001Good afternoon. Opening today's meeting of the Santa Rosa City School Board, Wednesday, April 9th, 2025. At this time, I will take public comment on close session agenda items only. Speakers will have two minutes each. The items on the close session agenda are as follows. Item B1, student expulsions. B2, public employee discipline dismissal release. B3, conference with labor negotiator. B4, conference with legal counsel. B5, public employee performance evaluation. The first three speakers on our close session agenda items are Natasha Deakons, Trevor Brady, and Maddie Doyle. President Vice President Manneri, our timer is not quite going yet, so we're going to do it on our phone. Um, it's two minutes, and we'll let them know when their your time is up. Hopefully the timer starts working in just a moment here. Thank you. And you can make
002your way up to the podium. She's running a little late. Director Medina and President McN are absent this evening. Is it? Sorry. Is it? Oh, sorry. There we go. Can you hear me? Oh, there you go. Okay. Sorry. Now I got to go with my glasses. Oh, wait. I didn't start yet. A week ago today, we asked, "What specific criteria is the cabinet using to determine administrative placements?" Dr. Castro stated and I quote, "There is an evaluation process for administrators. We follow the process put out by HR and there's a timeline where an executive is assigned to a principal where they will meet with them one or every two weeks. I have regular touch points with the principal themselves as well as their executives and then touch back with the cabinet. This information guides cabinet
003decisions." When pressed, he confirmed that Samuel Martinez is Amy Whis's direct supervisor who then checks in with Castro. When asked if administrators get copies of these evaluations, he responded, "Yes, consistently." And then that drives the superintendent's evaluation. But here's the truth. The evaluation put forth by the HR is simply a self-reflection done by the administrator. The only time the evaluator provides any feedback is at the end of the year. Weekly agenda. They talked about having a weekly agenda, which is simply a glorified to-do list. There are no evaluations of her as a principal in her file at all. And I wonder if her direct supervisor was even consulted in her removal. Yet, you chose to remove Amy Whis based on the words of cabinet members and a superintendent unable to provide any evidence of evaluations
004or of infractions. Let me remind you, you chose to let her go before the district office had even bothered to document any infractions without giving her an opportunity to defend herself. Removing a principal of this caliber who is well-loved and respected at her site and community is devastating. But what is now even more infuriating is that she has been brought back and reassigned at an elementary school. What possible rationale could you have? I can understand that the district is in transition, the need to shake things up. But if you were a business, and I know many of you actually have business expertise, you took the one department that was successful on all measurements and you destroyed it by removing all four administrators. This feels like a clear assault by the cabinet. Thank you. Your time
005is up. And I know by your board policy that you could extend that. I'd ask for just 30 more seconds or unless you want to silence me. To be fair to all the other speakers, we're going to keep it at two minutes. Thank you. Next we have Trevor Brady followed by Maddie Doyle followed by Darren Train. Yeah. Hello. First I want to extend my appreciation to the members of the cabinet and board who took the time to come to Maria CO last week and answer the questions from our AC. Your willingness to engage directly and face difficult questions was noted and appreciated. It brings me faith that we can undo previous decisions and actually do what is in the best interest of our school and its students. We've already seen such examples like bringing back
006two of our four admin to Marie Creo. Sincerely, thank you for listening and reinstating these vital members of the Puma community. But I must also be clear, what I fail to appreciate is the dysfunction and lack of transparency and the inability to answer critical questions at last week's meeting. The inability to answer the questions directly, questions that were shared to the cabinet in advance, mind you, was very telling of an inept cabinet. When asked directly, the question the answers were either vague, riddled with inaccuracies, or were contradictory to previous statements. Now, I understand that personal matters come with legal and confidential boundaries. I also understand the realities of seniority based decisions. But what I cannot understand and what I cannot accept is the complete failure to articulate how these decisions, removing and displacing administrators and
007key support staff, will in fact help Maria Coreo. When asked for specific examples of how these changes would benefit students, not one was given. Not one. That silence speaks volumes. It tells me that there is no clear vision from the district office. What I did hear again and again from the cabinet were vague reassurances about a process. A process for evaluating admin, a process for staffing decisions, a process for site placements and rift time limbs. But in all these processes, all I'm seeing is a pattern of decisions being made behind closed doors defended with vague language in actions that are inconsistent with the very process the cabinet claims to follow. To me, a process without action and without integrity is just a blueprint for failure and confusion. And right now, that's exactly what we're seeing
008time and time again from our district office. Failure and confusion. I stand with the 97% of San Rosa City staff who no longer have confidence in Dr. Morales, but I would also add I do not have confidence in the cabinet. So, I urge the board to continue to ask the hard questions, demand real answers. Thank you. Your time is up. Thank you. Thank you. Next is Maddie Doyle, followed by Darren Train. I am aware that Miss Whis has been reassigned based on things that may or may not be in her personnel file, and I cannot in good faith allow this to happen without speaking of the things you may not know, but that the people who are with her daily do. This is an administrator who commits her mind, soul, and body to our school.
009This is an administrator who drove several hours to watch our girls soccer team take state, broke a rib while there, and still continue to work with impeccable professionalism and communication. This is an administrator who after being told she was not a good fit for the school at which she's dedicated the last seven years of her life, still attended the spring musical that night. This is an administrator whose message to the community after being horrifically treated by her employer was quote, "I will continue to show up every day for our pumas, and I encourage you to be to continue being a part of our puma community, too." This is an administrator who is at my wedding, whose children I've taught, who's watched my dog, and whose honor and reputation is something I will never stop defending.
010This is one of the most trusted, valued, and loved individuals, let alone administrators who has ever worked at our school. She is incredibly student- centered and has particularly and habitually advocated for our multilingual learners and special education students. She's intensely supportive of our co-eing partnerships and pushes our staff towards best practices and differentiation strategies and equitable grading practices. Unlike so many administrators whose programs and agendas, while often well-intentioned, come and go with their employment at our school, Miss Whis has the credibility and trust to build programs and practices that last. She builds bench strength, a phrase that she taught me. I cannot under any circumstances imagine a better fit for our school than Amy Whis, particularly when the district seems to have no clear succinct vision for the ways in which our school needs to
011change. The assertions on safety are baffling for a few reasons. One being the completely flawed logic behind reassigning her to an elementary school. Two being the uptick in W was data that demonstrates increased feelings of safety in Miss Whis's time as principal. And three being that Miss Whis's own children attend our school. There is no one with more skin in the game as it pertains to student safety than Amy. In voting for her removal, I need you to know you've also voted for daily confusion and devastation from the students who don't want her to leave. emotional and physical turmoil from a leader who has committed everything she has and complete exhaustion from a staff who is not yet ready to give up. Thank you. Next is Darren Trinan. Uh Darren Trinan, I want to address
012the obvious disparity between the communities and the administration's perception of Maria Couo and Rinken Valley Middle School principles Amy Weiss and Daryl Corel. In contrast to the hollow corporate speak employed in the district updates, these two principles engage their communities with plain, approachable communication that allows students, parents, and faculty to feel like we are part of the conversation rather than being spoken over. The changes that each brought to their schools are not only noticed and discussed by parents, staff, and students, but they are recorded in in various surveys and dashboard results, perception and data. What we get from the administration regarding these changes in leadership is not a good fit. Before Mr. Corell took over as the RVMS principal, campus fights and bullying were reported almost daily. Some of these were high-profile, leading to a
013plethora of negative headlines and even lawsuits challenging the gross negligence of leadership there. I challenge anyone here to compare the incident reports since Mr. Corel has taken the helm. My son has gone from daily interruptions and anxiety to finally being able to reach his academic and social potential there. In the vast if the vast improvements at RVMS that every parent and student I've interacted with this year a demonstration of unfit, I can only ask what possible direction you could have for this school that would be better. My other son is a junior at Maria Coreo. I can't overstate enough how it feels to interact with an administrator like Amy Whis. Compared to almost every other principal and VP we've known over the years in Santa Rosa, she truly interacts with everyone. Much like Mr. Coral,
014Amy Weiss is completely approachable, thoroughly relatable. This is not a single parent, student, or teacher that I've spoken with who doesn't sincerely believe that she is guiding the school in a positive direction. I've got a sheet of stuff from the youth truth survey that obviously the time limit's going to not allow me to get over, but I will hand out packets to each and every one of you and I advise all to take a look at it because Thank you. Feel free to email that to us. Thank you. Those are all of our blue cards. At this time, we will recess to close session. Good evening. Thank you all for attending today's meeting of the Santa Rosa City Schools Board. Opening this meeting, Wednesday, April 9th, 2025. We will start our meeting with the Pledge
015of Allegiance. Please rise and remain standing through our land acknowledgement. and leading us in our land acknowledgement today is Jessica Santana. I acknowledge that Santa Rosa City Schools is on the traditional territory and homelands of the Pomo people, traditional territory and homelands of the Coast Miwok people, and honor with gratitude the land itself and the people who have stewarded it throughout the generations. This land acknowledgement calls us to commit to continuing to learn how to be better stewards of the land we inhabit. By offering this land acknowledgement, we affirm indigenous sovereignty and will work to hold Santa Rosa City Schools more accountable to the needs of the American Indian and indigenous people. administr Thank you. Thank you. You may all be seated. Before we begin, I want to take a moment to read a statement
016from President McN, who cannot be here this evening. The statement reads as follows. Good evening, Santa Rosa City Schools community. I'd like to begin tonight's meeting by acknowledging the recent vote of no confidence that was taken regarding our superintendent. We recognize the strong emotions behind this action and we deeply respect the voices of our educators and staff across Santa Rosa City Schools. Our teachers, classified staff, and administrators are the backbone of our school district, and we honor the work you do every day for our students and families. At the same time, it's important to recognize that the significant fiscal and logistical challenges currently facing our district were not created by any one individual. These are systemic issues that have developed over many years and require all of us, board members, administration, staff, families, and community
017partners to work together toward thoughtful, sustainable solutions. The board continues to support our district's administrative team as they lead through this very difficult time. Even as we work through necessary organizational changes, maintaining a collaborative spirit and shared commitment to our mission remains essential as we move forward. Now more than ever is a time for unity, not division. Let us model what it means to come together in service of students and families. Let us listen, reflect, and support one another as we work to ensure a strong future for all students in Santa Rosa City Schools. Thank you. Next on our agenda is item C3, report of actions taken in close session. We have nothing to report. Item C4, items considered in close session for action in open session, seeking a motion on student expulsion case number
0182024 2526. So motioned. I was moved by Director Deator. Second. And seconded by Director Casten. Roll call vote, please. Trusty Deator. I. Trusty Casten. I. Trusty Kirby. I. Trusty Jenkins. I. Vice President Manny. I. Item C5, statements of abstension. Are there any statements of abstension tonight? Seeing none, item C6, adjustments. Are there any adjustments to the agenda? Yes. Can I pull what is it called? A G6, please. G6. Any other adjustments to the agenda this evening? Okay. This brings us to item C7, special presentations for student of the month and certificated and classified employees of the month. Tonight we have students, families, and school staff joining us from Luther Burbank Elementary School, Santa Rosa Middle School, and Santa Rosa High School. Starting us off, we have Principal Tucker from Luther Burbank Elementary School. Um, good
019evening, uh, President McN, if you're listening, and, uh, good evening, Superintendent Morales. Good evening, board members. My name is Mitch Tucker and I am the extremely proud principal of Luther Burbank and excited to recognize these award winners tonight who are extremely welldeserving. Luther Burbank teachers and staff are proud to celebrate and honor Margarita Garcia as the Santa Rosa City Schools student of the month. Margarita consistently exemplifies the core values that divine define our school community. Being safe, respectful, responsible, and kind. She approaches each day with a positive attitude and is always a role model for her peers. Her commitment to these values has not only made her an outstanding student, but also a source of inspiration to those around her. Her good friend Sai says, "Margarita is an awesome friend. Her confidence inspires me and
020I admire her courage. She has a wonderful way of making people feel happy when they are around her and she encourages them to never give up. Margarita uh sees challenges as opportunities, a mindset her mother instilled in her. She believes embracing challenges creates possibilities for the future and helps her support others. By improving in math and writing, she's able to assist her younger brother with schoolwork and help her mother with her catering business. Margarita, a second language learner, started kindergarten speaking only Spanish. She's proud of her accomplishments and not only becoming fluent in the new language, but she also worked hard to overcome a stutter. Margarita wanted to give a huge thank you to Miss Marisol for helping her to develop the skills and confidence to overcome this. She said that giving a speech in
021front of half the school for student council was proof that she was able to face her fears and overcome an obstacle. Burbanks Miss Marisol says, "Margarita has grown into a confident, fluent communicator and a leader among her peers. I'm proud of her effort and progress over the past seven years. It's been a pleasure working with such a kind, creative, and bright young lady. In a similar spirit, Margarita's fourth grade teacher, Miss Sutamoto, says that Margarita was a pleasure to work with, consistently showing hard work, responsibility, and kindness. I'm struck by her quiet nature, yet she is fierce and eloquent when needed. I'm proud of her growth and excited for her future. Mr. Hos, Margarita's fifth and sixth grade teacher, said that Margarita is a gentle tsunami of perseverance and integrity, which I know she's learned
022from her parents. She's one of the top students in the class and a half and a top shelf human being. She elevates her classmate and is unafraid of a challenge. She's been an amazing kid to have in class. In addition to student council, Margarita plays violin in the Burbank Mariachi uh ensemble and was a member of the LEGO robotics team. She's a great kid. I know her parents, Sharon and Herardo, are proud of her. We are proud to celebrate Margarita and her achievements and the impact that she has made on our school community. We are confident that she will continue to thrive and make meaningful contributions to Santa Rosa High next year and the broader community. Congratulations. All right. I need these. All right. Maria Luther Burbank Elementary School is proud to announce that Maria
023Campo Seaha has been chosen by her peers to represent Luther Burbank as our Santa Rosa City School classified employee of the month. Yes, Maria is an amazing team member here at Burbank. She is our food service service supervisor and principal Tucker can always count on Maria to be uh dedicated and committed to our students and their needs. She goes above and beyond to make Burbank a better place. Here are some comments from her peers. Maria always has a smile and she is very helpful with tutoring snacks. Her job is very fast-paced and stressful at times, but she's always upbeat and positive. That's from Miss Maloney. Maria is always willing to help out students and staff. If students are late for school, she makes sure to accommodate them. She is a hard worker and so deserving
024of this award from Miss Reyes. Maria cheerfully makes the kids food daily. She is here bright and early with an enthusiastic attitude and kind words for every student. She also makes sure that every student is fed and makes the extra effort to do that. We love having Maria at Burbank. Um Maria's love for the children of this school is clear through her hard work um to nourish them, ensuring that there are nutritious options and that no child goes hungry. That's from Miss Denna. If Burbank school was a body, Maria would be an organ that we couldn't live without. The lengths that she will go to make sure that every kid is properly fed breakfast and lunch is impressive. She can pivot on a dime and is sometimes a miracle worker when field trip plans change
025or hit a snag. The kids always get fed. That's from Mr. Hos. Maria is very tuned into teachers and our off-campus trips. She often double checks to make sure that we have what we need for our kids. Maria's nurturing way of making sure that our kids have healthy snacks and food available is a is a good beginning. Staff and kids alike love Maria. That's from Miss Raml. Miss Maria has brought organization, efficiency, and professionalism to our Burbank lunch program. But more importantly, she fills the cafeteria with love and care for our students. From Miss Reyes. Thank you, Maria, for the love you share with our children. You are amazing. From Miss Barahas, we are so lucky to have Maria here at Burbank. She is a beautiful human inside and out. Not only is she so
026kind and thoughtful with our students, but she really takes care of the teachers, too. And that's from Miss West. Go take some pictures. Yes. All right. You give me a hug. Yes. Yeah. All right. Rock and roll. Rock and roll. Rock and roll. This lady is rock and roll. Mimboa. Rock and roll. There you go. All right, Irene. Here we go. Luther Burbank Elementary School is proud to announce that Irene Gil has been chosen by her peers to represent Luther Burbank as our Santa Rosa City School certificated employee of the month. I Irene is not just an amazing music teacher. She is simply an amazing educator and a wonderful person. Here are some comments from her peers. Irene is so kind, considerate, friendly, and her love for music is infectious. The students feel her positive
027energy and it it is evident in the beautiful music she creates with them. She connects with all students. Irene was so generous to offer her time to play Mima at Mr. Sanchez's celebration of life. It was an amazing performance that was so appreciated by all. From uh Miss Pñena. Irene looks for and finds the good in children. She recognizes how powerful that is for kids. From Miss Ruml. Irene is great with the students. She goes the extra mile to make sure that the kids learn their instruments, enjoy playing them. From Miss McKe. Irene is a wonderful part of our Burbank community and that is what um is what she embodies. Community through her music. The students who may struggle in a traditional music class thrive in her Mima classes. She teaches students that music is
028fun and a way to express yourself. There is no right versus wrong and that is why we need at elementary school instilling a love of learning and exploring new things. From Miss Reichmute. Miss Gil is a breath of fresh air with all the challenges within education. She makes all the small moments count with positivity and joy. She brings music to our campus and meets students who connect through this mode of learning, giving them a sense of accomplishment and enjoyment. Bravo. Students love her. Miss Sereno Irene is loved by students and staff. Her smile, energy, and enthusiasm radiates wherever she goes. Her students look forward to spending time with her and learning amazing songs and dances. Irene sees the potential in all of her students and helps them see their strengths as well. From Miss Hersburg,
029Irene's passion for music education is clear through the passion of her students. My students love going to music and watching her Mima band is inspiring. From Miss Denna, Irene's enthusiasm about music and uh students musicians is nothing less than inspiring. Kids need to see that their teacher is excited to be at school and work with them each day. This is what helps them buy in and elevate. Irene vibrates this authentic passion and excitement at the highest levels, blending this with student happiness and creativity. Music is made from Mr. Hos. Miss Gil brings excitement and positive vibes to the music program at Burbank. She has given the students something to be motivated about and has taught them to be proud of themselves. For Miss Reyes and then from Miss West, it is such an honor and
030pleasure to work with Irene. Irene the magic magical Mima Maven. She is amazing and a beautiful human. Her enthusiasm for music and the students is [Music] electric. I'm here. Thank you, Principal Tucker. And next, we'll invite Principal O' Connor from Santa Rosa Middle School to join us. All right. Good evening, Santa Rosa City Schools Board of Education and Superintendent Dr. Morales. I'm Sarah Okconor. I'm the, as I refer to myself, loud and proud principal of Santa Rosa Middle School. All right. So, we're going to get started with our um Santa Rosa Middle students of the month. It gives me great pleasure to present eighth graders Bashall and Biplav Waggle as the Santa Rosa Middle School students of the month. It is perhaps the first time a principal has requested the opportunity to present two students.
031But what are you going to do when you have two amazing kids who are also happen to be twins with these incredible individual characteristics? I joked that they shared the womb. So perhaps they can share this award and celebrate this evening. Bishall is a top-notch student. He is the student that teachers dream of having in their classes because he is so genuinely curious about everything. One teacher said, "One of my favorite things about Bashall is watching him process information and then quickly rapidfiring three to five questions that further extend the learning on the topic." Bashall delights in the science daily riddle and also almost gets it every day. Like I said, a teacher's dream. Bashall tries his best on all things and even if he isn't immediately successful, he perseveres. He keeps trying. Whether it's
032a difficult throw in track or a primary source to decode. But outside of learning and hard work, Bashall is known as funny, kind, and being well-liked by his peers. He's kindhearted and so helpful to everyone around him. These qualities of kind-hearted and helpful were repeated by the multiple staff members who nominated him and who nominated his brother. Speaking of his brother, Biplav Waggle is the epitome of above and beyond. Not only does he run a trivia competition at lunch, he codes the computer program for it. When it's time to teach his science class a solution for climate change, he doesn't just do a Google slideshow and stand up and present it. He writes, designs, and codes a video game for the class to play to learn its content. He's he's constantly seeking ways to improve,
033connect, and contribute. He's driven academically, but he's still humble, and he always helps his classmates. Personally, I want to thank Biplo for his active participation in our school site council and our parent faculty student organization known as PFSO. No offense to the incredible adults that are part of these groups, but if I had to miss a meeting, he would be my first choice to facilitate the meeting and the agenda. These kids sure are something else. Congratulations to both Bashall and Biplav Waggle. We're so proud of you for who you are and for how you contribute to our Santa Rosa Middle community. It's lucky. Relax. It is now my great honor to present Tesfi Habe as the Santa Rosa Middle School classified staff member of the Testfy serves as the Santa Rosa Middle School head custodian.
