Board of Education May 22, 2019

001Like tomorrow welcome. I'll call the meeting to order and we'll start with the Pledge of Allegiance Okay, on C2, report of actions taken in closed session. I have two actions taken in closed session to report out in open session. The first is that during closed session, the board acted to authorize the district superintendent or designee to notify administrator pursuant to Ed Code section 44951 that he or she will be released from his or her position for the 2019-2020 school year. Motion was made by Director Fong, second by Director Imaniari. It was a 6-0 vote with one absent. Also during the closed session, the board acted to authorize the district superintendent or designee to notify an administrator pursuant to Ed Code section 44951 that he or she will be reassigned for the 2019-2020 school year. Motion

002was made by Director De La Cruz and seconded by Director McCormick, but was 6-0 with one absent. On items considered in closed session for action in open session, I need a motion on expulsion case 1819-09. I move to decline the request for an additional appeal. I second. Moved by Director McCormick, seconded by Director De La Cruz. Roll call vote, please. Director McCormick? Aye. Director De La Cruz? Aye. Director Manieri? Aye. Dr.. Fong hi director Sheffield hi director Medina hi president close motion carries and I need a Motion on stipulated expulsion case number 18 1939 I move that we accept the stipulated expulsion 18 1939 second move by director Fong second by director McCormick roll call vote please director Fong hi director McCormick hi director de la Cruz I dr. Manieri I dr. Sheffield I dr.

003Medina I President clues I Yeah motion carries and then I'm gonna need a motion on stipulated expulsion case number 18 1941 I move that we accept the stipulated expulsion 18 1941 Second move by dr. Fong second by director McCormick roll call vote please dr. Fong dr. McCormick Director de la Cruz aye director money area aye director Sheffield hi dr. Medina aye president close aye Hey motion carries and that brings us to see four statements of abstention Seeing none see five adjustments to the agenda and it President close I need to pull excuse me. I need to look at the item item e6 the approval of a tentative agreement between Santa Rosa City Schools and California School Boards Association California School Employees Association. We're pulling it for discussion or we're pulling it off the agenda? Pulling

004it for an update discussion. All right, thank you. So we'll pull E6. Any others? Yeah, E6. C6, board member request for information. C7, approval of minutes for the regular board meeting held on May 8, 2019. I move that we approve the minutes for the regular board meeting on May 8, 2019. I second. Moved by Director Fong, second by Director Monnieri. Okay, I have a discussion. I'm actually going to request that we bring them back with item F5, if we could have the actual final language of amendment to that board policy, the way that it's going to be reflected in the minutes, because it doesn't exactly list the final amendment language. So your request is to bring back the minutes with the actual language of the board bylaw? Correct. I'd like to amend the minutes with

005that actual final language included in the minutes. So I don't think we could do that right now. So if we could bring them back, maybe. Have the bylaws been updated online on the system? So the board lot bylaws have been updated online on the system, but right now we have a motion and a second I believe So I'd like to move to table to the following meeting We have a motion and a second on the floor that we can call it a vote for yeah So this is a secondary motion on the main motion so the motion to table So if somebody wants to second that then we can move the table I don't hear a second so That will call for a roll call vote on the original motion Director Fong So I have

006a question director Medina is asking for Before we approve the resolution before we approve the the minutes. It's about checking on that board policy It was f5. It was Which one was it? F5. F5. So we haven't seen the amendment to the board by-law. I think we talked about it at some length, but we haven't seen the wording. So can we approve the minutes and still bring this back to us, bring this part back to us? The wording is already reflected in the by-laws. The change has been made subsequent to the meeting, and so you can see them online now. All right, so that means I'm going to the board. I'm going online to go look at it and the change has been made For what we discussed right president close? Yes, they've been sent

007to CSBA. It takes a little while for them to upload the gamut Oh, they've been sent to CSPA, but they're not yet uploaded. Okay, you know how long it takes Depending on how behind they are a month to two months. All right so right now there's I called for a roll call vote and went to Lori. You had a question. Are you declining to vote? Can we approve the minutes and just make sure that we bring forward in the next meeting the changed board bylaw 9323 is what it was. But we can still approve the minutes because we talked about it. We can bring back the board, the policy for a reading or it can just be distributed. Is that a separate motion? It doesn't really need to be a motion. Okay. All right. I'm

008sorry. I Did there going back? I mean I would guess I was going off of what was stated is that they were posted and available online I? You know I'm say I agree with them. I want to see them at least I want somebody to be able to see them You know whether it's online or whether it's in print before So that's where I see it director Medina. I think just it should Be able to be clearly reflected in the minute to someone in the future were to go back and see okay When was this approved? How was it approved so that it would be clear and so for me it makes sense for it to be clearly Written since it's a change to board policy how it was changed and what the final language

009was within the minutes because That would be the first place that I would go to look at to see you know, how did it? when they got changed, how did it get changed, to see changes in board policy, how board policies generally list when it was changed every time. That's what I would refer to, and if it wasn't quite clear to me in the minutes, I wouldn't know where else to look in. So that's why I'm asking for it to be reflected in the minutes. President Close. I had refrained from seconding. member Medina's motion because I wasn't present at the meeting but given the explanation that member Medina is making I'd like to second his secondary motion even though I wasn't at the mate meeting I don't know how that works exactly but I I

010similarly have an interest especially having not been present at the meeting to make sure that the minutes are reflective of the actions that are taken the fact that they're not I thought they were available online right now but there there is some kind of delay so if we can just put that so I will call for a roll call on Director Medina's motion to table approval of the minutes for the May 8th meeting and to the next meeting and bring those back with the added link with the addition of the change language on F5 from the May 8th meeting. And if they are available on our website at that time, maybe a link to the policies as well. Okay, so can we have a roll call vote on that motion by director Medina second by

011directed Taylor Cruz? director Medina I Director Taylor Cruz hi Director Monieri hi Director Fong dr. McCormick hi director Sheffield. Hi president close hi Okay motion carries and that brings us to special presentation for outgoing student board board member Alana Mackin Okay, well this is the part where I get to say thank you and honor our student board member for the year. And her principal, Dr. Klisold, wrote this great write-up about Alana. But I also want to say that Director Mackin was an excellent school board member, was an excellent student school board member. Not all school board members... Read everything in preparation, but I'm pretty sure that Ilana does not all school board members take the time to elicit student feedback about board activities But she does not all student board members come up with thoughtful

012questions To issues that are arise before the board but director Mackin has And not all school board members or student board board members have the courage to speak up when there are discussions about hot issues and controversial issues, but Director Mackin has done that too. And so I applaud your efforts here as our student board member this year and look forward to hearing about you doing great things in the future. And with that, I will read Dr. Clissel's statement. And excuse my sniffles, I'm still coming, getting better from a cold, kind of. All right, it is with great pleasure that I... Dr. Klissel and I take a moment to acknowledge the contributions made by Alana Mackin, the SRCS student board member this year. As a board member, Alana consistently provided insightful inquiry and commentary about

013issues affecting the students and the district as a whole. Alana has made it her goal to improve the educational experiences of the district across the district, the students across the district, and help bring their input into policy making district-wide. Alana has become an integral part of this community and has taken her role as student board member far beyond what is required for her, committing herself to improve student empowerment, climate literacy, and racial equity in education. Alana is perpetually involved in the creation of a new program, idea, or project to support her peers in their education. She represents the voice of about 16,000 students as the only representative from Santa Rosa High School in a 10-year span. On a daily basis, Alana utilizes impressive leadership and speaking skills she has developed through her extensive involvement in

014mock trial, debate, the vocal music program, and student government at Santa Rosa High School to inspire change on a much grander scale. Alana has created a truly lasting impact on the community at Santa Rosa High School. The moment she stepped foot on Santa Rosa High School campus, she has formed and supported groups and communities that will outlive her time in high school. She's been an extremely active member of her student government class, personally creating three new events that the school has never seen before. Alana started a project aimed at celebrating the cultural diversity at Santa Rosa High School. turning a short multicultural week into a multicultural month with speakers, club involvement, catering, and music. She has also led an event to celebrate students who positively contribute to classroom environments, hosting monthly lunches for nominated students.

015These events have now become tradition, and they will continue to impact our campus as she departs Santa Rosa High School. Alana plans to study science and policy at Dartmouth this coming fall and would like to focus on the use of scientific knowledge studies and data to influence administrative decisions. She has shown academic competency to the most extreme level taking the hardest classes at Santa Rosa High as well as using the local junior college to continue her education and explore her intellectual curiosity. In summary, Alana Mackin is an excellent representative of the students at Santa Rosa High School. and the district she's well-rounded knowledgeable hard-working and focused young person i expect that alana will do many valuable and impactful things in her lifetime and we all benefited from her being part of from this being part

016of her high school experience and from being part of hers all right thank you that's the real fun stuff when you get to honor students and all all they do director mackin do you have anything to say here any parting words I'd just like to thank all of you for being so welcoming and just for a really, really amazing experience. I feel like I've learned a lot and it's been great. So thank you. Thank you. Hey, C9, special presentation for 2018-2019 retirees. Thank you, President Close, Superintendent Kittimer, and directors of the board and public. I'd like to ask, are any of our retirees in the audience this evening? They're all at home. Well earned and deserved. Well, regardless, we're going to honor them this evening. On behalf of Santa Rosa City Schools, I would like

017to welcome all of you here today and those who are watching as we honor our most laudable retirees of our district Ohana or family. Today, we pay tribute to 53 individuals who have contributed 1,124 combined years, 13,488 months. and 4,923,120 days of expertise, time, and passion to the Santa Rosa City Schools District. As we all know, I think, because we all, as we hear often, have that teacher who has impacted our life or classified staff member, the impact of these people. on the lives of students, colleagues, and the community will be felt for generations. While we wish them well in their next endeavors, which includes such pursuits as playing with grandchildren, traveling to Machu Picchu, catching up on Game of Thrones, and sleeping in, we cannot help but feel saddened by the loss of expertise,

018experience, and dedication to our students. And so it really is with profound respect and sincerity that we as a district say thank you to our retirees. And even though we don't have any who are here tonight, stand to be recognized. We did have a celebration last night in which retirees were welcomed and celebrated in another situation. So thank you. Thank you. Okay, CTAN special presentation for CTE pilot career readiness certificate. Good evening. I'm actually going to turn the mic over to Heidi Pedruzzetti, our counselor on special assignment, as she'll be awarding these students. Good evening President Close Superintendent dr. Kitamura and board of directors. So I'm it's my pleasure to present to you these three CTE students who Participated in our career readiness certificate pilot program this spring so we as we had an advisory

019committee of industry, community partners, faculty from Santa Rosa City Schools who got together and talked about what can we do to enhance students, I feel strange having my back to you, enhance students' readiness to go to work. And so, and a special emphasis on soft skills, which are skills around doing presentations, participating in interviews, attendance, and things like that. It is my pleasure to present Hugo Vargas from LC Allen in Public Safety, Amber Bernard from Piner High School Culinary Arts, and Nayeli Orozco, also from Piner High School Culinary Arts. Thank you all for participating in this program. And my, will you take this? I believe their teachers are here too. Do you guys want to stand up? There are two teachers from both Piner and Elsie. Congratulations, those students. So I believe our next special

020recognition is around students from Santa Rosa accelerated charter with Odyssey of the mind. That's correct for the track students competing at the world finals I see the mind so they weren't able to be here because they're on their way to Michigan But I did want to honor So this last weekend at North Cal State Odyssey tournament the Shracks team composed of Sloan and Quinn Crocker Marine Negri Ali Bay from Strawberry Elementary and Cassidy Cornelius from Sequoia Elementary won first place from problem three division one and they are heading to Odyssey World Finals at Michigan State University. So we want to give them a huge shout out and good luck, and we're very proud of our students. Yes, and maybe we'll hear back from them after their competition. Yes, hopefully they're going to win and they'll

021come back and we can honor them then. Perfect. Thank you. Do we have a district employee going with them on this trip? I don't, yes, I believe that one of the Shracks teachers is leaving tomorrow. However, their coaches, if I could name them as well, Ashley and Kina Crocker and Lisa Cornelius will also be traveling with them. Great, thank you. Okay, so this brings us to c12 public comment and non agenda items is the opportunity for members of public to speak to the board and non agenda items Comments that take place during the session cannot be addressed by the board or take taking action on But this is your opportunity to comment on them If you have a comment based on a personnel matter, we ask that you direct those to Assistant Superintendent Stacey Spector

022instead of to the board, as that can interfere with the personnel process. And so with that, I have these blue cards, and I'll call them one at a time, and if we can queue up. You have three minutes each. The first one is Tara Collette, then Leticia Ibanez, Ivanez. And then Rachel Ikaza. Tara. Oh, ready? Yep. Great. We're ready. Okay, thanks. Good evening, members of the board and superintendent, Dr. Kitamura. Thank you for letting me have the opportunity to speak tonight. My name is Tara Kellett, and I'm a fourth grade teacher at Hidden Valley Elementary School. I wanted to bring light to a topic that has deeply affected myself and 19 other Santa Rosa City School district teachers and their students. Mid-March, I received a non-reelect notice. You may be asking yourself, well, what's that?

023So I'll give you the short version. Outside of the education field, it's a termination. However, this termination is not backed up with any reasons. is different than a RIF, a reduction in workforce. A RIF is usually due to low enrollment. I expected a RIF because Hidden Valley is down approximately 65 students. To give you some context, I'd like to share some background about myself. I started with Hidden Valley last school year at our satellite campus. I taught first grade as a long-term sub for 75% of the year. During that time, we moved from satellite to our main campus due to the fires. Many parents have told me I played a key role in their child's lives during this traumatic time. They said I was the only stable and constant thing in their child's life. This

024year, when parents found out that I would not be teaching at Hidden Valley next year, I received comments such as this. My daughter has thrived this year with Ms. Kellett. She says that Ms. Kellett is her favorite teacher and that this year has been her best school year at Hidden Valley. Ms. Kellett's effort, dedication, and passion for teaching were very apparent throughout my child's school year at Hidden Valley. This year, Ms. Kellett has been one of our best years at Hidden Valley. She cares for the children, she teaches with passion, and her enthusiasm has been invigorating. Also, she has been nothing but kind and accommodating for our child who has special needs. My daughter has come out of her shell and has been challenged greatly this year. This is in big part because of Ms.

025Kellett. It is wonderful to see my child look forward to book reports, improving her public speaking, and even doing extra math work at her own will to make sure Ms. Kellett sees she has been studying. Additionally, I received... my final evaluation for my principal and he marked continued employment without reservation. In conclusion, this status greatly affects my future employment. I will not be able to work within Santa Rosa City School District. This information is asked on applications right under dismissals and criminal records. Research states that 50% of teachers leave the profession in the first five years. This unfortunate situation of non-reelecting an energetic, enthusiastic... passionate, student-centered teacher, me, is contributing to that statistic. Thank you for your time. Leticia Ibanez and then Rachel Icaza. Hola, buenas tardes. Mi nombre es Leticia Ibanez y yo soy

026una maestra de familia con estudiantes en la preparatoria de Maria Carrillo. Can you hold on? Dan, do you want to come translate for her, please? And make sure the time is changed. Sorry, I wasn't quite ready. Hello, good evening. My name is Leticia Ibanez, and I am a mother with students in Maria Carrillo High School. I would like to give my opinion regarding the unfair salary increase that Superintendent Kitamura is demanding, and I also would like to give credit and support the teachers at Maria Carrillo High School. Con la causa del yo también, Kitamura, al igual que los administradores del distrito, reciben el mismo aumento de sueldo que los maestros. Within the movement of the Me Too movement, Dr. Kitamura, all the other administrators of the district, receive the same raise, salary raise, as the

027teachers. Me pregunto yo, ¿por qué acabando de recibir un aumento... I'm wondering why, the others having received a raise of 3.5%, Superintendent Kitamura is requesting a raise of 29%. Ella dice que está viendo por el futuro del distrito, pero seamos reales, ¿quién se va a beneficiar con este aumento del 29%? She says that she is looking to the future of the district, but let's be real. Who is going to benefit from this raise of 29%? If Kitamura receives a raise of 29%, this would put her at 33% above the state average, while for the teachers, with a 3% raise that they received, continue at 14% below the state average. The teachers, as well as Kitamura, always work extra time, especially after the wildfires in October of 2017. These extra hours were not compensated for the

028teachers, but they were for Ms. Kitamura. Después de los incendios del 2017, el distrito proporcionó tarjetas de regalo y asesoramiento a mis hijas y estudiantes afectados, mientras que sus maestros estaban con ellos día con día, apoyándolos emocionalmente y de muchas otras formas. After the wildfires of 2017, the district provided gift certificates and support counseling to my daughters and other students that were affected, while the teachers were with them every day, supporting them emotionally and in many other forms. Teachers and students of Maria Carrillo organized a gathering of clothing, looked for cooperatives of... Look for so that they would owe to reach out to groups so that they would donate Winter clothing and the students received received the funds that were gathered Este dinero recargado se usó y sigue usándose todavía para pagar por los exámenes

029AP, coletos para el baile, etc., de estudiantes afectados. This raised money they continue to use, still continue to use, in order to pay for AP tests, tickets for dances, and other things for these affected students. Los maestros de María Carrillo también usaron dinero de su propio bolso para comprar a mis hijas y otros estudiantes. playera, sudaderas, escolares, etc., perdidas en los incendios. The teachers of Maria Carrillo also used money from their own pocket to buy for my children and for other students sweatshirts and things that they needed, school clothing, other things that they had lost during the wildfires. Without this emotional support, the details, and the uncountable hours of time that the teachers and students of Maria Carrillo brought to my daughters and to the other affected students, this path to recovery after the the

030wildfires would have been much more difficult. In my opinion, the teachers work just as hard as the superintendent and administrators, and the salary raises should be similar. It's not fair that only 1% of the district's workers would earn so much money. What happened with equality for all? Thank you for listening. Thank you. Rachel Ikaza, then Elizabeth Brennan. Good evening. My name is Rachel Ecaza and I'm the Education Initiatives Librarian for Sonoma County Public Library. In front of you, board members, you have a lovely booklet here. And this booklet was distributed, it will be distributed to all of our schools. Plus these lovely, we call them tickets, but they're really bookmarks, about the summer reading program at our libraries this summer. There are so many ways that you can continue enjoying reading the community, learning new

031things throughout summertime at our libraries. During the summer in our public libraries, we really pull out all the stops. We provide tons of free activities, programs, events, classes for everyone in the community. Every adult, child, and teen is welcome to participate. Anyone who reads five books can come and pick out a free book to keep, and you can do that as many as ten times throughout the summer. Other prizes available to adults include things like gift cards to Oliver's Market, the Savory Spice Shop, just for reading. All you're doing is improving your mind and taking good care of yourself by taking a few minutes every day to just read quietly to yourself or with a loved one. There will be more of these booklets available at your local public library. If you look at the

032back page, it explains a couple of really exciting things that we're doing right now. One is that you can check out the internet from the library. You can use your public library card to check out a hot spot. It's a really exciting way to bring the internet to families that maybe can't afford it or maybe you want to just make that decision not to pay for that and you can borrow it from the library. Another exciting thing on the back of this handout is our discovery packs. You can take one of these out from the library with your library card. You get a park pass. to go park in any of our Sonoma County Regional Parks for free. It includes all kinds of maps and activities, things for families to do, nature guides, all kinds

