SRCS Regular Board Meeting - August 13, 2025

001Now opening the August 13, 2025 meeting of the Santa Rosa City Schools Board of Education. We will start with public comment on close session agenda items. Am I talking too loud? No. Okay. Uh the close session agenda items are student readmissions, public employee appointment and employment, public employee discipline, dismissal and release conference with labor negotiator conference with legal council existing litigation and public employee performance evaluation. Uh are there any blue cards? President McN, there are no blue cards. All right. Then the board will recess to close session who participated in our community workshops. But over 800 students in the district um are attended uh participated in um our education our visiting education um and or our community education. So countywide over close to 9,000 students were served and in the city of Santa Rosa uh

002close to 4,500 students were served. So on the encouragement side, our encouragement program also has a lot of breadth and depth. We provide schools with a turnkey program that they can plug into based on their capacity and their desires. Um the graphics on this slide are from the 2425 school year. uh the theme that I've listed on the slide were for the upcoming school year. So, there's some change a few things around from last year to this year. Um but I wanted you to know what our themes are this year. Uh we communicate with our school partners who are enrolled and we share a monthly theme and a challenge promotional infographics and more in order for them to hold encouragement events or share challenges with their students again to raise awareness of the benefits of

003walking and bicycling to their health and rolling and the environment and the community and more. Our three most popular events are International Walk to School Day which will be October 8th and any school can register for that event whether they're enrolled or not. We encourage all schools district to register and participate. Encourage kids to walk and bike that day. Also, Ruby Bridges walk to school day. Very, very popular event that many of the schools in the district participated in. And um and also bike to school day in May. And again, we do challenges as well. Every month we have a different challenge that students and or teachers can get students to participate in. These are just some examples of what we shared last year with schools in 2425. and we'll have a new set this

004year. Uh, by the way, all the student artwork in this presentation is from our February contest. Um, and they were the the pictures that were selected for um our our calendar that was uh produced as a result of the contest. Um, as I mentioned a couple slides ago, uh, Pike to School Day is one of our themes and challenges uh, for the year. Uh, it's a fabulous event. 60 schools celebrated the event countywide, 24 in Santa Rosa, eight in Santa Rosa City School District last May. In Santa Rosa, the city, I don't have it narrowed down to the district, but 505 students bike to school, which is 153% increase over the norm. Obvious for you probably all are aware, bicycling is is can be tough and you know, not everybody feels comfortable with it, but

005we're trying to get that make that happen, make people more comfortable and also educate them about how to be safe. Um and on bike to school day as well as other walk roll days, a lot of schools form walking school buses or bike trains and or park and walk meetup spots. 15 Santa Rosa schools right now have active walking school buses or bike trains that operate at least on their walk roll events, sometimes more often. Um our program provides guidance and support for the formation of and communication about these group efforts. It's a really amazing way to build community and engage more families and walking and rolling. It's a great solution to major traffic. You know, get kids to not be dropped off in front of the school, be dropped off at a drop off

006area where people meet up and walk together. Um last spring, a Santa Rosa French Charter, this is a screenshot from um Press Democrat article. Uh a sixth grade class actually identified and organized six bike trains that operated on Earth Day and bike to school day. um and they were featured in the Press Democrat and I believe that they are interested in continuing with that effort in getting more students to bike to school. They had about 50 student bicyclists uh just in that school alone. Uh in addition to all the education and encouragement programming, we also partner with the city of Santa Rosa to identify the barriers to active transportation and to identify and as funding becomes available implement solutions to improve conditions. So this is a list of sites that we have audited so far

007along with the city and also school partners. So like when we go to a school, we invite the principal, we invite parents, schoolboard members are welcome to come. We would love more community engagement when we do these audits because we get feedback from people that are you know uh familiar with walking and biking and can tell us what the problems are. Um so really I encourage you to get engaged in a future audit. Um reports from the audits that we've conducted already are up on our website and are were already shared with site and district administration, city staff. Um and we will be continuing to collaborate with the city on audits going forward. Um this slide actually shows the list of engineering improvements that were implemented last year as a result of audits in 23

008to 25. Um over $100,000 in improvements. Granted, most of them are low hanging group, but a lot of like more um bigger projects have been identified that the city will apply for funding for. And the city actually plans to start working toward using about $250,000 in TDA grant funding for school infrastructure projects that were identified in audits over the past couple years. So again, this is an ongoing process and we want to hear from schools. We want to continue to connect with schools to identify those barriers and figure out how to solve them. Um and uh we had a task force the past couple years. We formed a task force, a pilot task force to bring together stakeholders, school districts in Santa Rosa from schools, public works, law enforcement, and community partners. Stacy was involved

009with this. It was the basis for launching our walk audit process um and gave school and district reps the opportunity to share concerns in that forum when we were outside of like the school setting. at at the task force. Um we are continuing but maybe a little in a little bit of a different form and partnering with SCTCA our funer on the task force. So just stay tuned for future meetings um andor agendas. There may only be one but we really want to make it uh meaningful and uh productive uh gathering for the the folks that are involved. Uh, finally, I just want to point out, I already talked about education, but I want to give you all a heads up that we have a new page on our website dedicated to ebicycle education. Got

010a lot of education resources on our website that I I'm not sharing in the slideshow. Bike safety, pedestrian safety, all kinds of different flyers and things that we often encourage schools to send out early in the beginning of the year just to educate their families. But this one I want to just make sure you're aware of because ebicycling education um is ebicycles are becoming more prevalent and uh it is becoming a a problem. It can be a problem for uh kids if they're not ready to be riding an ebike middle school kids particularly upper elementary. We really want as parents to be educated about the pros and cons of B e b e b e b e b e b e b e b e b e b e b b b b b b

011b b b b b b b b b b b b b b bicycles and understand the different types and all of that. So, we've got a whole web page dedicated to that. Um, we've got a flyer. Uh, we have a number of resources, a template for a sec letter, ebicycle parking registration policy template, letter template for local law enforcement. We've got a education that we're uh we're developing a module for a middle school education that our middle school PE teachers can share and also uh schools or parent groups can request a presentation from us. We're prepared to present to students or parents about ebicycle. So just wanted to point that out. um since it's a new thing and policies probably I would encourage the district to develop policies around ebicycling um that will prevent

012uh some serious um injuries and problems from happening with especially younger students. Um finally I just want to u mention that our website is www.somomasafe.org. I think the PDF of the slides you had I accidentally put bikes.org org at the top of it which is the bike coalition website which is my employer but we have our own separate safe roots website check it out to see all our current resources from like I said educational handouts to videos encouragement resources task force meeting information even data for every school in the program there's a travel plans for every school so you can see how they've engaged and there are GIS maps and their data so that's all available publicly to all of you um So that concludes my presentation on safer to school. Again, I thank you

013so much for um listening and engaging with the program and if anyone has any questions, let me know. >> All right, let's go to Trusty Medina and then Trusty Deator. >> Thank you. Um thank you for the presentation. Um I did have a few questions. Um first on the um you brought up the ebikes which is great because I had questions about that. Um, I think as it relates to safety, um, I'm definitely interested in checking out the the resources that you have. Um, I know you talked about us maybe implementing policies, but, um, I know that I've seen like, um, other municipalities have implemented, you know, policies, I think, in like within Merin County. Um, I'm wondering if there's any work that y'all are doing to maybe make recommendations on those. I don't know

014if that's part of your resources, but I think >> uh so far the only policies are just what is the statewide policy, which is like for class three ebikes, you have to be age 16 and up, but there's pretty much no regulations other than what has been implemented at this state so far in Sonoma County. Um, we are talking about this as a county body, you know, like the SCTCA, uh, Department of Public Health, we're actually having a a meeting about it soon, talking about like getting more media attention locally. Uh, in Marin County, they did implement a ordinance. It's actually a statewide law, but it only applies to Marin County where they uh you have to be age 16 and up to ride an ebike period in but that is not applying to Snowman

015County. Um so yeah, there's a work to be done for sure on the ebike front. We're we're definitely on it and we're part of it, but I encourage again more engagement and collaboration on that topic because I think you know it's going to take a lot to get the word out to people. And then the second question relates to I think you talked about like work with the city on roads upgrade and stuff like that. Um I obviously don't have a clear map in my head of all of our schools, but I know there's some that are also in in county jurisdiction. I'm wondering if there's any work with the county with their >> um to get stuff looked at, repaired, analyzed that will help. >> Right. I believe all the schools in Santa Rosa

016City School District are in the city jurisdiction unless LC Allen is still in the county, but I think it's been absorbed into the city. But um we do work with county. Um I would say that they're not at this time as engaged as our city. Our city public works department recently in the literally the past two years they hired two young planners who are extremely conscious and interested in schools and active transportation and that has like been a gamecher in terms of our ability to collaborate with the city of San Rosa and we are doing the same thing in Paluma and we're kind of working with other public works and planning departments to to replicate that but we're you know uh it's taking you know it takes time to build those relationships and to build

017that uh capacity within the departments of have that focus. I think I'll just add that yeah I think all the schools are part of the city but the road where people live >> the roads yeah there are roads for sure for sure but yeah there definitely has to be collaboration with the county in certain areas and there will be and there is but again within safer to school we're not um we we haven't yet started auditing schools outside of the city of Santa Rosa and pedaluma but we will be >> thank you and thank you for the presentation >> thank you trusty Delator and then Trusty Jenkins. >> Thank you so much for the presentation. Um the first question might be for Stacy and Lisa. Um are all of our campuses and admins fully aware

