SRCS Regular Board Meeting - June 25, 2025

001Now opening the June 25th, 2025 meeting of the Santa Rosa City Schools Board of Education. We will start with public comment on close session agenda items. The items are public employee appointment employment, public employee discipline dismissal release, conference with legal counsel, existing litigation, student readmissions, public employee performance evaluation, and conference with labor negotiator. Are there any comments on the close session agenda? There are no blue cards or comments. All right, then we will recess to close session. Now reopening the June 25th, 2025 meeting of the Santa Rosa City Schools Board of Education. Thank you everyone for being here. Um please rise for the pledge of allegiance and then remain standing for our territorial land acknowledgement. I acknowledge that Santa Rosa City Schools is on the traditional territory and homelands of the Pomo people, traditional territory

002and homelands of the coastal Miwok people and honor with gratitude the land itself and the people who have stewarded it throughout the generations. This land acknowledgement calls us to commit to continuing to learn how to better be better stewards of the land we inhabit. By offering this land acknowledgement, we affirm indigenous sovereignty and will work to hold San Rosa City Schools more accountable to the needs of American Indian and indigenous peoples. Congratul No, Santa Rosa. Thank you, Dr. Castro. All right, moving on to report of actions taken in close session. Um, the board voted unanimously to approve a settlement agreement. The board voted unanimously in student readmission case 202425-16 to approve the students readmission and expunge their record. The board voted unanimously in student readmission case 2023 24-26 to deny the readmission and continue the

003student's current placement. Um items considered in close session for action in open session. There were none. Statements of abstension. Are there any statements tonight? Okay. Adjustments to the agenda. We will be tableabling item H1 um the interview for the open trustee position and um we'll continue to accept applications for that position and hopefully revisit in August. Uh any other adjustments? Trusty Jenkins. Yes. Can I pull I'm so proud of myself for not pulling so many things, but uh which ones? G5, G12, and G22, please. That was 512 and 22. Any others? All right, we'll go on to reports starting with the California School Employee Association. Good evening, President McNal, Superintendent August, Cabinet Members, everyone here, and everyone listening. CSEA stands for students. We stand for working families and we stand for public education. Tonight, we

004ask the board to join CSEA and opposing the attempt to eliminate the Department of Education because such efforts endanger both student rights and school funding. It will affect the lives of our most vulnerable students and the jobs of people who serve them every day. Tonight is the final board meeting of the school year. A year filled with difficult decisions, historic transitions, and uncertain budgets. The agenda is long. We support consent item 21 and 23 and discussion action items 12. We want to recognize the hard work of our summer school staff. Amid layoffs and uncertainty, they created places for student learning and growth. Thank you. Don't forget that during the next two months, two of our elementary schools, Albert Bella and Brook Hill, closed their doors. Two of our middle schools are being folded into high

005school campuses, forming our new junior senior Montgomery and Santa Rosa High. Hundreds of students and families are being rerouted from these closed schools. And yet through all, our classified staff are the ones showing up cleaning rooms and floors, packing student files, and more. Admins and teachers may be off in July, but it will be the classified staff, among others, who will ensure every campus is ready to open in August. Tonight, you're being asked to approve a revised LCAP and the budget. And despite closures, layoffs, and critical program reductions, the district still faces a structural deficit of over $9 million, and it's expected to fall below the 3% minimum reserve threshold every year through 2028. We asked the board to commit to transparency and better timing so that LCAP and budget votes don't happen after our

006stakeholders have left for the season. We ask to as we close this school year, let's remember life is about navigating transitions with grace, with courage, and with care for one another. And thank you, Trustee Stephanie Mani. Thank you for your years on this board, for your voice and your pres your presence mattered. And to everyone, thank you um everyone working through these changes. Thank you. To those retiring, leaving or laid off, we honor your work and sacrifice. To those returning in August, may you find rest, strength, and purpose. Let us embrace the uncertainty, engage in with our community, and empower each other to rebuild together. Enjoy your summer. We'll be here getting it done. Thank you. Thank you, President Layman. Next is our Santa Rosa Teachers Association report. President Kathern Howell. Good evening, President McN,

007interim superintendent August, members of the board, members of the community. Um, President Layman's a lot more organized than I am tonight with her nice speech, but I did want to say thank you to Stephanie Manerryi for serving on this board. We know that it's difficult. Um, as shown by the tableling of the item of the one applicant who possibly might won't have would have been on this board. So, I'm going to say thank you to all of you that are sitting in your seats right now because uh this is not easy. Uh we've got some things on the consent agenda. Uh 20 24 25s. Uh some job descriptions, a couple ofUS. I'm going to thank you in advance for supporting those. They were fully negotiated and discussed. Um couple of them are tied to our

008LCAP. So thank you in advance for that. Um, it's time. Finally, thank you for recognizing how hard our athletic directors have been working over the years and also thank you for through the LCAP increasing their compensation in both time and money. So hopefully we will have um some happier athletic directors in the upcoming school year. Also, I wanted to say thank you for the additional job C counselor jobs that are in the LCAP. There's quite a few of them. um MTSS and college and career counselors as well as a new position title one counselor. Um we appreciate having as many counselors as we can. We're a little skeptical to be honest about the title one counselor and how that job is going to work out, but we have great hope that we know once the

009counselors are in place, they will be helping all of their students. And so it can't hurt to have another counselor on a campus, right? Um the students we know um will be needing the the support in this upcoming school year because we know that it will be challenging for many students with the reconfiguration and the new schools uh that students are being asked to attend. Um, I'm going to uh end this by saying thank you to CSEA because as President Layman pointed out, they're the ones doing the moving. Uh, many, many of them are working extra hours this summer to make sure that the teacher materials that have been boxed and left in classrooms are actually transported to the right rooms. I know we've hired movers as well, but it's a big job and we

010know that CSEA is going to be there first at the campuses. We know that CSEA will be there to welcome the new teachers, to make sure that teachers have keys to their new classrooms and try to make that first few weeks of August successful as people try to figure out where they belong and how to settle in and unpacking and all of that. Once again, teachers rely completely 100% on our CSEA uh colleagues and this summer especially, we can't do it without them. So, thank you. Thank you, President Howell. Next, we have the superintendence report. Thank you, President McN. I will keep it very short. Um, I just want to echo the sentiments of President Layman and President Howell in expressing appreciation for all of our staff in the this tough year that we went

011through and in this incredible transition that we are looking forward to and and going to do together in this next year. I know it's been a big lift and it will continue to be so. And so just want to express that and um we'll be working on getting out communication uh periodically over the summer to make sure that we keep our um cons our families and students and staff up to date on happenings. So thank you. And for my board president report, I just want to say regarding the open trustee position, um I know it's it's a big job and if there's anyone out there that is considering it at all but wants more information, I'm happy to talk with you, happy to meet with you. Um you can just use my district email and

012if you're really interested, I'll give you my number and we can meet up and talk about that position. Um I'd really love us to have a full board. Uh, any other board member reports? Trusty Jenkins? Yes. So, mine's actually relatively short as well. Um, just kind of a report out on the last couple weeks. So, following the last meeting, Thursday was the SCO ad hoc meeting. Uh, the main topic of that was the LCAP and process around the LCAP and the budget. Uh, the same day I attended the literacy summit at the Luther Burmick Center. Um it was fantastic to see admin from CCLA there. Uh the main focus of the summit was the importance of third grade reading levels as really a launching point for students uh which sets the stage for the rest

013of their lives. A standout from that afternoon was catching up with a friend whom I've known for 30 years who has been extremely active in education in a neighboring district and we discussed how um runner parkat for instance went through closures and reopenings and reimaginings over the years of which I completely missed. Um it really changed my perspective on what our district is going through. Uh with the main takeaway being um again trust and transparency is how we rebuild that. Uh our district has some work to do on that of course but I feel very strongly that we can get there. Um, another highlight was in conversation with site admin regarding meeting those benchmarks. Um, the third grade benchmarks in particular and the levels vary. Uh, I'm reading the wrong line, meeting those benchmarks, and

014me sharing concern about what happens when kids come into our schools in the secondary from other districts and when those levels vary. And I was reminded that if we focus on what we're doing and strengthen that, um, we're doing what we need to do and others will be indirectly impacted. I thought that was so incredibly important and something that I personally needed to hear and it's so true and any system focusing on strengthening the center will strengthen the rest as well. This last week was the chief's community advisory team meeting. Um, and folks are encouraged to go to the the San Rosa Police Department website to be reminded of the policies in place of uh SRPD not working with ICE. Um, just as a kind of a community reminder. Um, and then that same day,

015the safety advisory round table met with a handful of participants to provide feedback on next steps. And then lastly, I'm really looking forward to next week's governance workshop that we're doing on Monday. Thanks, Trusty Delator. Thank you, President Minali. Um, first and foremost, thank you to everybody for the difficult year. Uh, plenty of trials and tribulations and learnings and growth and really appreciate um having the opportunity to continue to work side by side and work through that. Um, continuing to work with reach out and work with other districts as much as possible and collaborate. Um, I put it out into the ethers and partnering with retired John Laughlin and SCO. Um, we are, uh, having an initial Zoom meeting in August to discuss the revamping of a Sonoma County Schools Trustees Association, which will be

016an opportunity for trustees throughout the county uh, to have an opportunity for more open active discussions and not be solely focused in isolated silos on issues that we're all facing. Uh, so we're going to continue to look at that. Um it's an association this county previously had. Other counties currently have it. Um and how that will look and how that will move forward. We'll learn more um through August, but there are several trustees and districts that are interested in those opportunities. Um I want to thank the uh team that went to the AVID learnings this week in Sacramento for the summer institute. Um, Abbott is a methodology that this district has introduced um, sparsely over the years and we've taken um, some steps to reinvigorate that methodology um, more robustly within our district through various

017sites and it was great to see the hard work that teachers and staff are putting in to those learnings to bring back to our district and help be a driving force um, for students that are needed. Um, I'm also looking forward to being a part of the promotion ceremony for the Mike Howser Academy next week at Soma State. Uh, the Mike Howser Academy is an award-winning countywide program in partnership with Hillsburg, Warner Park, and Sebastable Chambers. is a three-week school program which provides incoming 9th grade English language learners, students, and students who could benefit from extra math and science support, the opportunity to visit STEM related companies where they interact with engineers and professionals to observe demonstrations and participate in hands-on activities to see how classroom lessons apply to STEM occupations and operations. Um, those

018type of opportunities are what light my fire to be so involved and to stay connected and engaged with the community. the sooner we can light the passions of our students and help give them ideologies of what they want to study and why and how that can impact um will truly benefit them for their future buy in to any of their educational experience. Um I know we're doing it later, but I do want to thank former trustee Stephanie Maneri for all her time and commitment to this board and by leading by example of how true leaders should work through this seat. um look forward to opportunities this board will continue to work side by side on to benefit and grow our district. Uh thank you guys for being here tonight. Anyone else? Trusty Medina. Thank you.

019Um, first off, uh, I wasn't at our last meeting because fortunately I, well, fortunately for me, um, I had the opportunity to go to Disneyland with the Cesar Chavez and Elsion High School bands. Got to see them perform. That was awesome. It was awesome to see, um, how many people in addition to the chaprons were able to go and just root and cheer for the students. I think it was an amazing experience for them. uh something they'll probably never ever forget and hopefully something that uh can be done again with uh the immense support of the community that that was able to happen. So, thank you to everybody in the community that helped make that happen for those students. It was greatly appreciated and and I know that they're very thankful. Um I did want

020to um also uh u mention President Leman. I totally would support some sort of joint resolution or something to oppose the elimination of Department of Education. I I I would love for us to collaborate and maybe send some strong message from our district. Um maybe collaborating with RTA as well on that. And um lately I've been uh honestly uh a little stressed just seeing what's going on in our community and our world. when when you join a board such as ours, um you take an oath, an oath to uh support and defend the Constitution of the State of California as well as the United States. And lately, I feel that it's under attack. And I want to make sure that we do everything that we can in our power to make sure that the the

021rights of our students and and and our families aren't violated. anything that we can do to look into what types of activities we could or actions we can take to make sure families know that we'll do anything that we can to protect them and keep them safe because I know there's a lot of fear in our community. Um that's occurring and especially with our undocumented community and even those with legal status um there's a lot of fear and and and I get the messages asking is it okay to go here? Is it okay to go there? um especially with ICE having a much larger presence in in our community now. Um so I I I can't not say that but also say that we took an oath and I think we should do whatever we

022can to uphold this. Thank you. Any other board member reports? All right, we'll move on to public comment on non-aggenda and consent items. I only have a few cards here, so you will have three minutes each. I'll call three names at a time. So when you're when you hear your name, go ahead and stand behind one of the podiums. First will be Tim Bruce, followed by Ryan Tywater, followed by Vanessa Ruiz. Hello. Hello. Thank you. Uh my name is Tim Bruce. I'm the head wrestling coach at Marie Creo High School. Uh, some of you know me. Uh, I've been a high school wrestling coach for more than 30 years. I've been at Maria Creole High School for 26 years. I've seen quite a bit uh, over my years. The reason for me to be here

023today is to talk about women's wrestling and the fact that Santa Rosa City Schools does not have a stipen for women's wrestling. Every district that we compete against, Pedaluma, Ranch, Katati, Windsor, Ukaya, they all have paid women's positions. So, what I'm trying to bring to your attention is the fact that Santa Rosa City Schools recognizes wrestling as a co-ed sport. It is not a co-ed sport. The North Coast section first had women's only competition in 200 starting in 2004 at the state level. They had a north state champion and a south state champion uh up until 2006. Starting in 2011, women's wrestling has their own state championship, only women. The North Bay League started a league league championship for women only about 2015. So, we have been promised a stipen for women's wrestling for years

024now. I've talked to my athletic director many times about it. Yes, we've talked about Yes, we talked about it. But nothing happens. So, I'm coming to you guys to bring it to your attention that you're bringing on another women's sport, which is fantastic, which is flag football, but then putting wrestling on the back burner once again. These women that compete deserve to have their own coach. They deserve to have a paid position so that coach can go with them. As of now, you get one of your volunteer coaches, one of your certified volunteer coaches to go with them. Well, who'd like to go this week? These women deserve that coach that's able to go with them. Every single school in Santa Rosa City Schools has women that compete. I had 10 last year. I built

025it up from four the year before. So, we're moving in the right direction. Every school has women. LC Allen has four. Santa Rosa has six. Uh Montgomery had six. Uh Piner had two. We all have women. I think it's something that is is time that we deserve to have this. So, like again, bring it to your attention. It's something to discuss, something to bring to the forefront. So, I thank you for your time. Thank you. Next is Brian Taiwater, followed by Vanessa Ruiz, followed by Will Lion. Thank you for the opportunity to speak. My name is Brian Taiwater. I'm the head coach for girls wrestling at Windsor High School. I graduated from McGomery High School where I coached from 1985 to 1990. I have I live here in Santa Rosa and I have two I

026have a son and daughter that graduated from Piner and three daughters that graduated from Maria Creo High School. I've coached for 25 years at Windsor Middle School and three years as the head coach of the boys program there. And when I found out that the city of Santa Rosa doesn't recognize the girls wrestling program as a separate program, but a co-ed program, I felt compelled to come here and speak tonight. Windsor stipened our girls program. It's been stipened since 2010. We get a head coach and an assistant coach just like the boys program does. The state of California recognizes, the CIF recognizes girls wrestling as a dedicated girls sport. North Coast section recognizes that. The North Bay League recognizes that. This year, this next coming school year, they're going to be wrestling in the section

027dual meet dual meet tournament just like the boys are. They're going to be wrestling in divisionals just like the boys are. they're going to be wrestling in sections and then on to state if they qualify out of the North Coast section. So, I do feel like that is definitely something that should be looked at as a separate program. Um, right now the burden falls back onto the whoever the boys head coaches to do the scheduling, eligibility, all that that has to be done. So they're essentially doing the work of two coaches. Whereas if they had that stipen available, there'd be a dedicated coach for that that would handle eligibility, dealing with the athletic director, scheduling tournaments, and all those kind of things. So I was uh like I said, I felt compelled to come here

028and and speak tonight just with with the backing that girls have had since Title N. I was, you know, I don't I don't know how we have a sport, but we don't have we don't have a position where we're paying a coach to coach that sport. So, and with that, I'll go ahead and end it here and let the next person have extra time. Thank you. Next is Vanessa Ruiz, followed by Will Lion. Hello, my name is Vanessa Ruiz and I'm a science and leadership teacher at RVMS. I am also a parent to an eighth grader and a sophomore in our district. And I just have to add that as a mother of two daughters who used to do jiu-jitsu and have friends on like girl wrestlers on the wrestling team, like I hear I

029hear that need for um girls coaches for wrestling. So, thank you you guys for being here to talk about that. Um, I'd also like to first thank um all of you on the board and especially Stephanie Manieri for your service to this board. We may not always agree on the best paths forward, but we can always agree that our students deserve the bravest and boldest versions of ourselves to put their needs first. I'd also like to thank, this is an old story, but I'd also like to thank Sarah Williams from Slater, Cat Jorgensson, and the Piner GSA uh staff and students for including us from other sites to join them in the Pride parade earlier this month. And thank you for walking with us, Director Deator. I hope that next year there can be an

030even bigger gathering with more uh support from our district. The first of two topics I'd like to advocate for today is the idea of returning to Chromebook carts, at least for middle schools. We have seen firsthand that many middle school students do not treat their devices kindly and there is a big decline in the condition of these Chromebooks and the means with which to repair or replace them. Whereas once we may have been able to assume that all students would bring a working Chromebook to class every day, we ended the 2025 school year with the sad realization that this is no longer holding true. The tech addiction to online games has also posed big challenges to this especially developmentally susceptible age group. Maybe there could be a program where families with need could check out

031a Chromebook for the school year so they could keep one at home. The very act of lugging a Chromebook back and forth um often without the proper battery charge has become more of an issue than it's worth. And many of us teachers have transitioned back mostly into paper assignments which can better support learning anyway. The research is out there. As I tell my students constantly, writing something by hand makes a stronger neural connection in your brain than typing something on a screen. I speak for my site and for other middle school teachers who agree that it's time to return to Chromebook carts for middle school. The second topic I'd like to ask uh for your attention to is a district-wide cell phone policy, which I I know we're working on. We need a policy for

032phones that's consistent across sites. There could be three tiers of policies, right? like elementary, middle, and high school, guided by the best practices and solid science to support our young people in developing the self-regulation that they need in their own lives to become successful adults. Um, we wish everyone a well-deserved time off. Um, when we return, uh, please continue to make the hard and brave decisions that best support our youth. Thank you for your time. Thank you. Next is Will Lion. Hello members of the board. I'm Will Lion. Uh I'm an English teacher at Santa Rosa High School and a parent. I have a sophomore uprising sophomore football player wrestler and I am the Santa Rosa High School head wrestling coach. I want to lend my voice to the other coaches that are arguing rightly

033so for um girls wrestling. Um I agree with everything they said. I can add that uh my first year coaching uh ever was 1998 and it was at Santa Rosa Middle School and at that time an opposing coach told me that girls are not allowed on the team. Turned out to be illegal and wrong but that's where it was in 1998. Flash forward till now. Wrestling is girls wrestling is the biggest sport growing sport the fastest growing sport in the state of California in the country and at the Olympic level. Um it's it's becoming exponential grow college wrestling too. Um our girls have opportunities to continue their education through wrestling. The the ask specifically you you probably don't know this. It's at the appendix at the end of the contract. But that appendix that has

034all the stipens and all the coaches and stuff, the name of it is boys head coach, boys assistant coach. That's what the contract says. It ignores girls completely and it hasn't been updated in 20 something, I don't know how many long, probably 20 years. That's what it said back in 1998. Um what the ask is if you change that language to head coach running the entire program then a boy's assistant and a girl's assistant that's the next step that can help us recruit more athletes. It can help us give a better experience to those athletes. They wrestle at different tournaments. They wrestle in um like in different gyms in different towns on different you know on any given Saturday. So, what happens if you don't have a girls coach and you just have the two

035coaches trying to work it out? Somebody gets shortch changed and it tends to be the girls because there are fewer girl events and so they're the ones who get left out more often. Um, not because the coaches want to do it, but that's if you look at the number of matches the girls get, that's a factor in it. The other teams that coach mentioned that have ponyied up for a girls coach, they have more girls out there. Those girls get more matches. They compete better. they have an overall better experience which brings all the the benefits um of any sport. Right? So if you could if we in the short term grew each coaching each high school grew the program by one assistant coach and had a dedicated girl assistant coach. So you always every

036single Saturday had a coach who could take girls to get on the mat and compete. It would grow the value of the entire sport, but it would have a triple or quadruple benefit to all those girls. Thank you very much. Thank you. Are there any other blue cards? There are no other blue cards. And that concludes public comment. We will now move on to our special presentation for outgoing trustee Stephanie Manieri. Uh, do I make her sit somewhere? You earn the right to sit where you want at this point. This is intimidating and I I refuse to talk first. I think Omar should talk first. Thank you. Wow. I miss you. I um Yeah, I I I really do miss you very much. I'm glad that you're taking care of yourself and have demonstrated leadership

037by doing that. I think that's been an awesome example. Um I appreciate all that you do for our community, all that you've done for our community, all that you've done and advocating for the students of Central City Schools. I know that you'll continue to do that in a different way, in a different component of our community, and that it's at the core of who you are. It's the passionate person that you are. I have always seen how much you put into it all. Um I we joined the board at the same time, so now I'm the old-timer. Um, but it truly is and has been an honor to have served with you and so thank you um for collectively being the first Lobos ever to serve on the board and you were the first Lobo

038president on the board. So congratulations for that historical moment and achievement and again thank you for everything. Thank you, Trusty. Delatory, I'm going to hold back rock possible. Um, Stephanie, hello. It's so beautiful to see you. Thank you for being here. Thank you for allowing us to honor you and to say a proper goodbye. Thank you for putting yourself and your family first and taking care of yourself above all else. Um, and thank you for leading by example. We may not have always been on the same side of a discussion, but the amount of respect I have for you to have thorough, robust conversations always led to the best possible result, and I appreciate that for you. I appreciate um the examples you've set and for being one of the trustees that voted to put

039me in this seat um and to work side by side by you and get to know you deeper and know why you do the work you do. um and understand how important each vote is and sometimes it's easier to vote certain ways to make things more comfortable, but how to stay true to your heart to vote to what's important to get the best decisions possible for our students and our families and our teachers. So, thank you for setting that example. Thank you for putting the tireless amount of hours and effort into this position. and thank you for continuing to support and lift up your community and everything you do. Uh you are missed from this board. You will never be missed in this community because you will always continue to lead with your heart and

040take care of your community and you know how to get a hold of each and every one of us if you have thoughts, questions, and concerns or need things. And we look forward to your continued advocacy and your voice to always do what you feel is right. Jenkins. Hello. Hi. It's nice to see you. Um, I'm getting better at not crying. Not so great though. Uh, but I just wanted to really appreciate you for obviously all you've done on the board, but in the community more so, and I'm sure that you and I will cross paths in the community um, going forward. and I'm really excited to see what becomes of the rest of your life. I truly appreciate you setting personal boundaries and sticking to them throughout the I mean even just throughout the

041time that we were on the board together. It's very inspiring to see, you know, other females really doing that and holding the line and knowing where that line is and it because it sets a precedent for others. So, thank you so much for that and I'm excited to see what you do next. Trusty, I don't remember your name. Casten Stephanie. Uh before coming on to the board, there was these many months of kind of uh purgatory for us new trustees and we use that for learning and you met with me at least three or four times down at TM Maria. Um, and I just I benefited so much from you helping me get up to speed and taking that time and how much you care about the individual issues and the detailed your notes. I

042don't think people truly understand your note-taking skills are legendary. Um, you know, the the repository of um every detail that you pay attention to. It's a it's a loss for us to not have you on the board. a benefit that you were on it and thank you for the time that you spent in helping me get up to speed and um you know I sure everyone else I I wish you the best and I know that you're we're going to see each other many many times in the future. So thank you trusty Kirby. Hey Stephanie, welcome back. Um, sorry I didn't get a chance to get to know you uh better since I was just here for a short time while you're here, but I appreciated uh the coffee time and getting to know you

043a little bit. Um, we didn't really sit on any committees together or anything, but just want to thank you for your courage, you know, as a as a young person stepping up into a position like this on the board. I can't imagine uh uh what that was like. and uh just thank you again for you know your representation of our community and and again having the guts to uh to do that. Appreciate it. Thanks. So I remember when I first joined this board, I barely had to talk in these meetings because I knew that someone else, often you would ask the question or make the comment that um that I was thinking. And so I I got kind of the privilege of just sitting here and listening and making sure someone said it and I

044got to be kind of in the background. And I was just so always so impressed and so grateful for how um how eloquently you could express the thoughts that I had around equity um and how well you could fight for our most marginalized students. Um, this board has been really, I think, a standout board in terms of equity and fighting for equity. And you were such a huge part of that. Um, and six years, you gave us six years. And I think that that was just an amazing time that you gave to this district. Um, sorry, my brain's not really like working right. I also know that um I could not have stepped into this presidency without there without you there to support me as my vice president, even if it was just for those

045first few months. Um so I'm grateful to you for that. I'm I'm not going to talk anymore. Lisa, you talk. Stephie, thank you so much. Um, I got the pleasure of serving with you for two and a half years. It was not, they were not easy times and I just I know that it was an incredibly heavy load that you carried up here as a trustee and I am so appreciative of the grace and kindness that you showed in in your service. and you to echo what others have said, you serve with heart and with students at the core of your of your actions. So, thank you so much for all that you do and we miss you. Could you could you let George know there's a vacancy? I'll let him know. Well, thank you.

