November 13, 2023 • 18 mins
In this episode of the oneSMFC podcast, Superintendent Ochoa is joined by Coordinator of Enrollment Stephanie Gibson and Administrative Assistant at Meadow Heights, Robyn Holmes. The three shed light on the district's intentional approach to our enrollment season. Through the shared experiences and insights from district staff, we aim to share how all actions, like knowing a student's name, can make a world of difference in making families feel welcome.
We'd like to welcome all families to attend our annual Fiesta de Opciones | Festival of Options! The district's innovative approach to welcoming families to meet our district magnet programs and providing on-the-spot registration and transfer requests!
Our magnet programs include our language immersion programs such as College Park Elementary (Mandarin) and Fiesta Gardens International School (Spanish). We also have two public Montessori programs, North Shoreview Montessori and Parkside Montessori.
Interested in learning more? Check out our recent On the Road to Year 3 Annual Report!
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
I know my principal is very focused on making sure
that we're connected to ourcommunity and she likes to
engage with our parents.
So like if a parent walks inand I know their child's name,
they're like okay, you know mychild.
Speaker 2 (00:13):
If I live in the North Central neighborhood and I
have a four-year-old and I'massigned to metal heights, I
might think you know what that'samazing.
I love metal heights, but Ialso might say I'm interested to
know more about what this wholeMontessori program can offer my
child.
Speaker 3 (00:28):
On the spot and some families came and they wanted to
just talk with the schools andthen think about it and
afterwards go ahead and maybeput in that transfer request.
Speaker 2 (00:43):
We were sort of getting into it before we
started recording and and sayingyou know, it's barely November,
but we're already geared up fornext year.
What was your exact quote,stephanie?
Speaker 3 (00:55):
We're ready, let's roll.
Yeah, we're always a year ahead.
We're always a year ahead, andmaybe that's like.
Speaker 2 (01:01):
That's sort of what this means to our families,
because I think there's a lot offamilies that sort of they.
They have that energy, thatnervous energy of am I going to
get my kid into my neighborhoodschool.
That's always present, I know.
I certainly get the emails hereat the district office when,
when a parent wants to knowwhen's the first day and where
(01:24):
do I submit it, and what happens?
Robin, you're out there at atschools.
Tell us from your perspectivebeing in a lot of ways, the
first person these families evertalked to in our school
district what do you hear fromparents when they come in
wanting to know aboutregistering their kids.
What are you hearing from?
Speaker 1 (01:41):
them.
One of the biggest things thatwe typically hear are what will
transportation look like?
Giving parents theunderstanding that they can have
their students get to schooland there's like local bus stops
things like that are reallyimportant.
Lunch programs will they haveto pay?
(02:01):
Knowing that they have the freelunches always seems to assure
parents.
Speaker 2 (02:07):
And your school is really close to another school I
think it's like it's two orthree blocks away.
Do you get a fair number offamilies that come and say is
this my neighborhood school, orare they pretty certain when
they come in?
Speaker 1 (02:18):
Oh yes, we're close to Bearsford and we'll trade off
.
But there are a lot of peoplein that local neighborhood that
are like, oh well, my older sonwent here or my kid went here
and they want certain teachers,and so you hear things like that
.
But we're always in contactwith our neighboring schools
just to make sure that we'redoing what best fits the
(02:39):
families and also follows ourenrollment guidelines.
Speaker 2 (02:42):
Yeah, and are you?
You know, as, as terms of howlong you've been in the district
, metal Heights is not the onlyschool you've ever worked at.
Speaker 1 (02:50):
No.
Speaker 2 (02:50):
Yeah, where else have you been?
Speaker 1 (02:52):
I've worked in different departments, but I've
worked at a lot of schools.
Speaker 2 (02:56):
Okay, well, this is the podcast where you tell us
the names of all these schools.
Okay, we're gonna put you tothe test, see if you can even
remember.
Speaker 1 (03:02):
George Hall, okay, brewer Island, whoa North Shore
View.
Hey, you're hitting all thatyou got a magnet school.
Speaker 2 (03:10):
You got a Foster City School.
Speaker 3 (03:11):
Audubon yes, okay, and then Metal Heights.
Speaker 2 (03:16):
So you know, so you see the different communities we
serve.
You've been at a magnet school.
You've been at a Title I school.
Now that you're at MetalHeights and you're doing this
very almost like daily work withI'm imagining some families you
communicate with every, if notevery day, almost every day.
Speaker 1 (03:36):
Yes.
