001follow the order. The January 28th call to order the February 11th, 2026 uh regular meeting of the Santa Rosa City Schools Board of Education. We're going to move to public comment on close session agenda items. Are there any public comments? >> President Casten, there are no public comments. >> All right. You'll move to item B, recess to close session. In close session, we'll be considering items B1, student expulsions. B2, public employee discipline dismissal release. B3 conference with labor negotiator Mickey Zans in reference to San Rosa Teachers Association, CSCA San Rosa 75 and Teamsters Union 665 and B4 public employee performance evaluation of the listed positions. That will recess to close session. We will reconvene the February 11th, 2026 meeting of the Santa Rosa City Schools Board of Education. Please rise for the Pledge of Allegiance
002and please stay standing for the territorial land acknowledgement. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. The territorial land acknowledgement will be presented by trustees deatory and Medina. >> Thank you, President Casten. I acknowledge that 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 stewarded it throughout the generations. This land acknowledgement calls us to commit to continuing to learn how to be better stewards of the land we inhabit. By offering this land acknowledgement, we affirm indigenous sovereignty and will work hard to hold center city schools
003more accountable to the needs of the American Indian and indigenous peoples. PBlo territoriz. city. Thank you. >> All right. Well, We'll now move to item C3, reports of actions taken in closed session. There's no reports of actions taken in close session. Uh we'll now move to items considered in close session for action in open session. And I do not have my case number in front of me. Someone can read that. Trusty Deator. >> Make a motion to approve student expulsion case 202526 11. >> Second. >> Moved by Trusty Deator. Seconded by Trustee McN. Roll call, please. >> Trusty Deator. >> Hi. >> Trusty McN. >> Hi. >> Trusty Jenkins. Trusty Kirby. Trusty Medina. >> No. >> Trusty P. >> I. >> President Casten. >> I. That motion passes with five eyes and two nos. We'll
004now move to item C or C5, statements of abstension. Are there any statements of abstension? Right. Seeing none, uh, we'll now move to item C6, adjustments to the agenda. Any adjustments to the agenda? >> Yeah, Trusty Medina. >> Um, I just wanted to point out we the this new structure of the agenda doesn't go in line with our board bylaws. Um, these public comments in advance of items. um our board bylaws 9323 specifically indicates that for each item um we discuss the item ask questions of of staff and then we open it up to public comment. Um so I just wanted to clarify that and I and I would hope that we could follow that process because for me being on that side I would like to comment after we hear what staff has reported
005on an item and not in advance and that's what our bylaws say we should do. So I would hope that we remove all those public comments in advance and do it per item as our bylaw state. So bylaw uh provides the guidance for the creation of our agenda and this agenda format is consistent with it. Um I reviewed 9323 when I heard about this concern and we actually have conflicting bylaws with different guidance. Um the the bylaw you're citing would also necessitate specific presentations and individual public comments on each consent item. So it's in the opinion of the chair that the agenda is actually consistent with bylaw 9322 on agenda setting. Um and we need to refer the conflict in the bylaws to the policy committee to be figured out. So, with that said, I'd
006still say that I my request is that we allow the public to be able to provide public comment after they hear any information that staff gives us based on questions that we ask. >> So, um at this point, the appropriate thing would be a motion to appeal the decision of the chair. We can see if there's a second, and if there is, we can then go to a vote. I think the motion would be to adjust the agenda. We're on adjustments of to the agenda >> when no because the agenda has been posted in accordance with bylaw 9322 and so this is agenda is consistent with our bylaws from that perspective. You're raising a different perspective. Um we I guess we could do it either way. So, my adjustments to the agenda are to remove
007item H1A, remove item 21A, 3 A, and uh yeah, so that's my request. >> Is there a second to Trusty Medina's request? >> I see no second. The motion dies. Any other requests for adjustments to the agenda? All right, we'll go ahead and move to D reports. D1, our California School Employee Association, CSEA, San Rosa 75 report. Good evening. Good evening, President Casten, interim superintendent August, members of the board, members of our community, and my union siblings. I am Jason Andrews, president of CSEA Chapter 75. Tonight, the board will consider the elimination of some 60 classified positions. These are our members who support students at Steel Lane Elementary and Comtock Middle School. We are heartened, however, to see that the special a POS special education aid positions have been rescended from the agenda. I would
008like to talk about these two school communities that are slated to close. Some of our classified have worked at those sites for many years at the elementary school. Many are also parents. This is a pathway many of us have followed to become employees of San Jose City Schools. This year, as in many of our schools, these sites welcome folks from other schools that have been closed. Steel Lane has welcomed staff from Bella, Brook Hill, and Santa Rosa Middle School. Santa Rosa Middle School staff now are part of the community at Comtock, too. These classified now face the disruption of starting all over again at yet another school in another position or they may no longer be with us in the district. All of our school communities face the changes of different faces in different places.
009The board has the duty to keep our district fiscally solvent, but we should all keep in our hearts those classified and certificated who have supported our kids for so long, who have kept the lights on through all sorts of trials and triumphs. Thank you. >> All right. Thank you for your report. We'll now move to item D3, our report from the San Rosa Teachers Association. I have to be tall tonight. Thank you, Jason. He's got a few inches on me. Um, good evening, President Casten, Superintendent August, members of the board, members of the community, everyone in the room. Thank you for being here tonight. I want to start with a thank you to our board members for meeting with either myself or with other members of our exec board over the last 10 days. We
010really truly do appreciate the time you give us for conversations. Um and to really all the educators in the district and um families and students of this community, we know that you are working hard for Santa Rosa City Schools. But here we are and we've been here before and we are still here watching and hoping for the best, doing our best, rising to the occasion, giving our all for our students while this board and district leadership have been right sizing and steering the ship and building the plane while flying. And in one memorable board comment, building the Titanic while it sinks. Um the platitudes haven't worked. Um the plans so far from last year and this year haven't worked. Um we asked for a work group to collaboratively develop solutions. We were told that would
011just slow the process down that FikMat had was doing everything they needed to do and everything they could do. And it was confirmed at the last board meeting that that wasn't necessarily true. In fact, there's many more ways that Fikbat could be helping. We were told that Miss Kazarez has a plan, has always had a plan, has had a plan for months, and our suggestions have been dismissed as simplistic. Our data has been dismissed out of hand, just without regard. We've been told that we can't afford the gold standard right now. A standard we haven't been able to meet in this district for a long time except perhaps in the number of district level administrators. You keep saying, "Oh yeah, it's going to hurt. We have to make these cuts. It's absolutely necessary." the planning,
012the implementation planning that can happen after the fact. I'm here to assure you that when these cuts are enacted, implementation is either going to be extremely difficult at best or impossible at worst. The implementation planning will probably consist of the teachers, the educators of this district being told to expand their capacity, which it's a phrase that should be banned from all district documents from here on out because the reality is is we have expanded our capacity. and we're at capacity. And what's going to happen next is the reality is that our students will be harmed. They're going to be harmed in real ways. Students that have been kept afloat by their supporters, the educators, the counselors, the school-based therapists, the restorative specialists, the education specialists, the co-teers, the small group instruction classes. These students are
013going to start falling through the cracks and some of them are going to fall off a cliff. And that's just reality. the larger classes, the packed schools, the fewer supports. Bottom line, these cuts might balance our budget, but they are destabilizing our schools. They are destabilizing our students. They're destabilizing our teachers and they're destabilizing the entire community. Unstable schools will stop or delay learning for students. Unstable schools will drive families away. Unstable schools will drive educators away. We know the cuts need to be made, but the cuts in front of you seem like the easy way out. What about the question I asked at last Saturday's 14-hour board meeting? I I expand it every time I mention it. Um soon it's going to be a whole 24-hour board meeting that I went to last Saturday.
014But the question I asked there was, why is our spending in the 5000s double the state average percentage-wise? Why are almost none of the cuts that we're seeing here tonight are from the category of the 5000s? What's been doing to rightsize that spending? In the end, we know that cuts will be made. Please keep this in mind as you do your cuts. We need schools that have the needed resources, including staff, to educate all children. We need a district and schools that parents want their kids to attend. We need leadership that protects students and provides a quality public education. We need a board and we need a board and district management is empowered and responsible to parents, students, and educators. We need our trustees to have the best interest of our students at heart. This
015is your one job. These cuts don't reflect the commitment to students that you took an oath to protect. If you can't provide those things, no matter how many cuts you make, then you're looking at failure. Tonight is a turning point. The decisions you make tonight will dictate the future of our district. We need stability for our community, for our students, and ourselves. What is our tipping point? How far is too far? How many lost positions are too many? As we educators look up and down our state and see our CTA brothers and sisters saying enough is enough, I wonder how much longer can we allow our voices to be ignored? When do we reach our tipping point? When do we draw our line of solidarity? When do we look back and realize the harm that
016we're doing to our students? Thank you. All righty. >> I'm now going to uh I believe I accidentally skipped D2. Is our teamsters local 665 representative here for a report? Teamsters. All right. Then we'll go ahead and move to D4, our superintendent report. Superintendent August. >> Thank you, President Casten. >> Tonight, this board will take action on a fiscal stabilization plan. We've been discussing the harsh reality we face until this point. One, we face up until this point. uh one that demands honesty and decisive action. Thank you to our trustees, staff, and the Santa Rosa Teachers Association partners for joining us this past Saturday for an all day special board workshop. Um as President How mentioned, focused on the board's strategic priority of fiduciary responsibility. During this session, in addition to work on goal setting,
017our trustees received important information about what fiduciary responsibility is, as it is much more than just being fiscally responsible. There was also an opportunity to provide clarification and answer questions on areas of our budget and our processes. I'm sure our trustees will speak more to it, so I I won't go into detail there. In addition to progress already made, the solutions before the board tonight for action will address our $15 million structural deficit and our emergency reserves. To clarify some confusion from the last meeting within the one-time solutions, the district has identified cash available within our own funds and we do not expect to require an emergency aortionment in the current fiscal year. Adherence to the plan is important in order to ensure that solveny. It cannot be understated that the solutions and reductions tonight
018are significant losses. And I hear the members of our team who are having a hard time to see a path forward. We will meet these challenges together and work with our community to ensure that we don't find ourselves struggling with the same issues in the foreseeable future. These problems didn't appear overnight. They've been passed down over many years and it is our responsible responsibility to act now to solve them for our students and future generations of this community. This board has the opportunity to show its resolve and dedication to our community. By taking these painful but necessary steps ourselves, we are fighting to regain and maintain local control. This action is the fight to be the ones is the fight to be the ones who decide how to preserve our most cherished programs, ensuring our
019community's voice remains the loudest on behalf of our children. Following the board's action, our work shifts immediately to focused collaborative implementation. District leadership is focused on working with our staff and families throughout this process to rebuild and sustain trust. We are committed to being forthright in our progress through regular updates. We will clearly communicate the changes, the impact, and the path forward. Part of this work will be to establish specific checkpoints and communicate our progress progress, both positive and our hurdles. Rebuilding trust starts with action, showing our staff and broader community that we can make the hard decisions, especially when they are the right ones for our long-term health and stability. We will we look forward to working alongside you and our community through the difficulties ahead to protect our students and our community's future.
020On that note, I do want to end with sharing a couple of highlights before we get into the truly difficult work this evening. Sunday, the Santa Rosa High uh amazing Art Quest theater arts students um performed at the LAI Festival. Uh to quote their proud theater director, Jeremy England, our students earned top scores across every evaluation rubric they entered and received the festival's highest distinction, a coveted gold ranking for their original one-act production, Liberty and Justice. Today, LC Allen School celebrated their official exit from any ESSA designation, showing the incredible academic progress that we are making. And Proctor Terrace Elementary School was recently highlighted for their garden-based learning experiences where children engage their senses, ask meaningful questions, and construct knowledge in authentic ways. There are many more things around our district. I just wanted to
021make sure that that we name a few of our recent highlights. Thank you. >> Thank you. >> Now move to item uh D5, the board president's report. So I want to thank all of the groups uh this week. I've I've spent more time, I think, on various campuses talking with folks than I spent um at my own house uh including sleeping. Uh but I think that we've had some very good conversations and discussions. Um this has been a marathon these last 13 months and it's uh it's one that is going to continue tonight. Tonight is not the end of any processes. It's the beginning and the continuation of a lot of what we've been working on. Um tonight we're facing a pivotal moment in the history of San Jose City Schools. We're here to make
022very difficult decisions, specifically regarding budget reductions that are necessary to keep this district solvent and prevent a state takeover. I want to be very clear about how we arrived at this precipice, what our actions tonight mean, and how we might be able to find a vision for the future moving forward. we got here. It's important to understand that the path that got us here wasn't a path of bad intentions. It was a path involving years of good people making good decisions for students. However, those decisions were not aligned however those decisions were not aligned with the sustainable funding available to keep them going. Starting in 2017, our community faced a relentless series of disasters from the wildfires through CO 19 pandemic. In response, we received significant one-time funds each and every year from both the
023state and federal governments. Because that money kept coming for several years, it began to feel like re regular revenue. This led Excuse me. This is my opportunity to speak. There are lots of opportunities throughout this night for all of you. We will continue with order, please. So, this situation led to a structural trap. We used temporary money to cover up the financial reality of declining enrollment. We used temporary money to establish ongoing programs that became beloved and relied upon by our community. Now that one-time fund, now that those onetime funds are gone, the removal of these programs and supports is abrupt. I want to be really clear. There is not a this is not a crisis that's the result of fraud, embezzlement, or nefarious actions. It's the reality and the result of a severe misalignment
024in prioritization of using short-term dollars to pay for long-term commitments. Previous boards and administrations delayed making these decisions made these adjustments hoping that the picture would improve. They delayed obliterating they delayed in a way that obliterated our reserves. We used our savings to keep things going and now that entire runway is gone. We do not have any capacity to phase things in. Um we're at the edge of a fiscal cliff. This conversation requires a very frank discussion on accountability. It's difficult to sit up here and take responsibility for problems that started 10 years ago, long before any of us were elected. But when we chose to run for the school board, we chose to take on the legacy of this district, both its triumphs and its failures. Therefore, the accountability rests 100% with this board
025of trustees. This board is the entity that in past years chose not to implement smaller reductions when they were presented by staff. This board is the entity that chose to maintain historic staffing levels while student enrollment dropped. I'm accountable for that and we are all accountable for that. This is not just a fiduciary exercise up here for us. It's personal. We represent the fabric of the school community. We're parents of current and former students. We're former students ourselves up here. We're educators. We're a part of the community. And these cuts are going to be felt in our own homes and in our own neighborhoods. Our actions tonight are however the only firewall between local control and state receiverhip. If we do not act, we will fall into insolvency. By acting, however painful it is, we
026choose to retain the right to steer the ship rather than have the keys hand the keys over to the state. What does doing it right look like? Our goal has to be to reach a place of predictability and stability. We must stop the cycle of boom and bust budgeting. We need to reach a point where when we promise a program to a student, whether it's an art class, a sport, or an academic intervention, we can guarantee that that program will still be there next year and the year after that. Tonight's about restoring our solvency and rebuilding our reserves. Once those reserves are healthy, we will have then earned the privilege of leading this district from a place of strength. But we'll also have to do it differently. We have to maintain a laser focus on
027academic rigor and enrichment opportunities for our children that are sustainable. We must stop relying on one-time fixes for structural needs. We've spent the last year interrogating our finances and now we must also very thoroughly interrogate our services. We need to have an honest conversation about what is achievable while challenging ourselves to be excellent in what we choose to do. And frankly, the board up here, we are not the experts on what is achievable in our classrooms. We need to empower our site level staff, our teachers, our principles to bring us recommendations on what education means to this community. And then we need to listen and we need to set those standards. And then we need to make sure that this entire institution is accountable to that. There is not a finish line in education. We
028don't have a horizon where we're going to cross a line and say, "We made it. We're done." This is always going to be an iterative process. I believe that our mandate now is to seek to be better each year within our means. And that means being better at delivering academic rigor, at providing enrichment opportunities, and at being better at keeping our campuses safe. If we do this, if we can actually clear this hurdle tonight and commit to this discipline, we will ensure that San Rosa City Schools is here to educate and empower our youth for generations to come. So, I thank you for your time. I'm now going to turn it over to my colleagues for their reports. Trusty Jenkins. All right. Hello. Um I will try to keep this short. Um it continues to
029be a busy life for a trustee. I do want to give a huge shout out to all the winter sports participants at the secondary level and also um as uh our superintendent mentioned about the VAPA students through our entire secondary district who participated in um Lana and I'm hoping that I'm pronouncing that correctly. >> Thank you. >> That's okay. I know it was the the big one from our quest but everybody got to participate. Her was amazing. Um, I know that a lot of our accolades have been put off this year as we address huge financial issues. And I'm hoping that we as a board can do what is needed tonight and in the coming months to allow time in the future for celebrations of all the good things that are happening in our district.
030The amazing signature programs in secondary, our language offerings in elementary, and the commitment of focusing on third grade literacy levels are on the top. The budget study session on Saturday, while long, was extremely beneficial. Um, and I want to thank the site leadership who've responded to my email about visits tomorrow. I have the day off um because of the holiday. And so I look forward to stopping by Coreo, Piner, and Lincoln. And am also very excited that Helen Layman reached out for ReadAcross America coming up in early March. I heard a couple phrases recently that I wanted to throw out there. Um the first one is work moves at the pace of trust and then the idea of implementing change of forming storming norming. These are so relevant right now. I know with all my
031being that this school district is trying to restore trust that does not happen overnight obviously and a year into being a trustee we have a lot more work to do. I also know that we are in a combo of forming and storming mode and by implementing decisions with fidelity instead of continue to rehash what has been done and change direction from direction already given we will get to norming but not right now. I know tonight is going to be hard and very full. Thank you to everyone for being here listening in as well as sending your thoughts via email to ensure your voice is heard. Trusty P. Hi. Um, I guess I want to start off with I'm so sorry. I'm so sorry if you've never been apologized to for this mess that we're in
032and that you're going to have to you're the most affected. I am so sorry. The the I'm so sorry if you have been feeling like you're not valued and you're not appreciated and your voices don't matter because they do. The respect that I have for educators is so high because you do sometimes a thankless job. You're shaping our kids to grow up to be whatever they want. And you're always asked to do more with less. And if there was if I could win the lottery, I would clean all this up right now. I tried. I lost. Um, but I want you to know that you are valued and you are appreciated and I you should be going home every day knowing how much you're cared for. The best part about my job being a school
033board member is when I get to go visit campuses because I love to see the kids and how happy they are and how safe they feel in your presence. And I just I'm sitting up here because I wanted to make a difference. And the weight that I felt going to bed last night, knowing the discussions we were going to have tonight, left me feeling like I was letting everybody down and I'm sorry for that. And I want things to be better from last year because another part about my job is when I get to go talk to teachers, I get to hear sometimes horror stories of how you're mistreated or how it makes you feel to be mistreated. And I'm sorry for that, too. But I want you to know that if I haven't met
034you yet, I'm thinking about you and I care for you. And I want to thank you for taking care of our kids. Trusty Medina. >> Thank you, President Casten. And um thank you, Trusty Pra. Um, I think first off I wanted to um congratulate all the seniors that are um graduating and have been finishing sports. I've been seeing all the senior nights on on uh social media. So, congrats to all your seniors who are ending your seasons and different sports. Um I did want to echo um Superintendent August on the congrats to Art Quest students and their their play Liberty and Justice. I read it as liberty and just ice. I think that's it. But congrats on your achievement once again. Y'all continue to do amazing work. Um, I did want to thank the DACA
035and ELAC parents for inviting me to participate in their meetings and to listen to their concerns and and really uh um try to answer questions as best I could for them, but also to um listen to the input and feedback that they've had. So, um, I I I felt like I learned a lot from them and and I hope to be a part of more of their meetings. Um, President Castton took us back about 10 years and and I was looking at a FICMAT agreement that the district entered back in 2016. Um, and they were tasked with making recommendations to the district. And the one that stood out in in in their final letter that they gave us in 2019 um was about um having human resources and payroll staff members have regular meetings and
036and such. And back then this this had been something that at that point had been implemented. And so I was really um taken aback at the last board meeting when when Fikmat said this idea of position control and these meetings kind of didn't seem to be happening. So um I I think it would be good if we reviewed those recommendations back uh about 10 years ago to see where we're at because a lot of them were still left in progress then. I think the assumption was that they'd be getting worked on and and again this was even before I got on the board and I've been on the board for a while apparently. Um but but I think the other part that I that I do want to say is that um we've known that
037there was going to be some significant cuts. I think in working with our labor partners as we continue to keep positions open, we knew there was going to come a moment where we would be having to let go a lot of people. I think that um it it's worse than we anticipated and with all the money getting cut and so I I too um I think am sorry that we are in this situation. Um, I I hear the concerns about um the five 5,000 code items and I want to say that I'm very thankful that we have loose working with us. Um, she's she's helped me understand some of the differences that exist in our district. I think two things that stand out within the 5,000 code items are transportation, for example, which is nearly
038$5 million, where in most districts that would be build under a 2,000 code item, but because we outsource our transportation, um it's not an internal function, it goes under those 5,000 items. We also have a lot of special education costs that fall under those 5,000 items which could be and is likely because we have a higher proportion of students on IEPs than maybe other districts. And so that's why our averages are are elevated. But but I I think I say that more to um highlight the fact that we're asking the questions and we're trying to understand better and and get an understanding of that. And um I just want people to know that that we we are trying to find solutions. We don't want to go into receiverhip. And um I know that I've been
039having a lot of long days and sleepless nights of just worried about all this because I care and I know that everybody else up here cares deeply and they're working hard to understand. Um it's not easy for us, but in the end, we're all in this together. And um I know that you all are here because you care about our community and our kids and our future. And I think that we're all here for the same reason. Um it's just a bumpy road ahead. So thank you for your patience and thank you. >> Thank you, Trusty Medina, Trusty Deator. >> Thank you, President Casten. And uh thank you to all the trustees and superintendent for addressing the room and addressing the voices that are being shared. Um, what I want to express is my gratitude.
