001Good evening! All right, I call this meeting to order. And we will now have the Pledge of Allegiance. Thank you. Uh, I am reporting out on our closed session action. Uh, we approved Resolution 2526-29. We passed it unanimously. All right, now we get to the fun part. Uh, we will have special recognition, presentation at McKinley and Petaluma. accelerated charter school site report. Good evening. Thank you for having us. My name is Latricia Donahue, and I am the Principal of McKinley Elementary and Petaluma Accelerated Charter. And I'm excited to have. My lovely students, our student ambassadors and spokespersons. to do our site report this evening. So now I'm going to turn it over to the people you're really here to see. Hello, I'm Mira, I'm the president of the Student Ambassadors, and I'm in 6th grade.
002Hello, I'm Sawyer, I'm, uh… an ambassador, and I'm in 6th grade. Hello, I'm Hadley, and I'm the Vice President of the Student Ambassadors. I'm in 6th grade. Hi, I'm Avery, and I'm in 5th grade. Hi, I'm Emma. I'm in 5th grade. Hi, I'm Leila, I'm in 5th grade. We're excited to give you an update on what has been happening at McKinley School this year. This year, our school-wide focus is McKinley Rock's resilient, trying even when it is hard, open-minded, listening to a new idea, curious. trying something new, kind, including and helping others. We have great, we have great staff and teachers who are very hardworking and know how to help and support us in school. Academics and our well-being learning are very important. This year, we have had a school-wide focus on social-emotional learning. The
003teachers have also been using Character Strong. Which helps with expressing ourselves properly and develop resilience by working through them so we can focus on learning. The 5th and 6th graders have the opportunity to be student ambassadors. These selected students who applied meet at lunch with the 6th grade teachers, Mrs. Costello and Mrs. Aquistapace, and the President and the Vice President. With the rest of the group, such as the attendance clerk, secretary, and participants, we planned dances for our grades, spirit days, and other bonding activities for McKinley. Here are some of the special events that we… that we've had throughout the year. We've had multiple School Spirit Days, such as the 100th day of school. Formal wear day, pink day, favorite color day, look like you just rolled out of bed day and wacky sweater day.
004On Friday mornings, weather permitting, we all get together to move our bodies, dance, and have fun. During the winter weather, we assemble in the multi for our positive recognition with Mustang Bucks, and review our school-wide behavior expectations. We had an amazing time at Walker Creek for 6th grade camp. We went with McNear Elementary this year. Highlights include barnyard Boogie, all-day adventure hike, Star Stroll, and of course the food. We got dessert every night. The construction is complete on our new TK classrooms. Our TK students are so excited to have brand new classrooms, bathrooms, and playgrounds. Thank you to all who support the bond measure that helped fund this project. Next is our middle school packs. Hello, I'm Shanique. Hi, I'm Cherie. And PAX is a… Sorry, PAX is a 4th Middle School rated, um. Throughout
005California by the U.S. News. We are very glad and proud of our school for this. Taxes are rigorous middle school program for dedicated 7th and 8th grade learners. The school is on the same campus as McKinley Elementary School and has the same principal and staff. The student work and learn at an accelerated pace, and do so by completing projects. Simulations, tests, group tasks, and assignments. The PACS teachers are very caring and are always eager to help. Due to the small school and classes, the students get more one-on-one time with their teachers. Which makes PAX one big family. Here's some… here's some things our beloved PAC students say about our school. Amelia from 7th grade says, I love performing arts and making new friends, while Zelda says it's a fast-paced program. That prepares you for many
006things. And so many other students have many more positive reports about our school. All students take math, science, English, History, PE, and band. Students can also choose an elective. This year, PAX offers Leadership, Food Science, Digital Design, and Art. For those who are interested, we offer an independent study Spanish course through Edgenuity. The week of welcome was the first week of school. It was a great way to get introduced to school and make new friends. We did team-building activities, learned about packs, went to the beach, and had a competition in our groups. The Week of Welcome is a great way to know each other outside of the classroom and know the campus. This year, PAX was invited to a neon dance at McDowell DLI. We had a great time getting to know other students. Pax
007has another dance planned for the end of the school year. As you can see from these pictures, friendship is a really important part and severely impacts our students in so many different ways at PACS. Students have a… students have time to bond and socialize with one another while learning. We are lucky to have two schools in one. Here are some ways we come together as one community at McKinley and PAC. We all raise money at the annual fundraiser to help raise money for our school. The PTA uses the money we raise to support students and teachers. We also had a great exercise that day. Additionally, we use the money for our Winterfest. Field trips, scholarships, teacher and staff appreciation, and the teacher and staff appreciation. Through our wonderful PTA organization. Kindness Week was a great
008week to celebrate kindness, but it was also a great way. For our whole school community to learn about kindness. PAC's leadership made posters welcome all students. to school on welcoming Wednesday. taught lessons to classes on the value of kindness and planned recess. Activities to celebrate being kind. We also planned a different spirit day for the whole week. Pajama Day, buddy class colors, wacky hair and wacky socks. dress up as a hero and tie-dye. The whole school had a lot of fun. McKinley and PAC students come together to create an amazing show for parents and students. This year, we are performing James and the Giant Peach Jr. With the help of Kate, Bruce Lowe, and parents. We invite you all to come see it at one of our shows. The amount of work that is put
009into the play is incredible. Mckinley and PAC students can also participate in the play as tech crew. Every at McKinley, students act in an extraordinary play set up by Miss Kate, the tech crew. Helps make and set up props in tech. The plays are truly amazing when it's finished. The salsa Festival is an annual event where each class makes a salsa. We have a community event, and people can vote for their favorite kind of salsa. The winner gets a coveted tomato trophy. This year, Mrs. Deleo's Class 1. Ah! Well done! That was excellent. Thank you so much. Well, you guys do a lot. Thank you so much. Thank you. Um, I think that what I'd like to do is just take a couple of minute breaks so that, um, the students, unless you want to
010stay, it would be great. We're having an LCAP, uh, mid-year update. But, um, we'd love to have you stay, but I think I'm just gonna, uh, you know. have a break of just a couple of minutes to let you guys go, and really wonderful job, very proud of you. Not a public comment card, um, once public comment starts for a topic, we're not going to accept any more cards. We give 20 minutes, um, per subject, and we want to make sure we fairly allocate time, and when we get cards. After we've started, we can't do that, so if you are planning to make public comment, I have the cards on the back desk, and please fill those out now. Thank you! Okay, are we ready? Oh. All right? We are back. Okay, so our next,
011uh… agenda item is an LCAP mid-year update. And I believe… Hello. Hi. So, I'll introduce myself. I'm Carla Conroy. I was hired by the district to support, um, compliance. And I've also been recently hired as assistant principal at Pengro for a couple days a week. Enjoying being with students much more than compliance. I will do my best tonight. I haven't presented at a board meeting for about 9 years, uh, since I've been retired. So bear with me. I also have a cold, so if I need water, I will be getting that. Uh, first of all, thank you for your service as board members. Um, secondly, I've enjoyed working. With PCS and all the different staff members that I'm. able to work with. So, the LCAP. Local account… local control accountability plan. It is a 3-year
012plan that was developed a number… a couple years ago, going into 2027. It's a plan that allows us to tell our story, to report our goals, our actions, um, our metrics that we're measuring. to help positively improve student outcomes. Um, I didn't think that needed a big introduction, but I wanted to just give the brief. So this report. Um, purpose is to show a mid-year of year two. We're in year two of the 3-year process. Um, part of the process, uh… I just want to say, like, Erica Noon so eloquently said at one of the last board meetings regarding the SART, about nuances. Much of these reports have many nuances. So we look at multiple measures, we look at multiple pieces of data. to summarize. how we're doing towards our goals. So that's basically what
013I've done tonight. I didn't choose to report all the individual data points on. possibly 11 different subgroups. And with 5 goals and close to 42 actions in 55 different. metrics, because we'd be here for 3 days. So, if you have any other questions. that I do not present tonight, feel free, and I'd be happy to meet with anyone. regarding the individual data pieces. Oh, and I'm not real… okay. So, we'll start out with Goal 1. This is our All Students Will Graduate PCS college and career ready. So I'm going to share highlights, and I'm going to share next steps. So the highlights are based on the data that we have available to us now. Not all of the data was available to us. Some of it came through just in December. Some of it's still
014coming through as we speak, and others will be available at the end of the year. So, that's those nuances. Some of the data is from last year, but we can still. track trends and look at our progress through that. data lens. So, celebrations. We had significant increases in the college career indicator. And when I say significant, I mean it might only be 3, 4, 5, 10%. Growth from the prior year. However, it's getting closer to that desired outcome. for January of 2027. If I say a slight increase, it means it was a few percentage points. And we're getting there, so we didn't decrease. So, slight increase in CTE completion, uh. completion rates, and we are just, for that one, within a few percentage points of the desired outcome. So, for the 3-year plan, we're close,
015and it's year 2. Significant increases in the syllabi literacy. rate, which, again, it's not just kids that are in dual immersion programs. It's kids that are maybe Spanish was their first language, and they are now taking that seal of Biliteracy assessment and… or not assessment, but. they have all the data points needed to get the seal on their diploma, so that's a… really great. Slight increase in the cast, um, test. This is a science test. that's given in two different grade levels. at medium and exceeding. standard, double of percent of graduates meeting CTE and A through G requirements from the previous year. That's huge. AP course enrollment percentage maintained. So, we're seeing that across the board. Uh, next steps, things that we need to continue working on. Close the gap between the multilingual learners and
016LTELs, our long-term English learners. and other subgroups on the career college indicator. So we want, even though that's increasing, we want to close the gap between those groups. We want to increase A through G rate with. multilingual learners. Increase completion rates for students with disabilities. and increase work-based learning participation. So, we have good participation in some subgroups, not so much in others, so we want that to increase across the board. Um, I'm here to report on the programmatic side of the mid-year LCAP review. This is included in slides. given, and I just see a typo right now, um, on a comma versus. It's a period. Anyway… that's something that Amanda, I think, will be addressing at some other point, but not tonight. I don't know. Okay, it's budget, it's… Um, we have budget codes that
017we use that, uh, Ed Services does use for purchases. That's how we were able to come up with the numbers, or if there are any questions. Um, I can do some research and bring it back to the board. Oh, okay, sorry, I wasn't sure how that… No problem. Again, I'm just here… doing my compliance piece for program. But it's in the slides. So, goal two, uh, by January of 2027, the percent of students who respond positively to the following youth truth. Question will increase by 12%. The question is, when I'm feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. At this point, the Youth Truth Survey was given a little later this year, so we don't quite have the results, or I didn't have them.
018To put into this report. So that will be coming at another time. Again, the expenditures, um… I can say, from being on different sites at different times, I have seen. over the 8 years, a huge increase on the relationship building. Um, with students and staff, so that's been really fun to see. Goal 3, by June 2027, students with disabilities will improve in English language arts and mathematics by at least 30 points. Moving from negative 90 to negative 60 in ELA and negative. 124 to negative 94 in mathematics. Again. nuances of data. celebrations. There was a slight increase in improvement in language arts with students with disabilities. Slight increase in the college career indicator for students with disabilities. Slight… significant increase in the graduation. can't talk tonight. Graduation rate for students with disabilities. Um, and a
019significant increase in the A through G completion rate for students with disabilities. So again, that awareness. getting that out to all students. I've seen a big. or we're recognizing the data's showing us there's growth. Next steps would be to continue training for general education teachers on accommodations and supports for students with disabilities. That's an ongoing. piece of every district. Continue work on common assessments and progress monitoring, things that we're doing. to support students before the end of the year, every 6 weeks or so, progress monitoring is happening, and then we can. change some of our actions, adopt, or… Not change the actions, but change what we're doing in the schools. to reach the goal that we have in mind. And access… next steps and things to work on access to general ed classes, which, again,
020I've seen a huge increase at being at CASA last year. As interim principal, um… really a significant difference. Um, this is the expenditures for Goal 3. Um, Goal 4 by June 2027, 95% of the multilingual learners enrolled in. Luma City Schools for at least 4 years. will reclassify as fluent English. proficient. Within 7 years of entering U.S. School, and this is. backed by data, research, I'm sure you're familiar with, of how long it takes to acquire a language to be. considered fluent. So celebrations and significant increase in the reclassification rate for multilingual learners. the desired outcome that was set a few years ago has been met already, so we hope to. go above that. It's not like we're just gonna stop. And say we're done. Slight increase in graduation rate for multilingual learners. um, interpretation.
