PCS Board of Education Special Meeting (Equity): 4/25/23

001Alright, we are. Gonna call the Special Board meeting to order a 504. Looks like we're starting with the pledge of allegiance. All all right. Next step, adoption and approval of the agenda. And I get a motion. I moved to adopt and approve the agenda. Okay, all in favor. Alright. Next up special recognitions, reports, and presentations, we have the introductions of the new principal at Grants and the new principal at. We are excited to announce Sarania Suresh Kumar as the new principal of Grant Elementary School. Saranya has been serving as interim principal for Grant. This school year, and will assume her formal duties as principal angel. July first, 2023, Sarania leads with conviction and comes to her position with 11 years. Experience in education. She spent the first 7 years of her career as a classroom

002teacher in Florida, Oregon, and Massachusetts worked the next 3 years as a behavioral coach and instructional coach in San Francisco unified in the mission and Soa neighborhoods, Sarah joined Pcs last year as an elementary teacher at Mcdowell, elementary and served as our elementary summer school principal in 2022 Sara began this year as an administrative intern and was immediately assigned as grant's interim Principle, Mister Eskimar lived in India until the age of 4, when she moved to the United States, growing up, Sarahana enjoyed moving around the country while her father completed his medical residency after high school, Sarania attended the University of Central Florida for her Undergraduate degree in elementary education, and Columbia's Columbia University's Teacher College for her Master's Degree in Psychology and Education on a Personal Note, Sarania and her husband, Dan live in

003Downtown Petaluma living in the community. She serves feels like a gift, and she loves to hear. Hi, Miss Sarana! When she runs into students from Grant around town when she is not a grant. Sarania enjoys reading, practicing, Yoga, playing with her puppy, and spending time with her family and friends, Sarah believes in educating and nurturing the whole child with an emphasis on supporting students social and emotional needs last school year one of Sarania's goals was to know all of her grandcham Rocks by their name, and this year Sarania is deeply committed to getting to know every single family at Grant, and building a strong and supportive partnerships. She looks forward to planting roots and petaluma, and building strong connections in the Grant community. Please join us in congratulating Sarah Sarah Kumar as the new principal

004of Grant Elementary School. I wanted to be here, and so excited we started this year at Grant elementary I was here just last week with my shared. Presenting our vision, our co-constructed, and I'm so looking forward to being able to see the implementation of that at Grant School. So thank you for choosing me. Alright. Oh, you're just gonna go! After completing a rigorous hiring process, we are pleased to announce the selection of Christina Bridges as the new principal of Casa Grande High School, Christina will assume her new duties on July first 2023 Christina join Petaluma city schools in 2,011 as an English and El D. Teacher at Petaluma High School. She moved to Nevada High School in 2,004, and spent 5 years teaching English and El D. There before returning to Pcs. As an insistent

005principle, she has spent the last 4 years serving Casa Grande in this role, and has developed a deep love of the big house community born in Fiji. Christina is a proud member of the Asian, American, and Pacific Islander community, and brings her passion and commitment to diversity, equity, and inclusion for all to her leadership work. In addition to working at Casa Grande, Christina continues to work as an educational consultant for canal alliance, to provide mentorship and training for teachers in trauma-informed practices and classroom management Christina grew up in the petaluma and Katari areas and graduated from Cardinal Newman, Ursland High School in Santa Rosa. Christina received her BA. In English literature, and her single subject, teaching credential in English from Sonoma State University. She then earned her Master's degree in educational leadership and administrative services

006credential from San Francisco State University, Christina understands the challenge of being a principal, and is looking forward to listening to the community to understand their needs as she embarks on the road ahead her top priority is building a positive and safe school culture by creating fun and engaging events to foster relationships, build connections, and get to know the unique aspects that make each member of the Costa community a valued individual. She planned on focusing on increasing communication for the entire cost of community. So its members are empowered participants when it comes to critical events, decisions and happenings at the school. Christina's passionate about celebrating and empowering the students, teachers, and staff at Casa to help them be their best. On a personal note. Christina enjoyed reading, listening to podcasts, traveling, attending, community events, and spending

007family time with her son, who attends Pengrove elementary. Christina lives, steps away from the school, and plans to stay at Costa for a long time. She is, she is invested, she is invested in the school, and advancing the excellence of its programs and offerings. Please join us in congratulating Christina Brady's as a new principal of Casa Grande High School. I just want to lead with some gratitude, and really extend my sincere thank you to the Board and the District Administration. I felt very supported in this role. Obviously, and I'm really grateful for that support and partnership. I also wanted to say that I understand what a great opportunity this is, and what the magnitude of the responsibility of being principled is, and I feel that this has been a really great time for me to

008take this role on. And I'm very invested in the work that's ahead. And I wanna acknowledge all of the mentorship that I've had before from Mit and Dr. O. And just the students and families of Costa who have really made this possible, and I hope to continue the amazing work to bring people together, and just to celebrate the excellence of Costa Overall. So thank you very much. Well, I just want to extend my gratitude to the 2 of you for taking on these new roles. And for you, Jason, and the hiring committees. We know education is not easy. Say, so, we really appreciate you guys stepping into these leadership role. So, yeah, thank you. Anyone else before we move on. Yeah, we're very happy. Congratulations. Yeah. All right. Comments from the public on action items.

009If there are anyone in the public, either in person or mine who would like to speak about really have one action item, please put your first and last name in the chat, and I'm gonna read the public comment policy because we do have public comments. Later on in the meeting alright under government Code section 5, 4, 9 5 4.3 a members of the public have the right to address the governing board on any items of interests providing that relate to the subject matter. Jurisdiction of the school district. While 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 request that the complaint first be submitted and

010writing to the employees, immediate supervisor for investation. If the comment is about something that is not on the agenda, it will be heard only during the public comment on non agenda non agenda 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. Note that 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 four-person, sorry to a four-minute per person limit or a 20 min limit per subject matter. Okay, do we have any comments? No. Okay. Alright. Let's move on to approval of the variable term. Waiver for the pedal. My high school counselor Jason, do you wanna speak about this? We're

011mapping. So this is sorry. So this is, we have a counselor that it went out on maternity leave, and we have an intern who is getting their Pps. But they're not allowed. We're not allowed to typically sell until they have achieved their Pbs, unless we do a variable term. Waiver. So this is to allow an internal that will have their credential. At the end of the summer to help us out in the last few bits of school. He. He's been working at Casa, and he'll be helping out at Petaluma for the this variable tomorrow will be subbing it at Petaluma. But Ben doing his intern work at Costa. Yeah. So helping out probably 2 days a week, I think, if I remember correctly. And we typically wouldn't bring an action into a board study session.

012But we'd like to get him started as soon as possible. Like, there's always something for one of these. All right. I moved to approve the term waiver. I second all in favor a Hi. Alright, next, up equity. Yes, and our guest. You're more than welcome to stay, and you're more than welcome to go enjoy the evening. So thank you. Everybody. Alright. So I just wanted to kind of introduce this topic. So our special board meeting here on equity, I know that equity is a word that gets thrown out left and right, and and we really wanna look and explore this topic from multiple different lenses. And kind of how we set up the Special Board meeting. So we're gonna talk about through looking at each sort of through each of our departments through an equity

013lens and sort of the goal here, I think, is at the very end. We're hoping to get some just some comments in here a little bit where you guys are coming from, and then maybe on the next board meeting we'll get some clear direction. So we've we've broken it up into equity, and I think of it as a picture with a student in the middle there and then all the adults around. And how do we make sure that every child is not necessarily getting the same thing? But they're all getting what they need to be successful. And so we're going to start here with setting the stage. The next slide, please, Amy, the first area we're going to look at is really around professional development. So myt is going to come up. We have first

014water on the line, and they're going to talk to us a little bit about professional development through the lens of equity. What are we doing from positive behavior, intervention, support? Pdis Lens. What are we doing with discipline, restorative practices, new board policies that's going to be coming up and equity coaching for our leaders? What does that look like, and then allow the Board to ask any questions that they have from the professional development student Services realm. Once we're done with that, then we're gonna move into the Hr. Hr Lens around around equity what are some innovative things that we're looking at doing in the near future? Looking at some of our own students, and that looking at the as a pipeline for diverse student body as we help them go off and be hopefully starting

015to come back in into teaching and looking at potentially a Ct pathway, that sort of thing. So Jason will kind of describe that Tony, and are gonna work through the financial costs of extracurricular programs. What does that look like for a typical family? I know there's a lot of interest about that from our board members. Hopefully. I'm sure, from our student board members as well. So beginning of the year, supplies field trips, sixth grade camp love to talk a little bit about what that looks like, for all some of our schools, sports, dances, graduation, Prom, what are those? What's the typical cost for a student? I'd love to have you feel free if you have a high school student to chime in a little bit. So we put together some data points there, we're gonna

016then move into Pta funding. We're gonna look at our 7 elementary schools. What do our Pta, what is a t a typical annual budget for Pta school for an elementary school with their Pta and then we're gonna talk about foundation funding. We know that some of our schools have foundations. So, for example, Cherry Valley is one that comes to mind particularly on their their library. We wanna look at the Pedal and Education foundation so that it supports all of our schools. What does that really look like when we will pull back the curtain just a little bit. There talk about what it fundunds! What great work that they've done, what it funds what it doesn't fund, and what are some of the needs for our schools in our districts? In our district after that we'll

017switch over to business, and we'll start talking. We're gonna give a parcel tax update to everybody. What does a parcel tax look like in Petaluma? What could it look like if we were to, you know, start to come up with different ideas, and also look at our bonds. So where are where we at right now, with our bonds? Let's get a bond update what money is remaining there. What I ideas do we have for the future. Give the board some time to process that ask questions, have a conversation, and then we'll move into comments from the public. We did that strategically, because sometimes we put comments from the public before, it's like we, I I want the people, everyone to be well informed that we'll have the comments from the public talk about feature business.

018Then we're going to adjourn. So the whole. This whole meeting is really a discussion. I it's all this is all just discussion. No decisions are being made. We're just having here to give information. Put information before the board. Does that make sense? Okay? Alright. So I'm gonna turn it over to to my team. Hi, everybody! Sorry I sailed this way. Yeah, anyway, I'll do the very best I can, and hopefully you can understand the word coming out of my mouth. I don't sound too much like a 2 year old so I'm gonna talk to you a little bit about Pbs for sort of practices. Some of the board policy we're putting forward and then a little bit about the equity work with with first water, and they'll be on the line. They're going to share

019some of the work they've been doing. So you can hear from them as well. So we started Pbs. Last year a little bit we dabbled with it a little bit and this year we've had a much broader implementation. All our schools have climate and culture teams to address that tier. One work, so that the expectations are clear. We have so motivators, all the adults are speaking the same language. We're addressing situations. Similarly on the campus, and that there aren't any surprises for our kids. They're not going to hear one thing from one teacher. And another thing from another teacher. So that's really hard to work on that calibration. But that's one of one of the things that we're working on this year and then next year, we're looking into working into tier 2 work so

020that we can start to provide some additional support for those kids who need more. And we know that right now a lot of our kids need more. So, but also our Lmf. Ts play into this work, and how they're offering support. But we're also working to expand the network within the school settings, so that we're not so relying on the lmfts but that other people can support this work as well. That was a quote from the last professional development. When Laura was here in February, she did a circle training for all our teachers. So they got. Everybody got a little bit of cervical training later on, during that same week she did advance restorative practice training for 45 administrators, counselors, and student services student advisors. Excuse me, she'll be coming back in the fall if

021the contract is approved, and she'll work with another 45. So we're starting to build that capacity, and then she'll also provide advanced circle training for teachers who are interested to try to build again that capacity of teacher leaders at school sites. So that's for the 2324. That's a little preview of 2324 school year. And a little bit about. Yes, that's so. That's the restorative practice work. They kind of work well together, and people often confuse the 2 things Pbis is really about being very clear with your expectations. Restorative practices is a way of preparing harm and we look at discipline on a continuum. Suspension is always a possibility, but it's not. It's no longer the first thing we go to right. There are other things that we're trying to address to go to before we

022go to that suspension option. But it is. It is a continuum of work. Some of the things that we've been working on to support that work for teachers and administration is updating our board policies. And I think you've all saw the first read last week where we are. I think it was last week where we are teasing apart due process away from discipline and providing more restorative options for staff. And there's another board policy about welcoming schools and what that environment should look like, and what you're going to see in the future is. I hate-motivated behavior policy, which is, we have one. But we're going to add more to it, so that there's education, and there's some consequences. And there's a little more. It's a little more robust, so you'll see that coming up in

023May as another board policy that we're changing. And then finally, the work that we've been doing with first water. The anti-bias work with Athony and Nicole. King. They've been working with our administrators all year in coaching, in workshops and then coaching one of the principals, said to me the other day that she goes, I just wasn't sure about this work as a principle, and then I had this coaching session, and it's really the best thing that's happened to me all year. So they're looking at it as an opportunity to really improve their practice and and have that person to us, that safe space to sound, to share their thoughts with teachers also receive training with Anthony and Nicole King in February in bias, antibias work. So we're right now. We're supporting the adults to support

024the students. I think one of the things that I've said a number of times is we have to understand our biases and how they're playing out and how they're affecting students and contributing the situations and perhaps making things a little more challenging than they could B should be and I think one of the things that Anthony and Nicole have worked with us on. And they'll talk to you a little bit about this is, systems want to systems. 2 thinking is to. We often work from a systems. One place where we're responding to things in our bias plays a role. There, and we are often we sometimes come from an emotional space. If we can step back and slow down our thinking, and we often make better decisions when we can do that. And then our

025students have a better experience when we can do that. And then our students have a better experience. And ultimately, that's what we're looking for. So Anthony Nicole are going to share their work with you with us, and thank you for. Thank you. Mite. Hello, everyone. Before we get started. I wanted to see if we could get Anthony added, as a panelist will be sharing a screen, and he'll be engaging today as well. There we go. Thank you. Awesome. Give us just a minute. We've got the screen share, but we are first wire consultants and just want to give a thank you to the board. The superintendent, superintendent, leaders, and members present. We really appreciate the opportunity to speak with you today about this ongoing equity engagement that we've had is really this equity and journey

026over the last 8 months or so. I think we have some time to present to you about 30 min, and then we'll have some time, for at the end. So if you could hold your questions until then, we're really excited to answer them, for you. Okay. What we like to do before we get started to say, Thank you. We know the work that you do as a board is tireless. You don't have to do it, but all that you do for kids is really important, and we're excited to be partnering with you. Might take, give us a great introduction, but we are an organizational development firm, and we really help people change, and that you know the root cause of that is, you know, really understanding what the needs are deserning learning opportunities. And strategizing a

027way forward. And so we've really had a distinct honor and a pleasure to work with leaders, principles, administrators, teachers, and especially really getting to know some of the leadership through the coaching session. So what we're gonna do today is give you the leadership through the coaching session. So what we're gonna do today is give you next. A high-level kind of overview of the engagement. Anthony's gonna walk you through some of the learning sessions. Just so you can get a taste of what was explored and what was learned, and and and some of the collaborative moments that we had with the staff. So we'll give you some introduction into that as well. I don't know if you all can see that screen. Very well, Anthony, you might have to. Back out there and come back in

028here we go. But essentially this was an entry level engagement. So we started off kind of small, and we have something to build upon. The focus for this work really was to build capacity in Aness with the focus on leaders. So we worked with leaders and focused around leadership development on that unconscious bias really removing barriers for change. We'll talk a little bit about that later, and we did that through 5 learning sessions. And then individual coaching, and you'll see there's like a high level overview of these engagement activities on the screen. There. So what we did was we started with the planning which happened. Well before we went under contract in September, and so that's kind of been a through line we've been working with Mit and Lindsay, who really been shepherding this work.

