September 24, 2025 Regular Board Meeting

001I am calling to order the San Rosa City School Board of Trustees meeting on September 24th at 400 PM. Do we have any public comment on close session items? There are no public comment cards. >> Seeing no public comment on close session agenda items, we're going to recess to close session where we'll be considering student readmission, student expulsion, conference with labor negotiators, public employee discipline dismissal release, public employee performance evaluation, all as listed on the agenda. We are reassessed. Now reopening the September 24th, 2025 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. and we have Sarah Okconor here for our Land acknowledgement for Santa Rosa City Schools this evening. I acknowledge that Santa Rosa City Schools is

002on the traditional territory and homelands of the Pomo people, traditional territory and homelands of the Coast Miwok people, and honor with gratitude the land itself and the people who have stewarded it through the generations. This land acknowledgement calls us to commit to continuing to learn how to better be stewards of the land we inhabit. By offering this land acknowledgement, we affirm indigenous sovereignty and will work to hold Santa Rosa City Schools more accountable to the needs of American Indian and indigenous peoples. All right, we now have report of actions taken in close session. The board approved the recommendation in student readmission case 202425-01. Is there an echo? Um for items considered in close session for action in open session. I'm seeking a motion in student expulsion case 202526-01. >> Motion to approve. A second. >>

003All right. I heard uh moved by Trusty Deator, seconded by Trusty Medina. Roll call vote. >> Trusty Deator >> I. >> Trusty Medina >> I. >> Trusty Jenkins >> I. >> Trusty Kirby >> I. >> Trusty Pack >> I. >> Trusty Casten >> I. >> President McN. Motion passes and then seeking a motion in case 202526-02. >> Motion to approve. >> Is there a second? >> Second. >> All right. Moved by Trustee Deator, seconded by Trusty Casten. Roll call vote. Trusty Deator. >> I. >> Trusty Casten. >> Hi. >> Trusty Jenkins. >> I. >> Trusty Kirby. >> Hi. >> Trusty Medina. >> Hi. >> Trusty P. I >> President McN. Motion passes. We'll move to statements of abstension. Are there any abstensions tonight? Seeing none, adjustments to the agenda. Trusty Jenkins. I'd like to pull

004on I don't know what number it is. Yes. Seven. F7. And and F12, please. Any other adjustments? Trusty Medina. >> Um, pull F14. And let's see. Hold on. And yeah, that's it. All right. Okay. So, I have F7, 12, and 14. Any others? All right, we'll move to the reports section of our agenda, starting with the California School Employee Association, Santa Rosa 75, uh, President Mary Layman. Good evening. Can you hear me? >> Yes. >> Good evening, President McN, trustees, interim superintendent, August, cabinet members, and community members, and everyone listening tonight. CSEA stands for students. We stand for working families and we stand for public education. Our mission is to improve the lives of students, families, and the community. And to do that, we believe in showing up, speaking up, and working together. We're looking

005forward to professional development day on October 3rd, just seven days away, and eager to hear what plans are in place to support staff and strengthen our schools. Professional development is not just an event. It's an investment in people. When staff receive receive meaningful training, our students benefit from higher quality support in the classroom and everywhere else learning happens. At the last meeting, CSEA urged the board to recognize that the budget crisis is lived daily by the staff holding our schools together. We asked you to protect our classified positions so students have safe, clean, and welcoming campuses and to confront the structural deficit honestly with a commitment to stabilize staffing and restore balance to the budget. We appreciate that SCO has approved the district's 2526 adopted budget. At the same time, SCO has determined that the

006district may not be able to meet its financial obligations this year and next. This is a serious challenge. We know the district has a history of deficit spending. Can we do choose to do things differently in the next few months? Let's work together to identify savings, reduce waste, and protect the services that matter most for our students and families. We can ask for help from state and county partners. We must explore how bigger cost savings at higher levels might protect our classrooms. Despite the challenges, classified staff will continue to show up every day helping students, teachers, and administrators. The stress is real, but so is our commitment. We believe in the power of our community. We believe in transparent planning. We believe in solutions that value the people who make our schools run. CSEA remains

007ready to work alongside you to find a responsible, compassionate path forward. Together, we ask you to protect the heart of our schools, our students, staff, and families. Thank you. >> Thank you, President Layman. Next, we have Teamsters Local 665. Is there a representative from the Teamsters Union to give a report? All right, then we'll move on to the Santa Rosa Teachers Association, President Katherine Howell. Good evening, President McN, superintendent August, members of the board, members of the community. Uh, a few hours ago, right before I started thinking about what I was going to say, a friend and fellow teacher texted me, "We're not talking about budget tonight. I thought we were talking about the budget tonight." And I paused a second. I guess the answer is no. But obviously the answer is yes because everything

008we're going to discuss for the next few months and every agendaized item at these meetings for however many months it takes from the report tonight from SCO to the redistricting that'll be talked about all of it is about the budget. All of our focus is on keeping our district solvent and out of state receiverhip. That's where it needs to be. That's where our focus is. Every decision this board makes should be made with balance budget in mind and controlled spending that makes sense. We all get that and we all agree with SCO's statement that's in the 48page report tonight that I didn't read every word, but I did read these words and it says, quote, "The trustees cannot blink, defer, or waver from the difficult but necessary actions required to end deficit spending, rebuild reserves,

009and confront fiscal realities directly." End quote. The teachers are feeling this right now. We know tough decisions need to be made, but we also know that this fiscal crisis cannot be solved on the backs of the teachers. We are at capacity. We are stretched to our limits and we are being forced into unsustainable teaching conditions that are amplified and exacerbated by large class sizes, crowded classrooms, lack of space, and administrative decisions that are detrimental to students. A few examples. Some two teachers were involuntary transferred from one school to another in the third week of school resulting in class restructuring at Abraham Lincoln and students being resorted into new classes with different teachers. Third week of school counselor ratios around the district are out of compliance with contractual ratios. Councilors are being told to just take

010on more students and do more work with no support or compensation. Nurses and LVNs at Monroe are being asked to do medical procedures in a room with no sink for handwashing between students. While in the same room simultaneously at times it there's an SLP who's meeting with students and giving them speech therapy. The class is being held in the li library computer lab at Proctor Terrace, an actual class in the rest of the library, music blitz, instrument storage, and offices for 11 other professionals. How do any of those students focus on anything? Special ed teachers in Santa Rosa and Montgomery have been have no assigned classrooms of their own and have had to search out quiet private spaces to make confidential phone calls, to hold IEPs, and to prep for their students. One teacher at

011Santa Rosa High School actually used her own time and money to fix up a space to make it liveable and usable for other special ed teachers so they would have a place to prep. It's not private enough for IEPs, but at least they can work there. And yet, we're being told that the upcoming budget cuts are coming from staff and programs. That go in their letter to Santa Rosa City Schools suggested not once, but twice that part of our budget was caused by large salary increases over the last few years. I will pose this question. How can our compensation be below state average, which it is, and still be part of the problem? How can you blame CSEA members who some are still earning less than Santa Rosa minimum wage and say that that wage

012is part of the problem? More teacher and staff cuts are not sustainable. Increasing the capacity of the classroom is not the solution. We need Santa Rosa city schools to be attractive to our families and our students. Closing more schools, moving boundaries, packing kids in like in sardines. These are decisions that will drive families away. Don't blink, don't defer, but keep students first and foremost in every decision and thought. Our students deserve the best we can give them every day. Thank you. >> Thank you, President Howell. Next is our superintendence report. Thank you. And um yes, I I will reiterate what President Howell said that everything that we talk about is budget related. Everything that we do is focused on that in support of students and the best use of our resources in providing that educational

013experience. I also want to acknowledge as I as I have at every report and I think it's important that we continue to do so the great work that our staff is doing in conditions that are not ideal and are a real challenge. I understand that and we still we appreciate everyone showing up every day with kids centered. So thank you. I'd like to for a moment change to a little bit of a highlight and that is about around two exciting things that we did this over this last week. Uh we had a groundbreaking at Piner High School today for the new two-story building there for for the uh junior uh junior program starting next year and we held the ribbon cutting the official ribbon cutting ceremony for Montgomery High School for the uh two-story building

014there. Uh those are two new classroom buildings that will support our junior and senior high programs made possible by the investment of our community through the passage of Measure C in November of 22. I want to emphasize as we're talking about budget and some of the questions that come up regularly, measure C and measure G funds must be used for facilities projects within the scope of the projects approved by voters and are separate from our general fund which will be discussed um as part of the report this evening when we when we do a brief overview of that portion. I also wanted to talk about back to school nights. So, we over the last two weeks between our last meeting and this one, we had our uh secondary back to school nights, I had a

015great time visiting Hillyard Comtock and Elsie Allen for a portion of each of their events. Saw some great things happening there. Lots of excitement, positivity, um lots of great work from the site teams. along those that same uh thread with site visits. It is my goal to get to each site roughly once per month uh for regular visits with attendance at special events as I'm able. And during the visits, I often observe classrooms. I listen for glows and grows and just try to get to know some of our staff. So, if I'm on your site, please say hello. Happy to to have a conversation and hear about what your experiences are. I really appreciate when staff take the time to to share that with me. On Monday, we held the first superintendent student council meeting

016for this year. It was very well attended. Uh thank you Johnny for being there and it was great to hear from our students. This first meeting was held at the district office where we toured and talked a little bit about the function of the district office in supporting school sites and student learning. The other uh meetings will be held and they will rotate between our high schools. Uh we will also be having multiple discussions this evening on how we best serve our students with the resources we have available. So again reiterating that that all of the discussions, all of the choices do have an impact on fiscal. We also have scheduled our first superintendent advisory network meeting for October 7th. This is a group of parent representatives that have been referred by uh their site

017principles for participation. So I look forward to meeting with that advisory group. Uh and tonight, as you heard, we will have our uh SRCS and SCO partnership presentation for the six areas uh that our district has focused on in partnership with the Sonoma County Office of Education. I want to thank our ad hoc our board members uh who participated in that ad hoc committee for being a part of this process and I'm grateful to members of our team who are leading this important work in collaboration with SCO. Thank you um for being here with us to provide that overview. You will not hear from all of our cabinet team. You will hear from many of the of the teams that have been down in the on the ground floor getting the work done. Uh we

018are taking action as a district and focused on clear goals and we see the urgency of where we are and are here to do the difficult but necessary work ahead. Uh to talk also about something that President Layman brought up. We are excited for our upcoming professional development day on October 3rd. The focus for this day will be on multi-tered systems of support and the ways in which each of us contributes to quality first instruction. This includes the through line for our classified staff and others who may not work directly in a classroom. So, making sure that we have that common understanding that we are all here to support quality first education. Thank you. Thank you, Superintendent August. Um, sorry, lost my place. All right, I'm going to skip my board president report and go

019to other board members if there are reports. Trusty Jenkins. Hello everyone. Since there's so many new people in here, um something that I think sometimes gets overlooked, we have a screen right in front of us. So during comments, if we're not looking at you and we're looking down here, it's because we can see you better. Um just to point that out. I didn't know that for the longest time when I was attending meetings. I'm like, why aren't they looking at people? So, that's part of it. So, um it has been a busy couple weeks. I attended and spoke at back- tochool nights for SRFAX, MHS junior program, and the excuse me, Montgomery High School junior and senior programs. Attended the ribbon cutting at Montgomery. Um, which was beautiful. By the way, I don't recall seeing

020any of the Press Democrat normal faces, so I'm hoping that they were there. It was just um it was a really great experience and those tacos were delicious. Um I took the Masters in Governance course one through CSBA. That is something that is offered for uh new trustees um to make sure kind of that we're grounded in the work that we do. and I took a tour of Proctor Terrace. Additionally, I've been attending lots of flag football games, football games, and attended the JV volleyball tournament at Rancho Ranch last week. This last weekend, I guess. Um, this week I did meet with some of SRTA as uh some as as board members. We are trying to meet with them kind of regularly uh just to build bridges and and make relationships with um with all

021the staff that we're serving. I'm hoping to tour to tour Burbank, LC, and Santa Rosa High in the next few weeks to about a month depending on schedules. Thanks, >> Trusty Casten. >> Thank you. I had a very busy couple of weeks. Um I attended the San Rosa Junior College uh president's address and uh it was very informative. There was a lot of reference to collaboration and to how students are actually coming into uh SRJC from our schools. I see a lot of room for us to work with them in the future. I had conversations with folks especially about how they've implemented changes to their math curriculum that I think were particularly interesting considering much of what we were dealing with around math. um on our campuses. So, it was a very informative event. Uh

022attended the Montgomery uh high building ribbon cutting as well. Again, it's a wonderful building. And it was great to see it filled and done a tour when it was still almost finished with construction and just everyone who put all the work uh from constructing it to making it habitable and then the teachers and our CSEA staff who made it so actually be open to serve students at the beginning of the semester which was not the original timeline. Um you know I just my heartfelt thank yous for making that happen. uh Santa Rosa High. I was able to attend a tour of the Art Quest facilities and get an eye on the space concerns that we've been hearing about there. Um and I I will agree with the folks who sent us emails saying that the

023some of those basement storage areas could be used for Halloween very effectively. Um and obviously there are very real concerns around flooding um and damage that could happen. So I know our team's uh working on those and superintendent was you know with me and you know I think first seeing it firsthand was really help um impactful. I also was able to visit LC Allen um and you know I we'll get into a lot of that I think on our agenda item later today. So it was very good to hear about it firsthand. Um, I attended the Piner ground bait breaking for the new building there. Uh, which was, uh, you know, it's it's, I got to say, it's a real whiplash type of couple of weeks because we're going between these budget and then we're

024also doing these very positive forward thinking, um, events. And so, I've been moving from excitement to dread to excitement. Um, and I I know a lot of you are doing that as well. And that's that's how attending these and having these conversations has been for me in the last couple weeks. And then I was also able to visit Proctor Terrace today and see some of the safety and sight and space concerns um firsthand that that we've been hearing about. So I appreciate everyone that hosted me over the last couple of weeks to see these uh challenges and opportunities and I you know some of them are on the agenda today, some are not and we'll we'll get to those. Um, you know, I I appreciated uh President Hell's comment about how everything we're talking about

025is budget related, even if the word budget is not there. And I think it's really important to recognize that a lot of what we've seen in the press and a lot of what we've talked about up here at the DIS has been around needing to have expenses and cut expenses and cut spending and that's an incredibly important part of the conversation because of where we're at in our budget cycle. Um there's not a lot left to do around revenue out. We're we're at the point where enrollment is pretty much set. The path for that is there. Um we have one big lever which is attendance. So you know the more students who show up, we find out what our budget is for for the year, 3 months after that year closes because it's based on

026our students actually showing up each day. So we have to make spending decisions in anticipation of what the behaviors are. And it's been really heartening to see our enrollment numbers being up from where they were last year. So I think it's important for us all to recognize how important attendance is every single day, not just for the revenue, but also for the learning outcomes for our students. So doing the right thing for our students and for our kids and having them at school and their future success is also the right thing for our school's budget. And so that's a really important lever that we need to keep an eye on is keeping those attendance numbers up. Um the other elements of revenue and they're not on today's agenda but they are coming to the finance

027committee meeting on October 6th is you know we are also a community and there's some levers that we can pull there and it's going to be time for the board and starting at the committee and then coming here to talk about whether or not there are revenue measures um especially around potentially going out to the ballot that we should be looking at. So keep an eye out for the agenda for the finance committee. um we'll be meeting on the 6th and that'll be the first conversation before it comes to the board here to discuss and then it's also discussing on the facility side uh potential revenue measures and so one of the things that we'll start discussing at the committee and then coming to the board is the creation of the 7-Eleven committees um for

028some of the decisions that we made last year around consolidation. So for folks to know we're not just looking at staff 82.6% 6% of our budget is staff. We're going to have to have that conversation and it's going to be hard and I also want to make sure we're having the conversations about the other things that we can do and so that's going to be driving forward and I hope the finance committee meetings are open and public and it's an early opportunity for everyone to engage with a few of us as we're getting ready to have the big conversations here. So, please watch those meetings or attend. Thank you, >> Trusty Delator. >> Thank you, President Mali. Um, love using this time to just celebrate a couple wins. Um, did get to have my boots

029on the ground and visit the middle schools for back to school night on the 11th. And the most beautiful thing about those experiences is the interaction with the students. uh to meet students that are there with their families and um hear direct feedback from them of what they're enjoying and what they're looking forward to and what they feel they may be lacking and looking for. Um it's a great connection to those sites and to the community were directly attempting to serve. Um so I really appreciate the students and families taking the time to speak with me while I was there. Um I since we are having a report from SCO tonight, I want to thank SCO and all the professional capacity they surrounded us with during the ad hoc meetings um to really uh highlight

030some growth that we can look forward to and opportunities to uh write the ship and rightsize uh what we're dealing with so that we can continue to find ways to use our limited resources and build enriching opportunities for all of our students. So, um it was a great opportunity. I'm really appreciative of the work and know that the work goes beyond the ad hoc. Um SCO is here to support our district as they are here to support all the districts and we will continue to partner and work together uh to find things to do what we can where we can. Um had the phenomenal opportunity of spending time with some of the staff at the Pioner groundbreaking today. Um Vice President Casten hit the nail on the head. It's a very emotional roller coaster to

031do the things we're doing because we are dealing with a very harsh, painful realities of um budget cuts again and nobody enjoys or appreciates that work, but it's very necessary. And then you get to spend some time today where you're thanking the community for the investment they've made into our public schools through passing bond measures and have an opportunity to break some ground and build a new site that's going to expand opportunities for students to learn and grow and for teachers to have great spaces to provide those opportunities. Um, as a former Piner alum, to be on that site and just to recognize all the amazing things that are on that campus now that were not there 30 years ago was pretty special. Um, and to have any piece of opportunities to build and grow

032and increase capacity of any of our sites um is truly special work that I'm appreciate to be a part of. Um, please continue to communicate with us. Send the emails, make phone calls, make sure to stay connected with all the trustees so that we know how you're feeling and why you're feeling that way and what things are working and what things are not working. So, we continue to fine-tune the processes and make sure the right people have the information and continue to work on this. Um, this is a continued process. Nothing is finished and running smoothly yet. We continue to work to grow and make things better. And it's that communication from you that we need to make sure those things are happening. Thank you. >> Trusty Medina. >> Oh, thank you. Welcome everybody. Um

033let's see. You caught me off guard a little bit. I um did want to report well first off wanted to send a big thank you to um Evelyn Mendes who's recently appointed uh Sonoma County registar voters for sending staff out today. I had the opportunity to be um at a high school youth voter education and registration event today. Um I think our student trustee John Gario registered to vote. Um students 16 or older could pre-register and if you're 18, you could actually register. It was surprising to to see how many students will be turning 18 in time to vote this election. So that was really cool. Um but also um in talking to the registar, they're collaborating with the League of Women Voters. they'd really like to get into our schools to register um uh

034students to vote. They'd like to set up a county to be one of the counties with some of the most um students engaged. So, if if uh you're interested, contact register our voters. Reach out to me. I'd gladly connect you with the League of Women Voters. They're interested in going into like classrooms to speak about registering to vote or having voter registration events. I think I heard they did one at Center High School at a football game. So, that'd be awesome. Um, I did also want to know, so this was at our last agenda. There was a letter attached about the September 15th through 26th being the high school voter education um, weeks. Um, one of the things that it also addressed is is the state seal of civic engagement, which is something that I'd

035really like our district to do. Um, I've emailed the superintendent just to follow up to see if we could elaborate on making that actually happen. We do have it as part of our board policy 5126. Um, so I I really would like us to be able to implement that. That way our students um get a a seal on their diploma when they graduate for work that they do in getting involved in our community and being civically engaged. Um, additionally, I just really wanted to highlight um I was really glad about some bills that were signed by the governor over the past week. Uh, specifically SB627, SP 805, SP81 all around immigration. Um, but I'm looking forward to AB49 and SB98, which have to do with our schools, um, as to what we're going to do

036and what the policies are that that we'll need to implement here about keeping immigrants safe and communicating with immigrants families as it relates to ICE law enforcement on our campuses. Um, outside of that, um, I just let us get on with our meeting. Thank you, >> Trusty Kirby. >> Hi, good evening. Um, I'll keep it short. I know our agenda is long this evening. Um I was able to ascend attend the back to school nights at junior high for Santa Rosa and Ranken Valley Middle School. Um and then for the senior highs I was at LC Allen and then Piner. Um got to see the also the breaking of the ground that's starting the new building there. So uh really excited about the new building coming to Piner. Uh also got to meet with the

037LC Allen admin team and then uh also attended the ribbon cutting at uh at Monty for the new building. Just a absolutely beautiful building there. Uh look forward to getting around to some of the other sites in the next two weeks. That's all I have. >> Any other board member reports? >> Trusty Pratt. Real quick, man. Um, I'd be remiss not to mention I was also uh spent some time at LC Allen last week. My schedule did not permit me to go there for back to school night, but um I was some spent some time with Principal Cunningham and there's a just a an amazing new air feeling at LC Allen when you that the paint job a simple paint job just the way you pull up the energy that that campus presents. Now you

038see it in the students. You hear it in the students. You hear it in the staff. Um, some really great things are happening at LC that I'm excited about. Um, and it was great to meet and speak with Angel and uh, Casey and just hear more about what they're doing and why they're doing it and how things are going. And I really want to make sure I said thank you for that opportunity. >> Trusty P. >> Thank you, President McN. So last week I had my new hire or my new trustee orientation at the district office and um when someone says you're going to be in meetings for 5 hours, it doesn't seem like that's how I want to spend my time, but it was really informative. I really enjoyed meeting each cabinet and learning

039more about uh what everybody does. I have a follow-up meeting with John from special ed because him and I were nerding out with everything that I was learning. Um, and so we'll be meeting again next month. And I also visited Elsie Allen. It's amazing what a simple paint job can do cuz like for me when I'm having a bad day, I want to look good so then I feel good. So, I can only imagine what it must be for those students going onto that campus because that paint job is probably 15 years in the waiting process to get done. You know, I graduated from LC Allen in 2003. And I'll be honest, it looks like nothing's been done in 22 years that I've graduated. We don't need to age me, but I must be nice

040for those kids that go onto that campus and for the staff to see just what a simple paint job can do. I hope our district can fix the um signage on Belleview because that is faded and um maybe facilities can do something for that. But it was a pleasure meeting your pres uh principal, Mr. Cunningham. I love his energy, uh his passion and everything that's happening at Elsie. It's nice to see. Uh I can't wait to go back for the car show. He didn't tell me the date, so uh you'll probably tell me when the car show is going to happen. You'll tell me. Yeah, I want to go to that. And oh, okay. Uh tomorrow I'll be visiting Burbank Elementary and Santa Rosa High School on Friday to participate in the fight song. I'm

041excited for that. And I just want you to know um you know I'm gonna take my role seriously and I hope to visit every school or at least two schools every month because I how can I make decisions or at least informed decisions if I'm not visiting your campuses and meeting your staff and meeting the kids. So that's all I have to report. >> Do we have a student board member report? Go ahead. Student member Creo. >> Thank you. Thank you, President McN. And um thank you for all of you in the committee for showing up for today's meeting and taking the time out of your day to be able to be here for this. Um I'll keep it really quickly because we have a lot to go through, but I just want to highlight

