Members of the public may address the Board on items listed on the closed session agenda. Speakers are limited to three minutes each (Board Bylaw 9323(5)).

The Board will consider approval of the minutes from the June 13, 2018, Regular Board Meeting.

This is an opportunity for members of the public to speak to the board on non-agenda items.  Comments on items that are on the agenda will take place during the discussion on that agenda item.  Members of the public may address the Board on matters within the subject matter of its jurisdiction. Please submit a Speaker Card to the Board Secretary prior to the meeting being called to order. Upon recognition by the Board President, please approach the podium. The Board shall take no action or discussion on any item not appearing on the posted agenda, except as authorized by law (BB 9323(2)). Speakers are limited to 3 minutes each (BB 9323(5)). Should a member of the public have comments that pertain to a complaint against an employee of the District, the Board advises that the matter should first be pursued using the appropriate district complaint procedure (BB 9323(6)).

All consent items are enacted by the Board in one motion, unless a Board member requests that an item be removed and discussed separately.  

The Board will consider approval of absent Board Member(s), if necessary, due to illness, jury duty, or a hardship deemed acceptable by the Board in accordance with Education Code Section 35120.

The Board will consider approval of the personnel transactions submitted. 

Staff is presenting Personnel Transaction items for Board approval.

Approved by vote on consent agenda.

The Board will consider approval of the vendor warrants submitted.  The attached warrant register lists all vendors for the period June 1, 2018, through June 15, 2018, for a total of $4,675,829.43. 

Staff is presenting the Warrant Register List for Board Approval.

Financially significant vendor warrants that highlight the largest check or invoice paid to a particular vendor:

Warrants (Current): June 1, 2018, through June 15, 2018 = $4,675,829.43
Warrants (Total 17/18 Fiscal Year): July 1, 2017, through June 15, 2018 = $77,774,148.88

Approved by vote on consent agenda.

The Board will consider approval of the donations and gifts submitted.

Parents, students, community members, and businesses make donations and give gifts to the schools on a regular basis. Donations come in the form of money, goods, or services. These donations are appreciated and welcomed by the schools and departments.

Donations received since June 13, 2018 = $214,176.94
District-wide donations year to date = $2,499,935.58

Approved by vote on consent agenda.

 The Board will consider approval of the contracts submitted.

Staff is submitting contracts on behalf of schools and departments for specified services to be performed by individuals, contractors or consulting firms.  For fiscal and learning impacts, see the attached summary sheet.

Total value of contracts = $240,584.00

The Board is being asked to approve the 2018-2019 Elementary Instructional Minutes.

Purpose

Considerations

Annually, each District school must submit to the Assistant Superintendent of Curriculum and Instruction K-6, for approval of its proposed instructional minutes for the coming school year.  Once those minutes have been verified, they are reported to the Board of Education for approval.

Educational Code requires districts to provide an instructional year of 180 days.  It further stipulates the minimum number of instructional minutes required each year.  For the school year 2018-2019, Santa Rosa City School will meet and or exceed the minimum amount of instructional minutes that are needed.  

Board Policy
School Day: BP 6112
School Day: AR 6112 

Education Code
California Ed Code

Previous Board Activity
6/28/17 (E-6)

Average daily attendance is a measurement of the number of pupils attending classes in the district. Attendance accounting and instructional minute verification form the fiscal basis for the apportionment of state funds to districts.  The District would be penalized financially should a school not meet the minimum required instructional minutes.

The Board will consider approval of the proposed secondary instructional minutes for the 2018-2019 school year.  

Purpose

The Board is being asked to approve the 2018-2019 Secondary Instructional Minutes.

Considerations

Annually, each District school must submit to the Assistant Superintendent of Curriculum and Instruction, 7-12, for approval of its proposed instructional minutes for the coming school year.  Once those minutes have been verified, they are reported to the Board of Education for approval.

Educational Code requires districts to provide an instructional year of 180 days.  It further stipulates the minimum number of instructional minutes required each year.  For the school year 2018-2019, Santa Rosa City School will meet and or exceed the minimum number of instructional minutes that are required.  Our middle schools are well over the required minutes due to alignment with high school level minutes.

Board Policy
School Day: BP 6112
School Day: AR 6112 

Education Code
California Ed Code

Previous Board Activity
June 28, 2017 (Item E-17)

The Board of Education will consider acceptance of the LCAP charters for the Santa Rosa French-American Charter School, Cesar Chavez Language Academy, Santa Rosa Charter School for the Arts, and the Santa Rosa Accelerated Charter School.

Purpose

Each of the dependent charter schools in Santa Rosa City Schools is responsible for creating a Local Control Accountability Plan (LCAP). The LCAP for each of the dependent charter schools is aligned with the priorities of the district and also adhered to the charges of their charter. Each of the charter schools worked with their advisory groups, teachers, and parents in the revision of their LCAP.

Considerations

The State of California recognizes the need to provide more resources for all students and in particular even greater resources for English Learners, Foster Youth, and Low-Income students. With greater resources for students in general and additional resources for struggling students, learning will be impacted positively throughout the district. Each charter worked with stakeholders through the development process.

Highlights from each LCAP from the site admin:

Arts Charter:  

 Goal 1:  Increase student access to and proficiency within academic state standards through Arts integration techniques and curriculum.  

Goal 1 highlight:  We successfully retained our Music and Drama art specialist teachers this year.  Furthermore, all teachers participated in the ongoing professional development, coaching and demonstration lessons focused on teaching rigorous CCSS aligned content through visual arts strategies.

Goal 2:  All subgroups of students will increase their performance on state standardized assessments

Goal 2 Highlights:  Release time was provided for grade level teams to collaborate in grade level, class, and individual student data analysis.  Data-driven instruction and pacing were determined through the data analysis release days. Furthermore, for each class, teachers used the data to identify Focal students and design individual learning goals and supports for focal students. We also continued to provide before and after school tutoring opportunities for students.

Goal 3:  Continue to strengthen the foundation and adherence to the Arts Charter document by involving all stakeholders, thus improving school climate and student well being.

Goal 3 Highlights:

School-wide, Toolbox SEL program was launched.  Parent orientation for the middle-grade program was offered.  Mindful parenting classes were available for parents of the K-2nd grade.  Finally, we were able to provide therapeutic services to students in need two days per week through SAY.