029And really, really appreciate them as partners. We also started the stakeholder engagement. I will talk about that a little bit. We started with focus groups and then turn that over into interviews. And then we started the leadership learning sessions. In November the Pd. In January, and we're currently in this midst of the coaching sessions as well. Next slide, please. Awesome. So what we did was, you know, we took a look at the Orinda study, but we wanted a little more depth regarding like how stakeholders, how staff are really experiencing Pcs. So we took the opportunity to conduct interviews, but also we started off doing focus groups. But we know that there was, you know, some hesitancy, and so we wanted to get a little bit more buy in and provide more comfort. So what we

030did was we provided opportunities to interview anyone that was interested. So we reached out to about 32 people who had expressed interest in participating in those focus groups. We ended up conducting about 18 interviews with a broad range of people from different representatives throughout the district. So you see, there's classified staff that were representatives throughout the district. So you see, there's classified staff that were represented certificated Site leaders, District leaders, Board members, Union Representatives. And so what we got from those interviews? Really some answers for some of the real-time scenarios, real life scenarios that we were able to incorporate into the learning session. So we were able to really take some of the challenges that were presented, and use those replicate those and use them as learning optities. So that was a really kind of

031unique piece that came out of those interviews as well as some high level, anecdotal information that really kind of shaped and and and let us know that we were on the right track with the learning sessions and the design and the thinking for this early capacity building and aware, awareness, engagement, and then we also built in some so many communities of practice with the leaders at the end of each session, where we have this space and opportunity, we captured information there, and all of that set in to the larger kind of learning agenda that we'll talk about next Slide please, there we go. So Anthony's gonna walk you through these 5 learning sessions that we did with the leaders as well as the sessions that we did with the teachers and essentially, these sessions were

032designed to help leaders really learn what biases that we did with the teachers and it gets in the way of change you'll hear that what gets in the way quite a bit when we're talking about personal change and we've got to understand what's getting in the way of change, and then how to overcome that bias and leave for equity. So I'll turn it over to Anthony, who will walk you through the rest of this. Hey? Good evening, everybody sorry. Just seems to be like a little bit of a lag in the slides here. I see. Black Screen says, loading hopefully, you don't. Okay. So we wanted to start this engagement, as you saw the arc of learning went from like what bias, what's given in a way. And that was our first session. So we'll

033walk you through a little bit session by session at very high level for the sake of time, and if you see, here is our focus on bias, and we we frame biases where we see biases as normal function of our brain so you heard mit talk about the system. One system, to thank you. So we really helped leaders really understand like bias is not in and of itself a bad thing. It is just a thing that naturally happens in our brains. And so the thing we can do is to make sure we understand it. So we can actually do something about it. So we might say, mentioned the system, one thinking, which is like the autopilot, we make snap decisions, quick judgments about things. And it says just the one thinking is informed by years

034of experience and things that we have learned over the over over time. And so it makes sense that we have these, a instinctive and fast reactions to things, because quite honestly, it's a bit of a survival mechanism but we're dealing with people. In this case, particularly in particular students in education. We really want to take this as much time and assistance to world as possible, which, as you see, is that reflective brain which is conscious, reasoned, and slow. This this is the society of brand that gets you this even asked questions to some people when they make a broad statement, something like, say more about that right? Instead of just agreeing with that, can lead you to slowing down and having a system to approach. So we wanna just we walk leaders through what bias

035looks like in action. We start with an implicit bias. The implicit bias feeds a dominant culture, because it then it forms what we see as right and important, and then that rightness and what we see is important influences in the in the case of education. They can influence the concept that we see deem as essential education. This is an oversimplification, because I understand that the State has standards, that they sit and so on. What I'm getting it are like the resources and things that we might choose for the text that we might select and choose as the thing that we do over and over again that influence then shapes how we see and make sense of the world around us, and, as you can imagine, we see the world through this lens. It just reinforces

036our implicit bias. We see and look for the things that jive with how our brains, thinking. And so that is a circular process that keeps back us in action. So what we try to help leaders do is to slow down and recognize when that bias in action, and as you can see, the dangers of this is a lot of times is what drives disproportionate numbers of extens suspensions over identification of particular groups and special education and again, this is one of our, in our opinion, is one of root causes of the growing and persistent educational debt so he spent a lot of time with a practitioner. I'm sorry the leaders really focusing on what their bias is, what it means and how they can start to interrupt it. Moving on the session, too. I want

037to make sure we understood how everyone in this situation is because oftentimes we hear that's great. I'm glad I heard a little bit more about myself. But let's get into the work. What can I actually do and we wanna again, wanna help people slow down and understand that the individual beliefs and identity that we hold they inform the building culture and that we serve? And then that building culture informs the organization of culture, and it doesn't just go one way. It kind of goes inward as well, but want to make sure that people understand that because we often have to slow people down because they want to get to just tell me what to do. Session 2 we really took us kind of. We came in a little bit more narrow on this, on bias

038and racial bias in particular, by talking about racial scripts. The scripts are those detailed instructions in our lives about how we are supposed to view other races, and how we're supposed to view ourselves we spent a lot of time really working through those stories of like our leadership, journeys, those racial scripts and where they came from the earlier size. We talked about race and really helped bring that to life. So then we moved on to session 3. We talked about power and privilege right? So now we've got an understanding of bias. We've got an understanding of our racial scripts. Now let's take a look at our buy our power, the power privilege that we have, because we all have it in some way, so, as you can see, we did. We actually crammed a lot

039into about 2 and a half hours of session time. We talked about allyship and antiracism right? We talked about, what racism is, but to be to work against you actually have to be active and be antiracist. We talked about how to approach additional isms, we define powerpillage, not just in leadership, because that's important. I think that those you know adults can see that pretty easily. How the power and privilege that they have, whether it's positional or relational, or knowledge, even, can really impact how they lead. And we use the case study method with this time, where we examine the power of a scenario that involve the white student using a racial slur toward a student called student of color. We, we have people be able to see one, that power privilege that a teacher might

040have had in this situation this the social power that was prevent, that was present with between the students where one student might say something, another takes. It because they feel like they might be powerless, and then talk about what you might be able to do, as either a teacher would be. More importantly, the leader who might be supporting that teacher. And then, lastly, you see this kind of picture back here. It is a continuum on becoming an anti racist. Multicultural organization where we have participants take a self-assessment, so to speak, of the system, and where they think they are, which help provide some kind of pathway to thinking about what are the things that need to happen to move us toward a more equitable system and I'll wrap the learning series. Here, with the last

0412 session session 4, we have done. Session. 5 as you see, is coming up. May fifteenth, but the focus on both are really about the same, and they focus on the immaterial change process. If you are a Brene brown fan, you probably heard this even recently she had Dr. Lisa Leahy on to talk about the immunity to change process and we use this process because we find that be a very powerful way to help people in particular. This case leaders really think about what is getting in the way we all are able to set goals, and for some reason we just can't seem to reach them top of it. As far as that goal is weight loss. A lot of times, and there's always something there that gets in a way, it's usually not time

042like we might say is using that the food that we can afford, or can't afford to buy. It's usually none of those things are usually A's something else going on. And we think about the immune guard. I'm sorry the immunity change system is really like a psychological immune system your immune system is meant to keep you safe from something. And so we walk participants in this through the process. And as you see, that little puppet hand we call it the unconsciously immune phase you're being controlled by some sitesological muse system that you were not even aware of so what we do is we have people map it out in a sequence of prompts that really help. Then people start to see, okay, I have now consciously immune. I can see my new system. I'm still

043being controlled by, but I can at least see it. And this shows up when you continues to do with the same behavior, it works against your goal. In my case I wanna lose weight. But I'm choosing that to exercise. I see the immunity, and I see the problem. But I'm just not doing it. And then we work people to being consciously released. And that's means that you know what I am no longer held subject to this psychological immune system. I know about. I still have to think really hard about it, but I'm released from it. I'm no longer held subject to it. And then, lastly, the goal ultimately goes to become unconsciously released, which means this is just how much it's going to become unconsciously released, which means this is just how we function so

044at this time, we're working with leaders. And being in this consciously immune space and helping them work for the constantly release space. And we're doing that we initially drafted a maps with leaders in the session and then decided to carry it over into the coaching space. So we're having leaders run little tests throughout the weeks between coaching sessions so he can come back and really see that immune system in action and start to do something about it. And it last piece here on. I'll speak to is the coaching part. I'm sorry. That's one more piece. There's a leadership coaching that we do. We've had about. We've had 18 leaders. We were able to offer up to 5 h of coaching per liter. And right now we're sitting somewhere around 2 to 4 per per participant, just

045scheduling challenges can kind of get in the way sometime. And so we come with an immunity change process with the leadership, circle, profile. If you're familiar with it, if you're not familiar with it, rather, it is a 3 c. 63 process where people seek feedback, not only from those that supervise them, but they seek it from their peers, and it also goes that are what what the assessment calls direct reports. So it really gives a comprehensive view on the strengths and areas for growth that leaders can work on. And we use that as well, in conjunction with the immunity to change process. And we believe this is really strong, because oftentimes, if you go into a coaching session, just as a co-chee with your own ideas about what you need to work, you may be

046right but oftentimes, you're not accurate unless you have the feedback of other people. That experience, your leadership. And I think that is it. I know I was rapid fire, but we wanna make sure that we honor time, and I think in the call you want to take this one. Anthony, could you go back? One more slide? I think we wanna talk about the teacher. Pd. Session. Hmm! It is just loading on my end. I don't know if that's what you see. I do see the same. There! Okay, not sure what's going on there, but I would. This slide seems to be having some problems, so I hope you okay, at least see that. And then we'll go back full screen for the next slide. Okay. Oh, lastly, this is the teacher. Pd s session that

047we did in February we were able to do over the course of 2 days, and I believe across 5 different groups. We were able to engage all the teachers at the schools in really really quick session, really focus on it and unconscious bias with the kind of thing being the single story really focused on it, and unconscious bias with the kind of theme being the single story and the dangerous of it and so in a bit we'll share some of the feedback, and that we that that was given to us in the survey after the session. But really what we want to do was help. People really reflect on their own identity, because we see identity situational housing meaning it. Some aspects of our identity matter in some places, and not so much in other

048places. And so you see there, we did that with an interactive activity or identity walk shared this video about the power of a single story. And then we left teachers with strategies to help minimize bias. And then the post workshop session that was site. Late that was led by site leaders. We have, we, edit reflection prop, really focused on apps like, Okay, great. So you learn something from us, or at least we hope you did. Now, what is it? That you want to do, moving forward in your classroom that you can do tomorrow. Okay. Alright. Now it's over to the call to talk about the feedback and what we see as the impact of our work. So far. Awesome. Thank you. Thank you, Anthony and I will say we had about 5 sessions across 2

049days, with teachers highly engaging. Just a lot of a lot of good questions, a lot of great feedback in the session. And so, you know, really, really productive. For this, the first kind of engagement like this. So even got people out of their seats walking from, you know, across the room. We did the identity walk, exercise, and just hide participation. So I just wanted to share that one of the things that we did in terms of our survey was, we just asked the question, What is it that you can implement right away? And that can be hard, right? Because it's just. I think it was about an hour and a half worth of a session for each. Each group. But we did get some really valuable feedback and we thought it was important to share.

050So give you a moment to look, and I'll just kind of voice them over as well. A teacher wrote, I want to slow down on judgments. Ask questions. When someone present information to me about students, facts, vers, opinions. Okay, to continue to address my own unconscious biases, and how they impact my teaching to avoid the single narrative. And both my relationships with students, but also in the material that I teach. One of the things that we do is we showed a video about what that where their heart, where there's harm, will we have a single narrative about a person, a family, and what the impact is on teaching when we carry that single narrative into the work, that we do so having that call out about avoiding that and being conscious of it, was really

051interesting to see the next one. I will get curious and ask questions when I hear people climbing up the ladder of inference. That's kind of that, reflectsive loop that Anthony was talking about, where you kind of shoot right up the ladder and make assumptions about others. We want to make sure that we're climbing back down that ladder slowly. And so, seeing that layering, I think that's something that has been talked about within the district already, that we were able to support the direction in that as a tool to come back down the ladder, we need to check each other, Susan, keep each other in check point out what a single story comment is made we know this comes up, which is like what happens when you hear something. So having that awareness about communicating with

052others when they hear those single narratives, is pretty interesting as well. I can be more aware of my decisions and work to repair any harm done by my level. One brain being responsible for my second and third thoughts can help me. Better connect with stakeholders, and navigate my environment with more awareness and empathy, so that that system, one system to thinking hopefully is spreading across the district as an approach to how to deal with those kind of immediate thoughts and reactions and assumptions about others a one-on-one meetings with families getting more curious about students and interests, and then the final one that we present today is reconsider. My tried and true methods with students who are struggling with behavior, expectations, and dig deeper. So that was the teacher feedback. And we also had an opportunity

053to ask the leaders, would you kindly share the impact that this work to date has had on you as a leader? And they also shared as well. So I'm gonna give you a moment to take a look at that. So, starting from the left, we heard feedback that this work has helped, and then we become more sensitive to those around them. I've had the opportunity to confidently disrupt some of the biases that have come up in conversations both in the school as well as in my personal life. I really appreciate the investment in this work. So this is really great, because we're getting to see some of the action steps that are being taken outside of these learning workshops. We spend a lot of time talking about Di and its importance in the district. These

054meetings are actually doing something to move us in the right direction. At the top. I am modeling my willingness to examine my beliefs, and sharing that with staff. So we may build the strength to do that as a team for our students and families. I look forward to more work on this, and helping me work through my assumptions. I'm excited for the opportunities that this will open for my staff. I greatly appreciate the coaching aspect. I feel like I have been offered a window into my behaviors versus just what I feel like. I want to improve. This is the, you know, unique piece about the coaching, as we know that there are a lot of new principles within the district. So we had the opportunity in our having the opportunity to not only touch her

055on the equity aspects of you know those challenges within leadership, but also some of those broad leadership challenges right. So we're talking about making sure that equity diversity, inclusion is a part of the DNA of the district. It's also part of the DNA of being a leader. Having that awareness. So there's a lot of crossover there that we've been able to administrators on. And then the last one I have really appreciated working with first water. I have really grown in my ability to see different perspectives and lead for more equity. I appreciate the openness and Anthony, and has helped us to create an environment for risk taking and vulnerability. And I've recommended them. So we just appreciate. I wanted to share this pattern feedback, to say you could not only hear from us but also

056from the people who are engaged in the work on some of what some of those outcomes work for them specifically and before we wrap up. And we wanted to questions. We wanted to talk to you a little bit about potential impact. We don't know for sure what the through loan is. We know we're just scratching the surface and building awareness was the biggest piece of business that we wanted to accomplish with this work. But we do understand and know that this work is really about mindset change. And to change those mindsets, and then to change those behaviors so what we have at the top is that you know, first of all, this work contributes to fulfilling District ball number one. So all students, scholars will experience an excellent diverse equitable, and inclusive education by providing

057alicit bias restorative practices, and community wellbeing training for all staff in their work with students. So we're just a component of that larger goal. But that is what this work is addressing. Leadership creates the conditions for change. So that's what we've talked about. Change, change, change, change, change. Not only are we asking leaders to be reflective and think about their own change, but also creating the conditions for change within their own buildings, so they'll have to lead the work and own the work and be that influence, and so both increasing awareness of self increasing where these challenges come up we don't want to have those challenges. And so, both increasing awareness of self increasing where these challenges come up, we don't want to have those challenges, the unknowns. We want this to be clear where

058where disparities are happening for example, in grading we use that as a case study, and then also just encouraging comfortability. And having these difficult conversations so moving beyond awareness is taking action. So what we what we saw and what we're hoping for with creating conditions of change is that these conversations can be had. They can be had swiftly, they can be had directly, and the impacts can be reached by others. And then these conditions help teachers. So we work with teachers as well to increase awareness of self and the biases they hold. And then, you know, with that awareness, then there's a different mindset and a different perceived, you know, view of students and families moving beyond single narratives. I'm not saying that everyone has single narratives. We? We understand that those narratives are a

059shared within the district based on those working sessions that we had with the teachers. And so just moving beyond that would be excellent. And those are the conditions that are helping teachers. Then interact with their students in a more inclusive manner, and the end result. Students. We hope that this work continues to make shifts. It will increase the sense of belonging the engagement with students from all the stakeholders involved in their education, that they can engage with the content, and that there's a responsiveness to their student needs and overall that academic excellence achieved. So that's what we see. Just scratching the surface with some of the impact. And what the through line can look like. But this is also not inclusive of all the things that could occur. But we just wanted to capture that

060for you, and with that I think that is the end of our presentation. And we'll open up the floor for any questions that you have. I was just wondering you talked about teachers and administrators. What about the classified staff they're often the first face you see, when they come. When you come to a school they interact with students in the hallway, on the playground, in the cafeteria and I've had several classified staff. Tell me that they would love some Pd. Like this. So I was just wondering where they stand in the whole idea of meeting with campus staff. Yeah, and I will. We'll also invite Mattee and Matthew if you want to join us in these answering these questions as well, we see the work is in phases. This was an initial entry point with

061leadership. But there's definitely space and opportunity in it, and a priority to engage classified staff, we were able to interview some and to get some perspectives definitely, not enough for the moment. But I do recognize and understand the priority and appreciate you, bringing that up. And I was at that, you know, when we originally were in conversations about what can be done. You know, time, time, and budget, you know, resources that we have to always consider. So when we tried to figure out how bad to that, we were going to be able to engage with classifiers became really difficult to try to find ways to get. Like all classified in either one room together at the same time, or try to do multiple phases. So we're still working with mitigate to really think about how

062we can make that happen in another engagement. But before we even get to thinking about another engagement, one of the reasons this is an additional reason as to why we focus on the leadership. You know my doctoral work actually focused on leaders as being not necessarily the person to do all the work, but the person to create the conditions for change to happen and it's called salt to the oats, meaning like you can lead a horse of water. But you can't make a drink, so the leader can't solve it by thereby increasing likelihood that the people who are following will actually drink the water in this case being leading for equity and acting acting in a equitable manner. So we are. We are in conversation about how to include classified in this next round of

063work. There are some scheduling complications, and but it is definitely on our minds. We know the importance. Alan and mia, do you guys have any questions? No jump in anytime? I had a question about like I saw that there was some feedback. But what about outcomes like? How do we know? How are we measuring that this is actually making an impact? Especially on students. Cause. That's who we're all serving much like in the scenario that you presented. I mean, we see incidents and hear about incidents like that all the time of just straight up racist incidents that just seem to be commonplace and not really being addressed. So, yeah, I'm just wondering about the outcomes and the accountability as well. Yup, you know, I think that that's one of the challenging things about this kind

064of work, particularly because right now we're really focused as you saw, we're really focusing a lot on the individual leader behavior. And how they can position themselves to really stand up and say something, or, you know, help their teams. There're the team members or teachers say something and interrupt these biases when they when they occur, or even racial events when they occur. So at this time you know we don't. We have no impact data. We have no way to say like right now we can tell you that display rates have fallen 10% or student achievement has risen by 5% or student velocity has happened because we're in in the work now, and I always wrestle with the tension between the fierce urgency of now and then the reality of change. You know we're working within

065a system. And this is not exclusive to Pcs. But we're working in a system that has been building the way it's been doing things for years and 5 sessions over to call of 10 months is not going to be enough to make that happen like immediately. Our hope, though, is that people, as you know, things like system. One to language and thinking, start to permeate throughout the district, and the way that people actually show up and how they see kids in conjunction with the work that you're doing. Pbis restored circles, that this is a part of the puzzle that will help to start moving it forward to reduce and hopefully eliminate at some point those racist incidents, those sexist incidents, those homophobic incidents, all of the isms that come up that you all are hearing

066about and seeing every day. I have a question. I think it's more for Pcs staff Anthony kind of touched on accountability, and how part of this is leadership, development. So we are empowered to point out when an issue is happening with each other. What is the accountability for teachers that either miss the Pd. Or just refuse to engage, or I mean at my job. We do Dei trainings every month, and if I missed one I would have to make it up, and if I got caught doing something racist I would be in big trouble. Yeah, I would be fine. Yeah. Do you want me to? I mean, I can answer part of that part of that question given so so right now, the training with the team's was contained to the one Staff Development day,

067and there were teachers, you know, we had a very good very good turnout very good. You know, much. Of our staff was there, but we also had people that for various reasons, sick or things that were going on in their lives, we that would be something we need to talk about. One is, how do we go back and and then what is the ongoing next steps? Because like one Step Development Day isn't going to. You know, 5 sessions isn't going to change leaders on one staff development isn't going to change teachers. Perspective. So there's a we appreciate that there is a bigger piece of how do we continue this? And how do we go back to be able to get people some of the learning that they might have missed, if they missed out on

