February 25, 2026 Regular Board Meeting

001Call to order the February 25th, 2026 meeting, regular meeting of the Santa Rosa School Board. Sorry, I'm rushing in myself. Uh we are on item A. Uh we are calling to order for public comment on close session agenda items. The items that we'll be going into close session for are item B1, conference with legal counsel existing litigation. Item B2, conference with legal council anticipated litigation. Item B3, public employee performance evaluation for the titles listed. Item B5, public employee discipline dismissal release. And item B four was the previous one. And item B5 is student expulsions with a specific case number. So, we're going to open up to public comment specifically on any of those items. Do we have public comment? >> We have one public commenter. Uh, our first speaker is Paulina Lopez and I apologize

002on your last name. Havalos, I believe. You have one minute. Go ahead. Buenosardes. My name is Paulina Lopez Havalo and I am a teacher of the grace program at Piner High School. I'm here to speak on behalf of my grace students. The grace program is an important program that continues to advocate for marginalized youth and empowers them academically to ensure that they will get a chance to graduate high school. The proposed cut to MTSS counselor Joanna Perdamo's position is an attack on our marginalized youth. Cutting the MTS position could mean closing of the grace program and I've been working for this program over the past four years. Students who rely on consistent mentorship and support will experience reduced access to critical services. I have worked closely with counselor Peromo over the past four years. I

003cannot overstate how essential her role is. The over contract hours she has invested reflect her deep commitment to meeting student needs. Her work is critical in identifying struggling students. So, I want to encourage all of you to visit all of the school sites and take a look at the programs that will be cut before making any decisions. Thank you very much. Are impacting our students? >> Thank you very much for your comments. >> Are there any other public comments? >> There are no other public comments. >> We will recess to close session. We are scheduled to reconvene at 700 p.m. in open session. We'll reconvene the February 25th, 2026 regular board meeting of the Santa Rosa City Schools Board of Directors. We are going to if everyone can please stand for the pledge of allegiance

004and then stay standing for the territorial land acknowledgement which will be prevented presented by Ida and Jessica. Acknowledge that the Santa Rosa City Schools is on the traditional territory and homelands of the Pomo people, traditional territory and homelands of the Coast Miwok people and honor with gratitude the land itself and the people who have steward it throughout the generations. This land acknowledgement calls us to commit to continuing to learn how to be better stewards of the land we inhibit. 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. territorial.goes. All right. For reports, we're moving item C3, reports of action taken in close session. Uh, the board approved a settlement in an anticipated litigation action unanimously.

005Uh, for item C4, do I have a motion in relation to case number 202526-15? >> Motion to approve. >> Second. Moved by Trusty Deator, seconded by Trusty Kirby. Roll call, please. >> Trusty Deator. >> I. >> Trusty Kirby. >> I. >> Trusty Jenkins. >> I. >> Trusty P. >> I. >> President Casten. >> I. >> That motion passes unanimously. Uh we'll now move to uh C5, statements of abstension. Are there any statements of extension? Right. Seeing none, when I move to item C6, adjustments to the agenda. Trusty Jenkins >> like to pull F1 and F6. >> Any other adjustments to the agenda? >> All right, we're now going to move to the uh loyalty oath of office for our new student board member. And so if you can come on up I, Amber Fitz Simmons,

006do solemnly swear that I will support and defend the Constitution of the United States and the Constitution of the State of California against all enemies, foreign and domestic, >> that all bear true faith and allegiance >> to the Constitution ution of the United States >> state of California >> into the Constitution of the State of California. >> I take freely >> that I take this obligation freely >> without any mental reservation or purpose of evasion and that I will well and faithfully discharge the duties of which I'm about to enter. All righty. We'll now move to our reports and we'll have an opportunity to hear from our newest board member. Um, when we get to item D7, we're going to start with item D1, which is a report from the California School Employee Association, San

007Rosa 75. Good evening, uh, President Casten, interim superintendent August, uh, members of the board, members of our community, and my fellow union siblings. I am Jason Andrews, president of CSA chapter 75, and uh, I think this is the first time I've given a report in these chambers. Um, our classified and certificated staff are facing the anxiety of layoff notices that are only weeks away. Our community is dealing with the stark reality of district finances and the uncertainty of what the new school year will bring. Tonight, the board takes action on reducing district-wide staffing. As part of these cuts, the last eight restorative assistant positions will be eliminated. Since 2012, these chapter members have been supporting our kids. A few years ago, many more restorative assistant positions were created to fill an increasingly urgent need. However,

008long-term funding was not secured for these positions. Many of our members who took the opportunity to support our students found their jobs cut last year. This was a disruption to their lives and careers and a disruption for our students. Now, for at least the foreseeable future, this support will be gone from our district. This is a cautionary tale of what happens when there isn't financial support for a good idea. As interim CBO Kazeris stated in the last board meeting, we don't have the cash. I would hope the board will keep this in mind when new positions are brought forward in the future. Thank you. >> Thank you. And next is item D2, the Teamsters Local 665 report. A representative here from Teamsters Local 665. All right. Not seeing the team sers present, we'll move to

009item D3, uh, San Rosa Teachers Association report. >> Thank you. >> Uh, good evening, President Casten, Superintendent Super, uh, Superintendent August. Superintendent Superintendent. Um, first, uh, welcome to Miss Fitz Simmons, I think is the last name. I can't quite read it from here, but uh welcome and congratulations to your new seat on the board. Um as we're here tonight, we're still trying to wrap our heads and reeling around the cuts that were approved last meeting. Um constant conversations every single day. I've been at school sites pretty much every day for the past couple of weeks and it's just how is this going to change our teaching? How is this going to change our schools? How is it going to change the quality of education that we're able to give our students? Um realizing that we're

010going to be doing less with less. And shout out to Ashley Bell for that. Thank you. Um every single decision you made last meeting, you need to realize is destabling destabilizing our schools and our district with every second, every decision. Um, it's not only destabilizing the schools, it's making them less safe. You're taking away the supports that we put in place for safety. The reason some of you are on this board right now, and those things are leaving, we're closing schools unnecessarily in at least one situation, Steel Lane. Um, we're cutting counselors, we're cutting our restorative specialists, as just mentioned. Um, we're packing our primary classes. all of these things. Um, we're packing classes at the secondary level as well. This is going to impact everyone. It's going to impact our families in negative ways

011that the teachers are not going to be make be able to make up for. Right. The next step with SRTA is to bargain the impact of these things. Um, we're meeting tomorrow for the first bargaining session we've had since December. Um, but we know that no matter how hard we bargain, no matter what we do, we can't bargain away the harm that these cuts are going to do to our kids. Um, but I do want to make sure that this board understands our right to bargain. And um I bring this up today because today in fact at one of our elementary schools uh a presentation was given to the staff at a staff meeting about special ed next year for elementary. And it presented it was presented in a way that it was a decision

012that had already been made. It was presented in a way that gave duties to teachers that are not in their job descriptions. It was presented in a way that you better get on board because this is how it's going to look. And that is absolutely not following the bargaining agreement. That is not following the law. And that needs to not be happening. We were promised when you made all these cuts that the implementation plans were coming and that they would be fairly bargained. And today proved that that was not true. And the trust that we already have pretty much none of is broken again in one fell swoop at one school during one staff meeting. Tonight is the PKS the riff notices which is going to cause more destabilization. As much as I appreciate the

013email that came out from the superintendent, um it's still going to cause people to leave, right? People can't wait two months to find out if they're going to have a job. We have, you know, our teachers have families and homes and mortgages and bills to pay and they can't sit around and wait until every other district in the area has hired to find out if maybe they have a job or not. There needs to be a better way than over riffing dozens of people uh because we can't quite figure it out or we can't quite do it right. And it's not acceptable. There's what 120 PKs I think FTE in tonight's thing in tonight's agenda. And that's 120 people plus that are going to be impacted in the next few days thinking will I have

014a job in May or won't I? And a lot of them aren't going to stick around to find out. And we're going to lose more teachers and we're going to lose really highly qualified educators. And the ones that stick around are going to you know, buckle down and do what we can, but we're not going to do it all. We can't do it all, and we won't survive if you ask us to. Thank you. >> All right. Thank you. We're going to move to item D4, the superintendent report. >> Thank you, President Casten. Excuse me. Members of our board and our community, I want to start this evening by thanking Trustee Roxan McN for her service and leadership to our community. Her dedication that is shared by this board to the long-term fiscal stability has

015positioned our school community to be in control of how we ser serve our students in the foreseeable future. It is going to be painful. It is going to be hard and it's still something that we now as long as we continue to implement the decisions that have been made will have control over what that looks like in the future versus if that if the actions were not taken and we continued on our on our existing path. I do invite our Santa Rosa uh residents in area 2 to visit our website to learn about um trustee areas and potent and apply for this open seat to serve our community. While we're talking about board, um I also want to welcome our newest student me board member, Amber Simmons. Thank you. Um, I want to share that

016on Monday we had our superintendent um, student leadership council meeting and both of our student uh, board trustees were in attendance as well as representatives from all of our um, all of our high schools and just so very much appreciate hearing the student voice and the opportunity to talk about what's going on in our district right now and and hear their questions and and perspective. So really um appreciate that monthly opportunity very much. Tonight's agenda does include the action for the implementation of our fiscal stabilization plan. And I want to thank staff and families who have reached out to advocate for our students. the positions and figures um you know was mentioned um by both of our um labor partner in both of our labor partner reports th those reflect our our our team members

017our our staff and I don't want that to be taken lightly um the impact is real on the certificated side those do include reductions that are larger than what will actually be implemented due two timelines that we have to meet. And I don't think that any of us like that that process and I'm I'm sorry that that is um part of the legal requirements of where we are and the reality of the system. They do not represent program decisions. I just want to make that clear. Um we've heard specific concerns about arts programming specifically and I want to assure you that there's no plan to eliminate the arts or to target any particular program. There's a lot of work that's going to happen over the next couple of months. Hopefully more of that sooner than

018later. And um again, while the classified reductions do follow our previously adopted fiscal stabilization plan because it's a different process, that's still a very serious impact and and not taken lightly. um we do look forward to returning to the table tomorrow with um our Santa Rosa Teachers Association to discuss how we can best work together within within that first fiscal reality. So, thank you. We look forward to it. >> Thank you for the report. Uh the next item is the board president report. So, I want to report out uh first on action that I took after our last meeting. Um we we took action around um well we had a discussion and we took action around district consolidation and attempting to see if there is a way to initiate a conversation that actually starts ideally

019from the ground up with our feeder districts around that. Um, in in the spirit of that, uh, President Mhler, the president of the Rinken Valley Union School District Board and I drafted a joint letter to Superintendent Carter, and it's attached to my board report item in the agenda for folks to see. And the intent there was to request that uh County Superintendent Carter uh begin a uh unofficial process of actually trying to bring the feeder districts together to see if there is a place where align alignment can be reached around district consolidation and the financial and resource benefits for the students of the entire Santa Rosa community could be uh discussed and realized in a way that's not any one of our districts coming in and saying we have the solution. solution, but actually trying

020to see if there is a groundup way to have that conversation lead to a better solution. I'm happy to say that I have received a positive response to that from the superintendent and um you know, I hope to see her leadership uh continue on bringing us together for that and we'll keep the board and the San Rosa City Schools community updated as that progresses. Uh I also want to echo and we will we will find a time uh in the future to properly um you know thank uh Trustee McN's work and service to the board. Uh she did resign as of the last meeting. Today is the first day that we are opening up the application process to fill that seat and will be open until March 25th. Uh and so as superintendent um pointed

021out, please go to the website uh encourage folks in our northwestern uh area of the district to apply. Um you know, this is a se and a commitment for about 8 months um for whoever comes in if they're if we're able to find a qualified applicant in April. Uh but we very much value seven voices up here and we want to make sure that that seat is filled as quickly and expeditiously as possible. We are considering actions tonight that are implementing the decisions that we made at our last meeting. And I have to say that personally I find this part of how schools are required to manage our expenses and our revenue the the most difficult because we are required under state law and state code in March to commit to reductions within our largest

022expense category months before we have anything close to accurate understanding of what our enrollment and attendance would be we receive a significant amount of our enrollment in May as far as students moving in especially coming in from our feeder districts uh with new 7th and 9th graders um there's a lot that happens in May that impacts what our understanding our true understanding around revenue and demand for certain classes and course requests are going to be but we are required to make these decisions tonight and my household not for this district Um, but my household, my wife, we've been through this. We've been through every single year. Uh, getting a pink slip. I guess it's the colloial term. Um, and the disruption and what it feels like in June to get a call back and having

