June 3, 2026 Special Board Meeting: Student Services Workshop

001They changed the name. I keep calling M, but they all uh we're going to go ahead and stand up and do the pledge of allegiance and then stay standing for territorial land acknowledgement. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Stay with me, please. >> Uh, I will be reading land acknowledgement. Santa Rosa City Schools. I acknowledge that Santa Rosa City Schools is on the traditional territory and homelands of the Pomo people. traditional territory and homelands of the coastwalk people and honor with gratitude the land itself and the people who have stewarded throughout the generations. This land acknowledgement cause us to commit to continuing to learn how to be better

002stewards of the land we inhabit. By offering this land acknowledgement, we affirm indigenous sovereignty and will work to hold Santa Rosa City Schools more accountable to the needs of American Indian and indigenous peoples. >> All right. >> Well, I want to thank everyone for coming to our student services workshop. Um, the next item is going to be public comment on agenda items only. So, we'll take public comment. We'll do three minutes for public comment. Um, but it's only for items that are on the agenda, which is the um student services workshop, Bellflower Middle School and High School visit, and the MTSS framework guiding coalition panel. >> We have one blue card if you'd like to stand just at the back there. Our speaker is Chris Acriman. We have three minutes um on the is not

003up here, but Marlin is speaking. Hi, my name is Chris Arian. I'm a teacher at CCLA and as of July 1st, I will be vice president of Santa Rosa Teachers Association. I am here to talk directly to President Casten and anybody who is responsible for making the agendas. Having a special board meeting or a discussion item that could have been a meeting in the fall is absorbable. We have in this last week of school, it is chaos in the lives of teachers. Involuntary transfers aren't happening until Thursday. Most of them are parttime positions and teachers will be needing to pick from several different sites to cobble together a full-time position. admin are stressed because sections have been cut and we know we're going to need more sections in the fall and we're not getting that

004which means it's going to be chaos all throughout the summer when we try to keep going. So admin have been redoing master schedules since January. SRTA has collectively said that if you need us to do a 1.2 right now, sure, not a problem. We are team players. But we have told you you have cut too much. We have told you that the section cuts are not realistic and we have not been listened to. And so in the fall, if you ask us for a 1.2, we will say no. And so you will end up with subs in classrooms. This is an entire in addition. You said at the last official board meeting, don't worry, we're going to approve the charter. But if you were going to approve the charter as is, why couldn't you do

005that during the school year? Instead, you're waiting to make that decision until after the school year ends. Are you trying to hide some something from the students, the teachers, and the community? All of this needs to be figured out about 30 seconds >> before we sit here and we talk about the things we want to do because teachers can't do more until we feel safe and we know what we're currently going to do. >> There are no other. >> All right. And we're going to move to MC discussion which is near a student services workshop. And you don't have a presenting. Sorry. Sorry. Just a second here. I'm trying to get to where I can display. So yes, as we sorry, my apologies. >> Yeah, I'm gonna pull I'm gonna pull up. So we have

006a workshop today that we are going to be spending about well two hours total about 50 minutes probably for presentation and discussion on each topic. So we do have the first topic is the Belflower Middle and High School visit presentation. So wanted to start with just a quick introduction to the topic and then we'll hand it over um to our team that's here. Thank you everybody for being here. Appreciate our teachers who um are participating as well as our site leadership on um ed services. So thank you. Um I do understand the impact on the on the time of year and is really appreciated. Just wanted to share that this is this was of the 7 through 12 redesign. um started with a promise last year that we would identify um so that would be

007you know at least in one visit that would be something that we could model or use as an example um of something that was similar to our size. So just wanted to share that and thank our teams for heading that way. Also to share our festivals at a recap meeting yesterday. um very much appreciated um not only looking at what's been accomplished through this um arranged marriage, they're now praying blind families um and move on with the work. And we would love to have a full um presentation um in the fall around the next steps and really where we are in keeping the the work going forward. Go ahead and hand it over real quick to director Pastor and to introduce our panel. >> Thank you. I don't want to restate too much. Uh, thank

008you, President Casten, superintendent, you members of the board and student staff and community of Santa Rosa City School. I really want to start first of all by acknowledging the staff and the school leaders and all of the individuals, the teachers that have worked so hard over the last year, year and a half, almost two years um through this process. We had two phases and um really thank them. I think all of the community of Santa Rosa City Schools of Aron Mill seen that they've demonstrated professionalism um flexibility and commitment while really navigating a significant change process. One that um the first phase did not have an option really going forward in really we had something in the about 45 days to make this change. They embraced it in the service of students and did so

009in a really remarkable way. the work has been thoughtful, student centered and focused on making this transition as as successful as possible. So I wanted to start by acknowledging that um everyone that has been involved in the work first and foremost. Um pivoting then really quickly to what we're here to discuss the bellflower work and then um providing a little bit of context on how that fits into the larger secondary redesign. The visit to Belfflower, as uh Superintendent Hugh mentioned, was an opportunity for us to meet the commitment that we had in looking for a district that had had a 712 model um in existence. Um, it provided that phase one of our uh, staff and schools an opportunity and phase two leaders with an opportunity to observe a district that had been doing this

010successfully for some time, learn from their experiences and identify practices that may help to inform their own implementation moving forward. And then finally, I think it's important to understand that this that one day was part of a larger secondary redesign that Santa Rosa City Schools is going through. Um we're moving through that phase one that happened really kind of out of an urgency to um close a couple of schools. This phase two where we have two schools um that are be going to be merging into another two high schools and then moving forward as you know we're going to be moving toward a district where we're really going to have a unique model where we're going to have 72 um sites across the board. And so this uh visit really um is part of a

011larger secondary redesign process and working with the learner center collaborative. We had the opportunity yesterday to have a wrap-up and I I really wish that the board would have heard that. Um, as principles reflected yesterday, um, the most important lessons they really learned on building unified school identity and culture, strengthening staff collaboration, improving student outcomes, and creating a seamless, supportive experience for students throughout their secondary years. So really what we're discussing with respect to that visit is trying to pick up on what best practices are going to work for us in San Rosa City Schools, what we learned from that first phase, what we learned from this year, and what we can make the most of as we move forward moving into um a second district. And with that, I will go ahead and turn

012it over to Ashley. Thank you for being >> um hi, my name is Ashley Bell. I am a history teacher at Santa Rosa High School. Um, and I'm starting off the talking because I made a slideshow. That's just that's sort of that's why. And then we're I'm gonna do my best to talk um not as much so that all of us can share our thoughts. Um the slideshow is organized into sort of three different parts. Um what we saw um what we think we should do and then sort of more thoughts added on to it. Um we went down uh the four high schools went down including Ridge and we went down for about 24 hours, a little bit more than 24 hours. Um, we visited Balpire Middle High School for about two and a

013half hours. Um, and so these are some of our big takeaways. I will preface this by saying that I made this slideshow based on conversations that Santa Rosa High, Montgomery High, and Piner High had. Unfortunately, our LC Allen pairs had to drive back and so we didn't get to have lunch with them and debrief. So, I don't this is my uh version of what our conversation looked like and I'm sure they can correct me where I missed or maybe I didn't communicate clearly. Um, but I don't want to at all say that I'm speaking for LC Allen because um, they weren't part of that conversation and their takeaways might be different. Next, please. Um, so we went to Belffar Middle High School. Um, these are sort of the big things that we noticed and the

014big things I think that stood out to us as a team. Um, they share an eighth period day. The seventh through 8th and 9th and 10th all the way up. They all are on the same schedule. Um, which means that they can um, offer their students way more electives. um their middle schoolers were doing tons of electives and they were rotating through them and they were really passionate. They have flight class. It was really cool. Um and so they had a lot of offerings for middle schoolers because they moved to an 8 period day. Um they also had a lot of offerings for the high schoolers for that same reason. Um adding periods gives more access to electives and other things for our English language learners and for our special education students. And so that

015model was working for them for those reasons. Um, we also noticed that built into their day on Mondays, students don't arrive until 10:00 a.m. So 8:30 to 10 is when they have all their meetings. Faculty meetings, department meetings, any sort of collaboration between grade bands, whatever it is, it's built into the schedule. So their staff is leaving at the same time every single day. Um, and they're not staying late for meetings because most of us stay late at our sites um, every day. Um, so that was something that we noticed that we thought was nice. It also built in time for vertical alignment between the seventh grade and eighth grade and then the high school classes and that stood out to us. All department chairs have an eighth period prep which means that they are

016able to meet and collaborate with each other and they're also able to meet as a leadership team with the principal at the same time also during the school day. So they had a lot of different places within the schedule where there was ways for them to collaborate with each other in with basically everyone. Um, we did notice and we did point out that the seventh and eighth grade only had intram mural sports. Um, our seventh eighth graders have more than that which puts more pressures on our facilities than they had. Um, so we we noticed that. And then they also mentioned that when they first switched over to this eight period day, they've been doing it for a couple years. I want to say like three or four, but I'm not going to correct me.

017When they first started, um, the seventh and eighth graders took six out of eight periods, but I guess that they were like getting into trouble at local stores. And so then the board changed the policy and had seventh and eighth graders doing a mandatory eight periods. Um so they had had a shift there. The teachers that I spoke to felt that eight periods was a lot for the seventh and eighth graders. Um but that was just sort of anecdotal and I don't know if that was widespread feeling. That was just definitely the teachers that we spoke to. Um their students all had support classes. Um they all had tons of electives and I think for the site teams that was really appealing to us as far as um access and opportunity for students. Next, please.

018Um, what we noticed, um, the every site admin's jaw drop dropped to the floor when their principal said that they get a million dollars in title funds. Um, we were shocked. We were blown away. We aren't actually that different when you look at the demographics of our districts. Um, and our site teams are not receiving that level of title funds. Um, what percentage they're receiving or where it's going, I can't answer that question, but I do know that our site admin teams are not receiving those title funds. The title funds at Belfflower are being used primarily to staff on site. Um, so they had five admin. Every single admin had a secretary. Some admin had a secretary and a clerk, which meant that a lot of the administrative task type stuff was taken care of.