068that day? But we haven't. We haven't gotten the solution to that yet. Yeah, I think that's part of the conversation that Anthony and Nicole and I are. We are plan doing some planning here in the next couple of weeks for the fall to see what that looks like. I also just want to highlight. Yes, we've only been able. We've done 5 sessions here, and one teacher session here, but I also think tells people the direction that we're going right. So you may not have been there, but you do know that there's a shift happening, and I think that's an important piece of this as well. We certainly want people there, and we'll find ways to make sure that they're included. But there is also. It's also just. This is the direction. This is the vision,

069and it's being enacted. And also just add, we didn't see an abnormal absence rate on that date of professional development day. We had. I walked in. We we had Pbis Circle training. Happening in one part of campus at Mit, and then I walked into a packed multi purpose, with our staff moving from 1 one area to another. And I think I'm actually walked in. And Anthony embarrassed me. You know about something. So it it. It was a great day, I mean. I don't. You know we may have had a few staff members who weren't there, for whatever reason. But almost everyone was there that our class, are certificated staff that day, and that was a that was a professional day right before school started. So! Oh, that just took me so I'm trying to kind

070of figure out about the participation of the leadership group. And it sounded like it was voluntary, and that there were only 18 of our leaders that participated and so I'm just wondering what the process was for, that if it is voluntary. If I miss heard that, and how that's going to become not voluntary. So I think I think there's a distinction here. The all of all of our leaders, all of our administrators, our site Administrators. Were, are participating in the 5, sessions. I think what he's saying about the more voluntary part is the coaching. So some of the is that I mean, yeah, that's correct. What he's saying about the more voluntary part is the coaching so some of the is that I mean, we just have. So could you started with like a number

071of over 30, and then 18 were the ones that participated. So I'm just trying to figure out who those 18 are. Site leaders, district leaders. The coaching is for 8. I think we could fit in 18, based on resources. And so 18. I don't know if the I'm not sure exactly who's on the list. Anthony. I don't know if the majority are site leaders or not. Yeah, the majority are site leaders and maybe see the quick glance. Maybe 5, district level so I think it's like 13 or 5 or something like some combination. But the majority is principals in, as might say, that was based on resources that we're gonna. And I'll add to that. Then the number that was represented on the 30 something count. Those are the people that express interest in participating

072in a focus group. And then when we reach back out to accommodate for confidentiality, and offered interviews, the number of participants changed, based on scheduling responsiveness. So that's what that number was about. I really appreciate this update. I've been hearing positive things about the work that first water is doing with our with our district in. I think the report has been really great to help me understand how this is working out. I think the kind of the sum, the feedback that the Board is talking about is about scale is, how do we? How do we get this up to scale fast right? And then, when I looked at that earlier slide about the 2 days of teachers, and there's been a lot of emphasis on the leadership which is warranted and needed, I wanna make

073sure all of our teachers get the support they need to make these adjustments when they when they're needed, that the leaders can support these teachers. I think it's gonna be that I think that's it sounds like that's what you have in mind is that the site leaders become the support system for the site staff and teachers on equity things. I think that sounds like that's where it's headed we just, I think, what we're saying is, we want scale fast, including the classified folks. I also, you know, I think we've kind of task first water with the hardest part of this equity endeavor, you know, which is about addressing our perceptions and our values, and how we interact with people. There was this other piece that I think Arenda touched on that orrendo touched on that.

074I don't want us to lose focus on which is systems. You know what? What are the systems in our district that perpetuate inequitable outcomes? You know, ap classes and gateway courses, fascinating we're gonna talk about, you know, fundraising and financial barriers, you know. Later on today. But those are a little bit. Those are more, I think, tangible and immediate. And and doable. This work that first one is doing is gonna be long haul long-term outcomes. But in the meantime I still I don't want to lose sight of the systems issues that we probably still need to work on. That was, I appreciate the work that's going on. I appreciate you saying that Sheldon. I guess that gets to more of what I was trying to ask, but not as eloquently as you. I guess what?

075As we as district or I mean, you guys do that. The day-to-day district staff. What type of accountability, when we continue to see people, they use the term operating in their unconsciously immune cells? How do we move them to being conscious? And I guess just like I mean I when we look at the youth truth, data, we see that the students continue to have a very different experience, then the adults do. And it's I'm really again. I'm really glad to hear the positive feedback from the adults. But then are we gonna see that translated into youth truth? Are we gonna see it translated like Sheldon saying, ap honors, classes, leadership, racial incidents being addressed. Have we thought about how we're going to hold folks accountable in this work? You wanna take that. Take. Yeah, that's

076the question, right? How do we? How do we do that? And I think one of the things that we're looking at, particularly with the board policy, the hate-motivated behavior. One, I think I don't know that people have enough familiarity with it that we have this board policy, and we should be using it. It's not something that's just not just words on a paper. It actually needs to be acted upon. So I think that it's real. It's bringing those things to light and saying, here it is. This is the way that we do business. And so I think there's that piece a night, the youth, truth, Survey, and all of the surveys that we're doing with our students are not indicating that their experience is what we would want it to be right. And I think

077that's a number of factors at play. I think it's the reality of the experience we've all had. I also think that it's what's happening in our school sites. And so it's this change takes time, and I know we don't, and I isn't. I'm impatient, and I have, like the attention span of a I want it done now, but make but stomping my feet is not really working, so I'm having to move slower. I have to go back to that system's too thinking. And how am I strategizing, and how am I helping move this work forward? And I think it's these difficult conversations that administrators are having. That will make a difference. But I don't. I understand you and I understand that we want it faster. And I understand that we want some more accountability, and

078I think those are conversations that we need to have to make sure that those things are in place and I think these are conversations that we've heard for a while. I mean we when we talked with before first water was circle up. And what is? What does this work Sheldon touched on scale, joining? You know you're hitting on the urgency, and it's really when we see students who are still having negative experiences in our schools. And there's a sense of urgency there to disrupt these. You know. Racist words. Some of the words, the isms that that Anthony Anthony talked about, and I think part of it is just empowering our adults on campus. I mean from from the principals, to teachers, our classified staff, our students as well, who can help to interrupt this? A

079lot of it happens you know, sometimes within your shot of an adult, sometimes not. How do you? How do we? You know we're we've got someone coming on May fifth to kind of worth. And we did. We just had an someone come over to Pennilom Juniors about a couple of weeks ago. Assembies really impressing on our students to say that it's not okay. Some of these these words are these ways of treating each other? It's not okay. We need to stop it now, and it has to be clear that the adults are all on the same page, and they're willing to say, no, this is not how we treat each other. That's. Yeah, and I think with saying that like, it's really hard to get sometimes it's difficult to get the teachers to like, want

080to step in or sometimes they don't even know about it. So, if we're able to kind of get the the teachers in the staff to understand what behavior should not be tolerated and what they should, what they should be able to do when they see this kind of behavior, and how they can address it and fix it if we start to see those kind of teachers giving off those those behaviors, those those vibes! I feel like the students will respond well to that as well, and see that they not only do they have hopefully a teacher in the classroom that won't put up with that hatred, but also have a teacher somewhere else that they can confine with and that they can talk to about this issue so we can actually get information from these

081students about what's happening. Because, like Matthew said, there's a lot of incidents on campuses that go unnoticed. They're not talked about, because people see them and don't do anything, or the victim feels like they don't have a voice, or they feel like they don't have anyone to turn to. So if we can make sure that the staff are a welcoming and inviting opportunity to get these incidences fixed, and to get that student reprimanded, then hopefully, we'll be able to have the goal that we're looking for hey, Mia you mentioned the importance of having an adult data student can go talk to and there's a lot of our students who don't have that. And from a student perspective, what can we do to ensure that students have adults that they can trust and talk to is,

082I know there's not a magic wand where we would have waived it a long time ago but suggestions ideas that's a great question actually, so that part is difficult because not every student is gonna be feel comfortable with every adult. Now I know that specifically on my campus, that there are plenty of adults that I know that I can speak with, and but it's really difficult, because no matter how much I advocate for that I'll see kids struggling, with something I'm like, Hey, maybe you should email my, or maybe you should email this, and we can have a conversation. It's best for them because a lot of the times a lot of these students don't know and especially if they feel safe safe on their campus or feel like they can't find any help on

083their campus. They don't know that there's a bigger picture that there's people here that actually do wanna help them. So maybe no that they do have those resources actually being aware that they're someone here to help them. So maybe knowing that they do have those resources, actually being aware that there's someone here to help them. But, like I said before, it's also incredibly difficult. There's a lot of students that have been scarred by teachers in the past, and that feel as if they're is no one, and there never will be. Just because someone tells you there is doesn't mean there's going to. So like you said. Unfortunately, we don't have a little magic one to change their minds, but the best we can do is to let them know that we are here and to

084make a presence known instead of kind of waiting for it to change John, its own that's why I wanna just thank thank you Mia. Your voice a hundred times more powerful from you, say it, than when any of us adults say it. It's true, and I think when we were most recently for our lcap, we did a student, we did a teacher, staff, parent, and a student Forum sitting actually here right here in the boardroom and recorded that I mean, if my team have talked a lot about having and you know information sessions where at each school site where we could have some students sharing their experience at the school. I think teachers and staff would be very respive to hearing that, and actually, it's just very impactful to hear that this is the experience

085we do. You know we're doing this pulse survey. We do. Youth, truth surveys, we can share the data. We can look at the data we're trying to shine. A flashlight on particularly. I mean that you know this is about changing hearts and minds. Right. It's very hard. It's very it's hard, hard work, long term work , but by looking at each student and asking, Do you have a trusted all on campus we're looking at numbers, I mean, you said you've got lots of adults you can talk to that's not how a lot of our students are feeling right now, I mean that basic level. And if our teachers and staff knew that, I know that you know 99.9% are, gonna say, this is, we need to fix. This is a staff and that, and it

086takes it's not gonna come from somewhere else. It's gonna come from the stat that teachers and staff at each school site are gonna are, I'm gonna be those to fix that. So, but then, you know, they need to know, and they need to be part of the solution. Yeah, there's a few students on my campus, and especially some of my friends, where they'll be facing these issues as well. And I'll tell them something that we may have discussed in a board meeting, or something that happened that I like one of these programs, or something like that. And the thought alone that no that's something is happening anything, because not a lot has been happening. Can be reassuring on its own and a lot of these programs, of course, are going to take years to be

087able to install. But I feel like even a small bit of progress could change a lot of mindsets and can make a lot of lot more. People have trust in the district. So I was thinking, with just kind of like letting the students know that things actually are happening, because, like, when things are like these, pros are being installed. I think that lots of students aren't actually know what's happening. And letting the students know that, you know, like teachers are going through training professional development for equity. That's also help the students build more trust and more faith into the adults. So they can actually share what's going on. And in terms of like trying to reach the students, that they have more trust in the adults and other people, I can reach out to. I

088think it's probably just constantly pushing out that message like, even if it does sound repetitive. I know that. Like, if students do need that help, they'll know where it is and how to get to it. Can I ask you, both of you, what's would be the most effective way to get that message out to the students? What? Because have you ever heard of Trojan broadcast? So there are a lot of schools. I know that the Junior High does this sometimes Costa doesn't sometimes, but I look at it every day where there is an announcement video that goes up every morning that can have this kind of information that the only problem is that I know a surgeon broadcast is, we don't always get this information, and we find out that these events are going on

089or these meetings are going on, and we don't find out until the next week. So I feel like also, it's really difficult with these like newsletters, and, like the parents, forget it, get sent out. Not everyone reads those which is unfortunate because they do. They do sorry they do contain very valuable information, very helpful information, and I do know that with church and broadcast the kids are forced to watch it so that might be good. Yeah, exactly. So a lot of schools are doing things like that. And especially with these programs, are definitely definitely they are for students, staff parents for everyone. But a lot of the times they're more catered for the students that are sitting in class that day, and if they hear oh, there's a discussion about how we can fix racism

090on campus, they're actually trying to do something, you know, like letting them know? Giving them that I think, with these things are working on like me, I kind of said the best way. Want to be like pushing on students where parents for email. And I know for a fact that most of the students I talked to at least like they don't even check their email. I mean, like that. You can't expect all students checked email. I mean, I know, like a grand mountain. Do. But majority of them don't actually do that. But I do know that with our Goucher Weekly roundup, and also went I was in Ktv. Students are always looking forward to that. I at the end of the week on Fridays, are always looking forward to it. And so, if we do

091have messages to push out, or programs that retina to show out to other students and know that the sports there, and that we're working on things this and that's definitely letting them know about it. That's part of the best way to kinda spread that news. Not to promote my thing or anything, but it's it's like a lot of these messages like we said. Just go completely unheard and it's really important that we have these kind of morning announcements. So not only can kids know what time the Badminton game is, but they can know that there's actual work being done like he said. They look forward to that every Friday like kind of combining it with something that they don't necessarily see as a chore like. There's some kids on campus that are like, Oh, my

092God, children! Broadcast again. And then there's like some kids that are like I wonder what's gonna be on Trojan broadcast today, and if we can throw in that information that we discuss here because of large majority aren't watching and then they'll have a sense that we actually want them to know what we're saying and to make it feel less like a like a private thing. Alright. Anyone else questions, comments. Okay, I think, are 2 great student reps are they're building on what Mike was saying earlier, which is, maybe just, you know, as a as a boost. Just a little bit. We're doing this. This is a long-term thing, but just making people aware that we're doing this could help set the tone on this campuses. So I mean, appreciate how we can get reach the

093students. I would say we should reach our parents too, somehow. I'm not. I don't know what that medium is, but we should message our parents as well. Yeah, thank you both. I know. Back in July, when we are doing our goal settings sessions, we are talking about how do we cultivate empathy? And I think I think Nicole and Anthony, for your work in doing that, doing your part in that and that work, and I agree. I feel like if students know that this is something that we're working towards and maybe they'll fail, freer to reach out to more adults on campus. So alright anything else on this topic. Nope, I think. Thank you. Bob. Thank you. We appreciate your work and look forward to continued scaling of this work to other adults in really, you

094know, I think we talked as we are getting ready for this presentation. You know I said, the one question that I know for sure you're gonna get hit here in here is, how is this reaching our students? And because that's ultimately we I mean, we wanna get into this to, you know, we want our students to see. We want them. We wanted them to see this change, and so that's the work. So we look as we look forward to it. So thank you 2 for for your hard work here. After you know us so well. So next up we're gonna have Jason's gonna has a a presentation. We're gonna talk about building a diverse teacher, pipeline and staff retention before Jason sorry, I just want to share. We as as may be know we have

095a we have a Residency program right now that we're working on. We in conjunction with San Rosa City school, all the Doobe really was Sonoma State University, I'm placing Resident doing a Residency program for really college students to come into our campuses. Perhaps as a junior, get some credit did you potentially do their classes on our campus, and then, ideally, we're keeping those bilingual with math credentials, science credentials. Cte credentials keeping them on our campuses. But this is a little bit different. We've we've been talking about. How can we grow our own literally grow our own from within our schools? So I'll let Jason take it from there. So, starting out with with one of our board goals, so you know, I know that we really appreciate how targeted and focused our goals are, and

096they're really clear about what we're trying to accomplish this one in particular for human resources, creating systems, to hire new staff and retain current staff in order to ensure that our adults are reflective of our students. Yeah, Matthew mentioned, we've been doing a lot of doing everything we can to hire to change our hiring practices and adjust our hiring practices. To think outside the box and partner with places like Sonoma, State, and and other districts to do the Residency program, doing job fairs and everything we can do. And that's been great. What we do see is that there's a couple of challenges with that approach in that is that we're competing for the same small number of students from Sonoma State North Coast and Dominican. Maybe there's other places outside of that, but that's where

097we get the majority of our teachers from. We're competing with all the other districts in the area, and the when we look at the candidates coming out of those program, they aren't reflective of demographically, of the of what we're looking for to diversify our workforce they did. They just aren't so trying to think about. What else can we do? In addition to those things, if we look at this was a slide that we shared with you a while ago, we did a report, and it really highlights kind of what we're looking at is that you can see so hopefully you remember this but we can see that that the yellow is our student populations, and the different percentages of our student populations within the districts. The light blue is our classified staff, and then the

098darker blue is our certificated staff, our teachers in, and such. And we can see that that it is a that the classified staff is a little bit more in line with our student population, reflective of our student population, that are certificated by our certificated is really not at all close when we're looking at 90% of our certificated staff is white and very small percentage. Any other categories, so that is, that is identifying the area that we really want to focus on. How do we? How do we change that as we diversify our workforce? So thinking about how we might be able to grow our own employees instead of waiting. If you look at this kind of pathway, this might be a pathway for someone that becomes actually just going back. The reason the thing I

099wanted to focus on on this was that I we see the greatest area of need. Obviously is the certificated. So when we think about that, the pathway for staff that go to become our certificated staff, they usually graduate. They go to some kind of a 4 year school and get a credential, and then we, after they get their credential, we try and swoop them up and hire them. So thinking about, how can we go farther back within that pipeline? And in that system to identify people that could be teachers, to help diversify our workforce. So if we started at the beginning by identifying high school graduates and find, maybe, for example, this is a draft plan, just a rough draft, but maybe, say, committing 10 students from our high schools that are interested in becoming

100teachers. And that represent some of our targeted demographics. Maybe in this case, bilingual by cultural students that are interested in becoming a teacher, work with them to support them as a leave high school and go into the Csu or Uc systems and maybe it's something small but I have 2 kids that are in college $500 a year for books would be. They would love it, you know. So if you look at the cost of that, it's not astronomical, but we're showing our support to these students as they continue through this process. We would year one if we had 10 students. And we gave them each $500 a year to support with our schooling. That's a cost of $5,000 and every year you're adding 10 more. So if everybody stayed with it, they're like, Yeah, I

101still want to be a teacher. The Max cost would be by year. 4. You have students in all 4 years of their college and you're putting out maybe $20,000. Possibly also at looking at. How do we provide mentoring support for students to help make sure that they're successful as they go through their getting their bachelor's degree? And then, as they move through that, they're gonna move into a credential program. Those that did continue with that update of the commitment. So maybe each year. Usually candidates get their credential in a year after they've got their for your degree, they do one year to get their credential and if we were budgeting, for example, $10,000 for to supporting people getting their credential, you divide that by the number of candidates. If we had all 10 stayed with