034Of course, Testfy's job on face value is keeping our campus clean. And I assure you, the campus is sparkling. But what is his job really? It's seemingly just about everything. A locker's jammed. Testify. Someone threw up in the health office. Test five. Cereal spill. Milk and all. Middle of the quad. Testify. Toilet clogged. Test five. Broken desk in room three. Testify. To these examples and literally countless others, testifi's response is always, "Okay." But what makes our testy not just valued by all, but truly loved by all, is how he engages with our students every day. Yesterday, just yesterday, I caught Tessvi playing volleyball with a group of kids on the black top at lunch. Apparently, no spilled milk that day. On many PE mile days, you can find him running the mile with students, and
035sometimes more than one period. Testy keeps his eye on students by chatting with them, hanging out with them, and best of all, playing with them. Did you know that TestFi's first year at Santa Rosa Middle, he painted the school? Actually, one staff member captured him perfectly. Testfy is a shining example of doing a tough job with a smile on his face. He has a can do attitude and does the dirty work without hesitation or complaint. He brightens the campus with his smile and love of our students and staff. Congratulations, Testify, and thank you for being an important and impactful presence in our school community. Okay, we're going to take just a a really quick pause for a moment. Looks like we might be having a little bit of a of a health emergency. So, we're
036just going to take a moment to see if we need to do anything. No, Alyssa, we're good. Okay. Okay. Thank you. Will someone please alert us if we need to do something? Thank you. Okay. We'll continue with our special presentations. All right. And now, the Santa Rosa Middle School certificate certificated employee of the month, Eric Ang. It is my great honor to present Eric Yang as the Santa Rosa Middle School certifi certificated staff of the month. Eric Ang teaches eighth grade science and making gardens grow at Santa Rosa Middle School. Eric is a team player on the science team. His science classroom is always a buzz with relevant hands-on structured and supported learning. But if you want to catch Eric, you're much more likely to catch him outside of the classroom. And that's because he
037teaches three making garden gardens grow classes at Santa Rosa Middle School. The class would be more accurately named Making Santa Rosa Middle School more beautiful and taking care of the Santa Rosa Middle School community. Need a garden or yard work tool cleaned or sharpened like from your house? Eric's garden class can do it. Have a succulent that's dying? Bring it to Eric's Garden class. Want that area outside your classroom or office spruced up? Eric's Garden Class. Need centerpiece for an event? Eric's Garden Class. This guy can run three large gardening elective classes with a bunch of tweeners and get them all excited about compost, succulents, and chicken coops with a science. Yeah. All right. He's gears. With a science credential and a master's degree in bugs, I'll get to that in a minute. Eric took
038the challenge of revamping our school garden area, planting, beautifying, and growing the whole campus in return. Gardening is almost a farm-to-table class because the food they grow, they eat and take home. It's also there's also salad bar day where everyone brings toppings and they eat the lettuce harvested from the garden. He delivers food to us, staff. They take our orders and everything. If you're a kid who didn't make it into gardening, no problem. We've got a garden club for you at lunch. Or you could join entomology club at middle school. That's right. I'm pretty sure it's safe to say that the largest middle school entomology club in the country is at Santa Rosa Middle School. And for those of you who didn't know, entomology is the study of bugs. Eric has literally brought to life
039our campus. The work he does going above and beyond with gardening and his club provides students not only with a unique opportunity to learn but with a muchneeded therapeutic outlet. His humor brightens the spirits of students and definitely staff alike. He has an incredible sense of humor. His contributions are tangibly seen and felt. Congratulations, Eric Yang, and thank you for being such a funny, reliable, talented teacher for the Santa Rosa Middle community. concern. Flower Congratulations. Next, we'll invite Principal Fong from Santa Rosa High School. good evening um board of directors and uh Dr. Morales and audience members and everybody at home. I'm Dr. Monica Fong. the principal at Santa Rosa High School. And today I have with me um our student of the month, Rustin Prior Holdenfeld. It's my great honor to present our 12th
040grader from Santa Rosa High School. Below are just a few of the comments that I got about Rustin from the many teachers and coaches that have worked with him. And I know I think you had a game and you came from here and you're going back and yeah, he's always on the move. Rustin Prior Holdenfeld was a three-year varsity player for Santa Rosa High School football. He's been a model student athlete, the kind of player that every coach wants on his team. He offered to go division three football, but on his field of play, um, this is just a minor part of who Rustin is. He's a Panther through and through. He's shown dedication to his school in many forms. He's been a member of student government all four years. As an underassman, he was
041elected to class president both years. He helped plan numerous events such as the Halloween drive, Christmas holiday lights, and he helped plan the homecoming. His junior and senior years, he was elected vice president and continued to help plan those events again, as well as being a person leading the students during rallies. Every year, he donates time at the Redwood Food Bank, helping to feed the unhoused in our community. Rustin has a GPA that's over 3.9. He's taken AP classes every semester, and he's a two sport athlete. also volunteering extracurricular time, he was still able to maintain his GPA. A counselor said that Rustin played football and baseball for all all four years at Santa Rosa High School and as well as being in student government. He loves to wear orange and black and support his
042fellow students at sporting events as well as performing in art performances. I always see him with a smile on his face and he seems to be very positive and enthusiastic young man. He's also volunteered at our Special Olympics basketball events. He's always willing to lend in lend a hand and jump in wherever needed. And I think all of those comments really um represent how Rustin is at school. Um he leads by doing, keeping his mind focused, speaking up when necessary, and all while supporting his teammates and the community. So, congratulations, Rustin, and thank you for being such a positive representative of the San Rosa High School student body. All right, folks. Before we continue, uh, we're being told that we're over capacity in the chambers right now. And so, in order for us to be
043able to continue this meeting, we need about 30 folks to step outside momentarily, um, we will take a a break, um, after we're done with tonight's ceremony. um with recognizing our honores and so if folks leave at that time um you're welcome to come back inside as long as we have capacity. So we just need to make a few little adjustments. Thank you. for your comment. Thanks. All right. So, it looks like we've got a lot of seating on this side of the chamber. So, if you're standing, please consider taking a seat. That would really help us. Thank you. All right, it looks like we have the green light from the fire marshall. So, we're going to continue with tonight's presentation. Tonight, I have with me um Wendy Albaron as our classified employee of the
044month. and Wendy runs the business office at Santa Rosa High School. Some comments from some of her colleagues. Besides being one of the sweetest, kindest people I know, Wendy is also the hardest working person on campus. She's always willing to help out wherever and whenever, no matter what, no questions asked. She has a generous heart, will do anything to help our students. She helps plan, collect, and distribute gift cards, blankets, clothes, prom dresses, and food every year for our student. She's the perfect example of Panther Pride. Wendy goes out of her way to help teachers and students on the campus. She's friendly, always polite, and does her job impeccably. She always has a smile on her face, and has fierce Panther pride. She runs the business office of a large school on her own and
045never complains. and she is someone we can always count on and for that she deserves this honor. From the office staff, Wendy's a friendly face in the office. She's always there to help. She's involved in almost every aspect of of the school, including running the student store, heading the graduation committee, and organizing ELAC events. Wendy, your dedication and hard work truly make a difference every day. From expertly managing the business office to wholeheartedly supporting students, staff, and families with your warmth and enthusiasm, your commitment to the ESL program, pride and passion for Panther football, and willingness to go above and beyond do not go unnoticed. Thank you for all that you do. Wendy. And last but not least, our certificated employee of the month. We have Miss Justine Mendoza and who teaches fine arts. Comments
046from her colleagues. Justine's goal is to make students feel seen, heard, and supported in any way that she can. Miss Mendoz in her few short years with us has made a major impact on the lives of her colleagues and students. She's a supportive friend and teacher. She gives of her time, resources, and talents without complaint. Her students know that she cares for them and will challenge them to do their best. She is a warm and welcoming environment in which students feel safe. The uh fine arts department chair at Santa Rosa High says, "I've been honored to have Justine Mendoza as a member of my department for the past three years. She's been an integral part of our department and the school community as a whole. Miss Mendoza began as an enthusiastic student teacher in the
047art quest program at Santa Rosa High School. We immediately recognized her strengths both in and out of the classroom and she was hired as a full-time teacher at Santa Rosa High. She is unique in that she has um been taught in two distinct programs, the fine arts program and the Artquest art program. She's done an excellent job navigating and working within both departments. With her time here, she pours her heart into teaching the elective students on campus and helps them grow as artists and individuals. There's lots of comments I'm going to give you, but the students adore and respect her. She's earned that in every way. Her tireless support of Santa Rosa High and its students is felt by all. As a teacher, she engages lessons and brings her joy of art to all of
048her students. She's gone above and beyond in her community, um, even designing our fine arts logo that we all use today. She helped promote the t-shirt design at the 150th anniversary of our school. And she brought a beautiful mural to life on our campus with the help of her students. Santa Rosa High School is truly a better school due to the contributions that Justina has made on our campus. Thank you. Congratulations to all of tonight's honores. We're now going to take a few minutes to take a little break um so we can transition from our our recognition ceremony to our next agenda item. So folks need to reshuffle again. This is the perfect time to do it. Get back All right, We are going to continue our meeting this evening. We are on our D
049items for the for the meeting this evening. Starting with item D1, we have our California School Employee Association Santa Rosa 75 report. Um we'll welcome President Layman to the podium. Good evening, President. Uh, good evening, Vice President Stephanie Manaryi, governing board, superintendent Dr. Morales, student board member, cabinet members, and everyone joining us on Zoom. I also want to thank everyone else for being here tonight. We are Santa Rosa City Schools community. We are here because we care about the well-being of all of our students, families, staff, teachers, and admins. CSEA wants to congratulate the students and teachers of the month at Luther Burbank, Santa Rosa Middle School, and Santa Rosa High School. Special congratulations to our classified employees from Luther Burbank, Maria Santa Rosa Middle School, Tes and at Santa Rosa High, Wendy. Thank we
050negotiated theou for the impact and effects of layoffs with the district last Friday, April 4th. We encourage you to approve action item seven which is number eightou. It is pending ratification from our chapter membership and we will report back to you on the results next week. Of the some 172 classified employees who received notices, we were happy to work with the district to rescend some of them. We continue to work with the district regarding two job descriptions and hope that we can resolve these soon. We must embrace all of our dedicated workers, classified, certificated, and all of the other employees affected by layoff and continue to support each other throughout this process. As adults, we can help our students and families move forward with the changes that are coming. Reality is it's not going to
051be easy, but working together will make it seem easier. We appreciate the staff weekly started by Dr. Morales. The transition teams are moving forward. SCO is coming to assist. We all must work together so that structure, stability, and positive change will emerge from all of this with courage and compassion. Thank you. Thank you, President Layman. Next, we'll welcome SRTA President Katherine Howell to the podium for the SRTA report. Good evening, Vice President Manny, Superintendent Morales, members of the board, members of the community. I want to start with saying congratulations and adding my congratulations to all of the honores tonight. It is wonderful to hear about how much uh joy people take in their jobs at their schools and how much pride we have in our students and how much uh excitement the students have for
052learning. Um, but before I go any further, I need to take a moment tonight to celebrate one of our own who has passed away this past week, much too soon, and leaving behind her a wake of sorrow and loss. Trish Terrell was an amazing, strong, and loving wife and mother and English teacher at Maria Creo High School. She was the grievance chair among other titles for SRTA. And she was a champion for our community. She was never afraid to stand up and do what is right. If she could, she would be here right now with us today. She's going to be remembered by dozens, if not hundreds of people as that teacher, the favorite that you think about decades later, touching and changing the lives of so many students and families and teachers. I've heard
053her described as a giftgiver of her time, her patience, her energy, her knowledge. Um, sometimes her gift was her smile, her attitude, the small affirmation that made your day or the kick in the butt that you needed to get going. Um, I got a lot of those from Trish. We love you, Trish. to miss you and thank you for pouring your heart into Santa Rosa. We have dozens of teachers here tonight pouring their hearts into Santa Rosa. You'll hear their stories. You'll hear their concerns. Um, but they pour their hearts every day into this community and their students. You're going to hear their stories of leader, of lack of leadership, of intentional chaos and uncertainty, not just around the school closures, but day-to-day operations. But this board needs to realize that this is not just
054a right now thing. It's not just this room at this moment. It's not just the administrative movement. Although removing administrative trusted administrators from their positions did and has and will create unneeded chaos, it's not just the schools that are closing that are the problem. We're united here tonight fighting for the future of education in our city. This Santa Rosa, where generations have been educated by Santa Rosa City Schools, where generations are represented in this room by these teachers. I only moved here in 1997, so I can't claim as much as some, but we know that generations have gone through our schools, and we are hoping for generations in the future to come. We're surrounded and supported by thousands of of community members. And as of today, through a resolution passed by the Sonoma County Democrats,
055were supported in our request for Dr. Morales to step down by that group as well. The Educators of Santa Rosa Teachers Association represent deep roots in Santa Rosa City Schools and in Santa Rosa. We have been here long before this cabinet. We will be here long after the members of our administration who have mostly no ties to this community. Long after our superintendent has moved on. again, no ties to this community. We're not just fighting for ourselves. We're fighting for our students and we're fighting for the future of education in Santa Rosa. Whereas we're asking this board to make this action now to save this from from the chaos and the insanity that we're seeing from the families fleeing our district looking for someplace that is more safe and more stable that they're way where
056they can see a future. future. We see ours fading. And I'm going to leave with the words of some of the words from the resolution of the Sonoma County Democrats um that calls SRTA calls upon superintendent Daisy Morales to resign from her position, urges the Santa Rosa City School Board to expeditiously to act as expeditiously to restore trust and stability for students, teachers, staff, and the broader community. Thank you. Thank you, President Howell. Next, we have the superintendent report. Thank you everyone for being here. Um, I echo what President Hal mentioned in terms of our beloved teacher, Miss Terrell, and I'd like us for just to take a moment of silence um to remember her um in this moment. Thank you. Um so last week we had u multiple listening sessions with some of our
057closing schools um answering questions as much as we possibly could. Um we I also met um with a group of parents from our school campus alliance around safety and the protocols that we've put in place. Um we started also our LCAP feedback sessions. The ones that are done in the fall are really to learn what LCAP is and the ones now in the spring are really to provide feedback as to our modifications for our actions and services. So next week we will have one on Monday at Santa Rosa High, on Wednesday at LC Allen, and on Thursday at Montgomery High School. So please come and join that conversation as we update the LCAP. Um, I was able to do a interview around enrollment registrations in Spanish with our local wine radio um, in order to
058be able to continue to promote our enrollment process. Um, and it was an interesting look at how the radio world works from the inside. Um, we also um, had our collaboration time yesterday with SRTA. We sent out a letter to the SRTA executive board to look for ways to more efficiently and effectively work together. And we're also going to be asking this of our CSEA members. And I met with them today. And um we'll also be sending out a letter for them to join our the California Labor Management Institute um format so we could um better facilitate our work and also share out what those meetings are about so that everybody is aware of the topics that were are discussed in that space and how do we continue to work together. So thank you. Thank
059you superintendent. Next is board president report. Um, there is no board president this evening. So, we will move on to item D5, board member reports. Do we have board members who have reports this evening? I see Trusty Jenkins, Trusty Casten, and Trusty Kirby. I'm back to writing things down. Um, so it has been a busy two weeks as usual. Uh, I attended the Anchors Away event in Montgomery, which was very positive with a clear path forward, specific locations decided upon for the seventh and eighth graders. um worked the Montgomery Alumni Association palenta feed with project grad which was a hit and a ton of fun. I do know that Santa Rosa has um so many parents who are also alumni of our high schools and I want to encourage you all to pop into the
060alumni events of the school that you graduated that you graduated from, especially if your kids are attending. I made it to the final um fentanyl gang awareness presentation at CHOPS which was uh super well attended. Um it was exciting to see representation from the DEA as well as an organization called I'm not going to pronounce it correctly, but the initials are HID TA. Uh I haven't interacted with either of those organizations before, but it was pretty fascinating stuff. There's a follow-up Zoom tomorrow about um what a drug-free community would look like in Santa Rosa. So, we'll see what that's about. I checked out the Art Quest Spring Showcase on Saturday. Um honestly, I have not been to the Art Quest stuff before. I was very impressed with both the facilities and the um the students
061work. It was so cool and the it was just really cool. So, it was very great. Thank you to whomever sent me those invites. Um, let's see, what else did I do? Uh, the LCAP presentation on Monday at Curo. I was there for a bit. Um, and then I headed to the parent meeting in Montgomery following that. Um, and yesterday was SART, the safety advisory roundt, which has been a bit of a slow start this year, but I'm hopeful that we'll um kind of swing back to going to being a direct feedback loop for Dr. Morales of how to best serve the students with a safety lens at the center. Um, I'm finding that the district's the district is really good at starting things and implementation at the get-go, but that we could improve on
062follow through, follow up, and closing the loop. Um, and we will. Something that I've been thinking about lately also are the three E. The embrace, engage, and empower. I understand that the district is doing its best to carry this out for students, but we are kind of missing the target when it comes to the adults who care for, support, and educate these students. And this includes families, staff, and site admin. I understand being focused on outcomes of the individual young minds. However, we are missing that if the adults who are tasked with developing those minds are not getting their needs met in a stable environment with clear expectations and understandings of what is coming down the line, that instability will have significant ramifications on the individual young minds. We have to give we do have
063to give notices to people and likely more people than expected due to not closing as many schools and this sucks. The shuffling around also sucks. We're missing the mark on clear communication at all levels. And we will do better. We must do better and we will. It's completely normal to reactively act out in uncertainty and also fill in gaps when the information is not given. That being said, all of us in the community also need to take a pause and remember that each person can only be fully responsible for themselves. If you think that you would like to be in the roles of people that you're mad at, please run at the next election. And please apply to open positions. So many people are engaged right now, which is amazing. have personal conversations with other
064engaged folks to move change forward. Parents talk to staff, staff staff talk to site admin, site site admin talk to the DO. Um, sure, we can talk to others, but not everyone has the same knowledge base for each situation. So, let's keep moving forward. Thank you. Thank you, Trusty Jenkins. Next is Trusty Casten. Thank you. Um, so I want to start by acknowledging also asking for a moment of silence for coach John Perry. Uh, he was a coach for 50 years at Westside Little League and he passed away on Friday night. Uh, in addition to coaching many of our Westside baseball players, many of those players went on to play junior varsity and varsity at Santa Rosa High School and some of them are currently playing there today. So, if we could just take a
065moment to recognize them, I'd appreciate it. Thank you. My other activities this uh in the last two weeks I attended the low CN general membership meeting two weeks ago. Uh they elected a new board including uh many folks who actually have kids in our school district. So, I'm hoping for good and continued engagement with LOC. Uh, we held our second finance committee meeting this last Monday. We didn't have quorum, so we didn't take action on any recommendations, but we did receive reports on the child youth behavioral health initiative, uh, which is an initiative where we're going to be able to bring in additional revenue for therapy, um, mental health, and other programs that we've lost one-time funds for in recent years. And while the timing is not perfect, uh there there is hope that we'll
066be able to sustain at least some of the pro programs and staff that we've come to rely on uh since 2017. Um all of this is on video and you can go watch it on YouTube if you missed the committee meeting. Uh so it's all there for folks to access because it's a public meeting. Uh we also received a report on uh our CTE grants and funding obligations attached to those grants specifically involving um our matching obligations and how we use certain staff positions within the district office and on different sites in order to be able to receive the grants that fund um some of our CTE and college and career readiness programs. And we were able to receive reports on our audit process and internal controls. Uh this is a part of the first
067work plan for the finance committee between our first meeting a month and a half ago to through June. We're reviewing every aspect of the finance process for the district. Um and we're going to come back to the board after that June in order to make sure that all of our internal controls are there and the policies that we should have adopted are adopted. Um and this last meeting we had audit controls and internal controls. So, I encourage folks that are interested in the finance um side of the district to go watch that meeting. There's a lot of good information there. Uh we had our second SCO um county office education uh subcommittee meeting with SCO. Uh we'll have our third one tomorrow. Uh this last one we talked a lot about campus safety. um specifically
068the timeline related to SRO implementation with the city of Santa Rosa as well as the other Santa Rosa um uh supports out there including the violence prevention partnership, youth truth or sorry um their street outreach team and their intervention team and how to better uh bring awareness to and also ensure uh use of those programs and supports within especially our su our incoming secondary schools. Um and then lastly, I completed my masters in governance or course with the California um schoolboard association, which was specifically focused on human resources and labor relations. And so I'm hoping to bring that knowledge to the board, mostly in the closed session side, but it was a lot of very helpful information for um for us to use. So thank you. Thank you, Trusty Casten. Next is Trusty Kirby. Hello.
