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)).

1) SCV-262527
2) 3:18-cv-05186-CRB
3) OAH Case No. 2018050596 and CV-18-2775

The Board will consider approval of the minutes from the October 24, 2018, Regular Board Meeting.

The Board will consider approval of the minutes from the November 7, 2018, Regular Board Meeting.

Awards for Student of the Month and Certificated/Classified Employees of the Month will be presented for the following schools:  

Hidden Valley Elementary School
Rincon Valley Middle School
Maria Carrillo High School

School site parent organization updates will be presented by the following schools:  

Hidden Valley Elementary School
Rincon Valley Middle School
Maria Carrillo High School

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 October 10, 2018, through November 2, 2018, for a total of $3,535,164.73. 

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): October 10, 2018, through November 2, 2018 = $3,537,896.84
Warrants (Total 18/19 Fiscal Year): July 1, 2018, through November 2, 2018 = $25,799,672.99

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 October 25, 2018 = $18,678.86 
District-wide donations year to date = $180,088.47

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 = $195,950.00

Approval of Purple Lamb Productions to use Santa Rosa High School campus for a one-day photo shoot for the use of advertisement for College Board Services.

Purpose

Purple Lamb Productions is requesting use of the Santa Rosa High School campus for a one-day photo shoot while students are not in attendance.

Considerations

Purple Lamb Productions is interested in photographing both the interior and exterior of Santa Rosa High School. Areas will include classrooms, hallways, cafeteria, library, and the gymnasium. The production company will hold their photo shoot during the time frame of November 28 - December 5, 2018. The photo shoot will take place while school is not in session (i.e., evening hours or on the weekend). The photos taken will be used for advertisement for College Board Services.  

Board Policy
AR 1330

Previous Board History
June 22, 2016 (E.20) Purple Lamb Productions Photo Shoot at Santa Rosa High School 

Santa Rosa City Schools will receive $2,500.00 for the use of their facilities. Santa Rosa City Schools will provide one(1) custodian to assist and grant access throughout the day. Custodial charges will be covered by Purple Lamb Productions.

The Board will consider approval of Resolution No. 2018-19/028 Recognizing November 12-16, 2018, as Week of the School Psychologist.

Purpose

The Board will recognize the important work of our School Psychologists and their dedication to students and their families. 

 Considerations

School Psychologists play an increasingly important role in Santa Rosa Schools. Their training, experiences, and knowledge of State and Federal law make them a valuable asset to our staff, families, and students. The School Board takes this moment to recognize and appreciate their hard work and importance in our system.

School Psychologists enhance the total environment in which children live and grow. The foundations of educational psychology are applied each day throughout our schools. The principles of sound psychological principles to instruction and learning, cultivate children's intellectual, social, and emotional development. these principles meet the educational needs of our culturally diverse student population and promote early intervention to ensure students' scholastic success. School Psychologists have become the key hub of our Multi-TeiredSsystem of Supports (MTSS) at Santa Rosa City Schools. They have knowledge of educational development, techniques for teaching and learning that can be applied throughout our classrooms.

In SRCS, the School Psychologist works through the Special Services Department and integrates into every school site.  SRCS is proud to have developed a strong program of development for the 20 School Psychologists that work here each day. We have been fortunate to have the energy and current methodologies of student Interns in addition to the experienced staff of over 100 years of accumulated school experience.

In addition to the evaluations they provide for students with special needs, SRCS School Psychologists:

•             help parents and educators foster healthy child development and are the school-based experts in children's learning and psychological development; and

•              are on the front lines in the drive for violence prevention, intervention and response in our schools; and

•             are one of our leaders in delivering mental health services to students.

The growing importance of School Psychologists is recognized throughout the State and Sonoma county as recognized by the extreme shortage of these professionals. The SRCS School Board values this need and will continue to support initiatives to develop a strong cadre of School Psychologists.       

The Santa Rosa City School Board is proud to recognize the importance of the role that School Psychologist play in the learning and success of ALL the Santa Rosa City students.

