Pam Barish (1min) — A 30-year kindergarten teacher urged the board to be attentive to the pandemic's trajectory and be willing to put reopening plans on hold until it is safe.
Laura Easley (1min) — An education professional and parent advocated for increased focus on socio-emotional learning, support for marginalized students, and collaboration with after-school providers.
Dr. Mercedes Kwiakowski (4min) — A board-certified pediatrician and child psychiatrist recommended balanced health metrics beyond COVID cases, prioritization of K-2 for in-person learning, full-day classroom instruction if returning, and a community commitment to minimizing outside exposures.
Gloria Comfort (1min) — A parent raised unanswered questions about what happens when a teacher or student tests positive, including quarantine, substitutes, testing costs, and family notification.
Jeanette Melendez (1min) — A fifth-grade teacher at Adelante Selby said she loves teaching but is not comfortable returning in person given rising COVID cases and asked the board to choose full distance learning.
Susan Forker (1min) — A community member thanked the board, asked when the decision for August would be made even under a hybrid plan, and urged greater focus on equity and childcare solutions including use of school sites.
Erin Washburn (1min) — The newly elected RCTA president and middle school music teacher said too many questions remain unanswered for in-person models and asked the board not to force teachers out of five months of sheltering in place when COVID numbers are higher than ever.
Ariana Baltay (1min) — An 8th-grade teacher with over 20 years in the district said schools should not reopen given unsafe conditions and identified four major unresolved problems including inadequate testing, restroom safety, lunch protocols, and incorrect application of stable cohort guidelines.
Jennifer Overby (1min) — A teacher and parent asked the board to protect all essential school workers, including custodians, office staff, and nurses, and suggested pre-return COVID testing similar to required TB tests.
Caitlin McManus (1min) — A middle school teacher and parent said she cannot wait to return to face-to-face teaching but only if safe, and urged consideration of full distance learning given risks and the decisions of neighboring districts.
Michelle Packet (1min) — A teacher cited concerns including lack of hot running water, asymptomatic spread, inadequate PPE, inability to monitor social distancing, special education challenges, and the possibility that COVID is airborne with inadequate HVAC systems.
Melanie Haskell (1min) — A parent thanked the board for including social pods, asked for more specific information about both learning models before families must decide, raised questions about positive case protocols and schedule flexibility for distance learning, suggested independent study as a third option, and advocated for maintaining librarian services.
Peggy Klein (1min) — An RSP teacher at Kennedy Middle School noted that Step 1 requirements for flat/declining COVID cases are not met, warned that many teachers may not return and substitute shortages will worsen, and argued distance learning would provide higher quality, more consistent instruction.
Candice Nance Kerrigan (1min) — A parent of an incoming kindergartner asked the board to address what teacher training has occurred over the summer and whether parents could serve as digital volunteers.
Sandy Hoover (1min) — A TK teacher at Clifford raised unanswered questions about when schools would close due to COVID cases, tracking of student illnesses, and proposed starting with distance learning for one to two months to assess case trends before returning.
Ellie Kolekar (1min) — A parent sought clarity on what 100% distance learning looks like for families who opt out of in-person, whether distance learners can participate in school virtual events, and whether school-of-choice status would be preserved if a family chooses distance learning.
Jennifer Mercado (1min) — A teacher said returning to in-person instruction is not safe given health recommendations and rising case counts, and urged 100% distance learning until the rate drops below 100 cases per 100,000.
Erin Washburn (3min) — Speaking with time ceded by seven colleagues, Erin expanded on her earlier comments arguing that the roadmap plan cannot hold up in practice, that full distance learning gives students more daily access to teachers and peers than the hybrid model, and that teachers have trained all summer to deliver high-quality distance learning.
Jocelyn Rutenberg Stemke (1min) — A parent of an incoming fifth grader said she is not comfortable with in-person learning given rising cases and unknowns, and urged starting the year with distance-only learning, noting children would be miserable under restrictive in-person conditions anyway.
Ann Lucero (1min) — A teacher argued that sending students back in the hybrid model wastes an opportunity to embrace transformative distance learning and characterized the hybrid approach as a dangerous half-measure.
Christina Kim (1min) — A parent of an incoming Mandarin Immersion kindergartner said her family needs full distance learning due to compromised family members and asked for detailed information about what distance learning, especially for immersion programs, would look like.
Unidentified speaker (1min) — A first-grade teacher at Clifford recommended the distance learning model, citing risks of transmission, logistical and social-emotional difficulties of in-person protocols for young children, and ongoing rising case counts in Redwood City.
Ellen Jacobson (1min) — A parent and teacher thanked the board for following the data and urged redirecting PPE and protocol funding toward technology access and robust online learning.
Tiffany Anderson (1min) — A Henry Ford parent and former teacher said she is hesitant to send children back or put teachers at risk given firsthand experience with COVID devastation and unclear science.
Betsy Snow (1min) — The library media specialist at Sequoia High School supported distance learning and strongly opposed eliminating any librarian positions, emphasizing librarians' critical role in student literacy and their ability to provide services virtually.