069Um, so I was out of the country most of this past week, but prior to that, um, I did attend one of the SRPD, uh, fentanyl and gang outreach presentations. Um just just a reminder if uh obviously the tragedy that happened several weeks ago here you know in our school community. I just want to again urge everyone everyone please Narcan is out there for free. Everyone should have some in their vehicle in their home. It's free. Go to CVS, Walgreens, um Kaiser Face to Face right down the street near the uh police uh station here. Please have some uh that you may save a life. Uh please please get that. Um I also took a a in-depth tour of Art Quest uh and got to see all the facilities, learned the history of the program
070and uh spent a lot of time uh getting to know the director and assistant and just hearing all about that program. Uh uh so I appreciate the time for that. That's all I have. Thank you, Trusty Kirby. Um, on my end, really quickly, um, on March 27th, I attended the SCO and Santa Rosa City Schools ad hoc committee at the Sonoma County Office of Education that Trustee Castton just spoke about. Um, on March 28th, I attended the LCL High School a boosters 27th annual fundraiser at the Sonoma County Fairgrounds. Um, it was really great to see a strong LC community celebrating their A programs. Um on April 5th, uh last Saturday, we had a policy committee meeting to create a plan for updating our policies. It's really a a pretty big undertaking and so we
071have a plan for bringing policies forward to the board um so we can we can make some headway there. And then last Wednesday, I attended a parent meeting at Cesar Chavez Language Academy. This was really more of an opportunity for parents to learn about what's going on with within and outside of the district that's impacting CCLA. Um, and they had a really robust conversation. Um, kudos to the parents who made that happen. It was really, really well organized and facilitated. Any other board member reports? Okay, next we have our student board member report. Oh. Um, over the past few weeks, I've been able to uh visit LC Allen in Ridgeway. Um, getting to meet uh the candidates for the new uh position next year of student board member. Um, I met some really, really awesome
072people. Um, well-rounded, super encouraging leaders, very driven. Um, so I answered their questions, gave them the rundown on the position, what it entails. Um, I was as transparent as possible. We went like 30 minutes overtime for both meetings cuz they were so awesome. Um, yeah, it was awesome getting to see those to see the students. Um, and it's cool to see that we're um, also looking at sophomores and juniors. Um, so we can get a wider range of representation. Um, and then I'm I'm excited to see um, next year that we're going to have two student board members um, to further um, representation and um, strengthen student voice and influence on this board. Thank you. Next we have item D7, our consolidation and transition report. I'll ask the team to come on down. As they
073do that, we wanted to share the um new document in terms of really shifting the conversation around what our schools will actually look like. So we um let me see if the team so it's I won't read it verbatim but it's the senior junior high schools um is that what we'll be calling our new schools. It talks about it's one campus two program so there'll be two different bell schedules. We share the benefits of the model as well as how we will be defining success as well as measure how we're going to measure that success. And we also talk about the consolidation of our elementary schools um and how we're going to ensure continuity of supports, talk a little bit about the curriculum. So, um this is open for the board to look through it,
074read it, um give us any feedback in terms of anything we need to modify as we continue the conversation. And so, the team is here also to give any um updates and share any new information around um what's coming our way. So I will open it up first to who wants to take it first Stacy or Lisa who wants to start the conversation of what we're working on. Maybe even start with the empower teams if in terms of the work. I know the empower teams met this week. So we'll start there and then we can chime into the other departments. So thank you um thank you u vice president mani um members of the board and uh student staff and community of Santa Rosa City Schools. And I really want to thank the executive directors,
075Alisa Haley and Dr. Lisa Pedes for um heading up this work with the teams. I'll go ahead and turn it over to them. They've been um there for the full day meetings with both of these communities. So um I'll start uh first. Good evening. Uh the Slater and Montgomery team, their empower team met on Tuesday. I had to think what today was. Um and we went over some key items which is such as bell schedule which it was determined that Slater um Herbert Slater would keep their current bell schedule and Montgomery would keep their current bell schedule. They might switch around um a few things just to make u minutes will be the same but to make it so staff meetings can overlap. So um the principal can have time with Slater alone together and
076then Montgomery alone. So they'll but they can work on things together as well. Um and that will be definitely for this upcoming year. As they move the through the process and see how things are going, they will re-evaluate. The team would like to continue to um work in some format next year to really continue a continuum and a success. Evaluate things. How's it going? What needs to change? Um and different implementations perhaps. So they worked on that. We also went through what is important to bring over. So for example, what Herbert Slater really values and wants to continue. We really want to make sure that support is there for that and what Montgomery would like to continue and be supported. And then what actually overlaps and can be done together. So for example, uh spirit
077days um and that might be something that could even grow and really become um more robust. Um there are certain wonderful things that um Herbert Slater has to offer that they really want to shine as well and then Montgomery has that too. Um also behavioral expectations was a key component of the day. Uh aligning that because we really do want to have set guidelines that all kids adhere to and that the teachers um understand and all staff understand and the principal, you know, is also her team um really can support. Um, and with that they will continue the Minga app. And currently Herbert Slater does not have the Minga app, but they will be trained and they will use it as well. So that's another consistency that will occur. Really trying to make things consistent
078because it will be next year too schools on one site, but we want expectations to all be high and the same. Um also um staff were given dates and opportunities if they would like to be trained in the international balorate and also AVID. So um Herbert Slater is currently an AVID school as is Montgomery. We really want to continue to grow that. Um many years ago Herbert Slater went through some um IB training hoping to become a a middle years program. Sometimes that's a very heavy lift. With it already being at Montgomery, that support can be there. So, we want to train that, get that going on. So, that path will continue to grow, which can really turn something um incredible. The school can really be something known throughout all of Sonoma County with not
079that it wouldn't be regardless, but IB is something it's it's just different and nothing around. We don't have it around here. And then um big thing we found lockers for seventh and eighth graders. I know it's very exciting. Um and it is something important because Mont um Slater does not have their students bring backpacks into class. That has been a wonderful um working I guess cuts down on different issues for them. We want to continue that and make sure that happens at Montgomery as well. So they found locker bays which will be great. So that will continue as well. I think that covers what and then we next thing we will start needing to work on and really review is safety plans and the site sepsis. All right. So, I'm facilitating the Santa Rosa Middle,
080Santa Rosa High, Junior Senior High model. And uh Alisa and I have worked very closely to make sure that we maintain uh parallel but obviously not going to be identical uh in the path as each school community has their own identities as well and even as they come together, you know, they're not going to be mirror images, but we want to make sure that we are taking uh steps in tandem. So at this point now where we had held our empowerment our empower meeting first since then Montgomery and Slater has been able to hold two. So now we get to learn from their second meeting which is really great and mirror some of the topics that they were able to address. So the the updates I meet weekly with Dr. Okconor and Dr. Fong. We
081talk about the issues that are coming up, the emails that might have been received, what are some critical topics, and we determine which of those then we can bring to the design team and which I'm sorry to the empower team and which I need to bring to the design team. We held a listening session at Santa Rosa Middle School with the staff. That was very enlightening as well for us to hear key concerns and how to address those. Um, we held a coffee with the principles at Santa Rosa Middle School with both Dr. Okconor and Dr. Fong. Uh we had several parents there and also uh began to see some excitement over the junior senior high model and but parents did have some key questions for us to continue to address and work through. Um
082upcoming for for this team is our next empower team meeting is on April 16th and on April 17th is what we're currently calling our Panther Cub night. And so this is the first opportunity for the se incoming seventh and eighth grade uh parents, staff, community in general to be at Santa Rosa High School and uh have a presentation in the auditorium and then kind of look around the facilities. Um the other things that we are currently working on are some solutions to specific needs such as the need for sinks in Dotto building. So we're looking at options for that. We're aware of the need to take a look at some lunch area needs and also some storage. So, uh working really closely with facilities and Lisa's team to try to find uh solutions to those
083issues. In addition to that, the Dr. Fong and assistant principal uh Finery and I we met with the English department uh the teachers that are currently in Dodto to listen as well to some of their concerns. And I um you know I feel and hope that we're in a place to continue to move forward uh just acknowledging that there is a lot of change that is coming and you know we're really focused as and putting our students first as we make these decisions. So that's that's the update from the Santa Roses. I'm going to touch on elementary and while it might be um I want to we don't meet every week as far as you know the teams and I think it's really important to note that elementary meets um regularly during staff meetings. They're
084really working on a continuum of when you close a school, how are we going to celebrate? And I really want to keep stressing that because it's important to know that they're honoring this year's students and they're also honoring all of the past students, all the past staff and all the um and anybody that that was there. Um and that is something that they're really working hard on. They're also working with each other on how they're going to go and do field trips to each other's schools. And they have those dates set. So those are set and those are happening. But when they happen, then there'll be more um to share about what happens there. And they're also working on sharing information. And um Director Cast, I just really want to address I know you're really
085concerned about 504s. So I just want to address that at least at the elementary level. Um our elementary teachers and our principles are um seriously I can't give enough shoutouts. Um, not that everybody isn't great, but the work that they are doing to make sure that every student that is going to either another school is is their information is documented like if they have a 504, do they have an IEP, maybe they went to intervention, maybe they don't really, you know, this is just one thing when they get there just to really acknowledge them and stories and they're really having um detailed notes about that to share with the um staff that that they will receive. And so that is huge and that is not an easy undertaking and that is I think a very
086huge ask and the the data and everything that they are sharing about their students is top-notch and I really have to give huge shoutouts to them. All right. Um I'm here tonight to give a uh very very brief there's uh been a lot of work being done on continuing the open enrollment. Um in addition to ensuring that all families had an update on their open enrollment requests. We are currently this week honoring the requests for appeal. We had approximately 27 requests for appeal. We finished, I think, 11 of them today and Friday is going to be a very long day. Continuing the rest of the appeals um for families who are currently on the waiting list. All families who are on the waiting list were offered their second choice of school and many families did
087say yes, that would be wonderful and they have already been placed. Um there's just a handful of families that are asking to have their application reconsidered. So we're continuing with that process. Um we've also been working very diligently on the processing of the interd district transfer requests and there's been a lot of uh energy and interest in information on that. Um and so I'm going to divide my information into two different categories. There are the interd district transfer requests that are coming to Santa Rosa. These are families that live outside of the Santa Rosa area but want to attend one of our schools and the inur district requests of families who are asking to attend a school other than a Santa Rosa and leave our district. Um so I'm going to start with the outgoing.
088Um it is important to know that the data that we have to share today is only the number of families who have requested. This is not the number of families who have been accepted because every outside district has their own timelines. They may have not said yes to a family yet. And so until we get that information from the district, I would not be prepared to tell you, hey, 700 people got accepted. So, um it is important to know that I'll also compare this um to ongoing information. We currently have 755 pending requests to attend a school outside of Santa Rosa. That is actually about the same. Last year, there were 722. The year before that, 754. In the uh 2223 school year, there were 815. I could keep going all the way back. The
089big years that we talked about before were the years of 201920 and 2018-19 where we had over a thousand requests, but uh this year so far we're seeming just about on par with what we've seen over the last three years of the number of pending reasons. The number one reason that families are requesting to leave because it's so difficult to capture each individual uh there's a different categories. The largest category is what they call other. That is a personal reason that doesn't fall into one of the other categories. The second most common is that I'm a continuing student in this other district and I want to continue. These are not new requests. There are 200 continuing students. In addition to that, there were 114 requests because the younger child now has a sibling that is
090already in another district and wants to continue. So, just to kind of frame, just about 300 of these families um are actually families that have been continuing outside of Santa Rosa. So, they are not really new requests. We've had 45 families asking uh to move because of child care. 35 looking for a change in social uh settings. 11 for health reasons. There are eight who have a pending change of residence. 16 of them indicated that they are being considered for a specialized program. three for employment and four of them uh have requested this based on closure and consolidation because that was one of the choices that they could choose. Uh seven have requested due to bullying or other safety concerns. So those are the ones that we have. Um, I also have and I'm not
091going to get into the weeds because these numbers are going to be difficult to to track without seeing the slide, but uh there is one of the highest numbers are students requesting to leave Piner due to the proximity to Windsor because Windsor is one of those districts that people go to and it is um there's a lot of our families who live in that Piner neighborhood that are very close to where the Windsor neighborhood is. There's actually a street where if you live on the south side of the street, you belong to Piner. If you live on the north side of the street, you belong to Windsor. And if you live slightly to the east, you belong to Korea. So, there are some interesting nuances up in the north area. Um, and so let's talk
092about the incoming transfer requests. We had actually approximately 250 incoming transfer requests, but a large number of those were actually accidentally filed. They filled out the wrong form. They were actually our students asking to attend a different one of our schools and they filled out the inter district rather than the intra district transfer. But um so far this year we are processing 84 requests to come in to our district. Of those 84 um most of those transfers are coming from the Katad Roner Park area who are coming up our direction. Um and the highest number of requests are going are requesting to go to Santa Rosa High School. um the uh largest number of students uh at about 20 of the students, so about a fourth of them are continuing students. They've been in our
093district and they want to be able to continue with us. Um the second highest number of students wanting to come to our district are requesting to come to some of our specialized programs such as international balorate, art quest, uh some of these other specialty programs. 10 of these students are requesting to come our direction because a sibling is already enrolled with our district. And um there's lots of little reasons. Um you know, one or two are children of employees or the our school is closer to where they live than their actual assigned school. Um three are asking for child care and so on. So we have a number of different pieces. Now I know that was a lot of information without the visual. That's because there was so much work to be done. I did
094not have a time to put together the slide deck. I will be putting together that slide deck and providing it during the board weekly and then sharing it with the staff weekly and making sure that it's available to our public as well. Clarifying question um on the continuing kids. Is that still at the breaks? So like the 6th, 8th. So when you are making a feeder jump, you are required to make a new application and you are not considered a continuing student. A continuing student would be a student who was in ninth grade and wants to stay for 10th grade. Those numbers seem very small. And the reason that the continuing students seems like a small number is that technically speaking by board policy you don't have to reapply. These were the families who decided
095to reapply even though it wasn't required. So there are more students that exist on interist transfers. These were just the applications that we received. Um I think I said it incorrectly specifically the kids who are going who are continuing um and I may have just not understood the way you said it but the with the kids who are going if there's 200 that are continuing are is that at those levels I'm just don't Could you just say what you said in a different way? Are you talking about the outgoing or the incoming? Well, kind of either one, but the outgoing specifically. Yes. Because it was 200, which seems like a lot. Right. So, when we're thinking about needing to apply for an interd district transfer, once you have been accepted at a school, and it
096it is important to talk about the criteria, but first, I'm going to answer your question. As long as you continue to meet the criteria and you are continuing at the same school, you do not need to reapply. Some families do reapply because they want to either they didn't quite read that or they asked and got different information from somebody or they just want to make sure. But as long as you are meeting the criteria, uh it you do not need to reapply if you're continuing at the same school. However, if you are going from one school to another, you are not considered a continuing student. you are a new student and you would need to reapply. So, going from sixth grade to seventh grade, going from seventh grade to eighth grade until we have our
097junior senior highs. And once a student is accepted at the junior senior high because that is their one school with two programs, they are allowed to stay and continue as long as they're meeting the criteria. They will not need to reapply. So the criteria for an inter where the intra open enrollment it's 100% based on capacity if the school has room you are welcome at the inter district there are three criteria that all students must meet. They must have good attendance and that's defined by 90% or better. The second is that they must have good academic progress at the secondary level. That means that they're carrying a 2.0 0 or better at the elementary level. That means that they are making good academic progress as guided by any specialty program. So guided by their goals
098in a 504, but go guided by their goals and services with an IEP. They have to be making good academic progress. Um the third criteria is that you can have no behavior issues, no suspensions or expulsions. We have a practice here in Santa Rosa that if a student is not meeting one of those three criteria, the school immediately does an improvement plan with the family. We have a little written agreement that they sit down, they offer services to the family, they talk about what's getting in the way, and if the family is not able to course correct and get that back into alignment, we may have to say thank you to the family, but have them return to their neighborhood school. Stacy, are we able to identify um I heard there's a bit seems like
099a big push from Piner to Windsor due to their location and where they're living. Are we does that have anything to do with the boundaries that we changed? That's something that's been going on for a while. I don't know that I have not done the analysis to compare that number this year to numbers in the past, but um we do see that when a family leaves the district, they tend to leave the district for a school that's relatively close to their area. So um if a family is doing a transfer from Kalisoga, they tend to want um Maria Coreo because it's the closest. if they are coming from uh you know some of the north side they may choose Piner as the closest school to them unless there are specialty programs and we do know
100that the Windsor school district right now has a couple of specialty programs that while we've been deeply discussing these programs we aren't offering yet programs like um SAOA which is a virtual academy programs like their um what's their small school. It's not Windsor Oaks. It's the other one, North Bay Met. So, they have a couple of programs that we don't necessarily offer yet, but I know that Ed services under the direction from the board is looking at alternative instructional programs. So, as area 7 trustee, I just want to let you know I am getting a lot of communication from concerned families that boundaries have been changed. families that have bought homes assuming their child would go to RBMS and MCHS are now being sent elsewhere and that's a real frustration for those families and at
101what point that gets communicated whether they're still in elementary or whether they're currently at RVMS. Um that's something we may need to look at because I've personally getting a lot of communication that that's been a concern for our families in that area. We did send a um customized letter to each individual who was impacted by a boundary change. And in that letter, we not only said this is what your school of residence was during the 2425 school year, this is your uh proposed boundary, your your new school of residence based on the newly adopted boundary changes. And here are your different options. So we have been working with that and we've met with a couple of families so far during appeals to explore what some of their options are when we discover that the boundaries
102are impacting them in unique ways. So that is something that we are considering and working to honor the message. Um, for example, we met with a family today whose boundary indicated one school during the 2526 school year, but would change during the 26 27. And we worked with that family to allow them the option to stay where they are or move to that second school the first year. So, we're working with that within the constraints that we can. If a school is completely overwhelmed, obviously, we may have to offer people their second choices. I know we're discussing revisiting doing tweaks alignment with feeder districts um kind of right after summer. As you're going through this process, are you collecting this data in a way we'll be able to use it and the feedback you're getting?
103in addition to the data that we've been collecting and I've been working very closely with information and evaluation in how we can collect this data in a very um consumable way because sometimes the way that somebody can look at a a bank of data and make sense of it. My brain may not work the same way. I'm a very linear kind of person and so some of the infographics are a little confusing for me. Um so I'm always looking for the easiest way to explain. However, as part of our work with the ad hoc committee, we are also working with SCO and they are going to be conducting some surveys on choice, school of choice. What are some of the barriers that might have a family choosing to come our direction or to go to
104another direction and asking some of those more indepth qualitative uh pieces of information. We're working at SCO is working through some demographic companies that do those surveys in a very strategic way where we don't have the the hours right now to be able to create our own tools and we are hoping to be able to get a very quick turnaround on that. Our first targeted community is going to be the nine feeder districts to see what their interests are and what might be a barrier to their registration with Santa Rosa. And I I know we're going to have the the quantitative data from the SCO um scope. What I think I'm most concerned about is that you're having those more in-depth qualitative conversations right now and we're going to need this information in August, September.
105So if there's just a way that we can make sure we're capturing it so that we can have that information available. The tool that we're working on is going to right now it's the way we're writing it is that it's going to have not just the quantitative data but the opportunity for um actual open-ended conversations with the families scripts and focus groups. Yes. and and focus groups. No, no worries. Um, so as you've heard, our team is working um collaborative collaboratively in support of our partners um specifically facilities working with special ed with special services with the empower teams with you know with our um wellness and engagement looking at space at all of these um places. We have um supplies. We have uh the dumpsters and recycling bins being delivered to the closing schools
106this upcoming week. The principal's identified spaces to have um those added on campus. Um Ed Burke is um joining in community events and trying to um generate some excitement and you know learn what um parents are looking for w when bringing their students um related to nutrition services and and hoping to allay some concerns about meal service. you know, helping to understand that yes, the men menu options are the same for junior and senior high school students, but they don't eat together necessaries to rest about. Excuse me. Sorry. We have obviously um most of the information was reported with the empower teams. One thing that we will be bringing to the board that we will be looking for some direction on is um we will be having some tours that we will be working with
107um our facilities team and our ed services team um looking at bringing parents from some of the from the charter schools that will be relocating in the future. Um we have two campuses that we will need to be looking at whether and considering whether there will be a move. So specifically Santa Rosa Middle School and Commtock as potential options and time is of the of the essence because of um transitional kindergarten and play structures. Um so specifically a lot of facilities needs in order to convert those middle schools to elementary you know to to accommodate elementary needs and the process for that with the uh DSA the department of state architect really is a long process. So we've been in planning for a while on TK's districtwide. You know, that was started long before we
108start we talked about the school consolidation and closure process. That was far part of the facilities master planning. So we already have some of that work done, but now we're getting to the point where we're going to have to identify sites because there's going to be engineering that needs to happen and plan submitted to DSA. So, we're going to be working on those tours and information to be provided um related to available facilities, size, um permanent classrooms, what um additional recreational facilities are available or changes that may be needed for, excuse me, sorry, for pickup, drop off, that that kind of thing at those sites. So, that will be coming to the board pretty soon um after we reach out to to those um to those stakeholders to to have the tour and some and
109some input and keep my the rest of my update brief. I've been in and out with my voice. Can I ask a quick question, Stacy? Just Oh, no. You're getting up. I was just going to hand her some water. Here comes a bottle. Um, just on the numbers, Staca, how do how does the charter stuff fall in? Because they don't do they not have to apply out. Uh, charters follow a completely different application process. They apply in the fall to attend charter the following year and they have a very specific lottery for how positions are filled at each of the charters. It is not the same process. their uh process is outlined in each one of their actual charter documents. Are we able to capture numbers of students going out into charters outside of our
110district? The only time that we would see that would have to do with the transfer of records and um in excuse me state reporting there's each student in California has an SSID so a state student identifier number that follows with them in the state. So that's where we would see that transfer out. Is that is that the report? No, I have one more. Okay. Uh, I do want to share that at Burbank tomorrow, if you're not doing anything, and I hope you're not because I hope you're all going to show up there at 5:00 for food, 5:30 for science night because they will also be welcoming the Brook Hill families that will be attending there as well. So, I do want to make sure that that is a shout out. Thank you. Um, special services
111update. Uh, we're finalizing specific rooms at at sites. We have sites for every special education program classroom. Um, speaking particularly to high school principles over the course of the next week. Um, in addition, we're looking for the auxiliary spaces such as for speech therapists, school psychologists, etc. Uh we have a another listening session co-sponsored by Selpa for um special education students from the the closing schools that's going to be at Monty on April 22nd. Uh and then another exciting part working with business services. Um we've talked to some of our preschool community partners such as North Bay Children's Center um and Sonoma with uh taking an initial look at what BLA may look like as a as a preschool center because planning has to start pretty pretty quickly in terms of that. Um finally we
112are preparing transitions with program managers from all our feeder districts so we can get RSP case loads established mild moderate SDC's. So we're we're chugging along. So kind of a combination question. Thank you for the 504 update at the elementary level. It's really appreciated. I think that's a part of our commitment for the warm handoff we were talking about. Um, I want to be really cognizant especially of our schools that are receiving more students than they've had in the past that accommodations both in IEPs and in 504s may have been established assuming space availability um for things like quiet locations for taking tests and uh those types of concerns. Is the analysis of the 504s happening also at the secondary level and is that analysis looking at space considerations? I'm going to go ahead and
113jump in because 504 is general ed so I'll jump there. So um yes so working with the at the Monty and Slater um that that came up a lot quiet spaces for special education and for 504 to make sure they have places to test. Yes, that that is being worked at. Principal Santos is not losing is not sleeping because of that. Um and so she is um working really hard to to make sure there's designated spaces. And as far as 504s, the same thing would continue um as in special ed at the elementary level, too, because that um quiet places, you know, to test kids, that's you know, that that needs to happen. And also when it's written to a 504, when it's for testing, for anything, if it's ESPback testing, what have you, that
114needs to occur. And also, um, the number of students that we're talking about with respect to 504s is small enough that we could intentionally like call them out and make a list and spa pay special attention with respect to the schools that are closing at the elementary level and the students that are going to be migrating in the consolidation and we could look at those intentionally. So I mentioned in at the same time as special education because those types of accommodations kind of overlap. So I didn't know if there's coordination on using the same spaces how we'd make sure that there was you know absolutely priority in that element. So you because a part of this was we looked at classrooms that are not currently classrooms. We said we can put students in there but
115we also need to make sure that these spaces are available for these accommodations. Yeah. And we're also actually folding that in um as students that are um possibly be affected through summer school. We've added that to the um summer school application process. We're asking adding an additional question just to make sure if a summer school student actually has an IEP or a 504. We're actually verbally calling it out as well. So, thank you. So we we are scheduling a meeting uh this Friday uh with facilities um and Montgomery the principal from Montgomery princip from the Slater um and the two Santa Roses to discuss a lot of these finite facilities type issues and it's been really helpful to like receive all the questions but this is going to be an opportunity for us to meet
116together and also to share concerns. you know, one team might have thought of things that another team hasn't thought about yet or or a solution would even be better. You know, one team has a solution that the other team doesn't have yet. So, um we are meeting this Friday and we're hoping to kind of dwindle down on um pending concerns where we're just trying to, you know, address these concerns as quickly as we can. Thank you. Is that the end of the report? One more question. Okay, go ahead. Oh, it's more than one. Um, so, uh, regarding the the Slater Monty update, um, the empower sessions and I guess for Santa Rosa also, did staff participate in the empower session because we had heard that perhaps staff wasn't participating in that. No. And there has
117been at the first one I even said to the admin there we get no vote. It is not our vote. So it is the staff. We have equal um numbers for the sides. Um that is very important and um as we continue sometimes yeah I'm opinionated. I might give them but um it doesn't mean they mean anything. So we are not it's not up it's not us the empower the whole thing right. I mean, this is something that we need to help lift and we need to make sure that the teachers have a voice, the CSEA members have a voice because it is it is really impacting their work with the students. Oh, I agree. There's there's no way we're going to do this together without staff being on board with this 100%. Um, so
118you mentioned also the Minga app. I know the public may not know what that is. You want to give a brief description on what that is and well it's going to be have to be brief because I've never used it. Um so it is where um you it's a like a bathroom pass but it's electronic and so they use a um iPad to you know go to the restroom. Oh here comes Principal Santos. Sorry. Good evening board. Good evening, Dr. Morales. Um, so the Minga app is a system that allows us to instead of having paper passes, um, allows us to actually utilize it in the classroom. So students, because we have a cell phone policy that doesn't allow them to use their cell phone during the class time, use their Chromebook to request a
119pass to use the restroom or go to the nurse, all those kinds of things. But it also allows us to do things such as early release or if a student's a part of a group such as a therapy group or a specialty club on campus, it allows them to get this pass electronically. So it eliminates that use of paper passes. But one of the more fabulous parts of the Minga app is that it has what's called a no party. So that means students can't decide to meet up in the bathroom because they're their friend gets a pass and all a sudden they can't get a pass because they're on the no party use. Um, it also allows for students to request pass to see counselors. So, it's a whole wide array of um, different offerings.
