period:
• 1/2 time for live instruction, SEL check ins, and/or student group work in breakouts
• 1/2 time for independent work offline
The proposals reflect that students need structure and several callers indicated the need for more interface from teachers. There is a concern that some students who need more resources will need more support. We are a Title 1 district, therefore, we believe that more resources in a distance learning format in addition to materials being sent home means more contact and more time.
Dr. Patel addressed a few questions from callers during public comment:
• 3x3 schedule: if we start in distance learning model using the existing 6-12 schedules
• ROP: we are awaiting the ROP's program decision in the coming weeks
Another proposal (pending negotiations) is we've heard very clearly from the community that they want time to prepare and train properly for distance learning, and to include families in that preparation training. They also want materials to be distributed to students so that they have what they need at home. These supplies could include, scissors, play-doh, wikki stix, or crayons, whatever they need to be able to engage in the instruction.
With all of this in mind, one of our proposals is to change the school calendar (pending negotiations). We would like to move the student start day from August 12 to August 17. This would provide additional time to prepare staff to allow them to attend trainings that they deem necessary to prepare for distance learning and to collaborate, prepare materials. This would also provide an opportunity to onboard parents; they would come to the schools to pick up the supplies they need in order to do distance learning at home. This also allows time to set up the support groups and training that will be necessary.
August 17 - 19 would be minimum days. This will provide teachers with more preparation time and to participate in trainings needed to prepare materials and perhaps connect with students on their own terms in order to start the year well.
Next steps in district reopening is to finalize distance learning negotiations. This will help us to move forward to train and support staff and parents on the distance learning model.
This includes:
• Distribute technology and curricular materials to students
• Lead training for staff and parents
There is a new state requirement per SB 98. The LCAP is no longer. The new requirement is called the Complete Learning Continuity and Attendance plan (referred to as LCP). This includes:
• Share plan with parent groups
• Public hearing in August
• Board approval in September
The district will provide updates about the distribution of materials to start the school year and important topics via our website and Parentsquare after completing this process.
Dr. Kevin Collins provided a presentation on how his department (Business and Operations) is preparing for the reopening and distance learning.
Business
• California Office of Emergency Services providing PPE -- hand sanitizer, masks, face shields, thermometers
• ESSER (Emergency and Secondary Emergency Relief Funds) and LLM (Learning Loss Mitigation Fund) funds being budgeted to support additional PPE and distance learning
Dr. Collins also stated the his department is looking at textbooks to support distance learning, and how to provide materials and manipulatives for younger students to have at home; hot spots to support students and families who do not have regular access to the internet.
Food Service
• Current 3x per week meal distribution (7 days of meals) through August 7; there have been approximately 700,000 meals served to San Leandro families
• In distance learning mode, Food Services will distribute breakfast and lunch at multiple sites (potential dinner as well)
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• Serve additional meals (pending federal waivers)
After August 7 this department will transition to the regular time as they would a normal school year but in distance mode.
Custodial Services
• Additional traing for safety and use of equipment and disinfectants to safely and effectively clean our facilities
• Purchase of ionizer dispensers for disinfectants
• Reviewing schedules and allocations at sites to make sure that we're scheduling to be as efficient as possible
Maintenance Services
• Installing hand sanitizer dispensers in all classrooms and offices
• Checking all HVAC unites to ensure proper functioning
Dr. Zarina Zanipatin provided a presentation on how Administrative Services is preparing for the reopening.