040Thank you for your time. Thank you for your expertise. Thank you for your knowledge. Thank you for your perspectives. There are seven votes up here tonight that have to make some really difficult decisions. And above all else, we must become solvent and it must be sustainable. I cannot express enough how much we do not want to be in state receiverhip. that removes all humanity from the conversation. You matter. Our staff matters. Our community matters. Most important, our student matters. And unless we stabilize and rightsize this budget, then we cannot focus on future opportunities. We are tasked with some very difficult decisions. As expressed, many of us have had restless nights trying to stay resolved and true to the course that we must remain on. We are not the only district to have faced this in
041the county. There may be districts following us to be in this position, but we have a very dedicated staff and very dedicated professionals, including each and every one of you in this room and those that have sent in comments and emails and taken time to speak with us that are dedicated to fixing this and making it right. We did not take these positions with any intent other than saving this district and protecting opportunities for your students. So my message is simply gratitude. Thank you for your voices. Thank you for your time and thank you for holding us accountable. Trusty Kirby, thank you. Um, I didn't have much prepared. Um, I just wanted to again, like everyone else, thank you for your for being here representing and, uh, giving us your input. Uh, this this basically
042became a second full-time job for the last year. Um, and I think we all take our positions very seriously. Uh, we're trying to do the right thing. Um, as the other trustees have said, uh, remaining solvent is, uh, is a highest priority. You know, if we lose control of um of the decision-m process, um, it just what we have, we have very little input at that point. Um, so we're here. I I appreciate all the collaboration, you know, the meetings that I've had with you. I read all your emails. I try to answer as many questions as I can through your emails, through our meetings. And um there are obviously tough decisions that we have to make tonight and uh they're going to affect your lives, our everyone in our community. And um it's it's
043going to be a tough night. Um so appreciate your patience. Student trustee Ko Sorry. Um, I just honestly want to say like how Miss Prag said, I'm sorry for everything that's going on in your guys' lives. And to every teacher, if you're listening through Zoom or in here, elementary, middle, high school, I just want to say that whoever students you guys were able to teach, you must have touched their hearts in some way or form. Because I can say for certain growing up here in Santa Rosa and going to the schools that I went to, I could have a whole list of a bunch of teachers that really genuinely made my life the greatest it's been and who I want to say thank you to all cuz without them I don't think I'd be even
044sitting up here at all or just be here in general. So, I just hope you all know you guys are cared for and loved. And thank you so much for just being who you are as people, as the community, as teachers. Just thank you so much for everything. >> Thank you, Student Trustee Creo. And I want to thank Trustee Pra. She has a way of taking what I'm feeling and putting into words that I don't have the same ability to do. So I want to echo that. I am also sorry and thank you for the education you provide to my children. We're going to move to item E, public comment on non-aggenda and consent calendar items. We will have 60 seconds per speaker, but no limit on the number of speakers. And we're ready. >>
045Thank you, President Casten. >> I'm going to call three names at a time. If you could please approach the podium. Again, you'll have 60 seconds. I'm going to do my best to start with students. Our first speaker is Zoe Mayado Nava. Second is Daniel Sylvester. And our third speaker is Andre Sylvester. stand so you can be seen. We can please get the timer on the flat panel. Just one moment, Zoe. I think we're good. Once the speakers start, uh, we'll be able to see the timer. Go ahead. >> I am writing this to you about the decision to close my school, Steel Lane. You need to keep Steel Lane open because my school is important and losing it and and closing it will hurt our hearts and future. Do you remember that you guys wanted
046to close some schools and you got more money and the and then but the families got got mad and then then you guys lost students plus money and we have 422 students. And where were we go? What what school will the students go? Do you guys want to use classrooms that had been used? And why would we have to pay the price? Thank you. Next. Next we have Daniel Sylvester followed by Andre Sylvester followed by Nolan Jefferson. >> My name is Daniel and I am in second grade at Steel Lane. I love my school because it's where I learn new things and get hugs from my teachers. Our schools feels like home. Please don't close our school. We need it to learn, to grow, and to be together. Thank you for listening and caring about
047us. Next is Andre Sylvester, followed by Nolan Jefferson, followed by Joshua Craig. >> My name is My name is >> My name is Andre >> and I like kindergarten. >> I am a kindergarten. >> I still >> I don't like changes >> if my schools >> in my >> school. Uhhuh. and my school closes >> will be very sad. >> I'll be very sad. I love to come >> I love to come >> to school >> every day >> to learn >> and play >> I play >> with my friends >> my teachers >> the best >> are the best >> I love them >> and they love me >> please don't close steal your lane >> please don't close the lane >> thank you. >> Next is Nolan Jefferson, followed by Joshua Craig, followed
048by Javier Rios Hernandez. >> Hello, my name is Nolan Luther Jefferson. I am a level two student in theater arts at Art Quest High School and I have heard many of many appraise from all of you. And it has also come to my attention that a lot of you want to change art quest classes to a single period. But if you want the shows that you all love and we give you, we need all the time that we can get. I also believe that I wouldn't be standing here speaking in front of all of you if it wasn't for Art Quest. I would not be going to Santa Rosa High School at all. I I was bullied my entire life in middle school. I am a mixed African-American white boy who never found a place
049to fit into society. And once I joined Art Quest, I found where my place was. Next is Joshua Craig, followed by Javier Hernandez, followed by Julieta Jimenez. As of right now, I am very concerned for the state of Artquest. Cutting all of these classes down to just one period would be detrimental to the curriculum. Artquest students find so much passion for not only their art, but for themselves because of how everything is set up. I am a student who lives in Cloverdale who's here just for Art Quest. Last year at my school and all years previous, I was severely bullied and faced with a lot of prejudice and that led to a lot of mental and physical health issues. But since just the past six months of coming to Arquest, I am now happier than
050I have ever been in the entirety of the 15 years that I have lived. Any changes to the curriculum will change that not only for me, but for all the other students in all of the courses that Arquest provides. Do not let Art Quest and your students down. Thank you. >> Next is Javier Rios Fernandez followed by Julieta Jimenez followed by Lord Laura Molen. Hi, my name is Javier and I'm in third grade and my school is is a good place to be. But if this clue schools um I will be sad but there but some schools might like Next we have Julieta Jimenez followed by Lona Molen followed by Amy McCoy. >> Hello, my name is Julieta Gimenez. I'm a fourth grade student at Steel Lane. I'm asking student school. We love our school.
051We love our students. We love our teachers and we love our staff. We don't want to get pushed into other schools with so many students in each class to hurt our chances to be successful. This will be my first year playing basketball for steel lane just like my siblings did. And please don't let it be my last. Please don't take this away from me. Next is next is Lena Molen, followed by Amy McCoy, followed by Dalia. >> Thank you. Um, hello, my name is Lena Molen and I am a junior in Artquest theater. I'd like to speak on the possibility of ArtQuest periods getting cut. ArtQest is a specialized arts program. If you cut it down to just one period per specialty, it essentially just becomes an elective, it will no longer provide the college
052level education that it currently gives and will no longer attract students the way that it has been for the past 30 years. 40% of current Artquest theater students transfer to Santa Rosa High purely for ArtQuest. Next year, we are slated to have 182 ArtQuest students who are transferring from within the district and 63 that are coming in from outside the district. It is these interd district transfer students that give our school and the board money. Artquest is actively funding our school by being a magnet program that attracts students from out of district. I am certain that if you cut ArtQuest periods, it would no longer attract so many students and therefore would provide less funds. Don't let ArtQest and your students down. Thank you. Next is Amy McCoy, followed by Dalia Buika. I hope I'm
053saying that correctly. Followed by Matt Mensuch. All right. Sorry, it's the Art Quest Brigade right now. Um, as a parent of two students that go to Art Quest, I got a chance to go to Lana this last weekend and I can tell you it's a phenomenal experience. There are schools that are actively seeking out art quest performances and they want to know what these kids are doing. The fact that lightning struck twice and they got a second gold this year is amazing. Um, for those of you that didn't see the performance, the Liberty and Just Ice, it's basically a take on Pinocchio and what it means to be a real person in today's political climate. It was very, very good. Um, with that, two quick things. One, if y'all need a drink after this, we
054have our fundraiser happening on February 21st at the California mocktails, cocktails, trivia night. Come see us. And second or third, um, I would ask the the board uh, ask for a report from our quest, from Brooke. Please have her come. >> Thank you. Next. Next is Dalia. If you could please state your last name. Matt Mensuch followed by Micah Carlin Goldberg. Hello, my name is Dalia Bjika and I am current I am concerned for our art quest program. I'm in my fourth year at ArtQuest Theater and the reason that we have a 2-hour block period is to develop skills that are college level. There is no other program like this in the county and that's what makes it so special. Joining Art Quest is the best decision I have ever made with this loving and
055caring community. The only reason I am at Santa Rosa High is because of ArtQuest. I drive an hour from Geyserville just to be a part of this astonishing program. This program has given me so much opportunities for colleges auditions and job applications. I have won bronze, silver and gold from Lana Festival we attend annually. Additionally, my classmates and ArtQuest Theater have repeatedly won various medals from the high school theater festival every year along with winning gold for our one act play two years in a row. Do not let Art Quest down and your students. Thank you. >> Yeah. >> Next is Matt Mensuch followed by Micah Carlin Goldberg followed by Symphony Revill. Hi, I'm Matt Mench. The plan to close Steel Lane will be a costly mistake that will only add to our problems. A
056study reported in the weekly uh or in the in Edweek states that even close closing a small school does not save m as much money when the greatest expansionary expenditure is personnel. Steel Lane is not a small school. We have 422 students with the highest intake of any school in the district. The plan floated floated so far is to spend $7 million to rent and then refurbish portables to place on seismically disqualified sites. It's unthinkable. What What is the busing going to look like? Prepare to flush the ADA money away as more families pull students to seek less routed clouded crowded classrooms. I see the plan also has my students going split seven ways between six other elementary schools and my students who go back to their home district. So, you're losing them, too. >>
057Next is Micah Carlin Goldberg, followed by Symphony Revill, followed by Kristen Colgrove. >> Uh, good evening. My name is Micah Carlin Goldberg. I'm a sixth grade teacher at Steel Lane and I've been in the district 12 years. You are making a huge mistake. You are not listening to your staff. You are not listening to your families. You are not listening to your students. I would like to say thank you to Trusty Pra who is the only board member who has come and sat and talked with us in the last two years at Steel Lane Elementary. I would like to thank Trusty Medina for opening the conversation about undoing the mistake you made last year in deciding to close Steel Lane. Steel Lane is the only elementary school that is growing of its own valition. The
058boundary changes last year took 78 of our students and gave them to Proctor Terrace, Luther Burbank, and Hidden Valley, overcrowding those schools. We've already made 38 of those students back. If we had not had our boundary changed, we would now be the largest elementary school in the district. >> Thank you very much. >> Symphony Revill, are you here? Followed by Kristen Colgrove, followed by Carol Cranston. Um, my name is Symphony Rumrel and I'm an ArtQuest photography student. I wanted to say that our program has essentially been slashed in half already. We've been sized down to all levels in one period and all of our level three students are limited are limited to one art quest period instead of two. This has gone unnoticed for the most part by people outside of the program, but internally
059we have faced irreparable irreparable damage. I have seen firsthand an extremely high number of passionate artistic students have to drop the class because it is no it no longer met their expectations and limited their creative expression. I believe cutting parts of the art quest program will lead to damage to our school's community and livelihood. Next is Kristen Colgrove, followed by Carol Cranston, followed by Lindsay Calls. Good evening, board. I hope you were listening at the last board meeting when the Fickmat rep told you to pay attention and ask questions. I quote his words exactly. You must absolutely demand or change the superintendent if they are not implementing with fidelity. and the team here is not implementing with fidelity. It is your job to ensure that happens and if it's not happening then all due respect
060to the superintendent that needs to be her last day. All due respect to some other team member that needs to be their last day because the district is at the edge and I think you know that end quote. In February of 2022, Rick Edson, former CBO, warned the board about overspending and the impending need to close a school. Instead, the superintendent and cabinet got raises. At the end of 2022, Rick Edson was replaced by the CBO of Plumis County. Plumis County entered receiverhip just two and a half years later in June of 2025. That CBO is now our interim superintendent. Food for thought. >> Thank you. Next, next we have Carol Cranston, followed by Lindseay Qu, followed by Yanni Erles. >> Hi, I'm Carol Cranston, and I'm a retired Santa Rosa City School teacher. I
061taught at Steel Lane School for 25 years, fifth grade and kindergarten. It is the best school I've ever participated in my whole life. It has the annex which takes care of the special ed kids. It would be a shame to lose that. I spoke last time and I said the priorities need to be reconsidered. There's too much administration being money in administration and special interests being spent in that direction. Your priorities need to change, please. And I was expecting to come here today and see that steel lane would have been on the agenda. I was disappointed to that that did not happen. So, I'm begging you to please >> Thank you very much for your comments. >> Oh my god. Oh my god. Okay. Thank you very much. >> Next is Lindseay Qualss, followed by
062Yanni Erles, followed by Ross Wyn. >> I've been a teacher with San Rosa City Schools for the past 11 years. I'm speaking tonight because I have lost all faiths in this district's ability to make sound financial decisions. From the outside, it feels like you're in denial about the depth of this crisis. You've refused meaningful outside help and instead chosen to plan cuts that won't solve the problem. Cuts that will actually make things worse. Let's be honest about why we're here. Declining enrollment and a pattern of bad decisions. And the latest decisions, increasing class sizes, cutting programs, and piling more responsibility onto already burned out staff, will not save the money you think it will. It will only drive more families away from SRCS and harm the students who remain. We know you blame teachers for
063refusing to take a pay cut, but the real issue is trust. Many of us would consider a financial sacrifice if we actually believe this district would make responsible choices with that money. And right now, we don't. You can't cut your way out of a leadership problem. Thank you. Next is Yanni Hercules followed by Ross Win followed by Oliver Hinesman. Good evening, Board of Education. My name is Johnny Hercules, and I am a mother of three children who attend Steel Lane. I'm addressing you to request revocation of your decision to close our school. 420 students attend our school, many of whom are Hispanic. Furthermore, stealing school offers a safe place where our children are happy learners. To close the school sends a harmful message about which comm community communities are valued and which are disposable. I
064invite you to reconsider that decision and to collaborate with our families in order to protect a vital school for the well-being and future of our kids. I ask you to please keep our school open. Thank you. Wait, next is Ross Wyn, followed by Oliver Heisleman, followed by Angel Diego. >> Good evening. My name is Ross Wyn and I'm a senior at Santa Rosa High School currently in the Art Quest program. Art Quest to me is not just a place where students and teachers can develop their craft in the arts, but it is a home. A home for students who didn't feel like they belonged at our school until they found others who had the same interests as them. A home for teachers who didn't think anyone was interested in the arts and home for the
065admin willing to put in their time and effort to keep the arts alive. It also brings in people from all over Sonoma County that are not even in the district. Many people from outside the district come just to be a part of this art program. If you shorten these classes, you're diminishing the students interest in the arts. Please let artest stay the way it is and let students learn their passion for the arts. Please don't let our quest and their students down. Thank you. Next is Oliver Heisleman, followed by Angel Diego, followed by Anna Chavez. Hello, my name is Oliver Heineselman and I am a uh level two in Artquest theater, which means I've only experienced two years of Art Quest Theater and I've performed two shows. Um, I have a lot of goals in
066Art Quest Theater and I want to go to Lana and I don't think that I can confidently perform uh a good piece with only one period of theater. So, please don't let Art Quest and its students down. Thank you. Next is Angel Diego, followed by Anna Chavez, followed by Diego Cam Cambi. >> Hi, I'm Angel Diego. And before I get started, I would like to show appreciation to Mark Kirby who left. Um, anyways, I'm a student and it's about to be a 100 days of me not having any support services as a special education student. Last week, I was called a slur that is used as a homophobic slurs for homosexuals. I was unprotective. I only received an email from a board who wasn't from a board member who wasn't even marked. But at least
067someone wanted to help me, an innocent disabled student. Moving forward, today is actually the day before my birthday. I asked Vicki from HR if she wanted to sign my birthday card or say happy birthday to me, and she didn't. If you claim to care about students but haven't been replying back to my emails, hi Mark. Why am I still not receiving my free appropriate public education? And why isn't Lisa August's blessing being followed when she told me to uh when she encouraged me to utilize my support staff? Hold on. Um yeah, and yeah, I also encouraged Mark Kirby to visit me at Santa Rosa High. Next is Anna Chavez, followed by Diego Cambiar, followed by Michael Hillberg. >> Hi, my name is Anna. I go to the school from St. Still lane and my teacher
068teach me so many things for I can go to Still Lane and my PE teacher show me a lot of things and my music teacher show me how to sing so many times. And please don't close my school. >> Good job, sweetie. Margaret Boon for Jen Vellesquez. >> Good evening everyone. My name is Diego Kemblour. I'm a junior at Santa Rosa High School and I'm part of the Artquest theater program. The thought of losing this wonderful program is absolutely terrifying. Art Quest helped me figure out who I am and my home district is Montgomery. I transferred schools for Art Quest. Like many other people I know, I've met so many people and found some of my closest friends through this program. If our question is shortened, our teachers have told us that they will leave.
069It will destroy the program. I will leave the school and many other students in my class have said the same thing. I have already planned my schedule for next year to accommodate for art quest. I'm asking you to please protect this program. Please protect the arts. The impact students on me is like bigger than you might realize. It changed my life. Please don't let Arquest and your students down. Thank you. Next is Michael Hillberg, followed by Margaret Boone, followed by Aaron Giri. >> Uh, good evening. I I'd say that waving these signs at these meetings is immature. I I don't like seeing it. I would welcome state receivers of this district, even more so after what I'm witnessing here tonight. and you on the board, I think you ought to welcome it as well. It's
070an untenable situation. M serious mistakes were made during the prior consolidation that make this situation just untenable. And you should just, you know, take the broader perspective and welcome something to be done to really write the the fiscal ship and state receiverhip looks to be the only way to do that. The San Rosa City Council has a sales tax that's 1% higher than San Francisco. Why? Because they were unwilling to make the the serious cuts to to bring down the structural deficit. and we're all being victimized. >> Thank you for your comments. >> Next is Margaret Boon, followed by Aaron Giri, followed by Adena Flores. I'm reading this on behalf of one of the parents that's been in our SULPA group. Um, I won't make it through it all, but I emailed it to you.