042from an event that happened today at LC with the high school voter education panel that we had. That was an amazing opportunity that I even got to participate a little in where people at my age are able to immediately register to be able to vote for upcoming elections. Not just only presidential, but governors and other small elections, props that are coming up. I won't be able to vote for this one for this upcoming November, but by next year I'll be able to. Um but another thing that um Superintendent August highlighted about was this week on Monday we had our very first super um superintendent student uh leadership council and honestly it was one of the most amazing moments to be a part of seeing all these students from every single one of the high schools

043just show up and everyone to be greatly engaged with each other. I can clearly say not a single student was silent or didn't have anything to say. Everyone was participating, everyone was engaged, everyone wanted to be there at that moment. And that just made me really be grateful for having this kind of opportunities for us where everyone can collaborate once together and come up with these grand ideas or thoughts together. And it was just an amazing view to see all these students all excited and happy to get their voices out and actually get to get information as well. So I was just really excited and happy to have that. But that's all. Thank you. >> Thank you. >> We will now move to public comment on non-aggenda and consent items. Um you will have two

044minutes each. 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 Jim Carroll, followed by Shaina Kirk, followed by Micah Carlin Goldberg. Good evening. Uh Jim Carroll, Santa Rosa High School. Uh over the past month, I've had the opportunity to visit the district office on Stony Point twice. Both times I've come away wondering just how we can justify such opulent spending when our district has been operating at a loss for years. It's startling when our classrooms with our children inside don't have an operating air conditioning system. When our staffing includes putting multiple sped classes in the same room. when we're actively cutting teaching positions yet hiring at the district office. How did we get here? I know that many of

045our problems are generated at state level. The hoops school districts have to jump through are just ridiculous. The educational industrial complex is at its heart driven by the need to show profits to their shareholders, putting them in direct conflict with the nonprofit mission of the public education. We are not and never should be a profit machine. That said, it would be disingenuous of me to complain without voicing any sort of solution. So, I propose two things. First, with the federal department of education imploding, why don't we actively dismiss any and all hoops that they have required and that are now redundant or just not necessary due to California's own requirements? Secondly, rather than investing in more district office personnel to handle the suffocating and ultimately unmanageable hoops from our own state, why don't we send

046people to Sacramento to lobby for sanity in the K through2 educational world? Lastly, I encourage the district office to resist the hiring of transitory climbers. They have no intention of sticking around and working with the community. They just want the next level and pay grade. There is no continuity nor accountability. I'd encourage you to look for the next Doug Bower. Santa Rosa born and raised committed to the community. That's it. Thank you. >> Thank you. >> Next is Shaina Kerr, followed by Micah Carlin Goldberg, followed by Ashley Bell. >> Good evening to the board, Superintendent August, to all that are listening. I'm Shaina Kirk. I'm part of this community as a parent mental health provider and advocate for the LGBTQ plus rights to the community. In light of recent events, it has come to my

047attention that regulation number 6115 of board policy could use an update regarding display of the flag, more specifically when the flag should fly at half staff. There are eight listed occasions and these actually differ from the norm statewide with number eight so vaguely stating on other occasions by order of the president and in accordance with presidential instructions or orders. Surely when this policy was updated in October 2024, this board did not anticipate the current state of affairs, such as a president who not only neglects to bestow such an order, honoring former govern government officials who may deserve the honor, but instead chose to disrespectfully put forth orders as to fly the flag half staff for a private citizen well known for harmful speech against women, members of the black community, and truly violent language against

048the trans community. I don't condone violent acts, but I also don't believe we should be forced to comply with inequitable and poorly thoughtout whims of this president when doing so causes pain to members of our community who really don't deserve to be reminded of an oddly sanitized legacy of a person who unfairly targeted marginalized communities. So maybe we can revisit more specific language in regulation 6115 to not be so rigid in following president's orders. Maybe now in such an odd time if the superintendent has to make a call like this, she can consult with a team or group to make an informed judgment rather than being forced to defer to such hateful persons capriccious illinformed orders. Thank you. Thank you. Next is Micah Carlin Goldberg followed by Ashley Bell followed by Margaret Boone. >> Good

049evening. My name is Micah Carlin Goldberg. I'm a sixth grade teacher at Steel Lane Elementary. Um, I want to tag along with what President Howell mentioned. Um, the chaos caused by our district level administrator's choices. Steel Lane also had a class collapsed more than 3 weeks into the school year. We had gone through the hiring process for a new teacher for that classroom. We had held interviews. We had sent their information forward to HR. And then a week later, we were told, "No, we're not going to hire that person. We're folding that classroom." that took those 20 students and split them up into two other classrooms. We had a four five combo changed into a 56 combo and the teacher who was there had already been invol in voluntarily transferred from another site. Like we

050knew last year we needed one fewer teacher. We went back and forth between the FTs last year. Also, you say we have 83 something% of our staffing spent on people. State law says 55% of our money has to be spent on direct classroom instruction. We don't meet that goal. So where is the other 32% coming from? It's not at the school site in the classroom. Perhaps we need to look at the district office, which has more people now than they did last year, spending more money than they did last year. And I have to say, I really hope that the board takes their supervisory role of our district seriously. Right? The school district administration is the executive branch and you are the check and the balance against their choices about how they spend money and

051I have no trust in the district to do it correctly. Last year we had a terrible principle that was in it was instituted over the objections of the hiring committee by Vicky Xans and then when she was completely incompetent they came in to help us and instead we got to listen to Vicky Xans and Dr. Roger Castro tell us what terrible teachers we were at Steel Lane for 45 minutes instead of getting help. So maybe we can change that too. Superintendent August, I believe you were in the room. >> Thank you. Your time is up. >> Thank you. >> Next is Ashley Bell followed by Margaret Boon. >> Ashley Bell, Santa Rosa High School. This plan isn't working. You've been told it isn't working. Not by the people in the nice offices with the indoor

052water feature and the functional HVAC, but by the people working with your students. The sped team at Santa Rosa High is being asked to do more with what I think is impossible or unsustainable. Most of them are sharing rooms and rotating from space to space between periods. I see them literally running from class to class with bags of their things. They have very few meeting spaces and the ones they have are not sufficient. The last two IEPs I went to were in a room with a conference table that was about a foot wide because that's all that would fit. I was worried about kicking people because the table was so narrow. There is no space for 504 SST meetings besides a windowless office with three seats, conference rooms or classrooms and closets or clo conference

053rooms. I'm worried about my admin team. They're being asked to do double two faculty meetings, two maxs, two elocks, two site councils, two lunches, two breaks, two staffs, two bell schedules, two sets of parents. And I'm sure I forgot something. And they're not the only ones either. Many members of CSCA and counselors are now doing two jobs. There's overcrowding and overages in elementary and my middle school peers still don't have the facilities they need. And while all this is happening, the DO is growing. Their HVAC is working. Their giant sticky notes and their fancy pens are being delivered. And our staff, we're being told to brace for what's next. That we're in this together. But we're not. There is nowhere in the classroom left to cut. The only place left to cut is the DO.

054They will need to share in this burden of financial chaos that was caused in part by the people working there. They may need to relocate to a school site. They've thrown up cubicle walls and doto for the middle. And if it's good enough for our students, it's good enough for them. Classrooms are wired and empty, and they can learn to wait in line for the bathroom like the rest of our staff. You want me to be on board with this? Let's see some equity. The people making the least and spending the most time with students are being hit the most. Don't listen to the claims that the deal can't possibly lose a single person. SRTA and CSA deserve better because our students deserve better. Classroom spending is mandated as 55% of the budget, and it's

055the only place that they underspend. Thank you. Next is Margaret Boon. Um I was reminded by Trusty Casten's comment about how we're trying to improve attendance that last year, I think it was Santa Rosa Middle that worked really hard to get in all their free and reduced cost lunch forms to increase their budget in uh Title One funds. I don't know if that's still how that works, but I know in special ed, you know, when when our kids lunch depended on that, we were super, you know, like filling those out with parents, like doing anything we could to get those in. I haven't done that in years. I don't think a lot of people do. Maybe that could be somewhere where we do a huge blitz and make sure people are getting those filled out

056so we get all our money because we need money. Thank you. >> Thank you. We'll move now to our consent items. Seeking a motion on items F1 through 6, 8 through 11, 13 and 15. >> Moved. >> All right. Moved by Trusty Casten, seconded by Trusty Kirby. Roll call vote. >> Student board member Curio. >> I. >> Trusty Casten. >> I. >> Trusty Kirby. >> I. Trusty Jenkins. >> I >> Trusty Deator >> I. >> Trusty Medina >> I. >> Trusty Prack >> I. >> President McN >> I. Motion passes. All right. Looking now at F7, approval of request for proposal for Boys and Girls Club Sonoma Min. Is there discussion on this item? Trusty Jenkins. >> Yes. I pulled this um for a few reasons. Uh, one of them I mean there's lots of

057reasons. So this is for boys and girls club on the middle language the 7th 8th that also includes five through eight on Rinken Valley and one there's it it includes a designated space for um for the programs at these locations. the locations are specifically pointed out, but I understand that it can be used a little bit more broadly, but specifically at Montgomery and um and Santa Rosa and Rinken Valley. My understanding is that Commtock already has a program. Yes. Um and that this is an expansion of that program, but there is no I'm very concerned that there is no space at these schools for a designated um room for an afterchool program. That's one of the concerns. But one of my one of my big concerns is that while providing these services for free to

058only our neediest families, we are not being equitable. Um, with the low average rent of a two-bedroom apartment in Santa Rosa being about $2,300 a month. That means that unless you have a housing voucher and can use it as at said apartment, household income needs to be at least on the low side, $69,000 a year, which by the standards of free and reduced lunch is for a family of five. I do not think any family in the district who cannot afford a two-bedroom apartment with elementary age kids who cannot stay home by themselves while their adult is working should be paying for after school care. Personally, I'd like to see us using this big bucket of money to expand how we care for our students in elementary schools and not create new programs for seventh

059and eighth graders, fifth, sixth, seventh, and eighth graders. Um, of which we don't have dedicated spaces for. And I think that we can do better with what we have and not start new programs that require additional resources. if there's any feedback on that. >> Thank you very much. Good evening. My name is uh Michael Rhyr, director in educational services. Uh great to see you and thank you so much for the questions and the time to um address the issues. Um, so if I may first uh I I just thought I'd give a quick high-level overview of of how we got to this uh opportunity here this evening. So last year uh we had uh submitted an application for additional afterchool monies. ASUS monies are swept by the state of California annually and aggregated and then

060redistributed uh every year for additional programs. These are restricted funds so they can't be used for general purposes during the school day and uh h have of course a rather narrow you know set of rules that go uh with implementation. simply they're designed to be used for afterchool programs and and um generally speaking they target um younger learners and when I say that I mean grades K through 8. So that's the focus for these funds. We were fortunate uh in our application it was submitted on January the 15th. We heard back from the California Department of Ed on July the 25th that we were awarded $1.5 million. That's in addition to the uh existing ASUS monies that eight of our schools received and also in addition to the ELOP funds that the district receives. And

061that's important to understand because both of those monies, ASUS monies and ELOP funds are used to support afterchool programs, before school programs and also summer school programs. Anyway, simply here before I get get into uh some of those finer points, I just wanted to mention that our our team uh worked to move very quickly. Uh so I was I was pleased with the monies were awarded very late in July. We posted an RFP uh request for proposals together with the business services department and um I was impressed with um you know inquiries from nine different uh companies vendors uh who all have experience of course in offering great programs to kids and we received seven completed RFPs in a two-week window. uh we put together a team a team of six of us to review

062the RFPs and u um simply came to a recommendation. The recommendation is is summarized or codified in the proposed contract before us this evening uh in conjunction with an existing partner who after you know reflection from the team and evaluation study conversation was selected you know for the work. I think that's important to note because we've had a, you know, an existing relationship with this vendor, a successful one in after school programs and summer school programs for a number of years now. To trustee Jenkins uh points, if I may, because I want to make sure I understand that and answer those as well. So, you know, the the key word for me here, I think, is opportunity and celebrating the growth of programs in afterchool or summer school spaces that really work to complement what

063we're trying to do uh in our schools during the regular school day. The advantage of growing out these programs at middle schools um actually um particularly now at this time for our school district is one that that sees our district at a crucial point where we're combining schools, right? and now have the opportunity to provide those school sites with additional supports a little bit to help sand off some of the edges between kind of the joining of the two teams to provide additional supports. So I see it as a real win actually for those combined schools. And on another point, you know, in my work with the um in the last three years, we've developed, um a support group, an advisory committee, the ELOP ASUS committee. It's um a a a group of parents, uh

064educators, and administrators who have helped to advise the district's use of these funds, ELOP funds and ASUS funds. And one of the key things that they have repeatedly asked us for um is additional time for our middle school students. Many of you will know that that the middle school day in our school district typically ends around 2:00 p.m. 2:5 220. And I have heard from many many parents who have asked us to one consider looking at lengthening the instructional school day or if we're not able to number two is working to build out supplemental programs that round out the educational experience and provide working families with safe, secure programming on our campuses. and and that has been made uh loud and clear to me by our middle school administrators, principles, and also particularly middle school

065families. Uh I was out at Ryan Partika's Slater Middle School uh listening to a group of parents and uh they repeatedly asked me to try to work at this. Anyway, not to go on too long. Um, just to wrap up, you know, I do see opportunity for us here on multiple levels and um, you know, I I'm keen of course to listen to additional guidance as we build this out. It's still not, you know, formally developed, but we want to, I think, uh, harness these monies and this opportunity, um, to build out additional opportunities for our kids and families. So, Michael, thank you. It was a really great explanation of where the money's coming from and how can we use, but I still haven't heard Sarah's main point. And perhaps this is to you, um,

066Superintendent August. Do we have space for these programs? because we have a high school at San High School that we're using for a junior senior high program and we're being told our quest has no storage and space is completely compacted, but we specifically put in these contract there's going to be designated space for these after school programs. >> My apologies. Thank you. I I knew I had missed some things. I got carried away with the background there. I'm sorry. So, I I I'll say it like this. you know, uh, at our elementary schools, which are much smaller physically, you know, I'm seeing anywhere from 2 to 400 afterchool students, depending on the campus. A campus like Santa Rosa High School, which is where we intend to have a new program here, is is something like

06788 or 92 acres, you know, um and we're only proposing an afterchool program, for example, at Santa Rosa High School of 200. simply um to answer the question directly, yes, I see lots of room on a large comprehensive high school campus for >> it's a it's a dedicated spot though at each of the schools like a dedicated room is what it says in the contract. >> Yes, thank you. Um, so, so number one, I see room for 200 additional students on a campus the size of, you know, 92 acres. To your point on the dedicated space, one thing that's really impressed me about our partners is flexibility. So, you know, when we've worked with them and I've actually helped tour campuses to look for offices or spaces, you know, always um I think the answer

068that I've been impressed with is a willingness to be flexible and to make it work in service of kids and communities. I don't think our partners see it as, you know, a dedicated space. They think of it as an opportunity and have always been flexible in working around the constraints of the site. Superintendent August. >> Yeah. So, so to clarify what that means, typically it doesn't it means that during the time that they're there, it's dedicated space. So, there's not conflicting things going on at the same time. Would that be an accurate way to describe that? So, they may have a space that's used for one thing during the school day and used for something else after school. >> Absolutely. >> And they have seen the space that's available to them. We haven't done a

069a detailed tour of the sites yet though, but that is on the a facilities walk through is is typically done together with the administrators at the site. >> There additional questions. >> So they're agreeing to something that they haven't seen yet. That's my understanding. >> Can you repeat that? >> So we're agreeing to something that we haven't seen yet. the >> the site >> the vendor has not seen the specific room that they would be using. >> Yes, that's right. And and uh I'll just add that that's typical or it's not atypical. I mean uh frequently we enter into contracts with uh with partners um and work through the fine details after the agreement's you know been finalized. >> Mr. Jenkins, >> can the monies be used to supplement already established programs or does it

070have to be in this new development of new programs on campuses that can they be used more efficiently for the programs that are already established? >> The answer is yes to both. So in our application that was awarded, some of the schools that received monies received new monies growing out the programs. So, the three in front of us tonight are brand new programs. Uh, you'll notice that the contract is for roughly $600,000, and the remaining funds from from the new award are to help grow out existing programs at our other schools. >> Pre wondering if there's like equipment or supplies that they need and where will it go? like if there's no space to store it. >> With the leave of the board, I'd like to invite Miss Hur up. Hi, Michelle. Yeah. >> Uh

071the specific questions around do you have what you need >> in order to execute this? That's a great question. Thank you so much for the opportunity. >> Also, actually, if you could introduce yourself. >> Absolutely. My name is Michelle Hury. I'm the chief operating officer at Boys and Girls Clubs of Sonoma Marin. Um, I've had the opportunity to work in partnership with your district since 2011. So, thank you for allowing us to be a part of the lives of your students um and a part of the fabric of your schools for so long. and we're so excited um about this opportunity to stay with families that we've already developed relationships with into their junior and high school programs. Um yes, we will have everything that we need. Um the good news about our partnership is

072we have uh an administrative office center um on West College in North Dutton um where we keep most of our supplies. Um and we're working on 10 of your campuses now. Um and we know that there are space challenges and um we keep a lot of things that we need at our administrative facility and then bring them to your campuses to run the programs. Many of them serving 150 200 kids a day. Um and we work together uh with your um site staff to find appropriate storage space for the things that are a little complicated to to carry back and forth. But um we know it's a difficult time around space and we're very flexible um and happy to work with site level staff to figure out what'll both um meet the needs of the

073site and the kids and families that we work with every day after school. >> Any other specific questions? >> Yes, Mr. Kirby. Um could you backgroundwise just explain how how do students qualify at the program for the program and is there a cap at any of our campuses that we're looking at? You know someone if someone if it is capped how how would we serve those students? >> Thank you. So the monies uh ELO monies and ASUS monies um ask that we you know reach out to particular student groups and encourage their application first. Unduplicated pupil count students is broadly the term. So what we've done for the last number of years is we have first reached out to those families and asked for applications. We've done this successfully for the afterchool program and also

074our summer school programs. Then you know we've opened it up more broadly simply to everyone in the district for continued application. So, we've been able to prioritize the students, you know, that the monies are intended to serve and then work very hard to broaden it out. I'm pleased to tell you also that this year, you know, I think it's important that we've grown out the programs in the last two or three years together and have had this year 2,448 after school applications and had and had for a a brief period zero um applicants on the wait list. Now, that's changed recently. It's increased now to 63, but you get the point. What we've done is grown out the programs and worked very hard to minimize any waiting list. And that includes both UPC students and

075students who are not eligible as well. So, we're trying to serve as many as we can. >> Hey, thank you. Any remaining questions? Trusty Jenkins, >> are we able to use some of that money to help the families who do not qualify under the free and reduced because that is an ex that's a federal number. That's not a Santa Rosa Soma County number. Um, are we able to use some of that money to expand our services to the families who need it? >> We are. we are able to and uh we have had uh conversations around um around that possibility. >> Is there no further questions? Is there a motion? Trusty P. >> Is there a conflict if is our school sites um if there is daycare like at the fifth and sixth grade? Uh

076what's that one school the >> No, Rink Valley Shreks. Shreks, thank you. If they offered if there's daycare there, is there an issue with the Boys and Girls Club? >> I believe they operate jointly on multiple sites. Miss Harry, if you want to actually talk about how well you've been integrating with >> Yeah, thank you, Trusty Casten. Um, we colllocate um at a number of your campuses already with um the district run childcare program. Um and uh we actually look to bring kids together in the out of school time. uh doing activities together where we can um and making sure that the kids can stay connected. So we're very used to sharing um spaces with school day and after school programs um so delighted to to be on campus at Rink Valley with that program

077too. >> The choice >> Oh, sorry. I was just going to add the joint partnership uh at some of the sites has actually helped us obviously to expand services to more families. Trusty Medina. >> I'd like to move to approve the contract with the Boys and Girls Club Ren to offer the afterchool expanded learning programs. >> Is there a second? >> Second. >> Moved by Trusty Medina, seconded by Trustee Kirby. Roll call, please. >> Student board member Curio. >> I. >> Student board member Olivea. >> I. Trusty Medina. >> I. >> Trusty Kirby. >> I. >> Trusty Jenkins. >> No. Trusty Medina, I'm sorry, Trusty Deator, >> I. >> Trusty Prack, >> I. >> Trusty Casten, >> I. >> President McN, >> I. >> That motion passes 61 with student board member creo voting I.

078And I will now pass the gavl back to President McN. I apologize with both student trustees voting I. Sorry. All right, we'll move to F12, approval of new ethnic studies course proposal. Do we have discussion on this item? >> Yes, I pulled that. Um, actually, just for a little bit more clarification because the wording was new to me, the SGI and who's that who is it available to, all the things that go with that. >> Sure. Actually to clarify that component without um tripping over the um nomenclature I'll invite down executive director John Fischer but um this is a course that was actually passed in 2021 and this version is for um IE students with an IEP who are on um a diploma track. Um, SGI classes uh stands for small groupoup instruction and they're

079geared towards students with IEPs who are in diploma track but probably need a bit more support than they would receive in an RSP or a co-eing class. Uh ideally class sizes are in the neighborhood of 15 um give or take um and with instructional methodologies geared towards meeting the needs of of those particular students but uh so that they can receive the content and still be on track for for graduation but in a little bit smaller setting. And then does this um because it's a smaller group instruction obviously hence the term uh but does it impact like ratios and teacher numbers teachers staff student ratios that would then impact our budget? >> Um that's a good question. So in special education we generally staff based on case load numbers. Um, and per the contract, uh,

080when students are in so-called STC or special day class placements, which means they are in special ed classes for more than 50% of the time, um, it reduces the numbers essentially that can be on on a teacher's case load. Um, so I I suppose it does because they have to have smaller case loads. That said, the the classes are necessary for the student to meet their needs and meet their IEP goals. And then just one last question more for superintendent August. Um this is consent items so it's usually flushed out and everything works nicely. However, just double-checking this is within our means and all of the budgetary stuff that goes with it. It would be within the existing allocations, but making sure that the special education students um who require a different setting have the

081opportunity to meet their ethnic studies graduation requirement. Those that are on the graduation track. >> Trusty Medina >> like to move of approval of the new ethnic studies small group instruction English 9 to 10 course. >> Second. >> Moved by Trusty Medina, seconded by Trusty Deatory. Roll call vote. >> I stand by. I have a question. Sorry. >> Yes, go ahead. >> Uh clarification, please. Um so the it's listed as a small group instruction English 910, but further down the course description talks about uh sorry, let me scroll down here. Uh the ethnic studies 34 and applying to 11th and 12th graders. So I was a little confused by that. What? Uh, >> yeah. And catching that we um in the um board questions for agenda items that was cut. That's going to be that's

082going to be fixed. So instead of 34, it's one two. Thank you for catching that. >> Okay. Roll call vote. Student board member Curio. >> I. >> Student board member Olivea. >> I. >> Trusty Medina. >> I. >> Trusty Deator. >> I. >> Trusty Jenkins. >> I. >> Trusty Kirby. >> I. Trusty Pra >> I. >> Trusty Casten >> I. >> President McN >> I. Motion passes. >> Moving to F14, approval of board policy 4119.24. Is there discussion on this item? Trusty Medina. >> Yeah, I just pulled um a couple reasons. Um, first like on on what I'm looking at the red line version, it has an original adopted date of 71209, but as I looked at our policies, it doesn't look like we have this in place. So, I just wanted to clarify if

083that's accurate is the first thing. >> Yes, that is correct that it should actually not have the 24 was a new policy. >> Okay. And then just the second thing I think when we discussed this last week, I think one of the things that I expressed concern about um is just not I think what I wanted to see is also some sort of associated AR tied to it specifically around social media accounts and platforms. Um I think there's a lot a lot of lack of clarity around what those are, what's okay and what's not. Um, and so, um, yeah, like I I'm not ready to support this yet until I kind of see that. Um, so, um, that's why I wanted to pull it, but I again I stand behind the motivation behind the policy.

