PCS Board of Education Meeting: May 23, 2023

001Okay, Are you ready? She's not gonna be here. Alright, calling the May 20 third, the the schools board of education meeting to order at 5. Oh 4. Alright, we are acknowledging A B 3 61. We're still in a hybrid fashion. Are there any comments from the public on closed session items? Yeah. Is there anyone? No, attendees. Alright, we are going to adjourn to close session. I mean, at 605. Next up is Pledge of Allegiance. Please stand. Alright, special recognitions, reports and presentations. We have students of the semester for Petaluma accelerated charter school. Yeah. Oh. Okay. Sophia is a delightful student tab in class. She's so kind and so happy to be learning. Sophia cares deeply about her academic achievements and does not just focus on her grades, but make sure she learns and understands new

002concepts. She is one who self-advocates and isn't bothered by the extra time or steps it may take to understand the topic. It is this positive attitude that drives Sophia to ask questions and seek teacher feedback in order to improve her work. Also because while Sophia is very studious, she's also extremely friendly and enters the classroom with a smile and a hello. We have watched Sophia again so much confidence this year. She has really figured out how to be successful student and has met her personal goal of keeping a 4.0 this semester. Sophia is also a very talented artist. She can sing, play instruments, draw beautifully, and has a newly found talent in filmmaking. Sofia's mind is capable of creating and helping herself learn during the process and it's need to witness her skills. So if

003you took part in the Pax leadership class and loved every minute of helping around campus, she's a natural positive leader to her peers and younger students. So Fia was accepted into technology high school and she'll start her new school in the fall. We're so proud of her. Accomplishments. So these parents shared our Sapia, let me tell you, she's not just a dreamer. She doesn't put on her pajamas and wait for her dreams to come true. True. She knows that making them a reality takes more than wishful thinking. You see, she had a goal to graduate with all A's in nude be a long journey to the top. And let me tell you, she just kept putting one foot in front of the other. Even where her legs were begging for a vacation. She even started

004waking up at the early hour of 5 am to have some quiet time for her studies. Who knew mornings could be so productive? I'm still trying to figure out how to function properly with a cup of coffee. At a much later hour. But hey, Sophia didn't stop at being an academic superstar. She decided to showcase her skills in other areas too. She took on swimming, making waves in the pool like a graceful dolphin. And as if that wasn't enough. She conquered the world of piano and learned the level 6 and earned the level 6 certificate of merit with honors. I can barely play chopsticks without causing a musical catastrophe. We as parents can be prouder of our ambitious achiever. Sophia has proven that hard work dedication and a reliable alarm clock can lead to incredible

005success. Her achievements inspire us and us all and remind us that with the right mindset and discipline, we can conquer anything. Sophia, the Dream Gitter. And the best daughter and sister anyone could ask for. May your journey continue to be filled with laughter success and a few well deserved naps. And of course, Pax is so thankful to have a student. To have Sophia as a student at her school. Congratulations. Chancellor. Okay. We are thrilled to present June La 10, the student of the semester award. Janine is a dedicated student who consistently excels in all up subject areas. Throughout this semester, Genon's hard work, determination, and commitment to excellence have set her apart from her peers, her thirst for knowledge and ability to produce high quality work is truly impressive. Evident in her meticulous presentation of

006math concepts. Strong literary responses, thorough organization of essays, and strong application of scientific principles in her labs and projects. It is not just June Lawn's academic achievements that make her a remarkable student. Her patience and explaining complex concepts to her peers and her kindness in offering support and encouragement make her an invaluable costmate and partner. In addition to her outstanding performance and academics, Janan has particularly shined in robotics this year. Her passion for this field has been evident in the remarkable construction and coding project she has undertaken, which earned her the well deserved best robot design award at the recent countywide robotics competition. Doon Lawn's parents shared that Julian has had great teachers ever since she started elementary school. They set expectations high for her and encourage her to jump to reach for it. Over

007the years, Chon built up the understanding that to reach higher that to reach higher requires hard work. She takes study seriously and makes an effort to finish every project well. She's very engaged in school activities, loves their responsibilities, and is very accountable for her assignments. She's not grandpa resides in Shanghai. He's a professor in engineering who is very fond of math. Unfortunately, due to prevailing travel restrictions, Janana has been unable to meet your grandpa in person for the last 3 years. During their weekly video calls, discussing what she learned in math class and solving math problems together became a joyful event between the 2. Through these conversations, Jingalan saw the fun of math and was encouraged to study well on this subject. It is with great pleasure that we recognize Junon's achievements and present her

008with the Student of the semester honor. Congratulations on this a compliment. Yeah. Okay. Thank you. All right, thank you. And next up, we have Students of the Month for Kenilworth, Petaluma, Junior. Probably present, and it was chosen student of the month because she is one of Kenna's hardest working and most inspirational students. And pressively, and has maintained a 4.0 gate. Grade point average her entire time at Kenworth, even as her courses have become more and more challenging. And as teachers were universal in their praise of this fine student. Miss Rudder and as math teachers shared and it is an utter delight. She is always kind and caring towards everyone around her. Oh, work is probably the best done out of all my students. Anna has never cut corners and excels at everything in math. And

009as history teacher, Mr. Kantua added. And it is an absolute pleasure to have in this class. She is more than deserving of this award. Not only is Anna a consistent and outstanding student, but she is also a talented musician and artist. And it has been taking piano lessons for several years now and is looking forward to continue with them in the future. And Anna's free time. She also enjoys drawing and reading. As a triplet, it cannot be overstated. What a kind and caring sister she is to 2 of her brothers Nolan and Liam. After high school and I would like to travel to Japan and sample the food there. And I would also like to go to college and either become a nurse, veterinarian, or animator. And it will be missed by everyone who knows

010where I kind of worth. Congratulations, Anna. Thank you. Let's see. Next, we would like to introduce Nvia Singh. Novia has been chosen student of the month because of her academic excellence in our exemplary citizenship. A 4 panel student at Kenororth. Novia has been described by our teachers as hard working, a positive role model, and a pleasure to teach. Along with Novia's academic excellence, she's been a valuable member of the Coltier book staff for 2 years and has served as an assistant editor. Mr. Romano Novius yearbook teacher enthusiastically shared Nvia embodies what it means to be a Kenworth coal. She thinks outside the box to complete tasks and she's very creative. She makes sure that she meets all deadlines and consistently ask questions because Nvia does not just want to do the job, she wants to

011do the job right. Novia can always be counted on to go above and beyond in all that she does. Nvia is also a wonderful person. She radiates kindness, sensitivity, and thoughtfulness. In obvious free time, she enjoys playing volleyball and badminton with her family. After high school, Nvia would like to attend college somewhere close to home. Ideally Stanford University. In the fall, Novia will be attending Technology High. Novia has had a great 2 years at Kenworth and has impressed all the adults who have been lucky enough to call her their student. We are confident Nvia has a bright future ahead of her. Congratulations. Yes. We Are mace. Sorry. Not seriously. Okay, Petaluma Junior High is proud to introduce our May soon of the month, Dominic Fontana. Dominic was selected this month for being a kind, hard-working,

012and responsible student. Miss Peterson, Dominic's science teacher. Now it's that Dominic knows that when he will be out for a for a baseball game, he always make sure to get his work done in advance rather than just trying to catch up when he returns. When asked to describe what he enjoys most about pedal moment high school. Dom sites learning new things and hanging out with friends outside of school, Dominic stays very active. He plays football, basketball, and baseball. His passion is clearing baseball and he spends a lot of time working to be a better baseball player. He also volunteered with the Special Olympics program at our school where he played alongside students with special needs both on the basketball court and the track. When working with Special Olympics, Dominic shares that he enjoys playing a

013alongside his classmates and seeing their smiling faces having so much fun. Dominic will be attending Petaluma High School next year where he's looking forward to getting to know the campus learning new things and meeting you people. He also plans to play sports for the Trojans, where he'll be working hard with the hope of one day playing baseball in college. Congratulations, Dominic. Yes. I will be reading it in both Spanish and English. Hello, my junior high is proud to introduce our May, of the month, Yamela's teachers nominated her this month due to her kindness, her helpfulness and her delicacy and her positive sense of humor. Yamal is science teacher, Ms. Pieter, Miss Pius and Sears. Yami makes me smile every day. She says she has been such a ray of sunshine as well as a dedicated

014hard worker. I have been lucky to have her in my class this year. Yeah, Melissa enjoys her time at PJHS and knows that her English class is a particular favorite. Yam, Yam, LOVEs having this man's money as an English teacher because her class is always fun. She leaves wanting to learn more. And she enjoys participating in class conversations. Please the trumpet from the. For the PHS band. When I to identify what she's most excited about and for high school, Yamalla says that she's looking forward to meeting new people participating in challenging classes and learning new things. After high school, Yabolis would like to go to law school in order to one day become a immigration lawyer. Yes, The Yam S It is for the participant last class. Yeah, But, Okay, yes, up in the course.

015I said, congratulations. This family. Hello, my name is Rona Hanson and I am next year's Costa Grande ASV President. Our first soon of the month is Emma Olsen. Emma Olson is a senior at Casa Grande and has lived in Petaluma all her life. Her favourite subjects in school are English and government. Outside of school, she likes to hang out with friends and spend time outdoors, read, volunteer, and travel. After graduation, Emma plans to attend UC San Diego to study political science with a focus in international relations. She hopes to find a job in the realm of foreign policy and is excited for what is to come after high school. Congratulations, Emma. Okay. I don't believe he's here, but our next student of the month is Evan Derrojovic. Evan Deroovich is a senior at Casa Grande

016High School. He is passionate about learning new things, making new friends and exploring new places. He plans to major in cognitive science or applied mathematics at one of the University of California campuses where he hopes to pursue his interests. In in these processes. One of the most important lessons he learned in his life was from his mom on his first day of kindergarten. She told him to always follow the golden rule. Treat others the way you want to be treated. This simple but powerful idea has guided his inner actions with people and inspired him to make a positive difference in the world. In his spare time, he enjoys spending time with his friends and family playing video games, watching videos online, and listening to music. Congratulations, Evan. We have 2 student in the months, Finnvilleows

017and Veronica Richardson. So we'll start off with Finn. Finn is a bright and talented student who has always had a fascination with the world of computers. He has taken numerous advanced computer science courses and is constantly pushing the boundaries of his knowledge. He enjoys challenging himself with complex problems and approaches each new challenge with enthusiasm and determination. Finn is excited to continue his academic journey at UC Santa Cruz. Well, he will be studying computer science in the fall. Apart from his academic pursuits, Finn is an accomplished athlete and a standout soccer player. His dedication to the sport is evident in his constant practice and team spirit. Finn's love of soccer is matched only by his love of learning and he finds great joy in balancing both his academic and athletic pursuits. He's a well rounded

018student with a multitude of interests and talents. He's always willing to lend a helping hand to his classmates, whether it's by providing academic support or simply being a listening ear. He helps to use his skills and resources to make a positive impact on society and to help create a better future for all. Okay. Up next, we have Veronica Richardson. Veronica Richardson is a senior at Petaluma High School. She's an involved student both at school and in her local community. She participates in lacrosse, but she was captain as a fourth year of varsity returner. She plays corner for her senior flag football team as well as playing varsity golf. Outside of school, drawn aka volunteers at Miracle League North Bay, where she runs the snack shack and assist volunteers with jobs and guidance. She does the

019bookkeeping, inventory, and buying, as well as organizing the files and keeping track of the paperwork for volunteers and players. And Vronica's free time, she loves spending time with her friends and family and doing day trips to new places and towns. She loves going to Tahoe with her family and going on hikes and boating trips. She also loves to chapel because she loves being immersed in different cultures. Veronica is very grateful for her family and friends because she would have never been here without them. She'll be attending Santa Barbara City College in the fall. Okay. Congratulations, everyone, and thank you to all of our readers. Amazing job as always. So we are next up we're going to introduce the new principal and assistant principal at, the junior. And. Yay, and then we will introduce our new

020secondary administrative intern and then we'll take a break. Some of our students can go home. So I hear some eager people in the audience. So is this you Jason? All right. So I'd like to first invite Ray Mclintock up to the podium. Hmm. We are pleased to announce the assignment of Ray Mclintock as the new principal of Petaluma Junior High School. Ray will assume his duties on July first, 2023. Ray began his tenure as a PCS administrator last year as the assistant principal of Petaluma Junior High School. Before that, Ray spent 6 years as a social science teacher at Terre Linda High School. In that position, he was lead teacher for the Marin School of Environmental Leadership Program. Simultaneous Ray also served as the athletic director at Petaluma High School for the 3 years. Ray

021graduated with distinction from Sonoma State University with a bachelors in sociology. He then earned a single Cedric teaching credential and master's in education from UC Davis. Finally, he earned his administrative credential and master's in education administration from Marin Leadership Institute, San Francisco State University. Ray is born and raised Petalumen who cares deeply for the community. He's a product of PCS and attended McKinley, Kenilworth, and Casa Grande. Ray married his high school sweetheart Lindsey, who is a teacher at Pengrove Elementary. They live with their 3 year old daughter Delilah and are expecting their second child this fall. In their spare time they love gathering the family friends and seeing students and families out and about in Petaluma. Ray is looking forward to building on the tradition of PGHS and will continue to prioritize relationships with students,

022staff, and families as he takes over the role of principal next year. Ray is excited to work with the knowledgeable, experienced staff and ensuring that PGHS is a safe, inclusive and welcoming for all. Raise immediate goals for PGHS include expanding elective offerings for and student activities and working on bridging programs between PJS and PHS to increase unique learning opportunities for students. Ray, also helps hopes to help strengthen the positive culture on campus through PBIS and restorative practices. Please join us in welcoming Ray Mclintock as the new principal at Petaluma Junior High School. Thank you. I feel like I was just here about a year ago. First and foremost, I'd be remiss if I did not start with some thank yous firstly Matthew the board cabinet Amy. Our wonderful staff, our wonderful students, my wife Lindsey.

023I'm pretty sure my mom is on Zoom, my mom. Miss Dinde, the principal this year who I learned so much under I am just surrounded by such a fantastic community as you guys see from the students that presented here, the families that are here, we are blessed at Palm and Junior High School. I'm so thankful for the opportunity a year ago. I stood here scared to death, but also so excited and that has not changed this year. I am so grateful for this opportunity and together we're going to make Pellman Junior a fantastic school. Thank you all. Ray. Right, I'm not sure if you caught the student reaction. They were just so happy for you. Yeah, that says a lot about your leadership. So, with Ray moving from the assistant principal position to the principal

024position that left a vacancy and we do want to introduce at this time. The new IP for Petaluma Junior High, which is Terry Flippo. 1 min. I promise that I wouldn't give her a full formal reading of her life history, but just a minute. Terry isn't new to the role of AP. She served this year as an AP at Petaluma High School, but we are excited to announce that she's moving over to Pedalima Junior High and we are looking forward to seeing this dynamic duo in action this year. You don't need to say anything, Terry. Just wave. Excited. Jason let you off easy. I was gonna make you say something, but it's all good. Alright, congratulations. Up next introduction of the new secondary administrative intern. So we'd like to invite Katie Pishotta to the front. Okay.

025We are excited to announce Katie Pchota as a new administrative intern for secondary. Katie will assume her duties on July first, 2023. Katie grew up in Southern California playing lacrosse in high school and then again in college at Sonoma State. And while it's in a mistake, Katie met her husband Chris and moved back to Southern California to start her, their family. 3 years ago, Katie relocated back to Sonoma County with Chris and their 2 children. Her son, Zac is 5 years old and currently a kindergartener at Pengrove. Haley is 4 years old and will be attending TK at Pengrove next year. Katie received her bachelor's degree in literary analysis from Sonoma State and her master's degree in teaching from USC. She began her career, her teaching career at Lawndale High School in 2,013 where she

026served as an English teacher curriculum lead and dean leading PBS and restorative practices. Hey, then join the Casa Grande High School staff in 2020 as an English teacher and then became the activities director co-department chair and journalism advisor. As an as the administrative intern for secondary, Katie is looking forward to building relationships with students, staff and family throughout Petaluma. She has a passion for PBIS and restorative practices and is excited about helping the district implement these systems. Most of all, Katie hopes to be an effective advocate and support for our district teachers. When asked about our goals, Katie's first thought was of making her cost the student proud. On a bigger scale, Katie hopes to make a difference for students and staff and help PCS continue to grow and flourish. Katie lives in Roner Park

027with her family. She loves camping and spending time with her family and Katie builds on her skills as an amateur shakuteri board arranger. Did I get it? Okay. You can follow her on Instagram at Pichioto Rocks. Please join us in in congratulating Katy Pishotta as our new role as administrative intern for secondary. Thank you. And I have to correct you, especially because his teachers here, Zach is actually 6 years old today. Yes, it's a big year. It's a big year. But thank you. I am absolutely so excited to be able to join this leadership team. And I think that What's making it feel the most right is, when Matthew told me, okay, you can tell your inner circle. My first 2 inner circle I told were my 2 amazing ASP students and rather than tears.