033of great stuff. Also is a way to check out free passes from museums all over the Bay Area with Discover and Go. So all you have to do is log into the system through your library website with your card, and you can check out free passes to places like the Exploratorium, California Academy of Sciences, the Schultz Museum, the... Children's Museum, Sonoma County, all kinds of amazing places that you can explore for free with your library card. I could go on and on, but I'm not going to take up too much time. We have programs and events for teens, kids, adults. Everybody's welcome. We have author visits this year. Really excited about the authors that are coming to the library. Alice Sebold, who wrote The Lovely Bones, is going to be here, and I'm really excited

034to meet her. So thank you for your time. Come and see us at the library. Thank you Elizabeth Brennan and then Katherine Howell good evening board members and Superintendent dr. Kitamura my name is Elizabeth Brennan and I'm a teacher in the Santa Rosa City Schools independent study program I've worked for the district since 2005 as a credential teacher in a variety of positions and joined independent study five years ago as a full-time teacher The district independent study program is an often overlooked jewel of a program that benefits students who otherwise may have given up on their education. It's a robust yet fine-tuned program that has developed to its present state thanks to the efforts of four dedicated teachers, Christy Gardner, Curt Hotaling, Sue Dent, and Susan Najafi. I would like to thank these teachers, my

035mentors, for creating this valuable program. Thank you also to the district for supporting the independent study program over the years. And thank you to the administration and to SRTA for taking action to make pay equity for all credentialed teachers a reality. Independent study provides services for students from all of the district high schools and middle schools and serves an average of 260 students a year. This alternative to the classroom setting offers flexibility to meet individual student needs, interests, and styles of learning, yet it is not an alternative curriculum. By law, independent study education is to be equal in quality and quantity to classroom education. I'm here tonight to bring the news that the four teachers I previously mentioned, my mentor teachers, are retiring and won't be returning next year. I'm concerned because I am the

036only teacher returning and as of this date there has been very little communication from the district as to the direction the program will take for next year. I am also concerned that radical changes may cause a viable productive program to be disassembled or left to go by the wayside. The ISP teachers have worked for many years to create the best possible program for both our students in the district. If and when changes are made to the program for the next school year and beyond, I wish to be a part of this important conversation. I look forward to meeting with the administration to collaborate on a plan for ISP that meets the needs of the district, the teachers, parents, counselors, and most importantly, the 260 students. Thank you for your time. Thank you. Catherine Howell and

037then Rosalinda Brady. Hi. I just wanted to take a minute tonight to congratulate the combined Lawrence Cook Middle School and Elsie Allen High School bands for their first place win in the pouring rain on Saturday at the Rose Parade. It was a combined band with alumni marching as well, so they were actually in a category of non-school. But they took first place, and also first place in drum major middle school, and first place for drum major high school. And while I'm at it, I want to congratulate... the band director from Cook, Mark Mayer, for his 31 years in the district. It was his 31st Rose Parade. And last week on Wednesday night was his 31st spring show in the Lawrence Cook Middle School gym with band performance, guitar. He played the drums for his own

038little set. There was dancing. There was performance. There were alumni that came back to perform with him. Kids from L.C. Allen that came over to perform one more time with Mr. Mayor. And it was an amazing thing. He is going to be greatly missed at Cook. He has built the most amazing music program. Always impressive to see these 12-year-olds who've never touched an instrument and listen to them in August and then listen to them again in May and be amazed. He has amazed me every year of the decade that I have known him, and I think Cook is going to be a different school without him. Hopefully we can find a strong, passionate band director to replace him. We cannot fill his shoes, but hopefully we can keep the music program going for Cook and

039for Elsie. So I just wanted to spend a minute to say congratulations to those two bands. Congratulations to Mr. Mark Mayer for his amazing career in the district. Thank you, Catherine. Rosalinda Brady and then Bridgette Mansell. Good evening, Superintendent and Board members. Rosalinda Brady from Holman Hospital. Tonight, I'm speaking especially to the new members of the board who may not know about our home and hospital program, a program which is for students who cannot go to school for medical reasons. A doctor's note is required. Students are given one hour per school day, which takes the place of a full day of school. Our dedicated small cadre of teachers instruct the students in all of their subjects, giving homework when appropriate. We become, first of all, an advocate for our students, getting the work from their

040teachers in the schools and modifying it depending on the limitations of the student. Other times, for longer-term students, we develop the curriculum, again based on what is being taught in the schools. Access to textbooks and teacher editions is vital since we are so limited in our time. Subject matter depends on the student. Most of the students we serve are in high school and need the credit to graduate. One student I have takes English, Biology, Math 1, Common Core, Spanish, Art, and Physical Education. The core subjects are at the A to G level as prescribed. This student does homework, essays, and projects in order to get credit. Sometimes our students struggle with anxiety and stress. They are tested for special services. Some have missed many days of school. Our program helps the student with the attendance

041issues and our district to get ADA. The sooner a student is placed on home instruction, the faster the student can get caught up with their classes. Our program provides them with the instruction that they have missed. We must go sometimes slower and start where the student left off rather than jump right in to where their class is at that time. We have been doing this type of work for many years and know what works best. Other districts have different programs utilizing classroom teachers and substitutes, but these have their own constraints, such as only meeting the students after school hours, which may not work with the parent or adult who will be there when we are meeting with the student. Also, many teachers are well-versed in their own subject but cannot teach the breadth of subjects

042that we do, nor know the tricks that work in such a limited time frame. Many of the parents whose students we help compliment our program and ask if they can tell the administration and board about the program's value. Last year, some of the parents and students came and spoke or wrote emails supporting us. If you have any further questions, please contact us. We are dedicated to this program and hope that you too, that you are too, because it serves our vulnerable students. Thank you. Thank you. Is this on? Yes. It is. Good evening to the superintendent, president, and our faithful trustees of the San Jose City School District. It's a busy time for teachers. As you probably know, we don't have a lot of them here tonight. But if you've read the newspaper, and I

043think you've read my emails, I'm really still concerned and definitely very interested in staying present with the decision about the salary increases for our highest paid employees. As I listened tonight to the non-agenda items, and it's so challenging when you're on the dais and you have to listen to people give incorrect information, and I didn't know the previous speaker from Maria Creel was going to be speaking, and it really hit me, but I know that Diane, our superintendent, is not requesting a salary increase of 29%. At least that's what I understand. So I want to just say that on public record that I don't think our superintendent is requesting 29%. I want to make sure that our public hears that. That's your decision. That's what you have been deciding to do or you put forth

044or somebody did. And I want to make clear that it's really challenging being where you are because we say these things and you can't say anything. Brown Act. And I know you know that with each other, too. It's just such a challenge to serve as a public servant. But we elected you to make good decisions. I just want you to know I'm trying to keep the faith. Last time I spent my precious 120 seconds singing a song to you because Curtis Mayfield's song really meant a lot to me when I came up. And tonight, after listening to that parent I have not met at my school, it brings me back to the emotional landscape of Maria Creel High School and the fires. And so I'm modifying what I'm saying because I try to stay fluid.

045I want to make sure that you know I'm trying to stay on board with you all. But there's really an issue here. And some of you know we're in Sacramento. You'll be in Sacramento tonight, I think, focusing on education and equity. And this board was, some of you were appointed because you came strongly for equity. And we know what that means. And so I really want to make sure you know I'm very uncomfortable. with the change of date to not get this done at a time when teachers can come to a meeting. So changing the date of the meeting is concerning to me. I think it breaches a trust with your employees. And I think that it definitely demonstrates not having a commitment to transparency. I think the board really needs to pay attention to

046what we're doing now in terms of what the public is hearing regarding equity. and I just want to make sure that tonight you hear that I'm not going away. I'm not one of those wonderful people that has served all those minutes in the classroom, yet I have. I'm in 36 years, Director, but I want to make sure you know that I'm not going anywhere. I will be here at any meeting you have about this issue because I'm committed to the issue that I think you all have... raised about the five high schools in this district and how we need to get on board together and make the difference and not give money to the highest paid employees that isn't fair. So I'm around, I'm gonna be here. Thank you for listening. Okay, it brings us

047to reports. I'll start with CSEA, President Alfonso. Good evening, Tammy Alfonso, President, CSEA Chapter 75. President Close, Superintendent Kitomura, board members, and student board member. CSEA Chapter 75 is looking forward to Friday, May 24th. Why? Hmm. Not a special day. Yes, it is. It's when the district and CSEA members will be participating in the Appreciation Classified Employees Program, known as the ACE Program. We believe we are the ACE employees. This job shadow program gives the district members an opportunity to observe the hardworking and diligence of the classified school employees of the district. We hope that those participating will enjoy this opportunity. Pictures taken the day will be shared with the state CSEA. We hope to see our faces in an upcoming CSEA magazine. We want to thank the district for participating and sharing this day

048with our members. Thank you. Thank you. SRTA report. I don't see President Lyon, but I see Catherine Howell. Yeah. Pinch hitting. Pinch hitting. Good evening. Catherine Howell, Lawrence Cook Middle School and lead negotiator for SRTA. President Lyon is in Sacramento, and so I am giving our report tonight. Thank you for listening. Here we are again, just a handful of days from the end of another school year. Tomorrow night, our elementary students will be proudly showing off their accomplishments from the year. Graduation is closing in, and teachers are reflecting on another year behind us. We're preparing ourselves to see our students move on, small moves from one grade to the next, or larger moves from elementary to middle school, from middle school to high school, and from high school out into the larger world. We are

049filled with hope, hope that they use their voices to make a difference, hope that they step up rather than sit down, hope their enthusiasm and curiosity will carry them far in school and life. Sadly, this is also the time of year we have to prepare ourselves to see our colleagues move on, some joyfully into retirement, but too many retreating, leaving the district, leaving the profession because they are discouraged. Discouraged that their voices have been silenced by administrators. Discouraged because they don't have the energy to step up. Discouraged because their enthusiasm and curiosity and love of teaching has been crushed by a district that seems to constantly demand more. Discouraged by salaries that even with our 7% over the next two years will still be well below the state average. Discouraged by health benefits that don't

050cover our families. Discouraged by human resource policies that don't seem to allow educators to be human. Discouraged by administrative decisions that seem to ignore the expertise of teachers. Discouraged by a school board that made us, all of us, SRTA and SCSEA, fight for COLA, fight for a living wage in Sonoma County, while offering our superintendent 29%. Earlier this month, Superintendent Kitamura said the proposed salary increases for herself and the executive committee were about making this right for the future of the district. SRTA believes in the future of this district, a bright future for all of our students who deserve the very best and our educators who also deserve the very best. If this is the future, it feels like a slap in the face. If this is making it right, the future looks very bleak

051indeed. Thank you. Thank you, Catherine. Labor Management Collaborative Report, Stacy. No report at this time. Superintendent Report. Thank you president close. This is the meeting every year that I do a year in review This year my year in view is actually going to be six years in review And the reason I'm doing that is because I want to capture the strategic plan That we began 13 in 2013 14 so The board is right now in the middle of actually looking at the strategic plan. They've done some, quite a bit of work on draft mission and vision, and will be continuing to do some work around setting some priorities based on the work that they had, based on all the community feedback and all the work that went into the first strategic plan in 2013-14. It

052was meant to last five years, and so that five years is up. We are really looking forward to sharing with the community the progress of the priorities, that's what they're called here in the strategic plan, and what's to come, what has come in the past few years and what's to come. So with that, I have a... slideshow, a show. You'll see some very interesting people in it, some rock stars who will be speaking in the video. And so I ask that, Rick, you get it started. The strategic plan's first priority is to graduate students who are college and career ready. In a district where 25% of students are English language learners, one important measure of academic achievement is the number of students we designated fluent English proficient. In our district, that number continues to increase

053from an average of 200 students each year to more than double that last year. 522 students who are now fluent English proficient. This year, our redesignation rate has surpassed the county and state at 19%. It's definitely been a huge push that I've seen to include, make sure that every child is meeting the same standards and rising up to the same level. Advanced placement tests and enrollment in California standards-based classes are two ways to see if we are meeting our goals. The number of Latino students who have passed AP exams with a 3 or higher has increased 23% in the past five years. For English learners, foster youth, and low-income students, that figure is up 31%. The number of Latino students completing A-G requirements is up 5%, and English language learner enrollment in A-G classes is

054up 15%. With the implementation of the California Standards, new learning materials, teacher-developed collaborative curriculum design units, learning has become meaningful and inclusive. I think at Piner, for me specifically, and I think for a lot of other people here, changing the culture at Piner, that you can do science and you can do math, because that's what I'm involved in. And that you have to do English in science, and you can talk about science stuff in English. It's just making everything more well-rounded and accessible to everyone. One example of access are the changes being made for special education high school students to take history and science classes with their peers at Piner High School, allowing them to graduate with a diploma. It's going great. The students are performing far above what we ever thought they would. They've

055really risen to the challenge. We're using all grade level curriculum. and with appropriate scaffolding for the students, but they've all been doing a fantastic job. My experience was that the kids felt like we were treating them with dumbed down information and that they were special ed and that they weren't smart enough to take the other classes. And now I would say that our kids are a lot more confident. a lot more driven to get a diploma rather than a certificate of completion. The fact that they have that opportunity is a motivating factor for them. Through our college and career centers and counselors, more students are getting support as they find their path. We have people visiting all the time from technical schools and from the military and I think the implementation of that college and

056career center has really really helped a lot of the students who might not get that support at home. The work that that not only have our college and career counselors done with San Jose JC but with other four-year institutions has been incredible. You know this year we ended up enrolling we ended up signing up 160 LC Allen seniors, which had never happened before. And that was again the vision that we have and the work that our college and career counselors and then also the work of San Jose JC looking at us and partnering with us. Those partnerships weren't happening before. They just weren't. The strategic plan's second priority is to promote the balanced and healthy growth of each student as the responsibility of schools, families, and the entire community. Our district has moved in the

057past five years from punitive to restorative, to looking at the whole student and their stories. I think it could be important for them to know about their student's background or their history so that they can... Try to understand them more so that it can just be easier to help them when they need it and just easier to get to know them. It'll make a lot of things nicer and more welcoming. The progress in attendance and school climate requires collaboration amongst all staff. We need to connect with the people we serve. If you don't connect with the people you serve, we're doing something wrong. In this case, every single department, no exception, they be connecting with the students, community, and staff. Parents in the District English Language Advisory Committee have noticed how their voice has increased

058in the past five years. Their president said they see their role as collaborating with the district and superintendent. She's inviting us to be part of our children's education. And with her support and our support, I think we can make big progress. Parents are key partners when it comes to attendance. The SAFE office held more than 700 parent meetings this year about students who are absent from school without excuses. What is nice is that we're doing lots of parent meetings and we're bringing them together with a conversation of why school is important. The number of expulsions from school has decreased from 106 in 2012 to just 11 in 2018. Suspensions in the same period were cut in half. In every school, social and emotional supports that weren't there five years ago are now available to students.

059We have added 25 counselors, including mental health support services, and have provided counseling to more than 4,000 students since 2014. Specialized counselors, including SOUL counselors to support language learners and bilingual family engagement facilitators are also making a difference for our families. So now that we have the family engagement facilitators and especially the SOUL counselors, we have a voice, us students especially. foreign students have a voice that we are able to voice up all the way up to what is now the board and to the superintendent and we can get what we rightfully deserve and I'm just very grateful for those new positions as sole counselors and the family engagement facilitators. The strategic plan's third priority is high quality staff, student centered and supported with professional development. Teachers and administrators are working together on curriculum design

060in all core subject areas. Teachers are teaching peers. They are receiving professional development training about mental health, co-teaching for special education, supporting English learners, meeting the needs of advanced learners, and creating meaningful learning experiences for all students. More than 650 teachers and staff have learned at the Museum of Tolerance, and 500 have had unconscious bias training. Training is collaborative and offered to all, including professional development for a classified staff. The kind of professional development we're doing now is it's systematic and it's ongoing and we're checking in with each other on key topics and ideas and strategies and curriculum so it doesn't get lost and that we can actually use it in the classroom. The Strategic Plan's fourth priority is to provide safe, inviting learning environments and current tools and technology. During the past five years,

061the district has added 15,000 computers, 850 iPads, 23 miles of fiber optic cable, and 1,300 wireless access points. Technology devices and access to high-speed internet has enabled students to work in ways they couldn't before. Technology in itself is a tool, right? It's not the curriculum. what I see in terms of the classroom, Chromebooks, one-on-one electronic devices, things like that. Again, students struggling on Google platforms and all kinds of platforms creating and designing things that are very unique to their learning and their understanding of this world and things that they need to know. The Strategic Plan's fifth priority is to serve all students with an appropriate distribution of all resources. That means access and opportunities for all students, especially for underserved students. Graduation rates for our Hispanic students have increased steadily from 64% in 2010 to

06280% last year. Serving all students has meant a movement during the past five years from the segregation and gatekeeping evident not just in our schools but also our systems. to our priority today on access and inclusion and focusing on lifting everyone as we climb. Equity is very important. Not everybody needs the same level of support, but they all can reach the same goal if they're given the support that they need. I think schools are... They're taking advice more from the kids and they're telling them how they feel their experience would be better at school and the district is and people are listening. Empowering students, central to the vision of our district in its new strategic plan. The plan is still in draft form, but here is a look at the vision and mission we have

063for the future. Our vision, that our district will send students into the world who are empowered to work together, find purpose, think critically, embrace diversity, adapt to our changing planet, and live healthy and fulfilling lives. Our mission. that our district ensures equitable access to a transformative educational experience grounded in the assets of our students, staff, and community. We nurture the whole student in an engaging, challenging, and safe environment. We recognize and value each student's individuality and our community's cultural wealth. Many, many, many, many thanks for the people who spoke in the video. I thought that that's a much better representation than me. Giving a speech about what was going on. I also think that I want to also thank Beth Burke, who helped me tremendously with putting this together, as well as Ken Akitamura, who

064actually put the whole video together, the iMovie. I'm getting better, but I still need my daughter to help me get this to where this is. I do have to say, though, that as much as we talk about what we've done in the last five years, we do have things we have to continue to work on. There's just no doubt about it. One of the things that came up in the interviews was that with all of the 15,000 technology devices and the infrastructure that we put in for the internet, we don't have the staffing to keep supporting that. You know, we're at this point where we have all this equipment, but we're not adequately staffed to support that, which then brings me to the straight out of funding, the fair and full funding that is today,

065you know, that we're doing today. So that is definitely a challenge. And as we know, and we've heard here, the board has heard many times before, the $1.3 billion in need that we have for our facilities, our aged facilities that were not basically, in my opinion, my humble opinion, attended to along the way for many, many, many, many years. And now we're trying to play catch up. And it's going to be very difficult. I'm going to be very straight up with you guys. We're working as fast as we can with the number of vendors that we can actually get to change the roofs, change the HVACs, do the different things that we need to do. It is a challenge. And finally, I would say, I'm going to say relationships. Relationships are probably one of the

066things that I do value the most coming from a teaching and counseling background. And right now, again, very transparently, very honestly, we have some difficulties. We have difficulties that we need to mend. We need to bridge with all areas of our staff. And so I look forward to working together to do that. I appreciate the words of Ms. Mansell. I appreciate the words of the people who have written and emailed, the people who know the intent that I have in this district and will continue to have, that the strategic plan represents this school board who has changed tremendously in just the last two years. And I will tell you the priorities that they have drafted are absolutely unbelievable. They have taken the work of the five priorities from five, six years ago and transformed them

067into... that we cannot wait to share with the community. Not right now, because we were going to look at doing this during the summer, but we made a decision consciously to not do it until August and September when everybody was back in school. So look forward to those community meetings. I am honoured to serve this district. I am honoured to serve the students of this district, and I will continue to work hard for the staff. Thank you superintendent great report and we're lucky to have you and doing the good work that you're doing and I think there are some people trying to take a picture of our New vision draft vision and mission, so if you want to put that back up on the TV Maybe they someone can snap a picture up there. I

