October 8 Study Session & Regular Board Meeting

001test. Now opening the October 8th meeting of the Santa Rosa City Schools Board of Education. Please rise for the pledge of allegiance and then remain standing for a territorial land acknowledgement. I pledge algiance to the flag of the United States of America. The Santa Rosa City Schools is on the traditional territory and homelands of Pomo people, traditional territory and homelands of the coastwalk people and honor with gratitude the land itself and the people who have stewarded throughout the generations. This land acknowledgement 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 will work to hold San Rosa City Schools more accountable needs of American Indian and indigenous peoples. >> All right. Are there any statements of abstension tonight?

002Any adjustments to the agenda? I have um I would like to adjust the agenda to take up C C6 at the be or sorry G6 at the beginning of G calendar and then take up G4 after that. So go G6 G4 and then move into the rest of the calendar. >> Any objections? Just to clarify that request in uh English is to move the item considering uh reducing or suspending board compensation uh increases to the first item we take up in action discussion and then moving the administrative compensation item about our superintendent compensation to the second item in the G calendar which is our action discussion. >> Great. If there's no objections, we'll make that adjustment. Any other adjustments? Trusty Jenkins. >> Uh, poll E7 and E10, please. Uh, hold on just a second. And

003that's it. >> Trusty Kirby >> or E6, please. >> Any others? All right. Um, before we go to public comment on our study session items, I want to say a few words. So, I want to thank the staff for preparing the necessary information for the board of education to continue its work to review and approve a comprehensive fiscal stabilization plan. We are committed to identify both immediate and longerterm solutions to ensure the financial health of the district and to m maintain local control of Santa Rosa's public schools. I want to clarify and stress that in order to address our 10 to15 million deficit, we know that reductions must be made across the organization. To this point, we have chosen to start conversations at the top. Um, specifically, and as you will hear later tonight, we

004will begin with the board of education and adjustments to the superintendent's contract. I make this point to underscore the fact that we can only achieve the necessary cuts by looking across the entire operation. Uh so we began at the top with our governance team and superintendent because we expect the study session to take approximately 2 hours. We will have those conversations when we return for regular open session around 6:00 p.m. Okay. We will now take public comment on the study session agenda items. Um, you will have two minutes each and we're going to cap the total public comment on this at 30 minutes. I'll call three names at a time. So, when you hear your name, you can head up to one of our podiums. First will be Peter Alexander, followed by Kelly Watell, followed

005by Katherine Howell. Peter Alexander, thank you very much. And I'm just going to do my best with what I'm given to understand. We're all very frustrated and lost about how there could be such a financial crisis as I'm listening to this and that we're willing to chop up school districts and move kids around and do all these things. And I'm just my question to everyone here is have we been we were told and have we been vigilant regarding many things or have we somehow been streamlined into just looking in one direction not paying attention? Have we been lacking in this area? Are we as the adults in this room at all responsible for our current financial worries? Do we have responsibility for what's happened and what what do we do with this? We are the

006most powerful people in the most powerful richest state per square yard in the world. Are we taught not to look at things where we get manipulated into these situations? For example, how is it possible that we're paying $2 to3 a gallon for gasoline more than anyone else? And of all the taxes in this country, they take 74% out of California. How is it that we're not paying attention to this while we are now trying to fix something that external forces that we're not paying attention to have created upon us. So what do we have the ability to do as the most powerful people in the world to continue playing a corrupt systems game even though we're the ones that are well-intentioned and we and the children are going to suffer? And is it not true

007that our own education has helped bring us to this? >> Thank you sir. Your time is up. >> Thank you. >> Next is Kelly Watell followed by Katherine Howell followed by Jill Jaxo. Good evening, board members. This is not my first time speaking before you. Uh over the past few years, we've seen several administrators laid off from Rinka Valley Middle School, individuals who worked tireously to protect our schools and students. Tonight, I want to address what feels like another reactionary proposal. Uh converting Rinka Valley Middle School into an accelerated charter school serving grades 4 through 12. I understand the desire to explore creative solutions, but this is not the answer. Our focus must be on true fiscal solveny, not structural changes that risk destabilizing our schools. We need transparency and real data. How much has

008Santa Rosa City Schools saved by closing two of our uh middle schools this year? Did closing Slater and Santa Rosa actually save us money? If so, how much? Meanwhile, students and teachers are growing at um sorry, there's growing strains at Slater and Santa Rosa Middle School. I don't know if you know, but science teachers actually have to drive back to Slater to get curriculum. Wait, is it Slater or McGomery Junior High? I'm not even sure because the girls basketball team that played Rinka Valley Middle School yesterday, their jerseys said Slater. The district, if you can't afford to buy these students new jerseys to represent the schools in their sporting events, you need to do so. This sends the message of instability and neglect to our middle school students deserve better. We must act responsibly and

009we must act now. Real solutions include modest shared sacrifices across the district, a pay reduction if necessary, limiting or cutting outside contracts, implementing temporary furlow days, and reducing central office expenditures, closing schools with consistently low enrollment, not those with strong attendance and thriving programs. Most importantly, engage with Rinkin teachers, many of whom have dedicated years of service to this community. Truly listen to their expertise and experiences. families that are watching tonight, they will go elsewhere if we dismantle what makes our school special. We have Ringan Valley and Maria Korea, both amazing schools. We cannot replicate that model in an accelerated 4 through12 charter school board. You must make thoughtful financial and sound decisions. Please address this district. >> Thank you. Your time is up. >> Thank you. >> Next is Katherine Howell, followed by Jill

010Jaxo, followed by Lisa Darbo. >> Good evening. Uh, Superintendent August, President McN, I'm Katherine Howell, President SRTA. Um, I appreciate you looking at the secondary boundaries in this study session. We know we're currently in open enrollment and those boundaries need to get settled so families know what's going on and our educators are able to make plans. We need to know what the boundaries are so we can figure out what the enrollment will be. So we can build the master schedule so we know what classes are going to be offered so teachers know what they're teaching next year. It's a huge lift and it needs to be decided. Hopefully this will help the overcrowding uh at Monty and Santa Rosa because that's a good goal. We know that their the students there don't have the proper

011art classes or science classes or facilities that they need in many areas especially at the junior level. And hopefully this will help some of that. But the question is that's not included in this study session and not included in any of the documentation is will this actually save any money? How much money are we saving? Is the savings next year because I'm pretty sure that's too late. We need to save the money this year so that we are not instate takeover. And I'm not seeing evidence of that in any of these plans. The elementary boundaries are even more startling. Right? Why are you going to close one school and then reopen a 46 over here and move these kids over there and these families that have already been disrupted or getting disrupted again and they're

012going to give up and they're going to walk away and they're going to take their money with them? And how are we possibly saying that closing one school to keep another one open is saving any money? And we're not seeing any numbers tonight. Where are the numbers? Where are the savings? These are the things that you should be showing us and being more obvious about because we can't just believe that this is going to save money next year when we need to save money now and we got nothing. We have nothing to show it. Thank you. >> Thank you. Next is Jill Jaxo, followed by Lisa Darbo, followed by Axel O'Neal. >> Evening. My name is Jill Jackson. I just recently concluded a 25-y year career at Santa Rosa City Schools and I served members

013of my profession advocating for um representation through the union but also served the district on uh curriculum adoption committees uh different studies all with the eye to promoting San Rosa City Schools is the best it could be. In all of the presentations I've made before the board throughout the years I've come up here, I've often hearkened back to something that we used to enjoy in the district, which was a report from the business services director wherein he outlined exactly what kinds of monies we had on hand at each of the various categories. Um he elicited suggestions for what the preferences was and listed the expenditures. It was very clear when he gave his presentation what money was on hand. And what I can't believe is that we have come to a pass where we're like

014this much money in debt. So so much so that we're having to um reconsider uh consolidations and again as Katherine just said without any representation as to how much money is going to be saved. And I'm begging the question, we are all probably self-interested folks here, either as educators or parents or taxpayers. I'm asking, why isn't there some accountability? Why don't we know if this was a failure on the board's part, somebody in business services that that obviously what you were considering last fall is way too little and way, way, way too late. Thank you. Next is Lisa Darbo, followed by Axel O'Neal, followed by Patrick Aesen. Good evening. My name is Lisa Darbo, and as a 30-year veteran educator at LC Allen High School, I urge you to prioritize equity and fiscal responsibility as

015you make decisions about the 2026 2027 school configuration and boundary adjustments. Creating fair and equitable boundaries will ensure balanced enrollment across all five 7-2 campuses, strengthening student opportunities districtwide while supporting the district's goal of reducing its ongoing budget deficit through more efficient use of facilities, staffing, and transportation. LC Allen High School deserves to be at the forefront of this important work. Our staff is deeply dedicated and ready to recruit and welcome new 7th through 12th graders students next year. With fair boundaries and equal access to incoming middle schoolers, LC Allen can achieve healthy enrollment levels that stabilize staffing and maximize the use of our modern, welle equipped campus, ultimately helping the district save money by reducing underenrollment and duplication of programs. The district's own October 8th study session materials confirmed that the success of this

016transition relies on equitable boundary adjustments and balanced enrollment among all five 7th through 12th schools. Ensuring LC Allen's full participation in these decisions is both an equity imperative and a fiscally sound choice. Thank you for your thoughtful leadership and commitment to fairness, sustainability, and opportunity for all SRCS students. With intentional planning and continued support, LCL High School will thrive as a strong, inclusive community where every seventh and 12th grader can learn, grow, and belong. Thank you. >> Thank you. Next is Axel O'Neal followed by Patrick Ateres followed by Kamala Brown. Hello, I am Axel O'Neal. I am a senior at LSN High School. Prior to my freshman year, I had heard things about the school that scared me. People saying that it was the bad school. But after attending my first year, I had learned

017the rumors are false. My time here at LC has been incredible. We are given amazing opportunity opportunities like our JC classes provided on campus and the staff, counselors and teachers who go above and beyond to make sure that we will be able to pursue a post-secary education. I have met many people amazing people at LC and we have built a strong community with each other. I wouldn't be the same person I am today without the support of the staff and my peers. Something I have unfortunately noticed is historically the school doesn't receive much positive attention despite the positive things us students do to express ourselves and better the community. We have an entire club dedicated to students doing community service and we participate in art related events at other schools to express ourselves positively. Sadly,

018the words chosen to describe the students at LC always seem to be spoken with some level of content or disdain. That is not something that we deserve. I hope that you will invest in LCL, promote our school for all the positive things we've done, and question your own biases so that we can continue to build and achieve great things. So, please remember, we are good and with support we will be great. Thank you, board. Thank you. Next is Patrick Aterson followed by Kamala Brown followed by Micah Carlin Goldberg. >> Hello, my name is Patrick Aerson and I'm a counseling rich program teacher at LC Allen High School. I wanted to thank the board for keeping LC Allen High School open. And all things considered, we've had a very good start to the year so far.

019Attendance has been very high, sitting at around 92% consistently and growing. The 4x4 schedule has been treating us very well. We've had the flexibility to help students catch up on their credits and the consistency of seeing students for essentially a block period daily has been invaluable for them. In spite of everything happening districtwide and in the world, we have created a safe space for our students. And to that end, I've heard that there's talk about redistributing boundaries and moving them around a bit. Please help ensure that we at LC Allen have the boundaries that we need to serve our student population. We are the only high school south of Highway 12 and we are a community hub for Southwest Rosa. We have the size and the room for more students and we have the programs

020to draw them in. Please help us continue to help our students in Southwest Generosa. Thank you so much. >> Thank you. >> Next is Kamla Brown followed by Micah Carlin Goldberg followed by Kathy Hayes. >> Okay, so Micah Carlin Goldberg. >> Uh good evening everyone. Uh my name is Micah Carlin Goldberg. I'm a 10-year veteran of Steel Lane Elementary and a 15-year teacher. Um, our district talks about equity, but we don't act like an equitable district. Um, in doing some more research recently, I came across this amazing study that was pushed by the California Department of Education, centering equity in the school closure process in California. I'll be sending this to you all later. On part of the introduction, they have a bold line that says centering equity make means making it an essential part

021of the decision rather than an afterthought. In this context, that includes engaging with and addressing the needs and concern of communities of color and low-income communities before, during, and after the school closure process. It also says that while school closures can help close budgets, the cost cost savings are often minimal in the context of the district's overall budget. Another interesting point here is for some districts they have are required by California Ed code 41329 to perform an equity impact analysis which we did not do before closing all of our schools. And recently, as recently as 2022, there was a suit against the Pasadena Unified School District that said closing the three predominantly Latinx school districts, they violated the California's equal protection clause. That's us in a nutshell. Every proposal you have had about school closures

022at the elementary level has impacted the westside schools which are primarily Latinx. Your proposal today is to shred every community on the west side to make two K3 schools and a single fourth through six school while living leaving intact K through six schools for all three of the remaining east side schools. This is not equitable. You talk about equity, but you do not do equity. You're talking about keeping Proctor Terrace open when you cannot use the facility anymore and you have steel lane that has three additional acres to be used for additional students. Thank you. >> Thank you. >> Last is Kathy Hayes. >> My name is Kathy Hayes and I'm from LC Allen High School. I'm here this evening to be supportive of anything that continues to recognize the need for consistent boundaries for

023LC Allen High School. Just just the the decisions that you've made previously the last couple of meetings have helped to stabilize the Southwest community, have helped to energize the community that we serve, has helped staff in um executing a marketing plan in which we're already having to implement. And it's always super important when you have a marketing plan knowing what you're marketing. So, um, yay to to knowing what the animal is. Um, and, uh, we we are anecdotally we have there's a lot of excitement in the community for the direction that the board has given previously. We have parents calling and coming in every day and saying, "I hear you're going to have seventh graders next year. I'm want to hear more information about this program and any of these continued decisions helps to energize

024and ground some of the decisions that have already been made. So, thank you so much for your time. >> Thank you everyone for sharing your perspectives. We'll move now to the study session itself. I'll turn it over to Superintendent August. Thank you, President McN. Thank you for everyone who is here to um share information. Um our team really appreciate the the work. I do want to um as we go through this, we'll talk a little bit about the why and how this came forward. A couple of the questions um I understand are need absolutely for additional financial information. Um we every decision right now is based in the fiscal impact. There are many things to consider with that. We also as we look at this need to consider the impact on our students especially the

025um concentration of our special education students at particular schools. Um Mr. Fischer will speak to that later. And I'm going to just go ahead and hand it over. We'll kind of move through this. And again, study session. So, a little bit different than than a normal presentation. August. There we go. >> Thank you, Superintendent August. Uh, President McN, members of the board, staff, students, and community of Santa Rosa City Schools. Um just to recap um the task that staff was provided uh educational services working with information and evaluation and uh maintenance operations special services and a number of other departments was asked by the board to develop a recommendation that would accelerate the conversion of the remaining secondary sites to 712 campuses to uh look for options at the elementary sites that address space constraints

026and elementary issues over and in general to look for options that improve instructional alignment and coherence across grade levels. Uh to that end uh what um we're going to be presenting tonight are some is some information analysis and consideration at the elementary level that um would be one uh 46 intermediate campus at the Hillary Hillard Commtock site to um TK primary campuses at Helen Layman and James Monroe. the consolidation of the Lincoln campus and the consolidation of Steel Lane. At the secondary level, we will present um and ask for a recommendation on a concrete timeline for our VMS combining with Maria Coreo High School, which would then um um we'll also be explaining the five comprehensive 712 sites, the possible development of an alternative secondary school, which is actually something that is a carryover of

027um board recommendation from last school year. um the uh brief but um essential consideration of the Schwarz charter which is uh due to be renewed this year under um possibly under the high school district. So at this point um that's a brief overview what we'll be discussing today. I can go ahead and start by moving to um the elementary executive director Lee Sale. >> Before we move on, I did just want to clarify something. This the this is coming forward out of a combination of requests partially from board action previously asking for a study session around the information related to LC Allen as well as a request from the chair of the finance subcommittee around the timeline changes and and fiscal impacts of as part of that boundary discussion looking at the cost of building

028um based on the removal of boundaries. ies versus the distribution of students um within right traditional boundaries. So that's part of the lens for this evening. I just wanted to clarify that. All right, just a very quick um like review of where we are right now and what we are working on for our elementary school district. So back in February 2025, the board has voted and approved the closure of Steel Lane Elementary School. Um, as you can see here, I've highlighted the area in light blue, what I call North Santa Rosa. This is the area that is impacted by this closure as these are served by the three remaining schools that can pick up um the students from Stella and that includes Ron Valley. Oh my gosh. Hidden Valley Elementary School uh all the way

029to the right. Then coming towards the left um Helen Layman elementary schools and James Mororrow. So um about 1,700 students live in this area and they will be uh distributed among these three campuses which means that we are going to have about 620 students each on average again depending on how the attendance boundaries can be divided between these three sites. What we have for you today is an alternative proposal and I'll let um Miss Haley take over for me. I would say good evening, but it's still afternoon. Um so with the asks, um we would have an additional school closure of Abraham Lincoln. So that would be a new board decision and action that would be needed. we would turn uh Helen Layman and James Monroe into a TK3 school which actually aligns with the

030state's UPK3 um coherent education system and then we would use Hillary Commtock for a 46 school really allowing in both of these scenarios to dive deep into the students that they serve. We know by studies that in elementary school if kids do not read and when it we talk about reading it's not just decoding and it's not just comprehension. If you do not have both of those you have an illiterate student. So by having a third grader that does not have both of those we are not supporting as they move up and they don't have a strong base. So by really focusing at that two three sites that would allow for that deep dive into real foundational skills um and moving towards the comprehension level to where they go to fourth, fifth and sixth grade

031where they're really diving into curriculum and um different areas like content. So that is one proposal. Um and so I touched on a little bit once again really that early literacy with and then on to immediate intermediate skills. This would also be a huge thing of reduction of combos because when you have a larger number of a grade level on a site, you're able to distribute students a lot easier, a lot more effectively. So um we don't have a classroom that has 40 students in it. we could actually distribute them where everybody was equal. Um so that is that is one thing. Uh so as you see it would have with TK3 it would be about four teachers per site per grade level and nine teachers for four through six. I really want to also

032focus and let you know that the um Monroe and Layman and Commtock really form like a little triangle. And so it is a tight community and it would still remain that community and it would be adding um Steel Lane students and also um Abraham Lincoln. I have to say when I was at Helen Layman I never understood. um while some of the students wouldn't come to me when they were closer to me than they were at Steel. So, it kind of really puts kids with their neighborhood friends as well. Um there's a far greater need and opportunities for collaboration and calibration. And what I mean by calibration to really look at what students are doing. So, if I only have one sixth grade class, I really can't evaluate where my kids would be unless I'm

033going to go across town or I'm going to meet with other sixth grade teachers from different sites, which is not always a easy solution or easy way to do things um to see where kids are at. Um we would be able to actually pull our resources. So when you have really strong supports in foundational skills that would be focused at two sites and then you'd have resources for the fourth through six sites. It also allows emotional uh needs to be met. Fourth graders through sixth graders have different emotional needs than a TK through three student. It promotes a lot more inclusivity um for our special education students. And I'll let John speak in one second. Uh, and I do just want to address the cons and I want to address that. Yes, someone did mention

034that we were going to move students again and staff. I want to acknowledge that and I hear that and that is a con. And then also the closure of an additional elementary school would also be a con. So, I just wanted to acknowledge those. I wanted to speak uh a little bit about um our special education students. Um and at uh the elementary school level, I see a couple of different issues. Uh one, we have special education program classes concentrated at a at a very few sites. The the the most obvious example of this is uh Lincoln uh where we have uh six program classes, a couple of uh special day classes and about half of the classrooms are special education classrooms at Lincoln. The effect of this is is a couple it diminishes inclusion

035opportunities because there are fewer general education classes for the students to be included in. I I and another point too, when we're concentrating special education programs at certain sites, it also limits the opportunities for general education students at other sites to work with and have interaction with our program students. And again with our vision that all special education students are general education students first, uh it would be better for our system overall to have a a more equal division rational division of our special education program program sites. And uh the one particular pro of this particular model um is it would allow us to distribute our program classes among various sites. And I want to also say about the we we also have the opposite issue at the elementary school level as as you may

036remember when we consolidated our our rise program was split amongst four different sites. Um this also gives us an opportunity to at least bring pairs of teachers together um so we aren't split among multiple sites for our programs. I think overall this model would be a benefit both to our general education students and our special education students and uh again the othering or uh the separation of special education students in our district which is one of our our great goals for our district and our special special services department. I also really want you to note that uh Windsor school district, this is how they function um in their elementary level is really by this model and it has proven um to be and they have a very strong track record um of quality education and

037I only say that because also my kids went there but um so uh so there there is a track record. We know it is um something that is done within our own community as well. I can just speak for a moment about how that happens where we end up with a large concentration of our special education students at particular sites. And it it's happened over the years through a couple of of reasons. one, the open enrollment process that we have where our priority has just been as long as there's space. Um, we move we move families around as as they request which then tends to leave particular sites with an overabundance of space and underenrollment. And as we are looking for expansion of special education, as we've you know increased that rate of identification, as

038we have expanded services or offered specialized programs, the space where we have to place those programs is then concentrated at underenrolled schools. And that actually exacerbates the problem. Um because again we have smaller class sizes required in many of those special education classes which means that on the natural we can't put additional students or additional classes at those underenrolled schools of G with general education students. So it really creates a cyclical problem. >> Just a quick question. Well I don't know do I have to hold questions? Should we do more presentation? I can write them down. I have them written down, but they're about Lincoln and the double stuff. >> That makes sense. Yeah. Finish. Finish away. Maybe if we take them section by section. So, elementary and then secondary. That way it's kind of

039the study session on the elementary and then separate. Okay. The last thing I have for you tonight uh under the elementary is just a review of the proposed attendance boundaries. As you can see here, we are going to keep the attendance boundary for Hidden Valley in top green the same as it is this year. And then um the attendance boundaries for um James Monroe, Helen Layman and Lincoln will be combined into one. Currently our working title is the um under the Commtock upper elementary school attendance boundary. Uh there there is a small proposal to move the neighborhood uh to the south of Santa Rosa High back from uh Proctor Terrace to this new joint attendance area. This is to relieve some of the overcrowding at Proctor Terrace. And then if we go to the next

040here is how the two uh primary school site will be divided. Pretty much the attendance boundary for James Mororrow will remain the same picking up the north side of the steel lane attendance boundary above uh GRY road and steel lane. And then Helen Layman will pick up the attendance boundary for Steel Lane to the south of Gr and Steel Lane. and all of Lincoln and that little area of the neighborhood to the south of San Rosa High and that's pretty much it. So my first question is about the uh TK through three and 4x6. Um because I've experienced this both in Ranken Valley and in Windsor. Is Windsor still doing it? because I know they were two grade sections and I thought they went back to K6, but they're still separate. >> They are separate.