Megan O'Reilly Green (1min) — A small business owner, licensed home daycare provider, and Orion parent proposed that PTOs assist communities in developing equitable childcare solutions within educational cohorts during distance learning.
Kathryn Stewart (1min) — A parent shared how she runs informal Zoom tutoring sessions for neighborhood children and encouraged other parents to volunteer time to support students and give working parents a break.
Indra Hernandez (2min) — A preschool CDC teacher thanked the board, noted her program has been working hard on distance learning, reported one child in the hospital with COVID and a parent with symptoms, and asked for continuation of distance learning until it is safe.
Rita Melissa (1min) — A teacher read a collective letter from 26 Adelante Selby teachers urging the board not to open in-person, expressing confidence in delivering robust full distance learning, and asking that the lives of teachers, students, and staff be prioritized.
Maribel Parenti (1min) — An Adelante Selby staff member clarified that teachers do not refuse to work but are seeking safety for the entire community including bus drivers, custodians, cafeteria staff, and students.
Eric Sutton (1min) — A Roosevelt/Orion teacher used probability math to illustrate COVID risk in social circles, and recommended small Zoom groups of five, daily teacher meetings with students, and support for social pods with co-located students sharing teachers and schedules.
Katie Goetz (1min) — An immersion parent shifted her focus to asking for clear guidelines and support for non-native-speaking parents to help their children during full distance learning in the immersion program.
Joan Perez (1min) — A 16-year district teacher and parent said there is not enough noise about teacher and staff safety, agreed with the board's direction, and noted that the WHO says schools can return only when the virus is suppressed, which is not currently the case.
Julia Fang (1min) — A parent of Mandarin Immersion students asked how immersion can work effectively online for young children who struggle to pay attention to screens, and requested creative solutions for interactive, engaging immersion distance learning.
Michelle Butler (1min) — A special education teacher and parent noted some special ed students made measurable goal progress during spring distance learning and expressed confidence in doing better this time, while noting the impossibility of maintaining six-foot distancing with young children in person.
Maria Stockton (1min) — The CSEA president and 41-year district employee said she initially felt assured by reopening safety plans but growing case numbers have eroded that confidence, asked that classified staff be supported in online learning, and requested a process for notifying staff of COVID exposures on site.
Josefina (1min) — A Henry Ford fifth-grade teacher and parent of an incoming fifth-grader said though distance learning is hard for families, it is necessary for safety, and urged the board to start fall with distance learning and revisit in spring based on data.
Brian Howell (1min) — A Redwood City teacher said he cannot protect children's physical safety in person and expressed confidence that distance learning can be a high-quality, engaging experience that inspires student motivation.
Jeanette Serrano (1min) — A 33-year kindergarten teacher in her final year said teachers give everything willingly but should not be asked to sacrifice their safety, and expressed confidence in the board for following the science.
Franklin Herrera (1min) — A Kennedy School teacher and soccer coach said he misses students but does not want to risk the community's health and asked whether the district will be part of the solution or part of the problem.
Vanessa Sanchez (1min) — A second-grade teacher at Adelante urged the board to begin remotely, argued that planning time should not be split across multiple models, and said assuming families can maintain stable cohorts outside school is inequitable.
Sarah Gurkes Suba (1min) — A parent nursing a baby asked for flexibility in the distance learning schedule for dual-working households, mentioned independent study as a possible third option, and asked about keeping after-school cohorts together.
Subha Mati (1min) — A high-risk district technology coach said choosing to work in person would put her health and family at risk, and urged the board to decide on distance learning early so teachers can focus their training without fear.
David Weekley (1min) — A parent of an incoming Mandarin Immersion kindergartner and a toddler called for regular testing as a pillar of safe reopening and for more serious incorporation of outdoor instruction.
Michelle Laird (1min) — The district psychologist and preschool special education coordinator, speaking for over 30 special ed preschool staff, said their severely disabled non-verbal students require hands-on teaching and are at high risk, and identified one of their students as the child who tested positive with COVID complications.
Joan Solari (1min) — A teacher with 25 years of experience said as much as teachers want to be with students, the science does not support returning and they must follow the data.
Jennifer Wenzel (1min) — A 13-year RCSD teacher and mother of a toddler said she has spent sleepless nights worrying about bringing COVID home to her family, and stated that opening schools under current community spread levels will likely cause deaths that could be prevented with 100% distance learning.
Alex Herrera (1min) — A substitute teacher and son of a 20-year district veteran said returning to school would jeopardize the health of thousands, noted that prisons are releasing inmates and restaurants are closed indoors for similar reasons, and said he would not return as a sub given the risks.
Michelle Mehrani (1min) — A 20-year kindergarten teacher at Clifford said nothing makes her sadder than not being with her new class, but it is currently unsafe for students, staff, and herself, and appreciated the board's comments.
Sophie Mintyr (1min) — A parent acknowledged the enormous burdens on teachers under either model and urged the board to prioritize equity and additional childcare solutions for families who cannot work from home or afford outside help.
Stephanie Kolsing (1min) — An Orion teacher and Superintendent's Advisory Council member said teachers are afraid to speak out, confirmed teachers want to be with students but it is not safe, and asked that teachers have access to classrooms during distance learning for recording, small groups, and materials.