068spied them spider trying to take a picture Dr.. Medina Yeah, I was gonna ask well first off. Thanks for the presentation I like I like the video format But I was gonna ask is there a way that we could also have like the slides be part of like the minutes for the future meeting so that we could have something to look back at and With a lot of the data. I'm wondering if maybe we could also Get Breakdowns for example Suspensions expulsions broken down Year to year and maybe also by school And if there's demographic data, that would be great and the same thing with the graduation rates I don't think I break it down by school I know for me part of the concern in the past has been like maybe disparities by region

069of within the city and by schools and so I just Like to see how we've progressed over time on that level Yes, we have all that background data in order to get this data. We're happy to share that. We're happy to actually do that as a board presentation. The other thing is that due to this taking far into the evening, my apologies that it's not translated to Spanish. Normally we have Spanish translation on it. It will be done ASAP so that it's available. It will be uploaded to our YouTube so that it's available for YouTube. And then I think that's a great idea that we can share the link. as a part of the minutes so and team did you get the request on the data okay Director Sheffield. I just want to thank you

070for the presentation. There was so much great information that was on there that would, as it was flashing by, I was thinking this would really make a great infographic, one page, something that just, you know, is available. You can see it. It's right in front of you to see the really amazing jumps that we've made as a district in just a short amount of time. And when you really look at it, and there was one slide that showed the graduation rates. Really really stood out and I think that just you know seeing that again and again and again shows the work that the district is doing That's a great point. I'm glad you said that director Sheffield because I also need to thank Caroline Pugh who actually developed all of those Graphic pages because she

071is working on the infographics that you speak of director phone, you know Dan you have been very transparent and we try to be transparent too and I've been in this district since 1987 in various roles and just seeing this in its totality and Sitting back and just taking it in and the kind of work that this district has done over the past Few years, LCAP era, has been phenomenal. I remember the bad old days of suspensions and expulsions, and the board would tell us, no, you have to, it's zero tolerance. And we're saying, no, no, no, but that's what the board was saying at the time. So the EL rates, the grad rates, and we've seen demographics on that before, and it'd be good to see it again. I'm using that word again, phenomenal, because

072the kinds of changes we've made in this day and age with this kind of funding is short of miraculous. And I know that we have our challenges, and I think what's taking up all the air in the room is about contracts and salaries and funding. And yes, that's what's right in front of us right now, and we have a lot of stuff to figure out about that. The board certainly has a huge part in that. But in terms of what we've done as a district with every single person taken apart under the leadership of Superintendent Kinnemore is amazing. I'm very proud of this district. And we are the big dog in the room, you know, in terms of Northern California particularly. So other districts are looking to us for what we do. And they kind

073of don't make decisions until sometimes they figure out what we do. So thank you very much, Diane. Director Medina. I'm curious if there could also be follow-up. I don't know if this data makes this but Information on parent engagement. I know we've had the family engagement staff and and if we have numbers on how maybe Parents have increased in engagement or decreased over time if maybe we could get some of that Yes, any other comments on superintendent Kimura's presentation. Thank you Okay and Laurie if you could in the minutes put Director Medina's request for information under the request for information let's just put those into into that section so they are memorialized there that would be helpful thank you. Okay so I have real quick report I got to go to Abraham Lincoln Elementary yesterday

074morning, actually with College T Project, which was delightful. And then spent some time with Dr. Wilson walking around and her showing me what's going on at her school and some of the unique challenges at her school. And every school, of course, has their own unique assets and challenges. And so it's always good to walk the campuses. also was very lucky to see President Alfonso in her normal day-to-day, wearing her hat there at Abraham Lincoln. And that was nice, too. And it's amazing how she's always calm here, but even there in the elementary school office, which is not always the calmest place, or certainly has potential to mess with your calm, she's just cool as a cucumber, you know? It was very impressive. So that was nice. And then the other thing is that I did

075send out an email to all staff, but just in case you didn't see it, I did want to address the changing of the meeting dates for anybody here, anybody watching. Again, in case you didn't see the email. And it's, you know, not normal that I send emails to all staff. In fact, I believe I've sent four, and the first three were. in the aftermath of the fires and fire related. So and this one was because we understood that we're, you know, pushing this out into the summer, but I wanted everyone to have ample notice that that was going to happen so that you could either plan to be here or. As always, if you have a comment and you can't be here and you can get a friend or colleague to read that comment to

076you in public session, we are happy to allow your public comment in that way. And, of course, we're always receiving emails. But we are, the board is listening to stakeholder feedback, including from our staff. and has requested additional information and needed some additional time to consider that and process that. So we appreciate your patience on this. We understand your interest. It is a big deal. We are trying to do it as transparently as possible. I also, it was in the email, but I'll also say that we're going to do kind of a special discussion around. around the budget at our first meeting in June on the 12th. So you might want to tune in for that as well. And with that, we'll go to board member reports. And I think we'll start on this end,

077this time actually with student board member, Director Mackin. Last meeting, as you all know. Just a couple things looking into next year. I was really, really excited to see that you guys had some student voice stuff in the works for next year. I think one of my favorite things to do throughout this whole year is in talking to students, I always ask, what's one thing you wish you could change about your school? And that question for me, it's really, really shown just what the priorities of students are, and I really recommend if you're talking to students, that's a good question. And also just like to thank everyone again. It's been a really amazing experience, and I'm a product of Santa Rosa City Schools, so thank you for your service. Thank you. Director De La Cruz.

078Thank you. Let's see. It's been awesome. I'm sorry I missed the last meeting. So I have a little bit of a couple of updates more than usual. On May 1st, I was really excited to join the Ethnic Studies Work Group. Thank you to Elizabeth Evans for bringing in Dr. Curtis Acosta and Dr. Streeter for a really amazing workshop. Super excited about what's rolling out and how we're doing this. I missed the May 8th meeting because I was happily chaperoning the sixth grade outdoor ed trip for Proctor Terrace Elementary, and I want to give a special shout out to the sixth grade teachers there, Mrs. Lyon and Mrs. Schmidt, for a really amazing couple of days with sixth graders and just seeing kind of this moment that they are about to embark on middle school and

079just this great feeling. So thank you. Special thank you to those two. I also want to do a special shout out to Mrs. Althea Wright, who is Proctor's music teacher, who's retiring this year. And she so gracefully rolled in. the rollout of the blitz and really bringing, making sure that every sixth grader at Proctor had access to music and an instrument while at the same time making time during recess and after school for the fourth and fifth graders who had spent two years with her already in elementary and kind of advanced band. So thank you so much, Mrs. Wright, for everything you did at Proctor. For those kids, they really love you. And then, let's see, also a special shout out to Bonnie Raines and the Voices of Hope program. I was able to go

080to Santa Rosa Middle to really see the ways in which we are engaging our community members with our kids. and sharing stories from our community and showing kids kind of what is possible after school, connecting them with ideas and careers and movements and activism. It was really incredible to see the way kids really soaked up and were able to share and integrate those moments that they spent with community members. Let's see. And a final thank you to Annie Scully and to Brent Lindsay and Amy Pinto at the Imaginists. I was able to spend a little time at Elsie Allen and Scully's academic language development class where the Imaginists have come in and shown the way theater can be used to support language development. And students there have been working for the last three months with

081the Imaginists on a really beautiful piece of theater that... integrates their own stories in being immigrants and coming to this country and the hopes and dreams and challenges in that travel and in that process. Such beautiful work and also a special shout out to Jose Soto who is joining them as an LC Allen grad and rolling out this beautiful piece of theater. So such gorgeous work with so much love, so much corazon. Thank you. Good morning So I was gone for a little while so I don't remember the last time I gave a board member report so I have quite a few things that I'd like to share and I'm sure I'm missing a lot of other things. But first I wanted to share that last month for the month of April. So for anyone

082who's not aware, the Sonoma County Office of Education has an awesome program where they receive nominations for a teacher of the month and then they honor this teacher by surprising them at their classroom and giving them a gift card for supplies and it's a really wonderful program. and I had nominated Mr. Thompson from L.C. Allen High School like a couple months ago, and I really wasn't sure where that nomination was gonna go because... I mean, I was under the impression that a certain teacher probably has to get a couple nominations to receive the award. But he was granted the award, and I was super, super stoked to be there in the room when it was presented to him. And so he was April's. And Ms. Trabovera was there, too, actually. And so, yeah, he was

083the April Sonoma County Office of Education Teacher of the Month, which was really special. We heard about the Rose Parade that happened on Saturday. I was also really really honored to participate in that Being an alumni of both mr. Mayor and mr. Thompson and so that was a really awesome experience and then we had a really Fun barbecue afterward at LC Allen High School. We were gonna have it at Finley, but the rain and so we Had it at LC Allen and mr. Mayor brought pictures, like really, really old pictures of his students from his time at Montgomery and when he was the music director at LC and then his time at Cook. So that was a really, really unique experience. And I'm just so fortunate that I get to be around for all of

084these amazing things that are happening. Earlier in March, La Plaza, so La Plaza is in Oregon, is a little group really that exists currently on Cook's campus, but they're moving to Abraham Lincoln and they had their inauguration earlier this month. And I was also present for that and there was baile folklorico and danza azteca and really awesome food and that was a really unique experience as well and I'm just really grateful I'm really grateful that La Plaza exists because just on a professional note, I actually do a lot of programming with La Plaza and they're so generous with their space. And it's really incredible to have spaces like these in our district and for our community at large. So I'm really grateful for that. May is mental health awareness month so which is why I'm

085wearing a little green ribbon for anyone who doesn't know it's mental health awareness month and we actually have a lot of students in our district that participate in a really cool internship to raise awareness and advocacy for mental health and so this month they a lot of our students in the district are doing amazing things some of them were part of an event at Sonoma State called stomp the stigma and so they We hosted kind of this wellness day for students at SSU who were in the midst of finals and just provided a lot of support to those students. I was also able to go to one of Bonnie Rain's showcases for Voices of Hope at Lawrence Cook Middle School, and that was also very special because it was in my eighth grade math teacher's

086classroom, and so being able to see her, Miss Moore, was really cool too. Ridgeway had its 50th birthday, and that was a really... cool event and I was really I'm just really grateful for for Ridgeway also existing and it was really beautiful to see the community come together during this time and to just see all of the amazing things that our students the graduates of Ridgeway have have achieved they had these little blue cards where they could write what they've done since graduation and a lot of them have their own businesses and have their families and are doing really amazing things and have flourishing careers and so that was really beautiful to see as well. LC Allen High School, they had their annual, well the foundation had its annual event for the distribution of scholarships.

087um not they don't get a lot of recognition and i'd like to just give them a shout out because they were able to give so much so many scholarships so much money to these students like on average these students were getting thousand dollar scholarships and there were so many that got more than one um and so the work that's being done there is just amazing shout out to manny and the rest of the foundation they're doing amazing work and lastly I went to Elsie Allen's spring concert, and we were able to, in memory of Jan Farren, we were able to award the first ever memorial scholarship under his name or on behalf of his family. So that was a really, really unique thing, and I hope that we can continue to do that and maybe

088raise some more money for that. So that's all. Thank you. You actually reminded me of two things. I'm going to go in order and do really quick things. I want to acknowledge them. Speaking of the Elsie Foundation and their scholarships, I think it is really important. Herman G. gave me this information, and I want to present it, that 42 of 42 awardees, scholarship awardees, will be the first in their family to go to college. That is... Amazing. So I just want to say that and thank them for their awesome work. And then the other thing is that I went to the DLAC, the DLAC celebration at the end of the year, and it's such an amazing event, and I encourage everyone to go at some point because... Those families have worked so hard and the

089students are so proud and award all the people who've worked really hard to support these students and we have some really dedicated staff members, Aracely Ramoflores and Dr. Guzman and the superintendent who really prioritize that DLAC group and support them and their leadership and President Jose Martinez has been really active and it was just really wonderful to be there because it's a real family, real tight family you can see. Director Fong. Hey, my report's getting longer by the minute here. I can't start out. I have to say this. The Santa Rosa High School students who marched today, big shout out to those kids. You know, yes, they went for choice and they went for freedom and they... broke school rules. You know, we're supposed to be watching them. We have to watch them every second.

090They're under our care. So we get a little nervous when they leave our campuses. But I understand the principal walked with them. But they, we're talking about what's relevant. And we're talking about what's real world. And we're talking about our kids having agency. So that was all of the above. So go on, kids, young adults. So let's see. I've been trying to listen and learn a lot about... A lot of things going on in school. I always need to learn more and more and more. So I want to thank Margie Brady Long and the math department at Creo. And I want to thank Eric Bone and math teachers at Santa Rosa High School and also Santa Rosa Middle School Principal Matlin for conversations about math education. Because math education is changing. And we have to

091continue to change. And I have to understand it. And how do we move kids along? And it's very difficult. And it's a... preschool through 12th grade thing and it can't just work at you know high school or seventh grade or eighth grade but we're all in it together and i think the kinds of changes we're doing we need to keep supporting kids because for me math is really a not for me math is difficult yes it is but when kids are in school, they kind of turn off about fifth grade, so what happens after that? So really trying to understand. So thank you for that time and the discussion. I also want to thank Anna Williams, teacher at Accelerated Charter, to understand how... the ALPS program, Advanced Learner Program is working and how it's really

092not just a gifted and gate program, it's for everybody and every student and how we open up those learning gates for every single student at every level, you know, whatever the spectrum is that you want to define it. Incorporated every classroom, it's not a curriculum and it's a way of teaching our learners that every single one can reach their own sky. Also, and today we're going to hear about the special certificate program, and I went to go visit the Carrillo PAWS program, and Trish Terrell and Mandy Doyle has told me like 10 times what that stands for. And I'm going to let something, some pathway to accelerated, what, pathway to academic. Work and success? Something. Okay. Career technical education combined with literacy skills, English and math and science and like that. Very powerful ways to

093engage our learners in different ways. The kinds of things we're talking about, 21st century education. You know, when we speak nostalgically about shop and about vocab, oh, let's just teach those kids how to weld. It's way more than that, and that's what they're doing at... at the Ag program at LC and also culinary programs at Piner and Carrillo. And then they just put on their own car show, this whole program at Carrillo on Sunday, which was amazing because the kids put it on. So we're about opportunities, and I'm really looking forward to hearing more about the specialist certificate program because it's really about opportunities, and it's A to G, and it's combining that what's old vocational ed with, you know, college and career, which... We have to redefine that, but how that puts us together

094and really launches our kids into those kinds of jobs that are going to pay them the kind of salary they need to own homes here in Sonoma County, California. And shout out to Voices of Hope as well. Thank you for inviting us because we got to go and it was amazing. Thank you. Director McCormick. First of all, I'd like to say I love board reports because it is incredible and it gives you just a little bit of perspective of how much important stuff is happening. on the daily in this district. I mean, it is mind-boggling. And when I hear everybody's reports and we're all involved and it's interesting to see each board member has, you know, where we're diving in and whose passions are coming out and what they're connected into. And there's just so

095much more that I want to dive into. But it's just inspiring. And I'm just thankful that we have this as part of our agenda because... it's nice that these things get recognized publicly. So I had the pleasure of attending Piner High School's DLAC Celebration and Reclassification Ceremony with Director Manieri last week and it was a fantastic event and so I mean we it was standing room only and they had moved it from one facility into another because they were they thought so many people were going to come and they were right. And they, over 50 students were honored and recognized and reclassified and it was just outstanding to see that and to see them just. be recognized and honored for all their hard work. It was a great event. And then that same night, I

096just walked around campus all night because the art department at Piner was having a student art show. And so I got to enjoy that and see some of the awesome work that the students had exhibited. And also... I got to listen to several performances at Pioneer's spring concert that was happening that night as well. And I want to give out a specific shout out to Mike Milbrath, who is the third music teacher that I know of that is retiring this year. And there's been a theme tonight. about highlighting our music teachers that have dedicated their entire lives to this district. And Mr. Milbrath, I was fortunate enough to be a colleague with him when I taught at Piner. And then even better than that, and he worked at Piner and Comstock and still does right

097now. But my son, Lucas, was a choir student of his and a drama student of his. And we shared a lot of students when I taught there as well. And so I got to really see up close and personal. what kind of an impact Mr. Milbrath has on his students. And I got to have a nice conversation with him yesterday at the retiree recognition. I think what makes him so special and all of our music and performance, performing arts teachers so special is that they are true believers in the power of performance-based education. And we're hearing that term soft skills thrown around a lot. And performance-based education is a powerful thing. You see it in the arts. You see it in athletics. You see it in projects and presentations and keynote presentations. And I don't

098think these are soft skills. soft skills. I think these are things that if you don't have these skills and some experience as students and then going out into college career ready that we say all the time, I mean, you have to not only have been exposed to these things, but you have to practice these things and be masters in these things to have a cutting edge out there in the real world. So I just wanted to give a shout out to Mill Brath and he's going to be missed. And boy, I hope we're working hard on our music education with all these. phenomenal mentors retiring. And then finally, because of my day job outside of this, I had the opportunity to help host the first ever combined North Bay League swimming championships at the JC

099last month. For years and years, we've been SCL and NBL, and to have all those swimmers in the new combined league with that new combined format, it really elevated the level of the experience for, I think, the parents and the students and the coaches and student-athletes. It was a really good model, and it was a really nice championship event, and I'm excited to host that. in the future at the jc so it was really really fun so i was glad to be a part of the first year that we had that combined format so thanks thank you director sheffield lost my mic um i will start going back a couple of weeks ago The voices of hope student showcase I attended the showcase at Santa Rosa middle and cook and this was part of the

100teaching tolerance grant project that I think had been discussed at a meeting before but It was for middle schools in Santa Rosa, and it was really great to see what these students put together as part of their projects. They studied social justice issues and explored stories of marginalization, and what was really amazing was the issues that they chose themselves as topics. LGBT issues, climate change, pollution, human trafficking, and to be able to have conversation with middle school students about issues that are of this magnitude is really amazing. And then what really struck me was knowing that these are issues that they've learned a little bit more about and that they will be facing as they enter into the world. they felt optimistic about being able to address these and make some serious change so i

101got something out of this this experience as well and it was really great Let's see today. I was in Sacramento Redford ed my bread on but I was not at the rally I was there as part of a delegation from the North Bay Leadership Council on their state legislative advocacy day and For those who don't know the the leadership councils of Marin and Sonoma County based public policy advocacy organization and I want to just thank the Leadership Council and may not know and and people in the audience may not know but as part of their policy platform this advocacy group has included investing in education and training for students and preparing students for the 21st century workforce and so we spoke with some of our local legislators Senator Mike McGuire some member Jim Wood but

102we also had an opportunity to speak with Monica uh... henna stroza who is the higher education and education advisor to uh... the speaker of the assembly and we spoke with uh... the deputy legislative secretary for uh... governor newsome and we talked about We talked about a number of other issues, but we talked about education. There was a lot of red in Sacramento today, so it was a very big topic of discussion. We talked about the impacts that the years of underfunding at the state level and the complexity of Prop 13 and Prop 98 has had on school districts and school districts like ours and the difficult decisions that school districts are put in when they're making decisions that are impacting these legislators constituencies back home and so a lot of positive feedback I had to

103leave before the rest of the afternoon but it really was a great great morning and early afternoon session I also, last week, I ran into one of my old bosses, Congresswoman Lynn Woolsey, who had her start as a school board member. And now she's retired and living the great life of spending time with family and grandkids. But I was talking to her about politics, of course, and what's going on in Washington and what's happening in Sacramento. and and the challenges um at the local level and school board levels and she she she just she throws out these really encouraging words all the time. And I had to stop. I had to stop her and say, wait a minute, hold on, I want to capture that. So she said, you know, when you hear about all