046I mean, um I don't you did not have to do this and the fact that you did means a lot to me and I'm just really grateful and you know I'm I haven't gone anywhere. I'm still here and very committed as as ever to this not just this district but to all of our young people in Cinema County and will continue to to do that in whatever way I can. So, please know that like I'm still here to serve um in a different capacity, in a different way, but I'm still your partner and however I can I can support get the word out about anything. How we say it in Spanish and that's kind of always been my motto. So, here to serve however I can. And did did you go somewhere two weeks ago?

047I heard you I was tuning into the meeting before rushing over here. Um I heard director Medina talk about Disneyland. I was also at Disneyland supporting LC and CCLA. Thank you to Mr. Nava and the whole team for allowing me to be there. It was such a beautiful experience. Just such a full circle moment for me personally. So yes, I was there. I didn't get a chance to to say hi to director Medina, but um it was really a great time and just really nourishing. So yeah, thank you. Thank you, Stephanie. Thank you. Thank you. Okay. Consent. Um, can I get a motion for items G 1 through 4, 6 through 11, 13- 21, and 23- 26. So moved. Second. Moved by Trusty Casten, seconded by Trusty Medina. Roll call vote. Trusty Casten. Hi. Trusty

048Medina. I. Trusty Jenkins. Hi. Trusty Kirby. Hi. Trusty Deator. I. President Mcnal. I. Motion passes. Uh G5. Yes. So, I pulled G5 um only for the contract with Santa Rosa Community Health uh for the LCN clinic. And the only reason that I pulled it was um I would like to see it for one year increments instead of threeear with the two one-year add-ons. um simply because we are continuing with our budget approval. We're continuing to face such strict budget times. Um the LC Allen clinic came up in some of our communication around closures and I don't want that to impact an outside organization impacting how we are um conducting things. Trusty Medina. Um given that there's no direct cost to the district, how would like our financial decisions impact this contract? Well, there was um

049there was a lot of like talk about well what happens to LC clinic? What happens to LCL and clinic? Centers of community health put out the email to all of their employees to ask that we specifically about that school. I just I don't want it to impact the overall district like impact how is what I'm trying to understand like their advocacy their advocacy is a problem or or what is the the issue because there's no direct cost to the district with this contract. So that's what I'm trying to understand. Can I add on to the questions I think Trusty Jenkins is elaborating on? When I did a tour with um the health clinic at LC, they expressed that there was challenges with their location because Uber and Lift was no longer allowing uh youth to

050access the clinic uh via their services. And so we were having transportation issues for youth that weren't at LC Allen because it's a district-wide service um that serves students throughout there. There was conversations about potentially needing another location and there's there was a lot of outstanding questions about uh space access and locations. Anything about this contract restrict us to this location or are we still able to tackle those transportation and location um challenges that were brought up during consolidation? Well, just to clarify that that transportation issue was caused by some an action that we took, right? like there was were there an action that of a service that they couldn't no longer. My understanding is the transportation issue is caused by an action that ride sharing services took because teenagers from other campuses that are

051supposed to be able to access this service are no longer able to access it because they're not able to get there via bus or ride share. That's my that's the gist of what I remember from this issue. Um I don't believe that there has been any adjustment to the buses. It is obviously complicated to get from a school to another school via bus, but that has not been adjusted. It is that programs like um the more publicly known ride share programs no longer allow um minors to ride by themselves. So while the clinic is still publicly accessible, it is more complicated for either students who do not have their own transportation or who are restricted to public transportation. So does this contract prohibit us from tackling those issues that were identified in the consolidation process?

052Not that I'm aware of. Um, in terms of the concept of moving the clinic, it would need to be recognized that the space and I'm I'm glad you've taken the tour. I've taken tours myself. If any board member hasn't yet, I strongly recommend doing so. Um the complication is that the space for the clinic is designed as if it were a medical center and there are specific facility requirements. There's refrigeration needs. There are, you know, the ability to go and meet with in a room that is wired correctly and soundproofed. It is specifically designed there. And the idea that you could scoop up a clinic and easily move it to a new location would be facility prohibitive, but I defer obviously to the facilities master plan. It would just not be a simple thing. You

053can't just scoop it up and set it in a portable or scoop it up and set it in a building. There would need to be some substantial thought around that. And I just to be clear, I'm not saying would we I'm not asking are we able to move it. I'm asking these issues as director Jenkins is bringing up were brought up in our consolidation. The concern from what I'm hearing is a three-year contract where we may limit our ability to resolve it. Uh, do we have the flexibility across the vast array of ways to solve a transportation a district-wide transportation issue like this to still be able to tackle those issues or does this three-year contract pose a problem for us being able to tackle them? As far as transportation, I don't see that being

054an issue. as far as I mean the concern would be the facilities themselves and whether that doesn't I I'm concerned in the conversation about the clinic being tied to a school or anything like that. The clinic is accessible to all. Its location is is at LC Allen at at at the site and it's um part of wraparound services that are extended to students. Um it it ties very um well into our community schools um opportunities and grants and services as providing supports to um care for the the full child um from their physical health in addition, you know, with the with the other wraparound services. I'm going to pull up I'm looking at the contract real quick just to look at some terms and I'll pass that on, but I just wanted to answer that.

055Um, something I would just like to know is if we do approve the three-year, if that's restrictive in any ways, if anything, move forward um to financial instability in the future. Um, I would like to move forward approving this contract. Just would like a further understanding if by approving that if we're limiting ourselves to any future restrictions. So, I do just want to share that the the three-year does still contain a termination clause um item 4.2, which is that either party may terminate this agreement at any time and for e any reason with 90 days prior written notice to the other party. So, the it it the three years is it just provides some stability for both the district and the clinic as an intention. That makes sense. And I to be clear, I work

056with centers of community health every single day. Um I just the the conversations that came up during the consolidation process were concerning and so I'm happy to hear about the clause. I probably read that. There was a lot of reading this weekend. Um so thank you for the clarification. I just I mean my concern is not continuing. and it's making sure everyone's able to access. So, you know, it it is I think 46,000 student access points. It obviously came up from multiple uh folks that access has changed because of the change in uh user policies for the ride share services. And so, you know, if anything, it's how do we expand access to this type of a clinic? How do we expand access? I know they have the residency program that they're working on. there's

057a lot of education, you know, crossover. So, you know, may we don't want to use the 90-day termination want to expand these programs. Well, we are so sorry. Oh, I apologize. No, I was I couldn't figure out who's talking. Go ahead, Stacey. We are uh continuing to work with community organizations that may potentially be rid share options. We're exploring those. Um I don't have anything to report or share other than we are in very very preliminary early conversations with some potential options not specific to the clinic but kind of a broader scale ride sharing um op options that may exist in our community. Um so with that being said if we were not to approve this we definitely limit access to all. So, um, I make a motion to approve G5. Second. Moved by Trusty

058Delatory, seconded by Trusty Medina. Roll call vote. Trusty Deator. I. Trusty Medina. I. Trusty Jenkins. I. Trusty Kirby. I. Trusty Casten. I. President McN. Motion passes. G12. That's me again. Let me see which one that was. Oh yes, the North Coast School of Education. I just had an additional question. Um my additional question is uh are we currently paying for this? If not, who is? And that's it. The other one doesn't apply. So there's different aspects to the North Coast School of Education. We have always paid for the um be the be a teacher program the fees for the teachers and for um those that need a CTE credential to go. What is different now from before is paying the mentors. Uh up until last year, we were reimbursed um $1,200 of the 1,500 that

059we pay to the mentors. And um we're no longer being reimbursed for that. So we need to pay the mentors their $1,500 stipen. Okay. And we don't have it's um from what I recall the numbers not solid numbered because it depends on a whole bunch of different things. It depends on how many new teachers we have that have to go through induction, right? Um and so the more new teachers we hire that have not already had their credential cleared in another district, it's a requirement that they clear their credential and so we pay for a mentor for two years. Thank you. I don't think I Oh, Mark has a question. Director Kirby, can you just clarify? Is it Is it When you say we pay, is it general fund or restricted funds? Where is that

060coming from? We have restricted funds that we can use to support the mentor teachers. I move to approve. Second. Moved by Trusty Jenkins, seconded by Trusty Deator. Roll call vote. Trusty Jenkins. Hi. Trusty Deatory. Hi. Trusty Kirby. I. Trusty Medina. I. Trusty Casten. I. President Mcnal. I. Motion passes. And G22. Yes. This is the site fees. School facilities site fees. Let me just see what my beef was. I had one clarifying question and that was regarding group A uh district sponsors, school affiliated parent organizations. Um, are they still charged for, am I reading this right that they would still be charged for custodial fees? That's correct. And they're not currently, right? It It depends. It depends. My name is Simona Hoyos, by the way. This is my first time talking to the board. I am

061the Santa Rosa City Schools District Accountant. And um, thank you. I am officially in the club now. So yes, it has been very gray area which is why we wanted to um solidify the three groups and really distinguish who's paying for what and custodian fee was a very big area of contention and making sure that we're recouping the cost because a lot of the times when we're not recouping the cost, the site is paying for the for that. So this is now making it fair for everybody when we have a custodian who has to appear when it's a non-regular school hour that we are being reimbursed for that custodian. So we're getting reimbursed. We the district is getting reimbursed. The sites could probably play around with that as far as like who pays for it,

062right? Correct. Yes, we could do that. My concern was simply that I feel like the parent groups and district sponsored things are going to be doing a lot more this coming year and the following years and I don't want to throw costs at them for trying to fund raise and trying to build community things of that sort. So that was my that was my concern. Correct. But with the understanding that that fee can be dealt with in a variety of ways just to kind of clarify things I'm good with that. Okay. Any Mark has a question? Uh my question would be um since this is a potential source of revenue for us, uh I just want to make sure are the is this fee schedule going to be published like on our website uh to

063be able to Yes, it will be. And um it's not really a revenue, it's more of recuperation of cost. So group B, which is the reduced fee, is really sharing the cost with the 413C's nonprofits and then obviously parent organizations, we are absorbing the entire cost. So, I just wanted to clarify that it's not really revenue. It will be posted on our website and then going into incident IQ. It will be upfront so people will be able to see the fee before they book. Perfect. Thank you. I move to approve. Second. Just kidding. I was just going to add a clarification here or correction. It says 5013C, but it's Isn't it 501c3? Should be correct. I'm just a little nervous. Did I write it down incorrectly as well? Yeah. Okay. It says 5013C on the

064chart. I'll correct it. So, yeah. So, it just should be Yes. All right. So, that was moved by Trusty Jenkins and seconded by Trusty Deator. Roll call vote. Trusty Jenkins. I. Trusty Deator. I. Trusty Kirby. I. Trusty Medina. I. Trusty Casten. I. President Mcnal. I. Motion passes. All right, moving on to our discussion action items. Um, so skipping H1, going to H2, approval of the Caesar Chavez Language Academy LCAP. Dr. Castro. Yes, good evening and thank you for the opportunity. We have uh five LCAPS here um and a couple of our principles are um in the ether on Zoom. Um, Principal Diaz is one of them. If you have any questions, as you know, on the 11th of June, we had the public hearings for the LCAPS. Um, the charters do not have presentations per

065se, but if you have any questions, they are available. Um, do you want me to I I don't have anything to project, but they're it's available if you want me to join as a presenter to start sharing. Um but tonight's requested action, the first one would be that the board of education approve the 2526 LCAP for Cesar Chavis Language Academy. Move to approve the 2526 CEDA Chavis Language Academy LCAP. Second. Any questions or discussion? All right. Moved by Trusty Medina, seconded by Trusty Casten. Roll call vote. Trusty Medina. I. Trusty Casten. Hi. Trusty Jenkins. Hi. Trusty Kirby I. Trusty Deator is absent. President McN. Motion passes. Next item is um Santa Rosa Accelerated Charter School. We have Principal Corell present here. Second. Any questions? Okay, that was moved by Trusty Medina, seconded by Trustee Casten.

066Roll call vote. Trusty Medina. Hi. Trusty Casten. Hi. Trusty Jenkins. Hi. Trusty Kirby. Hi. President McN. Motion passes. Trusty Trusty Delator is going to wonder what happened when he gets back from the bathroom. Next item on the agenda is um the approval of the LCAP 2526 for Santa Rosa Charter School for the Arts. Uh the requested action tonight is that the board of education for San Rosa City Schools approve the 2526 LCAP for San Rosa Charter School for the Arts. Move to approve. Second. Any questions or discussion? Moved by Trusty Medina. Seconded by Trusty Casten. Roll call vote. Trusty Medina. Hi. Trusty Casten. I. Trusty Jenkins. I. Trusty Kirby. I. Trusty Datory. I. President McN. Motion passes. Thank you. And the last charter school is Santa Rosa French American Charter. Principal Anderson is here. And

067the requested action is that the Santa Rosa City Schools uh Board of Education approved the 2526 LCAP for Santa Rosa uh French American Charter. Move to approve. Second. Any questions or discussion? Moved by Trusty Medina. Seconded by Trusty Casten. Roll call vote. Trusty Medina. I. Trusty Casten. I. Trusty Jenkins. I. Trusty Kirby. Hi, Trusty De Laator. I, President McN. I. Motion passes. Thank you. Um, the next one we have is the LCAP for Santa Rosa City Schools. I do have um PowerPoint presentation if you'd like to um see that. Were there changes since the last time? Um, no changes. Is there a little bit more information in particular some financial um information that um I think it would be important to share also um we like we beefed up the PowerPoint just because I think

068it's important to have that to share with the community as a reference. So um if I could take maybe five minutes to just go through a little bit of that five minute highlights that would be great. Okay. Yeah. Do you see me now? Excellent. She's sharing. Oh, you're sharing. Okay, fine. You drive. Okay. Um added a few slides here. Um important I think to share also. We all know um the work that was done um in partnership with the community this year, really going through um some critical adjustments and fiscal stabilization efforts um with at the same time trying to increase transparency with our community and really like I said working um shouldertoshoulder trying to strengthen alignment between resources and student needs and really increase um responsiveness to our stakeholders. Um as a part of

069this we wanted to really increase also input from our comm um our um community stakeholders um going into these um the second year next year of our LCAP. And so we did completely revise our stakeholder in input process. I think that's on the next slide. Oh, skipping over something. One of the biggest and most important things that we did as part of this uh year and part of the fiscal stabilization process is really look at how we record and report our um our finances and what the LCAP does represent with respect to our supplemental and concentration funds and what we report as base and what we report as supplemental. a more prudent way of actually understanding how we um spend our resources and how we make the most of our restricted resources, our base resources

070and our supplemental and concentration resources. And so that was really um a a deep dive um and analyzing how to make the most of what we get. And a big part of that was um also um establishing staffing ratios. So what is it that we how do we level set how we support our students and how do we support our neediest students? As a part of that, what I was mentioning before, um we really wanted to hear from our community also what were um with our priorities and how our priorities has shift have shifted from um we're coming out of the um the pandemic. You know, this is these are come in three-year cycles. And so, it's important to hear every year how things are shifting a little bit. And so, we had heard that

071we really needed to revise the process. And so we did and we came up with a new way of of looking of receiving input. And we can continue to revise this actually every year to see how we can do a um better um from our community. And this isn't meant to be read um readable. This is what it looks like from a distance. And all of these documents have been uploaded to um the board item and they will um they're all available to the public so that they understand and can take some time when they have time to go through this information. These next few slides here, I'm not going to go into them, but this is something that we started last year and it was an important way to what I call demystify. One

072of the big calls that I'm hearing and I'm hearing very clearly is how do we demystify or how do we make what is this education speak that we have and what's in in in the LCAP understandable to the community? And so when it comes to the LCAP and how it changes every year, quite simply, how did it change? What did we add? What did we revise? what did we take out? So, this slide and the and the next two or three basically break down in each goal how things changed um what actions were increased, what actions were revised, and what actions were were um diminished or had to be eliminated completely. I want to also say that this um document is not something that just exists in these moments. These moments have to happen by

073law, but this these um these plans are moral commitments that we have to the community and they can be looked at at any time. And so any questions that anybody would have, whether it be an LCAP or like a SIPA, a school plan, these are living documents. And so at any time anybody can ask any administrator to have a meeting and sit down and discuss them. And they can be they're open for revision. Now, formal revisions happen a couple of times a year. Um, when it comes to like an LCAP, they're up for discussion, but like a SIPA, for example, at a school, you can have a conversation about that anytime with your school site council. So, these plans are living documents, and we need to do a better job at the central office of

074like I'm saying it right now, but we need to talk about that more. And so, these all these plans are always something we can be talking about. The moments that we have right now are only had because we have to do them by law. Like this has to be passed. If you want to go back just really quickly. Um no, not that one. The differentiated assistance one. This is important because um this is something that we're we have to actually talk about as a district. You know, we had talked about how we came out of needing assistance um from the county office of education because we've been increasing in our um academic outcomes, but we're still eligible for to receive assistance from the county office of education even though we um aren't technically um um

075a district that um receives differentiated um assist. We haven't been identified under differentiated assistance. We're still eligible because it happens in three-year cycles. And we appreciate the support that we get from the county office. And we're really excited that next year we're going to be taking our big focus, our district focus is quality first instruction and understanding what that means. And that's usually also called tier one. Next year with the support of the county office of education, that support is going to be taken to understand how do we support students at that next level. And that's MTSS, multi well multiple tiers of support. And so we're going to start understanding what do we do to support students for which that first quality of level of instruction that isn't quite enough. And so that's when we

076really start to understand how to support students at um at different levels. So it's important for us to understand that we're continuing to receive support from the county office in that way. Um at this point I'll turn it over to um in terms in August because this is the information that we weren't able to show share at the July um at the June 11th meeting. So these are just very high level um analysis expenditures of where the differences were. So where we didn't spend funds or where we did um in different um goals or actions throughout the year. So this is just an overview. Due to time, I'm not going to spend time going through each slide, but these are all attached. So, you can see the the major areas where those differences were, and

077they are described in in a little more detail in the LCAP itself. And that those are the revisions that happened between the last meeting and this meeting. And then the metrics. Yeah. And these are just an example of some metrics that are aligned to goals that we track. These are not the only ones that we track, but just an example of a snapshot of goals I mean of metrics that on a regular basis we're tracking that align to the priorities and actions and strategies that we've identified um in the LCAP as priorities for us. That's it. If you have any questions, any questions or discussion or a motion? Uh, Trusty Jenkins, I really appreciate this presentation. It was extremely helpful. Um, I actually read the whole thing, which was fun. The whole cap. Yeah. And,

078uh, I found a typo. See if I can tell you what the typo was. There was a box that was only partially full. Page 70. Okay. Um, the first box was not complete. Uh, and my favorite part about it was actually exactly what you just mentioned is the the the information of where we are now, what's changed, why we're changing it, and that I think that is just like the most important thing for everyone. Like I wish this room was full right now. Just to hear that part so that they can go and see those differences in it. It's just so incredibly important as we move forward with all of the things that we have to do. Um the other thing just as feedback I guess is and knowing that it's a living document and

079that things will can change going forward whether that be this coming year or in the um the next cycle. The thing that was kind of challenging for me was not seeing while I know there's a focus on like the SSAs to increase uh people on campus and the safety bit. Um I personally was concerned that there wasn't um funding going towards SRO's. That being said, I do totally recognize that when we like uh agreed or voted on theou the funding piece was up in the air, right? And budgets of both our budget as well as the city budget and how all of those things work together. Um, and I guess that's the only piece that was really missing for me is because I think that that is such an important piece, but also we've been

080getting information that impacts those decisions. Yeah. Regularly and will continue to with all of these darn federal things. Um, so that was the only piece of like solid information and then the page 70. But thank you, Trusty Casten. Yeah, I think the one I think another element of this is how can we capture all of the comments and input we get throughout the year that aren't labeled LCAP at the meeting but are actually our community talking to us about what those priorities are cuz you know I mean you look at the the spendad results and the survey results and you're talking tens of tens or dozens of people responding versus the hundreds that showed up to multiple meetings and expressed their goals and values. And I think I think we did a very good job

081capturing what those folks were telling us. I mean, we see investments here in academics. We see acade investments in athletics. We see investments in the things that are important to the community in the document, but how do we next year capture those comments so that they're quantified and able to be documented and sent to SCO as a part of part of it? that that was actually a part of what we were hearing and we're not just saying if you know what LCAP means and you showed up there, you get to choose what's important for the community, but really frontloading all of these interaction points we have as a district. And I think I I I firmly believe that we did a good job with the substance. I think the end result here is important changes