019So their admin team could focus on things that principles and vice principles are supposed to be focused on. Um, they had an incredible amount of adults on campus. A lot of them were classified employees. And so those title funds were being used directly on site for site employees. Um, and that really stood out to us. The campus was exceptionally clean. There was an adult around every corner. Um, and that sort of calm, cleanliness really, I think, made an impact on all of us. Um, because it it was just impressive that that's how they focus their title funds. Um, their counselor ratio ratio is 300 to1. Ours is 400 to1. Um, their admin ratio is 400 to1. Um, we're going into 700 to1. When you think about it, I was thinking about this the other day

020as a side note. Santa Rosa Middle had two admin for about 400 kids. So Santa Rosa Middle was operating basically at a 200 to1 ratio before they came to Santa Rosa High. We are now operating at a 700 to1 ratio. So when we're talking about like the difference experiences that middle school teachers are feeling and that lack of access that they have to site leadership when you think about it in that context that it was 200 to one and now it's 700 to one. It's a really grave and really big difference and it makes it really hard for site teams to collaborate because admin are just frankly super busy. Um there was uh about 80 classified employees. It's just self-reported. So, some of the numbers that I have listed here, especially on the next slide,

021are self-reported by Ballflower, and I couldn't necessarily verify them. Oh, they also had five security guards on campus, and they had one armed guard who was on the perimeter on a golf cart. They had really nice golf carts, too. Like super fancy. Uh, but they had one armed security guard on the outside. He did not come in. He was not allowed to come onto campus. Um, but he was armed and he was on the uh exterior. Next slide, please. Um, we visited Belfflower because it was supposed to be a comparable school district. So, this slide was created in order for us to be able to see where we are very similar. Um, and I think that there's some important things here. All the things that are underlined are linked to where the information is that

022I found it. Um, so some of these things are self-reported. For example, when I would talk about district office administration, they self-reported that there was about 20 people. I could not confirm that. Um, however, right in the Press Democrat, they reported on October 19th, 2025, we had 44. So, some of these things are a little bit harder to compare. However, there's some really interesting things. Our districts are comparable sizes, but the students that we serve. We have a lot more schools than they have. That stands out just right away to me. We also have a much larger budget than they do. Um, when you look at that, they have a larger budget, but they're seeing a lot more adults on campus. Right? My personal opinion is that budgets are about priorities. $233 million is a

023lot of money, right? So, it's not that we don't have a lot of money. It's just that sometimes we don't agree on how the money is being spent. Um, the student population is very similar. San Jose High is about 1900 if you consider the middle school as well. There were they self-reported at 1911 when we were there, but their website said 2050. So, I updated it to reflect that. Um, I we also listed the number of administrators they had, the number of certificate and classified, which you can see there's a really big gap, especially in the classified. Um, you can also notice that all the pay is significantly different. Um, right? So, the vice principal pay of starting is like $12,000 different. They don't have vice principles. They have assistance. That's why those things are

024different. The classified employees also the range is different, right? And when you look at the certificated, I choose chose VA plus 75 year 10 because that is me, right? And so, if I worked at Bellflower, I'd be making $106,843 and working one more day. So, I just wanted to include this so that you understand why we we why we were sent there. If we wanted to look at a 712, we could have gone to Kalisoga, but that's not a comparablesized district. Um, and so these are the places where it was similar. Next slide, please. >> Well, actually on that last slide, the student population was only in Santa Rosa High and then Delflower. >> I included Santa Rosa High because that's where I'm at and I felt most confident to talk about Santa Rosa High.

025Um, >> we're comparing student population for different. So, Belfflower, that's the 712 high school that we visit or middle high school. So, the site that we visited, that's how many students that they have at that site. So, I use San, right? >> They have two 712s and one um alt ed. Their district is just under 10,000. >> Just trying to get in the high. It's in the high school right now. We have two 712. Next, we have four 712. So, that's why I wanted to include this because I felt like when we're really thinking about how do we compare this and what's useful and like how do we use this, >> I think we have to understand where we're somewhere, where we're different for the any of the information that we're going to share with

026you to be meaningful, >> right, Ashley? Just to be clear, so they had they roughly are just below 10,000 students population for the entire district. They have 10 elementary schools. All elementary schools feed into two 712s and one alternative high school that is 912. >> All the elementary schools are there Peter? >> All of the 10 are their elementary school. >> Thank you. >> In their the population that they provide provided to >> and just a note about the vice principal to assistant principal. The job duties are comparable. It's sort of the difference just in time. So there wasn't anything that uh assistant principles were doing at Belfflower that we don't have other principles doing. which is why I felt confident and comfortable sharing that as a comparison. Even though the titles are different, the

027the scope of the job is incredibly similar. >> Can I ask one clarification on that too since you we're talking about the principal and the vice principal the ratios they're um the number sorry where was it the 4001 versus the going to be 7001 and they had the 400 is that um was that including or excluding the principal? >> They had four principal and it's not we have right now is probably pretty common >> but they also have disciplinary >> like a dean >> classified member like deans so classified certificated I mean I'm sorry certificated not administrators but they are like quasi administrator >> and then they also have extensive classified support so each at Santa Rosa high for example we have one secretary for all five of the site admin we have there they

028have one for each of them plus a couple of them had clerks. Um so the the staffing that is done to support the admin team was insane in a good way. >> Yeah. And I would even add that the staffing for the administrative they had admin administrative assistance for each administrator plus a clerk if needed for the principal and I think the counseling >> has one of them. >> Um but then they also had full-time staff in each office. They had two classified staff members in the attendance office, the main office, the health office and so forth. they were not included in the administrative assistant to the administration. >> They also had a variety of TOSAs like they had one that just pulls data and organizes the data for PLC's so that that didn't fall

029on the site admin like they might help facilitate the meetings but they had somebody that was specifically in charge of organizing and providing like data so that they could work use it for their professional development. >> Next slide please. So this is the takeaways that the team had and again um unfortunately we didn't have the opportunity to talk with Elsie about it. So they might have different takeaways. I don't want to speak for them but when we were we had lunch we went for two about two and a half hours um to Belbar and then um they were like go about your day and we were like do we come back and they were like maybe and we were like okay. So, we went to lunch and we had a fantastic lunch and we sat

030down and we talked about the meeting um really like a lot and talked about a lot of our ideas and I think at least for myself and for a lot of us we felt like okay maybe 712 could work like that was a takeaway like maybe it could work. Um but some of the things that we think need to happen are listed here. We think that our sites need all of the title funds. The title funds are meant to be at sites in our opinion to be used with a person people who work directly with students and are a part of a a site team, right? Being part of a site team means that you're at a site for 5 10 15 years if you have those relationships. Um we also were curious about the

031costs of an 8 period day. Um that's something that offered a lot of opportunity to students to all students. Um but especially to students who are English language learners in special educ in special education. Um we want but believe that the teaching ratios, admin ratios and counseling ratios are incredibly important and they were a huge part of why the campus felt so calm. Um we also really were impressed and incredibly jealous about the amount of classified support that their team had um and really that their students had um to create the really functioning school. Um and we were sort of like are we two schools on one site? Are we one school along in sight? because that's that is not a decision that's been made. Like we don't know what that looks like in the

032upcoming years after next. Um and we kind of need the answer to that question to figure it out. So I put something in bold and red because I think it's really important. That's why I did so many things to make it stand out. But we left feeling that the concept of 712 works but that the working conditions, current financial priorities and trust needed to get there don't currently exist and that sites alone can't make it work without significant changes. Um, and those are my words, but I do feel like that encapsulated a lot of the conversation that we had at lunch that day. >> Question. On the 8th period day, was it did it have um is it all just traditional periods or >> it's a it's a 4x4 block. >> Okay. >> And then

033members get Yeah, it's but it's a four period. Four blocks a day. >> Um, teachers gets two prep. So, you get a prep every day and teach six. They they were saying though that they felt like with um projected budget cuts that the middle school would go back down to six and not the eight. That's what they were feeling like was coming for them. >> Yeah. And along those lines, I I don't want to speak for for for everybody, but from the, you know, the debrief that we got when we looked at the what the schedule presents as an opportunity for teachers, staff, and administration to do a lot of the work that needs to be done within the workday. Right now, we are relying a lot on extra duty. We're relying on people having

034the ability to uh tune in at times outside of the instructional day because it's not built into our schedules right now. What Belfflower had that we are missing is they had they have intentionality built into the day for the work that they need to do before they ever set foot in the classroom. And I cannot the best way that I can like it is think about inviting a bunch of people over to your house and starting all the shopping and cooking as people are showing up because that's how we're operating. >> Whereas if we could sit down and we could plan out, do the shopping ahead of time, prep things, be ready to welcome people if they come in, you're going to have a much better party and and it's going to work a lot

035better. We are planning as we go and we need more time. So that's why I think the bell schedule is is something um it may not be the Belar schedule that we need, but we we need to to plan and think about with intentionality building the work that we need to do into the day because right now our teachers, our staff, and our administration, we we just don't have the time to do the things that we need to do. Well, to be frank, the the trip itself was sort of a microcosm of some of the things that we're experiencing on sites. Like we didn't know how we were getting places. We didn't know what we were supposed to do next. We didn't know how long we were supposed to be. Like it was in general

036very disorganized. And I feel fortunate that we had like really great sight admin there to help try to figure things out. But like it's hard to come back and be confident if we can't organize a 24-hour trip. How can we possibly take this on? Like we were supposed to be done at Bellflower at noon and fly out at 10 p.m. Like what were we supposed to be doing between noon and 10 p.m.? like I guess we'll go walk around the mall after lunch like like there was just like and then people are like well maybe I'll fly back early but then like then the agenda changed the morning of then we had people from LC who were driving back they had a long drive like they thought that we were going to be leaving at

03711 so like when we look at this right and being confident about making decisions and about working as a team we can't plan a trip to LA for adults right who are I would like to argue fairly competent it makes us nervous about trying to implement some of these bigger picture Homer. >> Yeah, thank you. Um, I was just going to say, um, I think that question that you asked on deciding two schools one side or one school one side, it's an important one. Um I think uh one thing that popped up just with the instructional calendar is this idea of back to school nights uh middle school and high school on separate nights when it takes so much work to put that together for staff and to do that two backtoback weeks I think

038is an example of inefficiency and also just creating these I think there's that divide of like them and us which isn't isn't good I think for the overall identity of a school. But the point is that that's a good thing and something important that I think that we needed to say. >> Um, but first and foremost, for the panel and the team that took the trip, thank you so much for making time to have that opportunity to get on a functioning 72 model. Um, what worries me is a lot of things I'm hearing of what made it work. We just got rid of and might not have as well. We'll try and make it work here. Um my biggest concern superintendent is I've been asking for the RBM FHS conversation for months now and until

039we have a true definition of where this district is moving forward, it's really hard to be a part of these conversations because I'm still a firm believer that amen geographically do not work and to keep having the conversation that we're going to be a 712 district across the board and everything's going to work until we have that conversation, it's really hard to have these conversations to help identify who we really are and what we want to be in the future. Um, we have not finished a complete year of our first seven tribes with and Montgomery. Now, we're jumping into Piner and Alen. Um, we still don't know what's going on with Seattle and and CCLA, the seventh eight. We're trying to have conversations about that. There are still so many unknowns that are still vital