104the things, and this was in regards to what the school board is facing right now and decisions that we're making and have been making over, you know, the really serious decisions that we've been addressing, you know, over the past six years, Diane. She said, when you hear all the things that you aren't doing well, don't forget about the things that you are doing well. And these encouraging words stuck with me. I had to write them down on my phone and share that with all of you. And lastly, as we head into the summer, my parting words to parents as kids will be out of school is to be ready for the summer slip, the brain drain. And we had some representatives from the Sonoma County Library. today talking about summer reading programs. There are many

105of these programs going on. Congressman Thompson has a reading challenge that he's offering, and just the importance of keeping little ones' minds active during the summer, not just physically, but keeping their minds really sharp and active as well. And lastly, to retiring teachers, thank you so much for your service. Congratulations on your many, many years. And to teachers who will be starting a little bit of time off next week, enjoy. Thank you. Director Medina. Thank you. I think first off I'd like to... Thank and also apologize to the many open invitations that exist out there for me to come to classrooms or groups One of the difficult things for me thus far has been Getting out a lot of places. I have mobility issues that really make it hard But my journey to the sport

106has been long and for me One of the things that I really like to I'm really focusing on is what I want to call is big bold changes. A lot of what I've been doing is a lot of reading and one-on-one meetings with people because I'm looking at the four-year trajectory and what I could do during the period that I'm here and I feel that right now as a society There's a lot more attention to the issues with education, and I feel that there's an opportunity to really have both changes And so I'm looking that while I'm here Hopefully we could propose things that could really Change how we as a society at least here within Santa Rosa Fund and and deal with our education so so I look forward to bringing a lot of

107stuff but I thank everybody that's invited me. Right now I'm really looking forward to the graduations coming up. Those are coming up soon. And thank you to all the board members for all the amazing work that you're doing and Superintendent Kitamura because as Ed was talking, I was trying to remember what that quote was, but like, are you better off now than you were four years ago or something like that. And I think... Looking at our district, I feel that there's definitely been a lot of progress on many levels, having been in this committee for a long time. And I think the superintendent's presentation really reflected that, and to me that's very important. But being here in this position, I also see that there's still definitely a lot of work to be done. And I

108feel like a lot of what I received is that sometimes I'm like, well, I guess aggressive or maybe agitational, but coming from what I would say community organizing background, I think that the most. One of the things that you do to to express love often time is hold a mirror up to someone and I think for me Holding up a mirror to the district and to the problems is one of my ways of expressing love so that we can look at ourselves and reflect and see it our problems and that's where we could work on change and and that's one of the things that I would like to express to everybody that comes and speaks to us when people are they might seem angry and maybe we don't like it at times, but to me

109at the same time it's important because to me those are expressions of love for us, for the district and for the community that we're a part of. So thank you. Thank you, Dr. Modina. Thank you. I don't have a CSBA report tonight, except to say that they are advocating today. We're sorry we couldn't be there on the Red for Ed Day for full and fair funding, and we'll continue to support them and look for ways to advocate strongly and fiercely for more funding. So that brings us to our... Consent agenda and I need a motion on items e1 to e5 and e7 to e12 I move approval of items e1 through e5 and e7 through e12 Call second move by dr. Fong second by dr. Sheffield roll call vote, please Dr. Fong. I dr. Sheffield

110Director de la Cruz aye director Manieri aye director McCormick aye dr. Medina aye president close aye dr. Mackin aye Okay, motion carries and that brings us to e6 which was pulled by superintendent, and I also have a blue card Yes president close I'm gonna turn this over to assistant superintendent Edson who is going to bring up to date on why we're pulling this item Good evening, Superintendent Kimora, President Close, and members of the board. We're excited tonight to have the tentative agreement between CSCA 75 and Santa Rosa City Schools on the agenda. which includes compensation increase, benefits increase, $13 an hour minimum wage starting July of 2019, and some other language in the contract. However, as we were preparing the financial system for the 2019 budget, we ran across a discrepancy in the salary schedule

111that was attached to the board agenda, specifically ranges 64 and 65 starting... after step two for hourly wage were computed incorrectly on that document. So we were bringing an updated document for consideration with the approval of the tentative agreement. There was also some other minor changes with how our financial system rounds numbers. So there'll be other cells that were affected by pennies across ranges 11 through 80. So with that, we would like to present the tentative agreement with an updated salary schedule for consideration tonight. Thank you. And then blue card, Tammy Afonso. Good evening. Tammy Afonso, CSEA Chapter 75. CSEA Chapter 75 members encourage the Board to approve the tentative agreement presented here this evening. We are encouraged that we will be updating our job descriptions and salary compensation study to continue moving towards a

112minimum wage into a living wage here in California, putting us once again as the school district future employees want to come to and stay with for many years. Thank you. Thank you Any questions or comments about this before we call for a vote director Medina? I was just gonna make a motion I'd like to move that we approve the tentative agreement between Center City Schools and the California School Employees Association for 2019 2020 a second move by direction Medina second by director de la Cruz Roll call vote, please Director Medina aye. Director de la Cruz aye. Director Manieri aye. Director Fong aye. Director McCormick aye. Director Sheffield aye. President Close aye. Director Mackin aye. Motion carries and congratulations. Excuse me President Close. On that item would it be okay to revise the motion to include

113the amended salary schedule as part of the approval of the agreement? Yeah, well, we already made the motion, but I don't... Move to reconsider the motion. Yeah, move to reconsider. Thank you. I second that motion to reconsider. Okay, so we vote on the motion to reconsider and then actually a new motion with an amendment, correct? Okay. So motion to reconsider by Director Medina, second by Director De La Cruz. All in favor? Aye. Opposed? So that motion carries, and then I will entertain a new motion on E6. I'd like to move that we approve the tentative agreement with Center of City Schools, between Center of City Schools and the California School Employees Association for 2019-2020 with the amendment to the salary schedule as presented. And I second that motion. Moved by Director Medina, seconded by Director

114De La Cruz. Roll call vote, please. Director Medina. Director David Cruz aye. Director Manieri aye. Director Fong aye. Director McCormick aye. Director Sheffield aye. President Close aye. Director Mackin aye. Okay motion carries. That brings us to our F agenda. F1 resolution in support of Santa Rosa French American Art School and Cesar Chavez Language Academy. President Close, members of the board, I bring forward this resolution, as it says in the board cover sheet, in support of really working with the State Board of Education, CTC, CDE, whoever will listen to us about... the regulations around the CBEST when you're running dual immersion schools and bringing people from other countries who do not speak English, and we really don't want them to speak English because we're running dual immersion schools. We fill these waivers. This resolution will help

115us as we work together with the legislature, with various groups who also believe the same. I ask you to review the resolution and support our work ahead of us around that. our international and dual immersion teachers. Thank you. Questions or comments? I'd like to move to resolve in support of the French American Charter School and Sassatawis Language Academy to... make sure that we are working with CDE to hear us about culturally competent and language competent teachers and a special shout out to the amazing community at Sasecheva's Language Academy who in the rain had an incredible float and just really shows the value of making sure that our teachers reflect the communities that they're teaching and what happens when that beautiful thing happens. So that's my motion to support this resume. All right, so the motion

116is to approve resolution 2018 19 0 5 9 Second move by director Dale Cruz second by director Fong by a hair roll call vote, please Director de la Cruz. Aye director Fong. Aye director Manieri Director McCormick. Aye director Sheffield Director Medina president close. Aye. Judge American. Aye Motion carries very good moving on to f2 discussion. I don't preview the first draft 2019 2020 El Cap Thank you. Good evening president close superintendent. Dr. Kitamura and members of the board nice to be here tonight I'm here with Steve and Sarah this as you said President Close really is a preview of the first draft. We'll be bringing this back on June 12th and again at our last board meeting in June for final approval. The LCAP, as you know, is a three-year plan which has goals and

117actions and expenditures. And as Luz Cazares says, really, it's special dollars for special scholars, really supporting resources for English learners, foster youth, and low income. So what's interesting, there's not a whole lot of changes to this year's LCAP. We have two goals. As the board was mentioned previously, it's going through a strategic plan. We will probably be changing some of our LCAP goals and aligning to your new strategic plan. So I think next year you'll actually be seeing the LCAP probably a little bit more frequently as we go through those changes. We've also learned through the County Office of Education that once again, the state will be changing the actual template of the LCAP. So that's also gonna be a big change for next year. With us not taking the state testing last year, obviously

118that does affect some of the metrics in the LCAP, but I think we can all agree that with 800 students losing their homes, 80 staff members, it was definitely the right choice supported by you, the board. and not looking back but looking forward, we were able to not utilize those three weeks towards testing but really continue the work of making sure that our students had the best being taken care of through those hard times. There is some data that's highlighted for you in the board report. You can see that we're actually making some gains as a district and they were also highlighted in Dr. Kitimora's board presentation. It's quite exciting. It can really show you, it shows you that our teachers are working hard for our students, really laying those foundational pieces. You know, specifically

119very proud of how some of our students, especially our UPC students, those special scholars, we're doing with AP testings with a 25% increase in getting a three, four, or five on that test. The additions to the LCAP this year, we're actually down in funding a little bit in our elementary and we're up a bit in our secondary. As you know, we do have two LCAPs. We'll be moving forward as we are two districts. We will be supporting smaller class sizes that was agreed upon through the tentative agreement in math, science, and English. Steve can talk a little bit about some of the social and emotional support that we'll be supporting. Continued college and career extended hours, I think we saw how important that hub is for our students. We will obviously have our traditional summer

120schools, but we will have a boost for math for kids going from eighth grade into high school. And then we do have a bunch of summer professional development opportunities. Again, teachers teaching teachers, and we'll be providing you those dates. probably through the superintendent's updates to you. We do have some reductions. Again, we've made a commitment to reductions in our LCAP by an additional 35% cut to contracts. You know, we have been working really hard as teachers and administrators in really bolstering the capacity of ourselves. And so we've really seen that. I think our last professional development day was a testament to that. And so they're really truly becoming the experts, and we see that every day. We have been moving some services to title funding where appropriate. and we are not refilling some retirement resignation

121positions that we've supported through the LCAP. And we also looked at unfilled vacancies and we were closing those. So those sort of some of the highlights. When we come back on the 12th, we'll be sharing with you some information that we got from our Stakeholders Unity Network. We're going to have that next Thursday. And also feedback from our Thought Exchange and Youth Truth surveys so you can sort of see sort of where... What's been highlighted? I know that we're a bit later than we have been in the past. There are some reasons for that They're varied. We spend a lot of time working, obviously, with budgets to get through our tentative agreements, and we're so happy that we've passed for both. But that also took some time to make sure that we could then look

122at the fiscal supports in the LCAP. The reality is that Steve and I are both down members of our teams and that we've taken on a big chunk of the LCAP, and that also has had its challenges, but it's also a way for us to really look at things. I just want to sort of highlight why this is a bit later than usual, but on June 12th, when we do have our public hearing, we'll have more information to share. Some highlights under Goal 2, as Dr. Kitamura certainly showed in her presentation, a lot of focus around social and emotional health. You saw the additional counseling. Those are all LCAP funded, whether it be nine elementary counselors. partnership with social advocates for youth providing clinicians at every school site or our sole counselors that are not

123only doing reclassification but they're also connecting and making sure our students on reclassification plans are achieving and you saw those in the increased graduation rates one of the other strength of our program and now cap 2 is about MTSS and our best plus grant our best plus grant officially comes to an end after five years that was a large part of the work we did over the last five years and that transitions to the multi-tier system of support and so we are concluding one and and kind of getting to the systems approach which is what grants are intended to do is develop capacity to develop the systems so when they're you're in a post-grant world now you can kind of carry that on so that's one of the strengths that will come forward to us

124You won't see best plus in the LCAP anymore. You'll see multi-tiered systems of support. And that has obviously a broad range of everything from our social-emotional supports in restorative circles to our parent engagement to our attendance programs that we do with Director Turdone, you'll meet in a minute, with our sale grants and our attendance and reduction in chronic absenteeism. All those are components that you all fund and put together in the LCAP. As Dr. Guzman mentioned, they go to our special scholars and in particular emphasis, but building the systems that apply to everybody. So all that coming forward, we're going to continue to be fiscally sound. We will probably be looking at some reductions, as you mentioned, reductions in some contracts. As we have built capacity amongst our people, we feel comfortable that we can

125now carry on that work and keep those long-stemming programs operational. And so with that we're welcome to any questions or anything from anyone else Thank you questions or comments director media could you kind of briefly go over like the timeline for input into it and and which And the various stakeholders what format the different stakeholders are inputting data info into it So as through the course of the year the principals have their school plans for student achievements aligned to the LCAP goals and so they share the SIPSA, they talk about that through different meetings whether it's their parent meetings, whether it's their faculty meetings, DLAC, ELAC and so that's one way that information is being gathered and part of the final LCAP you'll see where those dates are actually inputted to formalize. Each month we

126have the district advisory committee hosted with Diane. We offer it every other month. We have it either in the middle of the day or after school or in the evening and that's a way for us to engage with our stakeholders as well about getting input. We either share data, local data, and talk about that. We had over 4,000 participants in our two surveys that went out. We've used ThoughtExchange for the last couple years and I don't, I think as we maybe go into another direction, we had a pilot with Youth Truth that I talked about a couple board meetings ago and that seems to, it seemed to have piqued a lot of people's interest considering we got so many responses. over 3,000, I think, that we got within Youth Truth. Those are some of the

127ways that we engage our stakeholders and get feedback. We also will be meeting with our two unions for the LCAP consultation on May 30th. And then sort of our final feedback is with SUN, in which we invite people from DAC, DLAC, and also some of our partners throughout. you know, whether it's partners that are just partnering with us or people who are just, you know, have an interest in us as a district, they can come and give some feedback as well. I don't know if I missed it, but where are students providing input? Yes, they were able to provide input through both surveys. And I'm not sure in looking, I want to say I'm looking at how it's presented. It's, I don't know, it seems more. Complicated for me to read as then when I

128feel as before is there a way where like each different point like addresses what kind of Which one of the goals it's kind of affecting. I don't know if I'm not Reading or right the priorities are different priorities You know what I'm talking about. Which document are you looking at? I'm looking at the Right now I'm looking at the secondary The LCAP secondary not the summary but the whole document so at the top and I know that's challenging because we're using obviously the We're using the DTS which is the actual online platform to be able to import this information that gets rolled over But you can see at the top which I'll cap goal. This is aligned to For both LCAP one is highlighted first and then I'll cap goal two is then highlighted Okay,

129I think I'll have to figure it out Okay, well when we bring it forward in July, we're also have a PowerPoint and we can actually show a little bit differently But we wanted to just give you sort of a very very quick preview tonight Anything else any other questions comments? You think you have a question? I think you should go for it in the the For the elementary el cap the full draft rather than the executive summary under action 3 for the MTSS the estimated actual Expenditures they look like they were more than the budget expenditures. So I was just curious as to why and if this is just like like something that happened this year and in the future we might not have to budget for whatever the extra expenditure there was or i

130i just want to make sure that i'm reading that correctly yeah and i would say that there's times where that could definitely happen i mean i think part of the and i'm sort of speaking on steve's behalf because that's his part of the part of the lcap but i also think that with um this sort of um with the fire trauma, if you want to say. I think there's been definitely a need for more sort of services, but maybe you want to speak to that. There are some things that are added into, as an example, we added extra counseling with our fire service money. That may not be reflected in here. So there's, as you extract something, it may not have all the data sources. One of the things we're doing in the next one

131coming up at one of the drafts, it actually categorizes not just funding for LCAP, but all the other Title I, Title II, Title III, all the other grants. So associated with the action, we could have multiple things funded from a number of different sources, but it's all still MTSS, so it's all around social emotional things. So that may not be reflected. That might have been grabbed under the action item, but not show the whole string of multiple fundings. That was definitely a question. Any other questions, comments? Director Fong. I'm sorry, this is going to be a little bit unformed. The LCAP is a complex document, and it really dictates. It's a reaction to, and it's a proactive plan for what we do. And everything that we present, the board presents in a strategic plan, and

132everything we need to do, we want to do, is reflected in the LCAP, and it's changeable. And we will be changing it with public input. I think what we need to be clear on is the budget. This budget the LCAP budget which is the supplemental funds through LCFF and the general fund budget And when we think about where's all our money? Where's our money and and you know? And we can blame the legislature we can blame the state and we can say all those things and all those things are true and that's what every single County in the district and the state is doing I think the transparency of budgets is going to be Something we should be continued to move forward with director Medina I was going to ask if you could elaborate a

133little more in terms of the, I guess, staffing issue in terms of helping to get this done. Is it a lack of someone or is it a change in, I guess, duties? Probably a combination of both, but last year in the budget reductions, we took another loss of an administrative position, the one that kind of coordinated a lot of this. We had a program monitoring, a federal program monitoring initiative that came through this year. sucked a lot of time out of it. We had to spread that amongst two or three different people. And so over the last year, teaching and learning and student family services have lost over four to five administrative positions. And so that's ultimately taken a toll when you add that with other things of us trying to keep up with the

134daily things, as Dr. Guzman mentioned, the budget we were trying to adjust in March and April to the budget assignments and figure out where that is. And I imagine there would be but other active reorganizing efforts to kind of address that Yes, we are in the process of hiring some positions to backfill for my department and I believe Steve is as well We're using money not from the general fund to try to reallocate some resources So it'll be like from title money and other money that we can get some of those positions back. Okay. Well, I I just want to acknowledge the tremendous amount of work that you know, is put into these. And I know, you know, that your efforts from the first year we did it have been a model in how to

135create a real informed and collaboratively informed LCAP. And I know that SCO has looked to you and other districts have looked to you as a model in how you do this. And so I just want to appreciate that work. And also, we've talked a lot about figuring out how to put this in a more digestible form for us and the public. And so I know that the superintendent is working on that with their staff. And that will be helpful, I think. And this is such an important guiding document that it is important that everybody can. can see that. And, you know, the mental health dollars, and we referenced this the other day in our conversation in our strategic planning session, I think that we are going to have to anticipate that we're going to be

136spending a lot of money on that for a long time. based on the research following other disasters, and specifically that there was a long study 10 years after Hurricane Katrina and the ongoing mental health challenges of the students in that school system and the students in the area. So that's one thing that we're just going to have to continue to be leaders on, which also means put dollars behind. So it's important, and I appreciate our attention to that. I look forward to seeing it again. Sorry, I lost my... connection f3 the Department of Justice tobacco grant update President Close, board members, Dr. Kitamura, we are presenting to you today our recommendation to accept a grant that we applied for. We came to the board back in late February to apply for this grant. We've received

137it. We've done some adjusting to it. And tonight we'd like to kind of present our overall recommendations with final action on some positions to go forward. With me presenting tonight is my colleague. Patricia Turner. Patty works for us as the director now of Student and Family Services. She does a number of amazing things, one of which is our project sale and our attendance, which we have presented data and information previously. So today what we're talking about is the growing trend in usage of tobacco and primarily in vaping that has kind of hit our campuses. What this has become, of course, not just a Santa Rosa thing, we'll present data that this is an ongoing nationwide and state issue, but it certainly has its impact here in Sacramento, Santa Rosa, excuse me. To adjust for that,