082that are going to invest in our students and um will have a material impact for the honestly the reasons that we've heard from a lot of families that they're not coming to our district. So I think there's a lot of changes in the right direction here, but how do we capture that um in order to show that input in the future? And I'd even suggest we do a have our strategic planning meetings when we have them be a part of the LCAP process because fundamentally the LCAP's the best strategic document that we have that we have to legally produce. And so if we have our strategic planning process be the start of the LCAP process each year um where the board's involved in in opening that up um it could be a good way of

083also getting that broader input to be considered a part of this input process. Yeah, that makes a lot of sense to me. So I'm I'm open to any suggestion otherwise I mean I think the document and the changes are great. We definitely went in the right direction and we listened to the community. It's not everything. We're just like everything else, continuous improvement. Yes. Um but it's it is improvement and it's continuing. Thank you, Trusty Medina. I just want to say that, you know, to to me the LCAP process still fairly new. It's only about a decade old. And so I think we've consistently been adapting and changing and improving. And so I think we're we're better off than we were when we started in terms of doing this process. We've learned a lot in the

084process and gotten better at it. So I just want to say to everybody involved, good job, Jenkins. I'd have a question as far as process. Um, so I know that we have the meetings and thank you again. You've been at all of them. I feel like that's how I got to know you was the first round of them last year. Um but is there a process of like a feedback loop that is ongoing? Um as far as for instance like in Montgomery for instance, we have a monthly parent meeting and it is all the monthly it's all the parent groups and then they split off. And I'm wondering if there's a process um in place or possibly to propose about getting feedback throughout the year that can then get to you um outside of like

085the LCAP meetings because they're not well attended uh at least the second round of them wasn't. And so we obviously want as much input as we can get from all of the stakeholders. Um, so I'm like I don't know if you would like support from that from us or um or Yeah. I mean the the thing that comes to mind to me that wasn't something that we had to monitor at all was like an online survey or something that people could we could just leave open you know year round something like that seems easy. I don't know if that's the best thing that comes to mind right away right that that so people could just but then that limits people that don't have online um you know access but that's the first thing that comes

086to mind right now. But I mean, I'm open to anything. And so we could also check in with sites on a on a monthly basis to see um with the school site councils, for example, they could have like an one of their school site council meetings could be LCAP feedback, you know, every couple of months, something like that. I love that. I love the idea of like the school sites having specific feedback loops that then can go to you so it's not as much of like oh I mean I've looked at survey results through online stuff and it can get a little bit daunting if you get you know Yeah. So that would be cool. Thank you. So I think something that we haven't called out directly this year is exactly what what was mentioned

087earlier is that we've actually been listening all year and taking that feedback and that's showing up in the LCAP, but we didn't formally say this will be used in our LCAP. And so I think those were opportunities that were missed with our labor partners um where we talked about priorities of you know theirs in say negotiations for example and that showed up in those discussions but we didn't formally recognize it. So there are a lot of areas where we have these ongoing conversations that it's really more about formalizing that and saying hey at all of these it's information that can be input in the LCAP. I also want to call attention to we do have um where we've captured um responses written responses to the to some of those questions and and the the things

088that have come up there. Those are linked on our site as well. Trusty Casten like to move approval of San Rosa City Schools LCAP. Second. Moved by Trusty Casten, seconded by Trusty Medina. Roll call vote. Trusty Casten. I trust Trusty Medina. Hi, Trusty Jenkins. Hi, Trusty Kirby. Hi, Trusty Deator. I President McN. Motion passes. Thank you so much, Dr. Castro. Thank you. Next, we have H8, which is an action item to accept the measures ILG, Citizens Oversight Committee. What? Oh, I'm sorry. Thank you. Thank you. Okay. H7, also an action item, adoption of the Santa Rosa City Schools budget. I'll turn it over to you, Joel. Thank you, President McN Superintendent August. um trustees. Um similar to the LCAP, we held our public hearing for the 2025-26 budget on June 11th where we presented uh

089the details of the proposed budget. Um since then, our assumptions that were included in the budget have not changed. Um the unrestricted resources in the budget have had very very minor changes. Um pretty much none. Um there were some updates to restricted programs with um more information that came um to light and to to um meet the needs of those restricted programs, but very minor as well. So I would say that the budget is exactly what was presented at the June 11th uh public hearing. Um with that, I'd turn it over for questions and we um ask that the board consider approval of the 202526 budget. Trust Casten. and move approval of the 2526 budget. Trusty Jenkins like a question comment. Um, where did it go? Hold on just a second. Oh, uh, it's actually

090more of feedback than a question or a comment, but maybe a request. So the same thing that was so beneficial in the LCAP as far as where we are, what we changed, where we're going or what the goal is, I just think that would be incredibly helpful to have some kind of an ongoing conversation for the community as far as transparency as what we're doing to help with this astronomical feat that um that's happening. And when I say we, I mean like what all the different levels are doing. And then um in addition to that is are we collecting uh not necessarily you but maybe like us as trustees or staff or whoever. Um so what we're doing to remedy it and then are we asking for help? Uh from a frugal single parent standpoint

091it's like well where can we ask for discounts? And it sounds like we are. So that's good. Um but just to put that out there. Thank you so much. Yeah. Thank you, Trusty Medina. Yeah, just a clarification. Um the resolution, do we need to adopt that first to approve the the combined budget or do we just approve the budget and is that approving the resolution? Because I see the attached resolution. I just wanted to clarify. Do we need two things here or is it just It's all one action. Okay. So, I say the the resolution resolution and and and the budget. Mhm. Well, I I'll second it. All right, we have a motion and a second. Any other questions or discussion? All right, roll call vote. Trusty Casten, I. Trusty Medina, I. Trusty Jenkins, I.

092Trusty Kirby, I. Trusty Deator, I. President McN. Motion passes. Thank you, Joel. Thank you. Look forward to the 45day budget update. All right. Now we have measures IL cg citizens oversight committee. And I'd like to start by saying um Michael Vanderporton, one of our um committee members, had planned to be here this evening but ended up needing to be out of town. So we have um staff and Vanpelt here to to provide the presentation. Hello. Thank you, President McN, Superintendent August, and members of the board. Um, I wasn't really prepared to talk about this one tonight, so uh, I apologize. Uh, but luckily I have my team here with me who does help with all of our, uh, citizens oversight committee meetings and can help, uh, us go through this presentation for the, um, acceptance

093of measures ILC of the oversight committee annual reports and audits. What's going to happen? There we go. All right. Well, we um Hi, my name is Kelly Jurgensson with Vanpel Construction Services. Um we recently met with the Citizens Bond Oversight Committee to finalize their report. uh we reviewed um what had gone on during the um construction and the expenditures associated with the fiscal year 2324 and we'll try to take the board through it as quickly as possible. All right. Um and I'm going to let Felicia do some of these because she worked closely with the committee to draft the report. Um, I will say that we're actively working on um encouraging more membership to the committee, which is an really important aspect um that we're focused on and working on closing out expenditures on the

094older bonds so that we can focus the committee members on the current bond. So, that's a little side note and I'll let Felicia take you through the report. I believe we are actually full. I think our membership is actually full. Did we not fill every slot we need this? We're just waiting for confirmation on one final member so that we can bring them for the board's approval. Um so both reports are going to be very similar. So I'll just give a brief overview of each page. Starting with the COC membership. Um this is where we keep track of each of the required categories of members. So you can see we were missing a parent or guardian and since then we have had one join the committee. Um these always get a little bit confusing because

095they're for the prior fiscal year. So this will um reflect 2324 and this is as of 2324. So here are our members and each of the categories that they satisfy. And this is uh the bond background. This is what we have on our website about the bond and just the brief synopsis of the bond the ballot language that was taken to voters back in 2022. These are our goals for measure C and G. Again, a little bit more background. Um, and this is the role of the citizens oversight committee and some of their requirements. Uh the main requirement for Prop 39 is that we have a citizens oversight committee to oversee our expenditures through the bond and make sure that they are in accordance with the bond language. And so every year they review our

096audit reports and they review our expenditures and we work together providing this annual report that they sign off on and provide to the board. um basically signifying that they either agree or disagree that we did in fact spend expenditures accordingly. This is a little bit about our master plan and the history behind it. We included this last year while we were in process of updating it and so we went ahead and reflected the changes that had been made in terms of it being approved in December of 2023 for that fiscal year and included that here. This is uh the role of the board for Prop 39 and overseeing the bond. And this is their annual compliance opinion. So per Calbach requirements, Calbach is the state entity that um provides recommendations and guidance for all citizens

097oversight committees. Uh they recommend that we include this statement of compliance for every annual report. And this is the statement that the committee is essentially giving to the board that um they agree again that all expenditures were in um alliance with the bond language. Uh this was something that came up from our committee that they wanted us to include the difference between classified versus certificated. Uh these were our two meetings that we had in 2324 and the agenda items that we reviewed during those meetings. Here's the financial summary of our expenditures. This is pulled from key analytics. And here are our grand totals on the bottom. The key analytics program allows um our staff to track expenditures for bonds across multiple fiscal years and marries up with the district's financial system so that we can

098make sure at a moment's notice we always know where we're at um with how much we've spent and how much we have left as well as how much is budgeted for each project. So, it's a tool we use a lot with CBOC. And here's a summary of our fiscal and performance audits. Again, these are required every year from a third-party independent auditor. Um, they provide a fiscal audit and a performance audit. For measure CNG, there were no findings for either fiscal or performance. And these were some major takeaways. Um, the first bullet point was something that a committee member had requested we include about the county treasury. And the second bullet point was the committee their com commendation of district staff for expending bond dollars according to the language and having no fiscal or performance

099audit findings. And here are just some fun photos of the work that we accomplished with measures CG in fiscal year 2324. We do need to cover one thing on the INL um items as well. The majority of the report is the same. So I'll just skip through the slides to the differences. and the committees have the same membership. So, we'll skip past that. These are the particulars for measures INL. So, these were the bonds approved in 2016 that we are almost finished spending out. Okay. And here is the um major difference between the two reports. We did have a repeat audit finding which was a performance finding based off of the term limits of the committee. So per the citizens oversight bylaws. Um committee members are not supposed to serve more than three terms or

100seven years at a time. uh because it is so difficult to find members oftent times despite um the district's efforts in advertising, we did have the finding that our committee members had essentially been on the committee for too long. Um we have taken the recommendations of the auditors. We do have a tracking system in place and we are consistently advertising to get new members onto our committee. Um but one of the other major efforts that our team is making along with business services is to finish expending out measures INL and journaling everything over so that that committee will dissolve and we will no longer have this finding. Those members can continue to serve on measures C and G and the term limit start fresh. So they will not have to run into that um that

1017-year limit for quite a while. And just to note, it was a repeat finding and it was on the recommendation of legal counsel that we go ahead and and continue with the same members because it was better to have the committee and have them turned turned out than to not have a committee. Again, the same major takeaways and here are some some photos of measure C and G work. Oh, INL. Sorry. Yes, roofing and HVAC. And that concludes our annual reports. Trusty Jenkins. Gosh. Um, yes. So, with limited membership as well as only two meetings in the year, did I read that correctly? Um, is there a reason why it you meet? so rarely that. So, um it was actually um discussed at several meetings about the frequency of the meetings and considering that it's

102hard to get everybody in the same room, the committee opted for only meeting twice this year. Um at the recommendation of the chair and the discussion that had after that. Um with that said, I think as things pick up with the new bond programs, we'll probably start meeting more frequently as we spend those dollars a little more quickly. Um the law only requires one meeting a year, but that's just not enough to get your business done. Um so districts typically do two to four meetings a year is pretty common. So I think we'll probably getting more to the cadence of four a year as we start to spend those new dollars a little bit more quickly. Thank you. And I also think like as we're trying to like really community build and all of the

103things that we're doing um that advertisement at like the site levels um can go as we try to get those communities tighter. Hopefully people will talk more and do their word of mouth advertising as well. Yeah. And just to add one thing on our last COC I think we had four new members. So we're trying to retain them moving forward. I'd like to move to accept the measures INL and CNG oversight committee annual reports and audit reports. Second. Any other questions or discussion? It was moved by Trusty Medina, seconded by Trusty Deator. Roll call vote. Trusty Medina. I. Trusty Deator. Hi. Trusty Jenkins. Hi. Trusty Kirby. Hi. Trusty Casten. Hi. President McN. Motion passes. Thank you everyone. Right. Next we have a discussion item. School site reconfiguration update on SRCS and SCO ad hoc partnership.

104So, we have Amy Carter and Greg Medici here from SCO as well as Superintendent August and our board members of the ad hoc. We have a few members also joining us on Zoom. I'm um promoting them now. And when we're ready, I'll share screen. Great. Well, before we get started, I just want to remind the board that uh the Sonoma County Office of Education in Santa Rosa City Schools has entered into a partnership over the last few months. This is a six-month partnership just to really tackle some of the projects that uh the system is facing. uh when we were first before you, we we asked for the opportunity to provide resources, state partnerships, and staff to help Santa Rosa City Schools explore possible solutions to the challenges it faces. Uh so we've done a

105lot of efforts in in all six of those streams. You've seen some of the the efforts around the fiscal crisis management team. Uh but tonight we're really uh this is our effort to to partner with outside experts to answer for the board really uh you know what is the impact to the community in the shift to the middle high school opportunity for students uh checking in with the community uh evaluating their thoughts and an opportunity to really look at demographics. The demographic study that we're undertaking uh impacts beyond Santa Rosa city schools and will impact the larger Sonoma County. And so it will be benefit to uh all of your surrounding districts. Uh I know you're all very aware, but uh really the the inflection point that we're carefully monitoring is your staffing for the

1062526 school year is locked. It was locked on March 15th uh based on the the release notices that you gave out uh and those you rescended subsequently. So those those expenses are already really clearly identified. The unknown is really our enrollment and the students that we'll see on those first days of of school. Under California state law, there's a law that uh staff uh actually do a a first 10day count and they actually count the number of students that come onto your campus every day. That data point is going to answer for us what is going to take place with your revenues and how that will intersect with your expenses. Uh and that's what Superintendent August is constantly keeping your eye on. Uh because that is where we could encounter a cash flow problem and

107that is where the Sonoma County Office of Ed could step in uh in a receiverhip effort. Uh and so we're really invested in trying to avoid that and trying to make sure that you have the desk best data possible. Uh so to set the table uh I'll turn it over into to Deputy Medici to kind of walk you through uh the presentation this evening. Which one would you like first, Greg? Uh thank you. We were all texting about it. Actually the the FM3 team uh Luchia Delo is here and then uh Curtis Bellow should be here any moment. But as they um as as Melanie finds them, uh the first presentation and and the description is in uh the agenda item itself uh relates to a community survey that took place over the course of

108the last uh few months. It was a comprehensive survey. We'll hear more about it uh and and uh the information is is posted to the agenda. Uh but we want to certainly thank the ad hoc committee's uh diligence in over the last many months on on kind of working through what the survey would entail. And then um thank the community certainly for for participating and we had almost well we had almost 30,000 uh uh kind of data points that that uh that were in the sample and then we had almost a thousand participants. So with that, uh, Luchia or Kurt, if you're there, uh, we're ready for you. Okay. Uh, I am here. Thank you. Uh, happy to present here. I'm Kurt Bo, a partner at FM3 Research, and my, as Greg noted, my, uh,

109one of my colleagues here, Luchia Delpupo, is also on the line. I'm going to take the lead on walking through these slides, and if there's you have a clarifying question about something, maybe, you know, jump in. But otherwise it might be better to save the you know ruminations and you know your impressions of the data until after we get to the end if that makes sense. So with that I think I'm just going to call out next slide and we'll move on to next slide. Great. So uh the first couple slides here are just about the survey methodology that Greg referenced there. So we conducted the interviews we just wrapped them up just June 17th. Um and it's uh a dual mode survey which is pretty common for surveys of this nature. We were given

110a list of contact information um from parents. So we had emails and phone numbers and we reached out to them through a combination of phone calls and for some people we sent email invitations to take the survey online and for some we sent text invitations for them to take the survey online. We did a base sample of six a little over 600 interviews and so that's what we're you know the base sample and then because of the particular interest and focus of this research we conducted some additional interviews with parents of children in grades five through nine and bumped that up to a little over 400 interviews with that cohort. So that lets us when we and then we weighted those results back down to the natural proportions. So the bottom line here is that

111if uh for most of these results we have a margin of sampling error of 4%. Um for the cohort of grades five through nine it's about 5% and there's a few places in here where we look at slightly smaller subsets. So the margins of error will be a little bit larger than that. But this pretty standard for a survey covering this sort of geographical area. Um next slide please. And just a couple notes about who was involved in this survey. So we had obviously um contact information from uh the district um in terms of the high school and middle schools and elementary school students and then also for several of these feeder districts that roll into the high school. Um it was Belleview, Bennett Valley, Mark West, RCON, Rosland and Wright. Um a couple of

112the districts weren't able to get us their information on in in time to conduct the survey. Um, but that represents a pretty good cross-section of all the different students that feed into the high schools. Um, some of those districts are kind of small and so we can't really isolate them and report on them individually. So, what we've done here throughout the survey is sort of lump them together into a bucket we're calling feeder districts. Um, so that we can talk about them as a as one sort of unit. Um the rest of this stuff kind of covers what I just discussed on the prior slide. So with that, that's a lot of the the background information. Let's get to the results themselves. Next slide, please. So the first section is going to be perceptions of

113the district and then we're going to get into the second part of the presentation, which is about the high school decision-making and where where parents stand right now. Next slide, please. So, we often ask in surveys some sort of kind of warm-up question just to kind of ease people into the survey, but also get a sense of how they view the different bodies and and government agencies that we're asking about here. Um, and so in this case, we asked favorability um and the scale was favorable or unfavorable and we could push you a little bit very somewhat favorable, very somewhat unfavorable. So, blue bars and orange bars, gray bars are shades that I don't don't have in a strong opinion here. And you'll see that um and we said like your teach your children's teachers

114um Santa Rosa City School District teachers and your school district that was for the feeder districts there um they all were seen as very favorable. So more than seven out of 10 respondents to all those different aggregations there, particularly the teachers. There's a pretty strong affinity amongst these parents and guardians. Um we also asked all respondents about the Santa Rosa City School District and the board. Um and those were a little more mixed the opinions than they were of the teachers in school districts. And we have those results here at the bottom. Next slide, please. Um, and we did sort of thought it was helpful to break this out by whether you have kids who are in the Santa Rosa City elementary and middle schools, high schools, or the other feeder districts. And these are

115not mutually exclusive categories. Obviously, you could have kids in all three of these categories. Um, but it there was a little bit of a distinction here and some consistencies as well. So, when it comes to asking about teachers, um, there's, you know, you say your children's teachers didn't really matter. Everyone feels really strongly about the teachers. When we got into Santa Rosa City District School teachers, those who are in the feeder districts had, you know, favorable impressions, 58% of them, but a bunch of them were unsure. Um, so some of these distinctions are based upon parents in the feeder districts who just didn't have as much of a strongly held opinion. But you'll notice that in the bottom two rows when we ask about the Santa Rosa City School District, um those general sort of

116mixed opinions that we said were kind of consistent amongst those with parents in your district now or in the feeder districts. Next slide, please. Go ask one more. Great. So, we did say, hey, let's ask an we have a lot of open-ended questions in here. And so, what we did in this case, the italicized language is the actual language that was either read to someone on the phone or online. They would have read it themselves. Um, give us two positive things. You think about when we talk about the Santa Rosa City Schools high schools. So, we're asking narrowing to the high schools. Give us two positive things. It's as much art art as science. when you put this thing together, these percentages add up to well over 100 because people were giving multiple responses. Um,

117but you'll see here that there is an emphasis about two in five mentioned something about this the people teachers and staff that they deal with. Um, where was a positive the academic quality about about a quarter 27% mentioned something about that and nearly as many mentioned something about the variety of classes, extracurricular activities and clubs. Those seem to be the most common positive things of associations with the high schools that popped up in our survey. And then on the next slide, we did the the flip side here, which is about negative things. Um, and it was pretty clearly about, you know, public, you know, safety. Um, was clearly the number one thing. uh you know some notes about administrative inefficiency but frankly that's kind of you get that base level amount of concern about government

118agencies every at every level. So but this was a clear number one thing that popped up when respondents to the survey were asked to think about the the high schools. Uh next slide please. Um but then we did ask uh other aspects of the high schools. So, how would you rate the quality of education? And almost half, 48% said excellent or good. Uh, about three in 10, 29% said only fair, and only one in 10, 9% said poor. So, safety is something that popped up. That's going to be a theme throughout here. The quality of education by and large is respondents. These parents and guardians by and large felt like, you know, more much more positive than negative. If you look at just the ratio of excellent good to poor, it's a 5 to1 ratio

119there. Um you'll notice that those who have students in the high schools right now 55% of them rated them as excellent or good compared to the only 42% of kids in the elementary middle. So parents of high school students rated the educational quality higher than those who don't have kids in the high schools there. And then that cohort that we did a little over sample in the grades five through nine, they were pretty split between excellent and good and only fair and poor more down the middle. Next slide please. Um we did kind of dig a little bit deeper here into other aspects of of the high schools. Um in this case we presented these in random order and asked people to uh say whether or not they approve or disapprove of the job the

120high schools are doing on each of these different um elements. Um so those blue bars are shades of approval, orange bars shades of disapproval. summarize those on the right hand side and you'll see that like a lot of the academic things preparing for college graduation rate quality education preparing for you know jobs those are all pretty favorable ratios of approval to disapproval in the 50s to in the 20s maybe 30 but by a 20 to 30 plus ratio of more approved to disapprove and some gray bars like graduation rates about a quarter of respondents just probably didn't know anything about the rates and didn't feel like they could say anything. But you see a positive approval rating ratios in those academic items. The bottom three it's a little different. Um facilities pretty mixed 45 to

12145 44 to 45. School safety um kind of in that you know tinging a little bit more disapproved. Um, and the one item here that kind of stuck out to us was this managing of the district's budget and finances where 64% of parents and guardians took the survey disapproved and 45% um strongly did so. So, that one really stuck out and was a and really a strong contrast between many of the the sort of academic outcomes of the high schools. Next slide, please. A similar sort of binary scale we used here, but this case was agree and disagree. Um, same blue with shades of agreement, orange shades of disagreement. And we asked are the high schools, do they provide a safe place to learn? You know, it's kind of split. Now, it's interesting here because

122we asked about, you know, things that popped into mind. Um, you know, negative things. It was safety. Um but it feels like there's a distinction between broadly speaking is it a safe place to learn versus maybe having concerns about safety on the campuses. Here it's still a little split though. Um what is interesting though is that we did this split sample in these bottom two. We asked about is the quality of education similar at all the high schools or the quality of the facilities similar at all the high schools and in that case pluralities almost half disagreed. So it feels like while there is more of a mixed sentiment about or the you know the high schools safe places to learn more parents than felt like there's some disparity and inequity between the different high

123schools. Next slide please. All right let's get to to high school enrollment. Next slide. So we asked this is just looking at parents of children grades five through eight. So they might have kids younger, they might have kids older, but then they're not in high school yet. Middle school, a couple of the feeder schools, I understand. Fifth grade is kind of is included in those. So we just looked at those grades where people start having an eye towards high school. Um, and about a little less than half have already decided, but as many or more actually are still thinking about it, haven't really thought about it yet. So there at this point in time, you're looking at those middle school kids. There's a plenty of people who are a little bit uncertain there. We did

124look at some of the demographics because there were a couple groups where they were more likely to say they have decided and they were older parents and guardians. Those who came from higher income brackets and actually your white um parents and guardians were a little more likely to have said they've already made up their minds about where they're going to send their kids to high school. Next slide, please. And and this is the again that it talicized language that subtitle is the actual language that we asked again asked of this group of people who are in that middle school or close range. How likely are you to enroll your child in a in a Santa Rosa City Schools District high school? And threequarters said yes, they're likely, including about a third, 32% who said very

125likely. About one in five, um 21% said that they were unlikely. and that tended to skew a little more towards the varied than the somewhat. So about 3/4ers of parents in that bucket said they're likely to send their kids to the district's high school. Next slide, please. And there are some distinctions here between the feeder districts um and those and the elementary middle school. Uh it wasn't a huge difference, but let's say that you have kids in the Santa Rosa City Schools, elementary, middle schools, in that 5 through eight range, 81% of them said they were likely to send their kids to high schools in the district. If you're in grades 5 through eight in one of the feeder districts, 72% of them said they were likely and a quarter, 24% said they were unlikely.