040on making a a period day sounds great. Matching delta sounds great. Are label partners able to have a conversation about how has to be negotiated? Like there are so many unknowns conversation that it's really hard to truly compare and contrast what's working and what's not working when we're not the same and we don't have the same opportunity to put into what we may want to be successful. Um it sounds like you know the athletics was a big question and they figured out by having their middle controllers do extra for us to try and continue to move to an interil then taking things away that our middle school age students have been used to having. So those are really big conversations that are going to impact our community and it's kind of hard to have the

041enlightenment in the model to make those decisions. So, um, we really need to dive deep and find out who we want to be and then help guide that gift so that the practitioner know what that help guide. And that's actually good because that's the point of tonight is learning and being able to actually have that information starts with things like case studies and having folks go out and see what other people are doing. And so we aren't going to be able to reach a place of having that information if we don't use opportunities like this to actually learn from folks that went out to get us information to be able to use those decisions. So I'd love to get to a little bit more of the academic learnings, differentiation, collaboration uh from the visit like

042how that experience was. Um >> and you have more on your and you have more on your presentation. >> Yeah. To be clear, I get to speak to anybody who's 7th through 12th who would like to continue being 7th through 12th. And I haven't spoken to every single person in every single school. Um, but I think most of us would prefer to be two cents. Um, our acknowledgement that 712 is working there is not at all us saying that this is the way we should do it. Um, just to be clear, I mean, maybe someone here feels that way, but majority of people would prefer to to each respect our two separate lanes and really respect middle school. Um, this is just an example of it working for them. It doesn't mean it's going to

043work for us. >> They've been doing it for a while, right? >> Yeah. >> They have. But I'd like to add that even this school, they say they've got it down well. They haven't got it perfectly. And they have their other high school, as a matter of fact, canceled last minute. That's why the trip had this big space at the end of the day because they didn't actually feel that they were comfortable having somebody come visit them that day. So in 81, is this something they they were built for or is this something that they transitioned into? >> They were not built they transition they transitioned. >> Yeah. Several decades ago they transitioned, but they said they admitted themselves this is not always perfect >> because it' be kind of it'd be good if there

044was any historical history of what that transition was like. That'd be kind of good learning as we're everyone everyone. We are still actually broadcasting online. one person at a time. >> Um their the way that their their setup was as far as like separating the groups was I would say probably similar to Santa Rosa where the middle school had a building in a park and then they went and accessed electives another part of the campus. Um as far as like facilities go for for academic classrooms. It seemed if I haven't been to Monty to experience whether or not your middle is like that but it felt similar to how Santa Rosa is structured as far as the separation. I would say the last four slides are just me talking about these things in more depth.

045Sarah Okconor was like, "Girl, December. I'll talk a little bit about academics." Yeah. >> From what I saw and questions that I had in and conversations that I had, I think that one of the things that I like to take away from me is that they offer advisory >> um for students that need it. Right? So based off of the um success rate of students in certain core classes would dictate whether or not they had advisory. If they weren't doing well in math and science and English and history, then they were an advisory. If they were passing all their classes, they could opt out of the advisory and go into an extra elective. I like that. I think incentives are important. That's my opinion. Um, I think that my takeaway from meeting with the staff

046was everyone was really happy to work there and they were really happy to be a part of it. They specifically because we had asked in specifics about, you know, did you choose to teach middle school? Did you choose to teach high school? Because we had teachers that were teaching both and that was something that was very intriguing to me based off the fact that we were bringing Palmtock and Piner together next year. and they said, "Oh, we're given the opportunity to choose where we want to ch where we want to teach." And a lot of people teach both in the middle and the high school because they enjoy the different grade levels, but then then there are some that are like, I'm only going to teach high school. And then there are some that are,

047I'm only going to teach middle school. So, they had the opportunity to participate in those conversations, which I thought was very helpful. And it gave people um you know, I think it's important to to have those conversations with teachers and really ask them what where do you want to be connected here? What do you want to do? And it always goes back to this naive idea that, you know, happy teachers make happy kids. So that's important to me. Um, I think that one of my biggest takeaways in regards to the eight slides that our very articulate history teacher, >> thanks. >> I mean, she's a queen, right? Like that was an amazing presentation. Thank you, Ashley. Um, and I am biased again, history teacher, because I was one. But um I think that the reason

048why they're able to offer these amazingly robust things and have all of this staff is because they are very financially secure with the amount of schools they have. And that was very clear to me. We have six high schools. They have two. And so um we our funds are greater. Our budget is greater than theirs because they have they have 3,000 3,000 more kids than us. But their schools have so much more. And so I think for me what it gave me is this idea of like look what it can be, you know, which is which can be a little defeating >> when faced with the fact of what it is and what we're going into next year. So that was a little hard to swallow. But >> what's their secondary population? >> Their their

049populations are roughly the same as ours. Their secondary population is about 4,000 kids. um not including their alternative education program which was only about 150 kids. So you're figuring about 41 to 4200 kids. Um their their population is roughly I want to say it's like 50 less than 10,000. We're over that. We're over 12,000. Um every class that comes into Bellflower is about 300 students. So they keep their population pretty secure in the sense that their fresh, you know, their sixth grade class going into seventh is 300 coming from the 10 different the 10 different high schools. So they're utilizing their funds in a very like appropriate and meaningful way. It's very strategic, which gives them the opportunity to do all those things. We're spread so thin that it's hard. It's like apples and oranges.

050How do you compare? And so I think for me being there um it was lovely to see all of that and wow I mean it was great seeing the kids together they have break together they have lunch together there's no problems I mean these kids are all over the place um but how do you do that how do you replicate that when you don't have the funding for it and it's just so hard to do >> so I'll give you a chance to also from the LC and then I'll go to >> but before you say that I just want to say And every single one of their campus supervisors also had a golf cart. >> Yeah. >> And the most amazing thing I've ever seen in my 30 almost 30 years of education is

051at the end of break and lunch they would bring the golf carts in and literally like paddle drive the kids. >> And we were all sitting there like what is happening? This is amazing. Fabulous. >> Everybody needs a golf cart. >> Golf cart work. >> Yeah. And >> yeah, >> and then I'll go. So I want to give you a chance to attack Sean. I'll get you and then I'll >> Oh, me. Sorry. So, uh, yeah, unfortunately we missed the lunch, but, uh, we had a few hours to talk and collaborate on the way home. Um, we agree with everything on the presentation. I think did a great job. Um, and the two things that really stood out to me was adults. like they were kind of streamlined. Their entire school were long long pathways,

052but you saw an adult everywhere. And I got to walk around with the principal at break. Um, and they had a process and I I think it's something that we could probably manage. They had a process where teachers had like a lunch and break stipen where so there were multiple teachers out at break and lunch. And unfortunately with what we're going through, we don't see a lot of adults on our campus. everywhere you turn, you saw an adult. And yeah, they have an amazing golf course, golf cart contract. I don't know if we get one here for that, but they you just it it just felt more safe because you saw adults. You saw adults talking with kids. Um that was the number one thing I saw. And then in in terms of the only

053thing that I'm more afraid, I think we can pull this off next year. We're very excited to do it. I think Montgomery and Santa Rosa, what I have heard from parents and students is that they've done an amazing job. Um, we are confident that we are going to do an amazing job and I know Piner is going to do the same. The one thing that I am afraid of is the counseling piece and having counselors at two different schools. Listen, if you're not there the entire school day and the week, you're you're losing connection to our kids. And I I do feel the social and emotional impact on our kids is going to be very tough if we really don't try to bolster that and keep as many adults on campus helping our students. >>

054Casey and admin too. We've got admin about to be split and the same for you're going to be a principal at one place for two days and somewhere else for three. Like >> sorry I didn't mean to jump in. >> No. and they had eight counselors on site including a wellness counselor. They had a a beautiful wellness center and an intervention coordinator and so they had a lot of student >> well and I'd also like to highlight that all eight of their counselors are administrative credentialed as well and so they all share the responsibility of supervision. So whereas in Santa Rosa City Schools you have four administrators right now except for at LC supervising every game, every after school event, all the theater, all the drama, all the stuff they have 13 doing the same

055thing. Um, I do want to recognize though and the middle school boys, I think they're a middle school teacher here, they did recognize in their um, presentation to us that the middle school is kind of lacking an identity and that they weren't really needing to focus on that and they did feel to some extent middle school was getting lost lost in the shuffle and forgotten because the the problems and the issues and even the goal in high school is feels so much more um, pressing and kind of more on fire when there's a problem that middle school does get kind of washed out. and they were talking about that that's some of their plan for um kind of the next round of their intentional planning. And I really want to come back to your point

056of intentionality was the word that I took out of the whole thing. Like they were so intentional about what they did and there was so much long-term planning because there was continuity of staff and administration there that it made that possible. So, um I I I think it was good that they were willing to point out their their shortcomings in terms of um middle school um community and culture there. If if I may, I know that there are directors that that have questions and and but there is one thing that I just really want us to pause and name and that is what brought us to the 7 to 12 is the fiscal crisis that the district is going through. So to director's point, right, we're still having to keep that central in our mind

057as we discuss what the next steps are going to be. And I do think that it's important to note that that decision created the 712 structure at Monty at Santa Rosa High. It is also now necessitating that Piner and LC are transitioning to what point that continues to become the model in Santa Rosa City Schools. I think the takeaway here and what we're pushing is it's not the amount of the money that we have to just focus on. It's how we're intentionally distributing it. And what we saw at Bellflower was intentional distribution to put resources and time back into the site. And I think that all of my colleagues sitting here could agree that's what we're looking for. We are looking for that intentional design now that the decision has brought us to a 7

058to 12. We have to consider intentionally spending the money that we have specifically at the sites to put more staff on sites to support teachers and to make sure that we have adults on this campus for our kiddos, especially at the seventh to eth. They need people. I I do that on a daily basis. I try and get down to to the area where our seventh and eighth graders just to be there because what they need is eyes and a smile and a high five or to go play ball with them and that is very different than what high school principles generally are doing. Um and and our our seventh and eth teachers need the same thing. They are used to a different type of interaction. So, we have got to figure out now that