102it. They each get a thousand dollars. If you had half of them. They each get $2,000, and so forth. But that would be one thing to financially support them as they continue their studies, and also arranging a system where there candidates, their student teacher in our district. Because that's always a big piece you look at where teachers where teachers teach and where they student teaches, usually where they end up getting a job more often than not. So supporting them as are getting their credentialing, and then looking at when we go to hiring, guaranteeing all of those candidates, and interview no matter what we're gonna give you an interview for any job you apply, and if we do an acquiring you offering them a signing, bonus which we don't typically do. But these would be specific

103for students that we identified early on work with them, to bring them back to the classroom as teachers in their hometown, in the place where they graduated from high school. So if you look at it, it would look something like this where you're going all the way back to the beginning, and instead of waiting till that last right in between the third and fourth step, starting at at the first step and trying to identify how we could how we could help diverse fire workforce by growing our own and identifying, bringing our own students back to the district as employees. So there's a couple of next steps. If we were to go with some kind of plan like this. Obviously this is, as I mentioned, a first draft, but if we had some kind of plan

104like this, we'd obviously need to identify the funding. And where that comes from is, that is, that district funding are we looking for partners? Is that grants. We need to find a way and a process for identifying the high school graduates that would be part of this program. And then there's also a piece of working with a pft specifically at the idea of a signing bonus. We don't usually do so working with them around developing agreements for providing that in this unique and specific case. So this is just we wanted to share with you one of the ideas that was outside the box of what we've been doing in the past, and you know it's still in its design phase. But just wanted to share with you our thinking at this time and see if

105if you had any questions about the design phase, but just wanted to share with you our thinking at this time, and if you had any questions about the design, phase, but just wanted to share with you our thinking at this time, and see if you had any. Yeah. So the high school graduates there, I think it's important also to know that. So we, as we, as we know, we've just gotten some, you know. Fortunate to get some funding from the Ct. Foundation, and we've hired a cte college and career readiness Coordinator, Dr. Osterman one of the things that we've already started talking to him about is we? Look at the high school graduates, and we look at our Ct. Pathways right now, can we? How easy would it be for a group of educators in

106schools to flesh out a cte pathway for education, for educators, and so I think, if you look at that from the high school lens of we were to have this pathway for students to perhaps they do? You know, I'm talking about freshman sophomores, juniors, seniors, and high school, having an opportunity to go on either volunteer or work in a pre-local preschool, local elementary school, junior high high school, getting some experiences, a teacher saying for example one of these 2 poster children right here to say I'm interested in becoming a teacher. I have that in my mind. A lot of our high school students know that that may be something they're interested in. You take an interest class level 2, and then a capstone class in educ education, pathway. Then we're looking at a committee to

107select some diverse students that could help us to shift the balance a little bit, so that our teachers, when we say diverse pipeline, we mean exactly what Jason put up there teachers that really represent or or you know students can see themselves and their teachers we we start to build that out, and then we work with. We've already we've met with, and I thank you for being here. We Maureen hylens here from pf, we've already heard. We shared this with her as well, and started talking about how, through pf, they already manage, you know a few scholarships for students who are going into education or looking to that is their pathway. So how could we work collaboratively with Pf. Foundation, or a foundation that could help us with some of this funding in the funding

108that I see from the district could be that 4 and you could put, you know, Dollar sign xxx. It doesn't matter. The dollar sign or the money. Here is just an idea that we're not putting. Don't think about that is that that has to be what it is. Whatever the signing bonus is that would be district funds, I mean, we typically, you know, that's the typical thing for District. The while you're in school. The mentoring we could potentially provide. But while you're in school getting your credential, that's really in my, for my seat of my opinion is a foundation kind of funding that, or perhaps there are people on the community who would like to participate in this and say you know what I'd love to see a more. Diverse spot, and I'd love to

109be part of that selection committee, and we get some teachers and staff and administrators and neighbors. Maybe maybe some of the donors want to come and be participating in that. So that's kind of where I see the funding coming from. But anyway, I just wanted to mention that pathway. Don't they already have a class at? I don't know if it's a cte or if it's just one class about being an educator, is it? They have some trial development. Yes, so it's not so, may be coming in the fall. Yeah, but I think a pathway is really, I mean what we'd be looking for at least 2 or 3 classes, you know, with a capstone that students really are expressing their interest in doing that. So maybe that maybe that could or maybe not tie into

110what we're what we're discussing right now. Internships. If we want the students to have that practice, you know, tutoring, working, you know, as a teachers aide could be, you know, to. So then a kid can go. Oh, yeah, I really do like this or no, this is not for me. I love this idea I I mean the teacher pipeline in California is dry and very white, and you know we that's that third error on the right. We always complain about it's just so small and and we just got to mentor our children to think about education as a as a really viable. You know, career and pathway to middle class, and as a really viable, you know, career and pathway to middle middle middle class. And I mean, it's just I love the you know,

111there's gonna be, we're gonna have a lot of the yield is gonna be small. If we have to expect that the yield is gonna be small, you know. Recruit 52 over 5 years and maybe get 2 of them back if we're lucky some like that. But that's okay. I mean, if those other 48 are teaching somewhere else in California, I'm totally good with that. That's a victory for the State. And when we were hiring, if we hired 2 teachers like we hired 2 teachers, this year that were graduates from our school like we would be over the moon, that'd be great. Yeah. And I think one of the things we pride ourselves on. We look at our high schools, we have a lot man I know he talked about costs a lot, but Costa has

112a lot of teachers who are former students. Pedal Maheai does as well. I mean we. We have a lot of people who want to come back to this district, and so I'm hoping it's more than 2 out of 50. Sheldon. But I would be happy. I'd be able to play too but and I'd love to hear from maybe I just have. You know my rose colored glasses on right now, but I'd love to hear from Allen and mia, if you from a student perspective and if you were, you know, even in eighth grade or ninth grade, and you knew teaching was a pathway would this sort of would this idea speak to you. I think, like most of the students, are juniors, and especially seniors, they don't have a an idea, a specific idea of

113what they want to do yet, especially Junior. Is trying to cram out Ap's and all that stuff, but if we do have these opportunities of like, I mean the best way, I think, is to get more students into programs like this would be to expose in the teaching exposing the children working with kids, a lot. More and kind of like find their passion for those who actually do have a passion in it, and to draw that out, that'd probably be the best way. And I think that if we do, are able to draw them out, and I mean, like most students are wanting to like, find what they want to do. But you know high school, you have these like math. You have English, have history of science, it doesn't really draw out your complex

114but if we do offer our law programs, I think a lot of our students would be able to find their passion. Into it. And definitely, I think lots of students would be interested into this if they did, you know, have a passion for kids, and got more exposed to it and see what it's like. Yeah, I agree, it would definitely help a lot of students realize what they wanna do after they graduate high school. And this is all the also kind of like, like a little assistance thing like letting them know that we taught you. And now we want to continue to teach you until you can become the teacher. And I I just love that idea of them coming back and seeing all the clouds that they were in, and now, like they're the

115ones teaching like that's crazy. But I know that one of my friends have just received a Pf. Scholarship for about basically like a thousand in like the Education Department, and she is just so excited because she is great with kids. I have. She has a baby sitting job for one of the teachers at Phs, actually. So I just see the way that it really impacts her. And that little push to help, because so expensive that little push coming from big corporations and coming from people who actually wanna see that success is definitely like we said before that kind of affirmation that we really are here for that kind of affirmation, that we really are here for them and I think that this program, absolutely like, perfectly. So I like it. I would love to put

116a plugin for our pair of professionals as well. I mean, I think focus is so typically on certificated staff in a school district. But our paraprofessionals do a tremendous job, and from a student opportunity I could envision us, offering student summer interns in our summer school program, or even in our summer school school and childcare programs where we have this lop opportunity right where we're doing a standard learning opportunities having approaching it from a par professional. Because that's where you could really expose students to really coming in. It's almost like a tutor. If you think about paraprofessionals as tutoring. I know a lot of college students do tutoring on the side, and I could see us engaging students of that, but really kind of in the pair of professional world. We just hired someone in

117the business office who's a graduate of ours and who is an instructional assistant and so, anyway, I just want to put a plug for our classified staff at times we have recruitment challenges there, too. But in particular par professionals being part of the pathway to becoming a teacher. Many of our instructional systems do become teachers. Maybe part of this could be summer work summer job as well, you know. Well, but also as they're going to college, I mean a lot of students it's very expensive to go to college, and when you're student teaching, you really like, I waitress. So it was like kind of this mindless sort of job. So offering those little caveats if it's not a lot, but it helps, you know. It might pay for tuition a little bit or a month's

118rent, or whatever it is. My other question is that trying to have people come back to Petaluma? There's the housing is astronomically expensive. So, you know I would like to throw that out as part of our thinking is teacher housing as well. I just, I'm I I love love, love this, you know. This is, I love your thinking. Outside that box that we keep getting into, and that it's the incentive. And it's for me. It's a financial incentive over 4 years, and and then it builds, you know. So if you go on, it doesn't mean that you have to do the credential it's just it's like, I just. I think that that alone. It's like what Allen said, you know, if you know going in, it's kind of like, huh? Well, this might be something,

119and then you know that you're going to have a secure job that you're gonna have benefits, and that it goes with the Sonoma State promise, so that if you can, I mean it just feels like there's this confrehensive thank you very much all of you idea that is really telling our students that they're valued right, and that there's a place for them if they want to come back and but it's not like it's a little more subtle. I mean, it's neat. It's really cool. I think it really has to go with it. A cte. I mean, I think that would be the real icing on. Well, it's more than an icing, you know. It's like it's like the sugar, it's like the sugar. I would start before that pathway is completed. But that pathway would

120make this such a more solid plan. So we just have to find that we have to attach the funding to it because it's plus the. I think we also would have to get explore the legality of this, and you know, I think, that the whole idea around socioeconomically disadvantaged students, regardless of by cultural bilingual. I think it's going to be an important aspect, because you know, we don't. Wanna, I think part of what holds a lot of our students back regardless is that is that socioeconomically disadvantaged family who maybe the students aren't at the point where they can get scholarships on on their grades or whatnot. So I think I would just put out a plug for students that don't have the wherewithal. In addition to filing both by cultural, it's awesome the idea of

121a guaranteed interview is is perfect. I think that is something that would be this also very attractive to students. And we got the retention piece. Yeah, no. What about staff retention, too? This is all awesome. I'm very excited. I don't have any. Follow-up questions. So staff retention is something. We also need to need to put our attention to. So I think in general, like, we work towards positive positive working environment. We partner with our labor. They were partners and ensure that we're trying to take care of our staff. You know, I've been wondering a lot about I've been wondering a lot, especially as we've been doing work with the kings and things. What are the pieces in our system that need to change, to support a diverse workforce like? Are there pieces in our system

122that aren't supportive of retaining a diverse workforce? And I don't know the answer to that. But that's something that's the next bit of work that I know that we need to do. In terms of the retaining, not just retaining yes, retaining staff in general, but also retaining a diverse staff, and really figuring out if there's pieces that we need to look very closely at and make some adjustments yeah, is Hr staff getting a lot of Pd around. De I mean, I think Hr needs to be like the first line, even before admin like when someone comes and says a racist comment happens, and Hr. Is like, well, I don't know what to do about it, like I'm not saying that's what happens here. But yeah, Hr, needs to be like the Dei experts. Well in

123terms of me being in Hr. I'm getting the training. But in terms of the department in terms of the whole Hr. Department, no, we haven't done that part yet. So you know it's a point well made. How can we pay for it? How can we make it happen? Yeah, right? I think it's a priority of ours. So how's the thing? I mean, what a lot of the points are already made around, you know. Cost of living is no accounting, you know. Teach me, you just just aved a you know, the biggest teacher. Increase compensation, increase, that I I can remember and my time in the district. How's it you touched on housing? What could that look like for teachers? I know that we're working with the Stomach County Land trust on some ideas, affinity groups

124we've talked about this before, you know. Make sure that everyone people are feeling supported and part of a part of a bigger thing with especially if we were to bring in. If we could get the. If we can get this to work with, we just need to get the funding behind it. We need to get the funding behind it, and we need to find some donors in town who who see the benefit. What about a couple of the initiatives through the Pedalima Health care district which is around equity and around, you know the safety of our community, the health of our community which requires a healthy educational system, and I know that they've been reorganizing a lot. But I know that they also were going to reorganize kind of around blue zones. I I have

125no idea if that is helpful. But I was just talking about groups that have money and. And certainly a commitment to education. Yeah, perhaps we can we're certainly in and communication with the healthcare district. So! Okay, anything else. Thank you. Thank you. Alright. Does. Do we need a break, or y'all wanna keep moving? Oh, yeah, I mean, yeah. Let's take a 5 min. Okay. If you guys have it, yeah. Right, right. Yeah. They're in the. There's like nuts and stuff that's that's that's. Otherwise. Oh! Sometimes sometimes when I, whenever I go, where are you still? Yeah, so there's like. Yeah, so that area. You know, it's really. Like, in. Okay. This is still. You guys feel free to just move. Yeah? Oh! And then I. And they have a. I was thinking like. And then also.

126No, it's not too late. Meeting at 6 55. All right next up. Financial costs of extracurricular programs. Yes. So for this next week's piece Assistant Superintendent of educational Services, who and I are. Gonna we're gonna just talk a little bit about paint a picture of what it. What are the the extra curriculum costs for a typical student in school? And then we're gonna me and Allen, we're we're gonna ask you guys to give us some feedback just to make sure that we've we've captured it all. But we want to just paint a picture for second, we're going to talk about secondary first, and then we're going to talk a little bit about elementary, and we're going to kind of get into some of the funding as well, please feel free. To stop us. Interrupt it.

127This is your meeting, so if you have questions, fire, yeah. So we know that, you know sometimes education isn't always free, and there's always like extra costs that go along with it kind of hidden costs as a part of the you know, educational journey that a lot of our students are on and so some of the costs that that we all have up here. That's that this students typically pay or our costs in our paid out some way are things like college applications. It's $70 per application, I would say. Probably on average, students apply to to 10, but sometimes they apply to 20 or more. And so you can see that application costs, adds up can add a tremendous. So! Aren't there a few waivers for those? So, yeah, so some students can qualify for

128for waivers for some of the college applications. So, yes, yeah. So these are costing, as you can see, some of the methods of payment. May, we'll kinda touch on on some of those things. But yes, if you exams are $127 per exam. Students pay cap and gown. Some of the packages, I think, are $195, but if students borrow them it isn't a cost to them. There isn't any waivers per se for cap and gown, but the schools do loan them out for students. Students. You take a Ct range from 50 to $65 on average. But yes, some of these things, some college apps. Ap. Exams are some waivers for some students. We are fortunate enough to receive the A through G. Block. Grant that also we allocated funds for just support, paying for Ap. Exams

129for students as well as some other costs that are associated with those kinds of fees. Students also participate. A lot of extracurricular activities, such as Prom, which it varies these costs varies, depending on the school site but problem is about a hundred dollars homecoming about $30. Other dances can range between 5 and $30, spending a at the middle schools or high schools, sports participation. It. It varies as well, depending on the sports. Sometimes it's a little bit more. I think it's I can't remember if it's at Casa Grande there for sports, you are, I think, asked to donate about a hundred $50 in then they do fundraising depending on the sport they may be more families. Are asked to fund, raise, to support some of the costs for sports, and I'll set those costs, and

130let's say I'm not exactly sure what the cost is, for, like an asp card, but if they don't have an Sd. Card and they go to the game. I think it's around 5 to $10 in an Ellen mee. You can help me confirm that great night, and the historically has been, has been no cost. I think Cassa Grande has some partnership with the organization that covers that cost, and I think Paluma had some program like that. But I but maybe you can help me. Understand. If there was any particular cost, to graduate so Grad night. That's that's project grad, right? So I think there is a cost this year I'm like $55 oh, sounds like fun. I keep getting the email yeah, so yeah, I think it was free. Before, though, and your book ranges

131between $2550. So so a lot of from my understanding. The school sites have conveyed that, you know students who are who are unable to pay or do not have the means to pay schools will find a way for them to cover those costs for a lot of the students there's a boosters that fund raise and cover a lot of the cost for some of the extracurricular activities or academic costs that they may have ptsa funds. There's waivers, but there are maybe some out of pocket cost that students pay for for some of the activities that they might participate in. But in the most part at I know San Antonio and some there in all sites, students typically don't have a cost, but they also don't have a lot of extra cook activity, as some of

132the comprehensive sites as well. But this the secondary sites also have a ptsa that supports some of their funding. Ken with conveyed that they have this year raised between 1825,000 penalty. Jr. High school, about 1,600. There isn't a ptsa at the continuation alternative sites. Costa Grande. They haven't fundraised anything at Costa Grande. The ptsa is actually winding down, but they have a booster program that supports all of the activities, and they've raised about 30 this year. Pedal and high school Ptsa has raised between 5 and 7 0, but they also have various boosters, like their auto booster, has raised 25,000, and other boosters, have continuously raised funds as well. So we think about our 7 Tk. Through eighth grade schools. And I think this is well, I'll get to that. The can you go back?