018of how to engage with safe roots to school and ensure they're enrolled for these amazing programs? >> Well, um we do reach out to schools every year to um invite them to enroll. Um I would say our program is has been heavily focused on K8. So and we haven't I would I think there's an opportunity with high schools especially with the middle high school campuses now to engage those um sites. I think they haven't enrolled, but I think part of that is because we're more focused on K8 and I Yeah. So, I would say that I don't know. I don't know if all the schools are aware. I would like to think that they are, but I I don't know the high schools are aware. >> Um, thank you for bringing up ebikes. Um, I

019also have a a huge concern with the the increase in the dangerous behavior that young riders are partaking and it ultimately falls on the parents that are purchasing these vehicles for them. >> Um, some of these ebikes >> go 50 mph. >> Yeah. >> And a 12-year-old gets on it with no helmet and flies through neighborhoods or flies through intersections and it's extremely dangerous. So, it's nice to know that there's policies in place, but it's disheartening that a lot of those policies fall short on enforcement >> um and opportunities to educate on safety. It usually comes after the fact, right? >> After an accident, after something happens when well, you should have done this or this was was around. So, um, for us to include better educational opportunities on the dangers, um, and on following

020the rules, um, to ensure rider safety, um, and public safety for our drivers as well. And one of the things I would encourage if uh this there is wherewithal within the district is to enforce a policy where students need to be verifying that students are riding a legal ebike because the CLA this is sort of like maybe getting into the weeds but like a class one ebike is pedal as a pedal ebike and they're definitely safer. They don't go as fast. The class three is also pedal only. 16 and up. You can be 16 and up. Has more power, can go a little faster, but it's 16 and up. Class 2 ebikes, they have a pedal and a throttle. So, the throttle technically you're only supposed to go 20 miles up to 20 m hour,

021which is pretty fast. But the throttle can be modified um fairly easily by any teenager. Um and then those ebikes essentially become e- motorcycles um going far faster than 20 mph with throttle power. So that's actually illegal, but parents don't know that. And class 2 ebikes are the least expensive ebike and they're the ones that are available online. They're just much more available. So those are the ebikes that parents are buying and that kids are then modifying. So, this is a message that I think is important to, you know, be communicating to parents. If you're going to buy a class 2 ebike, be aware that you've got to do something to prevent your child from modifying it. And schools can also have a policy where they inspect ebike. You know, if they've got an ebike

022that's a class 2, maybe they don't get to ride it to school unless you can prove that it's not been modified. So, um, these are just things to think about. Um, something else I want to ask and I don't know if there's any education material with your program or something we can collaborate and look into and work on and and this brings the importance of bringing these programs availability to the middle schools, the high schools and the junior senior high campuses is how dangerous the drop off and pickup locations become. Um, I've been an active parent for several years and you go near many of our campuses. Cars are parked in the red lanes. Parents get there early. Um, they've backed up all the egresses into the parking lot. So now people are parked illegally

023on the street. >> Um, that is not a safe route to school now. >> So whether you are driving, riding a bicycle, walking, very hazardous conditions are created on these campuses. and if there's any educational m material we can collaborate on and work on and push out to our community of why there are rules in place or what we can do to better slow traffic through the drop off and pickups. Um so we're providing safe opportunities for not only our students but our staff, our parents and other community members within those neighborhoods to get to and from where they're going. I mean, it's a constant battle to communicate uh drop off and pickup procedures and get parents to comply. Um we have a we have a communication piece that we send out that we have

024available that schools can send out about, you know, drop off and pick up, but again, it's like it's definitely something that every school principal needs to be diligently communicating in multiple ways throughout the school year. uh and using the opportunities like back to school night and uh where you're in front of the parents to really emphasize that and I know there's a lot of other things that people cover at back to school night. Often transportation is not one of those things. Um so I think that's something really important. And then also again, yeah, uh I would love for all of your middle school PE teachers to utilize our um our drive your bike online modules with 10 modules that they can, you know, assign to their their students so that they can um you know

025have some basic education about riding in the street on bicycles. So there is a lot of opportunities and I would love to collaborate more. Are any of those topics things that the SRTS task force had previously touched on or may be willing to look into for future reiterations of that group? >> I'm Could you repeat your question? I'm not sure. The >> SRTS task force is that type of information they may have looked at with other agencies or is that something they may be able to look at with however the group looks in the future? >> I'm Oh, this is what the task force is working on. it could potentially be something that we talk about, but the task force I I think the task force has been more focused on infrastructure um and opportunities

026for collaboration between at like the district level um with the city and with like transit and I mean that's hopefully that's sort of what the intention of the future task force will be policies collaborations funding opportunities supporting implementation of programming at schools um from sort of the top down. Um but we are working from the bottom up with schools. That makes sense. >> It does. And it's just there may be an opportunity there to talk about absolutely >> length of lights, >> crosswalks, >> proper signage, enforcement. Um >> it's great to have rules, but if none nobody has the time and resources to enforce those rules is where we really get into a a dangerous situation. >> Absolutely. I mean, I would love to collaborate more and I am always open to that as Stacy

027knows and I've tried to create opportunities for that. The task force was a bit of a struggle this past year just because attend, you know, we're trying to get principles or different people and it's just hard to get people to that meeting. So, we're just really trying to think about like what is the what is the value? What who can we bring together and what is what are we going to do? Um, how can we have an impact through that forum? So, Mhm. Trusty Jenkins, >> thank you. Um, I'm not close enough uh with I just see a lot of opportunity with the 712 campuses as well as moving forward when we look at Piner and Elsie. >> Mhm. um for leadership opportunities with the high school kids uh and possibly even like I personally

028know some kids who were very involved in safe routes to school when they were younger, >> right? and hooking those kids again as they're in high school to then kind of develop their own almost like the safe school ambassador program, but for >> um bike safety and alternate ways of getting to school, especially with like the cost of driving, insurance, all the things that go with that. um having a leadership some kind of a leadership opportunity for high schoolers who really want to continue being on their bikes and using alternate modes of transportation. Um and then pushing that into the kids who are coming into their school young and then that building even a stronger community for those six years I think would be really cool. I agree and I mean at the elementary school

029level what we do is we form a safe router to school team at each school. So the team is generally the principal. It can be a teacher, a parent, but it it has to come from the school. The school has to create that team. I can't create it. I'm there to support the team. I'm there to meet with the team, inspire them, give them tools, give them resources, continue to give them ideas, respond to their ideas, support their ideas. If we if every high school formed a team and I don't this has to come from your your high school like your principal or your school board has to say we are going to form a safe roots team at this school. It's going to be a cross-section of students and maybe a teacher and an

030administrator because it really can't just be students if you're gonna if you're going to really have an impact because the has to be a whole school communication. uh you're having to get to parents and kids. Uh and so I would really encourage that and I would encourage schools to enroll in the program and once we have a team I will we will work with that team to help them and guide them and again even though we've been more focused on elementary we are we're we're nimble we pivoted during COVID we can pivot again you know we're we're here to respond to what our school needs are. So, I I really hope that uh we do get um the junior and senior high schools to enroll and figure out how to support them. >> And then

031additionally, um with the audit page, I know some of our our senior high schools, I don't know what we're calling things right now, but some of our senior high schools were just audited last year, and I saw that like the order will be kind of to be >> It may be, it may be, but it may not. We're still there's a whole I don't want to go into this too much, but there's a whole countywide process going on right now with the strategic plan and they're looking at ranking schools that way, but we've already ranked schools in the city of Santa Rosa. So, they're deciding like, do we just use the original ranking or do we go with the countywide ranking? Um, I think we're probably going to stick with our original ranking because we

032have a process and uh but I didn't want to say that for sure in this meeting. >> I appreciate that. Just to make sure that it's said with our with boundaries changing for schools, kids are going to be going different ways um going forward. And then of course like the influx onto our high school campuses um with the numbers we just have so much transition. Hopefully >> hopefully there will be some opportunities for adjustments with that. >> And I will have those new maps done pretty soon. Probably in the next couple weeks. So well I have to get the addresses and then we'll pass do the maps. Yeah, that is one thing I wanted to share is the um the minute that the decisions were made last year to adjust the school boundaries, we immediately

033worked with safe routes to school so that they were having the opportunity to update the new boundaries on their maps in hopes to be able to have that information to share with families for the start of school. And thanks to their huge efforts, we were able to Yes, we did do those maps last March, but we're going to do them again now that like we have Yeah. the enrollment. >> That's uh >> uh Trusty Castton had hasn't had a chance yet. >> Thank you. I I really appreciate your program and as we've built more bike infrastructure in our community with, you know, I mean, Joe Trail and additional class ones, you know, hopefully we're able to use more and more of those resources. Uh my only you said we've had uh more progress with the

034city of Santa Rosa on some of these specifically around the issue of blocked class 2 bike lanes as access points to schools. C can you update us on the prog any progress that's been made around, >> you know, the garbage can blockages, the the parking? I know that's been a really big issue because we don't want kids having to go out of the class twos into traffic. Um, I can't really answer that question with any certainty. I think like the blocked when bike lanes are blocked by trash cans, it's probably an enforcement issue more than anything. There's not like city public works coming through and like dealing with that. And then law enforcement, as we all know, is very stra you know, they're not they can't be everywhere. Um, so this is another one of

035those education issues that we're trying to get the word out and it's hard to reach everybody, but this is something we just constantly have to, you know, work on. Um, blocked bike lanes. I will say that like the city is working on a lot of infrastructure. They're prioritizing more uh protected bike lanes and bike lanes that cars can't even go into, which I think is a really great move forward for the city to do more of that. So I hope that can I know that will be continuing. >> Trusty Medina. >> Thank you. Um gosh I think I forgot my initial question but um I did have uh a question as it relates to um like average distance of travel that there is um for students to their school is the first question. Do you