023had to wait around and then actually getting to a place where we just expected it. Like this was just normal. Oh, you're going to not have a job and okay, now it's the summer and you're going to have one. Um, if there was any way for us here to tackle that systemic challenge, I it would be at the top of my personal list of things that we would tackle. It's been very clearly explained to me that it is not within our purview. We have to do it this way. Um, and I've been encouraged and the board has been encouraged to think of it as us establishing the ceiling of what would happen and what we believe would be the worst case scenario of um, enrollment projections and then also the maximum amount of flexibility needed

024to be able to meet student requests around course sections. So what we're doing today establishes the ceiling of what will happen. And then each day between here and the beginning of the semester is where more and more clarity and more and more certainty comes in, including our absolute commitment to bargaining these impacts with our labor partners. And I just want to be really clear about that. We have an absolute commitment to bargaining bargaining these impacts with our labor partners. And there is a lot that comes in that. These cuts are to positions, not to people. And a significant amount of the work that we expect to see happen is very much about matching people with the positions that are remaining. And that doesn't mean that there's a guarantee of what that process looks like in

025the end, but there are within those labor agreements a process where people will be able to be assigned to positions if they're currently in a position that doesn't exist. And there's a lot that goes into that that's between our labor partners, our administration, and then ultimately it comes back to us if it's within our purview. Um, so to the extent that that brings clarity and an understanding of what our position is up here today, I hope it helps. If it doesn't bring clarity to you, I completely understand it's not clear and we have to administer it the way that state code says we have to. And that's what we're going to be doing tonight. In light of that, I do want to thank the campus communities that invited me to come and speak. Um, San

026Rosa Charter School for the Arts, uh, and Maria Creo both invited me and spent significant amount of time. Britney, thank you for the, um, the simulated experience on understanding the pushin model and some of the consequences of some of the actions we're taking. I I greatly appreciate it because even if we're not able to do things today that we would want to, having that understanding helps me see the vision of where we need to be going. So, I want to thank all the folks that reach out between each and every meeting and help me personally gain that knowledge and also help each of our board members as well. So, I'm going to end my report there and open it up to my fellow board members for their board reports. Mr. Kirby, thank you. Um, I

027just wanted to also add my appreciation for Director McN's uh service on the board. Um, she it was great to have an educator's uh perspective on our board and uh hopefully that can continue in the future. Um, as far as what I've been doing the last couple weeks, I was able to spend a day on Santa Rosa's campus as well as um, Pioneer's campus. I was uh, conducting interviews uh, for the American Legion Boys and Girls State programs and I'll finish that up tomorrow at Murray Coreo. Just want to really shout out to all the campuses that have provided excellent candidates for that program. And that's all I got. >> Trusty Jenkins. >> Um I also echo the sentiments about Trusty McN. She'll be very much missed up here. Um, and I very much appreciate

028her perspective as an educator currently. Um, so I wasn't sure if I was going to give a report or not tonight. Um, however, I wanted to highlight my visits with Lincoln Piner and Coreo. Um, because they were fantastic. Lincoln is truly a treasure and having a high population of high need students mixed in with gen ed does provide a pooling of resources and a really great really great experiences to all. I know their footprint has expanded but definitely see challenges acquiring students with the expansion of boundaries if students are kind of locked into their current school for up to eight years with TK um and longer if they have siblings. Uh pushing the needle on that one is going to take some time. Um but it is really important that we keep going. Uh Principal

029Whis toured me around Coreo. Uh I was serenated by the boys coral group. Um part of their amazing encore program and chatted with the Puma peers about the work they do with freshmen throughout the year and really solidifying that welcoming culture. At Piner, Principal Korea gave me a tour and I finally got to step foot in the Spark Center and saw their tech as well as that outstanding telescope. I was thoroughly impressed by a student named Eli who showed me the ropes. Um, also their state-of-the-art kitchen and um, one of their little Iron Chef competitions, knocking my socks off for sure. Uh, one thing that stands out at both of these high school campuses was their leadership. The seasoned leadership embedded in the community. Alumni now staff working together, knowing how to advocate effectively for

030their schools and play the cards they're dealt, minimizing um unintended consequences. I look forward to continuing to visit schools as time allows. and as a board we'll be visiting sites um as little field trips with groups of us with director Odin's team um in the near future as well. Thank you. >> Thank you Trusty Jenkins. Trusty Pre I'll go to Student Trustee Creo. Do you have a report today? Right. Student Trustee Sim Fitz Simmons, sorry. >> Um, no report, but I do want to say I'm very excited and blessed for this opportunity to be able on the school board and I can't wait to see where this opportunity takes me. That's it. Thank you. >> Cra, >> sorry. I think this is like month three with my cough. It's the most committed relationship I've had.

031Knew that joke would land. Um, first I want to welcome student trustee Fitz Simmons. I know it's a little intimidating, but pretty soon you'll forget that they're here. Um, I also w want to say I spent most of this month meeting with teachers a lot about the special ed programs and the concerns. I hear you. I also share concerns. Um, Monday I get to go participate in ReadAcross America at Helen Layman School and it's also going to be the first time that I've been there since the um, what do you call it? The digging the grand cere the Yep. the ceremony. And then next month I'm visiting four or five schools. So I'll talk about that next month. Anyway, I just I am concerned. We're all concerned. This sucks. I um the decisions that we're

032making really don't um we know the impact and I spend a lot of my free time or all my time at work just worried and thinking about every scenario that can happen and um I mean all I can do is pray and I hope you're praying that things will be better in the future and we just have to have hope that working together and collaborating will um have a more positive outcome. Thank you. We're now going to move it to item E, public comment on non-aggenda and consent items. >> Thank you, President Casten. I'm going to go ahead and call three names at a time. We have uh 60 seconds, correct? Um I'll start with students. If you can please make your way to one of the podiums. Our first speaker speaker is Angel Diego,

033followed by Reena Shatara, followed by Hugh Cochran. This is hard. Oh. Oh, y'all can hear me. Okay. Um, sorry. Okay. Hi, I'm Angel Diego and before I get started, I would like to show appreciation to Mark Kirby. Following the last board meeting, it is now 117 days of me not receiving an appropriate public education as an innocent disabled student. I noticed that Vicki from human resources failed to be in compliance with the 60-day period for the denial of faith. While the district relies on an outdated April compliance report, you are ignoring my free appropriate public education. During my experience at Santa Rosa City Schools, I can say I can say you cannot embrace a bad environment. You cannot engage in a school where appropriate services are not provided. And how can anyone feel empowered in

034this district when their rights get stripped? As a student receiving special services and a formal communicator with the United States Department of Justice investigators that were overseen by the attorney general, I can declare that this district is in non-compliance with the office of the superintendent. and Mark, I encourage you to visit me at Santa Rosa High. >> Thank you. >> Next is Reena Shatara, followed by Hugh Cochran, followed by Kristen Singong. >> Hi, I'm a junior at Montgomery and I'm a dance president. I'm sorry, I'm a junior at Montgomery and I'm also the dance president. I'm here to talk about the closing of the performing arts programs. Um, the arts at Montgomery are like no other. Our programs are very inclusive to everyone. Me personally, they have helped me so much with my mental health

035and one of the main reasons why I got through high school. Um, the community and dance is amazing. All of us are like a family in there. Um, also, um, it's a place where we can all go with our problems and you can find so much support through that. So yeah, next is Hugh Cochran, followed by Kirsten uh Singong Tong, followed by Dwayne Stiller. Stiller, pardon. >> All right. Um, hi, my name is Hugh Cochran. I am a student from Maria Korea High School. I'm just here to uh quickly voice my displeasure with your guys' new uh enrollment minimum requirements which is 40 students per class. Uh this puts a lot of strain on a lot of our teachers. We have a lot of very specialized programs at our school uh such as journalism which

036I am in. And these minimum requirements on single period classes would make them almost impossible to continue. It t we put a lot of work in in my class and I don't think it'd be sustainable if we had 40 students in one classroom. Our teacher teaches three different kinds of classes and it is just a it would be a huge struggle for her to have two periods of journalism. Um, I'd also like to say that it could put uh put strain on a few other periods. I have a couple friends in AP physics 2 which I know is a very small class and I think that it would really suck if some of these very specialized programs were cut at my school and at many other schools as I know they're going to be. Uh,

037thank you and have a good night. Our next speaker is Kristen Sing Mong followed by Dwayne Siller followed by Joy Dufasi. Sorry. Hello. Thank you for having me speak. And I just want to say you guys are about to make a big decision about special education in particular. I've been up here before and I've said that my son is in special education and I want you guys to know that I made a promise to my son to always do what was best for him. So, while you guys talk about, you know, how painful and hard these decisions need to be, I'm going to make sure that they're painful and they're hard for me, but they're never going to be painful or hard for my son. And if you guys make cuts that are going to

038affect my son in the long term, I'm just going to pull him out of Santa Rosa City Schools. I'll move. I will do whatever it takes to do what is best for my son. Thank you. >> Next is Dwayne Siller, followed by Joy Defasi, followed by Tyson Rustler. >> Good evening, board members. My name is Dwayne Syler. I'm here because the district's actions are not matching its own models. Every student, every chance, every possibility, no matter what. Parents were promised more outreach and accurate notifications about the selfless separation. That did not happen. Many families were never notified notified late or given incomplete information. That's not transparency. It's exclusion. With the district's plans, we're looking into losing about 38 special educator resources with no clear public plan of how these services will be replaced. Without the

039plan, student safety and stabilities are at risk. Parents have been blocked from participating and left in waiting rooms, chats disabled, recording stopped. These barriers undermine the trust and meaningful involvement. I'm asking for the board to please pause all the processes until transparency is restored, accurate outreach is complete, and all detail plan is publicly presented. If you truly believe in every student, every chance, every possibility, no matter what, these actions must reflect it. Next is Joy Dufasi. Uh we'll have two minutes for ADA. Followed by Tyson Rustler, followed by Adena Flores. >> Good evening. My name is Joy and I'm a mother of three. I am furious and I've lost all confidence in Santa Rosa City Schools and its board. Regardless of how we got here, you are responsible for your perilous cuts and decisions like

040going against the recommendations of your own committee and not close a high school. Recently leasing new district offices that cost tens of thousands of dollars a month. How many positions could be funded from that rent in one year? We're out of money. Yet you approved a new position with a salary of over 171,000. You're now forcing students to stay in district in unsafe, overcrowded classrooms with cut resources and programs. Talk about the schoolto prison pipeline. You are creating one from the ACLU website. The pipeline begins with inadequate resources in public schools, overcrowded classrooms, lack of qualified teachers, and insufficient funding for extras such as counselors and special ed services. lock students into second rate educational environments, increasing disengagement and dropouts. Cut the district's bloated administrative payroll, combine positions, and reduce their staff. We do not

041need five assistant superintendent. Otherwise, close a high school. Make the same sacrifices you all have forced onto our children. And do not cut the positions that are vital to our children's education and well-being. And stop blaming special education students for your incompetent, disastrous decisions. This position wasn't unwillingly thrust upon you. You sought out and ran for the positions you hold. If it is too much then resign. Next next is Tyson Rustler followed by Dina Flores followed by Moren Cecil. >> Good evening. My name is Tyson Resler and I teach science at Curo. So I'm not a lawyer but allow me to quote from ED code section 41372. There shall be expended during each fiscal year for payment of salaries of classroom teachers by a unified school district 55% of the district's current expense of education.