Darcy Analora  Marianne Ballatorre  Angela  Bonner

Nancy Castillo Mina Duffy Samantha Gonzalez

Lena Jones Robert  Johns Crystal McCampbell

Jessica Ozbrin Matt F. Park Diane Redalia

Oriana Reis Jasmine  Robledo Celene Rodriguez

Katherine Smith Adriana Tobon Nicole Valle

Katie Yzaguirre

The Board of Education will receive reports from each of the schools in our district over the course of the school year.  These school reports will coincide with the awards for students, certificated and classified staff, and the parent organization reports for each school.   Brad Coscarelli, Hidden Valley Elementary School, Ed Navarro, Rincon Valley Middle School, and Katie Barr, Maria Carrillo High School will be presenting at this board meeting.

Purpose

The Board of Education approves the Local Control Accountability Plan (LCAP) and the Single Plan for Student Achievement (SPSA) each year. The purpose of these school reports is to provide an opportunity for the Board to hear how their approval of these plans at the policy level manifest into the goals, actions, and impact for students and staff at the sites.

Consideration

Increased student learning and social and emotional well being are at the core of Santa Rosa City Schools' work.  This work has involved systems change and a tremendous amount of professional learning by SRCS educators. Changes to the system and institutionalized practices and the investment in our students and staff are beginning to show growth in learning and engagement in many areas.     

The vision and goals of the district are clear, however, the question arises about how that district focus aligns with impact on student learning and social-emotional growth at the sites.  Michael Fullan's Coherence Framework continues to be the guide to assists staff in making sense of the various programs and initiatives taking place in the district which then creates meaning (why") for students and staff. 

The Coherence Framework (Michael Fullan and Joanna Quinn): 

Making the complex more simple, "simplexity".  Initiative overload and fragmentation have kept the best plans from becoming a reality.  It is about leading differently. The key to bringing about successful and sustainable change is through the Coherence Framework which is a dynamic roadmap made up of four essential components:

• Focused direction to build collective purpose
• Cultivating collaborative cultures while clarifying individual and team roles
• Deepening learning to accelerate improvement and foster innovation
• Securing accountability from the inside out

Inquiry Cycle of Instructional Leadership (Center for Educational Leadership [CEL]): 

Improving teaching and learning is the most important task of school leaders and in conjunction with creating coherence, principals are using the Inquiry Cycle for Instructional Leadership to begin to collaboratively engage in a continuous process of instructional improvement and analysis consisting of four phases:

• Phase 1 Analyze Evidence: Gather and analyze evidence to identify student learning problems and problems of teaching or leading practice      

• Phase 2 Determine a Focus: Teachers and leaders analyze evidence to identify an instructional focus area

• Phase 3 Implement & Support:  Teachers and leaders engage in study and learning and then take actions centered on an area of focus

• Phase 4 Analyze Impact:  Teachers and leaders analyze the results of the instructional inquiry and reflect on the process and new learning    

Theory of Action:

If we improve the quality of practice through the continuous development of Leadership capacity to:

  A.  Assure warm, safe, dry schools and facilities
C. Confront and address issues of equity and access
E. Engage in problem-solving through an inquiry cycle for growth
F. Facilitate the development of a sense of purpose
L. Lead and guide focused professional learning
P. Provide and strengthen social and emotional supports
R. Recognize and implement quality instruction
T. Target and align resources
U. Utilize data to inform the inquiry cycle for growth

Then, we have much work to do as a district.  No longer will student outcomes be predicted based on race, differently abled, socioeconomic status, and/or the language spoken at home.  

The Theory of Action has been 6 years in the making, it encompasses the intentional and explicit work currently happening in our district and the promise of the future for our students and the community. The Theory of Action is another source of guidance that aligns with the Coherence Framework as it emphatically focuses direction and holds accountable the entire school community to attain equitable access and equal outcomes for all of our students.

Board Policy

BP 0420 - School Plans/Site Councils
AR 0420 - School Plans/Site Councils
BP 0460 - Local Control And Accountability Plan

Previous Board History

The district receives $14.9 M dollars in supplemental funds and $3.4 M dollars in Title I, II, III funding.

The Board will receive an update regarding:

• The history of Ethnic Studies in the United States
• The history of Ethnic Studies efforts in California
• An update on Ethnic Studies legislation in California
• Samples of Ethnic Studies curriculum or program
• The work of the Ethnic Studies Exploration Committee regarding finding and recommendations to the Superintendent.

