Regular — March 11, 2026 — RCSD Board Meeting

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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 / AbstractEide Bailly will conduct the financial and required performance audits of the District’s Building Fund (Measures S and T) for the year ending June 30, 2026.

RecommendationIt is the Administration’s recommendation that the School Board approve the attached statement of work agreement between the Redwood City School District (RCSD) and Eide Bailly.

RationaleEide Bailly will perform the financial audit of the District’s Building Fund (Measures S and T) for the period beginning July 1, 2025, and ending June 30, 2026, and the required Performance Audit to ensure that the funds have been expended only on the specific projects approved by the voters for the year ending June 30, 2026.

Financial ImpactThe cost for the fiscal year ending June 30, 2026, is estimated to be $14,785 for the District's Building Funds audits, plus actual out-of-pocket expenses, administrative charges, and a technology fee and will be paid out of the Bond Fund.

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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 Roosevelt 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 McKinley Institute of Technology.

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 Hoover 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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RecommendationIt is the Administration's recommendation that the School Board approve the February 4 Minutes for the Regular Meeting, as submitted.

RationaleThe board meeting minutes have been reviewed by the Clerk, Superintendent, and the Administration.

Financial ImpactNo financial impact.

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RecommendationIt is the Administration's recommendation that the School Board approve the February 26 Minutes for the Special Meeting, as submitted.

RationaleThe board meeting minutes have been reviewed by the Clerk, Superintendent, and the Administration.

Financial ImpactNo financial impact.

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Quick Summary / AbstractThese funds support schools in strengthening core academic skills, attracting and retaining quality teachers, enhancing arts and music programs, and updating classroom technology.

RecommendationIt is the Administration’s recommendation that the School Board read and approve Roosevelt Elementary School’s Addendum to their 2025-2026 Measure U Application.

RationaleFor Measure U, Roosevelt Elementary School was given an allotment for 2025-2026 of $102,217 and a carryover from 2024-25 of $140,477 for a total of $242,694. Roosevelt Elementary School Site Council met on December 9, 2025, and approved its Measure U Addendum. The following amendments are proposed to Roosevelt Elementary School's Measure U Plan for the 2025-2026 school year: Increase funding by $6,783 for the Reading Specialist supporting 3rd-5th grade students. Allot $16,000 towards supplementary after-school math tutoring to support students who are struggling in math. Allocate $28,694 towards the purchase and repair of technology. Provide staff stipends for being members of the following leadership committees. Staff attendance and participation in these groups is critical to their success. MTSS Leadership Team ($4,000), School Site Council/PTA representatives ($3,000), Members of the PBIS Committee ($4,000), and Coaches/mentors for Girls on the Run ($4,000). Allocate $10,000 for staff professional development in the areas of behavior management and trauma-informed practices. Allot $5,000 toward professional learning opportunities for teachers who choose to attend a TK-1st grade conference. Allot $8,000 toward the Project Based Learning conference/coursework to elevate staff's instructional practices. Allot $3,000 toward the purchase of supplementary phonics materials for students in 3rd-5th grade. Allot $4,000 towards supplemental classroom supplies to enhance instruction and recess equipment for healthy and engaging play. Allot $5,000 towards family events that include, but are not limited to, Reading Fair and Science Night. Allot $5,000 towards staff appreciation to improve staff morale. Allot $21,000 toward the funding of field trips, guest speakers/performers, and provide scholarships for the 5th-grade Outdoor Education field trip. This supports authentic real-world support for academics and the arts. Allot $10,000 towards Social Emotional Learning/anti-bullying workshops, materials, and professional development to support instruction and student emotional growth and safety. Allot $3,000 to stipend a teacher who will act as the mentor and organizer for the Roosevelt Variety Show. All of the members in attendance at the December 9, 2025, School Site Council meeting voted to approve the recommendations at the meeting. An updated application for Measure U funds is attached for review.

Financial ImpactPlease see the attached Addendum for details.

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Quick Summary / AbstractThese funds support schools in strengthening core academic skills, attracting and retaining quality teachers, enhancing arts and music programs, and updating classroom technology.

RecommendationIt is the Administration’s recommendation that the School Board read and approve McKinley’s Addendum to their 2025-2026 Measure U Application.