120Um, and again, since we don't have the use of cell phones, they can use their Chromebook and then staff have the ability to use it on their laptop on their big screens. Um, we also have what's called a home room period. So students actually can check in to home room on the new viewboards, the big screens, check in on that and then their previous teacher that they're supposed to be a cl in class with um gets that information and then it takes care of attendance. So it's a constant thing about attendance, safety, security, and then the pass system. Great. Yeah, thanks for explaining that. Uh I'm not sure if everyone I was just made aware of obviously as a new member of the board I had to figure out what that was. I didn't know.
121There's a great if you go on minga.com um you can they have a beautiful video in fact our staff from Monty and Slater are going to a training next week or two weeks I think I don't remember when but they'll be going to a training that's a free conference from Minga so to continue using the the system so nice segue about the cell phone uh policy so is the plan from the empower team to I know it's kind of a test program uh at Monty with the uh with the no cell phone uses is that planned to incorporate that with in both campuses and then or I know we may get a report at the end of the year about expanding that to other campuses. So two things. So, we're coming up with a district
122policy which we're aware of, but in the meantime, while the district's still building that policy, we sat down as an empowered team as part of our conversation and talked about the two policies at Monty and at Slater and had some um discussions about how to move forward with the with a policy together because we do want to continue the policy and while we wait for the district policy, we are but I also me being me, I shared my policy with Dr. Morales and the team as well as my dress code policy. So, you know, so yes, we are in the process and I share this with the staff on the staff weekly. So Monty has been piloting one, Santa Rosa has been piloting one. So we're coming together with the principles and the secondary and
123actually all principles to kind of see which one was best and kind of put together for next year a district-wide pilot policy before the trustees have to actually pass a board policy by the end of June 30th, 2026. So it'll next year they'll come together. It'll be one district policy to kind of pilot districtwide that all schools will be following and then the board will get an updated policy. So, next year will also be a pilot year. And I would recommend that because about a year and a half ago um it was offered to all five high schools, all six actually. And it was kind of like um it was decided that Monte was Monte was the one that actually decided to go with it, but the other schools didn't. So, um it's also important
124to um acknowledge that it won't simply be the site leaders and the district putting in feedback to try to design a um cell phone policy. If we did that, we would be leaving out one of the largest voices on this, which is the student voice. And so, our students are going to be receiving an invitation to help us create a district-wide cell phone policy. We are using the Panorama resource to push out a cell phone use uh survey to ask them and it's going to be anonymous this time so that they can speak more freely and not worry about that coming back on them directly. But um we're going to actually be inviting students between grades 3 and 12 to give us some input on how they see the role of cell phones both in
125their personal life as well as their academic life and help us with getting that feedback. So for families who are watching this is an opportunity for your students to speak up and help us craft that policy. Y and I just want to add one thing. So we started the policy at the request of our staff. we were seeing less and less students engaged and we were struggling. And so we got together and we built this policy as a team and we invited um experts in. We had parent nights, we had discussions. The students weren't as pleased. But we have to tell you right now our students are saying how what a difference it's made. They're not picking up their phones as much. Um there's more communication on campus. There's more more engagement. We are seeing
126a increase in grades, less D's and Fs. Um and we have that data to back it up. But our students are the voices. our kids in across our different classes from balorico to our ASB officers are like I didn't realize how much time I was spending on my phones as well the adults we didn't realize how much time we were spending on our phones with our kids right trying to get them engaged and instead of us reaching for our phones even in the hallways we don't you know kids like Miss Santos I'm like I'm leaving I'm walking off campus you know because we have built such a climate and culture of respect and expectations I appreciate that thanks thanks for the followup Um, you may have mentioned it again with the empower updates, but the
127when you were talking about the maintaining the different bell schedules at Slater and Monty um you did consider so the food service and the athletics or is that still being hashed out the how that's going to work? we are keeping um first I just want to that once again it's the seventh and eighth grade is is going to be separate so from the middle school from the high school so regardless we would need to have separate lunches so it actually fits beautifully I even asked Ed Burke he said no problem no problem so I believe that um and so that will be separate same thing with brunch um I don't want to call it recess because they don't like that's not good um so same with brunch so it is that separate time. So, we
128really do need those um different allocated times to do that, right? Okay. Thanks for that. Um me just look down my list here uh for Stacy. Um so, you gave a little bit of the background of the transfer um the history on the transfers leaving. Uh I may have missed it. the the 84 requests to leave is is that in keeping with the historical numbers or is that greater? It's slightly lower. Um coming in I said it wrong. Coming in I meant sorry I knew what you were asking. I apologize. Um I'm working on pulling the historical data. I have the number of transfer requests incoming up through 2021. I can build those out but again only 24 hours in a day. Um but it is slightly lower than 2021. Uh we were approximately seeing
129around 250 requests in uh 171819 and 1920. In 2020 with the incoming pandemic, we saw a decline that went down to about 152 and then uh on the year that we came out of the pandemic, it went to 111. I don't have uh the last three years simply because I haven't had a chance to pull out that. That will be the next update. Sure. Uh that'd be great to see that. And also I know the breakout of the requests coming in. How many are specialized program requests? Um do you you said there were some I didn't know how many of those. uh when we look at those specialized programs and on the application it does not actually show what those specialized programs because again the form has to work for everybody and it has to
130be legible. Um we had 16 requests for a specialized program. Oh I thought I was hoping for more. Okay. And when you do the update on the uh the graphics, is it possible to just get the a list of the uh boxes they can check? I know you were saying other, but I just don't know what you say. There's a bunch of different choices for them. I I'm not sure if I'm I'm not familiar with those. Yes. So, I actually have a slide deck that lists all of them. change in social environment, continuing enrollment, a work-related transfer, academic reasons, a pending move to the area, siblings, child care, child of an employee, the location. So, there's a lot of them. There's 12 that are allowed under our multi-dist agreement. Okay, thanks. I I wasn't familiar
131with how many there were. Uh, and lastly, for Dr. Castro, I believe. So, um, on our website, the, uh, transition website, so currently there's only eight FAQs listed that we've had history on it. I assume we've had more questions than that, I would think. Um, yeah, we have a lot more. Um, you know, we have to catch up. Um, we have a lot of work to do on that. Um, and I'll be working with James on um, getting those answers and getting that updated. Absolutely. If it's possible maybe also to put the the date when those questions are put in so we know when new ones are coming in like you know just as we can see kind of the history the running history of the FAQs as they come in because just don't know
132if they're an older question or a brand new one that just came in that would be helpful I think absolutely sure let me speak slightly to that because I was actually a part of our scope subcommittee meeting last week and so one of one of the things that we received as advice in the so scope committee meeting was to make sure that we have the FAQ organized by most um sought after or in relevant information to the broadest number of people instead of doing it timelined and in order to make sure anyone going to the site gets the uh the most soughtafter question first. So it might be a little challenging to uh organize the site by that. But I think it would be really interesting for us up here to receive that information. Yeah.
133Check. Check. I just want to say with the facts, right, we got as I as I'm speaking right now, we have almost 70 responses from the community on a wide range of topics uh with questions that they want answers to uh from our Google form on that transition page. And as I'm speaking, I'm sure we're going to get more. Uh we're doing our best to deconlict from repetitive questions and like uh Trustee Cassen said uh make sure the most one the ones that are like across the board the most ones that people want answers to are represented uh with the most urgency at the top. Uh so we're working through that as a team right now and I'm hopeful that we can have that updated soon on that page. Right. Thanks James. I appreciate that.
134And uh last I I know at some point we're probably director Odin is going to give us a facilities kind of uh maybe next next board meeting kind of just an update on what's going on with that portion of everything. Yes, we can absolutely do that. Um he is kind of putting um just what's coming up really quickly in the in the weekly updates that are going out. the next board meeting we do have a deferred maintenance update and um so that at least will cover kind of some of the other facilities things and we'll have some some opportunity so I'll ask him to do a little an additional narrative for the next report as well. Thank you. Thank you. One thing not for today. Um actually two things. If we could receive information specifically
135on specific written information in the report on the bathroom capacity, student ratios um for all the campuses at a future meeting. Um, and then uh also if we can I I appreciate the current data we're getting on a week by week, but it's also a very dangerous thing to do um statistically. So if we can make sure we have something scheduled out where we're going to be able to look at the research uh data combined with, you know, a time where we have the full aggregate of the data together. So we know that we're not so we know we're looking at the whole picture um and not just receiving it in in tidbits that could be misleading. So actually that's um something that I can provide an update on today in our in our business
136services meeting um because as we've talked about before we have a sauna which tracks it's a project management tracking system and so that was one of the things that we were discussing is how can we provide those milestones in a way that is easier for you know an easier visual for people to see that okay these are the big things that we have that we've already accomplished here's what we're working on now and here's what to expect between now and August 1st as some of the reporting that that we'll be able to to bring forward. All right, board. I just want to do a quick time check. We have about three and a half hours before this chamber automatically shuts off on us. Um, we still have to do public comment and we've got some
137pretty important discussion items on our agenda. So, I want to be mindful of our time and also get to the folks who have been waiting a couple hours to give public comment. Um, we do have a few public comments on this item on D7. And so, I'm going to call these names now. If you don't mind making your way to the podium, we have Jennifer Averbuk, Cynthia Coleman, and Damaris Gordiero. Hello, my name is Jennifer Averbuk and I'm a teacher at Proctor Terrace with two of my colleagues here behind me um in support. I want to first communicate how much we as a staff anticipate joining together with Brook Hill. We look forward to meeting each other and growing together. We have though huge concerns about the addition of potentially three more special day classes
138in addition to the two that we already have. We currently do not have enough space for current and developing students. There has been no communication with our SDC teachers as we get ready to plan for next year. Of paramount concern is a miscommunication between the different branches of the district office. One office says one thing and another office either doesn't know or has different information. I have little doubt that district personnel is working very hard, but we are demanding transparency and integrity. Recent staff weekly communication from Dr. Morales and 19 other staff members is a benign checklist of district happenings. Instead of finding out who went to a conference, how about we hear about what still needs to get done with the consolidation process. These are critical times. As one parent recently put it, we
139need to get in the boat and start rowing, but we also need to trust our captain. We feel that we are being spoonfed information that provides confusion more than anything. We need a trustworthy captain, Dr. Morales. And in kindergarten, we teach the importance of looking at the person who is speaking. It's very difficult. It's very difficult to trust a leader who doesn't look at those who are addressing her. Thank you. Next is Cynthia Coleman followed by the Maris Gordero. Is Cynthia here? Sorry, I couldn't hear that with all the applause. Um, I'm not sure this was in the right category because I wasn't sure where this was in the agenda, but I wanted to talk this evening about the potential elimination of the French program from the school system. So, would you like for me
140to wait to discuss that? That might actually be better done um during F4. Um, if you're able to stay that long. Okay. Thank you. Next is Damaris Cordero. Hi, my name is Damaris Cordero and please be patient. I don't speak English well. uh this process we're going through is supposed to affect us all, but I see that there are staff and parents who had the idea that their school will not be affected in any way. At least that's what their comments reflect. I have greeted Dr. Morales a couple of times and I can say that I ver I barely know her. But on this those occasions, she has never disrespect me. On the contrary, she has answered my questions. Maybe it's not the what I want to hear, but that doesn't give me the authority
141to insult her. As parents, I'm very ashamed on the way the administration, teachers, staff, and parents have insult the superintendent and students have been allowed to do the same. It's been a bad example and that embarrassed me. I publicly ask you to please stop this. I personally have many disagreement with the staff regarding the way we parents and multilingual students are treated but I have never insult any of them. So I ask you that for everyone's well-being let's be respectful. Thank you. Thank you. That concludes our consolidation and transition report for this evening, we will now transition to public comment on nonaggenda items. So given our time, the time that we have left, we're going to in order to hear everyone also, we're going to limit non-aggenda public comment to 90 seconds per person and
142a total of one hour. I believe we can get through every speaker within the next hour. So, that is our plan for this evening. The first three speakers, uh, if you'd like to make your way to the podium, are Martin Garcia, Mara Tusa, and Emily Turk. Hello. Good evening. My number is Martin Ortega. Santa Rosa Police Department. Direct discriminator. Morales. Hey, I will be reading Mr. Martine Ortega's comments. I am Martine Ortega. I am a father of a former student of Elsie Allen High School and I want to express my frustration against the board of directors of Santa Rosa City Schools. How can it be possible that the district approved that um Santa Rosa Police Department return to schools, but they have not yet found a principal for Alien High School? The police not only
143in the city but in all nations have been they have taught that they have always been discriminating towards children of color. Now to hear that the board members say discrimination doesn't exist and that the police will support all the students it can be a lie. I sincerely hope that you as board members can find a principal for LC Allen High School mainly bilingual that knows about the community and knows about multiple um cultures in this community. um pleased that it's not and that it's not someone known by Dr. Morales because that is called nepotism. I honestly hope the board members find a way to support and that's where he stopped. Next is Mara Thusa followed by Emily Turk followed by Leticia Contas. Uh, hello. My name is Mara Tusa and I'm a music teacher at
144Santa Rosa High School and ArtQuest. Uh, I'd like to thank you for hearing me speak tonight about two critical issues. There are many, but these are the two I chose. Uh, the need to support Art Quest at Santa Rosa High School and the proper implementation of Proposition 28, law 8820. So for over 30 years, ArtQuest has brought in over $750,000 annually through interd district transfers. San Rosa High School has the highest transfer um application rate in the district, largely due to Art Quest. Uh undermining this program risks both its legacy and vital funding. Today, without discussion or warning, we learned that the Artquest English courses are being eliminated. Uh students will be reassigned to general ed classes and the art quest English label has already been removed from Aries. No consultation occurred with ArtQuest leadership
145or even the English department chair. Art Quest English is a cornerstone of our crosscurricular model which has already been eroded by the removal of Artquest history and science. This change further dismantles what makes Art Quest unique. The art quest coordinator position has also been erased. Uh this it must be brought back. Um or this I see my time is up. Or this uh this entire program here. Thank you. Oh, I'm sorry. That was Mara. Thank you, Mara. Next is Emily Turk, followed by Leticia Contas, followed by Ross Hos. Hello, my name is Emily Turk. I teach at Steel Lane. Um, I want to come here and say we're exhausted. We're tired of the incompetence. I've been teaching in this district for 11 years. In that time, our district has mysteriously lost $18 million, chose very
146expensive programs only to throw them out a few years later, play paid hundreds of thousands of dollars in a wide range of consultants because they don't know how to do their job, and then choose to not follow the advice given to them. Now, this plan of school closures is already derailed before it's even began. Why? Because we continue to not put qualified people in our positions of leadership. They cannot do their jobs effectively if they are not properly educated. This problem didn't just start. It has been years and years of bad decisions. But we trade one incompetent employee for another. We are now so far out of compliance that these closures are going to affect generations moving forward, but both staff and students. We have forced families to make really tough decisions. It's time to
147make a change. Hire new people who know what they're doing and care about students and teachers. Stop wasting money on consultants. Hire the people that have been educated in the areas of finance and human resources. We need people to guide us through this mess that has been made for years and years and years. Not the same people that put us in it. Thank you very much. And next is Leticia Contas followed by Ross Haw followed by Jill Jackson. Good evening and thank you for having me. Welcome viewers. My name is Leticia Contas and I want to call out to the school board for your hypocrisy. Jeremy, who isn't here again today as I speak, you said that you weren't looking to replace staff with police officers, but it doesn't matter what you're looking for. Your
148actions already did that. LC Allen has lost a counselor, a family engagement facilitator, and the re restorative specialist. You said you want police officers to be part of a team. What team are you talking about? You laid them off. Dr. Morales, you said that the staff at LC Allen would be just fine. Mr. Brookshshire and Mr. Cunningham, but now for the next school year, you're taking Mr. Cunningham for half of the week's work and moving Dr. Yates to Comtock and you still haven't found a principal for Elsie Allen. Did you Why do you keep dragging your feeds when it comes to supporting Elsie Allen? Are you trying to set Thank you, Laticia. Next is Ross Haw followed by Jill Jackson followed by Donna Gibson. Hello, my name is Ross Haw and uh I teach at
149Luther Burbank Elementary School. First off, I want to say congratulations to all my Burbank Bengal honores tonight and we're proud of them and my student Margarita. I'm proud of her. Um I also want to acknowledge the three teachers at my site who are getting rifted. um they're wonderful teachers and um they're wonderful contributors to what goes on at Luther Burbank. My fingers are crossed for them and I hope that for them that they might be able to continue with us if things work out or at least if they get another opportunity to land on their feet somewhere else where they're able to be loved like they are loved at our site. And speaking of loved, we um would like to give a big heartfelt shout out to our principal, Mitch Tucker. Um I was on
150the hiring committee that uh brought him in and he told us he was going to be there for for sure three years maybe up to five and it was good for news for us as we had a lot of principles in a short amount of time a lot of transition. We're looking for consistency stability and he brought a breath of fresh air to our teaching and learning community. Um he brought needed energy and joy and excitement for the kids in school to come to school and passion and dedication for the kids and the teachers and the families. We could see this. We could feel it. So, it was frustrating, confusing to have take him have him taken from our site. I know there's a lot of movement and perhaps perhaps there is chaos in our
151district. I recognize that every decision is not one that is completely understood from every vantage point, but I just want you to understand that we miss our principal. We love him. He's a good man and we were lucky to have him. It just wasn't in the cards, I guess. But the Burbank Bengals, um, thank you, Mitch, Mr. We'll miss you. Next is Jill Jackson, followed by Donna Gibson, followed by Christopher Harsti. I'm sorry, did you say Jill Jackson? Yes. Okay. I am that person. I'm also a me a proud member of the Hidden Valley staff and I come tonight to speak on behalf of the wonderful people I work with, many of whom have also received RiftF notices. I would like to bring to the board's attention, and I know you're already aware that decisions
152have consequences, and we're feeling them profoundly at our school. We have excellent teachers, all of whom are committed to the students that we're all committed to serve. I would just like to speak on their behalf. The way that they were treated last Friday, I think is reprehensible and uh is going to lead to some I think uh riffs that will be very slow to heal. As you undertake your work for the future, please be mindful that that money is a very precious resource which we are finding now is needed more than ever. Um, we have students coming to our schools and we're facing the prospect of doing without those committed teachers, classroom teachers, music teachers, counselors, restorative specialists, administrators, all of whom could have eased a very difficult time, I know for our district. Um
153I just want you to keep in mind I know that many invitations have been issued to celebrations observations at various schools for different things. I would like to invite you to come to our school meet with those educators. It it is a profound effect feeling. Thank you. Thank you. Next is Donna Gibson, followed by Christopher Hari, followed by Jennifer Rodriguez. Hi, my name is Donna Gibson and I am speaking uh I'm a teacher at Abraham Lincoln Elementary School and I'm speaking on behalf of our school counselor Audrey Moscara. She uh she says that she's had the privilege of serving as a counselor at Abraham Lincoln for the past six years and she stands before you deeply concerned about the prospects of cuts to our counseling staff and the impact that will be for our school
154community and as you know we are already facing significant challenges. Our students, families, and staff have been stretched thin with limits access to uh limited access to school-based therapists, family, student engagement services, and no restorative specialist. These resources are vital especially to the times of change and uncertainty. Removing our counselor was only deepen the struggle that we all face on campus. Even if a new counselor were to take um over the role, it would take years to build the relationship of trust and understanding that she has worked so hard to establish with our families and our students. That connection is irreplaceable. We are already well beyond re the recommended ratio of one counselor to 250 students. And this proposed uh would decree increase it from 1 to 400. Far too high for a school like