Speaker 2 (03:37):
And then, when you welcome in a new family, what is
it that you want to do to makethat family feel that they're a
part of mental heights?
How do you, how do you createthat connection with families?
Speaker 1 (03:48):
Um, just being warm with them, letting them know
that we're always here, um, I'mreachable by phone, email,
whatever questions they have,guiding them to things that they
need to know, about keepingthings on their radar that
they're focused on, and reallyjust essentially showing up with
a smile, letting them knowespecially with little ones, the
(04:10):
TKs and the kinders Parents arealways so worried it's a big
campus, it's my kid, okay, andjust making sure I know the
student's name.
Making lots of eye contact solike if a parent walks in and I
know their child's name, they'relike okay, you know my child.
Speaker 2 (04:28):
Yeah.
Speaker 1 (04:29):
So I think that's super important.
Speaker 2 (04:30):
And I'm sure they want to meet their principal
sometimes too, or at least getto know who else Always yeah,
yeah.
And and when that comes about,how do you get them time with
the principal, or what?
What might a principal say hey,this is how we make some time
for new families.
Speaker 1 (04:46):
Um, I know my principal is very focused on
making sure that we're connectedto our community and she likes
to engage with our parents and,just being out in the morning's
greetings, she's on ourplaygrounds.
Speaker 2 (05:00):
So a lot of it is her actually just being out there,
with just being out there, yeah,when the bus comes, she greets
them on the bus and things likethat, just so that they're
accessible.
Speaker 1 (05:08):
Yeah.
Speaker 2 (05:08):
Yeah, and Meadow Heights is one of our schools,
stephanie.
That um, it's a K five school,and so you know there have been
the 300 kids or so and itchanges year to year.
But we have some schools wherethat might not really be the
best strategy.
You know, I'm thinking of aschool like Borrell where
there's close to a thousand kids.
It might be, kind of hard forthe principal.
(05:29):
Even if they stood out thereall day long, they might not
have the ability to really meetwith these families.
What do you see, stephanie, inthese bigger schools?
Well, you know, robin justshared with us sort of how
almost person to person it is ata at an elementary school.
What do you see some of ourmiddle schools doing to create
(05:51):
these opportunities to connectwith families?
Speaker 3 (05:54):
The middle schools.
You know the student at amiddle school will have, you
know, six to seven teachers andyou taught at middle school.
Right, I did Abbott middleschool for 11 years.
Only Abbott, Only Abbott, Okay.
Speaker 2 (06:05):
So you're kind of the opposite of Robin.
Speaker 3 (06:09):
She was here there out of one.
I started very right out ofkindergarten teaching.
So, you know, at middle school,you know students have many,
many opportunities to interactwith adults.
So they'll have six or seventeachers a day and there's, you
know, the counseling team andthere are coaches and there are
(06:32):
clubs and activities that whenyou think of transitioning from
elementary to middle school, youknow it's kind of the scaling
up of of those opportunities,programs that that students can
access and be able to connectand find that, you know, maybe
opportunity that trusted adultsand families you know are
(06:54):
welcome and they might even do.
Speaker 2 (06:56):
They might even do like a preview night, or you
know.
Come, get to know our staff,come meet the principal night
before the whole school yearstarts right.
Speaker 3 (07:03):
We do have those opportunities, both for the
kindergarten and TKRs atelementary school and the middle
schools will be hosting parentinformation meetings for their
rising and incoming sixthgraders for next year.
Speaker 2 (07:17):
So if I'm a fifth grade, a parent of a fifth
grader, I'll get some kind ofemail that tells me hey, your
child is set up to go to thisnext school.
From there, I could potentiallyask to attend a different
school for a variety of reasonsMight, maybe a magnet program,
something like that.
What are those timelines likethis upcoming year?
When will parents get thatnotification and when should
(07:41):
they think about applying ifthey wanted to transfer from
within the district?
Speaker 3 (07:45):
Certainly, so for any student who is interested in
requesting a transfer, I'llstart start with that piece.
Monday, November 27, is the daythat the transfer request form
becomes available.
Speaker 2 (07:59):
So that's in a few weeks.
Speaker 3 (08:02):
Yes, yeah, and we're actually opening a little
earlier this year as well, so wecan have families, they can
request their transfers.
And then we have our magnetprograms that are available for
families, montessori and thenthe language programs Mandarin
(08:22):
and Spanish immersion.
Speaker 2 (08:24):
And if I recall from last year, those programs are
doing real well.
A lot of families are applyingand getting in and the
applications have been robust.
Speaker 3 (08:32):
Robust full, we have been able to really put in some
substantial Make an impact.