028They just gave me a big hug and they said, we're so proud of you. We can't wait to see what you're gonna do next and. That just made. Made this step. So much easier. So thank you. I want Amy. Thank you. Alright, and with that we will take a 5 min break. Thank you. Oh, students, can you please come up for a picture, sorry. I don't know. All the students, of the month. I think that's like. Like she's an You know. Yes, guys. Correct. Yeah. Okay. Okay. Yeah. Yeah. Okay. Okay. That's so pretty wrong. We may all do it just now. Yeah. That's, Yeah. Okay. Bye. Okay. Mine is the schedule. Well, Yeah, so. Okay. Yeah, Yeah. . That Yeah, it is. That's good. Oh yeah, Yeah. So. We'll, Yeah. Yes. It's one of those. Yeah.

029Okay. Sorry. Yeah. Okay. What is? Yeah. Yeah, that's bad. Nice. Alright, next up. School plans for student achievement presentation. Stand up here because I have 2 other presentations. So I. I figured I'll just stick up here for a little while. School plans for student achievements. The school plan for student achievement are otherwise known as SIPSO, is a document that represents a school cycle of continuous improvement. And it is an annual process developed and reviewed and updated annually, including a comprehensive review of data and the development of actions necessary to achieve the school goals. So our SIP is required. Under ESSA under every student species act. Schools that operate, federal programs are required to have SIPS, such as Title One, Title One schools. Schools that have been identified for comprehensive support in an improvement or CSI

030or additional targeted support increment ATSI also required to have a plan in place. And of course, if a district required schools to have a plan. Those are schools that will be required to have success. So essentially the requirements within the SIPSA needs to have a needs assessment. They need to determine how they will develop their goals. There needs to be stakeholder involvement. Representation of their opinion community. Goals, strategic actions and services and proposed expenditures within the plan. And the process is, developed by their school site council. So school plans are essentially school plans. Developed by the school in the local communities. And from there, meet all the requirements under the SIPs of guidelines. And then bring brought to the board for approval. Any questions? Yes. Any questions? I think one thing that I do wanna

031emphasize is. Sipses are not the easiest thing to write, especially with a lot of new administrators we have. Continuous area of growth for us. I think the pandemic, there was a lot of, less oversight in regards to them. But again, they are school site responsibilities and they are school site councils. Main responsibility. And as we move forward, those are the areas that, that, services will help focus on and support the school side counseling. And helping improving, continually improve their school plans. Tony, maybe you can just give us an overview of the general process. These plans are produced. And then maybe, if you can. Characterize you know the themes that you see running through these plans across the schools. Well, in August, we provided the school sites, guidelines in regards to the timelines. General Thailand's that

032we would like the plans. To be review and discuss with our school site council. The challenges has been at least in last year was finding, school side councils and finding parents to serve on the so-called school site councils and people, I know that last year we were going exiting out of a pandemic. So it was difficult for them and even this year with new administrators has been challenging for that process. But that is One of the key and main processes of this of the SIPSA is, establishing a school site council so that they can begin looking at the needs assessment. Which is the data that we see in our dashboards and things that we might. Review at our start that's available in our. Any all the data that we've reviewed throughout the year to help

033kind of identify where their needs are, where the challenges are. And as a school site, determine where they will focus and develop their goals. To to help, you know, increase student achievement based on the needs that they're determining. So it's themes are different throughout schools because school sites may have different needs depending on the school. Ideally we want them to align it with our LCAP with our bigger goals where it's where they see that it is an easily, easily fits with their current goals or their schools that they're developing at their school sites. So it's hard to pinpoint any particular theme. The one thing you may see is students with disabilities because that is a big piece that that we want to move as a district but also a requirement since we are under differentiated

034assistance. I wonder if, I'm kind of surprised that's challenging to get, family involvement on these plans because the contents of them, you know, I think would, you know, attract a lot of. Attention. You know, especially with the achievement gaps that they report. I'm wondering, you know, these plans are like, 7,000 pages long. Is there a way to communicate the, you know, a synopsis of these plans to each site as a recruiting tool for. You know, school site councils and parent engagement. So that we can get, you know, as many people as possible focused on these improvement. Plans as opposed to you know small group at each school. Yeah, definitely, something that we can, improve on for next year. I know one thing we're looking at is the template itself. Is a lot of information that

035doesn't necessarily need to be there some of it's already in this arc so we're actually reviewing the current template and simplifying it making a much more user friendly and easier to read. And, and seeing how we can, can improve that, that piece because I think in some ways a template can be a little confusing, especially if you're trying to write certain components and there's certain requirements that need to be in the template that sometimes can be overlooked because there's a lot of. Of narratives that are required in there. But really, the, you know, a cipher in some of the boilerplate language that we might see in the beginning pages, it's those goals and actions that will be really important. And, how they justify those, their goals based on the needs that they've identified at their

036school site. But yes. You know, how we can support schools, making sure that there's. Ample representation of their community even at the junior high and high schools having student representatives as well along with their teachers and other staff will be important. I know some schools are more have been more successful at it than others. And some schools have been able to meet regularly with the school site councils. But, but I think another challenge is the school site council's in itself, aren't too familiar with the SIPS and what their responsibilities are and that's just one area that we need to help and make sure that they understand. We can't go in is tell them what their goal should be or how they should write their goals but we can guide them into the how they can

037look at their needs to help develop their goals. And it's essentially a multi-year plan. It's something that they don't necessarily need to change drastically. Every year, unless there's a reason to change drastically. I mean, remember last year, you know, we asked, you know, parents to read your sites plan because there's a lot of information there that should concern all of our parents. Maybe we can, I wonder if we can. Do this through Parent Square, you know, with a synopsis. Of you know the schools that are relevant to each parent. Just say, you know, our, says now online, please read it. Here's a synopsis of 5 key things that we're trying to achieve at our school, please help us, you know, get involved and help us with this. And, you know, during coffee with the principals

038during, PTA meetings, PTSA meetings, those are good opportunities to reinforce some of those. Opportunities to read the SIPs or just share with what's in the SIP or the process they're in currently and what support the school sites would need for that. Yeah, kind of answer my question. I was wondering about the accountability piece like. I mean, I know we have these goals that are on each of them, but then. Who's like, how are we monitoring? In regards to their sixes? So the school sites every year should be reviewing their own SIPS and their goals. The data that we that will see is from what we'll see in the dashboard that we get every year as well from their cast to graduation race to any other areas that we can help identify. Areas of need. So

039it's the process really lies within the school sites to monitor their own plans and to make sure that they are holding themselves accountable to what to meeting those goals and plans as a district will review them as well, but to what it to, you know, what extent we dictate certain things for them is. Something we try not to do because it's a local plan that they develop. But we will look at how our LCAP, data is showing and if we have identify schools with particular needs is when we may take a look closer at their success to see if they are, you know, making any appropriate goals and actions that will support. Support. The overall, student achievement at our district. So did these get submitted to the county or the state? They're just internal for

040technically, technically cannot spend those dollars unless it's been board approved. So there's school site council must sign off on it first. And then the board must, approve it. So the process really should go through Goside Council to review and approve their plan and then they bring it to the board for approval. And then that's really a tie to our larger LCAP plan that we bring to the county office who approves it on their end. Thank you. Any other questions? I mean, I have some comments, but should probably wait till later on when we. Discuss under action items. But I guess I'm just wondering. If you were to see something that you felt like wasn't address, cause maybe there's like not those. That's sub group present in the school site. Counselor, what have you. How do

041you address those things that are like glaring, but maybe missing from the SIPS based on the data that's presented? Yeah. We try to address those through our larger conversations we have with our LCAP, with, you know, meetings we have with our side administration and our continuous improvement committee to help look at those bigger areas of focus. And how they might translate into what's happening at the school sites as well. So you know, as we try to guide how the district moves. The general idea is that the school sites take that in bring it down to their school. At their local level and determine if those are also needs as well. And oftentimes will help identify those areas. But whether or not the school site council looking at their own particular data determines that as a

042need or a goal is something that that's, that's part of their process. And knowing that they continually can continually improve in those areas. It's just something that we. Need to continually make sure that we can keep a post on and helping continually improve in those areas. And, you know, as we move forward, I think it's one of those things where we know that it's it's an area of growth. We have a lot of new administrators who are. Are still trying to figure out their role as a administrators but also the huge responsibility of how these sepsis really can be a really important document. Not just just because it's part of their responsibility, but how they can use the document as a, a way to really focus and be strategic in regards to what they do

043to address their needs of their students, especially particularly student groups who, may not be who may be hiding underneath, you know, a lot of the data that we don't typically pay attention to. So. It's a good opportunity if we can help build that kind of muscle into looking at using it as a tool to look for inequities, but also as a tool to be strategic about how we move forward and help all of our students. Questions, comments? Alright, thank you. Okay. Yes. Okay. Okay, to more fun or presentation. Starts in Music, Discretionary Block France, and our Arts implementation plan. Yeah. We'll start off with a little video. And You The On The You The For The The On And and The Come on. And Yeah. So. As you might have noticed, we have some really

044incredible artists in our community and some of our students have shown exceptional talent in the arts. And I think the video is just a small testament. To what we can do as a community when we come together and the amazing things that we can do in support of the arts. This year we've had, an amazing opportunity to bring, you know, wonderful people together to develop our arts and music. Implementation plan. They're comprised of teachers, side administrators, parent community partners, district administrators, and board representatives as a part of that committee. Actually, I would like to recognize those that are here as a part of the community to just kind of stand up and. That's correct. And quite honestly, they, you know, We couldn't have done this work without all of them. Their contributions, their time out

045of their lives. Especially late at night sometimes to really put this together was something that I want to make sure they recognize and commended for. So the focus with the committee was really, you know, creation of a visual performing arts implementation plan that aligns with the instructional, the arts and music instructional discretionary block grants and prop. And the focus areas of that plan are the teaching and learning. And these are the kind of the 4 main areas, teaching and learning, arts, leadership, and development, communication and advocacy, arts funding, and resources. And our priority for next year is really adding elementary VAPPA specialists. And supporting them with a Baba chair person. And providing San Antonio with a visual and performing arts teacher. Which we know that they have been lacking and making sure that the The

046programs and the teachers receive the supplies they need to carry on with the arts program. So those are our big priorities for this coming next year. So. So a part of the arts music instructional materials, Discretionary Block grants. Provided us with a lot of funds to support many different areas, including the arts. Originally we had about 4.4 million, but, unfortunately that was cut in half. So originally we were going to fund a lot of other things as well. And including the arts. But a majority of it was the arts, but based on how the funding has been kind of reduced in half. We still wanted to show that we were committed to the arts. And so taking whatever money was left and really moving it towards. The arts completely so that we can. You know,

047commit the money that we have to support what was in the implementation plan that we developed. So the planned expenditures are really, you know, adding that elementary visual performing arts specialist teacher, PCS Vappa Chair, Teacher San Antonio and supplies and resources to keep the programs running. As you can see, elementary is receiving about 4 and 77,000 and secondary was receiving 1.4 million. Which is half of what we originally thought we were going to get. So, prop. 28 will help cover the other costs within our plan. So. 80% of the dollars that we get from prop 28 needs to go towards funding, new positions, which is a great because, the specialists that we, want to hire will, come from there as well as the teacher at San Antonio High School in addition to supplies in other

048areas. Pro 28. Requires a plan, which is, the arts music implementation plan. But we don't know exact amount of funding until next year, but we're approximating about 240, for elementary. And 641,000 for secondary and this is ongoing ongoing funding. And that's it. Any questions? Thank you, Tony. And I also want to command the committee. It was an amazing group to work with and I want to thank Erin for her incredible notes. And Dave for putting a lot of it together. It was a really great experience. Yeah, this was a huge lift by so many teachers and administrators and community members and parents. And just only being able to be tangentially involved, but always reviewing the plans that whatever hour they were sent out. It's just really incredible to see and you know, I think it's

049something that a lot of us out in the community or as students or as parents that are a little less involved just assume is there and just assume happens. No, it takes a lot of work and a lot of effort and hopefully this can be a blueprint for not just the next 3 years, but continuing arts moving forward. Yeah, and in the committee will continue on to keep monitoring the plan as well as making adjustments as needed. And so their continued input will be valuable as we move forward. This is Any questions or comments? Mia, anything? Okay. All right, next up, athletics presentation. Okay, so, I. I know we briefly touched on this at the I believe the last steady session but I do want to take this opportunity to kind of elaborate a little

050bit more on our athletics program. I do wanna share what, Petalom City Schools has been contributing to athletics. Our district budget has has budgeted approximately 530,000 for our grade 7 through 12 for supporting our athletics. And actually, Tony, if I could just clarify, this is actually. The projected budget for 2324. So sorry, I updated the numbers for him because we actually developed a budget. Clarify that. Thank you Chris. In addition to that, 70,000 for next year will go towards the cost of transportation. And. And we also had purchased recently 2 9 passenger vans. Currently in development for for training and usage once once we get that ready to go. Just kind of a approximate breakdown of where that 530, is going. Our athletic directors we're providing point 8 FTE point 4 each site which equates

051to approximately $80,000 Our coach stipends, we spend about $388,000. Again, the transportation we're, increasing. $70,000 to help support the junior high and high schools with charter buses as needed and and then once we're once we Have everything in place will be able to utilize the 9 passenger in as well. In addition that we also pay for, upgrades and maintenance of large projects. And I believe maybe Chris can elaborate a little bit more on this. But, but we do a lot, a lot of work around upgrading maintenance and furnishing equipment for the school sites. I just wanna provide some contacts for some of this. So, This year we funded 2 sections of athletic directors, but. One of the section at each high schools came out of sites allocation. What we're building in for the 2,02324. Is

052that's not gonna come out of the school sites allocation. So that's why this really should say 2324 so we're building in 2. District funded in addition for each of the 2 high schools. Direct funded athletic director. Sections and that's an addition so they not only get a section but then they obviously get a stipend. And then there's a stipend for each of the 2 comprehensive junior high schools as well. They don't get a section. But they get a stipend. And then the coaches stipends are both classified and certificated and that fluctuates from year to year. So these are estimates that we're building the budget on and it fluctuates depending on how many coaches and what. What, exactly what programs that they offer, how many coaches they hire, etc. So this is just based on the

053budget that we're developing for next year. And then the transportation we are building in. 30,000 for each comprehensive high school and 5,000 for the junior highs to help offset the cost of transportation. For their programs while we're in the process of trying to develop. How we can better support athletic transportation. We know that it's been a significant challenge back in 2,01819 we actually tried to provide better transportation for athletics it was a challenge at that time. We worked with athletic directors. We actually met regularly trying to figure it out. We actually had a significant Higher number of bus drivers at that time than we do now, the pandemic kind of threw a monkey wrench into how many bus drivers we've been able to recruit. We actually are finding a little bit more availability right now

054and being able to do that. We've hired 2 recently. They're in training right now. In fact, we have one of them taking a test on Friday. So we're in the process of doing that. We've had a significant transition in our transportation department and new director will be starting soon. And so that's part of our also exploring this whole idea of trying to actually acquire 9 passenger vans to the board at the last board meeting. Purchase 2 new. Electric 9 passenger vans and so that's us dipping our toes into that 9 passenger electric band. We're also exploring the idea of maybe getting 2 diesel bands as well because the problem is. With electric, then they might have limited. How far they can go, etc. So we wanna have the availability of having both. So we're exploring

055that as an option too. And part of that will be then developing processes so that can coaches check a ban out? Will that be an opportunity? But then that goes to having a process like what kind of training should the coach have? You know, they have to then get tested periodically. So there's protocols that will need to go along with this. We're hoping that our new director of transportation can start developing some of those protocols as we gear up for next fall. So those are some of the things that we're going to be working on over the summer. So that's part of that 70,000. And an effort to try to mitigate some of the impact to our school sites while we're doing some of these other things. And then yeah, for some of the upgrades

056for the, maintenance, what we already have done things like paying for the annual maintenance on. Reconditioning football helmets for example we pay for those types of maintenance on equipment the smaller things of course the school sites cover. And then the bigger upgrades, we partner with the schools to do things like at Costa Grande, they just did some major. Upgrades to the Girl softball. So we came in and worked with Billy, the softball, the grill softball coach and did some improvements to the girls. Doug out we were able to redo the fencing on the dugout we redid. The roof to the dugout, we redid the roof to the boys baseball dugout, the home dugout. Partner with them to help them get the outfield fence and we covered a significant portion of that cost. At Pedala High

057School, we were able to partner with them to redo. The girls softball we actually completely redid the girls home dug out for the girls softball field. We came in and did an AD accessible ramp and redid all of the landing. We are partnering them with them right now to get the outfield fence for the girls softball field. We partnered with the boys baseball to help them do some improvements to their baseball field as well. So we're a lot of that type of bigger stuff where they can do some fundraising, but we come in and help with that. So we. It's a good partnership, I think. So we do help with some of those other bigger improvements. And then athletic trainer, we, have been paying about 15,000 a year. They, that has been. Not enough money

058so we've increased that to 18,000 that may or may not be enough money so that's something that we're currently evaluating. Thank you, Chris. This is kind of just, a comparison of, other districts in our area and how they fund their athletic records. So as you can see. For example, Santa Rosa. There they use they have a lot of concentration funding to support some of that. They have 2 FT, but that's funded out of their partial tax. So. But this is just a kind of a quick glance at some, some of our. Nearby districts and how they're funding their athletic directors. In addition to what the district is funding, the sites also have ways to, help, raise money for their athletic programs. This is just kind of a snapshot of. Where each other high schools are

059doing in regards to their boosters. And personal donations that aren't required, but, but it's part of the app. And what they spend with their own side budgets to support their athletic program. And, and some information. From both our high schools. And I think, one thing that we also want to, Emphasize is that you know Even though, you know, we provide funds and school sites are raising money. There are other costs that associated with it. The parents have to sometimes provide for their own child to participate in sports and we want to recognize that and know that those are those are can be real burdens for some of our families. And, and we'll find ways to, you know, figure out how we can help mitigate those as well. But we also just wanted to acknowledge it.