042That's your total budget. Uh according to SRTA's analysis, you are currently only spending 52% currently. The cuts proposed for tonight will bring this down to 47%. If you approve these cuts, you're now knowingly taking the district further out of compliance with the law. This laws has an important purpose. It's not just there to inconvenience boards and districts. The core mission of a school is to place students with caring, qualified professionals. 32 first graders in each classroom is no longer a school. That's a warehouse for children. The law is clear. You cannot and may not resolve this crisis with further cuts to the classroom. At this point, I'm unconvinced that receiverhip is the worst option. An appointed superintendent would at least have to follow the law and increase staffing. Thank you. Next is Adena Flores, followed

043by Moren Cecil. As your former executive assistant, I'd like to know why your employment defense firm Whitar Group, the former partner of Dominic Foli, the alleged Windsor mayor, the local rapist, why they offered me money to be quiet about child rape. I I'd like to know why. And I'd like to know why I continue to publish misconduct files of teachers involved in sexual misconduct and you're not telling the public and neither is the Press Democrat. And why did your ex-wife Aaron Carlstrom, President Casten, why why am I in court with her because she's defending uh child rape? And why did you file about four restraining orders against my co-fendant Laura Ainsworth, a substitute here who reported the same thing? And trustee Omar Medina, that was my former boss when I I was your assistant. Why'd

044he take me to dinner to ask how I know about the 10 millie that he bought a with? So why are you guys laundering money? God bless you. Find Christ. Next. Next we Next we have Moren Cecil. Hello. I'm Moren Cecil. I was here last week. I'll be here next week. I'll be here every single time. I teach Friendship Biner High School. I'm a parent. I'm a community member. Um, while you're talking about, oh, we have to overcut, how about we overcut the DO admin? Can't we lay off, you know, all 21 of them that do you want to keep and then hire them back when we know for sure because admin don't actually interact with the students? The whole point of a school is to educate children, which is not what the DO admin

045is doing at all. And yes, I'm very concerned that you're cutting programs. French program at Piner High School and other programs. Um, and when you cut positions, you cut programs. When you kill a program, it's really hard to start again. And those teachers who are going to get rifted, when that happens, they're going to look for a job. And when they leave this district and in May or June or July or August, you say, "Oh my gosh, we have a hundred new students." They're going to be gone. All righty, that was our public comment. We're now going to move to the consent calendar. If I can get a motion for items F2 through 5 and 7. Is there a motion F2 through 5 and 7? One and six were pulled. >> All right. Move to

046approve uh consent items 2 through five and seven. >> Is there a second? >> Second. >> Moved by Trusty Kirby, second by trustee PR. Roll call, please. >> Student board member Coreo. >> I. >> Student board member Fitz Simmons. >> I. >> Trusty Kirby. >> Hi. >> Trusty P. >> I. >> Trusty Jenkins. >> Hi. >> Trusty Deator. >> Hi. President Casten. >> I that motion passes unanimously. We'll now move to item F1. Uh before we move into discussion, is there a motion on this M item? I see no motion. We're going to move to item F6, approval of second read of board policy 6146.1, high school graduation requirements. Trusty Jenkins. Um, so I pulled this um because I feel like if our signature programs as well as our CTE strands at each high school

047were marketed in a way that brought in students and encouraged student choice, I may feel different about this. Um, however, while it hasn't been fully driven, it sounds like we're we're on our way to five, 7 to 12 campuses. Um, which significantly impacts special programs as well as CT offerings due to both capacity and having students kind of locked into a specific track by seventh grade, uh, the entry point for most of the students in our secondary district. Um, so my proposal would be to move to deny the policy change and table adjustments until a thorough discussion on the plan and direction for our secondary district of the schools and programs that comprises it can happen. >> I can ask staff to address the concerns but also any timeliness issues we should be aware of.

048>> Thank you so much. Um, so what this board policy does is it allows any student who wishes to pursue CTE all the way through what's called an industry completion. It allows them to wave the third year of math and the second year of visual and performing arts. That allows the space needed for a student to complete that pathway. That is the revision to the board policy and it will help increase our college and career readiness indicator. Um what we want to see as students enter these pathways earlier on so that they complete them. Some pathways require three courses, some only require two. So having this in place allows counselors and families to look at a student's high school trajectory and make those decisions early on so that they can have the right sequencing of

049courses. That that is the gist of this policy revision. That was already in the previous policy, but it was very complex to get there. This revision cleans up the language to make that pathway more accessible for students and it also is in alignment with the CDE. in terms of CTE >> superintendent August. >> I think um one of the issues they come came up during the first read was around the need for this for current students graduating this year was the reason for the for bringing it forward now before we finish our other um committee work around the A throughG and all of those other items that we need to look at with this. So by not taking action to approve, we are potentially impacting students ability to graduate. >> But then if they're graduating

050this year with our policy already in place that doesn't would they be getting a waiver then or how would they be and and why how many students is this impacting? So the the journey that a student would have had that a student would have to take without this revised language that that clock would have already ticked for them. It would have required um meeting with committees that don't even exist like a district MTSS tier three meeting that committee which doesn't even exist. So that this policy was in dire need of cleanup to support our students that are on a CTE pathway. So without this um there isn't a mechanism in place to help support those students that have pursued completion of their CTE but were not able to fit in their schedule that second year

051of VAPA I'm sorry the second year of language other than English or the third year of math. >> Who does that fall on? Is that falling on an outdated policy? Is that falling on career counselors? Is that falling on general counselors? Is that falling on the student? Like, how did they get to be in the place that they're in if this is how our policy has been? Well, I I would think students have been and families were probably trying to make it work and fit everything in, but it's it's like when when a student has made the decision to be in a CTE pathway, this this honors that decision and removes barriers. So, I I don't know that I would put fault with any particular person or group of people how a student ends up

052in this. The truth is is that we just needed to clean up this policy to make that more accessible for students. I'm go superintendent August. I'm going to seek questions from other board members and then we can return to Trusty Jenkins. >> I I think um Trusty Jenkins your questions um address specifically the reason that we were looking at the working group to address the A throughG not just about the policy but around the supports that are in place and our processes for students. Um, I think there have been many small things that have been adjusted over the years that were mainly waiver-based and our attempt is really to to to look at it more from a a broader lens to address the the underlying issues such as if we have students who have a

053sixth period day and they have um they aren't able to take all of the classes that would be required to meet A throughG and meet their CTE requirements because maybe they have an are required to have an ALD or EL class or a special education um um directed studies class that's removing their ability to meet the requirements for either for the A throughG without having those those other alternative options. Do >> I have questions from other trustees? Trusty P. So what I'm understanding is that these students wouldn't be graduating this year without this way without this language. Okay. Just >> yeah there there is a group of students that would be that would be impacted and I I do want to honor the request for us to advertise our programs more, grow our programs more,

054have more heightened awareness. Um that that is that is something that uh under the direction of our director Debbie Cardo and our coordinator uh Erica Rafo that that is very much something that is being uh enhanced. Uh we included in your board update a a beautiful layout slide by slide for each of our schools to incorporate as they begin to welcome seventh graders onto their campuses and nth graders as well to inform families. these are the pathways that are in existence right now at our schools. So I I wanted to acknowledge that that that is a need and that uh the district is addressing that and working closely with site personnel. I guess the concern that I have with that though is I I appreciate that and if we are moving to a 712 model

055for all of our schools as comprehensive high schools and we're restricting where people go to school then the student choice and voice is not um as elevated as it can be because if you're locked in at seventh grade when we're coming into when you're coming into our district, you're locked into those programs of where you what's in your neighborhood. So, if we have specific graduation um changes to graduation requirements to fit the needs of students who are like I can see this being beneficial for this year, but I don't it I'm very apprehensive of having a policy like this that we're putting in place now that's not going to be then reviewed for a couple years and we're going to be in a different spot and then there's going to be like this applies to

056a couple people and that to me that doesn't make sense with the direction that our that our secondary district is going. So that's kind of where I >> superintendent in August. >> So that that was the direction from the board at the last meeting. Um and what what we're working on is creating that working group so that the policy doesn't wait years to be addressed. It's we come we are coming back to the board with a recommendation after our working group at the end of this year to make sure that we don't continue to have that and and students um I I agree completely with the advertising the um there is the ability to tr one of the intra district reasons that that is an approval for moving between intra district or intra district is

057related to those programs and being able to make those shifts. not only you know in seventh grade but also you know later if there's something that is a passion for a student that that is one of those reasons that we would certainly grant a transfer >> and just the policies coming back at the end of this year that is school year or calendar year >> we're working to get it done by the end of the school year prepared for next calendar year for next school year >> school year any other questions do I have a motion on this item Move to approve uh F6 as presented. There a second. Call one more time. Is there a second? Second. All right. It's been moved by Trusty Kirby, seconded by Trusty Deator. Roll call vote, please. Student

058board member Couo. Student board member Couo. >> I. >> Student board member Fitz Simmons. >> I. >> Trusty Kirby. >> Hi. >> Trusty Dator Tory. Hi. >> Trusty Jenkins. >> No. >> Trusty P. I I >> President Casten. >> Okay. And that motion passes. Four eyes, one nay. >> All right. We're going to move to uh our discussion action items. Uh first up is going to be G1, the human resources calendar. And we'll start with public comment on the human resources calendar. >> One moment. I'm gonna um promote um Dr. All right, I'm going to call three names if you can make your way to the podium. I'm going to start with students. The first speaker is Raina Bushan, followed by Julian Alfronte, followed by Emily Turk. And you have 60 seconds. >> Hi, my

059name is Ria Bushian. I go to Murray Career High School and a lot of us students are honestly really overwhelmed right now. We keep hearing about the budget deficits, cuts and layoffs, but we feel most are the real life effects, especially when it comes to mental health support and the arts. Some students rely on school is the only place that they can talk to addressed adult. If more mental health positions are cut, that doesn't just save money. It takes away support systems that students genuinely depend on. High school is stressful enough without grades, college pressure, family responsibilities, and everything going on in the world. Cutting mental health resources and staff sends a message that student well-being isn't a priority, even though we talk all the time about how important it is. And the arts, I

060know we said that we weren't thinking of actually cutting those, but I've been hearing a lot of talk about how 7.6 out of 10 of the high school art students are going to be cut. And to me, our teachers create spaces where students are safe, creative, and understood. Some students may not thrive in a traditional >> Thank you very much for your comments. Thank you. >> Next is Julian Alfronte, followed by Emily Turk, followed by Britney Aphante. Hi, my name is Juliana Fronti and I'm here to talk about counselors and restoratives. Just because we are in elementary doesn't mean that we don't need counselors. When there are no counselors, bullying increases. You may not think that there's a lot of bullying in elementary, but there is bullying in every grade, even our TKOs's. Counselors help

061with dysregulation. For example, my little brother Gretle gets disregulated a lot. The counselor has worked with him and I have noticed that he gets dysregulated less. Last year, our resolative Miss Porsche did this thing called lunch bunch. I have friends who were in a grade older than me. Last year, we had different recesses. I attended lunch bunch and it helped get me get rid of social anxiety, make new friends, and get to know students my grade. We need these people on all campuses. Next is Emily Turk followed by Britney Afronti followed by Ashley Bell. >> Good evening. My name is Emily Turk and I teach at Steel Lane. Today we had a meeting with John Fischer where I brought up my concerns about the elimination of the mild to moderate SDC classes. Under the IDEA

062act um in section 34 CFR 30014 to 116. It clearly states that districts may not make sped decisions based on fiscal situations. Meaning it is illegal to remove a level of support districtwide because we are in a financial crisis. Second, districts cannot make blanket decisions for special education regarding placement. What has been proposed is forced inclusion. That is illegal. Third, districts must maintain a full continuum of alternative placements and the placement decisions are to be made individually. These decisions to cut the mild to moderate is not an individual decision. John Fiser told me that this was legal. I have confirmed with the state of California and their compliance officers that it is illegal. Thank you. Next is Britney Afonte followed by Ashley Bell followed by Peter Alexander. >> We cannot legally reduce a student's service

063minutes without student specific data. There's no data showing students need fewer minutes, so those services must still be delivered. We're not even going to touch the fact that IEP service minutes written as co-eing are defined as instruction delivered by a credentialed education specialist and a general education teacher, not a general education teacher in an aid. But even if we momentarily pretend there's a loophole that allows an aid to replace that role, using Maria CO as an example, the push-in model would require 31 periods of support compared to 12 co-taught sections. To staff 31 push-in periods, a district would need at least five aids plus additional coverage. At $46 per hour for 40 hours per week, five aids would cost approximately $340,400 annually. The two education specialists being laid off earn mid70,000 salary plus benefits. Even

064combined, they cost less than replacing them with aids. This proposal is not supported by data and it's not cost-effective. >> Next is Ashley Bell followed by Peter Alexander. >> Um Ashley Bell, Santa Rosa High School. Um, I come here very concerned about the cuts. Um, I just had, um, dinner with someone who's worried about losing her job. But I'm here because it seemed very obvious at our last meeting that the reality of these cuts have not been made clear to our board. When the board seemed to find out in the middle of last meeting that Santa Rosa High has been told to cut 67 sections, they seem shocked. And they also seem shocked to know that that meant that that would impact our quest and that would impact general ed and that would impact all

065these things. If you do not understand the cuts that you are making, you need to ask more questions. And perhaps the people who are down there answering your questions don't know enough to answer them properly. We need to protect programs. That might mean that programs like Arquest need to have section allocations that are separate from the general section allocation given to Santa Rosa High School. But if these things are important to you the way that they are important to me and they are important to my students, they need to be prioritized. I am super worried about elementary SDC, but I have to be here to fight for my students who are looking at me and wondering what they're supposed to do when they are losing the program that is helping them get through high school.