138they have provided, the state has recognized that and provided schools with a competitive grant. for which we went out and obtained. And to that we're bringing forward kind of the ideas that Patty and her colleagues, primarily assistant principals and principals, have developed on how they would like to use the grant. And with that, Ms. Turner. To begin with, we have a few pictures of some artifacts that we have stored at our sites that come from our students, sadly. and very festive looking, but we're not happy to see that. Some of the goals, actually there's three that the grant focuses. One is to educate to prevent, two, intervene to eliminate exposure, and then three, to stop tobacco sale and use. Through goal one, we look to see That we receive support from our Sonoma County Department

139of Health. They're going to assist with educating us about this topic. We are going to build and create an elementary and secondary curriculum. We are also going to include a parent component. And through our higher TOSA teacher, which we're referring to as TIP, which means Tobacco Intervention and Prevention. She will serve as, oh, I'm saying she. He or she will serve. in the capacity of training teachers, of doing many of the sessions where workshops for students or classrooms and also parent workshops at the end of the evening. We are looking to see that an assembly is presented at each of our sites for each of the years of the grant. And we'd like to see also regular communication through the website or emails. be promoted through this program. The grant promises that we'll see 50%

140increase in students' perceived harm of tobacco use, as well as 50% increase of disapproval of smoking measured through our California Healthy Kids surveys. Intervene to eliminate exposure through students and community. We're looking to see work basically presented by the grant coordinator in which they will focus on the staffing of a few pieces besides other actions. One would be to see signage in all of our sites. Also to create programs where students can receive restorative small group intervention. Also perhaps one-on-one. which will be assisted through some of our consultants that will help us in the grant. But even more importantly will be the hiring of 11 additional campus supervisors, one for each of our secondary sites. The middle school campus supervisor will also be working with their feeder elementary schools because we're seeing a lot of

141this, sadly, in our upper grades of our elementary. Again, the work will promise us many nice outcomes. We're crossing our fingers, decreased totals and percentages of suspensions, especially in the tobacco use, and other related minor or major offenses having to do with tobacco use and paraphernalia and so forth. The third goal is to stop tobacco sale and use. Now this is going to have to be done not just by our team, but in collaboration with our city. local police. We're hoping that they will partner together in seeing that sensation sessions are offered. Also to reduce the marketing for minors and youth and perhaps help in some of those tobacco sting operations that they will put in place. So basically the grant resources as a recap will give us our district teacher that will serve in

142many forms the 11 tobacco prevention campus supervisors and then our coordinator As well as the the partnership that we'll have with other organizations and utilize their resources This is our budget for the last two years. The first year was this year, and, well, this year is gone. So we were able to revise it for the last two years of the grant. And as you can see, it is dedicated to those areas that I just mentioned. This was an interesting... chart that I found on one of the webinars online that I viewed. And this is taken from last year's data with eighth, 10th and 12th grades. And it is predicting the lifetime use and the goal of the grant in hopes to reduce those numbers. Some ways, somehow we're hoping to see it go down. Because

143this is huge. And it's going to be bigger if nothing happens. One of the things that we'd like to emphasize is that when the grant was originally written by Dr. Ayala, who is now, I mean, Marianne Ayala, who is now retired, there was a focus on vape detectors, and that was the big presentation as we came into this. Subsequently, once we looked at the grant and actually did further research talking to schools, I think it was Healdsburg that had gone into that. Cloverdale. Cloverdale, forgive me. That was not a good direction. The technology behind that was not solid, the implementation. the ongoing issues around making sure those happen. We changed our mind in April by meeting with school sites, by talking to people, and we put our money behind personnel, and that's where we came

144up with primarily our supervisors, our campus supervisors. You may not know this, but middle schools do not currently have a campus supervisor right now. They have student advisors. So this position is greatly welcomed by middle schools. We think it's a great way to kind of give not just extra eyes on a campus, but just a follow up, a conversation, people that are highly trained and really can dig into this really well. As I mentioned earlier about the ongoing part of the grant, it is unclear at this point of how much sustainability we will encourage after this. Campus supervisors will be able to be maintained. We hope they will be. We hope we can put them in some capacity where we can perhaps bring them into the LCAP and we can maintain that staffing. We're going

145to recognize here in advance two years from now that it's going to be difficult to go back and lose those eyes on campus. And so we hope we can develop a budget around that and maintain those. So with that, we'll have answers to further questions from the board. Ms. My question is about what kind of training and what the role of the campus supervisor would be, and then kind of associated with that, what are the ways in which we are thinking, what are the ramifications for kids who are, you know, caught with this stuff, and how are we wrapping around other services beyond the... you know, kind of punitive consequences. And then my follow-up question around the sustainability of the program, just generally having more eyes and more people who are trained and looking forward

146to your answer on that. Is there other ways that we can wrap around kind of mental health services and other outreach services to create some sustainability around these additional eyes on campuses? Thank you for the wonderful cue to the multi-tiered system of support. What we know is everyone that comes into our system now gets restoratively trained, understands our system of social emotional behaviors. So my title may be campus supervisor, but I know what it is to be restorative in nature and collaborative. And as I work with those students, not only are we looking for that in the hiring process, but in our training process. Our restorative specialists have additional hours in their work year where they will do as part of this training and ongoing. So as we onboard, we're looking. for that, we have

147that kind of training. So then at each school, their participation in the multi-tiered system to where these students can get the social-emotional help. So to know that there's counseling available, to know that there is an SAY counselor or clinician that's also available. So I think some of that is just our ongoing, if anyone in our system understands our MTSS, it is certainly our obligation to make sure they understand how that system works, specifically around the tobacco education and the prevention. Maybe, Patty, you can speak to that. I spoke with Ariel through the Department of Health, and there is consultants and groups there, which is part of the grant. There's a budget area there that I've allowed for that type of services. And once we get those students that need additional help with programs, they are

148available. So we definitely will have that support for them. But, yes, intervention is a huge piece. addiction, how can we help them? And we're taking care of that part as well. One of our thoughts full circle is a diversion type program alternative to suspensions We currently use our elevate Academy to recover attendance So assigning a student instead of a suspension assigning them a diversion on a Saturday Elevate Academy where they are taught the curriculum around tobacco education and prevention kind of the full circle way to do that We've we've had an alternative suspension. We're treating them in an educational way and we're recovering 88 the same time Judge Amanie. So this is a three-year grant. We're about to enter, or we're just closing out fiscal year two. So my question is around evaluation and what's

149been done within the first year, which would have been 2018-2019. What did we have going on during that time, as far as this grant goes? So I've completed a progress report for the Department of Justice, and with that it just... a timeline as to when we received the revision. There was a time as well that they needed to redo their total amount. They reduced it. And so all of a sudden we have to work with their new amount. And then when we found that... The detectors weren't really working well false alarms Then we did a revision as to what we're not going to go that route as though that was the original plan and I'm waiting for the final approval so that I can hire these positions and Apparently something's going on in the federal

150area that they're not moving quickly with their responses as to the tobacco grant Not that we're not going to get the money but I hear from others that there's somehow a delay. I'll continue to email so that we can make this happen quickly. Completely understand that world. And again, a question about evaluation. So I heard you talk about looking at decreased rates of suspensions for being caught with these products and then also kind of perceived harm. So kind of some more. qualitative type of data. So could you just give me a little bit more information as far as like how we're going to keep track? How are we evaluating? What are the metrics? And ultimately, what's the goal? Is there like a number? So the metrics are on the on the Attached grant but some

151of them I have here that was the California healthy kids surveys and Some of the pieces I mentioned were it's 20% reduction in students using tobacco related products 50% reduction in students reporting tobacco use on campus last 30 days 40% reduction in students reporting daily tobacco use so again, those are pieces that that they're going to want to see Besides that it is the trainings, how many percent of teachers that were training, they're going to want to know that. Also perceived whether the training was educational and informative, they're going to want to see that percentage through surveys. So that's basically pieces from the grant itself when it was written. And are we creating that survey or is that being provided by? We would create it. Yeah. So in a quick answer, there are some process

152metrics and there's some outcome metrics. The outcome being around a reduction in suspensions or referrals for tobacco things at the same point. The process metrics around the number of people trained, the evaluation of that training, those kind of things. It's a combination. Director Fong. Congratulations. $1.3 million coming to our district is pretty cool. Some questions. Thank you, Assistant Superintendent Mazzara, for talking about sustainability. Because when we're flush with new cash and we're putting in new programs, when two years is up, what happens, right? So got to keep an eye on that. How narrow is the focus for tobacco prevention? Narrow meaning just tobacco? If CDE is not listening now, I'm sure they're not one of our 10 subscribers on YouTube. Patty, why don't you explain how this will have a benefit effect in many ways?

153Again, obviously they're learning and developing this knowledge about tobacco and what they're inhaling. At the same time, we're not going to remove the aspect of other substance. that's marketing out there and how harmful that is as well to your body. So we're hoping to take the, what is that? Throwing the military, I can't remember the name, throwing the hand grenade and sprinkling it everywhere so that the knowledge of... The importance of keeping our bodies healthy and respecting that is really the message, whether it's just tobacco, just nicotine, or sweet stuff that they're sniffing. So the eyes on campus will obviously have eyes on campus for everything that's going on campus, and there'll be a benefit around that. They're not just going to turn a blind eye to some other things. And then vape is not

154just a tobacco vape. There's obviously vapes that are being used for marijuana products, et cetera. So we expect, although it's not a direct measurement in the grant, we expect decreases and better enforcement in all those areas, which is why that's such a positive position, especially at the middle school. that they want to see. So going along with Director De La Cruz's question about the training, I'm interested in brain research and how, what tobacco, nicotine? Other drugs due to brains and how we can teach is that part of how we teach adolescents children? Is that part of the focus the the consultants that we're working with have all that in play? They are pretty complete with and thorough with all those studies So we are just going to absorb what they have to offer for us.

155They all have the brochures the posters Everything's already prepared We don't have to create something at our end. We just need to receive. You know, some history was when we first had family engagement coordinators, I was always very upset that the family engagement coordinator that came to my site was always off campus at training. What? You're training again? But absolutely necessary, and I know training is going to be key to this. Thank you. You're welcome. Director Chafin. Thank you for the presentation and the update I appreciate hearing the discussion around alternatives to suspension and maybe Saturday schools if this is the direction that we're going in and definitely would encourage us to do that I Gosh was last fall sat down with some student leaders in high schools, and they were talking about issues on

156campus and one issue and steve i know i talked to you about this was the the use of um vaping products and and You know we push some of these students a little bit further and they shared their experience And they all shared that you know most of them shared that they had you know tried vaping and some of them even went as far as say that they tried it at school because these devices as you know the early slide just shows you know and and understanding what you know a Teenage mind might think curiosity and especially around devices that you can just conceal and just carry into campus, but having staff who have been trained on detection, knowing what, as you said, the eyes on the ground type of thing. I think that's really

157important. But also just to, back to the suspension alternative, to just understand and be understanding that kids are kids. hopefully a one-time offense, especially with education that might be provided. Kind of guide them in the right path. And I know, Steve, this is your thing, and I do appreciate that and would like to continue with these alternatives to suspension for use of product. Yeah, we know what the research tells us, of course, is early on, before a literal addiction can take in, it's handled in a different way. It's around education. It's around... thinking executive functioning, just don't go along with a cool crowd. But literally later, if you're in the mid-teens or in later high school, it's around addiction. And the kind of percentages of nicotine that are in these packages, the amount that gets

158inhaled, you are literally talking addiction. That's kind of a whole different world. Our referral to maybe county programs, I don't think this program will come around with nicotine addiction programs, but the diversion or the referral to those programs are going to be something I think. a key component of that. And if there's addiction that we're talking about, a suspension isn't going to do anything for that. Exactly right. It's going to take the kid off campus where he's going to be able to use this for a living. Exactly. And that's where some of the diversion may help and kind of work that in. And back to your original point about staffing, staff knowledge. Some of this has to be staff knowledge. We have firsthand information from schools in the last year where students will go to

159their teacher, oh, hey, can I charge my USB drive in your computer? And unknowingly teacher says, oh, yeah, you must need it for your next class or something. And they're charging their jewel for them for lunch or something. So there is an educational around staff, obviously, to be aware of this as well. Thank you. Director Monnieri, and then. And then kind of to piggyback off of a lot of what's been said, I love like the imagery of the grenade and the knowledge being sprinkled and just having this across a lot of. And I think that's really great because I think that there are a lot of really great clubs on campus that you can plug into. I immediately think of like Mecha and that's like those groups are becoming really robust on high school campuses

160and a lot of other clubs. So I think that that's really great. I think that another really big piece to all of this though is like the ability for students to do something proactive about this issue and just with like working with like youth, I think that's something that really works well is the ability for them to have like Just for example, like a campaign, like for them to kind of take on something like that where they can kind of be peer, like they can be ambassadors for this and they can kind of, because kids won't talk to adults about a lot of things, but they might talk to their peers about some of these things that might be underlying their tobacco use. So that's just a thought that I had and I wanted to

161share that if that's informative in any way. That'd be great. Any addiction program, 12-step program, it talks about giving back and bringing that back. And so that may be a cycle that's really nice for the older kids coming down to the younger age. Great idea. Director Fong and then Director Medina. I'm sorry, was this a state grant or a federal state grant? So I just want to weigh in again one more time. Federal grant administered to the state. Okay. This is a crisis. that we take very seriously, that there are many, many important things in front of us in education, but certainly lifelong health for students and what we know about the ACEs, Adverse Childhood Experiences scores. how nicotine addiction or any addiction in developing minds, developing brains, would be with them for the rest

162of their lives, predictors of heart disease and stroke and diabetes and everything. So we are doing our community a great service for the bargain price of $1.3 million. You know, we need 10 times that. Because addiction is it it's an industry practically it's a medical Crisis, so thank you again. Thank you to the leadership of the district and to Marianne Marianne Ayala who? She heard this she wrote the grant yes Mm-hmm, Dr.. Medina Thank you for the presentation I was gonna ask well first off I like seeing that teacher versus an SRO I really appreciate that I'm curious as to the Campus supervisors. I'm swimming those are full-time positions Do we anticipate? Difficulties and getting them filled or or has that started? I don't know the minimum the payment what we pay them so we

163just raised it thanks you just approved the raise for CSA that'll help to some degree but as you are well aware there are we're going to be workforce issues one of the high schools I don't know if it's Korea the other day just finally got a campus supervisor on board that they've been trying to get to almost all year so we we know there will be a challenge to get into this I think it's incumbent upon us to use our resources and our people and perhaps former students that might be able to kind of come back into this role. It is a challenge for us in any of these positions. I think the position starts about $1,350. Hopefully with experience, you can come in at $1,400 to almost $1,500, which we know is the price

164range of our starting salaries we need to. And then I was going to say, well, in terms of education, I'm wondering, like, I'm doing a kind of specific format. Is it curriculum or where does it kind of happen for students? In what format? So I don't know the specificity of all of the components, but I do have the support of the Department of Health that will present to the teacher. all of the requirements for that curriculum. At the same time, being that the teacher understands secondary and elementary, we're going to taper it to the appropriate grade levels. Definitely, we don't want to teach the elementary level up into the middle school, but grade appropriate. So where we can bring education into, say, the health unit in a science or a PE class, kind of make

165this a unit, prepare units for the teachers. The TOSA here for this position will create self-contained units, as well as being able to go into a classroom if that teacher's not comfortable with the content and do the lessons, as well as assemblies, you said staff meetings, and then we also, if you remember, discussed parent trainings. Parent workshops, yeah. So there'll be a number of those things where we hope to get that education out. In terms of education, you know, I don't know what the content will be, but I think for me, I think something that's always a big mover is maybe like the financial component. Like how much is this going to cost you? Make sure to include that. But in talking about finance, I don't know if this is an idea or something that

166maybe the grant could be used, but immediately I'm just given the. the way the use of tobacco has kinda changed. I think of like gum buyback programs, if maybe that's a form that maybe the grant money could potentially be used for to maybe buy back like devices and stuff from students to kinda, you know, and make that like a big event. Like I imagine if I was back in like my student government days, maybe holding like a rally. around tobacco awareness and maybe having that be a component of it, that would be something that I would do. So just a suggestion. Thank you. We'll put it in the Pat. Any others? Well, a lot of people, apart from the questions and comments that I had, I love that buyback idea, by the way. That's pretty

167good, if there's any money for that. This is one I do like hearing that you're planning to, you know, wrap some other relevant and related topics into this education, which totally makes sense. And because conceptually it's all the same, you know, in terms of treating your body with some respect and not endangering yourself at this young age. So I really like hearing that. This one where I actually would really be interested to hear or to see, you know, what they ultimately come up with, what, you know, what kind of program the kids get. You know, you hear from different kids that some things are really effective and some things are really not. And so it's important. And that's why I was thinking that Alana might have some comments on this about what she has seen,

168because I'm sure you've had some education on what has worked and what has not, if you want to share that information. I actually have a funny story related to this. So I, in middle school, they have a really, really intensive program where they talk a lot about the effect of drugs. And so my older sister, right before she got her oral surgery, she went through all the units on addiction and about how addiction can, with pain medicine and everything. And so she... got oral surgery and my mom had to convince her, like really convince her, like, it's okay, you can take the pain medicine, like you won't be addicted. So I think definitely at the middle school level, I got a lot of education related to that. But then, I mean, I've definitely seen at

169my campus on, like at high school, it's really, really rampant and it's a real problem. And I think, as we've all been saying, like, once you get to a certain point, it's not about a choice that someone's making. Like, there are real health issues, and addiction is definitely there. In Orillo, we certainly will work with schools and individual programs, state school ambassador programs, and connect in rallies and things they do. I promise you, the one campaign won't be a just say no campaign of apes. I think that one's done. I'm glad to hear that. The thing that I think is genius that I've heard that some programs say is just wait. And I think that's really smart. Because you're not saying don't do it. You're just saying, like, here's all the science. You know why

170this is a really bad thing to do now. Just wait. Like, kick this decision down the road. And that sounds like it might be really effective. So here's the one thing that I am concerned about is the... the kind of enforcement piece of this that the eyes and and I You know in our my first year on the board is when we were still expelling students right and left and that was not fun to do and I would did sort of informal survey you know and and definitely we suspended expelled more students of color and more lower-income students and but of course research says that white kids do just as many drugs and if not more actually and affluent students do more drugs but they get caught less and I have a personal theory about

171this, and I don't know if it's right or not, but it's that the more affluent you are, the more likely you have your own bedroom and your own car. And so you have a place to put stuff. Because when you read the narrative, you often just hear about someone smelled something in someone's backpack or they fell out of the backpack or something was in the backpack. because if you don't have your own room and you don't have your own car, you're more likely to be carrying stuff with you. And so while there's probably some other issues, I'm sure there's some issues of unconscious bias and other issues potentially that rear their head, I think I do have this theory. But in any case, what I hope we're going to do is from the get-go really

172track. how it's being applied and enforced. And I know this is, we as a district have a real sensitivity to this issue and a focus on making sure that we are treating students fairly and equitably. But I do also think that sometimes there's just a practical, so my theory is just a practical issue. And so that's kind of where my concern lies around this. If I can add just one little thing. Ariel from the Department of Health put out a survey for all of the administrators at all the schools to fill out. I just observed the questions and it is very thorough survey. It wasn't just a quick two minute. It took a little time to think, you know, the different responses and the gravity of each of the pieces. 100% of our sites filled

173it out. So I'm seeing this as an excellent pre. before we start the programs. We're gonna do this again in a year, and we'll do it again at the end of the grant. So there's something solid there that we can compare with this responses, and that will be one of the things that we'll share for our June 5th day-to-day is the results of that survey. So I'm really thrilled, you were talking about metrics. This is our own, and it was the perfect timing. So that's a bonus. Yeah, just as the closing, The other thing Dr. Kitamura didn't put in the slide is that one of the things that we know and our colleagues and everything we do is now broken up by demographics. And every chunk of data has those subgroups. So it is not