Purpose

The Board will hear the thinking and recommendations from Ethnic Studies Exploration Committee regarding ethnic studies in the Santa Rosa City Schools curricular program.

Considerations

In 2016 Governor Brown signed Assembly Bill 2016 which authorized the Instructional Quality Commission (IQC) to develop a model curriculum in ethnic studies. The new legislation encouraged school districts and charter schools that offer high school courses to provide all qualified students a course in ethnic studies based on the model curriculum.

Assembly Bill 2772 would have required ethnic studies to be offered for one semester at the high school level starting in the year 2023-24. That bill was vetoed in September 2018 by Governor Brown.

Since the spring of 2016, Santa Rosa City Schools has had a committee called the  Ethnic Studies Exploration Committee whose mission is to learn more about ethnic studies programs and to look at what Ethnic Studies might look like in our district. The focus of the committee's work has been:

• How are other districts' programs structured?
  • What is included in the ethnic studies curriculum?
    • What texts and resources are utilized?
  • Who is qualified to teach ethnic studies?
• What might ethnic studies look like in SRCS?
  • At what grade level would an ethnic studies class be most beneficial?
  • In what department would an ethnic studies class be located? 
  • Would ethnic studies be a-g aligned?
  • Would ethnic studies be a graduation requirement?
• How will school districts utilize the model curriculum that will be developed by the CDE Model Curriculum Committee?

The Ethnic Studies Exploration Committee includes Santa Rosa City Schools secondary and elementary educators, SRTA leadership, administrators, members of higher education (SRJC and SSU), an author of an ethnic studies textbook and a teacher who developed an ethnic studies program for West County Unified School District. 

The Ethnic Studies Exploration Committee would like to hear from the School Board about any policy or resources changes they would want the superintendent to bring forward as ethnic studies are made a part of the SRCS curricular program.

The Board will receive information on the status of the New Classroom Building at Montgomery High School. 

Purpose

Staff and TLCD Architects will present an update on the status of the two-story classroom building at Montgomery High School.

Considerations 

As part of the Board approved Measure I Bond Projects, the Montgomery new classroom building consists of the following: 

• 26,000 SF of space
• Two-story Building Design
• 13 classrooms 
• 2 Science Rooms 
• 2 Chemistry Rooms 
• Display area for student work 

Current Status:

• Design Development completed October 17, 2018
• Construction Documents underway
• Tentative: Submission to DSA 2/1/19
• Tentative: DSA approval 5/29/19
• Tentative: Construction start June 2019
• Tentative: Construction completion  August 2020 (14 Month Project +/-)

Previous Board History

January 24, 2018 (Item E.7) The Board approved TLCD for architectural design. 
December 20, 2017 (Item F.4) The Board was updated on this project. 
April 27, 2016 (Item F.1) The Board approved the Facilities Master Plan.

Measure I Funded: Current Construction Estimate $18,600,000

The Board will consider approval of using the Lease-Lease Back contracting method for the construction of the new two-story classroom building at Montgomery High School. 

Purpose

The purpose of this presentation is to request approval for utilizing the Lease-Lease Back (LLB) process on the Montgomery HS 2-story classroom project. Staff and legal counsel will provide an overview of the LLB process in public school construction and how it will benefit the District on this project.

Staff is requesting that the Board provide approval to use Lease Lease-Back contracting in lieu of Design-Bid-Build competitive bidding on this project.

Considerations

About LLB

• Lease Lease-Back is a method of contracting that allows the District to lease real property to a “person or corporation” for $1.00/year.  The agreement must provide for the construction of a building or other improvement on the District property. The Contractor will then provide pre-construction services to assist in the development of the best possible construction documents and will then construct the project with a Guaranteed Maximum Cost, with their own funds. The LLB agreement will stipulate re-payment details by the District. 
• The District will provide an RFP for qualified contractors and may enter into agreements based on qualification and financial resources to build the project.
• The process avoids the pitfalls associated with “low bid” contracting methods, such as protests, increased change orders, delays, and occasional litigation. The LLB method will begin with pre-construction services which allows the builder to work closely with the design team to assist in the development of a more efficient set of drawings.
• Lease-Leaseback is defined under Education Code 17400 and amended by AB 2316 which requires advertising for contractors and a “Best Value” selection process. 