126So, um, if you're already in one of the center city schools, elementary, middle, you were more likely than the feeder district, but it wasn't, you know, by nine points. It wasn't a overwhelming difference. Next slide, please. And so, we looked just by a couple other groups. Um, so not hu differences. If you've got really young kids, you're a little more likely to say that you're going to go to the high schools there. If you already have kids in high school, you're in already in the system, maybe you've got kids in a 10th grader and you've got a a sixth grader coming, you're more likely to send someone. So, that's maybe not too surprising. Um, I want to look at that bottom bucket here. And it's a somewhat small subset, so I don't want to read

127too much into it, but parents who are uh Asian were incredibly likely to say they're going to send their kids to school uh to high schools there. 94%. Um, Latino parents also were more likely than white parents to indicate at 78% compared to 70. Next slide, please. Um, by education of the parents. So, this there are some elements of this that play out here. Um, but not much here. Here they're all kind of in that 70s range. And when you consider the margins of error, I wouldn't read too much into those distinctions. Um, I would look at the by income actually. There's not, you know, there's this weird one little outlier there, the $50 to $100,000 household income, which is a little lower. That may just be noise, but there was a real big difference

128between the the uh parents in the lowest of income households, you know, $25,000 or less. Uh virtually all of them said they were sending their kids to the San Rosa City uh high schools. Um also, if you were likely, if you took the interviews um in Spanish, you were more likely as well. Next slide, please. So, again, I promise we did a lot of open-ended questions in here. So, here's another one where we said, "When thinking about enrolling your child in high school in the next couple years, which of the following are we are you considering?" So, we this is, sorry, this is not an open-ended question. We gave these options, presented them in in in uh different orders here, and almost half said which one they're zoning for. They could have picked multiple choices

129here. they could pick none or they could pick two or three of these if they wanted to. Um, so a lot of it was I'm already just going to go to the high school I'm zone for or I'm going to stick to the district and pick a high school maybe look for a different one. But about a quarter of these parents said they're looking at a public school in another district. And almost one in five, 18% said they're looking at private as an option. So this is about thinking forward. So, parents of children in grades 5 through 8, go to the next slide. Um, we did ask here, why did you make those choices? So, we're not tying it back to all these things here, but this was an open-ended question. And then we try

130to put these in these categories here. And as you might imagine, sometimes someone may give a response that's a little more tur and direct, say safety, and sometimes they may give a multiaceted response. You categorize that in multiple areas here. Nothing was really jumping off the page. There was a lot about like what's practical. It's close to me. Um but also safety was about 18% mentioned that academics 16%. Those top three are all really really close. Um but there wasn't something that really jumped off the page here. Next slide please. This is just we we pulled a couple of those and we just threw them on here as like hey here are these are some of the open-ended responses what you know why you were asked here are some reasons what you're thinking about for

131going to high school tell us which ones you're considering and then explain your reasons why you know a couple of the uh comments here that were interesting um one of the things that I'll just say in here that was came through as a little bit of a theme that we didn't necessarily really anticipate here um ever changing zoning some of this instability um uncertain how the school district will be managed these sort of things that I'm going to plant a little seed there is that we kind of saw that pop through the data here as a little bit of a theme some of this some concerns about it perceptions of in instability here um next slide please um so then we asked of someone who said that they're not considering going to uh the high

132school here. So, you've got kids in this cohort, a middle schoolish range. You're saying, you know, you're probably not considering going to school there. Well, we asked them, what do you need to know to be more comfortable to enroll a child in a district high school? Um, and here something did stand out. A third said something about safety, either more SRO's, safety protocols, something about that. So of those who were less inclined to send their kids to a district high school, the the thing that popped up the most was around safety and then everything else is somewhat similar here. But you know the academics is important budget but that third item restructuring school operations leadership again something that we saw didn't anticipate but kind of pops up here and there's something about school leadership at

133the school level and and uncertainty there. Next slide, please. And we again, we did pull a few items here that were illustrative of that. And you see, you know, stuff about bathroom safety. Um, you know, again, a lot of things about safety here. Campus police chaotic few years. So these these are these are the folks who already inclined to not send their kids to the high school and we're trying to ask them what they would need um to help them make more comfortable. So these are people who are already disposed to having concerns. Um but this is some of the language that they use to explain those concerns and what they would want to see done to reassure them. I'll pause for one more second to let you read to those and then why don't

134we go to the next slide please. Um, and so this is if parents, there's not that many, only about 50, but they have freshmen in the high schools. When you were enrolling, which did you consider? And there's a lot of the practical things here, what you're zone for, 54%. Something like that. Um, and of those who ended up going there uh to the high schools there, they're pretty much already kind of committed to public schools in one way, shape, or form. Next slide, please. And then we asked the same 50, again, small samples, so I don't want to get too much into these distinctions, but we asked them, "What led you to choose high school?" Um, convenience, academics, familiarity, kind of in the same range, and you'll see a lot of it. It's walking distance.

135It's convenient. Um, and you know, also, hey, it's top rated school in Arizona. It's a good reputation. Some positive things as well. All right. Next slide. This is interesting. So, we asked people, you know, lots of factors. We were sort of teasing at it through a variety of different indirect ways, but here we're a little more direct. Here are different factors that you might consider, you know, thinking about what school your child should attend. This is asked of that cohort that we did. So, this includes middle school plus freshman um parents. Um what are the big factors for you? and they could say it's their major or minor factor or the orange bar wasn't it wasn't a factor for them at all. Well, out the gate you'll see that virtually everything's important for them. Everything

136is at least a minor factor. So then what where I want to do is look at those dark blue bars, those who feel like something's a major factor. And there were two at the top of the list which is the quality of education and school safety things we've seen around here. Now there are definitely concerns amongst these parents who took the survey about school safety. So it's not surprising to see that high on this list. The quality of education by and large was seen as positive. So this suggest pay we want to maintain that. Um and that's an important factor for them. Looking further down this list you see things about funding, student teacher ratios, um you know neighborhoods, district leadership, things of that nature. And we have two slides here. Next slide. So this

137is now again all these things are seen as at least minor factors by 80% basically um just the dark blue bars start to get smaller. So at the bottom you know uh graduation rates college accept college acceptance rates not quite as intensely important as some of those other items on the first slide here. um uh diversity, the just general cost, specialized programs, those things were not nearly as important. And online ratings was the only one that really sort of stuck out by itself where a whole quarter said that or don't really care about the online ratings. And only close to a third, 31% said that was a major factor in their decisions. Next slide, please. Um so we did look at a few of these by some of these same groupings. um by age of

138students, there weren't big differences, but if you look at parents who have four-year college degrees, they kind of stuck out in a few ways here, and the first two kind of jumped off me. Again, the 90% said a major factor for parents with four-year college degrees was quality of education and school safety. It's still at the top of the list for everybody, but amongst them, it really kind of popped. Next slide, please. Um, and which maybe is not surprising, the college acceptance rates kind of in the middle of a as a factor, but much more important to those parents who have college degrees. So, it's basically 50 to 70 distinction there. Um, next slide, please. Um and again I want to note that the the uh Asian uh parents are a smaller subset here but

139they there were some interesting variations in here. So the quality of school leadership the quality of district leadership those sort of popped up for them in the 80s and 90s compared to other groups where it was a little bit lower. Um also looking at issues around adequacy of school funding and teacherto student ratios. those things really kind of jumped up to the top of the list amongst uh your your AAPI parents. Next slide please. Um high school graduation rates that was also important to those that parent cohort. Um diversity was much more important amongst uh AAPI parents than than any other group. um college acceptance rates was kind of weirdly low by comparison amongst white parents when they're in like 44% versus um you know parents of color over at 60%. Next slide please. Um

140and we did ask you know new safety might be um something we'd want to ask a little more about. So we did ask one question about SRO's and would it make a difference to you? would increasing the presence of SRO's make a difference to you in enrolling in a a district high school and for just about three out of five 59% said that it would make them more likely this type of question when we ask about much more likely to take an action or vote in a certain way we tend to focus on the more intense reactions those who say much more likely so in this case it actually is almost half 47% said increasing the presence of SRO would make them much more likely to attend a district high school. Um only one in

14110 said that would be actually have a negative impact for them. Next slide please. Um and then the last section here, so the first section was general impressions about the schools. This middle section, the biggest section was about the decision-making process about high school. And this last little section here is just some experiences with the the schools themselves directly. So next slide, please. So we asked in the last two years have you received any communications from the district and this includes parents in the speeder districts? Um and twothirds of parents said yes I have received something. So just of that twothirds we asked if you've received something how useful was the communications and just about four out of five 79% said it was useful. Um, so lots of parents in both your district and the

142feeder districts have said that they've received communications for you and if they have, they find them useful. Next slide, please. Um, we we did ask, well, where do you get your news about um the school's school newsletters? That kind of makes sense considering how many people said they've received something here. Um, when the online things, social media, and websites were there. It was a little interesting. the press democrat was it as high as it was? Um now that you know sometimes when you site I saw something from a newspaper it can get you know a little you know I saw it because it was distributed via social media or do I subscribe or whatever it might be but that seemed to resonate as an interesting source of information about the district. Um next slide. Um

143we did also ask about if you've recalled you know getting anything about um sort of restructuring some of the the elementary middle schools due to declining enrollment and 57% of the respondents here the parents and guardians said yes they've heard something but more than a third 37% said no and that don't know is probably a no. Um so if you look at those who have kids who are in the district 3/4 of them had heard something and those in the feeder districts only 37%. So this is where a lot of times the impressions of the district and teachers and what they prioritize for making decisions about where they can to send their kids to school look pretty similar between parents of feeder districts or the ele elementary and middle schools in Santa Rosa city schools.

144But here, just do are they aware of some of the restructuring, huge split. Um, other groups that were notably less likely to have heard about the restructuring were your uh Asian parents and guardians, those took the survey in Spanish, younger parents, and those with lower levels of education and household income. Next slide, please. This gets us to just two short concluding slides. Next slide. So, first of all, the overall impressions. Um, you know, people like the the uh the staff, they like the teachers, and that seem to kind of be across the board, viewed very favorably. Um, feeder districts are viewed favorably by parents who of kids who are in them. Impressions of Santa Rosa City School District was a little more mixed. Um the sort of the high level when we asked about the

145quality of education being provided in the high schools though pretty positive the ratio was much more positive um to negative maybe not a lot of intensity there but that seems to be something that they're not as much concern over here the uncertainty and concern seems to be reserved more for safety and thei financial situation of the district here. Um and it feels like any of those mixed opinions seem to be be flowing from those concerns. And two two other things too. Um this sort of this inequity issue that we didn't ask a lot about it but it did pop up amongst both the facilities and and the quality of education. And then this theme that again we didn't intentionally go out looking for but it seemed to pop up this leadership stability and concerns about

146that and maybe just sort of uncertainty about who is um sort of stewarding some of these schools seem to be percolating here too. Uh at the same time virtually everybody not virtually everybody but a lot of people have got information from you as a district and thought it was helpful. Um and last slide please. So, when it comes to the high school decision- making here, there are a whole lot of middle school parents who are still deciding right now. Um, now we did, you know, we can dig into that in different grades and whatnot, but if you're looking broadly at that cohort, there's a lot of people who are still thinking about it. About three quarters um think that they are inclined to go to the high schools there, but about one in five are

147thinking, I'm not that likely to send my child to the high school there. Um, and there were some distinctions here. So, white parents were a little bit, you know, less likely to say they're going to send their kids to schools there. Um, parents and guardians of from households of low income levels were actually very likely to say they're going to send their kids to district high schools there. And other factors that were important were obviously you know maintaining the educational quality which seems to be viewed relatively positively and then addressing the school safety thing really seems to be a a critical issue there. And that gets me to the end of my presentation. So Greg maybe I'll hand it back to you and certainly uh Superintendent August and and trustees uh your thoughts and questions.

148Uh the team is here. M Jenkins, I always have something to say. Um I guess the thing that stuck out to me other than the safety piece uh was the number that 21% unlikely to send to the high schools since we are the only high school district in Santa Rosa. that's like that's a huge problem number-wise. Um, and so that was like the big standout. The rest of it I I expected. Um, but that number was the one I was like nervous to see and nervous to not settling to get. Trusty Dator, thank you both very much for being here this evening. Um, thank you FM3 for the presentation. Um, it is concerning. It is concerning that we have families that are on the fence or not um the opinion of sending their children to

149our high schools. I think a big piece of that is um the realization of how um low the percentage of is communication and perception from our feeder districts of how they're uh receiving their information about our high schools, about our secondary programs if they've not yet had students go through there um or family go through our programs. Um, Sar City School District is not talked about much amongst the feeder school districts, which is something I look forward to building relationships with and rectifying in the future so we can start having more active conversations with all of our districts. We want to build secondary programs that all of our theater districts, families, and students want to be a part of. and we want to communicate what is going to be available at those secondary programs that

150the foundational pieces and scaffolding can start being put into place at those primary levels so those students are prepared for the amazing programs that we have to offer. Um I know there were some significant percentages I saw on leadership and site leadership and something to note is a lot of the survey window our administration and leadership was still in flux. Um, so obviously community was concerned because there was a lot of things we had not solidified and cleared up yet. So if you have an unknown, you're going to be unsteady and unsure about that. Um, so I really appreciate the time and the effort. Um, Dr. Carter, specifically to you, um, thoughts, opinions, is there more you'd like to see from us? Is there more we can do to continue to build and strengthen our

151district from your perspective as we have been collaborating and working together? Um, you got to know the teams a little bit better. You got to know the people in involved a little deeper and all the amazing work that's been done. Um, but while you're in front of us, you know, just your thoughts and opinions on on what we can do to continue and support and lift up and build this district. Well, I think uh so much of our hope in this uh survey, you know, to uh you know, Trusty Jenkins point is that you do have students who are able to enroll elsewhere without you really knowing. And so that's been a challenge for the Santa Rosa City Schools staff to really project your enrollment numbers and really answer for ourselves that 10day count versus

152the expense numbers. This gives us sort of another data point for them to be running. And again, I I just want everybody's eyes on that 10day count. That's just going to be critical. And that's where, you know, Superintendent August will really sort of know the fiscal situation that you're stepping into next year. I think there's so much to to celebrate and and just uh really feel joy about in in this messaging. There's clearly a love of your educators, a love of of those that interact with children every day in this system. uh and an opportunity to really focus on safety for your families and really you know send that message that that's a priority to this board which I know it is uh and really answer that for the broader community really alleviate some of

153these fears that we saw uh bubbling up but in my mind I hope that it sets the foundation for the strategic planning that you're all very eager to do uh but colors in for you really what what are those lowhanging fruit that can kind of turn the tables on on some of these challenges that you're facing. And with that 10day count and projection um to really solidify what those role numbers actually look like, we really got to focus and remember it's not just about enrollment but is so much more about attendance and if we can capture some increased percentages in those attendance, we can really see an increase in revenue. Um so ensuring that we are um prioritizing that and focusing on that of not just enrolling students but making sure they're showing up and

154that's where they want to be and that we're providing opportunities for them to show up and feel safe and comfortable and excited that they come back the next day. Trusty Medina, thank you. Um one thing that I am curious is if there's like data specifically in terms of the responses uh based on like what the feeder school district is, right? Obviously, we didn't have all the feeder districts, but one that comes to mind is Rosland, right? They generally have that track from the Rosland Elementary Schools to RAMs to RUP, RCP. And so, they might already have been decided, already know that's where they're going to send their kids because that's part of like the existing kind of structure that they got there. And I'm wondering if that skews some of the results and if that

155was captured in any way. Curtis, did you hear that one about uh I know you mentioned on the feeders, we know you mentioned on the feeders that maybe there uh they were all small enough that there might not have been uh kind of sufficient numbers to make conclusions, but Rosland specifically was was uh uh Trusty Medina's question around because Rosland has uh kind of a a high a middle and high school feeder pattern through their charter schools uh that that would allow people to stay in that district uh basically for their entire education. We had less than 40 interviews with parents from that feeder district. So we can maybe work with staff to look at that some of the questions there. But again starting to get to be a smaller population. I don't want to

156over interpret those results. Um um a lot of them were just fewer interviews. Rinkon Valley was the one that had the most um of the feeder districts though. Trusty Casten, did you apply a an exclusion list to the um to the contacts? Cuz I know as a fifth grade parent, I didn't get the survey results and there's at least one or two other parents on this board that didn't get get them either. Um, I don't know that we put together like a a list like that. I think we sometimes, you know, email filters and spam filters and phones and stuff like that. So, um, just a curiosity. It's fine if you excluded us because we're on the board. That makes sense. But if it wasn't intentional, then we should look at that. Yeah. Um, so

157I whenever you read anything that has numbers that are obvious like this, you get that gut reaction. And I certainly have that and looking at this like, oh my goodness. And then I was sitting here going, this is literally a laundry list of the reasons that last year I decided to volunteer to come onto this board. Um and and and so I think there's a lot here that confirms a lot of what we had already been hearing, a lot of what we've been seeing, a lot of what we've been moving towards. So the, you know, I I don't see anything that changes our course, right? We've approved theou with the city for SRO's. We're actively working on safety. We know we need to prioritize academics, engaging students in a way where they're not vaping in

158the bathrooms as that one parent pointed out and the many other things in the bathrooms that we know we need to stop. In general, the SSA's, you know, having a job description change this year that enables us to have a staff person who can actually intervene in disruptions. That's a new thing. We didn't have that this last school year to actually have a staff person responsible for intervening in violent inter issues. that became was a volunteer thing for teachers. There's there's a laundry list of things that we've been doing over the last 6 months to address what we're seeing in here. And I think what I'm seeing here is confirmation that we need to keep going. Uh we need to stick to the the course we've set. We need to increase the safety on our

159campuses and we need to provide the core services that as a school district we're the only ones who can provide in this in this community. So I appreciate the data. Uh, and after I get past the that that initial reaction, it's that reminder that this is why we're here. Uh, this is literally why I'm here is are these issues. So, uh, you know, I have a fifth grader right now and a lot of these are the things I got to deal with personally as well as in my conversations with folks in the community. And so, I appreciate FM3 for your work. Um, I know how complex some of these surveys can get, especially when you get into the sub data. What what I'd like to see is us be able to revisit some of these

160questions because what we're looking at is a snapshot in time. Um polling is not predictive. It is uh it is just that moment in time and without getting the actual longitudinal data of asking the same questions in succession over a period of time, we have no idea, we won't know whether or not we're making progress or not. So looking at a point in the future where we can follow up with another snapshot and see how what we're doing is impacting uh the imp the perspective of the essentially the same cohort of uh respondents is going to be important. Just to piggyback on what you said, the, you know, we obviously want to keep moving in the same direction of what we're doing, which is huge, and we are shifting a huge liner in ocean. Um,

161but in addition to that, the thing that goes one step further is making sure that we have crystal clear communication and transparency that's going out to not only the students in our district, but especially the elementary feeder districts, but that crystal clear communication of what we're doing, how we're continuing to do the things that we say we're doing. So, we there's the accountability piece. um I think is going to be key on on really pushing that forward and getting the students back um and instilling that safety in our community. So obviously tonight's uh survey was focused on us so we can get our data and see where we're at. U we have a very unique position of we're the one city in the county that has five public high schools to go to and we're

162the only secondary uh school district in the city of Santa Rosa. Um it'd be interesting to uh first go to get a better understanding of that county data when that's looked at. Um are are there similar reasons why families may or may not be going to their high schools in their communities? Um many high schools in the county are a one high school per city county. Pedaluma's got two public high schools and some other opportunities in Paluma to go to high school. So, it'd be interesting to see what those um factors are in relation to the other high schools in the county as well, so that we if there's any common ground to have discussions on wins and losses and what can we do to collaborate and lift each other up and what what was

163successful in another high school that we may want to look at and talk about with our high schools. Um, I think that's going to be important as it you look at the county as a whole um on if there's any similarities or if it's just a Santa Rosa situation we're trying to dig through. Trusty Kirby. So again, thanks for taking the time to do this survey. I really appreciate the feedback. Um it did of course like the other trustees were saying just help confirm that you know educational quality, school safety, fiscal stability. I mean again to pick back on director Casten's uh comment you know that's one of the reasons I decided to come on and take this on. Um I also look forward to hopefully in the future getting something like this done again

164so we can again follow up and see get another snapshot. If I had to give a little bit of feedback as far as tweaking it a little bit, I would I was uh we did mention Art Quest in there. Um however, we didn't mention our IB program. I didn't see that anywhere in the question. That that would have been a good data point maybe as far as did you choose one of our schools because of that. Um I also saw only one mention of athletic and sports like uh and we're trying to and and VAP you know like hey these are positive things but you know did they lead you to choose an SRCS school that that would be a good data point to uh to look at in the future as well but um

165anyway thanks again for the for the effort really appreciate it so much one last question I Trusty Medina, I think one of one of the things that obviously has come up a lot in the survey is the issue of safety and and I think this idea of how do we solve that problem. I think the thing that I've said in various forums is that it's not like necessarily uh an issue that's caused in our schools. It's something that stems from external things that often plays out in our schools and I think um looking at what more can be done to address school safety from the context of addressing some of those external factors specifically with our atrisisk youth is something that I think um it would be helpful to have SCO assist with in terms

166of bringing the city and bringing others to provide solutions to those issues. that, you know, they don't they don't start in the schools. They they're issues that are external and and happen to play out here. And I think that's something that collectively as a community we don't address enough and we need to do more work towards that that would ultimately in my view have a positive impact in what happens in our schools. And I think that's where I feel like we need more help in advocating for and identifying those issues and really highlighting what's out there and what's happening cuz I I don't I don't feel like we we see enough of the root cause, right? We're always looking for these band-aids, but we're not looking at the, you know, actually healing the wounds. Superintendent

167August. Thank you both so much, Dr. Carter and and Deputy uh Superintendent Medi Meduche um really and FM3 really appreciative of the data because that's you know that's how we make informed decisions how we continue know which actions to continue with where we need to make adjustments. It's very clear that while we are making we are taking a lot of actions and making progress, we aren't sharing that information widely enough um with our feeder districts as has as has been mentioned and yes, the timing of the survey looking at that. Yes, we were in flux with a lot of um organizational changes. So, I I too would be very interested if there's a possibility of doing a a follow-up. um that would be really really helpful for us to see what progress we've we've made.