Family and Student Support Services
• ASES After School program will be operating virtually during distance learning; in our partnership with the Boys and Girls club and their staff our students will have access to all of the platforms they have access to during the day
• Family outreach to most vulnerable populations i.e. McKinney Vento families, immigrant families and Foster Youth; as we continue to identify students and families who may need extra support to engage most effectively during distance learning which may include monitoring these students to ensuring they are accessing distance learning and identifying those who are not and providing them some one-on-one attention support of McKinney Vento district liaison
• Multilingual hotline to assist with resources; staff will be able to assist families who call in and connect them to learning resources and support with parent education on the learning platforms throughout the duration of the distance learning
Personnel Services
• Families First Coronavirus Response Act - ensure employees really understand their rights; if staff needs to take a leave for a COVID-19 related reason this act provides employees with paid sick leave and expanded medical leave for specific reasons
• Ensuring trained substitutes for long term leaves; we want to ensure that any sub in the class for distance learning will be familiar and train with the latest platforms and that the subs are very clear on the platforms we have set
• PPE Training and Safety Protocols to prevent COVID-19; once staff returns to in person learning we will ensure staff resumes this training.
Enrollment Services
• Students will be enrolled into their resident school in a class consistent with prior class size limits
• Online and in person enrollment appointment will continue for families needing additional assistance
Employee Engagement
• Continue to implement Employee Wellness Policy in collaboration with bargaining units
• Attend to our employees’ social and emotional needs and offer participation in our Care Solace online for our concierge service that supports mental health needs. In addition we have our employee assistance program (EAP), that can connect employees with counseling service free of charge
• Effective, timely, two-way communication; important to keep family and staff updated with information about current learning models or any other models that we transition to
Dr. Patel provided a presentation on how the Educational Services Division is preparing for the reopening.
Prevention and Intervention
• At-home access to mental health services; even in the distance model
• Socioemotional, trauma-informed practices, and supports in daily teaching and contact time, ACOE has opened a SEL Department; we are working with them to see how we can connect our teachers and staff in order for our teachers to have voice to continue the work
Teaching, Learning and Educational Equity
• Training for staff and parents with attention to impacts of COVID-19 and lens for racial equity; we've launched a book study on "How to be an Antiracist" and this is just the beginning
• Adoptions for Science, History-Social Science, and World Language (coming soon
• Repurpose funds to obtain updated and anti-bias framework into our curriculum; also looking for materials that help to teach online so that students have appropriate materials as needed
Special Education Department
• Support at-home learning through paraeducator support and parent training; what kind of parent training we'll need to provide
• Ensure quality teletherapy services (speech, language, occupational therapy); ensure we have the technology infrastructure and resources in place for this platform
• Learning from ESY (Extended School year) for students with IEPs; learning how to leverage their time with students when supports are needed at home
Technology and Data
• Technology take home program for all students and staff (as needed); need to reassesses all devices that were distributed and ensure students who need them will get them
• HotSpot eligibility and checkout system; will bridge the digital divide that families endured in the spring
• New online platforms launch and support
In conclusion to this presentation, our staff recommendation is to start the 2020-2021 school year in a distance model.
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Trustee Sheridan proposed a substitute motion to begin the 2020-2021 school year with distance learning and adopting the other programs to slowly integrate at a safe time. Passed with a motion by Leo Sheridan and a second by Diana Prola. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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This proposal is for new high definition document cameras and related equipment. The
proposed cameras are directly compatible with the district’s Zoom and Google Meet platforms.
Additional funding is proposed for microphones and accessories to help facilitate the use of
these cameras to increase access for student participation and document projection during lessons. |
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| Approve agreement to purchase document cameras and accessories |
Approve agreement to purchase document cameras and accessories Passed with a motion by Leo Sheridan and a second by Diana Prola. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| $80,520.75 from Measure J1 (Technology) |
Document Cameras and accessories for classrooms
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The district uses G Suite as our primary student learning platform. This proposal provides
additional functionality around the Google G Suite platform on a 3 year term. |
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| Recommend approval of agreement to purchase G-Suite for Education |
Recommend approval of agreement to purchase G-Suite for Education Passed with a motion by James Aguilar and a second by Leo Sheridan. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| $66,960.00 from Learning Loss Mitigation Funding |
G Suite Enterprise for Education
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In the 2020-2021 school year there is an expectation that a large number of students will require
assistance getting online to participate in any remote learning activities. This item is to
authorize the purchase of up to 5,000 Hotspots for the year to be procured as needed to support
students and potentially staff, as we did during distance learning. Hotspots would be procured from both T-Mobile under a master agreement previously approved
by the board and a new agreement from Verizon depending on coverage and other factors. This item was reviewed at the Facilities and Technology committee meeting on July 8, 2020.