Speaker 2 (08:41):
Yes, yes, and there's been like a new party every
year in December.
They call it the fiesta.
Speaker 3 (08:46):
Fiesta the option party the options party.
Speaker 2 (08:49):
Tell me about that.
Speaker 3 (08:51):
So we started this a couple of years ago and it was a
great shift in the way of thedistrict approaches Interacting
with the community and havingthe community have an
opportunity to meet with ourmagnet schools and also have
opportunities to have one-on-onetime with enrollment department
staff if they want to completea new student registration form
(09:14):
on the spot or also request atransfer on the spot.
Speaker 2 (09:17):
And we basically throw a big party.
Speaker 3 (09:19):
There will be food, there will be entertainment and
it's a really.
Speaker 2 (09:24):
All the magnet schools show up with cables.
Magnet schools are there.
Speaker 3 (09:26):
We'll also have preschool, and our before and
after school Enix program willbe there.
Speaker 2 (09:30):
Oh, so that's what I love to hear.
It's sort of like a one-stopshop where everything will be
there, so these families canreally understand all the
opportunities available to them.
Speaker 3 (09:40):
That's exactly right, and they can interact with
whomever they'd like and we willanswer all their questions.
Yeah, robin, you're over there.
Speaker 2 (09:48):
You've got families that come in and they want to
know more.
What do you think about that?
Having a big party bringing thefamilies in, giving them all
this information?
What do you take away from that?
Speaker 1 (09:59):
Oh, I think it's an amazing opportunity because it
allows the students and thefamilies to really be connected
to our district and they canhave cousins and family members
that have students that go todifferent schools.
Speaker 2 (10:14):
And actually your school is one of our schools
where a good portion of the kidslive right around the school,
but another big portion of thekids don't.
They live in North Central SanMateo, correct?
So sometimes it's about makingsure every family has that same
ability to choose to send theirchild to a Mandarin Immersion
Program or to choose to sendtheir child to a Montessori
(10:37):
program.
I don't know if you all haveseen the data statewide, but
it's very unusual for onedistrict to have two Montessori
K8 schools.
That's, it's unheard of.
I cannot think of anotherschool district in California
that's doing that.
So it's, it's powerful, and andso if I live in the north
central neighborhood and I havea four-year-old and I'm assigned
(11:00):
to metal heights, I might thinkyou know what that's amazing.
I love metal heights, myCousins and friends have gone
there, and my neighbors.
But I also might say I'minterested to know more about
what this whole Montessoriprogram Can offer my child and
the fiesta.
It accomplished that, doesn'tit, stephanie?
Speaker 3 (11:18):
Absolutely.
Last year we had 350 and youknow when many of them take the
opportunity to visit with allfour schools and learn about
those programs ask the questionsthat they've had.
Some of the attendees Even hadchildren that were going to be
three years of age, but they'realready thinking and planning
(11:39):
ahead.
Speaker 2 (11:40):
I heard there was a person that showed up saying I
have a one-year-old.
Speaker 3 (11:44):
Yes, I'm a one-year-old.
Speaker 2 (11:45):
I want to know what's gonna be here in four years.
That's right, that's that.
That's what I was referring toin terms of that, that parent
energy of saying I want to knowmore.
Speaker 3 (11:53):
I want to get involved more.
Speaker 2 (11:55):
Yeah and I think even at events like that we make
sure we have as many languagesrepresented as well, so that
parents who show up they canlearn about the school but they
can actually apply there on thespot.
Speaker 3 (12:08):
Yes, yes, yes.
Um last year we took 40 or 50or so.
Transfer on on the spot andsome families came and they
wanted to just talk with theschools and then think about it
and Afterwards go ahead andmaybe put in that transfer
request.
Speaker 2 (12:25):
Yeah, so we'll have this big party.
That's in a few weeks.
We open the window.
What?
How else will we communicatewith families?
Will they get something?
You know, a district-wide email?
Will it be in our website?
Talk a little bit about sort ofthe different ways we're gonna
communicate with families.
Speaker 3 (12:41):
Absolutely.
The information is currentlyposted on our district website
under the enroll tab, nice, andwe love putting it out there
ahead of time, before we openthe registration form, so that
families have time to reviewthat information and prepare.
And we also appreciate I'mgonna put a plug families for
word of mouth and checking inwith your neighbors who might
(13:03):
have a similar age child.
Speaker 2 (13:04):
People like Robin, who speak to 500 families every
week.
They could be a big help right.