SRACS:

 The LCAP goals for SRACS ensure that our goals were aligned with our school focus to serve our students who show interest, ability, and the promise of succeeding in an academically challenging and specialized setting.  Our students will be provided high interest, standards-based, real-world experiences for learning the level at which growth proceeds most effectively. Integration of technology and making connections across the disciplines will be the critical element of the educational experience. These experiences will provide students opportunities to become self-motivated, competent, and life-long learners

CCLA:

The LCAP reflects the commitment to the Two Way Bilingual Immersion Model. It also reflects the emphasis on Professional Development for teachers as well as multiple ways we support our teachers to offer the best researched based TWBI model for students. Being a Charter School, we also strongly value parent participation, another crucial part of our LCAP. Based on assessment results from the 2017/18 school year, our Leadership Team and School Site Council have decided to hire a third full-time TOSA, allowing us to have three TOSAs. Reflected in this plan are the multiple ways these three TOSAs will implement PD for staff, including various levels of support for teachers.

Both of our LCAP goals define our key features: 1. Provide a coherent, rigorous and relevant teaching and learning program that includes assessments and adheres to school charter as well as the 90/10 model for Dual Immersion.

2. Adhere to school charter and increase student and family wellness and engagement working towards a full-service community school model.

Needs:

Last year (16/17) was the first year that our students took the SBAC (we only went up to 3rd grade). We know that we have not met our AMAOs (CELDT improvement). In looking at our Let’s Go Learn data, we know we need to improve Math and Spanish Language Arts achievement in all grade levels. There is also a need to increase DRA scores in all grade levels, as a significant number of students in every grade level are not meeting Trimester benchmark standards on Spanish Reading. There is a considerable need to better train and continue to coach teachers, especially in the area of Spanish Langauge Arts. We are adding a 2nd bilingual TOSA to support teachers and increase student achievement in Spanish Langauge Arts. There is a tremendous need to provide Designated ELD to our EL students during English time. Our third TOSA will be solely dedicated to English Learners. We have developed a comprehensive plan to provide support in all of these areas.

FACS:

LCAP Goal 1: Conditions for Success

• Grade Level Team Teacher Collaboration and support to analyze student assessment data and curriculum development.
• Continue funding of a full-time Teacher on Special Assignment(TOSA) to help implement the harmonization of the French and Common Core standards as well as coordinating English Language and French Language as a second language pull out and push in instruction.
• Increase to two .75 instructional assistants to work with English Language Learners.
• Create teacher schedules that program in one to two periods for French Language Learners and English Language Learners.
• Data-Driven Decision Making by using Let’s Go Learn, Illuminate Benchmark exams, and Writing By Design Grade 2-6 assessment results.
• Continued support for Teacher’s Professional Development, Professional Learning Communities, and Resource acquisition to enhance teaching strategies to meet the needs of our English Language Learners.
• An Oral Language focus where Students will effectively work in pairs or groups in a clearly defined task that requires:
• Accountability for roles, responsibilities, and completion of task steps/process.
• Structured academic discourse to critique and justify using evidence in both English and French

LCAP Goal 2: Student Performance

• Focus on Writing through further implementation of Writing by Design Curriculum. Administer writing assessments Grades 2-6 twice a year.
• Provide after-school English and French tutoring for English Language Learners.
• Provide 3-week Summer School program for Primary and Upper Elementary English Language Learners staffed by two teachers.
• With the focus on oral language development, implement the following assessments: Bi-annual Oral assessments Pre/post oral assessments/video Formative/in-class assessments by grade level spans, ie, K-1, 2-3, 4-6

LCAP Goal 3: School Climate

• Provided more opportunities to address student wellness such as the development of the Tool Box Program, and after-school programs (Girls on the Run, Girls, and Boys Basketball). We continued iD 26.2 running program in out P.E. Classes.
• Clear avenues of communication with all stakeholders that ensures equal access to information and opportunities to provide feedback. (ELAC, PAF, and SAB and faculty)
• Enhanced community involvement through various events that aim at Parent Education and communication of the SRFACS Mission and Vision. Created more opportunities for new student/family orientation that aims at explaining our dual immersion program. 

Board Policy
BP 0460 LCAP

Education Code
ED Code 52060

Previous Board History
July 28, 2017

Approved by vote on consent agenda.

The Board will consider approval of an Adaptive Physical Education Variable Term Waiver Request to the State of California Commission on Teacher Credentialing (CTC) for Juan Carlos Hernandez.

This Variable Term Waiver will allow the district to fill a full-time Adaptive P.E., Grades K-12, position in Special Services for the 2018-2019 school year with hiring Juan Carlos Hernandez, who is currently enrolled in a CTE credential program. 

The Board will consider approval and continuation of the CNS meal contract program with Mark West USD, Piner-Olivet USD, Gravenstein USD, Sebastopol USD, Bellevue USD and the Kashia School.

Purpose

To authorize school meal contracts for the 2018-19 school year for the following districts: 

• Mark West USD
• Piner-Olivet USD
• Gravenstein USD
• Sebastopol USD
• Bellevue USD
• Inter-agency Agreement-Kashia School

The Districts/School listed above have requested the continuation of the meal service:

Considerations

Contracts have been an integral part of the financial makeup of CNS for a number of years. For the 2018-19 fiscal year, these contracts are anticipated to generate approximately $180,000 in revenue for Child Nutrition Services. 

Based on the United States Department of Agriculture (USDA) projected cost increase of 3%-5% for commodities and basic goods (Buy American Act), it is recommended that we charge an additional $0.25 for milk in our contracts. Previously, milk was included in the regular meal program. 

Revenue in excess of cost will be used to offset increased costs for commodities and basic goods for the meal program serving SRCS students. Other factors considered with these contracts include the cost of workers' compensation claims, PERS increases, and general labor costs.  

Board Policy
BP 3550

Previous Board History
7/27/16 (Item F-6)
7/26/17 (Item E-16)

Revenue: ~$180,000
Revenue over Costs: ~$10,000

The Board will consider approval of the use of piggyback bids, California Multiple Award Schedules (CMAS), National Association of State Procurement Officials (NASPO) contracts, and Co-Ops for the procurement of goods and services for the 2018-19 school year. 

Purpose

To authorize staff to use available pre-negotiated contracts for the procurement of eligible items to save cost and time. 