071It's critical to our special education students that you take my letter into consideration before the agenda item F8. The current CAC slate, seven parents, six staff, with three of the parents also being district employees, is not compliant with the spirit and intention of California Ed Code, which requires a majority of voting members to be parents or guardians of students with disabilities to ensure independent parent input with only four true independent non-staff parents out of 13 31%. The committee is staff heavy and risks becoming an internal district group rather than a true parent advisory board. Staff, including parent staff, are accountable to the administration, face job risks, and proposed cuts, layoffs, and cannot provide unbiased advice on issues like inadequate compliance training, staff impacts, funding transparency, and IEP implementation. The selection process has been very much
072for your comments. Next is Aaron Giri, followed by Dina Flores, followed by LJ Brick. Um, I would like to speak to the disconnect between district management and sitebased staff. The people working with students every day feel unheard and do not trust that the decisions being made at the district level reflect our knowledge of how things really work. Teachers wonder, "When the therapists are gone, who will help my student who is having a breakdown? When co-teers are gone, how will I alone support the needs of my students in a class where more than half of the kids have IEPs? When one of our VPs is gone, how will only three administrators on my campus of 1600 students get it all done? When my classes are pushed to capacity, where will the kids sit? And where will
073I and will I get any money for supplies? When every room and broom closet is being utilized for class space, where will meetings and testing happen? We need to have these conversations. Board members, please consider having a non- voting site-based representative sitting with the board at each meeting to add to the conversation with real-time information that only staff working directly with students knows. We hold valuable knowledge and deserve to be heard. Next is Adena followed by LJ Broadick followed by Liliana Vera. Good evening. I'm your former executive assistant. So, thank you for my $50,000 settlement since I didn't want to wait five years to go to court. So, since we're at Santa Rosa High School, I want to talk about the longtime running coach here, Doug Cterm Marsh. It was in the newspaper this week
074that he was a retired coach, but if you look in Transparent California, he was a substitute. So, why was his emergency permit renewed constantly? I've never seen anything like that. And why was that not publicly disclosed? And why are there no personnel transactions? And April Santos, the principal over at Montgomery, her husband sexually assaulted a special needs student, and you guys covered that up. So, I think I've sent like several dozen different child molestation cases that you've covered up at this point. So, you've tried to file a restraining order on me several times, as well as my codefendant. And so, it seems like you guys really love to support child rapists. Uh, God bless you. Court case is coming. Thanks. Pay your teachers more. >> Next is LJ Broadick followed by Liliana Vera followed by
075Sha Def Phobi. Um, hello. My name is LJ Broadick and I would just like to say that Arquest is a two-hour CTE program and it has helped me train and develop my acting skills so much and I would not be able to do that with one a one hour block period. I have built I have developed so many skills since being an art quest and I've also made so many bonds and I don't mean to bring this up in a mean way but I have struggled my entire life. I lost my house and I was homeless for three years. My dad passed away a year ago, a year and two months ago, and I've struggled my entire life, but being here with the people that have supported me through everything, it's made my life so
076much better. And I've found a family that I have forever. And I would not be able to have that support if I was given just one hour to be with these people. It's something special. And taking that away takes away everything that I've had to rebuild rebuild in my life. Thank you. Next is Liliana Vera followed by Sha Def Fobi followed by Morin Cecil. Hi, my name is Leona Vera and the two hours that our quest gives us allows us to have the college level experience that we need to move on into further education. Um, from most of my friends that have graduated from Art Quest, they've actually said that the college level arts that they are in are nothing compared to Art Quest and that people actually start below us and our graduation rate
077in Art Quest is higher than Santa Rosa High School in both high school and college. And from my experience being in art quest, it's given me the ability to speak out and be myself around other people and be able to um succeed in my academic classes. And I love our quest so much and don't let your our quest downs or your students. Thank you. Next is Shawn Defosby, followed by Moren Cecil, followed by Jackie Lward. >> Thank you. Uh, good evening, Sean Dufasi. But you're all right. >> Thank you. Um, parent, three future district kids, two with special needs. Um, you want sleepless nights. I shouldn't have to worry about uh the running of this district. That's why we elect people, but I have a lot of sleepless nights. Uh the only other comment I
078wanted to make at this point in the evening, and I don't uh tend to agree with Trusty Medina very often, as my wife would remind me, but his comment about public comment after the information is provided uh seems pretty common sensical. Honestly, seems to be pretty common sense that we would be able to comment after all the information is provided. And uh I would hope that you would take that under consideration. >> Next is Moren Cecil followed by Jackie Elward followed by Phillip Snider. Hello, my name is Moren Cecil. I was here last week. Um, sorry that I have to be here again tonight, but um, following on the gentleman before me, all the information has not been disclosed about what's really going to happen. And I teach French at Piner High School, where I
079have taught for the last 15 years. And I just got told that we're not going to offer French one anymore at Piner. Um, which is like I have so many emotions about that. Um, but we were the last standing French program on the west side and now as far as I know only the east side will have French available. We also have the French American Charter School which brings people from out of our area here to Sonoma County. Sometimes people even move from as far away as other states to come here for that. Where will their kids go for high school? Why won't my students who predominantly speak Spanish already have a choice to take French and not take more years of Spanish if they don't want to? >> Next is Jackie Elward followed by
080Philip Snider followed by Don Newfeld. Hi, thank you board member Omar Medina for bringing this item back to the agenda. As an elected official myself, I understand what it feels like to be in a hot seat. It is easy to address problems you didn't it's not easy to solve problem that you didn't create. But as an employee of the district, I need to ask a hard question. Why do we keep balancing the budget by cutting the lowest paid staff while protecting higher paid administrative position? We have more administrative role than we truly need. At the same time, we are paying for office space that is not essential. Even though we have empty spaces building that could be used that are real cost drivers, Still Lane is one of the highest revenue generated school in the
081district >> and uh we need to think really hard not to quote that school because it is Thank you very much for your comments. >> Think about it. >> Next. Next we have Philip Snyder followed by Don Newfeld. >> Hello Philip Snyder. I'm the basketball coach at Steel Lane Elementary and a sped teacher at Lewis Early Learning Academy to try to gather my thoughts. We I just got back from a basketball game. We straight lane struggles this year. We having a hard time fielding our team. We don't have enough students. Get our butts kicked quite a bit. Sorry about the b- word. Um we lost by 20 points tonight. It was it was really ugly. Our kids are so amazing though. They have a great time playing out there. And after this after the game,
082this coach comes over to me and she says, "That number 14 kid, I don't know if he knows what fear is. He's this tall fourth grader. These kids, I don't I want to check their birth certificate sometimes because a lot of them are taller than I am." And I'm thinking, there's no way you're in sixth grade. That this 14 kid, what the basketball does coach doesn't know is he's one of our sped kids. He's just one of the STC kids that comes out and plays. Such a great leader. He made a basket tonight. Mrs. Peters, wherever you're at, it was amazing. And you just love cheering for kids. Keep our school open. Save our SDC program. Bye. >> Our last speaker is Don Newfeld. >> Good evening. My name is Don Newfeld. I teach English
083at Pioneer High School. Employees and families are facing uncertainty. Students and schools are absorbing the fallout. This did not happen overnight and it was not unavoidable. Over multiple years, warning signs were present, budget imbalances, fiscal risks, and structural issues that were either delayed, minimized, or not adequately addressed. At the very least, there was fudiciary incompetence. These were not surprises. They were known and they were repeated. Fiscal leadership exists to prevent exactly this outcome. When oversight fails, the consequences do not land on spreadsheets. They land on people. What is deeply troubling is that the individuals paying the price today are not those who made the decisions that led us here. They are staff members who did their jobs and trusted that the district's finances were being responsibly managed. Accountability matters. Shout out to Trustee PAC and
084our student board trustee for acknowledging us as human beings with legitimate feelings about this. >> Thank you very much for your comments. All right, that's all public comments. Thank you. >> We'll now move. So, first >> I just want to trust you and um before we move forward, I do want to speak to the uh art questions. We have not received or heard of a proposal like that. I am requesting from staff that any structural changes to art quest be reported back to the board. And I'm requesting that staff report any structural changes, especially about one section versus two sections, and that be brought back to the board. >> Um, Trusty Medina. >> Yeah, I just wanted to respond by acknowledging folks that um recognize that I asked for the steel lane issue to be
085brought to the agenda. I know you responded that it would be brought up at a that you would consider it at a for being brought up at another meeting, but it's important to know that it's it's not about consideration. It's bring it or bring an item as a vote to the board so that we could vote whether to bring it. So, I really expect it to be on the next agenda. So, I just want to make sure folks know and the rest of the board members know because it wasn't communicated to national. And just so we're clear about whe where that request is in process, Trustee Medina submitted that request and I received it on Thursday. Um and we will consider it at the very first agenda setting meeting which is this week after this
086meeting and then it will be placed on an agenda um along with all of the other requests from the other trustees that come in for agenda items. So, that is in process. With that, I'm going to go ahead and move us to our item F, consent calendar. Uh, do I have a motion items F1 through 8? >> Move to approve consent items F1 through F8. >> Second. >> Moved by Trustee Kirby, seconded by Trusty Medina. Roll call, please. Student board member Curo. >> Hi, >> Trusty Kirby. >> Trusty Medina. >> Hi. >> Trusty Jenkins. Trusty Deator. >> Hi. >> Trusty Pra. >> I. >> Trusty McN. >> I. >> President Casten. >> I. That motion passes unanimously. We'll now move to item G, board policy updates. First read. Uh this is not this is a
087first read for disclosure of these items. We will take public comment. We do not necessarily discuss or do action. Um I believe we do have public comment. Our first speaker for item G2 is Ashley Bell. I'm Ashley Ban Rosa High School. I'm here to speak to A throughG for all. There was an article that came out in the Atlantic in November of 2025 from UC San Diego. They used to have about 30 kids who couldn't do college level math. They're now experiencing close to 900 and those students are not able to do middle school level math. They wouldn't pass my friend Miss Lion's class. This is because of A throughG throughout the state. This is because we have decided to just push kids through and send them into four years completely unprepared. I would like
088us to please really consider listening to our teachers and not being true A through G for all and letting kids be kids. Thank you. And we're we're actually going to be addressing the A through G item on H1B. So we'll we'll be there in a second. Uh we don't normally talk on first reads, but if there is any reason that the board wishes to express anything about the first readings, now is the opportunity. >> I'd like to move to wave second read and to approve. >> We don't have that option with the new process. We have the first reading so folks can see it. There'll be agendaized for action at the next meeting unless we send unless we choose to >> refer it to policy committee. >> We frequently wave second read and approve. >>
089We we changed that policy when we received a lot of feedback when we were about to take action on prior policies because we hadn't provided proper notice to the community. So it's not noticed for a second reading in action. Um, so both of these items will be back on the next agenda unless we choose to refer them to a subcommittee. >> Okay. >> All right. So, we'll go ahead and move to item H. Uh, we're going to move into H1, our education services calendar. Um, we'll take public comment on the calendar. Ashley, if you're okay with us applying the comments you just gave to this item. Perfect. Thank you. Uh, and we'll take any other comments on item H1 for public comment. We have one speaker, Don Newfeld, for item H1. me again. I'm back.
090Requiring A throughG coursework for all high school students sounds equitable on paper, but in practice, it ignores a simple truth. Students are not one-sizefits-all. A throughg was designed for collegebound students. Yet, many students plan to enter trades, the workforce, the military, or technical programs that value skills, certifications, and experience over university prep. Forcing every student into the same academic track doesn't raise expectations. It raises frustration, failure rates, and disengagement. It also limits access to career pathways, CTE programs, and hands-on learning that keep many students motivated and connected to school. When schedules are packed with required A throughG classes, those options disappear. Equity is not about sameness. Equity is about offering meaningful choices and honoring multiple definitions of success. A system that values only one path forward ultimately serves fewer students, not more. Our goal should
091be preparation for life, not just eligibility for college. >> Thank you very much for your comments, >> Trusty Casten. Um, I assumed we were on G1 before and that we were getting a G2. I I got comments on G2. >> So, there's no action being taken on either G calendar item. We don't normally talk about them unless because it's just the first reading notice to receive input. >> So, if you would like to go back to G2 to provide your input, we can do that. >> Yeah, provide input. >> Okay. Then we'll we will suspend the agenda, move up to G2 and Trusty Medina. Yeah, my specific concerns around the elimination of visual and performing arts in the um concentration section. Um I think one of the things that I heard back was that VAPA
092isn't CTE, but that's I think incorrect based on the state CTE model curriculum. it does have uh um the entertainment industry sector that does include performing arts as part of it. So I'm wondering why we're removing the VAPA in the language there or if we are ensuring to offer um BAP CT pathways at our schools as an option any >> so that's an ask of stuff like >> yeah right now we're just listing anything that would come back with it as an action item. So, any other comments on G1 or two? Trusty Kirby, >> I'll just comment. I I believe um one of our previous meetings they they said we we're in the process of trying to get the uh like at Art Quest get the arts and media CTE program established there, but it's
093not yet. But to your point, I think it's I know want to get all >> be a really long night if we're not able to move through. So, >> but yeah, I think you know the reason that it's was taken off because we don't currently have that, but I think we can certainly bring it back once we do get an established pathway there. Correct. >> Yeah. So, so again, that's just that would be one campus that has BAPA as an option for our students to have as an option for this additional graduation alternative. So, I think that we should maintain it as an option for all our students until we get to that point on each of the campuses where each school has pop up because I think that's something that a lot of students
094benefit from. as clear example here with Art Cliff. >> We'll make sure that comes back with that item. Anything else that we want for either of them? Trusty Jenkins, >> I do think this one needs a little bit more discussion as well. Um because it's not super clear about what the plan is for secondary. Um, if we have certain programs that are only only at certain schools, um, regardless of the amount of programs at each school, if there are specific programs at each school and kids are not allowed, kids and families are not allowed to like if it's if the numbers are restricted to enter those programs based on capacity at high schools. I just think it needs a little bit more discussion. May I suggest that in our discussion on item H1B which is
095around graduation requirements this policy may need to be a part of that whatever we decide there and may not be coming straight back to us. So if we could I mean I think everything on this could also be discussed in that conversation. >> I do believe there was an urgency in taking not today but shortly not necessarily waiting um until we finished that committee work. It may need to be to come back as two different revisions just because of um some students who may be impacted for this current year that we wouldn't want to delay the that um their ability to graduate. >> And I think the other point was clarity and definitions. It it talks about industry concentration. And I think one of one of the things that I've heard with our pathways, it's
096the second year course that's considered the concentrator course and is that what is needed for these students where they have to take not only the first year but the second year um of the pathway CTE pathway in order to qualify that. I don't think that's very clear here. Um, so if maybe we could have some definitions and or clarity on that because I imagine that our counselors and or staff would be using this maybe as guidance, but I think it should be clear. So this will come back to us. I encourage all trustees and every member of the public a part of having the first reading calendar to give time to see it and then you can also send us written comments so it's considered between the two meetings. So part of why we eliminated
097posting and then voting on them in the same meeting was to give proper time for consideration. So make sure you send any comments on these in to us as well before it comes back. With that, I'm going to go and move us to item H 1B, which is the discussion on a potential board recommendation uh for uh dis um for revisiting uh and discussing the A throughg requirements. I am the listed speaker on this item and I I brought this forward because there's been a lot of conversation since I since before I came onto the board around how A3G has been implemented, the impacts of it. um a lot of things that cause me to believe and I believe almost everyone in this room would agree that there's a need for a broad conversation about
098what was approved, how it has and has not been implemented and what it is that we're actually able to commit to going forward around our graduation requirements. And also coming very much from the perspective of that conversation needing to not first happen up here. We need to make sure the conversation is happening but that that conversation is first happening with our teachers and our site leaders uh in order to make sure that anything that we do actually has the capacity to be implemented and be implemented in a way that supports our students. So that was the intent of bringing this item forward. Um, superintendent, do you want to speak next or would you like me to go straight to board discussion? Okay, discussion. Sorry. Then we'll go then we can go straight to board discussion
099on this trusty day. Thank you, President Cassen. So I do not disagree with the sentiment behind this and um this fully needs to be explored deeper especially with the uh fiscal responsibility and proper use of resources um within our district. Um having an A through G for all um mandate without proper implementation can be extremely expensive and are we causing more harm than good. So that broad discussion um from my point of view and perspective uh is extremely necessary so that we can make proper decisions and ensure that um we are not spending more money unnecessarily and wasting resources um if we are unable to implement this as its original vision. And if that needs to change and shift and we need to properly serve our students and do it well, then that needs to
100be the outcome of that conversation. >> Trusty Jenkins, then Medina. >> Um, I very much agree with Trusty Deator. Um, and just to add in some additional thoughts, uh, and this is kind of a broad strokes, but this came up when we were coming into this district. uh when things of this weight are being voted on and discussed um such as the A to G that the importance of that information getting out to the feeder districts is so key because if those parents are not informed about what is being offered at the schools it it's all for not right. Um and then the continuation, you know, regardless of what happens with this, if the parents don't have the information from another adult, not necessarily their student, um it also the implementation of it doesn't work.
101So the other thing that I am not quiet about is that kids need hooks and they need to be successful. So if they're not being successful in the classes that are are offered, we need to adjust. >> Trusty Medina. >> Thank you. Um I I think I'll start off by saying I am a strong advocate of the A3G requirement. I think that it's important to recognize that um we haven't done as good of a job as we needed to. Um, I think there's a lot of issues that we need to address. I think it's more than just at the secondary level. It's ultimately like doing much better from the very beginning in our elementary level and making sure that we're building up that capacity so that our students are able to to meet these standards.
102But I will also say that I'm against going away from A throughG within the context. This is as a student of CHO studies of history and and seeing the the racist implementation of a lot of these policies overall as it impacts students of color primarily for me brown kids where often times students have been tracked and I know that we get a lot of push back well that doesn't happen here but I've seen it happen. I've had parents interaction and I've interacted with students back before these policies were in place that they get to the point where they're going to graduate and they want to go to college and like oh no you were not taking the right classes so now you're forced to go into a JC. So I think this baseline for for
103me the expectation as what a parent or anybody in our community should expect is that when a student graduates our schools they should have that option to go to a 4-year. Now there's always the push back that we get well not everybody's meant to go to college not everybody wants to do that and true not everybody does want to do that but I think this is about setting a strong foundation for our students as they go into the world. Of course, we're going to encounter students that aren't succeeding. We need to do better providing them supports and services that help them succeed. And even then, they're not all going to succeed, but I think we've got to do better. Um, I I think what they're doing at uh Elsie with the 4x4 schedules, and it's
104an opportunity to allow more flexibility for students, especially uh with math. you know, we've we've played back and forth with the math 1A and math 1B for students that are struggling with that, but it offers more opportunities over the long period of time for students to be able to have their needs met. And I and and one of the things that I see is an opportunity with our transition to a 712 is doing better with our middle school students getting at a proper level by the time that they're in ninth grade so that they're not failing math and they're not just losing all hope by 10th grade. Um, but I think in terms of the A throughG requirements, I I will fight to keep them as hard as we can, but I I will concede
105that we need to do better for our students and providing supports and and there's I think a lot of changes that we need to do. And I think part of that is also being consistent throughout the district in in in how we teach at our schools. There's a lot of things that happen differently everywhere that I think has made it more complicated for us to implement effective supports. The other thing that would help is more money, but I'll leave it at that. >> So, Trusty Kirby and then they have comment. >> Yeah. Um I'm also looking forward to um potentially reworking revamping this uh ADG for all requirements. I mean just looking back at some of the data where we've you know it seems like we've there's a situation where we get some unintended consequences
106due to inadequate implementation and uh I mean the fact that we're you know we've we've uh historically had to issue all these math waivers over 200 math waivers last few years and and then uh over a hundred for the u language other than English waivers. just the um it obviously speaks that this what we've got going is not working and we we need to redo this. Yeah. I I want to add and A throughG for all is different than no A throughG. We need to have a strong commitment to a healthy and robust access to A3G classes for any student who wants to take them. I was not one of those students. I had didn't get forced to go to the JC. I had the privilege of going to the JC. It's an option that
107would have worked and I was not ready for academics until I was in my late 20s and now I have a master's degree. Like there's a path to academics even if you don't leave high school thinking that that's what's going to happen. Um and I will say that my first degree was a career certificate in theater arts. So um I got to do a lot of plays in this theater. I we need to have paths for all students and if we're going to meet each and every student, we can't have one graduation standard. Uh we need to have graduation standards that do that. But we need to have graduation standards that do stretch our students, that do challenge our students. So, you know, this is not where the end result of this process is going
108to be determined. That needs to start on the sites and with our teachers. Um, but I do hope that the guard rails of it can't be the state minimums either. So, we need to determine what is it is that we're going to do that is challenging and stretching and making our students better than they would have been without us. Um, and then recognize that there's not going to be one standard for everyone. So, any further comment, Trusty Medina? >> Yeah, I think um a couple things. first um ju just to clarify on being forced to go to the JC. It's not forced, it's no alternative options. You can't go to a 4-year, for example, that's a CSU or UC. Um I think the other important thing um to recognize is that um well, I did
109have the question on the waivers, the language other than English. Does waivers often times serve because students already speak another language? Is that correct? or or is or why is there why is there >> oh I actually need to defer to my team on that but my understanding I'll I'll confirm in a moment but I don't believe that that was the reason for it um just a moment >> yes the teachers are our team you the whole the whole audience our whole our whole community is our team especially our staff I I again I do want to reiterate this is a meeting of of the board in public. So, I apologize for that. I just wanted to give time um for the if we can get back to you with that one. I don't know.