155ours that is already operating at Thank you. Next is Christopher Harsti followed by Jennifer Rodriguez followed by Kimberly Casease. Um hello my name is Christopher Rosti and I am a student at Maria Curo High School. Um, I think we all know that there has been a significant loss of trust in the district from the Santa Rosa City Schools community. And I believe that this stems from the lack of transparency and communication with the community. A lot of changes have been made without transparency. Like for example, the laying off of over 300 staff members. Information on how effective these changes are monetarily or what school staff are being laid off from is not provided to the public. Information like this is imperative so that the community understands why things are happening and specifically how it will
156affect them. I understand that there are privacy concerns but at least sharing the criteria for determining for determining these layoffs is imperative in keeping the trust of the community. However, even when information is available, it is not viewer friendly. For example, the second interim budget report contains important details on how precarious the district's finances are. These are facts that help explain the district's decision and could increase trust from the community. However, that board YouTube video which they are explained has 400 views. 400 of probably over 10,000 people who should know about this, have access to this information or have been able to see it. Providing more clear information understandable by everyone like the addition of new pages to the website is critical in keeping trust. The new transition updates page on the website is a
157good step in the right direction, but I hope more work can be done on communication soon. Thank you. Thank you. Next is Jennifer Rodriguez, followed by Kimberly Case, followed by Dale Bat. Jennifer Rodriguez is next. Thank you so much. Hello, Santa Rosa City Schools Board. In my presentation today, I would like to bring up some serious safety concerns and why these concerns matter so much to us. I am one of your eight nurses here at Santa Rosa City Schools. School nurses provide direct health care medical delegation to staff and admin on our campuses and everything medical for this district. one school nurse for over 2,000 students is three times more than the state recommendations and that's just for general ed students. I'm going to now ask a few questions. Question number one, how exactly is
158Santa Rosa City Schools going to maintain within legal compliance with only seven school nurses for the entire school district when you have such a heavy growing specialed population? Question number two, since you have approved such deep cuts despite our largely growing medical population, how will you provide this growing special education population? Will you hire more agency contracted nurses that are paid at over $95 an hour to provide this care? You'll have to. That's definitely not cost-effective. Santa Rosa City Schools. Question number three. How is Santa Rosa City Schools going to safely mitigate? And I'm going to end because I'm out of time, but thank you. Thank you, Jennifer. Next is Kimberly Casease, followed by Dale Bat, followed by Megan Kovi. I love being a teacher. It's a calling, not just a job. But this year,
159I am overwhelmed with stress, frustration, and a growing sense of anger. That feeling stems largely from the decisions made by district leadership. I work at Piner, one of the only two schools that was not even considered for closure this year. We're doing the right things. We're growing. We're providing a safe, inclusive environment where students are supported and educated. Every year, more families choose our schools. And it's for a good reason. Yet, it feels like we are being dismantled from the inside. We currently have four administrators and one student adviser. Next year, two of them will be there. And we're getting somebody from a school where he has a vote of no confidence. That feels like sabotage. you're removing our ninth grade counselor and possibly our grace MTSS, our maybe our college and career and our
160ECM coordinator um is also uncertain. Do you understand what happens to these programs without a dedicated counselor? They collapse. You're also going to uh get rid of our um restorative support. When you put our restorative people at the district office and only have them come when there's an issue, no one's going to talk to them. That's not a trusted person. Um, it feels intentional when you when I look at the board and I honestly don't know who's advocating for Piner and tonight is the first time you've looked at people who are speaking. Thank you. Next is Dale Bat followed by Megan Kovi followed by Tina Poretsz. Good evening members of the board. I'm a teacher and union representative at Commtock Middle School. Let the Let me make this very clear. Our campus isn't failing because
161of staff. It's failing because of poor leadership at the district and site levels. Because of district and site leadership who have ignored safety concerns, delayed action, and allowed chaos to grow. A violent student is returned to our campus, not being expelled due to months of administrative mistakes. A level three grievance has been ignored. Ignored at level one, ignored at level two, a seven-page document, and is still ignored at level three, a 13page well-sighted document unresolved by the district. One of our campus supervisors has been gone since December. We asked for support, but we were denied. Four months have gone by now, and still no help has been given by the district office. The superintendent witnessed a fight during her visit in the fall, yet made no meaningful contact with staff, no leadership, no plan, no
162introduction. Instead, she visited our doorways for one to two minutes, then left. This is not presence. This is just performance. Policies to address student behavior weren't created at our sites until March, almost the end of this year, even when outcry began a year before. Meanwhile, families are fleeing. Other districts are avoiding us. Mark West doesn't want to come near us. and Piner fears the students we're sending them next. Commtock has been abandoned and we are not just watching and waiting hoping for your response anymore. We are documenting and crying out against your negligence. Thank you. Next is Megan Kovi followed by Tina Perez followed by Sierra Bradley. Hi, my name is Megan Kovy. I work at Slater Middle School. Just want to say hi. I'm up here. When we present creative solutions to the issues
163that we are having with our merger with Monty, like doing Vapa storage containers, building extra bathrooms, anything like that, we're told no, just so you know. Removing Mercedes Thompson from Slater was a catastrophic mistake. She was one of the only leaders deeply connected to our newcomer students, to our Spanish-sp speakaking families, to those who need the most support navigating our school system. board. Isn't this the population you aim to protect and support? To tell a bilingual equitydriven leader that she isn't a good fit and then refuse to bring her back at Monty is a slap in the face to every value this district claims to uphold. It is not just wrong, it is harmful. It kills staff morale, creates mistrust, and works against retaining our student population. You cannot say that you care about equity
164and then remove people actually doing the equity work. You cannot embrace, engage, and empower. The actions of Dr. Morales and some of the exec board actually reject our vulnerable student population. They dismiss the needs of our students and staff and they take away the power from the teachers and staff that advocate for our students. In just four months, Slater is being pushed onto the Monty campus, a site that frankly is not built to accommodate us. There is not enough space. There are not enough bathrooms for the current student population. Thank you, Miss Kovi. Thank you. Next is Tina Perez, followed by Sierra Bradley, followed by Cara Meyers. My name is Tina. I'm a fifth grade teacher at Santa Rosa Charter School for the Arts and I'm here on behalf of our school community who have
165been deeply impacted by the organized chaos within our district under the leadership of Dr. Morales. When I joined this district, I was very proud to be part of a school that values creativity, diversity, and a sense of community. But after my second year, I began to feel the full effects of the lack of leadership coming from our district office. This current year started with unexpected changes. I was ready to adapt. I I accepted a new grade level assignment and embraced it with optimism. However, just 11 days in, I was given a three-day notice to pack up my classroom and transition into a fourth fifth combination class that had been previously taught by my mentor, a lead teacher at our school dedicated for nearly a decade, being relocated to a new site. This abrupt change shook
166our entire entire school. Students were uprooted. A kindergarten class that just began to trust their first ever teacher were told on their 10th day they would be moving classrooms get a new teacher. Our fourth and fifth graders had to adjust to new routines and a disruptive learning environment. And did we make it work? Yes. Because not because of our superintendent coming in to ease the chaos, but because our our principal is a visionary. Our staff is extraordinary. Altogether, we prioritized diversity values in a community where our students feel safe and seen and supported. We collaborated and went above and beyond even when the rug is constant from under us. Thank you. Next is Sierra Bradley followed by Cara Meyers followed by Isold Gates. I'm finishing for Tina Prett. My name is Sierra Bradley. The district
167has invested in me and my colleagues. Professional development, curriculum writing, community outreach. We've poured time, passion, expertise into this district. And just as quickly, we are being cut. Our staff is shrinking. Our morale is fractured. Our families are leaving not just because of the budget decisions or enrollment numbers, but because they no longer feel secure in the continuity of their children's education, because they no longer trust their teachers will be there tomorrow. The issue is not about staffing cuts. It's about the erosion of trust. It's about the loss of dignity. It's about a district culture that no longer feels student first. I urge you, listen to us. Hear the voices of your educators. Honor the work we do. Value lives, the relationships, and the communities that are being disrupted in the wake of this so-called
168leadership. Thank you. Thank you. Next is Tara Meyers, followed by Esold Gase, followed by Chris Acriman. Hi, I am a teacher and a parent in SRCS, and I'm worried about the leadership in this district. While the current financial crisis has been inherited by many of our current board members and district cabinet, it is also true that many of these leaders were part of the problem that got us here. Letting us get into this financial state is poor leadership. While we hope that this new superintendent and new board would help turn around our dire situation, the reality we are seeing is the problems are only multiplying. This is poor leadership. As a middle school teacher, I have really big concerns about the 7th through 12 model. This plan of making all our schools 7 through 12
169was thrown together to save the high school's voices were the loudest. And as a result, we're left with a model that was rushed with no proof of educational rationale and nowhere to fit people. To make it worse, families are fleeing our district because of this new model. This is lack of foresight and this is poor leadership. School sites are left scrambling to figure out how to make this work with not enough space, not the correct facilities, and often without the admin teams that sites know and rely on. This is poor leadership. I could not imagine a year more chaotic than this. But then, as to pour gas on the fire, the district leadership decides to completely reshuffle admin teams, often removing admin who are trusted by families, students, and staff for no other reason than
170they are not a good fit. This is true at my site where we have rising youth truth and panorama data sites and families supporting our admin and other admin. This is poor leadership. Thank you. Next is Esold Gase, followed by Chris Aurman, followed by Colette Scaffani. Good evening, board. Thank you for being um patient with me. This is the first time I've ever spoken. My name is Aold. I teach at Santa Rosa High School. I teach Spanish. I love my job. I'm also the department chair and I love our world language department. I'm here tonight to talk about our French program and to implore you to reconsider cutting it. Um, French, it's important to have choice in in schools. It we have specialty programs like Art Quest and IB and and the early college magnet
171programs, but it shouldn't be that you have to choose a school based because they have French or they don't have French. Um, we have Spanish. We have lots of Spanish classes and we have a few French teachers, a few French classes. We had we did not have a French teacher for a little while, so our numbers are kind of low, but now we have an enthusiastic teacher. She has three classes, and I implore you to consider letting her work her three classes next year to try and grow the program. If we're going to support a French immersion charter school, then we support French and we should support French through high school as well. Thank you. Thank you. Cynthia Coleman, are you still here somewhere? Okay, since folks seem to be talking about the French program,
172I will have you go after the next couple speakers. Yeah. So, it'll be Chris Acriman, then Colette Scafani, then Cynthia Coleman. Good evening. My name is Chris Acriman. I teach middle school at Caesar Chavez Language Academy. And I just have questions um that so far nobody's been able to answer. So hopefully you can ask the questions of the powers that be and hopefully you can get answers for me. Um, with charters, uh, the enrollment, as you know, goes different than with transfers. What you may not understand is the district tells us how many people we can enroll each year. This last year for the middle school, we had a wait list. We weren't allowed to enroll anybody on the wait list. Enrollment is complicated. Um, you have to juggle different things to make sure things
173fit. Hey, I get it. This year we were told that we had to keep numbers exactly the same, even though we knew last year we had a weight list. Guess what? We have a weight list again. So, what I want to know is how do you figure out how many middle schoolers belong on the charter? Can you tell me that? How many students do you need to hire a new teacher? Can you figure that out for me? Thank you. Thank you, Chris. Next is Colette Scafani, followed by Cynthia Coleman, followed by Marine Cecil. I'm Colette Scafani. I am the French teacher at Santa Rosa High School that was recently hired in October. And Elda so nicely um espoused what's been going on. I was hired. I have a lot of experience. I'm half French and
174half Sicilian and I've taught for over 30 years and I want to be given a chance to grow my program. That's the charter sort of that I was hired under. Everybody knew that my hiring committee. I've enjoyed a wonderful um environment at Santa Rosa High School for the first time in many years. I have administrators who said, "Clette, whatever you need, we're there for you." I haven't heard that in about 25 years in my teaching experience in several different districts. So, I urge you to please allow my students to flourish in the program. We have a lot of things we've been doing. I encourage any and all members to come visit me. I'm in room 212 at Santa Rosa High and I hope I can have a chance to grow my program. You also have
175a bunch of student letters. There's packets there, one for every board member. And please listen to us, consult us before you do across the board changes like all of these people are talking about. Nobody's had any warning, okay? We need help with that. But please trust in us and trust in your students here. Thank you. Thank you. Next is Cynthia Coleman, followed by Meen Cecil, followed by Margaret Boon. Good evening. It's Cynthia Coleman. I'm a parent of a junior at Santa Rosa High School. um she's completed her years of uh French, but I'm here to support maintaining French in the district. I received that notification via parent square and it said that it was going to be eliminated, but there was no discussion. So, that's question number one. Um and two brief comments. First, I
176do want to recognize you at the board. You're in really difficult spot and you got a lot of stones thrown at you and I appreciate what you do. It's not an easy position to be in. So, let me let me at least let you know that I respect you. I would like to point out however French is the primary spoken language in 29 countries versus Spanish which has 20. While the population size matters, it also important to consider economic opportunity. Countries where French is the main language have on average a higher GDP than those with where Spanish predominates. A quick Google search will tell you that the highest paying jobs involing involving foreign languages offer favor often favor French, German, and Mandarin. So, please consider maintaining at least two foreign language options at all of
177these schools. I use my work I use my French and work from time to time. I was just in in France in January and I haven't been there in 30 years other than for a little bit of vacation. And the gentleman that I was working with said, "You learned your French when you're young, didn't you?" And I said, "Yes, how did you know?" And he said, "Because when you're young, you learn it better, you learn it faster, and you retain it longer. Please don't eliminate this program." Thank you. Thank you. Next is Moren Cecil, followed by Margaret Boone, followed by Holly Rutzinger. Hello, I'm Moren Cecil. I was here at the last board meeting talking about the French program. Enough people have talked about it tonight and I uh want to talk about some other
178stuff, which is we are losing support staff on our sites. Um, and the things that we do right now, we can't do if you get rid of our counselors and what our uh, student support, student adviserss, they're trusted people who the kids care about and know. And you cannot replace that with an unknown person. You're asking us to have more students on our campuses spanning greater grade levels, but you're taking away people. That's a bad mathematical equation. Which brings me to my last part because I had a lot of stuff I wanted to say, but this one's really important to me. In war, troops burn and salt the fields to destroy morale and starve people into submission. And that's how I'm feeling right now. Thank you, Moren. Next is Margaret Boon, followed by Holly Redzinger,
179followed by Maria Chaparo. Good evening. At the June 26th board meeting last year, the district presented a new course designed for our highest need students to allow them to access general ed PE. The unified PE class brought forward by Dr. Castro along with the director of education services and the executive director of special services was unanimously approved by the board. This was despite the fact that this idea was already dead in the waters before it was brought to the board. It had gone through months and months of discussion and planning. When it came time to submit the short master, my school realized there was not going to be a section made available to house this new class. In addition, there was doubt from special services that one of our AP teachers could cut back their
180case load sufficiently to co-e the class. After two more meetings, the class was shelved. After that, it was brought to the board for board approval. Not having the class did not remove the need for the class, just the supports the class would offer. The kids in the math classes at Montgomery, Elsie, and Commtock are mostly kids we have brought back from SCO and non-public schools. The classes were designed to be what's called self-contained where students are in one room with consistent staff all day. The unified PE class was designed to support these classes. We have the MAP classes and plans to expand our MAP classes next year, but we don't have unified PE or any plans to have that going forward. I've been told by the coordinator of special services we will not have it
181next year as it is not in the budget. Not having unified PE means these kids cannot access any Jed classes, are kept away from their gened peers and aren't being given the supports they need. The district office Thank you, Margaret. Thank you. Next is Holly Rzinger followed by Maria Chaparo followed by Sarah Derink. Is Holly here? Okay, we'll thank you. We'll move on to Maria Chaparo, followed by Sarah Derik, followed by Marita Ramirez. [Music] service worker. Foreo, mental psychological discipline. Workplace violence prevention plan. [Music] Mariacas. Okay. Um, bullying and harassment doesn't always come in loud voices or forms. Sometimes it's constantly picking on someone over small irrelevant things, micromanaging every move, unfair writeups, false accusations, unfair psychological, laboral, um, mental abuse, unfair reprimands, um, writeups, discipline on nature's, and targeting one employee again and again.
182These actions can deeply affect my mental health. Over time, to work on a hostile work environment causes me stress, um post PTSD, anxiety, and emotional burnout. No one deserves to feel unsafe or humiliated at at work. on August 2023. On August 23, 2024, I um sued the HR director that I've been working on um CNS under psychological, mental, and emotional abuse, that it is under workplace violence prevention plan. Um she says she had been work she had been living this the past eight months. Um they said that they would make a plan for me. There hasn't been a plan yet and I continue to um go through this and then that's she finished. Thank you. Next is Sarah Durley followed by Marisa Ramirez followed by Priscilla Dendrinos. Good evening members of the board, teachers, staff,
183and parents who are here. Members of the board, I believe my husband gave you a letter from me that was originally written to Mr. Delator. Um, thank you for being here. Democracy is quite messy or representative republic. I want to remind you as I hear the comments from our president that you were elected to not make decisions because you would make better decisions than us. You were elected to make decisions based on our wants and needs. Um, and in thatstead, I think that parents who've made complaints to the district and complaints to the board and feel that enough time has gone on and those are not answered or resolved, um, you do have an option to call the state department of education and make your complaint there. Um, they're pretty well staffed. They they will
184have somebody uh, for lack of a better word, titrate your call. um and and help you decide whether you have a valid complaint or not. Um you know, we don't have to have a board. You know, the state if they came in, they wouldn't make petty, malicious, nepotistic appointments. Um they wouldn't consider closing um the best performing school. That would never occur to them. So, that's an option. Thank you. Next is Marissa Ramirez, followed by Priscilla Dendrinos, followed by Will Lion. Good evening board members, superintendent. I'm Marita Ramirez. I'm an art educator at Alcalen High School. 5.2 full-time art jobs are on the chopping block and with them a critical program like Alcalen's photography class. In just two years, we've built up this program. 29 cameras, art shows, and student like students like Henry Boras
185are seeing photography as a possible career. Kirk Hurley states, "Photography breaks him out of his shell." Ethan Adams says, "He couldn't believe he took that photo." And Maya Maya writes, "Potography lets me express emotions I can't." These are the programs that kids show up for. They give them the chance to grow, to be creative, and to be heard. So where are the Prop 28 funds going? Why are we cutting the very programs that help students find their voice and build their future? We can't afford to lose these opportunities that make a difference in their lives. Thank you. Thank you, Marita. Next is Priscilla Dendrinos, followed by Will Lion. My name is Priscilla. personal. Foreult. [Music] Gracias. um board members and staff present. As a community and parents of English learners, we want to advocate for
186bilingual staff, English learners. English learners receive funds for programs, additional support, and staff. Now, with the staff cuts, we can clearly see they are firing or removing our staff that supports our students and helps our parents. With the dismissal of bilingual staff, parents and students feel attacked. We can see the racism towards us and our students and we ask that we ask for that to stop. You continue to spend these funds and use them incorrectly. You hire staff who do not understand our culture or our language. Our students need bicultural staff and who feel part of our district and schools. I can understand that as parents and staff we disagree with the decisions that Dr. Daisy Morales and the board of directors are taking together, but that does not give us the right to insult.