174just that one picture we're looking at. We're looking at those. And so to the chagrin of our colleagues and our IT department, that work is generally everything we bring to you will have those subdemographics. Thank you, and superintendent. I think you want I just wanted to say that Steven assistant superintendent was there in his department are looking at our original behavior Progressions we changed them when we went to restorative, but now it's time to look at them again because Superintendents have been asking me to as well as what we're what we're doing When students get caught with babe, how far are we going over to paraphernalia? Because then that's a different education code that we're looking at in terms of discipline. So education for kids and families around that, and then what's going to be

175our determination regarding the tools, the different things that might be being used for making. Like our discipline matrix. Correct. Exactly. Right? You're reviewing going back through that. So we'll be bringing that forward. Thank you. One more. Director Medina. I think one other thing that I just wanted to kind of add in terms of maybe looking in terms of the education or maybe something to help feed it is looking at the traditional use of tobacco and maybe looking at the National Native Network's Keep It Sacred campaign and looking at, you know, what it traditionally meant and the traditional uses of it and kind of adding that cultural knowledge into. into this education would be good too. And another idea, maybe some sort of like poster competition in terms of whatever campaign you all decide on. Thank

176you for the report, and I look forward to hearing more. Okay, F4, discussion item progress on certificate specialists for the California standards, A through G, graduation requirements. Okay, good evening president close superintendent Kitamura members of the board tonight. We are going to give an update on our special certificate Tonight with me I have Karina Huey from design school X who's been with us for the last three meetings and has been a facilitator with Somos one I will get a little bit to her partnership here in a moment, but she is an amazing partner through this journey So just to go back a little bit In April of 2018, new graduation requirements were passed by the board. And as part of that idea or as part of that process at that April 2018 meeting, Superintendent Kitimori

177came up with the idea of a specialist certificate, which was a pathway to college and career futures that integrates A through G courses, college courses, work-based learning. linked learning specialty areas and a completion of this pathway would lead to meeting most of the A through G requirements, graduation from high school, and maybe earning a certificate specialist certification in a key industry sector. As you know, our data show that we were not doing right by all students. And so... This one shoe doesn't fit all doesn't mean that we that meant we needed to design some alternatives but also still provide foundational pieces that were the same for all kids. And so really looking at leveraging our existing CTE programs within the district and sort of going back to that old ROP model where students actually went

178to school at their home site and then could travel across the district and maybe focus on a more specialty area. And so this is sort of how this began. And so we began the journey in the fall. And I had a different partner at that time, Debbie Cordoza, who was the Director of Career Technical Education. And as you know, she has now moved on to be the principal at Luther Burbank. But during those first few months, the group did travel down to San Jose that has a very strong CTE school down there. Five districts participate in this county office center project in which so many different opportunities are offered through the lens of CTE, all that are A through G aligned. But through that process, Kathy Goodacre, who is the executive director of the CTE

179Foundation, came to me and said, you know, Ana, Maybe we should find a facilitator. And I said, okay, that sounds good. And she's like, actually, I'll help pay for it. And I said, even better. And then in talking through Dr. Kitimora, we talked, well, what about going through some design thinking models, right? Really, let's dig down and let's really look at how we can create this meaningful process to get to this end product. And so Kathy brought us Carina Design School X, which really is student-centered and equity-centered. And so then we decided we had to maybe take a step back to move forward. And so we sort of have short-term and long-term approaches. We understand that these current ninth graders might need to have different opportunities for math and language other than English when they

180get to their junior year. So we will be working on opportunities to provide new course proposals to the board. But when you go through the design thinking model, you also have to slow down a bit and you have to go through that process. And so we're going to talk about where we started in February and where we have been over the last two meetings in May and talking about our journey that got us here. And so with that, I turn it over to Karina. Thank you. Hello. My work is to catalyze creative and critical approaches to growing joy and liberation and equity in schools and education. And so that's the work that I'm doing with this committee. I began my career as a radical math educator, and my curriculum was intersecting with the shop. We

181built our own. desks, we used art, coding, et cetera, and my curriculum was published by the Graduate School of Education at Harvard and was internationally recognized. Since 2014, I've been an early contributor to building a new high school model for the revolution called Design School X, which was incubated at the Stanford D. School K-12 lab. And because the founder of Design School X is also a co-creator of Liberatory Design, I've been working with this original crew since day one. We have been using the process and mindsets to invite school leaders, teachers, and students to build their creative courage to radically redesign education so that we can have more equitable learning cultures locally and nationally. The squiggly line here represents the complexity and uncertainty and discomfort of designing for equity in today's reality. Embracing complexity means

182recognizing that jumping to solutions quickly is going to risk defaulting to comfortable and reproductive practices. And so for us, navigating this uncertainty as a committee is going to allow us to develop more innovative and equitable approaches. So our work as a specialist committee is indeed an equity challenge because we're trying to design opportunities for some of the gateways of today. A pathway to graduate high school, meeting A through G, that college pathway, and these skills for industry, these are all gateways to accessing. And it's an equity issue because as superintendent... Dr. Kitamura named in the fall 2018 theory of action study session. This definition of equity that no longer will student outcomes be predicted based on race, differently abled socioeconomic status and or language spoken at home also aligns with one of your other partners

183definitions, National Equity Project. Thank you. And so. No, this is great. And so this is the traditional thinking, the traditional design thinking process according to the Stanford d.school. It's a creative approach to solving messy problems that focuses on empathizing with the quote-unquote user. And I like to put that in quotes to remind us that that was, that is a historically... The historical definition of how you look at design, that you're designing for somebody, and there's these inherent power dynamics already. And that the define stage is to define the point of view and what the challenge is. Ideating is just a fancy name for brainstorming. Prototyping means building to learn, and it's kind of like a first draft of an essay. We're just trying to put something out in front of somebody so you can learn

184something. And testing it is to get that feedback. As I mentioned, in collaboration with the National Equity Project in Oakland, the Liberatory Design Team wanted to offer a new kind of design thinking that keeps designers accountable to being aware of and reflecting on the impact of our biases, our values, our beliefs in relationship to who we're designing for in these contexts. So in this situation, who are the committee members relative to the 16,000 students that we're trying to serve? And so... The first step that liberatory design adds to traditional design thinking is this notice hexagon. And what it's about is practicing self-awareness because, like I said, we design from who we are. So we need a clear mirror to understand how who we are shapes what we're seeing, how we relate, and how we design.

185And we think that this is very important because we're trying to minimize the harmful effects of our own blind spots. and trying to maximize non-oppressive partnerships. Thank you. The reflect hexagon is about making space to notice emotions, create space for new understandings, and to notice where our assumptions are arising so that we can challenge those old habits. Design School X is part of a national equity design collaborative, and my colleagues, Michelle Molitor, Caroline Hill, and Christine Ortiz, wrote a Medium article where I think they describe how this reflect hexagon really shifts the pace of traditional design thinking. A sense of urgency can mask hegemonic strategy, which means dominant culture strategy. Our common discourse of urgency, like it's normal to be like, I'm so busy, I'm so busy, you're so busy. And business as usual creates

186very little time for reflection in our daily lives, and our pace of life eclipses our awareness. So strategic equity pauses to stop the clock, to reflect on our language, ideas, and hunches in the context of a discourse of transformation, right? Without this moment to think our brains are going to default to the familiar and the known, making a repeat of past practice likely. And according to your data, that's not giving you the outcomes you're looking for. So I want to absolutely honor intergenerational wisdom and the shoulders upon which we stand because there are great things and lessons to take from the past. And we have to be critical. So this process is not a linear one. Even though it's very pretty in front of you on this slide, it's not linear. You'll notice that the

187notice and reflect hexagons are disproportionately larger because it's not a checkbox to check off. You can't say, I practice self-awareness, done. It's actually required at every single step of our design journey. So what this is going to look like for our committee as we are trying to design outcomes for our students to pass traditional gateways while having non-traditional outcomes, meaning that instead of the predictable ones of who are going to pass these gateways, we're trying to also design for all students this time. So what this is going to look like for our committee and what this has looked like is recognizing that everything is designed and therefore all of the inequities that we are seeing were also designed. And I'm going to be transparent and not be afraid to say that what that means is

188we have to recognize oppression at the systemic, institutional, and interpersonal levels. Our design depends on how we frame the challenge. And at first I was talking about a mirror for self-reflection. We also need a window. We also need a window to see how oppression is at play in our context. And I advocate for seeing these root causes and systemic inequities more clearly so that our design work actually has potential to address those deeper issues. So every slide that you're about to see could be its own full on course. And I'm not trying to skip over oppression in our country. I'm just trying to respect your time. And so I'm going to touch on a few points just to name that we are rooted in a legacy of enslavement. Thomas Jefferson, the founding father, third president

189of the United States, principal author of the Declaration of Independence, enslaved over 600 Africans in his lifetime and wrote about black folks being inferior. And so he proposed a two-track educational system that separated the laboring from the learned. And we know who he's talking about because in his writing he named that enslaved Africans and white Americans would never be able to live together in the same country. We look at our history of forced assimilation by looking at Carlisle boarding school where 550 federally recognized tribes and numerous ones beyond those recognized were brought by force to this place where many children over 200 died there. What I would like you to look at is the pictures. Kill the Indian in him and save the man. Notice all of the clothes and the name of wounded yellow

190robe and Henry Standing Bear and Chauncey yellow robe, right? Notice what they were wearing when they showed up and what they look like now. I want to name that we see the legacy of that history in how we treated various immigrant groups as recently as Prop 222. making it illegal for teachers to speak Spanish. And our legacy of enslavement also manifested in segregation. I got to meet one of the Little Rock Nine and learn that... The governor sent the National Guard to prevent teenagers to try to go to school, and that the president had to send federal troops is how we really feel about this. These teenagers, the Little Rock Nine, were threatened by lynch mobs. They were injured by acid. They were injured by dynamite. And this sentiment in this photograph, unfortunately, continues today.

191Schools are actually more segregated today than they were. So any system produces what it was designed to produce. So we have to see the root causes of the systemic inequities in education more clearly so that we can actually address these deeper needs that the challenges of our Santa Rosa City Schools students are facing. In other words, we have to make the invisible visible if we're going to do anything about repairing these outcomes. This is a scatter plot of every single school district in the United States. The size of the dot reflects the size of the district. On the x-axis, the independent variable is parents' socioeconomic status. On the y-axis is their test score outcomes. I showed a blank axis to my eighth graders, and they drew an accurate line. They know this is a very

192predictable correlation. The other thing about it, oh yes, and there's Santa Rosa right there. As of 2016, I know that your percentages for Latinx have increased, making your percentage of white students a little bit lower, but that's where you are relative nationally. In this graph, you'll see three different colors. The dots pink are white students, the blue ones are Latinx students, and the green are black students. And those dots in the three colors are connected by a thread. That means that those, the green dot connected to the blue dot connected to the pink dot, those are students of the same school district. But you notice that these There are gaps in racial outcomes nationally. And then, oh, and then I just wanted to, so this is an interactive graph. If you go to the New

193York Times, and I was like trying to scroll my mouse to find Santa Rosa again, but it was hard. So I found some school districts that are close to you just to name. San Francisco Unified has an almost four grade level gap between white and black students. Berkeley Unified has almost five. grade levels, Los Angeles Unified, three grade levels between their white and black students. If you control for socioeconomic status, so what you're looking at now are the pairs connected by a line, are their parents have similar socioeconomic status, but you notice that the racial gaps persist. I want to remind us that all of the testing services that we use are based on the work of a eugenicist named Carl Brigham. who designed the SAT to prove that immigrants like myself are feeble-minded and

194less smart. So are we surprised that the data, when we put it against test scores, looks exactly like what he was trying to prove? I want to just talk about this data really quickly. This data obviously doesn't reflect the data that we've talked about tonight in Dr. Kitamura's presentation or what you saw in the LCAP. However, this data is important. It's because it was used in the theory of action in the fall and also really told the story about why the graduation requirements needed to be changed. So I took this data from the fall 2018 Theory of Action study session and I just created two comparative graphs. On the left side you're seeing that 40% of white graduates were completing A through G, while less than half of that percentage, only 16% of Latinx graduates

195were completing A through G. On the left, I have your demographic ethnicity data for 2017 and 18 pulled from EdData. And on the right side is your data about AP, IB, and honors classes in your theory of action session in fall of 2018. What I wanted to show here was if Dr. Kitamura's outcomes for equity were true, then both graphs should look quite similar. If outcomes are not predictable by socioeconomic status and race, then on the right side, white students should probably only be about 35% of AP, IB, and honors, but they are overrepresented right now. And if it was truly proportional, Latinx students would make up almost 50% of your IB courses, AP courses, and honors courses, but right now they're only representing a third. And if you look at Asian, which I have

196to name, it covers two-thirds of the world's population. So if you disaggregate your data for Asian, you'll find very different outcomes for certain types of Asians. But again, the harm of that model myth minority and seeing that they're by double overrepresented. The legacy of this has created some identity-related patterns in the systemic inequities that the district is facing. A narrow definition of student success is resulting from this history of enslavement, forced assimilation, because it is defining success in a very narrow way. that is ridden with dominant culture assumptions. So these are barriers to equitable outcomes. The committee had the great joy and honor of collaborating with Nicole Tafoya, the career and college counselor at Santa Rosa High School. Myra Sosa, family engagement facilitator. Yozan Zeweldi, the college and career counselor at Elsie Allen High School.

197Thank you, Principal Gabriel Albavera. And Principal Katie Barr of Maria Carrillo High School. could not have done it without all of these folks, but what we found that was really important was for the committee to practice noticing, reflecting, and empathizing before we could approach defining the committee's work. So we spent time, and we have a very special guest from Santa Rosa in the house today, but I'm not going to call him out because you can't. Okay, so I'm really excited that these students were so honest and sharing their voices. So I just wanted to share a little clip from some of the work that some of the student voices that the committee engaged with. You're just a girl, you're just gonna have kids, school doesn't matter. Or, um, your purpose in life is to serve

198men. Not true. Usually, if you're around public, and this happens to me sometimes, if there's any kind of housing, I'll walk home, they'll look at me, and they think I'm some sort of a leg. like a gangbanger or something like that, which I'm not. And the way how I look and stuff, like, oh, that's like a typical kid from the streets and stuff like that. But, like, you know, like, they don't really get us perspective on, like, how we are, you know, like, our lifestyle. So, like, they just, like, and they think that we know which house, like, we came in from. So, like, they basically, like, they can just assume because, you know, like, we can't stop them. And it happens a lot, like, whether you're, if you're in a race or, or, like,

199an agent or someone, like, you know, like, they'll say stuff that's, that's interesting. And it happens. It happens. Like, it hurts. And then you can help me by helping. Teachers and staff understand how important it is to get to know your student personally and how to be, I think ask just like simple questions or know at least one thing about them. And I feel like a lot, like teachers have a lot of students and I understand that and there's some things that as students that you don't see or you don't understand. But when a teacher asks me like, oh, like how is your day? or like what sport do you play? And that makes a big difference because it's like, oh, that teacher actually knows me or cares. Rather than my math teacher, like I'm

200failing her class, but she has never once asked me, why are you failing? Is it because you don't do your homework? Is it because you don't understand? Like what's going on? Or like, can we get you some help? And like sometimes I feel like, oh, she doesn't even know my name. So I feel like that's a really big thing that I wish. Teachers could do more talking, teachers could be more involved in things. School, adults, they tend to think that I'm not trying, but really I have a lot on my plate. I do a bunch of sports, I do as much academics as I can. I'm involved in FFA, and everyone always has opinions like, oh, you're not trying hard enough, you can't show up to every single event, but really, I'm trying to balance

201my personal life, my student life. And I feel like if teachers and staff from school could just give a little bit more of a break and try to understand where the students are coming from and how much they're actually trying. Hey Matt, so what is a struggle that you've been through in high school? I'd say my biggest struggles was like juggling my living situation at home. I was moving around from place to place. My house burned down during the Tubbs fire, so it was kind of hard to get to school or focus on school. But once I finally figured that out, it's kind of been a struggle because my parents don't live with me anymore, so it's hard to get to school and self-motivate myself to go to school. So you got to get a

202glimpse of what it feels like. Are you okay? So you got a glimpse of what some of our students are feeling like related to being seen or not seen or judged by their looks. And so it feels kind of, you know, I was like, all right, everything was designed and all these inequities were designed. But the good news is that as a committee and as a district, if everything is designed and the inequities were designed, we can design for equity. Right? And so Design School X uses the X shape as our visual metaphor for an expanded definition of student success as a contrast to that lowercase I. And so what we mean by that is we're trying to honor students' stories and the inherent strengths that they bring from living their life that are not

203necessarily measured by school. They're not necessarily getting grades for those. We call them street smarts, for example. And using the recognition and seeing them. and that love and curiosity about them to build their courage to develop the new skills that we want to empower them with and their stance and ultimately their purpose. Thank you. And so John A. Powell at UC Berkeley of the Haas Institute for a Fair and Inclusive Society, he's written that in a legitimate democracy, belonging means that your well-being is considered and that your ability to design and give meaning to its structures and institutions is realized. So in this committee, Not only are we trying to achieve that experience for our students in the daily classroom, but we're also trying to practice that in how we're approaching the committee's work. And

204so we've been honoring the students' emotions and identities, inviting them to bring their full selves without having to check anything at the door, even if it... parts of them are traditionally stigmatized so that they know that their voice matters and that they know that the community is better because they're in it. So I wanted to share another clip with you that highlights now. This is really hard for Anna and myself We met in a lot of incredible students So it was like really hard to choose and I just told I emailed everyone today I was like if your voice is not in the video. It does no measure of your impact and the committee is absolutely taking a holistic Download of all of the voices, but just again to respect your time. I just have

205a little clip here for you produced since being mass produced since the 60s. I feel like that kind of makes us all so, but it's like, you know, how are you going to stop a big corporation with lawyers? If I do what I want to do, I just want to change the world in any way I could, you know, like she's saying, like the natural things, I don't know, racial discrimination. I identify myself as a Chicana activist that fights against police brutality and I see myself as a restorative justice specialist when I grow up. I see myself in the future as a strong person and succeeding my goals. When I walk down the street, I think people see me as a criminal or just a person that would harm the others. I feel awesome when

206I help my family out and also when I make people laugh. I'm getting out hard, helping people become strong, and I'm struggling right now. What I'm struggling right now is school. If I could teach anything in school, I would teach history so people would know what actually happened in the past. If school was canceled for a day, I would spend time with my family and also go out with my friends. Things that hurt my heart right now are my family being really depressed lately. I wish I could show people that I can do more than what you guys think I could. And I wish you guys could help me by stop judging and actually... Look in visual what I can do if I could teach anything in school I would teach sacred geometry ancient rituals

207and psychoactive medicines. Yes, you were school was canceled for the day I would go to the Redwoods hike and smoke with some friends Things that hurt my feelings right now are pollution lies and closed-mindedness or narrow views I wish I could know what happens after debt and see everyone live a happy life. You can help me by spreading love, smiling, and communicating. Like, what does success look like? What would make you feel successful? Probably self-sustained living in a nice redwood grove. But that probably won't happen. So, I don't know. Me, I just, I want to have less stress than the normal person in America. I just, I don't want stress, so I guess stress-free. So, like, I guess, like, being happy, success, just happiness. Just, I want to be around people I love. Just be

208surrounded by love. So I'm really grateful for the time and for the dedication of the committee to put the work in so here's our empathy observation toolkit that we brought around with us just to show you that the adults took a lot of time in our workshops to do those super hard vulnerable honest courageous work of practicing self-awareness to check their biases and what they were bringing into this process so that they could act actually be open and listen deeply and see the X shape because from that three minutes you can see that you have some incredible and very diverse beings in the 16,000 students and we owe them a bigger wider lens. So I wanted to share a little bit about what impact this has had on our committee and how it's informing their

209approach for next steps. Heidi was with us today. She wrote in her closing reflection, I think I hold on to what has been, and that's kind of a safety net, because I feel like I have this idea that there's good stuff already, and kids don't engage in it because maybe they don't know about it. But maybe it's just that we really have to blow things up, and it's going to be a lot of risk-taking on the adults' part. And so I want to be an adult who is willing to take risks around education. So I think that really sums up one of those concepts of we are holding on to traditionally what was so, but if we're really going to listen and create an inclusive and creative program for the greatest potential of our youth

210and actually center what they need, some of those things are going to have to shift systemically. This is a quote from, I don't know, probably Heidi too, but she's just renaming that adults tend to think that teenagers don't know what they want in a meaningful way. That I think a lot of adults do share the sentiment. I've got experience. I got a BA. I got an MA. I got a PhD, right? However, she's naming that this construct is also very limiting because it's making assumptions about what is meaningful and that as a committee member, she is committing to staying open and letting go of the safety net of what meaningful traditionally meant. Another person I just wanted, I think they just named it super concisely. I used to think educators were always the expert. Now

211I think student voice is critical. I commit to an amazing student-centered prototype. I think that even though they're the one who said it, it's not. They were not the only one. Again, this person right here, I think it's Tom Gouche. I used to think that student voice wasn't important. Now I think student voice is critical, especially if we're talking about student learning. This one's from Gustavo. I used to think that high school students did not have a lot of pressure in their pursuit of their educational choices. Now I think we need to support and listen to them to help them make informed choices about career and about that I shape versus that X shape. I commit to listening and getting to know students and their interests before I tell them to be a doctor or

212a lawyer, et cetera. And this final quote is from Steven Jackson, the director of CTE Partnerships of Sonoma County Office of Education. So he wrote, and I love that he named this, I used to think I listened to students, but now I think that I don't fully listen. And that's because of some really deep intentional work that we did in terms of checking self-awareness so that we could receive and move beyond the first trigger or the first assumption about a student in front of us. And in the closing circle, he shared, I'm so impressed with this being a student-centered process. I can certainly advocate for the quality of this work and the depth that we're going to really design something that's definitely meaningful and appropriate for our students. And so our committee got to work.