Speaker 3 (13:10):
Absolutely, absolutely so.
So we really appreciate thatand we also have flyers out in
the community, out at ourlibraries and rec centers and at
, you know, certain key Kind ofhighly populate, highly
trafficked areas like marketsand things.
You know.
We have flyers out to promote.
Speaker 2 (13:30):
We do part of it is the web-based part of it's the
in-person.
Speaker 3 (13:35):
Yes, we utilize as much as we can because we know
families access information in amultitude of ways.
So we will have a paper flyerand we'll do this podcast and we
actually do that too here atthe district office.
Speaker 2 (13:46):
Diego Perez and I we, you know, work together to try
to orchestrate as many differentways of communicating with
families, but we don't do any ofit, just sort of in the dark.
We Then sit back and we analyzeand we check to see what
happens.
Our enrollment podcast are oneof the most downloaded podcasts
(14:09):
we do every year.
When we make the enrollmentpage Updated, it will
immediately have a huge burst interms of parents going on the
website.
So we're always looking forimpact, not just access.
It's one thing to say, hey,come, find out this information,
but if you sit back and nobodyclicked on it, then you're sort
(14:29):
of disappointed that thisresource was there and people
didn't take advantage of it, andand, and and.
Then this podcast becomes partof that story.
We'll be tonight.
We'll be at one of our schoolsdoing a workshop with parents.
We'll talk about this podcast.
We'll give out the paperworkfor registration to everybody
that shows up.
Tomorrow we'll be at one of ourschools having lunch with our
(14:51):
teachers.
One of those papers will be ineveryone's hand by the time they
leave.
So it's just a part of this wayof layering communications.
And you know Robin coming inand and giving us this real site
perspective.
It shows how, as a team, witheach person connecting with
families where they come in inyour case, it's really that very
(15:14):
first time they ever come inand then Stephanie, you're
further away you don't reallyget that face-to-face time with
parents that Robin gets on aday-to-day basis, but both ends
are really important, yeah, andthen, if we do it right, we
start to check our own data andenrollment as well.
(15:34):
That's why I mentioned howrobust our magnet schools are,
because we're seeing thoseapplications come in and then we
go back to our school sites andsay what do you need from us?
So when parents come in andwant information about
enrollment at metal heights,what do you wanna hear from
those parents?
What do you need from us at thedistrict office?
Speaker 1 (15:58):
I'm always in contact with emailing.
Speaker 2 (16:00):
Stephanie Gibson or anybody else in the enrollment
department Support basically.
Speaker 1 (16:05):
Yes, because it's so helpful making sure that our
students' needs are met.
Speaker 2 (16:10):
Yep.
Speaker 1 (16:11):
If there is something in regards to families having
other students in differentschools, just making sure that
families can do things in a waythat's efficient for the
students, and that's when wework with the enrollment
department and sometimes we'reeven like let me keep this kid,
give me this kid give me thisfamily, and you know we try our
(16:34):
best.
Speaker 2 (16:35):
Yeah, to accommodate whatever is best for the family,
ultimately, Always yeah yeah.
So one thing we'll do on ourway out here is I actually just
wanna hear from you, robin.
Just you've been at metalheights Now is it?
Speaker 3 (16:49):
two years.
How long have you been?
Speaker 2 (16:50):
in.
Speaker 1 (16:51):
One year, one year.
Speaker 2 (16:52):
Like one year and how many months.
When did you start Two?
I?
Speaker 1 (16:57):
was like yeah, so I would say about a year and four
months.
Speaker 2 (17:00):
A year and change.
Yeah, and that's something thatyou just say.
I love this about metal heightsCause you've been at different
schools Every school isdifferent.
What is it about metal heights?
You say I absolutely love thisabout metal heights.
Speaker 1 (17:12):
We're really involved with our parents and our
communities, and I really likeit.
We'll have families that havelike a two year old and they're
like they're coming, like getready, and so we're just always
keeping that in the back of ourmind.
I'll be like I should begetting some paperwork from you
cause it looks like you have akinder.
Speaker 2 (17:34):
You get to see them grow up right.
Speaker 1 (17:35):
Yes, and just getting to see that in the community I
had some kids visit from Abbottyesterday and, but you're former
kids, basically.
Yeah, and it's really differentto see them mature.
We miss you.
Speaker 3 (17:50):
Oh yeah, they come in .
Speaker 1 (17:51):
It's like 330.
They walk in the office likethey own the office and it's so
nice cause they're so confidentand they're doing so great,
let's put them to work.
I have their names.