RationaleFor Measure U, McKinley Middle School was given an allotment for 2025-2026 of $123,187 and a carryover from 2024-25 of $50,973 for a total of $174,160. McKinley's School Site Council met on January 27, 2026, and approved its Measure U Addendum. The following are amendments proposed for Measure U for McKinley Middle School for the 2025-2026 school year: Increase funding by $10,000 to purchase customized physical education equipment for students to use during PE and recess. Increase funding by $10,000 to purchase or pay for additional technology equipment. Increase funding by $13,973 towards Positive Behavioral Interventions and Supports (PBIS) supplies to help create a positive and engaging school climate. Increase funds by $7,000 to stipend additional teachers as well as purchase additional materials for school clubs. Allot $10,000 to fund field trip-related expenses in all academic areas, as well as visual and performing arts, to provide enrichment opportunities for students. All the members in attendance at the January 27, 2026, School Site Council meeting voted to approve the recommendations at the meeting. An updated application for Measure U funds is attached for review.

Financial ImpactPlease see attached Addendum for details.

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Quick Summary / AbstractThese funds support schools in strengthening core academic skills, attracting and retaining quality teachers, enhancing arts and music programs, and updating classroom technology.

RecommendationIt is the Administration’s recommendation that the School Board read and approve Hoover Community School’s Addendum to the 2025–2026 Measure U Application.

RationaleFor Measure U, Hoover Community School was given an allotment for 2025–2026 of $167,580 and a carryover/adjustment from the 2024-25 school year of $88,551, for a total of $256,131. The Hoover Community School Site Council met on January 27, 2026, and approved the Measure U Addendum. The following are amendments proposed for Measure U for Hoover Community School for the 2025–2026 school year: Allot $40,000 toward CAP Tutoring – Tutoring provides targeted, high-impact tutoring that accelerates learning for students who are behind. In math, after-school CAP Tutoring provides students who are three or more years below grade level with consistent, small-group support focused on core skills and practice—helping them close gaps, build confidence, and re-engage with grade-level work. Allot $48,551 toward Chromebooks – Chromebooks are essential learning tools that ensure every student can fully access today’s curriculum—at school and at home. They provide equitable access to core programs and digital textbooks, support personalized learning with real-time feedback, and enable students to research, write, create, and collaborate in college- and career-ready ways. All members in attendance at the January 27, 2026, School Site Council meeting voted to approve the recommendations (Yes: 6, No: 0; Principal abstains from voting). An updated addendum for Measure U funds is attached for review.

Financial ImpactPlease see the attached addendum for details.

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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 the proposed field trip to the Marine Science Institute on March 25, 2026, for SLC 3rd-5th-grade students from Roy Cloud.

RationaleThis field trip provides a valuable educational experience that aligns with the curriculum in science and supports student development in scientific inquiry and civic engagement. Students will have the opportunity to emphasize inquiry and engage in hands-on learning that provides real-world connections to marine and environmental science topics. Destination: Marine Science Institute- Redwood City, CA Date(s): March 25, 2026

Financial ImpactThis activity will be funded by: PTA/PTO contributions Parent donations Scholarships available for students in need

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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 the proposed field trip to Pinnacles National Park on May 19th - May 22nd, 2026, for 7th-grade students from North Star Academy.

RationaleThis field trip provides a valuable educational experience that aligns with the curriculum in Science and supports student development in Science inquiry, critical thinking, and environmental stewardship. Students will have the opportunity to investigate volcanic geology and unique talus cave ecosystems, such as the California condor. Emphasis is on “sense of place” with focus on chaparral habitats, plate tectonics, and service-learning projects, such as forestry and removal of invasive species. Destination: Pinnacles National Park Date(s): May 19th - May 22nd, 2026

Financial ImpactThis activity will be funded by: PTA/PTO contributions Parent donations Scholarships available for students in need

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Quick Summary / AbstractThe District is contracting with Soliant Health, LLC, to provide a School Psychologist to serve students through assessments, IEP participation, and direct therapy services.

RecommendationIt is the Administration's recommendation that the School Board approve the agreement between Redwood City School District and Soliant Health, LLC for a School Psychologist for the 2025-2026 school year.

RationaleTo fill a School Psychologist position, the Redwood City School District is contracting with Soliant Health, LLC, to staff this position. The contractor will provide assessments, attend IEP meetings and direct therapeutic contact as needed and appropriate to our Redwood City School District students during the 2025–2026 school year. The terms of this agreement are from February 23, 2026, through June 05, 2026. The agreement is coming to the board late due to incomplete paperwork.

Financial ImpactThe agreement's financial impact is $76,160.00, which will be funded by the Special Education fund.

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Quick Summary / AbstractThe District is contracting with Nicole Linette Campbell to provide a SPED Speech and Language Pathologist to serve students through assessments, IEP participation, and direct therapy services. The term of the current agreement is November 4, 2025, through January 31, 2026. This item reflects a Second Amendment to the term of the original agreement, following one prior amendment.