059we are in the place that we are intentionally designing and pushing resources into the site in a way we have not done in Santa Rosa City Schools. Belfflower is one example and we're all calling on to see, but that's the work at hand. That's what we're going to focus on next year. >> And I I want to piggyback on what Kim's saying here and just the sense just to give you an idea of what we're talking about. I have no idea how district financial budgets are made. I don't work at the district. I work in the site. But I will say that when you hear things like Belfflower's Title One funding for the year is $1 million, Piner High School's Title One funding for the year is $72,000 total. And so when you talk about

060purchasing teacher professional development in the summer and doing extra duty, all of that comes from the budget that the school has. It's not coming from district central services. So that's what you're comparing 1 million to 72,000 >> me. >> Yep. >> Okay. Yeah. Um a few things. Um in terms of academic questions, I'm wondering did they have uh I'm thinking of like math one like with eighth graders and ninth graders could kind of both take it. Do they >> mix them over there or not? Oh. Uh, I I about that. So, I teach math. Um, because that's what I've heard a lot when I watch the board meetings is that we can have the eighth graders, the middle schoolers taking the high school classes. And they said, "No, absolutely not. They do offer math one

061for 8th grade, but they have their own 8th grade math one classes just like our students do in middle school currently." And and I don't know if >> and I don't know if you all talked about it already, but did you guys talk about like their whole PE thing that was mentioned before with like you know their band or cheerleader or whatever could get PE credits and and how to what extent they do that there. >> Oh, I would love to answer this one. I grew up in Los Angeles County, so it was like coming home for me. All of their athletics are a part of their physical education. So sixth period is the period that all or eighth period, excuse me, not six, thank you. Eighth period is the period that all sports have

062their their PE class. And so they have a ton of coaches that are on-site coaches, that is something that is rewarded in their system and prioritized. And so students that are doing cheerleading, baseball, football, whatever, they all are in that period 8 PE class. So, they're getting PE credit for that, which is how LA County has run their schools forever. >> Um, and so that is not only a incentive for students to participate in athletics, which we all want students to do if that's something they want to do, >> but it also gives them school credit for it. And so, you have students that are taking four years of PE because they're invested in those classes that they're interested in, which could be football. Don't even get me started on their facilities. Their facilities are

063all turf, beautiful facilities. Turf baseball field, track and field, football field, turf soccer field separate from the stadium and really nice. So, and they also had three full-time custodians during the day. >> And the nice part is for those students who are playing sports, they're not being pulled out of their sixth period flats all the time to go to a game from their >> P too, right? like odds were middle and then even higher or something like that too. So there wasn't crossover in the locker room. >> They were using the high school athletes to help run. >> Yeah. Yeah. They had the high school kids helping coach. >> We trusty Kirby because he was on the trip. >> Yeah. >> Um yeah, thanks again for the presentation. Um couple things. Um just to add

064on to what you were saying, they you're right. It was nice to see this as it could be for us, but just remember they also said they're getting ready to go through big cuts. So, it'll be very interesting, I think, to come back in like two years and see how how they're going to adjust with their cuts that are getting ready, you know, the impendingly cuts that they're going to just to see where how they how they how they do, how they end up. So I they're going to >> well but they're also starting way ahead >> Sure. >> of us. So you know you again you look at the number of adults and when we start cutting adults we're starting down here and cutting they're starting with to us which almost seems excessive because

065it's so many people. So, if they're cutting 10%, it's still for us going to feel like a lot of people. >> And I think what she was referring to with the cuts for her title program is not that her title money would be cut. It's that she now had to share that title money with the other school because the other school had not received title money in the past. And so that was specifically what she had said. I will get less title next year because now half of my title that I get now will go to the other school. So their title is not getting cut. It's just that she has to now share it. >> Right. But that but they're still gonna have to reduce positions. >> I think what she had said in

066the meeting with that we had had with her was that they were not going to be able to offer so much robust professional development in the summer. >> They were not planning on cutting positions. >> Well, I think too we should be racing to the top, right? Whether it's with 712 or it's with our 55% of our budget going to classroom educators. We shouldn't be looking for comparisons of people who are doing it poorly, right? We should be looking for places that are there doing it well. We don't want places who are also getting pep and don't have counselors or admin or who don't meet the state minimum requirement for paying people. Like that's not who we're looking to compare ourselves to, right? We're looking to compare ourselves to people who are exceptional, who are

067doing exceptional work. again here. >> I was going to say I had in my notes that about 350,000 of the billion dollars of title went to staff members on site and so they they cut some of it but she did say the summer professional development ate up a really really large chunk of it because they're paying everyone additional to come in and that that was where she likely envisioned that. >> Yeah. I know the other thing you guys all noticed that how safe and secure they are. So I I spent a lot of time when you got I was talking to the admin saying the security. So they are allowed to just correct. >> Oh yeah. So she said that the guy with the gun couldn't well he had to be invited. what she said.

068>> He actually while I was talking later um it it was for some kind of custody. >> Yeah. >> Correct. I'll just say that a big portion when I talked to their team was that they actually um do an excellent job I think of holding their kids accountable for their action when they and they just maintain that consistency. So that was a big part of I think why we're so well >> intentionality of building the system so that we can hold them accountable because we believe me we as teachers we really want to but we don't have systems in place and because this was all done quickly. We need the time to build the community together so that we can come together and come up with a common bell schedule. We can come up with

069common plans on how we're going to keep kids accountable. But we we haven't had time to do better. And that's something that I feel like really came out of this. It's like we need some time to work and not time led by somebody or more work to do. We need time to take and the things that we learned and actually have time to plan it and put it in place because I think we can do that great stuff. Um but we we've just got to have time to do it. >> Yeah. And the last point I want to make was that um I know you brought up regarding the bell schedules and this may have been in their notes. Um was that you know they were sharing some of the teachers, middle school teachers were

070able to teach uh high school students as well to really help to expand the use of their staff which but again we got to have the same bill schedule. >> Yeah. >> And credentials. >> Yes. If if if I may, I I I'm not sure which director was that raised the question about the inter mural athletics. Um I would really be interested for us to discuss that because one of the things that I see with athletics at the junior high is they are not equipped in the same way that high schoolers are. Transportation is a huge cost and when we cannot fund that transportation that cost gets projected onto our families in order to be able to to um participate. The idea of having intramurals actually probably would create a lot less um a lot

071more participation. It would be a lot less demand on our families to transport kids. Um it could be done in such a way that it wouldn't be uh impacting facilities as much. So there there are I think very intentional reasons and the idea is not to not allow seventh and eighth graders to participate in athletics. I actually think that it could be done more developmentally appropriately and in a more equitable and supportive fashion for our seventh and eighth graders to develop that as a a format that doesn't take away we we are in Sonoma County. There's a robust um ability for students to participate in outside leagues. Um some of those have their own challenges. Some of those are about money. But the idea of being able to support a student to participate in basketball

072or volleyball and not have to worry about transportation, not have to worry about all of the other things that sometimes go along with competition and travel, I think is something that we need to do our due diligence to review before we look at that as something that would take away from our seventh eighth graders. It could be really value added. >> We have five more minutes of Casey and the New York. So, I just want to throw off that. I think and I I know it was talked a little bit in the last boarding board meeting I heard. I think that's the importance too of really teaming up with those outside sports and let allowing them to use our facility and getting our seventh and eighth graders to be able to stay on our campus

073with outside teams. There are so many travel ball teams, AAU basketball, um there's POW football, there's soccer programs, and in my opinion, they're getting priced out of our of our fields. And I know there is a middle ground somewhere. Um and I do know and I I have friends that are the coaches. I have coaches wanting to come to LC, fix the fields, and use them for their 11 to 15 year olds, and those are sixth, seventh, and eighth graders. So really making it feasible for those outside parties to kind of use our fields, it will benefit a lot of our middle schoolers too. Lamar, >> I think one of the questions that I had was um well there's two. First around um to understand the the geographic makeup of the district. Do they um

074because we have like multiple feeder districts that are coming into our secondary. Are they pretty much those 10 and two schools. Is that generally the district or do are are are they competing with other districts internally is the first question? >> No, not really. I think that's generally their district. >> Yeah, they're unified. So they're they're elementary and their secondary is the same number. >> And there's also not like too much charter competition maybe or >> we did not I we cannot answer that. I did on their website. See? Yeah. That they all matched hers. >> And the the second part of the question in terms of those figures that we saw in terms of salaries, um I imagine that's just salary, but um I don't know if staff could compare uh um full benefit

075costs, the salary plus the cost of full benefits. So we could kind of compare that as well. >> Comparison. And and the other last question that I had was do we know if on their sites they had any like cuz you talked about a lot of classified staff. Um did they also have like maybe HR staff that also worked on site or no? >> Their district office was separate from their district office was separate from the site we were at. But they they one of the things that we did not cover is that they had four full-time college and career um they had three technicians and one counselor full-time every day >> at the one school. >> And they um in there not only did they that it really was college and career. So that

076was where students would get their work permits processed where they would get information and support for filling out job applications where they would get information about uh legal enrollment. um college options. So, it really was active not just for supporting seniors who are going to college. It was across the boards for anybody that would need access to college and career support. >> They also had 10 CTE programs and were looking at expanding an introduction level to the middle school to connect with the CTE program at the high school and had planned on making for all ninth graders completion of a CTE pathway a graduation requirement. And while all of their classes were A through G, their graduation requirements did not match the A through G graduation requirements, but they offered all A through G classes.