060But also to emphasize that, you know, Our coaches manages their sports and student needs, but no student is turned away if they cannot provide their own equipment. And I think that's something that, school sites are, you know, really good, good about making sure that students who want to participate can participate in eliminating as many barriers for them to participate as possible. And with that, any questions? I also just want to ground this in the, in our board goals, right? So our board goal 3 is that all students scholars and families will be engaged in their learning community. We talked about. Events and making sure that all student interests we talk about experiences to allow students to explore their interests, intentionally building community to ensure that every student or district can identify a trusted adult at

061school. So many times. I know as myself as as a student athlete in high school. We have about close. Right around half of our students that are in our secondary schools who are student athletes and participate in the sport. And many, many times the coach is the trusted adult. And so just. You know, I can't emphasize enough how important. Sporting events and what they do to a culture of a school. So. I'm sorry, I also wanna provide one last piece of information about transportation. Why now? Why are we purchasing vans and why are we adding more people transportation? Part of it is as you'll recall about a month ago we came and did a presentation on the annual transportation report. The state is now finally providing us with some relief on people transportation costs. So

062as you recall, we're actually able to get about $200,000 in reimbursement costs toward people transportation costs. So we're investing those funds into providing some this direct support directly. To the people transportation department so that we're using those ones into purchasing some of these. These vans and also into trying to invest this into directly into the school sites to provide them with some of these dollars. For the to help offset the transportation cost. I just wanted to. Let you know that's where some of these funds are coming. We're taking some of this additional money that the state is providing for us. And putting that directly toward some of these additional costs. My biggest concern is the equity issue, students that can't afford to buy the the shoes they need to play. Or I don't know if

063they have to pay for their own uniforms. I mean, it's also, it's the same thing with field trips. It's like. How do we meet those needs? Did parents have to just come begging to the school or is there a method that you know they can apply for a scholarship or how does that work? That might be a good question for the school sites of how they help with identify those students. I know that we've, you know, begun kind of looking at not just. Participation in athletics, but also just any other event like prom and dances and how do we help identify students who who maybe are too afraid to come forward that they that they are in a situation where they can't afford those things, make it comfortable, make it, you know, easy for them

064to, to help identify themselves so that we can provide that support because no child should have to feel. Like they can't participate in some kind of school function because of money or issues of not being able to afford it. So. I know school sites, they build a relationship with students, other students may say some things I know when I was a principal, it was a lot of times looking at students who weren't going. And finding and asking them like, why aren't they going? Is there a reason why? And making that kind of part of the process. The goal is 100% of students participate and if there is reasons why they're not, let's find out why and finding out who has a relationship with those students and ask them so that we can help them know

065that their support for them. So I think every site might have a different process and that's something that we want to explore, I think every site might have a different process and that's something that we want to explore moving forward as well, how we can I'm not necessarily sure how a lot of schools or specific sports do with the schools or specific sports do with the the students who can't necessarily sure how a lot of schools or specific sports do with the, the students who can't necessarily afford certain equipment, but I do know that on the PHS softball team, we can't have a thing where it's like people had old equipment that was still useful. We would leave it in the bin like in case someone forgot their cleats or needed a new pair or

066we had like a team catcher's gear and things like that. So that could definitely be something like the, it's like thrifting. Good for the environment too. Did you have any other questions or comments about the presentation? Julian, did you have anything? A couple questions. So how will teams be able to request the the charter buses for transportation. Will it be the same as the The yellow buses. I think we need to work that out this summer. I mean, I, we haven't even received the buses yet. I mean the bands were we've just in the process of ordering them. I was asking about the charter, cause it, I think one of them said, to provide for the charter buses. Oh, the, go through the same process that is in place right now. Literally what we're doing

067is we're putting money into the school sites budgets. So they have access to the money. So instead of them having to fundraise as much money, they now have access to funds to use toward the same process that they all have already used. So they already have a process in place where they can. Access charter buses. It's just a matter of now they have funds to pay for that instead of having to fundraise to do that. So then we'll like the spring sports get the short end of the sticks. It's there later in the school year? Like if the if they run out of money, like if you know the fall in the winter sports. If there's only a set amount of money. For each site for athletics. I would assume that the principals will be

068working with their athletic directors to find an equitable way to distribute that. And then how, what's this, what's the determination on what equipment? To. Yeah, some equipment are just required to be upgraded. Okay. I know like I once they refurb the helmets, I think, are required annually to be upgraded. But it may, may determine on flight directors and the coaches to determine whether or not equipment needs. Needs replacement, based on their observation of it. And then do the sites, I guess we kind of answer this, did the sites, the schools get to determine how much of their site funds spent on athletics. It looked like there were 2 different numbers up there. For Casa and for Petaluma. Or maybe that was for the booster. Cause I mean that was a sticking point in the equity

069special board meeting. What's the different? Do you know different sites raising different amounts of money? Which can, you know, like me, I was saying have an impact on who's participating, who's not. Has that been how we talked about how to address that? As well. I, from the last time we kind of shared the kind of cost. That's the conversation I think as I know we have like a new principal at cost for next year and and for and for parliamentary high as well. So the conversations as we begin to plan for next year at our admin tree conversations will bring up about, you know, how do we. Help support in some of those areas. But I know there's, you know, district level conversations about. Possibly finding different ways to support that as well. I don't

070know if there's And easy solution, because when it comes down to money, it's whether or not we can. Find people willing to donate, willing to partner with us, people going to help support, you know. These kinds of programs that that allows our students to really have a well-rounded education and well-rounded experience at PCS. But I'm hoping, as we continue next year that we'll be able to at least help. Offset some of these costs that they're, currently doing and maybe help alleviate some of the booster requirements or boosters that they're doing. And support some of that and try to make it more equitable, especially at Costa Granny where there's a lot more students than maybe a parallel high school. And making sure those students have that opportunity as well. What are these personal donations going through?

071Just because I do have 2 students who play sports and you know, I'm like. Okay, here's the money, but. Like what is it going towards? Like what's the transparency on what? On what that money is being spent on. So we've been told different things. I'm just wondering if there's a way to know that. For that to be known to parents. I'm not sure. I mean, I think maybe some of our administrators may have a little bit more knowledge on that or maybe me. I don't know if that's something that you've been asked to do when you play softball. If there you have to donate or if you donated where that money typically goes yeah so again for softball so we did like a like you hit like base runs and then like people would give

072you money for it and our coach told us that it was all going to jerseys and things like that. Not necessarily sure if that was true, but, and, but on the other hand, for my basketball team, We had to donate a lot like had to and honestly I don't really know where it went. So what we did when I first came here and David Fisher was first here back in 2,01617 we implemented Rev track and the whole idea around Rev track. And the widgets that were developed is that parents would donate a certain amount of money. They could click on the widget. Girl softball, boys baseball. Soccer. Football, whatever it was, and that money goes into account and we put it into the school sites. Athletic account, whatever it's for. We set all of this

073accounting up. And the school sites have direct access to it and we can actually run reports and and tell exactly how the money is spent. And then that worked really well for a period of time. And then the athletic directors and the principals and the school account clerks all have access to those funds. And then there was a period of time where Some school sites did or did not maintain that or did or did not use it and then it went through boosters. They weren't parents were encouraged to give it directly to boosters, which operate outside of the school district so we were not able to really. Do that or not do that. So I think. I think it comes down to. How the school decides to track the $150 or whatever level of donation

074parents want when it flows through Rev track. We have a way that everything is accounted for and there is a level of transparency because we can run reports and we can see exactly where the money goes and exactly what it's spent on. If it goes through a coach or if it goes through. The boosters, then the district doesn't have any kind of control or ability to run reports or to have any level of accounting around how the money is or is not accounted for. The boosters may and they can probably have some of transparency. So. I mean, I think that's part of the challenges that there was a level of inconsistency on how how it was handled for a period of time. Say this conversation is really rubbing me the wrong way, because, you know,

075when you're telling our students, this conversation is really rubbing me the wrong way, because, you know, when you're telling our students and families, you have to donate and it's not a donation, have to donate and it's not a donation is it? It's a it's a pay to play and we need to kind of, and not just for athletics, but for, you know, all of our extracurriculars. You know, I don't know what the answer is, but this isn't it. It's not. Your kid does this, so you need to cough up this. It can't be that. It has to be something else, cause that would be a barrier. Children will self select themselves out of that option because they don't want to put that burden on their parents. On that note of solutions, do we is it

076like legal for us to advertise for businesses on our vans and buses while they're going to a vet. Like if freedom in sponsors the softball team. Can we have a magnet that says like Friedman supports our softball team and then that coach owns that magnet and puts it on the bus only when it's like I don't know if legally as a public entity what we can the board should have board policy around those types of advertisements. There and the board policy defines who can advertise on on that you know, like I love Logonetus, but we probably shouldn't put that on a bus full of children. Like, Yes, yes, that's the type of thing that a board policy we want to define. So anyway, yes, there, you know, we could certainly bring backboard policy around setting

077parameters around it. It's the same thing on our facilities. I mean, you'll you'll notice there's facilities where. There's banners and other things where, school sites take donations from organizations and they put up. They put up a sign, but the key is being consistent and not discriminatory also around. You give $200 and you put up a sign for 6 months you give 500 and you get one month and what is the size of the sign? And so there it would be important to have a policy so that there is some level of consistency. So. Yeah, I mean, like Sheldon saying if Mike is in the basketball team and there's 10 kids on the team times 1 50 versus, I don't know, the SAn, I mean, people want to stop all things. Sorry, mate. But you know,

078there's just more, that's more money for them, but then the schools also kicking in money. So I'm just wondering. Like who's keeping track of all of these funds? Cause we have a district fund site funds. Parent donations, booster funds. So I don't even know we have a clear number on how much is really being spent every year on athletics. That's because I never give in through Web Track. I'll even know a rough track is. Something with students in lots of different sports. And I think, John, I think your point is really well taken. It is a. Is a hard nut to crack because it really is. If you ask me what is the true cost of athletics running athletics, I could not tell you that because I really don't know. Because there is a lot

079of moving parts to it and you ask what kind of equipment needs to be maintained. I know football helmets need to be reconditioned annually. That is, I don't know all of the, What needs to be maintained from an athletic equipment perspective? But it would be, it could be something where We talked about foundations. It could be that you are going out and looking for donations to come in from a district perspective and try to support something like an athletic program where you could run. All of the athletic type of expenditures other than what the district contributes through something like that. Which would allow us for more accountability because we would be able to control that those funds somewhat. And you could look at advertising and that type of thing. To help support. That type of

080effort where you could consolidate it and really kind of organize it. And there's a lot of businesses in town that probably would get behind. I mean, my daughter was in coach pitch and all that stuff. And all of those organizations, I mean, you go to a lot of the little restaurants and stuff in town and they all have pictures with. You know, and t-shirts and all that stuff supporting. A lot of the, you know, the small teams in town. So. That's something a lot of small businesses get behind. Good questions. Comments. Alright, thank you. This is. Next up is the May revise and budget update. For 2023 to 24. I'm sorry that I have neither a video nor music. I do have, some pictures because some of the numbers are quite small. I don't have

081enough for everyone, but I do have for those of you who have older eyes like mine. Yes, thank you. Luckily, it's only about 50 slides. See that'll clear the room. Okay, I'm gonna walk you through the May revise. I'll try not to bore too many people in the audience and it won't hurt my feelings if you guys want to leave. Yeah, Okay. Okay, I'll go, I'll go quickly. Okay, so I just wanna give some highlights to. The May revise the, the governor came out with for the 2,02324 budget. This is not as rosy as it's been over the past few years and so, it's not as bad as it was 3 years ago when the pandemic first hit and we had the shelter in place and they were looking at 10% reductions. So, you know,

082if we want to put it in those type of perspectives. But there is a 31.5 billion dollar state deficit and that is an increase of about 9.5 billion since the January 2,023 governors budget proposal so that is not going in the right direction. Of no they're continued to be concerns on the horizon so the federal debt ceiling impasse is continuing. One had hoped when I went, when I did this slide a few days ago that maybe that had been resolved by now, it has not been resolved, at least as of when I watched the news this morning. I did not watch it during the day today. I will, I will admit. There's the delayed tax filing. And so we don't really know what the state's taxes are going to be yet. But I don't think

083that that's going to bode well for us. I don't think that the people that I just don't think that that's gonna actually. Increase the taxes for us. When those come in. And then we have interest rate increases. And so those interest rate increases mean that people are not doing things like let's renovate your house. Let's build. New houses. Let's do that type of thing that's actually going to generate. More revenue for the state. And we know that there have been bank failures. We know that there have been indications, not that we're in a recession necessarily, but there have been indications that there is a possible recession on the horizon and The first 1, 2 or 3 bullets also are indications of the fourth bullet because if the federal debt ceiling impasse does not get resolved,

084that will most certainly lead to a recession. Prop. 98. I am not gonna bore you nor do I feel like I'm qualified to really go into all the nuances of Prop. 98 and what's test one versus what's test 2 versus what's test 3. But I can tell you that we are still in test one. We were in test one for this 2,02223 year and we are. Anticipating being in test one for next year. It shows a decrease of 2 billion dollars. And that's a 3.8 million dollar decrease over the past 3 years. So 3 years from now or 2 years ago versus next year. 3.8 million dollar decrease over 3 years. What does that mean for us if we're in test one? It means that that 10% reserve cap remains in effect for next year.

085It's not going to be a problem for us because of all of the raises that we've given. So I don't, I don't anticipate that, will be a problem. Some of the highlights continuing on, on, on the more positive side of the ledger. We do have a strong cost of. Cost of living adjustment or cola. And that has actually increased from 8.1 3 to 8.2 2%. Why did that go up and that's a statutory cola. And then what that means statutory call is that means. In the law, there's a formula that finds what is the cola and that is based on tax revenues through April and that coal has gone up to 8.2 2% and in the May revise that's a funded cola. There was a lot of conversation in the last couple months because of

086that reduction in state revenues that that cola might not be funded that they might deficit the coal. Oh, would give you 90 cents on the dollar. But that actually is a fully funded cola. And that's an additional 4, 4 billion dollars in order to fund that. And they're applying that to not only the LCFF, but also to categorical programs like our mandated cost block grant. The ELP programs food service that universal meal program etc. Unfortunately, how is he dealing with the deficit then if he is funding the cola? Well, he's doing what Tony indicated in his presentation for the art music. Instructional materials discretionary block grant which is to reduce that further to reduce it further from a 30% reduction to a 50% reduction. And so instead of that 4.4 million dollars, we are slated

087to receive. We're only gonna get about 2.2 million. And by the way, They've given us 2.2 million in cash today. Which means they're not gonna get to any more cash. So I have a feeling they had kind of been anticipating that a lot. But that's just my spidey sense. Oh. You can tell I have a 5 year old grandson, right? And then they're further looking at. Reducing our. Learning recovery emergency block ground and they're looking at reducing that by 30%. So that Excuse me. That was a 6.6 million dollar. Lockdown that we had intended to spend over 6 years, including this year. And so that's also a loss of about 2.2 million dollars. And so they're reducing that by about 32% or about a a loss of about 2.2 million And so although that is

088significant, that's a 4.4 million dollar loss right off the bat. The good news is that's a one time loss versus funding an ongoing coll. Excuse me. Let's see. There also was this whole equity multiplier. Which was intended to be, an LCFF add on. That's intended to accelerate learning gains. Excuse me. And closing opportunity gaps. We weren't intended to get that anyway, we would be eligible. Yeah. And then there's universal transitional kinder. Which is fully funded for 2,02324. Full implementation. For all students or term 5 by April second by board policy ours is May second. And maintains the 12 to one ratio of adult to student. There was some talk about. Reducing that to 10 to one in the law. But only if it was funded and there is no funding behind the 10 to one.