110We want to pull the data. I don't want to give you a flippant answer. >> Yeah. I just want to clarify like under what situations are they getting a a lovely waiver? >> So, we're initiating a process and discussion. So, if we don't actually have the factual information, that's okay. at this particular moment in time because we're talking about starting a process, not ending it. But let's make sure we capture this request. >> Okay. Any further discussion, Trusty Deator? >> So, I'm grateful to hear that the discussion will begin. Um and I just want us to be mindful as this process moves forward that um something very special was shared with me through the lens of special education. Um we are not here to lower the bar. We're here to remmer remove the hurdles and
111blocks along the path and A throughG should be considered through the same lens. That bar must remain high. We should have the same expectations for all of our students to be given opportunities and gifts to achieve the academic education goals that they want to strive for. That being said, there are varying paths to get there and we should not mandate that you need to be on one path to get there. I also want to highlight and respect um the racial implications of why this discussion needed to be had. Gatekeeping is very real and very present and unfortunately does still happen in our community and we need to find opportunities that that does not happen. we need to stop talking about it and start implementing it and make sure we're being respectful of our entire community
112and providing them opportunities to elevate to their true potential. So, I'm grateful for the discussion and let's keep that in mind that we are not attempting to lower the bar. We just need to focus on making sure there's no hurdles and blocks in the way. And and the the other thing that I was going to say, Tristy Gustin, based on what you said was that um you know, having these things be available for students that want them. And the reality is, especially at the high school level, many students don't know what it is that they need to want. And that's what's often been the problem. they just um trust in adults that are getting them on the path to get to later on they find out where they want to be. And the problem in
113the past has been that someone has made that decision for them that didn't get them where later on they decided to be and that's why I a big reason why I'm strong advocate for A3. Thank you. Uh, superintendent, I believe you have answered. >> We will get the the percentages. We'll follow up with that. But yes, I did get confirmation that it is mainly due to not being able to either pass the second year or because it hasn't fit into their schedule as far as the language other than other than lang than English. And if I can just, you know, share that I agree that the high expectations are incredibly important that we don't lower rigor that we provide supports and I think that that is where we really need to look at how we
114do that differently. What do we do? Because what we have done has not been successful and making sure that all of our uh all of our students are able to access the curriculum. That's one of the biggest problems I believe. um in our discussions that we've had and it is real making sure that we are not limiting access to the information or to the courses. Gatekeeping is absolutely a real thing. Thank you. >> And I look forward to collaboration. >> And I I do want to say uh Superintendent August was fully supportive of bringing this item forward. this is not a board acting without any without without that support. Um, I I also want to personally express as I'm thinking about things that other languages are important. And so, while I recognize the A throughG
115requirement for a language other than English uh is a barrier, I I hope to see that we maintain multiple language exposure as a part of the requirements as we move through this process. Are there any other comments from the board as we start this? Yeah, >> trusty well trusty medina and then we'll go >> that we are collaborating with the teachers for the A through A throughG like we're getting their input. >> That is the specific proposal is to do exactly that. just confirming. >> I I was just going to um say that I really think it it's important especially as things are now with information is that we also look into adding the the I requirement that the I requirement um information literacy that many um well both SSU and SRJC have and I
116think it could also be part of our partnership to have our students take classes at the JC. they can take the information the one unitit information literacy class there that's taught by the librarians that's you know teaches them a lot about citations and research and how to use the library um but it is graduation requirement colleges and and our students could start taking those classes there but also adding that somehow in some way and and if we're going to be reviewing this I think looking at where this new financial literacy component is going to fall in with all all these updates here. >> Yeah. >> All right. There's no further discussion. This isn't an action item, but we do need to make sure that there is a strong sentiment of the board. So, is there
117any objection to the initiation of this process? All right. Seeing no direct objections, then it is our direction to start this process. All right. Well, thank you everyone for the comments on that. We're going to now move to H2, which is our finance calendar. And we're going to start with public comment on the finance calendar. I'm going to call three names. If you can make your way to the podium, it'll be 60 seconds for public comment. Our first speaker is Ian Meyers, followed by Larkin Oly, followed by Patrick Ainson. Good evening. Simply put, the uh proposed cuts tonight, as we know, will be devastating to our most vulnerable students, bring more instability to our schools, and lead to more families leaving our district. I'd like to echo the message from the FickMat report that it's
118time for our leaders to lead. Board members, while I often believe your heart is in the right place, I think sometimes you forget that you are the boss. you get to direct the district to make cuts that will have less impact on our students. Instead, you take direction from the district leadership and that leadership is what put us in this position in the first place. We know that we have not had time to fully vet the 5000s. Uh LSE has admitted not going through all of them yet. Why are we making permanent decisions when we don't even have all that information? Elimination of mental health supports. Cramming SDC kids into a first grade class of 32. Fewer admin to help stu keep students safe. There has to be a better place to cut. Please make
119these choices. >> Next is Larkin Oly followed by Patrick Ainson followed by Caitlyn Aster Durian. Thank you. Good evening. My name is Larkin Olyri. I'm an educator, a parent, and the executive director and co-founder of Common Ground Society. School is about more than just academic rigor. It is where young people learn who they are. It's where they learn empathy, connection, and how to live in a community with one another. Academic growth matters, but community is the foundation that makes that growth possible. That's why I believe deeply in inclusion. When inclusion is done well, it strengthens not just individual students but the entire school community. But when you strip away vital programs without the staffing, planning, and support to sustain them, we don't strengthen our community. We deteriorate it. Inclusion without fidelity is a gamble. And
120right now, this district does not have the resources to take that gamble. Our education specialists are telling us that most students currently in SDC classes would require programs or SGI classes which are already full. If you value community, we must build inclusion thoughtfully and responsibily. Next is Patrick Ainson, followed by Caitlyn. I'll let you say your last name. And Joel Burgerer. My name is Patrick and I'm here to urge the district to keep cuts away from mental health services for students. SRCS is proposing cutting over 70% of therapists, getting rid of elementary school counseling, and cutting family engagement. The district's current response to these mental health cuts is to put up posters. The bare minimum. In my trauma-informed classroom, I have students who have significant anxieties about the world, their place in it, and their
121future. I ask the district, if you're taking away these services, tell those students to look at posters. Tell them that's the solution. Mental health care by nature is inherently preventative. Giving students the support they need enriches our whole community. When, not if, the next school disaster happens, we will all remember who voted to take away mental health support in our schools. Do not allow our students to suffer for the budgeting missteps of the district. keep our school-based therapists and mental health support our students need to get through these times. Thank you. >> Next is Caitlyn followed by Joel Berger followed by Sha Deasy. Good evening. I'm Caitlyn Asharian. I'm a parent in Santa Rosa City Schools and I'll just say that this is not our assigned school district. It is a district that we chose.
122We made a deliberate decision to send our children to Santa Rosa Charter for the Arts because we value that community and its deep commitment to arts education which is more important now than ever. But today, like more than 500 families we have already left who've already left this district, we are deeply disappointed. Disappointed in the lack of leadership, the lack of long-term planning, and the decision to ignore requests to seek outside help while continuing to disregard FickMax warnings. Our students and educators are now paying the price for financial mismanagement at the leadership level. Please stop saying we have a plan. If there is a plan, share it fully and transparently. Right now, the proposals for the fiscal stabilization plan in front of you appear to prioritize central administration over students and school sites. This is
123unacceptable. Next is Joel Berger, followed by Sha DeFasy, followed by Tyson Wrestler. >> Good evening everyone. My name is Joel Berger. I'm a proud alumni of the Art Quest program 23 years ago. I sang, danced, and acted on that very stage that you're sitting on today. I wish my return were under better circumstances, but as we know, they are not. We are here to speak up in support of our teachers and the students of this city. It is infuriating to see the public funds meant to enrich our kids have been so poorly mismanaged. I find it all too fitting that in this very auditorium and the campus around here has been surrounded by a literal wall of your own creation. We are number one safest city in all of California. And yet you spent the
124money on these fences under the guise of safety. All the while you are already battling an insolveny crisis. Imagine the waste that we don't know about. Next is Shawn Deasy followed by Tyson Rosler followed by Britney Alfronti. >> Good evening. Good evening again. Just a couple of points. Uh, you're talking about trying to save money. You've spent over $1.3 million for rent for district offices over the last 20 months or so. You're under contract. No idea why. You have a bunch of vacant schools now, so you have plenty of office space. I would think um you are talking about recommending going to a three district model. I find that uh curious uh that yourself, Rinkin Valley, and the Press Democrat all hit that in the same 5day window. Obviously, people are talking, right? Uh but
125consolidating districts really timing, is it a good idea with where you're at now? Please look at education code 35753 sub A sub9. The proposed or reorganization will continue to promote sound fiscal management and not cause a substantial negative effect on the fiscal affected district. >> You're not it. >> Next is Tyson Rustler followed by Britney Alfronte followed by Daniel Solat. >> Um good evening. My name is Tyson Resler. Sorry. Uh we all understand that difficult cuts must be made. As teachers, we have time and again asked that cuts be made away from the classrooms. Teachers didn't create this crisis. Students didn't create this crisis. Families didn't create this crisis. A bloated and incompetent district office and short-sighted uh board did. And yet students and educators are being forced to suffer the consequences. This is absolutely
126unconscionable. Your cuts and mergers are costing money, not saving it. You've cut programs that attract families, plowed ahead with closures that drove 500 families out, costing $10 million in ADA. You're cutting the teachers and counselors who directly serve our students and expect teachers to swallow a 6% pay cut while a top heavy deal makes trivial concessions. Absolutely not. Make cuts from the top. Next is Britney Alfronte followed by Daniel Solat followed by Margaret Boone. I want to start with LSE can only build the budgets that's based on the numbers that she's given. So I think we need to acknowledge that. I spoke directly to a large portion of our district's education specialists and asked a straightforward question. If elementary SDC and secondary co-eing are eliminated, what would their current students realistically be served next year?
127Their professional judgment tells a very different story than the projections you've been shown. At the elementary level, about 75% of students would still require program classes, which are already full and would require additional teachers and aids. At the high school level, over 80% of students in grade 10 through 12 would require 1 to five SGI classes, resulting in an conservative increase of 14.25 credentialed teaching positions, not a reduction. This isn't about whether increasing access to general education is the right goal. It's about whether we are planning for that access in a way that is feasible. Approving a budget we already know does not pencil out even with the assumption that could be corrected later creates unnecessary disruptions and instability across the system. If the unspoken assumption is that we vote yes and course correct later,
128I would ask why not pause now, acknowledge that it isn't the right place to cut and give cabinet. Next is Daniel Soliet, followed by Margaret Boone, followed by Megan King. >> Yes, I'm here to support the teachers and specialists, counselors, uh, psychologists, and other staff because they are the single most essential item in your entire budget. Without them, your schools are not schools. No education goes on, and none of this exists without them. They are the absolute last place you should be making cuts. What's not critical to the educational process is overpaid administrators, managers, contractors, and consultants. I spent a career in as a union organizer in dozens of public agencies, and what I found is that uh overpaid administrators tend to accumulate like ticks on a deer. Now, what you have in front of
129you is a malnourished, starving deer, and your only plan is to start sawing off a leg. Maybe before you do that, you should consider removing the ticks. Thank you. Next. Next is Margaret Boon followed by Megan King followed by an West. If we take away types of special ed, in particular SDC and COTA, and we push kids to go to a class that is not what they have been assessed to be in, a class with less supports, a class with more kids, a class not designed to meet their specific needs, at its best, special ed is a continuum where each kid actually gets an individualized program designed to meet their very specific needs so they can be successful and gain access to their peers, to the curriculum, and to be included in a meaningful and
130productive way. Never is it a one-sizefits-all. Never is it about removing needed supports. Never is it about wiping out whole sections of classes and shuffling kids around to save money. Inclusion is super important. If you know me at all, you know how much I value our kids and how hard I work to give them places where they can be included in ways that put them at the center and give them the supports they need. My kids are some of our highest need kids at our district and they struggle to access the gened classes they are sent out to without the supports of a unified PE class. It's not individualized. It's not inclusion. Pushing kids outside of what they can do. >> Thank you very much for your comments. >> Next is Megan King followed by
131Ann West followed by Holly Cumbi. I am frankly stunned. You are proposing to create a new self structure, close SEC classes, eliminate co-op models, sweeping structural changes that directly impact our most vulnerable students. And yet, no classroom teacher has been meaningfully consulted regarding these plans. We're told to collaborate. We're told to work together. Like collaboration, collaboration requires actual engagement with the people doing the work. And that really hasn't happened. The community meeting last week made it painfully clear that families asked basic operational questions and there were no concrete answers, no implementation roadmap, no staffing clarity, no plan. In fact, it's probably going to mean 14 more teachers are needing to be hired. Cabinet members, you have presented these cuts as plans. They have not been in the classroom for years yet. We do the leg
132work and we are the actual experts. Please in to ask your teachers what can support excuse me how we can support these plans meaningfully. Thank you. Next is Ann West followed by Holly Cumby followed by Tori Dena. Good evening board. I'm Ann West Luther Burbank Elementary School. I want to talk tonight about safety and stability. The proposal to decrease staffing ratios and eliminate our uh elementary counselor program and reduce support for students with IEPs will not strengthen our schools. It will create instability, increase behavior issues, and continue the loss of ADA. If our students lose critical mental health support on campus, safety concerns will rise. So I ask you, what is the district's plan to maintain safety and protect our students daily school experience if these supports are removed? Our students cannot learn if they
133do not feel safe. Our counselors lead care teams, support SSTs, and coordinate interventions. Principles cannot absorb this work alone. If counselors are eliminated, who will lead and document these critical meetings? We currently lack tier 2 academic interventions, which are legally required before students can be evaluated for special education. And meanwhile, >> next is Holly Cumby, followed by Tori Dena, followed by Kim Peters. Good evening. My name is Holly Cumby. I was a proud Brook Hill Bobcat, now a proud Burbank Bengal. Um, cons continuing the conversation from my colleagues. Um, 500 students have already left this district. Families are telling us they need stronger academic and mental health support. Reducing site staffing may look balanced on a budget sheet, but in reality, it leads to larger class sizes, increased behavior issues, lower academic performance, and more
134unhappy families leaving. By the way, no other districts in Santa Rosa have primary classes over 28. So, grades one through three. I did research. Um, your proposal to increase class sizes in the primary grades, our youngest students just learning to read to 32 students per class is especially difficult to comprehend. We have to ask ourselves, how far do we really want to push this threshold, the system before it implodes? We are already at the threshold. If they don't feel successful at school, they will not come. The smaller class sizes are not a luxury, they're an investment. >> Thank you very much for your comments. >> Next is Tori Dena, followed by Kim Peters, followed by Megan Mar. Hi, my name is Tori Denna. I am the SDC teacher at Luther Burbank Elementary School and current
135inductee. Year after year, your educators have done more with less. But we are at a breaking point. We are asking for clear answers. What is the plan to retain students? How will we retain our experienced educators? What is the plan to restore tier 2 interventions? What is the plan to protect student safety and mental health? Those are the same thing. What is the plan to prevent further loss of ADA? We believe in our students and the decisions made now will determine whether our schools stabilize or continue to decline. Your actions today will determine the outcomes of our district for many years to come. What will your legacy be? Our students deserve support. We are advocating for them. We ask you to do the same. Thank you. Next is Kim Peters, followed by Megan Mari, followed
136by Irene Gilchrissy. Good evening. Um, I'm an education specialist, co-lead teacher, and department lead. I'm here to speak about the proposed closures and cuts for SDC mild moderate classrooms. Um, cabinet has been presented with data collected from SRTA members in both elementary and secondary specialist programs regarding current case loads and projected placements. if these cuts are approved. And the data clearly shows that we do not have enough classes now. We do not have enough teachers now. And the projected savings simply do not add up. 75% of the students currently in SDC classes at elementary would be recommended for other specialized programs that are already at capacity. This would require opening additional specialized classrooms which we do not have teachers for. In fact, we already closed two RISE classrooms this year because we couldn't staff them.
