Regular — April 1, 2026 — RCSD Board Meeting

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Quick Summary / AbstractThe Board will limit comments to Closed Session items and will only be accepted in person.

RationaleSpeaker cards are available at the entrance and can be submitted to the secretary before the meeting begins. Alternatively, you may raise your hand prior to the start of the meeting to indicate your desire to speak.

Financial ImpactNone.

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Quick Summary / AbstractDistrict-Designated Representatives: Wendy Kelly, Deputy Superintendent Employee Organization: Redwood City Teachers Association (RCTA)

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Quick Summary / AbstractRCTA and CSEA labor association leaders/representatives are invited to speak to the School Board on agenda and non-agenda items. Comments are limited to 3 minutes per person per topic unless otherwise noted.

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Quick Summary / AbstractThe Bond Program Team recommends approval of the Measure T Bond Program Tracking List of Items Under $20k. This list provides a summary of recently issued purchase orders that fall within the administrative approval threshold and are presented to the School Board for transparency and oversight.

RecommendationIt is the Bond Program Team's recommendation that the School Board approve the attached tracking list of items under $20k.

RationaleThis tracking sheet provides the School Board with all recent items $20k and under in a comprehensive list. This list will be sent to the School Board regularly as the POs are compiled.

Financial ImpactTotal: ($3,590). This amount represents credit back to the School District. Budget Source: Fund 21 - Measure T

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Quick Summary / AbstractEach school site will present key student outcome data, including suspension rates, attendance and chronic absenteeism, English Learner progress, CAASPP performance, and i-Ready growth, to provide the Board with insight into how the school is addressing student needs and improving outcomes. The presentations will highlight efforts to strengthen Tier 1 instruction, monitor student progress, and provide targeted supports for identified student groups. The School Plan for Student Achievement (SPSA), required under California Education Code for schools receiving state and federal funds, is attached for Board review. The SPSA serves as a comprehensive site-level plan to improve student academic performance, with particular attention to English Learners, low-income students, and foster youth. Following each presentation and discussion, the Board will be asked to consider approval of the school’s SPSA. (15-min presentation; 15-min Board discussion)

RecommendationIt is the Administration’s recommendation that the Board of Trustees review the school presentation and the attached SPSA and approve the SPSA for Roy Cloud School.

RationaleThe purpose of the school presentations is to provide the Board of Trustees with an update on key student outcome indicators aligned with the district’s Local Control and Accountability Plan (LCAP). Data presented includes student suspension rates, attendance and chronic absenteeism, English Learner progress, CAASPP performance, and i-Ready growth. These updates highlight current progress and identify areas requiring continued focus, giving the Board insight into how each school is addressing student needs and working toward improved outcomes. School administrators regularly monitor indicators that reflect student engagement, access to instruction, and academic achievement.These indicators align with the California School Dashboard and the district’s strategic priorities to improve outcomes for all students, with particular attention to English Learners and other unduplicated pupil groups. Key Data Areas: Student Behavior and Suspension The district continues to implement Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS) to address student behavior proactively and reduce exclusionary discipline practices. Current data includes: Suspension rates Disaggregated suspension data by student group Attendance and Chronic Absenteeism Regular attendance remains a critical factor in student academic success. School sites continue to implement strategies to improve attendance and chronic absenteeism. Current efforts include: Site-based attendance monitoring teams Collaboration with community school coordinators and family centers Targeted support for students experiencing barriers to attendance Family outreach and communication Home visits when necessary English Learner Progress Supporting English Learners remains a central priority for the district. The district continues to focus on both designated and integrated English Language Development (ELD) instruction with an emphasis on improving English Learner progress, increasing reclassification rates, as well as reducing Long Term English Learners (LTEL). Key areas of focus include: Monitoring English Learner Progress Indicator (ELPI) Implementation of designated ELD instructional blocks Continued use of Language Power supplemental curriculum Professional learning for teachers focused on integrated ELD strategies. Data presented includes English learner progress toward English language proficiency and reclassification outcomes. i-Ready Growth Data The district continues to monitor student progress through the i-Ready Diagnostic assessments administered throughout the school year. The district goal is to achieve an average of 4% annual growth in i-Ready performance. The i-Ready diagnostic provides educators with: Baseline and progress monitoring data Insight into specific skill development Opportunities for targeted instruction and intervention Data shows progress toward growth targets and helps identify areas where additional instructional focus may be required. Academic Achievement: CAASPP CAASPP data continues to serve as a key indicator of student achievement in English Language Arts and Mathematics. The district is analyzing performance trends with particular attention to English Learners and other student groups. District instructional priorities include: Strengthening Tier 1 instruction Increasing academic discourse and language development Implementation of adopted curricula with fidelity Ongoing professional learning aligned to reading comprehension and writing This analysis helps guide instructional planning and targeted support across school sites. The attached School Plans for Student Achievement (SPSAs) complement these presentations by outlining each school’s goals, actions, services, and expenditures aligned to the district’s Local Control and Accountability Plan (LCAP) priorities and student achievement data. School site leadership teams worked collaboratively with staff, families, and community members to review student performance data and identify priority areas for improvement. The SPSA development process included: Analysis of multiple data sources, including CAASPP, i-Ready diagnostics, English Learner progress, attendance, and suspension data Identification of instructional and student support priorities aligned with district LCAP goals Development of actions and services designed to improve student outcomes Alignment of site budgets to support identified priorities Each SPSA was reviewed and approved by the school’s School Site Council (SSC) prior to submission for Board approval. Next Steps: Based on current data trends, SPSA plans continue to focus on the following areas: Strengthening Tier 1 instruction and curriculum implementation across all classrooms Expanding targeted academic support for English Learners and increasing reclassification rates Improve reading, writing, and mathematics achievement Monitoring and improving attendance, reducing chronic absenteeism, and improving student engagement Support positive student behavior and school climate through continued implementation of PBIS and MTSS supports Providing professional development aligned with the district curriculum and instructional priorities Using ongoing assessment data to guide instruction and interventions Provide targeted academic interventions and expanded learning opportunities These strategies are designed to support continuous improvement and ensure that all students have access to high-quality instruction and appropriate support to achieve academic success.