Considerations

As per Santa Rosa City Schools' Board Policy 3311 and California Public Contract Code Section 20118, when it is in the best interest of the District, the Board may determine that it is best to piggyback onto the contract of another public agency or corporation for the lease or purchase of furniture, equipment or supplies to the extent authorized by law. Utilizing piggyback bids, CMAS and NASPO contracts, and Co-Ops (such as BuyBoard) will allow the District to secure better pricing and will save time when making purchases that exceed bid limits as processing and awarding bids can run in excess of ninety (90) days. 

Throughout the years, the Board has approved the use of piggyback bids, CMAS and NASPO (formerly WSCA) contracts and Co-Ops. Examples of approvals for the 2017-18 school year include:

July 26, 2017- Approval of the Development Group, Inc. CMAS Contract for Network Equipment for the Infrastructure Project.

January 24, 2018- Approval of the Enviroplex Las Lomitas Elementary District Piggyback Contract for the procurement of three portables for the Hidden Valley Elementary Fire Recovery Portables Project.

Board Policy
BP 3311

Previous Board Activity
6/28/17 (E-7) 

The Board will consider approval of new and revised courses for the 2018/2019 school year.

Purpose

Per Board Policy 6140.1, these course requests are being submitted to the Board of Education for approval. This list is necessary in order to align courses with the new a-g graduation requirements. If approved by the Board of Education, these courses would be available for all middle and high schools to use in the master schedule pending sufficient student demand and sections are available that have been allotted through Human Resources and Business Services. These courses support District and Site goals, replace existing courses, and do not require additional sections.

Consideration

Math 1A P Level 3  and Math 1B P Level 3

The secondary math departments voted to move to an integrated approach to mathematics. This is a two year Math 1 P course Level 3. The new course is designed to give students receiving special education services an opportunity to build proficiency in mathematics and provide connections and interrelationships between Algebra 1, Geometry, and Algebra 2. The intent is that this curriculum will reach our LCAP goal for targeted groups to promote more of them into higher level math classes. This course will meet the "c" Mathematics requirement for UC/CSU admissions, and the new district graduation requirements.

Upward Bound Early College Foundations 9 and Upward Bound Early College Foundations 10

Earlier this year, the Governing Board approved a Memorandum of Understanding with Sonoma State University, the Upward Bound Program, and Piner High School to academically prepare low-income, first-generation college students to enroll and graduate from the four-year college/university of their choice. Additionally, the course will help Piner students remain in contact with the Upward Bound Piner community, as well as the Upward Bound community at large. The course descriptions are for the first two years of a four-year course sequence that will build upon the knowledge and skills gained in previous grades to ensure that students are fully prepared to be well-rounded, successful college students. 

Mandarin 7 and Mandarin 8

This is a change in course title to align the Mandarin courses taught at a middle school with the titles of Languages Other Than English (LOTE) courses being taught at the middle school level. Students taking two years of LOTE in middle school and receive a grade of "C" or better will be placed in the 2nd year of that language upon entry into high school. 

Board Policy
BP 6000
BP 0200 

Previous Board History
January 24, 2018

The Board will consider adoption of three Resolutions regarding the final release/reassignment and notice to certificated administrative employees of a total of 3.0 F.T.E. 

Prior to March 15, 2018, the Board of Trustees took action to notify certain employees that they may not be reemployed in their administrative positions in the 2018-2019 school year. The District is required to notify all administrators who had received a March notice of possible release or reassignment, and who have not resigned, the District’s final decision in relation to their employment status for the 2018-19 school year.  The action must be taken and the employee notified by June 30th. A review of the Administrative staff at both the District and School sites has resulted in a recommendation for final release/reassignment and notice to 3.0 F.T.E. certificated administrative employees.

Education Code
44951

Adopt the resolution authorizing the Superintendent or Designee to take further actions necessary to notify certificated administrative employees of the Board of Trustees' final decision to release/reassign him/her for the 2018-2019 school year.

The Board will consider approval of a  proposal from Leadership Associates, professional search firm, to lead the recruitment process of the Santa Rosa High School principal position. 

Purpose

In order to have as many qualified candidates as possible for the Santa Rosa High School principal position, Leadership Associates has been asked to provide a proposal for leading a process for recruiting potential candidates.  

Considerations

Hiring a high school principal this late in the hiring season will be challenging if done so under the regular process of recruiting and hiring.  Leadership Associates has conducted several searches for Santa Rosa Schools and understand the district, community, and the qualities desired in school leadership.   In addition,  Leadership Associates has provided a reduced rate (50%) due to their long-standing professional relationship with the Board, and their commitment to Santa Rosa City Schools and the community.

The proposed fee for conducting the search will be $9,500.

The Board will consider approval of the 2018-2019 Consolidated Application for Funding.

The Consolidated Application (ConApp) is used by the California Department of Education (CDE) to distribute categorical funds from various state and federal programs to school districts.

Considerations

The Spring release (formerly Part I) of the ConApp, documents participation in these programs and provides assurances that the district will comply with the legal requirements of each program.  Program entitlements are determined by formulas contained in the laws that created the programs. The 2018 Spring release (Part I) is due June 30, 2018, and includes 2017/18 Expenditure Reports and 2018/19 Application for funding.

The Winter release of the application is submitted in January of each year and contains the district entitlements for each funded program. Out of each state and federal program entitlement, districts allocate funds for indirect costs of administration, for programs operated by the district office, and for programs operated at schools.

For the 2018/19 school year, the Consolidated Application will be reviewed by the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC).

Legal assurances must be submitted with the Consolidated Application.  By submitting these assurances, the LEA agrees to adhere to all state and federal statutes, regulations, program plans and applications appropriate to several federal programs under which categorical funds are made available. The LEA must comply with all nondiscriminatory regulations, including those associated with age, gender and disabilities.

The programs funded through the Consolidated Application are briefly described in Table A which is attached.

Board Policy
AR  6171  Instruction

Education Code
California Ed. Code 64000-Consolidated Application

Previous Board Activity
January 24, 2007, Item E-13
February 13, 2008, Item E-10
June 24, 2009, Item E-11
June 23, 2010, Item E-13
June 22, 2011, Item E-18
August 28, 2013, Item E-6
June 25, 2014, Item E-3
August 24, 2016, Item E-7
June 28, 2017, Item E-9

In 2017/18, the Consolidated Application represented $3,059,506 in Title I federal funds, $481,862 in Title II federal funds, and $430,919 in Title III funds-Limited English Proficient and Immigrant.