084Trusty Casten, >> I would just say I think it's important for us to recognize the order of operations and for us to pass policy then would appropriately trigger the creation of administrative regulations in line with that policy to implement it which would then properly trigger the trainings for for us to anticipate that all of that work is done without knowing what policy we would pass. I think puts a undue expectation on our resource allocation. Um, if we weren't prepared to pass this and we had put resources into regulations and trainings and all of the implementations and then we didn't vote for it, I I don't think that that would be a good use of our resources. So, I'm very prepared to take action on the policy and then wait to see how we're going to

085implement it come back with the statement that I would hope it comes back very quickly and I'd move approval. >> Is there further discussion? >> Trusty Medina. Yeah, I was just going to say um I I think what was presented to us last week is that there is a lot of like maybe protocols or policies or things in place, but there's nowhere for me to like look at them and read them. So, I think they exist somewhere. Um and so, um that's kind of what I wanted to see, and I think I thought I had asked to be able to see that. So, um, again, I I pulled it so that I can vote no on it, but you know, it's up to the will of the board, but I I hear you too, uh,

086Trusty Cast. >> All right, we have a motion by Trustee Casten, second by Trusty Kirby. Any further discussion? Trusty Deator. So in this final revision which I'm in support of I do have a question about all electronic communications from coaches and adviserss to team or club members shall concern only legitimate educational interest and shall be sent in a single communication to all participating teams. Um that has not been best used practice for coaches and athletes especially team captains. um other situational messaging needed to be happen and if we were to include an administrator or athletic director on all of that communication um that would hinder our administrators. So is there a possibility to reward some of this in an AR as far as implementation to where it would be not one-on-one communication but perhaps a

087coach and assistant coach would communicate with the team captain on something that needs to be discussed. Um it would definitely free up some of our administrators time for these various coaching communications that do need to happen. >> Yes, we we do plan to work on an administrative regulation to provide guidance on the how this is implemented. So again, the policy is the what and then the regulations will will show the how. And the the things that's really the the important piece is to make sure that our coaches and our students that neither are put into compromising situations. Right. Roll call vote. Student board member Curio >> I. >> Student board member Olivea >> I. Trusty Casten. >> Hi. >> Trusty Kirby. >> Hi. >> Trusty Jenkins. >> Hi. >> Trusty Deator. >> Hi. >> Trusty

088Medina. >> Nay. >> Trusty Pra. >> I. >> President Mcnal. >> I. Motion passes. All right. That's all of our consent items. Um, under our G items, we have uh board policy updates available for a first read. Um, are there any of these that the board members want to pull for discussion? Uh, Trusty Jenkins. Uh, well, they're kind of repeats just in a different order, right? So, these are for our My question is, do we have to have three separate board policies for three separate groups of people when they're all staff of the district? >> Yes. Why? >> Different ED codes. >> Uggh. Okay. I didn't mean to say that out loud on a microphone, by the way. I apologize. Um, I do have addition an additional question though regarding all three of them. Um,

089I know that the last one was passed. Um, and at the meeting prior to that, the wording of during work hours was addressed to have it adjusted to during work hours and when interacting with students. Um, I brought up the concern about work hours. Uh, President McN brought up the possible language and I rewatched it today and it's at 1 hour and 28 minutes. So, I'm wondering if we could get that adjusted for at least these if not for all of them. >> So, when that are you asking for it to come that it's coming back for a second read with that update? Is that is that your request? Uh, >> I'm fine with how it is as long as that is updated since it's mirroring the other ones already passed. Trusty Casten, >> if

090we could perhaps just take a moment for Superintendent August to explain how G works and how us receiving policies is now going to be uh going forward and what happens after a first reading and second reading. >> Yes. So this is um something that we that the board um created during the governance workshop to try to be more efficient with the time and the way that we bring board policies forward. So as similar to a consent item um G has policies that are coming for a first read so that any you know if there's discussion they can be pulled by a board member otherwise it would just be the first read and they would come back for approval or second read a second read and recommended approval at the next um meeting. Those that have

091gone through another publicly noticed meeting for their first read would be different. So, for example, the board policy updates um for finance and budget were first read at the finance subcommittee meeting and then the approval and action here at the board meeting. And when we have the first read and we receive public comment or emails around these policies, um if we don't pull them to talk about them here, how would those public comments and that input be uh addressed by staff and would would revisions come back and improvements as we see them? >> Yes, absolutely. If if items are sent to us for recommended updates, those are things that that we look into. And I know our team has been working um to reach out more to our labor partners um for you know first

092blush you know what input do you have? Um again we don't negotiate board policies but it is um certainly helpful to have input from those that are impacted by the policy. >> Thank you. >> All right. Okay. We'll move on to our discussion action items. Um, starting with a presentation on our partnership with the Sonoma County Office of Education. Okay, we're going to have um we we will start out with Dr. Amy Carter and Dr. Vince Matthews um for SCO giving us an introduction to the six partner six projects in six months. And we have um members of our team from ED services, communication and special education, wellness and engagement and information and evaluation um to provide the update portion for the district side. >> Great. Thank you for having us. Uh as Melanie gets

093our our slides up, I uh just really want to thank you all for uh you know taking this step. Uh as you'll recall, I was here on March 12th. Uh we are facing some some challenging times as a community. Uh and this board took action to create an ad hoc committee uh to better partner with the Sonoma County Office of Education. Uh we had three trustees at that time who volunteered their time. Trustee Delator, Trustee Casten, uh Trustee Beneri were selected to to represent uh the board. Uh, and of course, Trustee Jenkins has has joined us. Um, and I just want to say how first of all unprecedented this action is for our community. Uh, but how grateful I am that uh that you as a board and as a system were we're open to

094to this partnership. Uh, if we can jump to the next slide. One of one of the points that I made in March is that as the county superintendent of schools that I have a duty to superintend uh and we definitely were facing a moment in the spring where we all needed to come together and and focus on our children and and help navigate the the challenges before us all. You all are well aware and as our labor partners mentioned, we're all well aware that uh it's important to act quickly to address the deep and longstanding fiscal challenges uh that are before us in order to maintain local control. And as a county office of education, we have access to a lot of great state partners um and state agencies that were able to help us

095in this work and come to the table as thought partners. And our goal is always always to build capacity in the system, find new solutions, collect better data. Through no part of this project uh was anyone in authority other than the Santa Rosa City Schools superintendent and board. So this was just an opportunity to to come together and think about our challenges. Uh as part of that work for my uh partner in that effort, uh I invited Dr. Vince Matthews. He's uh acted as a state uh state help me >> stateapp appointed administrator. Thank you. Uh but he's worked with uh districts that are well known for their uh fiscal challenges including San Francisco, Oakland, Anglewood. Uh and so he was able to really offer a strong lens in that. Uh and I thank the

096board for coming to those early morning meetings. We were meeting weekly for a while there at 7:30 a.m. after a board meeting and and your sacrifice and commitment to this speaks volumes about uh the ethos of this board. We focused on six areas together uh that really felt like they were uh at the intersection of a a lot of system challenges. Uh of course the ongoing fiscal oversight. Uh I am governed by statute as the county superintendent to take all necessary actions to make sure that boards don't enter receiverhip and that responsibility never wavered throughout this project and as we step away from these other five areas that responsibility remains intact and we'll continue to work together in that shared effort. We focused on making sure that uh that the Santa Rosa City Schools has

097strong demographic data that that you really have a clear sense of the number of young people in your footprint. Um and we got some feedback from your community around what they're looking for in schools. Uh we worked through uh the junior senior uh combining effort here and offered thought partnership. Again, the boots on the ground was Santa Rosa City School staff. they did the herculean effort, but we were able to work with the California Collaborative Educational Excellence and and bring some new ideas and thinkings and strategies to the table. Safety uh was always critical uh and I think as you read the report uh it'll be clear to you that safety continues in all areas uh of of our efforts. That continued to be a real critical matter for for us all to attend to

098and focus on. It's important to the staff. It's important to the to the children. is important to the families and I think going forward will continue to be a priority for the board to remain focused on uh we work through uh thought partnering around special education and of course communications just really trying to refine our communications effort. You'll hear from the Santa Rosa City School team a little bit about that their work and they'll share with you uh some of the progress that they've made on these areas. The key takeaways for all of us really was uh that that this partnership was a way to build capacity. Uh and now we have uh a robust network of partners who have been at the table through the ad hoc committee who who are wellversed in the

099challenges uh that the system faces and have left the district with some uh robust recommendations. the culture. I just really want to name that through the the six months together uh that the new interim superintendent uh really brought a different culture to the group. Uh and we saw we saw the the Santa Rosa city leadership team engaging more deeply in a transparent and open commun communicative way and and just applaud her for that and and encourage you to continue those those efforts. That that's been a fun shift to just witness in real time. uh and our foundational uh insights here are really that uh you know continue to work on getting the most robust data. There would be times when we would meet and be workshopping a problem and realize you know what we don't

100we don't have the data to do this to really know how to think about this and so members of the team would would scuttle off come back to the next meeting. Uh but the more that you're really looking at that that rich data pulling in experts from from across the street uh and focusing on building capacity uh we saw a lot of growth and and advancements in all six areas that the the staff will share with you. the road ahead. Uh as you know uh as we as we step away from this partnership uh the responsibility as as always uh to navigate the challenges rests with this board, rests with you as human beings. Uh you've you're here at this moment to make some difficult decisions for our community, but it is your decisions that

101will enable us to retain local control. As we heard quoted tonight, uh you cannot blink, you cannot waver. Uh your commitment to making these difficult decisions uh is what are going to make sure that the decisions about our Santa Rosa City Studio students take place within this room uh by individuals who know the stories of our children and our educators. Uh, I take an oath to uphold all the statutes and laws of the state of California and uh, for my role going forward, I am required to take all actions necessary to ensure that we say Stalin. So, we're in it together. We'll work together. Uh, but know that there is a a statutory duty upon my shoulders as well to make sure that that we don't put ourselves in a place where we're taking a

102loan from the state. We're the right people for the right time. And I really look forward to this work. And I'm going to leave the the final words of wisdom to Dr. Matthews who again has has seen districts in moments of of challenge and difficulty like the ones that we are facing uh and has been a a word of um able to offer words of wisdom throughout our work together. Dr. Matthews. >> Good evening everyone. Am I on? Yes. Okay. Uh good evening everyone. It is really uh a privilege and an honor to be here tonight. And it also has been a privilege and an honor to work uh with this team. If the community doesn't know, you have a tremendous team here that is dedicated to solving this problem. Uh we met every week

103for a while and then every other week on Thursday mornings for 90 minutes and it was 15 members from the Santa Rosa City Schools team as well as 10 mo 10 members from uh the S uh Sonoma County Office of Education coming together to to try to solve these problems or at least to hash them out and to do everything we can to move them forward. Uh we had the brilliance of Trusty Casten who said, "Hey, why are we meeting the Thursday mornings after the board meetings why don't we move them and so the alertness went up 100% when we moved the meetings um let me tell you quickly my background I'm a former teacher uh I taught for five years became a site administrator at the elementary middle and high school for 15 years

104and then I became a superintendent for four districts I was superintendent of Oakland San Jose Inglewood and then finally in San Francisco uh the two districts where I was a state administrator were Oakland and Englewood. And in coming into those jobs, my main role was to build capacity in the district. But before I started that work, I did research on those districts. Uh looking at how the districts got to that point. And ultimately the job as a state administrator is to work yourself out of a job. build capa build capacity in the district and then work yourself out of the out of a job. The tagline of the report is urgent needs, focused action and clear goals. There are many districts who get to this point and don't go into state uh receiverhip. Um and

105a big part of that is they are focused. They are focused on just what that tagline says, urgent needs, focused action, and then coming up with clear goals. uh the practices that they take is the practice of steel sharpening steel and what I mean by that is it is the capacity of the superintendent's cabinet and staff to come up with clear recommendations and then it is the board interrogating those uh recommendations pushing back on them uh getting to a place where the board and the staff are working hand inand but they're also pushing back on each And the pushing back is getting to a place where you get the clearest recommendation to do the work you need to do. But it takes each of you, the board, saying, "Staff, get this to us." And it

106takes staff getting those recommendations to the board with a sense of urgency. And actually that urgency and pushing the board to take action. And th those districts that have avoided going into receiverhip do that. And they do it flawlessly. And it's just this constant dance of back and forth. Um as the board uh the president of the teachers union, president Pal stated um ultimately it's a belief in democracy and democracy means the elected officials are the one who are in charge of the district and my advice having been a state administrator twice is you want to avoid state receiverhip and that takes the pushing back on each other to make sure you stay in control of the decision. isions around what's best for children in Santa Rosa. I want to end by saying it has

107absolutely been a privilege and an honor. Some people call me an education nerd because I love being in those rooms wrestling with those issues, trying to make sure we are doing everything we can to make sure the young people of Santa Rosa get the skills that they need so that they can thrive in this 21st century. So, I want to thank you all. It's absolutely been a pleasure. >> Thank you, Dr. Carter and Dr. Matthews, >> take me a moment to pull the next slideshow up, which is for our team. Okay. And when I say our team, I don't mean that as in we weren't a full team. It was actually appreciate that it felt like a team of everybody getting in there and doing this together. Um, it was a this the important thing

108that Dr. Carter and I have talked about quite a few times over the last couple of months is it's not something that's being done to, it's being done with. And yes, we challenge each other. We we certainly did not agree on on all interpretations and things. And it was good to have those conversations and to say here's the why we feel differently. And I think we had a lot of really good conversations about that. I'm not going to speak a whole lot tonight other than to say thank you to SCO for their support. Um for the other partners that were brought in, we're we're very appreciative of the continued work with the California Collaborative for Educational Excellence. Much of this work continues. Again, we had a focus and support in this partnership for the six

109months. much of the work we were doing early on and the additional help really helped us to focus and and question some of our assumptions. Um, again, that work will continue. We're going to go ahead and actually change it over here. I'm going to all share the screen, but uh I'm going to turn it over to our team to do the presentation. I'm going to try and share the screen anyway if I can. Uh, get to my correct spot here. >> Meanwhile, I want to um start by um thanking um the Sonoma County Office of Education, the California Collaborative for Educational Excellence, CDE, for their thought partnership during this process. Um and then where I quickly turn it over to uh the team that did the work um putting this together and the work um

110over the last six months. Um, and I'll start with our public information officer, Patrick Evan. >> Hi, Patrick Ganon, public information officer. Thank you for for having me. And um, I want to thank the board for prioritizing communication as uh, one of our strategic goals for the year. I think that's really important. um to highlight when I started this uh role in July uh there was a very clear focus from leadership that as an educational institution we were working towards more direct clear and consistent communication and I want to I I want to thank um I want to thank director of communication Eric Whitmer's house for uh being just an incredible partner um as I came on board. Um he's been a just a great resource. We talk um a lot and um he's helped

111me kind of hit the ground running. Um so importantly, we've been focused on um communicating in a way that is responsible, intentional, and tailored to the needs of each of our educational partners. Uh this means thoughtful communication that is tailored to our employees, to our students and families as well as to our broader community. Uh over the last two months, we've built communication systems that start from the inside out so our staff are informed first as they should be and equipped with information as they're our boots on the ground in our schools and our community. Uh effective communication is built through relationships. Uh we are committed to building positive relationships um from the inside out and um that includes our media partners. We I think our community is very fortunate uh to have a uh

112a strong local uh news presence. Um that can be that can be a benefit to to the sense of community. Um, we're both in the business of informing and educating. Um, while our priorities, while might not always be aligned or necessarily in perfect sync, um, we are serving our community best when we're working collaboratively. So, we're committed in in doing that. There going to be bumps in the road, but um, we're going to keep working towards that. Um, and with all of that in mind, we're also dedicated to communicating in more engaging and authentic ways, whether that be through through infographics, short videos from our superintendent, um, just to help ensure that we're um that we're being very clear and transparent with our community. And uh, the the information is getting across in meaningful ways.

113And with that, I will pass it on to whoever's next. I'm next. Um, good evening. First, I just want to say um, Dr. Luzelena um, Perez is not here today. Um, she is here out for an emergency with the family. So, I wish her the best and I just want to represent her as well. So, we will start first with the ad hoc work that supported the reconfigurations. And as you heard from Dr. Carter and Dr. Matthew as we grouped together and as those were on the team to discuss what was happening the boots on the ground um brainstorming um different ideas. So we were really fortunate to have that and have um meetings where um we had people join us and support us um Dr. Mccardi up there and Dr. Larson. So we were

114really grateful for that and it was a lot of they they did gather a lot of data that they shared and about safety and about other things which helped us to align the work that we needed to do with the staff with the the parents with the students to help them feel assured that things would be safe. So um in elementary it really began as a first as a small team but actually then expanded to the whole staff because everybody was involved. It was the staff working together to build upon a coherent academic education and how that is going to be passed to the next school along with making sure the social and emotional needs were being met and of course 504s. Um, so, um, I want to say that each of the schools, Brook

115Hill and Albert Bella, they worked extremely hard to honor the sites, the students, the staff, and the traditions. They had beautiful closing events that were incredible and embraced everybody and welcomed the past and the present, which was an incredible thing to be part of. So, um, I'm going to let you read for yourself all the stuff, but, um, all right, it's all good. What? Okay. I know. I know. I'm looking at this. Okay. Um so with the junior and senior high reconfigurations that was um we we always joke that we said February 21st that's the day um where we really had to rethink what we were doing and we really had to think what was the best interest of our students and so when we were building together um programs how the sites were going

116to work what it was going to look like who was going to be where there was a lot that had to go into it a lot time that we met as empower teams and listening listening to the staff, listening to the students and listening to the parents because we had to make sure that everyone's needs were being taken into consideration and trying the best that we could to meet them. So each site we always met together and Dr. Luzalena is working now with the Piner team and the Comtock team um and was able to share like lessons learned like here's what we learned and here's what we could do better which was great. So we held information nights several times for families. We had to make sure that there was a lot of summer work

117done as far as moving items, moving teachers items, moving classroom items, moving curriculum and that also was at the elementary level too. Uh we had the SCO librarian actually um both of them came to walk through the libraries at the seniors and junior highs because those those libraries had to come together and how was that going to work? So decisions were made. So that was a great partnership for everything and um before we go to the next slide, I do have to say that none of this could have happened without our teachers, without our classified and without our administrators. They are the ones that dug deep, came together, and they're the ones that worked really hard to make sure schools were ready and it was going to be a success. So, I really want to

118make sure that that is noted and acknowledged moving forward. So, oh, this is you. Sorry, this is me. All right. So all of that hard work um that Alisa talked about, the reconfiguration, the empower teams of last year has come to life and we are living it now in year one of the uh junior senior programs at two of our high schools at Montgomery and at Santa Rosa High School. Um part of that moving forward has been the implementation of the CISO directorship. So um the idea of this directorship is to directly support those junior senior programs and the continued integration of them and a lot of the other work that is going to ensure that um students are really able to maximize their success in this new model. Um, additionally, as has been said,

119we've started um on the path actually today with the first empower meeting at Hillard Comtock and Piner coming together. It was hosted at Piner and how nice to have the groundbreaking on the same day that that happened. Um, so um pretty exciting for them. We know that the expansion um to include seventh and eighth grade is also uh part of LC Allen's plan um for next year. And so we will find ourselves starting next school year with four high schools uh hosting junior senior programs. I'm excited to um share that we're going to be launching a couple of feeder forums for not only our rising seventh graders but for incoming seventh graders um from the outside of the Santa Rosa City Schools area as well as open houses that will be hosted um by the

120for um junior senior program u models um for next year. And then finally, we're just actively engaged in continuing to strengthen the signature programs that are offered at each of the four high schools as well as um really becoming more integrated um and what that looks like, what the opportunities are. So, a lot of work ahead. Um but good things are happening. Last Friday um I am thankful to um not only the district leadership overall, but especially the ED services team. Um we had an opportunity last Friday to bring the Montgomery and Santa Rosa administrative teams together for a full day administrative retreat. Um the idea of that being how do we spend um really focused time on coherence across those teams and between those teams as well. um how do we ensure that the

121administrative teams have the best connection that they're able to to have um to do the hard work that um as Alisa mentioned is you know site administrators um faculty classified staff are are really stepping up in so many ways and so to have that opportunity last Friday was um it was really important and I know is really appreciated. And then rounding out uh excuse me, rounding out the um presentation here, this for us um we want to continue to build on this ex existing work. Um and we're going to continue to partner with the CCE under the umbrella of the multi-tiered systems of support as an extension of the tier one work that we've been engaged in with our site leaders. Um we have been calling it tier one um instruction where um that shift

122is really just calling it quality first instruction um and with the hope that teachers will have a goal related to multi-tered systems of support and meaningful engagement with our students. Um, an example of the um, our commitment to engaging in great efforts with our sites um, was what you saw what um, Director Okconor was mentioning this last Friday where we did we really did actually stopped our work in the central office and we had all of our directors really go out and substitute administer for our those two sites so that those principles could step away those and those vice principles could step away and have that full day retreat to have some time to um really discuss what are some of the lessons learned from the um junior senior reconfiguration and how can they really

123build on some of um that time together and um make the most of the um this beginning of the school year before um the school year too much of it gets away from them and they can do some really good solid planning before the um this the next school year comes around and maybe even give some good tips, even better tips for the other schools that'll be going through the process. And then of course um we're going to continue with um our cycles of inquiry for continuous improvement um with student outcomes. So we continue to have these 6 to 8 week cycles with our instructional rounds where we're going to be looking in the classrooms to see um if some of these um ideas that we have with respect to quality first instructions um are

124um we can we see them in the classroom. Of course um this is all going to come to sorry an example of of this is um going to be something that superintendent August mentioned in our October 3rd professional development. So if you have an opportunity to visit um the sites on that day, we encourage you to do so. >> Um special services, I think the theme for last year and continuing on is is for special services was transitions. Um I wanted to focus on three different major uh areas. Um and again, I want to underscore the collaborative effort we had with with SCO and SULPA. And I'm going to get into that a bit. Uh first up this consolidation of schools with the closure of um Bella and the closure of B Brook Hill Slater