041When they clo closed Windsor Creek, uh Mattie Washburn became TK12 and then Brooks became 345 and they have the middle school model of 678 like the common core. And then the follow-up question for that is because very nicely done because we have neighboring districts who have experienced this um have you have you been talking with the with the people Ben Valley and Rinken Valley but but have you been talking with the districts about pros and cons of this and what they've run into? Um because I know they adjust quite a bit once they do shift. Um, are you talking about Windsor like the model? >> Just in general the models. I remember being in the classrooms and Windsor in particular. I was like, what what do you guys why are we doing this? Like what's

042happening here? And I understand that it's like I do understand the benefits and the negatives, but I'm just ensuring that you guys have had this conversation. >> I have firsthand experience because I taught seven years in Windsor. Um and so um and I taught uh at the Windsor Creek which was the two three at the time and we had 13 second grade teachers and 13 um third grade teachers and it was once again that time where you really could collaborate and you could really pull your resources. we were able to really look at students needs, switch kids around if we're going to do a walk to read program um or even a walk to math and we had different interventions that we could really accommodate and support students with. We also had special ed classrooms

043where we can actually have full inclusion model. Um so yes, and I do have I have several um friends that still are there. And then the the other piece to that is, and I guess this is for the board really, is like the um at first it it's at first in my mind I'm like, "Oh gosh, we're breaking things apart when we're trying to extend the times." However, with this model, these kids do all stay together. They start further apart and then they all come together. 46 then I believe I mean I don't know how the maps are not my friend but the like it makes sense that all of those kids would then go to Piner Junior Senior Program >> right >> that's correct most of them will I mean yeah >> so I

044have another question about Lincoln but if anybody wants to talk about the 46 um TK3 thing >> well I I would just like to add that I at first I was skeptical but I also spoke to um several friends that kids are in Bennett Valley that have a similar model like this and they spoke very highly of it and I think the fact that we can focus on early intervention of reading and um numeric would actually help improve our middle school programs because when I learned that you could fail every class in middle school and still get promoted to high school and there's no there's no intervention for that to help the kids that are already struggling in reading and writing. Like it um it changed my mind. So, not that we're voting right now.

045>> Appreciate you doing that research. Yeah. Because it really does it is educationally sound. >> I agree. >> Trusty Medina. >> Thank you. Um I have a variety of questions. Uh first of all, on the TK3 and 4 to6, I mean I don't doubt the benefits of that in general. Um I in terms of the whole equity and and that change I know there's a lot of changes happening here but it seems like it's all just happening on the west side. So I'm wondering would there be plans to do it on the east side as well at some point. Um but but there's a couple of the questions that that I think I haven't seen or heard addressed and that's like I think the motivation of why we're even doing any of all this. And

046that's tied to the money. How does this save money? Um or is this just addressing the impacts of prior decisions cuz I I feel like we're we're here because we need to identify further savings. Does this do that? And then the the other question because I'm just going to pile them all on is um addressing um kind of what Micah brought up the issue of Proctor Terrace in the future of constructing that and then closing Steel Lane and now it sounds like closing another elementary when there's a school that there's going to be issues with in terms of continuing to maintain. Um so all that within the context of the money. So, um I can't speak towards financial um because I am the I'm in educational services and and not the money person. Um probably

047everyone's grateful for that. But I do want to say towards the equity literacy is a civil right and so this allows for that foundational skills. I am I get really passionate about this is my this is my thing. Um, I get very passionate and I always say my tagline literacy is safety and I really find that by grouping the TK3 we can focus on that because we can develop our students and really be educationally sound in a manner that is supportive to all. Our teachers try very very hard and are such hard workers and sometimes it's very fragmented when you have only one grade level. >> And again, I said on that issue, I don't disagree. I agree with you. That's not what I'm asking about. I want to know about the other things. The

048questions about why is it only happening on the west side to go to that TK3 versus and 46 model and not on the east side. Um I I don't know if part of the proposal is doing that in the future. Um and then again the issues that um Micah brought up about you know closing ceiling a really good school when in our last meeting we'd have identified issues with Proctor Terrace and and right now there's the proposal to now close Lincoln right when went from a property and construction stage there there's been issues presented with Proctor Terrace even though I I know that that's an amazing school with great advocacy and and great results But I think thinking about long-term future um and what we can do and what we need to do specifically with

049facilities and construction, I think there's clear issues there. And so why wasn't that proposed as potential closure? So it's just a question that I'm posing because I think it it's important. So act I will defer a little bit to er to director Odin around the facility piece of it as far as cost. But when we talk about the if we go back to the school closure and consolidation recommendation last year and some of the study information that was provided the location specifically of steel lane is if I were to I think quote the transportation you the um and I'm trying to remember what what his title was but the one who has to do with the basically traffic patterns and flows for when He provided feedback on our sites. The specific >> it was the

050traffic engineer. >> Thank you. The quote was really about the um extremely problematic nature of the placement of steel lane in relation to that and and we have had concerns safety concerns around that. Um, so I can let uh Director Odin speak specifically to the construction cost that would be needed to change that that school um completely, which is what would would be necessary. >> This is for this for Steel Lane. Yes. Yeah. So yeah, Steel Lane is um as Lisa mentioned, we met with the traffic engineers and that's why they ended up closing the one of the lanes actually due to that it's pretty a dangerous situation to coming in and out of there. And um part of their master plan was to actually demolish the annex to steel lane to create a parking

051lot and then add all kinds of new buildings that would need to take place to house, you know, the necessary number of children. So, you know, it's in excess of a $30 million project out there that would be needed to to cheap cheaper than would be to build the brand new school, of course, but still quite substantial. But but again, in the comparison of closing Lincoln versus closing uh Proctor potentially, I mean, again, you're proposing a a new school closure, right? That's Lincoln if I'm correct and versus Proctor Carris where there's issues um I I I don't understand from from again that long-term perspective of of maintaining these schools. >> I I I understand what you're saying. Um, I I do know from the consolidation committee the next recommendation was to close Abraham Lincoln and

052and I'm not trying to be sarcastic. Um, but if we were to close Proctor, we couldn't make those same moves. It's not it's not in that that neighborhood. >> And and again, that recommendation came prior to this new information that was not available then that was presented to us at the last meeting as it relates to the faults. Again, just highlighting that and and again where at what point do we get information as to how these changes affect us from a fiscal perspective? So, some of that depends on the direction given to explore or not and the time frame when as far as being able to gather information. Um the short turnaround did not allow us to gather all of the information here. So we are presenting the information that's available as of today >>

053and we do expect to have study sessions um more for additional information. Um we have some proposals for that as we get later into the committee. >> Trust your delator. >> Thank you president Mali. Thank you for the presentation. Um, in good conscience, I can't make a decision to move in any direction until I have actual numbers and physical evidence of what's happening. This district went through monumental changes last year to consolidate and close middle school programs into high schools. 712 programs that are happening in McGomery and Santa Rosa. They've been happening for 7 weeks. Do we have numbers? Is that actually saving money? I don't know. And to be told that the direction given will decide what be saved or not saved. If I don't have evidence of what's saving, I can't move in

054any direction in a good consciousness. I absolutely understand and I just want to share that if there's concern, please feel free to direct that at me. Um, our staff is providing the information that they have for each of their respective areas. The thing to keep in mind when we think of when when decisions were made last year, the numbers that we have, the information that we have so far is where we ended last year. These changes were implemented this year. We are currently in the process of saying, okay, where did all of those numbers now end up? What was what are the actuals for the current? So, that's what we are working on. And when we come forward with our preliminary multi-year projection for the pre-irst interim because we're running those extra numbers, that's when

055we will have the here's what the savings had the actual savings net has been. Some of the things that we will not have realized are changes from not having aligned completely aligned schedules because that does limit the sharing of staff. There are there are factors that there are things that could be done differently that we know now going forward, things that need to be addressed as as we move forward. I absolutely understand the frustration and we are working to get as much information as quickly as we can. >> Okay. So, it's not just frustration, but that's no answer to my question and it's directed towards you. What financial impact are we looking at? I cannot make further consolidation, change directions unless I know if something's working or not. And in reality, we won't know those

056numbers until we have a full year into the program. So, we cannot compare this to the Bennett Valley. We cannot compare this to Windsor. We are a larger district. We are different. And the reality of our elementary programs is we are surrounded by seven other elementary feeder programs that are offering traditional K through six programs that will our families will go to if we make another monumental change with no evidence to support to our community. If we can provide them evidence, if we can talk them through with the reality of what's happening, it'll make sense. But to go out there and say just trust us >> understandable and when we look at costs for staffing when we think of FTEES there's not there would not be a requirement to increase FTEEs. So, as far as

057from that piece, it would be at least a cost neutral. Would there be a a potential when we're talking about the elementaryaries, would there be a potential for savings? Maybe that would depend on the on the number of students in each grade and and the and the overage piece, which is absolutely what we have right now. Um, that we've been trying to make those adjustments for um with with those overages. the savings from the on this type of consolidation really comes in the facility side of it um more than from the as far as that we can say yes there there could be a savings on the facility side that's more substantial the FTE piece of it is at least a costneutral so again we need to look at the overall how many how many

058facilities are we continuing to maintain what does that look like and another piece that that will come up is we've also changed some of our practices and our policies around interd district transfers that our policies now match what our neighbors have which does not allow the um unfettered transfer out of our students. um we have aligned our language to align with our neighbors that when we've had things go to the county on appeal in the past if you recall um that was one of the recommendations through the ad hoc committee was to change that policy because we did not have um anything to stand on when things would go to appeal if a if a transfer were denied. So those those are processes and practices that we have worked on to reduce the possibility of

059that. >> So I I understand that and I fully support that decision. Um but just because we align boundaries and tell families this is where you have to go doesn't mean that's where they're going to go. They there could be other opportunities to find other sites. Um, I'm just really struggling with another massive situation put on our plates when my main focus is maintaining local control for this district. And that means we have to make decisions right now to stabilize our budget so that we do not get taken over by the state. I don't see how that's done by consolidating and moving a bunch of schools around when last year we were told during this process that it doesn't it doesn't cost that much to maintain the facilities. We're saving the money in staffing and

060instruction. And now we're being told, well, we're going to save money in facilities because we're not going to be using them. So, I I just I need the right information so I can make a sound judgment with my colleagues to make sure we're moving in the right direction um to save our district. And thank you. I I can't say how much I appreciate the focus on on that. Um and when I was talking about facilities, I was actually talking about long-term with building and and bond funds rather than the the operations. You are correct that there's minimal savings from the operation the daily operations of of the facility. Thank you. The the other question that that I have that's totally not addressed in these maps again like I completely understand the benefits of a TK3

061and 46 like from an educational outcome perspective but again looking at the money and the impacts on students and families here what does it mean with transportation where you're going from all the way highway 12 all the way to stop. Um so with the transportation as far as like moving kids from like if you have a fourth grader and a first grader at right be at different sites. Um there would be the the bus that when we do busing as normal um then would drop kids off maybe at let's say James and Row pick up the group and then go to commtock. So there would be like a shuttle service but it was really you're going to they're going to go there anyway. Does that >> but but I mean in terms of costs cuz

062the way costs were presented to us it's based on miles and now they're going from highway 12 all the way up to like comtock you know based off where they live and so what additional cost might that add? >> I can't answer anything financial because once again I'm the um educational component. >> So so we do have um I know on the secondary boundaries we have the transportation um areas. I don't know that we prepared that for this evening for for elementary. >> No, it's because the boundaries are very very small. It's about half a mile. So, you would imagine most of the students that live on the southern side like the Lincoln area will need to be bust uh to their new location Helen Layman. Um, so that is an increased uh cost, but

063>> well that's only the TK3, but if they're four to six, they're being bus all the way to Comtock. And that's kind of the bigger concern. >> Yeah. But the route would wouldn't be running two different routes. The routes can run on the same because we pay by route and by mile, right? And so the bus can run on the same route, go from Lincoln to Ellen Layman and then up to Commtock and basically using the extra minutes that are 3 to 6 is at school as a way to buy time to go from there and then back. >> I think the the other thing um you know this is been agenda as a study session. So, I think we're bringing up a lot of questions that >> um action isn't required today or is

064that expected would be kind of one of my questions to staff. Um but obviously there's a lot of questions that are arising that that I think as a board and the community um would want answered and so just hope you're jotting them jotting them all down. >> And I think the the action is dependent. So there are various things that we are looking for this evening. The first is to have direction on whether this is something that we should continue to explore specifically the TK3 and the 4 through six um because we do need direction whether to spend our efforts on on this or or to look at the original um proposal or or the current action. So my question is, you know, from what what Michael brought up on that study from the CDE

065about equity, like how do we um justify that move to the TK3 and 4 to6 only for the west side and not the east side? Because again, I agree with you, these these are positive things that could get better educational outcomes. Um, why don't why aren't we looking at doing that throughout the district? um or is this I I don't know where this is coming from but the motivation behind it but but as we look at equity in the big picture and the goals of the district and in the context of this chaos that we're in why isn't that proposed or will it be proposed or how do we justify that um from that equity lens? So I think it would be helpful if someone could speak to the reasons behind where this idea came

066from. It I believe it has to do with capacity. >> Yes. And it also I think um and I think Alisa could speak to this for um hours but I mean this particular option and we've been asked to provide recommendations but this partic the TK3 and the 46 option just happen to lend themselves most to the best I think pedagogically sound instructional collaboration options for teachers in a situation that um a district like ours are in. I mean last year we were kind of pushed to do something in a short amount of time. This option just happens to be one that instructionally is a good model. TK3 and 46. Of course, everything that we're going through is going to have its cons. Nothing that we're going through right now is um um I think ideal,

067but the TK3 model, the primary center and the upper elementary model where you're able to cluster teachers that otherwise you'd have one or two at a particular grade level. When you do something like this, you have natural um opportunities for teachers to collaborate. And like the option that was provided, you would have nine teachers in a particular grade level that it's very rare to have an opportunity like that where natural collaboration um um is present. And so, and you could speak more to that. That's where um this option kind of presented itself. Now, is any of this perfect? Absolutely not. And I think that there are a lot of downsides to any of of what we're doing, but that's kind of where in terms of where ed services comes to we're asked a question in

068terms of being instructional. Um that's that's where we're where we're kind of hanging our heads on this particular these options. So I know if you want to speak to a little bit more to this. >> I know there is there was a hand if I can jump in. Um the two things that are really we need to consider right now is the decision to close the lane right is be made. So that one is what we are working with. So the two things that we are really waiting right now is what to do with that attendance boundary. And so the there are two options. The first option is to uh divide these students up between Hidden Valley James Moro and Alan Layman. As we said, we have about 17 uh 1,750 students. If you divide

069those by three, right? You have about 650 students at each elementary. Um none of those sites have been built to host those many students, right? And so that's what we are looking at. So then uh looking at then okay, how what would be a different option, right? Um if you look at what the facilities that will be available next year uh comtock will be empty right it's a facility that has lots of room uh you know big facilities uh gym is missing uh a playground but uh you know Eric can build it um we can you know have a covering area and so then you know the question is how can we use this facility as an elementary school, right? And the other thing is that if we want to have a kindergarten complex on

070the facility, we need to have restrooms for kindergarteners and those take time to build the money. So then the other question is where do we have the kindergarten facilities headed at James Mororrow and Ellen Layman, right? And so if you put all of that together, you get to this idea of two primary school sites that can use the facilities to a full extent and then uh you know upper grade facility where you know the older kids can you know get come all together have you know grade levels where you know there can be differentiation and so on and also access to facilities that they wouldn't have otherwise at the other elementary schools. So that's kind of like where this is coming from and it kind of all works together both from a facility standpoint and

071from an instructional standoint. >> Yeah. And just to add one more thing in terms of the equitability or equitable component um primary centers really lend themselves to having um more of a wraparound ability to attract families, newcomer centers. this when I um worked um in Los Angeles Unified School District. They're very common to have primary centers all over the city where you would have um you know the um a family center established on the um primary center and um a lot of the community health services would be established there. you'd be able to pull resources a lot more easily because that you'd have um a larger a larger um population of students at a particular grade level and you'd be able to focus your resources at places like that. So, it it helps with equitable

072um or equity issues as well quite a bit. And I think the other thing that I'd like to add as a concern aside from the restrooms and the playground at the Comtock site is just the the safety issues. We've had several incidents, you know, with homeless folks in the community around there that's, you know, attached to that park and, you know, with the city and there's a lot of stuff that happens in that community. And now, you know, we're adding a younger population there um that, you know, adds concerns from that perspective that I think we need to at least talk about or be aware of. We have three. So before we can we have three board members who haven't even had a chance to ask questions, including the two that actually represent this area.

073Is it possible that we can move through the remaining board members? Um we're over halfway through our study session and three of us haven't had a chance to talk at all. So could I suggest that maybe Trusty Kirby goes first and then we can come over to Roxan and myself. Thank you. >> Thank you. um for the study session. So to follow with the director Medina's kind of request, what is the timeline that we're up against here? You know, when do we need to make a decision? Do you know that date already or >> I have no set date. I mean, I just like to um I'm a planner, so I like to make sure things are done right. I I don't have a set date. Is this because of the enrollment, open enrollment period,

074do we have to make a decision before that closes? Is that part of the quote unquote rush to make this happen? >> Um, so speaking to the open enrollment window, if there is a decision made that would impact the outcome. So, as you remember, open enrollment is open until November 15th. And last year when a decision was made after the close of the open enrollment window that might impact a family's decisionmaking, we opened a second window. So if we're looking at um open enrollment window as a limiting factor, we have some, you know, time-tested strategies to mitigate that. >> Okay. Thank you. Um, additionally, so again, back to the cost savings, which is what we're concerned about greatly in our district right now, there's the obvious reduction in admin and classified by by closing a

075site. And I not good at public math, but just uh looking at your slide, I'm it's telling me that you're going to need 20 teachers at each of the TK3 schools. So 40 for each of those two sites and then 27 at the four to six sites. So what I'd like to know is that is that a reduction in the in the number of staff that we're going to need at the schools? Is that going to help with our cost savings? Uh >> so helping you determine what the cost savings might be. >> Yeah. So that's a good question. So uh teaching staff moves with students. So unless we lose students, we don't lose teaching staff, right? And so pretty much our um you know if if you think about costs right there is two

076buckets. There is direct instructional support and that is possible to cut only if we have sites that are working at you know less than capacity and we can combine classes that are underenrolled. Um as we have shared with you this year we work really really hard not to have underroll classes which has the side effect of having a lot of combination classes right and so we are trading small class sizes with bigger combination classes. So what this plan can have is a reduction in combination classes you know mixed levels rather than um reduction in personal costs I can talk about you know and then there is the other like you know instructional support you know and which is you know administrator cost um you know classified and so on those um it will need to

077go back to the ratios because I don't know like how big the sites are going to be and what kind of level of staffing we'll need to So that's that's where this gets a little bit complicated um like you know to really start accounting for um beforehand because you know if you have a site with you know 700 students we might need to have two administrators right and so that is kind of difficult to price in right now. Well, my I mean my advice would be take these teachers, maximize the students that they can handle, and then come back with those numbers to help us. You know, worst case scenario, we're going to fill it up. Let's see how much it's going to cost. So, I'll I'll defer to the other uh directors. Um so,

078I have several questions. one, and this may be something to come back with, but you had mentioned an idea around how you'd have a coherent community across the three sites and and how that culture would be built. I mean, I'm to begin with, I'm very skeptical. So, um I'm trying to understand what >> I would have no other expectation from you. Um, so what so are you prepared to talk about what that strategy would be to have it have that cross culture with the additional transition or >> So I I will say that I um our elementary principles we get together and we um really strategize together and we uh try to grow together, try to replicate what something's working at a site. Um, so when I say that that working together and and the

079communities, it really is building that together and their their their coherence is enormous and their calibration of what each site does and replicating it um and what's working. So I guess I'm pretty much saying the ele the principles really lead a lot of that. Does that >> um I I think I need to understand more about how we would knit together because the transitions have we know that transitions from one comm to another have a negative impact and they may be different at different age groups but the impact comes both from the transition and the physical space change for the learner. It also comes from the ability for the campus community organizations to have more sustainability. There's a reason our K8s have really, you know, have that longer sustainability of parent leadership and involvement and

080volunteerism. And so I think before I could consider this, I'd really need to understand the intentionality in that. >> Okay. So for example, let's say um uh James and Row was going to have a patada. >> So the students and the families from uh Comtock would also be coming to that event. So it is it is both communities because the students and families are really the same. um because they go from from sight. So that would bringing that together as a community if if that's the question for that. It's anecdotally addressing the question, but I think understanding how the I mean, are they the same parent organizations, different parent organizations, same teacher groups, like is it how how all that operationally would work? I think is where I'm coming from. >> And I think that