Alec Duncan (1min) — A community member said there is no vaccine, cure, or treatment for COVID-19 and that opening schools in August is not a good health choice for students, teachers, staff, or parents.
Aida Ortiz De Aguilar (1min) — A preschool teacher speaking on behalf of colleagues asked the board to reconsider reopening the CDC and to allow preschool teachers to begin when the rest of the district begins, meanwhile continuing distance learning for which they are prepared.
Zoe Wilson (1min) — An eighth-grade teacher said it is heartbreaking not to be with students but that distance learning is the best decision overall given current circumstances.
Kayla Kamley (1min) — A first-year teacher moving to first grade said starting with masks and without seeing facial expressions would be more socially-emotionally harmful to young children than online learning where they can see smiling faces and build relationships with their teacher.
Michelle Laird (Suzanne Dunlap) (1min) — Suzanne Dunlap supported full distance learning and expressed deep concern for the preschool special education program and the severely disabled three-year-olds whose teacher described a student currently hospitalized with COVID.
Jacqueline Rodriguez (5min) — A community member read a statement from a parent group that met with district and county officials, advocating for a plan to address learning loss, individualized student support, special population services, guaranteed instructional minutes, and childcare and technology access, urging all parties to collaborate for high-quality education.
Patricia Perla (1min) — A preschool teacher recommended continuing distance learning until the COVID curve declines and essential testing is available, noting how difficult it is to keep preschoolers distanced and masked, and sharing fears expressed by families about returning to the classroom.
Maria Elena (2min) — A special education teacher said the data points toward distance learning as the safest option, affirmed that the hybrid planning work will not be wasted, and described witnessing a COVID-positive resident with children in the district being taken away, underscoring the need to test everyone before gathering at schools.
Mercedes Northern (1min) — A parent asked whether teachers could provide live scheduled daily classes with student accountability, whether outdoor classes could be considered when schools reopen, and whether counseling resources for at-risk students could be offered.
Michelle Bond (1min) — A teacher briefly thanked the board and noted that just as districts prepared to pivot from hybrid to full distance learning, the reverse is equally true — starting with distance learning allows for a quick pivot back to in-person when safe.
Elvira Cortez (1min) — A 21-year RCSD employee and Roosevelt CDC teacher and site supervisor questioned why child development centers would be kept open if regular schools are deemed unsafe, and urged reopening all programs together when it is safe for everyone.
Gwen Minor (1min) — A community member cited CDC Director Redfield's warning that fall and winter 2020-21 will be among the most difficult periods in American public health, supported distance-only learning, and urged the community to collaborate on childcare solutions and developing the best online learning experience possible.
Adriana Behar (1min) — A preschool teacher and Garfield parent said reopening preschool next Tuesday feels too soon given danger for young children, families, and teachers, and expressed confidence in the distance learning tools and training her team has acquired.
James Carrick (1min) — A teacher and district parent said he did not become a teacher to save the economy, cited the death of a California teacher from COVID during summer school, and asked how many teachers or students must die before the board recognizes now is not the time to reopen.
Abed Kamal (1min) — A Stanford instructor said it would be reckless to send children to school in the hybrid model given lack of testing, encouraged greater synchronous online teacher-student interaction based on his Zoom teaching experience, and suggested regular pool testing for when in-person teaching resumes.
Michelle Ortez (1min) — A 21-year Roy Cloud teacher and RCSD parent said this should be parents and teachers versus COVID, not parents versus teachers, and asked community members to redirect negative energy toward contacting county and state officials for more childcare help.
Michelle Smith (1min) — A parent proposed leveraging childcare partnerships and subsidies so schools could serve as safe childcare hubs for the most vulnerable families during full distance learning, and shared positive experience with a UC Berkeley hybrid synchronous/asynchronous summer program.
Ariandi Jimenez (1min) — A new Hoover third-grade teacher expressed deep concern about disproportionate COVID impact on Latinx communities, noting 49% of San Mateo County cases are Latinx while Latinx residents are under 25% of the county population, and said returning to school in person would place her predominantly Latinx school community at greater risk.
Linda Elkins (1min) — A parent of three elementary students said she is in the minority advocating for the hybrid model, cited safe summer camp experiences following county guidelines, and asked the board to approve both models now so the hybrid option is ready to activate quickly when conditions allow.
Allie Gilmore (1min) — A parent of an incoming third-grader and a preschooler receiving special ed therapy said she is disappointed by the direction but hears the teachers, and urged the board to prioritize parent and family support, flesh out distance learning details, and help parents advocate for the district's needs.
Rob Hager (1min) — A parent of two incoming fifth-graders supported full distance learning, raised questions about teacher testing frequency, thresholds for switching models, protocols for students running temperatures, and whether charter schools must follow district directives.
Sylvia Antonelli (1min) — A third-grade teacher at Adelante Selby said the model of instruction is reversible but loss of human life is not, and expressed appreciation for board members and community members supporting 100% distance learning.
Suzanne Ruiz Dunlap (1min) — A Railway State School District employee supported full distance learning and asked the board to continue advocating for the preschool special education teachers and CDC programs.