036have any info on that? It varies school to school. Uh especially with like a charter school like S Chavez or French Charter, there's way fewer kids that live within a quarter or half mile radius. Um so you'd have to look at each GIS map. I wouldn't even want to say there's an average distance because every school is pretty diff well they're not all that different, but like for example, Lincoln Elementary has like over 50% of the kids that live within a half a mile. So, and there are more kids walking there, but there aren't the same number of kids that live within a half mile walking there. So, it's really interesting to look at the difference between how many kids live within a half mile radius, which is a very walkable distance, and the number

037of kids who are actually walking to a school um or biking. Um, and then you can kind of be like, all right, well, why is there that gap? And there could be lots of reasons for it, not just cuz, you know, it's not safe. It may be parents are working, they can't do it. you know, they just are driving another kid. But, um, I again I I'll just there there is no average. Look at each school. >> And then I remember the the initial question that was um because you talk about forming teams and this is more of a question to our staff is are there any like stipens or any additional pay for teachers that choose to take on this work that we offer? We would need to look into whether or not there's

038a specific safe routes to school stipened, but it's something that we can put in the board weekly when we've learned more. >> And then my final question goes back to that of distance. And I'm thinking of just in the context of um equity um as it relates to um our maps. You know, our board decided last year to change our maps and like the majority of southwest Santa Rosa, their primary schools, like Santa Rosa High School. And I'm just thinking of like going from like Morland all the way to Santa Rosa High School and how far that is, the horrible roads in that area and and do they have the same access to be being able to participate in a similar program just because of how far that is. In terms of participating in encouragement

039programs, absolutely. Because well, first of all, it's up to the school can say, you know, we're having an encouragement day. You can walk and roll from home. You can walk and roll from a drop off spot. You or from a dis, you know, a few blocks away because we're trying to get people away that hugely crowded school zone, right? So, if you live a little farther away, maybe you don't park right in front of the school. Also, transit is an option. and car pooling is an option. Those are all encouraged within safe routes to school as well. Um so, but I do think it's a challenge when we've got kids coming from a far distance away and there isn't a convenient transit route. Um I do think this is a challenge and I would like

040to see the city of Santa Rosa having more transit routes. That's not something I have control over, but you know, this is something that, you know, as a community, um I would love to, you know, advocate for more. Does that answer your question? I hope >> as best it can be answered, but thank you. >> Thank you, >> Trusty Kirby. >> Hi. Um, thanks for bringing up the ebike. Uh, talking about that, I will say I also saw quite a few scooters today. uh scooters, >> you know, have kind of started exploding in the last few years. So, I guess don't forget about the electric scooters. >> Absolutely. They are mentioned in our in our flyer in our piece. Um they do have a age you have to be age 15 and up, I think,

041for e riding an e scooter or maybe a 16. Blanking out on that right this moment, but still, yeah, there are kids that are probably illegally riding them as well. Well, and to that point, I kind of did a cursory search of our board policy. I don't see any mention of bike anywhere. So, I would just say for our board, perhaps we need to put something. There's nothing even like saying don't ride your bike on campus. I know I saw that the SSA is saying, hey, make sure you walk that bike on campus, but uh perhaps we need to codify that a little bit. So this is a discussion item only. If there's no further discussion, we can move on. >> Thank you to our presenters. >> Thank you. >> Next we have G3 approval

042of the 202526 45day budget update. Okay, go ahead. Superintendent August. Thank you, President McN. I'm going to go ahead and I will be sharing my screen while LSE Kazeras, our interim CBO, will be sharing information um about the 45day revise. And we have Joel Dontos, our executive director of fiscal up here as well. Right. Good evening, everyone. So, we can go over to slide number six. >> All right. Take it away, Liz. Just tell me when to forward the screen. >> Okay. Can you hear me? >> Can folks hear me? >> We We can't hear you. >> You cannot hear me. Um, see, all right. How about now? All right. I wonder if see >> closed captions >> the I can my mic is all on >> here. >> Okay. It looks like it's an

043issue on our end. Labis just a moment please. >> Okay. Make do worst case scenario. Absolutely. What's happening? Huh? >> What's that? >> They have a budget. Thanks. >> Okay. Is it working? But I think I think Can you hear me? >> Okay. >> Yes, >> we can hear you. >> Okay. I got the text from Melanie asking me to speak. Okay. So, we're good to go now. Wonderful. Um, if we could move over to slide three, I will just note that um, we are we we're still very much at the start of the of the budget cycle with our 45day budget revision. ED code actually requires this of us. Uh, we adopt our budget locally. The state then enacts its own budget and when there are notable differences between the two, we are required

044to make those revisions and make them available to the public. And so that's what this this is what we're doing um today. Um I want to note first um we've got a couple of slides there regarding some of the risk and I just want a key takeaway here. So key takeaway is there is always some risk in our budget. um some of our some of the risk in our budget stems directly from what's happening at the federal level and the state level. So I'll note at the federal level um they have proven to be fickle and so that puts some risk in our budget and we have to be mindful of that and think about how we might mitigate some of that risk over the year. Um on the state side, um California's funding model

045is is a unique one in this country in that we rely very very heavily on the state economy. Um we rely so heavily on the state economy. Key takeaway here is that when the state has a good year, we have a good year. When the state has a bad year, we have a bad year. when the state has a cash problem, they will solve it by making it our problem. And so key takeaways there. Um if we the for the 45day revise, um I want to note that there's upside for us. So they did provide some additional funding. Um details on the that additional funding is provided in slides 9 through 12. Um, you've been provided with information on this in the past. If you have any questions today, Joel is is available there to

046answer any detailed questions. Um, but if you flip over to slides 9, 11,12, that walks you through some of those funding sources that we will be adding to the budget to revise it. Um, he key takeaway on the amount, if we can go to slide uh 13, >> sorry, there is It helps our ending fund balance, right? So that is absolutely a plus for us that it's going to help our ending fund balance. We have to note, right, we were starting off with an ending fund balance that's in the red and does not meet our 3% reserve requirement for economic uncertainties. uh because these dollars can now be incorporated into the budget. We know that it's going to help that. So, it's going to soften some of that some of the blow from from the

047additional reductions we'll have to make. But I will note that most of that $5.4 million of new monies that are coming in from the the budget act are one time. So, they're going to help us on a one-time basis. They're not ongoing. They they are generally speaking unrestricted but they're not going to be something we can rely on going forward. Um the you will this is one of many conversations we're going to have a the next bigger conversation we're going to have um if you can go to the the next slide is going to be with the 45 I'm sorry with the unodudited actuals. So at our first meeting in September we are we're in the process of closing books. we will have finished closing books and we'll be walking you through any changes from

048the prior year. Um, and at that time you'll see a multi-year projection that will incorporate those two things. So, it will incorporate the fact that we have closed books and we'll have a final ending fund balance that will be audited by our independent auditors and we will have revised the multi-year based on the 45day revise that you have in front of you. Um, I'm happy to take any questions. Um, Joel is there as well to take any questions um or any comments that you might have. Any questions? We do have one public comment, so I'll go to that. Uh, Margie Brady Long, you'll have three minutes. Thank you. Good evening. The SRTA mantra is to keep cuts as far away from the kids as possible. We've had severe cuts to state staffing that's impacting our

049kids and we aren't seeing cuts at the DO. 3% of our budget needs to be reduced further while more than 50% of site budgets have already been cut. According to what I'm hearing, there's no transparency of these cuts or of any cuts at the DO in terms of like we cut this from this so that's why there's not this. We don't know what that is. Cuts at sites mean that teachers are at the store buying Kleenex tonight, so there's Kleenex for kids tomorrow. Is this what you expected? If not the teachers, where do you think these things are coming from to meet the students needs? Um, second thing, in prior time, San Rosa City Schools transparently shared funding for each site, how much from each source was coming, what the enrollments were, what the prior

050year funding was, and this um this information included funds from lottery, title one, um, site granted money, whatever you call that, your uh, um, and I request we return to this level of transparent communication. Lastly, how much are we actually saving this year? How much have we budgeted to save from the consolidation and how are we tracking that? Thank you. >> Thank you. Any further discussion questions? Trusty Jenkins. >> Yes, just on the discussion side, we have a new echo. Um the the transparency piece I think really can be increased on our end. Um I really think that as a district it's important that we are as transparent as humanly possible to continue to um try to regain some trust in the community and continue to work on connection and those relationships. Um the similar

051to what was just said, the having like a a clear picture of what we had last year, what is expected to have this year for sites and as a district, I think would be so incredibly important um and a great move for for the community going forward. So, it's just included in the in the budget. I think that we can do better with um with that transparency piece for the sites as well as the entire district. Anyone else? >> Trusty Medina. >> I'll move that we approve the 2025 2026 45day budget update. >> Second. Moved by trustee Medina, seconded by trustee Casten. Roll call vote. >> Student board member P. >> I. >> Student board member Gomez. Trusty Medina. Trustee Casten. >> Hi. >> Trustee Jenkins. Trusty Kirby. Trustee Deator. Trustee P. President McN. I.