021For informal and formal meetings is more consistent across the district. Secondary use of English language proficiency assessment for California, um, test chats to inform students, so… Um, administrators and groups have. participate in these chats. which allows them to network with other people and learn more about that particular assessment. Oh, ooh. Expenditures? And I want to say a few things before… oh, go fly, sorry. Goal 5, uh, PCS will institute a system of support that ensures outcomes for San Antonio High School. on the California School Dashboard. And will improve for outcomes on college and career, graduation rate, and suspension rate. extraordinary increase in graduation rate. from last year to this year. Met the desired outcome, again, continuing. to promote that. Uh, and there was a decline in suspension rate met the desired outcome. That's huge, huge,
022huge. Um, for… a school like San Antonio. Or any school. Um, what to continue to work on would be academic counselor to support students with college and career coursework. So. just continuing that education, informing students of their choices and where they can go. with, um, having graduated and. being A through G ready. And then the expenditure status again. Um, before I open it up to questions… I would like to also share. That the… purpose of the mid-year LCAP is to. share implementation status. Um, level of where we are with each of our goals, and I didn't make a slide for that. I apologize. Um… Most… almost… well, all but 3 of our goals. actions have either been implemented fully. are partially implemented, are ongoing. Many of them are ongoing, because you just don't have a
023goal and then stop. Um, and then… or… Uh, partially ongoing, fully implemented, or not implemented. And things that were not implemented can be different for different reasons. the district may have changed course on something. We update that with the county when we. We update the end of the year review, so we'll review that some more. Um, regarding the outcome. So, that's where the district's at in terms of compliance with the LCAP. Thank you. You're welcome. Thank you. That was very… Clear. Thank you. I have a few questions. Um, oop! Okay, that's okay. It was bound to happen. Um… can you go back to the college and career slide? I just feel like some of these slides just told part of a story, not the whole story. Because when you look at the dashboard, like, we
024talk about an increase overall college and career. But our students with disabilities, English learners, LTELs. homeless students are still. well below. everyone else. And so, how are we closing those gaps, and is the LCAP going to address those gaps? can even go to the ne… I think it's the same slide, or maybe the next one, we're talking about grad rates. Black students are only graduating at 71%, so I know we had, um… an increase overall. But that does not tell the whole story. And then looking at academic achievement, students with disabilities, English learners. low socioeconomic students, LTELs, and homeless students. the gaps are still there. Same for suspension rates. So it's just hard, because, again, this just looks like… it's not… doesn't feel true. because I understand, yes, that's one way to frame it, that
025we're increasing, but we're not really for some of our students. And we're not really serving everyone, so how is the LCAP going to… And you don't have to listen to me in a year, because I won't be here. So, for the eighth year in a row, how are we gonna… close these gaps and address these things. That's my question. May I jump in? Yeah, thank you. So, one thing I want to point out is that the increase. The language there is referenced to… those are the next steps that we need to do. So it's… it's not saying that we did increase in those areas. But recognizing, like… Also said at the last meeting with some of the SARCs. Yeah. I… Yeah, so those celebrations, that's what I mean, like, when I look at the dashboard.
026It's not true for all student groups, and I understand overall, but then when you look at our most vulnerable students and the students who are continuing being marginalized. those gaps are growing. So it's just hard to see this as being celebrated. Because it's not true for all students. I guess that's just my, like, uh… No, internal struggle with this, yeah. Because… can I jump in? Because I, I agree with you. Um, I think if you go to the next slide. Those are our most vulnerable. Those are the groups that LCAP is. addressing our MLLs, our, um, students with disabilities. You know, our low-income students. And yet, all of those are like, let's increase it, let's increase the A through G read, let's, uh, increase the CTE completion. Um, let's, um, close the gap. Um, for
027academic performance. Um, and so… there's no indication of who you're measuring. If these are the groups that. We're supposed to be addressing. There's no indication that they're being addressed if all of the next steps include… does that make sense? A little bit? I mean, anyway, but kind of along with that question was that with the students with disabilities. the status is what is a slight increase? when you're talking about 30 points, when you're already. minus 90 to a minus 60. Mm-hmm. What is the slight increase? I mean, we just need a little bit more specificity in terms of measuring. improvement, so this is the second year, right? Yeah, so we had originally planned on presenting the California dashboard results before this. So that this is coming in the context of, like, this is where we
028are, um, and so knowing that there was a lot to talk about today, we are going to present the dashboard results in March. Um, and so, if… maybe we need to come back with more specific references to. the actions that are under the LCAP goals, so we can specifically talk about, like, this is what the plan is. Um, I do think it's important for us to recognize the celebrations with the next steps, because the celebrations tell us this is what's working. Let's keep doing this. Um, you know, so it does… it does inform the next steps also, but I think, um, we can come back with more specific information when we do the dashboard presentation. I mean, part of it is that, um, I'd like to know along, you know, along with that, we increased
029all of our classes became A through G. So, how does that impact our data? when you say… when you celebrate that we have all of these students that are now completing A through G, is that because of actions that the. you know, is that the specific action that helped that? is I kind of… that kind of information is. would be really helpful in terms of the celebration. Well, this worked. This is working. Do you see what I mean? So anyway, enough of me. Anybody else? I think I understand what you're saying, and I do see that side of it, because this doesn't give. the full picture. Um… However, not however, but it's… The dashboard will help give a little bit more of that, and… like I said, I'm happy. I can pull up numbers right
030now and answer some data questions. Um, if that's… what people would like. We don't always measure… so, in answer to your question, yes. The data, the summation of. what we're saying, the increase significant is from the action. So. We chose a metric to measure that action. And there's multiple metrics. So, if those metrics are increasing. then we are… Um… using that as, this is working, let's keep doing it. And that's part of the whole process is, is it working? Nope. This isn't, we're gonna adjust, we're gonna modify, we're gonna do something different. So I don't know if that helps answer, but I understand… No, it does. …is in a complete… it just expands on Walt. Okay, so it's great that that happened. But what are the factors that, that, um… you know, help that happen,
031and so that we have some direction on. You know, how we're doing and if the policies that we're putting into place. are working for our goals. And also. the steps that we took to make those celebrations happen. How are they reflected in the next steps? So how do we… Yeah. Am I asking that, right? So, we have these next steps, closing the gap. What actions do we need? to do… to see that happen, to help us do that. Mm-hmm. And those would be discussions. That's a great… those are all great questions. Those would be discussions happening. within the district when we. look at finalizing Year 2. Um, with district staff. Uh, I'm answering the best I can. I'm just kind of the compliance data. putting everything in. Um… And then, it's… Possible that maybe some
032of the actions. Need more specificity? To… that increase of… closing that gap, what does that really mean? Again, I don't want to speak for staff, because I am not. at the cabinet level and on that, I have done that in another district, but… Not here, so… But I think if you look at, okay, we did this, and it benefited students, it only benefited some of the students. So, what are the goals to benefit the students that were already. like, below standard, and now we're further below standard, so… it sounds to me like those actions were only meant to further. help the students that were already above the line, if that makes sense. It's what it looks like when I look at the dashboard. compared to what I'm seeing up here with the celebrations. And so,
033I would want to know if the goals. are culturally relevant, if they're actually meant to help all students. Or just further help the students that are already, again, above the line. So what are we actually doing? Again, we… every board meeting's like, okay, what are we doing to help the students that we're in DA for? and in danger of being in DA4. I'm looking at… the ELA. So homeless students are 140 points below standard. English learners, 87 points below socioeconomically disadvantaged, 44 points below standard. And we can just see that across the line with almost all of them. So again, that's why I… y'all can celebrate if you want to, I'm not gonna celebrate these other things. Because it's not… like, so many of our students are students of color and fall into these other
034categories. And so if we're not helping them. I just… I can't get on board with the celebratory… nature of this, so… Can I speak really quick to the students with disabilities? Um, the Goal 3. I think that, you know, when we look at the dashboard data, it's one measure, and taking into consideration the special education study that was done a few years ago. And looking at all the recommendations that were made, I'm happy to bring back and can also talk about each one of those recommendations and where we are in a department. And where we, um… Not only within my department, but a larger scale of what next needs to happen. Uh, in regards to supports with students with disabilities and the training opportunities that can happen. Um, with, uh, teachers, the PD. Uh, talking
035about the Colab model that we have instituted and where we are with that. Um, so I think there… there is some things and next steps, but there are some things to celebrate in what we've done. Um, that I can speak to around students with disabilities, and while closing that gap is a large gap to close. Um, you know, I think… I think about where we have been in differentiated assistance. Um, and since 2023, students with disabilities. have… there was 5 categories for which students with disabilities, um, were eligible for, and now in 2025, there's 3 categories. So. there's growth, and there is still a lot more growth to make. Absolutely. Um, so… I just want to highlight that as well. No, thank you. I mean, that feels like a fuller, truer picture. And I think
036is what I was getting at, what I would have liked to see here, or at least have acknowledged, because, yeah, again, like. the, like, standardized testing that's… I don't have issues with standardized testing, but that's just, like, a snapshot in time, but I'm looking at things like chronic absenteeism. suspension rates. We're only graduating 71% of our Black students, that's crazy. Um… And we're suspending our Black and Pacific Islander students at higher rates than other students. Like, that's what I want to understand. Why are we continuing it? For the nth year in a row, I don't even know how many years. To see this, and how are we responding to that? Because again, not just the testing, but to the climate and the culture. And the chronic absenteeism, etc. Um, so I would like to see
037the LCAP have. some, I don't know, different… Different some new policies and. goals, but more. So if I'm hearing you correctly, I'm hearing that you. would possibly like more of the actions. displayed. So this is like a summary of all the actions. that are in that goal. Are you wanting specifics on a particular action in what we're doing? I guess I just would have wanted to see a fuller, truer picture, because it looks like, okay, goal one, we're gonna celebrate. And yeah, I understand it does say some next steps. But it's just, yes, it does feel very general. Okay. Um, so to understand, and then… Yeah, I don't know. So, if I can just suggest, in March, when we come back and bring the… dashboard update, we can get into some action steps. And really
038dig into some of the subgroups. So Joanna's absolutely right, I mean, yes. You see an overall increase in some of these, and. We're seeing this achievement opportunity gap or achievement gap. continue to expand, which is… which is… we should be trying to… we should be elevating all students and closing that as much as possible, and we're seeing. Um… we need to see what are the action steps that'll allow us to close that. that gap. Yeah, so maybe if we could… I mean, I don't know, I wrote this when I was… You know, I'd like to… the LCAP committee to really address this. You know, going forward, like… Um, try to address it, create a plan. you know, that this is great, but it's. Yeah, and we need more specificity. We need… I mean, not just
039the presentation. Um, I think we all feel that we. somehow or another. years, or at least I feel, sorry, um… there are some things that have improved. I can't… I just don't see, even in this presentation. that those multilingual learners and students with disabilities. And our low-income students are the ones that are benefiting. And so, if that's not the case. then what's the plan? is just what I'd like the LCAP committee to kind of wrestle with. Is that you, Luan? Are you doing the LCAP this year? We're all good. I know it's a big… I mean, we were… yes, we're meeting on… Thursday with differential assistance team from SCO. And we're working through some of this as well. I mean. It's just ongoing, right? Um… in Ed Services… Um, I'm gonna be helping with LCAP
040this year, because we're… I know, I mean, I hate to put this on you, but it is something that we need to. just to see it's our second year, and it doesn't seem like we're going to make our 3-year goals. More detail. And we can address some of these health goals from the. They actually dictate, like, for sure, that's what we should. Okay, thank you. I just feel like we're failing the students at the LCAP. was meant to help. So… Okay, moving on. All right, um, thank you. You're welcome. Thank you. Thank you for doing that. And thank you for… for coming and doing all of that data. I really, really appreciate it. Good. Good. More detail. Okay, okay, thank you. Um, so we have a presentation on the budget reductions update, um, and I
041just wanted to tell. We have a lot of people that may be wanting to, um… speak to the board during public comment, and so, uh… on the budget reductions. So, we have, uh, it's actually, it's the resolution. Um… under action, 15… 0.1, 0.3, and 0.4. So what we're going to do is take. Uh, anything from the public on comments from the public at that time? So we have comments from the public on action items. Um, so right now, there's just a budget. reduction update. Uh, that, um, Ms. Bonavarge is gonna be, uh, showing, and it's just kind of like… Uh, some updates… from the last meeting, I believe, right? Okay, and so that… I just wanted to be clear that we will take public comment, but we're going to take public comment. during action items.