213And I wanted to share that we've only had three sessions. The first one was a pause for equity. The second one was preparing our hearts and mindsets for empathy work. And the third one was visiting schools. So as much as there has been a lot of tension around urgency, which I already addressed, we are naming that as we move towards any action, that everything is a prototype. So even, so then that's the really interesting tension of working at the intersection of equity and creativity, is you wanna be slow and intentional, but you also have to move so that you can learn. And so what we did was we used our notice reflecting and empathizing to draft, draft, you know, a defined statement prototype to kind of try to get some anchors around how we're approaching

214our next steps. And so each small group, wrote different statements after downloading their empathy work. But what I did was I went through all of the group's work and pulled out themes that I noticed that multiple small groups on the committee named. So after listening to Santa Rosa High School, Elsie Allen, and Maria Creole High Schools, the committee is now asking, what if we design a way for students who don't feel seen or connected who feel unfairly judged, who don't feel supported, who may have limited awareness of future career and education choices, or who may be feeling constrained by preconceived ideas of who they will become, like Jasmine naming how she is spoken to as a young woman, to have input in their education and future options, the way that John A. Powell is talking

215about what democracy should really look like. And they want to have an opportunity just like they did with us to express their goals and stories and have adults listen to and value them back. They need opportunities to build authentic relationships. What the videos at Maria Curio that I was not able to show, even if they are succeeding according to traditional metrics, the largest... biggest theme that they were naming was lack of authentic connections and feeling like competition was overriding and that they really wanted to be able to be in solidarity with their peers. And the committee is also talking about authentic relationships with adults and mentors. There's a lot of resilience research that shows that students just need one adult, just one. And I have students who hit me up after three years, five years,

216right? So how do we build? enabling conditions for every child to have at least one adult. They want to design a way for students to feel supported and encouraged to pursue their true interests and passions, more expansive than what is traditionally defined, and have the opportunity to explore a variety, variety, wide variety, of educational and career options through real-world experience to gain applicable skills so that they might. So here's the thing. The outcomes are not just limited to passing the gateways. The committee has named that in addition to that, they would like students to feel empowered, feel a sense of agency, to own their own future paths, be happy and satisfied human beings, as RJ named, and to have the skills to access a variety of post-secondary. And when Dino was presenting, he named that

217the small group was spelling out specifically that they said post-secondary options so that college is not the only way. To care for themselves, their families, and to contribute to our community, leading to that, when we were talking about beyond entry-level skills, but money so that they can buy homes in the Bay, right? Occupied Ohlone land. And so I wanted to share really quickly, sorry, that I have an asterisk next to four, right? I have an asterisk up there next to what if we design a way four. And I just want to name that traditional historical power dynamics are that we, the committee, the experts who have all this experience, design things for 16,000 students. But what I would love, even though I know it's not practical and it doesn't have to look... like literal, but

218what I would love would be to continue to be able to engage student and community voice in the way that we have to keep the committee members accountable so that the committee members are the facilitators of an inclusive process, but they are not the decision makers. And that, so I just wanted to name that, that I would love to be able to write, what if we design a way with. And so. I wanted to share too that we often get really excited as adults to be like, oh my God, we student-centered student voice. So now our designs as adults can be more responsive to the youth. What I've also noticed in my work, not just in this district, but in Los Angeles, is that the opportunity to be heard. and to feel seen is transformative

219for our students too. So I wanted to just share a moment because we were trying to leave LC Allen and they were all supposed to go to class, but Somos and I were surrounded by like all the kids and just like no one would leave. And so I was like, I need to capture some of this energy right now. So here's a minute from my hoopty iPhone. I think that this was a wonderful opportunity for us as students because it broke down that mental barrier that adults have when they have individual conversations with us because they believe that they're older, they have more experience, that they are superior to us and that we're younger and that we haven't experienced as much, which isn't true, you know, because everybody experiences different things at different times and

220you cannot compare that when you are unaware of what... someone has actually been through. So this was like a wonderful opportunity for not just us, but the adults to actually finally listen and empathize and understand us. That we too are people who have been through things. That we need support and that we need help. What's good about it was like, it was cool how like adults especially, because you know, we need the support from adults. It's not like they could hear what we're expressing, you know, because they don't know like what we're going through and stuff like that. So I think it's like really cool, like you know, how we have a group. And like it was cool like you hear like you know like when you hear how they're especially like you like that's

221not really interesting I thought they're like they got it awesome. No, I just thought it was really that was really cool That's what I liked. You know that's what's the best thing about it Okay, I think I already named it ultimately I just my hope is that this committee can continue to Center student and community voice we recognize that Given the constraints of time, this was May, we weren't able to get a sample size of students that were necessarily proportional in demographics to the 16,000 students. And I know that that's, I mean, I know I'm a math teacher and all, but that's hard, y'all. So I don't want to name specifically how yet, but that we want to commit to doing layers of community participation. We recognize the value of some very special folks. The

222folks that I named, for example, Nicole Tafoya, Myra Sosa, Yosan Zewaldi, many students named them over and over again, right? That one adult. So I just want to name that we could not do this without the people in our district who have, whose important work has led to building the relational trust that was allowed to transfer the trust to us and so that the committee could benefit from these voices. And I want to make sure that this is not transactional. that this benefits the youth too. And so I've been talking to them about how this leadership opportunity can look on their resume, for example. But ultimately, the goal is to ensure that whatever the next steps the committee decides, we are reaching a point of view that's not distorted by our biases and making sure

223that we are committed to what students and the community identify as their needs. So a couple thank yous, you know if the people that Karina talks about also our industry partners different teachers throughout the district counselors and of course, Karina Huey and Somos One for their true partnership in this. And then I also want to thank Diane Kitamura because we talked about this today a little bit. There's opportunities in this work that we get to do, and I think this is truly one of those opportunities for us as a district to partake in and do something that's really different through students' voice. This has been super powerful. A lot of tears have been shed and also this opportunity to really dig down and to think about how we design something that's really not just important

224for our students but can be emulated for others throughout. And so I just wanted to say thank you and really thank you to this lady because she's bomb. She's the best. So with that, we turn it back over to the board. Well, thank you. Superintendent, do you want to say something? I do. I also want to thank Dr. Guzman for her work in this. She shared with me today that this has probably been one of the most professional, life-changing experiences she's had working through this process. I also want to say that, and we joke because Karina is our baby. We joke around about that because we just think the world of her. But anyway. So if there's this mindset around the specialist certificate happening right now, hurry up, hurry up, where is it? We all

225have to let go of that. Because if we truly design this through the eyes and ears and voices of our students, it's going to take some time. So simultaneously, we're working through developing different kinds of third-year math, different kinds of third-year science. The team's working on that right now. But I want us to really produce that path, gate, whatever we want to call it, that is so meaningful for kids that everyone will move forward. Everyone. It can happen. So please be patient with us. I know that there are people who are saying, why isn't this done? Hurry up. When are you going to produce something? But you heard and saw tonight. the magnitude of what's been produced so far. Because all of that, it may not be a tangible piece of paper, but it has

226hugely moved our industry folks. Unbelievable what has opened up for them in terms of a change in mindset. And it's what we need. The industry sectors is what we need. So I ask for patience because it is going to be a process. Director McCormick. Wow. Thank you. I was struck during the presentation that I think this, the page that what if we design a way with for students who too and so they might have, I actually think a lot of this is in alignment with what we've been working really hard on as a board with the strategic plan, which is exciting because there's connection there. And I think we should take some of this back as we revise and finalize and tighten things up to really sink this. I think it's not just an opportunity

227to work towards a certificate, you know, a special certificate. I think it's an opportunity to just rethink the whole paradigm of what we're doing here at San Jose City Schools. And then... I think we need to get student input on our strategic plan. So, yeah, okay, so I'm really excited about that. And then I just want to reiterate how important authentic relationships are, and I just want to say that again out loud. I know my experience as a teacher and a coach, I have seen the power. that changed people's lives and one of the things I've stayed in the past is a book called 3D Coaching, but it's about teaching, coaching, educating. And the 3D stands for three-dimensional. It's a holistic approach to coaching and educating. But I always, when I'm struggling with a student

228or a student athlete, or I see someone else struggling to break through, or I see a student or student athlete struggling, Something that's always in my head is they don't care how much you know until they know how much you care, like period, end of story. And so I'm really excited to see that that floated to the top as a major issue and focus that we should be tapping into. So I'm excited to see where this goes. It's pretty cool. I'm excited I get to be a part of a board in a district that's looking at it this way. So thank you. Director Sheffield Jackson Medina Thank you for the presentation. This was really incredible and and As director McCormick was saying, you know as we're going through some of these slides. I was thinking

229about our strategic plan and I'm wondering how do we get? student input and particularly to making assumptions about what is meaningful. I mean, you know, I want to practice awareness and I want to be open and check my biases at the door. And in this process, I absolutely want to do that, but it's how... I think I can do that, but I'm wondering how we as a district can do that. How can we get students to participate in a process that they feel shut out of already? Does that make sense? Any suggestions? Director Sheffield? I think we're going to have Karina help us. Well, they really sounds great. I think we just keep tapping into like I said those three adults who invited the youth there are Educators and counselors in our district every day

230who can connect with the most disconnected youth so we honor their work we value their work and we continue to Engage them. Thank you. Dr. Medina Yeah, I was watching the presentation and I'm like, you're speaking my language. I think one of the things that I was wondering in terms of this is like as time goes, you know, often within student organizing or student organizations, I see how like organizations like fall apart when like certain students leave and I started to think about this. How does... It's like a design that I think of as a living thing. As students change, then does the design have to change? And is that something that's being thought of? And how would that potentially work? Yeah, that's a great question. I think that... We are asking questions for how

231to engage your 16,000 very diverse students. One thing I proposed was looking at the American Disabilities Act and how by designing with the margins, we really benefited the main population. 90% of people who don't need closed captioning on college campuses name that they need it, right? Like, hey, the people. make an effort to get to the curb cut even though it wasn't designed for them. It was designed for World War II veterans on wheelchairs. So we're asking questions about who are our most marginalized, who are at the edges, because if we can design something for those who the system is least serving right now, we have a higher chance at engaging more students. but we're going to keep that open and keep exploring. And I think that you're also naming something around systemization, systematization, right?

232And that trying to bake this into the district so that it's not about personalities, but it's about an approach. And in listening to the students speak, I just started thinking about critical race theory, LACRE, and in terms of where do... Like that as a subject matter of education within our schools or even as an option if it's something that comes up. Your district is working on ethnic studies. And I really believe that it should not be a solo discipline, but that it's a mindset that infuses all of your disciplines. So I'm hoping to help you leverage all of the... initiatives that your district is taking so we can have the most powerful because it's interconnected and leveraging all this all the resources so that it becomes the culture of Santa Rosa high schools, you know

233I have another thing that I was just singing and I completely forgot and you come back to me You've got the mic now, so You can't remember okay, sorry I misunderstood you So I went through like the whole rainbow of emotions during your presentation from like the angry cry to the like tears of joy and pride. And so I'm just grateful that we have been through that transformative experience kind of sharing in what you've done with students and then the folks that you've been working with. And I really wanted to just kind of elevate this idea of how powerful it is to design to the margins and that what that allows us to do is really kind of shift the discussion about, you know, equity is going to bring us all down and we're all

234going to be kind of like just mediocre and in the middle. And what we're able to do when we say that we're focusing our design to the margins is actually shift that continuum to the excellent side. for everyone, especially for those who most need us to be thinking about them is excellent. And so I'm so fired up about this idea of designing to those margins and really elevating those voices and empowering students. yes to LACRIT and critical race theory in the way that we're thinking through a new lens for the way we want to be ensuring our kids feel part of their education and feel reflected in what it is that they're learning. And the one tweak that I would make to your PowerPoint is instead of Brown versus the board, we should be talking

235about Mendez versus Westminster. because our population is Latino and Mexicano and Saladaureño and all of these things and there is such an amount of pride that would come from the idea that in 1947, Mexican Americans were the one who daylighted the theories that were used in Brown versus the Board. And so, yay to this lens and Roja and Corina and if there's anything that I can do personally to support, my heart is here with you and present and adelante. I just want to say thank you to all of the students and the, I'm really emotional because one of my cousins was in this and to hear him talk about how he hasn't felt heard. And it's the same thing that I felt when I was in school, right? Like invisible. I was actually told like

236I would never go to college at one point. And my cousin is feeling the same things that I was feeling at one point. So, yes, rainbow of emotions. Like, even in this moment, rainbow of emotions. Like, I'm so proud of him, but also just so sad that this is still happening. So I just want to say thank you for everybody that took the time to be so vulnerable with this I mean like again, I think I mentioned it's just like elevating how human we all are and like we really forget about that and you Definitely talked about it in the presentation like we're all so busy. There's no time to reflect but it's such an important part of just being present and and being human and so I'm just so glad that this is the

237direction in which our district is going. And yes, I was also thinking about the strategic plan and how we need to come back to this, like more than just, I mean, beyond the strategic plan and everything that we do. I mean, I was thinking of like the, even the tobacco grant that we talked about earlier and how we need to do this and that. So I'm just so thankful for this work. um and i am here to support it in every way that i can and yes i'm i'm just all over the place right now but thank you thank you director medina do you remember your last point i do remember um but you know the whole rainbow emotions i felt too i was getting teary-eyed there at a point because i could totally relate

238to the students What I had forgotten was that recently I've been thinking of when you had the X pop up with the skills and all the different S's. One of the things that I've been thinking of lately also is another S is struggle. Being that it's kind of graduation time, I've really been looking at struggle as a... how it impacts success and seeing how students struggle often really helps be a motivator and like all the things that they go through can often help those students achieve greater success. So I don't know how we also kind of, I wanna say learn from that. I think part of their story sharing is important to that, but And there was the little scatter plot. I felt like there's more variables that I don't know if we get the

239data or how if it's even possible but I was thinking like you know there's things like immigration status and what does that play into it in terms of us seeing how we're having an impact and where people stand but if there's a way to identify other obstacles or things that are impacting how do we gather that data if it's possible at all and the other issue I think that's just is at the core of all this that, you know, I saw a lot in my student organizing is the issue of ageism. And I think it's like, you know, you're little, you know, we know better. I think that's a big part of what's being dealt with here. And to me, that's just really important. Just seeing that, you know, we're addressing that and talking about

240it. I love that. Thank you. Dr. Fong. Wow, there's so much to think about and to say. Thank you. Nice to meet you. It's nice to meet you too. Holy heck, this is the most exciting thing I've heard since I've been on this board. But I'm also hearing in my head, I'm also hearing the pendulum is swinging back this other way. You know, reinventing the wheel again. What comes around goes around. If we're patient, this too will pass and there won't be change. We have to do it differently because if we're looking at the data that you showed us, Karina, that you guys have shown us and put together for us, we are absolutely designed to get the results we have, period. We are designed to get the results we have. It's absolutely true. Oh,

241my gosh, I wish I was a principal again to do this. But it's kind of like... It's so hard. How do we reinvent our airplane while we're flying it? How do we change out the airplane while we're flying it, right, is what we have to do. I will say that, of course, this is speaking my language, and then we're looking at, I'm thinking about the buildings. Okay, so a building was brought to us, and I'm looking at the building, and it is the same building that we've had for the past 100 years. So I want us to look at all those things, and how do we change the environment for students to learn and the environment for teachers to teach in? Teachers can't move around in their classroom and move around kids. We're not going

242to be able to do these kinds of things. So that's, you know, part of it. You have a committee and you're going to be growing this and you're going to be slowly rolling this out, but I want to just urge you, like I know you will do this. involve our staff as we move along. That is no surprises that we're involved, that it's a rolling thing and people get involved and people have to sense. And in the same way that we want students to have agency, we want our teachers to, our educators to have their agency too and that they are seen as well. Absolutely. We have to have all of that. Director Fong, just a brief introduction. Interruption. Can we extend the meeting to midnight? Move to extend the meeting to midnight. Second. Moved

243by director Sheffield second by dr. Medina all in favor aye opposed I would have lost I didn't I bet 930 actually it was what I bet in my head So thank you. Thank you. Thank you. Dr. Kitamura. Thank you. Dr. Guzman. Thank you Miss Huey Huey and everybody on the committee and the kids Before I wrap this up Omar. Do you is there anything else? Yeah, I say before Mendez versus Westminster, let's go to Alvarez versus Lemon Grove. I'm just kidding. Lemon Grove School District. No, that's it, really. Just making sure. I have a friend who's actually a friend of probably everybody here, sitting up here, who went to Elsie Allen. at first and then she transferred to Sonoma Academy on a scholarship and this is some years ago and I asked her, you know,

244why did you do that? And she said, because the people at LC Allen were not interested in sending brown kids to college. And I can say with absolute authority or that this board does not share that. And we worked our asses off, in fact, last year to make sure that that became the policy of the board and that our values were very clear on that. And I'm pretty certain that our staff is there, too. But getting there, man, that is... That's hard. I know that we have to do it different. And I said that over and over again to, you know, a full city hall, because how do you look at results and say, let's just keep doing it the same way? Like that doesn't make any sense to me. So we got to do