137The proposed cuts also do not reduce paraprofessional positions as suggested. They increase them. And we know we have a problem keeping and hiring classified staff. Even with outside agencies, positions remain unfilled. I'm confident in my ability as an educator. I can find a new position. But can you replace me? Next is Megan Marie, followed by Irene Gillicrassy, followed by Macy Sharif. >> Hello, my name is Megan Marray. I am a school-based therapist at Maria Creo High School. Maya Angelo said, "There is no greater agony than burying the untold story." I stand before you today because I have had the profound privilege of hearing students stories. Every day students walk onto our campuses carrying far more than a backpack. They carry anxiety, grief, trauma, family instability, depression, fear, and hopelessness. Many of them carry stories they
138have never told anyone. School-based therapists are often the first and sometimes the only safe adult who creates spaces for those stories to be spoken. When a student sits in a therapist's office, they are not just talking about feelings. They are learning emotional regulation. They are building resilience. They are developing coping skills. They are learning how to stay in class instead of walking out. How to manage panic instead of fighting. How to ask for help instead of shutting down. >> Thank you very much for your comments. >> Next is Irene Gillicy followed by Macy Share followed by Meen Cecil. Hi, I'm Irene Gil. Um, just wanted to share a little bit of my northstar and hope to for all of us to reflect on ours. We're always told as educators to remember our why. I remember
139my why every day actually. Um especially when I see my students connect to one another, to the world, and find something to be proud of as individuals and as a collective. And I think we kind of all know right now we're collateral damage of the collapse of an economic, social, and political system never meant to benefit regular working people or their children. So what does it mean to be an educator? In these times, my why is teaching how to be a good human. In order to do that, students need a strong sense of self. They need agency. They need social skills. What would we be investing in if our priority was simply this? Help the students develop as human beings. Pretty sure that answer includes restorative specialists, counselors, physical education teachers, people that help students
140develop that sense of self. Thank you. Next is Ma Macy Sharief followed by Moren Cecil followed by Katie Greavves. I'm an education specialist and I'm here to speak about the proposed cuts to special education. Currently, co-taught classes serve up to 14 students with IEPs with consistent support the entire time from an educational specialist and a gened teacher. Under the proposed push-in model, the propo the cap drops to six students, but the ed specialist is expected to split across multiple classrooms within the same period. If a teacher is in two classrooms during one period, they are serving a maximum of 12 students. That is less than they would serve in a single code class. This realization terrified me because I realize what you're asking of us. To reduce FTE, which is what you want to do,
141we would be pushed into as many as 12 sections. That gives me about 30 minutes per class instead of 105. That is nearly a 70% reduction in specialized academic instruction. Forget collaboration. Forget lesson planning. Forget being a teacher. This isn't a legal compliance loophole. This is negligence. Next is Moren Cecil followed by Katie Gree followed by Micah Carlin Goldberg. Hey, I'm back. It's Moren Cecil from Piner. Um, I already talked about French. Um, other things that are I'm really worried about are the special education cuts and what you're planning is just going to bring more lawsuits which will not save any money. The other thing is you're cutting programs that bring kids to our district. We have an ECM counselor who is working with 480 students for next year for our early college magnet program
142that sends students to Santa Rosa Junior College for dual enrollment. That position is set to be eliminated. Who's going to take on those responsibilities? Who's going to keep those kids here when they could go someplace else? Um, my I sent you all an email, but one of my suggestions is cut more DO. We have nine people who are $2 million. Why not cut another nine? That's another $2 million. For some perspective, $2 million is about 20 teachers. Next is Katie Gre followed by Micah Carla Goldberg followed by Blair Murphy. Is Katie here? Next is Micah Carlin Goldberg. Um I think of the movie Jerry Maguire and when Cuba Gooding Jr. is saying show me the money, show me the plan. Where is your plan? You don't have one. You want to take away our PE
143teachers at elementary that provide our contractually mandated preparation time. And when we asked you, what are you going to do? You went, I don't know. There is no instructional minutes to reduce to give me more time. And I sure as heck am not extending my contract day so that you can give me prep in time that I'm already off work. You have no plan. Where is the plan? Show me the plan on paper, on your website, where anybody can read it and give you feedback on the trash that it will be because you're not talking to us. You're not listening to us. Yes, I'm raising my voice. I don't usually do that, but it infuriates me that you're like, "We're going to save all this money, but we have no plan. You closed schools. It
144saved you almost nothing compared to plans. Next is Blair Murphy, followed by Diana Kingsbury. >> Good evening. Uh my name is Blair Murphy and I'm the junior high school counselor at Montgomery. Um I've been a counselor for 25 years and in this district for the last 20. Um I have seen a lot uh during this time. many superintendents, school board members, directors, principals, and amazing students. I love my job. Uh the social emotional um mental health cuts that you are considering tonight terrifies me as a person that works with these students every day. I'm terrified about next year. And I've been doing this for 25 years. It's the first time I've ever considered not wanting to do this. Um because it scares me. Um so um I lost my place. I wish that you could
145understand the impact that these cuts will have on our students well-being. If students do not have the support that they need to deal with these issues, um they cannot learn. We have many students dealing with serious mental health issues, trauma, bullying, learning disabilities, economic partnership. >> Thank you. Our next speaker is Diana Kingsboro and then I'll call Katie Greavves for one more time. >> I'm Diana Kingsbury, a voter in President McNal's district, local DSA member, deeply connected to this district. Living in Roner Park, ArtQuest magnetized magnetized me here to a confidence and skill-building community that amazingly made high school feel life affirming. Protect this program. You also threatened to cut counselors during a severe mental health crisis. Terrible idea. Attending school here, struggling with ADHD, depression, a troubled home life. Thankfully, I had access to
146therapy. Without school counselors, most families don't. Meanwhile, a classmate of mine came home one day to find out that her dad had been deported. We know this terror, these threats are even worse now. Why remove student support when it's needed most? Do not prioritize the top administration's comfort over the most important needs of our community. Apologies without changed behavior are empty. When you say sorry but keep doing the same thing, you're not truly sorry and we will not forget. >> President Cassen, there are no more cards. >> Thank you for your comments. We're now going to move to item 2B, uh discussion action on district consolidation. Uh this is an item that's coming forward based on action the board has previously taken in prior years. Um there is a citizens group and there has been
147a lot of renewed efforts because of the financial challenges of multiple districts in the uh San Rosa area to look at the structural foundations of our financial problems. And a big part of that is the number of districts that we have. The prior position that the board took um when they when the prior San Rosa City Schools board pursued this was to review an option of pushing to have one unified district throughout Santa Rosa. And I think similar to some other conversations that we've had, that approach led to essentially all of the feeder districts not wanting to engage in that conversation and viewing it as um us wanting to take it over. And I'm putting words in other people's mouths here, but it's been reported on and directly told to me by many of those
148trustees. Uh the intent of this resolution was not so much to pick an option that was different than the options represented prior. There's going to need to be renewed research and um study done in order to move forward with the feeder districts. But what it was designed to do is for us as a board to consider essentially rescending our prior preference and looking to our feeder districts to see if there is a way to jointly look at an alternative that would actually provide more funding for our students. And within that world, Rinken Valley last night took up an similar item. uh it was communicated to me by their by their board that they intentionally didn't take action in part to see where we were going and if there was a way for us to be
149approaching this in a collaborative way. that sentiment. If there is a way for us to support, get out of the way and empower the folks that are working to get other feeder districts to potentially also be interested in looking at a structural solution is the goal I have in having this item on tonight because right now it's perceived that we're the roadblock to any type of reform. A part of this type of reform though is very much accepting that anything that comes from district consolidation means that our district would cease to exist and a new district would be created. That means that each of us would be giving up our seats. That means that all of our administrations as well as the administrations of the other districts would be changed and everything would be structurally
150re-imagined and done in the interest of the community first. And in order for that to happen, the first steps for that is for folks in our positions to agree that we're not necessarily going to be in these positions as a part of this change. and that's okay because what is most important is actually getting the structural changes and getting more resources into the city for our kids. So with that, um this one again doesn't necessarily have a a staff presentation because it's board driven. Um I will go to Trustee Medina and then to their board members. >> Yeah, I think um for me it's important to recognize the Well, first off, I'm against this option period. Um, I I was a big driver in getting the feasibility study to begin with and and I'm very
151thankful to then SCO Superintendent Steve Harrington and then uh Amy Carter for continuing the funding of that work back then. Um, I think part of the problem is just what you said, this this interpretation that this is us trying to uh take over these districts. And and you did explain it accurately, the fact that this is undoing our district, undoing all of the districts and creating well, at least what we pushed for is a what would be called a center as a unified district that takes all 10 of them. I don't like this idea of the three as it is um because of the divide of the city and and again this for me comes from this perspective of what existed on this board for decades upon decades where the control of this district was
152always and the majority of the time the northeast side of the city that always controlled this district. it didn't change until 2018 when district elections were became a part of it and that's when we got more representation and so to me um I see this again dividing the city and then um and I'm not going to you know put it lightly I do feel that it's again there's some tidbits of racism behind the this model um and then there's There's also the property tax implications and and what effect that has on on the different schools that are a part of it. I think we should more effectively pursue that unified model which the full study has been done on the the option three of that initial study that you're suggesting here would then require an
153additional study to do that second part of it to see if it meets all the state requirements. And I think the other thing for everybody to know is that this is just the very first piece of it. This is a long process. It takes about five years. Um and and then I think it would require some outside agency to really initiate that action, whether it be the city council or the county board of supervisors or somebody to really push it. But for me, I'm completely against this three district model. And again, I look at it again from uh the racial tensions and and and and battle for power within this city that's existed for decades. >> Trusty Daily Troy. >> Thank you, President Cassen. So, um a lot of great points have already been made
154about this discussion. I fully support uh to continue consolidation discussions and efforts. Ultimately, we don't have a say on this. It go has to go to the voters. The voters of the city is who makes a determination on how this moves forward. Now, what gets put on the ballot um districts can collaborate and work together to see what that would look like um if they wanted to move forward. We've heard a lot through our budget crisis of um topheavy overspending um at the management level. And it's the 10 districts in the city of Santa Rosa and the 42 districts in the county of Sonoma that make that a reality. We do not need that many districts within this area. We no longer have the students to support that. And the writing's been on the wall
155for 15 years, 20 years about this situation. And when this district and previous boards have tried to bring this up, it was unfortunately fell on deaf ears because it was the big bad wolf at San City Schools trying to take her over. And that was not the case at all. So, I'm glad to hear there's a community group, Stronger Together, that is um pushing these conversations forward and doing further research to try and determine what the best options will be. Uh the reality also is is there are certain districts that are basic aid that don't make sense to be consolidated with. So, those are further discussions that have to be looked into and understood for the financial implications of what that really looks like. Um this needs to be discussed further. We need to see
156what's going to make the most sense fiscally. And this isn't our decision, but it's our decision to move that discussion in the right direction to get those answers. And based on the conversation with the Rinkan Valley board member after yesterday, my suggestion tonight would be that we actually not take action on this particular resolution because it was designed to change a position, but we're actually taking action to rescend our prior position of support for one of the options and then seeking to join in a request for reopening study with cooperation from the feed as many feeder districts as are interested in pursuing it as this group is able to gain them. I think that's a more appropriate action for the time. Trustee Kirby. >> Um, yes, thanks for uh bringing this forward. I've um I've
157had several conversations with other uh board members uh in other district board members, sorry, not our board members. um regarding this um you know my my kids had uh long graduated I guess when when this came about and I um wasn't really involved. So I had you know this past week I've been really digging into this some of the history behind it and everything. So I mean I I looked at the the scope study I read all the I hope everyone can read all the attachments that were uh onto the agenda. They're very informative. Um the the one that our board went with was the it was deemed the financially riskiest scenario of all. Um so I'm not sure why we went that way, but okay. Um um the um I personally would rather see
158um either scenario two, the alternative. I really like the uh what's it called? The Thompson um sorry Yes, the Thompson style unification which kind of breaks away the uh Pinerette Mark West and Kenwood elementaryaries cause their basic aid but uh then unifies it into two two districts. So um I wonder also if that u type of uh Thompson style unification could work for scenario three as well. I I'm not sure if that's feasible or that particular thing wasn't studied it looks like but for me I would I would prefer to rescend our previous uh selection and for me I would like to look at either scenario two with the Thompson style unification or scenario three with the Thompson style. I'd like clarification on what you're trying to rescend because I just to be clear, it
159sounds like you're trying to rescend the the vote after the first half of the study and that vote was to determine where the second part of the study would go. And so that vote determined the second part of the study which has now been completed. So after that second part of the vote was completed, there wasn't a decision that the vote took in terms of like, oh, we support this or we support that. It was just approving a direction for the study to go towards in terms of whether it met those state guidance. So we don't have like a position per se to resend. So, I just want to add that clarity that that decision for that option one in that study that we voted on was we were voting to where the people that
160were doing the study where they would focus their energy. >> Trusty Delroy, >> I appreciate that perspective because I also would like some clarification on what we're rescending and why we would need to resend it to move forward with further discussion. The one thing I'm caution is if rescending um would be a waste of resources of investments that were already made in the feasibility report to get the numbers that we have. So what I just need clarification on what's precluding us from having further conversations because no decisions have been made as far as what we want to do. So help us understand that so we can help make a decision. Right now the vast community perception because of the actions that this board has taken is that we wish to pursue with a unified single
161unified model and that has shut down any consideration or conversation with the feeder districts. Resind may be the wrong word, but the sentiment is that we need to make it clear that we do not have a preference and that we are open to participating in a direction that is inclusive of our feeder districts in order to have this conversation because whether or not it is the real technical version of what happened years ago or not, that is what everyone believes. And so if today is us just taking a vote that is very clear that that is not what we believe and we actually want to work with our feeder districts on something that is more financially prudent um and not is not the most risky us option. We need to make that clear because the
162community right now is very much under the impression that that is what our preference is. >> So we can't vote to change community perception. It's what we do not what we say. So we can't say we don't have a plan and let's continue to work forward because community perception is is their opinion and perception on our thoughts. I am fully open to continuing conversations and open up with all other districts that may be interested in pulling resources to find the best course possible. Um I also think which it will be brought up um that the Soma County Schools Trustees Association is a really great forum for trustees to have this discussion and dig deeper into these topics um where we will have CSBA and the stronger together community um speak to these aspects because with
163that format trustees have an opportunity to collaborate and speak amongst each other um without having a Brown Act violation. So, personally, I'm fully open to having those further discussions. Um, so whatever perception the public needs to hear, we're not I'm not stuck on one particular idea, like whatever you would like to hear from this board. >> Yes. So, to be clear, we very much can vote in a way that would help change perceptions because we can take positions and make statements on behalf of the board that clarify those. Um, I would caution us about taking intentional business and action items into association meetings without noticing them if a majority of any one board is going to be present because I would have concerns about that being a Brown Act violation. Uh most importantly, there are
164other districts right now considering making requests for feasibility studies that we can take action today to seek to collaborate with them to join their requests or they could go make requests that could go and make unilateral decisions that impact our district without our participation. So action today to say that we actually want to work with our feeder districts and the initiatives that they're taking is very important to make it clear because that is not the common belief because we've taken action in the past specifically to support an option that none of them want. So I I do firmly believe we need to be official in the fact that we are changing that approach that we are looking to partner and collaborate with the districts that are considering pursuing their own requests to pursue districtricting changes.
165>> Who are these districts? >> Trusty Jenkins. And to um kind of I guess further clar clarify I know in the resolution it's for um the three district three district consolidation and I looked back at the studies and I do agree um with kind of what's been said about it how that is structured in the study is not comfortable. However, if we move forward with recommending further study on a three district um consolidation that would allow them to kind of look at the structure of that, correct? >> Yes. >> So, I don't know what the motion needs to be, but I would like to do that. The motion that I'd suggest would be to pursue other districtricting options than were p previously pursued with feeder districts that are interested in making a joint request. >>
166Did you get that, Melanie? >> That's amazing. Um, I would like to move that. >> What is that? >> Is there a second? >> Second. >> All right. So, the motion would be to pursue researching other district options than the ones that were previously pursued by the San Ros City School Board in collaboration with feeder districts that are seeking to do the same. >> Other district options. Wait, what do you mean by that? What does that mean? >> Things other than one unified Santa Rosa district. >> Pursue options other than option one. that was previously pursued by this board. >> I ask that we make an amendment to that motion that we not commit resources or unavailable to that research. >> Yes. I think my my question I I think nobody disagrees that we don't
167need nine superintendent. We don't need 18 bargaining unit contracts negotiating all these staff that are needed because of all these districts that impact our students. But I think where the point where we're at now from the point of that study to the point that we're at now with so many districts having so many changes now where the information from those studies is like no longer relevant. And so I think um this a study an initial study needs to be done that provides options right so I don't want us to be limited to any one option um but I'm I'm curious as to in this collaboration who brings it together um who's going to pay for this new study those those types of questions I mean is SCO on board with this already. Um I think
168before making a commitment I I'm okay with continuing to explore it cuz I'm for larger scale consolidation but not with any particular model. I think at this point we're at a point where a new feasibility study needs to be done. In the past, SCO helped the helped by paying for it and I think it'd be great if SCO pays for another one, but again, not committed to any three model option or anything. So, I don't know if that's what the motion is capturing >> that that Yeah, the motion is not capturing a specific model. I think what you're suggesting is capturing the motion because this is the most important part about this is showing that we are open to actually participating and seeing what other models are out there that could get feeder district buyin.