052Motion passes. Thank you. >> We will be getting some information out. Thank you, President McN, for allowing me to just state we do have Kleenex available through stores and the cost is around 30 to 60 cents per box. So there some of the information that we can get out there more clearly to our sites definitely about what that looks like. >> Thank you, Superintendent. >> All right. Now we have Dr. Vicky Zans here for approval of a PIP. Do you want to tell us about that? No. Oh, look at that. Okay. Um, so I'm here tonight to ask for the approval of a provisional intern permit application for Kawaiino. Okay, I'm going to try and pronounce this. Kawino Hayakala Navares uh who we refer to as Kawaii, but um is applying for a provisional intern

053permit to fill a biology position at LCL High School. Kauawaii is one of our residents who is currently working on passing her exams and so we know that she will have her credential soon but in the meantime we're applying for a PIP. >> All right, any questions? Uh Trusty Medina, >> I'd just like to move to approve. >> Second. Move to approve the provisional internship permit application for Kawino Hyakala Navarez. >> Moved by Trustee Medina, seconded by Trustee Casten. Roll call vote. >> Student board member P. >> Hi. >> Student board member Gomez. >> Hi. >> President Medina. President Casten. >> Hi. >> President J. Uh Trusty Jenkins. Sorry. Trusty Kirby. Trusty Dator Tori, Trusty Pra, and President McN. Motion passes. Then Dr. Zans, go ahead and tell us about item five. Okay. Item five

054is an application for a variable term waiver for a new counselor to our district, Carlos Castella Aila. He is currently awaiting the results of his practice um but has completed all other requirements for his counseling credential. So we are asking to um we're asking for approval of a variable term waiver for him to serve as the title one counselor on special assignment covering Piner High School and um Commtock Middle School. >> Trusty Jenkins. So, in the land of behavioral health, is this a male bilingual counselor? This is a male bilingual counselor. That is like the unicorn of all unicorns. I move to approve. >> Moved by Trusty Jenkins, seconded by Trustee Casten. Uh, Trusty Medina, you have discussion. >> Yeah, I had a question actually. Um I I I just wanted to just get a

055little more clarity on what a title one KOSA kind of does. >> Okay. So a title one KOSA is responsible for improved student outcomes including increased 9th grade passing grades, graduation rates, A throughG comp completion, improved attendance and reduction in truency and chronic absenteeism. So these counselors of which there are 3.6 six that were approved last year uh focus on at risk eighth and nth graders uh low socioeconomic status homeless and foster youth and English language learners to help them achieve um successful high school completion. >> Thank you. So it's just kind of like that what population they're working the nth graders school. Thank you. >> All right, roll call vote. Student board member Poot. >> Hi. >> Trusty Jenkins, Trusty Casten, Trusty Kirby, Trustee Deator, Trusty Medina, Trusty Pra, President McN. Motion passes. Thank

056you, Dr. Zans. Next, we have discussion and possible action. first read and possible wave of second read of several board policies. I'm not going to read all the numbers. Good evening. I suppose we can start with 5131.8. Uh this mobile communication devices policy uh purposes to regulate student use of smartphones and other mobile devices on campus. Here we go. Tonight's requested action is that the board considers approval of board policy um starting with 5131.8 um available for any questions on this particular policy. Um this policy in particular is in response to um a change in uh state requirements and um is based on a pilot um policy that was put into effect last year. San Rosa High School and Montgomery High School. >> Trusty Jenkins. >> So I actually have some general questions about the

057policies and how we're approving them. Um, first off, my eyes are expiring. Uh, oh, um, specifically as we are starting to, um, approve and adjust policies and review them. I know we're behind a lot, so we're going to be doing a lot of these coming up, which is very exciting. Um, some general questions. Uh the it seems like most of our policies have an average of about four pages of reference links. Um oftent times they're duplicates. Is there any way we can like max that out to a page of references and have the links work? That's one question. >> So the policies we base them on the cal on the schoolboards association and that is the way that those come is linked within there. And so as we actually get the link the once we

058make the adopt the changes and adopt them, they get put on our website, then the link should be working once they're all updated. >> The answer you want. >> I know it's it's just so often the reference pages are so much longer than the policy and then it's like, well, do I need to read all of this? That makes sense, though. Okay, next question is uh where did I leave? Um the other thing that came up as I was reviewing these is wondering about the process getting cleaned up. I re I recall in past um in past years it was very clear of the current version the redline version with italicized and bold depending on if things were part of um ED code or ARS or if it's language that we're using. It was it

059was um when I is it it's brand new it's brand new. Oh, for the new policies, yes. But for some of the past ones, I recall it being just a little bit easier to digest as far as like what we're changing. Um, and so I wasn't sure like for instance, two of these look very different than other ones um than the other two. So, I was just wasn't wasn't sure if there was like a way that we can clean up this process so that we can get ahead of some of the um the conversations as we do a lot of these revisions uh so that it's kind of done in all the same manner. I'll stop there. >> Uh Trusty Medina. >> Thank you. Um, first question is terms of the law. Is there a

060specific date for implementation that we have to have this done by? >> I'm sorry. Is there a specific what >> date? It's by the end of the year. >> Yeah, we need to have a consistent policy in place by July of 2026. >> Okay. Um, because I know that in the past like our different sites worked on developing their own plan for their site. Um and and I'm wondering in terms of this being adopted the same everywhere and sites having what they're already doing now. Um like looking at it practically like what resources if any are we putting? I've seen like some teachers have like places where all the students go in and put their phones. Um you know I don't know exactly how this one will work in like practicality. So, I'm like, you

061know, we we talked about like students I mean teachers spending money for things in their classrooms. Like what what cost is there to making this work effectively so that it works? Um is this just saying students just aren't allowed to have them or or you know, how do we make it work and how do we support our staff in making this work effectively? and and and on this specific policy, um I'm I'm just concerned about implementation and getting staff on board and giving re getting everybody at the same place over time. And so so that's why I asked about the timeline. >> Absolutely. I think this is an important conversation to have and that's why I think a couple of us are up here. um in a um in in building a policy like this

062um we um have to consider I think both instructional compon the instructional impact and a wellness impact of this. Um and so um the first component that we are considering here is the instructal disruption component and then we also are um considering the um the impact of the uh device on the development of the student and the well privacy issues and the wellness and how it um affects the development of the student as well. Um, in addition to that, we also have to take into consideration the enforcability of the of what you're referring to, I think, as well, the enforcability of a policy in common areas during lunchtime and um over time, how difficult that may be to do, especially in one year's time. Um and looking at that from the pilots, um we um

063I think our initial version of this submitted to the board is one that starts from then a less restrictive toward a more restrictive because of that. That's what our initial thoughts are and that's what we are proposing tonight. Of course, it's important then to begin this conversation with the board and see what your thoughts are. Um from that point I think I would um then turn it over to um Miss Desaderry to um for for her to share what her thinking is in terms of beyond the instructional components because there's a lot more involved too. >> Yeah. And I think that one of the um things that we are considering here is that this is a board policy. It's not an administrative regulation. And so those two really kind of come together. The policy is

064giving us the guidance and the how do we implement this? We felt that when you took a look at the two different options in board policy 5131.8 Eight, there was option number one which looks at the management and the um the implementation during instructional time and option number two said all day long even during non-instructional time. And so when we considered both the um ways that we can make the most effective and actually implement, we really felt that option number one, looking first at the instructional time is the way that we can best start to move the needle. But it because this is policy, our schools will still have some cultural latitude within their own systems to be able to define how they're going to do that. We are looking for some consistent guidance so

065that there isn't a policy where if you're lucky enough to go to school A, you get to always use your phone and if you're at school B, you don't. and uh to ensure that as our students move from one school to the other that there are consistent expectations that is taking some time and in addition to looking at the legal perspective we also conducted a survey of I I think more than 2,000 students last year at the secondary level and a few elementary students gathering their thoughts on cell phone policies and that will help guide us once once we have a policy in place to developing those other strategies. >> Um, again with the time, um, I I'd really also like to see like students input into this. Um, if it were to me, I'd

066say absolutely no phones on campus, period, because I've seen them be so disrespectful and disruptive, and I worry about how students have been developing in terms of their social interactions because of phones and stuff. Um, but at the same time, I also see students that are constantly using them as part of their tools to do their homework and to do their research and to write and everything. So, um, you know, I'm too old to understand what education is in that student experience now. In my head, I'm too old. So, I think I'd I'd like to also have some opportunity to hear from students or have them provide input um on that. So, so just on this policy, I I would hope that maybe we could wait a little more to to flush it out since

067we have that time up until 2026 to have it implemented. Um, and the other thing that's tied to this that I so often see students in the classrooms um, engage with that's tied to their device is the headphones and the earpods because they could have their phone put away, but they could have their music playing and distracted in class. And I think that also maybe might need to be addressed. So that's it for me. Delatory. >> So, I appreciate this being brought forward. Um, but I'm also in a position where I don't think we are far enough along to wave and take any action on this tonight. Um, I would like to know more about where the language mobile communication devices shall be turned off during instructional time. It doesn't say must be turned off.

