10:33Call to Order1min
1.1Roll CallProcedural
21:40Welcome2min
2.1Pledge of AllegianceProcedural
31:40Changes to the Agenda1min
41:40Approval of the Agenda (Action Required)1min
535:59Public Comment
Steve (Orion PTO/MI Co-Op) (2min) — Spoke on behalf of Orion PTO and Mandarin Immersion Co-Op, requesting equitable consideration before cutting Orion's bilingual guest teacher given the school's unique dual-program needs and significant prior cuts.
Patricia Renderos (2min) — Advocated (in Spanish, interpreted) for retaining TK and kinder programs at Hoover, emphasizing the importance of teacher stability and requesting coaching support for new teachers.
Agustin Espino (3min) — Asked the board to protect mental health and TK programs and to ensure that any budget cuts are made equitably, particularly for the Latino community, given the disparity in outcomes between schools like Hoover and Orion.
Lizbeth Estrada (2min) — Spoke (in Spanish, interpreted) as a Hoover parent expressing deep concern about cuts to teacher retention and MTSS intervention specialists, arguing that reducing reading and math specialists creates long-term educational debt.
Cristian Vasquez (5min) — Shared (in Spanish, interpreted) a personal testimony about the difference in resources between his older and younger children's educations at Clifford, advocating for preserving staff and specialist positions.
Tina Yim (3min) — Spoke as an Orion parent and RCMIS representative highlighting the increasing fundraising burden on MI families and advocating for the retention of Orion's bilingual guest teacher and continued district investment in the MI program.
Araceli Flores (2min) — As a Hoover alumna and RLC teacher, advocated for more resources, staffing, and support for special education students, stating that current staffing is insufficient for individualized guidance.
Lisa Onofre (1min) — Spoke (in Spanish, interpreted) advocating against cuts to cafeteria staff and meals, for stronger math education investment particularly for the Hispanic community, and against selling district property to private interests.
Tina Mercer (2min) — As Roosevelt principal, advocated specifically for retaining admin IEP sub coverage at TK-5 schools, citing approximately 150 IEP meetings per year at her site alone and the significant time burden on principals without that support.
Laura Ramirez (2min) — Spoke (in Spanish, interpreted) as an Adelante Selby parent supporting budget decisions while requesting protection of programs that directly impact student learning, safety, and wellness, including enrichment classes and family engagement resources.
Lilia Amalia Valdez (1min) — As a Hoover parent, advocated for preserving counselors and mental health resources, sharing her son's experience of overcoming anxiety with the help of a school counselor after the pandemic.
Rita Melton (2min) — As a fourth grade teacher at Adelante Selby, advocated for retaining mental health professionals, MTSS TOSAs, and guest teachers, arguing each plays a critical role in supporting students and reducing pressure on teachers and principals.
Dora Ramirez (2min) — As a Hoover parent of a student with special education needs, asked the board not to cut music or STEAM, requested more special ed classrooms at the middle school level, and expressed general concern about budget cuts.
62:24School/Community Reports2hr
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)