066>> Our last speaker is Peter Alexander. Okay. Um, to start with, I'd like to let you know that I have some wonderful workable information on a Tik Tok site called Commander Alexander Truth. I encourage you to look it up. That being said, there's other cuts that are definitely available. And so, we're talking I'm talking about self-determination, self-reliance, which requires a biblical measure of non-compliance. We are a nation that supports war and we need to be non-compliant with that 100%. The authority of Christ is mine to say as I do as the authority of the students, parents, and teachers be yours to make this come true. By this full moon, it's time to shut down everything. A student strike, a teacher strike, a strike against the system. Stop paying the mortgages and rents that support war

067and do not help you with the schools. I am Peter. I am servant and non-compliance is your answer 100%. It's called going Gandhian. >> Thank you for your comments almighty. >> How is our public comments? We're going to move to item GB. Uh Dr. Vicky Xan's presenting. >> Okay. Thank you, Superintendent August. Uh, President Casten, member of the boards, member of the public, I am here tonight to present um resolution in the matter of layoff of class classified employees due to lack of work and funds for the 2627 school year. And this is based on actions taken at the board meeting. This year we are proposing the elimination of $2.3 million in in unrestricted funds as well as 746,000 in restricted funds. And this is in addition to the reductions that were approved on 211.

068All of the um things that we are proposing are those that were approved, including the um eight restorative specialists, 16.5 school-based therapist, social workers, as well as the administrative secretary, and the secretary being replaced with a senior secretary. >> Trustees questions for Dr. hands. Do I have a motion? It's coming right. Do I have a motion? I move to approve resolution number 2025 26-60 reduction in classified workforce for the 2627 school year. >> There a second. >> A second. >> Moved by Trusty Kirby, seconded by Trusty Jenkins. Roll call vote, please. >> Student board member Curio. >> I. >> Student board member Fitz Simmons. >> I. >> Trusty Kirby. >> I. >> Trusty Jenkins. >> I. Trusty Deator. >> No. >> Trusty P. >> I I >> President Casten >> I. That motion passes with

069four votes uh and one no vote. And I do want to express on behalf of the board that we very much recognize the service of our classified staff members and this is an action that we know is going to be felt deeply by our students in our community. We're going to move to item G C G1C. Dr. Vicky Xan's presenting. >> Okay. Again, thank you. Um although this is very difficult, we are required by law, by ed code to predict the number of reductions that we will have for the upcoming school year. This does not always mean that this will be all of the reductions and in fact many years we do end up rescending some of these reductions and calling people back. However, due to ED code, we do have to make these preliminary

070projections based on not having actual numbers of students enrolled in electives and whatnot before the March 15th deadline. And for that reason, I am bringing forward to you the resolution for the discontinuence of particular kinds of service for the 2627 school year in the amount of 120.5 full-time equivalent employees. >> Other qu questions for Dr. hands. Trusty Jenkins, >> I'm curious. Um, I'm wondering with our current with our current plan for 7 to 12 of there being a 712 like we have a lot of 78 programs um happening next year and are there any steps that we can take as a district to lessen the amount of numbers. I understand that what we voted on last week and and I and it's painful and it's going forward, but to lessen the impact on our students

071um if there's anything else that we can do as a district super let me actually go to superintendent August first and then responds. So depending on what the enrollment numbers come in at, there's a possibility, you know, if we have higher than than projected enrollment, there could be fewer reductions made or if other ongoing revenues were to come in higher, that that's the that's where we are is that if we're going to reduce something in this area, you know, it less than than fewer reductions than what's reflected in the fiscal stabilization plan. We would have to identify something else as an ongoing reduction or something else as an ongoing revenue. Otherwise, we run the risk of have of using the one-time funds again. And so that that's what we're balancing. We will continue to be

072looking at all of those things as we go forward. We don't want to to impact in the in the way that we are and as we've shared in any other circumstances many of these recommendations would not be what we would bringing be bringing forward. >> What about like consolidating programs? I know we did that last year, but we had consolidated in a way that wasn't necessarily hugely financially beneficial and launching another 78 like I I just envision that we would be able to save more money if we didn't try to do more things. So what what we will be looking at is making sure that we are staffing appropriately regardless of where those student of where those students are. So if there are a small number of students that start in a in a 78,

073they wouldn't have any additional staffing as compared to any of of the others. So whether the students were at that location or another location, the FTEES would remain the would remain the same. It's the overall operational piece of it. Just like um when we look at school closure, it's not typically the majority of the savings is not coming from a reduction in certificated staff. It's in the reduction of the of the operational side of it. But like if there's a class and there are you know like um a handful more than a handful enough to have a grade level but not enough to fill a class on a certain campus if those were consolidated like and I don't want to go too far into the weeds on this. I fully grasp what we're doing. Well,

074I don't but so the alternative to doing more consolidations then is figuring out how to align bell schedules so that um schools could share teachers effectively. I know that has been a hiccup this year. That's a history. >> So I I want to caution going down that road because that is one of the elements that is a bargaining topic, >> right? Well, hypothetically, >> when even hypothetically, it's a bargaining topic, but if you want to go in a direction other than Bell's schedule, I >> I have it. Well, he raised his hand first. >> Trusty Delator and then Trusty P. >> So, since a lot of these decisions um we're being told are based on enrollment of numbers, can I ask we advance the timeline of final decisions on the wait list and find those

075students at home appropriately? Are you referring to weight list for some of our charter programs or which programs? >> I would ask for an advancement on any weight list for any of our campuses. The campuses are waiting for students that are attempting to enroll into our sites. Um I don't want to wait until May to we make a decision whether we approve those students request to go to those sites or not if possible. So the the weight lists and enrollment are not agendaized tonight, but they are agendaized for a future meeting. Um, and so that's a discussion that's going to be coming to the board based on this conversation. Um, and I believe it is it's either the last meeting in April or the first meeting in May where we're talking about it based on

076having data and information right now, but we'll also look at advancing it sooner. Um, so that but for today is not agendaized for this discussion. Trusty Pra. >> So to ask again maybe differently, Trusty Jenkins question, what is the minimum number of students that can be in a middle school program in order for then say like, oh, probably not financially feasible to have them at one location and we'll just consolidate them on another campus. That's what you're trying to ask, right? Sorry for mansplaining. So I would actually look to Dr. Zans as far as the the numbers and the way that that works in the schedule. I am concerned about us getting off topic for the agenda item is where my hesitation is in that this is really a bigger conversation as we look at

077our implementation plan and how we bring that information forward. So that's where you would see an update on on all of those items. >> Okay. And kind of just to interrupt that, can we reiterate the ceiling part please and um and kind of how this process works? >> Yeah. So what Christie Jenkins is asking me to reiterate is my comments from earlier that this resolution represents the ceiling or the maximum number of position reductions that will occur after we take this action. uh history tells us that the number of actual position reductions will be something less than what is presented here. Um but this is the maximum based on what we know at this point in time. Any further questions? Trusty. Sorry, Trusty Kirby. Then trust Dr. Zans regarding this uh specific resolution. Um, looking

078at the narrative and then some of the FTE that are listed, there's a some slight discrepancies and differences. Um, can you maybe elaborate on why there's some slight differences there? >> Yeah, absolutely. When we look at things like this, we are only looking at the district as a whole. So, we are not looking at specific school sites and what a specific school site might offer. Instead, we're looking at this many students districtwide chose to take Spanish one. And by that many students taking Spanish one divided by 33 students per class, this is how many teachers we need and this is how many teachers we have. And of course, as you go forward, there are nuances to that, right? So there may be some classes that are a little bit higher that allow for some classes

079that are a little bit lower, but because we are where we are in terms of that March 15th deadline, we need to look at the maximum number of teachers that we may need to reduce going forward. And like um President Casten was saying, that does tend to change as we get real numbers. Unfortunately, the timeline between the March 15th deadline and when course requests are actually entered and all of the middle schools are visited and all of the elementary schools are visited, there's a lag time there. So, we have to go with the most conservative number that we have. Okay, thank you. >> Just to clarify, you said 33 students per class. Where is that ratio set? >> So the 33:1 ratio, that is a secondary ratio, which is what I'm referring to right now,

080which is in our collective bargaining agreement with SRTA with the exception of 9th grade core CL core classes, which are at 28. and we do do that calculation at 28. >> Thank you, Trusty Deator. >> Has there been an opportunity to do any initial additional research to see if the savings truly is there with the removal of the co-eing opposed to finding funding to um finalize the second year of the contract that we're currently in for the co-eing model? Superintendent August. >> So, we have not yet begun our negotiating of impacts and and going through that process yet. Our first uh session for negotiations is tomorrow. Um and that's for other outstanding items already, but we will begin those processes. So in those negotiation discussions, is there a potential that we're we're having those negotiation

081discussions that it might come to fruition that retaining co-eing is a more affordable option than removing it? We will continue as as we shared at the last meeting around the implementation plan and coming back with updates as things do or don't change and keeping updated as to whether things are looking feasible or not, letting the board know as soon as we get to a point where we if we don't believe something is feasible, we would be sharing that information. >> Thank you, >> Trusty Jenkins. >> Thank you. Um, I had a question. I know most of these are for positions and not people. Um, but since be since there are a couple specifics up top and the elementary certificated, I'm curious about the for arts with the ELD drama and the music. Um, with those

082specifically are are there any left? So in that particular case and the reason it says arts is that is a supplemental teacher that the arts charter hires and in order to make sure that they are not um required to continue um supplementing in that way as they de develop their sipsa. we need to go ahead and reduce that and there may be an opportunity that that position is brought back into their SIPA but at this point they have chosen to eliminate that position. >> Superintendent >> sorry just a little clar clarification that with the um charters it's actually a little bit different. It's their LCAP and as they're developing their LCAP that's where they determine if they have the funding for it. And I do believe that at this point they are expecting that they

083will have that but until we know for sure that's why it's a preliminary and that one in my conversations with principal imperado they are likely to have the funds but just on that off chance that's why it's on here on on that preliminary. >> Okay. >> So charter elcaps are different but they still have to be included on our layoff resolutions. And I have one go I have one final question >> that may be a comment but I'm going to try to phrase it as a question. >> What is our what's our marketing plan here because I feel like it fell off. I know we talked about this so much last year about how important it is to market our programs. Make sure the feeders are all communicated with very clearly about the offerings at

084each of the sites. really market all of our special programs, our um the charters included and the CTE courses. Um where are we with that? I know that doesn't necessarily fall on you, Dr. Xans, but so maybe towards >> So similarly and based on our conversation, that's a topic that we're agendaizing um at your request for April. >> Um and that's so that will be agendaized and we'll be able to dig into that with >> the right folks up here. Um and >> and switching it to a comment. This is so important for not losing kids and teachers. >> Absolutely. Trusty P. >> Oh, I don't have a question. >> You have a comment? >> Nothing positive. >> Trusty Kirby. Uh move to approve resolution number 2025 26-59 reduction or discontinuence of certain particular kinds

085of services for the 26 27 school year. >> Is there a second? >> You have a second. >> Take one. I second. Move by trusty Kirby. Seconded by trusty P. Roll call vote please. >> Student board member CO. >> No. Student board member Fitz Simmons. >> Hi, >> Trusty Kirby. >> Hi. >> Trusty Prack. >> I. >> Trusty Jenkins. >> I. >> Trusty Deator. >> No. >> President Casten. >> I. That motion passes. Four. Yes. One. No. All right. We are now going to move to item G2A, public comment on our education services calendar. Thank you, President Casten. We have one speaker card. Um, that person is Sean DeFasy. Oh, I apologize. That's not for this item. That's for G3, Sean. Okay. Sorry. We don't have any public comment on this item. >> All right.