089The LP or the extended learning opportunities program. Is funded. For next year and that is ongoing. It's an ongoing program. But they did provide us with one year flexibility, on spending prior year. So if you'll recall, we're getting about 1.7 million dollars for that. In the first year, which was 2122, it was about a $600,000 program for last year. We had until June thirtieth of 2,023 to spend that prior year money at 600,000 from last year. And we did not start the program till this year because we got it very late in the year. They're extending that. Carry over by one year, which is super important for us because that carryover is allowing us to do some creative things this summer for summer school. So for example, We're doing a 9 year summer school program.

090And we're also hiring through our partners. Our CBOs are not our cheapest officials, but our community based organization partners. And then we're also doing some push in or some pull out with certificated teaching staff. So we're doing this very unique program this year, which is great. And we may actually be able to do that next summer too being able to tap into this prior year carryover for an additional year. And then there's also ongoing funding for the universal school meals program funded by the state. So that is also being funded for an additional year. It's ongoing funding, but again, it's all based on state funding availability. So it's really funded on a year to year, even though it's intended to be an ongoing program. And those are getting, those are getting the cola, although the

091extended learning opportunity program is also based on student eligibility. So we're trying to PIN down exactly how many students are eligible to see what our actual funding is going to be. Here are some of the planning factors that we're looking at. Excuse me. So again, when we when we're doing a budget, we're looking at the 2,324. But for the multi- projections, then we'll be using 2425 and 2526 i actually can't even believe I'm saying 2425 and 2526. You can see that. The employer rate for Calpers is staying at that steady 19.1. So remember for several years we were having to plan for those significant increases and now those are flattened out. But look at Calpers and for those of you in the audience who may or may not know, historically that was 8.2 5. So

092for 40 years, SIRS was 8.2 5. And now we're paying 19.1. Between the Sturs and and PERS rates, we're now paying. Close to 5 million dollars annually more than we were back in the early 2020 20 first century. And that had to come out of somewhere. And it's come out of what we're able to fund every day. The Calpers rate used to be historically 13.0 2%. And now you can see next year it's going to be 20. 5.6 8. So that's up 1.3% or a whole over a percent. And then you can see that's continuing to go up. Remember the stirs rate was set by, the state legislature about 8, 9 years ago. The Calpers, sets the purse rates each year. And then you can see the California lottery, that's estimated to be. I'll see

093if that funding factors remember even though it's a percent cola. We actually get a flat increase to the base. One of the things that Tony had talked about, when he showed the slide on what Santa Rosa could afford or what they do for the athletic director, it's important to remember they get concentration grant funding. We do not. So when you look at LCFF, you can see the base, right? So that 2324 base. For the TK to 3 add on, we're getting. We're getting, let's see, 2324, $10,951, right? And then if you were getting supplemental for those unduplicated, we're getting an additional $2,190. Santa Rosa on top of the 2190, they get $7,118 per unduplicated student. So for every student that they have. Who's like, who's an und duplicate, an EL or a free and reduce

094male student or foster youth. They're getting $7,000 more than we're getting. Per student. So when we wonder why they can afford more, this is why. This just kind of compares the governor's budget back in January with the main revision and you can see how the LCF LCFF funding, even though that Cola has gone up a bit. The actual funding that he's put in the state budget has gone down. Why is that? If the cola went up, why did the funding go down? It's because he's projecting declines in enrollment in an ADA. So the statewide ADA is definitely declining, both in enrollment and in attendance. That's not just a unique issue for us. And then you can see the reduction. In the art music block round and then you can see the reduction in that learning

095recovery. He was projecting no reduction and now he's projecting at the statewide level 2.5 billion. And then these are just some visuals talking about the art music and structural materials, Discretionary Blockground, some of what Tony already kind of went over, which is the allocation distribution. And you can see how they distributed 50%. Like I said, we've received 50% and then we won't be receiving anymore. And then just how the spending deadline is by 2,026. We have 3 years to spend it basically and then the plan must be discussed and then approved which is on the agenda for tonight and then essentially we have 3 years to spend it. And then the learning recovery block grant. We have 5 more years to spend. And this just gives an overview of the major spending proposals. Probably not

096as interesting. It just shows you governor's budget in January where system may revise. And then these are, I know these are really hard to see, but if you look, in 2,009 10. We had 7,634 students. 2,02223 that bottom number. We have 7,094. So we're literally down. 427 students. For those of you can't read the numbers, This is a lot of loss of ADA and money. These are a little bigger. This is what we're projecting for next year. Elementary, junior high, high school, transition program, and then the total. These actually include special day class South County. I pulled the transition program because that's 18 to 22 year olds. And then the total is actually up. So 7,094 was as seabed. I'm projecting, you know, about. 50 kids more, little over 50 kids more. That's good. It's

097going the right direction, not a lot, but a little. So we'll take it. Just a few other major assumptions. We're staffing TK, 24 to one with 6 h instructional system because we have to maintain those 12 to one adult student ratio, 24 to one K 3, 28 to 1 32 to 1 32 to one. We met with our South County director. We're doing all of our enrollment. We look at our enrollment and we do staffing based on enrollment caseloads special at the same thing. We are adding staffing. We're looking at adding sites. We're looking at adding a class at Grant for 4 through 6 because of our numbers. So we've been doing all of that and we're going to be basing our budgets based on that. Some other major assumptions that will be impacting our budget.

098We don't have our final property and liability rates. But we are projecting at least a 15% increase at about 170,000 that could be offset that we had some appraisals done recently and so we're hoping that offset a little bit. Utility increases at least a 5%. The good news is, we had some really big solar increases for CASS. And, a, junior high because our solar systems were down this year for about 5 months because we had the battery projects in process. Solar couldn't talk to the systems because the batteries were under construction. Workers conference are down. This is good news. It's less than 1 point our workers comp is going down by about point 2.3. And then no change in stirs. We talked about that. We talked about that. SUI rates are also down. That's good

099news. Site budgets, we actually are increasing all of our site budgets. I got a little Happy claps from some of the principles. Thank you. When we were looking at their budget this year, we knew that the impacts of inflation. We're really hitting the sites hard, so we increase their allocations next year by 10%. Also just the impacts of reduced enrollment. So, you know, we actually do pay attention to stuff like that and I wanna make sure that they're able to operate their schools. And then athletics, I think we've talked about that enough so we These are some of the things that we've been looking at. And that's it. There's a lot more to this budget, but I just wanted to kind of give you guys some of the highlights, you know, this is probably about

100a hundred 20 million dollar budget that we're working on. This just kind of gives you some of the highlights. We've got another 2 and a half weeks to go before we pull it all together and then take a look at what the bottom line looks like. It's always up and down and up and down so I never like to guess what it's gonna look like. We're working on LCFF calculations. And projecting that ADA. So. We shall see. So at the next board meeting. We'll have that preliminary budget for you and then, and then we'll, then we'll do starting to work on the state reports. Any questions? Sorry, it's not as fun as Tony's presentations. Thank you. Questions or comments on that? Thank you. I appreciate it. Not too good. Alright, now it is time for

101comments from the public on non-agendized items. So we're gonna open the chat if you are in person. Alright, now it is time for comments from the public on non-agendized items. So we're gonna open the chat if you are Under government code section 5 4 9 5 4.3 a members the public have the right to address the governing board on any items of interest, providing it relate to the subject matter jurisdiction of the school district. Well, government code allows speakers to criticize the district's policies, procedures, program services, and or employees. The district does have a policy 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 about something

102that is not on the agenda, it will be heard only during the public comment on non-agendized items period. Once that part of the meeting is over, comments will only be taken on agenda items during the discussion of those items. 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 4 min per person limit or a 20 min limit per subject matter. Alright. In person. 6 in person. 6 in person and at least one online on athletics. A, Dean, can you put what subject you would like to talk about in there so we know how to do our math on time. Okay, athletics. So then everyone gets 2 min and 30 s. Let's raise it to 3.

103I move to extend the time to. 25 min, cause that works. Okay, now there you go. Thank you, Caitlin. Alright. Alright. Oh, second. All in favor? Aye, hi. Okay. Alright, Scott Landry. I won't take too much time. I came to talk mainly about. Transportation to away games. I'm glad that got some play tonight. I'm the father of 2 sports playing boys one who just finished Petaluma High School last year and one who's in the thick of it and plays sports year round. So again, transportation I not only see as a kind of a safety issue, a lot of times these kids are jumping in with their friends to get to a game that's been rescheduled because of. Rain, rained out game or something like that. And it's also creating inequities for sure. We The parents who

104can leave work at one pm to get to Napa on a Friday afternoon, that's one thing, but most cannot. And you know, that may lead to, in fact, I think it does lead to some kids not playing as does. The, the fundraising expectations, which 1 50 is low, you know the last the last fundraiser for baseball for instance was set at $500 expectation. And you just go to the well so many times the well being your family, your friends, and for a kid who plays 3 sports year round. It's taxing. So time to get creative with. Budgets, I know if there's all sorts to pay for and not a lot coming in, but a huge proponent in sports and all things extracurricular, sports sponsored extracurricular activity. So. Make it happen. Thanks. Alright, thank you. Up

105next, Jacqueline. Her handwriting so fancy. I was like, I am Jacqueline Gracie. I help with baseball and football at PHS. I have that had 4 kids, one currently still, playing sports, 3 that have gone all through the Petaluma. School system and. I have always helped out in sports. In fact, I can, I know some of you had some questions that I can answer or help answer as far as fundraising goes. I do the sponsorship packages, send them out to the community, you know, walk around, ask for. For sponsors. So, and on behalf of our sport, sports program, student athletes, coaches and parents. I would like to voice the concern of a regular, inequities and funding sports programs in the schools. Contributions you've made. For baseball and I do baseball I hope with baseball and football

106so I'm just gonna concentrate on speaking on the sports. That I know of, although I do think that all. Sports and student athletes. And. The amount of fundraising Scott said the 1 50 the amount of fundraising that has to be done for each sport is overwhelming. A lot of these. You know, they fall on the coaches and the student athletes and the families. To come up with it and I wanted to I know that you had said. That there's contributions and we certainly appreciate all the contributions but I know that and we spoke you spoke of the web track I know that We've had. The contributions and everything that we fundraise for everything that we get from our sponsors goes to pay for pretty much everything. Even the necessities, you know, officiating as far as

107baseball goes hats, baseballs. Things that you need to actually play the sport. So, and I can understand the fundraising for things we, you know, want new uniforms or if kids want to do that or fundraising for, you know, dinners or things like that, but to have to come up with that much officiating is very expensive. And, and I can imagine that it probably is. I mean, I can't help but wonder if some of the student athletes may decide not to play. Because of the responsibilities that come with fundraising. Of course, we don't you know, make people pay, you can't, you know, make people pay. But we are constantly you know, sending out emails saying, hey, we're this short and we're very transparent. I can sell you that baseball. We have a parent meeting, at the

108beginning of the season and which are boosters. You know, you have about 10 s. They come out and go through. I know I wanted to leave it for people who are smarter than me. But, you know, I think it's just really important for the student athletes. You know, they should be supported and because they are important to all the students. The award winners, you know, they talked about sports and we have an up and coming baseball player and it's really important for them to feel supported, I think. So, thank you very much. And if you have, if anyone has anything left to say, you can always email us as well. So. Okay, next up, Michael Williams. Oh. Hi, I was so impressed with the information that Tony presented that I almost opted not to speak, but

109I do want to put my 2 cents in. I'm Michael Williams. I said no one is a rising sophomore. He's a baseball player. And I've served on a little league board. I've personally donated a lot throughout the years time and money. Until it hurts, I road. To help your organization help out families and literally driven literally thousands of miles including other players and their parents can't do that. I've been happy to do that. That was then. High school is a different issue and there's other issues. One that comes to mind is the science and pure passengers, in a vehicle and they can influence driver safety. So I was really very impressed to see the attention, the detail on the transportation. And, given a number of players driving to away games, multiply by the number of

110trips. Investing in professional driving seems really reasonable. And wise. So thank you on that. Just on our quick personal note, I had several very close friends die in transportation accidents. Is in high school and that impacted my friends and informed my career later on. And so never on a bus trip to an away game though. So I really appreciate the focus on safety. So, the other part of this is just something that's really important to me and that's the inequity in sports and players. Losing out and frankly the school district losing out on their talent. If they're not able to play if they opt out they drop out because they just really can't afford to do it. So I think that's really important. And You know, my dad was on the school board when I

111was in high school and I learned a lot about budget issues as a high school student and talk to the superintendent a lot and and I really understand that there's a lot of nuances here, but I appreciate you giving us a chance to. Present ourselves and talk about these issues and give you sort of the, view from the parent perspective. So thank you very much. Thank you. Next up, John DOE. Okay. Hi, thank you for the time to be here. I'm John Dolham, a parent of 3. I've got one going into the high school. I've got 2 at the high school right now. They're all athletes and various sports. I've been a parent, kinda watching the teams need funds as they, you know, every season after season. And last year I stepped up to become

112the booster's treasurer because I wanted to get an understanding of what are the schools doing, what's the district doing and why are parents asked to do so much? Every day. Financially and transportation wise. And I'll speak honestly, I was pretty shocked. Pedalima High School's annual budget and I have a detailed accounting of everything. If anyone, if I have the opportunity to talk with you separately, I'll do that. It cost $200,000 above and beyond. Everything that district puts in to run the high school program athletics. And so, and where does that $200,000 come from? It comes 75%, but comes from the parents. So when we talk about that 1 50 from Rev Track, that's just the tip of the iceberg. There is a range of 1 50 to 750 to $1,000 that comes from parents. As

113Scott was saying earlier, he's got a kid doing 3 sports. You can imagine how hefty that number is for his family and his friends. You know, and when you take some maybe less fortunate children, financially speaking, they can't afford that their families can't afford that. So it's either their decision or their family's decision, just say, we don't, we just can't compete in that in that world. It becomes a pay to play, which is unfortunate for so many. Transportation wise the safety issues people can't get out of work to take their kids so they're putting their kids either with other parents hopefully or with other students that just got their license this year or you know a year before, that's a disaster waiting to happen. There there's so much need for financial support for the athletics

114program. To ease the burden not only on the families that are constantly giving, but also to allow the parent, the parents that feel as they can't afford to send their child to these athletic programs. It'll give them the opportunity. I mean, I think everybody here can acknowledge the, the value that the athletics pay, the importance that it plays in the development of our children from self-confidence to leadership to you know overcoming adversity. I just I just you know and again we know budgets are tight we know we're asking where's the money where could it go but we can come up with a solution together and it just can't be, you know, one side raising the money and the other side doesn't know really. How much is needed. So we're here to start the conversation and

115hopefully we can we can further this just from the public comments to really make this an agenda item in the future. That's it. Thank you. Next up we have Diana Johnson. Hi, good evening and thank you for the opportunity to speak as a community member. As a PCS product myself, 2 sisters. My children, I have a senior at Pedalmai right now and I've got an incoming, freshman for next year who's at Pax. I'm also a substitute teacher for your district because I'm retired CHP after 25 years so I could speak to you at nauseum about these transportation nightmares that we're getting ourselves into. I that's not my agenda. The thing that I really want to bring attention to and hope can make. An agenda item in the future is the athletic director position. I don't

116know if you guys have ever read your job description for the athletic director, but there's 30. Things listed on there that you expect an athletic director to do. That athletic director, according to the district posting that you just had, is being paid to work 8 h a week. It's a point 2 position. There's absolutely no way that an athletic director can effectively do that job. With that expectation of time. It can't be done. I was a 2 sport athlete varsity athlete for 4 years, ball, ball, basketball, when I was at pedal in high school. And we had fantastic athletic directors, but times have changed. We had an athlete director who was on scene who worked at the school so they were always available. He gave a lot of extra time to doing that job that he

117didn't get paid for. And now we don't have people that you're able to hire to do that. And I understand that. But we have to do something to expand that from a point 2 position to a full-time position because we have currently 22 athletic teams at Petalum High School. 22 and that does not include esports, which I found out today was a thing at Edwin High School. I did not know that. And then next year we're adding girls flag football and water polo. That's going to be now. 25. Athletic teams that you're expecting one person on 8 h a week. To manage. It's impossible. It's absolutely impossible and the problem with that is it then falls down to all the coaches to pick up the slack on all the things that the athletic directors can't do.