042Okay. All right, thank you. We wanted to give a quick update this evening before the resolutions come forward as an action item. Um, in tonight's resolutions, what you will not see from the recommendations that are moving forward. forward from Budget Advisory is the positions surrounding the reductions to alternative education. The task force is still meeting and needed a little bit more time. So those reductions will come to the 2nd February meeting. Also, at the 2nd February meeting, you will see, um. TK Child Care positions from the last place we have the child care assistance is at McKinley, currently in this year for ITKK programs. Our goal is to move. that TKK program to Boys and Girls Club next fiscal year. Um, we are not in compliance with the new ELOP standards. There has been a
043separate rate structure only for this program, so there hasn't been equity amongst, um. charges being for TK families. We also have not been able to offer. before school care for our. families that qualify for ELOP funds, so we've only been able to offer it for pay families for. TK, and the district program needs to stop at 5.30 in all of our other sites go. Until 6 PM. Um, we are going to maintain. the assistant… childcare director, I probably said that title wrong, I apologize. Is that, okay, position that will continue to work as a PCS employee and work with the kindergarten and TK students, um. Through the boy… in the Boys and Girls Club for next year, so that is something that hasn't been discussed previously, so we didn't want their. To be any, um,
044surprises at the next meeting. And then, um, I was briefly going to go over the list, so we are. bringing forward, um, over 6 million. The $6 million in reductions, um, knowing that the Budget Advisory did create a list of. positions they would like to reinstate if funding allows, so I was. briefly going to go over the list again one more time. Um, the first position would. be student advisors. Followed by the nurse. Then the reading specialist. Wonderful, thank you, Dave. This will be a lot easier for everyone. I did say there wasn't a presentation and then briefly added that. There we go. Um… Followed by music teacher, bilingual coordinator, elementary APs. The LMFT position. library assistants and the additional arts supplies. Um, though this is the order. Of the… that we would like to
045bring it back. There are some nuances that we do receive Prop 28. Funding, which is specifically for, um, VAPA and arts, so… If that was the only… if there was funding available within that, it… we could bring back the music teacher, but we couldn't bring back the things. above it, if those restricted funds allow. So, when we are looking at. If we do use restricted funding to bring back any of the positions, it could change the order a little bit. I'll just wait till you're done. that was it. Uh, well… I didn't think we had voted on this. We… it was… I guess it wasn't… It was not… it wasn't… yeah, it was pres… So, this is still subject to change. Yes, I should have started with that. This was the budget advisory's recommendation for
046if, and I don't think before I had also said the caveats about the type of restricted funding, too, but yes, this has not been approved by anyone. Sorry about that. Oh, no, no, no, it's fine, I just wanted to clarify. I don't know that if it's an action item, or… Um, so the goal right now is to… we likely won't actually know what our restricted funding looks like. For next year, some of the funds we have received in. Current year, um, that we don't anticipate spending in this year. We still have about 5 months, 4 and a half months of the year to get through, and then, um, we will not see an update to the governor's budget. Until May, and… which won't. likely be adopted, though he has to adopt it by June 15th,
047we usually don't see the trailer language to know what those. carve-outs are until July. So… likely when we would see these reinstated would be May or June, and at that time, I… I figure from now until then, we'll continue to have updates. We have second interim coming up. We'll have estimated actuals, so it will give us a lot of time. To have conversations about if we can bring things back, and then I think. we can take direction from the board then, or this can come back. as a list, um, at any meeting that you would like. to have a discussion and reorganize it, whatever the will of the board is. Thank you. Any other comments? All right, moving on, um, we have comments from the public on non-agendized items. I did not get any, uh,
048public comment card. Um, so we'll move on to, um… adoption and approval of the agenda. I would like to remove… business services 2.1. State budget update. Governor's proposal, since we know that. This is just basically talk. And what's really important will be the May Revi, so I move to. table this for now. So that's… that's, um, 17.2.1. And in that same vein, we'd also like to, um… remove, um, item 13… 0.3, 0.1 under educational services, obsolete Materials Request. We need to, um… we're gonna bring… we'll bring that back to the next meeting. Okay, a second. So, let's, uh… Point of order, let's rec. Uh, I think there is a motion to amend. the agenda, and we have a recommendation, um… to… table. It's a table… Let's see here. State budget update. State budget update 17.2.1.
049Mm-hmm. And… They're 23.1. 13.3.1, the obsolete materials request. And Joanna seconded. Okay. All those in favor? Aye. Aye. Any opposed? Okay, the motion passes. Um, alright, comments from the public on consent? I move to adopt and approve the agenda as amended. Second. All those in favor? Aye. Any opposed? Okay. Thank you. Now we have reports on activities and correspondence of our school board members. Wow. Ellen. You have been busy. You did the All-to-Ed Task Force. The CBO meeting? I don't know what that is. Oh, oh, with Amanda, okay. Oh, okay, I thought… Yeah, maybe over there. Thank you. All right, uh, and the, um, Budget Advisory Committee? Uh, the anti-racism Institute, um. Uh, VAPA, uh, Petaluma Adult School Graduation, 100th Day Celebration at McNear. The McKinley ribbon cutting for their TK, um, building. it was
050so wonderful. Uh, working on the ICE statement, the, um… ICE enforcement statement, uh. immigration. Um… And then a gender review. Do you want to comment on anything? Um, the… the ribbon cutting, there were several of us there. It was amazing. It was like… our bond measure at work, it was great. Um, and I also want to completely. completely enjoy. Both Mr. Hundreday's and his son. who was wearing the most amazing jacket, that when he walked out, I just started laughing. I couldn't help myself. It was just wonderful. The kids loved it. They were all excited. and responsive. It was just… It's a wonderful thing to do. Thank you. What was the song that you strum? Listen. No, I'm not gonna say anything. It was, um… you're proud of 100 days, shout hooray. It was that
051kind of song, it was. It's fine. That's great. Thank you. Uh, okay, we had Joanna at the McNear Kindergarten class volunteering. Uh, Petaluma Adult School graduation costs a basketball games and budget perspectives Workshop. Anything you'd like to comment on? Okay? Uh, Paige is not here, so I will read hers, um… She went to a girl's soccer game, a girls and basket… a girl… girls basketball… girls basketball game. Senior night for girls basketball. Um, she's spending time running a fundraiser for the senior class. And then this week, we will be going into ELD classes to explain an upcoming rally to them with a translator. Which is awesome. And then Jessica. And then me. Um, on… on the… on February 6th, we had Club Rush, so we do two years, so that really got a lot more
052sign-ups for clubs, including. One of them, which is Link Crew, which I'm very excited about. Casa Grande. And then, coming up in March, because we're getting ready for all of our spring stuff right now, we have. spring market, um, for all the clubs to sell things, have a good time, really, like, you know, we've had Meta do, like, make tacos, and they were really good. They were, like, restaurant-worthy, so I really hope they have them again. And then… well, it was… it is during lunch, so, um, everyone's just out there on the quad, and it's super huge, and I just… And then usually seniors in ASB, they do DIY Dutch, so it's, like, um, Italian soda, so… that's always a big hit. And then, um, spring fling is on March 7th, so I know Petaluma
053has their winter dance, we do the spring fling, so I went shopping for a dress. Over the weekend, like, um, because that's part of this, of course. Um, and yeah, that's pretty much it. And then I went to Cossop versus Petaluma basketball game, and we won, so… That's that. Excellent. Um, I, uh, I just want to mention. Caitlin, do you have… Nothing that hasn't already been mentioned. Okay, Ryan? Anything that Scott mentioned? Um, just wanna… We, um, yeah, worked with Alan on the update in response to immigration enforcement ad hoc. Uh, that's a… interesting, you know, conversation. You'll see the updates later. The McKinley TK Ribbon. update, which was fantastic. Um, and then you and I met with a few Petaluma City officials, uh, just to discuss, you know. Uh, collaboration on a couple different
054projects. Excellent. Um, and then I went to the screening of the documentary. Uh, the librarians at Petaluma Library. Um, which was… You can imagine. Um, so, um… you know, it, uh… It's about, um… how, uh, school boards can be used. Uh, against, um, freedom of speech and access to. Um, uh… library materials. We had our own Nathan Leibcap there as a, um… as a presenter at the end, and Connie Williams, a long time. Um, librarian here in town, and now at Petaluma history. room at the Petaluma Library. It was excellent. It was actually, um, also sponsored by PBS. Um, and it was extremely well done. depressing, but… Gave me… gave me some power. Um, and then I went to. Lumicon, which was also awesome and amazing, and if you don't know what Lumicon is, I
055have no ability to tell you what it is. But, um, it is a very, very fun day. It's all day long. I have never seen so many smiling children in my life, and they're dressed up. most of them, some of them are not. And I bought this wonderful. Um, a little painting. And it's just awesome, it has this wonderful story to it. So, a lot of the, um… there's artists there, and they're selling their art books, and… I mean, it's just… it's… you can't… it's supposed to be, I guess, kind of, like, based on Comic-Con. But it's Lumicon, and it's ours. I forgot, there is something I went to that I don't think anyone else went to that I want to just mention. I went to the North Bay. honors, um, band and orchestra concert,
056and it was… it was great. Um, really cool to hear Petaluma and Classa kids coming together with. people from Napa, Marin, and all over Sonoma County, and they were really, really good. Um, and the conductors were really happy to have worked with them, so that was… Very nice to see at Sonoma State. That's excellent. Okay, so we get around. Okay, moving on to, um… Comments from the public on consent items? I got no cards. Um, so I need a motion for approval of the consent agenda. I move to approve the consent agenda. I second. Any questions? About the consent agenda. Yeah, I wasn't able to open the CTE Foundation. Uh, contract, so if someone could let us know what that… But that was, or is. I have a view. Oh, okay. I think you need
057a microphone. I apologize for that not being able to be read on there. I do have a copy of it here, but if we feel that. I won't be able to share it all with you, so we can. if the Borg is amenable to that, we could, um… adjust the agenda, and I'll bring it back to you so you can actually see the contract. I have it all here, but I don't know how much that's going to help you. So… Yeah, let me get the… That was under contracts, right? Yeah, I just thought it was me. Yeah, let me, um… Let me find it here. We know that, um… Well, I can… Essentially, I mean… Dan, if Dan wants to come up and talk about it, I'm not sure. The short version… this is… this
058is a… typically an annual, an annual agreement. Um, with the CTE Foundation. It is, um… because of the… the budget crisis, we sort of went about half a year without this. So we're paying them half of a year. I think it's for. typically it's for $25,000 or $30,000. We were doing, right, $30,000? 30, we're doing 15,000 this year, it's for consultancy, coaching, design, spring facilitation. work-based learning, development, support. That's what it's for, and it's paid for out of the, um. Golden State Pathways. Golden State Pathways, Grant. It's grant funded. So it's grant funded, so… Yes. Okay, so we're not paying that. No. Okay. Well, we are paying it out of a grant. But out of the grant. And the grant is not a CTE grant. Yes, it is. I mean, this is CTE Foundation grant.