125and Santa Rosa Middle School. Every one of those campuses had special education program classes and we had to find sites for them to to land um and um which we were able to do but it was a lot of work finding sites, communicating with parents, holding IEP meetings, holdingformational meetings, etc. Just quickly, five ESN classes um moved from Bella. Um three RISE classes moved from Brook Brookill. uh two extensive support need classes moved from um Slater Middle School and one SEP class moved from Santa Rosa Middle School. In addition to that, we had um special education staff and classes that weren't program classes that moved to each of those sites. And uh in addition to the move, it was identifying rooms, identifying spaces at uh both reconfigured high schools um and at elementary school sites

126to to be able to find spaces for for those classes. Um in terms of communication, we were able to arrange field trips for the classes to visit their new schools uh and had a number of parent meetings and IEP meetings with parents. One thing I wanted to single out is we had uh two inform parent informational meetings with SULPA. One held up at SCO and uh one held at Montgomery High School that were u well attended and well publicized and were able to answer a lot of parent questions uh naturally among parents. There was a fair bit of stress um about the move and I think we're able to alleviate a lot of that and it's been a it's been a successful move. Um the next piece uh I want to talk about is the

127return of students from out of district placements and that the chief area where where that occurred with students who had been placed in SCO special education programs and uh I again I want to underscore the collaboration we had with SCO from from day one. Uh we were meeting with SCO, extremely supportive, working with families, setting up IEP meetings, transition IEP meetings, arranging for uh families to tour our own special education programs. Um and again, communication with families. And I also want to single out SUPA, which uh received a lot of questions. Parents were concerned about moving and uh so forth. And we work with SUPA on on appropriate messaging for the for the moves. And I think we've successfully moved the vast majority of our um special education uh student students back to Santa Rosa

128City Schools programs. As part of that, again, impact on sites, we we opened up new classrooms to accommodate those students. So, there was a a a big lift there as well. And uh again, have had consistent support from SCO and SULPA and look to work with them in the in the future. Um, and lastly in terms of transition, this is ongoing and I think we're just very very at the at the start of this which is we had a special education study which was presented to the board in I I believe it was January and we've started some as a special services department we've started some work and are continuing it. One of the recommendations I wanted to single out was increased collaboration with SRCS uh departments. We have standing meetings with other departments uh

129including uh human resources uh business services lots of interaction with fiscal um with respect to the moves very close interaction with inter information and evaluation and and Eric Odin's team team as well um and ed services again we have a standing meeting and are working with ed services uh with uh the implementation of MTSS and at this point best first instruction ction. Uh the second point was develop supports for general education students and um again the move with towards a multi-tered system of supports I think is is focusing on that and that also is something that uh really was uh amplified um and extended by our collaboration with with SCO and SULPA developing policies and procedures. Uh we've started on that that work. Uh I think one of the things we need to improve in

130San Rosa City Schools and in special services in particular is developing effective uh systems to uh serve our students most effectively. a more uh technical piece. Uh as as I think you all know, we've had a reliance on contract uh instructional aids and we made one particularly big stride and that was being able to negotiate with uh CSEA um to increase salaries for special ed instructional aids and we are making slow but steady progress in that area. Again, uh I appreciate the collaborative uh effort with our our union partner on that. And then finally, organizing a special education task force, which we had our first meeting a couple of weeks ago. And as I said, this is a the very beginning of a longer term um transition and transformation of our special services and really

131our whole educational system because special education does not exist in isolation from um general education. And I think one of the themes of our special education study was special ed students are general ed students first and not seen as some something separate. I anticipate uh going forward to be tapping into the resources from SULPA and SCO as we look for different models, ways of providing uh services and in in addition to that collaborating with ed services on um MTSS to provide appropriate supports for our general education students. >> All right, I Dr. Matthews, we are a different kind of education nerd. We are like the operation geeks. So Stacy and I keep the district running in a sense and we worked on the enrollment and demographics uh part of um this project. So um you

132know beside managing a second round of open enrollment applications uh sitting through like two weeks of appeals uh approving everything and managing enrollments you know class schedules all like in two weeks pretty much. Um we also worked on updating our enrollment projections for third interim which was shared with the board I believe um the second week of May. Um as you uh we discussed last time I was here um our projections were pretty close to what we saw. We were about you know 10 students off. Um this really helped with the budget adoption and uh the pre-enrollment um assessment as we were approving the transfer requests alongside um you know our internal work. We also partnered with uh SCO. We conducted well um our researchers that SCO um found uh conducted surveys of our families

133that decided to move out from central city schools and of our feeder districts. Those results were shared with you during our um June update. And then uh currently we are conducting a demographic study with MGT. This will include an over overall view of the student population in Sonoma County. I'm really excited about that because that will give us access to pretty much a census of students. We'll know where students are, how many students we have, how many students that are ours are somewhere else and then we can use those to project uh in the coming years as we make decisions. Um as you know our facility master study is about five years old. those projections were 10 years out, but kind of like in the middle of the road, they start becoming stale. Um, and

134so I'm really excited about seeing the new results. Um >> well and and just to uh chime in, the surveys that were conducted were asking some questions about the common themes about how our families both within Santa Rosa City Schools and our feeder districts. What are the criteria that they use to uh make these kinds of decisions about whether to stay with Santa Rosa City Schools or not? and they really fell into some consistent themes that you've heard touched on from some of our partners here tonight. First was the importance of the community trust in our instructional staff and the uh feeder uh districts were very consistent that they felt very positive about the instructional staff, the teachers, the aids and the com and the the staff at the schools. Um, but they were looking

135for a continued deep commitment to both safety and security at our schools and a desire to build growing trust with the leadership and the decision making of our community. >> Now, uh, looking at work that we have done more recently, we have completed our 10-day attendance count. We shared with you this, I believe, at the end of the August meeting. Um as you can see our projections were very close. Um looking forward to the first Wednesday in October that will be our census day. That is you know the stake in the ground count uh that will be used for um fiscal allocations for LCFF. So that is coming up in about a week. And then also moving forward um as we shared with Oh, sorry. >> Sorry. I I did want to acknowledge because this

136was another um comment that has come up repeatedly about the importance of looking for where we have some growth areas. Um while we had some um anticipated declines in certain grade bands, we also did see some growth and we did talk a little bit about that last year or last meeting with the expansion in the TK and the kindergarten program growing beyond what we anticipated that to be and paying very close attention to those grades seven and eight and seeing that we did not see the antic anticipated um crash in enrollment. We did see a slight decline that was anticipated, but we saw that our seventh and eighth grade enrollment stayed relatively consistent, a slight dip. But the other area that I wanted to uh point out is that when we did our first 10

137days enrollment, we were projecting and anticipating that we would be hitting around 92% average daily attendance. and we know the importance of the average daily attendance um because that's how we generate revenue. But it's important and I'm going to call this out anytime a microphone's ahead of me is the importance of what our schools are currently doing. And since August 26th when our average daily attendance was about 91.9, our current average daily attendance has already gone up to 93.98. Our goal obviously is 96% but that is a true testament to the communication that's been happening the engagement with our community and the work that our schools are doing to share that consistent message that we want you at school. And then finally looking ahead of the work um that we are doing right now and

138maybe in the next months coming is really looking at our facility uses and capacity to make decisions for next year and beyond. We have heard from our teachers and staff members uh that um there are some decisions that we need to make to address some problems that are going you know uh our staff members and students are experiencing. Uh we are aware of it. I and I and I think we are making progress towards addressing them um you know as soon as we can really >> and uh keeping that consistent focus on looking within our campuses for um the um facility scalability, the ability as our programs grow to have the room to be able to do that and where we might be seeing some pinch points and some points that need attention. And then

139finally just just calling out that I believe next week we uh are going to open enrollment and so we are going to come back to you uh with updates on open enrollment and see where we have capacity to accept you know new students or instead where we might need to you know place a hold to transfers so that um we can assess enrollment. No, it's me. >> So, looking at the kind the that common theme of a focus on safety and security, um, everyone in our community, whether you are talking with site staff, families, students, district staff, our partnership through SCO, everyone's been consistent with one important message. Safety and security is a central value. Whether you're reading the uh surveys that came from our community or looking at the uh strategic goals that our

140board has currently identified, everyone wants improved safety and security across our campuses. In our work over the last three years and in our partnership with SCO, we've taken a number of actions designed to address security being those external features that make our campuses um more uh secure or safety. And those are the interpersonal relationships that we have that improve our programs. Some of the security measures that have been in taken into place with our partnership with maintenance and operations and our bonds is looking at uh the facility itself including fencing installations, improved buildings, site optimization, traffic flow. But the biggest investment has been increasing the number of trained staffs on campus. We've focused the security training not only with in-house training from staff, but working with our local community partners who have the expertise and

141industry experts. We've also been improving access to consistent resources to ensure best practices across our sites, our students, and our community. So these training opportunities that we've been looking at are not just looking on those external features of security. The truly inclusive environment that we need that allow all students to learn and grow has to pay attention to effective student centered relationships and this is been reflected in our attention on safety as opposed to security. We've been building and training our supervision staff across the campuses focusing on creating uh fost I'm sorry inclusive and reflective environments. It's important to note that it's not just about having more staff. It's by partnering with our community leaders and our industry experts who can provide training that focuses on those core values and skills, centering the student in

142the community, implementing best practices for security and safety. Sometimes we think about quality first instruction as being what happens in terms of a relationship between a student and a piece of text or a student and a concept. But it is about the relationship between the adults and the students on our campuses that make it so that our students can learn better. We've also continued practices and uh and applications such as the stop it and the community school model and development of wellness centers so that students and families have an accessible means to have an active voice and a connection with our district community. Finally, and this is kind of one of the newest actions that we've taken, we have implemented a pilot of a discipline matrix. And this is part of our commitment to ensuring

143that every student, regardless of their race, ethnicity, language, gender, background, whatever, has the opportunity to thrive in our schools. We understand that as an educational institution, we have an obligation to both examine inequities and dismantle our own practices that become barriers to student engagement. And one area of focus over the last three years has been examining the disproportionality that we acknowledge are still existing in our discipline practices. While Santa Rosa City Schools has been working on this for a number of years, we have begun the process of implementing a behavior intervention and discipline matrix. This resource guides our administrative teams and our site leaders when they're exploring how best to students to support students when they need to re-engage in school. There's not much listed here under fiscal support, but that is not to say

144that it isn't the focus. It is really to reiterate what Dr. Carter stated earlier, which is about our continued focus on this and the the it's called out in statute. However, that doesn't mean that we don't have those ongoing um those ongoing conversations. I think we have to be in lock step in making sure that we are making recommendations to the board that make the most sense um based on the information that we have and with within the means that we have available. It's meeting the plans that we have um committed to with the county office of education. And yes, we do have attached to the agenda later as the information item the budget approval letter which calls out what that looks like. And while that sounds very prescriptive, they are they aren't asking us

145to do things that we aren't already planning to do and the timelines we already have in place. One of the things that I want to really call into focus not only about fiscal but in our other areas as well is that we have a renewed commitment and energy around examining everything that we do and why we do it. It is not about continuing with the things that we've always done because that's the way we've done it. It is really about a change in our operations for Santa Rosa City Schools. I think that it has been um very helpful. You I want to give huge kudos to the board for your commitment to strategic planning and really making the time the commitment to take from your personal lives to help us set the direction for the

146for the school for the district that helps us then, you know, support our staff and and our students out there. I'm going to stop sharing because I know that we don't like that up there to to block what's going on. But I would be remiss if I did not reiterate some of the points that were brought up by our team. And that is that it is not just our team that's here, our team that's up here on the board, but it is the team that's out there on our school sites that are actually implementing this on our support teams. There has been an incredible commitment and lift from all of our teachers, our instructional aids, our food service, technology, facilities, maintenance, operations, everybody across the district in a focus on serving students and examining what

147we do. So you will see things coming forward with an examination of what is our return on investment and that investment is student education. So, what are those achievements? What are those um goals that we're reaching based on the investment that we're making into services, time, all of our resources, which include people, time, money, and all of the other resources. So, I'm going to hand it over to our ad hoc board members. >> Yeah. Thank you. Um, so attending all of these meetings, you know, I recognize that the meetings themselves were the tip of the iceberg that work went into it. And you know, the inclusion, the involvement of our staff, the fact that we were doing this while changing our own leadership, while changing our culture. You know, we're we're a very different school

148district than we were at the beginning of this process. And I appreciate the recognition of it and the support. and honestly being able to get to where we are, recognizing that we're not where we need to be. Um, but we're certainly in a better place to be able to continue moving forward. And you know, my my strong hope is that these resources that SCO's invested in us and that our team has put in and the work of our staff and our teachers uh in carrying out parts of these projects that they probably didn't weren't thinking, oh, this is a part of those six projects that SCO and the district are working on. They were just doing what was necessary for our students each day. Um, but it really was a part of the work that

149we set out to do. And so I appreciate those resources recognizing that, you know, we're neither at an end point nor a beginning point. And we have a very serious question before us, which is is this too little too late or is this the beginning of a renaissance in how we do things differently? Um, and I hope the answer is the latter. Uh, and that's going to be in part up to the seven of us up here to continue this work with the support of each of you in the community. Um, I do want to recognize uh that while the finance slide was a bit short, uh, Fikmat's involvement and support and technical expertise was really really helpful to our staff. Um, and I was told that it is very uncommon to ever see a

150FICMAT person attend a board subcommittee, but they did and they helped explain a lot of that work to us as well. And you know, it's it's very important that we were able to get that information upfront and that help with all of our numbers up front because it's a part of what led to our team being so accurate in the numbers that we're dealing with today. And for us to have the confidence and faith in the data that's presented, for us to see our projections being within, you know, 0.5.1 2 of reality. um you know all all of those things means that we're making decisions with data that is real and usable um not necessarily the data telling me what I wanted to see um you know which leads to the hard discussions but we

151know it's real and if we know that the data is real we can be confident that the decisions that we need to make are at least based on sound reasoning. Um, I also want to say that when you go to the study and if you're looking through the SCO report, one of the outcomes from the F uh FM3 survey data was um around our pulling it up right here was around future planning topics and the the feedback that came in from our feeder district parents and from the families that were surveyed in that included student safety, prioritizing student facing staff maintaining a focus on academics um and protecting enrichment programs. And if you look at the strategic work and the strategic goals that we've set as a board, we can see those sentiments though that

152they weren't those were not the that survey was not the causation of the prioritization this board did. But you look at the strategic goals that we set as a board during this project's process and we have academics and enrichment excellence and academics and enrichment. We have safety and security. We have fiduciary responsibility. We have recruit retain and support student centered staff and obviously our priorities around clear and crisp communication. The work that SCO did helps us see that the priorities that we are setting as a board are also consistent with the priorities that our future and current parents and students are looking to see from us and our laser focus on those priorities is going to determine how successful we are going forward. So, I appreciate all the time and energy, all the bringing us

153up to speed, um, all the explaining of what the different acronyms mean. Um, especially when we have the same acronym meaning three different things in the same conversation because there's a bunch of different organizations there. Um, and you know, recognizing that there were many other partners at the table, SULPA being there in person, you know, resig with support on risk and liability. uh there was so much effort that went into these six months that we need to honor and you know continue to go down this path. So um those are my comments. I'll wait to ask questions till after we get public comment. Thank you. >> Thank you Trusty Casten. Um thank you to both our presentation teams. I just first of all um want to open with gratitude. Um Dr. Carter, Dr. Matthews, Dr.

154Marti, Eric, I see you hiding up there. Um, the amount of professionalism and expertise that you were able to bring around the table with our team and allow us space to iron sharpening iron and to grow and learn together. And just so everybody is very aware, we've mentioned it a couple times, but I just really want to highlight this. Six months ago, there were some very key differentiating leadership roles. We had a different superintendent. We had a different PIO. We had a different trustee. Um, we had a different CBO than what we're working with now. We now finally have a full seven member board again. And I fully trust these six other members and colleagues to do the work that's necessary to push things forward. I have trust and faith in the team that sits

155in front of me from our district and all the hard work and heavy lifts that you've each and every one of you have done with your teams to get us to the point where we're at. We are not where we want to be. We are not where we need to be, but we're going in the right direction. And I really want to highlight the first of its kind opportunity presented with SCO and San City Schools that now prepare SCO to be better prepared and aligned to provide similar opportunities for other districts in this county that need similar work. We are not the only ones facing this. And the reality is is we are doing this work while we are working with a moving target. As we are digging into these budget shortfalls, the budgets changed.

156the state cut more special education funding and that was thrown in our laps. So even the projected funding we thought we had got changed and we lost more dollars and we had to continue to adapt and find ways to find any solveny to move forward. As a board we are committed of making things work the way they need to be worked. We are committed to not blink, not defer, and not waver from these difficult decisions that are extremely necessary. And I understand that our staff is is holding to that same commitment as well. And these decisions need to be done with a lot of forethought and homework put into them. So they're the right decisions and the decisions need to be made swiftly for this to make a difference. We do not have 6 to

1578 more months to think things over and make things right. We have to daily be making changes and having conversations and carrying ourselves in a different way so that our students can see the fruits of your labors so that there will be a continued opportunity tomorrow, next week and 5 years down the road for the students and communities to have what they deserve which is the best educational opportunities available in the city of Santa Rosa. So my gratitude for the partnership, my gratitude for the opportunity for me to be allowed to grow and learn from some very intelligent minds and my partners, the trustees or the ad hoc to ask those difficult questions and no, we don't agree on anything. We don't agree on a lot of things and that makes us better and that

158makes us stronger and it gives opportunities to talk back and forth and find the right answer and the right fit for our district and for our students. Um, so we're committed. We're here. SCO is not going away. They are a partner to help this district. And this district has the right leaders in place to help this board make the right decisions. >> Trusty Jenkins. >> So, I joined the group late. Um, and it was really a truly an honor to be in the room with everyone. Uh it was so much fun even in those early early days, times, hours, whatever. 7:30. Um I didn't have anything planned to say uh other than a lot of gratitude. Um we have come a long way in six months. Um new board with all of us together. uh

159new dynamics, new superintendent, new a lot of things, new roles, new all of the things, new schools. Um we have a long way to go still obviously. Um but I think that one thing I've experienced in life is I have been part of a lot of startups. I've had so much interesting exper work experience, but I've been a part of a lot of startups. And if it wasn't a startup, it was usually something that was going through a huge transition. And the energy that comes behind working in those um situations is different than say staying with a company for 8 to 10 years. You it's a different energy. It's a different work ethic. It's a different everything because especially if you are going through a huge transition. What is the phrase that everybody uses? building

160a ship while you're in the water, something along those lines, but a bigger one. Um, like the Titanic in the middle of the oceans, what it feels like. But it it it just takes something a little bit different. And my experience in that has been that usually there's a big shift with staff. Um, I'm not saying like in general, but like the the people who are doing the building. um it doesn't always stay that way after everything's set. So, it's just kind of something to think about. It's really cool to have all this new energy up here um and within our entire district. And it's it's a huge task that we're taking on to really pull up our bootstraps and get us out of the mud. Um, but with with new energy and a new

161board, I really truly think we can do it while supporting all of you doing your jobs. Um, so thank you so much for the presentation. I also have some questions that we'll go over later. Uh, but thank you so much for the presentation. Thank you so much, and all of the wonderful people that helped out. It really truly was an honor to be in that room. So, thank you. So, at this time, I'm going to acknowledge I have no cards for public comment on this item. So, I'm going to open and close public comment to go to our initial questions. Student trustees CO or Alivera, do either of you have any questions for the presenters or the subcommittee members? Right. Questions from the board? Trustee Medina. Thank you. Um, first, uh, Superintendent Carter, thank you

162for all your support in this. Um, before I go on, I just want to say also thank you for your schools rule initiative and the distribution event that you had last week. Um, I know that a lot of that funding goes to help our schools. So, thank you for that. Um, I want to start off by saying that my service on the board here is a lot about advocating for students and um, that's really important to me. And a lot of the comments that we heard today were about um making sure that we're spending the money in the classroom. And I think stepping back from not just being a member of this board, but stepping out back and being a member of this community, being a taxpayer. Um I think it's important to also recognize

163that we have a very broken education system as it relates to funding. Um and and Superintendent Carter, I I would ask that um you continue to pursue the the work around the consolidation feasibility study. Um your you know, since I got on the board, I started working with Dr. Kamura to kind of push for that. Your predecessor, Steve Harrington, started the first half. Thankfully, when you were elected, you came in and you continued the second half. But once we finally released that study, all the other districts um really didn't like that idea. I don't expect our superintendent or any of the other superintendents to advocating against losing their jobs. But I think the reality for our community um is to dismantle all of our districts, including ours, and create one new Santa Rosa Unified District

164that would, you know, go from nine superintendents to one, right? That's a lot less administration. Go from nine teachers contracts to one, nine classified contracts to one. That would save so much money that would then be available more to invest and spend in our students. That's outside of the scope of this. But I think if we're talking about being real about where the trajectory of this is headed and if we really want to do right by our community and by our students, that's what our community really needs to look at. And it's been discussed for decades, including Sonoma County Grand Jury report. Um, but I'll leave that there so that people consider it and take it back because that's the reality of where we need to head in my opinion. Um, going to the presentation.