The Board will consider approval of the Agricultural Career Technical Education Incentive Grant applications for the 2018-2019 Program Year.

Purpose

The Board will consider approval of the 2018-2019 Agricultural Career Technical Education Incentive Grant applications for Elsie Allen and Santa Rosa High Schools in the total amount of $37,840.

Consideration

The District supports two strong Agriculture programs at Elsie Allen High School (EAHS) and Santa Rosa High School (SRHS). The Agricultural Career Technical Education Incentive Grant supplies a major source of funding for the two programs. Grant funding has been used to support student participation in Career Development Events and FFA leadership activities, the purchasing of equipment and supplies to assist students with raising livestock to be exhibited at local fairs, professional development for the Agriculture Science teachers provided by the California Agricultural Teachers’ Association, and the purchasing of classroom instructional materials.

The grant applications are due to the California Department of Education on June 30, 2018.

Previous Board History
June 28, 2017 (E-10)

Fiscal Impact: Santa Rosa City Schools is applying for $37,840 in grant funding for the Elsie Allen and Santa Rosa High School Agriculture Programs. There is a matching funds requirement. For the 2017-2018 program year, unrestricted District funds were used to meet the matching requirement. Examples of sources that can be used to meet the matching requirement for the 2018-2019 program year include, but are not limited to, unrestricted District funds and the Carl D. Perkins grant.

Staffing Impact: The Agricultural Education Incentive Grant requires that courses in the program, excluding the Project Period, not exceed 25 students to receive a $2,000 grant stipend per teacher.  Due to financial considerations, it was determined that sites with agriculture programs staff courses at higher than the 25:1 ratio, thus making the programs ineligible to receive the additional grant funding. This amounts to a loss of $6,000 for Elsie Allen High School and a loss of $6,000 for the Santa Rosa High School program. At this time, the losses to each school are offset by the CTE consumable supply budgets, as it costs less to make up the grant differential for each school rather than staff at the lower ratio.  

Approve the 2018-2019 Agricultural Career Technical Education Incentive Grant applications for Elsie Allen and Santa Rosa High Schools.

The California Department of Education (CDE), in its yearly compliance review, has found Santa Rosa City Schools High School District to have exceeded the recommended number of students identified with disabilities placed in Non-Public Schools. CDE requires the Special Services Department to develop a plan of action to reduce these students placed outside the District.

Purpose 

The California Department of Education each year monitors Local Education Agencies (LEAs) in the categories for "disproportionality". Disproportionality is a term defined by CDE as a percentage by various demographic groups to ensure that schools are not identifying students, suspending students with Disabilities (SWD) or over placing students in settings compared to a state standard. This system of accountability is in addition to the identifications of students applied in the California Dashboard.  The areas of review are:

• Identification of students with disabilities  
• Identification of various disabilities
• Placement of appropriate educational settings
• Suspensions and expulsions

On June 5, 2018, Santa Rosa City Schools received notification that SRCS High School was found to be "Significantly Disproportionate" in the criteria for students placed at "Separate Schools". Specially SRCS was over-identified by SWD of the Ethnicity-White, placed in separate schools.

Considerations

SRCS must develop a plan to reduce the disproportionality. Although there has been significant movement in serving student within our schools and to reduce the students in "Separate" schools, SRCS Special Services Department must produce a plan to reduce this disproportionality. Included in this plan is a CDE requirement to use at least 15% of the IDEA funds toward reducing this disproportionality. 

CDE requires that the District approves a "Letter of Assurance" as the first step in the process of developing a plan to reduce this disproportionality The Special Education department will develop this plan. This plan will be brought to the board in the future for approval. 

The elements of this plan will be to use a "Cycle of Inquiry" and work with Special Education Teachers and Administrators to work through these compliance issues and develop a "Theory of Action". This action plan will be brought to the Board to implementation at a future date. The immediate next steps are:

1. Approve the attached Letter of Assurance to allow this process will move forward.

2. Create a Leadership Team to oversee the implementation of this plan

3. Use the cycle of inquiry process with the SELPA to identify causes of the disproportionality develop a Theory of Action to move forward and define practices and protocols that will reduce this disproportionality.

Board Policy
BP 3230

Education Code
41211-42129

The CDE requires that 15% of the revenues received from the Individual With Disabilities Act (IDEA) grant to be used to support a plan to resolve this disproportionality. In 2017-2018  this amounted to 15% of $2,409,994 or approximately $361,499. 

The Board will consider approval to purchase a new large capacity commercial mower.

Purpose 

Authorization of this purchase from the Board would allow the Maintenance and Operations Department to replace a failing mower. The current mower is from the 1980's and is beyond repair.

Consideration

The Maintenance and Operations department obtained three quotes from Garton Tractor Inc., Turf Star Western, and Belkorp Ag, LLC. The quote from Belkorp Ag, LLC provided a John Deere mower that possessed the most functionality, including a 6-foot mow area with the lowest price. Based on evaluation including cost, the Belkorp Ag, LLC John Deere Commerical Mower is the most reasonable replacement for a large capacity commercial mower.

Below are the quote details for comparable replacement mowers:

Garton Tractor Inc.(Jacobson):$67,103.46
True Star Western (Toro): $72,900.18
Belkorp Ag, LLC (John Deere): $53,388.31

Routine Restricted Maintenance: $53,388.31

The Board will consider approval of the J-13A Waivers which will go the State of California to recover ADA to recover attendance after schools resumed operation following the Sonoma County Fires in October 2017. 

Purpose

SRCS, working with SCOE and along with many of the Districts in the County, submitted J-13A Waivers in February 2018 to recover ADA funding and credit for instructional minutes lost when schools were closed during the fire. 

This application seeks a material decrease adjustment to ADA for the period of time immediately following the reopening of our schools. For the purpose of this waiver, we are submitting the difference between "normal" ADA and our attendance immediately following students returning to school. 

Considerations

On October 8, 2017, the Tubbs, Atlas, and multiple other fires began burning. As a safety precaution, all Santa Rosa City Schools were closed starting Monday, October 9, 2017. On Monday, October 9, 2017, Governor Brown declared a state of emergency in Sonoma County. The declaration of emergency in addition to the closure of our schools allows SRCS to submit this J-13A Form to the California Department of Education. This submission is to address the loss of ADA when students returned to school. 