133One slide. So keep in mind these numbers, and then when we get to the elementary, look at those numbers, and I want you to juxtapose the 2 and think about where is our missed opportunity here in our district, so let's go to the next one so Pta funding for Tk. Through eighth grade schools. What kind of things is it? Fund. We have assemblies, community events, special days, special assemblies, teacher, education, classroom activities and teacher education, of course, is typically district funded. But if there's something that the school sites really hyper want to focus on, they may use it for that middle school electives, classroom and playground supplies. Some schools give each teacher a certain amount of money before the school year starts to buy supplies. Some Pta's are funding supplies for every single student in

134the school, so people are a little bit we again number equity is our theme. Here we're all little bit all over the board there field trips some cost money. Some are funded from help with Pta. Some kind of meet in the middle after school enrichment some, and this is hasn't been always been true in our district, but since I can remember some foundations and some Pta's are raised money, to pay for salaries, and so we look at guard, corordinators, student advisors, physical education coaches to provide PE support look at West Side relays, su schools have coaches that are working with students. Some are lined upon the teacher to do some of the prep. Work for that and then some small grants available for staff as well. We look at Pta funding again like I said,

135we're all over the board. We look at Valley Vista. We reached out to all of our school sites to figure out what are they? What is the Pta budget look like for each School Valley Vista's Pta Budget is about $17 a year down from, you know. It's been a little bit more than that in recent years. But this year it's 17,000. Mcdowell is way up. They were typically under $10,000 a year. And this year their Pta budget is at $22,000. So that's a big improvement for them, Mckinley's Pta budget is right around the $100,000, grant at 133 Mcnir 145, pen Grove 146 and Cherry Valley at one $155,000. So you can see the discrepancy in what you could afford to do as a to supplement grants and donations that are coming in, and teacher supplies

136and field trips and assemblies, etc., etc. I wanna, just touch on real quickly. Sixth grade camp. So sixth grade camp was his own. I know, just from my personal experience when I first started in the district sixth grade camp has been this very like almost tradition that's happened in our schools. I remember when I started in 2012 at Mckinley, speaking with the former principal, sharing a bind, she came, and she told me, you know. Just so. You know, this last year we didn't go. Our sixth graders were the only school in Pennsylvania, at least in Pennsylvania schools, who didn't go to sixth Grade camp because we couldn't raise enough money to do that. So well that we're not going to have. I mean, we were doing car washes, I mean everything we could to make

137sure that our students could go to sixth Grade camp so Sixth grade camp costs are very different. As well, some students, some sixth graders are going. So, for example, just recently, Penrove Mcdowell and Valley Vista went on a week-long camp with all of the old adobe schools, and they take a week-long camp together. They actually start out on the weekend there's so I think those 5 plus r. 3. So must be about 8 schools that are all going together into this camp. And so I mean, one of the questions is, and the board, years ago talked about trying to get all of our schools aligned as much as possible similar to what old adobe does. But all of our schools are doing amazing, wonderful things for kids. It's just it's their different experiences, which isn't

138bad. But you know some schools go together with one or 2 other schools, some schools kind of go on their own. They're doing different things. Some schools go for a couple days overnight, few nights overnight. Some are going for a whole week. So again, they're varying costs, methods for collecting fun. Some do seize chocolate, you know. Candy sales. They do all sorts of fundraising to do this car. I've done many car washes, but some students are asked to pay. Some sites ask for families to pay the entire camp amount, which could be $250 to $350. Scholarships available for some students who can't pay. Of a Pta. Stepping in to help cover some of the gap, as well. Group fundraising. So again, we do some fundraisers. And then there's a hybrid where there's kind of a

139balance between the 2. But just to kind of give you an idea of one cost that could be on a family, and what that looks like. So then we look at foundation funding. We know that Cherry Valley, for example, has a has their own foundation, and then, of course, we have here. Next door in this building the Pedal and Education Foundation. I can't say enough about the generosity and the just. The amazingness of our pedal Education Foundation. So since now I just wanna put some statistics out there, because I know recently Maureen came in and shared the great news about we have literally just record-setting scholarships for students scholarships for our schools most recently I think a few years ago, they moved to a 15 dollars impact grant, which I was the proud recipient of

140many, many years as Prince Walt Mckinley, and now many of our schools have received these grants, and they really they go to supporting all sorts of things, and something that could have a major impact on campus so from coding robotics to gardens to musical equipment, I've seen a whole wide array of different things that are happening on campus, but it's really to provide things that the campus can use and support innovative new programming. So since 19 9, we look at the P. Ef they have, they have raised and provided 4.6 million dollars in the last 40 sish years, 4.6 million dollars for our high school graduates in just most recently provided I think it was 269,000 something 2,006 I was off by $60 200 $69,060 just as last year in scholarships for our graduating senior,

141so amazing, amazing work that they're doing. I'll go back to. Also. She needs to go home. I I can talk pretty quickly. But okay, so if we look at Grant for our schools again, a similar amount here, 4.3 million dollars that in grant funding that has been raised for our schools, just so that the work of Penal Education Foundation overstate, how what what great work they're doing and also thinking about this is of course since 1,990 so this is 46 years, but it's a lot of money that they've raised for our schools. Thirtieth. I'm sorry. Thirties. Right. Okay, that's it. I was. Gonna say, I know I saw 40 years somewhere. Okay. It's your fortieth anniversary of giving grants to the schools. But the scholarships. It's 30. Okay? 30. Third, okay, please. So I just

142wanna paint a picture as well when we look at. So what we did is we took the scholarship amounts that were given out to all the different districts and schools. We also looked. We wanted to do a side-by-side analysis of. Here are the number of students in Petaluma, so the whole community. So we looked at. We reached out to many, many of all of our partner of the schools around town. Just figure about what's your opinion? Attendance? Right? Enrollment. But we know that over the last 30 or fortyish years we've ebbed in, flowed right with our attendance. And so this is just based off the last year's seabeds. Number. So if you look at students in petalum, and I mean we're included private schools, everyone, all the schools that peddle education foundation funds, Pcs students

143represent aximately 61% of the students. So we're a little we're significantly over half of the students because you think about it. Secondary were the only secondary, except for St. Vincent's, and then some of the seventh and eighth grade with cinnabar and live book, and I think river. So the non Pcs students are about approximately 39%. So that's what the student population in Pedalima looks like. So we have about 61%. We can go to the next slide if we look at the allocations. So about over those over all of those years. Pcs schools have received about so a little over half 53% of all of the grants and donations. So you can see that they're going primarily, I mean, over 50% are head to our schools, and about 40% of the grants and donations from pef

144are heading to non-vcs schools based on just the pop. Just the population number raw number of schools. This is just data. Okay, go ahead next one. And actually. I wanna have you come up afterwards? But I just wanna make sure that we have time for questions here, too, from board members. So. I have a question something I've never really understood is, how are school site budgets determined? Are they determined equally, or is there an equity component in there? And Chris can do a better job of explaining this, but each each school gets a your general fund. Your unrestricted money that's based on per pupil. We do it by for the most part, except for maybe our all that. But per people basis. There are all the other buckets so as well. So we look at

145like, remember that the triangle there where you have the base Grant funding for the Lcff supplemental funds and the concentration funds. We know that pedal, the penalty schools were a loser in that calculation because we don't receive concentration funds, even though we have, like a school like Mcdowell. If they don't receive concentration funds, even though we have, like a school like Mcdowell. If they are their own district, they would receive concentration funds because they're part of a larger district. We don't. We do receive supplemental funds based on what we call unduplicated counts. So students who qualify those those schools where the students are located are actually receiving those supplemental funds also. Then we look at the Federal funds which are declining significantly over the last few years in our title. One funds. Those funds actually

146are attached to a student's as well. So a school like Mcdowell, even though there are less students there than a school like Grant. They're going to get title one. Funds are type, one funded schools right now are Mcdowell Valley Vista, Mickenley, Kenilworth, San Antonio, I think that's it. Carpet down and Snow mountain. And so there so. But I'd love Chris to add to that. Yeah, I appreciate the question. I just met with the Grant staff at a staff meeting and debunked the myth about how school allocations are done. So when I first got here almost 7 years ago. Now there was no formula that I could find. There was no, it didn't. There didn't seem to be a rhyme or reason. I, how school budgets were done. So what I did is I analyzed, how

147much did they get on the unrestricted operational budget? That's where they buy toner and paper and pencils, pen and just stuff to operate the school. And there I couldn't find any standard. It's like some schools got a lot more for people. Some schools got a lot less, and there didn't seem so. What we did is we created an allocation. We took the highest funded elementary's, for example, and came up with a per student ratio and then applied it together. And so I send out, and I've already sent out a preliminary allocation for next year. To all the principles that basically take the various buckets of money, the unrestricted, and they get an allocation elementary and allocation based on our per people, junior high and then high school, and everybody sees what everybody gets. So it's

148very transparent, and the principals get that every year. And then we do an allocation for supplemental, and we use. We use last year's unduplicated count, because that's what drives the funding for supplemental. And then what was here when I got here was a $75 and that's what the sites get over and above what the district staffs right? So that's their amount of money that they can use to. I wanna buy this particular software licensing that will support that population of students. Basically presumably based on their site plans. They also get for the high schools and the secondary. They get an allocation of prop. 20 lottery. That's really for textbook replacement textbooks to do, you know, for lost textbooks, maybe I've changed a grade level. We have more than 7 graders, or a graders, whatever it

149is, they get an allocation for that and then they get a little bit of parcel text funding as well. So that's kind of those are. And then they also get like a little allocation for every special day class they get $450 per class for every Rsp. They get based on Fte $300 per class for every rsp, they get based on Fte $300 per fee. So they get a little extra depending on. If they have that population of students. That answer your question, yeah, it does. But then, when we looked at that like what the Pta's do, that's so. Beyond, inequitable, so I'm just wondering what about those schools where Pta's can't raise a lot of money when they have activities like Jogathon, where some some schools can make a lot. Others can. Is it any

150way to? Is there any way that we can make that a little bit more equitable? I I I would tell you that every district I've worked in has struggled with this whether it was Ross Valley with 5 schools and one middle school, whether it was Nevada unified, whether it was Sam Rafael, every school, district I've worked with had this had this inequity between schools, every single school district, and typically there have been conversations exactly what you're having or we're having tonight. And a lot of times. What they've done is if you look at even in Mill Valley they've looked to to the foundation that a district has to kind of equalized that. And so in Sarah Fel. Most recently, when I was there, they started the foundation. There was actually a foundation, but they re-energized

151that foundation, and they work with the Ptas to say, Look, let us do the majority of fundraising for the bigger enrichment they picked. What is their area focus? Same thing happened in Nevada with the yes foundation. Same thing happened in Ross Valley, and they modeled it a lot around Mill Valley. And what Mill Valley does, because the military foundation, I think it's the Kiddo foundation they do this massive fundraising area. They basically took over from the Pta's what they were doing, hitting at every business with duplicative. And they actually kind of did it on a much broader scale. And then we're able to fund a lot more because they they were creating efficiencies in their fundraising. And they could actually focus. And so that's what I've seen other districts do, because this inequity exists in

152every district where some can raise this amount of money and others I mean, even I'm kind of shocked by. I mean cause. Part of it is the size of school, too. You have to figure the school. You know. Mcdowell and Valley Vista are very small school, so of course they have far fewer, but even I'm shocked it's actually not as bad as I feared. I did some math here and you know Terry Valley is looking at about 350 per pupil. That's not I. There's far for worse things going on out there. I so, but the discrepancy is a real thing, and I wanna and there are things that districts other districts are doing that we can be thinking about there in San Francisco unified, which, by the way, has probably the most egregious violation of

153this kind of fundraising we have schools that raise over a million dollars a year we have schools that raise over a million dollars in the same district. They're they're in San Francisco unified, which, by the way, has probably the most increases. You know, violation, a fee for site level fundraising that goes to a central coffer in the district that they redistribute to schools that aren't able to fundraise. That doesn't. That does. You know it. It improves the situation it hasn't come close to, you know, bringing up, you know, the lower income schools to a million dollars. But, more importantly, they have a central. The district has its own fundraising arm. I can't remember the name of it. Sort of S. But I don't remember, but their focus really is on corporate donations and and they're

154very successful. So they're the ones with the local sites can't go hit up. The giants I can't hit up the 40 ninenineers, but the district does, and they do so with remarkable success. Yeah, yeah. Yeah. The whole idea of the centralized one is for equity, that in so that kids that are in schools that are lower income have the same opportunities as kids in the upper income schools that's something we can think about that I also think you know, we're in a community with 8 districts, and then we have pf, that we're very grateful for. I think. Pff, can have a really central role in this. We don't need to duplicate what they do. They already do a great job, but maybe we can help them with. Maybe some of the corporate fundraising and sponsorship

155that kind of thing. Yeah, those are some, I think it's on my head right now. Some of the major inequity in my mind, as well as some of when we start staffing with fundraising, fundraising amount of money that okay? I know I mean some. I've been in other districts where that's you can't do that, because that raises the announcement unless you were to have some sort of centralized, you know, like like you talk about me one of the big elephants that are right? You know my child goes to Mcdowell. I want to support my son's school right? Your child goes to, you know you want to support that school. Your daughter goes to school, you are. We have parents who in grandparents, who want to donate to their child and their children's school, which is

156totally normal. So we have. We can't say, Okay, we're just gonna pull all the money. I mean, you divide it up equally. It's that could be. That's a disaster. But you could have some sort of centralized Pta Slash foundation that could help to equal the playing field. We just have to be really thoughtful about how we, what that would do, and how would that work with? Pf, because, like you said, they are doing amazing work, and I don't wanna step on their toes or duplicate the work that they're doing. So yeah, it's complicated here, because we it was 8 districts. I think we really have to have this discussion with all 8, and you know San Francisco has a one district. Yeah. And so it's a lot easier to coordinate. Corona Creek and meadow, and

157there was has been the wise foundation for years over there. I know that it sounds like they're moving into more of a Pta model. But I was talking with Marine the other day about how you know, as a school like Valley, Mr. Mcdowell. You get a $15,000 impact. Grant that Grant goes to let's say Mcdowell may get the $15,000 if it's Corona Creek or Meadow. My understanding is, they get 15,000 on impact grant from Pf, the wise foundation or Pta doubles it so that school then gets $30 perpetuating this, we have lots of money. There. They raise a lot of money in that in over and water mean they have no rules, but they also have almost an expectation right that every student is going to give 2 $5,300 a year. Matching, what Cherry Valley

158is doing. So this is the inequity that we're talking about, and I don't have all the solutions. I'm just, I think, I've been in this district now almost see what I don't know. 1213 years, and we haven't as I've never heard of being addressed so part of solving the problem is just acknowledging and talking about. So but I'll tell you another thing with the foundations is that when we went through the great Recession, in Sarah Foul, the foundation was instrumental, and stepping in and helping us as a district maintain some of the programs that we had to cut because funding from the State was not adequate. They really in some ways were a way to help lesson what we had to cut from a very draconian perspective because the budget cuts were so significant from

159the State. So there's also just that kind of overlay, too, that how do we survive? Because I believe there is a recession on on the horizon. I don't know exactly how soon, but there's one coming, I believe. Can? Can you go back to the sorry? Yeah. Can you go to the slide with all the different schools? No! With all the different schools in their numbers. It's just interesting. Because we've talked about like the segregation in our district, and we can see, like the wider schools are raising more money. And again, it just perpetuates that segregation, I think, to some extent, potentially, you know, when people are looking at school choice, and all of that, then I also wanted to add. So I asked, my own kids like, Hey, what have I donated to this year?

160If you could go to that slide again, cause you touched on some of it. But there are a couple of other things I'll just share them. I mean, they're in high school sports equipment they have to buy their own their own tennis rackets across stick softball gear, had to buy jerseys for track like for school tracking went to buy my own Jersey or their jerseys. Then they were like team events that the kids are expect to go to that cost money supplies for school projects. Allen back me up. You were in class, Vanessa. We were like some type of baking project in Spanish in the workplace in the workplace, one of the classes there was like a baking project or some type of project. There are art supplies like projects where you have to go

161out and basically spend your own money to present in groups as part of the grain was that the was that Ap. Set the Ap class or Spanish in the workplace. Yeah, also in her Ap class, should has to buy her own book. I don't understand why we have enough copies, just basic back to school supplies, because certain teachers want a specific binder or folder or notebook for a class. Then we're talking about Prom. I wish it was a hundred dollars. And by, you know. Zoom, so each one pays for transportation to prom, which is in Oakland this year. So I mean we would love. We get a bus to go out there to Oakland same. I don't know what Petaluma highs is, because that's more cost. And then transportation to games like my kids get

162early. Release at 10'clock, which means I have to take off work, or my husband has to take off work, or I have to ask a friend who's going to take off work cause we can't just assume that there's a parent at home. Lot of us have, you know, a dual working households. So it's another hidden added cost. Yeah, it's just it goes beyond this. It's a lot to ask. And I just wonder how many students I don't know if you guys can weigh on this how many students are not participating, because, you know, like, I can't afford to take off work. Do I track? I can't afford the track spikes or the lacrosse stick, or the lacrosse stick, or to buy my own jersey for track. I don't know. I'm just wanted to put that

163out there to add to that list. Also, field trips can get pretty expensive. I know my grandson just went to Disneyland. I think that was like 500 bucks with the band. I don't know how much that museum trip was. It was over $200, I would think, yeah. So I think the museum one was around 400 or so, and then same with the marine science field trip. But the best part about that, though, is that to cut off found scholarships. So he would like ask parents for money. He asked, like old friends for money, and every single kid in the class was able to go to that that field trip if they wanted to go. Sorry working additionally. Exactly so I can for Guy. But yes, and the the trip to Monterey as well. Okay, so

164again, equity lens, we would just what is this information right now? I mean, what? We haven't heard it yet, but I think I suspect what we're looking for is that cost should not be a barrier to any student participating in the full experience of public education. Like all those things. That number 2 is what we've remember about our high school years. Yes, and that should be available to anyone who wants it, and not having to have them think about. Can I afford it? We should be able to afford to get them to participate, and I think part of it comes back to our adults. Knowing our students because students aren't going to put that out there always. And so. But if coaches know the families and teachers know the families, they can talk, offline, and

165not make it like the kid has to come. Ask in front of everybody, or fill out a special for like I don't know what the exact solution is, but I mean, I definitely want things like the difference in ability to raise funds. Taking into account, you know Mcdowell's Pta, really just like started back up this year. And Liliana was saying that you know, by the time she went to approach like Friedman's and all these other places they had already given their allocation to the schools that knew when to ask, and asked first, and that's not anything on Friedman's that's not anything on the other school but I do think, finding a way to combine some of the efforts. One thing we do at planned parenthood. What we 2 different things. So we run 17 health

166centers. And so you can't donate to a specific health center. You don't need, and it goes, and we'd figure out where it needs to be distributed, because, like our ones, in Redding and Chico would get no donations compared to one in San Francisco. But at the same time as a smaller planned parenthood with the chapter, with the bigger mother ship we call it. When when you donate, you can choose to donate. If you donate locally, half goes to our affiliate and half goes to the mothership. So like finding a way that even if you're trying to donate to your local Pta or whatever, like, even if only 30% goes back to a district pool or a citywide Pta or something because I don't want it to disincentivize families from getting back to their school districts

167or their local schools, but I also care a lot that. Yeah, all all those things are happening. Yeah, kids aren't going. And, as Caitlin said, there's a certain amount of embarrassment there to ask for help. And so they're just saying, Oh, I can't go, or you know, whatever it is, and then they don't go, and then they miss something, and it's supposed to be a free public education, and it's not as we can see. So, okay. And I think you know the the point around at. You know, if a student is not comfortable and there's also some on the adults mean I remember sixth grade camps. If I saw family who wasn't going to go on, go to camp, I'd be calling them, and asking them what how can we help how can we support