165I did have a couple questions. Um, um, as on the slide on moving forward, I'm curious about two things that um, one thing that I heard in the comments was the idea of I I think in the junior senior high schools admins having to do like two ELAC meetings, two site meetings, which makes no sense to me. I think we're creating division and disunityity by having that. And so I think maybe correcting that is something that needs to be done moving forward. The other thing that we heard at our last meeting as it relates to transportation was um start times for students. I believe Ed code says that middle school students could start um no earlier than 8:00 a.m. and high school students no earlier than 8:30 a.m. Why don't we align them to start

166both at 8:30 a.m. and and facilitate that to to make it work better. To me, it makes sense as we move forward and and and try to work more efficiently. Um, so just on those two things, I'm hoping that's something that we can do. And I'm asking, have those things been considered or are they being looked at? >> With respect to the meetings, it depends on which meetings you're referring to. Um, if it's school site council, for example, or ELAC, there are certain regulations that the um, schools have to follow if they um, depending on how resources are allocated. But um as the schools move forward in terms of how um they evolve um then that can continue to be looked at. Right now in terms of the first um year as they have distinct

167CDS codes and they are allocated resources separately they do have to have distinct um councils but um like I said as they evolve that can continue to be looked like. ELEX, for example, aren't necess ne necessarily tied um as strictly to the resource and so those might more more easily be um combined. Um with respect to the schedule, that's something I know that a lot of discussions continue to be um had and held during the empower team meetings um especially Comtock and Pioneer learning from the lessons at um the existing junior seniors and I think at the junior seniors right now. I think maybe that's um those um conversations continue to be held based on how they're seeing it rolling out in this first year. I don't know if you want to speak more to

168that. Uh I can just share I think you know in this the first year of doing this a lot of the structures that are in place that you're referencing those are structures that we had to exist in um just based on the timeline of of the integration right um but you bring up great points and and as Dr. Castro shared these are conversations that are starting in every stakeholder group that I've interacted with. Um parents asking similar questions staff saying what about this could this and that work. I think what you're seeing this year um is some creative problem solving and some ideas being generated. And so a lot will come from this year as we as I mentioned kind of fully start to consider what integration can look like not just to maximize student

169success but also so that we have a sustainable model. Um because I think what's happening right now is not sustainable on many fronts. And if I could add one one piece to that, one of the things that we our um bell schedules are negotiated and so it is making sure that those conversations if it's something that they're currently in place for a number of years based on that current contract, but we, you know, are having those conversations as um director Okconor and the rest of our team have shared those conversations continue and I think it's something as long we're maintaining that conversation of doing things with not to that those conversations are are likely to to develop in a much more positive way. >> And I think the the other question that I have as

170it relates to this moving forward that I don't necessarily see as part of this presentation and maybe it's somewhere in there is the the idea of community schools. you know, with my engagement with this district, that conversation started in 2014. And we've got money that's for that purpose now. And I think a big part of that is engaging with our community partners, not only to benefit our families, but I think how do we leverage their resources to help us do the work that we need to do? Um, and and I think in this moving forward, I don't see much of that. How will that make our schools better? How will it help our families? How will it help us fill out those uh free lunch applications or whatever? Because we do have less people. You

171talked about safety and training and one of the people being one of the issues being more people, but we have less people. And and I think engaging with our community partners to do more work and provide better services is going to be essential. And that community school model is not anything that I see as part of this moving forward um presentation. and and I'd like to make sure that we incorporated that because if not, I don't feel like we're taking it on as seriously even though I know we've got this money there for these grant funds, but I but I want to see it just elevated. >> Absolutely. So, you heard oblique references. You're right. It was not an overt part of this presentation, but um many of the training opportunities that we are engaging

172in are working with those community partners so that they are bringing their expertise to our teams. It's also important to recognize while um our campuses do have fewer staff, we have enhanced relationships with those community partners. So, in times of need, when you look across the campus, you're not only seeing Santa Rosa City Schools uh staff, you are also seeing our community partners being an active part of the fabric of the school day, whether they are there meeting with students or leading activities or just simply there at break and lunch to be a resource for our our community and our students and our families. You didn't hear a lot about the community schools here because we have been talking in this presentation about the focus on the secondary because that's where you saw the heightened

173reconfiguration and our four community schools are focused on our elementary programs. They are in development. This is our first year of implementing and we have five years to be growing that program. Our goal is to bring a community schools presentation to you. It was not part of this presentation today, but it is an active part of the work that we're doing. I'll just end by saying that um one of the things that really stood out to me when I first learned about community schools, which ties to the attendance component of what y'all presented, um things that you know, students not having to leave school to go to like maybe like a dentist appointment or a doctor appointment, things like that. Get services that they would leave campus for and then not be present. That would

174impact their education, also them being in attendance. And so I think those are the types of things that I I hope to learn from that will impact this as it relates to attendance. All right. Thank you. >> I'm going to capture the update on community schools for our future information requests. Uh briefly, um uh Stacy, can you exemplify some more about which staff you're referencing from our partners around? I'm thinking VPP, but can you can you talk about what you mean about who else is on campuses? And you know, >> um, and you guys elbow me if I get too lengthy because we have about 57 different community partner organizations that we work with. I'm not going to name them all. Our primary relationship is through the violence prevention partnership because it is a collaborative

175that includes a number of different organizations. Some of our most active are um the new hope for youth and the street outreach with the violence prevention partnership. Um uh the um violence prevention partnership, street outreach programs goes into our middle schools and do and they are doing girls groups and boys groups with our middle school students. They've been doing that for this is year three of those active groups. um our New Hope for Youth staff are staff who are not only present physically on our campuses, but they actually go out into our neighborhoods and parks. When we hear there may be a community concern that is going on, hey, we're noticing a lot of students that are just hanging out in the park rather than going to school, they will actually go out to that

176park and engage in positive ways with the community. Um we also have some wonderful partnerships with programs like CHOPS that are um providing not only afterchool activities but workplace development opportunities for students whether you're a young one who wants to climb the rock wall or learn to play an instrument or an older student who wants help with developing a resume. Um, land paths uh help us participate in really pro-social positive activities that help students who want to play a sport and maybe they aren't ready yet to be competitive at a school level or maybe they don't have the eligibility, but they can still be on a team and contribute positively. Those are just a few and you see those in a variety of ways. I >> I'll also capture that for a future update. Further

177questions from the board. Trusty Jenkins, >> I just had a couple of clarifying questions from the presentation. My voice is leaving me. Um, for director Okconor with the with the feeder forums, is there talk about having one for ninth graders as well? Because we do have a lot of that's that's a big entry point as well. >> I appreciate that. Yeah, I mentioned the rising and incoming seventh graders um probably as our largest point of recruitment. Um but we will not limit those feeder forums to just incoming um and rising seventh graders. It will be open to all students um and all all families who might be interested. So awesome. Thank you. And I'm going to butcher your last name. >> Emanuel. >> Vardelli or Emanuel. I had Okay, I had it perfect in my

178brain. I should have just stuck with it. Dr. Bardelli, uh, with the, um, with the first Wednesday of October as census day, I believe I just heard that one of the schools, maybe the French American is making kind of a big deal out of this to to get kids in seats that day and have, you know, trying to get more people to show up, especially that day. Um, is that that sounds like a good idea? It it's I mean is the census day a day that we really want people in their seats even more than other days? Like >> um census day is more about enrollment and not attendance. So census day is basically when the state takes a snapshot of where students are enrolled, right? So it's enrollment you know register to attend not

179attending and that cohort of student is what they base their initial fiscal allocations for us right and so it's all about enrollment and making sure that our enrollments are correct as of the first you know few months of school a few weeks um attendance needs to be um a focus every day right >> because we get funded through average daily attendance over u 85% of the school year right and so we have what is called a P1 and P2 >> which is a portionment you know first and second period which is around January and March and those days we report the average daily attendance over the past uh you know 10 weeks periods and but those are really what matters for fiscal allocations um if there is focus and I know every school is working

180on and I think some of the commenters brought it up today is collection of income verification forms because all our supplemental and concentration funding is based on collecting accurate and timely income information from our families so that we can qualify students not to receive free or reduced price lunch and other additional funding from the state. So at census day, we'll take a snapshot of the students that could be eligible, you know, for to receive this extra funding and then we have until the end of October. So we have the full month of October to collect this information from families. So I know that we are um launching a big campaign again to collect information or this income information and I know that you were discussing it earlier. Um, it's not just I know we say

181free or reduced lunch is actually we don't use it for free or reduced lunch anymore because everybody gets free lunch and so it's really a misnomer. Um, it's really a school funding form and students qualify no longer for lunch. So, you know, that's a historical name but for anything else. So, from reduced price child care after school to help paying for, you know, college applications, AP tests, ACT, ACT. So in transportation, so there is much more that families qualifies for that is not just lunch because everybody now eats for free. >> I think that's such a miscommunication in general just because it's changed so much over the years and a lot of the changes happened during COVID, right? >> And so when people are not here and then when we look at the numbers for

182free and reduced lunch, the threshold is so low because it's that federal number. And so I I mean I myself included like I have um qualified for that in the past but then I don't any longer. So then why would I be filling out those forms? You know what I mean? So I think that other people obviously would also have those those thoughts about like well I know that I'm not >> at the the base level so it doesn't apply to me. But it's very important for all of our families to be filling these out every year. I know it's part of the enrollment packet in um in most schools. I think uh the the thing that comes up for me as a parent and those enrollment packets is that you have to do the

183packet to get your access to Aries, right? So you can find out all the things. And that's that's the gold for me is Aries because I want to know all the things. And so then often people will just flip through without really taking a lot of the stuff into consideration even if you do check a box that says I fully understand this and here's my life. Well, and that is part of the focus and the approach that we're taking with communicating that with the families that this is about helping your school earn the most funding that it can possibly do, not necessarily about whether or not my child qualifies. Every family, whether they qualify or not, filling out that form helps elevate our eligibility. And uh Dr. Okconor, you want to talk about those three

184talking points that you share in your little slide deck? >> I don't know if I what three talking points there are. Um, but I can share um Stacy um and Emanuel and a group of us really have been working on a presentation that we'll launch to um principles and um not only explains the rationale uh behind the collection of the school funding forms, but also um you know, I think there's Oh, I can see my own talking points. if I could read them. So I it so just to kind of capture there's a presentation that we created for um principles to kind of share out with their staff because I think when staff understand the why they can help students and families understand the why. Um but then also I I think two different points.

185one kind of everyone doing this gives a gives a um kind of a community this is how we're going about it without targeting specific students. That said, we have created a spreadsheet for each school that lets um leaders know the students to target essentially who are the students that we don't have information from either through the data confirmation in Aries or through students who automatically qualify by falling into one of the unduplicated um student groups. Um so why for data confirmation? I mean, it's helpful if you do it through Aries. Not only do you get your schedule, but we make sure that the information in there is accurate in case there's an emergency at school and we need to call a parent. Um, it's also in terms of like monitoring attendance and keeping up with

186academic progress being attached to Aries matters. But more than that, the income information that's there is what ultimately um helps us be sure that we're identifying every student who qualifies for that fund so that we're maximizing the amount of um revenue that we're able to bring in ultimately to serve students who are are bringing in that revenue because they deserve to have more money um allocated for their education. Right? And I just want to recognize that how important these six projects were that we were working on with SCO that reaches into basically everything we do as a school district. So I would like to capture this one as well for our additional information items. And let's add the health insurance and the importance of that um to a to a future uh point. Are there

187additional questions on um the six uh project partnerships um or additional thoughts for additional information? Trusty Kirby, >> just quickly, not not really a question. I just want to uh take a quick minute and acknowledge and thank, you know, both the SCO and the and the cabinet and everyone involved for their hard work in this. I having sat on one of these ad hoc committees for previously, uh I understand all the work and commitment that it took to to get to this point and make the presentation though. So So thanks again. Just wanted to say that. >> Excellent. For the rest of the board, if there's no more questions or any remaining comments, then I'll also close. Thank you, Dr. Carter, Dr. Matthews, and your team. Uh thank you to to the Center of the

188City Schools team, Superintendent August, and to all of our teachers, staff, and parents who uh participated in this work. Recognizing that it's all continuing and ongoing. With that, we are going to go ahead and move to item H2. Um, and for this we have Loose Kazeres and Eric Odin presenting. And correction, Director Odin and your team presenting. Good evening. Uh, thank you, Vice President Casten, Superintendent August, and board. Thank you for having us tonight. Um, I know we're pulling up our presentation here right now. Um, we're here to talk about the um, trench studies we've done at uh, Hidden Valley Elementary and Proctor Terrace Elementary. And, uh, get this pulled up and get this started. Hey. Oh, that was quick. We went through it fast. Okay. Uh, yeah. False trench study investigation. Thanks. Let's move

189forward to the agencies and codes that govern this. So as you a lot of you have heard DSA the division of state architecture that's who governs uh building in for the school district um from the field act was passed in response to the um earthquakes in California that require schools to be built to a higher standard. So um keep moving forward through this pretty quickly. Next one there. So, we're required to get a geohhazard study for anything we build here in California. And we hire people like Mr. Mike Jwitt here from Miller Pacific Engineering to um look for geohhazards um that include, you know, that are not limited to ground shaking, fault, surface rupture, liquefaction, um tsunami, and landslides. Um, and we all need to have um these reports submitted to CGS before we can

190submit to DSA for approval. The Aqua Prio Act was created the year I was born in the 71 um to look at surface ruptures. Um so we'll go through the maps here next study or next slide. So there's the um earthquake fault map in our area of the aquas priola zone that runs through that was created back in dating back to 1983. And for us back then pretty much a French American fell in that zone as well as part of Proctor Terrace. Um the zone was expanded um in February of 2024. Uh so we uh had to do some additional studies to verify because we have um schools that entered the zone now that it uh expanded. So I think the next slide shows the expansion of the zone to include uh Hidden Valley and

191Proctor Terrace and Brook Hill Elementary completely um in that area. So um we had to go ahead and put forth a trenching study and uh we have Mr. Mike Jwitt from Miller Pacific Engineering here to kind of discuss um his report. Um my name is Mike Jwitt. I'm an engineering geologist with Miller Pacific. As Eric said, I uh was in charge of doing the geological studies at both of these sites. Two more. Um one more. There you go. All right. Um brief bit of background to be clear that the Alquest Prio Act does not allow construction of buildings within 50 feet of active faults. Uh please keep that 50 ft in mind. Uh the image on the screen now is the site plan from Hidden Valley that shows where we dug trenches in the ground

192and where we ran surface geohysical surveys to image the subsurface and see if we could find anything faultreated. Um the long and short of this study is there were no faults encountered on the site. Um we were able to dig all the way through to older materials older than 11,000 years. So we satisfied the state criteria for determining the absence of a fault. This image shows a recommended no build zone, which I understand is slightly antithetical to what I just said. Uh again, remember that we are not allowed to construct within 50 ft of a fault. We were unable to extend our exploration off of the site into the backyards west of the site. And so from the state's perspective, since we are still in the regulatory zone, but we have not explored that extra

19350 ft, that narrow strip of no build zone will remain pending further data. So the the sum of it is that that site um aside from the yellow strip of land there uh should not have any restrictions due to fault surface rupture. Is that something you need home owner approval to dig into their yards or what would that process be if we were ever to ask for that restriction to be removed? >> Um yes ultimately um it it really can vary sight by sight on that site because of how shallow the rock is. It is possible that some additional geoysical surveying, in other words, the surface refraction surveys that we did, that doesn't involve digging in the ground, but it does require access um you know, through the yards for personnel and surface equipment. So,

194it conceivably could be done um if that extra 50 ft of space was of enough value to justify the extra study. Um so, yes, it could with some considerations. All right. Now for Proctor Terrace. Um, again, this is a site plan showing the locations of the trenches we dug in red. Uh, we did previously investigate this site in 2018 with the pink lines. Uh, the blue lines there are again that surface refraction work that we did. Um, pull up this map. So, Proctor Terrace, uh, we concluded here that there is likely a fault where that dashed black line is shown. The legend on my site plan calls that out as inferred. Um we we found in that yellow zone layers of soil that have been deformed and that show evidence of either direct movement or

195very nearby movement. Um it is frustrating as a scientist to not be able to come to you with a definitive answer. However, state law sort of backs us into a corner on this one. Um, the soils at this site are much thicker and deeper than they are at Hidden Valley. Um, we did send in some charcoal samples for carbon dating and found that we were only to dig, you know, we were only able to dig to about 6 or 8,000 years. Um, we did find some interesting features in the trenches and in the seismic survey. And in the eyes of the state, uh, we are not going to be able to produce evidence of absence. In other words, their their catchphrase is that an absence of evidence does not equal evidence of absence. So, uh,

196like I said, it's frustrating for me to not have a full academic study and be able to share neat stuff about faults, but the long and short of it visav uh, redeveloping the school site is that that yellow zone on the southwest end of the site is also a recommended no bill zone for habitable structures. You want me to run with this one? All right. Um, so as a followup to Proctor Terrace, I know this will peique people's interest. Um, I understand that the district did consult with CFA structural engineers who we work with quite a bit to come and take a look at the buildings and they did not observe anything that indicates any imminent risk or significant structural damage at the campus. Um, these buildings are are older. They go back to 1949,

197but they were constructed after the Field Act, long after the Field Act was implemented. So, they were designed and engineered to higher standards of the time than most other buildings of that era. Um, the campus has been there for for approaching 80 years now and has not, you know, obviously suffered any major effects. It's been in day-to-day use. Um really remember the goal of these regulations is to regulate new construction. In other words, the purpose here is to promote safe and and responsible so to speak redevelopment when these facilities come up to be rehabbed or redeveloped. um you know ultimately DSA and the state don't have any authority or reason to require that the facilities be disused or vacated. So um you know the net message is that there's really no um no reduced sense

198of safety at this site versus any of the other schools of similar age in the area. Um but that unfortunately redevelopment options will be limited to that northeastern and central part of the site. >> Okay. So for the board uh we do have public comment on this. So we're going to stick to questions before we move to discussion. Uh student trustes CO and Olivera. Any questions? Trustees Jenkins >> clarifying question on the Proctor Terrace buildings. Um I think it's covered but the I remember a dollar number amount when last year when we were talking about all the things um about like to do construction to like refurbishments for the buildings that are in this no build zone. Is it is it a dollar amount or like a percentage of to be able to to do

199you know what I'm asking by any chance? Anyone? Perfect. >> Um I think you might be asking as um the state facilities funding. Um and since you are in a seismic zone, you would get matching funds from the state from $600 to $700 a square foot, but you have to go through the whole state funding process, which takes some times. Um you do qualify for hardship, which bumps you to the top of the list, but there is some time you have to wait for that money to come back. But we can still do, you know, like if if a roof needs repairing, for instance, >> we can patch and we cannot re- roof, which that building desperately needs. Yeah. >> And that's because of that. >> That's because it has to go through DSA for

200that roof. Yeah. So, any project we do that's beyond just standard maintenance will will have to be cleared through DSA and through CGS. and we're not going to get clearance in that area of of orange that was in the report. >> Got it. Thank you. >> So, just to further clarify that point, part of the provisions of the field act are that we can't invest in anything that's in that orange zone. So, the state won't approve regardless of the dollar threshold. They won't approve us um doing any work that requires their review. Trusty Kirby and then Trusty Deator. >> Just to further clarify on that, is there so I had read in the um the the act that said the the price point uh could not exceed half the value of the of the building.

201Um, you you're saying you can't do anything. >> Um, I'm if you go through DSA, they would require you to do a full structural upgrade. Um, and as Mike mentioned, if you're in the if you find evidence of a fault, um, you can't build in that area. >> Yeah. and not talking about building, but like remodeling like you said it couldn't. It specifically said you could do it as long as it didn't exceed half the the value of the structure. That That's the way I read that. Yeah. >> I think you're referencing um what is it? SV4 for seismic upgrades. That's if you do a remodel on an existing building and you surpass um a certain uh threshold, you have to do a full seismic remodel. >> That would be in an ordinary circumstance if

202we hadn't found any evidence of fault activity and the site was totally cleared. Any project we do on any site, if we were to exceed 50% of the building's value, it triggers automatically a full seismment seismic upgrade. But that's just in an ordinary circumstance. >> Okay. Thank you, Mr. Deator. >> So, Director Odin, how many classrooms and offices does that space affect? I'm going to have to take a little bit of a guess. Um, I think they have like >> basically building one. >> Yeah, it's most of the main building. And so it's about it's the office and probably a dozen classrooms or so in there and a TK. So for maintenance and feasibility, we are now we now know doing the research that we cannot invest into that area of our campus. um how

203are we forward thinking the feasibility and usability of that site for growth or the simple fact that a roof fails and it's beyond a patch repair. What's our game plan for that for future? Yeah, it's I mean we'll be treating it kind of like um French American Charter School has been in the last 15 years or 20 years plus. So, it's just going to be a lot of band-aids and maintenance, you know, that we can do patch and repair. Um, we can't do anything major, um, you know, to that building. Um, there's obviously room on that site that is in the in a build zone. Uh, but that's, you know, kind of a topic to discuss, you know, how we move forward with that or if we move forward with that. >> Those would be

204future discussion points for facility master plans and bond funding and all that fun stuff. Yes. Oh, thank you. >> Any other questions? We will have time for discussion with the board after we go through questions. Trusty P. >> So, I don't like using words like band-aids and patch jobs when we're talking about kids in schools. Um, to me, that's not sustainable. Uh, but since we closed down a we I wasn't on the board yet, but the decision was made to close down an elementary school and move all those kids to Proctor Terrace and now that school's looking like it's not going to be sustainable for long term, then where are we going to move those kids? >> Well, so I want to caution us on where we go with this discussion for what we have

205agendaized. These studies were done because the decision was made to uh keep both Hidden Valley and Proctor Terrace and look at what could be built on them. And what's before us is not a study that shows an inability to still utilize the sites for the future. There's still a lot of developable, but we'll move to the discussion on what that means after we do public comment. Um so, but there's no presumption that this site is not sustainable. This report actually showed us kind of what we were expecting it to show us um back in February. Are there further questions? Trusty Medina. >> Thank you. Um in the context of the facilities master plan as it relates to these sites. Um, specifically Proctor Terrace, given the situation, in your opinion, would it make more sense in

206the long run to use an existing site that maybe is targeted for closure and investing in one of those that's not on a fault line than this one based on the projects that are in FMP? >> Yeah, that's a hard one to answer. um you know due to um that's kind of not my job to to kind of come up with that. But u I imagine that that master planning process that we're starting here this fall is going to shake out some of those details. But um yeah, the cost to build the new school is not cheap, right? And and we do qualify, as Brian said, for facility hardship funding and some matching funds from the state, which is helpful. >> Any other questions on the trenching studies? All right, seeing none, I'm going to

207go to public comment and then I'll return it to the board for discussion. I have two cards. Um, Micah Carlin Goldberg, followed by Chris Gray. Micah. >> Um, so I'm a teacher at Steel, one of those sites that is not on the fault line that is currently slated for closure and is 3 acres larger than Proctor Terrace. So I think we have an answer about where the kids can go. Separate from that, um, one of the reasons that was stated for why Steel Lane would need to close was the increased maintenance cost because we have one of the oldest sites on campus. This year is our 75th year in service, I believe, or 76th. Given that more than half of the existing structures cannot be fixed to current standards, what are you going to do

208with Proctor Terrace? Put the new building on the field and put the field where a new building is. That sounds a lot more expensive than following the current steel lane master plan, which increases our parking space can double our amount of classrooms while putting in brand new facilities for PE and all of the other things that will go along with it. Before the boundaries were changed going into this year, Steel Lane was housing 478 students. Even with you guys changing the boundaries, we're up 10 students from where we were at the end of the year last year because people want to come to Steel Lane. Your projections have always been wrong about us. Before 2019, you projected us to go down. Between 2019 and last year, we were up a 100 students. So, I mean,

209I really hope the board will seriously consider looking at one the equity of closing so many schools that are massively people of color and disadvantaged peoples versus a school that has lots of people who have the time and energy to come and talk to these boards and looking at the site that you have that we were just told cannot be brought up to code. it. You need to have the discussion about where is that going to go and the answer to me at least is pretty clear. We have a site that's open that has the capacity for more students than it's currently taking and is not in the fault line and that's steel lane. Right? I don't want to put down Proctor Terrace at all. I don't like the idea of of classes or schools

210attacking schools in spite of one of our board members talking about how they really love people fighting for their schools when we were talking about closures in the spring. Right? But the fact of the matter is this study says that Proctor Carris is no longer a tenable site. It also of note has no safe bus drop off and they're going to have buses now. It has no safe parent drop off and it has no parking lot. How is that a feasible site? You can't you have no parking lot, no safe drop off, and now you can't build on a third of it. Like I really hope the board makes the right decision about what to do with Proctor Terrace. And I I welcome all the Proctor families and staff at Steel Lane if that's the