068It says shall be turned off. Um, I have a lot of concerns with that statement, especially with as a parent, once you turn that phone off, you then turn off Find My Friends Life 360. So, from a safety point of view, I no longer know if my child's still at school. Some of these students use their devices to track medical concerns, um, like their glucose level. So these are real things that I understand put an opponent to the side in a structural time, but to say we're going to they need to turn it off, that creates other issues. So I'm just curious, is that language in mandated in a law somewhere or where is that coming from? And again, I am not so concerned with the rule as far as how can we actually implement

069it to Fidelity because we have So, we have rules now, and if those rules aren't enforced, that's where we're running into issues. As a parent, I don't want the school regulating my child's device. That's my job as the parent, especially since that device is a connectivity or me working away from my child to my child. So, if there's a point where it's being misused and disrespected, yeah, let's do something about it. But to have a school say, "Don't bring it on campus or turn it off," that creates an issue for the family and connectivity. Well, and and um it is important to acknowledge that this policy does give specifics um when students are allowed to use under the discretion um in the case of an emergency uh when a teacher is giving that permission when

070a physician or surgeon uh finds that it's necessary for health and well-being and when uh possession is required by a student specialty program. So that is one of the other reasons why we opted for option one rather than option two which just says no never because we need we know that there are specific situations in which use of a cell phone can be both emotionally social emotionally health-wise and instructionally important. Yeah, like I was mentioning there is the there are the there's the instructional component as you were mentioning, you have to consider a lot of other um um features and a lot of other characteristics and a lot of other considerations including the wellness of the student and there um are under ED code there are two ed codes that do actually require the um

071that the student be allowed to use um the phone and you actually mentioned a number of those and we and students with IEPs, for example, or 504s when medically necessary. And then um under this option, as Miss Desidereary was mentioning, um this is the most permissive of the two options because a teacher or even during instructional time can allow a student to um give the student permission to use the phone. But but at the same time, we would be um satisfying state requirements by adopting a board policy like this. Uh couple questions before comments. This policy is worded to apply to all of our schools, not just secondary, correct? >> Yes, we definitely >> Yes. And for our non secondary schools that weren't a part of the pilot but currently have more restrictive policies than

072this policy. I don't see anything in here where this policy says that they can maintain their more restrictive policies. Is that in here somewhere? I I don't see anything in here that says the more restrictive policies will be able to continue to exist. Well, all schools would have to follow board policy and that means that any policy that's more restrictive would have to become more permissive because they would no longer be following board policy. >> Okay. But they weren't a part of the pilot program or >> No, they weren't. >> No. >> Okay. So, I mean I I'm definitely not ready to take action say if we exclude what you're saying >> all these campuses that have very successful policies around not allowing use throughout the day. they don't require them to be turned off.

073Option two doesn't require them to be turned off. It just requires them not to be used. They can be in a backpack. Um, you know, to change those school cultures where we have a lot of success in not having the violence, the bullying, all the things that come from use during the day and then apply it because we did a survey and a study with the grade level that doesn't that does not representative of our entire district. I'm I'm very much not willing to take that action today. And and I question if option two would not be the easier one to enforce. You're allowed to have them. You can have them turned on. They just have to be in your backpack and you can't use them while you're on school. There's no having to judge

074whether they're on a hall pass break or having or you know allowed to use them. Now that we have multiple bell schedules at all of our campuses, that's a judgment call that could become confusing for fidelity and enforcement. And so I would see option two being the easier to enforce and just adding an exception that provided for communication around transportation with parents or for instruction based on AR that's established at the individual sites. But for us to to for us to take current effective restrictive policies and weaken them without having any data that says that that's a good idea um or even having included those sites into this discussion. I think it would be rash for us to do at this stage and we should instead look at the good successful models start more restrictive

075give a little bit more leniency on site and AR in order to be able to accommodate specific reasons. Um, so yeah, I mean that's where I'm at. I' I'd encourage us to at a minimum not wave the second reading. Um, but I think we should definitely make sure we're incorporating the entire district in this conversation. >> I do want to make sure that um, we're not missing the specific language of option one. It says that students may use smartphones for communication while on campus during non-instructional time as long as the device is being utilized in accordance with law and applicable school rules. So I do not I'm not to in any way disagree with my colleague here. I do not agree that going with option one says that we must weaken any existing policies. If

076a school has a policy that says don't take it out during lunch, then as long as this board policy is in place, this would be you are allowed to use your device. But wait, our school policy is not during lunch and then we would have the flexibility to be able to over this year build collaboration on those. But one of our earlier stated reasons for adopting this was that we didn't want to have it to where you would be at one school and told you can't use it and be at another school and told you can. So that was a part of the initial presentation on the policy >> and that's why we have to work collaboratively over this year to identify what those school rules are. But it does give us the permission to

077establish school rules and it gives us permission to have those school rules govern the use during non-instructional time. So I I'm just going to say at this stage my preference would be option two which doesn't have the turn off turn on language in it and then adding to exceptions that gave a little more flexibility for site admin but the benefits uh the benefits are very easy to articulate as exceptions being able to communicate with families for transportation being able to use for instructional use and I think it's easier for us to articulate the specific reasons why it's okay than it is to provide the open-ended potential for use and for different policies across our sites, especially when we see the effects on social emotional health, violence, bullying, and everything else that happens, let alone the

078use of YouTube um in the elementary especially, but even in our secondary areas. Um so, you know, that's where my inclination is at this stage. >> Trusty Jenkins. Thank you. Um, so I I just want to echo what uh Trusty Deator mentioned about the language in option one and to clarify the response because I don't think I heard actually what I thought his question was. Um, is there with option one, can the language of mobile communication devices shall be turned off during instructional time? Can that be changed to something along the lines of mobile devices may be turned off during instructional time? Because my problem as a parent is a safety issue. Um, kind of piggybacking on what Jeremy was saying, if those phones are turned off, it's harder to turn them back on. you

079can't the kids can't see when somebody's called them and if you're in an emergency having the phone completely shut off and getting it back on is going to be really ch and then with the option >> with option two um the problem that I have with that is I I've got teenagers and I've been I my kids were at Slater during the Montgomery issue um and for them to not have their phones unless we are putting in landlines in every single classroom that parents have the their phone number to their and their schedule lined up. Um I think we're going to have a bigger problem. Um so I'm I'm personally like can that language be changed away from shall to May and have schools determine how restrictive that is? Is that a possibility? >> That

080that part is already in the language. It it says uh option one is it would be off um or sorry I want to use the exact language. It says uh uh mobile communication devices uh not during or during non-instructional time would be turned off during instructional time. However, a student shall not be prohibited from possessing or using mobile communication devices under the following circumstances. And that's where we do already have the latitude to be able to make those kinds of adjustments I believe in my interpretation of that part two. So I guess then the followup question is as a parent where's the form that I fill out that says my kids need to have their phones on all day long. >> Trustee or >> that would be built into the school and a potential AR.

081>> Um thank you. Uh, I think responding to some of those concerns. I think to to have it maybe off just kind of defeats the whole purpose of it. I think later on it talks about situations of an emergency and such where the teacher could say, "Hey everybody, you could turn on your phones for whatever." Because if you have it turned on for the sake that maybe a parent might contact you, it means that it's also on for all other kinds of distractions to be coming in, which is what often happens and becomes an issue defeating the entire purpose. As for landlines and all the classrooms, as far as I know, teachers have a phone in their classroom, you could call call the school, dollar extension, you should be able to get connect, but you

082know what existed for so many years, you someone cut me off. It's okay. Um, for so many so so many years, you know, you you you need to get in contact with your student, you call the school. If it's critical, they'll connect you to the classroom, to the teacher. I mean, that happens. Um, these critical emergency situations, we've got plans and protocols that are set for those types of situations. And I think this policy does address that. I still think we should wait on passing this policy to address further implementation, but I think in terms of those specific concerns, um, yeah, I I would not change the language to the MA under the option one. Um the thing that I wanted to mention uh aside from that on the 4040 policy with the employee use

083there's the talk about um AI. Um I I know that this is coming from CSBA. I don't know if we've interacted with our with our uh um teachers union and such to talk about what what that means what that looks like. I know we also have the 61 63 something I think it is that's about the student use of AI which I think is kind of like the bigger concern um that I think we really need to address. I love AI. I love using it but I know in terms of of how it's used within the classroom and the goals and outcomes that we want to obtain. there might be some more intricate issues that we need to address that involves engaging our our our teachers and our staff. Um, and I don't know if

084that's been done. So, one, has that been done? Have they been engaged in the development of this and or the implementation process? And second, is there specific timelines for these policies to be implemented based on any state law? I'm sorry everyone. I I broke my tailbone this summer and I need to go home and take painkillers. So, Vice President Casten is going to take over. >> Great. So I I asked the question so I'm just wondering if there's going to be an answer like have we engaged our teachers and stuff >> before we go into the other policies. Is there a specific um can you articulate the question you have for about the AI and the other policies specific to the cell phone policy because we're we'll go through these one at a time. >>

085Yeah, that that was going to be my answer is that as part of this board policy that does not address the use of AI. So for the cell phone policy, let's do a yeah, Trusty Pratt and then we're going to do further discussion on this and I'll check in, but we'll get to everyone first. So Trusty Pratt, >> thank you. First time question asker. Um question. So as a mother of four teenagers, I know with either policy, my kids may die of having their phones restricted. So I'm fully supportive of that, of taking their rights away. Uh second, when you create these policies or you're writing these policies, do you talk to the administrators at the high schools or secondary schools and SRTA because assuming that they would be up to being the ones that

086would have to enforce the I'm assuming tantrums that would come if a child felt that their rights of not being able to use their phones when a teacher was talking in a class lecture. Yes. Uh this, like I said at the outset, I'm sorry. Um these this is taken actually from policies that were in place for the last school year at Santa Rosa High School in Montgomery High School. So um yeah. So so um to the extent that they were in play for the last school year, we received feedback from it would have been from both of those communities. Yeah. And was there >> it was also very similar to policies that are in place at a number of other secondary schools, but for the purpose of the deep inspection, we were looking last year

087at Montgomery and Santa Rosa High. >> And was there an increase in behavior issues with kids? Just so I'm understanding, are you asking if there was an increase with this policy in place at behavior issues, >> possibly kids throwing temper tantrums or um getting angry? >> Uh when they were consistently enforced, the students really fell into accepting it as um just part of the operating fabric of the day. Um there was some situations in which it was less consistently enforced and that's where you would get more push back because I'm being held to a standard in one class but maybe not the other. And that is why in addition to getting us in alignment with you know state policy. This is going to actually help lower the ex the the defiance and the push back

