10:33Call to Order1min
1.1Roll CallProcedural
21:03Welcome2min
2.1Pledge of AllegianceProcedural
31:03Changes to the Agenda1min
41:53Approval of the Agenda (Action Required)1min
535:59Public Comment
62:16School/Community Reports2hr
Steve (Orion PTO Mandarin Immersion Co-Op) (2min) — Speaking on behalf of the Orion PTO, he thanked the board for prior feedback, noted Orion sustained deep cuts last year, and advocated for retaining the bilingual guest teacher given the school's unique dual-program needs.
Patricia Renderos (interpreter for Hoover parent) (5min) — Interpreted a Hoover parent's comments requesting coaching cycles, free planning time, and professional development with modeling to support and retain teachers, especially for TK and elementary students.
Agustin Espino (3min) — Asked the board to maintain mental health programs and TK programs, and urged equitable decision-making for the Latino community when making cuts, noting the achievement gap between Hoover and other schools.
Lizbeth Estrada (interpreted by Patricia Renderos) (6min) — A Hoover parent with children in 2nd and 3rd grade, she advocated strongly against cutting reading and math specialists, warning that reduced MTSS tier 2/3 supports would cost more in the long run and urging the board to protect intervention specialist positions and professional development funding.
Cristian Vasquez (interpreted by Patricia Renderos) (5min) — A Clifford parent who shared his personal testimony about how current school resources and specialists have greatly benefited his son compared to the limited resources his older daughter had, and expressed concern about cuts to staff and specialists.
Tina Yim (3min) — An Orion parent highlighted that RCMIS fundraising pressure has increased 30% to 410,000 for 2026-27, advocated for retaining Orion's bilingual guest teacher, and requested continued district investment in the Mandarin Immersion program through Kennedy Middle School.
Araceli Flores Mendoza (2min) — A Resource Learning Center teacher and Hoover alumna advocated for more resources, staffing, and support for special education students, noting the three RLC teachers are spread thin with minimal aide support.
Lisa Onofre (interpreted by Patricia Renderos) (4min) — A Clifford parent urged the board not to cut food services or cafeteria staff, to prioritize math education to address declining scores, and warned against selling district property to private interests.
Tina Mercer (2min) — Roosevelt principal advocated for retaining admin IEP sub coverage for TK-5 schools without assistant principals, citing approximately 150 IEP meetings per year at Roosevelt and noting that without coverage, she would lose roughly 250 hours annually from classroom and staff support.
Laura Ramirez (interpreted by Patricia Renderos) (4min) — An Adelante Selby Spanish immersion parent expressed understanding of the budget necessity but urged the board to protect resources that directly impact student learning, safety, and wellness, and to continue supporting family engagement organizations like Familias Unidas.
Lilia Amalia Valdez (1min) — A Hoover parent shared how school counseling helped her son with post-pandemic anxiety and urged the board to protect mental health and counseling resources as essential for student success.
Rita Melton (2min) — A fourth grade teacher at Adelante Selby advocated for retaining mental health professionals, MTSS TOSAs, and guest teachers, warning that cuts to these positions would increase pressure on principals and teachers and hurt student achievement.
Dora Ramirez (interpreted by Patricia Renderos) (4min) — A Hoover parent with children in 2nd and 8th grade (special education) urged the board not to cut music or STEAM programs, requested more special ed classroom options for middle school grades 6-8, and asked that no cuts be made that would negatively impact students.
6.1Strategic Resource Alignment UpdateInformation
Item details
Quick Summary / AbstractThis memorandum provides an update on the Strategic Resource Alignment process and presents preliminary budget reduction options for Board discussion. With one-time pandemic-era funding now expired, long-term enrollment decline projected to exceed 1,000 students by 2033–34, and revenues not keeping pace with the growing costs of operations, student services, and employee compensation, RCSD faces structural challenges that require more than short-term adjustments. In response, this process was launched to responsibly align programs and services with a projected smaller organization while prioritizing student learning and well-being. The preliminary options include restructuring the District Office and reducing districtwide services, and limited school-based reductions primarily through attrition, totaling $6.3 million in projected savings. Board feedback from this Study Session will help inform final recommendations to be presented in February.
RationaleI am providing this memorandum to update you on the Strategic Resource Alignment process, presenting preliminary budget reduction options for discussion and direction during this January 13 Board Study Session. This school year represents a critical planning moment for Redwood City School District (RCSD). With pandemic-era funding now expired and enrollment continuing its long-term decline, the district is facing structural challenges that can no longer be managed through short-term adjustments. Demographic projections indicate a loss of more than 1,000 students by 2033–34, and while RCSD is a community-funded district supported primarily through local property taxes, revenue is not increasing fast enough to keep pace with the growing costs of operations, student services, and employee compensation. Without a stable, ongoing supplemental revenue source, budget reductions have become an annual necessity, placing continued pressure on the organization. At the same time, the district continues to operate a scope of programs and services designed for a larger student population, creating a mismatch that requires intentional, long-range planning. In response, I launched the Strategic Resource Alignment process. The purpose is to responsibly align staffing, services, and operations with current needs for RCSD to achieve long-term financial sustainability while continuing to prioritize student learning and well-being. Process to Date I convened a Strategic Resource Alignment Committee made up of parents, staff, and administrators. The committee’s work has unfolded over three meetings: Meeting #1: Orientation and Context September 16 This meeting focused on establishing a shared understanding of the district’s financial structure, cost drivers, staffing patterns, and the purpose and scope of the committee’s work. Meeting #2: Values, Priorities, and Community Input October 14 The committee discussed district values and priorities, reviewed additional financial and enrollment data, and reviewed early community input to frame decision-making. Meeting #3: Exploring Options and Trade-Offs November 18 The committee discussed trade-offs between programs and class size, and examined preliminary budget reduction scenarios. In addition to the committee meetings, I have provided updates at each Bayside school in Spanish after every committee meeting and gathered input from families. District staff have also attended English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC) meetings to share information and listen to questions from multilingual families. As requested by the committee during the October meeting, I presented in November preliminary reduction options, explaining that these scenarios are still in development. As part of this work, I shared that I intend to restructure the District Office to streamline operations and align staffing with current needs. I also explained that I could not yet discuss which services may be reduced or eliminated because individual conversations with impacted employees must occur first in private, as required by law and professional standards. District Office Restructuring and Reduction of Services: Preliminary discussions include reducing certificated management, classified management, and classified support staff, as well as adjusting several districtwide services. This focuses on streamlining central operations by reducing 5.65 management FTEs along with additional operational efficiencies, and reducing the costs of Special Education contracted services due to students no longer needing the services or leaving the district. These management, service, and operational reductions total $3,286,150. School-Based Reductions: School-site reductions reflect enrollment trends and happen largely through attrition. These adjustments include one site administrator, teacher positions aligned with declining enrollment, guest teacher funding, and TK-8 staffing reviews. This category totals $3,009,700 in projected savings. Following this Study Session, I will bring Board feedback to the final Strategic Resource Alignment Committee meeting on January 20. Using committee input and Board direction, I will then present final recommendations to the Board in February.
Financial Impact$6.3 million in projected savings.
72:02:40Adjournment (Action Required)