211choice that gets made. But really, you got to have some common sense here. Thank you. >> Thank you for your comments. And I moved quickly there. We'll do three minutes for the remaining comments on this item and then return to two minutes because I beat our time clock to opening public comments. So, uh, Chris Gray, three minutes. >> And here, hello. Respectfully, a lot of the things you just said were incorrect. So, board, please follow up on that. Um, dear members of the board, my name is Chris Gray. I'm the parent of a first grader who attends Proctor Terrace Elementary School. I'm on the PTA and site council at Proctor and volunteer regularly in my child's classroom. I'm also a committed staff member of LC Allen High School and serve as CSI site rep. Welcome,

212Trusty Pra. Thank you for uh to those of you that responded to my email about the overcrowding and safety issues at Proctor. I really appreciate your follow-up and willingness to go see firsthand what is happening there. I'm here tonight after reviewing the trenching results that we have been anxiously awaiting for. And with dismay, we see that in short, the news is not great other than the no immediate structural safety concerns exist. What does this mean for Proctor's future? Our small but mighty active parent population fought hard last year to keep Proctor Terrace open, and we are exhausted from it. None of us have recuperated. Many of us work for the district as well and face additional stress at work every day due to cuts. With severe growing pains this year and the challenges the school

213is facing with overcrowded classrooms and not enough staff to support students, our children need stability. With 120 new students, the entire dynamic of the school has changed. New students are getting used to being at Proctor. All students are getting used to larger class sizes, new peers, and less support. Our children cannot go through another huge transition next year. They need stability, consistency, routine. Whatever you decide, I ask you to really put our youngest students first. Not just their academic experience, but their mental health and sense of safety and belonging as well. To uproot them or create any substantial change next school year after they have had to go through the consolidation process this year would be cruel. And to be very honest with you, many families will leave the district if this is what you

214decide. What families need right now is reassurance and intentional, well-th thoughtout decisions on how to support our children and the Proctor staff who are overwhelmed. Please keep this at the forefront when making decisions that impact Proctor Terrace. Thank you so much for your time. >> Thank you. I have no further cards on this. Was there anyone hoping to make comment? Seeing none, I'm going to go ahead and close public comment. Uh, Director Odin, from the comments, uh, it was mentioned that the third of the Proctor Terrace and also I guess the 50 foot strip along Hidden Valley would be unusable. That's just for buildings. Would are there other uses that are permissible on those areas? Fields, parking, nonoccupancy storage, are those types of things. Uh, you know, is this area still usable um within these

215sites? Yes. For for a non- studentent housing, right? So, you have fields, parking lots, um non uh classroom buildings that are won't have children in them. Yes. >> Yeah. Uh from the comments, additional questions and or comments from the board. We'll start with our student trustees, Creo and Oliver. Any comments? I see none. Uh, Trusty Kirby, >> now that the trenching study's done, um, is there anything else preventing us from moving forward with either relocating portables or building a new project on these sites >> on both both sites or any particular one? >> Either one. particularly Proctor Terrace in that in that we know how impacted it is and and they are in dire need of some extra space even for IEPs uh you know meeting space whatever I know we have some existing portals

216and we had talked about this I believe either last meeting and the meeting before about the timeline um that's needed is it possible to get in there before the next school year. Maybe you can speak to that a little bit. >> Yes. Yeah. Just kind of like we're looking at Burbank right now. We we could look at both Hidden Valley or Proctor Terrace to add portables. It, you know, Proctor's with that no build zone. It's getting tight to where you can put something, but you know, that's what we bring architects in for to try to figure out, you know, best spots to to try to take up as little space as possible. >> And timelinewise, I mean, would we be able to >> Yeah. Yeah, >> potentially get it done before next school year. >>

217Yeah. Yeah. With portables or something like that. If we move, you know, at a decent pace, we can we can get it done for next summer. >> I mean, would you need direction or action from us pretty quickly to get that done? >> I would think that if we had somebody starting on this kind of inignment with what we're starting with Burbank right now, I think we could easily get that done within the next couple if we knew in the next couple of weeks. and likely agenda is with the master plan. Trusty Jenkins. >> Um, yeah, just we all know this, but I've been driving around in the neighborhoods of different things and Proctor is because we needed to close the other two schools, um, French American and Brook Hill. Proctor is kind of the

218only school on that side of town for our district students. Um, so just to make sure that that is said. The other thing, and I hope this is not disrespectful because I don't mean it disrespectfully. I mean it very very respectfully is reading the um the report. I'm not a geology person. However, for anyone who was a geology person, this is the stuff for you to read because it's just it's really cool because I think oftentimes we don't think about geology as a as a path. Like, you know what I mean? Like, I've been on a geology trip in college. That was about the extent of my geology knowledge. But it was just really cool to read something like this in a school setting because it it parents, show your children these things. um because

219it's a really cool career path to go on. So, thank you. >> Thank you. >> Additional comments. All right. I'm just going to close it out by saying I feel that the trusty prank. >> Sorry. I just wanted to know um is there a suggestion to get portables? So, I was looking at the map. So, I was just trying to see if they were going to add portables. >> So, the suggestion by Trusty Kirby is to look at that. And the response from director Odin is that we'd look at it >> when we come back with looking at the overall facilities plan. >> Okay. Just making sure. Um, and I I I would just end this by saying, you know, we we triggered these studies by saying that we wanted to keep both of these

220campuses with the hope that there would be a way to have the most be viable geographically dispersed within our elementary district and ability to serve uh, you know, students in a proximity in an area where parents and students uh, would continue going to our schools. And I think that the summary of these reports is very consistent with what we were looking at from the data on the state's uh geological website and what we could have anticipated as a best case situation when we embarked on this. There's nothing in here that is a surprise. Um and you know from from that point looking at what does that mean? Does it mean that for Proctor to have a construction plan, we'd have to start with the grass field, which based on my tour today is used for

221some of the break periods, but is underutilized in order to do new construction and phase it. Um, would we need to at Hidden Valley look at being able to add things outside of those uh the no build area in order to handle the capacities? it it appears that all of those options are what are are what are on the table and what we could have anticipated from the original data. So I I look forward to the conversation where we're agendaized for the whole facilities plan and being able to discuss of it. But um it is good to see that the data is consistent with what we were originally seeing from the state and what they thought was there. So I appreciate your work and moving on that. Unless there's any last comments, I'm going to

222go ahead and move us to the next agenda item, which we'll go ahead and do. We're going to move to H3. Thank you all. >> Thank you. >> Trusty Casten, can I move that we extend the meeting to 11:55 maximum because we got a lot to go over. Is there a second? But I do not want to extend the meeting till 11:55. >> We can leave earlier if we finish earlier. >> I I have a motion to extend to 11:55. Is there a second? >> All right. Hearing no second. The motion dies. >> We're only we're only allowed to extend one time. So that's why I'm pushing it to the maximum possible. Then I'll move to extend to 11:45. So before we go down this run here, um Justine Medina is correct. We can only

223make a motion to extend once. So let's make sure we hit the correct one. I hear a motion for 11:45. Is there a second? >> I know. All right. Hearing none. Motion fails for lack of a second. Trusty Deator, you had a motion. >> Make a motion to extend the meeting to 11 p.m. >> Is there a second? >> Second. It's been moved and seconded to move to 11 p.m. Uh, all in favor just say I. >> I. >> Any opposed? Right. Motion passes to extend to 11 p.m. >> Uh, with that, we're going to move to item H3, the boundary discussion. Uh, we have Superintendent Lisa August and team because I have a feeling this is going to uh go robustly on the team uh presenting. And I do want to say for the

224public, uh, this is one item. So I have cards that were listing H, you know, H3A BC. Um, we're going to receive the presentation. We're going to ask questions. We're going to take public comment on the whole of the item and then we'll move into discussion. Um, so there'll be one public comment period. Uh, with that, Superintendent August, >> thank you. I actually am going to hand it over to the team in just a moment. I I was actually just going to share that as far as the structure of the item that these are all interrelated even though they are individual action. Um so we have uploaded the majority of it as one presentation which I believe Dr. Bardelli is going to share and take it away team. >> All right. Good evening everyone. It's

225great to be back today. I I'm going to share with you item A and B. um talking about tendance boundaries. So um I took um I worked a little bit after we met last time and I have an updated proposal for our elementary district boundaries. Um this year or this time around I'm going to try something a little bit different which is dividing our attendance boundaries by what I call core attendance areas for a school site and then neighborhoods areas that we could consider moving between school sites. Again, echoing what was shared before, really taking this consistency and keep the attendance boundaries as consistent as we can as we make the required changes that we need to make to address uh the issues that are emerging. Um so just to read the map together, we

226are going to go over the core attendance areas. So let's see. Um we're going to start from the west side of town and move towards the east. So we have James Mororrow Elementary School here in gold. Um then we have Helen Layman in yellow. Then we have Abraham Lincoln in red. And then moving to the east side we have Hidden Valley Elementary School in green, Proctor Terrace in purple and finally Luther Burbank in green again. So these are the core attendance areas. the proposal that we are going to discuss today doesn't change these attendance areas. I also identified other neighborhoods from our conversation uh two weeks ago uh for potential movement between school sites. My names are based on geographic features of these neighborhoods might not be the actual names that go by. So, you

227know, I I'm not very good at naming things. So, the first thing is Coffee Lane. Um, it's right there in between James Mororrow and Hidden Valley. Next we have West Steel Lane, uh, Codington Town, we have, uh, Steel Lane, um, Copperfield College, and finally the fairgrounds. So, these neighborhoods um are currently assigned to an elementary school, but we um the proposal that we are going to see today moves them between their current assigned school to a different school. And um in making those decisions, I really follow two guiding principles. The first one is to try to keep um projected enrollment as balanced as we can given the distribution of students across the city. Um and the second one is to address the emerging issues from current school sites um related to capacity and enrollment numbers.

228Um just as a word of caution, all the enrollment projections that you're seeing tonight are based on this year students where they live and where they go to school. And the projected numbers are if we add these new attendance boundaries this year, what would be the enrollment at these sites? Right? So these are not enrollment projections for next school year because we really don't have them is our best guess of um using this year students to project in the future. Right? And as you know that usually does not work right 95% confidence that we are in between those projections right but we might be off you know 5% up or down. It's also important to remember because when we look at a map like this, there is a tendency to connect the size of each

229color with a number. A a large green area must mean more students. And it is important to recognize that um the areas in the center of town have a higher population density. So when we look at an area for example like the hidden valley area which is about the same size as the purple proctor terrace area it does not mean the same number of students. So you really have to pay attention to the legends um because some of these neighborhoods are much more dense than others. >> Yeah. and also depends where you know families with young childrens can afford to live in town um and where you know more established families that maybe you know have older students might live. So that's also another thing to consider. Um oh and I forgot Corby um right

230there. Um um so these are uh the attendance boundaries that um I'm bringing up for proposal for tonight. Um as you can see we have uh some areas that switch. Um and I want to highlight a few of them. So we have uh the attendance area for Steel Lane is here in the middle of town gets divided between Hidden Valley, James Monroe and um Ellen Layman. Um in order to accommodate those changes, there is also a switch of what I call the coffee park neighborhood here between Hidden Valley and James Mororrow. So this um addresses the planned closure of steel lane and not the division of its attendance boundary between these three elementary schools. As we have heard tonight, um there is some concern on the southern side of our three schools. Uh here there

231is also a proposal to move attendance from Proctor Terrace to Burbank and from Burbank to Lincoln in order to move enrollments and reduce the overall enrollment at Proctor Terrace um and switch and and shift enrollments towards Abraham Lincoln. So overall here you can see there is a change net um reported at the end of each box. So if we were to adopt these maps for next school year, again using this year's student enrollments and where they reside, those are the changes that we might expect. Uh an increase in 98 students at Hidden Valley Elementary School, 107 students James Moro, 79 students at Alan Layman. This follows the closure of Steel Lane as those get divided up among them. Um for uh the southern side of town, moving those attendance boundaries towards Lincoln would uh reduce

232the enrollment at Proctor Terrace by 51 students, reduce the enrollment at Luther Burbank by 80 uh 40 and move students uh about 146 students to Abraham Lincoln. Again, this assumes that the students that live within an area attend their assigned school. As we know, there is also a lot of movement and open enrollment. Um, and so again, these are estimates. We might have a better idea closer to the end of November when the open enrollment period closes. And then um I don't know if you can see this. I know the yellow is a little bit um tough to follow here but the yellow line um show the uh historical attendance boundaries before we started the consolidation uh process. So um for example if we look at uh hidden valley um you can see that hidden

233valley attendance boundaries grow uh grows right to take up some of proctor terrace steel lane um here you know on that side similarly James Mororrow grew to uh take over the area for Bala and Proctor Terrace and Burbank took over some of the tendants boundaries for um Brook, >> let's go ahead and stop here for a moment. Um, let's take questions on the elementary uh districts. Just questions and then we'll move to secondary. Trusty Jenkins, >> I'm wondering with Oh, no. >> Oh, >> hold on. I have it too. >> I never know if if I need to share for questions or not. So, >> it's it's back up. >> Oh, it's it's not here. There. Um, can you go to the slide? Two slides so far. >> This one. >> One more. Oh, no.

234Forward. >> Forward here. >> Yeah. >> Okay. >> Uh, so with I'm thinking Proctor and Luther Burbank. Is there a reason that it that the boundary is this way instead of this way? North south instead of east to west. I'm just thinking so that it for elementary schools to line up their boundaries to line up with the high school with the secondary school that they go into the way that they are right now. They it it's not >> there's no so you're splitting the elementary school populations and then we run into issues with enrollment when they go to secondary because kids want to stay with their friends. >> That's correct. Um and that is another point that we're going to discuss when we see the secondary especially um Burbank is a point of um you

235know as you as you you will see that is a little bit choppy but in um in large I've tried to keep the same neighborhoods that you see here you're going to see them again for the secondary map so as much as we can because um right Senator Rosa High School is right here and you know in this map is in the attendance boundary for Burbank. Um and so um >> doesn't proctor wouldn't Proctor also go there though? >> And so and that's and that's exactly part of the issue is separating the maps. Now the thing is that we can't fit all of >> more secondary. >> Yeah. So we're going to go to the secondary responding to why didn't we cut north south is that because we can fit all of Brookl. So here

236if you look at the historical map, this is where the Brook Hill attendance area was. And this aligns with the historical attendance area for um um Montgomery. We could not fit all of Brook Hill into um Burbank and so we had to find a way to separate them up in a way that made sense. And so this north south um you know division kind of works. The college neighborhood has very few kids. So if we go back to the uh here there are 43 students but a lot of them also attend um charter for the arts right and so there isn't much right that we can move around um there >> for the elementary district boundaries was walkability one of the factors in consideration for the geographics >> um yes to the extent that we

237need to provide provide busing if students live, you know, after a mile and half a mile or a mile depending on age. Um, again, you know, most of these areas are pretty close to their home school except for Hidden Valley. As we said, you know, that area spraws up to the Fountain Grove neighborhood and it's simply not possible to walk from, you know, one side of Fountain Grove all the way down to Hidden Valley. So uh the area of town is always um a carb based right suburb almost but as we heard a two weeks ago for example we have no buses going to James Moro. So pretty much everybody living in this attendance boundary is opting to get to school on their own possibly walking right. Um and so there is kind of like

238of of a bit of that of that consideration. >> Any other questions? Trusty Medina. >> Yeah. I think I just kind of want to express one concern specifically as it relates to um Burbank Elementary which school in my trusty area. But um given that shift in that um I think what you call the Corby projected area now being transitioned to Lincoln. I think one of the things that I've always liked about Burbank is that that community, specifically in that Olive Park neighborhood, they use that pedestrian overpass to walk into um Burbank Elementary and that allows families to engage and be actively participating in that school and now they'll be so far away from the school that's part of their community. Um, so you know, the issue of transportation that and just elimination of the ability

239to engage that, you know, that's a very low-income area and a lot of families really >> they literally walk there all the time and are actively involved and that won't be there anymore. >> Yeah. and and and this is one of the neighborhood that I I kind of agonized on like as I was working on this again as we look at the density map we haveund you know 40 stu 120 students living in that area so that would be uh you know pretty much five classrooms and the question that comes down to is do we have five classrooms at Burbank right now to house them right now I know that we are going to talk about constructions possibly a Burbank I heard. So maybe next year, you know, like this is not needed as a

240move and we can say let's keep them there and let's try to find new construction to house them. Um or right do we want to say you're assigned in Lincoln but you can you know apply for a transfer and stay at Burbank if you want and walk to school. So I I and that's kind of like the decision really is I I I believe this neighborhood um and you can see that this flip-flops um on the high school side and so and and I think the just the other concern is just given that specific >> area is just you know I I think families are more likely to just enroll in the Rosen School District then go to Lincoln. I mean Yep. We'll get further into discussion after we move through the questions. Any other

241questions on the elementary maps? Trusty Kirby, >> just just to follow up on that the last comment you were talking about. Um, so it was my understanding. Well, you said that the Burbank capacity you weren't considering the the new portables that we've already started to >> Yeah. that that process is already approved and happening, right? >> Yes. >> Sorry. Um >> I just wanted to confirm since uh >> and let's and while we're bringing Eric down, let's also cross apply that question to the new buildings at Monroe and the other approved buildings. Uh yes, we have an architect on board. Um and we're looking at and working with the uh site on possibilities of a couple different scenarios that we're um settling on now. So it's we'll we are looking to add five or six

242new classrooms to that site this summer. >> Okay. Thanks. I I just wanted to confirm that that was >> and for the data that we're looking at, does it include any projected new capacity that doesn't currently exist? >> I should have said that and I apologize. It's almost 10, so I'm losing my mind here. Um, you will see that I've moved away from giving you capacity projections. Instead, you're going to see change from today's enrollment or this year's enrollment. Um and that is because as we have seen especially when we start considering the secondary numbers capacity sometimes overstates actually how many students we can fit at a site given every all the others activities right that up and so if on paper we can fit you know 2200 students in Montgomery we know that we

243really can't right and so all you're going to see tonight is change from this year's enrollment so the question for example is if you look at James Marorrow the projection is to have to fit 110 students more right so the question is can we find space for 110 students at James Marorrow uh the answer is likely yes with the five classrooms that are coming online at the end of the year right same thing with you know Helen layman can can we fit 80 more students likely yes with the three classrooms that are coming online so keep that in mind right so we are not looking at on paper capacity we are looking at additional capacity needed to be found at these school sites. So the same thing will apply for the rest of the presentation

244tonight. >> In light of the time I'm going to move us to secondary and then we can get back into the relationship between elementary and secondary. >> Yeah. So secondary district follows the same plan. We have core attendance area that were not identified for change. So you're not going to see neighborhoods that are assigned to these areas and then neighborhoods that could be moved between school sites. Uh again from the uh west to the east side we have Pioneer High School in purple, we have Santa Rosa High in black, Maria CIO in gold and uh Montgomery in red. The neighborhoods that were identified uh last time that we talked about this for potential changes are what I call Larkfield, which is the undeveloped or unincorporated area of Marquest Marquest Vicky up area on the west

245side of 101. Um and then I identify school districts because one of the priorities for the district was to keep together attendance uh feeder patterns. And so here school districts are follow fitter patterns. So here we have the right area Rosland what I call Belleview west of 101 Belleview east um the Kawana Springs area and then in town we have what I call Proctor Terrace and the Franklin um Avenue neighborhood and then the Hidden Valley attendance area left from Franklin So this is pretty much all the neighborhoods for secondary. Similarly here they are assigned to a high school. So here assigns Larkfield and Hidden Valley to Maria Coreo. Um Marquest to Piner and Kowana Springs to um Montgomery. This matches the historical attendance boundary for Montgomery. Montgomery also picks up the three small neighborhoods that

246were identified. So this one um is where um Burbank uh Luther Burbank is. There is this little sliver like below railroad square and above uh 12 and then uh Corby Avenue and then this proposes what is called an LC Allen uh high school priority area. We're going to discuss about the plan a little bit later in presentation C, but the idea here is to establish a temporary attendance area for the LC Allen High School that follows the historical pre2024 attendance area for LC Allen. Students there will be encouraged to attend LC Allen, but we receive priority enrollment uh if they wish to move out. So basically creates a magnet light attendance area where students are given priority at Darcy Allen but also if they wish to move out you know um to all other schools

247and then I know that walkability was a big discussion especially for the um um Santa Rosa High attendance area. So, as I was looking at this, like the Proctor Terrace area and what is Franklin, uh, which is the area down Franklin and then a little up the Hidden Valley Road that could potentially walk to, um, Santa Rosa High, reassigns them uh, to the Santa Rosa area and everything else goes up. Now if you look at here again um what was on top of my mind is um the pressure on capacity at Santa Rosa High as we have heard and really trying to reduce enrollment there um in favor of the other sites. So here you can see that this plan would reduce enrollment by about 180 students. Again, that's about six classrooms that would open

248up those spaces back for RSP, special services or other activities. Um, this will change enrollments at Pioneer by 337 students. Remember that this also includes 712 uh um our junior programs. Uh with the new building coming online at the 12 rooms, that is about um you know 12 rooms. So, they should all fit. Um and that's pretty much it. There is no change in Montgomery and 66 more students than Maria CRU and again here is the historical boundaries if you want to take a look at compare. Uh the big change here is just um a park right um I don't remember the park there but um it's basically there is nothing um and then there is a little bit of shrinking of Santa Rosa and uh the switch between Piner and Santa Rosa in the

249Marquest area. Would the Rinken Valley Middle be exactly the same as Maria Coreo? Uh >> Maria Coreo is the only school that where I give you 912 like the senior program and not the Ringon Valley. Ringon Valley if you were including them adds about 725 students. So Maria Caro enrollment area is about 2200 but that considers that 700 students are housed in a different facilities in Valley. But I mean it's safe to assume that the Rinken Valley Middle School map would be the same one since all the other ones are >> sorry. Yeah. So this map assumes that we were we are going to align all our secondary attendance boundaries um between our junior high programs and senior high programs so that there is no like switching in ninth grade. We want you to make

250a switch once between sixth and seventh grade and stay there until you graduate high school in 12th grade. related to that. I'm kind of curious about I guess this it might not be a curiosity but the with Rinken Valley and and Maria Creo if that adding did you say 700 students? >> Mhm. Yes. That seems like super lopsided, just throwing it out there, because if the other three high schools are 7 to 12 and they're maxing out around, let's see, Santa Rosa's Santa Rosa is big. Montgomery is coming up hot. Actually, they're all pretty big, but with Korea, I it just seems like it would be we would try to make them even so that it doesn't look like, as you said, Alaska with that area. Um, it just feels wonky. >> Inequitable. Yes, that's

251the word. >> But those numbers are current enrollment for two separate campuses. That's what he's talking about. if they were to try and close Valley Middle, they'd try and put over 700 800 students on Creo's campus, which wouldn't work. >> So before we keep going down discussion, let's go to the last slide on this. I'll open up for questions. >> Um the only other slide I have is a proposal for a four school boundary. Um in case uh we want to go down to a four school model um pretty much the attendance area for what was called the um LC Allen uh priority enrollment area gets divided between Montgomery Santa Rosa High and Piner in this way and again you can see that uh we'll need to fit about 500 more students at Piner 500