081would be something that would really have to be um developed. But at school sites really those parent organizations are for those sites and we would be able to maintain the community school designation which would be very important as well and when Dr. Caster was mentioning that the different things at the elementary site uh TK3 the same would go like those community supports would be there at the 46 but separate elac separate school site councils that would need to continue because they are it's not an adjoined school they're still separate schools >> um I think I probably should also try and go and visit one of the nearby schools that that has that model so I >> and you're welcome to come to an elementary principal meeting next Tuesday. >> Um, I may be available. Let

082me know. Um, so I think to the questions that were were presented as far as kind of what feedback's needed today, I I understand the proposal to clo close Lincoln because in a lot of ways the way that the boundary was drawn for Lincoln, Burbank, and Proctor should have had all three of those campuses fully occupied. um based on the populations that were in them. And we're still seeing nine classrooms not occupied at Lincoln um despite the fact that their boundary should have similarly filled filled that with the current like the current year boundary. So I understand where that's coming from. Um and I do like considering the use of comtock because it's a facility that's within our elementary district and and having it on the table to talk about. I I don't know that

083the TK6 is the way to go. I I think I still need to get more information on it, but I think on the facility side of it, those are appropriate moves and perhaps there is additional savings from the from the closure um that is addressed by using space at our site. But I am with my colleagues on needing to actually see the numbers on that. I I do want to correct some information that's been first off I want to recognize that two weeks ago we had a motion before us to actually just approve everything without actually talking about any of it. So I'm really glad that we had this study session and you put the energy into it because I think if we had taken that action without even having this conversation um it would

084have been unfortunate. Um so thank you all for putting that together. Um I I want to recognize that the Proctor Cherish trenching study was not new information at all. Um what that study did is it told us that what was on the state earthquake maps that we had in February actually was there. So um it was just confirming the information that we already had. Um and so the ability to use Proctor is the same as it was then. And I think it's also important to recognize that Proctor Terrace's population this year is 52.9% Hispanic. Um, so you know, I I think we make assumptions about what being on the west side of 101 looks like and what being on the east side of 101 looks like and that's not the reality on our campuses. So

085I think it's important that we have the truth out there um related to that discussion. Um, additionally geographically, our elementary district is fundamentally the center of Santa Rosa. We it is not our secondary district where we cover a wide swath of geography that goes all the way up to Kenwood and all the way down to the casino park. Um and the location of Proctor Terrace as a campus isn't an area that is entirely infill. So there's no opportunities to look for new sites for schools um that would be able to serve anything remotely within um a traveling distance. So the importance of I think preserving that site with the information that we showed was exactly the same that we had when we already made that decision is important and recognizing that we have the full

086capacity to use the back of the property. The green field replace the portables as a part of this conversation. So I think that's that's an important component to this and I don't see any reason to revisit that. Um, that's where I'm at on those. But again, I I similarly can't make a decision on 46 and on truly whether or not Lincoln should stay open or closed without actually seeing more details around the operational and facility costs. >> Just a quick uh more legal question. Do we need a new 7-Eleven to close not the store, the committee? Um, if we're looking at closing Lincoln again, do you want to the 7-Eleven? >> Well, there's two different things, two different 7-Elevens. So, I but I think um so the we formed our school consolidation and closure committee

087last year under the same type. I'm just clarifying for for for those who may not understand um we formed it under the opaces of the or the general operations of a 7-Eleven committee which is typically required to have between 7 and 11 members because it was not under the required for us to do because we were not in receiverhip which is essentially what um when we're required to do that that full process we had more than the 7 to 11 committee members we had 20. So just for for people to understand well what we're talking about that was our school consolidation and closure process. There's not a requirement. Is it a best practice? Yes. But no it is not a requirement because we are not in receiverhip. We have not we are not we don't

088have that designation. And I want to be clear that the process that we followed did follow the that report and the best practices that that were out there that the demographics analysis was part of that information. Um so that the analysis was done. It is then up to the to the board to make a decision on on what to implement within that. So I just want to clarify that. So, my concerns are not so much about splitting the grade levels. Um, you know, moving to TK through third and fourth through 6. I see more more pros and cons and we know that it's done in nearby districts. My main concern is closing Lincoln. Um, so I want us to have a chance to revisit the equity impact of that. I'm also wondering, I know we've

089struggled to fill Lincoln, but I'm wondering if the other sites are transitioning to these split programs and there are parents who want to stick with TK through six, could we potentially attract those families to Lincoln? Um, and then my other concern is the Comtock location. Um, that's my trusty area. That's my neighborhood. I love my neighborhood, but I will admit as an adult walking around that park, I have had un unsafe experiences. So, I'm not saying that I don't want to use that site as an elementary, but I'm wondering what we could do to increase the safety there. Um, fencing, would fencing and playgrounds, all that it might need, would that still um justify? Would the cost savings still be there? >> Yes. So just to follow up on why Lincoln is really to preserve

090the cost savings associated with the closure of steel lane because if we were just to reopen steel lane a comtock it wouldn't really save any money that we already budgeted for last school year right and we discussed and so something else will need to give if we want to move aside right and so it's really not you know maybe it's a euphemism but it's a move of Lincoln to commtock to become the 712 campus, right? Um and then um you know, Eric and I have talked about, you know, defensing and that's something that um we start our initial planning for. Yeah, it it it is part of the master plan for um Comtock uh to definitely secure it better. I'm went to Comtock. I grew up in that area. I know it quite well. um

091we had to pause all that right when we did consolidation and then when that school ended up being part of the closure plan it kind of halted you know the work there just due to conserving our money and putting it where it's needed. So I if this change was to happen we could um certainly ramp back up the uh security aspect of that site. There are any trustes who haven't had a chance to speak yet at all? Okay. Trusty Dator. >> Um, a couple more things I need some clarifications on if we can do some more research through these different programs. Transportation comes up a lot and unfortunately we have had a lot of concerns from our families of transportation arriving on time. So, what kind of monkey wrench does this throw in to that

092situation? um are the routes going to be condensed, re-imagined, what can we do to ensure that the transportation provided is actually get our students where they need to go and on time. Um so that transportation thing is a big key for me and um I appreciate Vice President Cassen bringing it up and I just want to say it again so we can say it loud for the room to understand is boundaries were adjusted with full intent for Lincoln to be full. Correct. That was our intent. And is Lincoln full? >> No. >> So, we adjusted boundaries hoping that that was going to send families and students to that site and it didn't. So, that's why I have a really big concern with continued boundary adjustments on looking at numbers, hoping that families are going to

093go where we would like them to go to fill our campuses. Sometimes that's not always the reality and unfortunately we're seeing it firsthand this year. So, um, we've got to be very diligent in our efforts, um, to try and do what's best for the whole community to to get these kids educated. >> Trusty Casten, >> just one small addition as we're looking at the boundary adjustments are posed here. I I have concerns about moving Ridgeway and Cherry Street neighborhoods. Um, I mean, they're they're that traffic pattern for them to to have them in there. I think it's I think they're more in we'll end up transferring out if we don't have them with one of the two schools that's closer to them. So, I think we should look at whether or not there's a way

094to rejigger that so that we don't have those neighborhoods cuz they're they really are attached to um I mean having St. Rose district not in the same district as the Cherry Street neighborhood is uh is going to be weird because those are really the same downtown community. Yeah, that historically the area attended um Stella and it was changed to Proctor last year and there are about 30 students there. Um so it's basically a classroom which we know we could relieve a little bit of the overcrowding at Proctor Terrace. >> Okay. If we can look at recognizing that we're coming back, if we can look at a way to not have it be separated from like St. Rose and JC and they those are all all three of those neighborhoods are really one community um in

095a lot of ways but I recognize that could be a challenge. >> Yeah. >> Can we move on to the secondary >> trusty Jenkins? One last question. >> Yeah. It's just kind of additional comments to go with it is um one I I really initially thought this conversation was going to be about the Proctor Burbank um boundary so that each of the so Santa Rosa and Montgomery do have an indistrict feeder. Um, additionally, the Lincoln topic, um, I recall last year I I thought the direction was to not only adjust the boundaries, but to also kind of push in. So, that was going to be a walkable and then redistribute the um the sped kids so that they were getting the first best instru first instruction, however that's worded, so that they were in their

096neighborhood schools. So, I'm a little bit confused about how how that didn't happen because our boundaries were supposed to be a little bit more clear to get people in there. Um, so I just wanted to make sure those two things were stated. And then as far as the TK through three and four through six, I am for that if we can get the maps to not break them apart when they get to secondary. So, if they all stay with Piner, that makes so much sense. It seems like it's a huge huge huge benefit that it would be great if other parts of town had it. Some parts do utilizing the other districts, but having something in district like that is such a huge benefit to that side of town. It's crazy town. So, thank you

097guys. But I wanted to make sure those comments about Burbank and Proctor as well as um confusion about how we got here with Lincoln were stated. >> So, I'm going to take that as the segue to our secondary uh presentation. So as we did before um we are going to do a brief recap for the who's new here. So what happened over uh the past six seven months. Um, so there was a an initial decision back in February to turn um LC Allen High School to a magnet school and to go towards a four a secondary um comprehensive campuses and this magnet school I want to say what it feels like a month ago but I think was two weeks ago there was a slight different decision. Um so for the 2627 school year so

098for next school year we are going to maintain the same school and attendance boundaries that we have this school year so 2526 and then LCL's uh move to our magnet school will be delayed by one year as they build up their um junior high program and potentially expand other programs. So tonight we have a slightly different recommendation for you um that rifts off at the decision so far but builds towards a slightly different direction. >> Okay. Uh good evening. So um the recommendation for secondary would be to implement the RVMS uh MCHS reconfiguration at the earliest in 2027 uh and to keep the same secondary attendance boundaries uh that we have for 2526 with minimal updates. This uh consideration allows us to have five high schools that will serve grades 712 as neighborhood schools. Uh

099it helps support impact on facilities. It helps support an impact on the boundary lines and uh enrollment on other sites as well as special education programs. And for each of these different members of this team, we'll we'll address those more more thoroughly. Um so then the next steps uh are would be to address some space concerns that may arise at Maria Korea and at Santa Rosa High and do those fine-tuning of the adjusted boundary lines as well as the how we how we look at the transfer window uh for 2025 in particular for Maria Coreo and um our VMS the whole district In fact, it so that there is a a so that the neighborhood schools really serve the kids in those boundary areas because that's what our facilities capacity can do. And I don't

100know if anybody wants to go a little deeper on impact on facilities, boundary lines, special education programs. >> Those are next slides. So, we're getting to this. >> Okay. And if I can clarify um or add some information, the the question came up as far as the why we the why we brought this piece forward right now and it was an ask for the finance subcommittee to add the timeline for the Coreo and Rinkham Valley merge um based on would there be a an enough or a major cost savings if we were to implement this for 25 for 2627 and I just want to share that that was our our concern was with everything that we have going on we didn't that's why the recommendation is no earlier than uh that would give us time

101to implement and plan and make those natural adjustments through the limitation of of transfers. Um so just wanted to to clarify that that what we're coming forward with is um additional information that was asked for on Monday from the finance committee with the impact on facilities and costs and we have not again um this was a a shift in how we were looking to bring this forward. So we are um doing as we can to be able to get information as quickly as possible. So now looking at the proposed maps and then we are going to take questions. Um so um the map that I'm bringing forward today is pretty much the same map that we have this school year with minimal changes. Um the idea is to keep the current uh situation at the

102high school level as uh stable as possible at least for the foreseeable future. give some stability to families with a few tweaks that we had to make because either I didn't notice last year or some from feedback from board members. So um if you consider here there is a few things that are playing here is walkability and busibility to your own neighborhood school. I also tried to keep uh feeder patterns especially on our feeder districts and as much as I could inside the center of the city schools. Um so um if if we want to go like from um you know clockwise starting from Pioneer High School in the um you know top left quadrant um Pioner will serve Pioner Olivet most of Marquest and then pretty much all of um James Monroe and most

103of the Helen Layman attendance boundary. Then moving, you know, clockwise around the ring, Maria Caro will serve mostly Rinko Valley, uh, Kenwood and the Larkfield area, the unincorporated, um, mountain area there above Mark West. Um, the attendance boundaries for Mansanita and Village or most of them that are part of Durink Valley will be assigned to Montgomery High School. This is to preserve the historical attendance boundary of the area of um Bennett Valley. I want to say that's part of Rinko Valley Unified. Montgomery will continue to serve Bennet Valley, the south part of the elementary school district, what used to be uh the uh Brookale attendance area that now is a Proctor Terrace and part of the attendance boundary that now is a Burbank. Unfortunately, there is not really possible to give them either all of

104Burbank and all of Proctor Terrace because we want to maintain the walkability idea, right? Those two schools are about 2 miles apart and you know if we give you know Proctor Terrace to um Montgomery for example, it will mean that if you live right in front of Santa Rosa High, you will go to school at Montgomery, right? And the other way is through you know if we give all proctor terrace attendance boundary to mong to Santa Rosa high if you would live right in front of Montgomery you had to go to San Rosa high right and so there is a little bit of awkwardness in that corner of town then um this gives also all of the east side of Belleview uh to Montgomery right so we are going to keep kids on the east

105side of highway 101 um I don't want butcher the name of the schools, but I believe is Kawana Springs and Taylor Mountain to attend uh Montgomery. Then LC Allen will take over the rest of Belleview um and then cover all of um sorry Rosland and right and then in the center there is Santa Rosa High. They will keep the walkability on the east side of 101. Um usually we don't want students to cross a big highway. Um all of the hidden valley attendance boundary and then what currently is Lincoln. There are three changes that um happen on this map and they are very minimal. There is a little corner of Piner Olivet at the very bottom corner there that is currently assigned to uh Santa Rosa High that will be assigned to Piner so that

106we can keep all the students together that go at Piner Oliva. Um, there is a section of Highway 101 between Santa Rosa A and Highway 101 that currently goes to LC Island and that is creating transportation issues where kids don't know where to get picked up. So that will go to Montgomery just to keep that uh corridor and then as I said the Larkfield um neighborhood. So you can see there one, two, and three. Those are the only areas that are not changing. Um then next slide please. Sorry. >> Can can you just go back just a second? Can you just say what these lines like the blue lines are? This is what we have currently or what we're proposing. >> The colored line the coloring in are the proposed attendance boundary. The blue are

107our feeder districts. >> Thank you. >> So you can I I know there was a question about where are our feeder districts. You can see them here. I don't want to point them out but they are all there uh for the you know um our seven districts. And then finally here I know um this is the busibility idea. If you see the collar um and the circle around a a school most of those color most of those circles are just one color. Meaning that students that can be bus at a site or you know that we don't need to bus because they in theory could walk are assigned to their home school as the walkability. The areas where we have a little bit of decisions are the areas where we have overlapping circles because those

108areas potentially are walkable to multiple schools and I know that you know we can spend all night and I already talked too much about um you know what to assign to where I know there was a question and then thank you very much Dr. Bordelli. Uh mainly my questions revolve around how how do we feel this is possible? Um there is no geographical capacity at Marie Curville High School for the amount of students we have at Ranken Valley Middle currently. And there's nowhere geographical capacity to build classrooms for the amount of students we have in Rank. And for us to say that we're going to reassign boundaries to restrict attendance to make that work, all that's going to do is force families to leave our district. >> Yeah. Um sorry. Um, Superintendent August, could you

109Sorry. Um, so since uh I'm going to take the second segue of the day uh to talk about our enrollment projections. So again these are our best guess of if we had these attendance boundaries uh today with 712 you know 5 712 how many residents would we see in each of one of those attendance boundaries and how many realized students after transfers take place and you know students move from their residential area to their actual school of attendance. So, uh, Maria Caro, um, is one of the two schools in the districts where, uh, we have fewer students living in the attendance boundary than students that actually would attend a combined 712 um, campus, right? And so the question, >> which boundary is that is our current boundary, >> the the yellow boundary that I showed

110here with the >> because we changed the boundary >> this year. The boundary was changed. >> Yes. So this one um these numbers give back the larkfield area but not the full RLY um 101 and then across like the pine roll event >> and that's where I have another big issue because Maria Caro was built in 1996 for east side families on the on the east side of 101 for traffic egress. I live in Rican Valley. It takes me 30 to 45 minutes to get on the other side of 101. >> Mhm. Same problem trying to get to from west side to east side. That's the reality of living there. If you live in Warkfield, Wikia, Reebi area, you simply take Mark West Road to Really and you're at Murray Creo and RVMS. That's why

111families have purchased homes there and want to go that direction. So, if we're going to send them to Piner, we might lose families because it's not going to be as easy to get to their what had been historically for the last 30 years their home schools. >> Yeah, that's correct. Um, over the past 30 years, there's also been a lot of development exactly in the Arie area and now we have uh developments that are physically like walkable like behind Pioneer assigned to Maria Caro, right? Um and so back in the day right 30 years ago that area was all unincorporated area and that's why if you look at the historical Maria career attendance boundaries follow the you know the city of Santa Rosa boundaries as of 1992 I want to say or 1991 when the

112school was opened. However, this that side of town especially, you know, the you know, upper east side where sorry, upper west side where Pioneer is has seen a lot of development and there is even more development coming in. And so this boundary of the western part of 101 to me is just um like a reassignment to follow um you know pretty much how it is um you know the development is going. Um, and I hear the concern about traffic. I don't live by Vicki, but my understanding is that there is an overpass uh over 101 that takes you right on Fulton Road and then it's a two-minute drive uh over the, you know, the uh railroad track to Piner High School. I understand you need to make a left turn, but you know, >> and

113that's what the maps say, but the reality of driving that is different is what I'm trying to share with us. the the reality of living there and driving it is different. >> I live in Wiki up. It's much easier for me to get to Pioneer than it is to get to Coreo over the mountain just and I go to the both of them all the time back and forth. So just just to make that clear that's just right. Um >> well, >> Superintendent August, do we have um we have a couple of other comments that we want to address because I think that some if we look No, go there. That's the right side. Um, one of the things that has to be considered is that when we talk about the space availability at our

114schools right now and we uh address the question of is there room at our schools to allow if we make these adjustments to all of our schools being 712. Part of the reason that it feels like an impossible situation is a created problem. It's an organic problem that we have with our policies around transfers invented for ourselves. And this is not a new problem. This is something that has been developed over a large number of years. And one of the things that I think is really critical is if we take a look at the two middle columns on this slide. If we were to take all of the students that are currently enrolled at Maria Korea and we add them to all of the students who are currently enrolled at Rinken Valley, we would need

115to be able to find a space for 2300 students at these two schools. However, if instead of looking at all of the students that we have accepted as transfers, we looked at Maria Coreo through the lens of being a neighborhood school and we looked at all of the seventh and eighth grade students who live in the Coreo neighborhoods and the Rinket Valley neighborhoods because they overlap and all of the 912. It would create a need for a school of 1582 students. Now, that actually would fit on the Coreo campus because that is approximately, and Eric, Eric, you can definitely chime in if I'm using my numbers wrong, that is about the projected capacity for this campus to be able to hold. We are trying to look at a problem that our current policies around transfers

116have created. Which is why one of the recommendations that is coming with this is in order to be able to make the transition to having all of our schools be able to serve the needs of our seventh graders through our 12th graders because pedagogically we recognize that fewer transitions in a longer time at school create better outcomes for our students. is we're going to have to look at adjusting our processes with transfers both intradist transfers as well as interd district transfers. So some of the things that we are recommending and this is why we are not recommending this being put into place for August of 2026. We need to have some time to begin that winnowing process rather than ripping the band-aid off and saying everybody goes to their neighborhood school, but allowing a more

117gradual transition to a focus on neighborhood schools and reducing our priorities for intradist transfers and reducing our exiting interdist transfers to that 3% % cap which is both written into California education code and the common practice of our feeder districts to limit the number of students who are exiting our district to go to other programs. So through those and a an extended timeline, not trying to do it all at once, I believe that we will be able to address some of the questions of do our current junior senior high school campuses have the capacity to serve our neighborhoods. Because if you look at that third column, when we take a look at the students who will be living in these areas 7 through 12, it does appear that our campuses may be able to with

118slight construction be able to honor that transition. >> So I really appreciate that explanation. It maps it out very well. The problem that I have with that is we are making an assumption that that change of 700 students are going to go where we say they now need to go. And no, we're not going to lose them all, but we're not going to retain them all either. And that's a big number that I worry about. >> Trusty Medina and then Trusty Jenkins. >> Thank you. Um well, one of the frustrating things is that this slide changed from what was attached to the agenda and now I'm like trying to adjust. Um, one of the the big shifts there is the the green area on the it looks like the LC Allen boundary, right? Um, so

119it shifted to being the highway 101. Um, and so it's taken out the rest of the Belleview School District that was going towards it. Um, when I look at the the busibility um circles on the original one, I can't see the the other one. Um, but it looks like the busability from LC Allen is is really taking a lot of that Santa Rosa Avenue portion that is now going to LC Allen. You know, they're just remodeling that her overpass and then there's the the one over there by Todd Road. And that again, that busibility is traditionally gone to LC Allen. It's part of that Belleview school district. And now we're extending that Montgomery. it's outside of that Montgomery busability area. So from that perspective, it doesn't make sense, right? Um and so I think that's

120important to consider. Um because yeah, there's yeah, it's outside of that that radius. And I think it also the idea of maintaining those those connections with the the feeder districts, especially as we transition from a seven to to to include the seven and eight. Um I think um right there maintaining a good relationship with the Belby school district and and a good plan that I think there's been a lot of work on as of late makes sense. So just to address that quickly, historically that area there like the north of Belleview, right, by Casco like the Kawana Springs always attended um Montgomery, right? Yeah. So what we talking >> what we are talking about is the Taylor mountain side which is mostly covering the south side that is not busible in this map except for

121a little sliver that is between highway 12 and Santa Rosa Island >> and that's where most of the people live. >> Exactly. and and and >> I see the buses there every day >> and and and it's a lot of people and and I just think of also like >> how complicated it would be to drive all the way to over there even though some people do but I'm just thinking again in that context as as as transportation is another expense that we deal with and busibility is obviously something that you guys have considered here and a lot of that red circle is is now in the in the radius of this green circle in the new slide that you've created where it wasn't before and what was attached to the agenda. >> Yep. >>

122So clarifying question um I actually don't I don't hate this but I I have a clarifying question because we're talking about five 7 to 12 schools kind of neighborhood schools and that is a giant shift from what was voted on in February. So is this intention is this recommendation to have LC as now a neighborhood school that's not projectbased not CTE focused like how how does that fall into this because that's a huge shift. So it it is to maintain LC as a neighborhood school, continuing the CTE work, continuing the work that is there now, but it is to maintain LC with neighborhood boundaries. So then would we be talking about using I mean it's a huge campus. It's beautiful, but it is a huge campus. So can we use that campus for other things?