077>> I'm going to generally then we have to move to the next. So, um I really want to elevate what principal Ka brought up of the fact that we are six high schools in this district and um really want historical understanding of our challenges as a district to be at the forefront of our decisions moving forward. In the mid90s, two high schools were voted on and built because we were housing 27,000 students the school district. We now are responsible for 12,000 students and that is declining due to the density of Sonoma County. We whether you know west of Bassville, east of Soma, north of Cloverdale within that driving, you have a 30 minute driving visit through other districts that also have one high school or two high schools that they can fully support with their

078funding. We are the only secondary district in the city of Santa Rosa where we're attempting to fully fund and operate six high schools. Thus, our challenge of the creation of a 7 to 12 needed um it's a really big challenge and as a longtime parent advocate, one of the greatest challenges that I saw this district struggling with were trying to do everything everywhere because it was so difficult. And here we are still again before we still have that many schools and the the competition of it competition of the feeder schools that Delar didn't have that we have. So it was great to get some eyes on something that was working and why it was working and have some compared to um we just seem to have a few more hurdles here that we need to

079needed to focus on and look further down the road on how we're going to get through them. >> You point out something important. um their allocation with two high schools of title one is 2 is $3.5 million. Ours is 2.8. >> For a larger district, ours is 2.8 almost $2.9 million. And as a smaller district, their allocation of title one is 3.5. >> Yeah. So they have many more. >> Yeah. So we're 67% um SED. They are 89. >> They are 89. So, they're receiving a lot more LC. >> I'm going to have to move this. I want to make sure everyone gets a chance to just get a lot more. >> I wanted to kind of jump on what uh what director was saying about um not adding on because that is sort of

080a a constant with our district is the perpetual trying on of new hats >> and like this is a really big hat that you put on our heads and there needs to be time. I think it can work. I'm not a like let's dump it go back necessarily but there has to be time to make it happen. My statement when we were going through and having the sessions at all the high schools and parents asked me what do you think about this is I don't I'm not opposed to the 7 to2 model. I don't think our district has the capacity to do it in the time I'll be charitable and say in the time that it' given us. Um, and that's that's been the experience is like the support that was promised was not followed

081through on to the degree that we needed. And so there's been a lot of um effort put into trying to make that happen. And in order to have any chance to make this really workable and feasible and not just survivable, we need to have time and we need to have things not just paused in terms of putting them on our plates. We need things removed like that. We need to look and see what are things that are not necessary that are things that we want but we don't need from teachers and from staff and sites. Like you have to cut down a bunch of other stuff in order to let this big gigantic thing be able to happen. So thank you. >> Well, thank you all. Thank you for going on the on the trip

082and then helping educate us on it. Uh we're going to move to the next item, but this is a ongoing conversation and I think one of the things that I also heard is they're concentrating their thoughts and their resources in fewer sites and that that's um you know maybe something something that may have been our intent but we didn't do the intentionality part of it yet. And so hopefully this can be where we're continuing that conversation and how we are concerns. Thank you. >> I would like for a new lady in the performing arts center. >> Yes. >> No later than 5:30 p.m. My >> park on Peterson Lane and walk in the back. >> Okay. >> You going to the parking lot? at 5. >> Yeah, you get back there at 5. I'll come

083up there. Rosie was like invite. >> But you know what though? No party. >> Oh, do I wear my my grad hat? >> No, you don't wear a hat unless you have a PhD. >> I could I can make one. is the only one allowed to wear a hat. >> But I'll be there. >> Okay. Okay. >> So, they can And I also have >> Emma. my moment about 55 minutes. So I want to make sure we get started. >> We're now moving on to MTSS framework guiding the coalition panel and the CAPS network. So, I'm going to go ahead and um say thank you say as what I shared with the other team presenting. Thank you for being here when I know it's an incredibly busy time even I know this work is incredibly

084important as we move forward and um the work that you guys have done over this last couple of years is just really impressive and is really what we want to use to build for the for our district going forward. So, I'd like to hand it over to Dr. Cardi to get us started as you're pulling the slides up. >> I will I'm gonna butt in first. >> Okay. >> So, I'm just gonna ask actually to go around. Emma, you're 100% you should be introduced. You should be privileged and you could be cherished too. So, um you >> if you could just go your your your name, your school, and your department. Thanks. >> So, I'm Emma Thompson. I am at Elsie Allen High School. I'm in special ed and uh I've been Elsie Allen have

085been a part of the CAPS network for two years now and I've gone to two or three different trainings for it now. >> How long have you been at LC >> as a teacher? This is my fourth year but I was an assistant before that so seven years altogether. Chris Acriman, CCLA. I'm in history and CCLA. Our group has been together for two years. Gabriela Torres, interim principal at CCLA and uh we have been in CAPS or doing CAPS for officially for two years, but I would say we have started this momentum of MTSS uh four years ago. Uh Leah to the SEU fourth grade um teacher at CCL >> Alborn vice principal at Montgomery. This is my fifth year at Montgomery and we started doing the CAPS network CAPS network work this year. >>

086I'm Montgomery Jr. I teach so some of the eighth grade um history and um I just have to add everything here today because I was not involuntarily transferred um as of Monday. Um but I was I started to not all this work but I um just want to you guys invest time and energy in someone and then you shove them off somewhere else and that work gets lost. In case you wanted to know, when Gabby said we we started four years ago, Amy Scribner was a big part of that when she was at at CCLA. >> So I was a school climate culture professor over there for four years. >> Okay. Um you have the the special ed review on the other start there. >> Oh, sorry. I stopped projecting the screen in here. Let

087me try this again. While the slides coming up, um the model that we're talking about is not new to me. This would not be my first rodeo in using this model. In my previous position, I was a director of educational services and I was responsible in Dublin for fully implement implementing this in a district of 12,000 for all of our schools, all of our schoolers, all of our principles, all of our teachers that got this training. I will say when we go to the special education summary, one of the key items in the special education summary and this is a dot that may connect to previous presentation where people were saying we need to look at more resources. Um, our identification of special needs kids was much higher than the county and the state average

088and I think it was identified about $26 million additional if the rate was brought down. In Dublin, we fully served kids. We fully integrated kids and we had a special identification rate of between 10 and 11%. And that's because we were all in on this model. So, I'm not speaking about reading books. I'm talking about. I have led this process and I would encourage the board and everybody to uh really work with this. Um in the special ed audit, one of the terms that you see over and over again is called MSS. And here's what the words mean. Multi-tiered systems of support. Before you you see the tiers, there's three tiers on the triangle. Tier one, tier two, and tier three. Tier one is grade level standards for all students. Tier three is kids that

089need exceptional amounts of support. Tier two is additional support, but still on grade level standards. The particular model we're on, the mantra is getting as many kids and many many many to be learning the grade level standards which happens to be common core standards which happens to be college and career ready standards. That's the model. So I just wanted to make that point. The student study team comments in the special ed review is likely because there wasn't a consistent model like this that would give explicit guidance in all the different tiers that we go through before we make a referral to special education. So it means we're serving kids, we're preventing and then as a last resort we have kids going to special education. So I wanted to make that comment. Um if we could

090now Lisa go to the PowerPoint slides. I am following the PowerPoint slides that uh Ayita put in. She had a family emergency. Uh I hope that I can even come remotely close to how well she would be presenting. I am intimidated by that. I have an audience that will give me my feedback. But uh if you could go to the next slide. Um this would be the agenda. We're going to do a brief overview. Uh we're going to have a a panel discussion and really you want to hear from the panel. Um we're going to not spend any time on the facility of PLC light. It's a very good article. It goes more in depth if you want some background information about doing things halfhazardly versus doing things in depth. It shows some nice interest

091and then certainly open discussion uh with trustees on there. I also do want to say before I start that I did make this presentation similar one to the executive council and I want to make sure that I'm really clear on one point if you correct me if I'm wrong. Uh, one of the when I made the comment that this is a three-year minimum program, it's a three-year roll out. My experience in Dublin, it's six years minimum. And a couple of the participant, a couple of the people I was presenting to chuckled. The reason they chuckled is because they says we don't do anything consistently in Santa Rosa. So, I am throwing a large ask to the board that when we start this process, we stay allin for multiple years. That gives the teachers confidence that

092as they go through these layers that we will stick with this process. It's not automatic. It's not easy. It takes a lot of work. We have to stick with it. That would be my advocacy. If we go to the next slide. So what is in the name CAPS? So CAPS basically says it's the California Principal Support Network. That's the the group that we're working with to help us understand this model. Now immediately being Santa Rosa, we don't we're tweaking that because while it's a caps, we want to say that this isn't about principles. This is about principles and features and classified in Dublin was all about parents also forming what's called a guiding coalition. For those of you in the business world, you may have heard of a person John Dr. Carter who has a

093very famous change model. And in his change model, in fact actually it's also posted in our SRTA hallway which I reminded them um that there are eight steps in his change model. The first one is create a sense of urgency. If the special ed review doesn't create a sense of urgency in all of us then there is a problem with us. We have to really look at that data. The second one is using a guiding coalition has been one of the most important factors of ongoing change and we heard from the previous presentation that our principles are stretched. The teachers want more from our principles. One of the remedies for that is that we have outstanding teachers and classified staff and other staff who work with the principal on the implementation of this model. And

094I know our speakers will be talking about this, but it is it is a really important thing. And I will say, Emma, that I I owe it to the LC staff on October 3rd, I listened and watched the teachers present and lead at the staff development. I was blown away. Where did they get those leadership skills? And this is one of the places they got the leadership skills. So, one of the things that I believe that we will notice districtwide is a leveling of leadership. There's going to be significant numbers of leaders that will be popping up helping the principal take some burden off that and the teachers will have one of the best voices which is other teachers and I think that's really critical to the change effort. I can say whatever I want

095to say Nick you can say whatever you want to say but when it comes from the teachers to other teachers guess what they know how to message. So that's really important. I also want to say one thing about um caps. All of our feeder districts are in caps. They just ended their second year. All of their all of our competitive K12s that were worried about sometimes they're just finished their third year. So, we're going to be doing a catchup. One of the ways that we're going to catch up faster and go faster is we're also proposing a district guiding coalition. that is people like yourselves who are experienced with this process working with administrators administrators in the district office working with SRT to say how can we make this go faster if there are some

096problems let's address it right away if we have some bright spots just like your visit to Belfflower let's find the places where things are going really well >> I'm going to interject something so um several years ago Dr. Cindy Cindy Polar, who really leads this work, came and asked if she could be coming into Santa Rosa schools to help us um and and start implementing this. And that's where Elsie and uh CCLA and other school sites were part of it, but then as we went to 712's pulled back because it wasn't um the mesh and I believe Megan, were you on at first? Yeah. So it was, you know, so it's not new to our staff, but once again, we have to build it together. Um, Dr. Polar was also the principal of Montgomery. She's

097read about us all in the paper. She's follows us well. She wants us to be successful. She wants to give us more of her time. She's been very gracious and helpful um in supporting us. I just wanted to put that. So when you mentioned the pause because the seven didn't match it didn't match with transition or it's not going to match going forward >> going forward you'd have one coalition that you know so it won't be a divided so it won't it would be a together so it will be far um better I would say achieved and um I'm trying to think of the word but >> to add to add on to this >> remember during my public comment and you mentioned it before you have to get everybody merged, safe, figure out the

098day-to-day logistics before you can even take on this work because you have to know each other. You have to trust each other and you also have to have the schedules um and the infrastructure there to build it. And last year when we put in the 712, the time frame to do that was too short. And so it made sense to do a pause. I also feel it's the done to versus the done where and so we want to make sure it's >> if we could shift to the next slide please and I want to say that Chris just touched upon these are the there are six six one-day sessions for each year Chris just touched upon session one and session two and that's building the learning culture getting the entire staff together and when We

099heard the principles talk yesterday uh about the 712. They talked over and over and over again that we had to establish a culture where we could communicate with each other. And that's really what CAPS will be adding to. They cap by doing the CAPS program, we'll be adding to presentation we just heard. They're going to be on a similar page. And just just so you know, this isn't like a program like you buy a textbook and you get implemented. This is very cultural. This is just the way a school operates. >> Should operate. >> I I want to establish a really important point about this work and that is it has to be teacherled and so that if I'm off base, I know I'll get some feedback. But I want to do a little history

100lesson. How many of you have heard the common core standards? Okay. The popular core standards were not written by teachers. They were written more by researchers by consultants. And the teachers will tell you they are not user friendly. They are use. And the teachers are facing these books that are written by you know about the common core standards. They're going how do we interpret them? One of the things that's key about this program is we have to and the other thing about common core standards are there are too many. If the students had to learn all the common core standards, they would be driving the bus. They would be working 24 years old. There's too many. So then how do we then reduce that? One of the comments that came from the team that presented

101to the administrators is we have to we have to have a permission structure to the teachers say we need you as professionals to decide what are the priority standards. We need to give you time to start breaking these st skills down and there are techniques in this model that show the teachers how to do that and I know they've talked about that. The second part of teacher ownership is now that we have these priority standards, how do we know the kids are meeting them? Well, that's when we get into formative assessments and the teachers will talk about that. So, when we do a formative assessment and then we see how the kids are doing, there's two different paths. One path is some kids might hit it out of the park. Maybe they need some acceleration.