168Um we're monitoring regularly our enrollment of course right now we're a little over 14,000 as of this morning with our pre-enrollments and then we'll see what actually happens because you have families who move out or who move in over the summer. And so there's a lot of of that influx um that happens between now and the first day of school and those the first 10 days because it does you have kids who trickle in in those first two weeks as well. So really looking forward to that and I know there's more data for you to share with us as well. Perfect segue superintendent uh August. So thank you for that. So uh we have our our project manager Esau Joya here from MGT. MGT uh is is a nationwide expert and certainly one of the

169foremost experts in California uh about uh school district projected enrollment studies. Uh Esau Joy has been part of of uh a decade plus of of studying California school districts and projected enrollment studies. Uh as previously mentioned uh in previous board meetings uh the study that we've contracted for uh is uh is really the Cadillac of enrollment studies uh and three phases uh and we're going to hear an introduction from Esau tonight. Uh but basically phase one which has been occurring uh for a few months uh and and the ad hoc committee has heard updates about this uh but basically the team the MGT team is is taking a deep dive into all things uh Santa Rosa all things kind of feeder uh districts and uh you know uh birth rates um uh development uh kind

170of real estate developments other other items uh and this learning combined with the existing May 2023 study uh that's that's in the master plan uh will allow them to hit the ground running with day 10 enrollment once that data exists. And so when that phase two piece starts uh or as it continues into phase two as as the comprehensive work continues into phase two uh that data and and to the earlier thoughts around having actionable data uh the the solidifying next year's actual enrollment as of day 10 uh taking likely the months of September and October to to absolutely fine-tune the study which we'll hear about in introduction to what the forecast is going to be all about. uh that data will be very actionable in November for uh development of December's first interim report

171and then the multi-year projection associated with that multi- inter multi-year report. So with that uh Esau, thank you for being here and uh the slides are the slides are up. Thank you, Greg. Um and good evening everybody. I'll be presenting to you some a brief intro introduction on the enrollment forecast process that we'll be going through. And if we go to the next slide, please. One of the things we've just been asked to do is just analyze the previous uh report published in May of 2023 and just take a deep dive into it and and analyze a few key items and and be able to identify which which forecast the actual enrollment mostly directly aligns with, whether it be the low, medium, or high forecast that was generated. And so I'll be showing you those

172results here shortly. um of us having compared the actual enrollment that happened in fall 2023 versus the the current um versus the forecasted enrollment in fall 2023 as well as the fall 2024 school year. And just to jump right in here, all of our analysis is based on what strictly based on what was published on the report um in May 2023 in that May 2023 report. And basically we took a look at the forecast methodology relevance to see how relevant the factors that were considered are. And basically all the factors that were considered in the report are pretty standard within the industry. So birth birth data was was was looked at um broken down by zip code collected from the California Department of Health Statistics and birth data basically helps you forecast kindergarten and transitional

173kindergarten four and five years after the the the birth happens. So birth data in one way or another in the area typically in California provided down to the zip code geography level helps dictate what the kindergarten class could look like 5 years down the road. The report also looked at planned residential development which is pretty standard. you do have to account for planned residential development and an in-depth study was done as to how many students recently built developments are regenerating um within the district boundary as well. And so those student what is known as the student generation rate is then applied to the planned residential development to generate and anticipate how many students those new developments are going to are going to produce. there was a cohort survival method or student migration rate um considered

174as students transition from one grade to the next um from K to first, first to second, second to third that was um taken into account which is pretty standard as well. There are some we notice some limitations in the way some of these factors are calculated which I'll go more into depth along with um with most certainly some strengths as well in in the way other factors will calculate it as well. But if we go to the next slide, just wanted to go over some validity and reasonleness and some key assumptions um in the report and see how valid these assumptions are. Basically, births in the area um there's an assumption that bursts in the area will eventually translate into kindergarteners and that's definitely true. you know, based on um based on the bursts that

175happened from one year to the next could directly translate into kindergarteners. And the report took a look at uh some uh some sort of capture rate to account for that as well, seeing how many how how many what percentage of the bursts translated to kindergarten classes and TK classes um four and five years respectively down the road. The cohort survival or the student migration rate was also taken into account and these do play a role in in growth and decline as students are transitioning or student class cohorts are transitioning from grades to grade. So taking a look at within each school how many students are transitioning from kindergarten to first, first to second, second to third, so on and so forth. Um what's a general trend in in in a lot of districts is larger

176out by bound cla class sizes being replaced by um by smaller class sizes in the earlier grades. So that does play into a factor too and and and that was taken a look at the one thing with the enrollment forecast and I'll get more into enrollment forecast versus resident student population forecasts is that enrollment forecast by schools basically is based on the assumption that district transfer policies and programs will remain the same and these can potentially change. So there is one limitation into strictly basing a forecast based on enrollment is the fact that hey if if c there are certain programmatic changes happening at a school then then the forecast by enrollment could potentially become irrelevant. Um but moving on to this new residential development, you know, it is always assumed that new residential development

177always generates students and and it is true and and as one one of the key points that was mentioned in the report is that you know depending on how much development is generated, it may not always be enough to offset steeper declines caused by other factors. And a lot of this these factors could potentially be lower incoming kindergarten class sizes that translate into lower elementary class sizes over the next consecutive years. So even though you may have a significant or you what you may consider a significant amount of residential development, that may not always translate into growth if there's other factors that are um showing declines or causing declines. Um, one of the one of the key one of the key themes here is the analysis within the feeder districts or the feeder districts analysis

178for some of these factors seem to be lacking a little bit but I'll go more into detail in that in a little bit. Um, if we go to the next slide. So just wanted to mention some limitations um areas for improvements. So the student migration rate. So this is again taking a look at migration that's happening as students are transitioning from grade to grade. So from kindergarten to first, first to second, second to third. Um this was done off of the enrollment. So based on enrollment, so taking a look at enrollment at each school and taking a look at how many kids were enrolled in kindergarten the year prior and then how many kids transition to first grade the following year. So um it's probably it's best to do it based on residence. So mapping

179the student data, taking a look at the neighborhood level, um, and seeing seeing how many kids are actually living and enrolling in each of these schools over the how many as they're transitioning from grade to grade. So basing it off of residents, um that way you're able to clearly distinguish areas where there might there might be a skewed growth or skewed growth that's noticed from as students are transitioning from one grade to the next due to residential development. So if if there's growth that if there's a positive in migration rate, you do want to account for only areas that are well established in terms of residential development, areas that are have been have no new residential development um within the previous five years to see how many students are truly moving in to the existing

180neighborhoods um within the school district. Resident versus enrollment forecast. So ideally we'd like to provide um both resident and enrollment forecasts. So resident forecasts are based on h what the population of students are within each of the attendance areas, elementary, middle, and high school and how many students are due to live within those attendance areas over the next seven years. Um the resident population forecast help you. We consider those um the best forecast for long-term facility planning whether facility expansion is needed or or facility modifications or boundary reasonzoning is needed. Um the resident forecast is what is better suited for that. It's it's involves like taking a look at the neighborhood level and you know making sure that we're keeping neighborhood schools and identifying where the greatest needs are based on where the greatest amount

181of students live. Um enrollment forecast we consider better suited for staffing or shorter staffing needs. So one to two or three year time frame to identify how much what the enrollment could be actual enrollment could be at each school and being able to identify the staffing needs based off of that. Um, one last limitation and and this will directly correlate with what we noticed we between the actual versus forecasted for the elementary district versus the high school district is that um we noticed that there was a lack of analysis if you will for the feeder districts um within the for within the high school district. So the feeder district analysis um basically the feeder district enrollment whether it be whether you're doing enrollment population enrollment forecast or resident student population forecast you always need to

182take a look at feeder district patterns that are occurring and so that includes the cohort survival migration rate that you're taking a look at. In this case, the migration rate was only analyzed as kids transition from six to seven, grades six to seven and 8 to nine. And ideally, you'd want to take a look at the feeder district as well and take a look at the lower grades as well because based on that migration that's happening within the feeder districts, that directly translates into potential high school students um within a few years time frame down the road. So, taking a look at what's actually going on in the feeder districts in terms of in versus out migration is very important. as well as accounting for student generation rates within those feeder districts and being able

183to not only track the residential development but seeing how many students are being generated from the new development that's being built in the feeder district as well. And if we go to the next slide, so just have some strengths and opportunities kind of along the same uh the same themes. One of the strengths is certainly the birth and the analysis that was done for the for the births and and that transitional um or that capture rate that was that was um that was analyzed as well. Very comprehensive SGR study. SGR standing for student generation rates for the within the elementary school district and the high school district. Um we noticed very logical breakdowns of student of unit types um within within the report as well um including affordable housing versus market rate housing units which

184is very important and general affordable units or um are more tend to generate more students than your normal like apartment market rate apartment would. So it's very it's very important to take a look at that and and that was that was most certainly accounted for very thorough research of the planned residential development. Um it based on the report it looks like the local city planning departments were consulted with as well which is very always very important to consult with the city departments and making sure that um there is a comprehensive list of developments that are accounted for within the um whether it be enrollment or residential uh forecast and very comprehensive attendance matrices as well which show the current transfer patterns that that were occurring at the time of the study as well to to

185see what the transfer patterns uh were at the time of resident students that were assigned to a school and versus those that were actually attending their school versus those that were not. Um some opportunities is maybe perhaps mentioning um how specifically like the low and the high projections were were generated or what factors were adjusted for that. Um again just bit uh accounting more for um and analyzing the feeder district enrollment patterns as well um because these could these will translate into high school students down the road within that projection time frame. Um and then there there could be a lot more granular and spatial analysis that could happen. Um, so the lack thereof of spatial and granular level analysis makes it difficult for potential boundary planning in the future. I'm not saying that the

186district would or wouldn't want to do boundary planning, but in case it did, um, doing forecasts based on resident population, based on a more granular level, I think would be, um, a good option. and and yeah, just the feeder pattern analysis is is what was lacking here and and based on our analysis. But if we go on to the next slide and next slide, please um we'll take a look at we took a look at the current uh the forecasted versus actual um enrollment within the SRCS elementary schools and then the high schools as well. And what you see here is for the elementary. And just to let you know that the forecast, the actual enrollment seems to be more in line with the high projection that was generated in that report. And it came

187pretty it came very close at um what you see on the tables are the actual forecasted numbers on the right. um forecasted and versus the actual numbers on the right and then on the left and then on the right you see the percent differences. So, so as I was mentioning the the actuals came the the actual enrollment is more aligned with that high projected forecast that was generated and it came in at 1.1% higher for the fall 2023 year the actuals did and for fall 2024 it came in at 0.06% higher which is pretty close. It's less than 100 students um for the elementary schools based on that high forecast. And if we go to the high schools, so taking a look at the high schools, it the high schools forecasted versus actual didn't do

188as good. Um it does align more to the lower projection that was generated. Um, it came in, the actual enrollment came in at 4.7% lower in fall of 2023 and 6.3% lower in fall of 2024. So, that's where you notice that discrepancy could potentially be due to the lack of analysis at the feeder district level. And and you notice that theme here overall in the elementaryaries it came pretty close um less uh at 1% or less which is which is which is pretty good. It's really good. And so as we move forward to the next slides, just want to show you we we'll be doing um a forecast ourselves. And the general idea will be to do a resident student population forecast by attendance areas and districtwide. So resident student population forecast and an enrollment

189forecast as well. So you'll be able to take a look at the population forecast and within the district boundary and the enrollment forecast by school. Um you'll have two sets of forecast as I mentioned earlier. The resident student population forecast ideally you would use for long-term facility planning. The enrollment forecast you would use more for shorter term um staffing staffing needs within the next two to three years. And so we'll take a um we'll also take a spatial approach and set up all the data for the district, research the development, um analyze different demographic dynamics of the district and within the attendance areas as well. Um research residential development and also we'll be doing a student capture rate analysis which we take population estimates. Um, we collect population estimates within the district boundary and we're

190able to identify how out of those out of the school age population that currently resides in the district, what percent of that population actually attends um, Santa Rosa City Schools. So, that'll that'll be another metric um, that will be uh, very interesting to see and and and for the district to be able to take a look at as well. And if we go to the next slide, this is just um um a flowchart of our methodology. We are taking a look at current and historical student data. So we're going to map the student data and account for the in andout migration patterns from a resident standpoint. So being able to take a look at um different neighborhoods, well established neighborhoods with no residential development built within the previous 5 years to see what the the

191transition or the in and out migration patterns are as kids are transitioning from kindergarten to first, first to second, second to third, so on and so forth. We'll also take a look at um birth factors which again directly translate to kindergarten and transitional kindergarten students and taking a look at the plan residential development and applying um student yield factors to that. So we'll be doing a student yield factors uh study as well. So that's also known as student generation rates. Um, so we'll do a refresh of of the planned residential development research and see if there's been any changes in in um planned residential development in the last couple years as well. And if we go to the next slide, thank you. Next slide, please. So, our analysis is spatial based. We're going to collect,

192we'll collect the Santa Rosa City Schools students, be able to map them. We'll also collect the feeder district um student files as well to be able to map those and analyze demographic trends within um those school districts as well. It's important for us to take a look at that to be because those trends could directly translate into high school students um down the road as well. So, and that plays a factor into the uh high school forecast. And basically what we do is we break down the um as you can see in that in that third square there on the far right is is us breaking down the district boundary both the elementary and high school boundary into neighborhood level polygons we consider study areas. And basically we're taking a look at each of those

193study areas and we essentially create a forecast a resident student population forecast for each of those polygons. So in the case where the district wants to look at boundary reasonzoning um in the future, they would be able to reassign these polygons to different study areas and and that helps account for um a good utilization at each school site and making sure that schools are not going to be over capacity or under capacity as well. And next slide, please. So we'll be taking a look at the at the forecast factors as well and we'll in the next slide um we'll be taking a look at historic and projected births as well um historic birth data and analyzing it to see what the percent change has been um and analyzing the capture rates of birth versus uh

194kindergarten students five years later to help dictate the kindergarten class. What the graphic that you see here is just an example of of what the birth data looks like broken down by zip code. So we'll account for all the zip codes that fall within the district boundary. And next slide please. We'll take a look at the development as I mentioned again um do a build a refresh uh refresh on it and and be able to research that and and contact the local cities and m municipalities to be able to identify the residential development and apply the appropriate generation rates to the those future housing units to account for that um to account for the potential number of potential students that will be generated from those new units. And um we'll also do that within the

195feeder districts as well because that most certainly could affect will affect the enrollment at the um at the Santa Rosa high school district level. And if we go to the next slide, as I mentioned before, we'll take a look at the uh mobility factor or what you consider the in-n-out migration rate as students transition from one grade to the next. Um this data is summarized U at the elementary attendance area level. So within each elementary attendance area geography u each elementary attendance area geography will have um specific mobility factors attributed to it. So as an example here any numbers in red or less than one is basically out migration versus the numbers in green shown in this example is in migration. And what you see in the example for for example within the elementary attendance

196area geography one you see a factor of 0.92 basically indicating that as students transition from kindergarten to first grade there's a loss of about out of every hundred students there's a loss about eight students as as this cohort's transitioning from kindergarten to first. And so we'll be doing that sort of level of analysis from uh within um first grade all the way to 12th grade and be able to identify trends that are happening in andout migration trends that are happening within each of these elementary attendance areas geographies. And if we go to the next slide please and that's it. Um and then I'll open it up for questions that you might have. And I appreciate your your time this this evening. Trusty Medina, thank you. Um, thank you for that in-depth presentation. Um, the first

197question, um, going back to slide four, uh, limitations for areas for improvement. Um, I just want to be clear on this, uh, feeder district analysis for high school district, it says student generation rates in the feeder districts were not accounted for. So, I'm curious, was it accounted for in the high school district, but not in those feeder districts? because my understanding is the high school district encompasses all of those feeder districts. So I'm trying to understand what that means. Yeah. So basically based on the report and this is strictly based on what we've seen in the report is that there was there was a student generation rate applied to the high school uh a high school student generation rate grades 9 through 12 applied to the residential development. However, grades kindergarten to sixth grade weren't

198applied to planned residential development. So, there was no say in how many K6 students were generated from or that residential development would generate within that feeder district. And my second question going to the geocoding um you talked about geocoding our students as well as um students within the feeder districts but um I'm curious about students that live in these areas that are part of our district that are not in the Peter district or currently in our district because they're going to a district that's geographically outside of this area. Do you capture that those students somehow? So the forecast, it is important to state that the forecast themselves, the enrollment and the resident student population forecast will be based on students that actually live and that that live within the district and are enrolled in in

199Santa Rosa City Schools as well. And so to answer your question about students that potentially live there, um basic the capture rate analysis that we'll be doing will at least be able to determine for you based on population estimates um how many students actually live there, school age students, regardless of which district or private school or charter school that they attend, and out of those students, how many are actually attending Santa Rosa City Schools. So that will be accounted for within the capture rate study. Just taking a look at the overall schoolage population estimates within the district and being able to see what percentage of those students are actually attending Santa Rosa City Schools. So that'll be a very telling metric for you guys and very informative as well. Thank you, Trusty Jenkins. Yeah, I

200had two questions. Um, one of them is for read my handwriting forecasted versus actual. I was just curious why the elementary range was TK through 8 and the high was 7 through 12. Um, I'm just curious about why the seven and eight fell in elementary as well. It was um it was due to the there was a school that I think there was a there was a school like the charters maybe. Yeah. There was a school closure that was accounted for Caesar Chavez Chavez. Exactly. Yeah. And so those students um that that was accounting for that and that's what the way the report published in in in 2023 accounted for that basically. Okay, that makes sense. And then my other question was um regarding the birth rate um and assuming that those kids are going

201to be kindergarteners or TKers, how does how do other options So I understand that we have universal TK now which is great. Um however, not everybody will be using that. Uh so how does how does that factor in? Yeah, that's definitely has to do with the with the capture rate, especially at the transitional kindergarten. You have to weigh in the capture rate and also the TK roll out, which in theory, you know, by 2025, there'll be full implementation of capture rate of of TK statewide. So, that's no longer a concern. However, we do need to take a look at the TK capture rate and see what kinds of capture rates have been occurring in in in the recent past to account for that because as you mentioned, you know, not all students or parents choose

202to send their kids to transitional kindergarten. Thank you. And then lastly, just one comment. Um, I know during our consolidation process, a lot of of the information that you presented at the end regarding boundaries and developments and things of that sort, uh, there was a pretty deep dive in that with all of our data, huh? I know. Yeah. No, I know it's a different person, which leads me to say um it'll be interesting to see like how all of that uh compares. Um and hopefully I'm I'm ecstatic to hear that it'll line up perfectly. Uh but it's it'll just be nice to have like two different sources of the same information to see like if there are misses, where they are, where we can improve those things. Um but I'm it's kind of a cool

203thing also. Thank you very much. Well, it is a cool thing. Trusty Kirby. Yes. Um, regarding the uh the the effect of uh planned residential development, we've uh obviously we've had quite a bit of affordable housing uh built in our city and in feeder districts uh recently. Um I thought I heard you say that the obviously that that the affordable housing uh that may not necessarily lead to an increase in number of students. Is that like versus the market rate uh a market rate house is the affordable housing unit typically do they not have as many kids? Why why why the big difference there? So to clarify um when in general terms when looking at trends in especially in urbanized areas in in California affordable housing does tend to generate more kids than normal um

204market rate units. So um when you're looking at affordable housing and it is good that the report made that distinction between the affordable versus market rate because um trends do show that affordable housing does generate more students. Um going back to that original statement um it's basically when you any residential development is going to generate students. Some types of development are going to generate more than others but they are going to generate students. Um the the statement relates to basically sometimes regardless of how much residential developments happens. It will generate students, but it may not be enough to offset the forecasted decline at a district-wide level. when you're taking into consideration other factors like lower incoming kindergarten classes um class sizes or or um out migration rates that are happening in the district as well.

205So there might be other factors that are causing more of a steeper decline um regard even though the residential development is generating students. Okay. Thank you. You're welcome, Trusty Casten. I appreciate this. Um, one of the things that we have kind of discussed is coming back after summer and our current boundaries are changing again next year because of additional closures. And we had discussed uh ch adjustments to the boundaries that we had adopted to account for feeder district uh feeder districts and certain neighborhoods and other things that happened during kind of the uh intensity of our consolidation process. I see in here you got step you got you have steps around analyzing our attendance areas and then forecasting for them. And so I want to make sure that we execute those steps in the proper

206order. uh because if we're going to change the attendance districts, getting a forecast, you know, a couple weeks later for a district that we no longer have would wouldn't help us. But there could be work from this that would help inform the changes we're intending to make. And so it's more of a statement. We can probably talk about in the scope in the committee meeting tomorrow, but making sure that we we don't go through all of this work when we know we're changing the very thing that's being analyzed. So yeah, that's a great point and that's something that we could clarify with with um with the district and COE as well as to what boundaries we want to use in the report um to account for those things that you just stated. Any other board

207member questions? Right. Superintendent in August. So on along those same lines, um I actually have a request from our data guru who is the one who did our boundaries and his um ask is if when we're looking at those the um the geocoding if we can look at we used census blocks as we were creating our new boundaries um for those adjustments so that we could try to track that more accurately um that would be super helpful. So I can certainly um write a contact for that if that would be helpful. And then I can you know one of the things that I want to talk about is the um a lack of um access to information that they would have had for the secondary district in May of 2023. That would have been before

208we saw the impact of our March 1st event. And so that was something that could not have been predicted in that study at the time. So I can certainly see where our elementary is really close in the projections and we have that that definite um decline um or separation from of the projected from the actuals in our secondary district. So outside factors that would not have been able to be predict predicted that we would have um obviously seen a smaller generation rate. Yeah. And that's very valid. That's what's important to regularly update the forecast because trends trends could change from from year to year and it's important to capture the latest and greatest trends. Trusty Casten. Yeah. I didn't realize Emanuel hadn't already been in contact. So, we should definitely make sure that conversation happens.