Previous Board History
2/14/18 (F-9) J-13A waiver for lost school days and instructional time

The Board will consider adoption of the K-6 Elementary District Local Control Accountability Plan (LCAP), as required by Education Code 52060. 

Purpose

The LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. .The LCAP is intended to capture the level and type of information focused on strategic goals, the progression of outcomes, and services and related expenditures based on local need. The LCAP is a spending plan aligned with the goals, actions, and services, and generates focus, purpose, and motivation to support the plan’s implementation.

Considerations

The State of California recognizes the need to provide more resources for all students and in particular even greater resources for English Learners, Foster Youth, and Low-Income students. With greater resources for students in general and additional resources for struggling students, learning will be impacted positively throughout the district.

The LCAP metrics and Thought Exchange survey results were shared with District Advisory Committee, (DAC), District English Language Advisory Committee (DELAC), and Stakeholders Unity Network (SUN). These groups provided feedback on the different actions and services under the two LCAP goals. They were also provided data on how we are meeting our goals. Both unions, SRTA and CSEA, were provided an opportunity for consultation on the LCAP on May 15, 2018, and a full day understanding the components of the eight state priorities and the LCAP in general on May 1, 2018. 

Thought Exchange Survey results from parents, staff, and students highlighted the ongoing trauma and counseling support needed after the Santa Rosa wildfires.  Furthermore, themes of support for A-G, English Learner interventions, and special services rose from feedback at DAC, DELAC, and SUN meetings. Local and state data was shared with our stakeholders over the course of the 2018-2019 school year, and concerns over our dashboard results showed that we had not closed the achievement gap with our English Language Learners and our English Only students.  Furthermore, our foster youth, homeless, and special education students have disproportionate suspension levels which will be addressed with continued support and further development of equity-based systems.

Counseling Positions
Bilingual Aides
Smaller class sizes to support a-g in Math
Social and Emotional Support
College and Career Extended Hours
EL Specialists
Summer Boost program in ELA and Math
Common Core a-g Support

Budget Solutions and Reductions

35% Reduction in Consulting Contracts
Move Family Engagement Specialists to Title 1
Move some Base funded position to LCAP
Eliminate State and Federal Coordinator Position

Board Policy
BP 0460

Education Code
ED Code 52060

Previous Board History

June 25, 2014 Items F-4 & F-5 – Adoption of Elementary and Secondary LCAPs
June 24, 2015 Items F-3 & F-4 – Adoption of Elementary and Secondary LCAPs
June 22, 2016 Items F-3 & F-4 - Adoption of Elementary and Secondary LCAPs
June 28, 2017 Items F-3 and F-4 - Adoption of Elementary and Secondary LCAPs

Elementary Allocation:  $7,682,073

The Board will consider adoption of the 7-12 Secondary District Local Control Accountability Plan (LCAP), as required by Education Code 52060.  

Purpose

The LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. .The LCAP is intended to capture the level and type of information focused on strategic goals, the progression of outcomes, and services and related expenditures based on local need. The LCAP is a spending plan aligned with the goals, actions, and services, and generates focus, purpose, and motivation to support the plan’s implementation.

Considerations

The State of California recognizes the need to provide more resources for all students and in particular even greater resources for English Learners, Foster Youth, and Low-Income students. With greater resources for students in general and additional resources for struggling students, learning will be impacted positively throughout the district.

The LCAP metrics and Thought Exchange survey results were shared with District Advisory Committee, (DAC), District English Language Advisory Committee (DELAC), and Stakeholders Unity Network (SUN). These groups provided feedback on the different actions and services under the two LCAP goals. They were also provided data on how we are meeting our goals. Both unions, SRTA and CSEA, were provided an opportunity for consultation on the LCAP on May 15, 2018, and a full day understanding the components of the eight state priorities and the LCAP in general on May 1, 2018. 

Thought Exchange Survey results from parents, staff, and students highlighted the ongoing trauma and counseling support needed after the Santa Rosa wildfires.  Furthermore, themes of support for A-G, English Learner interventions, and special services rose from feedback at DAC, DELAC, and SUN meetings. Local and state data was shared with our stakeholders over the course of the 2018-2019 school year, and concerns over our dashboard results showed that we had not closed the achievement gap with our English Language Learners and our English Only students.  Furthermore, our foster youth, homeless, and special education students have disproportionate suspension levels which will be addressed with continued support and further development of equity-based systems.

Counseling Positions
Bilingual Aides
Smaller class sizes to support a-g in Math
Social and Emotional Support
College and Career Extended Hours
EL Specialists
Summer Boost program in ELA and Math
Common Core a-g Support

Budget Solutions and Reductions

35% Reduction in Consulting Contracts
Move Family Engagement Specialists to Title 1
Move some Base funded position to LCAP
Eliminate State and Federal Coordinator Position

Board Policy
BP 0460

Education Code
ED Code 52060

Previous Board History

June 25, 2014, Item F-5 – Adoption of Secondary LCAP  
June 24, 2015, Item F-5 – Adoption of Secondary LCAP
June 22, 2016, Item F-4 - Adoption Secondary LCAP
June 28, 2017, Item F-4 - Adoption of Secondary LCAP

Secondary Allocation:  $8,655,234

The Board will conduct a public hearing on the charter renewal for the Accelerated Charter.  This is a five-year renewal.

Purpose  

This hearing gives the public and Board of Education the opportunity to ask questions about the charter renewal.

Outcomes

The public hearing will occur first, and then the proposed approval vote will occur at the same meeting.

The Charter is based upon these core beliefs:

 ACCELERATION

• Acceleration encompasses more than simply moving gifted or high ability learners through the curriculum at a faster pace or providing a second-grade student with fourth-grade work.  Acceleration focuses on how we can orient a student towards “accelerated levels of thinking and levels of knowing” (California Association for the Gifted, 1994, 2005).  

• Acceleration of thinking and knowing involves differentiating the core curriculum to provide challenge and opportunities above and beyond grade-level content.  Instructional strategies to differentiate the core curriculum through acceleration include: (a) connections to Universal Concepts: POWER, CHANGE, SYSTEMS, STRUCTURE, RELATIONSHIPS, CONFLICT, ORDER vs. CHAOS, and (b) the teaching of the disciplines or “Thinking Like a Disciplinarian” -- viewing the same topic from different disciplinary perspectives: economy, geography, linguistics, sociology, psychology to see the interdisciplinary connections of a single topic, theme, or event.