RecommendationIt is the Administration's recommendation that the School Board approve amendment no. 2 between the Redwood City School District and Nicole Linette Campbell for a Special Education Speech and Language Pathologist for the 2025-2026 school year.

RationaleTo fill a Special Education Speech and Language Pathologist position, the Redwood City School District is contracting with Nicole Linette Campbell to staff this position. The contractor will conduct assessments, attend IEP meetings, and provide direct speech therapy services to Redwood City School District students during the 2025–2026 school year. The original agreement term was November 04, 2025, through January 31, 2026. Amendment No. 1, approved by the Board on January 21, 2026, extended the term through March 1, 2026, and increased the total compensation to $66,912. Amendment No. 2 will extend the agreement term through March 31, 2026, and increase the total compensation to $88,560 to ensure continuity of services for students. Amendment No. 2 is coming to the board late due to incomplete paperwork.

Financial ImpactThe agreement's financial impact is $88,560, which will be funded by the Special Education fund.

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Quick Summary / AbstractThe 2025 School Accountability Report Cards (SARCs) for all 12 Redwood City School District (RCSD) schools are published annually to provide families and the community with comprehensive information about each school, including academic programs, staffing, class sizes, safety, fiscal information, and demographics. These reports primarily reflect data from the previous academic year and are required by state and federal law.

RecommendationIt is the Administration’s recommendation that the Board of Trustees approve the 2025 School Accountability Report Cards (SARCs) for all 12 Redwood City School District schools.

RationaleSchool Accountability Report Cards (SARCs) are required annually under state and federal law to ensure transparency and public access to school-level information. The reports provide essential details regarding curriculum and instruction, teacher and staff information, class sizes, fiscal data, school safety plans, and student demographics. The SARCs are presented in both English and Spanish for all 12 schools. The copies in English are attached for Board review. Following Board approval, the reports will be posted on the district website with links to the school websites and families will be notified of their availability. Families and community members may also request a printed copy from any school office or the District Office, as required by law. Approval ensures the district remains compliant with legal requirements while continuing its commitment to transparency and community access to information.

Financial ImpactNo financial impact to the district at this time.

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Quick Summary / AbstractThe Superintendent is requesting Board approval of the proposed membership for the Redwood City School District’s School Attendance Review Board (SARB) for the 2025–26 school year. The SARB has been operating during the current school year, and Board approval is now required under Board Policy 5113.12, adopted January 14, 2026. SARB provides a Tier III intervention for students experiencing persistent attendance challenges after school-based supports have been exhausted.

RecommendationIt is the Administration's recommendation that the Board of Trustees approve the membership of the Redwood City School District School Attendance Review Board (SARB) for the 2025–26 school year.

RationaleBoard Policy 5113.12 affirms the Board of Trustees’ recognition that poor school attendance and behavioral challenges negatively impact student learning, academic achievement, and long-term outcomes. The policy directs the Superintendent or designee to establish a comprehensive and integrated system for the early identification of attendance challenges and to implement strategies that encourage regular school attendance. When Tier I and Tier II interventions have been exhausted at the school level, students with patterns of unexcused absences may be referred to the School Attendance Review Board (SARB) for additional guidance and assistance as part of Tier III supports. Board Policy 5113.12, adopted January 14, 2026, also establishes that the Governing Board is responsible for appointing members to the district’s SARB in accordance with California Education Code 48321. Consistent with Education Code 48321 and Board Policy 5113.12, the proposed SARB membership includes district administrators and representatives from community-based organizations to ensure a coordinated approach to addressing attendance barriers and connecting families to support services. SARB Membership Operating During 2025-26: Co-Chairs Jorge Quintana, Director of Communications and Community Engagement Patrinia Redd, Director of Health and Wellness Members Rafael Avendaño, Executive Director, Redwood City Together Liz Calderon Garcia, Director of Community Schools and Partnerships Roberto Carranza, Coordinator of Enrollment and Student Reporting Services Lisa Cox, School Nurse Specialist Ana Paula Garay, LMFT, Lead Mental Health Clinician Katherine Rivera, Director of Multilingual English Learners and Categorical Services Phoebe Reid-Chambers, School Nurse Specialist Michelle Remond, Community Liaison Approval of the SARB composition ensures compliance with Board Policy 5113.12 and strengthens the district’s integrated approach to improving student attendance, engagement, and long-term academic success.

Financial ImpactThere is no direct financial impact associated with the approval of the School Attendance Review Board membership. SARB participation is part of the existing responsibilities of district staff.