169They're not exclusively the one unified model. It doesn't mean it's a three or some something else like that. There's going to need to be a request for the studies. As you said, it's a five-year process once there's actually alignment there. We're the second district in Santa Rosa that's talking about it with Rinken Valley having talked about it yesterday. There's a community group actively working to get other districts to talk about it. So, some of this is also going to be to see how that happens. And fundamentally, I do believe SCO is ultimately going to have to be the ones that have the leadership to bring that together because it's clear that we're not in the right position to bring that together with the other districts. I'm glad you brought up leadership because I think with
170the past that's what this board did. We took the leadership to even begin the discussion on this issue. Now, in terms of costs, I'm wondering who does what and what does it cost our district to move forward with this work, whether it be in staff labor, um who's doing what? Like, okay, we're saying, oh, we collaborate. Who's going to collaborate? Who's going to do what? Is it going to require staff resources? are board members going to be doing this? I think we need that clarity. That way we know what the plan is because people want us to have a plan. >> No resources are being dedicated in this at this point. What it is is that we be willing to collaborate if something someone like SCO brought this together. The the point of this is
171to show the other districts that we're willing to look at a different approach and then be available. But we are not the right entity to lead this and that really should be SCO and from that perspective this is us showing our willingness to participate. But if we were to say direct our superintendent right now to go and collaborate with the theater districts I think that would create the very same dysfunction that led us to where we are today in this conversation. This is much more about us saying that we're looking to SCO or honestly there's other the community can move forward with votes, but this is us saying we're willing to participate if someone's showing that leadership because people are showing that leadership right now in the community. And just to be clear, um, no
172other district needs this vote tonight or needs our permission to do what they're going to do moving forward. Um what I caution is basically what tonight is is positioning. And when we took leadership and we tried to have this conversation in the past, um what we saw was several smaller feeder districts actually pass resolutions to show their community and their staff that they were against consolidation. So that was something they did to put a roadblock in front of any conversations. We never put roadblocks up. We currently do not have a roadblock up. Other districts can invest any resources they'd like to. And just for clarification, we would not be discussing with other trustees at a county association meeting any agenda parameters. It would be educational opportunities to learn about consolidation process and to learn what
173that um looks like within our city and county and state and what opportunities trustees have to advocate for different options. So it'd be educational only. It wouldn't be to discuss the various options and how to vote on things. >> And I think I'll add that a lot of that positioning to go against this from what I heard a lot of it was based on information but provided by other superintendents which in essence may be arguing to save their jobs. Anyway, all right. All right. Any further discussion at roll call, please. >> Student board member Curo, Trusty Jenkins, Trusty Kirby, Trusty Deator, >> Trusty Medina. >> Repeat the exact verbiage of the motion, please. Repeat it. Oh, >> you would like me to repeat it. >> You repeat what you wrote down. >> It is to
174um pursue other options with districts um and using other resources other than ours that are available. Um and it's mostly to collaborate with other districts um other than the one district. >> That's the sentiment. We'll word Smith it a little bit from the from the minutes, but thank you. >> Um, yeah. No. >> I'm sorry that was No. Uh, Trusty Pra. >> Yes. >> Trusty McN. >> Do you want them to repeat the motion? >> No. >> I feel weird voting on something that is not That's not one sentence. It's not It's not written. It's not >> It's a motion from the floor. So, it's got a sentiment. So, >> I I Yes to the sentiment. >> All right. >> President Casten. >> Yes. That motion passes. 52. >> We'll now move to Yes. Uh
175we'll now move to item 2 C, the fiscal stabilization plan and recommendations to the board. Just turn them on. All right. Uh we'll go ahead and start lose Cera's presenting. >> Thank you. Okay. Um good evening everyone. Thank you for being here. Thank you for hanging on. Oh, is this not all right? Let's do this again. Is this a little bit because that's much better. Okay, there we go. Speak into the mic. Thank you for for being here. Um, we've got we're we're at the point now where we've done some really hard work in coming up with recommendations and we're now at the step of asking the board to take action. gonna just cover a couple of highlights. One, when we started down this process, one of the distinctions we made was the difference between
176looking at cash solutions versus budget solutions. Both important, the most important for us in those moments of this at the start of the fiscal year was cash. Um, so with cash, we were quick to figure out a revised cash flow projection. We were quick to figure out the multi-year. We were quick to figure out those solutions. So yes, we had cash solutions in place for quite some time. Um, and because because of the experience I have with what happens when you don't have sufficient cash and wanting to absolutely avoid that circumstance for our district, I came up with a set of solutions that I worked with FickMat and with Mike specifically and over with the county office of ed and shared with them our best thinking on here's here are the cash solutions we have
177in place. we can live within our own um means, have our own solutions and in case we end up spending more than what we think based on the best budget information we have available, we came up with multiple layers of protection for the general fund. As you may recall, those were that's specifically what I call them. Um protecting the general fund and it was all about cash. So, yes, we've had cash solutions in place, considered, thought through, and we've collaborated with the county and with um our friends over at Pikmat to ensure that those were viable solutions for us. That's cash. Now, there's budget. So, the budget solutions are the plan that we've developed now, and those are the ones that are in front of the board. Um, we have just a few adjustments since
178our our last conversation together on the budget solutions. Going to just highlight a couple of them. So, you'll note that the attachment is essentially the same. Um, one item after hearing much conversation and questions about the the direct financial support that the district provides for induction both for teachers and administrators. We've made an adjustment to that item. So we will we are continuing to recommend the elimination of that direct financial support for administrators but continuing to provide it for teachers. So that's a that's a change from what you saw two weeks ago. The next item and this is a new one we've added. um home and home and hospital staffing. We're looking at making an adjustment to the way we um establish positions for for that service. And so instead of having permanent staff, we
179have about 4.4 for FTE, looking to adjust it so that we're always going to have available the the the level of support we need based on the population we're serving at a point in time. We estimate that's going to save about an additional $200,000. And so that's a change from what you saw last. Um there were you'll note um try to try to make it really tried to make it very easy to identify the changes. And so all the changes are in orange text. Um there are other changes you'll see in some of the text. It's clarifying language. It doesn't actually change the numbers or the conversations we've been having for months now with um with uh management with leadership with labor partners and everyone else involved. And so it doesn't change what we've been
180we've been discussing. It just clarifies the actual items. Um there's also a you'll note a change on the timing for the budget solution for elementary uh the PE prep. So instead of implementing it in 2627 which is this upcoming fiscal year, it gets pushed off one year for implementation in 20 2728. Just want to note we are still asking the board to take action on that item tonight. By taking action on that item, it allows us to adjust the spending in our multi-year projection in that third year out. So, we would still be able to see the savings from that action in our multi-year projections come second interim, which is right around the corner. Um, last item I'll note, it's not a change on what you see, uh, but we've we've received a lot of
181feedback and thinking on the budget solution related to the reduction of vice principles. And so staff is looking to see how we might be able to apply that 700 to one in a slightly different fashion. So essentially allowing for increments um that would very likely adjust that 4.0 0 to something less than the 4.0. We're thinking maybe 3.2 to 3.6. Um so that is an item that we're actively looking at and we'll bring back to the board. Um we'll let you we'll keep the board informed about what we see um how that one can play out. Um we're still asking for the 4.0, right? And then we will we will do the work and bring that back to the board and let you know where we're landing. Um, couple of just observations. Um, just there
182lots of comments that get made and I just want to make sure that we're all working with the best information. So the there's some conversation about how much we spend in the 5,000s and that it's above the state average. So I went looking at um there is a website called I think it's ed data data quest um it does a nice job of providing statewide information right so we provide our unodudited actuals it goes to the state and they just compile the information in a way that's somewhat user friendly not wonderful um but somewhat user friendly not always timely the most recent data is from 2324 but I did go and just look at some some items. So, one is the 5000s. So, I can see there that we spend about 166% of the state
183average. So, that's an observation we've heard from folks that we spend more than other districts. Um, so yes, we spend 166% of the state average. Um, you've heard me say that usually when I hear that we're we're we're different from the average, I go looking in two places. So, one is what what do we look like in terms of the way we provide transportation? And that is a way we're different. And the second is how do we compare with our students who are on IEPs. So, oftentimes what falls falls in within the 5,000s that could make us different is how much we spend on NPA, that's non-public agencies. How much do we spend on NPS? That's non-public schools. How much do we spend on transportation for our students with IEPs? Right? So, those are three
184areas that are automatically going to go up along with the number of kids that we have on IEPs. And so, I did a little digging. How do we compare? So, we have for our students who are on IEPs, we are above the state average. So we are at about 18% of our student population is on an IEP versus the county that's at 16% versus the state that's at 14%. Right? So that is notable in my mind that we have more kids on IEPs. Therefore, the cost that we spend on NPAs, NPS's, on public agencies, on public schools, um, and transportation is going to be greater than because we put more kids on IEPs here than the rest of the districts in the county than the rest of the districts in the state. So, there's there's
185that. Um, and one that I hadn't thought about and I as I was digging, um, I just want to note this one caught my attention. So with insurance, we actually are at 516% of the state average. It's five times five times. We spend five times on more on insurance than the average state or the average school district in the state. I don't know enough to know why that is. I'm going to guess the fires that we've experienced in this area might be a part of that. But that one definitely caught my attention. Um, and I will continue to dig into it to see what opportunities, if any, are available for us on that. This is property and liability insurance. Yeah. So, not like employee major major medical, anything like that. It's insurance like our property
186liability insurance. So, that one was noteworthy. Um, those are all of the pieces that I just wanted to sort just address because I think it's notable. Um, I did do my math on the kids on IEPs. So, that 4% difference between us and the state, that's 572 kids. So >> we have 572 kids that we serve here who we put on IEPs more than the state average. >> A question on that one. Um I believe our previously we were at 19% in the state was actually lower in in the past year's data that we received. I think and it doesn't need to be right now, but I think a trend line to understand our progress against the trend in the state because it sounds to me there might actually be we may be declining in
187IEP identifications as the state is rising and it' be useful to know because that's one of our key special education study areas of of focus. >> Thank you. Um yes, we can provide data the trends in special ed identification and being super clear to define what data we're looking at including transition etc to show show the trends I'd say over the last seven or eight years precoid to now I think would be super useful. We'll do that. address. >> Thank you, President Cassen. Um the IEP number also um brings me to question. If that's 572 extra students that need IEPs, I'm okay with that. But I need to understand what we feel that number is coming from. Um, I don't want this looked at fiscally only that it's assumed there's an overidentification. Um, so if
188we're looking at our processes of how we're approving IEPs, if these are students that need IEPs, then I'm proud of that number because that means that we take care of our students in need and identify them appropriately. Even as expensive as it is, if it's an overidentification and it's fiscal, yes, we need to dig into that. So if we can try and look at through that lens as well and just bring that up. >> Yes. And just to refresh us to where the question was coming from was why are we different? Why do we spend so much more on the 5000s than other districts? And that's one of the differences for us. >> Did you want to touch on the new document around restructure versus restructure items? Sorry, I'll I'll let um I'll let our
189team chime in also, but I we did attach an additional item that's just a little bit of a narrative around some of the work that we're looking at is we're thinking about how can we do things differently. We are hearing obviously the the concerns and we share them around the impact of the budget solutions and it's we've said it many times that the these are not many of these are not items that we would be otherwise recommending if we were in different fiscal situation. It does give us the opportunity to reset and to look at how we do things differently. Um we did add some considerations or restructuring to mitigate um the impact and to provide more support for our sites. Some of that comes in a couple of areas and not that we are
190ready to say what these that we have a plan yet because it is the what does this look like and collaborating in determining where the needs really are. So for the centralized staff, it's around the instructional support teachers on special assignment assignment. We've I we currently have five certificated staff members who support educational programs and specific student populations across the district or at schools. We're reviewing the positions to see how if and how we can adjust the support they provide to be more directly meaningful at school sites. Couple things that are really important to note because there are not all of the five even if we do look at every structure would be able to be restructured in another way there are some things that need to happen. Um many of these roles are essential
191for ensuring the district meets its legal obligations to properly properly serve all of our students including maintaining in technology integrations privacy and serving our student um or migrant population and appropriate content delivery. The review is focused on adjusting support. We are not looking at a cost savings or projecting any cost savings from this. It is around how we use the resources that we have. Um we've also been looking at um our you director Fischer has been looking at with the special services restructuring with other um vacancies that that we're looking at in addition to the the already identified administrative reductions. um looking at uh exploring create creating certificated positions, possibly staff with teaching credentials to offer more direct hands-on support to school sites and teachers. And their key areas of focus would be for especially
192supporting new staff, but helping teachers work effectively with students in inclusive classroom settings, assisting staff with writing and conducting IEPs, and providing support for classroom management and studio student behavior strategies. again these new new support staff if that's how we move forward uh the idea would be for them to work closely with program managers to deliver necessary training resources and assistance especially for our newer teachers and I would like our team to be able to provide >> yeah and I think director Fischer if you can expand not just on the restructuring but implementation >> sure sure with respect to restructuring one of The consistent things we've uh heard from from classrooms is that um teachers and in particular new teachers um aren't receiving enough uh onboarding support in special services area which as you probably
193know is a a more complicated job in some ways uh because of having to write IPS the legal constraints uh dealing with students with widely varying needs um etc. So, as part of the restructuring, um the goal would be to have uh individual certificated teachers who have been in the classroom recently to be able to support u teachers, newer teachers particularly uh in in those areas. In addition, I think one goal would be to um improve compliance in in the IEP area as well and uh improve our classroom tier one um behavioral strategies and and and supports. And so I think this is a to some extent it's a reaction to the to the needs of the district and the perceived needs of of um particularly of of of new teachers that we have to
194get better at supporting teachers more directly in the classroom. And generally speaking the best individuals to coach and support teachers are in fact other teachers. So, um, loose, if you could touch a little bit on we are currently considering our biggest expense three months before we finalize our overall budget and four months before we actually know how much money we're going to have when the state finalizes their budget. Can you just walk really clearly through there's a lot there are very legitimate reasons that everyone's saying why don't we have a full plan right uh and a part of that is the legal way we have to make these decisions and staffing expenses come long before we actually find out what our revenue is >> you referencing the the timeline >> yes >> why don't I
195hand that one over to to Vicki Perfect. >> Can you repeat specifically what you're asking? >> Let me give it in full context. The 5,000s are still being investigated and they'll come in in our full budget vote in May, but we have to make all of our actions on personnel cuts tonight. >> Correct. So, um, the actions on personnel, we have a hard March 15th deadline to notice anybody who might possibly be laid off at the end of the school year. March 15th this year falls on a Sunday, which means technically our date is March 13th. um which puts a lot of pressure on um people to be noticed on time. By making these decisions early, we can then go through the process of going through the seniority of teachers and um doing tiebreaking so
196that we are able to notice the appropriate employees knowing that more than likely we will overnotice but we can't under notice. So once that March 15th deadline passes we cannot add any additional notices. So loose, can you speak to the things that we're not acting on tonight that would be coming in our budget vote? And and I mean very are you anticipating us actually having savings and additional cuts in the 5000s? >> Yes. So we are I've mentioned um we we dug into it a bit on this past Saturday of really interrogating the 5000s. I noted that I'm going to be nobody's favorite person at the end of it since we really are we're going through a process. It's a modified born a modified form of zerobased budgeting. We start at zero and then essentially
197anything that someone wants to add into a 5000s in particular has to be defended, right? So there's a rationale for it. So we'll have things like yes, NPA, NPS we're going to have into the we're going to have in the budget. um John is, you know, going through a process or leading the process of trying to uh negotiate better rates with our NPA NPS's. So even though we know it's a given that we have to spend dollars there, trying to find a way to not let those costs go up as much as they otherwise would. Um just some examples, right? The insurance piece that I mentioned, that's an automatic. It has to be in the 5000s. Um we have to have a financial information system. We have to have a student information system. But where
198there's an opportunity to to opt out and sometimes that can mean not having it for a year. Sometimes it means we can cancel it all together and just not not include it in the budget for next year. We will we will do >> other questions from the board. Trusty Deator State Pract and then Medina. So, what I'd asked for previously to have a fuller confidence in my vote because that's all I have control over um was a more clear defined plan of how we're going to live through these cuts. Now, what I'm hearing is timelines, legalities, positioning. We can't really have a full defined plan until the board directs what cuts have been approved so that we can appropriately notice those positions with hopes that some of those may be rescended. Um, unfortunately, what we
199all know that leads to is is some of those great people find positions elsewhere. They're not going to wait around to see if they get a resend notice or not. So, I echo the concerns of the community cuz they're my concerns as well, needing to have a better understanding of an assemblance of a plan. And what I caution is I don't want to progress through this process. And if this is approved tonight, it becomes armor for the staff to say, "Well, this is board directed, so we're going to move on to the next thing." This has to be gone through with a fine tooththed comb continually to find the best possible solutions regardless of how vote goes tonight because our community depends on us to make the best decisions possible. Above all else, we have
200to find solveny and avoid receiverhip and that this has come down to the bone where this is going to hurt the most because this is human aspect of losing positions and programs. Um, can we provide any more clarity on plans or we really need to wait? >> Trusty P Medina then myself. >> Oh, sorry. That's my next please respond to trusty dator. Our our team has been working on some some information that they can add to specific areas as far as what things currently look like, but we expect them to look like next year and where our pinch points are where we where we still have items to work through and some things that we that we h do have a a more solidified plan. So, we can walk through some of that if there's
201particular areas that that you'd like to touch on. So, would you like me to identify those areas I'm looking for? Um, I really need to know how secondary is going to work without co-eing. I need to know how elementaryaries are going to function and focus on mental health and welfare of our students without SPS. Um, I need to know how special education is going to function if we do not have the resources to help them function and have to rely on outside agencies. >> There I think um John will get to some of the specifics, but I I'm going to go high level for a second. as frustrating as it's going to be. Um, I mentioned the last time we met, I'm not going to sugarcoat this and I'm not going to try to minimize
202the pain of these reductions. They are real. And if anyone says to you anything that sounds like we're going to spread the work differently, no. There are services that you are paying for this year providing to kids this year that are outside of your reach of affording. are outside. >> They're they're outside. You can't afford them, right? You don't have the dollars to pay for the love and attention you want to give to kids. You don't have the money for it. You don't have the resource for it. You're I didn't know that a district could have a negative ending fund balance and not be taken over. That was something I learned coming here, right? The hole is real and the hole is big. And again, I want to say I just I want to be
203really clear about this. This isn't about kids not deserving these services. This isn't about kids not needing these services. This is about you can't afford it. you have a program in place, the love and attention, those services that you know kids need that you can't afford. That's really what it boils down to. The um I love the comments um someone a community member made about people's why. So my why, the reason I exist in this world is to eliminate the racial predictability of success in our school systems. Everywhere I've worked, it's always the same kids at the top, same kids at the bottom. Okay? That's why I exist. That's why I do this work. So why would I be in a place where I'm saying make all these cuts? For me, that silver lining is
204you get to regain local control. Because the one thing I can tell you with absolute certainty is what the research shows across the country, not just in California, when you are taken over by an entity, whether it's state or county, kids are worse off. You might get to financially better ground, but kids are worse off when somebody else takes over. That's why I'm here. It's why I agreed to be here for this year. I don't want to see this school district taken over by the county. You have already lost some local control. You have a fiscal adviser in place. You have lost some local control. My my silver lining, it's how I live in this world. I always have to find a silver lining no matter what. My silver lining on this one is if
205we can do this work and you regain local control. >> Director Fisher, >> as as painful as that was, I appreciate that. And I just have one more ask to um Lisa. Are these services that we can't afford? Are any of these services legally required of us to provide? We will provide legally required services. They will look different. >> I actually think you're Do you need a more detail? Okay. Trusty P. >> Hi, John. I just have uh I'm sorry, Mr. Fischer. Um, I just have a question because I got an email and I just I don't know the answer to this and I just wanted um just one clarification. Uh, do we bill um can we bill medical or do we bill medical for busing students with IEPs? um in with respect to so
206I'm it's this is medical billing and without getting too far into the weeds we can get uh reimbursement for students with IEPs uh whose families are on medical for certain kinds of services. Um to my understanding and I asked this question of our um medical account tech uh we can bill for students who have medical needs who are are bust that is if a student is on special transportation because of um medical needs. >> Um we have found um so far that it's uh it hasn't paid off to do billing in that particular area. It hasn't been efficient for us to do that. But it's certainly something we look at. Uh we received quite a bit of reimbursement from medical last year. I believe the amount was around $600,000. And so that's one of many
207areas in medical that we're looking to increase reimbursement. >> Oh, when you say it's not efficient, is it just um like too much paperwork? Is it just too many way? >> Yeah, the process paperwork. In addition to that, the individual uh has the the family would have to be on medical. So this is different from the CYBHI billing which we've talked about. >> Um and so the return rate is somewhat less than than 100% because the percentage of students aren't on on medical etc. Absolutely happy to to explore with our account tech who who tracks these things and how much we're able to bill and different services and so forth. Um I will say by far our largest reimbursement area is is speech services. Not not surprisingly. >> Which one? speech speech services. Yeah, just
208because there are so many on that. >> Um always looking for ways to im improve and increase uh medical billing. Some are sorry I'm get getting a little off topic here but we're looking for revenue. Uh >> I'm asking >> yeah one area is occupational therapy. Um the additional piece that's required there, we need a doctor's prescription and we uh one of our OT's has identified a doctor and we're we're intending to pilot that. And when we do these in certain areas, we see if there's a good return, if it's if it's worth the paperwork process, etc. to to to do that. >> Okay. >> Go Trustee Medina, then back to myself, and then Trusty Jenkins. First, I'd like to move to extend the meeting to 11:30. >> Is there a second? >> Second. Been
209moved by Trusty Medina, seconded by Trusty Jenkins. Roll call, please. >> Trusty Medina. >> Hi. >> Trusty Deator. Trusty Jenkins. Trusty Kirby. Trusty P. Hi, >> Trusty McN. >> President Casten. >> I That motion passes unanimously. Trusty Medina. >> Yeah. So, um I think first I just wanted to um um I don't think you addressed this yet, but the the comment about um the removal of the collab classes and the potential creation of for the need for the 14.5 or 14.25 FTE. Um could you address that? I think it was talking about potential greater need of SGI classes and that would create that. Are you able to kind of address why our numbers? >> Sure. And I'll say that that that's a potential worry, but uh that our projection and our expectation and I I
210want to say we need to have metrics. So, we're measuring this as we're going along. I'm sort of speaking to uh trustee Delator because we talked about that a bit on Saturday to measure at all points is it working? Is it not working? Do we need to make some adjustments and and and and so forth. So our our expectation is that if we're providing appropriate pushin services that would be with um ed specialist and it would be with instructional aids that we can maintain the minutes that students have had with with co-eing. Now again expectations some of those students might struggle in those circumstances and so for individual classes could be in a more restrictive class. Um I I don't anticipate at this point that it would be as many as I've seen in the
211in the projections, but again that's one metric that we need to measure as we go along. That is what are the number of students in SGI classes and are we realizing the savings that we'd hope to to realize? So, so I guess the question here it's so there's a potential to have a greater need of those SGI classes that would maybe offset these 10 um RSP teachers. >> Yeah, it's >> um there is a concern with with any new initiative and and changing the support system. Um are we going to realize the savings? Is it going to push additional students into um SGI who can't make it within a pushin model? There is a possibility of that. I I don't expect that it's going to be on that level that we would need 10 additional
212FTE in in SGI to do that. But as I said, this is a metric that we're measuring as we're going along. And the metrics I would think would include percentage in general education, tracking students grades, tracking IEP progress to to determine if in fact if it's we're not meeting the students needs, not meeting FAPE and we need to make an adjustment as we go along. And I recognize the need to make a decision tonight in terms of riffs, but the other component of that is, you know, we keep hearing the word plan. How at at what point do we know what this might look like? You talk about like the IEP minutes and all that. Is are we expected to receive that like at some point in May have some sort of analysis that could
213help us make that final decision later on? >> Um absolutely. If whatever decision the makes in the board makes in going forward and if if the board were to uh go forward with this um then planning which has already started would would continue and we would have plans in place such that both sites in terms of master schedules teachers in terms of holding IEPs teachers in terms of scheduling um and the staffing we're going to need will will all be in place as a plan. My next question that I think uh might also be related to you is with the reduction from 22.5 to I think six um sightbased therapists. Um I I think what I've heard is that there's they're going to be focused on M's work and um one of the concerns that
214was brought up at the DAC meeting was um would there be enough bilingual workers because seeing a a therapist and having to be translated doesn't seem very effective. the need for then translators would wouldn't make it as efficient and would also make it more costly. So, um kind of my ask is can we maybe eliminate all 22.5 and create like six positions that are bilingual or can we because I don't have the data. I mean, I don't know out of those students that maybe need that that service, uh, how many potentially would need uh, a bilingual service that could maybe so we could ensure we more efficiently provide that service. And so my immediate thought is, can we riff them all and then provide some sort of solution that addresses that need? Um, I don't
215know the HR components of that, but I know that we need to address that concern. >> We we've already discussed creating the bilingual job description as far as the determining the number of students and that and whether it would mean that we would, you know, it provide additional riff notices or not and then replace with other positions. Those would be dependent, I think, on the on the information that we would have. And we also have to be careful about adhering to, you know, labor law and and and correct practices. So, it's multiaceted. It wouldn't change any of the numbers on here, but it's something that we're looking about looking at as far as how we can ensure that we're still serving our bilingual students. So ju just for me to be clear and so when
216parents ask me again um if we keep six I think it is um I can trust that that work will be done to then address those concerns by the time we get to May. Is that what I'm hearing? So there's a lot that goes into this. So one thing that we have to be careful with is if we were to eliminate all 22.5 and then create a job description that requires that the SBT be bilingual and then hire back or hire SBTs that are bilingual. there is the risk of violating labor laws because we are um working the the system in a way that it could be perceived that we're trying to keep specific people and we have to be careful of doing that. So I definitely agree with um the sentiment and the idea
217that we do need bilingual therapists. I wouldn't want to have my therapy have a third person be there to translate. Um, so we are going to create the bilingual job description and then look into one are any of the the six that we're keeping in seniority bilingual and if not as vacancies come open using the bilingual job description rather than our regular job description. >> And then my other ask in terms of considering can Is it possible to do something like what we did with campus supervisors and SSAs where there's a priority to transition from SPT to bilingual SPT if that's created. I I again I don't know the legalities behind that but I know we did it with those positions. That's something I would have to verify with legal, but I believe that that
218would be a possibility that our SVTs that um might possibly be laid off if we have a vacancy and have the new job description, they would be able to transition into that based on their position. The other question I have based on things that I don't see on here that I think might need to be um I know in I think it was June of 2025 we added that um position I think it was on curriculum instruction professional development and all that that I think was for like two years. Um have we considered maybe not using that? I know we've been talking about reducing professional development and all that. >> Those position, the two positions that were temporary have all already been eliminated for next year. >> Yeah, they they were this year only. >>
219Then as I was going back looking at some of the reorganization through December, um I saw the uh human resources. So we consolidated the two I think directors into one director. And so now when I look at the ORC chart, it's assistant superintendent, director, and just a confidential assistant. And so my I'm curious, why can't we make that just like an ED that then falls under business services? and and and I also think of it in the context of what was brought up to us at the last meeting around position control then they're all you know HR payroll and all that's under the same um part of the organization has that been considered if not can we recommend it >> the level of work that's required within HR and yes I agree with the collaboration
220between payroll and and HR. What wasn't listed on there are the classified positions. Those were only the the management positions that that were listed on that part of the org chart. So, there are still the HR technicians and the position control technician in there. The position control technician is meant to work collaborative collaboratively between there. um the level of work that is going on in HR. I know you are aware from from close session some some of the pieces that that are in there. I don't believe that at this time we would be able to get all of the work done that would need to be done with that further reorganization, but it's always something that we can that we can talk about further. >> And I guess just for clarity does, you know, when
221I look at that or chart, I just see two positions under. And so I'm wondering all those other classified tech positions, do they fall under that director where that director just reports to one person? Is that how it works or or is there's just a lot missing there that we don't see? So currently the way it works in HR is that the HR technicians because they are classified employees report to the director of classified. Uh then both directors report to me as well as the confidential admin assistant. Going forward to next year, there will be only one director um who will be the immediate supervisor to the HR technicians and then that person will report to me in addition to the confidential administrative assistant >> and and I get the component workload. Again, I look
222at um the two superintendent assistant superintendent positions and like the business one has like all these people that report to it, right? And in this model, there's like just one and a confidential assistant. So, >> so this >> that's where I'm having trouble grasping with in terms of like understanding like, you know, we're paying. >> So, this is all referencing the item that was our prior actions in December around cuts. Could I suggest we capture that information and agendaize it for our next meeting so that we're all looking so we're properly noticed to be looking at the district office again and that we're looking at all of these organizational charts as you're talking about because we we literally took these actions a few months ago. So revisiting them without having all that information in front
223of us, I'm afraid that we're going to be running in circles right now. But I do believe that we need to bring it back because if there's a lack of clarity here, we need to make sure that we're I mean we cut 10 nine positions plus one more tonight from the district office and we need to continue looking at that with a fine tooth comb. So unless there's any objection, I'd like to bring that item back on one of the next very near-term agendas once we make sure we have the prep for it. Trusty Mina, do you have further questions? Not at this very second. >> Okay. Um, let me ask a question then while you're looking at that. With regard to these cuts and their impact on charter budgets, I've had lots of requests.