086See no public comment. Uh we're going to go ahead and move to G2B. Um discussion on sorry uh local control and accountability plan midyear report. Good evening. Um, my colleagues Alisa Haley and Volanttos and I are going to be presenting our um, midyear LCAP update along with a review of our dashboard data. Um, there's a lot of information in this slide deck. We're we're going to summarize some of it and then we can go back and answer any questions more in depth. But the presentation itself does have uh quite a bit of information for you. Um, so we're excited to present this work today as it it's the midyear um summary of what we've been working on in terms of our LCAP goals and actions and services. So each year the state of California does

087take a look at how we're doing both in terms of our growth and proficiency. And that's that dashboard that looks like uh an old speedometer. I don't I don't know that that's something we see in cars anymore, but that's kind of what it reminds me of. So you have to have both growth in each area and certain levels of proficiency for each determining color. So we could have uh lower proficiency but higher growth and that would kick us up into the higher color bands. So that's kind of how the dashboard works. This dashboard presentation is based on the outcomes of last spring's uh academic outcomes. Um so it is the culmination of the data for school year 2425. So we'd like to think of it like it communicates how our schools and our districts are

088doing. We're going to present district level data today. Um, it helps across California for us to have common standards and expectations and also for us to dig deeper and look at specific student groups that might need additional support or also to highlight the areas where specific student groups are doing well and we can grow and learn from that and see how we can uh replicate that. It is a focus on the eight state priority areas what are the driving forces of our LCAP and it also helps inform on the annual budget and any planning and priorities that we are setting. So there are the six state measures that we look at on the dashboard. We also have five local indicators that we report on annually. The five local indicators we simply report if we have

089met or not met the standard and that is determined uh by the district and looking at the different components of meeting um those local indicators. There are a few differences for this year's dashboard. Um I'm not going to get too in-depth into this but just for you to know that every now and then the state uh the department of education does refine the dashboard in certain areas. So we expect in the future to see that science indicator kind of hold up a little bit more. Uh we haven't had longitudinal data yet on science but that's coming in the coming years. So with that I will turn it over to my colleague Alisa Haley. >> Okay. Good evening. I'm going to go over the dashboard with you. So first in English language arts you'll see that

090we are in the orange because we are at 46 points below grade standards. Um I'm sorry not be grade standards but below the benchmark for the state. So we maintain so we did not move out of orange because they say between zero to three either positive or negative it just it just is um stays the same. So they don't move you into a different color. But you can see that we are um where our marginalized students fall in the red and many in the orange as well. And then if you go to did you go to math? Okay. And at math we are at 89.9. So we really basically stayed the same and maintained once again. This is a relatively new metric. And so this is actually the growth performance levels and it actually is

091doing individual students. So what it's saying is how much did they grow. So for example 59.8% improved in um ELA but it was minimal because they didn't improve by a large number. So for example a student might have um scored let's say they scored 58 and they only then they went to 59. So, it wasn't a big number, but in math, you can see that it it becomes moderate even though it's 55.4% because a student might have grown at a greater rate. Okay, graduation rates. Well, this is something to celebrate. So, at graduation rates went um up. We are at 89.9% which lands us in the green. So we're at well we increased 3.4% from 2024 which is wonderful. Next we have chronic absenteeism. This is uh where you actually want to see things go

092down because you don't want students absent. So we had the 25% chronically absent which actually means in 180day they missed about 10% um of school suspension rates we are at 5.5%. And I want to um say when they measure suspensions it is not like if a student is uh suspended one day between and five days it still is one day they only count as one. So it is not that many days does not add up. So we are at 5.5%. And we did decline which is also another celebration. This is actually the college and career indicator and you can see how in order for that it works for being prepared for college what it takes and then being prepared for career. And so it's a little mathematical problem. Um and then we have our college

093and career indicator and it shows that 37.2% 2% of our students are which is an increase once again. So that is a very positive. So we got the positives at the end which is great and I want to go back briefly. This when I was speaking earlier about our college and career readiness. This is an area where we can definitely um improve as we strengthen that as we strengthen enrollment in those pathways. This is the indicator that I was uh referring to. So for district eligibility for differentiated assistance, there are four different ways in which a district can fall into uh truly we we just kind of look at the first one. Uh rarely do districts fall under method 2, three or four um but under method one. And it's when we find one student

094group that in at least two of the priority areas um they are in the red. And so for our district, we're going to take a quick cruise through the data and you can see year overyear how in each for each one of these academic performances like English language arts, the student groups kind of fall in one year, fall out another. So it it it doesn't stay consistent that way. Um and there are a number of reasons why that can happen. It can even occur if we don't have a significant number of students in that student group. Um, so for our district, we fall into differentiated assistance uh based on last year's test scores for our African-American and American Indian students. And you can see that they're falling in that red area. These student groups are

095falling in the red area in 2025 for English language arts. And then we're going to see them fall in the red area um again in another when I get to the next slide. But so here we're showing you there are some areas where we don't have a single student in the red group. That's fantastic. And but you can kind of see the trend data in our district of students being in red or red or orange or not being in red or orange. Um so here again for chronic absenteeism, we see those two student groups that I mentioned already in in math pop up again. And so we will be addressing the needs of these student populations uh African-American and American Indian for English language arts, math suspension, and chronic absenteeism. So that will be reflected

096in the LCAP that we write for next year. What actions and services will we put in place to specifically target those students that put us in differentiated assistance as a district? Um and then lastly, as we mentioned, our graduation rate. So, not only does our graduation rate increase year-over-year, but fortunately, again, this is an area where we don't have any students in the red. So, you can see that, you know, there's some uh progress here on our on our dashboard. Uh in addition to the way that the state identifies an LEA, a district for differentiated assistance, we also look at the ways in which schools qualify for additional support. And there are three descriptors. uh ATSI, which is the additional targeted support and improvement. It's like the lighter version. Then when you get a little

097bit more mediumy, like we're going to need to look at this a little bit deeper, it's TSI, targeted support and improvement. That's when you have consistent unperforming student groups year-over-year. And so we have to focus a little bit more. And then the more um intensive support would be CSI, the comprehensive support and improvement. And our district has done a remarkable job of moving our schools. You can see in 2022 23 we had 17 schools in ATSI, three in CSI. Fast forward to where we are now in 2526 we have two schools in ATSI and one school in TSI. And those schools are Santa Rosa Charter for the Arts and James Monroe. Did I? Yeah. So two and two and then in TSI uh Steel Lane and Comtock. So again, when they work on their site

098plans, this is data to dive in a little deeper to see how to continue to support the outcomes for those specific student groups. Uh we do not get any additional funding for ATSI or TSI. And with that, we will move into our midyear update. That is me again. Um, we have taken an alignment of the board strategic goals and our LCAP goals and so I only included those that had alignment at the time. I know there are more board goals than are listed here on the right. Um, but these were the ones that had a direct alignment to our LCAP. So, I think it helps with cohesion in our system as we look at the programs that we are um, wanting to sustain and support in our district. >> All right, Alisa will take the

099next slide. >> Okay. No, I'm not. >> Sorry. This is just Joel. Do you want to speak to this one quick? >> That one wasn't. >> Yeah, thank you. So, including all cap are three goals and each goal has actions and each of those actions has a budgeted amount to spend for the year and a midyear expenditure report um amount reported. So you can see here we've spent today made through midyear $15,729,177 on all goals in sum and you can see the each gold current spent to date. Um we'll go through we can go through each goal. So goal one I can just read the goal. SRCS will provide student centered teaching and learning opportunities by increasing programs and services that maximize student growth towards meeting our meeting or exceeding standards with an emphasis in

100areas of English, language, arts, and math. Did I mess up? I'm sorry. Okay. So, that is the first goal. And we have some um celebrations. Did you guys want to touch on those? >> I'll do the celebrations for TK through six. So this is our second year implementing the 95% core phonics which is a science of reading based uh foundational school program. We have begun to do AVID um in the elementary schools. We're offering training through a couple of our own teachers which is always best to utilize our own that are knowledgeable as well as sending uh last this past summer numerous teachers from both middle and high to AVID training. And the implementation I just have to really focus on the implementation right now at Helen L layman because they are really deeply embedded

101in it and the growth amongst the students is absolutely phenomenal and the executive functioning of our kindergarten kids is blowing my my mind. Um so I do ask that you go visit and you ask about what they're doing for AVID so you can see for yourself um the wonderful things that are happening. Uh also we have the implementation of I Ready which is a diagnostic assessment. It actually has grown a bit um to several of our seventh and eighth grade uh teachers wanting it in math and ELA to see and support their students as well. Uh working on tier one implementation really trying to focus on how to help students the in in class with the best instruction. It's not always the easiest with everything that has to be managed, but working the teachers are

102working very h hard to do that. Um, and I do have to give a huge shout out to um, Dr. Rhyr who has increased our offerings for expanded learning by I believe it's 172% or 127. I can't remember which way. So anyway, it is huge. So, he has really um ramped things up with our extra uh extended learning programs. And we are excited because four of our schools, our elementary schools will be working on the community schools. We've they've already hired two support people to help them and the two more on the way. So, next year that will the full implementation will really begin. You'll begin to see it which is pretty awesome. Now I will uh take a look at some of the secondary celebrations. There's a lot there. I'm not going to read

103the entire slide, but um just to share that our dual enrollment courses have expanded. Our professional development um uh to support integrated pathways uh has been expanded. Uh, and I want to do a shout out to director Debbie Cardardozo and coordinator Erica Rafo and all the folks at the sites, our our CTE coordinators and all the folks that really support that work. Um, and then uh our junior senior high which we've we we know was a big shift for this year. We at the midyear uh what we can report right now is we continue to work um towards more seamless integration of the junior senior high model and we have been fortunate to partner uh with the secondary redesign uh team and so we've been meeting regularly with all the junior senior highs and the

104upcoming ones on doing that secondary redesign uh work. I want to uh thank uh director Delator for joining us for one of those sessions. Um and um moving on to like the more holistic TK12 uh celebrations um uh the tier one implementation um you know when we see these bumps in data even though they're a little bit small like that's the good instruction that's happening in our classrooms. Um continuously focusing on our multil- language learners. Uh shout out there to director Martinez and coordinator uh Nash for the work that they've been doing and supporting sites in that work. And we've done uh quite a bit of MTSS professional development for our site administrators through our ILTS and that's been greatly supported by the entire ED services team and more directly by uh coordinator Erin Gildingorn

105to to see these trainings through uh every every other month. And so we'll go to the money guy now on goal one. >> Yes. So here are our actions broken down. So to date, as the summary one showed, we've spent about 8.4 million out of the 18.4 million budgeted and we've got about 10.4 million to spend. I I think some of these um like for example the assessments are coming I think and that um the expanded learning is uh the summer school component. Um there are some other actions. If anybody wants any specific questions, we can go into that or otherwise uh we can move on to the next slide. >> Let's hold up there for asking for questions on goal one. Trusty deatory and then trustee Kirby. >> Questions on the presentation or just

106that slide? >> Uh let's go with goal one. So the last like three slides in this. Awesome. I do have a view for that. >> So, um I am cur like so it's brought up we're celebrating secondary for co-eing and that those teachers are going to several conferences to continue to get better at co-eing and yet we're cutting co-eing. So, the investments we put into something that is being celebrated and successful and we can't afford to keep running it. So, I just want to elevate things that have been said of the risk of putting good things out there and that's not having funding to keep those good things going. Um, >> I did have a question about the graduation rates that were mentioned. Um, do we have any way to separate the metrics of how

107many of those students graduated due to the waiverss that were approved? Because that'd be a good thing to understand. Are we really on par and doing well or are we getting a certain percentage through due to waiverss only? >> I believe so. So I will uh we will come back to you. We will provide you that information in an upcoming report. Appreciate that. Yeah. And and and thank you for the recognition on on code teach it. It it was an effort that I was working on directly with coordinator um Kathy Wiser and we know how deeply committed the teachers have been to that model. Uh, I would like to think that as educators when we get any type of training, um, that we carry that forward with us into whatever it is we're doing. Um,

108yeah, but I hear you on that >> and I love that investment and I just wish that the investment we put into our teachers, we're able to keep them so they can keep applying it here in our district. Um the last thing was um the college of career preparedness. Do we have a could you at some point whether it's tonight or not give me a better understanding of what that metrics looks like? How are we identifying a student prepared for college and careers? Um it makes pretty good sense on if they're prepared for college or not. Um but careers, how are we identifying whether they're prepared for a career or not to be molded into that metrics >> and um it it is the most complex of the calculations on the dashboard. Um we did

109include there in the link uh like a little explanation that the CDE has put together. Uh we can certainly tease this out more. have more in-depth reports that show us what where a student needs to reach in each one of these for it to count. In some instances, a student has to meet two criteria or more for that student to count as college and career ready. Some metrics do stand on their own. So, it's it's it's a complex calculation and I will be I I'm going to be happy to put together a report for you on how to read this. I'd love us to reimagine if there's a way to include some sort of um student interviews along this process for a more cognitive identification of students read for prepared for careers. Um it's not

110necessarily that they completed a program or got a certificate, but functioning cognitive humans that can step into the workforce or step into an apprenticeship um and be career ready uh might help those metrics. I those are great and we could do those empathy interviews and it it won't change our dashboard. I just want to make sure you know that. But I do there's there's a few things could oops like she said that is one of the most complex. So for example our dual enrollment students uh when they are passing two college level courses or more that gives a really high uh mark for being prepared for college. uh the A throughG requirements passing those gets you that we're prepared for college seal of biiteracy that is another one demonstrating the proficiency in two languages. So

111all those things are what adds into the prepared for college or the prepared for career and what pathway you're on would be the career. I think if nothing else, it just helps us identify um what things we can be doing better at a K through 12 level to help these students and help identify um where they're lacking confidence in certain areas and things we may be able to focus on regardless of whether it falls into a data metrics or not. Trusty Kirby. >> Um, since you have that slide up, the priority 8, want to confirm the military leadership um portion. We don't currently have any any schools that have any military leadership programs. Correct. >> We don't have any RO. No, we do not. >> Did we have any in the past? Do you know?