123like I'm just not that seems odd to me. So when we look at actually that oops trying to get to where we were on the right one. Um when we that's where when we look at the enrollment in the residents. Um I was actually looking for the other one that showed the um two different graphs. So and I'm not seeing that on here. So I think there was an update to the to the slideshow. And so that's what I'm trying to get to. That actually showed that essentially if we maintain the boundaries, it actually distributes almost evenly or very close to evenly the students around the district at the schools. Um but yes, if there were to be a change that that did not have um or a boundary that did not have that, there's

124certainly opportunities to colllocate programs or or things like that. You know, that's one of the things that we want to be careful of though that we again are making sure that we are not concentrating like we are right now um our special education classes at particular schools or um saying okay this is our school that's focused only on CTE. All of our schools offer strong CTE programs, strong VAPA programs. the specialization, the different types of CTE at each one are definitely important to maintain so that we aren't duplicating efforts across campuses. That's one of those deep dives that we want to bring forward for our board to to have a better understanding of the plan for that. >> Trusty Casten, >> so I'm generally supportive of this traction. Um, I want to echo Trustee Medina's

125comments about the boundary and moving and having the LC boundary come over and capture that area within the busible circle um along San Rosa Avenue kind of down into the cornis um Taylor Mountain that that area. I think that's that is an important shift similar to how Trusty Delator was expressing some of the driving concerns. I have a concern about the northern uh part of the right district change. Um that's north of Highway 12. Uh that's a straight shot down west third to get to San Jose High or it's a straight shot up Fulton to get to Piner. I like the previous map that had that in centers of high, but I think either of those um options for those neighborhoods around that place to play area and along West Third and College makes sense

126because college is really easy to access one of them and or we could look at Piner, but um that's not in I that's not in any of the busing circles. So, I don't understand the logic behind having taken that out from the maps that were posted originally. Yeah, I I went back and forth and I apologize. You know, the more I look at this, the more I convinced myself or something and then I changed my mind. Um, if you look back at the split of the residential split uh between school sites where we really have a problem is between Pioner and Santa Rosa High, right? And so you can see that Pioneer is about 21 2200 students, Santa Rosa High is about 1,200. So, we know that if we want to balance, as Superintendent August

127was saying, boundaries, what we'll need to do is to possibly consider moving some of the attendance boundary from Piner to Santa Rosa High. And that is the attendance boundary that currently is the Helen Layman attendance boundary, which is north of College, right? Um, you know, the Conington Town um area that currently is assigned to Piner or was assigned to Piner last year. Um and so that's something you know rather than um the other thing right we could do is to move um as you were saying that right the north right area right >> to Santa Rosa High and then we could shift >> the boundaries um east uh in Montgomery right or Taylor mountain so kind of like doing a little bit of that but that wouldn't really relieve a little bit of the piner

128Um and again if you think about um population density in Santa Rosa is mostly on the 101 corridor to the west of it >> right and so that corridor there that currently goes to Piner is what I believe we have about 2,000 3,000 students and that can really be divided just between Piner and Santa Rosa High. >> So what I'm what I'm suggesting is feasible as you're looking thinking about it. >> Yeah. >> Okay. or and that's I mean recognize a minor tweak but I also don't want to have to be back here in nine months asking with maps again >> we really need to give stability to these after we make a when we make a decision um so if that tweak is able to be in there and noting trusty medina's changes that

129he suggested which I strongly support um I think we'd be in a place where overall I'm supportive of the concept of what's presented Yeah. >> So again, uh same question as before. I guess timelinewise, um what what action is there is there a timeline that we need to get this done by or are we able to bring this back for us to after the adjustments to be able to look at it again? What what kind of timeline we looking at? So we are set for next school year right because of the action that the board took two weeks ago. uh but I think we need to start thinking long term right not just you know live six months to six months but really think about what do we want to do for the next 10

130years right and really free us from having you know technical conversations about maps and really think about programs right so I know there was questions about a magnet program at LC Allen right we could open it as the at the same time as LC Allen stays a neighborhood school right but we can't have those conversations until we actually settle the question, right? And so that is, you know, the question I'll turn it back to the board. It's like, you know, when do you want to settle this so that we can move on? >> Yeah. So, just to follow up, I mean, the action that we took two weeks ago or lack of action, whatever you want to call it. Um, basically, we just continued what we agreed to in February. So, right now, LC Allen

131doesn't have a defined boundary. It's still the >> the action at the to to clarify the action at the last meeting actually extended out a year. Um what would be helpful for staff um is and what we would hope to get this evening would be a we can make adjustments bring things back for for those boundaries those those neighborhood areas that we're looking at you know that make sense. We would ask for stability to ask for the five boundaries um to continue um without the magnet school. We do feel that it would solve actually a lot of the facilities issues that we have and be able to really um distribute students appropriately for the long term. Um so that is the ask this evening understanding that you may not be prepared to do that but

132that is our ask. One of the things that matters though, we do have facilities master planning starting coming up. So all these changes affect that because we're long-term planning, not short-term planning. So, you know, I have different asks than others, but that would be >> right. And and just to follow up on again, the reason we're here is is cost and and cost associated with anything. So, I know again our last meeting we talked about allowing LC to have the seven uh 78 uh students show up next year without really discussing the cost of adding that staff to cover that. Um so by by defining these boundaries I mean what is there any extra cost associated with that we're going to see we will have as we were talking about depending on what those class

133sizes are which the boundaries help us to actually determine once we know then we can say okay here's what the staffing need is. We have the same number of students to educate regardless of where they're at. um we aren't changing the number of high of facility locations or administration stays the same and it's really about the the distribution of those teachers. So that is something that we have to look at the where we see the real benefit comes from the better alignment within within schedules. That doesn't mean that they have to align perfectly between middle and high school, but it means that as we can adjust them enough that you can have shared teachers between the the junior high program and the senior high program, that is where you do see some of that savings.

134So, those are things that that would have to come back um depending on what is approved for action related to that. I want to do I do want to address um something that we talked about earlier with the distribution. It essentially makes a difference of two new buildings at sites. Um so we're at a cost of I think Eric when we talked about that if you want to share that information because I think that's pertinent for the board to to know as we're talking about what that impact is of five versus four. >> Yeah. If if we can distribute evenly amongst what the facilities that we have, I mean that means that um and some of the information I shared with you all on the Friday memo was you know we have to take those

135new buildings aren't accounted for in any implementation plan. So as we build 30 or $40 million buildings they come out of fixing up existing classrooms or or you know getting rid of portables and things of that nature. So if you were looking at increasing capacity at two sites and having to build buildings, you're talking about adding 60 to $80 million in cost to those sites that aren't really accounted for in planning. >> I saw Trusty Medina's hand first. >> Thank you. Um, just given where we're at and that we know for sure next year, seventh and eighth is happening. Our our schools are in the process of having to build relationships with the feeder districts in that process. Um, I'd like to move that we um move forward with the recommendation of of Superintendent um

136August on on maintaining the five school boundaries um for the ongoing futures as you recommended um superintendent August. So that would be my motion just that component of it. Um, and I think the if I understand correctly from what your recommendation was, the maps for the future could be adjusted later on, but for right now the what you're asking for is that component. So that's what I'd like to move what what you asked for as a recommendation. >> Is that a motion, Trusty Medina? >> Yeah, a motion. >> All right. So we have a motion on the table. Is there a second or further discussion? >> Po point of information. Uh were you including the changes that director Castton talked about the boundaries? Were you is that part of your motion or not? >> So

137the motion right now is to maintain the five boundaries for five schools for five sites. Um the the the maps are already decided for the next year was my understanding. So I think changes to the maps right now is not part of the motion. I think we we already know next year. I think as more information comes, we could look at future years. But for right now, what I heard uh Superintendent August say is they want clarity on ongoing what's going to happen. And so this idea of maintaining five comprehensive schools or maintaining those five boundaries, that's what I heard was the ask from staff. And so my motion is to give them that clarity so that they could build off of that. So >> essentially to maintain LC Allen as a neighborhood school long-term

138rather than it becoming a magnet school with no boundary. >> Correct. >> Can you do that? Like can you Omar do that? >> What's motion? And if somebody >> is there a conflict of interest? >> No, because the the the question on the table is not about closure. >> Trusty Casten. So I'm I'm open to deliberating even seconding if I could actually include the maps in the discussion with the concepts of your recommendation and the one I was talking about. >> And by the maps, do you mean what was originally presented or this new presentation? I mean, what was presented in the new presentation with the two things that you and I discussed as far as the east of 101 portion of Santa Rosa Avenue within your circle and the north right of 12 um

139the north right north of 12 that I was mentioning when I was talking. >> I'm okay with that. >> If you're including those in the motion, then I'll second it with the need for more discussion. I I would fully support a motion to simply maintain LC as a neighborhood school. I would prefer not to vote on the specific boundaries tonight given that we already have next year's boundaries. I would like us to take more time in discussing adjustments to the boundaries. >> I concur with that because I don't want us to come back in a year from now discussing boundaries. So I would make would want boundaries to stay long term, >> right? And I have the exact same concern which is why I don't want to not take the boundaries up with the discussion.

140So that's my um and and we don't have Yeah. So, >> so, so for clarity, um, uh, Nick, I or Trusty Casten, um, I'm okay with this direction without necessarily the map part because I I I feel from what I understand that that could still come back because that question is coming back for the 2728 year, right? Because 20 Yeah, 26 27's done, right? But those maps set the basis for the facilities planning, the residential pro populations, the demographics. >> And I think we could bring that up in in >> for master planning. Yeah. So us setting these maps like if we're talking about coming back in two weeks, that's one thing. Um but us setting these maps and having them there is this financial master plan process that we're starting conversation. It's all based

141on the demographic pro projections of the areas in the map. So, it's not like we can come back again. And that's how all the transfer prioritizations are handled is based off of those future maps. Even if they're two years out, that's us getting ahead by approving them now. >> So, and I'm getting nods, so I I think I'm saying the right thing. >> I I am thinking like two weeks to a month to come back and actually see the adjustments that we talked about tonight. So then we'd just be looking to give direction, not making a motion to come back with that to us because this was study session anyway, right? >> I think we can take action on LC as a neighborhood school and give direction on bringing back the boundary map. >> So

142that goes back to my original motion. Would somebody like to second my original motion then? >> Do you want to Donna or >> I'll second it. >> Okay. Tom, do you mind repeating the motion? >> Okay. So it's basically uh accepting the recommendation of superintendent August to maintain the five comprehensive schools for the ongoing future >> with the current boundaries because I do have issues with the boundaries for >> again that's the direction for right now the current boundaries for next year would be the boundaries that we approved at the last meeting boundaries for ongoing years that could come at meetings to come to be addressed. So 20 26 27 28 all those years we could keep discussing in future meetings but I think staff needs this clarity um so that they could build off

143of right now they don't know what's what's going on so they need this clarity right to more effectively bring us information. So I heard superintendent August say this is what they they're asking for and that's kind of what I'm moving for. just one tiny piece of it all. Um, but it it it gives them that direction and I think it gives everybody direction including our community and and and what our staff to do on the sites as they build relationships with our feeder districts because our secondary is now going to be interacting directly with our feeder districts because they're going straight from the feeder districts to our high schools. And I think this adds that concrete knowledge of what's to come and now how how it gets built with the boundaries. Those are little tiny

144details that that we'll work on in the in the meetings to come. So that's >> so I'm all for cleaning up LC's boundaries because that got thrown out into the weeds and got very confusing and go sit and left families confused on that they can go to their home school. But there is so much more needs to be discussed about our other four four schools to make sure they're properly aligned with our feeder districts. That is why, and because we're already over time on this study session, that is why I think we could vote tonight. Simply saying that we will maintain LC as a neighborhood school with its own boundaries. I'm hoping we can vote on that tonight and then come back in two weeks or a month to review um and further discuss the

145specific boundaries. So, Trusty Medina's motion is not about specific boundaries. It is just that we will have a boundary for LC Allen moving forward. >> Was that the map uh that the one that you just had up there? Was that was that the existing boundary map that we're talking about? >> Sorry, this one is the with the live edits that were proposed with moving the area north of 101 that on the original map was green. Now it's assigned to Santa Rosa High and then this south area here the Taylor Mountain all the way to Petaluma Herro. Here there is really just farm houses. So this is you know inconsequential um back to S to um Elsie Island. >> This is what exists now right? >> No this is what with with your feedback of the

146changes. This would be how the map would look in red. These are the 2024 attendance boundaries. And so you can see this top area here is moving from LC Island to Santa Rosa High with that idea that the um West College corridor is easier to go um to Santa Rosa High and we keep these area here that was assigned to Montgomery last year. We are going to move it back to to LC Island. So at least South San will look like this. >> Just for clarity, we're not voting on any of that now. That's not what we're voting on. We're just voting on >> to have five boundary areas. >> So, is there any further discussion on Trusty Medina's motion? >> Yes, I am. So, my understanding is that the motion is to go to

147five comprehensive neighborhood schools with then redistributing CTE so that it that is also equitable across the district. There's nothing about that in the motion. It's just about five comprehensive schools. >> So undoing our movement in February, which you are not a part of. >> I think CTE already exists at all of our schools in various forms. >> I think that LC Allen can continue with a project-based program while remaining a neighborhood school with its own boundaries. Should we go to a vote? >> Let's go to the vote. >> Moved by Trusty Medina, seconded by myself, President McN. Roll call vote. >> Student board member Curio. >> I. >> Student board member Olivea. >> I. >> Trusty Medina. >> I. >> President Mcnal. I. >> Trusty Jenkins. No. Trusty Kirby. >> Hi. >> Trusty Deator. >>

148Hi. >> Trusty Pra. >> Hi. >> Trusty Casten. I >> All right. Motion passes. Can we conclude this study session? >> Yes. Bring back >> the correct and also can we I'd like us to have direction to bring because I feel like that map is really close and I do feel like we need to adopt the new maps for transfer priorities and financial planning and all the things that we need to do. So, can we at least give direction to bring that map back at the next meeting? Um, or actually, heck, can we put it up there? Let's just see if we can do it. I'd like to move the approval of the map as was put up there by Emanuel. If I have a second >> second, >> I need northeast adjustments made to

149that map or I'm not voting on it. That's where I'm at. >> I would still like to bring the map back in two weeks. Unfortunately, uh, technically I'm dead tonight, so I can't see the actual streets on where that Larkfield Wiki break is. That'd be really helpful, um, to understand the neighborhood a little bit better on what's directing where. Um, but we should definitely discuss those further. >> I'd feel more comfortable if we had the map in place. As we've said multiple times, we can always revisit them, which we've done a lot recently. So, um, having more certainty in the direction we're headed, I think is important. And I feel very uncomfortable with the change in the maps from where they were posted at to what we ended up seeing to now making a decision

150around five boundaries without without it being there. So, I'd feel more comfortable if we had these maps in place. >> I'll just say that the maps that were attached to the agenda, I thought worked. Um, >> all right. Well, did we have a motion in a second? Who seconded? >> All right. >> Clify the motion again, please. >> Uh, the second was the the motion was to adopt the map that was presented manually. Can we put that back up? Whoever has it. >> Was the adjust It was the adjusted >> the agenda one. No, I'm hoping to that one too, but I was talking about the adjusted one um based on the feedback. But >> so I think we're looking for clarity in what in which map you want us to to move forward for

151the for this motion. Are you wanting us to display the one that was just shown or the >> me the one that was shown in the presentation today? I didn't like the one that was attached to the agenda. That's the one that I thought made sense that had the proper radiuses. But >> um the one that I just showed, let me see if I can re jump in here. >> So as we're pulling this up and discussing secondary boundaries when we went through consolidation for 7 through 12 with Slater, Montgomery, Santa Rosa Middle, and San High, we had campuses that were not full and we worked on consolidation to try and give a space for our students that we had available at those sites. the adjusted boundaries. We're talking about adjusting boundaries to restrict students

152being allowed to go to RVMS in Korea so that we can have space for a potential 712 somewhere down the road. And that's not a decision we should be making right now on this motion tonight until we have further discussion to clean those boundaries up. So, this is I believe what matches what was on the agenda except for um I I I think it was >> well I believe this remove removes some of the things on the agenda around the Brush Creek area and maintains those within the Coreo boundary. That's what I >> Brush Creek was here. Um if if you see um the map was putting the Brash Creek area to Montgomery. Um so this is not included there. Uh and I believe uh this was included on the agenda this change here. So

153the only difference is the Brush Creek area here and I don't know if you want to put it back. This action would make me significantly more comfortable with the five boundaries because we giving more certainty in the direction we're heading for folks especially during the period where they're choosing where to go currently in their enrollment process. >> And I know there were questions about the Vicki up um Markfield. I'm I'm not I'm not super familiar where the neighborhood um subdivision goes from Vicki up to Larkfield. In my mind, when I think about Vicki up, I think about the down the hill alongside Old Redwood and Larkfield is in my mind the unincorporated area along Marquest Creek, right? Um, and so this pretty much puts the core urban area of Vicki up to Piner and keeps

154it. >> So Bardelli, that what you just circled there, that's what's considered Larkfield. >> That shopping center. Yeah, >> that's Larkfield, not Wikip. Wikip is a neighborhood >> north of the shopping center. >> Here you can see the red line, right, is the historical boundary for Maria Caro. Now piner is right here right I this is the piner. So the you know ribi this is the ribly attendance area and goes all the way across. Right. And so the question then is what to do in my mind with this area here. Right. >> Correct. So, what I'm hearing from constituents and families is that area that we're talking about right here northeast of 101 goes back to Korea and not to Piner >> because we have families that had siblings and neighbors that all went to

155Coreo and now they're being told that they got to go to Piner which was is where they went 30 years ago but not since Korea was built. >> Yeah, >> I am taking back my second by the way. >> Yeah. So probably we'll need to come back to this later on and like see different scenarios. >> I I would like this suggestion to be available for the public so that we can receive public comment on this before we vote on it. >> So probably what we can do is to send out the link to these uh this publicly available website where people can go and really explore and you know play around with the maps and see what they can do. But we we also need this to come back at the next meeting ready

156for action because now we're making a lot of decisions that we don't know what we're making because we just I mean maintaining five campuses and the infrastructure and the cost associated with that is very much tied to the populations and the demographics in those boundaries. So we just made a decision without actually understanding the financial consequences of it which is what we're trying to avoid doing. Um, so you know, 2 weeks works, four, six, eight doesn't. Um, especially as it pushes out past those types of boundaries. So, you know, and I I really think it's important that we at least maintain anything that's posted on the agenda in the presentation so that we're not completely coming in with something that wasn't a part of what we were expecting to talk about because I think a

157lot of these things were minor things that could have resulted in action tonight if we hadn't done that. So, Vice President Cassen, since you motioned and Jenkins second, do we have to vote on that or no? >> She did. >> Technically, you can't withdraw a second. So, it's the motion of the body, but I'm perfectly fine with us just continuing to the next meeting as long as it's happening at the next meeting. >> Okay. Thank you. >> Um, did you say we need to talk about Shreks? Thank you. So, we have a couple of um a couple of our charters are up for renewal at the end of this year and some of the questions are around location. And so, this is really just a precursor. This is the beginning conversation. Um because there are

158a few options with this and one I I we will reach out to um Ranken Valley uh Union School District to see if there is interest in having a discussion about the continued operation so that we can bring back more information. But the the options if that is not on the table and we have to put it up here because it is an option doesn't mean that this is our recommendation but is non-renewal of the charter. Um Shrax Accelerated Charter School is a 56 charter currently very small. It operates on the Rinken Valley Middle School campus which is not in our elementary boundary. And so with the change in the charter laws right before the pandemic um basically those decisions have gotten kicked down the road um around location and those and those items. So

159option one would be not to renew. Option two and these are not in an order of preference. It's just information. Um would be to move the program as it is to an to another district elementary campus. So or a campus within our elementary boundaries and maintain the the current grade levels. The other option would be to expand the charter um and have it remain in our secondary boundary. What that means is that we have to if we go with that option, we have to offer all of the grade levels that are available at our secondary school as well as whatever um levels we would offer at the elementary and then it can be authorized by this board on the secondary district. So those are that's the information. It's justformational because there are impacts depending on

160um you know what happens with the timeline for the Ranken Valley um Mccuro merger um that has an impact on facility um availability for this. But the thing to remember is that any charter discussion is very much um tied to the community because it's actually their petition. Um, so just wanted to make sure that we are having that information out out there and um, apologies if there were if there was confusion thinking that we were recommending closure of that um, charter as a cost savings measure. That was not part of of what the intention was was having that on here. We don't believe that would be a cost savings measure. Is there like any I don't know like town hall of sorts that's happening with that community to maybe discuss these options? >> Nothing scheduled

161yet, but yes, that is something that would be a very good idea. My grasp on where we're at in the process for accelerated charter and also CCLA is we need to give broad guidance on what's are the available options for then the charter communities to create the proposals for what they want to be able to do. Um which then comes back to us and then we act and then we are also their board. So while we talk about charters sometimes in the third person they we are also them. >> So it's not it's also our it's also our uh our charter proposal. Um and and I think the important thing here to recognize is that doing nothing means that we very likely may not be able to actually renew it. So not making decisions or