224I just I heard from folks that were wondering if the induction induction um requirement will now come out of charter budgets. Have we looked at the impact of that change on the charter budgets because that's been being paid for by a grant and that grant's expiring at the end of this year. Um I are the you know charters are required to have rightsized their budget each year and so that the their budgets are just not they're they're in a different state. So can you talk about how these cuts relate to that and what decisions we are and we are not making around charters tonight dependent charters tonight. >> I'll start and then I'll hand off the so high level these these reductions here are the ones that impact our general fund right so they're all
225within fund one which is our primary operating um fund. There is some work we are reviewing that that could impact charter schools and there's some work we did on cash that would impact charter schools. So, I'll do the the cash one first because we've already done that. Um, our practice historically had been to charge charter schools for their the fees that we're allowed to charge them for. We would do it at closing. So we would go July 1 to June 30th and then sometime in July August we would go back figure out how much we we should charge them and then we would charge that at the end of the fiscal year. Given where we are with cash we've adjusted that. So now we are we're moving to do that at every reporting period. So
226at first interim we charge them for what we could charge them. At second in we'll do the same. Um I would I would say like something just to jot down and you asked this question come come budget adoption if I forget to mention it but the the move the ideally we want to get to a place where we're doing that automatically every month right so every month we are improving our cash situation by ensuring that we're charging what we need to charge to other funds another potential impact to the charter schools is we will go through a process of reviewing where we might have absorbed the cost for something in the general fund that could be assessed to the charter school and we will be looking to identify what if anything we could have charged
227to them that we didn't and then having those conversations about recouping those those costs. So specifically though, tonight's actions don't presume that the same things we're talking about tonight happen in the charters because they're separate budgets. When we sit as the charter boards because we are their board as well, when when is that conversation going to happen so that we're having the same diligence um that we're having tonight in the non-dependent charter world with our charter conversation. and we're providing the same type of leadership and direction >> that happens with every reporting period. So the next one will be in in March when we bring forward second interim and that's when we're going to we'll bring forward to you fund nine as part of the packet. Fund 9 has all of the budgets for the
228charter schools. Um I did want to hand off just in case there's something about the the way the the personnel action impacts charter schools that's different from what I in addition to what I described. So in terms of the reduction in FTE that um also applies to the charter school. So using the same formula the same formulas um in terms of the question about induction which for teachers was paid for out of the educator effectiveness grant for the charter schools. The teachers that were at charter schools were paid for out of the charter aotment of the educator effectiveness grant. So it didn't come out of their money. It was also paid for out of a grant, but out of their aotment for the grant. >> And so the commitment now to continue funding that without
229those one-time funds, which I support, but is that a decision that we are making tonight that is going to impact the charter budgets or is that a decision that when the charter's budgets come there could be different decisions in their budget for that type of an item? And I'm using that as an example like there's multiple items where that question is happening. >> The the charters make their own decisions, right? A charter school is its own LEA and they can make their decisions about their budget. We bring them forward even though they're dependent. We'll bring them forward, but those are decisions they can make different. Right. So they can still after tonight those types of things can be proposed to be different and then we change we change our hats and we're then able to
230look at their individual proposals and have that conversation separately. >> Okay. Trusty P. Sorry. Does that mean with what you're saying, does that mean that elementary schools could decide if they wanted to have a counselor on their site since we the budget is proposing to eliminate the elementary school counselors? That part of that. >> This is the difference between dependent charters and the comprehensive schools. So decision what I'm clarifying and confirming is that tonight's actions are for our non-dependent charters and then when those budgets come we'll be making similar decisions. I mean there's a lot of budget challenges there too but they're different decisions. Tonight's do not presume that we'll make the same decision for the dependent charters. All right, >> Trusty Medina, I'll let you finish your questions and I'm going Jenkins Kirby. >>
231Yeah. Um, my question is around the 700 to1 VPs. Um, first in in the figures noted there, does that include I mean do we do we have a VP at um I said, "Do we have a vice principal at Ridgeway?" >> We currently have a point4 vice principal at Ridgeway. >> And are there because we talked about or you mentioned the these pr-rated numbers. How many schools do we have pr-rated amounts at right now in terms of BPS? >> We have two, I believe, which are Ridgeway and LC Allen. >> Okay. because I I I know this has been brought up as one of the big concerns as well. Um I I think the prorated thing doesn't necessarily work without I think a baseline. I think it's important to have a baseline of like at
232at these secondary especially the 7 to 12s of like at least two BPs especially like one for the 7 8 and one for the 912 is is what I think that we need to have and then maybe above and beyond that have like an additional one. I I don't know how effective the pr-rated versions work in terms of what I've seen. So, um I think there need to be some sort of because it doesn't address the concerns of like cuz if you only have someone there like two days a week, right? And their concerns are we need people on our site for when things happen for safety and all that. uh you know, well, two days of the week we're going to be safe, the other ones we're not. You know, it doesn't seem to
233make sense to me. Um so I think we we we need to have like at least that baseline. I don't know what the total number is. I know we're right here. I think it sounds like we're trying to go from 17 to 13 for all of secondary. Um it sounds like this doesn't include anything at the charters. I think is one of our charters at the secondary level chartered and is that included here or no? The charters have their own administration aside from where we have shared campuses and then so for spec for example Shrax shares administration currently with Rinkham Valley Middle School and where SRFax has the 78 Evelyn um principal Anderson collaborates with Montgomery High School around those seventh and eighth graders but the Montgomery High School Montgomery um administration serves the day-to-day
234um supports there. One of the things that that we are looking at and you know with our we we have concerns about the workload for for our administrators absolutely with the 700 to one and some of the things we've been doing are looking at what can we pull off of their plate or do differently to alleviate some of the the time that they're doing ad task related administrative duties. And a conversation that we had was around the that's something that we may need to look at supporting how they use a a point two or four or whatever that would be in pulling some of those duties off to relieve the people who or free up the um team who are there every day to be able to be more responsive with the direct interaction with
235with the students and staff. So, we're looking at how to work through some of these things and have spent some time kind of troubleshooting that with our with our principles. We know that that is not the ideal staffing ratio. Absolutely. >> So, so I think back to my point, I think with these 7 to 12 schools, we need at least that base of two VPs at least. Um, so that being Pioneer, McGomery, Santa Rosa, Elsie, and then above and beyond that is needed. I mean, Maria Korea is still going to be 912. So I think that base of one plus whatever prrated and and I don't know about and and Ranken Valley is the other one you know base of one and then pro rating above that based on maybe ratios but that base to
236start off with I think is going to be essential. I don't know how we work it out, but I think keeping that in mind that bringing back a plan of how that will be effective, but again, we got to remember that concern that people are having. It's about having people there present to for that sense of safety, especially if we're getting rid of restoratives and we're losing people. I'm >> go to Trusty Kirby and then I'm going to Trusty Kirby, then Jenkins. Sorry. Um well, uh quite a few of my questions have already been answered, but um I had two specific follow-ups. I know, uh Sales on Saturday, I know you went through some of this, but a lot of public obviously couldn't be there. Um, so I've had a few people reach out about
237specifically the uh some of the one-time the fund for the use that we're that we're doing. Um, specifically the because it's a big ticket item and you know it's we're using money that we've saved up for deferred maintenance and kind of re redirecting that. And then we just want some assurance or they want some assurance. At what point are we going to sorry at what point are we going to um start replenishing that fund? >> So yes. So just high level why why does it matter so much? Our facilities is student housing right? It's the way we think about it's not just facilities it's the housing the homes for our students. So the the dollars in fund 40 received a couple of questions. I'll make a couple of points. So one, we didn't fund 40
238is a special reserve fund. So we didn't have plans on we were going to spend it this way and now we're not going to. So we're we're we're pulling back the dollars that otherwise would have been in the general fund. Um two, this is the item where I am very strongly encouraging the board to revisit in the next couple of years. Right. So that's another item of of followup. So the way it's set up right now to regain local control is we're doing the transfer this year of that 5.4 million. We will transfer $900,000 in the budget next year. We'll keep it in the in fund one. We'll do $900,000 the year after. And what I am asking the board to do is in the next two years have a conversation about whether you want
239to stop doing that or continue doing that. I would and I I know I I exit on June 30th, but if I were here after that, um I'll include this as a recommendation for for budget adoption. My recommendation would be you have to stop it. So we can do it for this year plus the next two, but in once we get to budget adoption, we'll have that new third year out. I would say at that point, you've bought yourself enough time to be able to go back to reserving those dollars for capital outlay purposes. Our facilities are student housing. They have needs like anything else, and we have to be able to set those dollars aside for those purposes. >> Okay. Um, thanks for clarifying that. I I believe you hopefully answered their questions about
240that. Um the next question I had was regarding the um instructional aid pushins that uh we're talking about doing with the oversight of the ED specialists. Um can you just confirm that that is in the job description of the instructional aids and it conforms with the CDA that they would fall under for that? Um, yes, it it does fall within the instructional aid job description. It's been a model that's been used for a while, both in terms of onetoone aids uh who uh travel with students to classes and and and so forth. >> Okay, thanks >> Jesse Jenkins. >> Thank you. Um, so I have two just kind of follow-up questions slash also recommendations. Um, one for Superintendent August. Um, and however things progress with so many of these things being pretty significant safety concerns.
241Um, I I found that after what the community went through a few years ago that the safety advisory roundt was extremely beneficial um to bring community members, parents, um, community- based organizations all in the same room room to talk about that. Um, I do think that's going to be a crucial crucial crucial piece to this puzzle. um as well as the partnering with any and all community- based organizations that will send us help. Um follow-up question for everybody at the table. uh question slash request that I understand that there may be course correction at some point as we start implement implementing whatever is decided tonight. I strongly request that any course correction it has to come to us with numbers attached to it. um and where those numbers are going to come from, go to
242all of the things. Please do not make any decisions without a thorough explanation. Um that happened last year. I feel like it happens and it it just can't happen anymore. Um I do not want us to continue down this path. Um, unfortunately with that, I know there's going to be other comments and I'm gonna cry. I haven't done this for a while. Um, but I do move to approve this plan as presented. I know it's going to be hard. Um, but I need the I personally want to know that we're doing all that we can and with the time for implementation that involves all of our community and the stakeholders. And please protect our kids. We have a motion. Do we have a second? I'll second the motion for discussion. >> We have a motion
243before us. Um, and it's been seconded. We'll now move to discussion. Trusty P. You can >> I just had some questions from an elementary school counselor. I didn't want to make motion. Right. These are my questions. That was a hypo hypothetical statement I was making earlier. Um, it's after 9. I should be in bed. It's after 10. God. Um I know we had talked about this in uh our study session last Friday, but just for the sake of transparency and to know that um we're working towards this goal of having a plan for um the proposal in the budget to eliminate elementary school counselors. you know, um, moving forward with a plan, who will be doing the risk assessments for suicide and threat assessments or dealing with crisis support, you know, and I, for me,
244it's really personal because I've had a child that has was self harming themselves in in elementary school. And I know that these cuts aren't they have to be made. And I don't envy your job, loose. I don't I appreciate the work that you're doing. I'm glad it's you and not me. Um, but I really want to make sure that there is a plan in place. And I know that the last meeting we had, there was the board policy that was in the first draft for mental health. Um, and whether we're being able to contact or contract or have the county come in to help with threat assessments or we're sharing resources. I just want to make sure that our kids aren't forgotten that are struggling. I mean, it's a different time from when I was
245little and it was just more of a dust yourself off and you're fine. It's our kids are more sensitive now. Thank you for asking the question because these are the questions that we have to keep at the present at the forefront of everything that we're doing. Um and uh it is there is nothing that I can say that suggests that these cuts will not be felt and will not be felt intensely. But realizing that we cannot afford these services inhouse, we have been over the last two years specifically in our work of developing the community schools model through elementary, the wellness center model at secondary, and our continued engagement with the violence prevention partnership at the city level, both at policy and at operations. We have been working on establishing active live already in existence
246partnerships with community resources with the um programs not able to be housed internally. While we will still have some school-based therapists and counselors who in a crisis could potentially step in specifically depending on who the student is who's in crisis. So if this is a student who is receiving IRS services, the IRS counselor can be a part of that. But we have the crisis intervention support both with CAPE which um and I'm going to say the acronym wrong but Cape is a community organization. We have um active partnerships with umad keystone therapeutic services a program called alongside and the in the highest level of need we have the active relationship with in response which is a community crisis intervention team who works with Santa Rosa police department. So in the moments of needing to do
247the threat assessment of harm to self, these are some of the resources that we will be enacting. If the threat is a threat of harm to others or a question of an intersection between those two, we will additionally be enacting the behavioral threat assessment model that we have been training in over the last four years. That is not a function that lives within only a single staff of counseling but a multidisiplinary team of staff. >> Um, thank you for that. Uh, and my other question is, uh, I'm only familiar with Kumman being on CCLA's site because they use their LCAP funding for that. I am unfamiliar of any other uh title one school who has that organization and I speak very highly of God because they really did truly help save my child. >> So
248I'm hoping if that is going to be available for all of our title one's um LCAP funding to be used with our schools. Um, part of what we want to recognize is that um, when we have been spending a lot of time this year talking with you about CYBHI, we've been sharing that CYBHI can is a process of our staff billing for >> Sorry, for the people listening, can you please not use the acronym? >> Apologize. Um we've been talking for a couple of years now about the um initiative that is known as the child and youth behavioral health initiative which is a means of um similar to the model that's used within special education to have certain services that are provided to students built through medical. CYBHI allows us to bill for services through
249third-party insurance companies. And right now, our primary um entities who are billing under the child and youth behavioral health initiative have been our school-based therapists. the remaining school-based therapists will be able to within some capacity based on the work that they're doing continue to bill through the com the CYBHI. However, our community partners who are providing those resources to our students can also build through CYBHI. So some of these partnerships that are currently um paid for 100% out of LCAP or out of grant money can be offset through CBHI bill. It is important that we acknowledge that we have been one of the leads in the state of California in leaning into the CYBHI. Um last year we or year to December we started in February to December we had build for and received approximately
250$100,000 worth of um fees being recuperated by our district. Um we just I think literally a week ago submitted another $40,000 worth of billing. However, it's important to know that um the CYBHI billing is not going to be enough to do one for one. It will help to offset the cost, but our community partners can bill that way as well, which can mitigate some of the potential costs for continuing partnerships. >> Okay. And then, uh you did say the remaining school-based therapist. >> Yes. Uh the proposal tonight is to not eliminate the entire schoolbased therapist team but to reduce by 75% down to I believe it's six yeah to six remaining school-based therapists. Their primary work will be to focus on the legally mandated um therapeutic services that we provide >> which will be having
251a majority focus on educationally related mental health services that are required through IEPs. But we would also be looking at um supporting crisis um because there are some legally required services that lay outside as well. But the primary focus for general education support will shift to these working relationships with our community partners. >> Thank you. And then I have one more question and then I'll but you can go first. I can take turns. motions. Okay. And then I have another question just with our special programs that each high school offers. You know, we have Art Quest, we have um and I I really apologize if this question's already been asked and answered, but my brain's kind of stopped working two hours ago. Um you know, we have ECM, we have STEM at Piner, there's Art
252Quest at Santa Rosa, there's the IV program at Montgomery. Um Coreo has the uh music program. What is it? Encore. Thank you. Um all those programs require like specialized like either counselors um on special assignment or coordinators and with the budget that we're proposing if we're needing to eliminate those positions. I feel like those programs will dissolve because it takes more than um a part-time position. I mean, just looking at Art Quest like when I was in high school at LC um in 2003, uh it was a art quest was like the gem of Sonoma County with what it was offering and it was probably double the number of students participating in that program that it is now because a couple years ago the full-time coordinator position became um part-time. Is that right? and it
253has dwindled um down in student populations participating and with Piner's ECM and I'm more familiar with Piners because my kids go there and they're in the ECM program um just with how much intensive work it takes to run that program with the amount of students that are in ECM like you couldn't run that program without a coordinator just like you couldn't run Art Quest without a coordinator and those are the programs that are attracting the students into our schools and so is Is there a plan in place to kind of help keep it because we can't expect the counselors to do all of that work? >> Vicki, do you want to um talk about uh section allocations and Sorry. Thank you. the and I I I want to back up for a moment because the
254um my my understanding around the when reductions were made with with coordinator positions specifically around our quest was actually >> got some information wrong so I apologize. No. And I and I'll look to the team for confirmation, but my understanding is it has to do with the overall declining enrollment. And so that program declined as well in in enrollment, which it's section allocation that determines a lot of where that the extra support is for running those. And that's something that has to be looked at in the evaluation of how we continue to provide the programs and support within those section allocations. There are different ways that we can do that. And I at this point I don't believe that we have anything additional in in the budget. I'm looking I don't think that we had
255anything additional in there right now for that. There are currently um no additional sections in the section allocations for the coordinator positions. And then in terms of um just with the art quest specifically, the coordinator position was reduced because the enrollment had declined. Thank you. >> So, I need us to be extremely realistic with our outlook on community partnerships. Um, as we are not the only ones that can no longer afford these services. Um, as we're very aware, the depletion of social, emotional, mental health resources are dilapitated throughout the city, the county, the state, the nation. Um, a lot of these community partners that are so valuable and that we cherish, it's not a matter of who bills who and who gets paid. It's who has capacity for any additional case load. And so many