245it really differently. So I really appreciate that we are being serious about doing it differently. And this approach is amazing and inspiring and I think shows a lot of promise. I have a hard time getting to, I'm with Director Fong and that we need to be like involving staff from the get-go because it's challenging when we're cutting stuff constantly and we don't have enough money to think like, how are we gonna do it totally differently with the same amount of money, which is nothing close to what we need at the exact same time our staff is working. way over their contract hours. Just, you know, we are flying the plane like barely, right? The plane is barely flying and everyone is working really hard. And so it seems really daunting, but I'm really excited to

246see where it goes. And I'm really proud and excited to be part of this board that is all, you know, all there. values wise commitment wise and um and and and i think real determination and belief that this is like where we need to go and and um and uh and that we can get there but it's gonna be hard work and and uh so i really appreciate that that you're that you're doing it and love hearing this. Can you please send us this in color, your, thank you. And you take the time you need, but report back to us often, I hope. And yeah, I think that's all. I'm a little bit blown away by all that and really excited. And it's also really daunting. And so that's the range of my... Range of

247my office. I do want to share that we do have representation from all the different entities in Santa Rosa City Schools including president line And I want to add that one of the things that we actually, you know, this is for design thinking, we have aha moments, you know, we really want to also extend that to CSEA members and understanding like, you know, with like Mayra Sosa, she needs to be on this committee, right? So as we move and design and change, we welcome additional voices from all aspects of the stakeholders that are represented here. Everything's a prototype. So everything's in progress. I want to thank you for your openness to this and your courage because it's courageous work. And I think that the great thing about the intersection of equity and design is that

248there's optimism there and that the intersection of it is every single one of our obstacles is actually an opportunity to be creative as. So that's the intersection there is that we will balance going quick and slow, you know, and we will do the slow deconstructing that's difficult and balance it with moving and learning. Thank you. Thank you very much. Thank you. Really look forward to seeing you back here and hearing what's next. Thank you. Right she's like becoming part of a district right I mean we're gonna obviously as we did last time get student get student voice But we but if there's a better way to do that and and I I think there probably is then let's do that all right F5 resolution of Board of Education standards see schools conveying property and easements

249to the city of Santa Rosa for public purposes and approving related acquisition agreement if there no Do you need? Do you need to make a presentation in addition to the materials we've been provided I don't have to but it certainly I would to adopt the resolution that can be a property and easements to the city for public road purposes second second Move by directed we do read what's attached. So sometimes that's that's all it takes move by director de la Cruz seconded by director Medina roll call vote, please Dr.. Medina hi, dr. Manieri. I dr. Fong dr. McCormick hi dr. Sheffield hi president close hi dr. Mackin hi okay motion carries and that brings us to an important topic glad we saved our a little bit of energy and time for this and Discussion I

250am governors may revise all warning now. I don't think I can make this one go as fast as the last one Good evening, President Close, Superintendent Kitamura, members of the board. Tonight, we'll talk about the Governor's May revision that came out about 10 days ago. To my right is Joel Dantas, our Executive Director of Fiscal Services, and to his right is Steve Mazera, who will also provide some insight to what is going on with the state of California, Governor Newsom's first budget, and the process going forward. all aware and preparing for uh june will give us a chance to bring the santa rosa city schools 2019-20 budget for a public hearing and presentation on june 12th and then bringing it back to the board for adoption on june 26th for the 2019-20 school year as

251we've talked about previous budget School districts have the unique opportunity to plan their budget before they know exactly what they're going to get from the state of California in terms of funding. So right now the legislature has to turn over a budget to Governor Newsom on June 15th for adoption by June 30th of 2019 for the following fiscal year. And as we have heard from School Services of California and other entities, this year may be a little bit different with a first-time governor and not everyone understanding his power of negotiation between now and June 15th. So things are likely to change, but there's not optimism that it will change as much as it has in past years with Governor Brown or even Governor Schwarzenegger. So when the May revise was released, both Joel and I,

252my initial thoughts was it was pretty neutral to us overall. There was minimal changes that would affect Santa Rosa City Schools. And as Governor Newsom estimated conservatively, he did not forecast the recession, but the Legislative Analyst's Office as well as UCLA are showing a downturn in the economy in 19-20 and 20-21, which could have a major impact on school district funding based on the Proposition 98 guarantees that we get in the state of California. I'm not going to go through all these slides, and I will share that we did take these slides from School Services of California through their presentation and put slides in here that were relevant to Santa Rosa City Schools and some of the, I'll call them, big-ticket items that are of interest as we are preparing the budget to bring back

253in June. Here you can see the green bar is the Legislative Analyst's Office. The light blue bar is UCLA. and the dark blue bars, Department of Finance, showing that they are projecting a downward trend in GDP, which is a very reliable indicator of economic health. Another thing, and we've had several discussions about where California falls in terms of school funding and with Red for Ed day-to-day. In a 2000 report by Rutgers, it showed for the 2015 data from the U.S. Census that California was 32nd at 89.61 per student. And that was about 66% of 10th ranked Delaware. Correct. straight dollars. And you can see we've moved up from 38th place in 2011, but if you look at the gap between California and the 10th ranked state, it was Maryland in 2011, we're at 65%. So

254we're essentially at the same funding level that we were in 2011. So with the May revise due to higher than expected general fund revenues and a slower decline in average daily attendance, you can see the governor's revised budget, our initial budget in January and revised budget on the right, showing that for 18, 19 and 19, 20. there is a small amount of money more that will be guaranteed through the Prop 98 allocation of funding to schools. What this doesn't translate to is a lot more money coming to Santa Rosa City Schools, and we'll go through some of the reasons why and where that money is going to. Here's another graph that shows Prop 98 funding starting in 2007-2008. The last three years, or excuse me, the future year and the two past years show the

255January budget versus May revised and what was ultimately adopted by the legislator and signed by the governor. As you can see in 17 18 18 19 and even in 1920 the May revision has given additional dollars to education Included in the mayor revision. Yeah, you go back That's in it that exceeds the last since 2017 2018 that's exceeding the 40% minimum prop 98 is that what It's right at about the 40% minimum. Right, okay. And so what we're seeing, I guess now, I'm confused at 2019-20, it looks like it's a 1.1% increase from the January? Oh, I'm sorry, 1.4. It's about $400 million increase, 0.4. Okay. So that represents... A 5% over what the 40% minimum requirement is. So this is 45% of Prop 98 dollars. It's 5% above the guarantee, the 40% guarantee of

256Prop 98. I'm not doing quick math that quick right now, but that wouldn't be 5% over. Okay. 400 million above January. 400 above January. Thank you. Yeah. Yeah. So in the January budget, Governor Newsom projected a 3.46 estimated COLA for the 2019-20 budget in the May revision. That has been lowered to 3.26 statutory COLA, and it also includes all the categorical programs. outside of the LCFF that are listed below, including special education, foster youth, child nutrition, preschool, mandated block grant, American Indian Education Centers, American Indian Early Childhood Education Programs will all be at this point receiving the 3.26 COLA. And I do have some information. For Santa Rosa City Schools combined both elementary and high school district, right now we're projecting that's a decrease of approximately $271,000 in 19-20. And then with the other COLAs

257that are projected, a decrease of $78,000 in 2021 and a decrease of $248,000 in 2021-22 for a total of $597,000 decrease for both the elementary and high school district based on the projected change in COLAs with the May revise. School services is famous for putting cartoons into their Presentations and I thought this one was very appropriate and it was the only one that I kept that they shared with us this week Governor Newsom on the right with his Cola. We're in a Cola only funding atmosphere right now LCFF has been fully funded Governor Brown on the left with his super Cola One thing that we've been used to over the last few years is having one-time discretionary dollars attached to either the January proposal or added at the May revision or modified at the May

258revision. This year, as in January, there is no proposal for one-time discretionary dollars. So we just have the small cup of regular COLA now moving forward and for the foreseeable future. Here are some quick facts about the January budget versus the May revision. You can see the LCFF funding has been reduced to $1.959 billion. The Proposition 98 minimum guarantee has been increased by about $400 million in 2019-20. The COLA has been reduced from $3.46 to $3.26. Once again, no one-time discretionary funds for 19-20. The special education proposal, which we'll go into more detail in a couple of slides, in January was $390 million ongoing with $186 million one time. His mayor revision now is for $696.2 million ongoing. There is a lot of strings attached to that money that we'll talk about. The CalSTRS proposal

259in January was $3 billion one time. to offset employer costs for unfunded liability in the future of stirrers. That has been increased to 3.15 billion one-time funding, which would lower our projected costs for Cal stirrers by $282,000 at this point. As at this time in several past years and right now attached with the May revision and going through the legislature are trailer bills. There is a trailer bill right now that would lower the STRS employer contribution to 16.33 in 19-20 and lower it to 17.3 in 20-21. That would save the district approximately five hundred and forty three thousand in nineteen twenty and six hundred and four thousand in 2021 if that trailer bill is Added to the budget and approved Directly meeting the other question. Yeah. Yes. I just want to clarify that 282,000 figure

260that you threw out in terms of savings. That's for 19-20 and is that going down from 18.3% to the 16.7% or is that from the 17.1% that was proposed in January to the 16.7%? That's January to May. Right. So that is going from... No, but what's the number based on that? Yeah, so it's going from... 17.1% to 16.7%. 19-20. So, yeah, so that 282 is, I guess that additional savings is just that 0.04%? Correct, from the January projection. Okay. And on the special ed... I think I remember reading that there was like 500 million, no, 500,000, I think, to help draw down more federal funds and stuff. Would that have any impact on us? Very little. And we'll talk about the 696 million in a slide or two and how that will impact us as

261well. So this is showing the 3.26% COLA and its effect on grade span, ranging from $243 increase for K-3 up to $295 for 9-12. This is the impact of the budget on multi-year projections. I thought this was a very good illustration. To the left side is 18-19, where you can see that base growth. plus supplemental and concentration funds will typically outpace the step-and-column increases, STRS and PERS increases, as well as the special ed contribution. But with the slowing of the economy, only doing base funding now, no gap to make up, and the lack of one-time discretionary dollars in 2020, 2021, and 21-22, our costs are going to exceed what we're receiving as an increase on an annual basis as projected today. So you can see that All three of them are showing that expenses are

262going to exceed revenues moving forward. And I'll be happy to share this entire presentation with everyone as well. So you can take a closer look at it. This is just going over the CalSTRS proposal, reducing the rate from 18.13 to 16.7, and the 2021 rate from 19.1 to 18.1. And I'll remind you with the trailer bill, the 19.20 would go to 16.33, and the 2021 would go to 17.3 if adopted. So that's something we're very interested in tracking and hoping that we can incorporate into our 19-20 budget. Here are the CalSTRS rate increases as they stand today. PEPRA's Public Employees Pension Reform Act, which took place in 2013. This is showing the rates as of today, not including the trailer bill. CalPERS doesn't affect us quite the same way because of the sheer number of

263employees we have contributing to STRS versus those contributing to PERS. But you can see that on the 19-20 school year, the 20.733% has been locked in as the contribution rate for PERS this year. Unlike STRS, which has statutory... contribution rates that can only be revised by the legislature or the governor. PERS can modify their employer contributions rates based on anticipated need moving forward. The special education school readiness grant, the almost $697 million ongoing dollars that were included in the May revision. is great to help special ed students, but there are, like I said, a lot of strings attached to that dollars. What this looks like right now is about $14,500 per eligible student in a qualifying school district. The trailer bill language, as it says on the bottom, is permissive and does not restrict the

264use of these funds to students with disabilities. So eligibility for these funds is your unduplicated pupil count has to be at 55% or higher. And your special education enrollment has to be at 10.93% or higher. That is the state average for special ed students in a school district. Our elementary school district exceeds the 55% threshold. Our high school district does not. So we're eligible for the special ed dollars or student with disability dollars in our elementary district only. And did you get a percent? 12.3 was the last percentage of our elementary certified in June. So the difference between 12.3 and 10.93 would be about 43 students, give or take one or two, that would qualify for the... 14,500 of additional funding for students with disabilities. So to put it in a graphical representation, the circle

265on the left in green is total K-12 population in California, 10.93% is students with disabilities. If you extract the 10.93%, About 6.8% of students with disabilities will benefit from this nearly $700 million in the Governor's May revise. We are also showing early learners with disabilities on the rise, and I'm going to let Assistant Superintendent Mazzaro talk to this slide. Particularly attention, there's a trend obviously this is by age and types of disabilities, but on the far end is something very interesting for us that we're working with, the increase in the lower age of students, that's showing the zero to five, that's early intervention services. So that's a trend that we've been seeing coming. We've increased our programs so we've added three preschool and tk programs in the last two years we're adding another one next

266year and in fact we're bringing forward we hope as part of governor newsom's money which uh rick has that i'll show you in a minute some funding through preschools and increased special education in preschools with North Bay Children's Center and Head Start. So we recognize that there is a different wave of early qualification and more severe disabilities early on, and that's something that we're trying to adjust to in our program as well. The Mayor of Vision also proposes changes to charter schools, including new regulations on enrollment requiring of academic records prior to acceptance into a charter school, new reporting and data capture collection and analysis for all charter schools. Career Technical Education, there was no new funding in the May revision, so it will continue on with the $300 million in ongoing funding. Teacher workforce

267investments, another one that we've been hearing a lot about. On this, you can see in 2017-18, there was approximately 8,000 teachers with a waiver to teach in California, specifically in special education, science, technology, engineering, mathematics, and bilingual education. So the same struggle that we're having finding teachers is actually a statewide issue. that needs to be addressed and Governor Newsom has put some items in the budget that he feels will help with this, including loan assumptions for newly credentialed teachers, a whole lot of money for training, as well as professional learning opportunities for school administrators to successfully support California's diverse student population. So some money allocated to that, but as we know, in a state like California, $13.9 million, $44.8 million, and $89.8 million is not a lot of money to go around. So I think

268I calculated the $89.8 million will help about 4,300 teachers or something, potentially help 4,300 teachers with loan assumption for newly credentialed teachers throughout the state. There are also language in the mail revision to help with teacher housing projects and working with the COE to use unused parcels that could be used for development of teacher housing as well. This one is not necessarily included in the May revise, but it has to do with ongoing facilities issues in all the schools and all the districts in California. Right now, there is legislation going through to put school bond measures in 2020 and 2022. And one of the reasons why I included this was the push to include preschool facilities, something that... we need for both general education and special education. So this will be something that we're closely

269monitoring too. We know that with Prop 51, the line to get those funds was already oversubscribed at the time that it was passed, and they've been slow to release Prop 51 bond funds as it is. So they're looking for additional opportunities right now. And I'll turn it over to the board for questions. I have a question. I do have a blue card, so we'll just questions, and then we'll go to the blue card. Director Medina. Yeah, just on the facilities, I was wondering, I saw in the early childhood part of the budget the $600 million for full-day kindergarten expansion, and I'm wondering, I don't understand what the full-day means. Is that something that we provide, or is that something that we could potentially access? The funding that I was aware of in the early part

270of the budget that we looked was funding around facilities. So if you shared facilities and you needed additional space to have a full-day kindergarten, then that was the fund to build for facilities. We don't. We have partials, but we don't share space, so we could have a full day without the facility need. meaning we don't share a building, we don't have like an AM, PM with our classes, and so to create more kids in a full-day program, we'd have to build more classrooms. We don't have that need, therefore we weren't eligible for those funds. Dr. Fong has a question. Would you remind me, are we in line for any of the Prop 51 bond funds? We were no overall for facilities. We are not we were In line or we were trying to reapply for

271the prop 51 CTE grant to help rebuild Alba Lane And we missed the cut by about nine spots Sure, I just had a question as to whether or not any of this update also includes kind of the news around the governor's intent to figure out how to Throw some housing money in school districts way and to the extent that we have Kind of plans or designs on on that. I know it's not necessarily going straight for kind of school funding directly but A roundabout way of getting us some resources Well, there is language in there for technical assistance and planning support for teacher housing projects But it's not enough It's essentially more work with not the funding to support the work getting done. I think that would be a fair statement 250 million which I

272guess across the board is not but it's so many Okay, blue card Michael Hilbert Overall there's a budget surplus at the state level and You know, it's a question of priorities and judgment and what what they're doing with it My personal representative in the state legislature is Mark Levine, and I went to some of his meetings, and I thought that here's somebody who's really has a mindset that, you know, I can't trust at all. I wouldn't want to bother to try to communicate with, and I don't know how he thinks or makes decisions, and I really... I think it's very concerning that the type of representation that I and the rest of us have and how decisions are made and what have you. One thing we're seeing is a lot of money being put towards

273things like battery powered buses, which are three quarters of a million a pop. And sometimes they have trouble getting even a minimal number of riders. We've seen the high-speed rail scale back. So it's going to be going from Bakersfield to Stockton or Modesto or something like that major metropolises and you know there, you know, I don't like what I'm seeing going on and I don't I don't understand why there's so much acrimony as to You know funding of education and the rest of it. I think they're trying to force you to impose more taxes at the local level when really they should be stepping up to the plate and reprioritizing at the state level. I went to the Mental Health Board meeting and I was kind of shocked to hear how their budget is determined.

274They get the pot of money from realignment, which maybe you don't know, but that's vehicle license fee, which is I find that kind of surprising that mental health is funded with a vehicle license fee. And I asked the director, how is that determined? Is it determined on population of the county or how many clients you have and what have you. He said, oh no, it's antiquated, it's an old formula. It's not necessarily correlated with how many clients you have or the population of the county, but it's a statewide formula and it just works out that they need to cut eight million from their budget. And that just comes down from the state. Thank you. Okay, any discussion? Going back to the housing and possible money for planning and technical assistance and any other funds. There's

275There's just an enormous amount of energy and effort right now that's happening both with the city and the county. There's a new kind of joint powers authority that's popped up. And I would say that, you know, to the extent that recognizing that this isn't enough to do what we want to do, there's still some kind of syncretic work that we might do with some of these new agencies too. figure out the ways in which the district might strategically work with them to to leverage any money that would come down Santa Rosa and the county are right now the only joint jurisdictions doing this sub-regional effort when it comes to housing planning and finance. And so that's getting an enormous amount of attention from the state. And if there's any way that we can kind of

276tee off of what they're doing there and find a way to be strategically engaged with those efforts, I think we might make more of what we'd likely get that wouldn't be enough to do what we wanna do with. Okay, yeah, along those lines that is that's something I am You know, I've been participating on the large employers housing Committee and then meeting with developers and talking being it you know kind of every housing Group possible for the last Year plus and there's a lot of energy and there's a lot of possibility and there's little money But but there is some opportunity and so I think we need to really be poised to jump on that and even if this is just a little money a lot of projects are just a little gap away from

277happening and and And so but we want to be kind of poised to jump on any opportunity and be ready So one thing that I've said to do is to create kind of an ad hoc board task force so that there are three of us who can kind of share the load of meeting with all the various players because this is definitely outside the normal day-to-day of Superintendent and her staff so that we can help with that kind of political process outside. So I will get back to you at that at the next meeting on who's going to participate on that and we can figure out how we can help move. some things forward or be ready to jump when there's opportunity. But this is something that even though 250 million across the state is

278not a lot of money, if there's any that we can get, then we should. And we do have, and the governor has really recognized, at least City of Santa Rosa, as being real progressive with housing policy. And so it's possible that we might have a little upper hand getting something. All right, so with that Just just one final request on if this presentation Along with any of the other presentations that weren't part of the agenda if we can make sure that they're part of the minutes So if they're accessible I'd request that Yeah, not a problem. Yeah, and it would be helpful. Yeah, if you could just send that to us Thanks Okay, we are adjourned