059No. So it's for consultancy with the CTE Foundation, and it's paid for out of the, um… Golden State Pathways, Golden State Pathways grant that we received. Got it. Got it. Okay. Is that… is that clear? Do we need anything else? I just want to know what… what they're providing for us. From the grant? Do you want to come up, Dr. O, since you're in the audience? Thank you for being here. Sure. Hi, everyone. Dan Osterman, Pathways Coordinator. Uh, so we have a long-standing relationship with the CTE Foundation. They are a critical partner with us as a district, but also. what we have… developed together with these, um, many other districts around the county is. fostering and cultivating a regional ecosystem that, uh. really does everything we can with pathways that are. into high school, into
060post-secondary, maximizing opportunities. So with the foundation. What they really provide as an intermediary is connecting with employer partners, and we've significantly expanded work-based learning. That's resulted into many students participating in the Path to Purpose internships that are. We have several students in our district now, and it's a pilot year. Um, so work-based learning is a huge part of it, as well as what we call integrated pathways. So this is building systems here in Petaluma and across the county where. Our students have the opportunity to. enroll in a pathway that is both core academics and CTE pathway together. call them small learning communities at Costa Grant High School. clusters, um, that is the big idea, so partnering with. With the CT Foundation to foster that kind of. learning opportunity for our students is. is another big
061part of it as well. What are they doing? What's that? I still… I don't know. Like, what are they, like… I don't have it in front of me. I could, um… Yeah. For the $15,000. Sounds like that's what you're doing, Dan. I'm like, what are they doing? I think you can try… It's a really good question. So, they… they work behind the scenes, they're really a connector. They serve the role as an intermediary, and they help us get additional funding. A lot of the other grant resources that we've received, whether it be the Strong Workforce Program or our own Golden State Pathways. grants, um… other grants from the state and the region. We partner together on those grants. They don't take a cut. But they help us get ready and to have a, um… the
062industry partners that we need to get the grant. formulated and then actually apply for the grant, so… It is a… I admit, it's a little hard to describe, but what the heck do they actually do? Um, but for the work that we're doing with Pathways here in Petaluma, and I think it's quite extraordinary what we've done in just a short period of time. The partnering with the CT Foundation, which is really the eyes and the ears outside of our school system, because we do a great job of siloing our programs. But they have deep connections across the county with industry, civic leaders. that we don't always have the time or the capacity or the relationships. to leverage in order to really get the whole pathway system, the ideal pathway system, where our students really have.
063tremendous experience in the world of work. While they're one of our students, that's… that's where they come in. So leveraging partnerships in the community to help our students have more opportunities. And also helping our district to write and access. more funding that's out there, correct? In a nutshell, thank you, Mr. Harris. I would like to add one thing. I was able to meet with CTE Sinum, and one of the things that they've been working with us and other high school districts. is the path to purpose program, which is, they're trying to create, um, over 150 employers in the county to offer, uh. Uh, internships that are easily gonna fit into the pathways. Um, they are doing that work instead of, like, the students. Um, they are working with the businesses. Um, creating, like, the environment.
064To ensure that students are exposed and can get real-life experience about. certain job sectors. Um, it's a… obviously, like, a very heavy lift that they're doing, and they're spending staff time. And they are a key partner in ensuring that our folks get into. Um, I guess, uh, you know, local employers, and seeing what… Again, some careers are, like… Thank you. Okay. Thanks, Dan. Thank you. All right. All right, uh, we have a motion on the table. Any other questions? I mean, it's on there, I mean, so it looks like you guys already started, but… So I'm not gonna not approve it, but… And I, I mean… I appreciate the work that the CTE Foundation does, but I know we had talked about. like, in the summer, looking at our contracts. And… you know, if we've
065already developed our CT pathways, and we have. You know, a college and career coordinator and all these other folks under the Golden State Pathways grant. I guess I would just want to look at. all of our contracts, even the ones, the people that we like, because it's not a matter of liking them or not, but it's about. being fiscally responsible. And so I just wonder… Um… is this… also a contract that we see going. long-term? Is it going to be every year? At what point are we like, okay, we're, like, in a rhythm where we can support ourselves? In developing this, you know, instead of… Continuing to have outside folks come in, especially when we have this grant with specific roles and responsibilities. Um… to do this work. I mean, at some point, we have
066the pathways. like Dan was saying, the pathways are already established. So it's like they're not creating… I don't know, like, they're already there, and that. And then the internship, okay. Yeah, the internships, I think, is… that's a… that's a really important piece of it, I think, at least from what Dan said, you know, and that is really hard. I mean, I've tried to do that one time for 30 students. I guess I shouldn't have sat down. Um, I just want to clarify, the… The resource that we are using to. Fund this contract for the CTE Foundation comes from. a large grant that we received about a year ago called the Golden State Pathways Program. And we wrote this contract with the CT Foundation. Which, I think, showed the state that we have a full-throated. support
067and effort to do what we say we're gonna do. Um, and so it was purposeful to write that contract in. for the CTE Foundation, so that we are showing that we are partnering across the community to do the work. I hope that makes sense, and that, um… any contract that we would do with the CT Foundation with this particular grant. would end at the end of that grant, so it's all grant funded. And, um… So are you saying that this grant was contingent upon this contract being… Written into it? So, my belief is that. by purposefully including a contract with the CTE Foundation. Uh, in this way, we were able to illustrate that we have a full partnership across a system. We're not just trying to do it on our own. And that to go
068from good to great in our pathways, which are still developing. That we need partnership with our community and with our business leaders and our civic leaders, which. an intermediary like the CTE Foundation really has the power and the connections and the time and the capacity to do so. While we're busy running our schools. Okay, thank you. Alright, okay, I'm gonna move on. Uh, we need to, uh, vote on this. We have a motion on the table. All those in favor? Bye. Any opposed? All right, uh, our consent agenda has passed. Okay, so now we are going to, uh, comments from the public on, um. action items, and we have several speakers, so give us a minute. There's math involved. Excuse me. but I… yeah. I'm at 3%. Sure. Okay. Fortunately, Bree is excellent with math.
069Um, so, uh, just so that you all know, um, the, uh, we have, uh, several people, uh. commenting on the school safety plans. So, they will get 3 minutes. Because there's just 3 of you. You get 20 minutes per. item. Um, and then the budget, uh, comments. will be 90 seconds. Um, so look at your things. If you have something, you need to get it to me now. Because otherwise, we're gonna… we won't be able to take any more. of the public comment cards. So I'll give you a… 10 seconds. Okay. Okay, all right, we're done. Uh, all right, I'm gonna start… With the budgets… Um, so we have Caitlin Severin. Oh, yay! Oh, yeah. Just read it now. I'm gonna read it right now, real fast, sorry. But we have our, uh, coma… comment
070card, uh, rules and regulations, so let me read it. I'm sorry, really fast. Um, under Government Code Section 54954.3A, members of the public have the right to address the governing board on any items of interest, providing it relates to the subject matter. jurisdiction of the school district. While government code allows speakers to criticize districts' policies, procedures, programs, services, and or employees. The district does have a policy VP1312.1. specific to complaints against employees. Should comments from the public pertain to a specific district employee, the board requests. that the complaint first be submitted in writing. to the employees' immediate supervisor for investigation. If the comment is something about… that is not on the agenda, it will be heard only during public comment on non-agendized items. Uh, comments will only be taken on agenda items during the discussion
071of those items, which is now. The board values public comments, and although we cannot take action or discuss items not on the agenda, we listen carefully and appreciate input from the public. Public comments are subject to a 3-minute per person limit, or a 20-minute limit per subject matter. Commenters may not see their time to others. Okay, Caitlin. Thank you. Hi, everyone. Good to see you all. I'm Caitlin Severin. I'm a district guidance Coordinator, currently on maternity leave. Um, and I'm here to advocate for our school counselors, school psychologists, and district guidance coordinators who support students. district-wide. There's often confusion about the difference between all of our various members of our mental health team. And so, I like to explain our work this way. Every student has a school counselor. It's much like how every child
072has a primary care physician. And then our mental health counselors, often called our LMFTs, or district guidance coordinators, the team that we supervise, and the school psychs, um, provide specialized targeted services. At the start of the year, I provided a wellness check-in with small groups of students. from the whole 7th grade class at Kenilworth, my goal was to see all of the 7th grade students, well, not unfortunately, but my baby came 6 weeks early, so… I was able to see 206 7th graders. And I asked every single one of them to identify at a trusted adult on campus. 43% of the students that I spoke to identified a part of our mental health team, either a district guidance coordinator. Um, the people that we supervise, a school counselor or a psych, as their trusted adult.
073When we talk about cutting 2.6 full counselor positions, it's important to name what this means. Cutting school counselors is like cutting primary care physicians. It doesn't reduce need, it delays support, and allows small concerns to become longer, more complex. And often more expensive problems, and this cost ultimately falls back on the district. Eliminating counselor position psyches and district guidance coordinators weakens the system at both the student and district levels. And I recognize this difficult decision, but I urge the board to consider, um. the preventative and universal services that the mental health team provides. Thank you all. Thank you. Oh, it's really, really 90 seconds. Okay, Megan. McClellan, I'm sorry. I talk fast, I'll do this. Hello, everybody! Megan McClelland, I've been the lead school counselor at Petaluma High for the last 12 years. During my
074tenure, we've always had four full-time counselors to help serve the needs of all of our students, ranging from academics, post-secondary, personal social issues, ASCA recommends a ratio of 250 for every one school counselor. Currently, we have 300 students for every one counselor. Cutting in school counselors would obviously increase our workload and our ability to serve the needs of our students. In the last four weeks alone, we've received 325 requests. from students that use our QR code system. On top of that, we receive daily drop-ins from students, referrals from teachers, as well as parent guardians with struggling students. Last semester, we had 135 students receive at least one or more F on their final semester grading report. School counselors are responsible for working with every single one of our students to come up with a credit
075recovery plan. To help them get back on track towards graduation, as our LCAP goals were showing us. Over the years, Petaluma High has had continued high graduation rates. Last year, 94.9%. Decreasing school counselors will inhibit our ability to work with each student if we have a bigger caseload per person. Um, additionally, from a mental health standpoint, we're at the front line working with every single student during times of high emotion and crisis. Many of our students do receive additional support from their MFTs, but we're the ones that help get them those referrals. We have 87 students currently being seen by a MFT or on a waitlist to be seen. In the meantime, they're in our offices on a daily basis with all sorts of issues, and obviously we're in a. I didn't get my warning.