Why Lease-Leaseback?

• Reasons for consideration;
  • The selected contractor must be the firm that provides the “best value” to the school district, taking into consideration the contractor’s demonstrated competence and professional qualifications necessary for the satisfactory performance of the services required.
  • This project delivery method provides the district with a level of flexibility and control not available in the traditional hard bid method, to ensure the public dollar is maximized.

Benefits include

• General contractor selection is based on best value to the district – quality, performance, and cost

• Project cost and timeline are negotiated, with costs of similar projects compared to ensure competitive pricing

• Opportunity to create a design-build partnership for constructibility review and value engineering saves money and avoids problems during construction

• Ability to ensure local bond dollars stay local through participation by local trades

• Guaranteed maximum price (GMP) means no surprises on cost

• General contractors have incentive to perform well to be selected for future projects

 The Process & The Selection

1. The District will publish a Request for Qualifications. Contractors will be required to submit their qualifications; detailing both historical experience and financial capability.  A notice for sealed proposals shall be published in a newspaper or other circular 10 days prior to proposal due date.
2. The RFP’s will be submitted in sealed envelopes on a specific day and time.
   1. LLB Contractors must still follow pre-qualification rules per PCC 20116.
3. Staff will review each submission and evaluate based on a scoring system as part of the “best value” score.  This scoring system breaks down various items such as; Bonding capacity, Experience, Financial History and other pertinent information, and a percentage - typically 10% for each category – will be applied based on the information submitted.
4. Once Staff identifies the best, or a short list of the best contractor scores, they will interview those to identify the contractor with the greatest ability to provide the District with the best possible outcome/project.
5. Once the Contractor is selected, District staff will then discuss Guaranteed Maximum Price and other requirements with the Contractor to assure the District is receiving the best possible result. 

Measure I Funded: Estimated Construction Cost $18,600,000

The Board will consider approval of the KYA Services, LLC proposal utilizing Wiseburn School District Piggyback Contract for the replacement of synthetic turf & track resurfacing at Piner High, Elsie Allen High and Santa Rosa High. 

Purpose 

With approval, athletic surfaces, that are at the end of their useful lifespan, including the synthetic field and running track within the Piner High, Elsie Allen High and Santa Rosa High stadiums will be replaced.  

Considerations 

Staff is submitting for approval the KYA Services LLC Proposal utilizing the Wiseburn School District (Hawthorne, CA) "piggyback" contract for the replacement of synthetic turf & track resurfacing at Montgomery HS. Public Contract Code Section 20118 provides authority to a governing board to authorize cooperative procurement directly from the awarded vendor for identical items at the same predetermined & pre-negotiated lowest price. This gives the District the advantage of very low, set pricing without going to bid. Six other school districts installed twelve fields by taking advantage of this piggyback method of contracting.

The use of this contract will provide the same turf manufacturer as the Maria Carrillo High Stadium Project and the future Montgomery High Stadium Project. All synthetic athletic fields will be covered by warranty and will be on a similar maintenance schedule. 

Warranty

The warranty included with this synthetic turf is for 10 years from the date of manufacture as shown in the attachment. The sample warranty is the document that would be presented at the close out of the project.

From the warranty:

“The term “Synthetic Turf”, as used herein, shall only include product supplied by Act Global. This guarantee shall not cover any defects, failure or damage in or to the Synthetic Turf, which is:

1. subject to abuse, misuse, negligence or improper maintenance
2. installed, repaired, altered or replaced by any person other than a pre-approved installer using preapproved infill and installation materials and quantities.
3. damaged, directly or indirectly, including but not limited to, on account of, accident, vandalism, machinery, spiked shoes, animals, misuse, fire, flood, reflections, chemical reactions, acts of God, static or dynamic loads exceeding Act Global specifications at time of installation, improper or faulty subsurface preparation, failure of the subsurface after installation including settling of the surface, and the use of dry cleaning fluids or improper cleaning methods
4. exposed to light other than natural light or approved artificial light”

As part of this contract, 10 years of maintenance is provided through KYA Services LLC.