118And again, same problem. We don't have coaches that are on campus anymore. The majority of our coaches at federal high school are not teachers anymore. They're coming from off campus. So you're expecting those people from off campus to have. Resources to work on fundraising to work on transportation to work on scheduling all these things that should be done by an athletic director. So that coaches. Can coach and you can get high quality coaches but a lot of coaches get out of the program because they want to coach they don't want to administrate a program. And that's what your athletic directors are supposed to do. And I don't knock any of our athletic directors. They all have done a great job. Kevin Jackson's done a great job. Ray did a great job before him. Everyone that

119I know of has done a great job. But it's impossible job to do. With the amount of time that you give them. So. Thank you. All right, up next Monica. My name is Mike Ronnie and I have now an incoming sophomore. New to this freshman loveliness of extra curriculum sports, we were in cross country and yes transportation was a huge issue. Transportation needs to happen for across country. You've got to get there. And he was driving with a 16 year old. Nobody could take him. It's a problem. You can't have kids driving kids. You can't expect a team to travel separately that doesn't that doesn't promote camaraderie. It doesn't promote pride. You've got to you've got to help those kids get there. They're not again able. As a 15 year old to get there on

120their own and for us to work as an educator, you know, I can't leave my classroom. To go drive my kid. So. Please take into consideration transportation is really huge and it's an important part to getting kids and it's about equity, right? It's about getting kids the chance to get there and not have to worry about it. And I want to follow up on this fact that it really does. Really promotes Petaluma when you're out there. And you see the bus. We see buses that come to Petaluma. We're like, oh, they got a bus. We never get a bus and it happens. Parents, we see it. And I just want you to know we all know a bus. Costs a thousand dollars. That's gonna that's gonna allow for 70 trips. We have 20 fourteenth you

121just said? 22 teams. Each bus you hire is a thousand dollars. Driver and transportation. If you've ever hired one as a teacher, they're going a field trip. It's a thousand dollars. So that's 70 trips. Football has at least, I mean, this do the numbers. You've only paid for, it's gone in spring. There's no more money. So it's really a huge factor and we've just we've depleted that. We to please those funds over the last 20 years. I understand that. You know, each school used to have their own bus. So we either gotta talk about being safety, we either gotta talk about pride and how we, you know, how we gonna show up at the bus so that we look like we're ready to play? How are we gonna, how are we going to promote that

122so the kids when they're they feel like they're supported, they they're ready to be there. There is a team traveling. It's so much nicer to travel as a team. Not in individually. So, my focus is going to be transportation, but all of those, all of those issues really, really help promote an athletics program. That Petaluma has always been a huge proponent of. And it's a huge part of who we are as Petaluma and in our schools. And High school is a huge part of. Keeping kids involved in school and out of trouble. Sports does that for them. So really promote it. Find a way to pay athletic directors. Find a way to pay coaches. I mean, baseball has 9 coaches and only one gets paid. And they're there every day. Till 60'clock every day for

1233 months. 10 s. And so those numbers are just not real, right? Like there's real people doing real things and we can volunteer and volunteer and pay and pay, but really let's really just honor our athletics program. Thank you. And on Zoom, we have a couple of comments. Phoebe, Ellis. Good evening. Can you hear me? Yes. Yes. Yes? Oh, so sorry. Hi everyone. Thank you very much for allowing me to join. And I do appreciate. This evening's presentations. Regarding the budget and then Tony's presentation about athletics. That is sort of one of the first times I have heard that much detail about an athletics budget coming out of Pedlam City schools. So very much appreciated. And then all of the speakers comments. Are all very meaningful and thoughtful and real as Monica just talked about. I've

124been involved with, sports for many years. I have my last Child is graduating here in a couple weeks. And I can speak. As a parent, I was on the school board for many years. I've been a member of the Petalom High School Booth athletic boosters. It is a frustrating, confusing process. And it was very clear tonight during the presentation that There's not a clear process lined out by pedal. Let me city schools. Who does athletics even fall under? Is it under student services? Tony was giving the the presentation tonight, not my 8. What does it look like? There needs to be a consistent process. How do you enroll in sports? A lot of districts have a district wide athletic director. It might be something we want to consider. And that each of the comprehensive high

125schools or junior highs has a athletic part time athletic director on their campus. But there's no consistency. It has never been a priority at Pedlam City Schools for athletics. For funding or for support. As someone mentioned tonight, we have at the comprehensive high schools more than half of the students play at least one sport. That's a significant number of students. And their experience. Is very meaningful for them. So we need to. Rally around. Come together, make this an agendaized item, have a study session about it. As it's been mentioned, it promotes exercise, friendships, responsibility, accountability, leadership, learning and new school. It opened doors for many student athletes who would not go on to play, go on to, you know, post graduate either at a junior college or a 4 year school. The amount of athletes

126that are going on to the next level is incredible that we should be promoting that and highlighting it. So too much falls to parents. And coaches as I think Diana, someone pointed out. Like these coaches wanna coach, that's what they're doing. And they have to raise money and they have to coordinate buses. So I think there's so much goodness to be had from sports, so I'm hoping this can be a starting point. And partnership because Parents want to help. They want a great experience. So we're all willing and ready and I know You know, we can get plenty of parents from Costa to get involved and help out. So I think this is a great start to a very meaningful discussion. So I'm hoping that the board and administration can kind of take this on

127and really make it happen for our student athletes. So thank you very much and it's been a great school year and cheers to all the graduates and Thank you very much. Alright, thanks Phoebe. Alright, next up. 18? Am I reading that right? Probably put my glasses on. Okay. Hi, I hope you guys can hear me. And first I want to say thank you to the school board for, your volunteering all of these hours out of your life to be a part of this process. I have a few things to say about the sports issue. I'm a mom of 3 kids and Pelham the city schools and I have been very happy with them and I they've enjoyed their experiences and it's been really great. But I feel that the sports transportation is one of my

128biggest pet peeves and what I have to deal with. You all throw around the word equity every day and it has to be equitable. It has to be this, has to be that. And I really hope as board members you're brave enough and strong enough to really look at what equity means. If you're a low-income family in a pedal in the city school and you want your kid to play a sport. You have to think about getting your kids to that sports. Wherever they're going whether be I have 3 kids who do baseball golf and. Track in the junior high. You have to think about getting your kids to those activities. So for one sports season, you were talking about 40 h that you have to take away from your job. So that's 40 h of vacation

129time that you have to take off your job to take a kid to that activity. Any of you sitting in this room now think it by 40 h of your vacation time and what that would mean. But parents are doing over 3 months. Parents are doing that every sport season. For some parents, they have an opportunity that they can take that time off or they've built up their vacation, their time. For some parents, it means I lose my job. Or I take my kid to a sports event or I trust my kid to sit in a car with this 16 year old I don't know or a coach in the high school that I don't know and trust that they will be taken safely to Napa going on those little windy roads to all of those

130different places that our kids are expected to go. Transportation is a essential if we want kids to be able to participate in sports and if we want our low to middle income families be able to say, yes, you can be a part of your sports team. We see daily parents who can afford to have their kids do summer. Me to all of these different activities for the kids to make them excel in their sports. Every kid in a pedal in the city school school should have the opportunity to participate and transportation should not be the thing that stops them from being a part of a school team. And for many of those kids who are low-income middle income being a part of a school team. Has their morale higher boost their confidence. Makes me feel

131that are part of a school spirit. So I'm asking you as you consider the budget and you look at everything you're looking at to really think about equity in terms of young kids being able to participate in the school activity and for the parents at there who honestly have to like struggle to be able to take time off work to do this, it really is essential that as a school as a school board, you guys really think about that and put that into your heads and really focus on what is best for all kids, not just the kids who can afford to do it for all kids in your school district. Again, thank you for volunteering your time. I really appreciate what you do. And to our, school district, I appreciate you do, but this

132it's time to really take a good hard look at what we're expecting from parents and how we are discriminating against our low income middle income families in the school district. Thank you. Alright, thank you. Next, out real quick. I'll move to extend the public comment period time by 5 min so we can take the Second. All in favor? Aye. Alright, thank you, Caitlin. Next up Cassandra or Cassandra? Not sure what the pronunciation is. Hi, this is Kassandra Nickel. It's Cassandra, not Cassandra. And thank you for your time. And first of all, Dean. I hope I'm saying that in correctly. I love exactly what you said. It was beautiful and thank you for your words. I couldn't have said it better, so I'm not going to say too much more. But just the fact that my kids

133have grown up with some amazing kids that have exhibited some serious and amazing athletic skills in elementary school and at West Side Realize West Side Relays. However, because of their financial circumstance, they could not pursue their athleticism beyond elementary school. Instead, they are left cheering and supporting their friends that can actually participate in high school athletics. And that my pedalomon, my Penalumans, breaks my heart. So I know that you mentioned that all kids are eligible to participate. And that no kid will be turned away. I hope that's true and I hope you stand by your words. Alright, next up is Amy. Oh, we're gonna say something, Matthew. Oh, sorry, I saw you leaning in. Next up is Amy. Hi, can everyone hear me? Yes. Hi, my name's Amy Swapak. I am a parent of 3

134kids. I'm all pedal in the high one at University of Washington this year, a senior boy and a freshman. I'm also the coach of the Petal, the volleyball team, a varsity coach. And I'm going to. Echo a lot of what's been said on a couple of areas, but my first comment is a little bit of surprise listening to the people that are kind of responsible for the decision making in our athletics programs about how little is actually known about athletics and how it works. 3 years ago going on my fourth year now coming into coaching pedal in high school. It's exactly how I felt with very little support to educate me otherwise. So I've spent the last 3 days. We won't talk about coach stipends because I think it's more important to focus on the

135athletic director role and transportation. Let's not even talk about that. But I do believe that, just understanding as a coach, what, goes into the job is a really critical point of this. And I think that I hope this lends to a deeper conversation at another time. I would love to participate in one of those chairs to educate anyone who cares to. To know, and decision makers in particular about the sports programs and how we raise money. What responsibilities we hold as coaches because it's an it's a lot trust me it's a lot a lot of responsibility a lot of influence as you well know. So I hope this starts a conversation. That's my goal in speaking tonight, a bigger, deeper conversation and understanding. And the 3 areas I want to cover just the athletic, athletic

136director role and the funding is absolutely ridiculous. There's no question I think we all agree on that. Let's get creative and figure out how to make it a full time position. Let's market for candidates. Let's come up with creative ways to find someone who can support us as coaches because by doing that alone, you're going to eliminate a lot of the responsibilities that coaches are taking on that are causing burnout and are basically not giving you guys the level of coaching staff that you need, the professionalism that you need at that level with our children. And so the athletic director position is an absolute mess. There's no everything else goes behind that. Transportation, same thing. There are creative ways to do this. In our league, Vine Valley, we place, you know, we play schools like

137Casa Grande. We don't need a best for that away game. We don't need buses per se for every single away game. Maybe the start there is figuring out there by the way, $1,200 for a charter. I know because I did all the research and got to this here. But we need to figure out creative ways if we can't afford a bus for every away game. Let's identify that American canyon and vintage are very dangerous roads to take to await games. And those should be, those should be the preferred games for transportation. We can make creative decisions. We don't have to give it all. You know, we don't have the money. We can't cover it all. Let's figure out what we can cover. So that's my comment on transportation. I'd love to discuss it more. On

138the equity point, I just want to make. You have about 15 s left. Okay, on the equity point, I want to make clear that every coach that I know works their tails off to make sure no kid feels not like they can't participate. Okay. We offer that's why we fundraise so we can offer money if they can't afford their practice t-shirts or anything else, we will cover that, but that's on an individual coaching basis and I think we need to do better job at making sure if we transportation, everything else that will be solved. Alright, thank you. Is that it? Is there anyone else in person that has a comment? Moving on to adoption and approval of the agenda. I move to adopt and approve the agenda. I'll second. All in favor? All right, report on

139activities and correspondence. Can we just interrupt real quick? We need to pull an item. And, oh, that's the consent though, right? Thank you. Is it on consent? Okay, sorry. Report on activities and correspondence to school board members, open house at Mcneer, Kenilworth, McDowell, Valley Oaks. And grants. On the city schools art show. Marimba concert. Budget Advisory Committee, East Side Relays, and a live oaks I visit. Alright. Oh, Mia, I didn't get your activity. Sorry about that. Just a lot of stuff with museum. Sorry about that. Just a lot of stuff with museum, some zoo halls. We actually had the last zoom hall of this school year this today. So sad. And some in-class tours, really fun. Found out we're getting some new animals. That's really cool. Lots of stuff. It's, and broadcast. Actually, I attended

140the, I think it was Monday, the, cool Pataluma resource expo. I've actually been working with John Crowley, about, how to, incorporate, cool, pateluma, Into, schools, and, call, it, cool, schools, to, get, kids, to, and. Preparing for graduating. So. Julian and I know you're technically graduated but did you have anything you wanted to share? Yeah, okay, alright. Okay, next up. Comments from the public on consent items if there's anyone in person or online that like would like to speak about anything on the. We'll open the chat for just a bit, please put your first and last name in the chat and what you would like to speak about. Alright, we can close the chat. Is anyone in person that would like to make a comment about something on the consent agenda. No, okay, moving on. I

141move to pull item 12.2 point 7 from the consent agenda. All in favor? I move to approve the consent agenda as amended. Second. Okay, any questions or comments? Anything. I'm glad we found or we found Vryland business consulting for the. For the near future. If I may, I would like to. Given just a clarification on the, second reading to career exploration development. I believe in the, course of review. It had a language that wasn't meant to be in there and I want to give an update on that language. Okay. And just really emphasize that this course there is no prerequisites or requirements for the course. I just want to note, I think if I'm mistaken on item. Let's see what number this is for. This is Mightay the. It. Board policy it was it wasn't

142posted it this something else is posted and it's still civil rights active 64 save your 6. I think I think something was missposted, this all I'm saying. I mean, we. 2 things posted, right? Yeah, there were. And the other thing is the BP that we're voting to approve, I think it's what Sheldon saying. Right. The attachments are not technical. It was in first reading last time, but it's not here. I, I don't know. Legally, I think yes. Sorry. So I move to pull item 12.4 point 1. All in favor. I move to approve that agenda as re amended. Second. All in favor. Alright, anything else? We just. Okay, we're good. Alright, thanks. Comments from the public on action items. If there is anyone in person or online that would like to make a comment about

143one of the action items. The chat will be open for about a minute. They can come up in person. Alright, I think we can close. Chat. Alright, Caitlin's favorite action. I may have to stay in hybrid for another month. All in favor. Alright, approval of resolution, 2223, dash 27. Declaring June as lesbian, gay, bisexual, transgender, queer, intersex, and asexual, otherwise than as LGBTQIA plus Pride Month. I move to approve resolution 2 2 2 3 dash 2 7. We're gonna read it. I'm gonna cry so I don't wanna read it. Oh good. And I want and I'll just, I would just want to make a quick comment on this as well. Cause the last couple of board meetings we've had, you know, resolutions for Jewish Heritage, month and a API month. And, and so now this

144is resolution for Pride Month next week. And the comment is, you know, these should be. Non-, you know, that celebrate. the diversity of our district and our community but I just want to note that the the backdrop of Pride Month this year is particularly stark and we tried to capture that in this resolution and we try to capture a clear signal to our community that LGBTQ families and students and staff. Yeah, in this district, our. Full members of our community they are seeing, they're valued and they contribute to the diversity. And the strength of our district, which is our diversity. So it reads, whereas in the United States, June is traditionally designated as Pride Month time to specifically highlight and celebrate the inclusion of contributions of LGBTQIA plus. People in the nation in June, 2023

145in particular marks the 50 fourth anniversary of the stone wall uprising which highlighted. And serve as a catalyst for struggle for LGBTQIA plus rights. Yeah, whereas according to the American Civil Liberties Union there have been over 470 anti LGBTQI A plus bills proposed US state legislators, state legislatures. In 2023 so far. With some already adopted into law and whereas those bills and laws aim to restrict for LGBTQIA plus people, some of the basic freedoms and supports in enjoyed by all Americans, including accurate identification, free speech and expression, healthcare, public accommodations, free speech and expression, healthcare, public accommodations, and curriculum and schooling. And whereas according to leading research by Boston University, these proposals cause real harm to LGBTQA plus students and their families, even if they are ultimately defeated. And those measured harms include increased anxiety,

146clinical depression, and self-harm. And whereas sexual orientation and gender express bias bowling is among the most common forms of harassment in schools and peer harassment and whereas harassment and bowling contribute to significantly higher rates of school dropout economic failure in school, disengagement. And whereas LGBTQI plus youth are more likely to experience a mental health condition and are at greater risk of suicide and deserve our vocal affirmation and support as well as special attention to the unique challenges they may face at school and in their communities. And whereas education regarding LGBTI plus issues increase understanding. Cultivates respect for LGBTQIA plus students, staff and families, and creates a culture of allyship. And whereas supportive policies that specifically mentioned sexual orientation, gender identity and gender expression are associated with students feeling safer, lower levels of bullying. Decreased incidents