209And then I'd also want to make sure any uh data that comes out of this study is compatible and usable for us in our boundary explorer and our other custom data programs so that we can actually manipulate and you know use it when we're making decisions um similar to that cuz those tools are also made available to the public when we're soliciting input and so anything we get back in I'd want to make sure we can get the overlays in there and and all of that is uh works with him. So, I didn't realize he hadn't been involved yet. So, I' I'd hope that meeting can happen as soon as possible. Any other discussion? All right. Well, thank you so much, Disco and MGT. Um, this is just a discussion item. No action needed. Do

210we need a five minute break? All right. Five minute break. All right, moving on to H 10. Um, this is another discussion item about our transition program. Uh, do we have John Fischer on Zoom? Good evening trustees. Um I'm going to share my presentation. Um this is going to be a brief overview of our uh transition program. Um 18 to 22 year old. Let's get this going. So, our transition program uh serves students 18 to 22. Um, special education services are owed to students up to age 22 unless they have graduated with a diploma. Um, and most typically students in our transition program uh articulate from our extensive support needs program. Our programs uh for this coming year is located completely at Ridgeway High School and it's uh includes students with a certificate of completion

211or in the new alternative diploma which EDC code specifically allows for those students who receive this alternative diploma to be educated and served up to age 22. Um it is designed to teach foundational skills, self- advocacy, independent living, um employment skills, etc. to promote the students transitioning into uh adulthood. So their peer group and the group that we really want the students to work with is is other adults so that they can learn the skills to be independent and successful in their lives after age 22. Lots of uh learning occurs in the community u in this population. Uh vocational skills in local businesses paid and or volunteer. Uh the paid wages are covered by a couple of different grants. The workability grant and then through uh SCO the transition partnership program grant. Um and students

212can potentially work up to 20 hours a week. Again, depending on the students skill level and needs and so forth, they may be placed in in different jobs. Another important point is the students are transported to those jobs and when possible um those students along with a PAR educator are using public transportation. So, they learn how to use the public transportation system. Um volunteer sites include within Santa Rosa City Schools. It wasn't mentioned here, but CNS is one of them, but also Leela, our preschool program. And then, uh, farmers market, children's uh, museum, etc. And, uh, employers include, as we see here, Oliver's, Franco, American, uh, bakery, Roundt, Pizza, uh, etc., etc. There are some students who spend most of their days out in the community, and then we have classes with higher need students

213who spend very little time in the the the community. So students are able to participate in in the community uh for as much time as they are able to. Our program as of next year is basically full six classes. I see we have um 73 students um uh in the program currently. And that's my very brief overview of our transition program. Thank you, John. Any questions for him? Trusty Casten. Thank you. Director Fischer, can you describe the um the classroom time, the life skills, the what the experiences are that are being taught um when they're out on our campus? Sure. Um these can include things such as um community awareness. It can include things such as uh being safe in the community, uh establishing uh proper relationships with others, boundaries, um etc. uh basically uh

214independent living skills uh what they need to know to uh know about transportation um to know what community resources they that they can access um etc. In connection with that, the the students that are in these programs and learning these life skills, um, what is the way that they're able to how how do we facilitate the transition of them learning these life skills as adult learners uh with their disabilities and then, you know, practically being able to implement them when they exit our program to be able to live more independently. And to a large to a large degree that is the community experiences and the students as they age through this program they will spend more and more time in the community uh most typically and they're able to generalize and use those skills that

215they've learned um in the community going forward. And can you kind of articulate the uh the needs of students with these disabilities and learning their the life skills like the um I guess the level of disability and why the needs are there. Sure. And uh again most of these students come out of the um extensive support needs program. So there may be students who have challenges in communication or um recognition of safety issues or danger or uh may have difficulty in sort of reading skills and so forth. Uh may have difficulty in building positive relationships uh with with other individuals and appropriate adult relationships. Um again these tend to be our highest need students. Uh in our program that require very explicit uh essentially independent living skills uh training and educational support to be successful.

216Thank you. Trustee Delator, did you have your hand up? I did. Thank you, President McN. Um, Director Fischer, is there anything you would like the board to keep their eye on or be aware of uh to continue to help advocate um for this program and your other programs? Um, sure. I think the most important thing is keeping we have a lot of great relationships with uh community organizations and community employers um in in the greater Santa Rosa in the greater Sonoma County uh area. And uh our program is always looking to uh potentially expand into uh new and other employment and volunteer opportunities. Um and because the community experiences are really the key point to to this program. So I think that's the the important thing to support that we're able to continue those community

217relationships which we have built so positively over the last several years. Thank you. Trusty Kirby, you mentioned uh a couple of grants uh that were um helping to fund this program. Are are those grants fully funding it or how is the uh can you just describe the funding for this program? Sure. So um the workability and transition partnership program that funds the wages for the students uh that are being employed um in uh businesses and and other organization. It also funds some of the administrative costs as well. It doesn't fund uh for example the salaries of teachers and and so forth in the program but it it funds the employment piece of it. Okay. And uh thanks for that. And could you hopefully briefly just touch on uh so you know AB 438 recently well

218was passed and goes into effect on the 1 of July. Um have we done everything to implement the required changes in that? Yeah. And so, uh, AB438, um, what it requires is that IEP teams consider whether a transition plan would be appropriate for a student before they enter enter 9th grade. It's not a mandate that they do that, but um whether the if the IEP team feels that it's appropriate for a student to have a transition plan, I would say we are in process of uh training and educating our IEP teams in those 8th grade meetings um to uh ask those questions. And I would I would say it's somewhat inconsistent uh in terms of um whether those conversations about whether a transition plan is appropriate before going into high school um have been fully

219discussed at IEP meetings. So I would say it's it's in process in terms of implementing that. Okay. Thank you. That's all I got. Any other questions or discussion? Thank you so much, John. Thank you. All right. Um, before we go on, can we get a motion to extend the meeting? I move to extend to 10:45. Is there a second? move to extend to 11:45. I could do 11. Move to extend to 11:30. Second. All those in favor? I I opposed. I don't know what to say. No. I me. Okay. meeting extended until 11:30. Doesn't mean we have to be here to 11:30 people. It's just extended to it. So, let's get through it. All right. We are on H11. Um discussion, action, approval of the design build contract for the district office and education center.

220Um, for our speaker, we have Superintendent August, Eric Odin, and I don't want to mispronounce this person's last name, Kathy something. And we do have one public comment on this item. So, let's hear the presentation, um, questions, comment, and then discussion. Thank you, U, President McN, and members of the board. I'm going to actually go ahead and turn it over to our team um for the presentation. introduce the uh team I have up here with me. Some of you know uh Kathy Gotfred. She works uh with us in San Ros Schools and the facilities department as a a project manager. Uh also is my trusted team with uh Van Pill Construction Services who helps with bond program management as well as some CM services. Uh Mr. Brian Cameron right here is our uh program manager.

221Ray Green next to him is a construction manager. Felicia SA is the um assistant program manager. And sitting back there in the back without a chair is Kelly Jurgensson. She's the president of Vampel. So thanks for uh President McNintendent August and the board for having us tonight. uh we come about a discussion action item for the uh district office and education center. So how did we get here? Um actually this is a quite a road with the district office. It's quite an old facility as some of you may have remembered what it looked like back in the day. Um it was actually on the 2016 facilities master plan back from measures INL. um I believe at a cost Felicia of $30 million back then uh for a two-story building um and rehab of the uh

222front building. Um of course that we didn't have enough money in measures INL, so it it got uh pushed as as did plenty of other projects that were in that master plan. Um we did develop with the measure with the passing of measures CNG um the new master plan that was approved back in 2023. Um and on that we of course updated all school sites as well as the the district office and at that time um it we had quite a robust district office ed complex that was over $90 million identified in that master plan and implementation plan. Uh as we uh moved forward through the process, we um had closed the old district office and moved to a temporary location at Stony Point and we started down the road of the master plan for

223the district office complex which was to um start the design bill process. We took these steps throughout the process to the board for approval to get to where we are today which is um the proposal by the pre preferred um awardee for the design build entity of the district office complex. Um along the way we did uh in the middle of all this the school consolidation committee uh came about. Um so that kind of you know had a couple of changes and some discussions were had um amongst district district staff and district office uh folks as well as folks in the community about what else could be done with the district office now that we are making some adjustments. So today we'll we'll talk about some of that um and present that so that that

224we can give you a clearer picture. Um so what what what have we heard? Why not repurpose a closed school site for the district office and ed center? Um some of the factors to consider here, uh the district office and ed complex is very large. Um over 96,000 square ft when you account all parts of the the complex. Um as well as a lot of parking. uh that doesn't factor in any of the parking spaces that are needed for theund more than 150 employees at the district office as well as all the visitors um and trainings that are held there that come the cars that come we have over 260 cars that come into the district office. So uh that takes quite a lot of space. Um at the district office complex is the um

225M facility which is quite a those guys start early. I know they work with me. Um at 6:00 a.m. um M cannot quite be located at say one of our neighborhood schools is the neighbors don't like that kind of noise at 6:00 a.m. 6:30 in the morning uh with our guys getting ready with their mowers and their trucks and all the things that go out to all the sites. Um phase one of the master plan had the warehouse for the district office being relocated to the back and that project actually is going to be complete next month and opened uh for warehouse duplicating it in the data center. Um so that is at 211 Ridgeway. Uh the other thing that is kind of attached to the Ridgeway School, as you just heard um in the

226presentation from John Fiser, is the 18 to 22 adult transition program, which uses Ridgeway High School. Um so those services kind of need to stay at 211 Ridgeway. It can't be broken off necessarily to a school site for use. So that does leave uh what was part of the original master plan which was the basically the administration building and the early childhood education center which as we did close schools um as part of this consolidation process it was identified that the ECE being a school it was a great use of an empty site to relocate the ECE portion of this project to an empty site and BL was chosen for that. So we can go through some of the options. Option A is what was in the master plan which is what is brought forth

227today um for a discussion and approval which was to build the new district office at Ed Center at 211 Ridgeway. Cool. So um about a year ago we embarked on the design build process. Um in a nutshell it's when a architect and contractor partner together. Um, we built some criteria documents and did the request for qualifications and then the request for proposals um and selected our contractor for a stipulated sum, which means it's a fixed price for uh the rendering we're showing you right there. Um, we added some allowances and contingencies to that cost to make sure uh we don't come back to the board with any change orders as well as including solar arrays uh to to make sure the building is net zero energy uh which will help reduce uh costs on the

228general fund. Um so you can see the table here has a breakout of the square footages per department um as well as the cost per square foot. Um so as we u been developing our projects we we had our implementation plan approved uh December of 2023. Um, we have been delivering on the projects you see here. District flag roofing, new TK's, security, uh, interior mods, new furniture, exterior paint, our new twostory buildings, um, gym expansions and our 7 through 12s, uh, needs for capacity. Um, we've been factoring that into our implementation plan as long as well as budgeting for, uh, the district office. Um, so as we update our FMP and implementation plan in the fall, we're going to keep that in mind and make sure we can deliver on our district-wide initiatives. Uh, so

229some factors to consider with the new construction. Uh, this will provide you with a 50 to 100year facility uh, with proper maintenance. Um, you'll have optimal spaces for staff and students and families. Uh this will obviously be the lowest uh maintenance cost with the new construction. Uh you'll have improved efficiencies with uh potential for net zero carbon footprint um along with um better like window systems, insulation to keep all your HVAC more efficient. Um it's also the best access for the community. On the next slide, we'll show how 211 Ridgeway is central to Santa Rosa. Um, and right now this is the lowest project cost. Um, one thing we're also looking at is applying for state matching funds through our school facilities program um, for the 18 through uh, 22 adult transition program. Um, another

230factor we're looking at is no repayment of the lease at Stony Point back into the general fund. Um, if you don't have a project, it's going to be hard to to army to use that as a temporary facilities. Um, and we also have the board room uh with the project uh which will make a great indoor and outdoor spaces for the district um and a community gatherings and a much nicer boardroom. Um, so here's a map I discussed with the central location um, Bridgeway to the district. All right. And moving into option B, which is to repurpose a closed school site. Given the square footages that we gave you guys, we and our boundaries um chose to consider a couple of schools that you'll see on the next slide. But first, we wanted to talk

231about some factors for consideration. Um, a heavy modernization, although you're taking an existing structure, can actually end up costing from 850 to 1,160 dollars per square foot. And there there are a few things that kind of play into that. A big part of it has to do with the division of state architect and their requirements for school related facilities, educational related facilities. Um there is uh a well-known regulation called EB4 which is triggered when your site improvements exceed 50% of the cost of new construction. So once you hit over that 50% mark, there's quite a few things that the state requires us to do that drive up the cost of construction substantially. Some of those components are here on the right hand side, heavy modernization. Um, and I'd like to turn it over actually to

232our director of project management to talk more about those components and how they come into play. Thank you. So, IB4 uh stands for interpretation and regulations. That's established by DSA um, Department of State Architects who has authority over our work. And what EB4 says, it's uh rehabilitation required by cost. So if the modernization that you're performing on a building reaches 50% of the replacement cost of what what it would cost to actually build a new building instead, it triggers um mandatory structural upgrades to the current code cycle. So that gets extremely cost prohibitive um when you're trying to bring a 20 to 30 year old building up to the well what would be the 2024 code cycle. Um and it's it's specifically for structural. Um they require that uh structural upgrade once you get to

233that 50% replacement cost value. Where we usually run into issues is that replacement cost value is established in the IR. Um, I think it's off the top of my head, I think it's four uh $477 a square foot. Um, we haven't been able to build schools for $477 a square foot for a very, very long time. Um, so 90,000t building, 45 million is your replacement cost. Once I get to $22.5 million in in modernization, I trigger EB4 and then my cost just balloon. Um, and it's it's not just for this discussion that we keep EB4 uh in our minds. It's every project that we do. So, it applies to every school project um across the state of California. There are other means of justifying your school costs, but they're not guaranteed. So, you can go

234to you can go to DSA and try and argue your case that, hey, we can't build for 477 a square foot. Um, it's not guaranteed to pass. Thank you. All right. And moving on to cost analysis. So we wanted to kind of provide some context as to before as we get into these cost analyses because at face value um they seem it seems high when you think about an existing structure. But when you have those constraints against you, it really drives our costs for modernization up to what it is. Um, so we've included M and ATP at the same cost because as Eric explained earlier, they'll need to stay at 211 Ridgeway. We can't pull them out. And then we isolated the administration building and equated it to the square footages at the existing campuses

235at Hillard Comtock and at Steel Lane. Um when we look at the square footages of those campuses, these are just building square footages, not including um you know redoing the parking lot and in ancillary site improvements. This is just the building. We have 95,000 square ft at Hillard Commtock to to account for roughly. If we look at $1,000 for modernization, um that gives us a total of $95 million to modernize that building. Uh this is this is including um if we were to try and and make it net zero energy. So again we could relieve the general fund but accounts for that as well but still that's quite a lot higher than than what option A was outlined as. Um, we looked at Steel Lane, which is also slightly smaller. And again, this the size

236of that site and and the square footage of that building is more comparable for our administration needs. Um, again, it brought us up to about $63 million. So option C to repurpose a closed school site into an administration building with no modernization, just moving staff straight into a school site. The factors for consideration on that would be that the rental costs that we've had and continue to incur at the Stony Point complex would no longer be able to be considered costs for interim housing and be paid from the bond funds and they would need to be paid through the general fund instead. We also would see our district departments physically split into two separate locations which causes some inefficiencies. The potential loss of a sale price on each of the properties that remain vacant. Um

237these are approximate amounts based on sales of properties in some neighboring districts. It doesn't happen that often, so we don't have a lot of really good data on it, but that was just an approximation. If we move into an older site, it obviously is going to require a lot more from our maintenance and operations teams to maintain that site for district staff to use. Eventually, they will need modernization work. They are less energy efficient. And without that heavy modernization and changes to the layout, the school the school sites are much less efficient for the staff to serve our community and all of our other school sites. So the space optimization obviously we're talking about different square footages and different layouts. So we could see underutilized and inefficient use of space at each of the sites.

238We definitely would have reduced day-to-day collaboration between departments that work at the district office. Um there's a loss of informal communication and when you do your walk-in problem solving run into somebody, hey um our efficiency and workflows would be slowed down because of that physical separation. There has definitely been some fragmented culture um that we would see across the departments. We would continue to see that fewer shared districtwide events and team bonding. And it can be really inconvenient for staff or visitors that come to visit the DO and need to visit multiple departments and they're going to have to be traveling around a location or multiple locations. Definitely more complex IT infrastructure and support needs and we would have increased operating costs at an existing school site versus a new building. So, so understanding the

239um impact of the district office in our community, um a lot of people don't really quite know what the district office does. I mean, it's just this office building downtown with uh you know, people in it that you what what does that include? Um we actually include quite a lot of departments and a lot of things that are legally required, you know, from CDE. um such as you know obviously ed services but that includes multilingual services state and federal special education business services wellness and engagement maintenance operations HR data assessment fiscal superintendent board and we didn't even put CNS on here but they are a valued part of the the um district office complex a lot of what's done at the district office is compliance we we do a lot of compliance uh with the

240state and what we do every day. And I know that I don't know everything that all the other departments do, but I know that's all I hear about is the amount of compliance they have to deal with on a day-to-day basis. Here are just some examples of those. A very, very small example of those. Um, and why does this matter? You know, the district office serves everyone in the district, all of the employees and all of the students and all of the families. We don't just serve one school, we serve them all. Um we are the fifth largest employer in the city. All these all the data you see here we pulled from 2024 as that was the last uh bit of data we had exact as we made this uh slideshow. So I know

241there are some changes here but not by dramatic differences. Um and also why it matters is you know what what's been spent on the district office historically. Um, we can pull data back in our escape uh software system back since 2005. Um, and that graph you see on the left is um we dug for money that was really from the move of the district office to Stony Point because really nothing was spent on the district office at all. So, um, the the slide on the left shows just the district office portion itself, uh, not all the other rest of the complex because we know the district office itself is kind of the more politically sensitive piece of this ginormous puzzle. Um, and just to kind of show um the bond dollars going back from 2005

242to through measure CNG and including the identified $140 million King Consulting has worked with us to identify through OPSC state matching funds um to get us throughout the next decade uh to show that, you know, it's almost a billion dollars and the bulk of it does go to school sites, which it which it should, but um historically, as you can see here, the district office really has never been dealt with in any meaningful fashion. And and eventually, you kind of run out of time and road. And I think we're lucky enough to have the bond dollars and the the time and and the matching funds to to to get this project to you today. So, we will turn it over to the board for any questions or discussion. Trusty Delator, thank you very much for

243the presentation. Um, we looked at quite a dramatically different number last year when this presented as a projected number um, compared to what the number presented today is um, for the construction of the district office. Is that due to no longer having a consideration of the ECE need with the build or are there other factors? Yeah. You are you speaking to the original more than $90 million? That was like $100 million what we talking about last year and now we're talking about 56. That's part of that is the the ECE. That's that's a smaller portion. But also we worked hard to to work to refine this down knowing that you know we don't you shouldn't want to throw $100 million at this project. That's that was a an idea. But as we refine this down,

244we really try to, you know, really maximize what we what is needed at the district office to to operate efficiently. And where exactly are we going to find 266 parking spots? They're they're there. Uh well, their idea was the good thing phase one moved the warehouse to the back of the property, which was vacant by the JC in the back. So that creates more room and that room is direly needed. And does any of that parking take away from Ridgeway or Santa Rosa's footprint? No, it does not. It's just district office uh 211 district office property. And just historically, unfortunately, this is a situation that we are dealt with when you continue to kick the preferable can down the road. Um, this discussion was had in the 80s, the '9s, the 2000s, the 2010s, and

245each decade the cost was significantly less at those times, but the funding wasn't there. Um, I hate to continue to delay this discussion um, with an opportunity to build something lasting and permanent for the district and continue to try and kick the can down the road. and we found out we have to spend 200 million to get the same proposal which ultimately is what's happening. So, you know, remind everybody historically this is not a new problem. This is something that has been needed for quite some time. Yeah. Cost construction cost escalates 5 to 10% per year, you know, so the longer you wait, the the more costly it could become. Questions, Trusty Medina. Thank you. First off, thank you for the presentation. My question is around assuming that this was approved today um anticipated project

246completion and its alignment with our current lease at the district office. How do those two go together? Yeah, part the team that we had chose has uh if it was approved in the July and their schedule could could make our timeline of when our lease is is up in 2027, which is also important because it doesn't continually to add to our rental costs. Trusty Jenkins, it's a strictly a logistics question and it doesn't seem like anyone else is has this. So, I just wanted to make sure since we have a lot of the same people from the citizens oversight committee up here, there's no conflict like a conflict of interest or something. Yeah, it's just just double checking. So, they're not from the citizens oversight committee. There are support staff. Thank you. Okay. Sorry about

247that. Yeah, I would love to know all of you personally, but I just don't. So, nice to see you twice in one night. Trusty Kirby. Um, couple quick questions. So, the new site, this new plan, it in still includes a school campus within the footprint of the building. Correct. Correct. For the uh adult transition program. Correct. So, what are the financial advantages of of having a campus on a within our district offices? There uh like repayments, rebates. There's matching state funding we get for that which helps offset this total cost um you know up about about how much does that help offset? You want to help offset that number? I don't know off the top of my head, but we're using um the capacity from adult transition to apply for that funding. So I can

248get you that number. I just have to get with our funding consultant. Okay, that that's great to hear that we'll be getting some kind of a discount because of that or correct. Yes. Um, so on option the option B that was presented with a redo of comp stock or steel lane, those those options don't include a boardroom, right? It would Well, they would it would be like modernizing the multi-purpose room to a boardroom or the gym comtock to a boardroom or something. So, so, so you wouldn't have a whole lot of room and spec, you know, it'd be taking an existing space and turning it into one. Yeah. Okay. Um, with the new build, uh, looking at the large boardroom, which looked really nice, and we would no longer have to use and pay for

249this place. Um, it I just it's just are there is it there are dividers in that room? I can't tell if there there is the boardroom actually gets can be divided up to a training center which is sorely needed. Um at the district I mean at the rental uh in Stony Point we have that one little training center and it is constantly full of training. It's constantly full of training and cars that come to park and and we ran out of parking at that um lease site. Um so yeah, the great thing about that boardroom is for large board meetings it opens up. There's doors that open to spill out space to the exterior. So, if you have a really large meeting, you can actually overflow into the exterior um as well as be cut

250up into smaller sections for for um mediumsiz meetings or trainings. Okay, great. Thanks, Trusty Medina. Thank you. Um yeah, I I think that in part answers one of my questions. I was like, why is it just chairs in the boardroom versus like something like this? Um but um I was going to ask oh man above the boardroom like in the second floor I didn't like see anything. Is it just higher ceiling or why is there nothing above? Yeah the boardroom is just built as a as a as a high ceiling kind of kind of like this a little bit different design but but yeah I think it's for acoustics and other things. I mean, maybe Ray could speak to that. Why the design of the boardroom is a single story tall versus having a floor

251above it. I'm sorry. I I have trouble hearing. I missed a question. What's the height of the board boardroom ceiling? Well, why is it not twotory there? Um because the height of that of that that room uh basically would make the second floor that much higher as well and it wouldn't communicate with the rest of the building. Okay. And the other question in terms of these this cost is the cost of like furnishing it all included or is that going to be a separate leader cost? No, furnishings are separate. I wrote in the board cover that um there are some extra costs such as uh inspectors uh some CM fees, furniture, uh some special inspections that were required on every single project. So uh this is not part of the construction costs. So, we will