102The other path is maybe kids need some support. in the model before you, the teachers and the principles need to have rich conversations about how we set up these new systems. And so they will talk about that. And then lastly, in terms of the model here, this isn't just about academics. It's not just about remediation. We do that and it is also about acceleration, but it's also about social emotional awareness. So that basically the schools are going to be restructured ultimately in Dublin. This model was used for our sips. This model drove our LCAP. And the other thing I'm going to give you a heads up on, if you want to stop process right now, you can. I promise you that after the sites all start talking about these models, they're going to start pressing

103on the district to find additional resources because it's just a natural natural run of events. Just like the last group said, we need more resources. They're probably going to say we need more resources here also. So, I'm just g giving you a heads up because they keep interrupting you. >> Great. They want you to go rather than me. >> Um, keep in mind as as much as teachers are going to ask you for money, we are really stingy and we are really good about finding details. So, our first thing what we do is we cut all the fluff and then we start to ask you for money. So by the time we get to that that point know that we have done a lot of background work before we ask for more money. >> But

104this should be driving the LCAP. When we talk about the LCAP, it shouldn't be some separate thing. We should be rolling out the asks to the LCAP from the sites and that process will start happening more and more often. So you I'm going to switch to you. You want to talk about the test scores? >> Um do we have a slide on a slide for that? >> Yes. Oops. Um, this is another reason why we're going to go to the test scores. Um, in in your in the slide presentations, you also have a um larger one that's all built out all the way from 2021 until this year of all of the data that we have for all of our students, subgroups. Um, that was all actually made by um >> Karen Williamson, which is

105amazing. See you attached that one. >> Oh, you did down the >> She made me a liar. I did. >> I remember looking at it >> this one. >> Yeah. So, there you're going to see. So, >> updated. >> You are gonna Yeah. Um, so Karen Williams, I'm going to have to give a shout out because she's the one who actually got all this information and you're going to see this is where our kids are at. This is our reality. It doesn't have to be our reality. Um, and there are many reasons for it and and it's, you know, all of it together. And this is one way that we can be better is actually going with what are essential standards. What do our kids have to know before they go to the next grade?

106When I talk to a fourth grade teacher and I'm a third grade teacher, hey, this is what I really need your kids to know, you know, and so it really goes up and it's articulation which we talk about, we don't actually do um or do it well. So this is the way we can do that and it's all the way from high school down because all the way to TK because we have the students it's our job and our you know mission to get them where they need to go to college and I want to say career. I want to make sure that keeps coming up ready. Um so you can dive in to this on your own time because I know you know every morning you'll want to drink it uh while you're drinking

107your coffee go over it. More importantly, I really want to be able to teachers should be presenting because that's who's really doing the work. I don't understand why it's called principal network. I've shared that because it really is the teachers doing the work. >> It's principal support. >> Thank you. But not >> principal's role is to >> support. Yeah. And so that but I think that that's that's the most important thing, right? Because >> there you are in the classroom doing the work that needs your So, well, I'm gonna have actually share the >> Oh, jump on in with the data on that one. Um, in our last, um, professional development, um, we kind of talked about this and then the teachers were so ready to dive into the work. And that's we were feeling

108as a point of building community was letting us get to the work. Stop talking about our killings and how we feel about the murder and blah blah blah. Like, let's get to work. And people were so eager to get into, yeah, what are our essential standards? And like letting eighth grade talk to 9th grade and nth grade talk to 10th grade and like starting to build that that even just the energy around that was really it was so positive. But that can be a culture building moment as we're going from you know into 712 high you know schools >> and I think if I can hear it also means that because our feeder districts also in this model we now have a common system of common methods we can begin to make sure that when

109those kids come to our district they're prepared >> or possibly eventually year seven eight have conversations >> yes >> with those districts. >> Um I'm gonna actually let uh Leah uh start us off. So if you will just go through what this is. >> This is the word. >> So um I think that's the same one that's down there, right? Um so as it was mentioned, we're in um CCLA is in year two of the um HAPS um professional development. And so um in year two, what we do um is look at our MTSS model. So, our multiple um tiered support system. And so, you really have to analyze um where you are at as a site. Like, so they teach you about each tier. Um what does it look like? What what it shouldn't

110look like? Um what doesn't it look like, right? Um and so we're constantly reflecting as a site like where are we, right? Um so they make you put it in red if you're not there. They make you put it in blue if you're there. Um, so as you can see, like we're in year two and we have a lot of a lot of red still. Um, but really what I think is the most impactful part of the process is that when you sit as a guiding coalition, so in our guiding coalition, um, it's an administrator, two elementary teachers, two middle school teachers, um, because we're TK8. And um we really it just it's like like Amy was just saying it was it's like that they constantly tell you um clarity pre uh precedes competence, right?

111So like it's that moment where you're sitting there and you're all like having a very transparent conversation on like this is where we're at, right? And it's very clear where we're at. We're all in good consensus. This is where we're at. And then it comes with well what do we need to do next, right? Um, and so you're constantly being taught, but also have to have reflect. And I think as teachers, that's the part that those of us that have been participating in this process, we find the most valuable is that they're really hard days in terms of like you've talked to, taught, taught, taught. It's like a college course all day. Um, and then we get work time at the time, but the work time at the end is like reflection, right? Like you've

112been taught all this. What does this look in your site? Like what now? How are you going to take this to your site and how are you going to disseminate this information to everyone in your staff meetings? How are you going to get everybody else on board? Not the principal, but like the teachers like how are we as teacher leaders going to get everyone to get on board with this process? So then we have to teach our colleagues this and get them on board to do this work. Um we definitely um have met resistance and that's also something they prepare us for in this process is that any time that you encounter change there's going to be resistance. Um so we're trained in doing that too. Um we prepare for staff resistance. Um, and I

113think there was more the first year this now that this is the second year I think it's kind of the tone of like well this is what we're doing and the numbers are higher and so like the outliers are kind of like well this is what we're doing right. So um I think in all it's been a very positive experience for our site. Um we're at the point in the process where we have our professional learning teams. So people are divided up in middle school by departments mostly. In elementary it's by grade level. Um so people have their team and we're meeting um at least for elementary we're meeting um during our Wednesday planning time. Um but it's slowly and my team can correct me if I'm wrong, but it's slowly turning into um what

114we traditionally collaborate on is like we're doing this lesson, we're doing this field trip. this now turning into like this is the data for writing. This is the data for the last math assessment. Whatever the data is, this is what it is. Like your students really did well. Like what did you do? Like my students didn't do as well. And so the conversation is not so much on like planning minutia stuff, more like looking at data and instructional practices that are working and teaching each other, learning from each other. Um, and I think that that's the ultimate goal. Um, there's a lot of culture building. When I was hearing the other group present and they were talking about culture, so much of what they were talking about, this process kind of forces you to do

115because you have to get very comfortable with being vulnerable, right? And say, "This is what I'm doing in my classroom. These are my test scores. They're not great, right? but maybe what Gabby's doing is great and she's going to show me and I'm going to try it and I'm gonna do it with my students, right? So, it's like constant culture building around it's okay for you to be in the learning phase. We're all learning. We're all trying to learn from each other and figure it out. I think that's important because first of all, thank you for being vulnerable to show that because there's red, but that's our reality which is not negative. That's honest and that's how we're going to improve. And I think that that's really important. And I think you said something else

116really important. The teachers are teaching each other. Administrators come and go. We know that. So I think it's important that our staff I know our staff are there. They're the constant. >> And so that's where it has to be because when an administrator leaves, the work shouldn't leave with them or the systems, the protocol. >> That's who's going to make the stay. It's the staff. So I just kind of >> and that's why they also say like with selecting essential standards like it always comes up as a question like was that a district responsibility like should the district be dictating the essential standards to every site and the answer is no. When teachers have to work through looking at those essential standards unpacking the standards knowing what the learning looks like knowing how do I

117know a student knows it? How do I know a student doesn't know it? When you as a staff, as a teacher go through that, that builds capacity within your staff of being able to do that across content areas across anywhere, right? So, they don't want the district office to publish essential standards per grade level. They want teachers in the trenches doing the work, selecting the standards, coming up with agreements as a grade level and saying this is what a fourth grader in the first trimester needs to accomplish in math and writing and whatever. Um, and that's like a consensus for consistency in the grade level and ensuring that they move on knowing what they need to move on with. >> I know you had something. I was just going to tag on to what Lisa

118said and Chris, you kind of I think spoke to the power of this earlier that it's it's more than just what the work that's been done. It's how you're doing it. It's creating like a system and flow of work that outlasts any one person on the site because all too often when we train a person and they have this skill set when they're gone, the skill set goes with with them. And this is about establishing a flow of work that remains and really changes the way we develop ourselves as professionals. And um we're very new into the process at Montgomery, but it's already had an impact on the way we have had some professional developments. And I do want to just give Amy and Gina Farah, who's not here, some credit because they are the

119ones who championed our last professional development day. And we did get a lot of staff compliments on not just administrators feeling good about how it went and they're going to continue to help with that work next year and it's just super important valuing my work. So also um once again the prior presentation talked about being intentional and one of the things that we have done is is realize when are we going to do this work and that's really important and so during our leadership committee we sat there and we looked at the SRTA contract principles have 21 hours for staff meetings and we talked about it as department heads and lead teachers. And Gabby, to be honest, she let us talk about it and she just was there as the admin rep. and and we