147of harassment related to sexual orientation, increased teacher staff interventions, and greater reporting of incidents in a safe, accessible and accountable process under California education code. And whereas the California Fair Employment and Housing Act prohibits employment discrimination based upon sexual orientation and whereas the fair education active 2,012 call for positive inclusion of the contributions of Bill to QIA plus Americans in social studies curriculum and the student success and Opportunity Act in 2,013 strengthened those strengthened protections for transgender students and a firm that all students should be. Recognized and participate in activities by their gender identity. And we're as pedal in the city schools models advocates and promotes. The inclusive and respectful treatment of all members of the community it serves and is committed to safe, safety for all, including LGBTQI plus community. And whereas Pedalm City

148School strives to be an inclusive school community and will continue to build an environment where every student grows up knowing their school, their school community supports them is proud of them and has a place for them exactly as they are. Now therefore be it resolved that the Board of Trustees recognizes and rejects the shameful history and present day manifestation of bias against against and oppression of LGBTQI plus individuals and heartily celebrates each LGBTQIA student, staff member, and family member as valued members of the Petaluma community. And by recognizing Pride Month, we support other policies practices and curricula that honor and respect LGBTI plus student staff and their families. And be it further resolved that Pedal and the city schools here by issues this resolution in honor and recognition of June as LGBTI, Pride Month. Along

149with recognizing Harvey Milk Day on May, 20 s. And be it's further resolved at Pedal and the city schools hereby directs all district sites to fly the flag. Starting May, 20 s on Harvey Milk Day through the month of June and every future year from May 20 s through June. Thank you, Sheldon. Alright, all in favor? Oh, hey. Hi, can I say I'm out here? Can you hear me? I know, I'm out here in the. Yeah, sure. Thank you for that. It was really, really moving. Well done. And I have a quick comment. We pass these resolutions and I'm really hoping by passing these resolutions. That we draw attention to the issues. That members of the LGBTQ community, the Jewish community, the IP community. Feel feel. I'm losing my words, cause I'm like, to cry. But anyway, and

150that. Our schools also celebrate these groups by learning about them in history, reading literature written by Jewish writers or Asian writers or gay writers. So that it's not just a bunch of empty words. I will say last year when we passed this a very similar resolution, it was the only time I've seen one of these resolutions get backlash. And that was really painful. And so I'm excited that weekend. Do it again. By the flag even earlier, so more students. Yeah. And understand the contributions. Anyone else before we move on? Alright. Okay. Approval of resolution, 2223 dash 28. Let's moving mitigation plan. I moved to a pre resolution, 2223 dash 28. What should we know about this one Chris? Why do I always follow? Give us an impassioned speech about hazard mitigation, will ya? Yeah, my

151items are the most Monday. I'll be an important. Albeit important. This is been a long time coming. They've been working on this since well before the pandemic. This is multi-, the county hired, a team of people to come in. I attended a few meetings pre pandemic. I'll be honest with you pandemic hit. And we focused on our own crisis, which was surviving the pandemic. They did a lot of work in, really coming up with the solid plan across all of the school districts and other organizations across the county. It's quite comprehensive. I would encourage people to read it and take a look at it. There's lots of maps and other things in here. I will let go through the whole thing. You're asking each school district to review it and for the board to take

152action on it so that we have this plan. Talks about wildfire mitigation. It talks about a lot of different types of things. The science behind atmospheric rivers, etc. We're super fortunate here in Petaluma that we've really kind of been an island. For many of the. Natural disasters that Sonoma County has experienced, but I can tell you as someone who's been here since 1979 that was not the case. You know, we experienced 100 year floods. 3, 4 years in a row back in January first of 82 and then in 86 and then in 91. Before the Army Corps of Engineers came in and reengineered the Petalma River and you see the the improvements that they did. And so we've been super fortunate that the Pebble River River has not flooded since. Because of those improvements and

153and knock on wood of which I don't think there's any around me. Well, maybe the table. We've been really fortunate throughout the wildfires as well, but it's still important that we have these. These plans in place. So. With that we're presenting it tonight for the board to review it and to approve it. Nice. Oh, you moved to. All right. All in favor. Alright. And with that, I pass it to town. I have a, where you gonna make them? I was just gonna ask if there was any particular question. So we did ask this side administration, so also be here to help answer any particular questions that, I did notice. Like looking at the student enrollment. There's like a dramatic. Decrease like after kindergarten. For some of the schools. Like Valley Vista, McDowell was few that

154I noted. And I'm just wondering if when families leave are we. Doing any type of exit interviews? Are we asking? I mean, this year we went. Yeah, from 44 to 24, I'm sorry, last year was 50 kids and then only 24 of them stayed. We're seeing that pattern, every year. So I'm just wondering. If that's been done. Or surveying or something to figure out. I believe that's something that we've been looking to. Streamline. I know, 2 parts of that is, you know, doing a. A standards exit from the school site and then even up at the district level as well. Having an opportunity to, talk to your parents when they decided to leave so that we can one gather data but also 2, maybe help. Address whatever concerns they are that we could address. And

155to help them stay. I also saw, some things that were noted in terms of suspension. We talked about suspensions, I feel like all the time. But our students with disabilities. So below the average in academics and they have the highest suspension rates. Do not see that addressed in the SIP, though. Same with BYPOC students continuing to be high to be, suspended at higher rates. And then we even see it like the graduate for our EL students. It's really low at Palmahide, 79%, 80% at CASA. Versus in the nineties for the rest of the student population and then their suspension rates. Are much higher than their white counterparts. So I know when I had asked earlier about like accountability or. I don't know. Like. And I know you can't tell people what their goals are, but

156I'm just wondering if maybe this needs to be like a district goal is this in the LCAP. How are we addressing this? Because we see it every year. So with students with disabilities, I mean, that is one of the reasons why we're in differentiated assistance and a part of what you'll see in the new LCAP is a new goals specifically for students with disabilities. There's a lot of systematic. Areas that we need to fix to support our students with disabilities. Areas that we need to fix to support our students with disabilities, everything from making sure that they're getting access to the court, making sure that they have equitable instruction in that core. To, looking at how we may be, you know, developing our cola classes, RSP support classes, RSP, or Stacey's Costes and finding where

157we can support the school sites and staff. And finding out what, resources, they need, what additional trainings they need or what, the school sites need to help support those things. All those systematic pieces will require, you know, unfortunately things that we can't. Create overnight and also at the same time making sure that whatever systems we do, help do to create to help our students with disabilities and our English learners and our other students is looking at the system as a whole as well so that we can avoid being too myopic in regards to addressing any particular group. And then creating other issues that come along the way when we when we. When we put it against our other system. So it will take. A lot of planning. Strategic thinking, strategic planning, collaboration with our with

158our staff, our union leadership and our administration to really write the road that we're that we need to adjust so that We don't just see. You know, a quick growth here, but as a continuous. Systematic growth over time. So that we know that can be sustainable and that it can be effective and that it truly addresses the needs that we're seeing in those particular group of students. So the short answer is. It's gonna take time to move from where we currently are because this has been a systemic problem for years. It is if we look at the data for the last 5, 10 years, it's been stagnant. And those gaps have been persistent. And that's that's a system that hasn't been able to adjust to the needs of our students. And so changing that system

159will take time and the things that we're working on will hopefully start to move in that direction. Do we know where these students are going? Like if they're not graduating, 20% of them aren't graduating every year. Do we know what's happening to them? I don't know. Some have. Okay. Good term because we are as best as we can. Some. Okay. Any other questions or comments about these? Yeah, and Tony, where are, where are our, charter schools. There's their plans. The charter schools don't create SIPS. They'll create their own LCAP and they'll bring those out there all caps to, code when we bring our district alcaps to, code when we bring our district LCAPs to, code when we bring our district out. Can you confirm that these are will be made available on each of the

160schools websites? Yes, once they're approval, we can put them up, on their websites. Thanks. I don't think we have a motion. Doing. I move to approve Ped Lima City Elementary District School Plan for Student Achievement. I'll second. All in favor? Was that for elementary, right? Right. I'm moved to approve. I'm gonna join you in high school district school plan for student achievement in high school district school plan for student achievement, 2324. Second. All in favor? Alright, art's music and structural materials, discretionary block grant funding. I very happily. Move to approve the arts music instruction materials to discretionary block grant funding. I'll second. Yeah, I think I'd only be happier if it was still that whole 4.4. Alright, all in favor? Hi. Yeah. Yeah. Can you hear me? I always like it now. Alright, next up

161is PE exemptions. I move to approve the PE exemptions. I'll second, sorry. Yeah. Tell us real quick about this, Tony. So, yeah. So we recently were under federal program monitoring. Review, from the CDE, we're under federal program monitoring review, from the CDE, one of the, one of the areas that they looked at was our physical education program. Essentially, essentially students who aren't in PE. Are able to apply certain exemptions. From E such as athletic assumptions, playing a sport and other allowable exemptions that are in our board policy. I mean, in all reality, all the places I've ever been. Districts have never, had to bring to board students who qualify for exemptions. Unless they were under FPM review and then the CDE says you need to bring them to board. So essentially. The practice has always

162been the students have been employed. Though the essentials were always implied. And now we just have to make sure that they've been board approved. So in the list, we don't list the students names, but we do list their ID and whether or not they received a permanent exemption or an athletic exemption in there. Just so that we can be in compliance or, with the city and, and clear our clear the issues that they said that we need to clear. We re-second it. All in favor? Alright, approval of resolution 2223 dash 29. Sorry a second. And he's not here. Okay. Oh, you want to me is okay. Go ahead. Where has Alan Fong successfully completed his term as student representative to the Board of Education and has performed his duties in an exemplary manner and whereas

163Alan is an articulate, intelligent Casa Grande High School student and his participation and engagement have been well organized comprehensive and delivered with clarity and sincerity and whereas the Pedalom City School District Board of Education has welcomed his interest, concerns and advice in many topics that come before the board and whereas Alan has been a loyal member of Public Macy schools demonstrated in his dedication and commitment to his studies, community service, and extracurricular activities. Alan, a top 10 students, is on the wrestling team at Casa Grande as well as the Petaluma Wrestling Club. He also participates in Casa Grande's key club, Penny's for Change Club, Honor Society, Interact Club, and is an officer of the Health and Sciences Club. Now therefore be it resolved that the governing board of Federal University Schools commend Alan Fong on

164his for his dedicated service expresses its appreciation for his warm friendship and extends its best wishes as he continues his education. In the fall of 2023 as a senior at Casa Grande High School. Be it further resolved that a copy of the resolution we made an integral part of the minutes of the May 2320 23 meeting of the Petal University School Board of Education. Past and adopted by the governing board of Pedal M City Schools on May, 20 third, 2023. Sorry, he's not here. All in favor? Aye. Hey. Okay. All right, up next, approval of resolution, 2223 desk 30 for student board member, Give him a second and then second. Okay. Whereas. Whereas me, Avon successfully completed her term as student representative to the Board of Education and has performed her duties in an exemplary

165manner and whereas me as an articulate, intelligent, pedalima high school student and her participation and engagement have been well organized, comprehensive and delivered with clarity and sincerity. And whereas the Pedalima City School District Board of Education has welcomed her interest, concerns, and advice in many topics that come before the board and whereas me has been a loyal member of Petaluma City Schools demonstrated in her dedication and commitment to her studies, community service, and extracurricular activities. Mia, a producer with PHS Trojan Broadcast, a student led news and announcement platform. Mia also participates in the PHS basketball team, softball team, and in the art of noise club and link crew. What is that? It's like a music club, but I'm not in it anymore. Okay, we'll just pass on over. Now therefore be it resolved that the

166governing board of Petaluma City Schools commends Me Avon for her dedicated service expresses its appreciation for her warm friendship and extends its best wishes as she continues on to her post. Secondary education, be it for the resolve that a copy of the Revolution be made an integral part of the minutes of the May 20 third 2023 meeting. Of the Petalum City School Board of Education passed and adopted by the governing board of the Petal Limited schools on May 20 third, 2023. Okay. Hi. Gonna miss you Mia. Yes. Oh, all in favor. I can say we're gonna miss you. All right, approval of resolution, 2223 dash 31, student board member Julian Baltista. I move to approve resolution 2223 dash 31. I can. Read this one too. All right. Let's see. Where I was, Julian Batista successfully

167completed his term as student representative to the Board of Education and has performed his duties in an exemplary manner and whereas Julian is an articulate intelligence Noma Mountain student and his participation and engagement have been well organized comprehensive and delivered with clarity and sincerity. And whereas the Petalima City School District Board of Education has welcomed its interest, concerns and advice on many topics that come before the board. And whereas Julian has been a loyal member of pedal and Mitya's schools, demonstrated in his dedication and commitment to his studies, community service, and extracurricular activities. A 4 point. A student with a hundred percent attendance rate. Julian graduated last December but remained committed to finishing his term as a student board member. A talented musician, Julian remains active in the Petaluma community working full-time and pursuing further

168education and finance, business, and entrepreneurship. Now therefore be it resolved that the governing board of pedal, Micity schools, commends Julian Batista for his dedicated service, expresses its appreciation for his warm friendship and extends its best wishes as he continues to pursue his life goals. Be it further resolved that a copy of the resolution be made an integral part of the minutes of the 20 May 2023 2023. May 2320 23 meeting of the, the Elm City School Board of Education passed and adopted by the governing board of the Elm City Schools Board of Education passed and adopted by the governing board of the Pelomicity schools on May 20 third, 2023. Alright, all in favor. Hi. Can I just make a quick comment? I know from the Yes. Yeah. Okay. I'm just really sorry. I can't be

169there. You 2 have just been wonderful members and contributors. I would have hugged you, but I have COVID. And I don't think you would have appreciated it. So. Yeah, I know. I think all of you are thankful. Yeah. Thank you. Yeah. So I just wanted to express my appreciation and really you were Wonderful, wonderful members. And I just applaud you and know that you guys are gonna do great things. It's been a pleasure. Yes. Thank you, Maddie. Well, I wish I could argue. Oh, that's true. I'll be healthy. There's still graduation. You'll be healthy, but do either of you wanna see anything? Famous last one. That's what I remember. All right, well, this has been a really great opportunity. I've been here for. All right, well, this has been a really great opportunity. I've been

170here for like a year now. So it's kinda sad. What 3 Tuesdays. This is like an opportunity that not a lot of kids get to have in their school districts and it's honestly amazing. We started putting out on Trib and Broadcast, if anyone would like to be it next year. And every time it comes on, I just go, la, la, la, la, I want nothing to do with that. But I'm really excited for who you guys are gonna have next year. I have a few people in mind that I actually have been talking to about it. So, very hopefully that you'll get a good one. And, I appreciate everyone who's sitting on this panel today and everyone who is here with the district helping making all these board meetings happen. And, I hope you guys

171can come in. Graduation because that would be really cool. Thank you. Alright, thank you. Alright, thank you guys so much. It was really good working with you. Okay. Hey, famous. Any last words? Yeah. I just wanted to say thank you all for the opportunities you guys provided me. I mean. Definitely from the start at first, I was a bit intimidated as, you know, never really had an opportunity like this, but it was due to, you know, Greg Stevenson who helped me get through, getting contact with all you guys and then also while being here. Getting you know more context through other people, through the power of you guys. So I really appreciate all your help and for all your time that you guys dedicated, just for me. So really appreciate it. So can't wait to

172see what, what else you guys do. I mean, as I know, guys go through quite a lot as I said before. I didn't even know much of what happened through all the boards. Figured it was something small. Then you know you later after doing and being a part of all this I definitely Come to appreciate all the work you guys done. I mean, You taking contact, the amount of people you guys are probably dealing with roughly, you know, it's like 30,000, which is like half the population of this town, all in the hands of you guys in terms of kids. So, you know, the kids parents, all that stuff. So it's, yeah, I definitely have a lot of respect for all of you for all the work you've done. And again, thank you for all

173the opportunity you've given me. And we really appreciate that you stuck with it even after you graduated. I've known Mia, I don't know. Mia, I don't know what we fourth or fifth grade playing basketball against my daughters. Something like that. So it's a senior. I remember you was a separate fourth or fifth grade playing basketball against my daughters, something like that. So it's amazing. I remember you guys at the end of your PCS journey, at least this part of it. So. Yeah, I'm so grateful for all 3 of you and all the insight you provided. Just brought up so many things that we never would have thought about and admin never would have thought about or known about. And it's just been great having your voices and I'm so excited to see what's next for