 DEPTH

• Differentiation using “depth” refers to approaching something or studying something from the following patterns to pursue the topic in greater detail and to a greater understanding: (a) from the concrete to the abstract and from the abstract to the concrete, (b) from the familiar to the unfamiliar and from the unfamiliar to the familiar, and (c) from the known to the unknown and from the unknown to the known.

• Delving deeper into content requires students to examine topics by determining the facts, concepts, generalizations, principles, and theories related to them.  Keywords such as a language of the discipline, patterns, details, trends, ethics, big ideas, unanswered questions, and rules represent the means by which students elaborate on their thinking and understanding of a topic.  According to CAG (2005), depth is moving from patterns to trends; it proceeds from rules to structure to ethics, from simple “pragmatism to speculation.”  As students move through the different patterns of thinking, they form large conceptual foundations of subject matter.

COMPLEXITY

• Differentiation using “complexity” involves moving students beyond a surface level understanding, from an analysis of what is intended to what is inferential.  Complex thinking requires students to view the implications of something NOW and something OVERTIME -- to see its connections and applications across the spectrum in a fluid rather than a static orientation.

• Differentiating the complexity of the core curriculum can be accomplished by extending the content to the study of issues, problems, and themes.  Complexity involves making relationships between and among ideas, connecting to other concepts, and bridges to other disciplines.  Keywords of complexity consist of overtime, multiple perspectives, and interdisciplinarity.

• The teacher’s challenge in differentiating the complexity of a task or subject matter is to assist the student in seeing the myriad of facets that the topic consists of: to see associations among diverse subjects, to find multiple solutions to the problem, and to analyze or evaluate those solutions from multiple points of view (CAG, 2005).

NOVELTY

• Providing advanced learning with differentiation through novelty depends upon the students’ perceptions and responses.  Novelty means that teachers can stimulate students in the following ways: (a) the use of critical thinking, creative thinking, and problem-solving skills, (b) encouraging students to seek original interpretations of existing information, and (c) encouraging the development of aptitude or interest-based learning experiences.  Independent Study projects are another example of how novelty can

• According to CAG (California Association for Gifted- 2005), novelty complements depth and complexity by providing inquiry and exploration into seemingly disparate and incongruent topics that lead students to create new, original, and/or reorganized knowledge structures. Keywords of novelty include irony, paradox.  

Consultation

As part of the petition process, the charter was reviewed by the district, Stephanie Farland from Charter Authorizers and John Yeh, counsel for charter schools

Previous Board Activity
June 26, 2013
January 14, 2015

The Accelerated Charter must go through a renewal process to continue operating; every charter must be re-authorized (or renewed) every five years.

Purpose  

The Accelerated Charter School must go through a renewal process to continue operating; every charter must be re-authorized (or renewed) every five years.

Outcomes

The charter school renewal process is similar to the initial charter school petition process, but there are substantial differences. Renewal applications must meet the same legal requirements and cover all the required elements of a charter petition, but also, they must include renewal criteria demonstrating school progress and success. Additionally, there may be recently added requirements not addressed in the previous petition application which will need to be included in the renewal petition. 

Goals of the Charter

The fundamental belief of this charter is that all students can learn with depth and complexity if provided meaningful learning experiences that tap into those areas in which students have significant interest, passion, or talents.  Therefore, this charter provides a basic framework for a challenging standards-based core curriculum that infuses technology into its daily work.  The lens through which students make meaning of that curriculum will be an area of focus that is determined by student needs and interests at each program location.   

At SRACS our goal is to provide each child with a rigorous, challenging intellectual curriculum in an environment that is safe and affirming. Students are asked to extend themselves as learners, to take intellectual risks, to struggle sometimes as beginners as they enter an environment of abstract ideas and a system of learning that goes beyond the facts and the basics.  Students will use "Universal Themes" or overarching ideas that connect across the disciplines such as Power, Relationships, Change, and Systems. Understanding and applying these concepts to the study of history, literature, math, and science is the cornerstone of our curriculum.   This framework allows children to form complex understandings of the subjects and gives a system to understand new content with depth & complexity.

At SRACS we have focused on looking at the core curriculum through universal themes. Included with this is an emphasis on music, technology, art, real-life problem solving and community involvement together they have created a unique educational environment. These in turn help to determine the direction of our curriculum.

The renewal was vetted by the stakeholders at the charter school, and the principal Rebekah Rocha worked with her advisory group and led teachers to address and amend the charter document to reflect the new requirements of the state. Stephanie Farland, the charter consultant, provided feedback through the process and it was also reviewed by legal.

Previous Board Activity
June 26, 2013
January 14, 2015

The Board will consider approval of Resolution No. 2017/18-070 in preparation of the November 6, 2018, governing board elections, as required by the Sonoma County Office of Education.  

Purpose

Santa Rosa City Schools Board of Education seats expire in December of even-numbered years; and four-year terms on the governing board are staggered. The last governing board election was held on November 8, 2016.  Pursuant to the District’s transition into a by-trustee area election system, governing board members will be selected by each respective trustee area.

Considerations

In accordance with the provision of Education Codes 5323 and 5340-42, a consolidated governing board member election will be ordered by the County Superintendent of Schools.

November 6, 2018, election will fill regular openings on the governing board for the 2018-2022 term.

In order to complete the resolution for the Specifications of the Election Order, the Board must stipulate the following:

1. How many and whose seats are up for election for the 2018-2022 regular 4-year term
The three board seats coming up for election will from trustee areas 2, 4, and 6.  Bill Carle, Frank Pugh, and Ron Kristof’s terms will be coming to an end this year.

2. The cost responsibility for the Statement of Qualifications
The Board must determine whether the candidate will bear the full cost incurred in publishing a Statement of Qualifications or if the District will take responsibility for part of that cost. The Board must designate the amount for which the candidate will be responsible and the amount for which the District will be responsible. The Board must further determine whether the candidate shall pay the cost of publication before or after the statement is printed in the voter pamphlet portion of the sample ballot and, based on standard word count, whether the statements will be limited to 200 or 400 words.

The Board has incorporated these stipulations into Board Bylaw 9220, Governing Board Elections; 

            1.  That the candidate will pay the first $200 and the District will pick up the remainder of the cost for publishing a Statement of Qualifications in English and Spanish

             2.  That the Statement shall not exceed 200 words

             3.  That the candidate will pay the cost of publication before the Statement is printed in the voter pamphlet portion of the sample ballot

If the Board wishes to change these stipulations due to the added cost and/or District budget constraints, this policy will need to be revised accordingly.