168there has to be some level of outreach as well to families, and I think there also is a another aspect of where if you're you know you're on, you're a site principal, you and teachers, and you're working to raise money for a field trip that everyone is participating in helping and supporting someone who really wants to go there has to be a way for the teachers, the staff, the principal to know. We have everyone who wants to go has to be able to go, and so part of that is this inequity that we see if you're a school that's not raising very much money. You might not feel like I can offer a scholarship to someone. In other words, that I think that is part of the problem for the staff, as well that, not

169knowing if they can offer a scholarship, or who to go to Allen, were you going to share. I was asked to ask a question. I was wondering, like all the elementary schools that have over like 100 4,000 $30,000 for the funding, I'll sort of like if you could reiterate what that money is. Yeah, so here are just some of the examples. But they could have. You know, I've we've done assemblies where you'd have an author come in, or you'd have a you know the Zoo come in or a wildlife, you know, having those kind of assemblies come into the school. You may have, you know, class parties and school parties. You may have assemblies out to, or I'm sorry assemblies. Field trips out. That may be just, you know, free, because your Pta is going

170to just pay for it buses out. Go out to go out to the beach. I know as an example, cherry Valley does, that at the beginning of the year school year for all their students staff every single year you may one school may say, hey, teachers, you get $100 to buy some supplies for your classroom and another school may say hey? Teachers. You get $500 to buy some supplies for your classroom before school starts, or some schools. They buy all the supplies for all the students, and they arere sitting there on their desk waiting for them. You know, maybe playground, playground equipment balls, jump ropes, etc., etc. PE coach to come in and help get prepare the students for West Side relays garden coordinator. Maybe an instructional assistant. More more hours, maybe a library coordinator

171to give them more hours, and I go on and on and on. Those are, yeah. So I don't know if, like redistributing like the funds would be like the best idea, we kind of touched upon this, because, you know, like grandparents are donating to a school, they want to help that school out. But I just feel like some of that money would be better spent on other schools. For example, like we have, like $3,000 with the funding, and I'm sure that's a lot like we have 2 like 2,000 students compared to the other elementary schools who are like like 5 times our funding. And arguably. I feel like High Schooler would have like they would have more fees that could be covered. That'd be a lot more essential compared to elementary schools. Maybe, like, maybe

172I'm wrong about this past, just how I feel like it would be compared to like Valley Vista and like Mcdowell, have like less than 20,000. And then there's other elements so much I feel like in terms of equity. I think we should try and do something about that, like I think Dr. Jen mentioned about like fees and San Francisco. I was wondering if there's a way we could like not distribute like a person like maybe possibly distribute a percentage to the other schools. For example, like, like, for example, like a 10% fee like goes out to the other schools that don't have as much funding. I feel like that'd be money better spent. Emphasize something that you said, because this is what I was referring to when I say I think we have a huge

173missed opportunity here. When you look at a school like a Cherry Valley or Grant or Mceneer, or Mckinley, is raising all over a hundred $1,000 a year with, you know, anywhere from 3 380 students to 550 students, and then you look at a school like Casa grande with 1617 100 students. And you know, these are these schools are doing Jogathon, or Walkathon, or some fun, you know, some fundraising. You can't tell me that a school like Casa Grande, with that many students can't increase their funding can't increase their fundraisers that they do to raise a lot more money than that, and help to subsidize or fund so that grad night could be free so that you could have, you know, pay for a couple buses to go on. Enterpr to help with some of these

174hidden costs of school. Does that make sense that makes sense? I believe Maureen has been waiting her. Are we doing public comment? Do you want heard of when I do a couple of comma right now? We have public comment at the very end. In one more one it should probably be under public comment. Okay. Any. Oh, sorry. Sorry, Maddy. You've been waiting. I. You know that list of things that that the Pta's cover is incredibly long and varied, and it's just a occurs to me that you know. But is there any restriction on how this money is spent? I mean is, are there any rules around it can? People are Pta's just allowed to spend the money? I know that they used to not be able to pay for teachers, because I remember Pain Grove

175got into all kinds of trouble. Didn't. Well, I think a while ago, so I mean it doesn't seem like, could we? Just well, we're kind of working out the inequity of it. Limit the kinds of things that they can use their funds for. I don't know. Maybe that wouldn't. Just to clarify, just, to clarify how it works. It's a little bit different at every school, but generally, if a if a Pta or booster wants to fund a garden coordinator, the district, the district pays their salaries, and then we bill we build that organization, who then reimburses Us. For the cost, because that's our way to make sure they're covered by workers. Comp, they're covered by unemployment insurance. They're covered. They've got all of those employment. So then, is anything preventing the district from saying you

176can't use that money to fund positions any boost or clever. Pta. Isn't is a an organization that is not part of us. So they exist right. They exist to support the school that transform them but we don't have any legal jurisdiction. We can certainly say no, you can't run that through us, we're not gonna hire the garden Coordinator. You know what I mean? Because then they might do it anyway, and then they're not covered by all of these things, so we don't. I mean we could certainly the board, the Board certainly could pass policy that you know what I mean, that that we don't have any way to monitor or manage. Yeah. And I would also just say, for the high schools that 30,000 for the Boosters. They also a lot of money gets raised

177and I don't know if it's because of student fees or whatever. But the athletic budgets, our far bigger than the 30,000. That's just a booster budget, I guess. But yes! Yeah, they have a lot of business. So anyway, that's illustrative. The 30,000 it is not the total that that the boosters raises. I just want to be. Organizations that are funding certain programs. Any other questions, Tony, did you have anything to add? Oh, I'm sorry, Sheldon. Just 1 one observation. This. This isn't. This inequity problem hasn't always been, you know, when the State was putting up, you know, adequate adequately for public fundraising was just an afterthought at schools and now it's a fundamental part and right. And because of that, we get these inequities that come from lack of funding. So I don't want to

178get the State off the hook here. And we do our share of what we get these inequities that come from lack of all funding. So I don't want, you know. Get the state off the hook here, and we do our share applied me in, you know, like last year they boo Lcff, based funding, which you know, is a big boon for us. But you know, makes me think about the partial tax which I think is the next topic, whether I don't I'm not sure what is within the scope of what a partial text could. Fun. Maybe you're gonna talk about that, and maybe you know things like enrichment could be yeah. And that's with that. I think that's a that's a good segue. Thank you. I kind of paid you more money to give me

179that so with that, we're paying paid you more money to give you that I'll just kind of close out with, you know. We brought up. There are students who we know may not be able to afford a lot of these things, even if some things are covered. The other things, like transportation, or getting their parents to get off work, are not always feasible, for the students. So in the, and as we're trying to figure out how we can support these students, I think 1 1 one thing that we can do is work with our school sites to find ways where these students can be comfortable coming forward or be able for us to to support them any in a in a humane and sensitive and appropriate way, and find ways that all kids feel comfortable,

180knowing that their support for them, if if they, for whatever reason, can't afford any of those activities that we've just talked about, hey, Tony? So with that, we we wanna give we're gonna do a quick parcel tax update, share a little bit about right now, when we have a personal tax that's really it's been around for a while, it did not have a an increase or in other words. You know, with the cost of inflation, we're continuing to get the same amount, and the and our expenses, you know. You see, salaries and benefits going up in our our partial taxes, stay in the same. We're very grateful to the voters for voting in a parcel tax is our parcel tax for technology libraries, and then our elementary we use our elementary music teachers. Chris is

181going to talk about how much we're actually contributing right now from our district fund to supplement, because the parcel tax is not raising enough money right now. But if we were to have so similar and Chris can speak more eloquently to this than I can. But around Nevada, for example, they have much larger center, for they've got much larger same. Nevada is very same size. Sizeized district to us. They're very, very comparable to pedalinity schools, in the Bible, unified they're partial to my understanding. It's more than double our partial text. If we were to have, we were to double our partial tax. We could afford to have some more. For example, at the elementary level. What that could look like is to have some more enrichment during the school day we could look at having,

182you know, visual and performing arts, teachers. We could look at having steam, we could really focus in on getting some, you know, similar to what you with the 4 music teachers that we have right now. They're rotating from one school to the next. But every one day a week you're getting, you know, between for the very young, our youngest, K. 3. They're getting 30 min of music are 4 through. 6 are getting about 15 min of music. We could do a similar model with additional things that we want to offer to our students. We want them to have Spanish, and we wanted to see some of these things that I want from my kids that we all want for our children. And I think the personal tax. I think that you know the the ideas around the

183foundation and ideas are on partial tax could be one solution, or could be 2 different solutions to sort of help us with this, with this equity problem and then we'll talk about bond but with that I'll have Chris Chris. Sorry. I made 15 copies for color, so I'm very. Not making too many copies. I'm cheap to say it a different way. So if you could, Tony, if you could just hand them out to everybody and a couple of people could share. So just to give some background on the parcel tax. And this is gonna I'm gonna walk you through it in a moment. But this parcel Texas, is the elementary and so it's starting to 2,01112. It is in perpetuity, it is so. $75 per person, and to give some context to Nevado, they passed

184their parcel when I was in Nevada, back in, I left in 2,004, so I've been gone for almost 20 years. They doubled their parcel tax at the in 2,005. From what ours is right now. So they went up to $251. I believe in 2,005. It passed the year after I left, so just to kind of give some context, and that was in oh, 5. Oh, 506. So to orange you to the to the form. And I'm sorry it's small because I'm gonna put my glasses on. At the bottom. I just want to jump to the bottom for a second. You can see revenues collected, and so you can see back in 1112 we collected 745 and in 2,02122 we collected 765,000. So in 10 years it went up 20,000. That's not a lot. And remember,

185after the great recession, there wasn't a lot of development. Pedima. There was just very little we're starting to get cut up now and then. You can see just above that is, total expenses. So you can see 789, 7, 85, 7, 36, 8, 96,000, 796,792, and then it really starts to go up 700 and 72,000. 759,821. And I'll explain the variants of 5 57. Of course, that's the pandemic here. So remember 2021, we didn't have kids in school. And then 9 75 and a million. So part of the challenges we every year we kind of leverage our carry over from the prior years in order to kind of balance the budget, if you will. And I talked to you about that. When bring the final budget Revision. I'm taking money down, and I'm putting into the

186adopted budgets so that we can balance. I can tell you this year we're not really anticipating any carry or very little, because of all the raises that we've given. So that's the good news, right? We've given significant reasons for our classified into our certificated. But all of that money hits certain buckets if you will, and this is one of those buckets. So just to kind of walk you through the language of the measures is online. If you go and click on the business in the parcel text. Tab, it's all there, but essentially it covers library reducing class size, fine arts, music, etc. Meeting specialists, it funds for us. The art dos that which is part of the fine arts and technology. So that was kind of the main main ideas that the community supported in

187this parcel text. And so you can see how that looks. The library program takes a significant share. And at the elementary. It's almost all classified with a little bit of a certificate of stipend to our lead librarian, who's at Casa. He helps oversee things like the books, and so on, and so forth. The music program. This is A K 6 music program. And so it's ebden flowed over the years, generally around 3 3.6 fte, I think when I first was here, you can see it in 2021 down down to 100,000, because we push those library I mean the music teachers some of them, into independent study, as you'll recall and then we didn't charge the parcel text when we did that for those teachers meeting specialist or the reading teachers, we have moved them to

188supplemental funding in 1718 1819 1920, because there wasn't enough funds to actually support them, and that's most likely gonna happen in the 2323, 24 year, because, you know, I've got to move something out when we lose carry over. Something's got to give size reduction. We were funding. There was contract language, and we would fund. I think it was program improvement 1.0 at 2 schools. Generally it was Mcdowell and Mccoy, and then it was Mcdowell and Val Vista. We have not necessarily done that as late, and that's over and above their based staffing. Allocation, and then we have our art. Dosa, that's classified art docent, who works with volunteers and helps support the art program in our elementary schools. And then we have technology support. And those are some of our tech, 2 specialists that go

189out and help our are outpacing the total revenues by a pretty significant amount with the exception of 2021. And we've leveraged those savings to help fund the last 2 years. Part of the Fine Arts also includes the site allocations that they get, and some of the technology because generally they put it into library technology and some to a lesser extent, the art program. Okay, any questions about that? Or should I move on to the high school? Yeah, while this is getting past around. Chris. So there's 2 you're passed around the high school now. So if I live on the West Side, I'm only paying the high school one. If I live on no, the other way around. If I live on the West Side, I'm paying for both. So am I paying a hundred, 5,025

190because 75 is the elementary $50 per person in the secondary, but it generates because of course, the secondary is much broader and encompasses every partial, and it generates because of course the secondary, is much broader and it encompasses every parcel. Then it generates nearly twice as so that is so, it's about a I think it's a hundred $24 a hundred $25 combined. Compared to 2, 51 in Nevada. That's where Matthew's saying, it's double, and they, I believe they recently passed, cause their personal tax. I just want to say this for our community, our parcel, taxes in perpetuity. So we're one of the only districts that I'm aware of that actually have a personal tax and perpetuity everywhere else. I've had to work every 6 to 8 years. We were going out doing parcel tax evictions,

191and so we don't have that here. We have a imperiality one. So, anyway, is there a way to? So we had a bunch of conversations in 2,018. We were actually going down the path of looking at. There was a significant change in the board. The former board was actually looking at that we had. Bryan Godby come in, and he had done some polling, and so we were looking at all of that data. At that time, and then, of course, a year later, so the pandemic hit and so on, and so forth. So there was an idea at the time of it gets tricky, because we would have to probably replace it. You can't change it, because the voters already approved that authorization. So it probably have to be some sort of replacement measure. So to

192answer question. We we can't ask them to increase it, but we could ask them to replace it. So the Joint Union High School district, of course, is seventh through twelfth Grade. You can see at the very bottom again. I jumped to the bottom. You can see that revenues collected back in 1112. It was 1,000,148, and then jumping to 2,02122. It was just under 1.2 million. So again, $50,000 less than a $50,000 change. In that time I usually am estimating about 1.2 million in the budget. Even since I've been here it never comes in at that. Every year. I'm kind of hopeful, but it hasn't. So, and you can see the estimated costs for 22. 23 is that 1,205,000. Dollars. So that's been the standard budget since I've been here. I've never been able to increase

193it up, and then you can see the total expenses back back in 1112. Justin just under a million dollars. And now it's estimated in 2324 to be 1.3 close to 1.4 million dollars. And so we're upside down by about $170, and that's not projecting step and column for next year. And then, if you look at the very top, it's really important to note that library support. See where it says the very first number is a negative, 543,000, and contribution from supplemental. We contribute toward the library program. We're estimating right now 543,000. So the costs for this all of this stuff is actually 1.9 million, because that contribution is understating the cost of the library profit, and that, Chris, that's coming out of our supplemental. The additional 548. So if you look at, if you add

194up that purple column where it says library, you take the 200 eighty-th that's not 94,000, it's being reduced by the contribution. We're making. So the cost is really about 650,000. But the parcel text can no longer afford it. And so, because the library program is such a huge, it was one of the main things that the community supported. We have not taken it on parcel text. We have left the costs in the program there, but we're having to supplement it, using our supplemental funding program there. But we're having to supplement it using our supplemental. All the 40 school districts in snow accounting there are 6 live 6 certificated librarians, pedal, Mississippi schools has 4 of them, so and that's it's a wonderful thing that we do. It's just. It's also a costly thing that we

195do. So I think that the personal tax it's way past time to be looking at well. And in San Francisco, for example, we had a 5% inflator on our partial tax, and Nevada. They had an inflator as well. So that part of the challenge, it's like a good news, bad news! We got this in Perpetu to our community for supporting that the challenges it doesn't have an inflater, and so on. The natural it's gonna outpace itself, cause you've got cost going like this. And you've got a revenue stream going like that. That that creates an imbalance, and we were able to leverage carryover, because in the first years we didn't send as much as we collected, and so we built up some carry over, and then we've been spending that down and this year is

196the year in which I don't. We will have very little carry over on project predicting. So, then, walking through what it supports, similarly to the elementary library, you know, is one of the main programs in the language. Fine Arts, class size reduction. We actually use this to fund additional teachers at the both high schools. Technology support is a biggie, and that again provides more tech tools at the secondary level. So it helps to support the robust technology program that we have. We do not spend. We do not buy TV computers out of here. There were times we bought I mean, we do not buy admin teacher, teacher computers. We don't buy student devices. If we buy computers we have used it in the past to support in the classroom. So teacher computers. We. We're gonna

197talk about that in a minute. I'm gonna show you how much we spent. So we add, it's not specific classes. We add fte to the staffing allocation. So when we do the staffing allocation, it's part of it. Exactly. Questions about this. I mean, you can see at the up below. I've also kind of broken down. In the 4 and the former years kind of what some of the library support. The carrier was at the site level, and you know, and so, anyway. And this is the form I inherited. This is form's been going on for a long time. I I keep it up. So if there's something that we can do differently, we present this to the the parcel text oversight Committee. So they have an idea of what we're spending our money on. So!