162taking action could result in closure versus this conversation where if we start it now we're actually proposing the ways that the charter is able to continue on. >> Yeah. We will be guiding them through that process. >> Yes. And the um so the direction of if there's a particular direction that the board is interested in us pursuing over another that's helpful. So, because my my take on the options for accelerated charter is first and foremost, if we were able to keep it there with Ranken Valley's um support and and permission and we were able to figure out how to make that work, that that's great, but it's also a really small program that is highly sought after and has an educational model that we need to provide more access to throughout our district. So that's

163not I I I would like to see what it would look like to be able to give it more room to breathe. Um I I've heard a lot that suggests a 48 or something that maintained lower grade levels actually could be very beneficial from the community's perspective in what doing more could mean. So, I think options that look at 48 as well as the including the secondaries as we're figuring out where we can keep it would be good to look at. Um, I also think if we weren't able to keep keep it in Ring Valley and focusing on, you know, those types of middle grade levels was what we wanted to do when we were looking at moving into the elementary district. Comtock becomes a natural conversation um as a part of a facility we

164have that could actually host accelerated charter in their other direction. If the community is very passionate about staying kind of where they are then including the secondary grades becomes the natural conversation. So for me those are if we want to go the direction of broadening opportunities within that middle years for the charter looking at places in our elementary like comtock would make sense if we want to go to the incorporating secondary then looking at ranken valley as ranken valley merges into koreo would make sense so that's my feedback would Santa Rosa middle school not be an option So, as I look at these, um, not renewing is definitely not an option in my opinion. We need to continue to support and help that, um, community to have the amazing things that they've had for the

165last two decades. I am and not in support of having any conversations of expanding that through a high school program due to the conversation we just had about having five comprehensive neighborhood high schools um with VAPA and athletics. I don't see a smaller high school introduction being able to support those opportunities and then it'd be inequitable if we were to try and have those conversations at a shr that couldn't fully support the high school experience that we would like our other five campuses to support. Um so it I don't mind exploring the 438 option. I think that's a great exploration is because families regardless of what happens with RBMS, families are looking for um a more traditional middle school experience and there are a lot of middle schools in our area that are 678. So

166that would better align with a younger age base through middle school opposed to high school. So, um, I just need more information on what that looks like. And if we do have discussions on possibly moving the 56 to another elementary campus, I think it's really important that our community hears um, what sites those options may be available to discuss so they can kind of wrap their heads around. Do I want to drive my family over there from wherever I'm going? Does that make sense for us traffic-wise? So, if we can highlight what those elementary sites might look like for a possible move, um would be more information I need to discuss this further. Yeah, just real quick. I mean, I I additionally just really want to hear from the community and the admin at Shrax

167to hear hear from them and what what they want, you know, what what their needs are and how we can support them and uh you know, is there interest in building out their program or do they want to keep it small? So, I really just want to hear back from them before we make any kind of action at all. So, do we want to give direction to host a town hall with specific options of sites presented? I >> I feel like they're they have to go through the charter renewal process anyway, which needs that type of I mean, this is more about saying, "Hey, here are ideas about where you can go with it." But I think it's important for it's not one town hall. they they're going to need to go through several series

168of meetings in order to craft it. But I think it's making clear that you know what is available. So if we approach Rinken Valley Unified and they say that they're not willing to approve it, that means to stay in our secondary district, we're talking about the 712. I'm not suggesting that because I want that to happen or uh support it. I'm suggesting it because if location is important, then that's what would need to happen. Um and if and then if if that conversation valley goes that way that's posing the question to that community for them to discuss in their renewal process of okay well then where and right now the obvious locations that we could have available this discussion are places like comtock Lincoln um those are the those are the ones we have available

169in our elementary district. What about Brook Hill? >> If we were to do to look at Brook Hill, then it would require the trenching study to determine what we could or couldn't do there as well. >> Okay. Thank you. >> Just to clarify, um, our first step could be to ask Ranken Valley Unified, is it okay to maintain as we are? And then charter. Step two is if they want to keep going, either transition to the K to 12 or 4 to 12 um or move to the elementary district. I mean, those are the choices. First one sounds the easiest. Um but timeline wise, when does this all have to be done by? >> Yeah. When when >> their petition is expires June 30th. And so we have some time um but we do need

170to get working on this and so that's why we wanted to start that conversation earlier than later because there are also facilities impacts related to that. >> Trusty Jenkins and then trusty dillatory. >> This also be a topic of conversation at like the principal meetings to put out feelers for hey who might be interested and you know obviously space is the biggest deal but um there could be some really creative stuff coming out from them. What's really important for me to know is um the clarification on when this law changed and then if we can have some um some research done on how this has been affected since then, especially if there's anything local or anything within our district of um denying a charter vice versa between districts. Like does everybody just go operating as

171usual? Has there been a problem where a school had to stop and not operate? Like if we can get some more research on how this law has been interpreted and affected depending on how these decisions been made since then that'd be helpful. >> Hasn't the law changed since this last the last chartering? So the laws have changed and that's what the issue. >> Yes, it changed um actually it went into effect I believe it was actually right in 2019 when we went into the 1920 and then shut down for COVID. And what happened with that is any charter that was already in existence, they they've received um kind of automatic extensions up until this year. And so now up until the renewal time. So we have both CCLA and um Shraxs that both have the

172expiration this year that are located outside of our boundaries. We had those preliminary conversations with right and and the answer was no. they were not interested in in the direction from the board um was hey let's you know not direction I guess the consensus was yes we could move forward with moving to A712 for CCLA to make sure that they could stay at their current facility based on the community input that they had with with their um parent leadership um and their and their administration. So now it's time for us to start that same process with Shraxs. >> So is the conversation with Rican Valley Middle, we approve Spring Lake Middle School's charter and you approve Shrax's charter. Is that something that can be discussed? >> It depends on how their charter is structured just

173like it depends on how our charter is structured. So those are the conversations that we have upcoming. So we aren't necessarily looking for direct for action on this. We were just looking for some some fe feedback from the board on on preferences as we as we move forward. If there was a strong yes or no in a particular way and >> I just like to add I think it's important that we recognize that just we need to agendaize these conversations sooner in order to not have big surprises at the last minute. So, I know it seemed like a big surprise to folks in the community when they saw this agenda. This is actually the best practice, right? We're agendaizing what we still have months to actually do the outreach and talk about it and learn

174about it. But if we hadn't agendaized this and started this conversation now, we would come March, April, be jammed up against a wall having to take action um and not having the time to actually do this thoughtfully. So, um, you know, I it's a shift in how we've done things, getting it on committee and bringing it in here. But this is us actually very much trying to be proactive in having this conversation before it becomes an urgent one where we have no choice but to vote on something. And if what I'm hearing correctly from the board is nobody's interested in not renewing, but we are interested in getting more information on either a different site, renewing the chart, their charter as appropriate, and mainly please ensure that there's community input involved. All right, thank you

175everyone. We'll conclude the study session and convene to regular open session. We will take a 5m minute break actually and reconvene in 5 minutes. If everyone could have a seat, we will resume the meeting now. All right. So, we have made a change for our report section. In an attempt to make these meetings more efficient, we will have written reports attached to the agenda. So, if you would like to read the reports written by the superintendent or board members, they are attached there. Um, we will however still allow our student board members to give in-person reports. Um, student board member Curio, I see you have less food in your mouth. Do you have a report? >> I just have one small thing to report. Uh, I just wanted to say a thank you to Sarah

176Jenkins for coming over to LC Allen and getting a little tour around the campus, getting to see how we operate over there. I just want to thank her for taking her time out of her day to be able to do something like that. It was great to spend one-on-one time with her and just getting to know getting to show her what it is to be a Lobo around that part. So, I just want to say thank you for that. >> And student board member Olivivera, do you have a report? No, no comment. >> Okay, thank you. All right, we will move then. We're good. Okay, we will move then to um public comment on non-aggenda and consent items. Um I have some cards here. Again, it'll be 2 minutes each and a 30 minute total

177cap. Um I'll call three names at a time. First is Peter Alexander, followed by Katherine Howell, followed by Micah Carlin Goldberg. >> So just to clarify, we're not doing any of the union reports either. >> They were also offered the opportunity to provide written reports for upload. >> And just to clarify, this is just for this meeting or ongoing cuz I'm I'm not okay with it ongoing because the videos that people watch is this is where they see this report. Most people aren't going to read this. So, I just want to throw that out there. Thank you. >> Yeah, we can consider it moving forward. It felt important with the length of this meeting. Um, is Peter Alexander still here? >> No. How about Katherine Howell? Of course, I'm still here. Uh, hi, Katherine Howell,

178SRTA president. I just want to point out that the budget as such is not agendaized in this meeting tonight. So I'm speaking on a non-aggenda item. Not a single update on spending or savings. Not a single number telling us how far we are from fiscal solveny or if even we are getting closer to where we need to be. Show us the numbers. Acting CBO apologize I don't know her exact title. L Kazarez stated on Monday in the fiscal subcommittee that our real worry is cash flow. Cash flow will not be solved by expanding a charter school might make it worse long term. Creating a 46 school at Comtock, accelerating a merger, or setting boundaries. Is there an immediate cash flow in any of these actions? If so, show us the numbers. Item G4 tonight, possible

179admin concessions might generate some immediate cash flow, but no attachment to this agenda. Will there be graphic or a chart or a spreadsheet of how much this will save? Please show us the numbers. SRTA and all employees of SRCS deserve budget updates every meeting. We are united in wanting to maintain lo local control and avoid state receiverhip. We need reassurances every single meeting that this board is making cuts, freezing spending, eliminating unnecessary program adoptions and applying urgency to our situation. Show us the numbers. Thank you. >> Thank you. Next is Micah Carlin Goldberg, followed by Mary Leman, followed by Bernardet uh Davarin. >> Uh good evening. I'm a sixth grade teacher at Steel Lane Elementary. Um I spoke before the study session. I made a couple of errors. Um I was not aware of the

180overpass allowing westside students on the west side of the freeway to attend Burbank by walking, which makes their numbers make more sense because they are a westside school, too. If we look at the two schools that were closed, Brook Hill Biella, and all the other schools that we were talking about destroying communities at, they all have an English language learner population above 50%. They all have a socioeconomically disadvantaged population above 70% and Hispanic population above 75%. However, the quote east side schools, while they do have a 33 and 39% Hispanic population, they only have a 46 and 47%. They have a 46 and 47% white population, which is 30% higher than any other school in the district. Now, something else that was said earlier tonight that I have to address is steel lane being unsafe

181on the street. I don't know if the board is aware of this, but the city of Santa Rosa ran a road diet study from 2000 from February 2024 through November 2024 where they restriped the road in front of San in front of Steelane Elementary. I would like to read from their final report. Through observation of phase 2 pilot city uh pilot study, the staff found that outside of school dropoff, there was a decrease in the 85th percentile speed from 39.1 miles to 38.9, a 0.05% decrease in speed. During school dropoff pickup, there was a decrease in the 85th percentile proceed from 39.1 mph to 32.4 miles per hour. Of note, it's posted at 35. This is a 17% discreet decrease in speeds when our students are in front of our schools as compared to the

182stu the results of phase one. This illustrates illustrates that phase 2 resulted in less significant decrease in speeds outside of school dropoff. The negligible decrease in speeds outside of school is likely due to the introduction of the center left turn lane which allowed turning traffic to queue outside of the through vehicle lane. >> Thank you. >> Have a nice day. Um, I don't know if this is affecting the other trustees, but if you stand at that podium, I can't look at you because of the light behind you. Um, if you stand at the other podium, I can look at you. If you're still welcome to use that one, but just I personally will look at the screen instead. Um, and I've been told Peter Alexander is back. Go ahead, sir. That one's better, but up

183to you. Four minutes. >> Two minutes. >> Oh, two minutes. Okay. So, we're worried about money. What if everybody in Santa Rosa stopped paying mortgages and rents? There you go. There's your problem solved. You know what the sheriff will do? Give you the biggest round of applause you've ever done. Because the adults in this room have not been handling the job. I'm not going to be nice right now. To me, it was like a a bunch of big kids with crayons and magic markers. The students have the power. They've watched these highly paid, educated people, many that are sincere but off course um just maintain the system. You are the very ones that are paying the taxes that are going to, for example, billions of dollars to a non-Jewish Kazarian mafia under Netanyahu's military. They

184don't have this problem over there. They don't have homeless people on the streets because they have all your money. and we sit there like it's okay. If this is unacceptable, let me know because to me, I'm not interested in being under on the knees to warongering bankers that are bar loyerly minions who dominate uh uh and disregard the US Constitution and both Judeaic and Christian spiritual law. What are we doing? Everything is collect connected. Let no truth be rejected. So here we are born in the USA like Bruce Springsteen did. We're acting like the dog that's been beat too much. We simply pull our power together. Unplug the system. Okay. There's a woman that's in going to jail for six years for rescuing four chickens. And yet the older Judeaic books refer to the sentience,

185the animals, as beings with souls. Swedenborg famously stated that all mankind fell from grace when they chose to be flesh and blood adjusters. Luther Burbank worked with plants and the Peanuts gang were vegans all 55 years as was Jesus and Gandhi and Cesar Shave. >> Thank you sir. Your time is up. >> This is why we're >> Thank you, sir. Next is Mary Leman followed by Bernardet Davin followed by Beth Anne Turner. Good evening everyone. >> Oh >> sir, could you let the next speaker have their turn? >> Good evening everyone. I'm here as a voice for the classified employees who are living the impact of this financial crisis every day. At Santa Rosa Junior High, seventh and eighth graders still do not have access to the library during breaks and lunch. A safe space

186to read, connect, and belong. When we lose these simple supports, students and staff feel it. Across the district, employee burnout is increasing. That is not a path toward recovery or stability. Classified employees keep our schools safe and functioning. Let's preserve local control. We are now at a crossroads and we are hurrying again. CSEA members want to stop the takeover before it's too late. We are asking for transparency and accountability. CSEA's call to action. Engage families in attendance. Post daily ADA percentages on every school marquee. Make it a community challenge to reach 96%. Announce the schools of the month that have increased their attendance. Is it too little, too late? Let's work together now. Stop the takeover. Restore trust. Thank you. Thank you. Next is Bernardet Davvern followed by Beth Anne Turner followed by uh Shillock

187Lohen. Hi. Okay, I've never done this before, so I apologize, but I'm going to speak on how I've seen your guys's decisions affect my child and her friends. So, my daughter and her friends go to Steel Lane, and this year there are so many programs that benefit students that have been cut, such as math, reading, and just basic knowledge that the kids need. It is, we do have great teachers, but with the classes and everything they already have to do, it is hard for them to be able to give our students now the resources that they are now lacking due to cuts and closing down schools. But we have the money to pay people on the board $150,000 or build new buildings for60 million. And I just don't understand that part. That's all I've got

188to say. Thank you. Next is Beth Anne Turner, followed by Shillock Loen followed by Diana Marcelo. Good evening. I'm here to speak in support of the Steel Lane community. Steel Lane is a prime location. We have a bountiful school garden, a giant field with gorgeous oak trees. Our facility's master plan is a thing of beauty. Is the plan to take these beautiful facilities away from our community of 92% unduplicated pupils, shunt them across town on a bus that leaves at 7:00 a.m. to an overcrowded facility and give their community campus to a charter school with no bus routes, no ELAC, no SDC classes, and no subsidized afterare. As an aside, it costs money to make these changes and we are short on cash now. Housing is already segregated in Santa Rosa. Are we going to

189continue to systemically support further segregation and widening inequities with a transfer culture that caters to our most resourced families at the expense of others? Thank you for your consideration. >> Thank you. Next is Shillock Lohen, followed by Diana Marcelo, followed by Kelly Watell. Good evening. My name is Shila Lohen and I'm speaking on behalf of Steel Lane Elementary School. Steel Lane is much more than just a school for many people. It's a lifeline providing breakfast and lunch for children who might not otherwise eat and it offers after school care for parents to work. Um full-time counselor and licensed therapists as well as traumainformed faculty who deeply care about their students. Closing Steel Lane while keeping open an affluent campus like Proctor Terrace, even with documented seismic risk, sends a clear and painful message to our

190students. Dollar signs and zip codes determine which children are worthy of investment and which children are expendable. You say it's inevitable, but I call it irresponsible, inept. The burden of the mishandling of the district's finances should not land on the families, the faculty, and the children, but the people who are responsible. I'm calling for a moratorum on all closures until a transparent, detailed, non-closure plan is presented. There are so many options and you have not explored all of them. Instead, maybe you have chosen the path that is most convenient for yourselves and defi de demands the least sacrifice from leadership and the most sacrifice from our children. Thank you. >> Thank you. Next is Diana Marcelo followed by Kelly Watell followed by Holly Rzinger. Hi. Uh, my name is Diana Marcelo. Um, I've been a

191parent at Steel Lane for eight years now. But, um, my daughter wrote something. I'd like to read that because I feel it's more important to hear what she had to say. Um, she said, "My name is Sophia Marcelo. I'm a seventh grader at Santa Rosa Junior High, but I called Steel Lane home for seven years. My kindergarten teacher, Mrs. Aught, taught me to read at a high first grade level in six months. She gave me my foundation to learning. I will never forget that Mrs. Ammerman had the best heart and would always have a smile and a hug even when I wasn't her student anymore. During co, Mrs. Witri would deliver my work to my house and help to help out my mom and just to visit with me. She didn't have to, but she

192knew it made me feel so special. Um, Steel Lane has the best teachers that love their jobs. I have two little sisters at Steel Lane, one in third grade and one in first grade. Please don't take away their school, their teachers, and their friends. Don't take the school away from the teachers that they wait. Don't take the school away from the teachers that love it so much. Please find a different solution. Please keep Steel Lane open. Thank you. >> Thank you. >> Next is Kelly Watell followed by Holly Rzzinger. Good evening, President McN, Superintendent August, and board members. Um, I apologize for speaking a second time tonight, but just want to thank you for your time. We're very excited to welcome an international teacher at Rinka Valley Middle School. As I know there are several

193international teachers that are joining Santa Rosa City Schools. At the start of the year, it was expected to take four to six weeks for to onboard our new teachers. Honestly, I'm getting a little exhausted having to write sub plans for four additional sections of math 7. We've been, however, very lucky to get two amazing subs that have covered the position for the first quarter of the year. With the government shutdown, are we expecting delays in processing visas? How much longer will it take for these teachers to get to our um to our schools? Again, we are super excited to welcome these new teachers. I'd love to connect with someone that's managing the international teachers. We just love some more information as it becomes available. Thank you all so much for your service as board members

194and I hope you have a good night. >> Thank you. And last is Holly Ratzinger. >> Hi, my name is Holly Rzinger. Um, my daughter's an eighth grader at McGomery Junior High and I'm here to speak about my concerns still with the 7-2 mergers as I see it as a parent and also a teacher. Um, I wonder what our long-term plan is and I'm very concerned about how not offering a truly comprehensive middle school program is going to impact our kids and the long-term health of our district. Um, as I see it, we still do not have space for athletics on our high school campuses. We're busing students to their closed middle schools. Um, this is very difficult for many students. Last year we had 40 students on our cross-country team at Slater and this

195year we only have 14. The art classes are being held in carpeted portables with no sinks and poor lighting. Many other electives have been cut back or removed. I feel like we really need to address these facilities and programming problems before it's too late. I'd like us to consider making more budget cuts away from students and perhaps stop closing and merging schools. Can we stop paying that exorbitant rent for the district office on Stony Point and maybe move our offices to one of the closed schools? Um, we've only added positions by my count. Maybe one or two positions were added rather than cut at the district office and these are the highest paid positions. So maybe can we cut more positions at the district office before doing some of those other cuts that are close

196that are close to our students? Um I would just like us to I I appreciate um how much you have been thinking outside the box and coming up with solutions that are um creative and unusual, but I'd like us to really think more about how we can do cuts that are further away from our students and our teachers. Thank you. >> Thank you. All right, we will move on to the consent section of our agenda. Seeking a motion on items E1 through 5, 8, 9, and 11 through 14. >> So moved. >> Second. >> Moved by Trusty Medina, seconded by Trustee Deator. Roll call vote. >> Student board member Olivea. >> I. >> Trusty Medina. >> I. >> Trusty Deator. Hi, >> Trusty Jenkins. >> Hi, >> Trusty Kirby. >> Hi, >> Trusty Pra. >>

197Hi, >> Trusty Casten. >> I >> President McN. Motion passes. Do we have discussion on item E6? >> Yep. I uh pulled that. Uh it's for the contract for the law firm. just one for transparency and just to um yeah mainly for transparency. So the original agreement that we had on August uh 13th that we approved was for it is a big contract obviously to protect us but uh was 920,000 now it's going up to 960 and just wanted to get some rationalization for the uh for the increase uh and change in the agreement. Thank you. Uh, excuse me, Trusty Kirby. And yes, I the um what we're looking at doing here is we've negotiated with our law firm with our main law firm um FeN Fulman Fulman and Frogs F3 um to consolidate all

198of the legal services that we're pro that we receive right now. We're we've been working over the last several years with several different firms. And so this actually consolidates all of those services under one for a flat rate. So we actually expect this to be a cost savings um in the net, especially as we're looking at charter renewals and and other things that are extremely costly. >> Okay. Thanks for explaining that. >> I'll move approval. >> Second. >> Moved by Trusty Casten, seconded by Trustee Medina. Roll call vote. Student board member Olivea. >> I here. >> Trusty Casten. >> Hi. >> Trusty Medina. >> Hi. >> Trusty Jenkins. >> Hi. >> Trusty Kirby. >> Hi. >> Trusty Deator. >> Hi. >> Trusty Pra. >> Hi. >> President McN. >> I. Motion passes. Um E7. Trusty