How a tie vote will be resolved
Board Members must determine, in the case of a tie vote in the election, whether to hold a run-off election or draw lots.

Education Code
Education Code - Conduct of Elections

Board Bylaws
Board Bylaw 9220 - Board of Education Elections

Previous Board History
June 22, 2016

$98,000.00 - November Board Elections

Approve Resolution No. 2017/18-073 Ordering a Regular Governing Board Election Under By-Trustee Area Election System and Ordering Consolidation With Other Elections.  

The Board will consider approval of Resolution 2017/18-075 to adopt the District's 2018/19 budget, with the understanding that revisions may be necessary once the 2018/19 State Budget is signed by the Governor.  

Purpose

To adopt the 2018-19 Santa Rosa City Schools' budget.

Considerations

As of the writing of this report, the State budget has not yet been signed, but it appears that the assumptions used in the development of the budget will be adopted by the State. Once the State budget is signed, a revision with the final numbers will come before the Board with the 45-day update.

The 2018-19 budget shows a projected $2,441,654 deficiency of revenues over expenditures. This results in a projected ending unrestricted reserve of $11,027,951 or 6.21%. Included in the unrestricted reserve is the minimum 3% for economic uncertainty of $5,329,245, and the one-time 2018/19 revenue of $2,186,721, which leaves an unassigned/unappropriated ending reserve of $3,511,985 that is currently projected to offset two future years deficit spending.

Since the time of the Public Hearing, the budget has been revised to reflect the anticipated change to LCFF revenues with the adoption of the CA State budget. On June 18, 2018, AB 1808 (Education Trailer Bill) was passed by the Senate and Assembly which would raise the LCFF COLA to 3.7%.

This is the fifth year of the Local Control Accountability Plan (LCAP). The budget includes the funding of programs described in the LCAP.

The true financial outlook will evolve over the next few months as the State budget is adopted, our financial records for 2017-18 are finalized, actual student enrollments are known after school opens and the staffing assignments are completed.

The multi-year projections include yet to be determined expenditure reductions in 2019-20 of $2,414,113 and in 2019-20 of $7,577,959. 

The FY18/19 Proposed Budget for the Santa Rosa City Schools has been prepared under the guidance of the Board of Education with major budget assumptions based on the Governor’s May Budget Revision. As always, our Adopted Budget will be revised within 45 days of the State enacting the Budget Act to reflect any significant changes in revenues and/or expenditures.

Since our 3^rd Interim Report, our FY17/18 Estimated Actuals projections have been updated to reflect the most current information available. The changes include $1.2M in new local revenue, which represents a one-time distribution from RESIG to all member school districts for a return of equity in the workers’ compensation program, and the addition in expenditures of $1M for Beginning Teacher Support Assessment (BTSA) Induction Program, Let’s Go Learn, and costs for the 2018 Board elections.

Major revenue and expenditure assumptions used to develop our FY18/19 Proposed Budget include:

Enrollment is projected at 14,725 and ADA is projected at 13,929.63. Our funded ADA is 14,151.51.  

Local Control Funding Formula (LCFF) – The LCFF Revenue was budgeted based on the budget passed by the Senate and Assembly for 18/19. The proposed increase of $3.2B completes the implementation of the LCFF. The LCFF COLA is 3.7%, which represents the statutory COLA of 2.71%, plus an additional increase of 0.99%.

CalSTRS and CalPERS – Under the Governor's May Revision, the employer contribution rate for CalSTRS is expected to increase by 1.85% to 16.28%. The CalPERS employer contribution rate is expected to increase by 2.53% to 18.062%.

Federal Programs – The federal spending bill for the budget year increased funding for Title I and Special Education by nearly $300 million nationally for each program. The impact to California is under evaluation by the California Department of Education. Our proposed budget assumes flat funding for federal grants; grant awards will be updated as the fiscal year progresses.

State Categorical Programs – For categorical programs outside the LCFF, the Governor’s May Revision projects a COLA of 2.71%. The COLA has been applied to Special Education and Child Nutrition.

Discretionary Funds – The May Revision provided just over $2.0B in discretionary one-time funding, which approximates $344 per ADA. Since the May revision, the discretionary one-time funding has been lowered to approximately $168 per ADA resulting in a difference of $2,290,851

The May Revision recommends using these funds on one-time costs, such as professional development, teacher induction, instructional materials and/or technology. Please note that these funds will offset the state’s obligation for outstanding mandate reimbursement claims. Our proposed budget includes $2,186,721 in one-time discretionary funds, which are assigned in our ending fund balance for one-time expenditures yet to be determined.

Lottery Funds – Lottery income is projected at $194 per ADA for a total of $2.7M. Approximately, $.7M, or $48 per ADA, must be spent on instructional materials.

Career Technical Education – The May Revision maintains the proposal from the January Budget proposal of ongoing $200 million to establish a K-12 specific component of the community college-administered Strong Workforce Program. The Governor clarifies that the grant decisions for the K-12 component will be made exclusively by the K-12 Selection Committee.

School Facilities – The May Revision maintains the proposal to issue $640 million in Proposition 51 bonds despite calls to sell more school bonds to address the backlog of school construction projects.

As always, costs for step and column for all employees are included in the proposed budget, while costs associated with negotiated compensation increases are not incorporated into the budget until they have been ratified by the appropriate bargaining unit and approved by the Board.

Board Policy
BP 3100

Education Code
EC 42103

Previous Board History
6/13/18 (Item F-5): SRCS 2018-19 Budget Public Hearing
6/28/17 (Item F-2): SRCS 2017-18 Budget Adoption

The Board will hear a brief overview of how the Lewis Educational Center has operated through the years, its current use, review the future development of HeadStart programs at Lewis will and consider approval of an initial commitment to HeadStart.

Purpose

The Lewis Educational Center has an important history in Santa Rosa City Schools. Since it opened in 1925 it has served the Santa Rosa community as first an Elementary School, then as an Adult Education Center, an Opportunity School, a temporary home for the Arts Charter, and currently as a Site for Special Education Services and the new Integrated Wellness Center.