These project includes:

- Demo Existing synthetic turf
- Demo Existing synthetic running track
- Demo Existing goal posts
- Remove/Export approximately 1” of the existing top layer of base rock
- Re-grade the newly profiled base rock 
- Re-grade existing shot-put area
- Clean-out all perimeter ACCO slot drains
- Flood test the existing asphalt track base to distinguish areas of deficiencies 
- Supply/Install new goal posts
- Supply/Install new quick coupler irrigation boxes
- Supply/Install new performance pad
- Supply/Install new Act-Global Xtreme turf
- Supply/Install sand/TPE infill
- Supply/Install all game markings and selected logos/lettering
- Supply/Install 8 lane synthetic running track with all selected markings
- Maintenance is included for 10 Years

Previous Board History 

November 7, 2018 (A.2) The Board approved the use of utilizing the Wiseburn School District Piggyback Contract for the Montgomery Athletic Stadium Track and Field Project. 

August 9, 2017 (F.4) The Board approved the use of utilizing the Wiseburn School District Piggyback Contract for the Maria Carrillo Athletic Stadium Track and Field Project.

Measure I Funded:

Piner High School: $1,877,015.40
Elsie Allen High School: $1,931,061.60
Santa Rosa High School: $1,921,066.10

Total Cost for three (3) High Schools = $5,729,143.10

The Board will review the Call for Nominations for representatives to the Sonoma County Committee On School District Organization and consider nominations thereto.    

Purpose

The Board will consider nominations for the upcoming Sonoma County Committee on School District Organization's election for the First, Third and Fourth Supervisorial Districts.  Members of the Committee are elected to four-year terms by the voting representatives from each of the governing boards of all the Sonoma County School districts (one vote for each district).  Any registered voter who is a resident of either of these districts is eligible to serve on the Committee, with the exception of the County Superintendent of Schools or his employees, or employees of any school or community college.  Nominations require the filing of a Statement of Interest with the Sonoma County Office of Education.  
For more information on school district organization, click HERE.  

Consideration

The Sonoma County Committee on School District Organization consists of 11 members - two members from each of the five county supervisorial districts and one at-large member.  The chart below indicates each district and the members serving on each.  The terms of one of the two members of the First, Third and Fourth Supervisorial Districts will expire on December 31, 2018 (highlighted). These are the position for which the board will consider nominations.  

This is a list of the supervisorial districts each of our board members currently reside in:
Ron Kristof – 1^st District (currently serving on committee)
Laurie Fong - 1^st District
Bill Carle - 3rd District
Frank Pugh - 3^rd District
Evelyn Anderson – 3^rd District
Ed Sheffield - 3^rd District (currently serving on committee)
Jen Klose - 3^rd District
Jill McCormick - 4^th District
Stephanie Manieri - 5^th District

For an interactive map of the Sonoma County Supervisorial Districts, Click Here.

Previous Board Activity 
11/15/17 (Item F.6)

The Board will consider approval of the updated Form J-13A Request for Allowance of Attendance Due to Emergency Conditions for Material Decrease for the High School District, Elementary School District, Santa Rosa French American Charter, Santa Rosa Accelerated Charter, Santa Rosa Charter School for the Arts, and Caesar Chavez Language Academy.

Purpose

To submit a revised J13-A Request for Allowance, due to program changes by CDE. 

Considerations

When one or more schools are opened after a declared emergency condition but experienced a material decrease in attendance after reopening, this request for substitution of the estimated days of attendance for actual days of attendance can be requested. Approval of this request will authorize use of the estimated days of attendance in the computation of LCFF apportionment funding for the schools during which school attendance was materially decreased due to the nature of the emergency. 

At the June 27, 2018 Board Meeting, the Board approved an original Form J-13A Request for Allowance of Attendance Due to Emergency Conditions for Material Decrease. These were completed with the direction from the CDE that the attendance days to be included with the forms should be from the date of the schools reopening until the the first day the school reached a 100% attendance comparison to estimated days. After this original submission, CDE changed the criteria from the date of the reopening of the school to the P2 attendance day. Due to this change, we can resubmit our J-13A Request for Allowance of Attendance Due to Emergency Conditions for Material Decrease to include these days. 

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. As a result, schools were closed for approximately three (3) weeks. At the February 14, 2018 Board meeting, the Board approved a separate Form J-13A Request for Allowance of Attendance Due to Emergency Conditions for School Closure, which was approved by the CDE.