252bring those back at a later time uh to the board for their approval as well. Thank you. Just ju just one point on the on the furniture. Uh we we pulled that out of the construction cost because if you run it through the construction cost, the contractor marks that up. If the district purchases it directly, there's no markup. Casten, can you just briefly review the amount that's in here for contingency and kind of our track record of using or not using contingency on projects like this. Ray, do you want to comment on the contingency amount that's in there? Yeah, so there's there's uh in a design build or lease lease back um uh contract format. We the contractor themselves typically have some contingency. The contractor has about 4% contingency. Um the district has about 4%

253contingency. Um as Brian had said, this is a fixed price. So, um, with a design build delivery method, the district's risk really reduces once you're out of the ground. So, your risk is everything that you can't see. And on a design build, it's just in the ground. Once we're out of the ground, our risk reduces greatly to where um, if we were to modernize an existing facility, I would want somewhere between 10 and 15% um, in contingency. On a design, build delivery, that that gets greatly reduced. And the track record we've seen recently with design build is that the contingencies are not fully utilized. So we typically come in under the budget we're looking at. Correct. We typically return the contingencies back to the bond at the end of the project. Yeah. Um there's a

254couple unforeseen that we do have when we open up walls or dig as as Ray said, we go digging and you run into something that you don't know is there. We have some some monies for that. But for the most part, we returned most of the contingency back to the bond program. And we already know that there's adobe and that there's a water table and we're not going to be going down. So, yeah, we've done some initial research out there to help try to lower our risk. Um, so that's a good good thing. Thank you. Any other board questions before I take public comment? All right. I have one blue card from Mary Leman. You will have three minutes. Hi, I'm speaking from um I'm a technology assistant, one of eight technology assistants at the

255district office, the old district office. We are still housed there because the data center still resides there. Um have you been over to see the district office lately next to Ridgeway High School? Uh, it has a rent of fence around it because it started to become a homeless camp. It is now an embarrassment to the neighborhood and our community. Who will benefit? Over 200 classified employees work out of the district office, including child nutrition services. 28 letters which were sent to Lisa and the board today uh that you should have received tonight supporting this in Spanish and in English. Then also we have maintenance and operations. Eric's told you most of this already so I may be reviewing a lot of things. Um the warehouse drivers duplicating and technology were still located there. Um and

256then all of the office workers and administrators at that are now housed at Stony Point. Um what students will be benefited? Well, we have like 73 of the 18 to 22 year olds that John Fischer just talked about. Um they have um seven or eight classrooms right now uh at Ridgeway with teachers and about three or four instructional assistants. Um it would be an improvement for these students because they're now housed in old portables around Ridgeway. Um, don't let what happened to Montgomery High School, the two-story building that was postponed and postponed and the cost went up. Um, how it will benefit the school board. Uh, we'll re rebuild the district office. We won't have to use the city hall for board meetings. Um, and we won't have to set up the Santa Rosa High

257School South gym again if you can't book the city hall. Um the benefits to the teachers, the teachers will be able to t attend their many trainings throughout the year. They won't have to drive to SCO or be um have to wait for the training room. Anyway, that's what I have to say. Thank you very much. Thank you. Not my CSCA president. Okay. Okay. Discussion. Trusty Medina. I'd like to move to approve option A of the design build contract for the district office and education center. Second. Any further discussion? Yes, Trusty Jenkins. My one thing is that I'm we'll get to the vote in a minute. However, the my one thing is just a bit of appreciation for pointing out this thing at the very beginning called the implementation plan just because like my big

258thing as a parent in this community is that we cannot it can't just be the district office rebuild, right? Like I fully understand why things have been delayed with our big um facilities master plan. we have just been hit with thing after thing after thing. I totally understand that. Um I just want to just continue saying we have to just keep this work going at the schools because it has to be as good for the students as it is for the staff. I'm really excited about this. I totally see all of the um I agree with everything. Uh I just really want to make sure our kids are taken care of at the sites as well. All right, that was moved by Trustee Medina, seconded by Trusty Deator. Roll call vote. Trusty Medina. Trusty Deator.

259I. Trusty Jenkins. I. Trusty Kirby. I. Trusty Casten. I. President Mcnal. I. Motion passes. Thank you. Thank you everyone. All right. We will move on to H12 approval of the CSEAU. Dr. Vicky Zans. Thank you. Um, Superintendent August, President McN, members of the board, um, I am really happy actually to be here tonight to ask for your approval of theou between CSEA and SRCS to restructure the classified salary schedule in order to attract and retain uh, more classified employees. Theou that we agreed on um hot off the presses today is to increase the range of behavior assistance from 20 to 24. Special education assistance for extensive support needs from 18 to 21. Special education assistant DHH from range 17 to 20. and special education assistant from range 15 to range 18 and that will make

260us more in line with what is being paid by surrounding districts as well as by SCO. Additionally, we agreed that um any new employees classified for all of the different classifications would start at step two rather than starting at step one. So that will automatically increase the starting salaries for any new employees as well as increasing or giving the ability to any um special education assistants that work at least six hours a day to be eligible for a 100% contribution from the district. 100% of the contribution that we would give for a full-time employee to um part-time employees that work six hours or more in those four special education classifications. Trusty Medina, I'd like to move to approve the DSCA chapter 75 2425 number 11U updated CSA 75 salary schedule the range changes for the

261selected special ed positions. Second. Any further discussion? All right. Moved by Trusty Medina, seconded by Trusty Deator. Roll call vote. Trusty Medina. I. Trusty Deator. I. Trusty Jenkins. I. Trusty Kirby. I. Trusty Casten. Hi. President McN. Motion passes. Next we have recommendation regarding assistant superintendent of educational services salary and fringe benefits. Superintendent August tell us about this. I would like to recommend to the board that we extend a another year. So add um renew the contract for assistant superintendent of educational services uh Rodri Dr. Rodrik Castro. Um, as whenever we are um approving or presenting the employment contracts for anyone with a title superintendent, we are required to provide an oral reading of the terms. I'm going to go ahead and do that real quick. Uh, so the main terms are that this is the

262assistant superintendent's contract for the 2526 fiscal year. The salary listed is 192,4463. The 2526 work year shall be 225 days. The contract provides the assisted superintendent with the same access to health, dental, and vision benefits as other management employees. And the contract provides for $3,600 as annual reimbursements for automobile related expenses within the district. I do want to point out that there are no changes from last year to this year, including in the current salary. President Medina. Thank you. I'd like to move to approve the recommendation regarding the assistant superintendent of educational services salary infringement benefits as presented. Second. Roll call vote. Trusty Medina. Hi. Trusty Dator. Hi. Trusty Jenkins. Hi. Trusty Kirby I. Trusty Medina. Uh, Trusty Casten. I, President McN. Motion passes. And tell us about the next one. Thank you. I I'm

263also pleased to present this evening the um for consideration. I recommend approval of the employment contract for Dr. Vicky Sans, assistant superintendent of human resources. And again, I'll read the um terms of the agreement. So her the assistant superintendent's contract would be for salary for 2526 fiscal year 192,4463. The 2526 work year for the assistant superintendent shall be 225 days. The contract provides the assistant superintendent with the same access to health, dental, and vision benefits as other management employees. And the contract provides for $3,600 as annual reimbursement for um indistrict automobile related expenses. Again, um no change from last year's um terms. Medina move to approve the recommendation regarding the assistant superintendent of human resources salary infringe benefits as presented. Second. Uh Trusty Jenkins, I just have a comment. um before voting for both of

264you that I really appreciate all that you guys have done this year. It's been so much extra I'm sure than a typical year and so I just want to make sure that that is very clear. I appreciate you both so much and I wish that we could give you a raise but we are in the situation that we're in. Thank you for the opportunity. All right, that was moved by Trusty Medina, seconded by Trusty Deator. Roll call vote. Trusty Medina. Trusty Dator Tory. Hi. Trusty Jenkins. Hi. Trusty Kirby. Hi. Trusty Casten. Hi. President Mcnal. I. Motion passes. And tell us about yourself. Well, so this one is actually not for me. This is for my um for the interim. Ah. So it does affect me substantially in that it does take the CBO um much

265of the CBO work off of off of my plate. And so there is actually a change that was requested um by the by the um by LSE Kazeris. Um just to to share really quick, I want to make sure that it goes onto the record that one of the reasons that we wanted to move forward with LSE as the interim CBO is that she's familiar with our district. She's worked here in this position before as interim um as interim CBO um actually between Rick Edson and myself and I believe one other time as well. She's familiar with our systems, with our she's already knows our staff um and is familiar with our our budget and the issues that have been ongoing. So, just um she's incredibly experienced. We're very fortunate to have her join us

266in this interim role. Um she is only able to serve in a 50% capacity and so we would recommend doing that. The one um request that she had is to change um to not have the um automobile reimbursement the um as a stipend and to ask that it be actually included in her salary instead. And that's um related to she's you know wanting to make sure that she does have pers and with a limited um limited salary based on a 50% capacity that that was her request and so it it doesn't change the the cost aside from the statutory benefits on that $3,600. It does now apply. Um so I would can read the um I mean the difference is now the um the annual salary would be $114,6 yeah $655,000 as a 50% position.

267Um the annual work year would be 112.5 days excluding holidays. The contract provides with the same access to health, dental, vision, and other fringe benefits as other management employees at a pro-rated rate. Um, and then removing the annual reimbursement for auto related expenses in district. Trusty Medina. So, just for clarification, the original CBO um pay was at 220 to 110 for 100%. Okay. Question. Trusty Jenkins. Um my question was because it's 0.5 but the days are are do they have to be full days or can she work just 50%. Yeah it's a 50% total so the equivalent. Great. Thank you. Trusty Medina move to approve the recommendation regarding the interimm associate superintendent of business services salary and fringe benefits as presented. A second. Moved by Trusty Medina, seconded by Trusty Jenkins. Roll call vote. Trusty

268Medina. I. Trusty Jenkins. I. Trusty Kirby. I. Trusty Dator Tory. Hi. Trusty Cast. I. President McN. Motion passes. Thank you. Right. We have a PIP. Dr. Zans. So, um, as you recall last month, I brought forward the, um, the need for qualified teachers and what areas we would need, um, to possibly hire interns or provisional permitted teachers. And one of the biggest areas where we have a need is in special education. So, I am requesting the approval of the provisional intern permit for Nichollet Elliot to be a mod severe um teacher at Hidden Valley Elementary for this upcoming school year. Any questions? A motion. I'll move to approve the provisional internship permit application for Nichollet and Elliot. Second. Moved by Trusty Casten, seconded by Trusty Medina. Roll call vote. Trusty Casten. I. Trusty Medina. I.

269Trusty Jenkins. I. Trusty Kirby. I. Trusty Deator. I. President McN. I. Motion passes. All right. Moving on to first read and possible waiver of second read of board bylaw 9250. Superintendent August, you want to tell us about this? Oh, in our bylaws it does state that we will revisit board compensation and since we no longer have a July meeting that this was updated a couple of years ago that it comes to the board in June for you to consider um whether you would increase by 5% your monthly stipend. And if I may, I could add that um when this was originally presented, um there was uh basically looking at the data that this district had not law allows you to only update up to 5% once a year. Um for I I was only able

270to find it back as late as 1998, but the district had not updated until we started in 2019. If we had been updating, um, it'd be at about 1422. Well, with this month, it'd be 1493. Um, so the idea is identifying value in the work that board does by providing a statement for those that choose to take it. Any board that board member that doesn't want to take it can always choose to decline or donate their amount. So, I'll move to um approve and wave the second read of uh board bylaw 9250 as presented. Second, there any further discussion? Trusty Jenkins. I'm really conflicted by this one to be perfectly honest. Um, and it I understand that it's such a small amount and I understand where we're at and I understand that I can decline.

271Um, I also understand how much work goes into being a trustee. Uh, and the hours and hours. Um, so I just wanted to make that comment before we vote. Trusty Medina. Yeah, I think um like I said, you know, we're making up for a lot of time that this wasn't acted upon. Um and you only are able to do this once a year. So, it's an odd act. I think you lose that opportunity. You can't bring it back. Um I am optimistic about legislation currently that's been approved in the assembly. It's currently in the Senate, AB390. You'll you could look at that further, but basically it's proposing to change the amount to 2,000 for a district our size. So, that'd be cool to look at. Yeah, I'll just say that, you know, to me, this

272is not about giving myself or any of us a raise. It's about keeping keeping up and keeping this I mean, it's not even competitive at all. But like we need people to want to do this job and we need it to be more equitable in in who can do this job. Um, so I think it's important that we that it is paid Trusty Kirby, I just say that I it's probably a big reason that we're only getting one person at a time wanting to do this. So I think from a you know since from a board policy standpoint I think we need to go back and revisit perhaps being able to increase the the benefits that we are able to get with this position andor um perhaps tie the increase to you know an SRTA

273or or one of the you know what kind of increase they get we yet kind of thing. But uh but anyway, that's something we can look at in the future for board policy. I just uh throwing that out there that maybe we can look at making an adjustment in the future. That's all. All right. So, we had a motion and a second. Roll call vote. Trusty Medina. I. Trusty Dator. I. Trusty Jenkins. Well, let me push the button. It's It's locking me up. Oh, it's cuz it's already on. Couldn't see the dot. Uh, I trusty Kirby. I, Trusty Casten, I. President McN. Motion passes. We only have two H items left. Okay, let's talk about the job description for coordinator of curriculum and professional learning. Just have to say, is this a record for a

274number of like discussion items and consent items in a meeting? I think it is. Um, uh, thank you, President McN, superintendent August, members of the board, and community, student staff, and community of Santa Rosa City Schools. This is just coming back. Um I think we've discussed this a couple of times. Uh it's a proposed job description for the coordinator of curriculum and professional learning. Um this position would be supporting uh instructional init initiatives, facilitating assessment programs as the board item does describe and promoting effective teaching strategies. It also supports some of the more important uh frameworks that are going to be um coming before um the instructional frameworks going to be approved by the CDE in coming years and other curriculum related programs. It's also going to be the individual that's going to be supporting

275our bilingual and STEM residency programs. Um we seek to uh support this with restricted resources. So, um, we bring this back before you for consideration, questions, discussion. Mr. Kirby. Um, in reading through the job description, uh, for this position, the the assessments that they're going to, uh, assist in leading through um, are they both student assessments and teacher assessments? Well, they' be assessments for students definitely, but training teachers on how to implement them, how to use the data from them, that's what it would be for. And historically, have we have we been able to get our teachers to take these assessments? Have they have they been willingly taking them or are we getting good feedback from them? It runs the continuum. I think with an individual that's dedicated to this task, we hope to be

276able to um get more of an impact. We um one of the I think ideas behind this is to have an individual dedicated to do this sort of thing. We can um actually get more of a return on investment in this sort of thing. Having somebody actually dedicated to do this. So in the past that we haven't had a person specifically dedicated for this. We have not. Okay. This has been something that's been part of someone else like uh multiple work streams that an individual has had. Okay. Other questions or comments? I think just to clarify and and staff won't be limited to just training through this like they'll still be able to access our training opportunities. Yeah, absolutely. And one of the things that we're actually trying to do with this position is actually

277root it more at the school sites. We were going over a calendar for next year and we're really trying to work more with um our bargaining partners and listening to what their needs are. So we want to do things like excuse me respond more to listen to what the needs that are coming out of the classroom are. So we actually want to move this position to have them less at the central office even though they'll be stationed there but really um seeing scheduling most of the professional development next year to see how much of it we can actually base at the sites and um be um doing surveys and listening and responding to what the sites need more. Um, and like for example, what are some of the professional developments they want? What are some

278how can we listen to some of the promising and best practices that the teachers have? With an individual that's dedicated to professional development, we think that we can actually do that better. So that's the hope and it is a temporary position because it's restricted in a restricted stole the question out of my mouth. I was I was thinking was it a temporary position? But okay. I'll move to approve the uh job description for the coordinator of curriculum and professional learning as presented. Trusty Darby, was that a hand? No. Oh, second. Thought you were raising your hand. Never mind. No, no, no. I was scratching. Sorry. I'll second it. You second. All right. Uh, roll call vote. Trusty Medina. Hi. Trusty Kirby. Hi. Trusty Jenkins. No. Trusty Dator Tator. I. Trusty Casten. I. President McN. Motion

279passes. Thank you. Okay. Let's look at some data. I might walk around a little while you talk, but I'm I'm listening. I'm fine if you want to all stand. So Melanie, I think I've joined, but um I would need promotion in order to be able to share. All right. Um, thank you, uh, members of the board, interim superintendent August, and members of the community. Um, I am Stacy Desaderi, executive director of wellness and engagement, and joining me is Emanuel Bernardell, executive director, information evaluation. And we're here tonight to do our annual presentation of um, information. And I like to think of this as the intersection where social emotional learning, emotional well-being, discipline, and engagement all merge. This is an annual report that we typically share sometime in the spring. and it's not generally at the

280very last board meeting, but that's why um tonight we don't have our other partners of the director of uh mental health and community schools engagement, Eric Lofty, or our coordinator of student intervention, uh Gustavo Mendoza. they would typically be here uh assisting us on this presentation tonight. But I do appreciate your willingness to uh give us this time this evening to talk about um some very important topics. So I am going to share my screen and let's see if we can do this. There we go. Um so we're here tonight to talk to you about some uh student and uh adult data. um some attendance data and some discipline patterns that we are seeing in our community. Um so why is it not letting There we go. I had to click correctly. Um this evening

281we've been hearing a lot of information not only about the values and the desires of our district but um in the uh community survey that was administrator it's administrated by our scope partners you heard a significant focus on a desire for continued improved safety. Um I I've been participating in a number of different community summits on this topic and I think something that is an important distinction is that when we talk about this simple concept of a sense of safety it really falls into two different categories. You have the sense of safety which is built out of the protective factors. Sometimes we talk about the potential risk of violence under protective factors and risk factors. A risk factor is something that makes it more likely to happen. Protective factor is something that prevents um violence

282from happening. And so when we talk about this concept of safety, we are talking about those protective factors. We're talking about the relationships that our children have with safe and protective adults and with each other. healthy peer relationships. We're talking about the culture and the climate of the school and we are talking about students themselves as allies and agents of change. The other side of this important concept is the concept of security and security manages external factors. It looks at strategic management of resources and staff. It looks at emergency response and policy and procedures. Over the last few years, these two areas have been a significant focus um for our district, specifically being uh coming out of the SART program in response to our community tragedy that happened back in uh 2023. We had um

283a significant district, site and community push for improving not only safety but security of our campuses. And through that work, we have seen over the last few years a deep investment in emergency response, improved policies, procedures, and a focus and a a continued focus on restorative and therapeutic relationships. Um, when we think about relationships, it safety is never going to be one factor. So every person can come and say this is the one thing that will make us feel safer, a fence, a particular position, a relationship with a first responder. But it's really about pro-social protective relationships that help mitigate the sense of risk. And when we look at the data that we've been hearing both through Panorama that was administered in the fall of 2024 and from youth truth which was administered in January

284of 2025 we are seeing slight increases and continued strength in the area of relationships. 82% of our 7th through 12th graders, so all secondary, the 82% of the students on Panorama and 72% of our community on youth truth say that they have strong positive relationships with adults at school and with peers at school and with someone in their community that allows them to openly be themselves. in uh both panorama and youth truth those are reflective of increases um not significant increases these this idea of relationships is a place that we've been strong but those are reflective of increases in the grades four through six we are seeing similar scores 87% of our students in panorama and 84% of our students in youth group again both showing slight increases from last year to this year. Our

285parents and our staff agree when they speak of the supportive relationships that their children and their students have at school. Over 90% of both of those groups say that our students have positive supportive relationships. But when we're looking at this idea of security, security is based on having student centered practices that are consistent, predictable, and understood by everyone. It involves intensive supervision, clear behavioral rules, firm discipline, and not just firm discipline, but discipline that is understood and predictable and consistent with the engagement of parents and teachers. So, what does Youth Truth say that we've learned from our community about their perception of their child's learning environment feeling safe? And again, we have to unpack that word safe meaning both safe and secure. And what was very very evident through and this is the youth truth

286um uh information. But what was very clear is not only did our students speak to significant gains in the areas of feeling safe at school, our families shared that same message. Um, at the elementary level, students saw a three-point improvement where parents are seeing an 11point improvement. At the middle school, it was even greater with students uh representing about a 9oint improvement. and high school students seeing about a 12point improvement. But the parents who came out for youth truth at a significantly higher level shared huge gains feeling uh 32 point improvements in feeling that their children are safe at school. Um when we look at some of the factors involved in security um at the grades 7 through 12 which we is where we were seeing some issues we saw a 16 point improvement with

287students responding positively to the question how often do students get into fights at your school physical fights um by saying uh 56% responded favorably 56% said um neither never or almost never. So those were positive answers, not negative answers. And it's 16% better than what we saw the year before. Um we also saw a 7-point increase at the secondary level saying that if a student is bullied at school, how difficult is it for you to get help from an adult? That didn't necessarily mean an adult at school, but a a trusted adult that they could go to. we saw similar gains in almost every area. I think I had to look through um you know page after page after page after page to find even one area in which the scores were reduced. Um now

288when we think about what were some of the things that we did that resulted in double digits 10 20 30 point improvements over a single year. Our campuses are showing uh supervision and administrative staff that are engaging in ongoing training with intervention, deescalation, restorative practices. All of our campuses had increased student safety advisors this year and we're seeing even higher numbers next year. All of our campuses have engaged in improved incident command grounded in the essential five that was new last year to this year. and all of our campuses are planning climate strengthening engagement for those first few days of school. Um so with this current uh investment in both safety and security we are seeing an impact in the climate of our uh campuses and I'm going to throw it now to uh Emmanuel.