187and um get bullied. I ask you to stop and give a good example to our students as adults that we are. Thank you. Thank you. Next is Will Lion. Hello, I'm Will Lion. I teach English at Santa Rosa High School. There are 22 teachers that are being displaced from the Dodto building. There are currently only eight open classrooms. Teachers haven't seen a plan that makes that work. Santa Rosa High and Santa Rosa Middle School currently have three gyms that are used all day every day. Combined, we're going down to two gyms. Currently, we have six administrators. Combined, we're going down to four. Teachers haven't seen a plan that makes that work. Our spreadsheet capacity is 2100, but that's a 9 through 12 number. It's never been re-evaluated for 712. Today via email, we learned that
188ArtQuest English and Ethnic Studies English 11 are going to be eliminated without even a discussion from teachers or counselors. That's as top down as it gets. If you did determine that you overpromised and underdelivered on capacity for 712, would you reconsider the decision? Will the 712 save enough money to keep us from being taken over next year? 97% of us don't have confidence that it will costelli whis Alba Vera Thompson they deserve to be treated with respect and gratitude. Thank you. Thank you. That concludes our public comment on non-aggenda items. Um if anyone wasn't able to complete their comments, please feel free to email the board with your comments. Um we're going to move on to our discussion and action items for the evening. Number the first on this agenda are F1 resolution in support
189of national national sexual assault awareness month. I will hand this over to Dr. Morales. So yes, we want to bring this resolution to the board to um show awareness of this month in terms of um people that have suffered victims of sexual violence. And our wellness and engagement executive director um Stacy Desidair and our director of wellness um Eric Lachi would be providing some information. Sure. Um, thank you uh, board of trustees for the, um, taking the moment to recognize the impact of sexual assault in our community. Um, this is not an easy topic to talk about, but it's an important topic to talk about because change begins with awareness. And, uh, tonight we actually were being joined by a community organization known as Varity. Unfortunately, after two hours of waiting, they weren't able to
190stay with us tonight. So, I'm going to speak a little bit on their behalf. Um, when we think about the impact of sexual assault, and we're going to get into some of the statistics as we present the resolution, it's important to realize that sexual assault is about more than the person who is the victim. It impacts families. It impacts the community. When we tear down any one individual, we are all lowered by that. Varity is a community-based organization that we've been working with for many years. In addition to our work with them as a community-based organization, they also come to our campuses and do presentations. So far this year, they have presented to grades K through 7 at CCLA. They've also been at tableabling events at Elsie Allen uh high school, Montgomery High School, and
191Maria Coreo High School. Varity not only is a part of our active community lifting up our students, they also work individually with families and students who have been impacted. So, I'm sorry that they weren't able to join us today. I am lifted though by the number of people here in the room with us tonight that as they walked in and we asked are you aware that this is sexual assault awareness month they all asked if they could participate you've found on your tables we've asked you to pick up your bracelets and be able to uh say to our community that um these invisible people need to be lifted up recognized and acknowledged. Ed, we have a number of resources for varity that we're going to be sharing with each of our schools. And I don't
192say each of our high schools because if we think that the concept of sexual assault is something that only happens to teenagers, we know that we are missing a huge part of the problem. And one of the biggest issues with the impact of sexual assault is the under reporting that happens. There is shame. There is stigma. And that's why although the numbers and the statistics are frightening, we know they're not even the tip of the iceberg. So, thank you for giving us an opportunity to present this resolution to you tonight. Um, Eric, would you like to speak or begin the presentation or both? I think I will uh read the resolution. This is resolution number 202425-104. It is a resolution in recognition of sexual assault awareness month. Whereas sexual assault is illegal, a form of
193sex discrimination, and is a violation of the title se seven of the civil rights act of 1964. And research shows that all victims under 18, two out of three are ages 12 to 17, representing 66% with vast under reporting. These statistics also identified and research shows that 20% or more of college age students report being victims of sexual harassment and sexual violence, much of which takes place among peers at educational institutions. And whereas sexual violence or sexual harassment have devastating effects on students by negatively impacting their emotional and physical well-being and can become a barrier to equal and free access to public education. And whereas the viral meto movement on social media has helped demonstrate the widespread prevalence of sexual assault and harassment, especially in the workplace, while also bringing vital conversations about sexual violence
194into the mainstream. And whereas free confidential help is available to all victims and survivors of sexual assault through the Varity organization by telephone at 707-5457273 and online at www.org. And whereas April has been declared National Sexual Assault Awareness Month by the National Sexual Violence Resource Center as a means of educating the public on the actions and behaviors and their consequences that can deeply impact the well-being of our communities. Now therefore, be it resolved that the board of trustees of the Santa Rosa City Schools District hereby proclaims April 2024 as sexual assault awareness month 25 as sexual assault awareness month and encourages all faculty, staff, and students to increase their knowledge of the many types of sexual violence and pro promote an environment of mutual respect and dignity in and outside of their campuses. So, I'm
195going to share the stickers about Varity that we can put in every bathroom stall because sometimes our willingness to ask for help is something that we're not ready to do publicly yet. We are going to share information about Varity with all our wellness centers and our counseling offices to get the information out there. And I invite anyone here tonight who has not yet picked up their bracelet to do so. grab a couple and any that are left over, we're going to put out at schools because the more we recognize and acknowledge that this is something that we need to work on, the more we are going to be able to move the needle and support those in our community who most need it. Thank you. Thank you, Stacy. Are there any board member questions? Okay,
196moving on to public comment. I have no blue cards, so this comes to the board for any discussion or emotion. go. Um, this is uh very close to my heart personally and professionally. So, I since there's only four of us, I'm going to move to approve. Thank you. That was moved by Trustee Jenkins. Could I second it with the amendment to change that one typo at the bottom there from 2024 to 2025? Yes. Thank you. That will be updated. We'll send that immediately over to Melanie. Thank you. That was a move by Trusty Jenkins and a second by Trusty Kirby. Is there any discussion? No. All right. Roll call vote, please. Student board members Zeninga. I. Trusty Jenkins. I. Trusty Kirby. Hi. Trusty Casten. Hi. Vice President Manny. Hi. Thank you. Thank you so much.
197Thank you. Thank you. The next item on the agenda is item F2, update on the implementation of the EL master plan. The Santa Rosa City Schools multilingual services department will provide an update on the English learner master plan. This plan outlines California's policy shifts and reflects the district's mission and vision to support the academic su success of all multilingual learners. I will hand this over to Director Castro and Director Yamas. Thank you, Vice President Manieri and members of the board. Um, Superintendent Dr. Morales. Not a lot of people left up there right now. Um, I'm going to go ahead and um turn it over to Director Yamas and um get the presentation up here. Um I'm so click on share. Uh allow then slide slide back. I see it. [Music] towards a little bit to
198your back. Okay, I'll tell you when. Okay. Good evening, Dr. Morales, Vice President Manieri, and members of the board, staff, students, family, and community of Santa Rosa High City Schools. My name is Edu Jamas, and tonight I'm here to present the Santa Rosa City Schools English Learner Master Plan Update. I appreciate the opportunity to present to you this month as this month we celebrate National Multilingual Learner Advocacy Month when we celebrate the successes and the needs of our multilingual learners. In August of 2019, I embarked on this journey as the director of English learner services. In the spring of 2018, our secondary school district had been through a federal program monitoring audit where we had 15 I mean 13 of the 19 categories of findings, a program instrument provided by the California Department of Education
199that uses this to evaluate the services provided to our multilingual learners. At this time, we were provided the master plan that had been written and approved in 2017 and charged with implementing it throughout Santa Rosa City Schools. Our plan was recognized as a solid plan by statewide organizations who review master plans throughout California. Yet, there was one issue. The plan was not fully implemented as it required significant financial resources that not had not been identified. As you recall in the spring of 2020, you have to go back. Go back. We faced the CO 19 pandemic. During this time, title three Okay, I'll tell you. I'll tell you when. Okay, almost done. As you recall, in the spring of 2020, we faced the CO 19 pandemic. During this time, Title 3 funds were identified to hire
200two English learner teacher on special assignments, one to serve the elementary and one to serve the secondary sites. The subse subsequent years were difficult for a number of reasons and the support of for our staff, our students and families was minimal. Next, in the spring of 2022, we began recruiting a committee that must be formed to begin the revision of the master plan as it needed to reflect a number of changes that had occurred since 2017. In 2020 in 2022 2023, we began the heavy lift of revising the English learner master plan. We were tasked with ensuring that the Santa Rosa City Schools mission, vision, and priorities as well as a 2017 California English learner roadmap were weaved into the district plan to support our multilingual learners. This is a graphic representation of how we
201were able to visibly represent this alignment. Every chapter in this plan is aligned to the district's MVP and the California English learner road map. Next slide. According to our California Department of Department of Education data quest, in 2023 2024, nearly half of our Santa Rosa City School students came from homes where another language other than English is spoken. 22.1% of our student population were considered multilingual learners. 24.4% 4% were reclassified students that must legally be monitored for their progress for four years. 3% of our students were initially identified as initial initially English proficient. This means that 46.5% of our students were categorized by the state of California as ever eels. At one time in their educational experience, they were identified as a multilingual learner. As of today, districtwide, we have 2,970 2,964 multilingual learners. We
202have about 160 students that are transitional kinder who are considered to be determined until they are assessed with the ELPAC assessment once they enter kindergarten. 1487 of our students are being monitored as they are reclassified English proficient. 397 of our students within the last calendar year have arrived to our schools from another country. 751 students considered long-term English learners. 383 who are at risk of becoming long-term. We have 773 students who are identified as dy identified, meaning they are multilingual learners and served with an IEP. Of these dually identified students, 44% or 332 of them are long-term English language learners. Next, in 2017, the master plan called for one full-time English learner specialist to support each site with a minimum of 15% of their student population considered multilingual learner. With the revision of the plan
203two years ago, those positions were kept in the plan as there was no data or metrics to measure the efficacy. This support had never been implemented. Two years ago, funding was identified in the LCAP for these positions. Six positions were funded. Three who supported all of the all of the elementary school sites and three EL specialists supporting secondary sites. These along with a K12 teacher on special assignment are currently eliminated. Next, according to the 1974 Lao versus Nichols rules, all students ruling, all students who are multilingual learners must receive both integrated and designated English language development daily as part of their core instruction. Prioritizing these offerings and the attend the attendance of staff to trainings that focus both on designated and integrated EL is strongly recommended. Next slide. Within the last three years, the number
204of professional learning opportunity offerings focusing on our multilingual learners have increased. These opportunities are both focused on designated and integrated English language development, also referred to as best first instructional strategies. Next, when a student takes the English language proficiency assessment for California LPAC, and receives an overall score of a four, this begins the reclassification process. Students must also demonstrate basic skill proficiency through the California or the CASP ESBACK assessment or a locally determined assessment. We are currently out of compliance with this criteria because as a district we must have a district-wide assessment that every student takes. This assessment should be locally normed and from this we must document that our multilingual learners are meeting proficiency in basic skills. The current assessment we use, let's go learn truly others are students and it is not in
205compliance with what we must be using for all of our students districtwide. In the fall of 2024, we went through another federal program monitoring for the secondary school district where we submitted documentation of corrective action where we were in the process of adopting a district-wide assessment that is now only been approved and adopted for our K6 students. We must adopt a 7 through 12 assessment for all of our students to take that then we will use for reclassification. Using I Ready, for example, within our system would allow for the alignment and continuity of one assessment platform districtwide. Another criteria is teacher input. The state is currently recommending we begin to use what is called the observation protocol for teachers of English learners or OPTEL which you will see linked in this slide. This is a
206recommendation that we anticipate soon will become a requirement by the state of California in the near future. Again, strongly recommend we begin transitioning to using this form districtwide by all teachers who are teachers of students that are ready to be reclassified. This last criteria for reclassification is parent consultation. Slide. This visual representation of the data shows the last three years of reclassification for our students. We have provided the percentages and raw numbers for the last three years. We hope you will be able to join us on May 8th when we gather as a district to celebrate the students that have been reclassified for the 2024 2025 school year. Here you will find a list of the work and focus the multilingual services department has been working on this school year. We have also provided a
207link with a list of action items we will continue to work on from now until the beginning of the 2025 2026 school year. This slide provides a list of revisions that were completed during the 20123 school year that were that was adopted and we continue to focus on the last school year. I want to note that the last school year was also the first year where the six EL specialist positions were implemented. At the end of the 2324 school year, the department lost five of the team members for various reasons. This caused us to pause and welcome new team members this school year. Next, here you will find a number of revisions that will be needed for the revision of the master plan. Once more, many of these revisions are connected to funds that must
208be identified if we want to ensure the continued support of staff, students, and families. Next, lastly, we must begin to see the collective responsibility serving our multilingual learners require. This infographic was presented in June of 2023. We must all work together and identify the role and the responsibility we are charged with as part of this educational system. As I often say to the team, we are not where we used to be and not yet where we need to be for our multilingual learners. The advocacy for multilingual learners is one of equity and social justice. When we began this journey, we had a plan that was not funded. And through the years, we have slowly continued to advocate and fight for a seat at the table for positions that could be funded. We have had two
209federal program monitoring audits where our elementary audit had one finding that was resolved by the implementation of progress monitoring of all of our students. This year we had the secondary audit where there were no findings pending the corrective action of identified uh of identifying a district-wide skills assessment. Our team members have been yelled at in the past by colleagues. we have be when we began providing professional development and we persevered. Team members have slowly been invited into classrooms to model and support best first instructional strategies and the team has continued to advocate and persevere. Our site English language advisory committees elacs have slowly began growing. Our parents have received leadership opportunities and have learned about services and the right and their rights and slowly have learned to advocate for their children and all students. Our
210DAC committee has steadily increased and they have learned to advocate too. These parents are using their acquired skills to attend meetings including board meetings and have learned to express their concerns and use their voice to advocate for students. Our parents are never questioning the knowledge and the authority of administration. They are learning to navigate this educational system that is foreign to them. How they are becoming how they can become part of the team and how to advocate and be an active participant in this system. Through this work, there has never been an intention to undermine any individual or anyone in this district. Our team has simply wanting to advocate for all of our multilingual learner students. In the end, I'm reminding everyone that ed the educational system was not built or developed to serve the
211student population we currently serve. It was meant to assimilate and erase the identity of students. Some of the systematic oppression is still alive within the system. Our work requires us to be strong, be a voice, be the face of the students that historically have been marginalized. This work cannot be done by one individual or by one department. This academic success of our multilingual learners depends on every single one of us. This work requires commitment, accountability, ecoasson. Thank you, Director Yamas. Board members, are there any questions on this item? Trusty Jenkins. Hey. Um, this is not my wheelhouse and the information that you just said. There's a lot of that in there that I don't have like a baseline for. And I'm wondering if there's any way that you can actually email your like what you
212said out so that I can digest it better. Um because there is a lot of information in there that well I mean I I need to get up to speed and I can't get up to speed without the resources you know. Um that being said so I would love that if you could do that. And then something that I have so professionally I've held giant case loads within our community of students who um like a third of my case load was monolingual speaking families and I am monolingual English speakaking um so have have come across um language barrier well more than language barriers anyways I'm rambling but something that I've always that I've advocated for in the schools since my offspring were little is the importance of the of everyone being able to have access
213to both languages as much as humanly possible for the community aspect. So in addition to education obviously, but parents need to be able to communicate with other parents and parents need to be able to communicate with other parents when they're interacting with their students and parents need to be able to interact with their to with kids that are coming in and out of their house and they're seeing at schools and all the things. And so the the um the language access for all for both English and Spanish I just think is so incredibly important and I this presentation makes me very sad that things have gone up and down and we need to address it better. Um so thank you but I would love the information so that I can digest it better and then
214possibly ask more questions later. Sure. Thank you. Questions? Director Casten. Yeah. So, in our local assessment in elementary is I ready, right? Yes. Okay. And that's been fully implemented for how long? Uh this is the first year of full implementation. Okay. Uh you're saying that we're out of compliance because we haven't implemented it yet. It's secondary um three months here. So, or four months I guess now. Uh why have we not implemented yet in secondary and when is that expected implementation date? So as you know we are two definitely we are two districts elementary and secondary and so the initial um a lot of work has has gone into this where um a few years back we had we had been working on implementing a different assessment that was NWA and um for a variety
215of reasons the implementation wasn't uh done well and um it wasn't wellreceived um it provided a lot of data. Um some of the feedback we heard was our staff didn't have enough training, didn't truly understand. So um as we move towards really looking at what else is out there really um strategically we have been talking about the ideal situation would be that we have one assessment throughout all of our systems so that even though we're two different districts the data that we get when a student is in our elementary district definitely transfer and we definitely understand how our students are performing once they're at the secondary level. Um this definitely definitely requires a lot of collaboration. Um because at the secondary level really the assessment would be focused around English language arts and math. And
216so those would be the two departments that would really need to um we would need to work with and um collectively come to an agreement on what assessment we're going to use for the sake of in general really being able to assess basic skills. But then the compliance piece of of um of our students would be um the state and the federal government never want us to re really be othering students and truly that's what we have been doing even before this current situation because we were using a different assessment that um is currently the only thing that's um uh board approved for us that's called let's go learn and um at the secondary level currently if we have a student who has an overall ELPAC of a four, we still have to personally go
217in, pull that student out, and assess them in this assessment because that's what our board approved years ago. So, it's been um an issue for many years that we need to address, but we truly need the collaboration of the secondary u math and English department um to make sure that we're using something that all of our students are using that then can be normed and then from that data just be able to pull what's needed for our multilingual learners. I also want to point out when it comes to the um the FBM monitoring that we um undergo every two years and the review that we underwent I think it was in 2018 for which there are 15 elements and we had findings in 13 where we only um actually passed the indicator of the name
218of the district and that we hand out the um home language survey the if we were to meet all 15 that's the foundational the lowest level where when we meet those. So even if we get um pass all of them, that's the lowest level. So now that we have been able to pass that, that still just shows that we're able to meet the lowest possible common denominator in terms of how we're serving our students. But we at least now meeting compliance and all of those at the elementary level, we still need to find at the secondary level, we're passing all but um the um common assessment and now um we are beginning to monitor our um redesated students. We had been out of compliance of that as well, but we're um beginning to implement the
219monitoring of our redesated students that were formerly English learners. You you referenced that we need collaboration uh in order to implement the assessment. Where are we in the phase of the tell them to do it, but we don't want to work that way. We could the context and I hear that, but have we are we a year into having those conversations where we're working through concerns? Have we had the first meeting? Where are we in the phase of collaboration? Um I'd have to um check in with my executive directors that are always saying that, but I can get you an update on that. Okay. Um and then I very much appreciate the um the goal and standard of not othering. I I know we have a lot of other assessments, common districtwide assessments that we
220have wanting to not common like common core just assessments uh that we've talked about being important for other reasons. So, you know, twice exceptional or English reading at third grade elements like that. Is there a way for this to be an assessments issue where we're more broadly and on a global level addressing all of these assessments? uh or is or does it have to be done separately for the English learner component? It doesn't have to be separate, but it has to meet certain criteria. Um and you can I think you reviewed that if you want to go over it again. It could be the same. Just about every district has a common assessment. Actually, I think every district has a common assessment both for secondary and elementary. Um and we could use if we had
221a common assessment at the secondary level, we could just use it. Okay. Yeah. The same one that every that other districts use. And you really want it to be both on the written language which is the domain of reading and writing and the oral language which is listening and speaking truly. Trusty Kirby um following up on the assessment piece. So I I may have not heard it correctly but did you say um it was either the CASP or the local assessment? So you can do either one. Yes. And so when um many times like we actually have a um that I didn't include but I will definitely send you all like a table of the actual criteria but for the CASP um we don't assess every year um you know all of our grades. So
222for the CASP, we have um cut points and usually they're approaching grade level um would be that say they take the assessment in um eighth grade or they're in eighth grader, we would look at their CASP score approaching grade level and then we would look at we would need the student to have an overall LPAC of a four. And so many times the majority of our students are not reclassifying with the CASP scores. they truly are reclassifying more with the local assessment which the state allows us to have if they don't meet the state assessment for us to have a local assessment to be able to norm and then be able to use as criteria and the local is done every year then versus at that yes it should be done every year and so
223in the past like we used to have um uh let's go learn one example at the elementary it was done a few times during the year. So, um the ELPAC is always the window is February 1st to um May 30th, I believe. May 30th, May 31st. I can't think May 31st. And um as soon as those scores come back, we can look back at the most recent assessment that they had. In this case, it would have been like let's go learn or now we haven't got come brought the I Ready um cut points. So, we're still having to go back and assess students with the Let's Go Learn. Okay. Can you help me understand the scale? When you say there's a four, is that out of 10? Is that How does that scale work? Um
224I It's out of four. Yeah, it's at a four. So, sorry. Um in the with regards to the LCAP, there's four domains. And so within that the um speaking and listening fall under the oral language and then reading and writing fall under the written. And so when the student assesses they're assessing in all four domains but the one that is heavier [Music] um normed no yeah um is the written language the reading and the writing. So collectively they take um the assessment all four domains and they must score a minimum of a a well of four to be able to um reclassify or be a candidate for reclassification. Okay. Thank you for that. Um, when you say we're we're not in compliance, I mean, other than the obvious not educating our our students up to
225the level they need to be, is there any other penalties or or, you know, as a district that we incur because of that by not being in compliance? Um, yes. um they we're given corrective actions in a certain amount of cycles and days, a 45day cycle to correct it. Um and then we come to an agreement after that. Um but we we always will institute a corrective actions or a commitment to institute a corrective actions and and so like for example we um can come up with um a um a temporary for example common assessment that can do partial for a certain year which I think we're working on that sort of thing but we need to come up with something permanent that's going to satisfy all of the criteria like I think we have
226um instituted an agreement to have like a common assessment that'll work for one year or something. Um, so we there are opportunities to have um to institute corrective actions and commitments that we make as a district that are signed off by the superintendent. You never want to let this go too long and first and foremost because we want to be able to do right by our students, but so there's a process. Okay. And lastly, uh the teacher evaluation that you're hoping to implement the optel um so is that require uh certification or training of our teachers? Is there a cost associated with that or is it just a test that they take? H how are the teachers getting or how is there training being implemented to be able to do that? So um as I
227mentioned before um all um teachers that um have at least a minimum of one English learner in their class has a the comes with their credential the authorization to teach um in the state of California English learners. that's something that's a base um um that comes embedded within the credential of of a teacher in the state of California. But that doesn't mean that they're always going to have that kind of knowledge at the for especially if they haven't been using it. So one of the things that's a benefit of us having a multilingual services department is having the best and promising practices and trainings and um that are developed by um the multilingual services department. So we use our resources like title one and other resources like title 3 to build trainings on a regular
228basis. So that's what um director Yamos was referring to. So we offer those on a regular basis and we also offer opportunities and I know our teachers have been very participatory this year in building units. That's a great way to not only um learn but build units actually that they can use with their students that actually integrate integrated EL and designated ELD as part of the the practice. That's probably one of the best models in terms of learning and how to improve your practice is actually building units for your students. And we've had a great group of teachers really that um have been a part of that this year and it's one of the I think best models that we have of doing so. So those are a couple of examples. I don't know if
229you have some more and specifically for this um uh observational tool, it would require um a training that would be offer would be offered. I'm thinking um if we have um whole day professional development, we would be offering it. We would also I'm anticipating working with the administrators and being able to offer the training to them because it's a very comprehensive form. Um and it's really uh specifically addressing like the basic um skills of the student. So it's what is the teacher observing and it's really a check off and then they would the teacher would sign it saying yes I observe this in the student and therefore um you know um the student is ready to be reclassified. That form would then be used um to review with the parent to say your student got
230an overall ELPAC of a four, they met the local assessment criteria. the teacher reviewed the basic skills that she's seeing in the classroom and um if you sign this is acknowledging that your child is now reclassified as fluent English proficient. Okay. So the form is um very comprehensive and it's a check off. It would be reviewing where the student is and then be able to um allow the opportunity for teacher input. Okay. You have a question. Okay. Go ahead. I have a few but you can go ahead. Um the question that I have is related to the assessments of course but the is there collaboration happening with our other elementary districts? I'm thinking if we're trying to get things consistent with a high school district eventually we have to start at the bottom unless we're
231starting at the top and then moving down which I don't think that will go over very well but are we collaborating with them to see what's working in in other places and have a fantastic question and at the end of last year when we visited other districts actually to my dismay actually we were actually a little farther ahead than some of our local districts and that's um something that we're struggling with because um if If we if the expectation is the researchbased that our students are going to do best when they go into especially secondary grades, you're going to want a student to redesate so that they're going to be able to hit the ground running not only in English language arts, but being able to access all of the more rigorous courses in secondary
232and then of course being able to fill out their master schedule and access electives. You want them to be able to be redesating as soon as possible when they get to our secondary grades. So they want you want to make sure that our elementary um districts are going to be having a strong ELD program but both integrated and designated ELD and every single district that I visited for when I asked that question they weren't able to give me a clear answer with respect to how they're doing both of them. And so that that was something that I was kind of a little um frustrated with because that means that we're receiving students that right when they get to us, we're going to have to really double down on that as soon as they hit um
233our um school seats in terms of designated and integrated ELD as well. And by the time they come to us um at the beginning of seventh grade, that's when they're considered long-term English learners. Okay. I have a few questions. Um, I actually had a long list of questions, so I might email you, Director Yamas, with my questions for the sake of time this evening. Um, speaking of our long-term English learners, um, what specific interventions do we have in place, um, for our long-term English learners who make up a significant portion of our secondary EL population? So, we currently do not have anything specific. We are um in the next week beginning to work with um our secondary teachers. We're the information is out right now in terms of coming together and working on really reviewing
234our newcomer well our newcomer but really specifically our academic language development courses which is where many of our students um are um scheduled into and really looking at how we can develop courses that are very strategic and specific for um long-term English learners. Now on the middle school, one of the things that we are working with um along with um Dr. Perez and um our executive director, Miss Haley, we're looking at AVID. And AVID has a very specific program for middle school um called Avid Excel. And that is specifically um written to disrupt the um trajectory of a long-term English learner. So, we anticipate that next year we will begin um with having those um courses at two of our sites of our um junior senior high sites and then definitely building that up to
235ensure that at the middle school we are um having those courses which are very intensive and very explicit and strategic to be able to disrupt that. And I've seen this work in other districts where after um the first year of a student being in this course, which is an elective course, but it's AVID based, um over half of the students reclassify. That's great to hear. Thank you. Um we do need to extend um we need to extend this meeting. Does someone have a motion for extending this meeting? I move to extend to 10:45. We need to we need to make sure to get into to consent today. So yeah, if we can commit to it. Let's do 11. We need those 15 minutes. I mean 11. Is that the final motion? Okay. All those in
236favor. Any oppositions? I there. Yes, that was an opposition. No. Okay. I don't think it passes. If there is, um, all right. And no abstensions. So, we'll continue until 11:00 p.m. Um, so I'll be quick with my next two questions. Um, how is the district ensuring that all of our teachers, not just our EL specialists, are implementing the SD AIE strategies and integrated EL consistently? Like what are we doing to really make sure that this isn't just something that our EL specialists are responsible for like that that slide that you had around responsibility? What are we doing to really make progress on that? So, in the last three years, we um since Dr. Castro arrived, we began with um like um street data. And so this year we really are focusing on tier one best
237first instructional strategies. And a lot of these are strategies that all of our staff we've already we know how to use. We just have to be really explicit about how to support students in speaking in complete sentence when they're speaking as well as when they're writing. So it's really um going back and revisiting these best first instructional strategies that will definitely support and it's when you when you start um being intentional about these strategies through the content you are providing those supports with um with regards to language. So, um like we just visited um an elementary site yesterday and this elementary site specifically, the whole school has committed to having sentence um frames and also word walls. And so those are best first instructional strategies that definitely help support the integrated ELD throughout the day.