088simply because it will be how we all do business and that that helps everybody. >> Thank you. >> Before we go to the next, um Adrian, I know you've had the mic up a couple of times. Did you want to respond to any of this or has your responses been heard? is well I I just want to address what u uh director Medina was mentioning. Yes, we actually teacher uh parents can call in the classrooms right we have a directory they would call a school and then they're presented with the option to actually uh uh look up the name of the the teachers in the directory or you know they would know from the teacher can share that that extension number with them as well. So that is an option. >> Okay. So there there

089is access to the directory with the teacher extensions online and such people. Thank you uh trusty Kirby and then trustee deatory. >> Okay. So I know I brought this up a couple times last year about cell phone policy. I was trying to I I do think it's important that that we do establish a board policy on this. So, I had asked last year uh for hopefully some kind of a I was hoping for kind of a presentation maybe from our admin on the results of the pilot program. So, could we hear specifically what were the difference in the two programs at Santa Rosa and at Montgomery? What what were the differences in the two programs? And I guess what was the I was hoping to hear the feedback from the two programs. >> Um >>

090there were many similarities in that there were the expectation that students would have their phones off and away. I believe that Montgomery used the pouch system where a student who was in violation of the policy would have their phone placed in a pouch and then magnetically sealed that could be then released. they would be handed the phone, but it's like in a bag. It they they can't really get to it. Um I believe that Santa Rosa was not using the magnetic pouch system. They were using uh you know just you have to have your phone off and away. They would do you know in in terms of violations they would do a confiscation. So the how each school was accomplishing this task was a little unique to each campus. The policy was pretty consistent that

091there was the expectation that unless it was under the direct instruction of a teacher, take out a personal device and do this that students had the expectation that they were off and away during all instructional time. Um we are not prepared tonight to share um feedback from each site or a presentation. Um but that is something that we can go back and think about. So specifically, I was under the impression that at Montgomery um the students could not even take out their phones like in between classes and perhaps I I think maybe even during lunchtime they weren't allowed to bring them out and and I'd like to know is what were they doing during the break periods and lunch periods at each of the sites and how were being were they being handled the same

092or differently because that they come into what we put into the policy. And uh I'll follow up. I know you I also along with what director uh Cass was saying, I I tend to lean towards option two a little bit. I know you kind of went on option one. When you said we decided, was that the cabinet that decided to do that? Okay. >> Sorry, that was me. And um other than input from the Santa Rosa and Montgomery admin, were were the were the input from all the admin, even elementary and middle school and high school? Did we get a feel from all of them or just kind of the feedback from those two pilot programs? >> Not formally. I would say anecdotally in meetings um that there was um a general understanding and that

093um we were going to adopt the and then had been going on before the end of the school year an understanding that everybody was going to be um adopting something similar to what the two schools were going to had been piloting. But um I think um that you what's been suggested might be a good idea of maybe bringing back more information about what was specifically done at the two schools because I think um um the discussion that we're having um nothing has to be decided immediately and more information is always helpful. the recommendations that were we made in in cabinet. You know, like I said, we begin with the least restrictive, but I think it's more important uh that we have um a more um comprehensive conversation on this. Absolutely. We would have a problem

094with that. >> Based on that comment, if I could ask, is there anyone on the board that wants to take action tonight on this? >> No, I just wanted to follow up since he was asking about more information. I know director Medina talked about student input. If if the include in the presentation the results of the the youth truth survey you said they were asked if you could tell us what they said during that'd be great also. So if >> well one second one second. So for the board since no one wants to take action tonight if I could ask us to do our best to provide as much direction to staff on what we want them to come back with and limit our comments to the what we want to see come back. Um

095if that's okay with everyone. All right. In that case let me go to trustee Medina. Uh oh sorry trusty de la did you okay? We'll go to trustee trusty medina. Then we'll go to Trusty Daily Tori. >> Yeah, I think I I'd like to echo uh Trusty Kirby in saying that like honestly I I' I'd actually prefer the option two as well. Um I think that um it makes most sense. I think how I've come to see mobile mobile devices. It's kind of like almost an addiction that we got to help our students wean off in a way. And I think that the exceptions that are in place in this policy work to address most of the issues. I was thinking like uh you know I love seeing the Montgomery High School uh Instagram videos

096that they do for their social media advertising their like student activities, right? Then that would probably fall under instructional time, right? So but that fits under like option two of the exceptions, right? Where they're given special permission. Um but I think um option two is to me makes more sense. So I would really be more supportive of that. >> Uh trusty de la and then we'll go back to any members who have additional requests for information. >> So I appreciate the opportunity to get more information to bring forward for us to review. Um, I do for one do not want to see this move in a direction of we put the onus on our teachers to be secretaries for our students uh and parents safety and wellness that interrupt a class to make sure their

097students there and okay. So that again it's right back to safety where that phone is a direct connection to my child and I need to make sure they're where they're supposed to be and they're okay. I experienced a situation where the entire class was asked to turn their phones off when there was no previous violations. It was a test. I understand it was the teacher directions. All the students did it. There was a heavy police camp uh presence on campus that afternoon and working four cities away. I had no connection to my child. So, I did not, you know, I get word of mouth that something's happening and I don't know if my child's there and okay, I'm not going to take the time to call the office and have them interrupt the class when

098they're dealing with this the serious situation. And now that our resources have declined and we're limited on teachers and aids and resources, we cannot put that on our teachers to be a secretary to check up and supply. So we got to find a balance and restricting a device is not a bad thing. We just got to find the right way to do it and a way and and understand that the mental and emotional health of this generation is connected to their devices. So it has to be a community effort on how to properly regulate that so they're not so reliant on a device for every emotion that they're experiencing and it can't just come from the home or the school or the community. If it's not the same message, it's not going to work. So

099we have to have a deeper conversation of how do we address this collectively to ensure our students are being able to engage in person socially healthy make that eye to eye connection if that's what they're able to do mentally. Some kids can't do that and that's okay. But how are we able to provide that experience for them and connect socially properly and not feel like it's better to send a text or a video to express what they're feeling and how they're sharing that with others. So, um, we're going in the right direction. A board policy update is definitely needed. We just need some more information on how they worked through the pilot programs, how that affected students, how that affected teachers, how that affected families, and how do we craft it appropriately to take the

100next step forward and provide the proper message from a board policy and then let it be implemented appropriately. >> Any further requests for information on this item? Trusty Jenkins. >> Yes. So, as um it's both. It's a request and something else, but as like a Montgomery parent who has gone through this for the last two years and the pilot of of the no cell phone policy. Um I've heard it from administration a lot. I've heard it from the teachers a lot. I've heard it from the students in Montgomery um a lot. and the the positive result in mental health and connection which we're striving for, right? Um has been huge. So after this conversation, I'm very much leaning um way more towards option two as well, and it sounds like others are as well. So,

101with the request to have reinforcement of that at a future meeting, I'm going to go out on a limb and make a motion to um approve option two. >> Is there a second at this time? >> Not hearing. Well, I think uh um the question is well would this be the first re read or or would are you asking to wave the second read? >> Under these circumstances, I'd suggest we do it as a first reading. >> They're asking us to the way you said is fine. So So are you seconding? >> No, I'm just saying today we just do the first read and then when it comes back to the second read is when we do the final approval. So with any suggestions or anything staff comes back to us with >> So the

102suggestion from Trusty Jenkins is that we treat this as a first reading but with direction to move forward with option two. Um I'm going to broadly suggest that we don't require the second reading to be at the very next meeting in order to give staff time to compile the presentation um and the information that's been requested. I'd uh add specificity onto the request to also say that we need specific consideration around our K8 charters that are would also be subjected to this policy and what their current models are and how that would impact them. Um as well as our elementary schools because we do see cell phone usage prior to seventh grade um especially in sixth grade. So, I think it's important that the policy um that we have that information here in in the

103best way possible since they were not included in the pilot or in the survey. Um any further information, I think whenever this comes back for a second read, I think it would be good to reach out to our parents and let them know because like when it's on the agenda, it's just these board policy numbers, right? And so let maybe parents and families know this the board will be discussing this and possibly voting on this. That way if they want to come and comment, we could hear them um in a way that's kind of a little more transparent for them to understand what we're doing here. All right. And and with that, I don't think there's any more feedback that we could possibly give you tonight. It's not going to be redundant. So if we

104could move to the next board policy and if you could uh introduce it for us. Yeah. Okay. >> Okay. Next board policy committee. >> And why don't we hand Rodri the white mic that you have in front of you, Stacy, if he's introducing it. >> Perfect. Okay. The board will consider board policy update. Um, which one should I do next? uh 4040 employee use of technology. >> You want to read this >> again? Actually, before you start, Roer, can you pass that mic over? Let's just use that mic at this table. It'll help all of us over here. Thank you. >> We'll go back and forth. Okay. So basically the uh policy 404 40 employees use of technology is an update u that includes um um reference to uh use of art um artificial artificial

105intelligence. Uh it is um straight up lifted off the CSBA recommendation. Um nothing revolutionary there. uh we're we're not under any requirement to to update it right away, but it it is wise to do it because it's part of our life and it's part of our students life um as we all know and it's a part of your life as well, I'm sure. >> All right. Any questions on board policy 4040 changes? >> Yeah, Trusty Medina. So, I think just going back to what I mentioned earlier, um, like did we engage with our teachers just to see if they have any thoughts or comments on this? I don't know what interaction there's been specific to this. Um, in case there's anything that they see maybe would need clarity and maybe in as input towards any

106AR specific to that AI thing. I I you the next policy is what I'm most interested in but with this one as well Kirby hopefully a couple of quick ones. Um the I see at least three board policies that were referenced in the in this board policy uh 3580 31 51 31 6162 were those did did you get a chance to review those policies just to make sure that they are good as we're referencing them in this policy. So I I worked on 61 the student use of technology 61 63.4 and 4040 um and 4040 right 6163 also has um u an attachment. It's a it's um an acceptable use policy that is u uh we we present to the the parents at the beginning of the school year and that one is updated as

107well. >> Okay. Um there's a sentence in there that says uh in this 4040 policy it says employees shall receive professional development in the appropriate use of these resources including the use of AI apps. Um has this professional de uh professional development already been implemented for this year? >> No. >> Okay. Um it says also then further down, have employees are all or have employees already signed an acceptable use agreement for this year? >> No, >> they have not signed one yet. >> No, not yet. >> Okay. So, that was my next question. If if we approve this policy, they would have to sign another one. But they haven't signed one yet, so we're good to go. >> No, we No, none of it's signed. So, we'll have to put in front of them. Yes.