076Okay, thank you all! Thank you. Feels like a race. Uh, Jessica Marcy. Members of the board, I'm here tonight as the president of the classified union here at PCS, and I'd like to ask you a critical question. What is the plan to support our schools after eliminating these classified positions? Our schools are growing, more students, more needs, even more square footage. We've been talking about the brand new buildings. When student advisors are gone, who is managing student behaviors? When three floater custodians are laid off, who is cleaning and maintaining our campuses in these new buildings to make sure they're safe, healthy, and functional? The reality is, is this work is not going to disappear when these employees leave. The work can't be added to the workload of the employees left behind. Classified work cannot be
077absorbed by other classified staff who are already stretched thin, and it certainly cannot be shifted to teachers and admin without serious consequences. This is going to create an unsustainable burden on our schools. which will pull teachers away from instruction and admin away from leadership, which leads me to my next question. What is the rationale behind administrative staffing decisions? For example, Pengrove and Mary Collins have nearly, if not more, the same number of students as Petaluma Jr, yet the junior high gets to keep their AP while Penrove and MCCV do not. How does that make sense? Especially when elementary students require constant supervision, hands-on support, and early intervention across many more grade levels. These cuts may make sense on a spreadsheet, but schools do not run on paper, they run on people. When it comes to
078classified staff, this work cannot and will not be supplanted. You cannot shift it to teachers, you can't overload the admin, you can't contract it out, and you cannot give it to volunteers. So again, I ask, what is the plan? Because right now, it feels like the plan is to ask schools to do more with less, and hope that it somehow magically works out. Unfortunately, hope isn't a strategy. When student safety, staff burnout, and school is at stake. Thank you. Correct, close. Good evening, my name is Brett Sklove. I've served as a school counselor for Petaluma City Schools, specifically Casa Grande, since 2006. Who, for my tenure at Casa Grande, I served as Executive director of a non-public school. I mention this only because I truly understand the painful process of eliminating positions to address budget
079shortfalls. I also know that once finalized, an operating budget reflects priorities. I'm not here this evening to advocate for my own position, but to rather to advocate for saving my, uh… school counseling positions held by my colleagues, which were recommended for elimination. Most importantly, I'm here to advocate for the students who will ultimately bear the brunt of these proposed cuts. School counselors are a crucial conduit between students, teachers, families, and administrators. We are the frontline workers who support students through crisis. provide counseling, get them perf… connected with mental health resources, etc. All school-related concerns from those we celebrate to those that break our hearts go through the counseling office. To quote. Former Casa Grande High School principal Ron Everett, the counseling office is the heart of the school. I'd also like to take a moment
080to advocate for our site administrators. They lead us while managing a multitude of activities, events, complaints, concerns, and disciplinary actions on it. Daily basis, little known fact. We have our administrators backed. We are the administrative designates at IEP meetings, 504 meetings. that school administrators simply do not have the time to attend. We are the collaborators on the. on the planning and rollout of future programs and initiatives. Thank you for your time. Thank you. Uh… Hannah Takaho? Taka Hope? What did I say? No, I want to know. Okay, thank you. Okay, um, hi, my name is Hannah Takagio, and I have been an RSP teacher at PHS for 10 years. Obviously, all of these cuts are devastating. And tonight, I want to focus specifically on the proposed 2.6 counseling cuts and why this decision matters so
081deeply for our students. On any given day, the PHS Counseling Office is a hub of emotion and activity. Students come and go constantly, some seeking guidance, some in tiers, some needing a quiet space. To bring offices are closed for private conversations, and the air hums with big feelings, anxiety, frustration, sadness, relief. Students arrive after being sent from class, sometimes carrying burdens that they've been holding all day. Counselors move from meeting to meeting, responding to crisis, checking in on students, and trying to keep up with an unending flow of needs. It's a space of both urgency and care, where every interaction matters and every minute counts. If we compare it to an emergency room, counselors are constantly triaging our students. Our kids are experiencing high levels of stress, anxiety, and depression, and these are not abstract
082concerns. These are the realities that we see every day on our Petaluma campuses. And they are reflected in the Youth Truth survey data collected from students and families over the past several years, and the most recent survey, less than 50% of middle and high school students and families. reported feeling supported in ARIES-related mental health, connection, and relationships. The difference made ensuring every student has a trusted adult core priority, and School Counselors. are central to that mission. Again, it's hard to reconcile this commitment with cutting the very positions that make those relationships possible. Counselors are often the first place that students turn to when life feels overwhelming. At the same time, counselors manage extensive academic and system-based responsibilities. They monitor graduation progress, review transcripts, and credits, support IEPs and 504 plans. Um, and I urge you
083to consider both the data and the lived experiences of our students and to protect the counseling services that help keep them safe. Hold on a second. Thank you. My apologies. I apologize for the name. Uh, Erin Vandermeer. Definitely. Evening, everybody. Uh, this should be quick. I'm Erin Vandermeer. I've been at Kenilworth Teaching for 33 years in the Art Department. And I just have a point of clarification on these. Every time we mention, um, removing art supplies. Quote unquote, from the parcel tax funds. Um, I'd like to know where those funds are going, because we're not getting $175,000 of art supplies. In secondary, I know that. I think it's a misnomer. Those funds used to be what we called parcel tax funds, Measure K funds, and it used to go to arts, music, library, and tech.
084So, just to clarify that that's the funds we're talking about. Um, and I'm, I'm really concerned as to how it's. promoted or measured in elementary, I think that that was music supplies, and it worries me that that's being. said that that's going to be a savings if that's going to be a savings, where is it right now? Does that make sense? Yeah, and will you, Matthew and Amanda and I met. Uh, last fall spoke a lot the last 3 years about where parcel tax came from. 30 seconds? Yep. And was told very clearly that the funds that were coming for VAPA funds for the last 2 or 3 years were not from parcel tax, so how was that a savings? Thank you. Yvonne Glasgow. Hello, my name's Yvonne Glasgow, I'm… the Library Media and Technology
085Assistant at, uh. Casa Grande High School, and it's one of the proposed, uh. positions to be eliminated next year. uh, there were two of these positions. One was at. Casa Grande, and one was at Petaluma High School. The, uh, one at Petaluma High School, the person retired last year, was never. uh, filled. So they have… you've saved money all year for that position. Um… Uh, without me being… at Casa Grande, this will greatly impact the certificated librarians. Um, Nathan Leibcap, who is here tonight, will be impacted and limited to what he can do for our schools. He's the librarian who oversees the elementary school library coordinators for our school district, and my position allows him to visit with these coordinators at their school sites. Help them with processing books, show them ways to run their
086libraries more efficiently, take care of items, and let the library server, plus. Leaving to pick up library books that he purchases from Copperfields. The library at CGF would need to close. when he leaves campus. Um, and when he… when he closed campus. So, just imagine, I akin this to, uh, the cabinet working without a secretary, an assistant. They would have to do everything for themselves. They would have to answer their phone, they would have to schedule their appointments. They would have to do everything plus their job that they're supposed to do. Um, I'm proposing that, uh, I could. Thank you. Thank you. It was good. Okay. There you go. Uh, Nathan, live cap. Hi everyone, Nathan Leibcap. I'm the, um… teacher librarian Casa Grande, librarian record for Petaluma City Schools. Um, this room is going
087to look a lot differently, uh, a year from now, and so I just want to. I say, I appreciate how. Apparent it is that you support things that are unique in Petaluma, um, that might only exist because of institutional knowledge like the libraries. Um, I… was… it's bittersweet to see the library assistant on the list of. possible jobs that could be saved if funding arises, and I just want to reiterate what Yvonne said. That it's a… it's one of those jobs that makes not just me productive, but it is supervision and an important place. It's a position that could exist. Not just at Casa Grande, but perhaps we could get creative about where that 244-day classified job. Um, is spread to help lots of other schools. And so, um, I know that all of those
088other things on that, on that list of jobs, uh, that we hope can be saved when the budget is finalized. um, are, uh… student-facing, and uh… And directly involved in improving students' lives. And so, just having the assistant librarian on there is… is nice to see, um, but it is a position that if it goes away, I'm afraid would not… its importance would not be seen with the institutional knowledge that's leaving this place. So, thank you all for your public service. It's an increasingly difficult job, um, and um… For making these difficult decisions. Thank you. Uh, Becky White. Oh, wait a minute. Okay. Oh! We're done with the… sorry, with the budget reduction. Uh, comments. So we're going to go on to school safety plan, and we start… and you get 3 minutes. Um, Becky,
089white. Hello, board members, um, and… Supervisor, everyone here, um, good evening. Thank you for your work, and… I am here to talk about the school safety plan, which was signed by 8 members of our, um. Mary Kahn's, um, community of parents and admin. And, um, when they signed this in December, um, we were recently reviewing this document. Um, as we… look into… measures to prevent ice on our campus. We found. Um, a section that was. added after they had signed it without their. acknowledgement, so they didn't realize that this section that is called Unlawful Demonstration or Walkout. Um, which is step one, collect intelligence on upcoming events and important issues at the onset of the school year, staff safety personnel, school police begin monitoring communication among students. To collect intelligence on upcoming events and important
090issues. This includes monitoring of commonly used student communication channels, such as social websites on the internet, Instagram, Facebook, YouTube, and messaging and blogging sites. Flyers posted and handed around school grounds, and the activities of student leaders. Once evidence of planned student walkout has been identified, school district safety personnel should seek verification from school staff. Taking care not to feed rumors, but only confirm accuracy of information. So, under the California Senate Bill 955. students are actually allowed one excused absence for participating. in a walkout. Now, I understand if it was a violent protest, that would be a completely different thing. We're in a climate of, um… You know, we're in a fascist. situation that's unprecedented right now. I really believe that, um. slipping this in after it was signed by 8 people feels like a breach
091of trust. And if I saw this safety plan, which has no kind of, um… dependency on qualified medical professionals, such as school nurses. Or school counselors that could actually help in safe. to ensure safety of our students, this feels like some kind of survey… ongoing surveillance who. would be paid to surveil our students? Why… Is this part of. Where is this coming from? Why did people sign this document and not realize this was. then going to be added, it feels like a breach of trust, so this is a question to you, why it was added. Thank you. Thank you. Ah, Nathan, uh, Hunt? Hi, good… good evening, thanks for, um, having me. I feel bad. I have, uh, 3 minutes instead of 1 and a half for all these people who are… really advocating for
092these important jobs not to be lost, but I'm following up on those comments about the school plan. Working with our TIDE group at Cherry Valley, we were. Um, encountered that language, slipped into the school plan. It was just red, so I don't need to reiterate. I just… I find it, um… unfortunate that someone thought it was okay to propose. collecting intelligence on students of their website. It just feels… on their actions, the idea that the. I'm not really sure who… is collecting the intelligence, or what that intelligence. would be used for? Is that go to local law enforcement? Could that be given to ICE or some other kind of FBI, or something like that? the idea that the school district that is. Um, that we entrust with the safety of our students would be. monitoring
093them and collecting… that term collecting intelligence. And that in the time when. positions are being cut because there's not enough staffing that. people's time would be taken to do such a thing. Um… feels, again, like a breach of trust. Um, and the fact that it kind of came on the heels. of a recent walkout that I… personally feels a justified expression, and I think a learning. experience for students to address the current events that are happening all around them. Um, it just felt… Um… not ill-timed, and… Um… so that's… That's my comment, sorry I'm not, um, more eloquent here, I did not have that much time to prepare, but I did want to address just the ICE. I understand the ICE protocols are. are continuing to be developed. I do think, in the sense of
094the school. trying to say that this is a safe and nurturing place. for… for students to feel safe, it is really important that. the school take a… and the city in general, but the school take a really definitive. stance. I understand, you know, not sharing the information, but that that is really communicated to. his students, and I think that this kind of language about collecting intel… information or collecting intelligence on students. related to their political expression is directly counteractive to that type of trust that we're trying to build that I would hope. would continue to be built into a plan to address potential ice enforcement on campus, which is really, unfortunately, a pressing. thing that I'm sure, especially our older… our kids are, um… are worried about, and I'll… I'll end with that. Thank you.