199Jenkins. >> Yes. One moment. Hello, Mr. Odin. I apologize for bringing you up here again. Okay, I know. All right, so question on two of the contracts in here. One and two. Actually, there's not that many, but um the first one on the stools, this is absolutely bonkers to me. I just wanted to make that perfectly clear that we're spending $8,000 on 20 stools when that's $100 in freight, $231 in tariffs, $800 in labor. That's just crazy to me. And so I my thought is of course like why don't we have green construction or one of our shops make stools? And I understand that there's a liability behind this, but I also wanted to say that I think it's bonkers. Yeah, for the record. >> Okay, I appreciate that. Yeah, that it is part of

200our furniture standard. That is um a lifetime guaranteed product. So for a long-term solution, it's going to cost more upfront. But >> is a lifetime is a lifetime in the world of stools is how long is a lifetime? >> Oh, cuz like a lifetime on like a a pair of shoes is different than a lifetime on >> it is, but the shoe company won't give you a lifetime guarantee on shoes, right? >> Oh, yeah. I don't know. They used to. Is it the Is it your lifetime? Is it the school's lifetime? >> Yeah, it's the school's lifetime. >> Okay. >> So, thank you. >> Yes. >> Yeah. Is So, there's a warranty and and does the warranty include all of that labor and freight and tariffs. Also, they'll replace those things for absolute free. >>

201They replace them by giving us a new one. We would have to build it and put it together, but at least the stool itself is free. No, you get the labor just the one time, right? I mean, you're paying them to come out and build it. Right. Can you contextualize what the stool looks like? This is in a lab space. >> This is for a Yeah, it's for a science lab, right? So, this is really nice, cool, you know, hydraulic stools that were get vetted through our process through staff and students. We had a lot of pilot classes and a lot of pilots uh with furniture and we had trainings and and different stuff with teachers and all kinds of fun stuff to create this massive catalog of furniture and and science tools are one

202of them. >> The other question that I had Oh gosh, my eyes are expiring. um was the second one on the shade structure and the shade structure I think it was it Helen Layman >> Helen Layman. Yes. >> Um I understand the need for a shade structure. I don't understand the need to pay extra to have it installed on the weekend or do the trenching on the weekend. I just want to make sure we're being as fiscally responsible with these um things as humanly possible. >> Yeah. So DSA requires that we do a geotechnical report, right? So that's a requirement. Uh so we do have to drill and cut holes in the um quad. So we kind of need to do it when the kids aren't there. So and and we need to do it

203quicker than we can't wait for winter break otherwise we're going to miss you know the window to get everything ordered and through DSA. So um we need to do it on a Saturday and that's for their them to get that done. So, it's a little bit extra, but it's not a ton of work. >> And Superintendent August says, "I know I know it wouldn't be here if it wasn't, but this is fiscally sound." >> Yes. In the comparison of what it would take in delays. Yes, it is a it is a fiscally sound trade-off for us to to do the work on the weekends to make sure that it happens in time in time. We've been seeing large increases of course in in supply costs and then also you know other costs increase with that

204and the time frame of the installation as the as the bigger package. And just a reminder for for those watching that this is this is not an impact to our general fund when we're having these conversations. All facilities funds are are separate. So just wanted to reiterate that. I know, but it is still our money. Like, and I I totally hear you and I I know that like a huge conversation is well, it's still money. It's still in different pots that can be like poss like still the school is just a different credit card, right? So, I appreciate the explanation. I just really wanted to make sure those things were said on the record. >> Sure. >> I have one question about the stools. >> Um, do they have backs on this on them? Yes.

205>> Okay. And does every high school or science program have that? Because I know that I've had a special ed teacher reach out to me at Piner that was talking about her special ed kids that are in a science lab that for them it's too um distracting or it's difficult for them to sit in the stools without a back. >> We haven't gotten to every school yet, but we work with the site and and when we get the furniture of what they need. This just happens to be for that the two new labs at Montgomery. >> Yeah. >> Okay. Thanks. >> Could we save money by ordering a couple more? Does that make sense to order a couple more then since they're going to be needed and save money on the >> Yeah. You get

206the shipping. They don't give you free shipping unfortunately. The more weight you have just the more shipping costs there is. So, um and the labor is the labor. So, not not really. No. Do we have a motion? >> Move to approve. >> I second. >> Moved by Trusty Medina. Seconded by Trusty Pratt. Roll call vote. Student board member Olivea. >> I trusty Medina. >> I. >> Trusty Pre. >> I. >> Trusty Jenkins. Doesn't matter. So I'm saying no. Thank you. Trusty Deator, >> I. >> Trusty Kirby, >> I. >> Trusty Casten, >> I. >> President McN >> I. Motion passes. And E10. >> Yes, that's me again. Um, so my comments about this, this is that one that's like a million, the lighting at Piner. Um, I understand that it was part of the fiscal

207master plan from that was approved in 2023. Since then, a lot of things have changed in the district. Um, personally, maybe more than personally, but the with the schools that have been um really strained and pinched this year, specifically Santa Rosa and Montgomery with their fast pace of the 712. To me, if we're spending money on VAPA, it makes sense that it right now it goes to Santa Rosa with Art Quest and upgrading like the auditorium. anything that we can do to help the arts at Santa Rosa. Um especially when it's such a big number and I we have a lot uh that's going into Piner right now and with the with the constraints that are put on those two specific schools, Santa Rosa and Montgomery, anything that we can do to help the programs

208there currently makes more sense to me. So, I don't agree with this contract. Um, personally, >> I think it's just important to recognize that all of our students have APA programs and needs. And I think this is, you know, we got to remember the facilities master plan and the needs of our schools and and and yes, some schools have greater impact on specific areas, but all our students deserve to have facilities that are good and effective. I mean, I remember just last year, I think there was whole theater curtain that fell in one of our schools. You know, different sites have needs and updates and our students deserve good facilities at all our schools. Um, so yeah, I think our quest, but I think Montgomery and Piner and Elsa and Maria Korea all deserve good

209um facilities. So, I'm totally in support of this Pioneer High School theater light lighting repair project. A lot of outdated equipment at our schools and our students all deserve the best. And again, this is our bond money, not BAPA, not Prop 28 specific. That's general fund or anything else. >> With the facilities master plan being redone in the next couple months, I think uh a dollar sign of this amount should be held off on >> this. This fell under two categories, right? It fell under modernization um as well as safety um because uh the lights just drop constantly. Um, so it's a safety issue. So that's why it kind of rose a little higher up the chain than just uh modernization. Um, I also in the future coming to the board for summer work will

210be work on the Santa Rosa High theater roof and interior. So you you will be seeing something for Santa Rosa High soon as well. >> Motion to approve E10. And uh this isn't a new issue, so I'm glad it's finally getting addressed um as all our schools are in dire need of of repairs and fixes. >> Second. Can you real quick, could you just define if possible what a cyclama is? >> Yeah, it's that kind of big white curtain that's in the background that helps I think reflect the light. I'm not a that's not my area of expertise, but um yeah, it's in it's torn. It's in need and it's it's an easy ad here for this. >> It was just listed as part of the project. I had no idea what that was. The

211psych is when you're in the theater and you're looking up and you see any lighting or projection on the back. That's what the psych is. Is the back white drop that handles that. Thank you for letting me use my theater degree from 25 years ago. >> Glad I got to learn something. >> I I just want to comment. I think the questions that come up on this item and the previous item speak very much to us our need to get to the facil's master plan because there's definitely a lot of needs that are not addressed in there because of changes we've made and so continuing to see spending come through without us readjusting what our plan is um is important. I also very personally understand what it means when a when lights drop and especially

212if you're one of the lighting technicians up there with a crescent wrench and doing the adjustments. That is a safety a significant safety concern. So while I support this going through today, we definitely need to get the facilities master plan update done so that we can feel confident in these expenditures. >> Yeah. And thank you because this isn't a beautifification project. This is literally to have our lights working and Piner has their haunted house happening in a couple weeks. So much appreciated. >> Uh roll call vote. Student board member Curio. >> I. >> Student board member Olivea. >> I. >> Trusty Deator Tori. >> I. >> Trusty Medina. >> I. >> Trusty Jenkins. >> I appreciate the comment about safety. So it will be an I. >> Trusty Kirby. >> I. >> Trusty P. I

213>> Trusty Casten >> I >> President McN >> I motion passes. >> All right, that's all for consent items. Um under the F section of our agenda, we have the first read of several board policy updates available. Um are there board members who wish to discuss any of those policies? Right. Then we will move on. >> Just 6162.5. >> Go ahead. um just the the student assessment criteria. I just want to ensure that um that the district takes the time to ensure that we are going to standardize this assessment criteria over all our campuses particularly secondary campuses. So I know we're working towards that. I just want to make get out there and make sure that we it's important for us to standardize across all of our campuses. So >> thank you Director Kirby. We're

214continue to work through our steering committees on that process. Thank you very much. >> Just a clarification. So with these uh specific three, are we just updating to meet CSBA recommendations? >> Yeah. And I can give you an example. For example, the academic honesty is updated to include misuse of AI tools for example and reinforcing um like rolling in the reinforcing of using restorative practices when um in the case of discipline. Those those are examples. Thank you. >> Any other discussion? All right, we'll move to our G items, which are our discussion and action items. We had a few adjustments, so we will start with G6. Um, discussion and considerations for board bylaw 9250. Trusty Casten, >> I'd like to move for consideration that we suspend the 5% increase that we approved in June for

215the board um and until further action by the board in the future. >> Is there objecting? I think uh remind everybody that individually you each have the option to not take payment. So just remind that um so just throwing that out there everybody has their different circumstances or different situation but every individual has the option to as a board member as it clearly states board members are not required to accept payment for meeting attendance. So the um is is uh you know something that we've approved the 5% increase over these past years and I think suspending it also just again takes back the a lot of a lot of work that the board hasn't done over years. So, in a recent Ed Source article, they they talked about when this started, 1984, this district didn't

216start doing that 5% raise that could only do once a year per the law until I brought it up in 2019, right? To highlight that point of the law. And right now, again, um the the legislature just post just moved what was it? maybe 1370 I think it is 1390 um to address a specific issue. It's just waiting to see if the governor signs it to increase it even further. So um again I don't think we need to suspend um any any recent increase. But I think if if this is something that's really important to you, you could choose to tell staff that you don't want to take that payment. If I have a second, I'll speak to the reasoning, but >> second. >> So my and I support compensation for the amount I mean

217this is not even a 10 or 15 hour, you know, I mean this is a there's a lot of work that goes into being a board member and I support the reforms have been done recognizing that when we're talking about a 5% we're talking about 25 $30 a month. Um, contrary to the public comment earlier, we don't make $150,000 as board members. Uh, we make about 520 bucks a month. Um, but we're going to be asking and we're going to be looking for savings across the entire district and for us to be the first ones to go, I believe, is important. um even though the amount is very small. And so I think suspending the 5% increase is important recognizing that the long-term impact to recruiting board members, the long-term impact to making these types

218of positions sustainable for folks throughout our community um is something that needs to be resolved in a bigger way. um that can't that that this action isn't going to materially affect. So, I think this is important for where we're at as a district. And if we don't go first as an entity, um then we're setting a terrible example for everyone else that we're going to be asking to help solve this problem that fundamentally as a board, as the entity of the board, regardless of when we were on here or not, um we created. So, uh, I think it's important that we're the first to go with this action. >> It was it was that 5% was $26.80 a month, which I totally get. My my concern is I think I would like more legal clarification

219as to be because the law says that you could only do this once in a year, right? So if we suspend then are we totally undoing this whole year and falling behind a year on those multiple years of trying to catch up for years of inaction. So I think that's the the clarity that I would also want us to to have >> my understand but I totally get your motivation. It totally makes sense in >> my in my understanding from legal counsel and the reason for my motion to be suspend is it does not remove the ability for compounding um future actions uh should we choose to take them. Jesse Jenkins, >> I think this is extremely important. Excuse me, because we are in a different spot this year than we thought we would be.

220Um, we are going to be asking like we need help from everybody. And for us to take anything when asking the people that we serve to take less is just it feels unethical to be quite frank. And so if we can adjust that and lead with example, um I I think it's incredibly important because yes, we're up here and we do get paid $500 a month, but that also prevents us from having other jobs. The amount of time that we do put in this is a lot obviously. Um but it has to impact us as well. And you could set a perfect example by saying you individually will not take it. Right. That's a wonderful example. >> As could you? >> Yeah. And I choose not to. >> Thank you. So the suspension is in

221ser ceremonious only to it's not a fiscal fiscal choice. It's to say ceremoniously we also would take a cut. Um it is not fiscally impacting the dire situation that we're in. So people assume we get paid a lot of money and we do not. So when you say we're going to start from the top down, it is not who leads the district down. It is who makes the most money down to the lowest amount. So if you think of it fiscally, we're at the bottom of the totem pole. If you think think of it executively, we're at the top of the totem pole. two different things. So this position I respect and cherish very much and taking this position and putting these hours in does affect my livelihood. It takes time away from the business

222that I don't have to run and put food on my table because I'm here for 9 10 hours today instead of running my business and earning money for my family. So $500 isn't that big of a deal, but it does provide opportunities for people to be encouraged to take this position because it is countless hours. You know, one of the main questions I had when I took the position is how much time should would I be putting in? And it could be as much time as you want to be put in. It could be 5 hours a week. It could be 60 hours a week. It really depends on what you have available and what you can do. And I'm very engaged and committed to the community. So, I respect the the ask, but it's

223does that make us look better or worse that we're saying, "Yeah, you can have $20 a month and everybody else we're asking you to take money away from your livelihoods." So, on this, I I'm in agreement with Omar that each and every one of us does have the right to say no to that stipen and not draw on it. Um, and it's just if we tonight approve and say yes, we want to suspend the 5%. It's really just in ceremony to show solidarity with anyone else, we're asking to take a cut. >> And a lot of the motivation for for it all is to increase recruiting people to participate, right? Especially as we've adjusted to trusty areas. It's been hard to recruit folks, especially on the west side because often times this is an obstacle.

224It's like the opportunity cost. And so it's about making sure that we're at that level to be able to add just one little tiny incentive to recruit people to serve because this is intense work and uh it's not always fun work. Um so again if if you want to make a statement go for it but if I haven't heard a second so I say let's just move on to the next topic. I so I I agree that long term we should be increasing the stipend to bring in more members. It's really hard to get anyone to run for this board and stay on it. Um but I'm I'm okay with this motion because it is just a suspension for this dire circumstance that we're in. Um and it yeah it's not a fiscal decision. Our

225stipens are a drop in the bucket, like less than a drop. Um, but we're saying, "Hey, we're taking a cut, too." And I'm okay with that. Should we go to a vote? >> Yeah, I support this. Let's Let's vote. >> All right. >> So, what's the actual motion? >> The motion was to suspend the 5% increase that we had approved in June until we take further action. So is there a change to the policy? What is it? Just direction to staff. >> So we can implement with with direction. Um >> so basically instead of 56284 a month uh it'd be 53604 that would be paid out. >> Yes, that is correct. And so we will need to make a notation in our policy about the suspension so that way it maintains that that increase has

226actually happened. All right. Roll call vote. Student board member Korea I. >> Student board member Olivea. Hi. Trusty Casten. >> Hi. >> Trusty Jenkins. >> Hi. >> Trusty Kirby. >> Hi. >> Trusty Deator. >> I >> trusty Medina. >> Nope. >> Trusty Pra. >> I. >> President McN. >> I. Motion passes. >> Right. And then we will move to G4, administrative compensation concessions. Superintendent August, would you like to speak on this? >> Yes, thank you. To reiterate that yes, this crisis that we are in does impact all of us. And as we look at all options to address current and long-term budget impacts, part of that is looking at current year and that is that cash balance that we were talking about. Um it does involve looking at employee concessions looks at you know potential

227furlow days, changes in salary schedule and other items. It's important that this process start start at the top and I'm talking executively um organizations first and so thank you to the board for for standing in in that space with us. That also means that I'm the next person or the next level on that organ in this organization that needs to step forward with a change. I also have the same concerns about future recruitment. This has been a historical issue for the superintendency. I know that the the salary is high when we think of of you know in a school district, but when you look as a comparison to other schools in our area or other schools of similar size or makeup, it is actually very it's non-competitive. And so it is something that when the

228district goes out to look for a superintendent that um it's a consideration um and it it can impact who chooses to apply. If we look at our neighboring districts, for example, Santa Rosa City Schools, we have the largest enrollment by almost double and Paluma City Schools um in 2023. Uh base salary prior to compounding language that's in the contract uh enrollment about 7,400. Rosland was advertised um last spring with a salary range of 229 to 299 with an enrollment of 2800 students. Katy Roner Park their salary range for superintendent is 240 to 292 with an enrollment of about 6800 students and Windsor um range 208974 to 270 enrollment 4,800. the base salary for Santa Rosa City Schools superintendent and mine rolled forward from the prior superintendent was $261,000. And so when you look at the

229difference there, I I just want to make sure that we're mindful of that when we think of recruitment for those same reasons. And in the situation that we are in there there is absolutely a need um to to look at this and my contribution will be a drop in the bucket as far as the total dollar amount. It is significant for me personally though and so I just want to want to share that what I am asking is that my contract so this isn't necessarily whatever goes out later but my personal contract which the board um appointed me as interim through this year and then CBO for the next two years after that is to um have a reduction in the car stipen and I travel and go school sites um quite often and have

230a lot of um wear and tear, which is fine. Um reducing my car stipen by 50% um for the for half of this year, which would be a savings of $1,500, $1,800 next year and the year. I'm not going to go through all of it, but essentially a reduction in um vacation acral and a suspension of any payout um reduction of my work year um by one day in the current year as a furlow and by two days in the in the next year. The net of that is a reduction um actual reduction in in salary and and benefit costs. So, total cost reduction of $18,652 for this year, $17,778 for the next year, and $15,115 for the following year. That equates to roughly 5.3% of total costs um in this year, 5.9% in the

231next year, and 5% in the third year. It is my ask to the board that there be a revision to my contract um with those provisions and I do want to share that we have um begun these conversations with our administrative team as well. Um we were not ready to bring forward what ad what admin what administrative um concessions for the rest of the team will look like yet that will be coming forward in the future. Trusty Kirby, >> if approved, uh, what's the effective date of the changes? >> Effective date. Well, the the changes to my contract year are immediate. That's just my salary through the rest of the year. The car stipend is starting in November. So, um, essentially that the vacation is no longer occurs at the same rate and I don't

232have any payouts. Trusty Casten. So, first I want to thank you for bringing this forward. I mean, I think it's one thing for us to take a 5% cut from something that is not our primary livelihoods. It's another thing for for you and your family to take the 5% cut um over 5%. So, you know, I I thank you for your leadership in bringing it forward and requesting that from us. I I want to make sure that we are recognizing the context that we're doing it in, which is that we're also about to begin a national search for this position and the context of the salary ranges and who we're going to be able to attract for that process. um you know it's something that we need to be cognizant of and we are where

233we are uh so you know I'm my intent is to support what you're asking of us um you know and thank you >> trusty Medina >> thank you um yeah I think what what trustee casten kind of said right now is is important first of all thank you for presenting this and offering this um my my concern is as the next steps towards uh hiring a permanent superintendent come forward. I think my understanding is as leadership leadership associates will come to us we will probably see a request for an increase in order to do effective recruiting. So I think un having that understanding um I think my question would be do you know at what point that presentation will be coming to us? >> Yes, we do expect that to actually be on the 22nd

234>> of this month. >> Yep. This month. >> Um I think what I'll say is that I'm very appreciative of this. I think this demonstrates leadership in addressing our issue. Um it yes it is a just drop in the bucket. Um so I think I I'm not necessarily ready to take action on it yet, but I'm glad to seeing it presented. Um and I think as the conversations with with the rest of our admin folks and just everybody um moves forward, I think um looking at your leadership um I think we'll will go a long way. But but I I am really interested in seeing what comes forth in that next October 22nd discussion. Um as we look at some of the other things that we're dealing with as it relates to this long term

235>> due to your bravery and courage and leadership. I want to also share my um appreciation for you to bring this forward and the thing we keep hearing from our stipen to your salary um to other requests being made is it's drop in the bucket and no bucket is filled without the first drop. So to show the courage and leadership to take this step and make this move um can show some lead with solidarity and commitment to how serious this is and we do need to start somewhere. Um, we need to have these conversations and make these decisions now and not kick this can down the road and hope for a better outcome. Um, I appreciate you stepping forward and just ask that the rest of the administration and leadership team um, think hard on

236this and consider your leadership and consider where we're at as a district. Um, I appreciate seeing the numbers of salaries for other districts. And it's incumbent to me to also share that due the size of our district, we have so much more fiscal responsibility and we have money that needs to be spread in so many different directions than those other districts. So sometimes it's easier for a smaller district with lower numbers to provide a higher salary. Um and that makes it really difficult to be competitive in those arenas. Um we're we're a good district. I don't care what the newspaper says. We're a good district. I'm proud of this district. I'm going to keep working up here with my six partners and Lisa and her team to better this district, but taking this step forward

237and trying to set the tone from the top down that we care about this is important and we're going to continue to fight and try the best we can to maintain our local control. >> Any further discussion or a motion? Trusty Jenkins, >> I echo what uh Trusty Deator as well as Vice President Casten have said and I appreciate this. Um and so I do move to approve the how do we say this? Voluntary concessions of your contract. So thank you very much. >> Second. >> Moved by Trusty Jenkins, seconded by Trusty Deator. Roll call vote. >> Student board member Curio. >> I. Student board member Olivea. >> I. >> Trusty Jenkins. >> Hi. >> Trusty Deator. >> Hi. >> Trusty Kirby. >> I. >> Trusty Medina. >> Just not ready for it yet. I