Speaker 2 (18:00):
Let's get a program for them.
Speaker 1 (18:02):
I used to do.
Speaker 2 (18:03):
Hey, I used to be a school principal.
Anytime, one of my formerstudents came back and said oh,
it's so lovely to see.
So tell me, what are you doingevery day?
Every day from three to three,45.
I got some kids you can workwith.
All right, we'll get started.
That's our next podcast isputting these teenagers to work
when they come back to theirprogram at Heno Heights Friday.
I know my principal is very focused on making sure
that we're connected to ourcommunity and she likes to
engage with our parents.
So like if a parent walks inand I know their child's name,
they're like okay, you know mychild.
Speaker 2 (00:13):
If I live in the North Central neighborhood and I
have a four-year-old and I'massigned to metal heights, I
might think you know what that'samazing.
I love metal heights, but Ialso might say I'm interested to
know more about what this wholeMontessori program can offer my
child.
Speaker 3 (00:28):
On the spot and some families came and they wanted to
just talk with the schools andthen think about it and
afterwards go ahead and maybeput in that transfer request.
Speaker 2 (00:43):
We were sort of getting into it before we
started recording and and sayingyou know, it's barely November,
but we're already geared up fornext year.
What was your exact quote,stephanie?
Speaker 3 (00:55):
We're ready, let's roll.
Yeah, we're always a year ahead.
We're always a year ahead, andmaybe that's like.
Speaker 2 (01:01):
That's sort of what this means to our families,
because I think there's a lot offamilies that sort of they.
They have that energy, thatnervous energy of am I going to
get my kid into my neighborhoodschool.
That's always present, I know.
I certainly get the emails hereat the district office when,
when a parent wants to knowwhen's the first day and where
(01:24):
do I submit it, and what happens?
Robin, you're out there at atschools.
Tell us from your perspectivebeing in a lot of ways, the
first person these families evertalked to in our school
district what do you hear fromparents when they come in
wanting to know aboutregistering their kids.
What are you hearing from?
Speaker 1 (01:41):
them.
One of the biggest things thatwe typically hear are what will
transportation look like?
Giving parents theunderstanding that they can have
their students get to schooland there's like local bus stops
things like that are reallyimportant.
Lunch programs will they haveto pay?
(02:01):
Knowing that they have the freelunches always seems to assure
parents.
Speaker 2 (02:07):
And your school is really close to another school I
think it's like it's two orthree blocks away.
Do you get a fair number offamilies that come and say is
this my neighborhood school, orare they pretty certain when
they come in?
Speaker 1 (02:18):
Oh yes, we're close to Bearsford and we'll trade off
.
But there are a lot of peoplein that local neighborhood that
are like, oh well, my older sonwent here or my kid went here
and they want certain teachers,and so you hear things like that
.
But we're always in contactwith our neighboring schools
just to make sure that we'redoing what best fits the
(02:39):
families and also follows ourenrollment guidelines.
Speaker 2 (02:42):
Yeah, and are you?
You know, as, as terms of howlong you've been in the district
, metal Heights is not the onlyschool you've ever worked at.
Speaker 1 (02:50):
No.
Speaker 2 (02:50):
Yeah, where else have you been?
Speaker 1 (02:52):
I've worked in different departments, but I've
worked at a lot of schools.
Speaker 2 (02:56):
Okay, well, this is the podcast where you tell us
the names of all these schools.
Okay, we're gonna put you tothe test, see if you can even
remember.
Speaker 1 (03:02):
George Hall, okay, brewer Island, whoa North Shore
View.
Hey, you're hitting all thatyou got a magnet school.
Speaker 2 (03:10):
You got a Foster City School.
Speaker 3 (03:11):
Audubon yes, okay, and then Metal Heights.
Speaker 2 (03:16):
So you know, so you see the different communities we
serve.
You've been at a magnet school.
You've been at a Title I school.
Now that you're at MetalHeights and you're doing this
very almost like daily work withI'm imagining some families you
communicate with every, if notevery day, almost every day.
Speaker 1 (03:36):
Yes.
Speaker 2 (03:37):
And then, when you welcome in a new family, what is
it that you want to do to makethat family feel that they're a
part of mental heights?
How do you, how do you createthat connection with families?
Speaker 1 (03:48):
Um, just being warm with them, letting them know
that we're always here, um, I'mreachable by phone, email,
whatever questions they have,guiding them to things that they
need to know, about keepingthings on their radar that
they're focused on, and reallyjust essentially showing up with
a smile, letting them knowespecially with little ones, the
(04:10):
TKs and the kinders Parents arealways so worried it's a big
campus, it's my kid, okay, andjust making sure I know the
student's name.