As Santa Rosa City Schools continues to serve the community, administrative staff are working with CAP Sonoma, Head Start and North Bay Children's Center to expand the number of seats available to serve our infant, toddler and pre-school needs throughout Santa Rosa. Lewis has 7 classrooms that could be available in a partnership with these providers and our Special Services department.

Consideration

Providing strong academic and social preparation for Santa Rosa infants and toddlers is an important step in preparing students for school. Head Start is a program that serves our communities most financially needy. Many of our families generally cannot afford daycare or preschool and aren't as ready for  Kindergarten than their less economically challenged peers. Head Start currently has classes at Ridgway, Lewis, Lincoln, and Cook. North Bay Children's Center has services at Monroe and Steele Lane.

New to this collaboration is a mutually important program to expand services to Special Education students. Santa Rosa City Schools becomes the provider of Special Services beginning at age 3. Currently, these services are provided in the home or at our current classes at Lewis.  Many families do not access these services and consequently go without until Kindergarten. A partnership between Special Services and Head Start will allow mainstreaming as a part of the pre-school model. At the Lewis site, there is already Speech and Occupational services which will provide greater access and improved services which generally reduce the needs later in a child's development.  The Lewis Educational Center would become a hub for a multitude of services:

• Medical and counseling services through the Integrated Wellness Center.
• Parenting classes are also provided by Head Start
• Provide parent support and training through possible of expansion of the Via Esperanza model. 
• Opportunity for the  Lewis facility to hold classes in conjunction with Santa Rosa Junior College for parents to improve literacy and earn a Childcare Certificate for future careers in SRCS and community.
• A multi-generational approach for building capacity in parents and their children at one location and with coordinated multi-agency support is an optimal use of the Lewis Educational Center.

Board Policy
BP 1330.1
BP 5148.3

Education Code
8200-8209 
8235-8239
8250-8252

Previous Board History 

CAI Sonoma Headstart Contracts
10/11/17 (E-8) 
7/27/16 (E-5)

Information on First TK Programs
10/28/15 (F-3)

CAP Sonoma and Via Esperanza
11/13/13 (F-1) 

There is no fiscal impact at this time.

The Board will review the Board Bylaws (9000 Series) for possible revisions due to the change to by-trustee area elections, the impact of the 2017 wildfires, and any other applicable revisions.  

Purpose

The change in election board members from at large to by-trustee areas requires a review of the Board By-laws to ensure the duties and the responsibilities of each board member are clearly stated in the policy.  The October 2017 wildfires brought unprecedented situations in Santa Rosa City Schools and review of the Board By-laws with regard to emergency actions is warranted.  Processes and procedures the Board undertakes as the business of the district are conducted should be regularly reviewed.

Considerations

The following should be but not limited for consideration when reviewing the Board By-laws:

• Board member represents the entire district and not just the trustee area they reside.
• Practices the board can implement to ensure representation of the entire district.
• School and board member liaison structure.
• Emergency policy language that may need adjustment in the event all or some board members cannot be reached.
• Process for emergency notifications to and from board members.
• Update of any processes or procedures of the board to align with current systems and strategic needs.

Previous Board History
4/12/17 (F-11)
5/10/17 (F-6)

These items are presented for informational purposes only.

Attached for reference is a list of educational acronyms and abbreviations. 

Information is being provided to the Board of Education regarding the formation of a College and Career Access Pathways Partnership Agreement between Santa Rosa City Schools and Santa Rosa Junior College. 

Purpose

Assembly Bill 288 requires a College and Career Access Pathways (CCAP) Partnership Agreement be presented to the governing board of each district, first as an information item and in the subsequent month as an action item.

Consideration

Assembly Bill 288 established the College and Career Access Pathways Act to authorize California Community College districts to enter into formal partnership agreements with local school districts to expand access to dual enrollment opportunities. This legislation expanded the law on concurrent enrollment to provide greater access for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for Career Technical Education (CTE) or preparation for transfer, improving high school graduation rates, or helping high school students achieve college and career readiness.

The CCAP Partnership Agreement would enable Santa Rosa City Schools’ students to enroll in Santa Rosa Junior College (SRJC) courses offered on a high school campus during school hours. The SRJC courses would be taught by a high school teacher who meets the state Chancellor's minimum qualifications for college faculty, and the courses would be restricted and only open to high school students. Students successfully passing the courses would earn both high school and college credit. 

Currently, SRCS has multiple CTE articulation agreements with the SRJC, where students can earn college credit through a credit-by-exam process. During the Spring of 2018, SRCS and SRJC staff collaborated to discuss the expansion of opportunities for students to earn college credit while in high school. During these discussions, Maria Carrillo High School (MCHS) site administration and Automotive Technology CTE program teacher expressed an interest in piloting a dual enrollment course during the 2018-2019 school year. 

The MCHS Automotive Technology program has an existing articulation agreement for the SRJC Auto 80 course. Therefore, offering Auto 80 as a dual enrollment course at MCHS was appropriate. The MCHS CTE program teacher and site administration reviewed SRJC course outlines with SRJC faculty to identify additional SRJC courses that would best align to the existing program. Additionally, faculty from the SRJC viewed the Automotive Technology program at MCHS to assist with determining what courses could be taught utilizing the existing facility. 

After review of CTE facilities and course outlines, as well as further discussion with site administration and the CTE program teacher, it was determined that a pilot could occur at MCHS. The pilot would involve the following SRJC Automotive Technology courses taught for the 2018-2019 school year:

Fall 2018:

• Auto 80: Introduction to Automotive Technology (3 units)

Spring 2019:

• AUTO 125: Automotive Heating and Air Conditioning Systems (1.5 units)
• IED 190: Industrial Mathematics (1.5 units)

The SRJC dual enrollment courses would complement the existing CTE program at the site and would be taught by the MCHS Automotive technology teacher, who currently teaches at the SRJC as adjunct faculty. 

The CCAP agreement has been reviewed by the district's legal counsel. 

Board Policy
BP 6178
AR 6172.1

Education Code
Ed Code 76004

Previous Board Activity
May 9, 2018 (F-5)

Fiscal Impact:

The fiscal impact is estimated at $33,519.35 for staffing, textbooks, and instructional materials for the 2018-2019 school year. District base, site LCAP, and/or CTE Incentive Grant funds can be utilized for associated costs. 

Staffing Impact:

All instructors teaching the Santa Rosa Junior College courses offered as a part of the College and Career Access Pathways Partnership Agreement must meet the minimum qualifications for instruction in a California community college.