238want to see more. So, I'm going to say no for tonight. >> Trusty P. I. >> Trusty Casten. I. >> President McN. I. Motion passes. >> Thank you, Superintendent August. And we'll go now to G1. So, we have approval of a provisional internship permit application. I appreciate you. Motion to approve provisional internship permit application. >> Works for me. >> Any discussion? >> Second. >> Moved by Trusty Delatory, seconded by who said Casten. Roll call vote. >> Student board member Curio. I >> student board member Olivea. >> I >> trusty de laator. >> Hi >> Trusty Kirby. >> I >> trusty Jenkins. >> I trusty Medina. >> I >> trusty P. >> I >> trusty Casten. >> I >> President McN >> I. Motion passes. All right. G2 public hearing naming of the Montgomery High School

239baseball field in honor of retired coach Russ Peter. This is a facilities item. We'll uh hand it over to Director Odin. Uh good evening, President McN, Superintendent August, members of the board. Um, in recognition of Russ Patrick's remarkable contributions to Montgomery High School and the greater Sonoma uh, Santa Rosa community, it's proposed that the currently unnamed baseball field be named in his honor. Coach Petri dedicated 37 years to teaching and 40 years to coaching at Montgomery, shaping generations of student athletes and building a legacy of excellence. Throughout his career, he received multiple awards recognizing his outstanding leadership, mentorship, and services to youth athletics. Under his guidance, Montgomery athletes have competed and coached at collegiate division 1, 2, and three levels with several advancing to professional ranks across baseball, basketball, soccer, and golf. Teams coached by

240Petri consistently earned North Bay League titles and qualified for North Coast section tournaments. Beyond the high school campus, Coach Petrich played an integral role in local youth sports programs, serving as an organizer, coach, and mentor in basketball, soccer, baseball, and T-ball. He also sponsored youth clinics and coaching seminars, served as the tournament director of the Montgomery Baseball Tournament for 29 years, and supported students and families facing personal challenges. His lasting influence is felt across the community and supported by current and former administrators, student athletes, coaches, and residents. Naming the baseball field in his honor would be a fitting tribute to his dedication and a proud reflection of Montgomery High School's values. >> Thank you. I have one public comment card. Mike Francis, you'll have two minutes. >> Thank you. Thank you. uh what the gentleman

241had just uh went through is more or less what I was going to present today. Uh so uh I guess uh I can shorten it by just saying ditto. Thank you. >> Thank you. >> Oh, am I supposed to like bang the thing to close the hearing? >> Okay, public hearing closed. Now, Trustee Deatory, >> with great honor and respect for Coach Petridge, um, and the time and commitment to the community, to McGomery, and to this district beyond teaching and coaching, I make a motion to approve, uh, the renaming or the naming of the McGomery High School baseball field, and in honor of retired coach Russ Peach. >> Second, Trusty Medina. >> I did just some procedural questions. Um, I'm just trying to see who was on the committee, the facilities committee for this. Did

242Did we get that info? I'm assuming the committee was established as per process procedure. >> My apologies one more time on that. >> So, the committee >> for our procedure like there's a committee that should be established. Was it established and were the folks on categories for naming? >> The request came through the the board policy action that requirement the the application the committee that piece was my understanding that that is how came forward. I do need to share that I would have concerns about um any cost related to signage or anything else related to the naming. So that that is something that I would want to caution us about because that is not there was not an offer of um payment for support um of any signage or anything along with that. >> So

243could I amend my motion as stated with a pause on any uh out-of pocket costs this cost the district for signage? Um we can name it in honor. we can. But before we put a black out, um I'd like to name the field in his honor, uh with a pause on any costs that would be incurred for the signage. >> Second. >> Would it I mean, how is alumni comfortable with putting the bill for that? How about that instead? Do we amend it so that the however the wording is I >> it strikes me the alumni can if we're not spending money on it the alumni can spend money on it without us necessarily doing any action >> amendments approved. >> Yeah. I um so again I just want to make sure we did create

244a committee as per procedure we follow that just cuz I don't like in prior namings that's usually attached who was on the committee all the signatures of the folks that were part of the committee. I've seen that attached in the past and I don't think I saw it here. So, I just wanted to confirm. I mean, I trust you guys, but I I I just want to make sure we're doing things per our procedures. Um, that's one. >> Yeah, I think I'm stepping in here for the CBO, so I don't know if this exactly how it came to me, but it Yeah. Well, I see letters of support and all, but I mean per our board policy, there's certain categories of people that must be part of the committee that for naming of a facility,

245right? And so, um, I think with with I know with something I I I emailed someone at McGomery for I don't think it was for this, but something else about the procedure. Um, and so again, I just want us to remember we have policies and procedures and make sure that we're following them. I I don't know, man. I don't object to it being renamed. I just want to make sure that we acknowledge that we have policies and procedures and that we're following those. Um, and the other part just based on things that I've seen in the past that issues have arisen um with people whose names have been recommended. Um, did we do just a criminal background check on the person? cuz I know I've supported people to get renamed and then stuff on a

246criminal background check um you know as good as people are stuff comes up that has impacted the decision of the board. Um so just I want to make sure those things are addressed and again I don't know this individual like sounds like awesome I'm supportive of the naming but I want to make sure that we're doing things right and we don't have to deal with any issues down the road because of those types of things. So I did receive confirmation from principal Santos that yes the committee was formed and and did take place as as appropriate. >> Okay, that's all. >> And just so for clarification, it is in our board policy that the board encourages community participation in the process of selecting names. A community advisory committee may be appointed to review name suggestions

247and submit recommendations for the board's consideration. So it says it may be appointed. It doesn't say it must be appointed. Um, but if principal Santos says that the procedures were followed by their site, um, I fully stand behind my motion to name this field after coach Petri. >> Roll call vote. Student board member Curio, >> I. >> Student board member Olivea, >> I. >> Trusty Deator, >> I. >> Trusty Pra, >> I. >> Trusty Jenkins, of course. Yes. Trusty Kirby. >> I. >> Trusty Medina. >> I. >> Trusty Casten. >> I. >> President McN. >> I. Motion passes. All right. G5. Acceptance of the governance handbook. Who wants to talk about this? Oh, student board member. No. Uh, Trusty Medina. >> Sorry. Um, I guess um section G2 on the required of at least four

248board members to agree to add an item. I don't know. I just feel like that kind of conflicts a little bit with I think it was board bylaw on 9322. I think it was just uh again any board member can request an item and if all as long as it's within the jurisdiction of the board it should be addressed that's the right of every board member. So that's where just this language is just kind of like to me >> what >> sorry what what item are we talking about >> section two of it the the requesting agenda items the fourth bullet require at least four members to agree to an agenda item again you know I think that each board member has the right to request an item on the agenda as long as it's

249within the jurisdiction of the board, it should be approved. So, it doesn't necessarily need all four members. That's my interpretation of the bylaw. I think it might be also tied to government code. I didn't take the time to look that deep, but that I just wanted to address. >> I think the intention of this is the same as our current policy. I think it's that if the board president has denied it saying that it's not under the jurisdiction then during the meeting. >> So the way I read this President McNali and director Medina if it makes sense is each of these bullet points is a way to request an agenda item. It's not all of them have to be done. It's each of these is a way to request. So submit written request to the

250superintendent board president. Any one of us individually can do that. If denied, a rationale must be provided to the individual board member made the request. A non-aggendaized no discussion adhere to Robert's rules and Brown Act, which we all have to do legally anyways. And another way to get something put on the agenda is for at least four board members to agree to add the agenda item. So >> So doesn't that then require it to be agendaized to decide whether it should be agendaized? >> So I just say that the handbook doesn't change our policies. I think it's just intended to be a way to summarize them and make them easier to consume so that however we word this, it doesn't change the actual board policies of govern how we add things agenda. >> I did

251find where this came from. Um I looked back in the the big b I can't see with these on your faces. Um I looked back at the big binder that we were given during onboarding and in there is the older handbook and the way that this was addressed. Now I need them again. Um was it was in the request for info area. Um the process of four trustees agreeing was directly related to the request for info which is done at the end of the meeting and then it was um the context was then you request the info. If four people agree to it then it can be put on the next agenda. That's where that came from. Um I am in agreement that it feels kind of um wonky in this specific spot. So possibly

252leaving it off there. Um but I because we don't ever get to request for info anyways. Uh so it doesn't come up that much. >> Yeah, that's all just that item just seems complicated. I would just delete that bullet personally. So deleting it, it's still in our policy. It's just this was an opportunity for it to be identified and a little more clear. Um so I want this moving forward with all seven of something that we're in agreeance with because this is something that's helping guide us on how to do our work. >> Yes. um in the social media uh area of the handbook. Um could we just add in like the word if it the wording of it makes it feel like we all have to have official social social media pages um of

253which I would not like to have if at all possible. So, what I have is um just add a line that says if for those me board members choosing to use social media platforms official so social media platforms >> with that change I'd like to move approval as present presented with just Jenkins adjustment. Is there a second? >> Second. >> Is there further discussion? >> I just think I just for clarification. This is just in essence guidance, but ultimately we're governed by our bylaws and stuff. Okay. >> Uh moved by Trusty Casten, seconded by Trusty Pra. Roll call vote. >> Student board member Curio. >> I. >> Student board member Olivea. >> I. >> Trusty Casten. >> I. >> Trusty P. >> I. Trusty Jenkins. >> I, >> Trusty Kirby, >> I, >> Trusty Deator,

254>> I, >> Trusty Medina, >> I, >> President McN, >> I. Motion passes. And then, >> and that was the outcome of our strategic planning, one of the items on there. So, thank you very much. >> Then we already did six, so we're on G7. President McNal and board trustees, we're here to present the second read and consideration for changes to board policies 4219.21, 4219.24, 24, 4319.21, and 4319.24. So, we are in the process of updating board policies on professional standards and staff student interactions to ensure a safe, professional, and consistent environment for everyone in our school community. The specific policies presented today are related to classified employees as well as administrators. These revisions align with the language in the 4100 series policies recently updated and approved by the board on September 10th. The changes

255are a proactive response to the evolving digital landscape and are designed to provide clear expectations and protect staff, students, and the district. The new policies establish clear consistent guidelines for all staff. This ensures everyone understands what is and isn't acceptable behavior on social media and other digital platforms, reducing confusion and the risk of non-compliance. These updates provide a clear framework for all professional digital interactions. Castion. >> So, I didn't get this question to you earlier because the governor decided to take action without enough time for me to realize I needed to ask it. Um, SB848 was signed into law yesterday and specifically it expands new requirements for people's safety by addressing school employee misconduct, uh, clarifying professional boundaries and basically everything you just listed in your statement. Any chance that we know tonight if we

256if this complies with the the new standards and laws that were approved yesterday. >> Likely not. >> Right. There's also additional training requirements that come with no funding. So, um uh I mean I obviously support moving in this direction, but I have a feeling we're going to see these again sooner rather than later. So, thank >> Trusty Medina. I think uh my my question I think this is something that I've asked before. Um employees may may not knowingly grant Well, I don't I'm not sure which one we're on, but um I'm looking at 4219.21. Um number um four under social media guidelines, I think it is. Um, employees may not knowingly grant students access to view personal social media sites, which again goes to the question that I asked that is this forcing employees to

257make their profiles private in for example on Instagram, right? Because if they're not making it private, then it's public and then that means someone could follow them, right? So is that them knowingly knowing that someone can follow them and in the violation of this? So I had asked that at a previous meeting and I don't think I had clear answer. So my response would be that it's this policy this board policy isn't forcing people to make all their social media accounts private. It's more the a the act of granting of granting access to students who may request access to your account. So I don't I don't believe the um >> so you can have a public account but you can't tell students what your account handle is. >> Correct. You're Yeah. You're not advertising. >>

258We are asking our staff not not to write their account up on their whiteboard to advertise it in class. That's all we're asking. >> Yeah, absolutely. >> And then the the other question was just in overall this is mostly CSBA language. >> I'm sorry, what's the question? Did this all come Is it taken straight from CSBA? >> Yeah, because I see some that's like pink, some that's red. Um, help me distinguish what what those each mean. >> Yeah. So, um, as as with the the first reads and the other rounds of these that we've brought and just to clarify, we have to bring it with different numbers because there's different ed code for classified administrators, teachers. So, that's why you see the different numbers, but the language is the same and it and it is

259pretty much a direct lift from CSBA. Um, aside from the changes that the board requested, um, and that we responded to and the difference between red and pink just has to do with the formatting issue that we've had. >> Okay. All right. And and I think just the other thing that I'll ask for again, can we please be provided a list of approved district social media platforms? Um, I know I was given something of like all these different like vendors, but not none of those were social media in the context of like a Snapchat, Instagram, Facebook, Tik Tok, none of those. And so I again I see lots of accounts. I still don't know which is approved, which is not based off of any physical concrete list that I could see. And also I think

260clarity that exists for sites whether it be admins, teachers on those policies on what are approved social media platforms. I haven't seen that. I've asked for it multiple times or or how do the sites know? I've heard that sites have a list and they should know, but I haven't seen anything. And and I think I feel like there's a lack of direction and clarity for our staff. Um and and I think if I can't even see it, I worry about them being able to see it and how we're implementing that. I just don't want folks to be getting in trouble um for doing something when when part of the problem might have been that we did an ineffective job at implementing that communication to them. So again, I ask for that And we have made

261made note of bringing that forward. >> Further discussion or a motion? I'll move approval of board policies 4219.21 4219.24 4319.21 4319.24 to four as presented. >> I second. >> Any further discussion? Moved by Trustee Casten, seconded by Trusty Pra. Roll call roll call vote. >> Student board member Curio. >> I. >> Student board member Olivea. >> I. >> Trusty Casten. >> Hi. >> Trusty Pra. >> I. >> Trusty Jenkins. >> Hi. >> Trusty Kirby. >> Hi. >> Trusty Medina. >> Hi. and President McN. Motion passes. Next we have something charter renewal process. A little broader than that, but okay. Well, thank you um Superintendent August, President McN, members of the board, uh staff, students, and community of Santa Rosa City Schools. Um the brief presentation I have here tonight, uh were you going to share

262or do you want me to? Okay, I'll share. >> Great. >> I'm going to have to zoom back in here. So, I have a very brief presentation, but the reason why we're sharing this today is because this school year we're going to have um it's very timely for us to have the conversation on charter schools this year. Um we currently Santa Rosa City Schools provides oversight to four dependent and one independent charter school. Um and reflecting a little bit on a couple of the um comments that were made by the directors earlier um during this meeting and we do provide quite a footprint in Santa Rosa City Schools. just our four dependent charter schools. If you were to um add all the students together, um just those four schools actually have enough students to be

263a district larger than Old Adobe, larger than Bennett Valley actually, and larger than 12 other districts in Sonoma um county. So, it's quite a few students that we have just in our charter schools. And this year we're going to be um making decisions on providing oversight for CCLA. And earlier this um evening we heard that we are going to be considering the renewal of um accelerated charter. We also uh provide oversight to French American and Santa Rosa charter school for the arts. So of those are our four dependent charters. In addition to that we have an independent charter. So it's important for us to have the conversation this year and um starting last year we um really started to consider and develop systems to standardize for authorizing an oversight. Um we started to review policies

264for consistency, fairness and appropriateness to c standardize across the board and we um reviewed the policies um to guide and um with these processes and of course um in rare occasions revocation. In addition to that, um we have some um situations where we have to um have considerations for other um charters that intersect with our um boundaries. And so I'll get into that in a couple of seconds here. But the two different kinds of charters that we have, I was mentioning before, are dependent and um independent. The one charter that we have that is independent is Kid Street. We did do that renewal last year. Um legal status of those and what separates them and makes them different is that they do operate independently and they have their own board. They manage their own budget.

265They have their own fiscal systems and they um have their own audits. Those are independent. They employ their own staff. They set their own policies with respect to HR and they um have direct accountability to um their um authorizer which is us. We do have purview over their special education um services. The difference between an independent charter and um the four dependent charters which we do um oversee is that they um we actually they operate as part of our LEA. So our board is their board and so as you see we operate very seamlessly with um the four charters that we have and um they are very much a part of our district. Um budget and fiscal matters are integrated very much so and staff and employees are part of our contracts and our bargaining

266agreements. accountability is through the district and they follow our policies and we provide them very strict oversight. Um over the last couple of years and they're very much thanks to um the knowledge um and the skill set of superintendent August coming on board, we've brought a lot of our internal controls with respect to understanding how our um charters and especially our independent charters operate really um into I think better a better understanding of of how that works. um that process is very tied very closely and and embedded within the process of our day-to-day controls. And so this year in particular, we have um two of those renewals that are going to be um front and center of the work that we're going to be doing. They also tend to be um for us like just

267about everything that we do very complex in that um we have we're going to be working with changes in law and um changes in um geographical boundary issues for both of the renewals both CCLA and accelerated charter. One more thing that I think is important to mention is that um as I said before, we do have a charter that um is um has a continuation petition um um seeking to reauthorize within our geographic um boundaries and we will be holding the public hearing for them and they are pivot charter. We have uh 60 days from the submission of their petition which was on the 27th of September. We will be doing that initial public hearing next um at our next board meeting and we have 90 days uh from when they submitted their initial petition

268to make a decision on that. So that more information on that to come but um we are working very closely with the other two renewals both CCLA and accelerated charter to support them in their process. Um at this point we'd like to go ahead and open the floor for any questions. I'm learning a lot about this very quickly, so I hope to be able to answer them. >> Trusty Medina. >> Yeah, I'm just um you I'm looking at my list of of schools in our area and I think there's maybe like somewhere between six to eight additional charters that maybe fall within our boundaries that don't necessarily meet the requirements to not ask us for a recharter. And I'm wondering if you've um been in communication with any of those other districts or or those

269schools. Um I don't know if you need me to address them, but which ones or >> um Well, I'd have to know uh I don't know what I don't know. So I they and depending on who they are um if they if we are their authorizer, they would um be submitting directly to us. They could also submit to the county office, I understand. And so it depends on how they've actually developed their charter and how they're submitting. >> I'm looking like at Mark West Charter, they're 7 to8 Willisside Meadow, which is technically an Oakrove Union district, but they're physically located within our high school district. They're 6 to8. Uh Northwest Prep, which is a 7 to 12. Um, Pine Rvette Chargers listed as a 7 to8. Spring Lake Middle is a 7 to8. Um, well,

270RCP's closing, but there's Rams 78. RUP 9 to 12. Um, yeah. So, I think those and then I think the other one that might have closed was the Well, yeah, the other one doesn't matter. Those are some of the ones that I'm looking at. So we we are going to be working with legal counsel for guidance on which ones we have the opportunity to have some say in versus the structure. There are ways that that schools can can structure things differently just as we are looking at structuring differently. So we're going to be working really closely with legal counsel on that. They're they're automatic. They have the same kind of extension that ours have had, which was they're extended automatically through the renewal process for a number of years. So depending on when that expiration

271date is, that's when we have that opportunity, which is exactly what happened as far as pivot was initially um declined by or denied by Santa Rosa City Schools um and before the law change, they had instead then once they received the denial here went to Oak Grove and were authorized through theirs because of our update that we did last spring requiring that they come back to us. That's why we now have the opportunity to do the renewal um the the petition review. And so we'll look work really closely for the legal side of the petition with legal counsel, but our staff that it's really important that each of us um take our areas of expertise and make sure that we are reviewing for um the ability to successfully implement the program including fiscal programmatically, special

272education, all of those different areas. So I guess the question is those those charters would potentially have to reach out to us first before or or ask us for permission to continue the charter with the district that they're currently in >> unless their grade structure allows them to remain. >> Yes. >> Yeah. So unless they change to that. Okay. Um, but are we So, I guess I just asked that we probably like just kind of track where those are at. Yes. >> Um, because I think the deadline for everybody's probably like >> now. Gasten. >> Um, so we have like three different types of renewals and I think this is our opportunity to have that conversation without us having an actual request or proposal in front of us. So, and I know that when we're

273considering these, what we're considering and how we build our record for support or our final decision is important. So, could we walk through the difference in what we're analyzing when we're looking at our dependent charters and probably do this in reverse order because that's one I think we all understand the most. Um so our dependent charters are independent charter that we current that we originally authorized and we and we review and then dependent charters of other districts that overlap our geography where they could do a grade shift or they could come ask us versus independent charters where or charters approved by a district that is not overlapping our geography. If we just walk through the different things that we're supposed to be looking at so that we all leave here with a clear understanding that

274when we come and talk about pivot at the next meeting, this is what we're looking at and talking about versus when we talk about French American or accelerated or CCLA or arts. >> Okay. So, let me start with let me start with pivot. Um um we will have a public hearing where they will they will come and present their I suppose it would be their case or their continuation petition renewal and they will um bring um their um their advocates and their community and they will um present their case. Um we will um also it's um between that point and when we um make the have the final hearing we provide our staff recommendation and analysis of the um continuation petition renewal to the board and you will deliberate on that. Um that is going

275to be a consideration of them um working um trying to renew within our geographical boundaries. So, that is um one um that is going to be one of the um most critical decisions that the board's going to have to make before the 90-day um renewal term. Lisa, I mean, Super Nagas, I don't know if there's anything I'm missing on that one in particular, but um we are completing our um analysis right now or our staff report. that is the first probably the most um critical and the next step >> for independent charters that we didn't originally authorize. I think my core question is is are we looking at the six criteria or the four criteria for renewals? >> So that is actually something that we're getting clarification on from legal counsel because it's been presented

276to us as a renewal, not as a new petition. And so that's what we're looking for for the legal guidance on. We want to make sure that we get the nuance correct because if it is a new petition then we know we absolutely have the right to look at fiscal impact and that's what we don't have the answer on yet for a renewal petition that was initiated outside of our district. >> You're referring to pivot. >> Yeah was presented it's been >> I'm referring to not pivoting any >> in any independent. So if it's presented to us as a new charter, whether it's dependent or independent, we absolutely have that have that opportunity as one of the factors to be considered. If it is presented as a renewal and it's coming from outside of the