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| Approve purchase of up to 5,000 Hotspots |
Approve purchase of up to 5,000 Hotspots Passed with a motion by Christian Rodriguez and a second by Evelyn Gonzalez. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| Up to $1,000,000.00 from Learning Loss Mitigation Funds |
Hotspots for distance learning
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| This proposal is for Microsoft Office licensing for our new teacher and staff laptops. |
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| Approve purchase of Microsoft Office licensing |
Approve purchase of Microsoft Office licensing Passed with a motion by Monique Tate and a second by Leo Sheridan. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| $33,880.00 from Measure J1 (Technology) |
Microsoft Office for new Staff Laptops
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| This proposal is for the network hardware required to connect the newly constructed buildings at elementary schools across the district. |
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| Approve agreement to purchase network hardware |
Approve agreement to purchase network hardware Passed with a motion by Evelyn Gonzalez and a second by Monique Tate. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| $35,263.37 from Measure J1 (Technology) |
Network hardware for new classrooms
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| Schoology is a learning management system (LMS) and virtual learning environment for K-12 school and higher education institutions that allows users to create, manage, and share academic content. Also known as course management system (CMS). The cloud-based platform provides tools needed to manage an online classroom. Schoology can help teachers contact students with homework and more. They can post daily reminders or updates. They can message students, manage the assignment calendar and put new assignments. SLUSD is recommending Schoology as the learning management system for our schools that serve students in grades 6-12. |
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| Staff recommends approval of Approval of Contract Subscription Schoology, a Learning Management System, provided by PowerSchool. |
Staff recommends approval of Approval of Contract Subscription Schoology, a Learning Management System, provided by PowerSchool. Passed with a motion by Diana Prola and a second by Christian Rodriguez. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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Three-year quote $126,000 Learning Loss Mitigation Funds |
Schoology 3-Year Quote
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| RGM Kramer proposal is for professional management services through June 2021 for Measure N Bond. |
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| Recommend approval of RGM Kramer proposal of Professional Management Services on Measure N |
Recommend approval of RGM Kramer proposal of Professional Management Services on Measure N Passed with a motion by Leo Sheridan and a second by Christian Rodriguez. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| Fiscal impact $791,320 from Measure N (General Admin.) |
RGM Kramer Fee proposal for Measure N
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| All Cabinet members provided brief updates of recent events in their respective departments. |
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| Board representatives summarized various meetings and events affiliated with their designated associations. |
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*Regular Board Meetings shall be adjourned at 10:30 p.m. unless extended to a specific time determined by a majority of the Board. The meeting shall be extended no more than once and may be adjourned to a later date. (Board Bylaw 9323).
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| The board meeting adjourned at 8:56pm. |
Passed with a motion by James Aguilar and a second by Leo Sheridan. |
Yes James Aguilar.
Absent Student Board Member.
Yes Evelyn Gonzalez.
Yes Peter Oshinski.
Yes Diana Prola.
Yes Christian Rodriguez.
Yes Leo Sheridan.
Yes Monique Tate.
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| In compliance with the Americans with Disabilities Act of 1990, assistance will be provided to those requiring accommodations for disabilities. If you need special assistance to participate in a Regular Board meeting, please contact the Superintendent's Office at (510) 667-3522 at least forty-eight (48) hours prior to the meeting. |
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| Present | James Aguilar |
| Absent | Student Board Member |
| Present | Dr. Kevin Collins |
| Present | Evelyn Gonzalez |
| Present | Dr. Mike McLaughlin |
| Present | Peter Oshinski |
| Present | Sonal Patel |
| Present | Diana Prola |
| Present | Christian Rodriguez |
| Present | Leo Sheridan |
| Present | Monique Tate |
| Present | Zarina Zanipatin |
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