198Let's see for that discussion. What I don't remember what the upshot was, what was the decision? Was it not a good idea at the time, or I think that there was a lot, and I think that we had to pivot to address other things? I mean, if you recall, there was a lot of change on the board level. We lost, you know, Frank, alright. So I mean, I think there was a lot going on, and then then it becomes a process of educating and bringing folks up to speed, because, unfortunately, our new board did not have the benefit of all of those conversations that the consultants had come and done and so it was our intent at the time to kind of pivot to that. In a year. Or so give the board time to

199become more experienced. And what all of this meant cause you guys had a lot to learn. In the first year there was a lot of data, a lot of information. And then in 2,019, you know, we had talked about. Okay, let's restart the conversation, and then, you know, in early 20 the pandemic hit, and that just kind of appended. It so you know Matthew and I've been talking about like what it would take, and we're happy to start moving some moving that forward. That process again, having some of those consultants come back. All of the data that they had gathered at the time is old, so we would have to do some polling again, and they could talk to you. Come and talk to you about timelines, and how the process works. But we wanna

200hear from you guys, is that something that you wanna start doing? The fortunate? The good news is, we've done a lot of legwork from a legal perspective about what that would look like. And so our bond attorneys still have that data, and they can also. I'm definitely interested in looking at the parcel tax and what we can do and what the polling is because if it's not going to pass the voters like that's not worth it. But I forget is the parcel tax one that some taxpayers get to opt out of. Is that question? Yes, so the law does allow, senior citizens aged 65, or older, to request an exemption, and we do have a lot of seniors who do that. We have lots of seniors that support it as well, including my husband, who

201could opt out. But we don't. Right. So so you know, one home owner has to be 65, or older, and then requests the senior exemption, and then they have to, of course, live in the house as their primary residents. It can't be a rental so or vacation, home, or whatnot so we we can start that process again and start. Any personal, any parcel there are, contiguous parcels. So if I you know, if you think about where rural community, if we have, if your property has 2 contiguous parcels, you can request them to be for parcel tax purposes combined, so it's only one partials, even though you have 2 parcels some parcels out in the country a gutter or a ditch in front could be a separate parcel, you know. We wouldn't want to charge them,

202but they actually have to request it, because the assessors office they just look at it purely as parcels, and many people have done that. But if you think about high density housing, you might have 300 units. It's one parcel cause, then it doesn't go up just cause my house costs 3 times what it was when this first past, which I think is good in a lot of ways, but hurts in a lot of ways too. So this is a flat amount, Percel, when we get to the bond, that's a different evaluation. But combined, if we were able to even increase it by 50%. And you're basically taking the 1.2 and 770,000. So you've got just under 2 million dollars. We're collecting, even if you got half of that again. That would be a million dollars

203of ongoing revenue stream that could support many of the things that we've been talking about. The voters. It comes down to kind of what are the voters willing to support financially? But then also, what programs, what programs are gonna pull well, library polls, pulls, fine arts, that type of thing Stem. Those are some of the things that some of the polling had suggested back. Then. If there's no Cola involved, or whatever it's called to pump it up we're gonna find ourselves in this, even if we go out to the voters, we're going to find ourselves in that same position in the same position. We're in now 5 years down the road, and that's a conversation that we'll as a board. You'll need to have. It's grappling with. How do you balance what the voters will

204support? Is it more important to get that 50% of that 100% increase? Or is it more important to try to get an inflation inflation factor? So it's just, and that's what the consultants will help guide you in. Advise you about kind of what makes sense and what will the community support, cause? That's what the polling does. It kind of helps provide data around what the community is. Gonna it gives you a sense of what they'll support. And we had run some scenarios at that time. Different dollar amounts, and our need to become tax experts is primarily because the State has continued to disinvest from public education. So in addition to all the education we need to provide now, we also need to be tax experts and poll voters and big voters for money, because the

205State won't do what it is supposed to do. Yeah, I would like to to start that investigation. I would think we would ask the consultant to look at both these at once, because we're about to sell out our remaining bond issues and I can't imagine that we would want to do both in the same cycle. That would be politically neither one would pass if we didn't, both at once. So we'd have to prioritize and think about what they could find. Right. But if the bond goes straight from whatever it is right now to 0, at least this is continuous. So I'm not saying there's one, right or wrong, but I agree that we'll have to pick one, because yeah, which if one passes it'll be what everyone's listed first. Well, fortunately, that's a good segue

206into the next piece, which is the bond money, and if there's any other questions on the personal tax, so if I'm hearing you correctly, it might be helpful to have a presentation from some of our consultants about what going out for a personal text might look like timelines and kind of just kind of some basic data, so that you can make some. Yes. Yeah. Luckily, it's a similar team. Yes. Okay. And I'm sorry I don't have a fancy presentation, but numbers don't do well, and when you see how small the font is gonna get, you'll understand why. So I'm gonna start out giving you the kind of a summary I had done a while ago, showing you what was intended to be funded by the bond versus some of the bigger initial projects. And how

207much how much it 8 up. So this is the elementary again, I always work my way up. And just refresh your memory. 21 million, was the bond authorization back in November of 2,014, as with the voters authorized. And this is the project list that June fourteenth. Doesn't mean June fourteenth. That means June 2,014 this is kind of what had been penciled out for the 21 million. So there was replace portables, 1 million. And this is all data that have been given to me in a file classroom tech package, 253 bandwidth upgrade, one to one devices, a refresh and a refresh, 20 first century furniture, the cherry valley track and field solar was nothing monters, although the language for solar is in isn't the bond measure modernization generally it was just 12 million dollars. It didn't.

208It didn't give any specifics. It was a broad topic. Modernization. And then the live chartered at 1.8 million. Okay, so this this one the preliminary. So I just preserved it in a couple documents. So you can see, and then, as of December 2,021 for those older projects, those original projects. I wanted the board to see how much was actually spent, so they had factored in election costs. That's fine, because we collect interest earnings. Administration, some construction management. You've got to have construction management to oversee these projects. Replacing portables, the valley. This is North Bay, Children's Center portable, and then some Mcdowell portables. Those were the. There were 2 portables at the back of Mcdowell that adult Ed used. They were not Dsa or Field Act approved, so we relocated those. We added 3 Dsa. Approved

209portables that they still use the classroom tech package came in about 20,000 higher. But look at that bandwidth upgrade! The one to one devices at the time was a million dollars twenty-fourst century furniture was 10 min devil. The Eric Cherry Valley track and field, I mean 150,000 was probably somewhat unrealistic at the time, so I'm just kinda giving you the larger, older projects. Pre me! All of that stuff happen generally other than the Mcdal portables before my time that gives you kind of the basis for then what we're gonna look at. This is when the font gets really small. That's why I brought my glasses. I you know people don't see me. This is in an effort to get it all on one page. Okay. I'm old and I can read it. Okay. I'm gonna I'm

210gonna I'm gonna read some of the stuff out to you. So you don't have to try to read it yourself. So at the top is a revenue analysis. It kind of shows the original bond sales. That's the bond proceeds. Are when we sold bonds and we take a proceeds, proceeds from the sale, the interest turningnings that we've generated each year, which were not contemplated at the time, and so, if I project a hundred 1,000 for next year, we will have collected about 8 $100,000 in interest rings, and then other was some reimbursements that we had at the time. So then there's going down. Election costs the sale of bonds. Administration, bandwidth, furniture. You already saw some of these numbers but what I've done is I've assessed the cost by fiscal year, so not all of

211it happened in one year. It happened across years. And so you can see that. And then, jumping down, you can see the Mckinley entryway when we redid that entryway. You know we're paying costs up front in design fees, etc. And then you can see the implementation makedown portables. We talked about that 395, and these all generally fall under modernization. And that's why that's that big category of modernization. You know we did some laptop repaving Mcdowell. Rever from repair, rewrift. Mckinley is multi Kenleworth exterior paint of the Portables valued us to renovate the interior. The multi got renovated, Mcneir, rerooofing Penrove parking Rickfiguration and Ramp. Exterior paint at Mcdowell. You can see that's actually gonna happen upcoming year. Mcnear carpet replacement grant reruning your repair value is to assault repairs. So you just see all of

212the projects that we've been working our way through. And then when you get to the bottom, you can see one of the largest items is the pen Grove replaced, building 6 classrooms and library. That's estimated to be about 4.7 million. Right now. Part of that is about 600,000, just for the portables that we needed to use for swings, space, or temporary housing. We're still assessing the impact of that $700,000 ramp. So I don't know that this includes that Penrose student restroom renovation. There's kinder restrooms in one of the buildings that desk. They've been. They were closed off, and they Port concrete down. The drains. They need to be. This happened well before my time, so they need to be made 80 accessible. We need to replace the sewer lines. Exterior paint at Cherry Valley. We

213did that already. Grant reroofing repair, exterior paint. That's what's happening in the summer sorry it's in both places, because we started a while ago roofing and repair the kinder building we did this over winter. Break, or last summer Mckinley classroom replacement. We have designs that will replace the former, the former school building that's now South County building with a South County plus 2 kinder classrooms that have restaurrooms designed inside. The reason only says 2 million dollars is because we would use developer fees to fund the part of that. There's a note to that effect. And then we need to renovate the mixture. These are just rough estimates from my perspective on what we could do. If you look at the value list of multi renovation, we got really really good pricing on that. I mean.

214It came in. I think the actual construction was about 120,000. But that was unique. We were taking advantage of the pandemic, and so that was unique. And then you'll you might wonder why is nearer. So much more at 600,000. It's because those restrooms are not 80 accessible. Multi, and there's not enough room in the building to make them accessible. So we'd actually have to push walls out or take up the little tiny kitchen it has, so that one's going to be more tricky and more costly. Yeah, I mean, we have that issue at almost every campus. I mean literally, Cherry Valley is gonna have that issue, or has that issue this year? I mean, we. We have a challenge because none of our schools were designed to have Tk. And kinder right. They just weren't.

215So we definitely have a challenge. There are actually some Tk grants out there that we're looking into for facilities, upgrades. We have that issue. Almost every single school or like at Mckinley. They have the Tk. Way down here when the ticket, when the kinder building is over here, because that that classroom 6 or whatnot has a restaurant. So it's, you know. Principles do what they can to accommodate. Grant has that issue as well. So when we added Tk. And then we know we have to do extra pain at our other schools. Valley. This to Mcnairon Grant. All need exterior pain. I walk around those campuses, and I look at the exteriors. Somebody asked me, Well, why are we focusing like, how do we prioritize this? You'll notice there's a lot of roofs, a lot of

216exterior paint. A lot of usphalt parking issues. You don't want to really renovate an interior of a building until you make sure it's waterproof you want to take care of your roofs. You wanna take care of the building envelope, as we call it, before you start replacing carpet and other things we're trying to do both. I mean, sand. Sandra knows we did carpet replacement. Mcmir in 2 phases. We did one whole wing, and then we did another whole wing. It's been very effective for us to try to do that. But you'll look down below where it says safety considerations and then future projects. You know, we know we've got phone systems that need to replace we we're looking into different it options for that we know we've got pensing improvements or gates. We know we've

217got doors and door locks, we should probably assess we've done a lot of the columbine locks, but what I have found out recently is that not every door necessarily has them. Window Coverings. Most of our elementary have window coverings. I've paid very close attention to that. There are a few that don't. We were looking at the adult buildings at Mcdonald's. We're working on some of those. And then camera systems. I know every school at one time or another in the past 2 or 3 years has asked me about cameras, and we have not funded cameras at elementary schools. That may be something we want to consider, but it's not a cheap proposition, and there's a lot of maintenance involved. And then other things for future projects, that we've thought about are lighting upgrades, window replacement.

218Hvac, we're basically a mechanical unit dies and we replace it. But there's still older machines out there. We just can't replace them all at once, and then we know we've got interior finishes again. I think about Mcmir. They have pink countertops that have probably been there since the sixties. I mean it's there are some we've done a lot of carpet replacement. We've done some repairs and paint when when we can, but there are some interior finishes that need to be done. Some schools like belly does a has lovely floors. They have vinyl vctt. Fors. They're in great shape, generally speaking, but they have some more countertops, and they need window replacement. We've done a bunch of win replacement. They need other window replacement. Grant needs, window replacement grant needs, window replacement. So if if you

219look here, you'll see the total cost. The bottom of those really small numbers. Our total estimated costs right now is like 1 19.6 million, probably 19.7. The total revenues available is about 21.4 million, and the Delta is about 1.8,000,001.8 million is not gonna do. All of these other, of all of these other things. And these are really rough. Cost estimates that I put in Mckinley's classroom buildings doesn't contemplate. If Dsa requires us to put in a ramp. Now I doubt they will, because it's a flat campus, but I never know what else they might. Okay, so questions about the elementary before going to secondary. Everybody see the numbers kinda I mean, I think that overall general sense is, we're running out of money in the bond elementary bonds. And if this is, we're just maintaining

220barely maintaining our schools. This is not contemplating anything I mean. Well, this is elementary. But yeah, yeah, but I mean, if you think about it, there's I could. I could go on and on. I wanna be sensitive to my colleagues, but think about Cherry Valley, one of the projects that is on the high school. But Cherry Valley has all these portables at the back. There's 5 portables, we've just replaced a bunch of site. We only own 2 of the 5 3. We've been running for a very long time. I could see a building there that actually would give them more space, be more effective classrooms and classroom portable replacement was written into languages, measure but we don't have the money to even contemplate those types of things. So we're doing what we can to kind

221of freshen up the schools if you will, in the most cost, effective way possible. If you look at some of the costs here, they're really doing that multi-billion dollar vista. You see how fabulous it looks inside. We did that so so cost effectively, inexpensively. And it looks lovely. It turned out fabulous, but there's a lot of need out there, and this doesn't even just scratches the surface. I'm just kind of giving you the the most needs that I'm aware of. And I'm giving you rough costs from my perspective. But I'm sure the architects would come in and say, add, you know, 25% to all that at least. Okay. With that I'll go into the secondary. So again we'll start out with, where do we begin? You can see these ones. These have bigger font. Young

222eyes. So again overall bond issuance for the secondary district was 68 million. To put some perspective on that. When, just before I left Sara, we passed a hundred 70 million dollar bond for their high school district 68 million. No, actually, Sarah Fell has 67% on duplicate account. So. No, I was saying, I want money. Yes, okay. So you can see 68 million. And then you can see the certificates of participation. We paid off. That's the estimated cost versus the costs versus the final cost and the cops were funding. I think they funded part of the solar arrays that both costs and and you can see there was an idea of personally crossroads at one time. The build back America bonds we paid off when I first got here. That was part of how we were

223able, because there was about a 350,000 debt service that the general Fund was paying at that time classroom tech package. You can see where that came in what it was estimated. The bandwidth again, 665 over 2.6,000,001 to one devices came in significantly higher in the secondary district. Twenty-first century furniture, the solar for pedal and junior High School in San Antonio. That was just like a small design cost back in the day, but it end up getting rolled into the bigger solar, replacing portable costs. The cost, granted track and field. Again, you could see it was estimate 2.5. We spent 3.8 million cost Grande small gym was originally on there at 5 million. The cost. Grande High School Pool is in there at 3.4 million cost grand a high school performance, all 6.5 million. The Pelima

224High School gym modernization, 600,000. You can see that came in at like 625 high school performance, all 6.5 million penalum high School, full 450. And look at what we spent to renovate the pool. And then the Pedima High School track and field, and then the Pedima High School Field House. So that was the 68 million kind of gives you a flavor, for perhaps the costs were somewhat understated at the time. Now to the small numbers which are really the big numbers. Okay, again. Same format bond proceeds across the top. Interest earnings. We have a total of 69.8 million or just under, and then I'm spreading by year, in which the costs went out. All of these different things, whether it's selection cost sale of bond certificates of participation. Pay off of build, America bonds, administration,

225bandwidth furniture, all that stuff above the line some of what we talked about. You can also see the final cost of. Let's see. Well, you can see a lot of this stuff. There was some initial design costs written in, but we never really finished that. And I think that they did an upgraded the penalty high school bleachers so those bleachers, I think we're worked on at one time in like 2,015. So we get to the future, projects, the pendulum high School bleachers were worked on. And then you can see some of the modernization stuff. The Pelima High School Science Building roofing, repair cost of ground, a rewritten repair building E. That was for the north side. Then we later did the south side San Antonio. We installed the 2 portables that were initially used by

226crossroads, and now they're being used by the transition program Kilworth a track system. You'll see, that goes over several years. That's because we've done it in 3 phases. So the 1.2 million is the most recent phase that's underway right now, that will be completed this summer. Pelham High School, Exterior Paint, Pelham, Junior High School, rewoofing repairs, Hvac, Replacement, Telemahide Trail Valley Re-roofing Kitchen which we haven't demoed we just saw initial designs carpet DM remar from repair. Petal, highest Junior High School exterior paint, costavery, roofing, multi. Admin costs underground gasline replacement. Again, these are things that hadn't been contemplated because we didn't know we needed them. Hellam, high school, Museum Building. We re roofed and repair that, and I believe that included New Hvac. The battery backup projects at both schools. Estimate 3.5 million costs of

227restrooms and upgrades. Cost of building M. That's underway right now, happening in the Summer High School of place, flat Roof and Hrac. We're looking at that. Currently, the Hvac systems for the Penal High School locker rooms do not function. They died. So we've been analyzing them, and we have a plan to replace them and re-rof the flat parts of that roof this summer. Across the exterior paint. We're in color Committee right now, I'm asking that a million. I honestly don't have any idea how much it's gonna cost to repaint Pelham High School. It's a big campus we'll probably do it in 2 or 3 phases in order to get it done, and we're gonna try to start it this fall. So that's super exciting. You mean Costa. I'm sorry. Sorry. Costa gym interior, that gym

228has not been renovated the floor is in desperate need to replace with the bleacher. I believe our original I'm sure that my we're end sat on those features back when I went to high school. There, so that that whole interior of that generation needs to be redone. That's what I did. So I put that on. There. I actually asked our architects, what do you think it would cost? 2 and a half 1 million is probably a minimum. Penal High School. Final Exterior paint. We have to paint the 2 2 story buildings in the lie. We haven't done that yet. Cherry Valley play yard improvement. That's underway. It's being engineered, as you know, the player kind of comes down a slope, and then it drops off at a weird slow, and they actually try to do

229hopskotch on that slow so we've got a plan. It's a design right now to flatten out that. Well actually to drop it. So there's usable space down below the seat wall for the students. And then we know that the kennelworth oh, the Pen Lima High School multi interior Renovations! That's also on here, because we've been talking about it. We know that that multi is in desperate need of freshening up. It's there's in fact, we were just put on notice that we're supposed to remove the drapes, because there's no longer a tag that says the fire retard so we're trying to get that done this summer. And then the Kennelworth High School, Junior High School. The multi-camorth is coming up. It's in bad shape in several places. We know we need to get that replacement, and

230then, if you look, that total cost is 56,000,056.1 million, we have 69.8. I'm using round numbers here, estimated. Unused bonds is 13.7 million. So then you look at the projects down below. We know the Kenilworth Junior High School solar replacement cause that solar system was circuit 2,004, 2,005. Cost of locker rooms. We walk through the costs of locker rooms. I did not realize that they had orange and yellow and a weird orangey yellow. The locker rooms, and I actually they had very maintenance-esque maintenance, had come in and replaced doors for the lockers with a sheet metal kind of padlock. You you don't. I'm talking about right I was. I was a little bit shocked. So I'm not surprised. I mean it. It was effective. It worked. It was functional, I should say costs additional 5