174all of you. Stay in touch. You don't have to come back on Tuesday nights, but you know, honestly, we just hired, somebody out of San Antonio. Honestly, we just hired, somebody out of San Antonio. She graduated. Somebody out of San Antonio. She graduated. I, I think about 10 years ago. He loves your budget. I know that I'm talking about. So I'm talking about so. Alright. Approval of PBS. Contract. Right. So we have some information to share with you if that's. Yep, yep, that's good. Thank you. Yeah. I have someone Yes, and we have video. Okay, so, move these. Move this around a little bit so the folks who are here can speak. So I just wanted, I think there's been a little bit of confusion between what PVIS and restorative practices are. I think that

175those words get interchanged quite a bit. And part of this is to help clear that up, I hope. Pbis is really it's a problem solving system. It's a structure. It's making sure that our language is consistent, our expectations are consistent, our environment is warm and welcoming. Restorative practices is there to repair the harm that's caused in whatever the situation might be. And some people have, been saying that we have stopped suspending that we're letting that's not true you'll see that later on unfortunately that's not true but we have a video of Laura and I'm hoping that Okay. Ryan can hit that video. For me. I'm Laura Mormon. I wanted to thank you for inviting me to join this board meeting. I've enjoyed working with I'm a consultant and a trainer to schools internationally and before

176this I was a school district administrator in Napa Valley Unified for 10 years. I was responsible for implementing PBIS, restorative practices, social, emotional learning, and for opening wellness centers to address student physical and mental health needs. As a result, we reduce suspensions by 75% and expulsions by 99% and we were able to make meaningful and deep connections with students. And really focus on changing behavior through accountability and dialogue. At the same time, we saw juvenile arrests drop dramatically. We were recognised by the state of California for having one of the most significant declines in suspensions and expulsions while earning some of the highest school climate scores in the state. All 30 of our schools scored between the 90 seventh and 90 ninth percentile. Many schools struggle with student misbehavior like defiance and disrespect. Chaotic environments,

177inconsistent expectations, and strain relationships between adults and students. The solution to these issues is to integrate 2 of the most widely used school climate and behavior programs in the world. PBIS and restorative practices. So on their own. Each of these programmes shapes school culture and in unison, they create long-lasting sustainable school transformation. Now, most school staff operate under the mistaken belief that if we deliver punishments and sanctions that are unpleasant enough. Students will change their ways. The problem is it just doesn't work. Research shows that using a lot of punitive consequences in a school, it's going to lead to reduced motivation. It doesn't teach new appropriate behaviors and may result in more problems like truancy, dropout, vandalism, and aggression. Using punishment has also been shown to have little long-term effect on behavior. In other words,

178the behavior doesn't change. And to make it worse, we're actually harming our school community by doing it. The bottom line, you can't punish kids into being good. PBI stands for positive behavior interventions and supports and it's not a program or a kit that you can buy, it's actually a list of best practices that lead to safe positive schools. With happy kids and teachers. It's a multi tiered system of support which focuses on preventing problem behavior in tier one. And then adding more focused interventions in tiers 2 and tier 3 for students who need more help. Restorative practices in schools are a set of skills to build community and then to respond to tensions and conflicts by repairing harm and restoring relationships. These practices fall in a continuum ranging from low intensity, less planning, classroom-based strategies.

179All the way to higher intensity, more structured office managed strategies. Research shows that PBIs makes schools safer and it reduces problem behavior significantly by creating a culture of consistency and positivity. Research shows a restorative practices increases school climate. Because it improves teacher and student relationships, improves social skills, decreases bullying, and improves equity. In spring of 2,022 we started by training school principals through a live webinar series on the antidote to educators stress and presented PBIs and restorative practices as a way to not only help students but to support the mental health of teachers. A few months later I came in person and visited each school and did site coaching. And I also trained school leaders on how to rethink consequences in schools, to move away from punishment and towards restoration. At the beginning of this

180school year, 2223 We did a 2 day PBIS training with teams from every school site including teachers, classified staff and administrators. Each siteee was given a series of short 10 to 15 min videos to then train their staff during staff meetings. And that was followed up with ongoing online coaching sessions with me. Each school also had 3 in person site coaching visits with me this year. I trained school sites in Swiss, a discipline data collection system and I helped rewrite the discipline matrix. And then this winter we trained teachers in classroom circles in order to build community and to respond to low levels of problem behaviors in the classroom. We also trained administrators and site teams on restorative conferences in a two-day intensive. Respond to incidents of significant harm on their campuses. The outcomes you can

181look for in your schools are improved school culture and climate. And improve student behaviour. In other words, probably looking for a reduction in suspensions and expulsions. These results depend mainly on the implementation level of the school. Did they meet monthly as a team? Did they engage in online coaching with me? Did they show their staff the professional development videos and so on? As you'll see, the implementation rate as measured through the TFI varies among the schools. It is important to note that PBIS and restorative practices is a 3 to five-year implementation process. The next steps for Petaluma City schools are first continue to support school principals and the site teams in their implementation of PBIS and restorative practices. We're going to have a refresh work day for teams in August and we'll continue online and

182site coaching for each school. Next we want to increase our focus on getting teachers trained in PBIs and classroom circles. To that end, we're going to have an advanced IRP training in circles for teacher leaders at each school site so that they can support and coach their colleagues. Finally, we need to train teams at each school site in tiered behavior supports so that when tier one isn't sufficient to support a student. Will have a team of people ready with organized evidence-based interventions. I really appreciate this opportunity to share the work we've done this past year and a half with you and for your continued trust and support. The process of changing school culture can feel as cumbersome and as slow as moving a large ship. It takes systems changes, training and coaching support, and frankly,

183stamina. This year I've seen your district leaders and your principals work incredibly hard. Sometimes even needing to be a little bit brave and take risks with their staff and their parents in order to shift the existing system. Because in the end we're creating safer, more equitable and more supportive schools. Please feel free to email me with any questions. I'm always available. Thank you. Laura covered the large percentage of my presentation. So I don't have to go into a lot of it, but I will talk about next steps at the end. So I have to say I as a new principal here this year, I was really thankful to have this. I think this was a really nice place to start with my staff and my team and community like teaming. Parents and staff and students.

184And we kept in mind that it's, you know, like she said a 3 to 5 year. Program here. This is not like an overnight fix and it was about the systems. And we spend a lot of time at the beginning of the year just learning this and trying to get it all. Worked in and then the second half of the system just experiencing it. And I would say that I feel like it's really laid a foundation for us like this year as I'm walking away, I feel like it's really laid a foundation for us. Like this year, as I'm walking away, I feel like we have a foundation for us. Like this year as I'm walking away, I feel like we have this foundation of PBS, which has given us some basic outlines and boundaries

185of what we want from our community, like what a positive climate and culture will be for a Valley Bista in particular. I mean, all of their voices are part of the system. It's not. It's not just Laura's program coming in. It's not me or my tasting. Here's what we're doing. It's really getting all this feedback and deciding like, well, what is a positive climate and culture for us? And we now have this common language that has become the backbone of our conversations. Guiding how we interact with students, how students interact with us. How they interact with each other. So many of our conversations come back to our values of being safe, respectful and responsible. And we talk about behavior, like would that fall into here? Which part is hard about this? How would that look?

186If it was respectful and this is from TK through 6 that we can just have these conversations and we have this really common language. How we talk about behavior and a common understanding of what we can expect from each other. And then when things. Go a little awry because we're all human and sometimes we get a little over excited. And we're having those conversations around redirect or what have you. It's still the backbone where students are able to reflect for staff even are able to reflect like, you know, that wasn't my most respectful. I'm, just, just,,, wording or I needed to be a little more responsible with my school work that day or whatever it is. So we can bring that language into the restorative piece. But in our day to day language, it's just

187always checking like, oh, is that safe? Nope. Okay, let me fix that really quick. And it's just given us such a strong foundation for like jumping into next year. My team's already talking about what are we gonna do next year? How are we rolling it out? What are we improving? What are we going to add to this? So I was just so thankful to have a system like this, like some. Some information to come in and to create this. Culture that is a journey it's happening it's you know sometimes you wish like for the wand and no one's to have that. So this seems like a good place to start. Thank you. And then from a secondary lens, I thought it was important to hear from Katie because she did this work in Southern California

188and has seen it be pretty successful at secondary level. Of course. So PBIS is definitely an easier sell for elementary. There's lots of positive rewards. My son goes to Pen Grove. He is so excited every time he comes back with his paw award. It makes sense. The secondary level, it's a little more challenging. It's hard for us to wrap our head around it. And I mean, I have to say when I began my educational journey teaching, definitely was a naysayer. I was at a school and I knew that the school rule was no skateboarding on campus. Alright, so as a teacher I'm thinking the students know the rules, they know the expectations. So I came across a student who was skateboarding. I said, Hey, I didn't know him, but I'm like. I'm cool, I'm young.

189He'll listen. I said, Hey, you know, you're not supposed to be skateboarding, please walk and the student, you know, became very confrontational, became very upset with me about it. So I was like, well, that's it. I can't handle this. I just went straight to the Dean and said, you deal with this. Little did I know that the universe then eventually put me back into the role where I was responsible for this and really shifted that perspective and as the school and the high school district I was working at as we were working at implementing our PBIS system. We really realize how crucial it was to have these clear expectations and at the end of the day students weren't misbehaving because they wanted to be bad, they were misbehaving because they didn't have a clear idea

190of what was expected. And it furthermore, it wasn't consistent. Not everyone was holding them accountable. So, when I stepped into the, Dean position. In the district I worked with a team and we started originally the California PBIS coalition does a recognition system every year. If they look at your TFI, they look at your, does a recognition system every year. If they look at your TFI, they look at your suspension data. We originally started at Bronze and in our 4 years we were able to move our way up to Platinum. And one of my final years when we were on campus and in person. After we had made videos teaching about this is where our skateboards go. Investing some money and getting a place for skateboards could be locked up. I encountered a similar situation. I

191ran into a student who was on their skateboard and very confidently I felt like I was able to say, hey, remember we're not supposed to be skateboarding on campus. To which the response was, oh my gosh, Miss. I'm so sorry. I forgot. I was just trying to get to class on time. So it's just a complete shift. It made teachers more confident and willing to engage with students when they notice a misbehavior and it made students just aware of this is what is expected of me. Now the skateboard example, it's a very small one. We definitely could go into these larger situations, but for a high school teacher when we're thinking about these day-to-day encounters, those are the things that are most meaningful. And there's this big conversation right now when it's coming to misbehavior,

192it's do we need a bigger consequence or a bigger hug? And really what's nice about PBIS is that it's a balance between the 2. We need to make sure that we have high expectations for our students, but we're also helping support. Get them there. And on my final note, as I mentioned earlier, it's my son's birthday. And honestly like talking about PBIS and advocating for PBIS is the only thing that would keep me in a board meeting this late. It's, I mean, my friends are already like, oh, you must be talking about restorative practices if you're there. And I'm like, yes, I am. But especially having my son and seeing how PBS is already so significant for him at Pengrove and knowing that both of my children are going to be able to grow up

193in this. I mean that's something worth fighting for. That's something staying late at a board meeting for. Alright, thank you. I owe your son ice cream, I think. I feel, please tell him I'm sorry. Can you promote Claire? Hi, can you hear me? No, no. Can you see me? Great, that's fine. Good. Okay, my name is Clarissa and I'm happy you had the opportunity to hear great things about Pen Grove because I'm going to be talking about us and our PBS program, but first so you know who I am. I've been teaching for 7 years and 5 years with Petal in the city schools versus a special education teacher and now is our reading specialist. And as a member of the PBIS team at Pengrove, I decided that more than just my voice should be

194heard. So I spoke to several teachers at Pengrove. About their experience with PBIS this year. And here's what they report. Also I'm a little nervous, but I'll calm down for you. Okay. TPIS has provided clear, explicit, and consistent expectations framed in a positive way for school-wide. Our school wide expectations are explicit, explicitly taught and displayed throughout our school for the community to reference. In addition to visual cues on campus, we utilize sign language to remind ourselves daily what it means to be safe. And if you could see, I'm going to be safe. Be respectful and be responsible. And Grove utilizes Paul Awards that you've heard about, to positively reinforce students for following these expectations. Students appear, motivated by Paul Awards. And positive reinforcement helps to engage students in the desired behavior. For example, if a

195student is walking in the hallways we reward them with a Paul word saying I'm you're being so safe in the hallways. Here's a Paul Ward thank you and other students around them if they were running would probably end up walking and we would then reward them as well for following along and with our expectations. Each Wednesday, teachers draw a name from their collection of paw words for all the students that they have provided poll words that you that week and students. Select a prize, and that they've earned so that they feel really bought into the system and are reminded again that they're following the expectations. In addition, community circles are facilitated in most classrooms daily offering a space for community building, problem solving, and engage in social emotional learning and just breaking from my script.

196This is like the biggest part that people have spoken positively about. It's like an easy way for us and easy win every day to make sure every day to make sure every student's feeling heard and seen and we can problem solve in the moment. Within these circles and one conflicts arrive, teachers and students utilize statements, sentence frames such as I feel or what I need from you now is to be able to be heard and as a roadmap to navigate through big dealings and pure conflicts. Yeah. This has been especially helpful after recess as you can imagine. Finally, as a tier 2 support, which as you could see from Laura's is the second tier. We all the things I've talked about was the, it was, the most bottom. It's supposed to be for everybody. The

197next year up is for a small percentage of students receiving individualized supports through what we what is called check in check out. We pair student. With their quote cheerleader who reminds them of their daily goals. Celebrates them when they accomplish their goals and reflects with them with the students more on difficult days. Personalized schools are designed between students and their teachers and are around be safe, be respectful and be responsible. Then the teachers track the students behavior on a visual schedule so the student and the teacher are able to communicate about what's going on throughout the day. Through this process, our school has seen seriously positive behavioral progress. I can't bold that enough for students participating in the check in checkout program as a student experience as students experience success, we slowly exit soon from

198check in check out and just a personal note I'm I have 2 kittos that are on check and check out and not only has it helped them to, and like have more positive days at school. It also helps them to have somebody on campus who knows what they're working on and that can support them throughout the day. Check in with them, see how they're doing, literally be a cheerleader. In conclusion, PBIS has been a positive addition to our school culture and community. It has provided universal language across all grade levels and staff. Very clear expectations for our community as a whole and reminds everyone on campus what it means to be a panther. There are of course growing pains and things we need to work on. But overall PBIS has been a positive support to

199our school and then finally I'd feel really thankful that we have Carly Heart bleeding us because of her extensive background and PBS and restorative practices. She has been our cheerleader this whole year. And I truly don't think we could have made it this far without her in terms of PBI. So thank you. Thanks, Claire. Thank you so much. I'll just share a couple of slides with you. As you know, there are growing pains with this. It's a 3 to 5 year implementation and that stop light that kind of red and yellow. We hope to see some more green next year, but schools have made tremendous growth. Okay, can I, can I advance it? Okay, so as I mentioned, one of the things that has not shifted yet is our suspension rate. It's actually gone up

200in elementary school. So it's something that we're working on, but that is part of the grow, it is part of this growing that we're going through. Our secondary has stayed consistent, but we have had an uptick in our elementary suspensions. We're also seeing some extraordinary behaviors that we hadn't seen in the past. And I think you could talk to any educator and they'll say that and that's a result of many many things. The LMFTs and I are meeting to come up with some different ideas on how we need to get bold and braver about what we're doing and consider other ways of addressing what we're seeing. So we're starting that conversation. And also. We are working on providing more professional development for our classified staff and our certificated staff so that'll happen this coming year

201as well. The other data point I wanted to show you is we use what's called the schoolwide information system. And that tracks our data in a different way that Ares doesn't allow for. This tells us. Where it happened, what time it happened, what day of the week it happened, what the offense was, what grade. And then it tracks the students and the number of referrals that each of the students have. So it just gives us a different way of looking at it and people can understand this data a little easier than when you're looking at it through Ares. Some of the obstacles to implementation this year, I always like to, I'm not just, it's not just a Rosie picture, right? We've had, you've heard that there are some things that are not working. It is

202a 3 to 5 year implementation. And those were an hour a month so it didn't allow for staff to be able before principals to be able to use the video series. So we're going to try that again this year. And also I'm developing a progress, some kind of progress monitoring and system to be able to check in with principals this year, aside from the TFI, which is done twice a year. That's not enough. There needs to be some ongoing check in. Again, just what we're gonna take, take on next year, tailored webinars, restorative practices for 90 to 135 staff and then we are also talking to community matters, which is another organization that are going to help us with additional staff because we don't have the capacity to be able to do. The number of