252more students Santa Rosa High and about 144 more students at Montgomery High school. Um, as it stands right now, um, this four school boundary is unfeasible at both Pioner and Santa Rosa given how the facilities are. Um, and I don't know if there is a way to fit uh this many students uh by next school year. What is the little pocket? Are on one of our previous boundary maps, sinners was broken up in two spots and now it just looks like they're broken up in two different spots. Do what's that little purple pocket? Why is that Piner? >> Uh you mean uh the right school district? >> Yeah, >> this is the right school district. Yeah. Um and so again thinking about the idea of keeping uh feeder patterns together and not split students um

253you know that proposal fits right and about their 200 students to piner it's possible that we might want to separate this in a different way right but this one again was trying to keep feeder partners together and friends together and so the idea was to you know assign the right school districts to Piner from LC Is is it um safe to say that uh is right typically are those families choosing Piner that district? >> The right school district is currently assigned to Alcy Island. >> Thank you. That makes sense. Thank you. >> So questions on the secondary boundaries and I want to keep it to questions because we'll move to discussion after we receive public comment. So, secondary boundaries and then interreationship between elementary and secondary boundaries. Trustee Kirby. >> Um, just real quick on

254on the last slide that you had up there. Um, so you're you're basically assuming that no students are going to go to LC Allen. Is that >> is that the assumption you're making? So this map you you know you could assume if LC Allen were to close and not be um comprehensive neighborhood school but a magnet school without an attendance boundary this would be a possible attendance boundary that we are looking at. >> So not to close though that's just without their boundary. >> Yes. So this is this would be how the residential breakdown might be >> with four high you know comprehensive high school. >> Um right to trusty Kirby's question this would assume that no students are enrolling in CCLA or in LC Allen and we're counting for them all in the other

255districts. >> That's correct. It's it's really difficult to know because we have not conducted any like survey or or study of how many families would enroll into a magnet. So this is the worst case scenario where everybody says they want to go to my neighborhood school and not enroll in the magnet school. >> Okay. And that's why you were saying it was not feasible because you're assuming that no one would go to LCL. >> You could assume that you know this is the worst case scenario. The other one right would be this right enrollments at Santa Rosa High and Pioner and Montgomery might be in between these two bookends. You know your guess is as good as mine. So I I really don't know. >> Okay. I just wanted to clarify that. Thank you, >>

256Trusty Jenkins. >> Just a follow-up question to that. So, >> do we have to have capacity if it if they were without a boundary, do we have to have capacity at all of these schools for these numbers with the with these boundaries? Like, I I understand that that's part of the discussion, but we have to have capacity at the schools for the numbers that we think could go there. I like to prepare for the worst case scenario because I don't want to be next school year and we are at a point where we say um we need to f you know 2200 students Santa Rosa High 300 students picked to be at a mag you know at at the magnet school but you know 300 didn't and now we need to find a space for

257them and we cannot tell them uh you know we don't have space for you because this is their home school right and so that's that's really what to consider and this is why we are proposing uh uh like a three-year uh phased in approach to to go from this map to this map and probably now it's is it's good for uh Dr. Okconor to jump in so that you know like you have a better picture before we start discussing. >> Before we go to the next topic though, are there questions on the inter relationship between the elementary maps and the secondary maps? >> My question more is for the right school district. That's the district my kids should have went to for elementary, but I chose to send them to Santa Rosa City Schools. Um,

258do you have statistics on how many kids in the right school district feed into the middle school or to the high schools? Because I know a lot of those kids um they didn't go to Elsie, they went to Willowside for middle school or they stayed at their um charter middle school and then they go to Annalie or another high school. >> Yeah. um we don't because we don't see students that don't enroll with us and that's why the uh county census that we discussed during item one is really important because it will give us an idea of how many students from the right school district decide to move to sebastapole right or you know attend analy instead of a school of central city schools all I can tell you is that we have 188 uh

259712 students coming from right I don't know their enrollment number. So I don't know if that is close to how many students they have. If it's you know 50%, 60% that one I can tell you about but it's about 200 students. >> Okay. Trusty Medina. >> Thank you. Um question that I have is well two questions. Uh one assuming like we have the maps and we don't have the capacity to accept students that live within those boundaries. I'm curious about potential legal issues for not having um the capacity at the school if we ran into that situation. but also specific to Santa Rosa High School. I think if I recall the numbers from the previous presentation, I think there was like 766 students that were um outside of those attendance boundaries that went there probably

260in large part because of our request and other reasons. Um is that accounted in here or or or what would the impact of that be if these maps changed? So we do have board policy that we can trigger in case a school is over capacity to displace students. Right? I think it's been 20 years since we have to do that. But we do have policy in place and procedures to say uh the school is at capacity. We need to displace residents. And so we do have a policy um to do that. Um it's not ideal, right? because we need to turn away families. Um, >> well, I'm I'm thinking more of like displacing families that maybe come to our district from outside of the district because of those programs that would also have an impact.

261>> We have also seen that, right? Um, especially for a site like Santa Rosa High that, as you point out, pretty much acts as a magnet both within the district and outside of the district. You know, they have very, you know, big sought-after programs like our quest. So they do bring in students and if we don't have space for these students to enroll in um transfers will be impacted and we are going to have this more discussion probably in a future board item. >> Trusty D and Tori. >> So Dr. Bardelli I noticed you mentioned a lot of the feeder districts for the alignment of the elementary and secondary boundaries. Um there was no mention of the Rinken Valley and Ben Valley school districts as feeder districts. Uh the majority of those students do end

262up going to Coreo and Montgomery or Rink Valley Middle Coreo. Um Montgomery is there a reason those numbers weren't in here? >> Yeah, that's a very good point. Um, in my mind the attendance boundary between CO and Montgomery as they relate to Ringo Valley and Bennett Valley were pretty much settled and so we can redis it, right? Um, in general pretty much the attendance boundary for Karo covers um the Ringon Valley unified attendance boundary. Uh, but up here I I think the boundary it's somewhere down this way uh between Marquest and Rinkon Valley. Plus there is the Mansanita elementary school attendance boundary up here which is currently assigned to Montgomery. I know we had this conversation in one of our study sessions and you know in my in my mind is a settled matter right

263and so that's why they have not been highlighted. So Rinko Valley core Korea attendance area Bennett Valley core Montgomery attendance area that's why they are not brought up. I can bring up, you know, enrollment number if it's interesting, but I I I didn't want to take >> I'm just curious because we brought up all the others and that's fine. Um, >> and we just have until 11:30. >> And perhaps to Superintendent August or someone else in the room, speak into the legalities of these boundaries that we're looking at. um what fail safes do we have in place as a district to ensure that we are holding space for neighborhood students on those sites. So every year you renew um or refresh our um resolution for capacity and um when we look at a school's capacity

264and consider transfer requests, we stop accepting transfer requests when the school um passes uh 90%. And so we provide a 10% flex space. Um and that's where that is why we do this by priority level and by priority number. So we won't go through and just do everybody and we may say 90% would be accepting 300 students but 300 it's like 250 gets us through priority five. Do we want to pick only 50 of the priority six? No. So we will um limit by priority levels so that we are not um creating situations where we're having to do a lottery and that way we protect space if somebody moves into the neighborhood. >> Thank you. >> Just questions on the maps. >> Okay. Uh with that we are at 10 o'clock. We have two mustd

265do public hearings, two mustd do action items. I have no public comments on. Please everyone stay seated right where you are. Uh with the leave of the board, I am going to suspend our agenda momentarily and move us to >> I object. It's objected to. Then I'm requesting from the board the ability to do our must do must be in compliance with the ed code public hearing and uh actions on textbook adequacies. Can I have a motion? >> Shouldn't the agenda have been adjusted earlier? We extended the meeting. It'll go after. I understand it. I'm asking if there's a motion to enable me to suspend the rules. >> I move. >> Motion. >> Seconded. All those in favor, please say I. >> All right. Any opposed? >> Opposed. >> All right. It passes 51. Uh

266we are going to suspend the rules and move to H4 public hearing regarding sufficiency of textbook and instructional materials. I am hereby opening the public hearing. I have no cards on this item. Is anyone here for the public hearing? Seeing no one, I'm going to go ahead and close the public hearing. That moves us to H5, action, sufficiency of textbook or instructional materials. Board, we've reviewed the um content of this item prior to this meeting. Is there any questions for staff? Move to approve. >> Move to approve. Is there a second? >> Second. >> Roll call, please. >> Student board member Curo. >> I. >> Trusty Medina. >> I. >> Trusty Kirby. >> Hi. >> Trusty Jenkins. >> I. >> Trusty Dator Tory. >> Hi. >> Trusty Pra. >> I. >> Vice President Casten. >>

267Hi. With that, I'll move to H6 public hearing regarding sufficiency of textbook in instructional materials for 2425 grades 7 through 12. I have no cards on this. I'm opening the public hearing. Is there anyone here to speak to us for the public hearing? Seeing no one, I'm closing the public hearing. I'm moving to H6 uh or sorry, H7, action on sufficiency of textbooks or instructional materials 2526 for 712. Are there any questions to approve? It's been moved. >> Second. seconded question. Trusty Jenkins. >> Yeah, my question is I keep hearing it. Who am I directing? Thank you. >> Um I'm hearing issues about math textbooks at high schools. Any just that maybe there was like new math textbooks, not everybody has them. Do you know anything about this? >> So this would be the year

268for the adoption for a new textbook. Yes. This would be the time timely a year to adopt a new textbook, but this hearing is about having the basics. Sorry, I'm going to go ahead and turn over for the specifics to executive director Haley, but we do meet the minimum sufficiency for the specifics. >> So, what I think you are asking about is that there was a couple courses that were new and they were looking at um textbooks. So different textbooks came in and they're using them while we are awaiting going through adoption. >> That makes sense. I my second question is um where do Chromebooks fall into this world? Do they just not? It's only paper stuff. >> So Chromebooks are not and it is not a mandatory while we did one to one during

269COVID. It was never an adopted um item through the board. And so we do everything that is adopted curriculum wise actually has to run through our our board and so you are the ones that that you know we bring it to you and you would then adopt it and then that would be a mandatory piece of curriculum. It is not a piece of curriculum. It's a tool that we're using. And so all of our online materials are also not adopted curriculum. They're supplemental which means on to add it to >> because we cannot ask students >> right >> to use online curriculum unless we are going to provide everything for them and that would include internet. >> Thank you for clarifying. >> Thank you. Any further questions? Seeing no further questions. Roll call please. >>

270Student board member Curio. >> I. >> Trusty Medina. >> I. >> Trustee Kirby. >> I. >> Trusty Jenkins. >> I. >> Trusty Deator. >> I. >> Trusty P. >> I. Vice President Casten. >> I with that we'll move back to item H3 and Director Okconor. All right. So, um what I'm going to present to you this evening um is uh a nice follow to what you just heard from Dr. Bardelli um related to the boundaries. Um just a little bit of context. We're going to talk about what was uh what currently is and what could be. Um something that was mentioned in I think the ad hoc uh sharing was that a lot has changed in the last six or seven months in our district. So if we think back to uh January and February

271of 2005, um you will remember that there were four comprehensive middle schools, five comprehensive high schools, a continuation high school, and honestly a a significant space surplus. Um, in February, the board's decision um for LC Allen was to provide a targeted alternative um for students in grades 7 through 12 um beginning next school year um with the focus on project-based learning exper experiential methodology and then um also incorporating the strong programs that are existing at LC Allen including the university center and CTE pathways where we currently find ourselves um the secondary landscape um has shifted uh significantly. Um we now have two high schools that house junior senior programs. So that's Montgomery and Santa Rosa. And then a high school that will be uh transitioning to also housing junior senior programs next year. That would

272be Piner. We continue to have a standalone middle school and a standalone high school, Rinken Valley and Maria Curio. Um as you saw in um the boundary uh sharings from Dr. Bardelli and and some of the other um data that has been shared this evening and two weeks ago. Uh we are near capacity across all sites that are listed above. Um additionally um I want to share that and and this has come out as well in some of the sharings tonight. Elsie Allen um has a really motivated administrative team and staff. I do want to give a little shout out to Principal Cunningham. It is his birthday today. Um as you have heard there's um a really kind of renewed energy around programming um whether that's the university center CTE programs uh the visual performing

273arts programs and a desire and um already development around integrated pathways. That excitement extends into the expansion um to include seventh and eighth graders next year, including really strategic outreach to surrounding uh K8 schools and a a strong awareness of what's happening with RCP next year and some really direct outreach around how we can recruit students um that are currently in that program but will not be uh moving forward. Um, another thing that LC Allen's done this year that is um they're kind of pioneering for us is the 4x4 scheduling um that really allows uh flexibility and opportunity for students. Just a little bit of a reminder um of where LC Allen is and how we plan to really build on uh the roots that are already in place. um incorporating seventh and eighth graders

274onto the LCL campus is an opportunity to expose students using a wheel. Um so having students be able to um kind of try out or have experiences in all of the different CTE pathways in the visual and performing arts. What does it mean to be part of the university center and to experience those in their junior high years? Um so that as they transition up into 9th um through 12th grade, they have an opportunity to choose an integrated pathway um that that continues to be developed that's further enhanced by the really tailored scheduling that will be um an option at LCL through both the 4x4 scheduling and the opportunity to offer a VISPA courses that have a hybrid um online and um onampus presence. what could be for LC Allen um and what the recommendation

275to the board tonight is is to pause the major secondary boundary changes that were originally um and are in place um for LC Allen. Um the reason for this pause is that it allows um for the use of the most current enrollment and space related data. Um what is enrollment going to look like? How are students going to move as boundaries change is something that we don't know for sure, right? We can kind of uh predict and and use some modeling, but we don't really know exactly. And so that use of time to allow the junior senior programs uh to get underway and to see how students um kind of move through our system is an opportunity there. It also allows for some time to do some uh program design that is really community responsive

276and community responsive not only for the neighborhood um that is currently serving that LC Allen is serving but also community responsive to our broader uh Santa Rosa City Schools community and even community of students who are not currently enrolled in Santa Rosa City Schools. Right? How are we um attracting students? Um, and I think last but not not least, actually maybe most significant of all is how we are strategic in the use of time during this pause to really survey uh what the need is in our our LC Allen community, in our Santa Rosa City Schools community, and in our broad community. um what the need is, what the desires are and then also what the data tells us, how we analyze that data around how do we design a magnet that is serving the

277greatest need and is that the greatest draw, right? A magnet should be drawing students in. So what is that need? Uh and and figuring it versus really looking at data um to drive that is strategic decision decision-m that we want to be able to do. The next slide um can be a little bit overwhelming as well as a guide. So I just wanna kind of we'll look through it and then I'm just going to give a little bit of a a breakdown on why. What you'll see here is a phased in model uh that is linked to the pausing of the removal of the LCL and boundary. So instead of just removing that right away and leaving it like like such is how do we pause um but over time phase um towards what that

278might look like. So year zero is the year that we're in right now. Um that's where you're seeing the implementation of the 4x4 model. This is where um LC Allen's doing its good work on outreach and improving its attendance um meeting hoping to meet or exceed 94%. Um this is also the year that we would do um the really uh strategic surveying and um really kind of understanding what alternative programs uh a magnet might you know might really serve like what would that be um what is that need in year one then that would be next year um whatever the magnet uh whatever the data shares as this is kind of the best magnet or these are our best ideas would be using next year to really develop and design and build uh what that

279magnet looks like. Um the suggestion is to actually maintain the boundaries during next year as well. The rationale for that being when we say next year like open enrollment opens in six days. So if we pause for a year, a year and six days of open enrollment is it's not two years, right? It's 371 days or something. So uh really the ask then is that the surveying um this year in year zero, the designing of the targeted alternative or magnet component next year and then the implementation of that magnet happening in the 2728 school year. um revisiting the boundaries at that point because then we'll know what the magnet is. We'll also have all four of our junior senior high schools with junior senior high programs up and running for um two or more years.

280Um, finally in 2829 um really leaning into that targeted uh alternative magnet um and introducing what could be considered magnet attendance boundaries or some sort I don't know this is in the future. We should uh we'll see kind of where that takes us. So the the recommendation is the pause now with the revisit um basically at this point in the um fall of 2027 or you know August of 20 and go to Superintendent August. I'm then going to come to the board for very specific questions. Please make them questions because I want to make sure we get public comment in with our limited time. Um, so Superintendent August, board questions, public comment. >> Thank you. I just wanted to reiterate a couple of really key points and that is this is not the way that

281we have always operated in the past. This is really about that change to strategic thinking, strategic planning, and being very thoughtful and mindful of the data and what it shows as we move forward. We want to make sure that we do this right rather than pushing to get something done quickly. >> So, and just to clarify for everyone why I'm pushing time, it is not because I am trying to rush this issue by board policy and which comes from ED code. We cannot extend this meeting again. So at 11:00 I must adjourn even if we're in the middle of a sentence. So I'm going to rush things. Trust a dator. Um thank you very much for all this information and presentation. Uh superintendent August two questions and they're pretty much the same thing. Can we

282afford to pause and do this this way? Or can we not afford to not pause >> with the capacity the way that that it would be if we were to implement as planned. I think that we could not I think right now we cannot afford not to pause. I think it's important that we do this and that we do it right so that we aren't spending money chasing something that we haven't designed. Trusty Medina and then Trusty Jenkins. Going back to data that was presented in the past around transportation. Um I think given the pause, given our financial situation, um it is my understanding that this would also save potentially money from a transportation perspective with seventh and eighth graders going to LCL. I think with the figure before was presented as about a million

283dollars maybe. And so is that accurate? Do you know? >> Think we would need to bring that information back. >> Yeah. Thank you. >> Okay, >> Trusty Jenkins. >> We do need to do this right. Um this whole conversation needs to be done right. It is after 10. Is there what how do we bring this back to its own meeting and push back the decision so that we have some with our fresh brains um to have an actual conversation with additional details and can focus our one and only conversation on boundaries in the very very very near future. So we will pursue as far as we can go. I guess you phrased as a question. I appreciate that. Um we are going to go as far as we can tonight with the time requirements. If

284we do not take action on any one of the questions before us, if not all of them, then we will prioritize that agendaizing and and meeting time to make sure we're able to do it. Are there and I do want to make sure that everyone who attended today to give public comments does get to do them today. So, are there any other questions for staff that the board would like to ask? I want to make sure uh Trusty Curio, did you have any questions? >> Yes, please ask them. >> Sorry. Uh I know we're now no longer into the boundary system. Like, we're not talking about that specifically. We're just talking about the timeline, but it's something I want to get off my chest so I can get a clear understanding of it. Uh to

285my knowledge and from what you guys have said with the way it works and the way you guys are seeing it and predicting every single other high school with the new boundary system of us becoming or LC Allen becoming a magnet school will reach almost max capacity and I know Omar commented about this a little second ago but unfortunately I couldn't get to hear the whole response. Do you guys already have policies in place in case like every other high schools already reached limits and students will no longer be able to attend those high schools? >> Yes, that that board policy does exist. It is not something that we have implemented recently because we for a while have had capacity at our schools to be able to allow everyone to attend. But yes, there is

286policy to address that specific situation. >> And just to answer the second part or your first question, I guess about the magnet and the attendance boundary, you can think about a magnet living between a traditional high school, you know, on the left and a charter school without an attendance boundary on the right. And I think when we discuss the idea of a magnet, we discuss a charterlike magnet school without attendance boundary. Now there is a lot of variation that you know we can imagine together between a comprehensive high school and a school without an attendance boundary you know but this time this phase model will give us convers you know time as a board as a community and also LC and to have this conversation and say what kind of magnet program do we want

287to be right instead of pretty much being told you are this so you guys don't really have an idea of what our school will become once this magnet policy gets into place. >> You guys don't have a clear idea. It's just something that's be thrown out there. >> That the that is the the request for the pause is so that we can design a magnet that truly meets the needs of the community and isn't just something that a group of people are coming up with. Right? So, we want it to be something that's not only responsive and helpful um to the students who are living right in the LC Allen area, but also across our whole district. If there are students that are, you know, perhaps not being served in one way or another where

288they currently are attending school that may be served well with a magnet, whatever that ends up um being, then that's the magnet that we should probably design, right? But um it's important that that data is the real data that we're using to make that decision and not what I or a group of people think is probably the right thing. Right? So the idea of the pause is to do um the best work to have an excellent outcome, not to do work that gets an outcome for next year. Right? I don't know. I um I think um uh Miss Jenkins mentioned about like if we don't decide tonight and I just kind of want to put out there open enrollment starts on October 1st and as it currently stands. Um >> any other questions? We'll get

289to public comment and that'll help us more than that. Is there any other questions? Fair enough. How many public comments do we have? >> Uh we have 11 currently. So I'm going to go to 90 seconds in order to try and give us some time to handle >> um discussion afterwards. I think we had nine. >> He has one more question. Sorry. >> Please go ahead. >> Sorry if we're like running out of time with this, but I'm also supposed to >> No, no, no. Absolutely. >> You get this off real quick. Um, >> but then comes again with the whole magnet situation. What do we have with uh transportations for students with it being such cut low and now these students getting to choose where they get to either end up at LC Allen

290or the other schools that they're supposed to be at? When it comes to like bus routes, what will cause what would be in effect for that kind of thing? If you guys have an idea, >> again, that will be part of the magnet program as it gets designed. I would imagine transportation will be one of the conversation that the community will need to have as you develop this program and say do we need to offer transportation from which neighborhoods and so on. Right? So that is all part of the design work that will need to happen in the next two years. >> All right. Thank you. All right. Any other questions from the board? Seeing none, I am going to move and open our public comments on this item. Uh, in light of the time,

291I'm going to limit Policcom to 90 seconds. I first have Kathy Hayes, who will be followed by Camala Brown, who will be followed by Patrick Etcherson. >> Hi, good evening. You're going to get sound bites out of me. Just a a just a point. I've gone to a lot of these board meetings. Um, when there's an item that has to do with LC Allen, we often end up at the end of this agenda. I'm just saying. So, we've spent a lot of time being the last item in 90 seconds. So, I'm just putting that out there. Um, I appreciate I want to talk about marketing. Um, appreciate a bunch of the initiatives discussed as part of the scope presentation. A lot of us don't have a lot of information about that. So, we'll be looking

292forward to hearing the information from our admin team. Um the site has already created the started to implement a marketing strategy. As uh Miss Okonnell has said, we've got six days until open enrollment and we haven't we've had we have to do something. Um we're absolutely willing to do it, but you need to understand it's a massive lift and it's a massive amount of to-do items for site staff and teachers and personnel and I need to put that out there. We've invested already time in shoe leather by walking to over,00 homes on a Sunday inviting them to back to school night. We had potential families and we received a donation from a neighbor because of that process. Need to tell you about that. And finally, big ask. We can do all the walking. We can

293do all the work, but asking the site to try to undo what's been a 30-year narrative about a series of misperceptions about LC Allen in the southwest is not a reasonable act, reasonable ask for a site. We need the district to help us undo that narrative. Thank you. Thank you. Camala Brown, followed by Patrick Achinson, followed by Micah Carlin Goldberg. >> Can you guys see me? I'm so tall. Um, oh, it goes down. Okay. Uh, I'm really short. Um, so I was going to basically just ask you a question which is it doesn't make sense to me to collapse boundaries when there is no magnet program like we have done nothing um yet. Um I support the the plan that was up there with the pause but I do I do still have the question

294of like why not attendance boundaries? Like my understanding of not having attendance boundaries is that you can't force kids to go to a school that isn't a comprehensive high school, right? That's some sort of alternative school. Um but so I so I guess if that's what we end up turning into, you can't force kids to go there because every kid does, you know, has should have the option to go to a comprehensive high school. But um I I think that turning Alie Allen into something other than a comprehensive high school doesn't make sense for the community. I guess we'll see once we do the the work of like trying to figure out what we're going to be. Um and I just want to reiterate what Kathy said, which is I was one of the people

295out there walking on Sunday more last Sunday to get, you know, neighbors to come to back to school night. And um like we are willing to work for our school because we know that it is a good place for kids. Um but we need help like we really need your help. So that's >> Thank you. Patrick Atson followed by Micah Carlin Goldberg followed by Amy McCoy. >> Hi. Uh my name is Patrick and I would like to ask the board to renew our LC Allen's attendance boundaries in perpetuity. While I'm grateful to the board for voting to keep LC Allen open this last February, I'm concerned that without attendance boundaries, without incoming students, we will not stay open. Years ago, we lost our feeder school, and despite this, we still have had consistent enrollment. We

296continue to gain and retain students, shephering shephering them toward graduation and college readiness. We serve a historically underserved community in Southwest Santa Rosa, where there's a strong need for a school like Elsie Allen. Demographically, our students are largely non-white. 56% of our population have an IEP or are designated as English learners. Our staff is specialized to work with these students, and we need an attendance boundary in order to ensure that they continue to receive the support that they need. And like every school in the district district, we've had to make concessions to help the district save money. Um, upon learning that our seven period day cost the district an extra 1 million, we immediately voted to get rid of it. After we learned it would help save more money, we switched to a 4x4 schedule.