231classrooms we've talked about that need. I'm not sure where that stands down, because, honestly, we're not growing. Yeah, this was back in 18, when it was slated to grow the. No, this is, I'm presenting this to you tonight. These are things that we're kind of on the docket. But for me, from my perspective, from either a, the Phillies, deteriorating. And it's quickly, or maybe not so quickly becoming a safety hazard like the bleachers alone. We've been having conversations about in the cost of gem. If we motorize them they would be safer to push a button instead of custodians. Pulling these. And risking injury, doing it, and pushing them back. But do you want to spend $60,000 motorizing them when we really need to renovate the gym? So it's like, either we have to start putting

232some real maintenance money in, or we need to renovate. And I really think it's time that we that but we're also working with the school site to help prioritize. And then the practice gym at Costa and couple of high school. You saw there was a team room or a field house or 2 s gym. Somebody was asking like, Why would you need a second gym? All of the high schools that I've worked at generally have a main gym, and then I practice zoom and and what we use is our cafeterias. We use our cafeterias for wrestling mats, so both cafeterias at both high schools and wrestling mats, and the odor that goes with them is not conducive to students eating lunch well and more so than that we have the cafeteria, wrestling, theater, everyone competing for

233the same space. The Mmu. So you've got the cafeteria, and you've got the multi. Only has one multi. They'll have one, and so it's really used as I mean, there's the stage. Here's the pullout tables, and here's the rest of that. So in walking the campus with the site a minuterors and stuff, I mean having a second gym in particular for Penal High School, because they don't have that second multi, and you almost have to do that before you can do redo the multi because are you going to renovate the multi-habbit look beautiful, turn it into more of a theatrical center, and yet have wrestling mounts in it so. So those are some of the things that we grapple with when we're trying to prioritize cause. There's this thing called critical path. So you don't

234wanna put the roof on first. You wanna put the foundation in first, then build the walls, and then put the roof on. It's that type of thing so do you renovate the multi first, or do you build a different facility first, so you can get athletics out of the multi and then turn it into a fabulous theater? So those are some of the things that we have to think about. But the bottom line is, I was throwing projects on here that I knew were of higher interest in need, and then trying to give you some costs to give you an idea of economy of scale, so you can see and then trying to give you some costs to give you an idea of economy. Of scale. So you can see just those top ones. Solar

235replacement, which I don't even know is accurate. If I throw in 2 million I don't know if that's needed or not, Casa. Grandstand replacement, and the grandstand. So I did ask the architects today. I said so, how much do you think? How much do you think we could do a grand stand for with the press box? It's about 4 million, and that's not the visitor. That's just the home bleachers. Replace that full replacement with the press box. And probably, he said, an elevator, I would say a ramp cause Casa has enough real estate that you could actually wrap it up behind. Yeah, well, it's got enough real estate to do that. So that's 27,000,027.9. We have 13.7. And then, if you look at the safety, the phone systems need to be replaced. The camera system

236upgrades, I was talking to Mite earlier about the cameras like we installed on these cameras, but when we had a bunch of windows and a break in, they broke 8 windows or something, we pulled the cameras, and they were all fogged over so we could see anything lighting replacement. Hvac replacement. So the accessibility, I mean sounds like we have. There's some interest in bringing in some consultants looking at partial tax. Looking at Bond. What would that would that look like you notice that there's not even performing Arts Hall in here? That's we're talking about 40 to 50 million dollars. So, seeing what the community would support, and trying to move forward with. Even though we sold, we sold 15 million in bonds or whatnot. We're we have more need than we have. Yes, then we

237have not even including any questions. Come, yeah, could you educate me on the service? I know how we're servicing these. These are for these 10 Year Bonds. They're structured differently. So if you, if you read the official statement, I can send it to you. So when we were doing technology, when you structure the bond sales or the repayment of the bonds, you have to structure them according to the life span of what you're doing. So when you're building bricks and mortar and you've got a 25 year life expectancy, you can structure the repayment of the bonds over 25 years but if you've got technology that has 7 years, then you restructure the payment so some of the earlier bonds, I think we're structured very differently most of the stuff we're doing now. It's structured longer.

238But they also structured according to the interest rates. At the time. So they're looking at what kind of earnings can we make to minimize the cost of taxpayers? It doesn't benefit us at all that they look at structuring the bonds that they're going to generate adequate interests, that people make enough money on them that we can sell them relatively quickly in the timeline and really try to minimize what the taxpayers have to repay. I don't know if that answers your question or not, but it's structured very differently, depending on. It'll be. There'll be multiple ways that structure any other comments, or just overall questions or comments from anybody. Well, also how I'm curious. What do you think about some of the like? The multi for the elementary or the projects like, is there any feedback

239on some of these things that we put these in here in part for illustrative? They're all relevant. But I mean I'm fine in a plug for track and field, just because you go to Petaluma high, and it's like lots of especially for graduation. When you look at that, just the amount of seating the grandstand. But there was 7 million that was previously spent on that versus cost of the 3 million. But yeah, I'm putting them, and we know it's not safe at least it doesn't feel safe. The cost of, and then I know that I don't know if this goes in line with redoing the old time. But we had talked when I went to the the site facilities meeting for Casa. It's like the girls don't have the same access to the athletic directors

240because their offices are in the boys locker room, I mean, I don't know if that if they can just be moved somewhere else. And spoke with the athletic director Tokyo Antonio at Costa. And that's a I brought that issue up, and it is they have a. The plan is to move them into another area, where they have equal access. So that's a short term short term concern that's being rectified and there are some short-term stuff that was identified. So, for example, the Casa locker room for the boys in the girls. They have a wall between, like this meeting slash. They have books on the walls where you can use like a workout area. That students can change. And so this summer we're gonna go in and build walls and doors, and those to close those

2412 spaces and put, you know, to actually address the issue so that the boys you may not know what the girls looks like. Otherwise, I'm thinking myself you've seen the difference right? You probably haven't been in the girls lately. Yeah, I had never been in the girls lately. Yeah, I had never been in the boys, so they showed us the difference between the girls and the boys and it would be a relatively easy repair or fix that we can do in house. But it's not, you know, I can't come in and completely renovate all the lockers and they're in bad shape. I I was really quite taking it back, and the floor covering, and this is dingy and dark, and old, and the lights haven't been replaced, and it not inviting our facilities any any

242other. Any other questions, concerns, but you were asking about Terry Val in particular. I'm feeling like, you know, with our declining enrollment, you know, we and we have growth. It's half of our elementaries end. I feel like we have other options to manage our existing facilities through programming. Instead of building a building, because otherwise we don't while we're building a building we'd also have to consider. Maybe a site closure which seems very distasteful, and I think there's better management of facilities. The Secondary Level. I'm feeling with Joanna about the Casa. Yeah, well, we don't know about that specific project. But just in terms of investing in facility new facilities at the secondary level compared to elementary oh, especially new facilities are just gonna have these costs in 20 years. And the market, more bonds and

243more. Yeah, I mean, why doesn't the State give us enough money to roof our schools? And as a reminder for those of you who have been around for well, we used to get deferred maintenance money, and we used to be able to apply for departments grants. We had to completely redo everything. The school roof and Hvac and all of that went away, in the great recession, so they cut it, and they rolled it into the quote unquote Cfs. They made it fully flexible, but then they don't give us any money, and that was historic. We got for 40 years we used to get we used to get money for a different maintenance. I mean, it might have only been a couple of 100,000 a year, but you can save it up and then redo a

244roof. You could save it up and repaint a school we don't get anything now, so me just to go to your point about the state falling down on their they don't give us any money to do different maintenance, and I think before we move on the public comments want to come back to what? I think it was. Mia you said about like again communicating these things out, that we don't get money for roofs and fields and locker rooms, you know. So we do a project. It'd be nice to highlight it and talk about the funding sources. So. Thank you, Chris, alright. Communications, coordinators here! So it's well. You guys have your cards, I'm so out of order right now. I'm sorry I'm tired. Go go. Thank you, guys. It wasn't. It wasn't supposed to be

245this alright Maureen, thank you so much for waiting I'm sure I'm actually very glad that I came and waited because it was interesting to hear some of your considerations a little surprising, but that didn't come up in our meeting. I will say that the idea of penalty schools creating their own foundation was broached about 10 years ago by Steve Bowman, and it was decided not to do that, because Pf. Played that role. I do think that our grants and our programming money frees up schools to use their budgets in a different way, and we encourage that when they do their grant presentations, but I do think anything that can go to help the schools is a great thing we have I was sorry they left we did find ktv TV and Trojan TV. We just

246fund this for 2 years in a row in the tune of about $30,000 over 2 years. So. Oh, it's the community that does it. The other thing that I wanted to mention we do have an appoint beyond fund where students do get through their counselors. Money from one of our funds to pay for their Ap. Pay for their college apps. Things like that and we work with the college counselors to access that. So that is money being used in schools. I think over the last 2 years I don't have the total. But we started the phone with just under 15,000. So is that like, advertise to students through the counciling department. And do they call them in, or do they self select, or they share? They identify to us. Okay, they identify to us the

247students that may have that need and they speak to the students themselves and find out what they're planning their what is holding them back, or what they would like to apply for, or test taking they'd like and then we fund the money so that is in place, I the only last thing I would say is, I didn't hear anything about the new, and I know you're gonna know the new school's role, Sonoma, that is launching. That is my understanding. So what you discussed tonight is being done at the school level. So, and then they, my understanding of the program, and I don't mean to speak for school or for that program is that schools will receive unrestricted funding based on each of the enrollments in your district. So that's something you may want to look

248into as well. It's interesting because I just went to a meeting at school, and they didn't me, too. I was there 2 weeks ago Saturday, and with their foundation it is no, they are going to establish themselves as a foundation. Is yes, and the presentation was by Marin. That one I do know. Yes, so it will be the same model I brought here. Interesting. Thank you. So that might address some of your things that were brought up this evening. But again, I'm not speaking on their behalf, but it might be something you want to learn more about. So with that, thank you for coming to the scholarship reception. As Matthew said, it was very successful. A record year for PE. We do have scholarship funds for teachers. Ava her friend ava one, I will say

249our school or scholarship program is rather unique in the sense that it is available to all 7 schools here in Petaluma. Comprehensive and alternative, and that it is for students that are going to two-year colleges 4 year colleges and vocational programs. So it really does create that equity and level the playing field as just our grant programs. It allows every school, regardless of what their Pta can raise, or what parent support they have, that they can all apply and receive $15,000 grants based on the quality of their programs and the dedication and sustainability they prove so so with that we are proud to be the foundation for petaluma, and thank you for inviting me tonight, and I learned a lot about the bonds so I do not envy you and making those tough decisions about

250what projects will be taken care of. But I just think it's incredibly important to remember that we are one large community working together and we appreciate the support of. Thank you. And bye, I do. Wanna note that the public comment is open. Sorry the chat is open. If there's anyone online that would like to comment. Thank you, Maureen. Alright. Next step is Taylor. Would you like to go after? Alright, let's go wait. Thank you. Hi! I'm Taylor first. First. I just wanna say that I'm impressed. I was born and raised in Sonoma County, and went through the Pedlima school districts. An elementary school. I was the only black kid, and I mixed in my bucket, and then in high school. I was one of 11. I went to the junior High I was wondering, like

2516 or something. So this conversation was never happening. So I just wanna really say that it was great to see that happening and see that there's we're being sourced outside of this very homogeneous community seeking seeking some assistance and consulting that being said I didn't hear a lot, talked about the curriculum and something that I experienced today or this couple years ago. And this year I live here now with my son. He's 10, and he is one of probably 4 black kids in school. However, he, some of the assignments that he was getting were the same exact assignments I got when I was at school in the eighties, and the options, for, like authors, he could choose, or people of color, just the inclusion of African Americans in particular indigenous people in the curriculum, just

252not just in the month of February, but in general is. It's awesome, and I think if we're going to be able to address racism and expecting our unbiased anti racism, it really has to be an embodied practice. So I don't think we can be like embodied anti-racist and like embody and but practicing like white body supremacy, to through curriculum. That sort of leaves absent people of color. So I'm just curious what the School Board is doing about it, how I can get involved and support this, too. I sends in fourth grade now, so we have some time left, and I work at the school. So I'm just really here. I will be here and be part of what's going on. So yeah, I just wanted to make sure that was part of the conversation. Thank

253you. Thank you, and I would encourage you to reach out to Assistant superintendent, who are, after the meeting, putting Tony to work. All right. Sarah! Hi, everyone. Thank you so much for having me. I think, probably about 3 or 4 years ago. We were like, banging on the doors to have this conversation and it's finally happy. So I really wanna recognize that like someone a long time ago, I think it was Liz Shakon who said, You know, we're on a big, huge tanker, and it takes a really long time to turn and so I'm really happy that now we're having this conversation. So thank you, all of you, for having this conversation. I have so many things I wanted to talk about, you guys are talking about all the stuff that I am all up

254into. But you know, Ellen, thank you for talking about classified staff. That was one of my questions, and then you asked it, and then talking about Sheldon. Thank you for asking about what's going on with written policy based on this work. Not just what the Board can do in the monies that we're doing. But what you guys can do with policy. I appreciate that that was what was going on what is going on with the parents? Thank you for bringing up the parents, too, this is all based on the first water conversation, and then I have a couple of different resources that you might want to look into as far as Residency programs, California. I think just got through its third cohort of Residency programs where they were allowing up to about $25,000 per resident

255to be able to go through continuously while they're in their credentialing program or their master's program and get paid through the district to get their hours and then also step up in the programs while they're in there. So I'm not sure if there's going to be a fourth cohort. But that's definitely something to look into. There's a lot of money there. I'm very happy to send you information about it, because the organization that I worked with and Marin just did it with Santa Fe City School so you could get in touch with not Jim Hooga boom because he's retiring. But then one that's coming in, and I forget what her name is. But I can send you that information, and then they also have a Cte pathway that they just started with 18 students just

256this year, doing almost exactly what it is that you're talking about. So they are definitely good people to look into in regards to parcel, tax and funding. I can also send you information there's an organization out of San Francisco called Funding. The next generation with Margaret Vodkin, and she trains everybody on how to do this. Her thing is about parcel funds and bonds and she's been having monthly calls on how to do that. I'd be very happy to send all that information out as well. I wanted to shout out to Kenworth and Mite in particular, when there was a you know license happening and word happening over there. And you're really stepping up and doing it. I'd like to know more about what's going on. And I reallyre really stepping up and doing it. I'd

257like to like, know more about what's going on. And I really appreciate your feedback. And I'd like to like, know more about what's going on. And I really appreciate your feedback and your consistent communication about that. Alright any other comments from the public in person, for there was 1, 1%, one person. Okay, so. Yeah. Nicky! Okay. Hello, Lonnie, are you there? I just added your okay. Yes. You are now live on the on boardroom, feel free to ask a question. Okay, thanks. So I would just like to thank the board and the district for having this conversation. I really look forward to the district implementing strategies that would make schools more equitable for all students tonight, I just like to speak specifically to inequities creative by Pta. And I'm speaking as a Pta member and

258past leader of the valley. Vista pta, hey? T is an incredible organization that does so much to advocate for students and to engage students and families at school sites. Pta is not a fundraising organization. Fundraising is not a part of the Pta's mission, but it's instead meant to cover programs that benefit students directly. A couple of years ago as part of a group that was trying to form a a council of Pta within Petaluma. The Council would bring all Pts in town together, including schools outside of the Pcs. District and allow Pts to share program and fundraising ideas, share knowledge of how to better support our students, help parents, engage with school districts and bring an awareness of the struggles of our students and Pts are dealing with unfortunately, we were unable to Gain enough

259support and abandon our efforts at Valley Vista. The Pta is very careful about the funds we spend, as we are able to raise less money every year to cover the programs that support our students. Members, organizing events personally, donate supplies, supplies to run community events and fundraisers. We also charge a minimal amount for food and activities that are fundraisers, so that the events are accessible for all families and also serve as events to engage our families and community what was shared tonight was the total amount of money value visited valley this budgeted to receive his income this included money from spiritware purchases which we sell at costs, and other funds that are a net in and net out the actual amount we raise this year is $7,354. This includes additional fundraising activities that were added

260midway through the school year, just to cover the cost of sixth grade camp the other inequity that wasn't discussed tonight is parent volunteers volunteers at elementary schools which is what I know so what I can speak, to can go a long way to providing additional students support that the district is not able to provide due to inadequate State fundunds. Whether it's having volunteers in class to allow teachers to meet with smaller groups or having volunteers to to assist with your duty or crossing guards volunteers are also key when it comes to raising funds and advocating for school needs please consider the impact of volunteers on our students when discussing equity and look at volunteer hours at each school site to determine where additional support may be needed. Thank you. Are there any other public comments,

261either in person or online? Let me check! Can you? It's texted to? Hey, Shannon, are you there? I am. Thank you. Cool. Okay, so you are. I saw your chat, but if you want, it looks like it got cut off on the end. So if you just want to save your voice to the board you are, you have the floor. Thank you. So my name is Shannon Britten. I'm the librarian at Potoma High School, and I just wanted to say Thank you to the Board for the support that we saw for our libraries, and it's good to hear, too, that public library or that libraries pull all with the public especially when you're talking about terms of bonds in the parcel tax and just listening to everything that was said about equity this evening. We

262just wanted to say that it's so great to have teacher librarians at each of our secondary sites, at our comprehensive sites, but we also service Carbidem and Sonoma Mountain that are on the pedaluma and Cassagramic Campuses as a, as well as the school sites that are on our campuses. So our district basically serves almost every single secondary student by having access to a teacher, librarian, and some of the things that we do, we help with reading selection. We have a digital literacy, curriculum research. We provide resources for classes and encourage inquiry. We select a lot of divers reading texts, and I know especially we've been working on helping select different texts in multiple languages. So I just wanted to say thank you to the Board for that support, and we really appreciate your thoughts. Alright,

263thank you, Shannon. Is there any one else? No! Alright. Future business. Okay, I one more time. Am asking about diversify or narrative and classroom libraries, just hearing that you're son is reading the same books that you did bothers me. I I thought we had kind of gone through this, and obviously we still have. We've worked to do so. I would like to find out where we're at with classroom libraries and diverse fire narrative. Oh, so we plan to actually do a presentation follow presentation on the next board meeting on Diversified. So, yeah, huh? Awesome, you know. It is, but we can talk after it. Okay, is there any other future business? Alright. With that we are adjourned. For our grant I will tell you, I think, that's what we're paying for. For all of the

264school libraries.