Financial ImpactFunding for SPSA actions and services is supported through a combination of LCAP resources, Title I funds, and other applicable site-based funding sources. Expenditures outlined in each plan align with allowable uses of funds and support the district’s strategic priorities.

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Quick Summary / AbstractEach school site will present key student outcome data, including suspension rates, attendance and chronic absenteeism, English Learner progress, CAASPP performance, and i-Ready growth, to provide the Board with insight into how the school is addressing student needs and improving outcomes. The presentations will highlight efforts to strengthen Tier 1 instruction, monitor student progress, and provide targeted supports for identified student groups. The School Plan for Student Achievement (SPSA), required under California Education Code for schools receiving state and federal funds, is attached for Board review. The SPSA serves as a comprehensive site-level plan to improve student academic performance, with particular attention to English Learners, low-income students, and foster youth. Following each presentation and discussion, the Board will be asked to consider approval of the school’s SPSA. (15-min presentation; 15-min Board discussion)

RecommendationIt is the Administration’s recommendation that the Board of Trustees review the school presentation and the attached SPSA and approve the SPSA for Clifford School.

RationaleThe purpose of the school presentations is to provide the Board of Trustees with an update on key student outcome indicators aligned with the district’s Local Control and Accountability Plan (LCAP). Data presented includes student suspension rates, attendance and chronic absenteeism, English Learner progress, CAASPP performance, and i-Ready growth. These updates highlight current progress and identify areas requiring continued focus, giving the Board insight into how each school is addressing student needs and working toward improved outcomes. School administrators regularly monitor indicators that reflect student engagement, access to instruction, and academic achievement.These indicators align with the California School Dashboard and the district’s strategic priorities to improve outcomes for all students, with particular attention to English Learners and other unduplicated pupil groups. Key Data Areas: Student Behavior and Suspension The district continues to implement Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS) to address student behavior proactively and reduce exclusionary discipline practices. Current data includes: Suspension rates Disaggregated suspension data by student group Attendance and Chronic Absenteeism Regular attendance remains a critical factor in student academic success. School sites continue to implement strategies to improve attendance and chronic absenteeism. Current efforts include: Site-based attendance monitoring teams Collaboration with community school coordinators and family centers Targeted support for students experiencing barriers to attendance Family outreach and communication Home visits when necessary English Learner Progress Supporting English Learners remains a central priority for the district. The district continues to focus on both designated and integrated English Language Development (ELD) instruction with an emphasis on improving English Learner progress, increasing reclassification rates, as well as reducing Long Term English Learners (LTEL). Key areas of focus include: Monitoring English Learner Progress Indicator (ELPI) Implementation of designated ELD instructional blocks Continued use of Language Power supplemental curriculum Professional learning for teachers focused on integrated ELD strategies. Data presented includes English learner progress toward English language proficiency and reclassification outcomes. i-Ready Growth Data The district continues to monitor student progress through the i-Ready Diagnostic assessments administered throughout the school year. The district goal is to achieve an average of 4% annual growth in i-Ready performance. The i-Ready diagnostic provides educators with: Baseline and progress monitoring data Insight into specific skill development Opportunities for targeted instruction and intervention Data shows progress toward growth targets and helps identify areas where additional instructional focus may be required. Academic Achievement: CAASPP CAASPP data continues to serve as a key indicator of student achievement in English Language Arts and Mathematics. The district is analyzing performance trends with particular attention to English Learners and other student groups. District instructional priorities include: Strengthening Tier 1 instruction Increasing academic discourse and language development Implementation of adopted curricula with fidelity Ongoing professional learning aligned to reading comprehension and writing This analysis helps guide instructional planning and targeted support across school sites. The attached School Plans for Student Achievement (SPSAs) complement these presentations by outlining each school’s