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Quick Summary / AbstractThe Administration is seeking approval of Amendment No. 1 to the Professional Services Agreement with NV5 for EV and Electric Vehicle Supply Equipment (EVSE) Asset Management Assistance. The amendment increases the contract’s not-to-exceed amount by $30,000, raising the total contract amount from $45,000 to $75,000. NV5 provides consulting services supporting the District’s EV charging infrastructure, including chargers serving the electric school bus fleet and public-facing charging stations. The additional funding will allow NV5 to continue providing technical support, tariff analysis, and EV charging management system assistance through December.

RecommendationIt is the Administration's recommendation that the School Board approve the amendment with NV5 for additional electric vehicle (EV) and electric vehicle supply equipment (EVSE) asset management and support services.

RationaleThe Redwood City School District has invested in electric vehicle infrastructure to support its electric school bus fleet and public EV charging stations. NV5 has been assisting the District with technical and operational management of this infrastructure, including analysis of utility tariffs, optimization of EV charging rates, and coordination of EV charging management systems. Additional consulting support is required due to the extended procurement process associated with replacing aging EV chargers. NV5 will assist the District with several ongoing tasks including: Verification and optimization of PG&E electric tariffs for EV charging sites Evaluation of EV charging rates and financial analysis for public-facing chargers Coordination of repairs for existing chargers Support with transitioning EV charging management systems Conceptual planning and layout redesign for EV chargers at the District transportation yard Coordination with vendors and charging management providers as needed These services will help ensure the District’s EV infrastructure continues to operate efficiently and cost-effectively while supporting the transition to electric transportation. All previous terms, requirements, and assumptions of the original agreement remain unchanged.

Financial ImpactApproval of this amendment will increase the NV5 contract by $30,000, for a revised total contract amount of $75,000 on a time-and-materials basis not to exceed the approved amount. The additional $30,000.00 will be funded through the Facilities budget.

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Quick Summary / AbstractEide Bailly will audit RCSD’s basic financial statements—including governmental activities, each major fund, remaining fund information, and related notes—for the fiscal year ending June 30, 2026.

RecommendationIt is the Administration’s recommendation that the School Board approve the attached statement of work agreement between the Redwood City School District (RCSD) and Eide Bailly.

RationaleEide Bailly will provide auditing services of the financial statements of the governmental activities, each major fund, and the aggregate remaining fund information, and the related notes to the financial statements, which collectively comprise the basic financial statements of RCSD as of and for the year ended June 30, 2026.

Financial ImpactThe cost for the fiscal year ending June 30, 2026, will be $55,900 for the District audit and $24,996 for the Federal single audit, plus actual out-of-pocket expenses, administrative charges, and a technology fee, and will be paid out of the General Fund.

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Quick Summary / AbstractThe attached report lists district expenditures totaling $7,186,162.93 for the period from February 1 to February 28, 2026, in accordance with Education Code Section 42631.

RecommendationIt is the Administration's recommendation that the Board of Education ratify the attached warrant registers as submitted.

RationalePursuant to Education Code Section 42631, all disbursements of district funds must be approved by written order of the Governing Board. The attached warrant registers reflect expenditures from various funds totaling $7,186,162.93 for the period from February 1 to February 28, 2026.

Financial ImpactThe total disbursement from the San Mateo County Treasurer’s Office was $7,186,162.93, representing actual expenditures across all district funds.

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Quick Summary / AbstractIn compliance with Education Code requirements, all district funds are deposited into the County Treasury, pooled with other public agencies in the County Investment Pool. The County Treasurer manages investment decisions, and earnings or losses are distributed proportionally to participants, a standard practice among San Mateo County school districts.

RationalePursuant to Education Code Sections 41001 and 41002, all funds received by or apportioned to a school district must be deposited into the county treasury and credited to the appropriate district fund. In accordance with Education Code Section 41015, a school district may invest all or a portion of the funds held in a Special Reserve Fund, as well as any surplus monies not immediately needed for operational purposes, in authorized investments outlined in Government Code Sections 16430 and 53601. Historically, school districts in San Mateo County, including this District, have deposited all funds with the County Treasury. The County Treasurer has managed investment decisions on behalf of the districts, a practice that is common throughout California. These district funds are pooled with those of other public agencies in the County Investment Pool, with earnings and losses distributed proportionally based on each participant’s investment share.

Financial ImpactGross pool earnings for Month ending January 31, 2026: 4.04% The current average maturity of the portfolio is 2.60 years, with an average duration of 2.33 years. The portfolio continues to hold no derivative products.