120decided that it made more sense to use our staff meeting time instead of Gabby talking at us and our department time instead of department heads having their same meeting talking at you which could have been an email. No, we're going to take those 21 hours and this is where we're we're going to do the work. And there was the first concern was and it usually is with union is how do we make sure that teachers get to decide what we're supposed to do and that's a huge fear and we made it very clear that we're going to have a release. the guiding coalition is going to start to do the work to model and then once we feel more comfortable then they are just there for support and so hopefully by the end of the

121year all that 21 hours is PLTS deciding what the agenda is and getting the work done. In addition, um, our new calendar has our two professional development days. And from what I understand, um, I don't think this is I can share it because we tell district office all the time, what we really want for staff professional development days, it needs to be sightbased because that's where the work is is being done. And so we have, thank you. We have the two days. One's for mandated training. The other one is for set. Correct. At least that's what I was led to believe. >> Four days total. >> Yeah. But our our two professional development days during the year are tacked on at the beginning. So principal site sitebased. So like if Gabby was still there, >>

122she'd immediately go to the guiding coalition or to the department head and she'd go, "Hey, what what are we doing?" And and and we do it. So, we're already building those systems. Um, in addition, at our site, when we go to f figure out the LCAP, our guiding coalition, um, we discovered that after one and a half years, we were still trying to get our heads wrapped around stuff and it wasn't working. So, Gabby Gate um, had money set aside that we got a was it half day, full day? >> It was a full day. >> Full day. The guiding coalition got done and we just worked and then it was great because that's when things clicked. So now we're having discussions with um our about LCAP and with BAB about setting aside time for

123our PLTs to either do work um getting paid to do work over the summer, paying for substitutes to do it um during the day. So, >> I'm glad you brought that up because next uh week when the LCAP comes to you to look at, I want you to know that has been built up or I'm going to say our non-charters. So, funding has been put in LCAP. So, it doesn't come out of number one sites uh funding and it's the time and it's not the district office saying you're going to take a day. The sites are going to figure out what's best for the teachers. Do you want a day? Do you want a half a day? do you want to work after hours and get extra you know the the compensated rate and so

124we have days built in throughout the year. So, I want to make sure that you know that's um part of it and built in because that is huge >> because it definitely even though we all attend the same trainings like you're in cohorts like your year one, your year two, your year three, um it's look going to look so different across sites, right? Just in terms of like what your staffing is, what your students are, like where you are in the process, you know, of it all is going to look very different. So, like we talked about at our site because we're starting year three next year about doing like release days throughout the year with grade level teams where like guiding coalition members can be um leading that work like help supporting them, helping

125certain grade levels with getting to common formative assessments. Look, how do you review data? How do you um create common formative assessments? How do you use the curriculum to not do double the work like use what you have to make the common formative assessments so we would be able to lead the grade level PLTS or department PLTS in that >> let me ask a question I talked about a district guiding coalition so for those of you who are experienced at the end of year two is if you realize that Nicole Dimmitch is going to be presenting on unra standards looking at depth of knowledge, um looking at pacing guides, would you feel like it would be useful for you to sort of give everybody a heads up, a warning? This is going to require a

126lot of work during these months so that you would give guidance to the principles who haven't been through this pro process and to the teachers and also we could pre-plan for this might be times when we need extra release time. So the teachers who received this new information wouldn't see it as such a big ask. That's sort of what I was thinking about for a district guiding coalition. You would be our pacing. You would give us heads up. Don't press on this. Give a little bit more time here. You know, that would be the thought behind that. Do you think that's a good idea? >> You'd be able to have a poll on what's going on at at sites. Yes. From a district level. >> Yeah. >> I have a couple of different things. one,

127do you have specific questions about cats that we should be answering in this panel? Because I can talk all day, you know that, but it's not going to make a difference if it's not what you're interested in. So, I'd love for you guys to like think of that. And then I do have a couple of other things about like the crossgrade um vertical articulation and then even like sharing between schools. So, >> I'll let you decide. vertical turculation would be one of my questions anyway. So, >> okay. >> So, um Elsie Allen, right now I can speak on the So, I have I'm able to come at this from a little bit of a unique perspective in that I am grade content, but I'm also specialed. So, my students in special ed are receiving grade

128level curriculum. they are not receiving a dumbed down version of the content that my peers and my colleagues are teaching to the point where my colleague Miss Martinez and I have opened up our doors and we have actually traded students in the classroom because we are so in tune and able to teach content to our kids. That's the first thing I'd like like I will say that every single time we meet if I have to because yes we are talking about special ed but special ed is not the enemy here. >> Just so you know when we talk about we are going to make sure everybody meets standards. It's every student who is going to be able to be a fully functioning adult on their own. So that means all of my students who are

129in SGI on my case load, they are all receiving grade level instruction. So they are seeing me every single day. They are getting the content that Miss Martinez is also teaching. We are on the same page. We have worked with our u because we're world world history. So we're at the we're your first step in history. So we have also worked with our US history teacher to say, "Hey, what do you want as background knowledge?" But what are you like, you actually don't teach this at all. Please don't spend time on it. So we don't. >> And that has made us go from like 15 standards to four. >> And what does what does that mean? >> So the standards are this. I'm just a lot more comfortable teaching. >> Emma was a shy second

130grader. I just have to say that. >> I'm not judging. >> Have I ever been shy? >> Yeah. Second grade. >> I went to school with her daughter. >> Yeah. Um, >> so the common core standards we have what >> at least >> four different brands. >> If everybody was to learn the common core standards all of them what the state has said it will take over 23 years. And then for history standards, you have the common core, >> you have the content standards, and then you have the historical skills. >> And so this allows us to actually focus on, okay, so maybe we don't have to focus on battle dates, but we know that in US history, map reading is going to be super, super important. So, we're going to make sure that we

131include map reading in everything that we touch on throughout the year. So, a it's getting rid of a lot of fluff. I now don't have to worry about what I'm teaching. I'm to the point now where I can just show up each day and I know exactly what I'm teaching because we've spent all of this time in our Wednesday morning PLTS. There's not a PLC because the school itself is a PLC. We are a professional learning community. As the grade level or subject specific teams, we are working together to narrow down what exactly we're teaching. And eventually in the year two and the year three, it's day by day, minuteby minute, hyperlink, plugandplay kind of thing. So that when you do have a new teacher come in, they're not overwhelmed. They know, oh, the first

132three weeks of school, I teach map reading, geography, and basic democracy. All right, the next three weeks I'm teaching industrial revolution or you know like you're going down. And so it's very very simple for for teachers to be able to come in to actually get to know the school and the culture and the students and not worry about oh I taught French Revolution here, but now I have to teach the Mexican Revolution here. >> And just to add on to that, it it goes so far as I'm a middle school teacher during the school year. I teach high school credit recovery during the summer. I email Sharpieio. Hey Sharpie, what what's going on in US US history? He tells me what they focus on. He tells me the skills and then between him and Emma,

133they have shared 50 billion documents. So I'm going through right now to figure out what I'm teaching. I already have my essential standards. I already know how to uh plug in ethnic studies and integrate that within US history credit recovery. I am focusing on certain skills and I have a whole bunch of um lessons that Sharpio has already shared with me >> and that is more than I have that was more than I got on my first year as a as an English teacher in 2015. >> So your jobs are becoming more efficient. that >> with the amazing and then just little things >> I I feel more confident >> but I also >> um it's it's more funny >> because I don't know this teachers are known for beg borrow and steal and for

134somebody to be willing to share everything it's it's a treasure trove it's it's fun >> I know it's interesting because I instructors at junior college then we want share their syllabus. Oh, that seems like that would fine. >> Yeah. >> Omar, go ahead and >> Jenna has already started one uh for the history department. >> Get to work. >> Yeah, thank you. Um I I I did have two questions. Um as it relates to the Okay, so we're doing the PD at the beginning of the year. Um, and it sounds like there's also the the sites that are using hours like in meetings if they choose to do that. But I'm wondering in terms of the plan for next year if this the district has allotted additional resources to kind of help with this implementation

135or is it up to the sites to use what's been allotted to them to figure out how they're going to make this happen? because it seems like a lot of sites this is going to be the beginning and so I'm wondering if we thought about that in advance um in terms of helping to make it happen. >> The training guides through that so and yes we have uh scheduled funding for supports like release release time um we have some supplies for materials and supplies and supplemental um funding. Is that what you're asking? Yeah. I'm just wondering what what the plan is in terms of that. Have we allotted resources above and beyond that PD? Go >> for it. >> Yeah. So, next week when we get the old cap and the budget hearing, we will

136be able to ask that question and have the spreadsheet in front of us. >> It actually will have it actually is broken down to um release days, sub days, hours, all all kinds of um different ways that you can have make things happen. And the support will be there at the sites for the teachers for the principal to help guide it not not oversee it or top down but to help support that. >> I think I also have ahead. >> So Omar the district is going to be responsible for first getting us there. Then it's going to be the sites to continue to give us the the time and the district is going to approve it. That's that's how the funded. So the district Yeah. the district is the one to get us there first.