095Uh, Justin Ansel Durbin. Thank you very much, everybody, for, uh… letting me speak about the safety plans, um… So, my other fellow parents at Cherry Valley, um. Spoke very well and provided a lot of the background information on what I'm here to talk about. Um, we're definitely concerned about why the full. Language wasn't in the document that was signed. Um, we also would really… like to understand. The… how this data is collected and managed, and there needs to be more detail in here, and into some policy regarding that. Um, the safety plan also needs to get updated based on the ice. protocol… policy and regulations that are getting redone. They currently reference the old. Um, policy and regulations that are being wiped out, and then the new one that's being reviewed today, so… I would
096assume that once that policy… ICE policy has been finalized and approved, all these safety plans are now going to have to be updated again. Um, so that everyone knows what they're doing. Um… so that's definitely important. Um, and I think that… It's really important to take the opportunity for when. Students are engaging in. Thoughts about civil disobedience and political, um… commentary and taking action and using their voices to communicate with each other in the community. that we take that opportunity. to engage with them. There's one bullet in here about creating an educational component around the issues of concern. I think that's the most important bullet in this whole. thing, and probably… this whole section should be focused around that with some other information in there. Obviously, we can't have violent and unlawful… like, in my
097opinion, unlawful demonstrations are. violent acts that are causing danger and harm to students, staff, that can't happen. We need to have policies to address that. But we also need to make sure that we. don't set our staff up in a way that. You know, this is… this sets us up for wanting to surveil our students and stop this conversation. And, you know, not encourage it, whereas right now, I think we should be encouraging this conversation in a peaceful way, and I think that. This could be reworded for that. So thank you very much, everybody. I appreciate it. Thank you. Okay, thank you all for coming, speaking so eloquently. Um, we really appreciate it. We're going to move on with our agenda. Uh, we have our action items, um, our first step is approval of resolution.
0982526… dash 27 of the Board of Education, uh, Petaluma City Elementary, and. joint union high school districts identifying needed credentials. And certificates to be skipped. In a certificated layoff process in the 25-26 school year. Is this… I move to approve. A second. Do we have discussion? We read it out? Um, is this going to be explained by the human resources? Yeah, never mind. Yeah, so, um, we bring this… this resolution and the next one to you every year. These… these resolutions. identify how we, um… both… this one is the skipping resolution, so around, uh, skipping over certain employee positions that are hard to fill, or that, um, that we deem that we want to prioritize as an organization. Um, and… which are listed here in the resolution. So, it's the same resolution that we have
099brought forward every year. In case we have the position where we're… going into layoff and want to preserve. some specific positions we have. Thank you. Do we have any questions about that? Okay, we have a motion on the floor. All those in favor? Aye. Any opposed? Okay, thank you. And then the next one, approval of resolution 2526-28. establishing the criteria, determining the order of layoff among certificated employees with the same seniority date. in the 25-26 school year. Yeah, so this is the other one that we bring every year, and. Essentially, this would come into play if we… If we need to lay off, um… going to layoffs that are in permanent employees, and there's ties in terms of seniority, this helps us to identify how we break those ties, because. For example, in certificated employees,
100most of them start on the first day of the year. So, many people might have the same. start date, so if that… if we're in that case, seniority is determined. by these tie-breaking criteria. Great, thank you. Any questions? I move to approve. I second. All those in favor? Any opposed? All right. Approval of Resolution 2526-30. The Board of Education at Paluma City Elementary and Joint Union High School. Reducing or discontinuing particular kinds of services. by an additional 44.0. FTE for the 26-27 school year. So, um, as I, uh, mentioned, two things to point out. As I mentioned in the situation. Um, this does represent an over-identification of positions. Uh, especially in the secondary positions, we don't yet have all the master schedules set, and knowing what classes students want to take. So, in that case,
101we work with administration to identify any sections we might be over in if. classes aren't, uh, selected by students. Uh, so the actual reductions won't be as much as are listed in the secondary sections. The other. thing to point out, I did try and… we tried to identify, give you some extra information about which ones were elementary, or which ones might be from specific programs. And we did include site-funded positions that traditionally. We are expecting them to be funded the next year, but we, in recent years, sometimes cites their funding sources haven't, uh… that were confident that they'd be there, and then they weren't, so we are in a position now where we're listing any site-funded, for example. Um, discretionary funds, or especially PTA funds are usually what they are, or some kind of foundation
102funds. And we are listing them, and then we will be bringing them back as soon as those funds are guaranteed from. whatever entity is providing it, to make sure that the district isn't committing. inadvertently to funding because it wasn't provided. And I also want to point out that. March 15th is the preliminary. And then we have till May. Yes. So hopefully, a lot of these positions will be reinstated. Once we have a better handle on the governor's budget. And our budget. Yeah, thank you. So, before May 14th, we will finalize which ones. are, um, are going to go through layouts and which ones would not. Um, I think… I think we need to clarify, though, that. there's not going to be… maybe a lot being brought back. I mean, we just don't know. Um, so
103I just want to clarify that, that… You know, I mean, this is an over-identification, correct? And it's mainly because of… Um, you know, we don't know about electives, but these… but there are a lot of positions. We will not be able to be. bring back everything. That… that's correct. I mean, this… this represents more certificate… this is the certificated layoffs, the PKS is certificated. This represents more than strictly. were brought forward by the Budget Advisory, or the site funding because. Because of the uncertainty around what students will be signing up for. So, budget advisory and the resolution that we looked at specified a number of sections, for example, this represents more than that, so some of them will be. brought down, but still, at the end of the day, we're anticipating. Uh, reducing by what
104was brought forward in the resolutions for reductions. And dependent also on enrollment, as well. And I also, again, wanted to the Budget Advisory Committee for making some. Horrible decisions. that had to be made. Um… they worked really, really hard, and there was a good representation of classified. administrative, certificated. parents, and I really, really appreciate all their hard work. And I hate this. Okay, any other questions? All right, I need a motion. I second. Uh, all those in favor? Hi. Any opposed? The resolution passes. Next is the approval of Resolution 2526-31. of the Board of Education of the Paloma City Elementary and Joint Union High School Districts. Eliminating classified. and classified management positions effective June 30, 2026. So this is the classified counterpart to it, where we just did the certificate of PKS. This is the
105classified reduction in force. Where this one doesn't necessarily have an over-identification, we did add some. I think there are some site-funded positions on here that. that we would, um… in the same vein, look for the funding to be guaranteed, and… I do know that there was talk about that there's some of these positions. there's an interest for the district looking for other funding sources, but at this time, this is. what we were bringing forward is represented from. the resolution. And don't some of those funding sources have to be added into the LCAP? The… yes, sorry. The… we, in current year, receive learning loss recovery block grants, so we did receive the funding in this year. We have this year and two years to spend it. And it will be written into next year's LCAP, so
106we can then allocate those funds next year. Thank you. Any response? Ryan. Um, I mentioned… I've mentioned this, uh… before, um… And just want to, again, to stress. Uh, I would like… An additional analysis of. You know, the workload of our custodial staff, um, and the maintenance, and… Again, cleanliness of the schools to ensure that. you know, I think there has been, like, there's an idea of potentially this could work, versus… like, this will actually work. The… If a, you know, again, like, trash is not taken out, or… Um, you know, school grounds aren't clean from, you know, kids, like, this will have, like, a series of cascading. Like, detriments to the school environment and the operation of schools, so… want to really… drill down on that to ensure that we are not making a
107fatal error. Um, obviously, every position at this point, we've gone through several rounds of cuts. Um, these are the ones that have continued and remained and are critical. Um, to the… our goals, um, in support of our students, but… Uh, there's a couple of just, I think, fundamental. positions to ensure the… smooth operation of our campuses. Amanda, didn't you meet with most of the departments? That are part of these cuts? Yes, um. Specifically for maintenance and operations, we did work on a plan. These are our… these are… floater positions that are, um, not specifically, unless somebody is out on a leave, tied to a. school site, um… But they team does have a plan moving forward to make sure the. rooms and buildings continue. To get cleaned. Okay, thank you. Um, any other comments? Okay,
108uh, I need a motion. I move to approve the resolution. I need a second. I'll second. All those in favor? Aye. Any opposed? The motion passes. I just want to say something really quickly, um… Hopefully. I want to thank everyone. Um, the Budget Advisory Committee. And everyone that contacted us came to our meetings. Um, an email, you know, sometimes we don't… Get as much understanding or as thoughtful emails as we've been getting. Um, and, um. I just want to comment that your… Uh, thoughtfulness and clarity, um, that it felt to me at least, that. everybody's, uh… was speaking for their student, but for all students. And that, um, I… Uh, as hard as it was. To open those emails and respond. I never felt attacked, I never felt like you didn't understand the situation, and
109I really appreciate that. There was a respect there that I. Um, you know, I really… appreciate and reciprocate. Um, I, um, many of your stories, uh. About your children and about the importance of all these positions. That unfortunately, we have to do this, um, but those stories have stayed with me, and they will. Um, I appreciate you sharing them. Um, we have an amazing community. Um, and I believe that we will weather all of this together. Um, I truly do believe that. So, I thank you again, and I'm. Uh, sorry, we have to do this. Um, I also appreciate the advocacy for all our students. Um… This was awful. I think we can all agree, but I also… I want to echo what Maddie said. I read all those emails. Um… And they made me
110cry. This whole process has made me cry. So, thank you, and… I wish we didn't have to do this. Can we take a short break? My God. Okay. All right. Thank you all! All right, moving on with our action items, uh, we have, under Business Services, the approval of capital… Capital facility contracts. For February 2026. Amanda. Yes. Um, tonight, um, a few months ago, we started breaking out our capital facilities, so these are our building project. using restricted funds generally, bond or school impact fees, also known as developer fees. We have a motion. I move to approve… okay. Oh, I have a question first, sorry. I did about the Terra… the Terra Verde? Can you give us any kind of update, or what's going on there? Okay, great. So, we have, um, 3 Terra Verde
111contracts. The first two. that are listed as solar testing. That is because our battery backups are still not completely online. Um, they… the projects are not finished, and now, um, we're making sure that we do our due diligence as a district, and we are putting. Essentially, like, program inverters on there to make sure that the power is actually… enough power is coming from PG&E to the site. Um, because it's our beliefs that the batteries themselves still may be faulty. So this is just that, um… The third Terra Verde one at the bottom. is a work order, so the data acquisition system that lets us know how much our savings are. Excuse me, is offline and it's to. fix that, so we can continue to monitor. our data. Am I remembering correctly that we've had issues
112with Terra Verde in the past? We Terra Verde is oversees the contract scale microgrid is the one installing the battery backups. But, um, Terra Verde does have oversight of that project. In November, that project was 3 years. past completion date, so… It's not great. just… I'm confused. Yeah, so the work has to go through Terra Verde, because they… they are the contract man… They are the management company that is in charge of the battery backup, all work that, even though we are paying for it, it does go through them. That's why we're paying Terra Verde. to do this work to see if the batteries. are faulty. So we have no choice, we have to use them. Yes. Oh, too bad. At this point, they've been paid in full. Um, they've essentially. been working under a
113contract that. it's still in existence because the project's not complete, but, um, for 3 years, they have not received payment for the work. That they're needing to do to complete the project. Oh, okay, good. Any other questions? Okay, uh, I need to… Motion. I move to approve the Capital Facility Project. I second. All those in favor? Aye. Uh, any opposed? Uh, the motion passes. Uh, overnight field trip request from Ed Services. Ed services, uh, respectfully request the board to approve the field trips that are listed here. earlier, you may not have had access to them, but you do now. So, um… Please feel free to take a look, and if you have any questions. Uh, we're happy to answer them. They sound awesome, and I really appreciate the fact that. there's money there for all
114kids who want to go. I think that's great. And I want to go to New Orleans. Yeah, Shepard? That's going to Big Sur. I'm gonna go to Big Sur. Just a quick note, too, I also appreciate staff filling out the right forms and. taking the time to put the information in that we have requested. Periodically, we'll get one, an old version, but… Um, we get that fixed up, and it's… it's helpful to have them complete the new forms. It's insightful. Yeah, I was gonna comment on that same thing. It's nice to see, like, it… clearly stated that no student will be denied. And then the percentage, if they are asking for parents to pay, it's nice to see. So, thank you. Excellent. All right, uh, have we all had a chance to look at this?