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

6/27/18 (E.19) Approval to Submit Form J-13A to the California Department of Education to Request an Allowance of Attendance Due to Emergency Conditions

The Board will consider approval of ASBWorks, a fully web-based accounting solution, designed specifically for student body government organizations.

Purpose

To provide all SRCS schools a single uniform accounting software solution for Associated Student Body (ASB) Accounts to assist with fiscal management including reconciling accounts, year end reporting, and audit procedures. 

With all ASB on a single centralized platform, district office staff will be able to provide support and oversight to all of our schools.

Consideration

Currently our other high schools and middle schools use EPES accounting software and our continuation high school and elementary schools use Quicken accounting software to manage the accounting component of their Associated Student Body (ASB) Accounts. These computer software programs are limited to providing the basic accounting functions and schools using Quicken must be hosted on the hard drive of a specific computer.  

ASBWorks has been designed to be a complete solution for student body governance. The general ledger is only one piece to the ASB puzzle. With features including a complete general ledger, online webstore, and an online and offline point-of- sale, this software allows our schools to benefit from using a comprehensive solution to monitor and track ASB accounts.

In addition to the desired functions included with ASBWorks like the online webstore, another major function included with ASBWorks that the other programs are not able to provide is allowing the use of credit and debit cards for purchases.

In 2016 Piner High School transitioned to using ASBWorks to pilot this program for our district and it has been an all around success and big improvement over the alternative programs being used by the other schools in our district. 

The proposed launch date to start using ASBWorks district wide is January 1, 2019. Through research and input from other school districts that have transitioned to this program, this is the desired time to make this move to ASBWorks for a school district.

ASB Works proposed implementation calendar of events:

-November 15, 2018: Notify schools of implementation calendar
-December 13, 2018: Introductory Presentation and User Training by ASBWorks #1 at Lewis Campus
-January 11, 2019: All schools send Dec 31 bank statements and reconciliations to ASBWorks
-January 15, 2019: User Training by ASBWorks #2 at Lewis Campus
-January 15, 2019: Start using ASBWorks live for all ASB management
-February 13, 2019: User Training by ASBWorks #3 at Lewis Campus
-March - June 2019: Optional Monthly ASBWorks peer user group meetings at District Office

Currently we pay the following for our ASB Accounting software to EPES and ASB Works for Piner:

Middle Schools and High Schools - EPES Software                            $5,145
Piner High – ASBWorks Software                                                        $1,295
Elementary Schools and Ridgway High - Quicken Software*           $0

*Costs are associated with upgrading to newer versions 

                                                                                Total Annually: $6,440  

ASBWorks Software continuing with Piner and adding the rest of the schools will have the following cost structure:

High Schools (4 @ $1,295)                                                          $5,180
Middle Schools (5 @ $799)                                                                $3,995
Elementary Schools (14 @ 399)                                                        $5,586
Continuation High School (1 @ 399)                                                  $399
Piner High School                                                                  $1,295

                                                                 New Total Annual Cost:      $16,455

One-time set up costs including purchasing equipment like printers ($239 each) and the three training sessions ($975 each) hosted by ASB Works, are estimated for this at $9,000.

The cost of the remainder of the year in 2018/19 for December 1, 2018 through June 30, 2019 will be complimentary, at no cost, from ASB Works and payments will not start to be made until the 2019/20 year.

The Board will discuss the impact of developer fees on new housing construction. 

Purpose

To discuss the impact of Developer Fees on new single family and multi-unit family housing construction within the boundaries of Santa Rosa City Schools. 

Board Policy

BP 7211 Developer Fees
AR 7211 Developer Fees

The Board will consider approval of a one year extension to the Superintendent contract.

Purpose

To approve a one-year extension to the term of the Superintendent's contract.  

Consideration

The Board ratified the current Superintendent contract by action taken at its regular Board meeting on May 11, 2016.  The existing Superintendent contract contains a three year term, which expires June 30, 2020. Pursuant to paragraph 55, the Board, in its sole discretion, will annually consider a one-year extension to the term of the contract providing that the Board has determined that the Superintendent's performance has been satisfactory or better.

The Superintendent evaluation was completed and performance was deemed satisfactory or better.  As a result, by contract, the Board will consider a one-year extension to June 30, 2021.