112Um I that I I know that we had talked about it several years ago trying to get one going, but it didn't was not lifted. So I do not know in the far far past. >> Okay. Well, being a former military guy, I will uh I'll dig into that a little bit. I' I'd like to see that start up at one of our schools. Um, specifically some of the questions I had were um the I the I Ready uh program. So, I'm looking here. There's no actually no midyear data and is that due to I see that something happened on February 20th. Is it just a timing issue? >> So, it is it is um there's a different like six to eight weeks is when you want to measure the difference so you can see

113growth. So we just finished it on February 20th was the last last testing day. So that was to get all that data is we had to turn this in before that >> and that's fine. >> We do have it. Yeah. >> I just want to know go going forward is I don't know if there's a way to slide our presentation a little bit or or somehow to be able to include that data in there in the future. Um I am happy to get you that data because we have to give it by because of state regulations we have to do this presentation in February. So um but I am happy to share that with you because some of it's actually pretty exciting. >> Yeah. And also on that I know um that's some of the

114middle schools are doing a pilot program. So I' I'd love to see that. U so they are going through that right now. the uh >> um there are some that they've they've been offered that is that they can use it and they can do it the same way with as the elementaryaries doing with the diagnostic and then it's something called my pathway that puts them on the supports. We found that a lot of our special ed teachers have actually asked for that. And so anytime someone asks, we're happy to support that this year. They've the company that owns it, of course, they want you to buy it. So there you can have a trial for a year. So we know how that goes. But um so they did give us that. And both of um

115Arts Charter and CCLA do use it for their seventh and eighth grade and have since the last Yeah, last year. last year. >> Okay. Um lastly, I was looking one of the um one of the secondary issues I guess is it says that we have a the college and career readiness coordinator and a one FTE uh college and career readiness senior secretary secretary that uh support our programs. Do are we keeping those positions? And those are um funded through a grant. So they are not directly to our general funds at all. >> Okay. All right. Just checking on it. Thank you, >> Mr. Jenkins. >> Going back to the differentiated assistance slides. Um I know that's something that's been celebrated a lot over this last year about being out of those which is reflected. Um,

116and I am wondering you guys have theories about how we slipped and what we're doing to avoid slipping. Period. >> Funny you should ask that. >> Well, uh, >> and and and that's why I wanted to show you just how students fall in and out of groups any given year. I think it's you can be really targeted when you see the same groups or you don't see a group show up anymore and then you're like, okay, we know that whatever we did to address this in 2023 worked well enough that we don't see that student group popping up again. Um the state has recognized that districts fall in and out of de district differentiated assistance and they're looking at revising this as well and we're hoping that they will so that it's over two years.

117You have to have a student group in these categories over two years so that you're not like bouncing in and out of differentiated assistance. Um, what else you want to add? >> So, I I do want to address this one because it's kind of near and dear to my heart. Um, so a few years ago, we were able to support um something called a teacher on special assignment at the various schools in the elementary level. So they really developed a systematic system where they would support teachers. They would go in they were they really um worked on data. They worked on working on strategies helping our teachers who several of them not several 120. So a lot of the elementary teachers were something called Orton Gilliam trained which they had to be out of their

118classroom 5 days and that was 30 hours which was it's pretty intense. So they got continued support inside the classroom through them. They also those tosses also would do that tier two would pull kids out and work with them for supports and unfortunately that's when we really saw the funding starting to be cut. Um and so we weren't able to keep that program. Um and we have a lot of data that shows that it did work but we have to say that by not everybody you know going back in or you know it's not like one has stayed in um ATSI this the teachers are really doing the strategies inside the classroom and really working hard so that really has to be celebrated because you have the first slide was 22 or what was that

119you know and a lot in CSI and please remember CSI is that actually is where you got a lot of funding. Um, and I believe in 2021, right, we had three high schools and four elementary schools. So, we're on upward bound. >> Yeah. And it's only through data analysis and targeted support that we can see growth in our data. It will not happen by accident or wishing for it. We have to have concerted efforts and support for our schools, for our administrators, for our teachers, for all of our personnel. Data doesn't just improve it. It takes a concentrated effort and support for for um to have the targeted me in order for this to happen. And we need to do data analysis to see what exactly is it that is causing like um a lack

120of growth in math. Math is just one giant umbrella. There are a lot of different you know components of the math assessment. And this is also based on a standardized test. You know we we should always look as well as at other data measures to determine how our students are learning and how are our uh like the question already is just so so timely. That is another important measure. And um I'll just take this opportunity to say this is exactly what we need more of in secondary are more indicators of academic progress so that we know how to target our supports for our students. But we wait until the 11th grade. That's really late to find out who needed help. You know, we're not able to find out through assessments who's needing help in >>

121because we don't have them. >> Because they're not You're not implementing a universal screening, >> universal assessments. >> Yeah. No, teachers do track their students. I don't want to negate that. But as a system, we can't like take a look at that um to drill down to what are the needed supports. >> Trusty P. And then I'm going to go to my questions. >> Um I'm so glad you said that because I've always had a problem as a parent. um even though this doesn't affect my children but with children that I know of that there is no help for a child academically really until 11th grade if they're not um meeting the expectations in their classes. It bothers me that a child can fail every single class for the two years that they're in middle

122school and then still move on to high school where they might be struggling with reading, um, math, but they just get moved on because you can't retain a child in middle school because you don't want a 22year-old senior. >> Yeah. And it's always it's bothered me and it's something I wanted or the district to focus on to help with an earlier intervention so that the time the child has um been promoted from 8th grade to high school, they're reading at grade level or close to it or that they have better study habits and there's no behavioral issues. And I would really love that to be something we could work on as a goal because with um with no co-eing or um other services that might be available for next year and for the next few

123years uh we need to do something and I don't have the answer and I'm not expecting you to tell me the answer tomorrow but it we it needs to be a collaborative effort for our kids to be successful. I appreciate that so much and there's an abundance of research in this area and and we do have experts in the district that understand how to drive academic outcomes. Uh it's why we launched the MTSS professional development and we started with our site administrators. It starts with supporting first best instruction in the classroom. It starts with having an alignment around essential standards. It continues with having formative assessments that teachers can discuss collaboratively. Um, when districts invest in these measures, we don't have to then wait for kids to get help. We're actually then able to to

124address kids the first time we instruct them. And then only then we can move and see you know what are our tier 2 supports and who would benefit from that and what are our tier three supports and who would benefit from that and I want to be clear that students don't fall into tears our how we address students falls into tears um so we started this work this year around really working with our site administrators on instruction and starting with that tier one level of first best instruction. >> Um I do want to mention and give a shout out and just because um Gabrielle is up there so she can speak a lot to this but two of our schools that have that have made a lot of growth or LC Allen and also CCLA.

125They are both part of what's called CAPS network which is a um it says it's a it's a I can't even remember what the acronym stands for because we have so many of them. Um but it is a it's a principal network but it really is teachers and the principal but led by the teachers and what you find is the work being done by the teachers because they get time to collaborate they get time to talk they're choosing essential standards like what do you want you know to focus on because there's so many state standards what are the most important that we want our kids to know when they leave this grade and that's what they're focusing on and they get together and they talk about it. And that is the best thing you could

126ever have is they're they're seeing their kids. They know what works in the classroom. They know what doesn't. And when they work together, powerful things happen. And so that is definitely big shouts shout outs to the two schools that are heavily embedded in it and doing an amazing job. And it's a so I just had to >> Yeah. And and in the world of educational research, we call that collective efficacy, which is the highest when you implement when you have collective efficacy, you see the highest student growth. And it's when when educators just work together, believe in each other, and and they support their students together. >> All right, we'll go to my questions. So, I want to recognize that this is the midyear update of our second year of a three-year LCAP cycle. And

127so, a lot of the disjointedness and some of the things that we have in here is the goals and things that were set out were done before most of us were up here and uh and and before consolidation. a lot of the big changes that have come to the district as we've had to reckon with with financial decisions. Um, so just recognizing where we're at with this major update. Uh, I appreciate you taking the strategic planning we've started doing and applying it here so that we can see how it these these goals are mapping through and where there is a through line to the planning that we've been doing. And and I think a lot of what ties in for me here is about the academic um and enrichment planning that we did at our

128session in January. So I'm looking very much forward to having that additional data you had cuz while there's a lot to celebrate in here, I think we're also seeing stagnation in some of our key indicators and and places that we have known for a long time we have not been excelling at. And it's really about how are we able to focus what resources we do have in order to in order to be able to actually move the needle in this case the literal needle um on those goals. And I do want to say that is very important and I'm glad you brought up because we are you know we are the we are the academics. Um sorry you are too Joel but uh but it is really important to focus on that is where we

129have to strategically think what can we do to support our students inside the classrooms and the teachers that are teaching them through our LCAP. So, as we're thinking of doing that, um, and I recognize that this is the midyear update, but two of the two of the things that stood out for me based on kind of current events. So, it's probably for both of these items um on the LCAP, but we we have additional funding in here related to ELOP and related to community schools. And these are both areas that the state is robustly funding and is proposing continuing allocations for. And so, I'm I'm wondering if we're committed to continuing even additional funding in areas that that have that robust commitment from the state. So, we actually list a lot of our um other

130funds because we think it's important to capture it all in what we're doing for our LCAP. And it also is important because the ELOP funding came when TK came about. So, it really wasn't um summer school wasn't really funded before in extra programs. And so, that was four years ago, I believe. So keeping that spaceholder is always important but we also have to remember that we need to make sure that 7th through through 12th have programs that is that that is not funded through ELOP. >> Okay. >> Yeah. So that is um one thing. Yeah. >> Clarification. I mean part of what I'm seeing here at the state level is now the proposal for community schools there was not continuing allocations. >> Now there's a proposal for a billion dollars a year in continuing allocations

131to support community schools. And so between ELOP and community school allocations out of Prop 98, we're looking at six billion a year. >> And so I'm just I want to make sure we're wisely using our LCAP funds. >> We like to capture everything in so we're telling the true story of who we are, but also remembering you said my we also have to make sure that we never, you know, we don't um supplant what we're already doing, >> right? So >> we have two more goals. If Are there any more questions on goal? Um just one other question on that for the co or I guess comment on that for the college career readiness. I think as we're pursuing this graduation requirement discussion um and which I guess is coming back in May May or

132June um the complexity of those readiness requirements are probably the paths we want to be tracking to make sure that we have available. So when we looked at the different elements of what's going into that and what it means for a student to be ready within that calculation, I think that's a good place for us to start on contemplating what we want to make sure our graduation requirements enable a student to do without a waiver. So um and with that we can go to the next two goals. >> Okay. So goal two really is around um social emotional wellness. Uh and I just want to uh we already talked about our community schools and Eric Lofty really worked hard to really build that grant uh and so we would gain those uh and we have

133in our wellness engagement we do Panorama uh the wellness survey uh and director Desaderi works uh with with staff on that and also on how to interpret the data along with youth truth. There's been school-based therapists, wellness coaches, and of course, um, counseling services. It's always hard to say that because I know that we are reducing that as well. Um, so and also restorative training. >> So, this slide is similar to the first gold slide where we show the action level of expenditures. Um, again, I think we had about 8.8 8 million budgeted, about 5.9 million spent in this action. So, uh, a little more than halfway and about 2.9 million left. >> And before we move on to goal three, any questions on goal two? >> Jenkins. >> So, as some of these things

134are on our eliminations, what then happens with this money? So, as we're looking at all and and we will be spending some time talking in the next item around planning for LCAP for next year, but essentially as we as we look at what we're now doing going forward, we have to identify the other things that we do already um that we you know, as loose was talking about how we're addressing um you know, as we're thinking about LCAP and how we're using funds, taking a look at all of the things that we do that are in support of our unduplicated pupils because there's a lot more that we do that is not actually captured within the LCAP funding um as part of what we're looking at. So, those will be the the things we'll have

135have to look at. We won't be in an um in a place to just add things to the LCAP. We're going to have to be looking at how we shift things within the LCAP. And you'll have some areas that that you'll notice where there's more spent and other areas where less is spent and that's where that gets balanced out. Um we've had some vacant positions this year that that funding wasn't used for. So th those would be those funds would be shifted to other areas where we're you know seeing a more um more than planned expense because maybe we added something else or we had some additional items that needed to happen. So with that, is that different than the position we were in last year where we had expressed to our communities that if