137Once we're there and we're in the trainings, then it's a lot more sightbased. But we are going to be looking to the district in order to for all of us to a know that this is a thing that we are doing or not. And then B once we have the approval that yes this is where we want to go because we are seeing already so much work like I will show you my gradebook and you can see my well I don't have my computer with me right now but someone could log into my grade book and see that students are succeeding right and that we want all students to be successful then it goes more on the site. >> This does this tie into the equity based grading work >> oh my So much so

138>> I knew the answer. I was teeing you up to comment. >> What I do? >> Okay, Omar, you had a question and then I had a clarif. >> Yeah. And the the second part is, you know, it it sounds all really cool with the, you know, finding out what the next teacher is going to need from the students and all that stuff. Um, that totally makes sense. Um I'm wondering if well I imagine this is for all students but I'm wondering um how that then ties into like for example students that are going to be um potentially taking AP exams and then the what's needed of them is completely different right based on this college board stuff. and no. >> So what we do is in the process when we're doing these common formative

139assessments, if they are meeting standards, we don't give up on you. There's always work to do. So while some of the students are going to be working on um additional support to meet them, the students who have already met are going deeper within the curriculum. So in an ideal world, you could you would know more um about this, but we if you get more kids who are adding needs and you have more teachers who are now supporting both the students who are getting there, we can now get more kids to the AP level, get more kids taking those IV classes because it's in supports are for every student in the school regardless of ability level. >> And just to go back to the MTSS triangle and I know it's backwards uh or upside down on

140purpose where you're looking at your tier one and that is your prevention. So when you are talking about making sure that every single child is looking at grade level or higher standards in your tier one as your teachers are creating their lessons this is a opportunity to prevent learning gaps. So if you can within your lesson differentiate, anticipate the needs and meet those needs and intervene and do the extensions then they will be coming out of whatever grade level or whatever class without the learning gap that is directly correlated with what we're seeing on our data that we have students that have so many learning gaps. So here in this this MTSS systems realistically like the tier one is your prevention because this is your shot to make sure that you don't create a learning

141gap and therefore have more students that are going into the AP courses, students that are actually learning at the grade levels or higher. So that's the first slice where everybody has access to that, right? So, >> did you get your question answered about the vertical articulation? >> yeah, I think it was some of the answer around it. Um, the thing that's most appealing about this model is it moves there's an intentionality and one of the things the board has done in the last year to 18 months to move things to the site and create a groundup leadership and it's hard to do that when we're dealing with all the other things we're dealing with. But this model with it being something we're already doing, I think it gives us the ability to do it consistently,

142be unique at each site consistently. Um and and so I see a lot of benefit for it. I I think the challenge that is in my head is how do we how how can we I don't know how we make the changes that that we need to make without this actually being in place working to get the site based leadership the curriculum alignments the differentiation really talk all those things seem to come through the system um and so I I really don't know what we do if we don't do this consistent >> well he's excited she This is this is where the the eightstep model and then he on the first couple slides he told you the level one and level two the first workshops >> was all about drinking the Kool-Aid. It has taken

143two years to get to a point at CCLA where we feel comfortable enough and vulnerable enough to show you a huge document filled with red that shows you all the things we know we have to do, right? So the it's going to take time. But that being said, we want a district level guiding coalition. So, one of the things that SRTA has talked over and over again, the teachers do not feel hurt. All right. McCarti comes to a union meeting and he talks to us >> and I'm still alive >> and he tells us at the at the end of the meeting he tells us the fact that you pushed back and you asked us questions made me know that we're on the right track because if you would have smiled and just nodded your

144head we wouldn't be having an actual conversation >> right Um, so the work is being done. We just have to know that it's going to take time. >> And we we presented to the administrators two weeks ago, four weeks ago. We presented to the administrators two weeks ago or our our pan the panel um and one of the things that um is very important is select I don't want to use the word selecting but like >> creating your guiding coalition like we talked to administrators about like you want to select teachers who want to do this work and want to be there you nobody wants to be volunttoled if you're volunttoled you're not going to be invested and but you also want to as an administrator pick very natural teacher leaders pe people that teachers

145are listen to feel comfortable coming to speak talk to things like that so I think that's the very first step in being able to do the work at sites right is like principles kind of working to select and create this guiding coalition of you know teacher leaders and who are going to be teaching the staff >> and they're not all going to be like me where I'm in all these meetings and I'm loud and blunt >> at this time Um, I think people are eager to get to work. So, this >> work is not something new. It's not a new program, a new book, a new what. It's like pick up the tools you already have. We've already done like whatever you want to call empower standards. Like over the years, if you've been in

146education for a minute, like we've done this work. And so, we're like, "Oh, I know how to do that. Oh, but we're doing it with this kind of," and again, the work keeps coming up, but this intentional design behind it. People like that. And then they like the idea of efficiency. We're going to get more efficient at what we're doing. And so Chris and I sat together in equity based grading this year and were like kept elbowing each other like oh my god it's so great but um >> I'm glad to hear it but it takes but again it's the tools we already have the work we're already doing and it allows us to be more efficient about it that feels good right but it also is going to take your support because I think

147that's we heard that we can't do one and done >> that has been happening since the moment I I came here I'll be honest it's like one and done, one and done, and you get whiplash, >> but we can't do that. That's not what's right for our kids, and it sure isn't right for our staff. >> And you had concerns about this program. Nothing new is in education. They just recycle it on a 20-year thing, call it something good, but um the first thing um I realized is a lot of the stuff that is that we are shown parts of that is already being done on the district. You can talk to Margie Brady. Maria Coreo has been having an amazing advisory resource thing. What is that her name? >> Spot, >> right? They've been

148doing that for years and that that's this. So, this is just >> intentional. >> And so, a couple things. I'm sorry. No, you >> uh what I heard is is that you you gota be uh you have a at least a six-y year window for implementation get up to speed. So you already know that, right? >> Then we're in going into year >> two. We have all these other people are coming along, right? So the people that have been are going to leave the rest. >> Yes. >> Alone. So we we know we have a secure >> window, right? So we've committed that. >> The other question I I have sorry is more of a personal ask. Can I get a copy of your RTI work pyramid >> that you've done because I'd like to

149be able to have it as a reference as I see more of these so I get a better understanding and because I did work for actually eight different sheriff or nine sheriffs. I don't know. I had a lot of sheriffs and they all want to do something different and it drove me crazy and I was there 32 years and it drove me nuts because every new boss had something new to do. >> Yeah. >> Drove me nuts. >> Do you have access to the LC Allen drive? >> Don't know if I do or not but we can find out if you want to send me a link and Casey. >> This won't be our last session on this. Yeah, >> but I do so we can share that so you can actually like see through

150and um but something else I want to mention is going back to the pyramid, >> all students, all teachers, all guiding coalitions. Every single breathing being on campus is doing tier one. >> Tier two, half of it, it's still teachers. So the the part where a lot of teachers are going to say, "Oh my god, this is too much work." Yes, >> babe. You're already doing half of this in your classroom already. It's just not systemized. >> Yeah, I know. Sorry. I hang out with teenagers too much. >> Um, it's just not systemized. So, we're our own little island. And yeah, when you ask me to do too much and I'm still on my own, I'm not going to want to do it because how am I supposed >> or you're going to get burned

151out, right? How am I supposed to do it? So, here you see that it's also red for guiding coalition. So we are actively working on systemizing not only academic but behavior as well. >> So yes this is a lot. It is super overwhelming to look at. And I will say that for the LC Allen team specifically our first year we felt like we were drowning because we didn't see the big picture. It wasn't until year two that we saw the big picture and I need that in order to go through. So that's why I want to keep bringing that up. But then if you look at the very bottom of the pyramid, this is our super intensive and you will see there is no green. This is not for teachers. We are now looking at

152specialtists like specialties and specialists because teachers they are already doing the work that they need to do and if a student is still not able to get there the work that teachers are trained to do well then yeah there is a gap and that's where we're going to come up and support those students every single day. This is not a once a week like group. This is not once a month. This is every single day or built into the schedule, built into teacher contracts. We are not asking you to teach another prep. We are asking you to retach or we are having reading specialists come in. We are having our speech pathologists come in. This is sometimes where you see more of that ESN level special ed, not so much the mild moderate special ed,

153which is where you see in tier one, tier two. But there's also going to be tier three >> behavior intervention, not pull out, not after school. It's it's built into the day, social skills, whatever needs to be done to support that small group. >> So, I wanted you to have that background understanding so that hopefully that also makes a lot more sense of where we're going. We have not really been trained too much on behavior. Amy and I went to a train and Gabby, you were there too. No, >> no. Are you done? >> Hey, Gabri doing a lot of work. >> We are a bit past time. I'm gonna really quickly and then we'll wrap up. Um before I >> This is something that we have are working on and pursuing. We'll figure out

154how to officially codify that support and create the timeline and the certainty you're looking for. But I think one of the things that as a board we've been very clear about is looking for a way to create teacher leadership at sites where we're not saying you have to do everything the same way everywhere but where you're actually meeting each and every student's needs. And so you know how we need to officially say that on an agenda in the future. We'll figure that out. But know that your work is incredibly valuable and it's really what I believe we need for the future. So Omar to you. >> Thank you. My um Emma started kind of getting into what my question is about and that's around the role of classified. Um I I think the PDS that

155are happening at the beginning of the year that's for both certificated and classified if I'm not wrong. And so clarification on that question. And secondly, throughout the year, I know you talked about um staff meetings um but is that focused within just the teachers meeting together or is classified staff a part of that process and in in making all of this work as a as a community on the campus? Well, Omar, I can speak for at the last professional development day, our classified staff did work on this and there there's because everyone interacts with students and it's part of the intervention process that takes place on campuses. And some of the specific work they did is like they they determine like a code of standards and context for the peer tutors and the people that

156work in the offices and support them there. And they're also a part of like part of the tier one behavior standards is about how we interact with people and how we like support like those day-to-day interactions and operational behaviors with our students. And so everyone that's interacting with students should be a part of developing the the expectations for how students are going to conduct themselves while they're on campus. And I actually felt that they were we I went to check on them because they we like sequestered the different groups at different areas and like we need 20 more minutes. were almost done with this thing and they're like really excited about the work they had been doing and in my opinion was one of the few times that they felt really included within the development

157that was going on. >> So that's the question around like like I get that they do all that stuff but in terms of like you guys mentioned in SRTA contract they have the 21 hours. Does classified have something similar where they're being compensated for the work that they do? Is that already included or or how does that all work? I think so if how it's worked at our site um is that depending on the classified hours they come in and they push into our staff meeting. So they are definitely there with our staff to be able to you know work through the PLT process and understanding like okay what is the target what are the essential standards what's the goal how am I going to support and partner up with you because it is a

158collective responsibility so anytime that we can collectively meet and collectively work together that is the work that we have continuously trying to do and influence um in getting people together to to be able to do that it gets tricky because uh some of them are not full one FTE it's like 2.7825 like some classified FTE is um very segmented uh but when we can have them together and there is that availability absolutely they're in the room as a collective responsibility for student learning Okay, we are much past time. So Tim, I'll give you one minute to wrap us up. >> No, 15 seconds. >> Perfect. >> I just wanted to make sure that the board is uh invited to go to any of the sessions. I know that Lisa, you went to a number of

159them this year. It's really informative to watch the balance between there's a presentation and then there's application time and a presentation and application time. when they leave they're making plans to go how do we connect up with the staff how do we plan for a faculty meeting second point is um would it be helpful for the board if we left you some of the resource books that the teachers are using so that you look for instance here's an entire book on guiding coalitions here's the book that you going to use for year one the book that's used for year two a book that's used >> why don't we get a library of all of it that we Check out for Melanie and then we can all get >> check out for Melanie. Yeah. So, right

160there. >> Perfect. Excellent. Thank you all very much for your time and for your work on this. I'm actually This is really exciting. This is This is actually what I wanted to be on the school board for. So