115I move to approve the overnight field trip request. I'll second. Uh, any discussion? Nope, okay. All those in favor? Aye. Aye. Uh, any opposed? Motion passes. Thank you. You're welcome. Uh, now we have Student Services, approval of the school's comprehensive school safety plan. Yes, okay, so we… I'm here tonight to, uh, bring forth the. school comprehensive safety plans, you have a plan for every, uh, for every school site. Um, and this is under California Education Code Section 32281 that requires every. public and public charter school to. maintain, to develop and maintain a CSSP, um, and needs to be board approved by March 1st. And so, happy to take any questions at this time related to. The comprehensive safety plan. Yeah, I have a question about, um… what they were talking about with the student. Just
116being, I don't know, photographed or whatever it was. Um, I have no problem with students attending walkouts, I did it, I'm sure we all did it. Um, so I'm kind of confused about that. Thank you. Trustee Webster. So, um, the language that you see before you in the plans has been language that we've had in PCS for many years. It isn't new. However, I am recommending an amendment to the language, um. And changing that language. to now read… One second… In the event of a walkout, students would be grouped in such a way that they can be safely supervised with the staff that remains until normal dismissal time that day. So it emphasizes the fact that, um, staff supervision safety is the primary. goal, um, and that, um. with our sites, particularly our comprehensive high
117schools, there's always a. a collaboration between student leaders and making sure that we offer spaces for students to be able to exercise their rights. to walk out and to demonstrate, always with safety at the forefront. So, um… I would recommend to the board that we unilaterally make that change to the language for all of our safety plans. That's language that we put into DTS, which is. Um, the language that we put in for all sites, and so, um, I'm able to bring that back at the second read so that you all can see that. Um, and that it aligns with also our current circumstances. Thank you. I also see some in some of the safety plans, there's some, um… Responses to ice. And, um… I know the three of us worked very hard using the
118most recent. Um, updated language. Um, of course, CSBA is not. aren't really good wordsmiths, so we worked a little bit on, um… Straightening that out and making it pertinent to our district, and so I have a problem. with these safety plans sort of superseding board policy and. ARs. Correct, so I think what you're referencing is, uh, Mary Collins Cherry Valley that added an ICE enforcement guidance for staff document. That's an internal document that has been shared with staff. What we would do is, um, you'll notice one of the categories in the safety plan is immigration enforcement notification. in that section, it describes what we will do as a district to notify if there is any immigration enforcement in the area at. on campus, but then we also have internal training documents. Um, and that's what
119you see, particularly a page that was added to the Cherry Valley plan. My recommendation is that you all are having a first read tonight on BPAR 1445. We will take that VP and AR and input it into all of our safety plans so that we see. clearly what are the steps that we take in terms of immigration enforcement, but that the language is common across the board. There are internal documents and training documents, slide decks that are. being provided to our administrators, but my recommendation would be for the board to… for us to put into DTS the updated BP and AR once it is… has been approved by the board. Yeah, I think it's really important that they all reflect the same. thing. All right. I think Brian has been waiting. Oh, okay. Okay. Your
120turn. Thank you. Um, so to follow up on, on, uh, Trustee Webster's and the commentators on the. walkout procedures, um… There is, you know, I want to ensure that there still is… language that, you know, staff. is trained and will, like, react, you know, uh, will notice, like, if there's something up and coming. Um, looking at. where this language came from. It seems that this was written by LA Unified Police Department, um. 10, 15 years ago, so it's very… it feels like Patriot Act, um, kind of language. Um, and it was then adopted by the Department of Education, and then California Department of Education, and then adopted at the different, you know, counties. So, this has been condensed quite a bit, but it is definitely… Not what I understand that we do. We do not
121monitor or track or have internal police department. you know, resources. Not at all. Or… Speaker Police, um, tracking this, but obviously, if there is… verifiable information that there is being distributed on campus, that there's going to be a walkout. you know, I want to ensure that staff. uh… appropriate reacts to maximize safety of the students. Uh, if any walkout were to, you know. Okay. Yeah, absolutely. I think, I mean… So there's… there are no secret police, there's no monitoring this, this is language that's been in our safety plans for years, and it's… He's been in DTS, we're gonna… we'll make the changes, we'll bring them back. Um, you know, I sent out something recently to the community about this very… this very, um. this very instance, and the whole idea is. We want to, number
122one, we want to keep our students safe at all times, so if there is going to be… we're going to encourage students that. If they want… if there's a group of students who want to exercise their rights, and right, we're an educational. We're… this is a school district, we're about education, so students want to do… a sit-in or a walkout. Of course, you want to think about age-appropriate, right? So if you're kindergartners. I mean, this is really geared towards the junior high schools and the high schools, right? So we're thinking about. Students who want to do. Um, some sort of protest. Well, all we're encouraging is encouraged to work with your teachers, work with the staff, work with the principal. come up with something. I remember when I was principal here in this district, had
123a group of. Um, 7th and 8th graders who wanted to protest… do some protests. They came respectfully, we talked about it, we actually had a lunch, they made some signs. we went out to get informed parents that some parents came along with us, we kept the students safe and protested, and then went back to class. really just encouraging students to share their voice, and on the other hand, we have some students who don't want to engage in that, and that's fine. So it's just about. educating and working, it's what we do, and so there's… this language is just… It's outdated language. I apologize to people who came up and spoke and said. looked like it got snuck in. There was definitely no intent there to mislead anyone. Um, and we move forward. Now that we
124know, we move forward with some different language. It's good that it was brought up so that it was… so that we can change it. Yeah, because we certainly don't want that in there, so… It's in its policy. Yeah, we can't interact, sorry, any… any… after a public comment. Um, do you have something that you were gonna say? Well, no, I just… For me, I think students should be able to express themselves. I just want them to be safe. That's my only qualification, is their safety. Correct, and I can bring back amended language for that particular section, um, for the. Because we have a February 24th board meeting, so you all can look at that language. And a second read to be able to. approve that portion. I had a few questions. Samathy, you said that
125this was created in DTS, so this is, like, the preloaded language in DTS for the. school safety plans. So… I did look at last year's plans and that language is in there, so… Yeah, again, confirming that this was not, like, a last minute. So, it sounds like the template in DTS, every school's using, so is that where you're going to make the changes, and is, for some reason, the school site council not. privy to the whole thing, because if folks aren't aware that this has been in here for years, then I'm just wondering, like, what are they… reading when they're signing off. Mm-hmm. The DTS is a part of… so it's everything… This comprehensive safety plan has many components, right? It's the safety plan with all of the incident command, right, and our tactical information
126from year to year, along with the culture and climate plan, and then there are requirements. district-wide for every single school that are the same, that live in DTS. And so. principles are… have access to that DTS language and can able to review that with their, uh, site councils. Um, I highlighted this year what was new in terms of immigration enforcement notification. Um… learning continuity plan in the event we were to shut down, right? So there are some components. Um, that I highlight for them so that they can also, um, inform their site councils about that, too. Um, so… Um, the, yes, so that unlawful demonstration walkout information, I would. it would be the same language that I would then go back into DTS and update for all of the schools. But it's been the past
127language used. Correct, correct. And then the very last page about the ICE enforcement, I know that. Was this also in DTS, or was this added? No, that was added. That was added, and it… Yeah, I did… I… it was just Cherry Valley, yeah. So, we can modify that, because that isn't a part of everyone. So what… what would I recommend. because we're doing two things simultaneously, we're updating this BP and AR for immigration enforcement. We want that. final BP and AR to go into that section on immigration enforcement. Um, so we're kind of doing two things at once. But that would be my recommendation, is that after you approve that VPN AR, we would add that to that section for all of the schools. Yeah, I think that's really important. That everybody knows the procedure.
128And… It's, you know, this… Unfortunately, this is the world we live in. We have to do this. But I want all schools to have that same under… very clear understanding and training. About how to deal. With these… I won't say it. While we're looking at this, I… sorry, do you want to… No, no, no, go ahead. While we're looking at this ICE enforcement guidance, I don't really know who wrote it, because it sounds like it's only on Cherry Valleys, but maybe it was on the other ones. Number 5 says that we're instructing staff to not film ICE agents, as that can be interpreted as impeding their work, isn't that… infringing on staffs. First Amendment, right? So this was guidance for staff that was created in. shortly after… in early 2024, um, when administration changed, this
129is. this is the guidance that we had at that time. things are shifting, so that's why my recommendation is we remove this entirely, and then it's what our BP and AR is, and that would be updated as well in our internal documents as we're. Because there… we have to provide more details, and so there's been requests for actual scripts of what you say, because when your amygdala hides, and so there are, there's internal documents that we would then update, so. we would remove this entirely from the Cherry Valley plan. So why did this just get on the Cherry Valley plan? I am not sure. Okay. I… Well, I think Lisa's online, we can ask, but it got… it got past me, so I take responsibility for that. Yeah, and I think… I just… we'll review
130this in a moment on the next agenda item, but there's a slew of new. state legislation when it comes to school sites interacting with Homeland Security and federal. immigration enforcement that we have to be very cognizant of, um, to ensure that, you know, we are complying with. Um, some new rules and laws, and that's why it should supersede any, like, local. Yeah. And that's why CSBA was very helpful with that in making sure. That we're adhering to what the state of California. So, I had a question about, you know, the training of. Um, of staff about what to do, uh, with immigration enforcement if they arrive. Um, and, uh… Because I know it was brought up at our last meeting, something about training, so I was just wondering if that is… should that be part
131of the safety plan, or just part of our… is it… I don't really… I'm not sure if it's in our… Uh, AR? So my recommendation would be for us to dive deeply into that discussion in the BP and AR conversation for integration enforcement. That's good. Yeah, and then I… The recommendation, our safety plan, correct? Right, okay. But it will be eventually when we pass our VP. Okay, thank you. Yeah, got it. So this is the second they're free. Yeah, so this is a first read of the Comprehensive School Safety Plans, and I would… I'll allow you all to know… It's an action item, yeah, so you need to weigh on that action item and what you'd like us to do next. Yes. Okay. All right. I'm done with this discussion. I move to table the
132school's comprehensive school safety plans. I don't know why I said schools twice. Um, until the next February meeting. Second, all those in favor? Aye. Nippos? And just to be clear on the board's direction, it's, um, revised language for unlawful demonstration and walkout. And after your discussion of. The BP and AR. inclusion of information in the immigration enforcement section. Thank you. Although… But this is tricky, I just… Oh, no. Although, this is a first-degree read of our BP and AR. And so we're actually not approving it until the 27th. 2024, why do I keep saying that? I even put it in email. The other thing you could do. Correct me if I'm wrong, is we could have, um, the Immigration enforcement ARBP as the first item. action item once you've approved that, I can have preloaded
133the information for immigration enforcement notification and procedures and the safety plan, so you would not vote for that. You would vote for that. Okay. After that, yes. Thank you. Yeah, great idea. Excellent. Okay, thank you. All right. Did we both? Okay. So we have voted. to move this to the February 24th meeting. Okay, perfect. All right, moving on, comments from the public on discussion items. Which is just our… BP NAR 1445 on immigration enforcement. I got no cards, so. Me again. Okay, so, um, interestingly enough, when I came to the board, um. the end of January and brought to you BP and AR 5145.13. Uh, there was some changes, um, to the statute, um, for… to Education Code 234.7. Um, and as Trustee Williams was, um, describing this, there has been a lot of change