277district, it hasn't been authorized by us before. That is the piece that we don't have the answer on yet >> because we have at least one other one that trustee Medina mentioned that's also approved from outside. Can we first discuss the four criteria that apply to both those situations? So on the board, we have a general understanding before we're in the conversation with an actual application. >> Yes, absolutely. There are actually six and there are 16 components that are required to be in the petition. Um, give me just a moment here. I just have to get through our resources here to get to the correct piece. >> As you're doing, I'll just contextualize. It's really important when we're reviewing these that we focus on the criteria in the record in our hearings because past issues

278and challenges to decisions made around charters in either direction have been based not necessarily on just the resolutions but on the comments that are actually made by boards in those considerations. So knowing what our guard rails are for what we're looking at is important for that administrative record if we want our decisions in any direction to be able to be supported. So that's why we wanted to have the conversation now before there was any particular proposal in front of us so that we could have an understanding of what it is that we're looking at that kind of quasi judici ro rule. And I I'm trying to not monologue, but I'm trying to give you time to pull up the criteria. >> I'm sorry. I think I somehow bumped myself off the Zoom or just lost

279the window. So >> Oh, perfect. Okay. Pivots's come in as an independent charter, right? I think while we wait for that um list of info, I'm just curious um with the independent charters, there's the whole accountability per portion and I'm wondering if there's funding from them that comes to us to manage the staff time required to do that. Like are they required to pay us something so we could do that or no? Or is that just an extra? >> They have to. My understanding is that goes to the CDE, not to us. >> Goes to where? >> The California Department of Education. I understand my most recent training. >> So it just be additional work for our staff at our additional costs. >> I can't confirm that, but that's my understanding. >> Sorry. >> We

280don't charge we don't build them. We can't we cannot charge for the submission of a of a petition and our review of that. >> If we authorize the charter, then we can charge 1% for oversight unless we provide substantially free facilities, in which case we can charge 3%. And the 1% is either 1% of their um LCFF revenues or the um the cost the cost of staff time, whichever is less. >> Yeah. So, so the review process. >> Okay, that makes sense. Thank you. I appreciate that. >> So, what is the penalty or recourse if we deny one of these charters? >> There there is no penalty against us. No, but >> No, but like they just go about business as usual or they not allowed to operate their >> they they're they are allowed

281a pretty um extensive appeal process. It's like multiple steps. they can go to the county and the next day can go to the state board of education after that >> and it sounds like Pivot was denied once and they just went to a neighboring district and got it approved by them so they were able to operate. >> They went to Oak Grove Union and um so they've applied to us and they've asked us to grant them under two different options we can go into. >> Thank you for their clarification. Recognizing though the law has changed and they can no longer Oak Grove can no longer approve charters in our district. That's the law that changed in 2019. Um so that's the difference and that's why we may see multiple of these um where we would

282never have seen them before. >> My apologies. I'm just having here. Um what what I think is important is that the um sorry the there are checklists and and documents we make sure of there's a lot of guidance on what we can do what we need to be looking at even as we're doing our internal review um VicMat which was actually what I was going to share on here. >> Yeah. And and while we're doing it in August is looking for that. I think one of the things that's helpful for CCLA is that they've gotten direction in terms of where they want to go. Right. I think there's there's been some conversations going on for a few months and so they've got a timeline that they've started. We've got already checked in with legal counsel

283and they're beginning their process. Spoke to principal Corell Corel earlier right after um um one of the the items and he's going to begin the the process of working with his community. But as soon as they get direction and that's supported from the board direction that that accelerated charter wants to move in the better also. so they can start that timeline because the timeline and the community being on board and moving in a direction is very important for a process like this especially when it gets complicated and you're overlapping geographical orders and your self-determination is not really just um a matter of your own decision. We do want to be able to check in with Rick and Union Schools just to see where they're where they are on this also. So all of those things

284we we want to be able to take into account. So on on independent charters, let's go independent then dependent. So on independent charters, let me ask trustee P to ask her question before we have superintendent answer all the questions that have come up. >> No, I just is it possible to have a lawyer explain this to me because one, I have a masters in leadership, not charter law. Two, I'd like someone to discuss this to me like I'm a 5-year-old. So, we're hoping to have some of that conversation right now and then we'll have lawyers available in between, I believe. Um, but the the goal of this conversation is that at the very next meeting, we're going to have to actually do one of these. So, we want to get all the questions out there

285and introductions, >> right? >> And we don't have a lawyer here right now. >> She she wasn't available for tonight. So I I will share we will go ahead and attach the um FICMAT checklist guidance document to the agenda as a as a notation or to the minutes. Um that's what I'm looking at here that really talks about the dis these are the evaluation criteria. So the petition describes and it has to talk about all of the different pieces. Um there's numerous areas but essentially we have this will be our guiding document um or our guiding process as we go through this and there are again 16 areas that have to be identified and evaluated as we go through this um operational budgets um program implementation special education um you know, their policies around discipline.

286All of those things are things that we have to review with a fine tooth comb. So, our legal council will be reviewing for does it meet the legal requirements and then they will give give us guidance based on our findings and recommendations of whether of what we believe that they can successfully implement or not. And then we work with legal counsel in drafting our findings of fact and making our recommendation for an approval, a denial, a conditional approval. What that looks like how you let me go Trusty Jenkins then Medina then I have two questions. one if the with with say pivot or another one that may be coming to us now in renewal um does that then make them if they were approved would they then be a dependent charter? No, >> they're the

287difference between dependent and independent and that's really there's not really a definition within the law of dependent and independent. degrees of autonomy, but because they don't have the same board and they have their financial their finances separate, they don't receive their funding through us. Those two things make them essentially independent. >> So, Pivot is technically an independent when we're talking independent versus Okay. And then the other question is respectfully, please don't take offense to this, but >> you're are you the main person in charge of me? But who are you learning from? If you said that you're learn, it's a steep learning curve. I totally get that. But where >> I just went to a a conference. >> Do we have Oh, that's right. >> But do you have like a a buddy? I don't

288know how to say these things so they don't sound disrespectful. I do have like a partner to >> let me go to superintendent August on this because one of the actions we took earlier tonight actually is the support. Um so you want to speak to the legal support on charters which is what we approved earlier. >> So I want to talk about two things with that. So yes, we have the legal support as far as that was part of the impetus for us looking at a flat rate contract for legal services to make sure that we're getting deeper guidance on that. But there's also um there's the charter authorizers support net initiative which is actually a um through the state and um another nonprofit that basically they work to that's the um the conference that

289he went to is really about working with a network of charter authorizers and having resources. So it's something that I actually um my prior districts I have quite a bit of of experience with independent and dependent charters. So we work really closely together as well, but that's really the main resource. And and those organizations also have support from Fikmat, from a small school districts association, the um county um superintendent association, CASB, CASBO, there's a lot of um linked organizations in that. So it's it really is a wide support network and training opportunities and resources. >> Okay. So, you feel do you feel fully supported as far as like it's just it's just so much new it's so much information and so much new information. If we have like enough kids in charter schools within our

290district that are bigger than other districts, I want to make sure that you are supported in this and that >> appreciate. >> I mean, I know you're a very, very, very competent man and I want to make sure that you feel supported so that you're at the right level for this as well. >> Thank you. Yeah, >> really respectfully. I hope that didn't land with anything other than that most respect. >> I embrace the new workstream. It's fine. Thank you. >> Steam and Dina P and then Kirby. >> Um, thank you. Um, I would just ask um could we have like the the 16 categories just sent to us? That way if we have the time to look through it, we could maybe forward you all any questions that we might have. And secondly, um

291I'm wondering if there's any CSBA resources that are specifically for board members that we could review um just as as we go through this process and we prepare for that process that could be shared with us um individually like whether presentations, manuals, whatever. Um and and I think to um assistant superintendent Castro um again I I I I trust in your ability to to learn with this con just new area that's just been constantly changing and um legal perspectives and I think that our attorneys will do a good job at providing effective guidance. Um but I'm sure there will be hiccups along the way and we'll have to deal with it. Um, but I think we're doing the best we can. I'm concerned about um timing given all the other work that we have um

292for our district and if we start getting a whole bunch of them all at once, what the impact on our staff is going to be. And so I don't know protocol-wise, but if there's something that we could do to maybe um communicate to these other folks that like look, we're like to receive petitions or whatever by a certain time or something. I don't know if we can do that, if we should do that, but um I'm worried about like everything just coming all at once and then being swamped and not being able to do the work of the actual district because of this additional work. >> Yeah. I I've been in conversation with Pivot and I think one of the things that I'm I'm getting tonight is finding out the other ones that could possibly

293be apply applying to us. So, I'll be looking into that. >> August, can you speak to our legal requirements on response times once we receive a petition? >> Yes. So, again, there are couple of different response times in there. we have the 60 days that we we have for the required um public hearing. So the public hearing is the pl is the opportunity as Dr. Castro shared for them to come and present their information. That is not the time that we have to provide our review. Um there's also timelines in between there that as we do their review, we ask for additional information or clarification and they have to provide that to us before we finalize and then bring it to the board. So there's there's a required action within 90 days. And so if

294we're looking at the timelines for those, we want to be very mindful of of the of the timing that it's going to take us to go through with a fine tooth comb for every petition. We need to be doing the same with our own petitions and making sure that they are solid as well. Um, one of the risks if we authorize a charter and we are not doing our due diligence and they are not financially solvent, there's an issue there, we take on their debt. And so that's why it's really important that we that we really look at this very carefully. So it's not a a matter of wanting to not allow another charter in our area. It's a matter of us being of our fiscal responsibility. >> Trusty Pra Omar asked my questions. So,

295>> Trusty Kirby. >> Oh, along that good news about fiscal responsibility. Um, just for transparency, what is there a typical or standard? Obviously, we do this for revenue uh to our district and more than the I hope the one to three% oversight. Um is there a standard on amongst all the schools or does it vary for each charter? How can you just give a quick maybe explanation about how does it benefit us to do the charter fiscally? >> So, there's a difference between a dependent charter and independent charter. the oversight costs. That's that that's what's set into law. There are other costs that can be um if we provide particular services, we can do fees for service and things like that with independent charters um in other districts I've had where we process their payroll

296or things like that. So, there was a fee to us for that. That's a negotiable item, but the um oversight is not negotiable. That that is what it is. Um, for our internal charters, we we used to it used to be very unclear what we charged them. You know, it was okay, a little bit for this, a little bit for that. That was something that we that if um we brought that to the finance committee earlier in the spring around okay if we look at this really from a percentage of revenues as offsetting costs. So percentages of all of the administrative costs and things like that um the support costs all of that wrapped in as a percentage which I think we equaled out to about 15% which actually was very similar to what was

297actually being charged. It's just clearer now that that's what it is and and then all of the things that are provided for that fee. >> Great. Thanks for clarifying that. >> And and I would not state that. I would not assume that independent charters would be a positive revenue. I I that is >> again it's 1% or the cost of actual documented staff time whichever is less. So it they are not typically a money maker. It is something that is actually an increased burden on our on our staff. >> Uh trusty deatory trusty Olivera trusty CO any questions? Okay. Is there opportunity before we have these in front of us? So if we want to ask any questions? Trusty Jenkins, now is now is the time to do it. We really want to ask the

298questions before we have an actual proposal. And I don't know if this is actually in the renewal process necessarily, but just a question about um charters generally when we're talking about like ADA and where kids are going to school, things like that. Pros and cons with when we are the holder of the charter, what are we called? >> So dependent versus independent. We're always the if there's a charter within our boundaries and they come to us, we are the authorizer whether they are dependent or independent. >> Okay. The authorizer is the word I was looking for. The authorizer of said charter. Um do we then have access to know where their kids came from so we can pull those numbers out of schools that they're supposed to go to? And if not, can we put

299that in a renewal process negotiation? >> So there is actually a calculation. There's a an a piece within the LCFF calculator that we have to know the ins and outs between us and a charter. So that that's actually a calculation that happens in there. So there is a sharing of information that has to happen. We don't know everything, but anything that impacts our district, we have to have that that sharing of information >> even with the independents that we're authorizing. >> That we're authorizing. Yes. >> Nice. Thank you. And you got a question on independent charters. Okay. On the dependent charters, I have just one request when they're coming through. I'd like to understand our admission process in the context of being able to have an ability to not just have the lottery, but actually

300be able to do placements into our dependent charters based on the need of the student for the curriculum model, especially in the context of 504s. Um, so if a particular curriculum model or element of our dependent charters would serve a student's disability, um, I think that we need to have a mechanism within our dependent charters to actually be able to place students that need that curriculum there regardless of the lottery. I don't know if it's feasible. I don't, but I'd like to understand that feasibility and have it as a part of the consideration for all of our dependent charters when they come forward. That's something we'll need to check with legal counsel on. >> Any other questions on dependent charters? Dependent >> Trusty Medina and then Trusty Jenkins. >> Just um I don't know if

301we have dates for when we'll receive the dependent charter renewals, but I'm hoping they're before the end of this year. So, we we have those two um charters that are going through renewals this year. Um I believe uh we just finished a charter school for the arts last year. I can give you um a um we we have a calendar for >> and by and by year I don't mean academic year. I'm I mean before December, but I don't know if that's likely. I'm just kind of wanting to figure out that will we be seeing anything before December or >> Oh, no, no, no. >> No, none none of our dependent. No, we would have been working on that. This is a like a full year process for us. So, so we are work so

302the organiz the communities so specifically I know CCLA is already starting their pro their process um Shraxs we will be starting with that so that's something that we will guide them through um with the from the district side of things also that's part of our support the timeline for that is probably after the first of the year because there there are still meetings and and processes that have to happen for that also um for any charters that we are moving location, we will need to do an update to their petition. Um, it doesn't have to be a full update. It does have to be that section though. So, those are some other things that you'll see over this coming over the coming months. But, we want to make >> So, if their charter expires June

30330th, >> we have to back up from that. >> Well, I mean, but that means that for next academic year, they don't they're not going to go until they go through this. Okay. >> Correct. Yes. So we we have a timeline that we need to get these you know the timing of them after the first of the year and before June. >> Jesse Jenkins. >> Yes. What about charters who have um say for instance I'm thinking of the French school uh centers of surf however we are call whatever we're calling them srfax um how they have technically currently they have like TK through six on one campus and then the 78 at another location how on earth does do you know how that um like rabbit hole this is a rabbit hole conversation I take

304back my question. >> No, let's let's have you ask the question because this is these are exactly the questions that we have this item here to answer. So, >> okay, then I don't take back my question. I'm curious about how it works when there's one charter school but on um more than one campus. That's the best way to ask that. >> Well, okay. So, what's the question? How do they split onto multiple campuses? I don't know if that would be something that would be addressed in the charter necessarily. it it is addressed in their it should be addressed in their address their location. So that's something that that would be addressed in that part of it as far as the operating they're they're supposed to describe what their um academic model is what that looks

305like in locations and grades spans. So that's an update that we need to do. um essentially by allowing them to still operate at the same you know operate we've allowed that move to happen but we still need to make sure that we officially update that. So like Evelyn um as the principal of French American works closely with Montgomery around the seventh and eth that are on that campus. Just a follow-up question to that because our our dependents are kind of in the wrong I mean they have we're fixing it but um not necessarily in the right location to be within um the correct district of our districts. Is it possible to have like a TK if the charter is for TK through >> so >> 12 >> the the listed years of school is how

306you can anchor a charter in a primary or secondary boundary regardless of what campus they're on. So you could say it's TK through 8 and it could be on two separate campuses and that's what's going to anchor it either into a primary boundary or a secondary boundary. Can you have but can you have for instance can you anchor can you say your charter is TK through 12 occupy a secondary site with TK through six and have the rest of them at a 7 through 12 site. >> Yes. >> We have gotten that guidance from legal council that that is >> what I believe they're going to do. So they're what's called a material revision of the charter. They're going to have to go through it. Yes. like to have a follow-up conversation at some point.

307Thank you, >> Trusty Pra. Good. Any other questions regarding dependent charters? All right, then. Let me find my way back to the agenda here. Uh minus close session. All right, we're moving on to H, approval of the minutes. Uh, do I have a motion for approval of the minutes? >> Which ones? >> Well, if someone wants to do all of them at once. >> Move to approve the minutes of the regular board meeting on September 24th. >> Second. Been moved and seconded. Roll call, please. >> Student board member Curio. >> I. >> Student board member Olivea. >> I. >> Trusty Medina. >> I. >> Trusty Deator. >> Hi. >> Trusty Jenkins. >> Hi. >> Trusty Kirby. I >> trusty P. >> I trusty Castton. >> I looking motion to approve minutes of the regular board

308meeting held on August 27th, 2025. >> A second. >> Second. >> It's been moved by Trusty Deator. Seconded by Trusty Jenkins. Roll call, please. >> Student board member Curio. >> I. >> Student board member Olivera. I. >> Trusty Deator. I. >> Trusty Jenkins. I >> trusty Kirby. >> I >> trusty Medina. >> Abstain. >> Trusty P. >> I vice I >> looking for a motion on the minutes for September 10th. >> Motion to approve. >> Is there a second? >> Second. >> Moved by Trusty Deator. Seconded by Trusty Kirby. >> Student board member Curio. >> I. >> Student board member Olivera. I >> trusty Taylor. >> Hi. >> Trusty Kirby. >> I >> trusty Jenkins. Abstain. >> Trusty Medina. >> Me. >> Yeah. This is September 10th. >> Yeah. September 10th. Yes. >> Trusty P.

309>> I But I um for the what? Sep September 27th I have to >> August 27th I have to abstain because I was not present at that meeting. >> Okay. Trusty Pra is or 910. >> 910. Yes. Vice President Casten. >> I. Motion passes. Looking for a motion on the workshop strategic plan from September 2nd. >> Move to approve. >> Second. >> I moved by Trusty Jenkins, seconded by Trusty Deator. Roll call, please. >> Trusty Jenkins. >> I. Trusty Deator. >> I. >> Trusty Kirby. >> I. Trusty Medina >> abstain. >> Trusty P >> I. >> Trusty Vice President Casten >> I. And that motion passes. Uh we're now going to and reminder everyone we still have close session so no running away. Um so uh we're going to move to board member request for

310information. Uh one of those rare moments we get to I. Um Trusty Medina, >> can I get information on how many of our schools have esports clubs or teams? Yeah, esports >> like travel. It It's um like >> like video games, >> gaming. >> Yeah, it it's actually Yeah, it's actually a really cool thing. >> I'd like more information on our uh turf fields for all the Santa Rosa City high schools >> um turf fields >> in regard to maintenance level in regard to use. Okay. >> So, deferred m maintenance levels on turf fields. Any other requests for information? Trustee Kirby then deleatory. >> Um, I wanted information on why Maria Curo was not allowed to participate in the district showcase uh upcoming and why they were also cut out of the shadow program. have

311a quick answer on that? >> I I I do. We're actually working on the showcase information in the shadow program. Nobody's cut out of it. We had a there were different permission slips that were not compliant with liability waiverss that we are standardizing and getting out to all of the schools. >> Okay. Thanks. I I didn't have time to get that to you beforehand. Sorry. >> Right. I love it that we can solve it without having to come back. Trusty Delator, >> uh, I'd like some more information on our new, um, facility rental structure and any, uh, possibility for fee reduction or waiverss for community groups. Uh, that's that's when we should get more information. We don't need to answer that one right now. Uh and then I want to add in um information on

312how our um different sports programs are supported around rallies, cheer um you know having someone actually in the broadcasting booth uh doing announcements um you know so I want to make sure that we're I'd like to understand the overall scope of how that's happening at each campus and the and any disparity or lack of or equity amongst all the different sports. >> Can I ask one more thing? >> Yeah. Trusty P Kirby and then >> I also want to know how sports are going at the middle school level >> that are on the junior senior campuses. >> Interesting Kirby. >> Yeah, sorry. And and this came out of a public comment um several meetings ago. Are we still looking into the potential to to add the assistant wrestling coaches to cover the women's portion of

313the >> I'm hearing a sports item in our >> Yes, I do believe that that we are and I think that that was one that we had talked about that may need a little bit more time to discuss and one of the issues related again is the fiscal impact of all of those things that that's really the the overarching So maybe that's wrapped into a >> let's wrap it into a bigger item that we bring in. >> Yeah. >> So, um >> I'll go ahead and add to that too because it's getting rainy and so the facilities need for especially those crammed schools Slater and Santa Rosa. Um just add that in there. Make sure that we're like transporting is needed and doors are unlocked, all the things that go with that. Maybe >> we

314can email you specifics. cuz there's apparently a lot. >> I think I think I will need to get some followup from from you. >> I'm going to close item I. We're moving item J. Public comment on close session agenda. I have no blue cards any public. >> Can we Can we extend the meeting? Do you think we need to extend the meeting for close session beyond 10? >> Can we I believe we can actually still take that motion in close session to extend it if we need to. We don't we don't does close does extending the meeting need to be an open session vote. >> I don't believe >> we have done it before in close session and they come out and reported >> report and I'd report it out as action taken. >> Motion

315to extend meeting till 11 p.m. and hopefully we don't go there that way. It's just done and taken. >> Second. >> So moved and seconded. Roll call vote please. So trustes are like you can stay here all night. >> Trusty Datory. >> Hi. >> Trusty Medina. >> Hi. >> Trusty Jenkins. >> No. >> Trusty Kirby. >> Hi. >> Trusty Pra. >> Hi. >> Trusty uh Vice President Casten. >> I that passes 51. We will be in session till at least 11. Well, we we let reverse that. We can be in session until at least 11 p.m. I'll report out on any Any additional action? We are recessing to close session to consider. Item one, public employee dis discipline dismissal release. Item two, conference with labor negotiator. Um, we are conferencing on San Jose Teachers Association,

316CSEA, Santa Rosa 75, Teamsters Union 665, uh, and public employee performance evaluation for the positions listed. uh with the intent to then reconvene to open session to report on any actions we take. We are recessed