Previous Board History

2/14/18 (Item F.10)

These items are presented for informational purposes only.

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

Attached for information is the Sonoma County Office of Education School Visitation report for the first quarterly report for the 2018-2019 fiscal year as required by Education Code 1240(c)(2)(G) pursuant to the Williams Settlement.

The Sonoma County Superintendent's October 2018 report presents that there where no instructional materials insufficiencies, no facility condition "of an emergency or urgent threat to health or safety of pupils or staff", and no misassignments reported at the following schools: Piner High, Elsie Allen High, Lawrence Cook Middle, Abraham Lincoln Elementary, Steele Lane Elementary, Hilliard Comstock Middle, James Monroe Elementary, Brook Hill Elementary and Albert F. Biella Elementary School. 

In their annual review by the California Department of Education (CDE), Santa Rosa City Schools has been found "significantly" disproportionate in the category of “Least Restrictive Environment- Separate Schools -White Students"  for the school years 14-15, 15-16 and 16-17. When a district is found to be disproportionate for three years in a row; it moves the district into Significantly Disproportionate status. The result is to complete a plan to discover the "root causes" of this disproportionality and develop a plan to address this. The plan will be presented at a later date.

Purpose

To provide information about the CDE finding of disproportionate Least Restrictive Environment for Separate School, White Students, and the process SRCS will be undertaking to resolve the root causes of these outcomes.

Considerations

Santa Rosa City Schools has been found disproportionate in the category of “Least Restrictive Environment” Separate School, White Students. That means that we have a too high number of students that are placed in NPS that are White.   The California Department of Education has a process that the District needs to go through to identify a “Root Cause” for this disproportionality and once identified, to develop a plan.

 Attached is an outline of the "Focus Groups" and"Stakeholder" meetings that are necessary under this process. The Special Services Department will be tasked with developing this process with oversight from the CDE. Also in this plan is a requirement to set aside 15% or federal dollars allocated to SRCS to fund this plan. Currently, that amount is $389,000.

Participation in this program requires that each year we qualify for this program we redirect 15% out of our special education revenue from our local assistance entitlement. This "set aside is currently estimated to be $333,060. With this $333,060 being redirected to fund this program and removed from the revenue sources that fund our special education services, the result will be increasing the General Fund special education contribution by a projected $333,060 to cover these services for this year we are participating in this program and a similar amount for the future years we qualify to be enrolled in this program.

BP 0410 - Nondiscrimination In District Programs and Activities
AR 0430 - Comprehensive Local Plan for Special Education
CDE Guide On Disproportionality

The cost to the General Fund may be up to $333,060 by redirecting funds to apply to this program.  The result will be increasing the General Fund special education contribution by this projected $333,060 to cover these services for this year while we are participating in this program and a similar amount if in the future we do not exit from this program.

The Board will be presented with information about the 9th-grade supports and progress of the implementation of the new Integrated Math curriculum and graduation requirements.  First quarter grades for 9th-grade students are also provided.  

Purpose

These artifacts are provided to inform the Board about the implementation and progress of the 9th-grade implementation of the Common Core State Standards and a-g courses.

Considerations

In Spring of 2018, Santa Rosa City Schools Board of Education approved new graduation requirements to be aligned with a-g. The new graduation requirements begin with this current 9th-grade class.  

The disparity of students who are college and career ready in Santa Rosa City Schools are not equal amongst subgroups.

-Our data shows the percentage of students who are meeting the a-g requirements are trending down, while the state and county are trending up.
-Ensuring that race, ethnicity, language, special education, and socioeconomic status are not the predictor of student outcomes
-Meeting the goals of the SRCS Strategic plan and LCAP
-Monitoring student progress on the California State Dashboard
-Special Education Resource Students show disparate expectations when compared to neighboring districts
-Providing Special Education students with a more flexible graduation model as allowed through an Individual Education Program (IEP).

Support for 9th-grade implementation

Tiered Supports

Tier 1: All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support.