136there was something they were um looking to hold on to near and dear to their site that they could um put it into an LCAP goal and find LCAP funding, are we not in a position to be having those similar conversations to these positions this year? >> That is correct. We are not in that position this year to be able to be adding things back with LCAP. We are looking to make sure that we're able to continue to provide the things that we have left within those in the areas that they qualify for. So that will be something as we're having our um LCAP conversations, which is why one of the reasons why we're starting that conversation here in our next item. We had hoped to get to it on that Saturday planning session, but

137obviously we ran out of time. Um, so that that's part of the conversation that that we'll be having there. That is different for the charters because there's you know that that's different that that is how they how how they fund their schools and make those decisions. All of it does come to you as the board though because you are their board as well. >> So not adding anything back from positions that may have been rifted with tonight's votes. But what about maintaining positions that LCAP was funding? is that wasn't part of that conversation as far as the rifts. >> I'm sorry, I missed the last part of >> would there be any maintaining that's already been looked at? >> That that's essentially part of what we're talking about. >> Anything else on goal two? We'll

138move to Goal three really is around staff development and um so we did have a October uh professional development day that was worked on at on sites and classified actually had it at Comtock Middle School. Uh at in elementary we do offer grade level release days and we needed it actually to train for our MC class which was a statemandated test. We discussed that at one point and uh each site now and they're going through their second round right now. They actually are um being released from their classrooms to go through their data from the I Ready to see okay what does this mean? What should I do? Where can I pull a lesson to align their practices and support the students needs. We also have done um at the district office held AVID professional

139development days at the elementary level um and at the middle schools and high school there has been after school groupings for AVID training um throughout the district. >> Daytime. Oh, they were daytime. Sorry. >> Yeah, they're collaborating. >> Sorry. Daytime. Um and then uh there we've developed uh three new ethnic study courses and along with different PD offerings that we offer and the very exciting thing actually is having an online school that we offer now as well which is huge because we can take back our kids. >> Questions on goal three? Oh wait sorry Joel. Oh, just the next slide is the again the broken down per action uh total spent through midyear 1.4 million out of the 3.9 million budgeted >> questions on goal three. >> Trusty Jenkins um with 3.4 the provide professional

140development for staff. Oh, never mind. I'm reading it wrong. Disregard. So I want to acknowledge that we're in and superintendent and I have been working on how to best define in our agendas that we sit as the board for our charter schools because a lot of times we talk about and that's how they make decisions and the they is actually us. Um and I appreciate you our our charter school leadership um dependent charter school leadership being here. So, I want to acknowledge that a part of this update is also the LCAPS for for our dependent charters. And so, are there any questions from our pre-ereading the materials of the LCAP that we'd like to ask questions about in regards to that? Trusty Deator. So, back to the last slide of um budgets versus spent. Is

141this typical budget items where we do expect to spend these funds for the second half of the year or um are we in a different position with the PDS um not looking the same as they were last year to where we are going to realize some of these savings? It's just some big number differences and what was budgeted versus what we've spent so far. So I can as superintendent August mentioned there are some in goal two that are kind of exceeding the allocations. So we're looking at the uh projected end of the year spending to make sure that we don't where we're some of going over we have to find some space in the others and some of those are in this and then uh in so as far as the savings there was the

142in the budget solutions there was some onetime savings from the A cup I think it was like 700 40,000 that that would be considered savings. Any questions both on the presentation or then also on our charter LCAPS midyear update? Trusty Kirby, anything related to the midyear update? Yes, >> sure. I'll chime in one more time. Um, I just had a question. This had to do with the dashboard data more than anything. Just just I guess pointing it out that the chronic absenteeism that we have is almost 10% above the state average. I mean, obviously that greatly affects our revenue, which uh we're actually having an issue with. So um I just want to make sure and the data presented I just want to be clear that the way I understand is that's only K through

143eight and then >> right >> um that's just the way it's tracked in the dashboard itself. But if you look at our specific secondary data from 2425 it's actually higher. It's even 28% in our secondary schools. So, uh uh obviously an uh a thing a problem that we need to uh address and try to get more kids uh in our schools. >> Right. And one thing I do want to that we are working on is a long-term in independent study versus a shortterm. Uh so for example, school we always like to say we're going to do school differently and it's it's sometimes with the calendar we we don't and I'll be honest when I say that a lot of our families we don't honor that they they do leave and they go down and into

144you know Mexico for the holidays and they might not come back until mid January. And so that is not us doing school differently. And so the the students that that go, we can now provide um different kinds of ways for them to still get attendance instead of it used to be it's like a 15-day period, but we are working on something to be a longer period to gather that >> and but we still have a lot of work to do and I know that executive director Desidere has worked really closely. Uh this is a topic of conversation with the vice principal meetings and principal meetings. Uh she has ensured that our site administrators have access to data dashboards. Um and that you know this is uh data that is reviewed frequently at the school sites.

145Um but um you know having more concrete like what steps that would get us to decrease the chronic absenteeism is something that I think a lot of districts struggle with. Any questions? >> All right. And we're going to go ahead and move the discussion to uh G2C which is the initial discussion on the 26 27 LCAP. Um, and I want to note that this is a change from this is a change that we as a board had requested last year around how we approach the um, LCAP outreach process to actually start here instead of it just being a big reveal at the end of the process so that we can um, understand how the how it's going to progress and then have a very high level big picture strategic uh, input on on where we're

146currently seeing uh the LCAP discussions. So, I'm going turn over to Superintendent August. >> So, I think you guys actually started in on some feedback for that in the last session. I've taken some notes here, but thank you um President Casten and the rest of our trustees um to our team. Great great job presenting the information of where we are so far. Um yes, we definitely want to take a look at how we do this a little bit differently and appreciate having um a chance to hear from the board around direction, especially with the adoption of updated strategic goals. And so our team did take the opportunity to include that in the presentation as we are looking at doing revisions to to the LCAP and getting and getting the input. It may look a little

147bit different this year in that normally we would just be making some little tweaks and adding some additional actions. We may have a a more substantive sub substant I can't say the word tonight um revision process and so I'm looking to you know the board to have a conversation around some guidance on what you'd like to see in there. We have five strategic goals for the board. We have three that are currently included in there, but we also have um I'm thinking about the ones that were in there. Fiduciary responsibility is not currently included in there. Um other districts do include that sometimes. My prior district, that was one of their their goals. Um the other one is around communication. And so it seems like a very fitting time to be having that discussion around

148setting those priorities within the the LCAP. Um, a couple of reminders within the LCAP, we are required to account for how we serve our unduplicated pupil students. That is our foster homeless, socioeconomically disadvantaged, and our English learners. We are also required to account for every um at a minimum the supplemental and concentration grant dollars that we receive for those unduplicated students. We can also include other things that we do. We can include other funding that we use. Those are just the minimum requirements are that we hit that also that we cover the eight state priorities. So the board cover, we didn't attach a presentation for this because obviously the midyear it really kind of has that um you know the information in there, but we do have um the eight state priorities that have to

149be addressed are basic services, implementation of state standards, parent and family engagement, pupil achievement, pupil engagement, school climate, access to a broad course of study, and other pupil outcomes. the you'll notice that we don't have goals specifically that tie to each one of those. So, so as we think about the LCAP, it it doesn't have to be that we have to have a particular goal that's titled fiduciary responsibility or communication. It can be an action within something else or it can be its own goal if if appropriate. So just thinking about that that I think your thoughts would be really helpful and we'll be bringing back some you know you you'll see some drafts. Um I think we'll start there for now. >> Trusty Datory. >> Thank you very much for that. So um personally

150I think the fidiciary responsibility has to be attached to each and every one of the goals. even if it's not written specifically, that's just that's why we're here. That's why we're struggling. That's why we're trying to do different things differently and better. Um, so just having like understanding that every conversation we're having, every decision we're making is attempting to be fidic surely responsible and stewards of what's available and hoping that we can find ways. Um, and even though it's not agendaized till a few months away, I would argue that marketing is a big part of communication. Um, so making sure that we're paying attention to that, not just you. The LCAP goals are giving us a way to um focus opportunities on sites on how to better direct funding to meet these goals and take

151care of our students. And if we're not talking about that actively enough and proactively, then we're not sharing with our community and the things that we're doing well and the things that we're pouring into um investing into our students and families that encourage those families to want to come here and stay here and have future generations use these programs. So, making sure that that's part of the communications aspect as well. Uh it's just something that to keep in mind from from my perspective. Mr. Jenkins, >> I very oops I very much agree with what uh Trusty Deator was talking about spoke of um and I think that the marketing falls into fiduciary because that is how we get people to stay and enroll in our programs um as well as the focus on their chronic

152absenteeism. That was flagged for me. I wrote a little note here for that. Um, you know, related to the marketing both to people coming into our district as well as uh attracting into special programs, signature programs, athletics, things of that sort. Those are all hooks that benefit all of our students, specifically the ones who may struggle with a typical pathway. Um, and so it it all goes together in my perspective. And then like the special ed piece too, if that um if there's any way that there could be some focus of ELAP to special ed as well, that that will often touch um unduplicated uh as well. >> So thank you. That's actually a really good point is that we're required to capture um that is another requirement is that we address the needs of

153our special education students within there, but we can't identify that as um our supplemental and concentration. So that actually has to be separate from that. >> Trusty Kirby. So I mean I was looking through obviously one of the discussion items here they were looking for direction from us for it said you know refinement of one measurable academic goal at the elementary level and one at the secondary level. Um, I just want to make sure, you know, somewhere along the way, I want to be able to include our SRTA partners and and our admin and to help define this. I I mean, the people that are with our students every day dealing with them. I mean, I I want to hear from them and what what they think um or, you know, just collaborate with them

154to come up help come up with these goals. I think that's really important. >> So, that's actually a requirement of the LCAP is that we do collaborate um that we get feedback or input. And we've been um we actually had a great um recommendation because we we've been asking what does that because what we've thought is collaboration. It hasn't, you know, fallen sat the same way um or been received the same way with our labor partners. And so, you know, we've been asking, okay, what does that look like to you then? because we keep trying and realizing we're missing the mark. And so very appreciative that um at a recent collab um our SRTA partners did say, "Hey, this is what we feel like that looks like." I don't know that we have the timeline

155to do that for this one in its entirety, but it certainly lays the roadmap for how we do this going forward. And I think we start that in this year and and really um implement that more robustly as we go forward. >> Steve Pra, >> I mean, I don't like to make decisions like this, especially because I'm not the one affected by it, per se. And so I mean I wholeheartedly agree with uh Trusty Kirby that there should be more um what's the word I'm looking for? collaboration or buy in from what our SRTA thinks is best for the students in the classrooms that because they're the ones working hands-on with our kids and then I can vote. >> So, just just to be clear, we have no action item tonight. >> No, I know

156it's not an action item and >> I'm giving you my opinion. >> Yeah, this discussion is brand new. Previously the board didn't have a discussion on the LCAP till all the outreach was done with the groups and then it came to us at a point in time where there may have been expectations already set and we hadn't had any uh direction or discussion. So this discussion is very much not intended to be a place where we make decisions but where we're just seeing what we're seeing to help inform the outreach that's going to happen. >> Right. But didn't you just say that there was going to be no time or did I misunderstand? No, sorry. So, to clarify the um the collaboration process that they put forward was was um it's something that we really

157should be doing over a longer period of time. We really should be looking at that for that input starting in the fall. So, >> why didn't we do that? >> Because of the other items that we were going through with our reductions. So, the focus at that time >> I'm sorry that wasn't supposed to be a smarty ants answer. >> No, no, no. I and I didn't take it that way. Okay. Um no it's it's that essentially when we're having when we are when we are have been in the last few years in these um circumstances where we are doing making big changes big budget decisions. um it doesn't look the same for our interaction um for the input and collaboration we've had are because our focus has had to be on identifying where we

158were going to make reductions in a normal year. How we've done it in the past is we start in the fall doing what's called our LCAP and budget road show and we go out and try to provide information and and have discussion with community and stakeholders at that time that includes our labor partners are are invited also. Um and then we bring information you know and have community input sessions starting in like January. We didn't do that this year. Um for one last year when we did that it was in the middle of the school consolidation and it >> priorities. Yes. >> Yeah. And so this year it's we kept we were think about how do we do this differently and through the discussions around the board strategic planning and conversations about when things have