238Yeah. So, I could add to that. um in terms of understanding what quality first instruction is, then really like clarifying to both teachers and principles and teaching that part of quality first instruction is clarifying that English language development is part of that. When I arrived, it was kind of a misunderstanding. Some people would say this is something that we don't have time for. And um that's not not not only is that not legal, that's not actually part of quality first instruction. this is something that is part of what you what you would be doing on a regular basis. So I folded it into the practice of everything that we do. Um secondly I would um add it to I would ask for um schedules like what is the schedule that for English language development from
239site to site. So I would be able to expect to see it if we were to be visiting a school site. So just changing the culture that way. And then also on our end, are we actually supporting the school sites with a regular like training? Like when's the last time we actually um provided training? And then actually who's going to the training? Because if we're actually um offering it, are we seeing that people are actually signing up for the training? And then why not? So then those sorts of practices to see that um you know that we're making an impact and that we're offering and we're getting responses those sorts of things. Thank you. Um and my last question is what do you need from this board? What policy changes do you need from us?
240What do you need us to look into? What do you need from us to advance this work and make sure we get in compliance and move this work forward? I think um one thing I will mention is for the first um time in a few years the being explicit about the needs of all of our students specifically our multilingual learners as I mentioned to Dr. Morales for the first time in the six years that I've been in this position at one of our first administrative meeting um that we had her question was what is the data for your English learners? Your homework is to look at the data and that had never been explicitly really asked. And so going along with um my um ask for the collective responsibility is we we need I believe
241the right people um are on the team now who understand the needs of all of our students and it's now a matter of working together collaborating not making this something separate but part of everything that we do. when we're having uh PD on um English language arts, it's how are you going to support all your students? When you're having it on math, on science, even electives, like how are you being explicit with the language acquisition piece of the work because over half of our students truly come to us from a home where um English is not their home language. And so it's that continuity of accountability and um looking at the data and asking those questions and really um holding us all accountable and uh having that commitment really at times it it does require
242a financial investment but the commitment of not only the financial investment but how are we going to get all of our um they're not stakeholders um educational um partners to truly understand that all of us hold a piece to this work. Yeah. Because there isn't really um and it's not acceptable to ask the question like if we're removing certain teachers from a school that what are we going to do about our English learners because all of our teachers are there to support our English learners. Thank you. Um I'm going to move on to public comment. We have two blue cards. First, we have Diane Gunderson, followed by the Maris Corddero. Good evening. My name is Diane Gunderson. I am currently an elementary specialist uh serving Beer Brook Hill and Steel Lane. I've been an elementary
243school teacher in this district for 26 years. And um as usual, I'm going off book, which is always dangerous. But I have spent my whole career in classrooms where the majority of my students um have been multilingual learners. Um and this work as an EL specialist is is heart work for me and faith work. And I also want to point out that it's also legal work. This this is a civil right for our students. And I hope that amidst all the cuts and the changes that it's not left to the side again. I mean, I've seen that cycle. Oh, we're talking about it now. We're Oh, we're still doing that. Yeah, we're still doing that. Um because although we're working hard, we're still very siloed. And I have to be honest that when I'm no
244longer showing up at schools, it'll get forgotten. There'll be teachers who are doing it. I work with amazing people, but teachers and administrators are overwhelmed with things and if it's not made a priority by everyone, it will be set aside. And so I urge you to find a way to keep this moving. Thank you, Diane. Next is the Maris Corddero. Um, Department Gracias. politic. Gracias. Okay. Board members, Dr. Morales and staff present, I am always grateful for your service and the opportunity you give us to participate. Our deleg committee received the farewell letter from Mrs. Muhez, director of the multilingual department. Miss Yamas is not only the director of the multilingual department, but she is also the advocate for our students and their families. Senora Yamas, this district never fought with you, but we did,
245and we will continue your fight. Thank you for your service. Neither Mrs. Yamas nor our committee can move forward against the systematic racism where we are oppressed every day for asking for improvements in our system. A system where the policies, practices and social norms and permit that permit the structure of society are violated perpetuate inequality and racial privilege creating disadvantages for certain racial groups. As its very meaning says, we see we see in yourselves members of the board of directors and our leaders the disunityity. We wonder why there are racial fights among our students. This is the result of what we have modeled. The result of unfair practices has created a hostile and discouraging environment for our students. Thank you. This comes back to the board for any further discussion. Okay. I just a let's
246give the director Yamas a round of applause. We're going to miss you. Um I just have two points. Um I think it would be great if we could consider targets for the percentage of general education teachers trained in ELD strategies. To your point, um Dr. Castro, we don't really know. And so to set some metrics I think would be really helpful in the accountability piece. Um and on the other side of accountability I think it would be great to also establish regular reporting to the board on key metrics. I think we need to identify those key metrics now that we're really looking at the data so that we can monitor our progress in the implementation of the master plan. Sounds good. Thank you. Okay. We Oh, go ahead. I just want to thank you for
247your service, directors. Thank you. Okay. Item F3. This is a discussion slaction item. This is the delay of move from Lewis Early Learning Academy to Albert Bella Elementary School to the 2026 27 school year to accommodate bathroom and other facility updates. And I will hand this over to Associate Superintendent August, Executive Director John Fischer, and Executive Director Eric Odin. Thank you, Vice President Manny, Superintendent Dr. Morales, members of the board, and our community. We are going to try to keep this really brief this evening. So we did introduce this um excuse me this request that would it would it would be coming during our last transition update. So we do have that request if there are questions or comments or if there's anything that my colleagues wish to share. Are there any were you going
248to say something Mr. Fisher? I was just going to say in terms of uh it's basically about preparing the site and making a smooth transition. In addition, the additional piece that was mentioned, it would allow some community partners to move in with us with more general education opportunities for our our students. Thank you. Are there any questions from the board? Just a quick question. Because we will not be occupying yellow, we will still achieve the same savings we anticipated. Yes, it will actually be a little bit more in the savings because of this not splitting um the Leela campus in this upcoming year. Any other questions? Tracy Jenkins. Um yes, I have a question just regarding I mean I understand the reason for the delay. However, it lets me bring up bathrooms. Um, so I
249fully understand that we need to adjust the campus at Bella to accommodate the um, demographics at the site. I am concerned about, it's a concern and a question to make sure that this is being taken care of. Um, but the bathrooms at the older kids sites have been on the facilities master plan forever and I just want to make sure that those are that that's with the 7 to 12 combination happening in August that we are not delaying those projects to make time for other projects. I'm not following. I'm sorry. I know that's how my brain works at this time of night. It's like it's my bedtime almost. So are you asking sorry I go ahead I think I might be following which is are we um are there things that are falling through the
250cracks because of the delay on other projects. Is that what you're asking? Yes I because we're giving like an extra year to accommodate Viella and to make sure that that site is being taken care of it. It feels like we're also um making time for adjustments to campuses and are we taking the time needed to update the bathrooms at the sites that we're putting more kids on in the fall? So there are differences in what we're doing, okay, between the the small that site versus what's happening at the at the um the junior senior high school campuses. And so yes, that is part of why there were parameters given to the empower teams in determining where to establish um the you know the areas for seven seventh and eighth graders. And I realize we this
251probably may be off topic for this agenda item. So we can provide more information with that, but we we also don't have the fiscal ability to delay in the seven in the junior senior high school further than what we have. And the I think there's some other like campuses for instance CCLA they have their their bathrooms from when I visited for the youngers were not quite adequate as well. So we have bathroom as you said we have bathrooms on the facilities master plan across the board and we've been making progress on bathrooms all along. Okay that suffices. Thanks. Great. There are no blue cards on this item. So, this comes back to the board for a discussion. We can entertain a motion. Director Casten. Yeah. I move that we approve the delay of uh Lewis
252Early Learning Academy to Albert Viella to the 2627 school year uh to accommodate the bathroom and other facility updates. Thank you. That was moved by Director Casten. Sorry. Second. Seconded by Director Jenkins. Roll call vote, please. Trusty Casten. Hi. Trusty Jenkins. I. Trusty Kirby. Hi. Vice President Manny. I. Thank you. Next is item F4. This is a discussion review of specialized programs at Santa Rosa City Schools high schools. The educational services division will provide a brief highle overview of high school programs to the board for discussion. Um, and to kind of frame this conversation because we have less than an hour to get through the rest of the agenda. Um, I would like to know what it before we begin what it is that you are looking for in terms of guidance if anything tonight.
253Um, so that we can make sure that we have a robust discussion and not a really big one because that could happen if we don't have some parameters. I pro provide some guidance. So, as part of the consolidation and when we were having the consolidation meetings, um the conversation came up among the board in terms of um if we're going to really, you know, rightsize the district to have some ability to make decisions to be able to offer those pro programs and services that would attract students. And so to start that conversation and to get a little bit of guidance from the from the board in terms of what know what we're currently offering because I don't know the entire board notes what we're currently offering at the different sites to be able to have
254those conversations of where we want to move to. So um we shared the the spreadsheet with all of that information. The team's going to share it. We have our principles here and there's sight specific questions that the ed services team might not be able to answer. So we want from the board kind of yes let's go in this keep going in that this direction the team will share about interest from students in our specialized programs and so that way we can get a little bit of guidance from the board. So that's why it's not an action it's more guidance. Thank you Director Cen. Just before we begin this item can I request that we suspend the rules take up items G1 through 5,7 and 8 right now they were the non-pulled consent items. You want
255to move them now? I'd like to move those now. Is that Yes. Okay. Second. Melanie. Melanie, can you promote me? Sure. Okay. Can we get a motion on items G 1 through 5 and 7 through eight? So moved. Okay. Is there a second? Second. Roll call vote, please. Trusty Casten. Hi. Trusty Kirby. I. Trusty Jenkins. Hi. Vice President Manni. Hi. Um, do we want to do G6 now too? That was pulled. No, it was pulled. I don't want to say Okay, we'll come back to item F4. Thank you. Hi. Getting the presentation up to be shared. All right. Right. Good evening. Um, as Dr. Morales said, we're here to talk about at a very um high level the specialized programs at our at Santa Rosa City School high schools. And um I want to thank
256uh as well all of our high school principles for being here. I know they've had a really long day and I appreciate them being uh available um you know to elaborate if needed on any specific programs. So we'll move on to the next slide. And just uh for kind of use of common vocabulary as much as we can around what a specialized program is because I think we've had different definitions of how we might look at that. What we're looking at here, first of all, all of our comprehensive high schools offer full access to robust academic experiences um as well as our continuation high school. We've historically offered innovative CTE programs uh which we'll touch on in this presentation. Um, you know, I just want to acknowledge the variety of VAPA programs, world languages, advanced
257placement, and all the other courses that we have as well as we will talk a little bit about some of the programs that we have that have a specialized uh um phil philosophical pedigogy. And so we just want to inform you on the unique programs and we'll go to the next slide. So we've tried to simplify some really amazing work that happens at our schools in one chart. And uh this by no means is an intent to to simplify to diminish the work that is done in each one of these programs. So at a very very high level and um I appreciate um trustee uh Kirby, director Kirby sharing that he had visited ArtQuest. I got to see as well their spring showcase. I took a sneak peek of it. And so we'll start with
258ArtQest at Santa Rosa High. As you know, it's an artistic learning community that is devoted to the development of creative problem solving, critical thinking skills, responsibility, respect, empathy, and community-mindedness. They offer, I believe, eight uh eight art specialties, and it this is a program that is by application. This year, uh there are 356 students in ArtQuest. And then moving on to the programs at Piner High School, there's the early college magnet program. It's an educational partnership between Piner High School and Santa Rosa Junior College. And students who graduate from Piner High School that are in this program, they end up with uh a year or more of college credit for free. And so that's a real uh big boost for them as they move on into college. The program is as well by application this
259year having 412 students. Piner as well has the grace program. That's a unique program to help students get back on track to succeed to graduate. They're able to earn credits that were missed during previous years. It's a small group setting uh with a lot of advocacy. The counselors counselors refer the students to their grace program. This year they have 65 students. And then uh rounding out the special programs at Pioner is the STEM certificate program. That is not on this slide. I apologize for that. That program offers an opportunity for students to extend and explore their interest in STEM inside and outside the classroom. Uh so level they have three levels. Level one is covered in earth science and living science with all freshman and sophomores participating. So that's around 700 students. Level two and
260three projects are generally completed in 10th and 12th grade and uh having around 50 students uh a year that complete that. The program is supported by a point4 FTE coordinator. Um I know this board has heard quite a bit about the international balora program at Montgomery High School. The goal of that program being to encourage personal development and academic achievement to challenge students to think critically and ask the right questions across disciplines. They foster diversity, curiosity, and a desire for learning. Students at Montgomery High can pursue the IB diploma or take individual IB courses and take exams to receive college credit for certain courses. 633 students are participating in IB courses this year. Uh we also did hear just a little bit about AVID a minute ago when we talked about the English learner programs
261that we're looking into. AVID has existed in our district at Montgomery. Um we have it uh we've had several different iterations of it across our schools. We'll talk specifically uh at Montgomery. So AVID is advancement via individual determination. And this these programs typically serve first generation collegegoing students. Um this is something that really helps close the achievement gap and level the playing field. Um it's both an elective course, but it's also an instructional approach for um content area teachers to support students. Uh at Montgomery High School, they have 105 students in AVID. And we are growing our AVID program and implementation to other sites. And so we're we're pretty excited about that. And then the last program that we'll talk about that I'll talk about here is the University Center at LC Allen High School.
262A specialized program designed to provide intensive preparation and college courses to motivated high school students. Students enroll in university courses while still in high school. Uh as a this is due to the unique partnership that Santa Rosa City Schools has with Sonoma State University. Um, and so they participate in their junior and senior years taking college courses and uh that are that are transferable units. They are not charged the regular tuition. This is just a fee that they pay. We have 85 students this year participating in that program. So again, I just want to reiterate this was very high level really quick just um primer on all the different programs that are that we consider um specialty programs. And with that, I will hand it over to Debbie to talk about career technical education programs.
263Thank you. Good evening, members of the board, Superintendent Morales. It is a pleasure to be here this evening to discuss our CTE programs. Um again, my name is Debbie Cardardo. I'm the director of college and career readiness uh here in educational services. Um a CTE program consists of a multi-year sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to post-secary education and careers. Santa Rosa City Schools offers a variety of CTE programs to ensure that students are meeting the workforce needs of the local and regional employers, to support relevant and meaningful learning experiences for students, and to prepare students for post-secondary training, continued education, and future careers. Currently, we have 20 high school CTE programs representing 11 of the 15 California CTE industry sectors. A
264few of the things I would like to highlight tonight. Um, education is a priority industry sector in the state and in the county and recently uh this year we started an education pathway at LC Allen High School and it was established as a part of a K12 strong workforce grant. Additionally, our district has uh been expanding healthcare focused pathways. Um, I've secured grant funding to support this work. And again, health, excuse me, health care is also a priority se sector for the state and is also one of the top five sectors in our county. And so, we're really diving in on that sector as well. I also thought it was important to note that although there are a variety of high school CTE programs offered throughout the district, there are uh similar programs, but in
265some instances, there are also a specialized program by the courses they offer. For example, the agriculture program at LCL High School has an a mechanics pathway strand that is not offered as a part of the Santa Rosa High A program. But in comparison, the Santa Rosa High School agriculture program has a 60 acre school farm with a working vineyard and offers courses aligned to that facility resource. And so I I just wanted to make sure that I highlighted that because if you just glance at the screen, you see well two of our school sites have agriculture programs, but I wanted to call out that they're distinctly different. Um, in addition to the high school CT programs, we have reestablished a college and career readiness lab at Santa Rosa Middle School this school year. This lab
266consists of a 10-day career focused uh modules uh to explore multiple industry sectors which are also aligned to our high school CTE program offerings. Uh this year we also partnered with Magnolia Project to provide students with work-based learning experiences embedded into this course uh such as mock interviews and industry mentorship experiences both on and off campus. And so that was a really exciting addition to that course this year. Um I've sec successfully secured a grant to expand these labs um and work-based learning experiences in each of our middle schools. and I'm currently working with Herbert Slater Middle School and McGomery High School to explore establishing a college and career readiness lab at their school site as early as next year. One of the initiatives our college and career readiness team in educational services has been
267working on in CTE is establish establishing early college credit opportunities for students connected to our CTE programs. We have a very strong partnership with the Santa Rosa Junior College and have been working hard to establish college and career access pathway agreements to offer students dual enrollment courses taught on our high school campuses during the school day. I've applied for five college and career access pathway grants to support offering CCAP dual enrollment opportunities at our comprehensive high schools. And last month I submitted two more CCAP grant applications. One for Ridgeway and the other one for the district to support this work. As you can see on the slide, uh we have two CCAP dual enrollment courses offered this year at LC Allen High School. And next year, Erica Rafao, the college and career readiness coordinator, and
268I have been working very closely with the Santa Rosa Junior College and our site administration to expand to offer 10 uh CCAP courses next school year. So that's significant growth that we're really proud of. Um, of course, this is pending um as the SRJC is still in the process of hiring faculty to teach these courses, but I'm just delighted at the increase um and these opportunities that are available for our students. Great. Thank you. Questions from the board? I'm sure there are many. Director Casten. Um, so just to confirm the STEM certificate that you were discussing, that would be what we hear about being referred to as the Spark um, special program. It is associated. The Spark Center is a part of the geospatial technology program that's offered at Piner High School. Uh, the SIM
269certificate does um, pull in the other CTE programs that are offered at the site. They have the health science and biotechnology program as an example. Um I know principal Korea is here too if you have some specific questions um about the SIM certificate but it it does integrate that program as a part of it. Well, I think going back to the slide, we were discussing the coordinator percentages assigned to it. And I know the Spark Center also has um available to the public, available to other student programs that support the entire district. And so I I just want to understand the extent to which that program is also supporting students that may not be at Piner but attend for those events or brought over there for for those experiences. Could you repeat the last part
270please? The spark program and the coordinator position specifically support for the like evening programs and the programs that support students uh that that come there for that special programming. Yes. So um the spark coordinator position it's actually a stem coordinator position. It's a point4 and it is funded through our LCFF and the district office. It's a equal split. Um, we are a STEM school. So, our STEM coordinator highlights a STEM theme throughout the entire school year. This year, it's UN goal number 11, which is infrastructure and sustainability. So, we crosscurricular uh disciplines and teach lessons on sustainability, however that interacts with whatever curriculum or department you're in. Uh then on top of that he is the spark coordinator and he is in charge of the spark building, the telescope and the planetarium. Then he also
271welcomes over 900 elementary school students every year to the spark center on Wednesdays for free field trips to any elementary school that wants to come and signs up well in advance because he gets booked throughout the year. So yes, that is his two preps, his two coordinator positions. And uh as a part of that role, is it also uh the coordinator's role to raise awareness of the program? And yes, we also run STEM cafes once a month. We do planetarium shows once a month. He does a ton of outreach, rocket launches. They do [Music] um drones. Thank you. I have not eaten dinner. Okay. Yeah. I just want to point that out. Drones. Um, he does a ton of outreach into the community. He's also on the Ferguson Observatory board. I believe we also have
272a Spark Foundation board that he works with. So, he is constantly doing things. He's also the um summer TOSA for our middle school STEM program. So, he does a ton of stuff. It's Kurt Krueger. He's wonderful. In addition to the coordinator, are there any other resources available for the uh essentially the marketing, the awareness building of the of the program? Um or is it predominantly the activities of the coordinator that builds the awareness within our future students? It is predominantly the co the coordination of the spark foundation that funds all of the marketing for that program and just um our week ahead that we put out every Sunday and inviting our community and Facebook and social media and all those things. Uh my next question is on ArtQuest actually. It's kind of somewhat similar as
273to the function of the two coordinators within the Art Quest program and their support for uh the the programming. And then I also have questions about kind of the history on Art Quest because we've we've we've heard and um I'm familiar with folks who have graduated from Art Quest that benefited significantly from the Art Quest specific history um English those classes. So, if if I could get an understanding of where we're at with how the program integrity exists from like where it was 10 years ago to where it is today as far as what how what that experience is like and what any rationale would have been for removing those components of the program. So if I understand your question, we're talking about the staffing allocations for coordinator and the courses. So multi-part questions. So
274if we have to take in pieces, we can. So specifically the coordinator's roles especially in supporting the program, but also building awareness what other resources are for building awareness of the programs um in order to attract students. And then the second question that's that could be related or not is around the current offering of the program. Um have we have we actually reduced the offering and the integrity of the program by not offering art quest English, not offering art quest history, not offering art quest science like was done in the past. Um I know a counseling position was removed. Um, so I just want to understand why we've degraded the integrity of the program and if we're intending on restoring it. Yeah, my my understanding is it it it is an uh an FTE issue.