108Okay, those are my questions. Yeah. >> And I want to make sure we answer Trusty Medina's uh question about what involvement um our teachers uh had in the development of policy 4040. Was there any outreach before it came to us? >> Currently none honest is just right now we're in in this predicament, right? So we have to update this policy because we have to deal with this situation, right? So because this opens up to liability. So I think it is wise to to act on it at least to the degree where it is right now and then if we want to to move forward with the process where we have actually a committee that we discuss it how should we go about in the implementation uh what is wise to do uh and then there's

109so many schools of thoughts on AI because it's so fresh in everybody's life right uh I mean we need to be careful the way the way it is written right now it allows our teachers to use it that's all it does it allows them to use it right within the parameters, you know, they have to be responsible. Um, and same thing about the students because they the students, you know, they have to be um, you know, responsible as well. And um, it it's pretty much an extension of the the technology use policies we had in the past with the addition of uh of artificial intelligent. Um I would say that yeah we we want to have we we need to have this this this forum where we discuss this to move to move forward with

110this uh with this new way of life unfortunately right so we're fortunate u >> absolutely superintendent August >> until we implement a policy which this is the standard CSBA policy we leave oursel open to risk of not providing guidance and clear parameters of what our staff can and can't do such as one of the things that's on here. People may not realize that when you work with chat GPT that is an open source and so if you put confidential information in there that actually then becomes available on the internet versus we have closed source options that we that we can do within our district. that this actually gives us that opportunity to manage that versus leaving it open really doesn't provide clarity for our staff on what they should or shouldn't be able to do.

111We do have the October 3rd professional development day where we can provide some some training options for that day related to to these >> this this world garden um comes at a cost though so we have to be aware of that as well. >> Much appreciated. Uh, Trusty David Tori. So, I'm extremely frustrated that this was last adopted in 2017, eight years ago, and like Superintendent August mentioned, leaves us extremely open to liability. Um, this is a no-brainer. My main question is, as you've gone through this, do you feel this encapsulates everything that's needed and is it enough? with all of these. One of the I think the um best practices that we follow is that we consult with CSBA on these to make sure that um we're using the most updated language. Um I

112think it's also important to state that with all of these um and this when with the student use um proper use of technology that this is something that we do to protect ourselves and educate students of the proper use of devices on campus um so that we protect them and we protect ourselves um from liabilities and like I said teach um young adults and um young children how to properly use um technology at school and hopefully when in in their lives as well. We consult with CSBA for the proper writing of um these and um as I was just reminded yes it is big part of what we call digital citizenship that is what it's called that's a very important term >> and have we also consulted with legal to ensure that this is appropriate

113for what we're asking >> that that's this is one reason we're following the CSBA guidelines because this has been run through their legal um we we talked to F3 and F3 recommended the same thing. Any deviation from that language can put us in hard water. >> Questions. Yes. >> Any additional questions? I I do want to move us to discussion quickly. Trust Steven Dena and then Jenkins. Jenkins. um technical problem I guess on my end. But when I'm reading these the the clean and the current are identical in the agenda with the exception of the date the MP3 player stuff. Um and so it's not lining up with the redlinined version. So I just want to like have other eyes on that. I think I'm I don't know what's going on. If someone could just

114look at that please. We will take a look and if the board moves forward with approval, we will adopt the red line version. Um, and now I can't see the other thing was I was just to clarify on the dates of like the current one versus the red line one. I noticed this in past ones, but I wanted to ask like why the dates don't line up like the the dates, the last revised state, last reviewed date. Why Why doesn't that line up with the ones that we have listed? The redlinined version. I've seen that in a um a few just to so I do believe that this one we had prepared last year and didn't actually bring it forward. So I think that that's where the date difference comes from. Things that we had

115ready to go that didn't actually come forward. >> Yeah. >> Trustee Medina. >> Yeah. Thank you. Um I think addressing the some of the issues I think I'm supportive of these um as they are to move forward but but again I think that we still need to do further work on implementation. Um I think again specifically with the students um I am an avid user of AI but I think de having our students develop the skills that they need to like learn and critically think and analyze because I use AI a lot and I'm constantly c catching errors that AI has and I tell the AI it's like uh do you is this actually right? I think it's this and then it correctself. Oh yeah, you're right. You know, and so to understand that AI

116is still learning in itself and developing. Um, and so we need to make sure that, um, I think if we're doing this, I also worry about implementation and resources that we need to provide our staff to learn about it and be trained in it and understand it cuz it's constantly changing and and I think it would be unfair to them for us not to provide those resources and it's the reality of where we're going. So, um, but but I'm okay with these as they are to get to have a starting place. Sounds like we're moving to discussion. Does anyone have a motion on 4040 and 6163.4 together by any chance that we could consider? I make a motion that we wave the second reef and approve because remain unintilated in this matter. We need to

117have a policy implementation come off of that policy with ARS, but we need to have a policy in place and we've gone too long without one. So, just to clarify, I have a motion from Trusty Deator to approve the redline version of board policy 4040 and board policy 6163.4. Is that correct? >> Yes. >> Is there a second? Ju just to be clear, he moved to approve those with and wave the second reading. >> And the second reading. I would approve them and not wave the second reading just because there were some errors. I mean, do we do we need to? >> The red line versions didn't uh contain those, do they? >> Uh well, the 6163 was missing a whole reference section on student records on the on one of them also. So, I

118just want to make sure that we're I I >> can you point >> I think we may need to do a second read just to make sure that they are being properly uh put forward. >> Which which section of student records is missing in the red line document? >> Uh there's a reference on the on board policy 5125. It was in the red line and not in the clean version for some reason. It's It's in the red line and not in the clean version. >> Uh yeah, that's what I have in my notes. >> The red line is the version that we'd be adopting, not the clean version. >> Okay. All right. >> It does that make it okay? >> Okay. >> Thank you. >> I second then. >> All right. It's a motion uh

119by Trusty Deator and seconded by Trusty Kirby. Roll call, please. >> Trusty Deator. Trusty Kirby, Trusty Jenkins, >> Trusty Medina, >> Trusty Pra, Vice President Casten. Hi. >> Thank you. If we can introduce uh the next policy, please. So the next policy is introducing the um recommendation to approve the redlined version of uh board policy 5117 on interd district attendance. Uh this is a topic that we have been taking a look at and it is important to note that at uh one of our spring board meist inter agreement with SCO. So as you take a look at this redlinined when it indicates that we may enter into an agreement under option one. We have already done that and that is a five-year agreement. So this is updating our board policy 5117 to uh just have

120it more up todate. It does reference under option number two school districts that operate as a dis district district of choice program under California Department of Education. We do not participate in that program. So whether you would like to leave that section there even though that's not something we participate in would be at at your discretion. And it does offer additional information about inter um instructional collaboration agreements um which uh does address needs in dual language immersion and STEM classes that could give us some additional options uh that is not currently in 5117 as our board policy. >> Thank you. Questions from the board? Trusty Jenkins. Um just to clarify this is the 5116.1 >> 5117 interists not 5116.1 intra. This is the policy governing our relationship with families who live outside the Santa Rosa

121City School District policy. >> Trusty Medina. >> There's not a question just uh for the board. I I the I I prefer just having the whole option two language just removed if if we're not using it. That way it doesn't add additional confusion and there's clarity for us as to what we're actually doing. Um and and with that I guess I would say that I would move to wave the second reading and approve um with the option to removed. >> Okay. So, Trusty Medina has moved to approve removing the option two language, approving option one, um, and wave uh, a second reading. Is there a second for that? >> A second. >> Okay. So, it's moving. We'll go to discussion. So, it's been moved by Trusty Medina, seconded by Trusty Jenkins. We'll go to discussion.