203staff members we have with one trainer. In person on site coaching the video series and then clear expectations and then the additional, as I mentioned, oops, put that twice, sort of practices. So we just wanted to give you an update. What we've been doing because, I also realized that you had not any information from us. So. Thank you for, supporting PBS and restorative practices. I think it will make a difference. It's just not immediate. Thank you. Okay, some questions. Are we open for questions? Couple questions. Carly, I appreciated her descriptions of tier one and tier 2 support. Can you give us some insight on what tier 3 looks like. That's what we hear about a lot. Well, there are a lot more tier 3 behaviors than we've seen in the past and I think that's

204what we're hearing so much of is that really high escalation of behavior. Counseling. That's when we refer to counselors. That's when we may do an SST or there may be more intervention outside of, I mean, the check-in check out is what you're trying to do when you're building those relationships, but a higher level of intervention would include counseling and that kind of support. Thanks. And the other question I had, I think I saw it on the last slide. It was that wanted to ask about classified staff. So I mean, what I'm hearing is the our consultant you know can train site trainers and teams. So can give me a sense of what a site team looks like in terms of. You know, teachers, administrators and classified staff involved. Usually a gened teacher or 2, a

205classified representative, which is often the student advisor, but not always. Somebody from the Sped Ed department and the counselor is usually the makeup of the team. I use my leadership team. I used all grade I had a grade level representative. Everybody does it a little differently, but I wanted more representation. And to your question about the classified staff, Community Matters is going to come in and help us with we are going to be able to offer something in August. To 45 classified members. In restorative practices. You know, we, I think just to add on that, too, you know, Child and answer your question. We. We need to make sure everyone's speaking the same language. So our cafeteria assistants in the in the lunch line right in the breakfast and lunch line. Out on the on

206in the playground out of the yard in our libraries. There there needs to be that consistency and that it's clear that everyone knows here the expectations. And that will help. It's not going to solve everything and that's why we have to. So anyway, so how does that I mean I was struck by. The consultants she said something like. You know, sometimes it's the adults that are, you know, that need that correction. And so how do you get that? How do you move from the 145 whatever people that we're gonna be training up through directly. To everyone on site is on on board. How do we move from one to the other? Yeah, it takes a while to get there. The adults are often the hardest ones to move, right? They're not. I mean, it's when

207you're especially when you're in a stress situation and you're dealing with a behavior sometimes you default to what you know. So learning a behavior sometimes you default to what you know. So learning new ways of managing is not, it takes a while. I can honestly say that by the time we were in year 3 or 4, I had 90% of the staff. I'm not, I mean, we had a couple of holdouts here and there, but for the most part, I'd say because it was working, people started to see that it was working and that there was making a difference. And I was down to maybe 4 kids who took up the majority of my time. And tell me about that dissemination is it, you know, in staff meetings, the like teams. And Laura will come

208in and do like what I used to have. Do, cause where I had some of the most challenging issues were on the yard, right? And that unstructured time. So I had her come in and spend 2 h with my classified staff, right? She provide them with some information and then she'd go out and watch them and observe them and whisper in their ear and try this or have you considered that or, so there were other opportunities. For, I, we created more opportunities. For her to interact with staff. Particularly, cause classified staff, as you know, is not always involved in the training. And so I think Matthew and Chris and everybody has created some more space for classified staff to be able to be trained. So they're going to get some equity work as well too. First

209water and they'll get some PBIS and restorative practice work. So I think finding the time has been the biggest challenge. How do you find the time to train the biggest challenge? How do you find the time to train? A 100,900 people. In our within our system when you when to be effective, 45 people is sort of the maximum number that you can train. And so that's where. We're looking at is is to get us to get us trained up. It's gonna take it just who's gonna take some time. Is any of the training, cause I talk about safe positive respectful school environment. I'm just wondering if you need the training has to deal with. Any issues of racial bias, homophobia, there's been a it just feels like there's been an uptick and anti-blackness behavior and

210use of the N word. I mean, we saw how emotional everyone God, when, when the resolution was being read, I mean, just Just what's going on in the country right now is that being addressed because I just don't see how You can have a safe positive respectful environment if you have that language going on under school campus. If we have messed up the hate motivated behavior item earlier you would have seen the policy I think that plays a big part in doing that, behavior. I am earlier, you would have seen the policy. I think that plays a big part in doing that, that there's really a, I think that plays a big part in doing that policy. I think that plays a big part in doing that, that there's really a 0 tolerance for that

211kind of language. We're also looking at the LGBTQI plus policy, to see where that lands, but I think it's that board policy that helps support, people and actually through that policy, there are some direct actions that can be taken. And the other piece is, the data collection that happens with that's the Swiss system that you saw really allows you to drill down and see what some of those behaviors are. Yes, we are seeing a tremendous uptick in hate motivated behavior and I think that's a big part of the reason that there was an urgency about changing the board policy and making sure that it had some more. But it was stronger. But one of the, I mean, PBS and the Swiss and the data collection does start to uncover. In equitable practices because you're starting

212to see areas that are become more problematic for whatever that reason may be. And you're able to really identify, what the situation is a little more deeply. The other piece that needs to be addressed is our students and how we're addressing and educating students around hate motivated behavior. And that's the other piece that needs to be addressed. And making sure that it's clear for our adults. What is the clear, what is the expectation on the campus? And interrupting that behavior, consistently interrupting it and calling it out. We have a we have a hand up going out and all the student handbooks. About hate motivated behavior and what you can do. We also have a new form that, you'll see at the next board meeting. That is how you investigate. So that I think it is

213one of the attachments that made it in there, how you investigate a hate motivated act. So there are some tools that the administrators. And will have. To, help support this work. I mean, look, I'm on board with all of this. I really am, but just as a parent of black children, I just feel like. I don't know. I would love to see it more explicit. I mean. Within PBS. Is that, doesn't seem like to be part of any of the trainings. Yeah. It's a good point. Which I don't have an answer to right now. And then in terms of like the high school, the secondary, I didn't even see that had their numbers up there. So how do we? That was done. She did that video a couple of days ago. We're in this morning.

214So, before she made, once she made that video, it was prior to Casa's numbers being in, I can. And it's fine if you have them. I just wanna make sure that they are accurate data for all of the school sites. They, they are. They are done. All the schools are. I just don't wanna see it into the like. Touchy feeling but not really to like the root causes of what we're addressing with the And for a lot of students, that's what it is. Yeah. I mean, like we're hearing crazy numbers, we're looking at the youth truth. Data and how you know, our black students are feeling on campus. 30% of them aren't even in our schools. They feel safer being home schooled. I just. Good to create the type of environment that they feel welcome

215to come back to. I don't know if this has to all fall on PBS, but I just feel like. Could be. Well, I think it also has, yeah, the restoration. Yeah, the rest I think it's that I really firmly believe it's all 3 things that we're doing it's PBS, its restorative practices, and it's the work of examining our biases and the way we do things. I think all of those things have worked together. We, it's just doesn't happen. Unfortunately, it doesn't happen fast enough. Is there the, do you feel like people are willing to have these restorative? Circles? I so I have almost 45 people signed up for the advanced training. So I think that there's there is an interest. And then we have another 45 signed up for the baseline. So as it's being

216offered, people are. Are signing up for it. I think we're circles are harder is in the secondary and creating that space for that to happen. I think Katie. Who's at her son's birthday right now. Probably has some ideas on how to do that. I'm excited that she'll be an intern that we can tap to use at a secondary level. It's finding the it's that connection over content, that balance of finding out of making that work in a classroom setting. And I understand it, they're under great pressure to deliver content. But we also need to. Support connection. I mean, just because in here it refers to our board goal of equity and inclusion, but I don't see in here. Where the inclusion is. In the PKS, I guess. That's all. Thank you. I have a quick

217comment. Yeah. I, I really appreciated, having personal statements come from different. You know like secondary and Pen Grove and oh somebody else I forgot. I'm sorry. Okay. Yes, that and I really I you know I'm I understand how it's a long process. I understand how. It You know that foundational work. That, that they spoke about the fact that you have common language and that that feels like it's taking hold, at least at the at the elementary schools. So I guess what I wanted to comment on was just a couple of things. About the fact that I still have. I'm still skeptical as things like, some of the questions that have come up. Just now that if Laura was here. She could address. Why is there not any? You know, our, our issues are race space,

218our homophobia. And and yeah, she's not here to be able to answer these questions for us about how her program can change. Can it change? Can there be a adaptations? For our particular district if we're paying her a hundred $1,000. So that's where my skepticism is, I guess. I hope you understand this. I think that the basic. Program is, is good. I like what I hear, but I also know that we have these. Outrageous. Actions in terms of behavior. So when she's saying that it's been successful, the last that she's been here for a year and a half. And you know, it's all great and I'm going, well, it true doesn't sound like it. From the text I get. So, That's, I just wanted, it seems like it's the places where it's working really well

219or where. There's a lot of confidence in the staff is where you have. Somebody there that's really familiar with it. With a PBIS program. And so You guys are doing all the work and that's really my hesitation. I wouldn't be against renewing it, but I certainly want to Oh, keep an eye on it. That's it. Thank you. Thanks. How on those issues, those last 2 comments, how much opportunity is there to. Have Laura Taylor. The training to our specific needs. I think there's quite a bit of opportunities. That's, I mean, that's what the foundation of PBI has. Environment that you're working and I think there's some principles that need to be. Held, but I don't. I don't think that it's a problem. You don't have a conversation with her about the feedback tonight. Okay. Thank

220you. I know this is a lot of work. To compile. I appreciate it. Appreciate all the information. Anyone else have any questions or comments? Do we already move it? Yeah. Okay, AR, 51, 45.9. Don't use public comment. We'll open the chat for a little bit. If anyone, literally, if there's any comments from the public on our discussion slash information item. And I really think this item, we're gonna bring it back to the next meeting because we pulled the more policy so that AR is gonna come back to the next. Do you want to do that? But I can do it now. I'll move to table it till the next meeting and someone needs to second and then you can make comments. I moved to table, administrative regulations, 5 1 4.9 to the next meeting. Okay,

221well I sent you an email about my concerns. It was, I can, wait a second. I'll see. It's just. Reading through this. Wait, we're tabling. So all in favor. Yeah. So I'll give you time to speak with her about it. Yeah, and I appreciate you including us on the email. Yeah. Future business. Hey, Dad, I just wanna add so. Item 12 or sorry, item 12 point. 2.7. The one that. The award of contract, for the building demolition site work with a new module of classrooms, depending of elementary school. We have a, we're in a situation right now where the, the top bid. We're not sure what's gonna we're not sure if they're pulling or not. Let's say the loaded at the top. The bid that was selected. The parent looked better. So we pulled that

222and so really doesn't really matter if. We have to have it, we need to have a special,, you have to do a, in order to keep the project on track, we have to have a bid awarded for the contract. This week. And, there's some question about whether the apparent little better. Has a mathematical error and can Can, is gonna pull the bit or not. So we'd like to have a special meeting, emergency meeting on Thursday. To either award ask for toward the apparent little bit or the next. Okay. Tomorrow. Tomorrow afternoon. And then we'll be posting if 24 h notice the public. It's a 10 min. 10 min meeting. So. Yes, please. We just it's for the demolition site work. For the Pengro project and we have to keep that project. It's very tight schedule. Yes. Okay. I

223got an item. So in light of all our public comments about the athletics, there was one issue with several issues there that were really. Compelling but you know the transportation one we've heard with you know all the extracurricular is not just athletics but field trips and everything. And I totally agree that the risk that we're taking is just unacceptable. And so I'd like to see. Some kind of. I don't know what it is, but it's probably budgeting issue. But I'd like to see the transportation solution there somewhere or maybe the solution is getting enough bus drivers to hire. Yeah, and then, well, and then the equity issue we've already had our special, steady session on it, but. We need to formulate some kind of action plan on that. So, so specific to transportation for now.

224Yeah. Not just. Of course, yes. That's And I, yes, I'm already talking to. I mean, we're planning on bringing back an appointment of the new. Director who we've had a process and so on and so forth. And we have a retired interim who's helping out so I'll be talking to them about. Kind of next steps and trying to identify some ideas on that. It's a complex issue. And the solutions will be complex. To quote my tape, they will take time. Thank you, Sheldon. I think also related to that and what we've spoken about before at the equity meeting. I would love to have an audit of the boosters and all the sport all the sports money that's being raised and spent. It sounds like people have different ideas of what of what's the actual cost

225is doesn't seem to be like a clear. I don't have bodies like physically collecting the money and like what? I have 3 kids that play. Somebody is going to. Coaches, going to. Right. Coaches, someone's going to. Right. Coaches, sons going to boosters. Right. And we're being told different things like it's going to transportation, but when they're out of bus, it's going to pay for referees. I'm hearing that the district pays for referees is going to play for uniformized and the school providing uniform. So I'm hearing different things. I would just love if we could see all of the money, the boosters, the donations. What along with our budget. And just get like a real feel. For the actual cost and how much money we have and how much we're really spending like. You know, football

226are we spending? Really, 300 per student athlete. We're softball. We're really only spending, you know, 100 per student athlete. But we're asking the same amount. Entire career fundraising and it all had to go through student body and. The student body funds were audited so I don't understand why there's So little transparency. So just to be clear, associate student body is not ethics. It's raised by kids, spent my kids, not teachers and not coaches, certainly. So it should be kept separate. There are many organizations where they're gets a little. Gray, shall we say, but in this district we try to keep it very separate. I think that Matthew and I can have a conversation about kinda how to think about. What your interest is and try to come up with some sort of. Plan. Kind of

227happy note. Thank you. Casa is getting a bus for prom. So, you know, I feel like if and I know that's been said. Yeah, we asked for a bus and it was to give it. So it's like I'm just wondering why that message isn't coming across like to the coaches in the. Admin to request buses. I don't know. I'm just, I guess we're, we're, we're increasing, we're increasing district contribution to transportation because we have a massive shortage. Of bus drivers. So we're increasing company, the contribution to each school site, right? So to the 2 to $70,000 across the district, 30,000 each high school, 5,000 of the junior highs is brought up by the parents. We know that's not enough to fund all of it, but it's it's a start at least it's a recognition that

228we don't have enough bus drivers to do all the sports field trips. So when, when you request a bus, there's a sports event out in, you know, Napa that's a sports event out in you know Napa that's going to be a dangerous drive. Yeah, athletic directors principal should be using that funding to pay for a bus to take soon so that we ensure that they're safe. If it's for Penn, the high school students to go to cost of the play. It I think it's I think it's really intended to be. A bridge. Yes. And a stopgap measure to buy ourselves time. To come up with a longer term plan. Right. And to try to find more bus drivers, etc., etc. So I mean. It wasn't intended to be. The solution is really a bridge. Well,

229we try to develop a longer term solution. I mean, that was kind of the idea. You know, and Again, we have this massive transition going on. In the transportation department. So I do that we have lots of ideas. There's, there's a benefit and having fresh eyes coming in. To take a look at the problem. And I, and I have confidence that there are some solutions and we are seeing a shift. In employment, we are seeing a shift in people having more interest. And, and we have finally. Given raises, which I think is also helping us remember we had 3 years of not giving raises. We had a real challenge in being able to recruit. So I do think that we're, we're actually in positioned well to start solving some of these problems. I think Joanna's

230question was more like dude coaches and principals actually know about it and are they gonna be able to act on it and request it and how are we. Supporting them so they know that they can at least ask or have like have they all checked out and then like I for sports this year between my kids. Secondary level and none of the coaches requested a bus for anything. We're not asking for a bus for everything, but we're just rolling it out. We're literally just. Right, so can we make sure? I guess, right. Oh no. Okay, yeah. Okay, now. We just, we just met with the principals to talk about. The new money, but principals. But when I asked about it a couple of months ago, I was told that the coaches needed to ask for

231the buses. But it sounds like they weren't asking for So do the code like I guess. And maybe we need to get some clarity district wide on here is the process for asking for the transportation. Cause even if we put the money into it, are they going to ask for it? Is the question. The point has been in a massive transition because our director transition, our director of transportation was signed in March. So there has been this. I would say this period of time where there has been some challenges. So I. I don't wanna understate that. So I do think that there has been a gap in. I don't know all the chat. But then when she came to speak, she said that if people ask, then they can work with them. So I guess

232that. Yeah, she did say that. I guess moving forward, it would just be great to get some clarity. Cause yeah, me as a parent, I don't wanna put my kid in a car with someone who just got their license or with some random parent that I don't know. And 16 year olds are not supposed to be driving as a kids. Alright, any other future business? No? Okay. We better report at a close session. So we took action on item. 4.1. Let me know how to report this out, Caitlin. Let you do it on confidential student discipline matters. We approved all 3. By vote 4 to 0. Yes. Okay. And with that, just real quick. Just wanna, just to the special appreciation for. Kylie Minto who is she she's gonna be the, senior school secretary at

233Mcneer. And so this, this will be, this is her last. 4. Oh, kindly. Yeah. Oh, Thursday, that's right. Alright, with that we are adjourned. Thank you, Kylie, with you on Thursday. See you