297And we've also been raising our attendance uh by just 4%. We've been bringing significant revenue to the district. But if we lose our attendance boundaries and we're forced to close, we leave an entire community in a growing part of Santa Rosa without a school. Everyone deserves a high school that can meet their needs. Please return our attendance boundary. Thank you. Thank you, Micah Carlin Goldberg, followed by Amy McCoy, followed by Emma Thompson. >> Uh, good evening. Uh, so I'm going to talk about elementary boundaries. Um, I 100% agree with what the Proctor Terrace parent said who commented after me on the last item that we should be protecting our youngest, and she didn't say it, but I'm sure she meant it, most vulnerable students. Um, the students from Brook Hill have already been moved to

298a new school, and a lot of them went to Luther Burbank. And looking at the board item, it looks like 120 of them are going to be now moved from Luther Burbank to uh Abraham Lincoln. The closures have predominantly impacted our people of our students of color, have predominantly impacted our students who are socioeconomically disadvantaged, have predominantly impacted our English language learners. All three schools that you are closing in elementary are the schools that have the largest need. And I I worry that while we're looking at boundaries, we're also not looking at who is being moved, which students are being moved twice or three times in the next year. Right? We had students who they're going to a new school this year and they're going to get put in another new school next year. We

299have students who are already getting like with the kurfuffle with our upper grade students and the late closure of that class and the movement. I we've got students that going to be on their fourth teacher next week in a five six combo. Like we got to think about who and what we're moving, not just look at lines on the paper. Thank you. >> Thank you. Amy McCoy, followed by Emma Thompson, followed by Ashley Bell. >> Thank you. Um, I'm just here on behalf of friends of ArtQuest and uh just wanted to relay kind of what we're sensing from the Artquest community in regards to boundary changes. Um, so really that it's just a concern that this will affect the school's ability to accept transfer students into ArtQuest. If the school is full, transfer students will

300be turned away. And unless a lot of kids within the new boundary want to join ArtQuest, this could have um significant and huge impacts on being able to have the numbers to run the program uh with the same quality and structure that it has. So that that was the comment. Thank you. >> Thank you, Emma Thompson, followed by Ashley Bell, followed by Matthew Davis. Hi, I'm Emma and I'm going to go a little bit off script right now. I am furious. I am so angry that once again Elsie Allen is the last item on the agenda and we are here at almost 11:00 finally talking about our students. With the shortened time, there are two things that I would like to ask the board today and the district. First is that when LC Allen or

301specific schools in general are on the agenda, please, please, please put them earlier in the item. It is so frustrating to have to wait all of this time to speak for my students and speak on my behalf of of my community. So, I ask that you please reconsider when making the agenda that you put specific schools at the top. The next thing that I would like to ask with the time that I have left is that I would like to ask every board member and every district cabinet member to please visit my classroom. A lot of school or as a lot of you know school has changed a lot since COVID and not all of us have been in the classroom since that change in COVID. And so if you are making decisions about my

302school, my kids and our community, I would like you to have firsthand experience. So my request is that by the end of this school year, every single board member and every single district office cabinet member has personally been in my classroom. Thank you. Thank you. Ashley Bell, followed by Matthew Davis, followed by Chris Gray. >> Ashley Bell, San Rosa High School. Just to my LC friends, uh this is in case they get rid of your boundary, not to advocate to get rid of your boundary, just for clarity. Um I'm here to talk about the boundaries. Currently, San Rosa High's boundaries are supposed to expand to take over all of Elsie's boundaries. While our boundaries are being cut in half, it is not just that little bottom corner. The in half of our boundary is being

303cut, which is why I'm here tonight. We cannot be expected to take on 900 more students on our own. Um, our district has an issue with segregation in our schools. We have schools that are not reflective of our whole community. And if we are going to change boundaries, it seems like the time to make changes to desegregate our schools to make sure that all of our students have all the opportunities at every single school site. So, if we're going to be chopping and dicing and doing all these things, then let's like really talk about how to make our school district and our sites reflect our community more accurately. Our district or our my attendance boundary for my school um we are losing the whole Larkfield Wiki bubble. We are losing the top half of our

304school. Last time I checked the map, I couldn't couldn't read this one. Our northernmost boundary is Pacific Avenue. I can see Pacific Avenue from my classroom. Not to quote Sarah Palin, but like literally it's so close. And so I'm very fearful that so many of these boundaries were created by a computer and not a person who knows our community. Like the fact that nobody knew that like the elementary school kids are using that overpass, like we need to have real conversations about what our community actually looks like and how to actually serve it. And if we're going to make changes, let's do it right and let's slow down. Tonight's not the night. >> Thank you. Matthew Davis, followed by Chris Gray, followed by Margaret Boone. Good evening. I'm Matthew Davis. I've been teaching uh physics

305and science at Santa Rosa High since 1996. Um, I encouraged the district to slow down and uh, you know, to piggyback on what Miss Bell was saying, uh, Santa Rosa High is still a great school, but uh, 5 10 15 years ago, I we had eight to nine sections of physics, eight including AP, 8 to nine sections or 10 of chemistry. We have three sections of physics and three sections of chemistry. Currently, the demographics of our school have changed a lot as has our enrollment at the high school grade level has gone down. Um, now that we have the middle school on campus, we have limited space has been noted. So, I would please slow down and please consider expanding our attendance boundaries to the east and to the north and uh to keep the

306diversity of our school. There are two schools in our district that are not very diverse, two high schools on both extremes. And one other thing I'll end with, as you consider curriculum, a magnet school at any school, um, consider getting away from the reversing your A throughG college prep for everybody and embracing CTE education. Our economy does not need 100% of its population to be college educated. We need plumbers, we need electricians, we need mechanics, office managers, etc. And those can be very good union paying jobs. >> Thank you. >> So consider that. Thank you. >> Chris Gray, followed by Margaret Boon, followed by Anna Diaz. >> Hi again. I'm also here tonight to speak in support of LC Allen High School and to ask the board to allow the school to keep its attendance

307boundaries. The decision was made by the board to keep LC Allen open and continue to support the Southwest Santa Rosa student population. Yet, nothing has been done by the district to transform the school into an enticing magnet school. Only recently did they even add Elsie Allen as an option on the school locator due to complaints at the last board meeting. Most families aren't even aware of the proposed drastic boundary map change, especially how it will impact Santa Rosa High School's boundaries next year as they essentially take over most of Elsie Allens. How will that work with Santa Rosa High School already at capacity? And for the record, they did change it. It's not Pacific anymore because I live just north of Pacific. It's Lewis right as of today, but it's going to change again. Um,

308how can open enrollment start on October 1st when the boundary maps are still being finalized? The timeline is too tight and the district office needs to pause as suggested in this presentation. This year, Elsie has been showing major improvements with Casey Cunningham at the helm. Please ask the district office to invest in LC Allen instead of continuing to withhold resources. Please tell them to stop putting Elsie Allen on the back burner while prioritizing the needs of every other site. You've seen what a difference just a paint job made for our students. Please give our students a fighting chance and stop putting us at the bottom of every board agenda. Thank you so much. Margaret Boon see Margaret Boon. Anna Diaz on Diaz. >> Hi everyone. My name is Anna Diaz and I am from Rosland

309Elsie Allen's class of 2015 exactly 10 years ago. Let's start off by cutting administrative staff and reducing their staff hours. With the overcrowding of students in classrooms and looking into cutting c um looking into the cut of campus staff in the new future, it is insulting. These schools need extra staff on these campuses more than ever. If you do not listen to the parents, students, and staff, you are going to lose even more students to other school districts. Clearly, closing down schools did not help the budget situation because there's still even more discussions about possible future school closures and now campus overcrowding going on. With the public announcement of Rosland Collegiate Prep school closures per the Press Democrat and public meetings, more students may be enrolled into LC Allen. I ask you all to put

310your faith in the Southwest community. Some of the best people that I personally know hold doctorate degrees and they graduated from LC Allen. I know our side of town may be looked down, but we are Santa Rosa's roses of the concrete who share similar backgrounds coming from nothing and growing beautifully with all our hardships. Community members, alumni, and staff are still worried about more school closures possibly being a future agenda item. We have a teacher here tonight who is my older sister's teacher from one generation, my teacher from another generation, and currently a teacher for a newer generation. I need you guys to think of people like me and her. >> Okay, I have no more cards for public comment. Is there anyone else here to speak on this item? I don't see anyone. We're

311going to close public comment. We have 20 minutes and I just want to reemphasize I'm required under state law and board policy to adjourn us at 11, no matter what any of us want to do with this conversation. So, I will have to do that. I'm going to first go to Superintendent August and ask her what the most pressing questions are for the board to be able to answer for staff tonight and then we'll go from there. So, Superintendent August, >> thank you. Um, just to clarify some points earlier for the elementary boundaries, checking with our team if we are putting if we are moving forward planning to put portables on both Proctor Terrace and Burbank for next year. I don't know that we need to make an elementary boundary change this evening. The secondary

312boundary pause is incredibly important for the open enumeral. >> Okay. So based on that feedback board, I'd like to start with comments on the secondary boundary change and questions. I'm going go to trustee de laator and then we'll go from there. So, I'm in full support of the realign boundary changes that show an LC Allen High School residential boundary. I think it's extremely important that we move forward on this tonight and make this decision tonight so that it is available for open enrollment and our families see that that's their school and they need to go there. Um, I really value the information that's brought forward on the pause that was suggested so that we can do the magnet appropriately in the right way. And we asked the Southwest community to step up if we kept

313LC Allen open and they've responded in full force. Some great things are happening in LC Allen and we need to allow that to continue to grow and flourish and not make hasty decisions that might stipen that. And >> Trusty Jenkins and then Trusty Medina. So I I am very much in favor of continuing this conversation. However, my points this evening are that I may be in favor of a boundary a priority area. I don't think that it makes sense to have it this big. Um I think that there's some wiggle room in there for adjustment time and to do the marketing that's needed. Um, I'm not quite sure the 78 going to LC next year makes full sense at this point. Um, with CCLA now that we it's still there. Like there's a lot of

314things that go into this conversation. Um, that just don't make sense in my mind financially. We went through this last year and the pause was we're going into the negative if it's a pause and then we did a pause and here we are. So having a pause at this point, this big of a pause is I'm not up for. I think that we can do a baby pause and have some adjustments, but I think that we need a further discussion. >> Trustee Medina. Thank you. I would like to move that we accept the staff recommendation to pause the major secondary boundary change and accept this uh phased in model with the presented map that includes the uh what's called the LC high school priority area that map um but simply calling it the Elon High

315School area. Um so basically that map with the staff recommendation on the phased in model was my motion >> second. All right. There's a motion and second further deliberation on that motion. >> Correct. So there's a motion. So further deliberation on the motion which can include amendments and adjustments. So >> yeah. >> So do you have further discussion? Well, I don't feel comfortable making decisions about LC or the fact that uh with prior uh with enrollment open enrollment starting next week, but there's still no discussion on what type of school LC Allen's going to be of a magnet program >> and I don't feel comfortable not giving them boundaries if they're not a charter school or or um you know, charter schools don't have boundaries. But >> yes, I just I don't feel comfortable making

316that decision. >> All right, that's a good comment. >> Can I follow up on that? >> Well, one second. Trusty Kirby, did you have any comments at this stage? >> Oh, wait a >> So, Trusty. >> Yeah, I think responding to Trusty Pratt, the the motion would allow for that. You know, >> I was I was sorry. >> Okay. >> Sorry. I was agreeing with you. I was just stating my opinion. Yes. Okay. All right. >> Then never mind. >> It's almost 11, >> Kirby. So, I guess I just wanted to make sure we're clear on what we're voting for, right? Just the you said the as presented the pause there on the slides up. I can't get my computer. Um so phase the year zero year 1 2 3 that whole are we v

317voting on all that? >> Yeah the recommendation of staff for that along with the map that staff presented that accounts for that attendance area. Can you show me which map we're we're I just want to make crystal clear what we're >> It's the one that's titled secondary district on the top and at the very bottom it shows the the map in green that says Elsion High School priority area. >> Slide seven. >> No, the one up before that slide. >> Uh it's it's >> it's the same slide just >> it's exactly the same map one as so this is the map. >> Yeah. Yeah. And and just like mechanically, students that live in this area will be given um they will see LC Allen and their school when they go to register for school and

318they will receive priority enroll priority transfer number three on open enrollment next week. So that is mechanically how this is going to work for the time being until we revisit the decision. I think I prioritized this motion because the superintendent said that the the elementary conversation could could come later, but this one needed to be decided because of that October 1st deadline. So, just to express my thoughts initially, I feel like there is a whole lot packaged into this motion that requires some discussion and deliberation. Um, I personally would support one year of this pause which provides us certainty for next week and can give us the ability to come back and have a conversation about the whole package knowing that if we agree to one year of pause that is that gets us to

319a place where we can actually have thoughtful deliberations. So, I'd oppose the motion as presented, but um the the sentiment and making sure that we have certainty for open enrollment next week, I think is important. Uh Trusty Medina, I think, you know, I trust in our staff. I feel that our staff have really deliberated and looked at this and and what I feel is happening here is they're asking us for the time to they're they're giving us the timeline of the plan of the different steps that need to happen so that they could be able to present something to us based on the initial intent of the board and and from what I heard from staff is that they're asking for these years to first get the seventh and eighth graders there then work on

320what gets implemented it and get, you know, feedback and then evaluate from that and then revisit that boundary discussion, but it's like a multi-year project, right? You just one year doesn't seem to make sense. That's what I'm hearing from staff. And to me, ultimately, they're the experts. >> Trusty Jenkins. >> So, I also think that we need to take a second because this doesn't only impact Elsie. I think the career boundary needs to be looked at just closer to make sure that we're doing this right the first time and if it means like pushing back open enrollment a second or I mean we did a lot of adjustments. Um but it's it's not only about LC it's about all of the boundaries for secondary and I don't think we're there >> and I would similarly

321echo that. I don't think we've had enough time to fully scope and discuss about the changes for Santa Rosa highs boundary looking at the walkability the many things that have been brought up which is a part of this motion. So um further deliberation trustee de laator um so I appreciate that the creole boundary continues to be brought up but this brings it back to historical creole boundary for those that live in rank valley it takes 45 minutes to get to the west side of 101. So there's a reason this boundary looks as big as it is because it's rural and the staff have properly mapped out how many students that actually encompass. Just because it's the size of Alaska does not mean it's an inequitable amount of students that's going to Korea. These are the

322amount of students that have been going to Korea for the last 30 years. So, that being said, this is what makes the most sense for our families and community to look at open enrollment next week and decide what high school they want their children to go to next year. And if we do not make a decision tonight, then we are shooting ourselves in the foot by not giving our families clear direction of what school is in their residential boundary. Yes, it needs to be talked about more, but this is what our staff has worked so hard on for what we asked them to do for the last two weeks and they're telling us not only they need time to present to us what a true magnet will be, but to properly present it and market

323it to the community so that it works. Steve Pra, >> I mean, I think historically those boundaries belong to Santa Rosa High School. That school's 150 years old. I mean, if we I mean, how far back in history do we want to go? And no disrespect to your area, but I mean, historically, Santa Rosa is the first school. They're not full yet. That h that school can house 2,000 students, >> right? Right. >> I think we are heading down a road where >> I know. And I'm just saying I just I don't want to screw this up because it's not just one school that gets affected. It's multiple schools. And I just want to make sure we're the most prepared. And I don't feel like we are. And I also don't want to make a

324really big decision at 11:00 at night where my brain was done an hour and a half ago. >> We have a motion and a second uh roll. We're going to go to roll call. If we approve this motion, then that is what will pass. And that's what we're doing. If we reject it, then we will be back to the floor for a potential other motion or a future meeting depending on time. So with that, roll call, please. >> Can I just add one more? >> Trusty Medina. Absolutely. Um, I think listen to our staff. They're asking us to do this for the October 1st deadline. And I think to not do this by then then requires an immense amount of additional resources and would cause a lot of chaos. And I think they put a

325lot of time and effort to present this to us. And in my experience, it's not often that staff presents something so different than um what the board has kind of gone with. And so I think to me it took a lot of courage and bravery to even bring something like this. And I thank them all for it. Um but I would really encourage the board to adopt this motion as presented. Thank you. >> Okay. And I would just say that I don't think any trustee that may or may not vote against this would not be respecting staff's work. But as Dr. Carter said at the beginning of this, "Our job is to ask tough questions and bounce it off." I think I've heard a sentiment that we have not had the time to fully explore

326this from some of us. So, however this ends up, I just want to make sure that we're expressing that. Roll call, please. >> Trusty Medina, >> I. >> Trusty Da Tory, >> I. >> Trusty Jenkins, >> no. Trusty Kirby, >> no. >> Trusty P. [Music] Well, no. No. Yes. >> Vice President Casten. >> No. The motion fails. 33. With that, we'll come back for discussion. We have eight more minutes. Is there an alternative motion for discussion? >> I don't think we have time. Can I move to have a special meeting on this? >> We don't have time. We'll be scheduling a meeting and handling the meeting and stuff after this to make sure. Yeah. Um, so but we do have 8 minutes. So if there's an additional motion, we >> What does this board need

327to approve to keep an LCL and residential boundary open so we can do open enrollment? I I personally would be open to a one-year additional pause with the current conditions that we discussed in February, which was that LC would have its boundary. The students would have the right to attend the stu the schools that they're that they would be in in year two. Um, and then in open enrollment, they'd be enrolled in Elsie for next year. Um, so that's something I'd personally be willing to consider. >> Real quick, you just said to approve the recommendation through year two. >> Not the recommendation, just simply a one-year continuation of what we did for this last year where the boundary existed. Students were able to attend LC or were able to transfer to where their future district

328boundary was. But still with the seventh and eighth graders coming in next year, I'm looking at the phase in model which involves seventh and eighth graders coming in next year on that. Jeff, >> I'm I'm just proposing to continue that that one part of it for the extension for the year recognizing that we would be back here in a few weeks to discuss all of those changes. But that seems to be the most important thing is to say yes for that. So, not the 78, just the do what we did this last year, this next year, which then would give us the ability to have certainty and when open enrollment opens, but also give us the ability to talk about everything that's in here. >> Um, I would ask that you accept with the 78

329because if they're adjusting the the models, they're they have to adjust them to seven and eight as well, right? because so either we don't give the seven and eight they they stay with the only four school models or they go to the five school model. >> So I would I would support moving towards that one year through the one-year recommendation but it it would need to involve the 7 to8 for them to be able to adequately map it out and put that into the school locator I think. >> Right. >> And the 78 LCA is what we approved in February for 26 27. Yeah, that's right. So, my only reason for not including that is because I hear the want and the desire for more conversation on the 78 from other board members. And so,

330I feel that the non-controversial part of this is the one-year delay as we did this last year enabling everything else to come back to us in a couple of weeks for discussion on the topics where there is not that same consensus. That's >> what what would be the direction to staff? Let me go to superintendent August. >> That that is my question because it it's related to so you're asking what you're suggesting is a complete duplication of this current year into next year. So 9 through 12 without the magnet. It it's just a a roll forward of the current year. Is that is that what you're I I'm trying to make sure that we understand if that's >> for tonight's action. That is my suggestion recognizing that in couple weeks when we'd be able to

331discuss the other elements of this proposal we may take further action >> and my my concern is the other elements affect open enrollment. >> Seven and eight needs to be a conversation for open enrollment for October 1st. We need seventh and eighth graders to know they can enroll in LC Allen for next year which what we already voted on and approved in February. I I would like to move that we accept the recommendation through year one with the presented map as restated before um so that staff could be able to implement something by the October 1st deadline and then we could discuss the future of it all later. Would that motion include the ability for students to go to their future map school like they were this last year? they could always apply for whatever

332what do you call it inner interest. >> So this year they had a priority enrollment uh rights. So are you proposing that they would have that priority enrollment or not? >> They they would be tied to their map and then if they choose to go elsewhere they can just like normal. >> Okay. So there's a motion. Is there a second? Second. Without the priority enrollment capacity, I'm not personally capable of supporting it. Is there further discussion? >> What priority enrollment meaning >> meaning currently this year? If you lived in DLC traditional boundary, you had a priority enrollment to either Montgomery or San Rosa High. And that is what students this year had the right to do. So without that being included in this, I'm not >> So a seventh grader or eighth grader would request

333to go to one of those schools. I I think that would involve a change to our diff a different policy, right? I'm okay with revisiting. >> That's our current policy. That's what we did this year. >> That that is an update to a regulation. Yeah, that's easy for us to make an update for. >> I'm okay with doing that personally. I mean, if if that's what you want for the motion, I'm okay with doing that, having that priority if they choose that. >> The motion before us then would be with that caveat the year through year one proposal here. So it would be implementation of the 4x4 model which has happened broad community surveys implementation of attendance rates implementation of 78 for next year design targeting all curriculum and maintaining the adjusted boundaries. So that's

334the motion. Roll call please. >> Trusty Medina >> I. >> Trusty de laator >> I. >> Trusty Jenkins. >> No. Trusty Kirby >> I. Trusty Pra. >> Hi, >> Vice President Casten. >> Hi. Okay, motion passes. It is 10:59. I don't think we're going to do anything with 60 seconds. So, I am going to adjourn us.