159been coming to the board for input around LCAP and development. it was and asked to do it differently this time, which then does change those timelines and our processes for the remainder of this year. Um, but it sets us up really well for next year to to do to start all of those processes much earlier. >> I don't know if that makes sense. >> And we're still going to do an outreach effort this year that is going to be >> Exactly. So, so one of the things that we've talked about is instead of going to each high school and doing our presentations there because what happens when we do that is it seems that the community thinks that that is an input session only for that school and that's not the intention. It's intended to

160be that we're getting input from our labor partners, students, staff, all of that. So, we're looking at doing that a little differently. maybe having something that's not attached to one of our schools and having it really be intentionally a community type meeting um that's one on the east side of town, one on the west side of town and virtual. Virtual is where we tend to get the highest participation >> um and the broadest um group. We have intentional meetings with our labor partners. Um we will be taking um information. I realize our student board members are gone. Um we're planning to bring information and and meet with our um some of our student groups. Um we have parent groups that we will be speaking with. Also I usually go with our team and speak with

161DAC there. There are areas where we're already naturally having those conversations, but I think in the future what we can do is be more intentional around the collaboration specifically with our labor partners in the development of it. And that was the the presentation or the the proposal from SRTA, you know, sharing what they thought that that might look like. That's that more robust um process that I see us refining this year. and implementing in its entirety next year. Um versus this year again is kind of more what I just described. Well, respectfully, >> everything inside of me is screaming. Um that I'm going to be really mindful because sometimes I have to uh really think about how I'm saying things. Um I feel that everything a lot of things is done last minute and I

162know other things there's priorities taking place that are more pressing but is it possible to have and not and I'm the one who never wants to have extra meetings or go past four hours a a special meeting where we're just collaborating or the discussion whatever is legal But there has to be collaboration with this like there has to be. >> Yes. And that that is >> and I mean we don't need or I don't know what the legality stuff is of having the schools or I mean I just want to meet with the teachers. That's all. So yes, that's that is part of the process over the next few months that we that we do. >> But when does this have to be? >> June. >> So we're almost in March. >> Four months. >>

163Yeah. >> Three months. >> And and there are a lot of things that we're going to have to negotiate the impacts of our um reductions. Those are also places that would inform how we address things in in the LCAP as a as even additional times, but we do have the ability to schedule time specifically with SRTA, that's typically administration and SRTA and or CSEA. Whether we do that separately, whether we come together, that's all that's all something that we that we can look at because >> Okay. Cuz I just want to make sure we're doing things better. Absolutely. That that's exactly what we want to do. >> What I want to add to that is that we're very intentionally trying to reform the process that used to be that wasn't working. And so like getting

164recommendations on how to change it from the folks that wasn't working with is really important because at the point where we started the process of reforming it, we didn't know because we we also haven't been through a healthy one, right? Like I mean it's been 18 months of of of not do of of knowing that it needs to be done better and so getting to a place where we know how to do it better. We knew that the board needed to be more involved like coming and having a big reveal at the end. H being able to have this conversation around process and expressing the desire to make sure that the collaboration and the outreach is is better and the intentions there instead of hearing at the end about collaboration not happening and having no

165ability for us to do anything about it. Um, you know, so this is all there's a reason we're reforming the process. And, you know, I think it's important that we stay committed to to making the changes even if we don't know what those changes are yet because we need to hear from more folks about what it is. I'm going do my comments and then we'll we'll loop around to folks. um specifically within looking towards next year's all cap and recognizing it's the third year but it's it it's in a lot of ways a first year of understanding a lot of the things that are happening um for me the most important focus is on our academic and enrichment priority um you know the the safety the staff I mean our our board priorities help provide

166clarity of what's important within the LCAP um explicitly adding the fiduciary component makes a lot of sense for the reasons that we specifically added it as a strategical um from the board perspective and you know around communication we say the word marketing and when I think of communications as a strategic priority when I see the state's priority around parent and family engagement when I think about unduplicated um students Communicating to our unduplicated students that we have special programs, that we have programs on these different campuses and they could actually go access them is absolutely in line with the LCAP um you know purpose because if if you're a foster student and you have the opportunity to go to an exceptional arts program or an exceptional science program and you didn't know it existed, then we're

167not serving that student population. So, I think there's a a a strong connection to incorporating the communications component of our strategic priorities and tying it very specifically to the parent and family engagement around making sure that our students actually know that our programs exist. Um, and when I hear interd district transfer stories about someone trying to go to an independent study program in another district because they didn't know we had one, um, like that's like first step, know that our programs exist. So I I I strongly believe that we should be able to tie that in. And similarly, when I think of our academic and enrichment opportunities goal and within LCAP and providing our foster youth and our students with, you know, economic challenges and all the reasons that this funding comes to the district,

168our special um signature programs stand out for me. if we don't have them. I mean, these are the free programs, free public education programs that compete with private schools that the that our students don't have the ability or the financial means to go and access. And so, you know, I strongly believe that sustaining preserving is the word that I'm thinking of. We're not talking about growing right now, right? We have to write our budget. We have to recognize that we're through with our means, but we have to do so while preserving the things that are most important and access to those types of programs that are unique, that are special, that the that our students will not have access to because they're only going to be accessible behind pay walls and private schools. For me,

169that's like a core place where we need to focus what resources we have. So I see the the special and signature programs as an important place for Silicon investing. Uh with that we'll do one last round. I do want to try and end by 10:00. So let's do one last round of feedback. You know trusty delator. So some point points have been brought up through the discussions we've just been having. I cannot stress enough um the struggles this district has faced over the last 6 years. The pandemic, the safety crisis, the fiscal crisis, all these things are going to take priority. But when it comes to these collaborative conversations, we have to discuss these with the practitioners ahead of time. That's not something that can be paused or a a can that can be kicked

170down the road because something else is more important. Unless we're actually speaking with our teachers on what's needed and what will actually work, then we're cutting ourselves short on having true implemental opportunities that are going to enrich and engage the students um time on campuses. So, I get it. A lot of really important stuff's happening and it's taking priority over everything else. But what we need to do is ensure that we are trying to have these collaborative conversations ahead of time and not in June where it's another how' the year go. We need to have these to where we're able to have time to implement the discussions with our partners on how to make these things work throughout the school year opposed to sorry we didn't talk about it during the year. We're going to

171try and do better next year. just by two sets. >> Trusty Pra? No. Any other Trusty Jenkins? >> Just kind of thinking about what has been said um regarding the collaboration piece and I don't know if this is a possibility but maybe something to consider. Um, when we talk about optics, I know as a board, not as a board, as a trustee, excuse me. Sometimes it's challenging knowing if is it really collaborative or is it actually collaborative through the cabinet, right? And so it um it may be something to consider to have uh a member of our um union partners, our people um up with the cabinet at the tables to show the collaboration to us, to the community, to all of the things. And um I think that may be really help. It would

172be really helpful to me, but I I would assume it would be helpful to others as well. Even a board member, a non- voting board member. I'd support that. >> Right. Anything else on LCAP? No worries. All right. And we're going to go ahead and wrap. Trusty Jenkins. >> Sorry. Just one more thing. Just it not to like go into this LCAP, but it kind of got over it. It felt overlooked last year during the conversation regarding safety and security because as we are making these cuts, it does pose some safety concerns on our campuses. And so I just don't want that to get lost in the shuffle because that is one of our priorities. I feel like it didn't really get in last year into the LCAP in a way that it could have

173been. Um, and again, this doesn't need to be any kind of an adjustment just to make sure that it is still being talked about and um and a focus for everyone. All righty. All right. Thank you. >> Thank you. >> It's my most strongest relationship, so you don't want to. >> All right. We're going to move to item G3. Um, this item is an action item on the CSBA delegate assembly election. Uh it came to my attention I guess a week ago now that the current delegate that represents this area did not um did not reup to run for re-election. My understanding is that they're retiring uh from the school board. The delegate assembly is where we as trustees uh from our region have trustees that get together and help guide uh CSBA's uh direction.

174And one of the core rules for that is around legislation and budget advocacy at the state. Uh so I was approached by other members of the delegate assembly and asked uh to consider filling the vacant seats since there was no one that has run that's running for the position. And uh so I I considered it. It meets twice a year. And um I I believe that it is consistent with some of the state goals that we have been pursuing especially around uh funding concerns and other issues with state processes that we end up talking about in almost every single meeting. Um so I am asking for the board support um in order to pursue becoming a member of the delegate assembly for the California School Board Association. Um, I do believe we have a comment

175card, but if there's any questions first, I can answer questions or >> does this cost anything for us? >> No. >> Does this affect me as your BP? >> Um, no. I mean, the meetings are not on meeting days, so I wouldn't be missing any meetings. >> Okay. So, yeah. All right. All right. Let's go to public comment. Our first speaker is Ashley Bell. >> Um Ashley Bell, Santa Rosa High School. Um you pay someone full-time to do communication and advertising. So this idea that it's not happening. You literally pay someone six figures to send emails and parent square. Maybe maybe they could work on marketing our schools and programs. You're already paying a guy. I don't know ideas, right? Double up. Do less with less. >> There are another cards. >> All right. So,

176we turn to M hand. Any questions or discussion on the CSBA ballot? Is there a motion? >> A motion. >> Move by Trustee P. >> Second. Second by Trusty Kirby. Roll call vote, please. >> Trusty P. >> I. Trusty Kirby. >> Hi. >> Trusty Jenkins. >> Hi. >> Trusty Dator Tory. >> So, what are we emotioning and approving? >> Are you to support the delegate? >> The action is that we would we're casting a ballot for my being on the on the delegate >> as a writing. >> I, >> President Casten, >> I. And that motion passes unanimously. We'll move to Thank you. Thank you. Uh we'll move to um item H, approval of the minutes. >> Motion to approve minutes of the special board meeting study session held on February 7th, 2026. >> Second

177move by Trusty Deator Tori, seconded by Trusty P. Is there any objection? All right, that passes without objection unanimously. >> Motion and approval of minutes of the regular board meeting held on February 11th, 2026. Second move by Trusty Deator, seconded by Trustee Prack. Any objection? Seeing no objection, that passes unanimously. Uh we do have some time for board member requests for information. Um if you've already requested it in writing, that's actually the most helpful way for when we're looking at agenda items. Uh but if there's anything that came up during the meeting, let we can also take them verbally trusting. So, I'd just like again to ask that we advance the discussions on um marketing. The fact that we agendized it to probably talk about in April and May, that means we've already missed the

178boat this year completely when we approved last year that it was really important and was something we had to talk about. And I also want to um ask that we advance the discussion on weight list because if we're waiting till April, May to talk about weight lists, then we're potentially losing a lot of students that families may decide to enroll elsewhere if the weight lists are not approved. >> Have both those down. And just to clarify, the conversation on marketing that we're having this year is much later than the intent for future. And the intent is to actually structure that into our board strategy session in the fall so that every year we're having that conversation in basically September. So this is a the one that's coming is definitely later than the intent and my

179intent is to leave um by by the end of the year have it built into our new strategic planning structure >> which I definitely appreciate. It's just we talked about it last year and from a community member I haven't seen the marketing from our district that we've seen from other districts and it's very disheartening. >> So I 100% agree. Trusty Kirby >> um just kind of reminded me from seeing on the ELCOP report. I think it was almost a year ago. I I had asked for um a copy of the either the panorama or the youth truth survey. I know that we don't have much input in that. Uh but I I know I was supposed we were we were supposed to get copied on I know we could get one and not the other.

180I can't remember which one it was, but if we could just get forwarded a copy, I'd like to see what's going out to the students. >> Yes, >> I'd like to see just a copy of the survey, see what's being asked of our students. Thanks. Any other requests for information, Jenkins? >> I don't know if I've asked for this officially. I may have. Um, but I am very interested in current enrollment numbers for all of our schools. Projected enrollment numbers for all of our schools as of right now. Like not so projected and current. >> Mhm. >> For next year. So current and then current for next year and current and projected enrollment to clarify the um what we have currently enrolled for next. So current enrollment where we are right now for this year

181currently enrolled that we already have known for next year plus our projected for next year. Okay, that we can do. All right. >> I guess it's going to be more of a question to see if it can be an um a future discussion or is it uh if we can look into um having a non- voting teacher up here with us because I really like the teacher perspective. Like that's why I really liked having trustee McN. So I don't know if that's a future board um like information that we need first. We'll >> take it as a request for a future item and or yeah, >> however it works. I'm just going to keep things until it's >> work. You said it, we've got it. Um, all right. Any other requests for information? >> All

182right. I do want to call out under item J that we have items of information there, including upcoming uh meetings for our finance subcommittee. Um, information about the trustee area 2 application window. Um, and then also updates on facilities projects. So, with that, we're going to move to item K, which is adjournment, and we're going to adjourn at 9:54