256of these partners have a full case load for us to then no longer to be able to afford our resources that's going to put more pressure on any community partnership. So we need to continue to re-imagine how those services are going to be provided. How do we collaborate and partner? Um prevention is going to be key. Um we want to get to these situations before they're a crisis, before our students and our staff are at risk. Um because speaking to the the value community partners, a lot of them are just at capacity with their case load and we're going to be putting more strain on that resource of other individuals that can no longer afford his services. >> Trusty Medina, thank you. Um, you brought up CAPE and I think that was uh important to
257to bring up crisis assessment prevention and education team. I think at one point where we started providing more mental health was when the county cut right and now they've brought it back and now measure O at the county has passed. And I think we need to apply pressure to the county to spend that taxpayer funding on providing these mental health services because that's what the voters voted it for and our students are part of that county. But we're cutting a lot of services and I think one of my concerns over the past uh year, couple years relates to and I don't know exactly but but I think I've heard um concerns about our supplemental concentration funds not being as used specifically on the sites of the students that generate it. Um, I I I want
258to make sure that we are able to do that, especially because those funds are meant for these students that are on the margins and probably have greater needs and and that now that we're in the situation that we are that we make sure that we use those funds more effectively at the site. I I think the concerns that I've heard is that maybe it kind of got reshoveled to maybe pay for more stuff at the district level. I don't know the accuracy of that. Um, but I want to make sure that as we move forward with the plans, these supplemental concentration funds are being used for the students that they're helping to fund. And so, as we bring plans forward, um, especially in addressing all these services that we're going to be lacking, that we
259try to do the best that we can to use those funds to help those students that have the greatest need. Um, yeah. I called the question as Melanie is handing out waters. So, uh, if there's no further discussion, we'll move to a vote and I will start the roll call for Melanie. Uh, Trusty Jenkins, Trusty Kirby, I. >> Trusty Deator, no. Trusty Medina. >> Go with I. Trustee McNell. >> Oh, >> trusty P. >> All right. >> And then I I am an I as President Casten. That motion pass 61. I want to recognize that this motion begins the process of dismantling the largest mental health service provider in the county and in the city. Um we do still have pending requests for funding and we have been working not just with the county but
260also with private health providers to try and find funding and that work must continue because there will be consequences. I'm going to have us take a just deatory. >> Really appreciate you bringing attention to that and I also want to um share appreciation with the community members that are also reaching out and putting in those efforts to collaborate on our behalf and ask other partners to step in where they can to fill those voids of these very very necessary services. >> And can I just add that I think we've had a request for talking points. I don't know if I've seen those on this issue. >> We'll we'll make sure that they're recirculated. Um, with that, we are going to move the agenda. I am going to give us a brief moment to settle, but
261we only have an hour left of the meeting. So, as we're changing staff up here, um, we'll we'll take a minute before we begin the human resources calendar. >> Thank you, Loose. Thank you. >> Thank you for your work. Thank you all for your work. here. Two. All right, we're going to go ahead and get started with the item H3, the human resources calendar. We'll start with public comment. We have one speaker for item H3A, Ashley Bell. Um Ashley Bell San Rosa High School. Um I'm back again because I think that um criteria F for the tiebreaking criteria remains inappropriate. AVID and IB training have not been offered to everybody at every site and so it seems um it seems unfair to include it as a tiebreaking criteria. I also want to say side note
262um Santa Rosa High has been using their section allocation to pay for the coordinator. We've been making that sacrifice as a site. It's not a separately allotted section allocation to support the coordinator position for Art Quest. We received news last week that we are going to be losing 67 sections. We are usually allotted 289. We're being allotted 222. It is almost a quarter less than what we usually have, which is why you are hearing the kids here at ArtQuest talk about what the cuts will be, which is why you're hearing them talk about the coordinator. It is the most aggressive section cut of any high school, and it is going to destroy the program that makes our school special. >> No further public comments. We'll move to the human resource calendar. If you want to
263go ahead and introduce all of the items. Um well, let me say that say this. Is does the board wish to have any item um considered separately or would we like to have them all introduced and talk at them? All right, let's let's introduce all the items and we can then take one action at the end. Okay. So the first um items that we have are the resolutions to adopt tiebreaking criteria. Um the first resolution is tiebreaking criteria for certificated employees which um have are the same as they were last year. And it's the way that we if two people have the same hire date then we award points based on different criteria. The criteria that was addressed by the public comment is additional certifications which used to only include national board certification but has
264now been expanded to include AVID certification, IB certification and bilingual level two which applies to the counselors because they don't have an opportunity to get a B-clad. The next one, resolution C, is the tiebreaking criteria for classified employees, which is um if two employees have the same date of hire, we go back to the same date of hire within a classification, we then go back to their date of hire within the district. And if that is the same, then we go to a bilingual certification. the criteria described for um classified as the same criteria that we are asking to apply to supervisory unrepresented employees which would include the SBTs in that category as well as athletic trainers and um a couple of other positions and then lastly that same tiebreaking criteria would apply to um
265the teamsters as we'll be reducing to head custodian with the closure of the two schools. The next item that HR is bringing forward is an approval of the revised job description for the assistant superintendent of student support. Now that um wellness and engagement and special services will be folded into that department, it necessitated revising the job description. And then we have the job description for the coordinator of mental health. This position is going from being a director, a classified director position to being a certificated coordinator position, which will allow this person to supervise um certificated employees. Okay. So, we now have the reduction in classified workforce due to school closures. So, this specifically addresses the board's previous action to close Comtock and Steel Lane and is a reduction in force of classified employees at those
266sites. Um, these are positions, not people. That's something that's important to keep in mind that we will be using the site the seniority and tiebreaking criteria to determine which employees this actually affects. But those positions as the schools won't exist will no longer exist. And then lastly, we have the reduction or discontinuous or discontinuence of particular kinds of services. And this addresses the admin positions that were voted on in December of 2025 and include the reorganization of the district office as well as three three site administrators, the elementary principal at Steel Lane and the principal position at Constock and the vice principal position at Comtock. And again, these are positions, not particular people. >> Questions on the human resource calendar. Trusty Jenkins. >> Um I was curious with the tiebreakering um why things such as
267first aid CPR as well as proact are not um part of that. So those certifications are requirements for specific job categories. So we wouldn't use it as a tiebreaker in those cases because they're already required. >> Um >> trusty brack don't you need a special training to teach AP? like why wouldn't that be part of the tiebreaker as well considered with B-clad immersion or um not that one the ADVID IB national board bilingual level two >> you can be assigned to teach AP without any special training as long as you have the appropriate credential I ask those questions >> trusty medina >> Oh no I I was going to ask just the the same thing with um IV did we get clarity on you don't need uh certification right it's just recommended but it's not
268required >> according to the information that I found you do need to be IB certified you need to be IB trained in order to teach in the IB courses the ones that lead to a diploma >> the information that I found didn't say that said the opposite. >> Can we request like the IB coordinator or the principal of the school who as an IB school to present on that in another time, >> possibly soon? >> I think it's just important that we at least know. >> Well, we went through this entire process last year and consolidations. it it would be really beneficial to hear it from the people who experience it day-to-day and who have gone through the certification and the process of becoming an IB school. I also did not know much about it
269prior to the consolidation stuff. Um but then it became such a hot topic and then I became aware of all these new things and there was so much conflict. I don't know if conflict is the right word but um conf Thank you. it is conflict with a couple extra letters conflicting information coming from the teachers who were teaching and what's found on the website or what's being presented here. So I just want to make sure that we're we're all getting the crystal clear information. The information came late last year and it was kind of convoluted. So it would be great to have the people who are the experts on the information present to us as soon as possible. Um because it's it is important for us. You know, what does LSE say? We're the best
270information. We're continuing to get the best information and making the best decisions with the most current information. An item to note on around the IB is that during the WAS committee visit and their presentation, they did call out actually the need to make sure that the IB certification was um their recommendation was actually for it to be part of the skipping criteria as because of the cost of reertifying for those who teach the diploma track courses. is my understanding from that was the western association school uh western accreditation of school I can't schools and colleges thank you it's the accreditation that's how we that's how we provide diplomas and our students qualify and they did recommend specifically actually in the skipping criteria as far as prioritizing that Was that brought to our attention at our
271last board meeting when we >> they were doing their process at our during the week of our last board meeting. So that happened after that. >> It was actually the week after. So the was team visited the first week of February and our last board meeting was the last week of January. Can I have a motion on the HR calendar? >> Move to approve items 3A through I. >> Is there a second? >> So moved by Trusty Kirby, seconded by Trusty Jenkins. Roll call, please. >> Trusty Kirby. >> Hold on one second. Medina. >> Yeah. No, I I don't want to approve. I don't want to vote yes on all of them. See, I'm trying to lost track of which was which mean I'd like to pull uh if we could pull H out of
272that one. >> Which one? >> H. Yeah. >> H. All right. We'll do the motion with everything except for H. Roll call, please. >> Trusty Kirby. Trusty Jenkins, Trusty Deator, Trusty Medina. >> Hi. >> Trusty Pra. >> Trusty McN, >> President Casten. >> I motion passes unanimously. Is there a motion on item H? Moved by Trusty Jenkins, seconded by Trusty Kirby. Discussion. Trusty Medina. No, I'm just going to vote no on it. >> Okay. Roll call vote, please. >> Trusty Jenkins, Trusty Kirby, Trusty Deator, Trusty Medina, >> no. >> Trusty P. >> Trusty McN. And President Casten, >> I. That motion passes 51 with trustee McNal absent. We'll now move to not absent but she'll be right back but away from the dis. Uh we'll now move to item four update to the Santa Rosa
273City Schools governance handbook with the addition of board trainings orientation. And I do not believe Carrie's still here. She is I think um Castro on this real quick. I would prefer that this come back to us with associated costs, what the fiscal impact of this is. Um yeah, you're asking the the handbook part on training, right? That's what we're talking about. >> Yeah. >> Yes. I think um >> Oh, was I Were you making a motion? No, I I I I'm saying that I'd prefer for it to come back to us at a later time with more specific u information on costs and and and right here it's being very specific to like masters in governance every two years. Um whereas I think other alternatives of of things that we've done in the past is
274like you know we get training at like the CSBA conferences and stuff like that where we learn consistently. So, I think more detailed stuff on what this could cost because we we've been talking about having items come to us with what the cost will be. >> I think a request for specific costs is certainly something that's in order. I do think it's important for us to talk about the item and what it means because what we've done in the past was specifically identified by Fikmat as not being adequate and this policy is designed to address that. Trusty Kirby, >> well, I just wanted to question. Are we looking just for a a range of costs? Because it's going to vary every year. This is just a handbook. I mean, are we looking what specifically do
275you want in there regarding cost? >> Yes. I think what what it is that we're covering is it just these masters and governance trainings? Are we going to what maybe looking at other things that could qualify as this training? Like I said, often times we go to the CSBA conferences and we get a lot of learning and training that happens there. Is that included? So, can can we look at those things and bring it back? What potential costs could be and understanding where it's been funded from now? Like where has it been funded from in the past? Right. I think I I'd like to know that information to see where it falls under what we've budgeted in the past, how much have we spent. So just to discuss the policy proposal here, the the funding
276related to MIG would be based on when there was a new trustee. Um and the selection of MIG is specific because it's comprehensive and covers all of the things inclusive of what FCMAT identified as our board not having trained. But then it also the policy very specifically calls for the ability for any trustee who's not able to do that program to be able to pull together an alternative training plan that would meet all the same criteria. The ability to predict how often we're going to have new trustees. This isn't annual. It's not like it's not something that's going to happen every single year. It's about when there is a new member joining the board. Um, so I I do agree that we can get those costs back. The cost of MIG is $400 and something
277dollars per course and it's available virtually. So yeah. Yeah. 750 to go in person plus all the travel. But the other reason for selecting that program is it's a comprehensive program. It's envir available entirely virtually which is substantially less expensive than any option that requires us to travel or to get room board or things like that. Um, so the I mean the MIG course 450* 5 is the cost every time there's a new a brand new board member joining. All the other elements of this as far as annual training plans, annual um elements for existing board members would be based on whatever budget we set at the time. So right now that budget's very close to zero and we're doing things that are free and we can identify that way. In future years there may
278be opportunities for us to have that budget go back up. We did not go to CSBA's conference this year. That would still be a choice we can make with this policy. Um, and you know, so there's there's not going to be a fiscal impact other than what we choose to budget for board training. Recognizing that it has been clearly identified that this board not being trained, including on finance, financial matters, is a serious deficit that we need to correct. And um this corrects one of this takes us in the direction of fixing that and addresses the fickmat criticism that was justly deserved. Trusty deatory then Jacobs. So I understand and appreciate all that but I I would like to see a number especially a cap of what we're willing to spend. it it just it
279doesn't feel right to approve this and say cost associated with selected training because it will change. It will vary. It'll depend on um level of knowledge and experience of a trustee um and what is available. So I do believe we should have a better understanding of what these types of trainings orientations would cost or could cost so that we can agree on a cap of this is what would be comfortable spending and then at each opportunity we approve or don't approve but just to say cost associated if at one point MIG goes up to 750 opposed to 450 then that you know that changes is from $2,000 to above. So perhaps we adjust the cap if we could just have a better understanding at a number. Trusty Jen, >> I do see both sides of
280this coin. Um, and I think a possible solution would be to when we're at when we're budgeting Joel looks it looks like Joel already left, but you're here. um to make sure that we have a budget line each year that has that number in it because we will be able to see if we are getting new board me well likely we can have a guesstimate and then put a dollar amount to it. So making sure that that's in there. It is I agree that it's very important for it to be in the handbook and that people are and that we're having this conversation so that that happens and it doesn't get missed. Um are I mean do you guys agree with that like having it on the in the budget as a line item and
281we go over that when it's when we're reading the budget? >> That that is the proper place to put the cap if we put it in like expenditure cap in a policy. That's a very weird place to do that. We would ex put the cap on what we're spending on that training in the budget when we adopt it. um you know that that so yes >> I think the the other the other component missing here um in is our students right our student board members I think this year the board decided not to go to CSBA but that's generally where they would generally get their student orientation in December I think um fortunately I I feel fortunate that this year was the first time that asked for them to do something even before that, right?
282And um because they start what in July and then to halfway through their term to get some sort of training. But I think we should also address our students and the training that they need to get because they have an important role here and I think that should be added somehow. And I move to approve this with the understanding that there will be a budget line including boards trainee. >> Yes. Is there a second? >> All right. Moved by Trusty Jenkins, seconded by Trusty Kirby. Roll call vote, please. >> President Ken, I just want to see. I do have one blue card. >> Public comment, please. >> But I'm not sure if he's still here. Sean Das FY. Sean's still here. I don't think he is. >> Trusty Venkins, >> Trusty Kirby, Trusty Dory, Trusty
283Medina, >> Trusty P. >> The motion was that the line item would be included for the budget for for trainings, right? >> Yes. Trusty McN. >> Trust uh President Casten. >> I motion passes 52. Now move to item I, approval of the minutes. >> Move to approve the minutes from January 28th. >> It's been moved and seconded. Roll call vote. >> Trusty McN. Trusty Dator. 28th. >> The last one. >> Trusty Jenkins. Trusty Kirby. Trusty Medina. >> Hi. >> Trusty Pra. >> That's an I. >> President Casten. >> I. >> Motion on December 17th. Move to approve. >> Moved by Trusty McN. Seconded by Trustee Prack. >> Trusty McN. Trusty Pra. Trustee Jenkins. Trustee Kirby. >> Trustee Deator. >> Hi. >> Trusty Medina. >> Hi. >> President Casten. >> I >> move to approve the
284minutes from January 7th. >> Second. Moved by Trusty McN, seconded by Vice President Pra. >> Trusty McN >> I. >> Vice President P. >> Trusty Jenkins. Trusty Kirby. Trusty Deator. >> You can see in the minutes there's a special one on the 7th. >> No, no, the 7th of January. The is the study session at the boardroom. >> Academic priority study session. >> Trusty Medina. >> Hi. >> President Casten. >> Hi. >> Okay. >> Trusty P. abstension. The motion passes. Is there a motion on January 14th? >> Move to approve. And this is the one that half of us weren't at. >> Moved by Trusty McN. Trusted uh seconded by trustee um Jenkins. >> Trusty McN. >> Trusty Jenkins. >> Trusty Kirby. Trusty Deator. >> Trusty Medina >> abstain. >> Trusty P. President Casten >>
285abstain. >> All right, that motion passes. Uh we'll now move to board member requests for information. Trusty Medina, Trusty Jenkins, and then Trusty. >> Um, at the DAC meeting, the parents asked for a deeper dive into the district organization chart that identified um staff that are going to be working with the multilingual learners. Um, so I would ask for that as an information item so we could get to them. And also um any work or information on adding uh the additional sports that we talked about women's wrestling that cheerleading is a sport and if we could add men's volleyball to that. Trusty Jenkins and >> I would like big ask um I would like a or chart of all staff based on location with not only the number of FTE in each role but also
286number of humans. So like if there's if there's partials that are split, they would be off to the side. And then the other piece, it was mentioned earlier, but just to drive it home, uh more info on what is being proposed for cuts within our specialty programs. Um and the financial reasons for this. Um, in addition, if any cuts are being proposed to programs that are huge draws for our community, um, I do request this comes to the board for fiduciary oversight or however that's worded so it's informationational. Thank you. >> Trusty Pra helps. Uh, I requested information a few months ago and I'm just hoping that there would be a um a date of when the information I requested for the turf and for middle school sports on in the 712 model. And then
287also, is it appropriate to ask here if there could be some cost effective measures to fix the update the marquee sign that's in front of LC Allen? So we have a special session on facilities coming up in the first week of March. So that's when the facility related parts of that will come forward. >> Okay. and Trusty Delatory, >> just one more time to reiterate, um any course corrections should be brought to the board and um we be very mindful of the very tough decisions that had to be made tonight and that will be made throughout the rest of this year. And um if decisions are thoroughly thought through and we don't fall on the tagline of board directed because if things can change appropriately, we should be discussing them. >> Um I think information
288all these section cuts that we've been hearing about like how many per site. Um and um I think the other the other part of what what I've been hearing um with I think ninth graders going into 10th requirements for them to be in CTE courses like I I don't know if that's being directed to only specific students or is it all students if we could any clarity as to what the direction that counselors have or what's being done on the sites as it relates to that. All righty. Uh, I'm going to add a request for an analysis of where our students are entering their IEPs between elementary and secondary um, in order to help inform a lot of the conversations we've been having. when they're being identified. >> Yeah. Yeah. When they're being identified and
289referred by grade level. >> And with that, we have other informations under K that are available for board and information for the public. We are at item L adjournment. We will adjourn at 11:03.