122Um, just pra I I put closed captions up on the Zoom and then you can read it as you're going. Um, it is really hard over here to hear anything. Um, so yeah. Okay. Yeah, these it's so trusty uh Kirby. Okay. Um I'm okay with the we're removing option two. Uh just going further down below though the A portion. Um I'm looking at the red line version. So for example down there it goes there's one two three and then it goes to 11. uh when we're talking about um is there a bunch of stuff missing there or was that just uh misnumbered? >> I I think it's a numbering with an indentation. >> Okay. Um and I've got in my notes here. All right. It says again, it says that basically like once established, the

123district shall accept all students who apply to transfer into the district until the district is at maximum capacity. So, it says it will accept all students. Um, how do you decide it, you know, how's the list decide? Is it first come, first serve? Is it uh it's unclear how that list is held and and >> a lot of those details get padded out in your administrative regulations about the prioritization of the applications but um there is criteria that looks at three different elements uh and I'll talk about capacity in a minute but it uh examines a student's attendance rate their behavior behavior and their overall academic progress as the primary criteria. So if you have a student who is applying and the school has capacity and the school meets those three criteria, that is how

124we go about. And if you read a little further and it says if there are more applications than space is available then you would use a nonarbitrary lottery to identify rather than using a priority where I'm going to accept everybody who falls in a particular category. >> Right. I I did see that. And then you were talking specifically about the maximum the capacity. When it says maximum capacity, I just wanted to clarify that that it says until the district is at max maximum capacity, is that the site they're applying for? Is that all schools within the district? It wasn't clear to the man. >> Part of what you uh addressed under consent is our annual resolution for interd district transfer capacity. And there are um a few different criteria that are looked at. Um first

125it looks at general education. So when a school is at 90% capacity that school is is full and within specialty programs as uh specifically identified under special education there are different capacity levels and those are individually um identified. And so at the beginning of the window, we do identify for families whether all schools are available for transfers or only a few. So um for example, this year when we knew that we were already starting to develop a waiting list with a couple of our schools for the interd district transfer window, which comes second in the year, we told families you can apply for these schools. These are not available for options. >> Okay, that's all I got. >> Additional questions? >> Yeah. So, um I'd just like to um amend it to have that correction

126of the removal of the indentation um as an additional change if Trusty Jenkins accepts that amendment. Any objections to adding the correction to the motion? Not seeing any. That's by unanimous consent. Any further discussion? All right. If we we have a motion by uh Trustee Medina and seconded by Trusty Jenkins. Uh roll call, please. >> Trusty Medina. >> I >> Trusty Kirby. >> Hi, >> Trusty Deator. >> Trusty P. Vice President Casten. >> Hi. >> Thank you. if we can introduce the I believe last policy. >> So the last policy is policy 5116.1. It's kind of the sister policy but this time we're looking at intra district transfers or open enrollment. In uh this we are looking at uh during that second section you see the adjustment that we made in our enrollment priorities because

127we did make some uh adjustments through uh the the order in which we were prioritizing um but it still uh keeps the focus on um students who were victims of violent act or bullying. It looks at um ensuring uh concurrent enrollment. Um it does allow for the law in which uh schools that are designated as persistently dangerous do have some intradist um transfer protections. But it is important to note that none of the schools in our district qualify as persistently dangerous under the definition by California Education Code and federal law. Um the one adjustment that we would make to this upon your approval is that we would insert the window dates under the application and selection process as being October to November 15th. That allows us to have the information about intras well in advance

128of the master scheduling process that needs to happen over the winter and allows for appropriate and fiscally um you know responsible budgeting planning. >> Questions from the board trustee and then trustee trusty medina. So what options do families have if they need to make that decision outside of that timeline? WNA >> there are three cases in which a family can request a transfer outside of the window. One is a verified uh incident of bullying, harassment or a victim of a violent crime which sometimes isn't easily planned or happens within a window. Um, the second is when a family has a planned move to a new residence and they can demonstrate uh proof that they will be taking over the residency within 90 days. They have the capacity to request a transfer earlier than the 90

129days if it makes it simpler for the student to transition. And the third is what's called an unforeseeable hardship. An unforeseeable hardship is a specific situation that is outside of the control of a family and cannot be related to curricular or co-curricular situations. So a family can't say this school has better test scores. That's an unforeseeable hardship because that would be curricular or my child didn't make the soccer team so I need a transfer. That would be a co-curricular factor. A unforeseeable hardship must be accompanied either by a letter from a medical care provider or a court or a uh judge or um some form like a foster CASA or um a letter that accompanies indicating why the child cannot attend their homeschool. However, it cannot dictate what school the child will be placed at.

130So why not your neighborhood school? Yes. And then we work with the family as to what options. It's not an opportunity to name the school that your child will attend. Um but all of that is laid out in our administrative regulations. >> Trusty Medina. >> Trusty Jenkins. Um, I have a question regarding the victim piece. Um, just because when I was reading it, it brought up, you know, like I hope we're not just having it on a victim to then be uprooted and find a new community when we're so focused on community. And I understand that's probably just me being sensitive to behavioral health stuff. Um, but just wanted to speak that out loud and see if you guys had any feedback on that. >> It is not that the victim must be moved. It

131is the option of a victim to request a move. And it is not just a a victim of a school incident. Sometimes something will happen in a neighborhood and the family will say because of what my child experienced on this particular avenue, they don't want to walk down that street to get to school every day. And so it is important to know that it is a protected right. It is not a mandate. >> Thank you very much. And thank you also for pointing out the designated danger whatever that wording is because I when I was reviewing them earlier I was like what does that mean and all over I was like oh good none of us fall into that category. >> Further questions Trusty Medina. >> Yeah. So I'm looking at the transportation section uh

132the second uh paragraph and I'm wondering if we have an estimate of what the cost might be to that. It says the district shall on the second paragraph prov shall provide transportation to a select serious student. We have a lot of different factors that go into when a family may qualify for transportation. What is important to recognize is that if a family has requested to attend a school other than their neighborhood school where transportation would be guaranteed, it is important for the family to recognize that by asking for this transfer, they are saying we will take over responsibility for that transportation with a few notable exceptions. Um, students who qualify under McKenna Vento or foster youth are always offered transportation if necessary regardless of whether they are at their school of residence or another school.

133Additionally, there are situations in which the bus may have a stop that the family can get to and the bus is not at capacity. Um but those are unique situations and um it is something that we have to help guide families with. So I think it is important to keep that language in this because if we were to both agree to transfers and agree that now that your family has chosen another school, we will provide transportation for you. we will not be fiscally responsible. >> I'm okay with the language. >> Yes, >> looks like specific to victims of bullying, but I'm just wondering we have any idea of what the cost might be. I don't know how many cases we've had or have that fall under this circumstance. >> It's not something I'm prepared to

134share tonight. It is something we can research. Superintendent Trusty Kirby, >> just quickly, um along with inputting the dates, um you're also going to update the numbering of the priorities since we're removing several in there. Okay. >> On the dates question, are we able to move forward with this item without having them specifically stated in here? As long as it's part of the motion as re that it's the motion is as recommended by staff, we can include that in there. So the date specifically Stacy that we were including >> October 1st through November 15th regardless of the days of the week. >> So noting that what we're considering for that yellow section is October 1st to October 15th. >> November. Hey, >> that's why we need to write it down. Uh, November 1st to November

13515th. >> October 1st through November 15th. >> That one. That. All right. Uh, any other questions? >> Is there a motion? >> Motion to accept the board policy uh 516.1 as a redline version with the dates as list as we just discussed. and wait the second read. >> Motion for approval with waiver second reading by trusty Kirby. Is there a second? Seconded by trusty deatory. Roll call, please. Trusty Kirby. Trusty Deator. Trusty Jenkins. Trusty Medina. Trusty Pra. Uh, Vice President Casten. >> I That motion passes unanimously. We'll move to item seven. Um, action approval of California School employee association chapter 7524-25. Number 12,ou 100 hours additional work junior senior high school sites. And that would be Dr. Xans presenting. >> Yes, thank you. Um so we entered into anou with um the CSEA chapter 75

136in order to provide that classified employees had the opportunity to work overtime to enroll the new students at Santa Rosa Junior Senior and at Montgomery Junior Senior knowing that there was an additional lift with having to enroll both seventh graders and ninth graders yet having fewer employees on staff to do that. Um thatou was signed by um SRCS and CSEA in June and it was ratified by CSEA July 8th. >> Thank you. Questions from the board. Trusty datory. Motion to approve. Moved and seconded. Roll call, please. Trusty Datory. Trusty Medina, Trusty Jenkins, Trusty Kirby, Trusty Pra, Vice President Casten. >> I That motion passes unanimously. We'll move to item H1, approval of the minutes. Is there a motion? Motion to approve approve minutes of the regular board meeting held on June 25th, 2025. >> Is

137there a uh second? Second. So moved by Trusty Deator, seconded by Trustee Medina for approval. Roll call, please. >> Trusty Dator, Trusty Medina, Trusty Jenkins, Trusty Trusty Kirby, Trusty Pratt. Perfect. And Vice President Casten >> I that passes uh with five eyes and one abstension. Uh we have additional items on the agenda for information that people can read under J. Um we do sorry item I board member requests for information. Uh Trusty Jenkins then Medina then I'll come to the other side. I'm sure I can locate it somewhere, but I do want to put it out there formally that um that we look into why our schedule is why we set our schedule in December for the calendar year instead of the school year. Um and looking into that further. Um, I'd like to request

138information specifically to um AP instruction. If we could look at the last three years um for each of our high schools, well, except for Montgomery since it's IB, um the teachers that teach each subject class and how many years of experience they have in teaching AP. um just as I look at results of AP exam results and I'm trying to figure out why some situations are different and I'm wondering if the amount of experience teachers have per teaching those classes might be what's causing it. So if we could get some information on that request for information any further. Um I any requests for information any information that we'd like to request. It may come back to us at a future meeting or it may come back to us in a board weekly. More candy. Excellent.

139I agree. Um I'll add in a request uh if it is available um and it come to finance or or the board uh but for the sitebased finance report that was brought up during public comment. Uh with that I will again note that there are information items um under item J for folks to take a look at should they wish and we will adjourn at 9:50 p.m. Thank you all.