289Thank you Stacy. So um we have very few slides because it's about midnight. So we probably want to wrap this up very quickly. But at a very high level 95% of our students are never suspended. Right? So the vast majority of our students never participate in uh exclusionary discipline. Right? So that is 5% that experiences at least one suspension. That is a decline of about 1 percentage point where we were last year. it was about 6%. Now of these 5% of students, 68% of them, so two out of three are just suspended once, right? And so basically once a student is suspended, they won't get suspended anymore over this school year. We have, you know, a third that are suspended multiple times, mostly two. Then there is you know another drop at three, four, five

290and then we have multiple student you know very few students that get suspended multiple times over the year. Um so that is for suspensions for discipline. We are going to see another piece of data in a little bit. Now the other side of this right so this is students that we exclude on the other side is do students want to be in school right and the way that we can measure that is by tracking attendance. So here going from left to right um we have students that are here more than 95% um of the days right and that is the most we have about half of our students about um 6,500 are here you know 95% almost every day uh the next category is students that are here between 90 and 95% of the time

291that again is about uh 4,600 altogether that is about 10,000 students. So you can see there that the vast majority of our students uh 76% are here more than 90% of the time. This is what we want to see. Our average attendance for this year is about 92% a little bit over the 92% uh which is a little bit over or higher than where we were last year. Now the next two categories is what we call chronically absent students are students that I have attendance lower than 90%. That's 25% of our students. Again, we are improving yeartoyear. Um, students want to come to us and we are getting a little bit better over time. Um, again, one of the things you're going to notice in this slide deck, when I first wrote this slide deck,

292it literally has 72 slides. There was no way I was going to put anyone through a meeting this busy with 72 slides. However, all 72 slides are included in this presentation for your, you know, comfortable reading on a Saturday morning with a nice second cup of coffee. Um, although everything that we've shared so far are the things that we are doing really well, our data does show us that we have some significant areas that we can continue to focus on. And um, we want to take a moment to call out some of those ideas. It's also important to recognize that a sense of safety and security will be a constantly moving target. So what helps us feel good today may look different tomorrow and as we move into the next year, especially with the amount

293of transition that our district is going through with the shape and the configuration of campuses. we may need to make some live adjustments as we go through the year to meet the needs of new campuses with new students on them. Um and so one of the areas that was interesting when we saw significant increased uh you know like engagement in the surveys and we saw 10 15 20 30 point improvements in a lot of these areas especially about uh relationships and safety. One of the areas that interestingly looks relatively flat is on the topic of culture and culture asks a number of different questions and we're seeing that schools while individual school scores are going to vary. We have some schools that score relatively high in terms of how they respond to culture. We also

294have some schools that are relatively low. And so when we look across at the district level, about 21% of our elementary school students are responding overwhelmingly positive on the topic of culture. That's room for significant growth. We go a little bit higher as we get to the middle and the high school. We get up to about 33%. But when we're asking questions about this, it's questions like um is school is discipline at your school fair? Is it consistent and predictable? Do your classmates want to do well? Is there birectional respect? And birectional respect means do children treat the adults with respect and do adults treat the children with respect and are you not only feeling safe during school but are you actively participating in school clubs, teams or other outside groups. And this is an

295area that we did not see growth. We really were pretty flat this year. So, this is an area that all of our schools are going to be doing an examination of. Whether we were through a period of great change or not, it's important. But when we have different configurations of schools, different leadership teams, this is a perfect opportunity to really question what does it mean to be part of the Santa Rosa City School culture and to be able to ask that same question at the dis at the site levels as well. So something that we have been uh sharing for the past three years I believe with the board is what we call suspension disproportionality by race. So uh as you remember 5% of our students experienced a suspension or experienced a suspension last year.

296That 5% is not equally distributed across student subgroups. So here you can see um the groups that are smaller. It means that um the students are more likely to experience a suspension. So there you can see that one in six of our American Indian or Alaskan Native students experience a suspension and that is compared to one in 32 of our white students. So as Stacy was saying when we think about the fairness in the discipline is also a fairness of impact of for example being suspended and here we can see that at least across our racial ethnic groups uh students experience discipline differently and they are suspended at different rates. We have been working very hard over the past three years and I think these rates were more disproportionate. Uh last year we are making

297improvements in kind of like make these groups kind of like similar to each other. Uh but as you can see there is still um some more work to do there to make um you know this impact of suspension not as disproportional as we've been um experiencing. One of the things that we have been working on is this development of a disciplinary matrix that is grounded in uh student centered practices in the concept of PBIS positive behavior and grounded in the law where the law says very clearly we will try alternative means of correction before we get to exclusionary practices and and something that we shared with the board I want to say two years ago during a study session was that we do see once a student is referred so similar behavior once they get

298to the point that they are up for a suspension we don't see a disproportionality and I and I think disproportionality actually comes from the referral to be suspended right and so there is some discre discretion there from a staff member to you know see a behavior and decide what to do with the behavior but once the suspension goes to you know the assistant principal or you know the vice principle next year uh the discipline policy is applied is applied fairly. So you know when you start thinking about the process and why this might come from um you know it's not that people are not applying our discipline policy fairly but is that I think the students don't get to that step right. Can you just say that in a different way? Yeah. So if you

299think about how do a student get suspended right you do something that you shouldn't be doing. somebody notices you doing it and they refer you to the assistant principal or the principal office, right? And you get to that point and then the principal decides, I'm going to suspend you because you did what was told to me, right? So if you think about this whole process, right? Uh where is the proportionality coming from? Right? And so and now you start thinking about decision points, right? So decisions that an adult made across you know this you know pretty much process what we noticed is that at the very last step which is the vice principal or an you know a principal or an administrator deciding to suspend we do not see um a disproportionality at that decision

300point because we can observe it because we can read all the referrals that a principal receives and we see who gets suspended who doesn't get suspended. Ed and we do not see that you know for example um you know what do you get suspended for? Well um how about if I use this description? So once a once a child has violated ED code it's really clear how you're going to apply ED code. Yeah. But a good analogy is the concept of what might trigger a search of a student. Yeah. And so you can have uh behaviors that might trigger a search of a student. For example, um many schools have a policy of if you have been found to be leaving campus without permission, maybe sneaking across the street to get a hamburger rather than

301going through the lunch line type of a thing. Um there's a concept of once you come back on campus, you might get searched simply because you were not where you should be. And one of the things that's incredibly difficult to do with consistency is to ensure that if I've got 1500 students on campus, how do you ensure that every single student who may have walked off campus is getting searched? And so what you find is in the practice of the early interventions, you are starting to see disproportionality. And so and I know let's assume that then you find a vape pen on the student, right? That is violation of that code. we need to suspend you, right? Because you have been found with a tobacco product in your possession, right? So once we get to

302the tobacco product in your pocket, we suspend the student and it doesn't matter who the student is, right? But what gets us to find the pen, right, is where disproportionality might come from, right? And so that's something that we have been working on and that is one of the reasons why a disciplinary matrix like the one that we are drafting now gives a little bit more guidance and a little bit more assistance while still allowing an administrator to be able to use the discretion that's built into law. Um another area that we do see disproportionality and for the uh sake of time we did not include this particular slide but it is consistent year to year to year and we are seeing it very similarly. Um we see an ageband discrepancy. It is very um

303predictable to know that the age group that gets suspended the least is elementary. We see that you may have one in every 40 elementary students that will ever be suspended. And at the high school level, one in every 18. So it is more likely that if you walk into any given classroom, there may be two students in the classroom who may have faced a suspension. Where we are still seeing a significant disproportionality is at the middle school level. And in middle school, one out of every nine middle school students has faced suspension. And that is a significant number. Um, so you'll see in some of our goals, what are some of the things that we are doing in order to address these recognized areas for continued attention. So without getting too much into the weeds,

304um, I was really appreciative of the board member, and I'm sorry it's late. I forget who it was, but it was someone over here talking about the importance of engagement. We have a very um consistent truency process, but when we think about the truency process as outlined through SART and SARB and our community and our county engagement, that's the stick. Once you have gotten into trouble for truency, how are we going to punish that behavior away? Um are we going to refer you to meetings? Are we going to bring you to the district attorney? Are we sending you to mediation or to court? We know that simply having punitive measures does not improve attendance for the lion's share of our families. And the best way to improve our attendance is by looking at incentive programs.

305getting our students excited about school, whether that is through those relationships or that improved academic engagement, classes that they're excited about, programs or extracurriculars. So, looking at sitebased incentives, consistent parent messaging, and early identification, and pairing families or students with support when they need that. We want to continue to work through our improved safety practices through professional development for the staff who are actually working one-on-one with our students both through traumainformed and restorative practices and improving our options through MTSS with student centered interventions and improved security practices as well. um teaching a variety of methodologies through deescalation, strengthening our community-based partnerships and enhancing our parent and community engagement. We also what we were just talking about in terms of the uh disproportionality looking at improving equity through our response to behavior both from early identification

306and intervention through tiered systems of support. Not waiting for the behavior but identifying the students in need or the students of promise before they are showing us either through their academic failure or through their behavior. improving that consistent communication with families, development and adoption of the discipline matrix that I've been sharing with you, a couple of different models, um consistent re-entry practices that are embedded with ongoing support and intervention and continued professional development for all staff. and a topic that you saw in the earlier uh survey tonight that is a high priority for many in our community. Looking to enhance and strengthen our community partnerships with first responders and city services like potential school based or school resource officers in the absence of that strengthening our relationship with existing city services and strengthening with the

307community-based organizations. There's about 50 additional slides, but we're here to take questions. Dator, thank you both very much for your presentation, all the information. Um, how far away are we at on the discipline matrix? Um I have been working with a variety of um different mentors and uh other programs that already have them developed. I have um completed that and presented both of them to our legal counsel for review both uh to align with any outcoming or incoming new legislation that might be pending and just ensuring that we're staying aligned with both consistent application of board policy as well as ED code. And um once he has finished reviewing that, I want to bring it to a group of administrators so that they can look at the actual implementation and where there needs to be

308some finessing. Then we want to start doing some outreach to our community organizations to make sure that we have some student voice as well as parent and community voice in what it can look like. And my hope would be to have it in place um no later than September, October, but I'm worried about trying to rush it and not allowing our community to be able to engage with it as well. So, here's my issue with not rushing it. We're already behind the ball on this and to continued outreach of community input. We know what we're up against. We know what we need to correct. We know what environments we need to provide. Um, so if there are even portions of it that make sense to get have in place by the start of the school

309year, that'd be great. I love the goals that were listed. Um but you know some things to really consider is proper deescalation skills and resources and proper training for our teachers and our staff for our um substitute teacher because I cannot think of the proper term for it. Our guest teachers our guest teachers ensuring that they are properly trained and understand how to work through those environments. I no longer want to be a district that we are not getting to the bottom of the child's pain in their heart that are creating these behavioral patterns that they're being suspended four, five, six, seven times and we're not helping them through that is more traumatic for them and it's traumatic for others around them and they're not getting the assistance they need and now they're so much

310further down the road, it's that much harder to bring them back. So, trying to identify some things that we could definitely have in place by the start of the school year, even if it's not the full-blown matrix and how it's going to roll out, but some key pieces to make sure that our our trusted adults on campus have what they need to really help these students um and not let it get further down the road. Their kids, they're looking for structure and boundaries. They're looking for somebody to tell them, "No, that's not okay, and this is why it's not okay." And learn from it. And if that's they're not getting it at home and they're not getting in their community, they need to get it from school cuz that's where they're at. Um and we

311we can't wait till they're ready to learn the lesson. We have to help them understand what that lesson's there and why it's so important. Um so even if it's not fully ready, if we can get some bits and pieces and make sure they're ready. Trusty Kirby and then Trusty Medina. Um yeah, thanks for the presentation. Um, is it possible? Uh, I know there was already a lot of here. I would like to have a copy of the actual surveys to see what our students are, you know, what and parents what they're filling out here. Just I don't know if you can forward it to all of us as a separate PDF or whatever just to look through what I I'd like to see what questions they're getting. The um youth truth survey is something that

312we typically upload onto the website. So because it is a it's a public and anonymous document. So that is something it it actually has a home. I without our uh current communications public information officer, I've been a little slower at getting things to the website. I don't have the access to every page. But that is something we can do. Obviously, the panorama survey because that actually is not an anonymous survey and can be used to work directly with students. There are certain screen captures that we can share, but it is a little bit more of a confidential piece of documentation because you if you click right, you're going straight to identified children. Okay. And as far as panorama is our pretty much social emotional learning and this is our survey youth truth is sponsored by

313the county. So that's a project our program that SCO uh sponsors and everybody in the county participates in it and so that it's kind of like you know outside of our control what gets to put on the survey is we know whatever scope decides to put on it but I think we can at least share the questions. Okay that'd be great. Um, since you, you know, you were talking about the suspension data, the disproportionality of the potential of the suspension data, how do you account for um multiple suspensions of the same student? For example, if one American Indian student is being suspended 10 times, obviously that would skew the data quite a bit. Is that accounted for? This is uh students that were suspended ever regardless of the number of times. So if you get

314suspended once, you count as one student. If you get suspended 10 times, you're still one student. It's still you. So you know like this is out of uh you know the 14,000 students we have, not out of all the suspensions that we saw. So regardless of the amount of times you got suspended, you were still suspended. And so you just count as one without the repeater like you know you just count as the one suspension not pretty much like one suspended student. So the unit for that analysis is at the student level not at the suspension level. I don't know if it makes any sense. So you might have a student who has been suspended three times one day each and you may have a student who's been suspended one time for five days. And

315so you don't necessarily look at the number number of days of suspension, you look instead at the number of incidents. So when you're asking the question of what might be causing recidivism, I if we have 14,000 students, we may have 14,000 answers for that. And when we are trying to support each student, it's about finding the root cause analysis of what happened in that moment. Um, one of the things that can sometimes be a a a consideration when you look at a matrix is that oftent times a matrix is designed to look at the behavior itself. What was the action? Address the action. And oftent times the action is a symptom of what it is you really need to address. And so I I remember having the same conversation over and over. What are you

316going to do about a student on his second tardy and I would always say, "Why was he a tardy?" And they would say, "It doesn't matter. It was his second tardy. How are you going to stop the next tardy?" And I said, "Well, why is he tardy?" And so you can't look just at what did the student do to earn the suspension, but a much deeper analysis. And there are times when when we are working with a student, we have analyzed that there may be a need for a particular intervention and the student may not be ready to accept the offer of intervention yet. And so we have to keep chiseling away at it until we find the right set of interventions for that particular student. Thanks for that. And so just to clarify, you

317said each incident counts as one data point each suspension. You're saying it does just at the student level. So regardless of how many you have, if you were suspended once, you count as one student. If you have 10 suspension, you're still one student. Okay. I just want Okay. Thanks, Trusty Medina. I was like, that's not what we expected to hear. Um I would like to maybe if you could follow up maybe sharing some data on that 5% of students that are suspended and maybe absenteeism rates on them specifically. Um maybe breaking it down by like those that are suspended one time, two times, three or more times and like what their absentee rates and see what that correlation is. Um and um on culture um I think it' definitely be interested in seeing what we

318could do more of and and I'm wondering if this includes like I don't know participation like CTE program opportunities or or other extracurriculars and how how we track that. Um, I think one concern that I have is like, um, you know, with a lot of like clubs and stuff, you need teachers to be, um, advisors and stuff and and that means they have to give up their lunch or whatever for other programs. And I don't know if we do anything to support teachers in that effort, but I I I think that we should cuz it could potentially help maybe increase opportunities. But um how do we track students being involved in these activities? How many are involved in clubs? like um I know like at Sonoma State for example, you know, they they go to

319their club meetings and they scan a QR code that shows they participated, right? And so do we have things like that that kind of can show like they attendance for that club that day or things that teachers could take part of that also provides us data in terms of like which students are participating and and such. Well, and and it is important to note that in the surveys where the question is, how often do you engage in extracurriculars, clubs, activities, it's all self-reported. So, you do have some students who may be very engaged and they just really don't think about it that way. That's just what they do. So, they it it's difficult when you have self-reported engagement. Um there are some strategies where we can use some of our different intervention programs, our our

320um online programs like ARIES and student information to track that. But I also think that it's important that we acknowledge that at many of our schools, it's not only the teachers who are those club advisors that are those points of engagement. oftent times our CSEA staff as well are engaging as club advisors as leaders as you know kind of come on guys we're going to get up a game of you know flag football during the you know during the break. Um so it's larger than just our teachers and that's what has to happen at a school because sometimes that most important relationship isn't the person who's assigning you grades. It's that one person that you see and check in with every day. But do you want to talk about how we can do some tracking?

321Yeah. The only thing that we really track formally is participation in sports because of you know title N. We also also have to track grades and attendance for sports. So that is so that's that's the only extracurricular activity that we're really tracking right now. uh all at you know participation in other things like you know um clubs after school clubs that kind of stuff is all like done informally at the school site um but there are some potential applications that are in use at some of the schools programs like Minga do have the ability but it's not something that every school participates in it's something we could consider as a growth area. All right. So, couple of questions uh for future data on this report when it comes in. I'd love to see the disproportionality

322of suspensions by uh disability IEP504. Um, additionally, if we could get similar data for detentions and um, other things that we track in order to be able to see um, you know, be able to see earlier whether or not we're having those type of disproportionate uh, activities or even more importantly an early indicator for earlier intervention. Um, and other leading indicators are is there ways that we can get further upstream. So, we're getting before suspensions, we're getting before detentions. Uh, and then I'd also like to know about a consistency across campuses. You know, we're talking about potentially implementing a matrix. Matrix have really bad history quite honestly in this country and and in this state of uh of not working and creating situations where good kids get punished and lots of other kids don't. Um,

323so you know, if we're if we go down that road, how are we going to make sure that we don't have some campuses that don't enforce them and some that do, some teachers that don't, some that do, all the things that we're currently seeing in suspensions? Um, you know, how do we make sure that that level of discretion is there while also making sure that we're not removing the ability for things like family and parent support, counseling, you know, infrastructure for uh for a child to be able to, you know, correct their behaviors. Uh those all those factors need to be accessible and available um in order to support students uh you know restorative processes where they're going to work etc etc. So, you know, I I think it's a good conversation for us to

324be having. I think we need to be cognizant of the fact that matrixes generally are not useful uh or effective. And so, I want to make sure we're collecting the data that shows that if we do anything like that, it will actually do what we're claiming it's going to do. And and I get worried when we talk about the discretion built into the law because currently the biggest discretion I see is a lot of laws being ignored. So, if we're if we're creating it and then some campuses are going to follow the law and others aren't, which is the current situation, um you know, what does that mean about where you choose to send your kid? Uh which is something that we're trying to fix also. So, uh none of those questions were intended to

325have an answer tonight. Uh but if they can inform the the uh future actions, um that this discussion items leading to, I'd appreciate it. Yeah. And I don't believe we want to develop like a zero zero tolerance policy where we say student does X Y it happens all the time no exceptions right because we know that that does not work um and it's actually a regressive um you know disciplinary policy at the same time I think that the matrix can give us a sort of common language and common expectations that everybody is aware of right and so you know like when you know Stacy meets with all the people in charge of discipline. They can have a common language and start thinking about together and then you know start to you know discuss and find

326blind spots or things that they do differently and try to you know norm all our sites to kind of like have a same you know standard business procedure. No, it and it's really important that we recognize the history of our district with a matrix because prior to 2018, we actually did have a matrix. And when you look at some of our disciplinary practices in the past when that matrix existed, we did see a lot of zero tolerance behaviors. And in response to that, we began the implementation of strengthening our restorative practices and going to the PARB tool which had a matrix like um implementation and the PARB was the positive um and uh behavioral support programs. Um but it we're always caught in that swing of the pendulum. Should we be moving? Did we move

327too far this direction? Are we ready to move back? But trying to find an appropriate balance is important. Well, but the even the restorative implementation wasn't done in such a way where every campus had access to it in a way that was actually effective or even related to the restorative process. Understood. Um, so which I think and that I guess is my concern is if we're going to implement it is it how do we make sure it's actually implemented fairly equitably and providing for adjustments for the individual. Um, you know, the the restorative process that I'm familiar with at my son's school is very different than the ones I hear about at many of our other campuses as far as what happens. And so that's that's a challenge. Um, so, you know, I we're not

328fully going down that. What I want to see out of this presentation in the future is more indicators that show us whether or not these tools are amplifying or actually correcting these trends that we're seeing. And I want to make sure we're also looking at it from from the lens of uh you know 504 and IEP status. Uh I think it's an unfortunate thing to not have tracked in here regularly already um since so much is tied to behaviors within those. So, so as we're having the discussions and I know we're running out of time, but it's just so important that we get away from the narrative of there. We we understand it's a very small number of students that are reacting behaviorally and getting to those suspension um situations. But there is a narrative

329that some students can just do whatever they want and there are no consequences and corrective behavior properly addressed for them to learn from those behaviors. So it's it's hard to hear that a student messed up and they're not ready for the interventions. So we got to wait till they're ready. There's a reason they're acting out and behaving the way they are. And that cannot be on the student that's acting out to wait until they're ready for those interventions. We have to have a better timeline of what proper interventions to be placed timely so they can get the help they need. Um time is of the essence. And unfortunately, we've gotten to like nobody wants zero tolerance, but also nobody wants all tolerable. And there are some sites where students feel like the kids that get

330in trouble could do whatever they want and there's no consequences. And it's just it's that real like you said that pendulum of finding that balance. So we want to support you and properly balancing that pendulum. Um but we're not quite there yet. I really quickly one more thing on my notes here. Um can we also make sure that SRTA teachers at different sites or SSAs or CSEA employees are all part of the consultation process. Uh even if it ends up pushing it back another month or two for implementation. But let's frontload that communication as well. Trusty Medina. Yeah. And I think to to that end, I think of um employee growth and development also. You were talking about referrals for suspension versus actual suspensions. And that also like do you track how many are coming

331like per each individual to see if there's somebody that's just doing a lot of referrals versus others not doing many to see you know how you could help coach employees to maybe understand the processes better or help them improve. Um so I think that'd be good to look at. Thank you. Any other discussion? Right. Thank you both. Thank you. Minutes. Approval of the minutes of our last meeting. Motion to approve minutes of the regular board meeting held on June 11, 2025. Please second. Moved by Trusty Deator. Seconded by Trusty Jenkins. Roll call vote. Trusty Deator. I. Trusty Jenkins. I. Trusty Kirby. I. Trusty Medina. Abstain. Trusty Casten. I. President Mcnal. Abstain. Motion passes. Any board member requests for information? Uh, Trusty Jenkins and then Medina till the end for it. Um, I would like to

332know more about the women's wrestling situation. I was not aware of that. That would be fascinating. Um, and then just I've asked for it before, but I just wanted to put it in there again to a formal update on alternative education. And then the other piece is it's been discussed a teeny bit, but options to modify the SRO program to meet the needs of our seven to 12 campuses. Trusty Medina. Um, yeah. So, I was also going to bring up the women's wrestling um to look at what it is that we ought to do. Um, same thing. I I don't know if anybody's requested this before, but with looking at cheerleading becoming a sport, if we could get information on on steps that we would need to take and any associated costs. Um also, um

333Superintendent August, um I know previously I had asked uh Superintendent Morales to look at board policy 440 on a district technology plan. She indicated that we didn't have one like had asked to work towards developing one. Um and uh also included with that, you know, touching on the returning to Chrome carts, we one of the issues was technology replacement policy, not having one um and the development of one and making sure that we're budgeting for that in the long term. Trusty Dator. So, since we're all requesting about athletics, I would like to know if there is a matrix or a list of um athletics that have been requested and what that waiting list looks like because personally, I know I advocated for about 7 years to add men's and women's lacrosse and that's never come

334across and there's still a high interest. There's a high interest for cheer to be added as a competitive sport, women's wrestling. Um, so if we're going to truly be competitive athletically with other districts, um, we need to make sure we're tracking that information and approving those when they become appropriate. Best Castian, all of that plus freshman teams and all the things we talked about before. So, I'll emphasize that. Um, and then the other item just vacated my head. I'll I'll email it later. Darn it. Any other requests? Trusty Kirby, Director Mande, when you were saying technology plan, were you talking about cell phone policy? Um, or our board policy uh 440 indicates that we have uh uh let's see what is it? It's the district technology plan. And I asked for it and there wasn't

335one that could be found. So said, "Okay, let's build that." All right. I didn't know if cell phone policy was included in that or not. So I had to I know looked at us developing some kind of a cell phone electronics policy as well. Bring that forward. And my my item was the Chromebooks not going home. And that's elementary as well as middle school. Uh is something that I'd like to see come forward because it's a disaster. So should stop it. Anything else? All right, we have our information items at the bottom of the agenda. Meeting adjourned.