Making lots of eye contact solike if a parent walks in and I
know their child's name, they'relike okay, you know my child.
Speaker 2 (04:28):
Yeah.
Speaker 1 (04:29):
So I think that's super important.
Speaker 2 (04:30):
And I'm sure they want to meet their principal
sometimes too, or at least getto know who else Always yeah,
yeah.
And and when that comes about,how do you get them time with
the principal, or what?
What might a principal say hey,this is how we make some time
for new families.
Speaker 1 (04:46):
Um, I know my principal is very focused on
making sure that we're connectedto our community and she likes
to engage with our parents and,just being out in the morning's
greetings, she's on ourplaygrounds.
Speaker 2 (05:00):
So a lot of it is her actually just being out there,
with just being out there, yeah,when the bus comes, she greets
them on the bus and things likethat, just so that they're
accessible.
Speaker 1 (05:08):
Yeah.
Speaker 2 (05:08):
Yeah, and Meadow Heights is one of our schools,
stephanie.
That um, it's a K five school,and so you know there have been
the 300 kids or so and itchanges year to year.
But we have some schools wherethat might not really be the
best strategy.
You know, I'm thinking of aschool like Borrell where
there's close to a thousand kids.
It might be, kind of hard forthe principal.
(05:29):
Even if they stood out thereall day long, they might not
have the ability to really meetwith these families.
What do you see, stephanie, inthese bigger schools?
Well, you know, robin justshared with us sort of how
almost person to person it is ata at an elementary school.
What do you see some of ourmiddle schools doing to create
(05:51):
these opportunities to connectwith families?
Speaker 3 (05:54):
The middle schools.
You know the student at amiddle school will have, you
know, six to seven teachers andyou taught at middle school.
Right, I did Abbott middleschool for 11 years.
Only Abbott, Only Abbott, Okay.
Speaker 2 (06:05):
So you're kind of the opposite of Robin.
Speaker 3 (06:09):
She was here there out of one.
I started very right out ofkindergarten teaching.
So, you know, at middle school,you know students have many,
many opportunities to interactwith adults.
So they'll have six or seventeachers a day and there's, you
know, the counseling team andthere are coaches and there are
(06:32):
clubs and activities that whenyou think of transitioning from
elementary to middle school, youknow it's kind of the scaling
up of of those opportunities,programs that that students can
access and be able to connectand find that, you know, maybe
opportunity that trusted adultsand families you know are
(06:54):
welcome and they might even do.
Speaker 2 (06:56):
They might even do like a preview night, or you
know.
Come, get to know our staff,come meet the principal night
before the whole school yearstarts right.
Speaker 3 (07:03):
We do have those opportunities, both for the
kindergarten and TKRs atelementary school and the middle
schools will be hosting parentinformation meetings for their
rising and incoming sixthgraders for next year.
Speaker 2 (07:17):
So if I'm a fifth grade, a parent of a fifth
grader, I'll get some kind ofemail that tells me hey, your
child is set up to go to thisnext school.
From there, I could potentiallyask to attend a different
school for a variety of reasonsMight, maybe a magnet program,
something like that.
What are those timelines likethis upcoming year?
When will parents get thatnotification and when should
(07:41):
they think about applying ifthey wanted to transfer from
within the district?
Speaker 3 (07:45):
Certainly, so for any student who is interested in
requesting a transfer, I'llstart start with that piece.
Monday, November 27, is the daythat the transfer request form
becomes available.
Speaker 2 (07:59):
So that's in a few weeks.
Speaker 3 (08:02):
Yes, yeah, and we're actually opening a little
earlier this year as well, so wecan have families, they can
request their transfers.
And then we have our magnetprograms that are available for
families, montessori and thenthe language programs Mandarin
(08:22):
and Spanish immersion.
Speaker 2 (08:24):
And if I recall from last year, those programs are
doing real well.
A lot of families are applyingand getting in and the
applications have been robust.
Speaker 3 (08:32):
Robust full, we have been able to really put in some
substantial Make an impact.
Speaker 2 (08:41):
Yes, yes, and there's been like a new party every
year in December.
They call it the fiesta.
Speaker 3 (08:46):
Fiesta the option party the options party.
Speaker 2 (08:49):
Tell me about that.