goals, actions, services, and expenditures aligned to the district’s Local Control and Accountability Plan (LCAP) priorities and student achievement data. School site leadership teams worked collaboratively with staff, families, and community members to review student performance data and identify priority areas for improvement. The SPSA development process included: Analysis of multiple data sources, including CAASPP, i-Ready diagnostics, English Learner progress, attendance, and suspension data Identification of instructional and student support priorities aligned with district LCAP goals Development of actions and services designed to improve student outcomes Alignment of site budgets to support identified priorities Each SPSA was reviewed and approved by the school’s School Site Council (SSC) prior to submission for Board approval. Next Steps: Based on current data trends, SPSA plans continue to focus on the following areas: Strengthening Tier 1 instruction and curriculum implementation across all classrooms Expanding targeted academic support for English Learners and increasing reclassification rates Improve reading, writing, and mathematics achievement Monitoring and improving attendance, reducing chronic absenteeism, and improving student engagement Support positive student behavior and school climate through continued implementation of PBIS and MTSS supports Providing professional development aligned with the district curriculum and instructional priorities Using ongoing assessment data to guide instruction and interventions Provide targeted academic interventions and expanded learning opportunities These strategies are designed to support continuous improvement and ensure that all students have access to high-quality instruction and appropriate support to achieve academic success.

Financial ImpactFunding for SPSA actions and services is supported through a combination of LCAP resources, Title I funds, and other applicable site-based funding sources. Expenditures outlined in each plan align with allowable uses of funds and support the district’s strategic priorities.

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Quick Summary / AbstractField trips enhance academics by connecting classroom learning to real-world experiences, deepening understanding and engagement.

RecommendationIt is the Administration's recommendation that the School Board approve MIT’s field trip requests to Treasure Island for 8th graders on May 20 and May 21, 2026.

RationaleEducational Experiences Environmental science learning (bay ecosystems, wildlife, sustainability) History lessons (the island’s role in the 1939 World’s Fair and naval history) STEM activities (sometimes tied to water, engineering, or urban development) This will be the first field trip for McKinley Institute of Technology to Treasure Island. McKinley is requesting approval for students to attend. Students are very excited about the opportunity to participate in this experience. The trip will provide meaningful educational value by connecting classroom learning to real-world applications, particularly in the areas of environmental science, local history, and community development. Given the strong educational relevance and high level of student interest, this field trip is recommended for approval.

Financial ImpactThis activity will be funded by Measure U.

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Quick Summary / AbstractField trips enhance academics by connecting classroom learning to real-world experiences, deepening understanding and engagement.

RecommendationIt is the Administration's recommendation that the School Board approve Kennedy’s field trip request to the Grand Canyon from May 13th through 22nd, 2026.

RationaleThe Grand Canyon field trip is a multi-day experience for 7th-grade students that supports science and social studies curriculum through hands-on learning in ecology, geology, and environmental science. Through hands-on fieldwork and guided exploration, students apply classroom learning in a real-world setting while developing collaboration and independence. This is a recurring annual trip.

Financial ImpactThis activity will be funded by: Parent and PTA donations

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Quick Summary / AbstractUpon Governing board approval, the FTE for the Special Education Preschool classroom at Garfield Community School will be increased.

RecommendationIt is the Administration's recommendation that the Governing Board approve the following increase in the number of staff positions in the Special Education Preschool classroom at Garfield Community School.

RationaleDue to changes in enrollment, the position changes below are requested. Currently, the preschool classroom operates in the afternoon only. Increasing the FTE for this classroom will allow the program to operate both mornings and afternoons. Special Education Department: New - FTE (0.5) Preschool SDC Teacher — effective 4/13/26 New - 3 hours Paraeducator SPED — effective 4/13/26 New - 3 hours Paraeducator SPED — effective 4/13/26

Financial ImpactApprox. 134,000 per year.

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