-Advocacy/Guided Study/Tutorial/Collab
-Differentiated Instruction
-BEST +
-AVID (Advancement Via Individual Determination)
-Push-in teaching
-Collaborative teaching
-CCD (Collaborative Curriculum Design)
-BAWP (Bay Area Writing Project)
-Newsela
-Tutoring
-Homework Club
-Curriculum TOSAs (Teacher on Special Assignment)
-Site TOSAs (Teacher on Special Assignment)
-Family Engagement Facilitator
-Naviance
-College and Career Centers

Tier 2: In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs from levels of performance and rates of progression.

-Support Classes
-Sheltered Classes
-Odysseyware/Cyber High
-Summer School
-SAY (Social Advocates for Youth)
-SOLL Counselors (Supporting Our Language Learners)
-SART/SARB (School Attendance Review Team/School Attendance Review Board)
-SSTs (Student Study Team)
-504s
-MTSS Counselors
-Restorative Specialists
-Student Intervention Team
-Online credit recovery

Tier 3: At this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems.

-SDC (Special Day Class)
-RSP Classes
-IEPs (Individualized Education Program)
-Non-Public School
-EL Designated Support

Additional Supports:

-Site 9th-grade a-g implementation teams
-District a-g implementation teams
-MTSS Coordinator at each high school
-Extended College and Career Center Hours
-Monitoring student progress on the California State Dashboard
-Special Education Resource Students show disparate expectations when compared to neighboring districts
-Providing Special Education students with a more flexible graduation model as allowed through an Individual Education Program (IEP).

Additional Supports:

-Site 9th-grade a-g implementation teams
-District a-g implementation teams
-MTSS Coordinator at each high school
-Extended College and Career Center Hours
-Smaller class sizes in Math 1

Grades

First Quarter grades for 2018 show an increase in D and F grades in  Math compared to First Quarter 2017. The other core disciplines are staying comparable to last year's data.

Board Policy
BP 6146.1 Graduation Requirements

Education Code
Ed Code 51228

Bill AB 2735 commencing with the 2019–20 school year, would prohibit a middle school or high school pupil, as defined, who is classified as an English learner, except as specified, from being denied participation in a school’s standard instructional program, as defined, by being denied enrollment in specified courses, including, among others, courses required for graduation and college admission. 

Purpose

Commencing in the 2019-20 school year students identified as English Learners shall not be denied access to Standard Instructional Program

• courses required to meet state and local graduation requirements

• courses required for middle school promotion

• courses that meet the subject matter requirements for purposes of recognition for college admission (a-g)

• honors courses

• advanced placement

Consideration

The Legislature finds and declares all of the following:

(a) California is home to the largest population of English learners in the country, and one in three English learners in the United States resides in California.

(b) There are approximately 1.4 million English learners in California public schools. About 2.7 million pupils speak a language other than English in their homes, representing about 43 percent of the state’s public school enrollment.

(c) Decades of research examining the course-taking patterns of English learners in California school districts and across the country have found that English learners can experience restricted access to the core curriculum and advanced coursework necessary to graduate from high school and meet higher education admissions requirements, even when controlling for prior achievement.

(d) The federal Equal Educational Opportunities Act of 1974, as interpreted by the court in Castañeda v. Pickard (1981) prohibits the denial of English learners’ equal participation in the standard instructional programs of schools, and requires programs that are used in the early part of an English learner’s school career that first focus on the development of English language skills to be designed to remedy any academic deficits in other areas that may develop during participation in the program and to be reasonably calculated to enable pupils to attain parity of participation in the standard instructional program within a reasonable length of time after they enter the school system.

AB 2735 adds section 60811.8 to Education Code and aligns with the SRCS board policy change of a-g and high school graduation requirements.

The Board will be presented with information regarding the Local Indicators for the Local Control Funding Formula (LCFF) priorities. The local measures are those not collected at the state level and are used to measure and report progress on the California Dashboard based.

Considerations

The California Dashboard contains reports that display the performance of local educational agencies (LEAs), schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.  For the California Accountability Dashboard model, the Academic Indicator is one of eight LCAP priority areas used to measure performance and progress.

These local indicators were developed with the following supports and feedback:

• Participation and Consultation with SCOE Data and Assessment Network 
• Differentiated Technical Assistance
• Principals have shared data with sites 
• Parent and Community have and will receive information on the data through DAC, ELAC, DELAC
• There are 12,000 technology devices in the district, 8,000 Chrome books