134in direction, which is wonderful. CSBA eliminated that BP and AR in the middle of January, and so, um, we have the new BP and AR under 1445, community relations, because it's not just students. Prior, it was a… board policy and administrative regulation specific to students, but now there's elements in this that are related to employees as well, hence why they put it under 1445. And so, um, I was able to work with Trustee Williams and Trustee Webster on, um, looking at this ahead of time. Um, and was able to also consult with legal counsel. Um, around some of the questions and, uh. recommendations that both Trustee Webster and Trustee Williams had. So, what you have before you is. Um, we can start with the BP. Um, there are any questions around anything that's been. augmented
135there, it's… pretty much as is, with one element crossed out. Do you mind if I kind of highlight a couple of the things that have changed? Certainly. So, um, number one, there is new guidance on, um. stat, any kind of request for information on staff. information on students and how to collect or not collect that information, and. legally prohibit the turning over of that information, so there's a lot more clarity, there's a lot more shall nots in this. Uh, in this new updated, uh, policy. Um, in addition. There is, um, new state law, Education Code. uh… 234.7. Um, and also, I believe there's a government code section for the rest of, um. public sites, but, um, there is no longer… staff can no longer provide. consent for immigration enforcement activities in non-public areas. So that
136is, again, another very big shall not, yes. So, there's not even… a question of, like, you know, question for staff. Like, they cannot provide without a judicial warrant. Um… which then, obviously. We'll move the chain, and then get discussed amongst. superintendent and our legal team for any actions occurred, so… At least on guidance to staff. I think policies, this is… answer a lot of questions that we had last time, and updating the policy, and um… You know, so good timing to see this update. Well, and I just want to point out. That it is access to district-provided transportation. non-public area of district property or facility. or non-public area in which district-sponsored activity is occurring. Like the art show that's at Lucchese, so I think that's really important. And it's actually, it is bolded, so it's
137highlighted. Well, turned off. Um, I have a question about… I think it starts at the end, responding to the detention or deportation of student's parent or guardian. And it goes on page 4, to talk about. Where am I? Yeah, that's the AR. Yeah, I'm in the AR. That's okay, yeah. All right, so there's one change that… Okay, no, you go ahead. Because you're on the regulations, right? Mm-hmm. Okay. So on the policy side, um, there's one change that we recommended, and that we heard from… uh, public comment last time. Uh, where… Uh, we would like, or we want to direct the superintendent to hold trainings. Uh, on the various situations, and we've discussed those. those situations are, you know, attempted access to data and information, attempted access to non-public. sites. Um… access of public sites
138at or near school campuses. And how, you know. school staff should respond and contact. Both, um, the superintendent, district office… Are you busy right now? Sorry, which one are you on? Yeah, and the policy on page 2, there's… Oh, okay. The superintem… yeah, superintendent or designee shall develop procedures for. And provide training, too. So one of the key things is that… Shall provide training? Right, that was one of the updates. So that's there, but we also requested that, um, it's not just staff, because that's ambiguous. We would like. That, um, staff be expanded to. Uh, teachers, administrators. And other, you know, support staff. that we had in the previous… Um, policy. You want that change? I would like that amended when we come around for the second reading, to specifically say that teachers and. support
139staff will be. Wait, where do you want to change? Yeah, I'm… I'm confused about which part you want changed. On page 2 of the policy. Yes, starting with the superintendent or designee shall develop procedures for and shall provide training. Right now, it says 2 staff. I would like that amended back to our prior language to. training to teachers, school administrators, and other school staff. Is that in the regulation? That's what I was about to ask. That was some of the, um… legal feedback that we got that in the… it may be read to include substitute teachers, and if they're not provided the training, the district could be accused of not following its own policy. So they… said that staff is a better approach because it protects the districts the districts, okay. Was there something else
140you wanted to change, Ryan? Um, you can see some of the other changes that we, um, in the red line from the standard policy. We also… talked a lot about what do we do if they just walk on, which they tend to do. So, talking about implementing the site Secure the Campus Protocol, which is also in red. Um. Because they're kind of lawless, in my opinion, and so they don't. I can just see them walking right on. So, that… we thought that was important to include. And that change is reflected in the regulations, not the policy. Yeah, yeah, yeah, yeah. And that was… He didn't have this great confidence on page 3. Of the AR. What do you want it to… do you want it to change something else, Alan? No, no, no, I just
141wanted to point out that. in dealing with. people who say they're law enforcement. Explaining your red. Yeah, yeah, yeah, yeah. But you're not, you're not… it's already changed. You're not, you're not suggesting another change. No, no, I'm just pointing out the red. Okay, back to page 4, um… I had a question about what this would look like. for the superintendent or the designee. when it's talking about the detention or deportation of students, because again, this is really centered around. Students… Um… I'm in the AR. I mean, um, we go back. When it's talking about… someone, I assume, the principal. Or teacher, or someone will be encouraging all students and families to learn their emergency phone numbers, etc. and be aware of their documentation. All of those things. Okay, so there's that, and then also, I
142mean, I don't even know where half of this stuff. I'm like, where's my birth certificate? Could I ask you, what is it about that that you're objecting, or that you want change? Oh, I'm sorry. I'm trying to get there. Okay? Okay, so we're asking students… to… we're asking teachers. principal someone to train students to know where all of their stuff is, right? And then the next paragraph goes on to say that we're actually only going to release students to the people in their emergency contact. That feels a little bit contradictory, because we're like, okay. There's certain emergency phone numbers. But we're actually not going to release them to those people. Unless they're their emergency contact. I'm just trying to understand how this is… first of all, how it's going to work logistically. like, to roll
143out, because we're already rolling out the staff training, so now we're gonna roll out the student training. in that area, but then… I don't know, I just want to make sure that we're giving. mixed messages. Yeah, thank you. The… well, the language reads the superintendo designee shall encourage. it doesn't specifically state that there will be training, but there's communication and encouragement on the behalf of the superintendent or designee around the importance of those. Um, of making sure that families have a plan, right? That they've got, um… all of this, that they're learning all of these infer… that they have their documents in order, um… Then, we all… we can only fall back to the student's emergency contacts. We don't… we can… we're not authorized. It's only what lives in Aries as emergency contacts that we're
144able to. Release the… those are the contacts that we're able to release. the student, too. So, it's always important that we. notify families and remind them that they should update their emergency contacts. On a regular basis, so that it reflects it. So the first is. encouraging, obviously, through communication, and the… I guess the second full paragraph is about, um, the fact that we can only. release them to… to people that are on the emergency card. And I just want to clarify, too, this is, um, recent legislation that was. Uh, passed in 2017, and then updated last year that just came into effect January 1 on. Um, encouraging emergency contact information. And so, just… I say that this is new law. About the birth certificates, passports, documentation, all of that, that's new law as well, encouraging
145students to learn all that stuff. Just know where it is. It's Ed Code, which is, where is the location? But, uh, you know, with that, I mean, you… I can see where there's… So, their emergency phone numbers… Which would probably be their cell phones. Or their mom's cell phone, let's say, or dad. But then it has here emergency contact information, which may not be current. So, when is the student going to be using that phone number? Shouldn't… you could change it by… to learn their emergency contact information. And I think that would clarify it. Is that what you're saying? Or the… learn the emergency contact phone numbers? Phone number? Potentially, because then it gets into the caregiver affidavit, and there is new. I mean, I don't know if that's EDCO that's listed there, there's a
146new Ed Code and things around that. I just don't want us to get too into the weed to the point where we're, like, handcuffed by specific language. Should God forbid something happen to students, because we do know that we do have quite a few students who are unaccompanied. unaccompanied now that their parents have been. Deported, and then did we hold to this? Or, like, what was that procedure? I just don't want us to pass something that we can't actually hold to, or that is in violation of some type of policy. I would say that the, um, second full paragraph is directly out of statute in education code, so we're obligated to follow that. The one… the paragraph that says, additionally, the superintendent or designee. We shall encourage all students and families. I think that also
147comes from the spirit of the new legislation, but you don't see an education code referenced exactly right there. I'd have to… I'd have to hear… I can consult with legal on that one, too, if you wanted more. And it's saying anything regarding as detained or deported, but we're putting this out to all students, we're not just. encouraging undocumented students. Correct, absolutely. That would be discriminatory. Right, yeah. Okay, that's… Yeah, and this is model language from the Attorney General, which is… reference in the Ed Code of saying that they were going to update information related to family safety plans, the caregivers. authorization affidavit in the family code, the importance of providing the school with and regularly updating emergency contact information, including secondary and additional contact information. Did that answer your question, Joanna? I know, but it's
148okay, I don't want to really belabor it, so it's fine. Okay. Are there any other comments about the… Thank you. Thank you. That was… it's a good job. No, quick. So, just so I'm clear on the second read, when I bring this back, um… Am I understanding that the board is taking the recommendations as listed? Trustee Williams, you had mentioned the staff. Names again, and you heard my explanation about legal wanting to… recommending that it's just say staff. This is the board. agree with that, to keep it just as the word staff, or do you have any other… feedback before I bring it back for a second read. I have no problem. Okay. I'm happy with it. Okay. Yeah, when things get legally dicey, I'm… I'm… inclined to go with legal. Mm-hmm. And there was
149more legal feedback. Um, so if people have questions, it was the lawyers that did it. This is a fast-changing area of law, and I think it's incredibly important. What we have seen in. Minneapolis, where we have. multiple accounts of high schoolers, middle schoolers returning home after school to no parents. Where we… just this last week, even though the rhetoric has. shifted a little bit, um, from the federal government. Uh, the pace of operations of ICE and harassing students, harassing families continues. They are showing up in parking lots at schools across Minneapolis, trying to. um, grab students and parents. Uh, they're specifically targeting school sites, and. Um, for folks who think that, like, we are overreacting, or, like, this is, like, we're Petaluma in the Bay Area or in California, ice is going to come here.
150They specifically, you know, utilized, um, the Oakland Coast Guard site. Um, there's other Coast Guard sites in the Bay Area, including one that is not too far away that can easily house. Homeland Security personnel, um, several dozen. Uh, and so we need to be prepared, and I think hope is not a strategy, but. Uh, training and figuring out exactly what to do. Um, so I want to thank staff, I want to thank Trustee Webster for her help, and. Um, you know, I'm sure we'll be revisiting this, um, as additional state law and, um. you know, how the federal government reacts, uh. You know, occurs. I also want to acknowledge that… This is already happening in our community. We do have a high number of unaccompanied minors. More than normal, so I don't want us to
151keep talking about, like, it's going to happen, like, this is… It's happening. Right, and I don't want to… it feels sometimes when we talk about these things. It's not, like, in a humane way. And I just want to make sure, like, when we're discussing this. it's like acknowledging people's already lived experience. That's all, I just want us to be, um… I don't know, like, empathetic. To what's happening, and we can have all, like, I'm back to looking at page 95. It's Cherry Valley. ICE enforcement guidance for staff. Like, we can do… we can have any type of policy, but we also know when flight, or… Flight or freight? Yeah. Flight or flight or fight. Flight, fight, fright. comes into whatever it's called, comes into play. this might go out the window, and… So, even though
152that might not be someone's intention to flee from a situation, we also don't want to… Um, like, punish any of our staff members, especially if they are undocumented themselves. Or, I don't know if they're black or brown, and black with ice. Because I'm telling you, I might be running away, you know what I mean? Yeah. So, I also… Want to make sure that there won't be any punitive measures if people's internal basic instincts kick in. So that's also what I just wanted to say. Good. Okay, thank you. Best moving train. Um, okay. Do you have everything you want… that you need? Okay. All right, our future… any future business? Alright, we are not adjourning to close… what? Did you have something? No, not! All right, go ahead. Yeah, nothing else. That's future business. Okay, uh,
153we are… adjourned.