Speaker 3 (08:51):
So we started this a couple of years ago and it was a
great shift in the way of thedistrict approaches Interacting
with the community and havingthe community have an
opportunity to meet with ourmagnet schools and also have
opportunities to have one-on-onetime with enrollment department
staff if they want to completea new student registration form
(09:14):
on the spot or also request atransfer on the spot.
Speaker 2 (09:17):
And we basically throw a big party.
Speaker 3 (09:19):
There will be food, there will be entertainment and
it's a really.
Speaker 2 (09:24):
All the magnet schools show up with cables.
Magnet schools are there.
Speaker 3 (09:26):
We'll also have preschool, and our before and
after school Enix program willbe there.
Speaker 2 (09:30):
Oh, so that's what I love to hear.
It's sort of like a one-stopshop where everything will be
there, so these families canreally understand all the
opportunities available to them.
Speaker 3 (09:40):
That's exactly right, and they can interact with
whomever they'd like and we willanswer all their questions.
Yeah, robin, you're over there.
Speaker 2 (09:48):
You've got families that come in and they want to
know more.
What do you think about that?
Having a big party bringing thefamilies in, giving them all
this information?
What do you take away from that?
Speaker 1 (09:59):
Oh, I think it's an amazing opportunity because it
allows the students and thefamilies to really be connected
to our district and they canhave cousins and family members
that have students that go todifferent schools.
Speaker 2 (10:14):
And actually your school is one of our schools
where a good portion of the kidslive right around the school,
but another big portion of thekids don't.
They live in North Central SanMateo, correct?
So sometimes it's about makingsure every family has that same
ability to choose to send theirchild to a Mandarin Immersion
Program or to choose to sendtheir child to a Montessori
(10:37):
program.
I don't know if you all haveseen the data statewide, but
it's very unusual for onedistrict to have two Montessori
K8 schools.
That's, it's unheard of.
I cannot think of anotherschool district in California
that's doing that.
So it's, it's powerful, and andso if I live in the north
central neighborhood and I havea four-year-old and I'm assigned
(11:00):
to metal heights, I might thinkyou know what that's amazing.
I love metal heights, myCousins and friends have gone
there, and my neighbors.
But I also might say I'minterested to know more about
what this whole Montessoriprogram Can offer my child and
the fiesta.
It accomplished that, doesn'tit, stephanie?
Speaker 3 (11:18):
Absolutely.
Last year we had 350 and youknow when many of them take the
opportunity to visit with allfour schools and learn about
those programs ask the questionsthat they've had.
Some of the attendees Even hadchildren that were going to be
three years of age, but they'realready thinking and planning
(11:39):
ahead.
Speaker 2 (11:40):
I heard there was a person that showed up saying I
have a one-year-old.
Speaker 3 (11:44):
Yes, I'm a one-year-old.
Speaker 2 (11:45):
I want to know what's gonna be here in four years.
That's right, that's that.
That's what I was referring toin terms of that, that parent
energy of saying I want to knowmore.
Speaker 3 (11:53):
I want to get involved more.
Speaker 2 (11:55):
Yeah and I think even at events like that we make
sure we have as many languagesrepresented as well, so that
parents who show up they canlearn about the school but they
can actually apply there on thespot.
Speaker 3 (12:08):
Yes, yes, yes.
Um last year we took 40 or 50or so.
Transfer on on the spot andsome families came and they
wanted to just talk with theschools and then think about it
and Afterwards go ahead andmaybe put in that transfer
request.
Speaker 2 (12:25):
Yeah, so we'll have this big party.
That's in a few weeks.
We open the window.
What?
How else will we communicatewith families?
Will they get something?
You know, a district-wide email?
Will it be in our website?
Talk a little bit about sort ofthe different ways we're gonna
communicate with families.
Speaker 3 (12:41):
Absolutely.
The information is currentlyposted on our district website
under the enroll tab, nice, andwe love putting it out there
ahead of time, before we openthe registration form, so that
families have time to reviewthat information and prepare.
And we also appreciate I'mgonna put a plug families for
word of mouth and checking inwith your neighbors who might
(13:03):
have a similar age child.
Speaker 2 (13:04):
People like Robin, who speak to 500 families every
week.
They could be a big help right.
Speaker 3 (13:10):
Absolutely, absolutely so.
So we really appreciate thatand we also have flyers out in
the community, out at ourlibraries and rec centers and at
, you know, certain key Kind ofhighly populate, highly
trafficked areas like marketsand things.
You know.
We have flyers out to promote.
Speaker 2 (13:30):
We do part of it is the web-based part of it's the
in-person.
Speaker 3 (13:35):
Yes, we utilize as much as we can because we know
families access information in amultitude of ways.