275It's an issue of staff allocation and you know as we are needing to have um to look at the reductions that are required across the district um so that we we we're maintaining classes that are have very high student interest and enrollment. And part of our stabilization did in does include um you know retaining the classes that that have you know full student participation. And so these are not easy decisions to be made at all. And it's what all of our principles are working on with human resources as they do their short masters and determine which classes they can keep and which classes need to be phased out. And I just want to say that it it isn't because we don't feel courses are important or form part of a bigger program, but we only
276have so many allocations that we need to make work across a campus. And and when you when it comes to like identifying the courses, the courses are the same. Like this the Art Quest English, SRHS English, they're the same course. So it's um when there was like certain year years ago, there would be um the courses or the classes, the sections at Art Quest were had a much larger population as that population started to wan. in New York about a year and a half ago. I went over and I sat with the coordinator and some of the other other individuals there and we um troubleshoot and to see if they could actually fill the sections different ways they could possibly fill the sections. If not, then we would pull from what would be the general
277population even though it's the same school, right? And so that option was given to them and they started to backfill from some of the general population then perhaps um build the portfolio and some interest from the general population. But to have a separate coordinator for uh basically what is the same school doesn't doesn't seem over time to actually be something that's financially um uh fiscally um uh sustainable. So the coordinator positions, my understanding is a significant part of the role of the coordinator positions includes the outreach efforts in order to attract students and make them aware of the program. Yes. And so it just on a timeline like when was Art Quest History taken away? No, when when was art history phased out? That was a while. Yeah, I mean it possibly four years. Four
278years down because I guess what I'm trying to figure out is the reduction in enrollment the reason that we're reducing the investment in the program or is the reductions in the investment in the program resulting in the loss of enrollment because it seems to pretty much track that is investment in the program was going going down. Oh, that's been for several years. Enrollment. Yeah. And so I'm just trying to understand the chicken and egg part of this as we're in the middle of the discussion of wanting to focus and theme and pick specialty programs that we want to invest in. Yeah. my first my first meeting um in terms of troubleshooting for the school, the Arquest in particular to try to um re um like I guess re um invest in trying to get the
279the enrollment um increase was before um the last principal. So that would have been in 2023 at some point, early 2023. and we um looked at the website um gave the idea to possibly translate it maybe um look um for students on the west side from other districts and different campaigns to try to actually bolster um some of the enrollment way back then so two principles ago. Uh my next question is around IB. Um so we're talking about IB at 112 right now. So, we're currently offering uh there's been uh comments made about the low quote unquote graduation rate for IB. Can you just comment on how IB works and how you may not graduate but the participation works and then where we're at with the discussion of expanding it to 712. So, currently we
280have what's called um so we do IB for all. So across our our class classes across the campus we do the IB pedigogy and then AVID resources and strategies. So students um take a series of six courses between their 11th and 12th grade year and within those courses they can earn the IB diploma. In order to earn the IB diploma, students have to take the exam. Many students decide at the end they don't want to take the exam. So then they earn what's called a chord. So the diploma it's up to the student at that point. Um we really encourage them. We have test prep. We do all kinds of stuff with our students. Um but again, some of them are just like it's just too much or they've been accepted into a college and
281they decide they don't want to go further with the testing. Um our students that are looking at uh going to universities or programs abroad often use those um diplomas and that's where we're seeing that. Our goal for 7 through 12 is we're actually um already have applied for the um my middle year's program um to start that process. So next year we will start the process. We're sending staff this summer to training for the middle years program as well as anybody that wants to continue on in the diploma program which will allow us to increase actually 7 through 12. Before we could not have a middleear program because of the of Slater's bell schedule and different things that were going on and previous practices. Um, the other thing that's good about what's going on is
282that we're actually working with SRFax as well. Um, and looking at possibly a PYP program, which is a primary years program, and several of their teachers are already trained in IB as well and use that pedigogy. So, we're hoping to have that thorough affair with the French program as well all the way through. And the um the current intent with the way the program works is it can benefit all the students. Yes. Uh, and then there are some that may go all the way through for the graduation. What's the role of the coordinator in supporting the students and then also in attraction for the program? Our coordinator, which is Jeremy Han currently, he does a lot of outreach. We do parent nights. He's been to our local elementary schools. He's worked with the JC and
283had different conversations. Um, again, presentations that we do. Um, but he's really responsible for those students, especially right now because it's a small population. Um, and sense that it's the 11th to 12th graders earning that diploma. Um, he works with them on preparing for the assessment, picking the right courses. they have a lot of projects. Um they have what's called a CASS or uh creativity action and service. So they have service projects that they need to do. So he helps them track that and build on those projects in the community. They also have projects where they have to do world view and what's called WK's and they have to really work on those projects again with committee outlook that is around um knowledge of theory of knowledge and how to learn about knowledge. Where does
284how does knowledge come where does knowledge come from? All these big questions, right? So, it's all those critical thinking skills. I I have several other questions, but I'm going to hold for the sake of sake of time. Um, where I'm heading with this is trying to understand the relationship of the coordinator position to the current students versus the relationship to our intent of strategy to grow these programs. Because my my understanding is that currently the coordinators will fluctuate up and down. based on who's enrolled today, but they're also greatly responsible for the work that goes into who we're going to have enrolled in the future. Absolutely. Um, and I know today's a discussion, but for the sake of time to get to the point, uh, I believe we need to disconnect these coordinator positions from
285current day enrollment and attach it to the strategic intent to grow them. I think a lot of the strategy around moving to our junior senior high schools is around these specialty programs specifically and the conversation on Art Quest, Spark, IB, the college programs. Um, this is that strategy and I'd like to see us when this comes back have the staffing um address that priority uh not be tied to current year staff. And I just need to be very clear, there's requirements of IB and the coordinator is one of them. So that's that makes it difficult when you have a programmatic requirement that we have to follow and they're very strict just like when we go through a WASK accreditation. So that it may be a little bit more difficult, but our current IB coordinator already
286started the process. As soon as you guys said we're doing 712, he started reaching out. So we were ready to go probably within a week of knowing that we'd be a 712 about how we could become an NYP program. Are you referring to like a centralized strategy for a coordinator for specialized programs, that sort of thing? Centralizing a strategy for I'm referring to the strategy we're discussing today about theming the schools around these and these specialty programs are a big part of what that conversation has been over the last 6 months. And if we're going to invest in that strategy, then a part of investing in it is reinvesting in these programs fully building them out, doing what we're doing with IB and following through, rebuilding out Art Quest, uh, you know, continuing to invest
287in Spark and make it more broadly known. And what I'm saying is this is one of those places where we're going to have to do things bigger than we've done before because we've let several of these programs either deteriorate or we haven't expanded them in the way that we've talked about during the consolidation process. And it seems like the coordinator positions are the first line of where we can do that. So that's my feedback for today and I'll leave the rest of the time because I know other trustes are going to have comments as well. Um but I look forward to this item coming back again to get even further into the details of the strategy. Trusty Kirby. Sure. Um so a couple questions. a specialized programs graph that you have up there. So to
288start with, I I guess I don't understand why the grace program is listed as a specialized program. Is that why why would that be a specialized program? It's it's a it's like it's an alternative setting for students and similar to our Ridgeway. Well, it's it's it's on the it's on part of the it's part of the campus. Sure. And it it provides more targeted support to students who are credit deficient. And so we kind of call it out as as an alternative setting that is really yielding success for students. It's a small necessary, right? It it's a program. No, that's the thing. It's not where whereas a continuation school. It's an actual school. Um Grace is a program developed by Piner and I'll turn it over to you. Right. So Grace was a small necessary
289school many years ago and then when the state of California changed the way that credit recovery was done. They no longer existed in Calpads and they became a program at Piner High School. So it started over 30 years ago as its own high school. There were three in the district. Midrose and Mesa were other two. Grace was one. We they all collapsed. We kept our program. The reason why it's specialized is because students have to apply to get in. They have to go through an interview process and then they have to sign a contract saying that they're going to adhere to certain criteria and then that way they can be in the program because they are getting specialized curriculum by getting variable credit. Is it 9 through 12? No, it is rough. We we we
290prioritize juniors because we feel like we can make the most movement with them if they are credit sufficient. We will take sophomores, but they must be 16 years old. Okay. Um the let's see so that slide in particular I don't know if you can pull that slide up again real quick but I it would be nice to have uh maybe student participation for the last I don't know four five years just to see are these programs declining or are they are they you know gaining popularity. I mean, it of course was a little disappointing to hear we we only had 16 students wanting to come into our district. We want to try to build these programs again, like director Cass was saying, to try to attract, you know, students. Go ahead. I just want to
291add the one thing about the grace program, which is why it's limited to 65, is because under the ratio for counselors, um, a 0.2 to counselor can only have a max of 65 students on their case load. So that is why that program is maxed out at 65. Okay, thank you for that. Um, additionally along with the student participation though, the uh so there's nothing in here about any of the costs of these programs. Do you have a way of um obviously getting that information to us? Because with all of our cuts and everything, obviously it's heavy on mind when we're talking about reinvesting. Obviously, we want to know it's important to know what that Yes. Um yes, we could get that to you. Um and and that would be telling too because for example,
292Piner, they've they completely um fund that themselves whereas like for example for the coordinator um it's not the same for for each of these. It's different. So yeah, we can provide that to you. And on the on the first slide, you you talk about the VAPA programs. Now, I don't see Maria Korea listed anywhere under our specialized programs, and they have the Encore program I know of that has, I believe, over 900 students in it. So, um yeah, and and I believe we had provided um a spreadsheet that had the high school programs courses and on there we have the the VAPA uh all the VAPA programs across the district um which include the the Maria Coreo program that that you're that you're specifying, but it's not currently considered a specialized program. So example uh
293when students put that as a reason they want to transfer, how would a student uh select a specialized program at Maria Korea High School in order to check that box on their uh wish list. Yeah, I think uh Madaryi that that is definitely in her lane. Uh So, when students are requesting a specialized program that requires an application such as ArtQuest or Early College Magnet, um they can write on the um application that they are requesting a specialized program and then we follow up with the schools and we ask, can you give us the list of the approved approved students. When a student chooses specialized program that is at a school that doesn't have an application process, we follow up by actually talking with the family and saying, what is the specialized program that you
294are looking for? They then explain to us, I'm requesting this school for autoshop. I'm requesting this school for advanced French. I'm requesting this for the CIRC or the HSB program. and then we approve those. So if a student wanted to go to the mariachi program at either Elsie or Marie Coreo, it's clear to them that they would be able to apply for that as a as a specialized specialized program, I guess. Okay. I wasn't aware of that. Thank you. Yeah, the language says it calls out the ones that have a specialty application process, but it says not limited to these four. Got it. Uh, see, I got a couple more. Um, I know I Debbie I had uh mentioned I think in an email. So what's the potential of getting our uh art quest program
295the uh I think it was the AM certification. Is that correct? to to perhaps allow our students to get a C certification uh to be able to go out into that field if they want to. Uh, but I know that requires our teachers to then be CTE certified in that program to make, you know, to again I think that would help to make the art quest program more robust, viable, make it, you know, attract people, I guess, if they could get some kind of certification like that. Yeah. there. Um because uh ArtQuest currently isn't uh designated as a CTE program, but that doesn't mean that they couldn't offer industry certifications within their program. That that could be open up to them for sure. Um the thing that with with Art Quest and we could look
296at moving them to be aligned to the arts, media, and entertainment industry sector. However, um CTE programs by design are open to all students. And so therefore, there can uh no longer be an application or screening process for that program. And so any specialized program that has an application process, if we were to move towards aligning the curriculum and um all the different, you know, elements of a high quality CT program with that um specialized program, that would be one of the things initially um that we would have to look at uh redesigning uh for that to work. Okay, that's good to know. Yeah. So we would have to have conversations with the directors and the leadership I guess to make see if that's a way that they wanted to proceed. Right. Absolutely. And then
297to your point around the credentiing um all of our CTE programs um ideally should have uh the appropriate CTE credential uh so they can access the state and federal grants that we apply for annually um because that's a requirement as well. Okay. Um that's all I got for now. Thank you. I have no blue. Did you have something? We just have two items that we have to approve before 11. That's um I have no blue cards. So, this comes back to the board for any discussion. Um this would be a great time to give specific guidance and recommendations if you have any. Director Casten, I threw some of my guidance in there at the beginning just cuz I didn't know how much time we'd have left. So I I strongly believe we need to be
298looking at each of these special programs as our investment and be looking at how we build them and that necessitates us not accepting a doom spiral as a part of the investment and um uh staffing for them. So this is a a big part of what we've been talking about. I'd like to see us bring back our intents for these campuses in not just in codifiing the uh transfer policy as being able to come in, but for us to actually adopt a board policy looking to say these are the themes and we're committing to them because one of the things that I think we've all heard over and over is we take things on as a uh district but then we lose track of them or we let them fall aside or we uh the
299teacher moves on and we lose the interest. Um, and I don't we can't let that happen with these programs if we're investing in them as the identity of these schools. So, I think we need to back this up with that policy direction to then necessitate an intentional change in the future. Um, so it doesn't happen just through people changes. Uh looking at the CTE um programs are listed here. I don't there's not a whole lot of overlap here. I know part of this process is intended for us to be selective and not have overlap uh for the quote unquote special programs. I'm not seeing a lot of that present here. Uh that's good in some ways because it means we don't need to pull it back. We're also hearing a lot about what this presentation
300doesn't address, which would be considered the comprehensive courses being taken away. And I actually think it's important that we don't have French or Spanish or ASL or or those types of things listed here because what it means is it's our intent to offer them at any comprehensive campus if there is the student interest to enroll in them on those campuses. And so for me, that's what I'm taking from this presentation is that we're not seeing languages. We're not seeing a lot of those types of things as attractions, especially at the secondary level, but we're seeing them as uh the things that we expect to be a part of a comprehensive program. Um lastly, I guess a part of this also then becomes if there is overlap here that staff is considering um removing one of
301these programs. Uh knowing what that would be or what that overlap is because the way this is presented, I'm not seeing it. Even the agriculture programs appear to be substantially different. Um, so I think we need to be really transparent and upfront if there is something in here that we're considering overlap because from my perspective, these are the programs that are going to define our success and if we start talking or leave uncertainty around our commitment to them, um, that's not going to that's going to achieve the opposite of what we're trying to do right now. So, I'll leave my comments of that. Thank you. Anyone else? Okay. Thank you so much, Andrea. Get dinner. Thank you. Thank you for staying with us. Um, I'd like to request that we consider item G6 right now
302before we move on to item F5 if that's all right with other board members. All right. Item G6. This was pulled by Trusty Jenkins. I just had one question. I see them both. I know. You can just nod and that'll be the end of it actually. um with the one workplace uh being that that's the two-story building at Montgomery and furnishing it. Any changes or differences with the just recently determined middle on the first floor? Like did that impact um no the furnishing? The furniture is all secondary specific. So, okay. It's not like the same we would do if it was going directly to Slater or Montgomery. It' be the same furniture. It would be the same. That was it. Okay. Easy. Thank you. I move to approve. I think there's a question by Trustee
303Kirby. Well, since you pulled it, uh, hey, a question real quick on contract number three, the document imaging. So, how many years worth is that? 2 million. This is all HR and payroll records going back to the 1800s. It looked like that. Yeah, you can visit it at the warehouse. I did that a about a week and a half ago. Yeah, they are permanent records that we have to maintain and the um portable facilities that they were stored in um were more than beyond their life. They they they were had they were I'm sorry. Yeah. Well, they were worse than the rest of the district office. They were essentially condemned to literally. It's Oh, yeah. So, 200,000ish to do all that and and I saw that only 50% has a lot of TVDs on that.
304And so and that's only 50% of the boxes uh for the uh sorry I uh it's anyway it I saw an additional at least 7,000 this is yeah this is an increase. So this this is to finish. Oh to gosh. Yeah. Okay. Yeah. A second. That was moved by Trusty Jenkins and seconded by Trusty Casten. Roll call vote please. Trusty Jenkins. Hi. Trusty Casten. Hi. Trusty Kirby. Hi. Vice President Mani. Hi. Thank you. We'll move back to item F5. Can I request to go to F7? We need to move to F7. Do we want So, we want to do all of our action items right now. Is that what we're doing? Okay. No, maybe not. No, just just F7. Just F7. Okay. F7. Approval of California School Employees Association chapter 75 2425. number eightou regarding
305classified layoff agreement. Thank you for um moving that item. It's important that we get it ratified and or that we get it approved and then ratified by CSEA. So part of the process for um layoffs with our classified union is that we have to bargain the effects. In other words, who's going to take on the work that we're deleting? And we also have to go through and make sure that we properly noticed people. So we met for an entire day. We got through all of that and we came to a settlement agreement um and anou with CSEA that provides insurance for anybody who doesn't go to hearing. They will keep their insurance through September 30th of this year allowing them time to find another position that has insurance. Thank you. Are there any board member
306questions? I have no blue cards. This comes back to the board for a discussion or a motion. I move approval of California School Employee Association chapter 752425 number 8OU regarding classified layoff agreement. Second was moved by Director Casten and seconded by Director Jenkins. Roll call vote please. Trusty Casten I. Trusty Jenkins I. Trusty Kirby I. Vice President Manaryi I. Thank you. Now we come back to item F5. This is resolution celebrating child nutrition services professionals week of April 28th 2025 to May 2nd 2025. Members of the board, Superintendent Morales, thank you so much for having us. I want to take a brief moment to share my profound appreciation and absolute respect for our friends in the child nutrition services. every day. You can taste, love, and care that goes into the food that they prepare.
307And I'd say our team is absolutely the best. Just the best. Sorry everybody else, but we have the best SRCS employees. Every day they bring a sense of love and care, but also growth mindset and advocacy. They will call people out. They'll let us know like we need to do something different. We need to meet students needs. We need to do better. And I absolutely love them for that. Uh so I'd like to take a moment to u poorly translate that so they can hear it in my voice. for me. So, I'm I'm very proud of you. I'm proud of everything that you do every single day. So we're going to say which is to say to rise to the occasion to overcome. We are going to improve and get better every day and with
308your help we're going to do great work. So thank you. We'll see you tomorrow morning 6 a.m. Thank you Mr. Burke. Um, I have no blue cards. Are there any board member questions on this item? Okay, this comes back to the board for discussion or a motion. Move approval of the resolution celebrating Child Nutrition Services Professionals Week of April 28th, 2025 to May 2nd, 2025 and wave further reading of the text. A comment. Yes. I love that you did that so much. And I'm so glad that you're here at 10:53. And thank you. I second. Thank you. That was moved by Director Casten and seconded by Director Jenkins. Roll call vote, please. Trusty Casten. Hi. Trusty Jenkins. I. Trusty Kirby. I. Vice President Manni. I. Thank you. Um given that we have six seven minutes,
309I'd like to ask that we bring back F6 so that we can have a more robust discussion on this presentation. Um which brings us to items H1 and H2. H1, approval of minutes of the special board meeting held on March 25th, 2025. Seeking a motion for approval. So move second. That was moved by Trustee Kirby and seconded by Trustee Casten. Roll call vote, please. Trusty Kirby, I. Trustee Casten, I. Trusty Jenkins, I. Vice President Manneri, I. Item H2, approval of minutes of the regular board meeting held on March 26, 2025. Seeking a motion. Motion for approval. So move. Second. Was moved by Trusty Kirby and seconded by Trustee Casten. Roll call vote, please. Trusty Kirby. I. Trusty Casten. I. Trusty Jenkins. I. Vice President Manny. I. Thank you. Are there any board member requests for
310information? Okay. Seeing none, um, we have information items listed in the agenda packet. Um, before we adjourn, Superintendent Morales, any last announcements? No, just to visit us at the LCAP meetings next week. Um, and continue to be involved in that process. So, thank you. Thank you. Meeting adjourned.