So we will have a paper flyerand we'll do this podcast and we
actually do that too here atthe district office.
Speaker 2 (13:46):
Diego Perez and I we, you know, work together to try
to orchestrate as many differentways of communicating with
families, but we don't do any ofit, just sort of in the dark.
We Then sit back and we analyzeand we check to see what
happens.
Our enrollment podcast are oneof the most downloaded podcasts
(14:09):
we do every year.
When we make the enrollmentpage Updated, it will
immediately have a huge burst interms of parents going on the
website.
So we're always looking forimpact, not just access.
It's one thing to say, hey,come, find out this information,
but if you sit back and nobodyclicked on it, then you're sort
(14:29):
of disappointed that thisresource was there and people
didn't take advantage of it, andand, and and.
Then this podcast becomes partof that story.
We'll be tonight.
We'll be at one of our schoolsdoing a workshop with parents.
We'll talk about this podcast.
We'll give out the paperworkfor registration to everybody
that shows up.
Tomorrow we'll be at one of ourschools having lunch with our
(14:51):
teachers.
One of those papers will be ineveryone's hand by the time they
leave.
So it's just a part of this wayof layering communications.
And you know Robin coming inand and giving us this real site
perspective.
It shows how, as a team, witheach person connecting with
families where they come in inyour case, it's really that very
(15:14):
first time they ever come inand then Stephanie, you're
further away you don't reallyget that face-to-face time with
parents that Robin gets on aday-to-day basis, but both ends
are really important, yeah, andthen, if we do it right, we
start to check our own data andenrollment as well.
(15:34):
That's why I mentioned howrobust our magnet schools are,
because we're seeing thoseapplications come in and then we
go back to our school sites andsay what do you need from us?
So when parents come in andwant information about
enrollment at metal heights,what do you wanna hear from
those parents?
What do you need from us at thedistrict office?
Speaker 1 (15:58):
I'm always in contact with emailing.
Speaker 2 (16:00):
Stephanie Gibson or anybody else in the enrollment
department Support basically.
Speaker 1 (16:05):
Yes, because it's so helpful making sure that our
students' needs are met.
Speaker 2 (16:10):
Yep.
Speaker 1 (16:11):
If there is something in regards to families having
other students in differentschools, just making sure that
families can do things in a waythat's efficient for the
students, and that's when wework with the enrollment
department and sometimes we'reeven like let me keep this kid,
give me this kid give me thisfamily, and you know we try our
(16:34):
best.
Speaker 2 (16:35):
Yeah, to accommodate whatever is best for the family,
ultimately, Always yeah yeah.
So one thing we'll do on ourway out here is I actually just
wanna hear from you, robin.
Just you've been at metalheights Now is it?
Speaker 3 (16:49):
two years.
How long have you been?
Speaker 2 (16:50):
in.
Speaker 1 (16:51):
One year, one year.
Speaker 2 (16:52):
Like one year and how many months.
When did you start Two?
I?
Speaker 1 (16:57):
was like yeah, so I would say about a year and four
months.
Speaker 2 (17:00):
A year and change.
Yeah, and that's something thatyou just say.
I love this about metal heightsCause you've been at different
schools Every school isdifferent.
What is it about metal heights?
You say I absolutely love thisabout metal heights.
Speaker 1 (17:12):
We're really involved with our parents and our
communities, and I really likeit.
We'll have families that havelike a two year old and they're
like they're coming, like getready, and so we're just always
keeping that in the back of ourmind.
I'll be like I should begetting some paperwork from you
cause it looks like you have akinder.
Speaker 2 (17:34):
You get to see them grow up right.
Speaker 1 (17:35):
Yes, and just getting to see that in the community I
had some kids visit from Abbottyesterday and, but you're former
kids, basically.
Yeah, and it's really differentto see them mature.
We miss you.
Speaker 3 (17:50):
Oh yeah, they come in .
Speaker 1 (17:51):
It's like 330.
They walk in the office likethey own the office and it's so
nice cause they're so confidentand they're doing so great,
let's put them to work.
I have their names.
Speaker 2 (18:00):
Let's get a program for them.
Speaker 1 (18:02):
I used to do.
Speaker 2 (18:03):
Hey, I used to be a school principal.
Anytime, one of my formerstudents came back and said oh,
it's so lovely to see.
So tell me, what are you doingevery day?
Every day from three to three,45.
I got some kids you can workwith.
All right, we'll get started.
That's our next podcast isputting these teenagers to work
when they come back to theirprogram at Heno Heights Friday.
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