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)).

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.

The Board will consider approval of the vendor warrants submitted.  The attached warrant register lists all vendors for the period January 15, 2019, through January 31, 2019, for a total of $5,887,886.77. 

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): January 15, 2019, through January 31, 2019 = $5,887,886.77
Warrants (Total 18/19 Fiscal Year): July 1, 2018, through January 31, 2019 = $46,802,926.15

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 January 24, 2019 = $13,702.09.
District-wide donations year to date = $394,923.76.

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 = $144,786.57

The Board will consider approval of the issuance of a Request for Bids for Grocery Products used in the Child Nutrition Services breakfast and lunch meal programs.

Purpose

The Board will consider approval of the issuance of a Request for Bids for 150 separate grocery products used in Child Nutrition Services. the resulting contract will provide fixed prices for a minimum of one year.

Consideration

Child Nutrition Services (CNS) is required by Federal and State regulations to follow a formal procurement process when one year's purchases of goods exceed a standard threshold. Current department expenditures necessitate the issuance of a Request for Bids (RFB) for food purchases made outside of the USDA Food Distribution Program.

CNS currently lacks contract pricing for 150 specific products and ingredients regularly used in the service of student meals. The lack of contract pricing results in higher costs for the majority of the department's grocery purchases. The RFB will result in the lowest, fixed price for each of the grocery items and contracts will be awarded to one or more vendors. 

The anticipated release date of the RFB is February 14, 2019. Bids will be due to Child Nutrition Services no later than March 5, 2019. All bids will be reviewed and successful bids will be presented to the Board for approval on March 27, 2019.

Board Policy

BP 3311 Bids 
BP 3551 Food Service Operations/Cafeteria Fund 

The Board will consider approval and award of bids received from Stanroy Music Center and Music and Arts for elementary musical instruments to support the Elementary Music Program.

Purpose

To appropriate grant funds for the purchase of musical instruments for the Music Blitz program.

Consideration

On November 26, 2018, Santa Rosa City Schools Elementary District was awarded $1,038,102.73 from the California Department of Education as a recipient of the Student Support and Academic Enrichment (SSAE) grant.

The money will be used to expand the Music Blitz program, a new instrumental music program for all 4^th, 5^th and 6^th graders in the District’s nine elementary schools.  A portion of the grant, which was accepted by the Board on January 10, 2019, will be used for the purchase of musical instruments needed for the expansion.  On that same date, the Board approved the Request to Issue Bid for the instruments.

Five bids were received and were opened by District staff on January 29, 2019.  The results of the bids were reviewed and evaluated by District Staff (Kelley Dillon - Director of Teaching and Learning, Elizabeth Evans - Director of Teaching and Learning, teachers, and administrative assistants) on February 1, 2019.   Notices of Intent to Award Bids were sent to all vendors.  After the elimination of two bids that did not follow the bidding requirements, two vendors who submitted the lowest bid on specific instruments were selected. They are Stanroy Music Center for guitars and ukeleles in the amount of $32,004.00, and Music and Arts for all other instruments in the amount of $465,167.01.  The total proposed award is $497,171.01.

Board Policy
BP 3311

Previous Board History
January 10, 2019 (F.4)

$497,171.01

CDE Student Support and Academic Enrichment grant funds will be used to purchase the musical instruments.

Santa Rosa City of Schools was awarded a Department of Justice (DOJ) Tobacco Grant in the amount of $1,375,368. This grant will provide funding for tobacco use prevention, intervention and education to promote a healthier California by reducing illegal sales and marketing of cigarettes and tobacco products to minors.

Purpose:

The Department of Justice requires the completion of all signatures on the Memorandum of Understanding before it becomes effective. 

 Consideration:

The original grant request was not fully funded. In the original SRCS application, we requested a balanced program of tobacco enforcement and prevention education.  However the grant was reduced and as returned to SRCS, provided for only the enforcement side.  The Student and Family Engagement Office is currently negotiating with California Department of Education to re-write this grant to reflect the prevention and restorative practices that are a core belief and in alignment with our SRCS Theory of Action.

This is a preliminary approval, pending a positive outcome of the negotiations.  We will present a final version for action if it meets the needs of our District.

Previous Board History:
E-8  9-26-18

Board Policy:
BP 5131.62

Education Code:
Health and Safety Code 104420

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.  Presenting at this board meeting will be Jeanine Wilson (Abraham Lincoln Elementary) and Valerie Jordan (Ridgway High School).  

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

The Board will consider approval of Resolution No. 2018/19-040 recognizing February as National African-American History Month.

Purpose

Approve a resolution recognizing February as National African-American History Month.

Consideration

During National African-American History Month, we pay tribute to the contributions of past generations and reaffirm our commitment to keeping the American dream alive for the next generation, and we celebrate the rich legacy of African-Americans and honor the remarkable contributions they have made in perfecting our country.  In honor of those women and men who have paved the way for us, and with high expectations for those to follow, let us continue the righteous cause of making America what it should be -- a Nation that is more just and more equal for all its people. 

Previous Board History
February 23, 2018 (Item F-2)

The Board will consider approval of Resolution No. 2018/19-039 declaring February as Career Technical Education month for Santa Rosa City Schools. 

Purpose

Approve a resolution recognizing February as Career Technical Education Month.

Consideration

Career Technical Education (CTE) Month is a public awareness campaign the Association of Career and Technical Education holds each February to celebrate the achievements and accomplishments of CTE programs. CTE Month serves to recognize the importance of CTE programs in every student's education and builds awareness among policymakers, business leaders and the public of the high-quality educational experiences available in CTE programs. CTE Month also recognizes the ongoing leadership and excellence from classrooms across the country and raises awareness around the crucial role that CTE has in readying our nation for economic success and workforce competitiveness.

Previous Board History
January 24, 2018 (Item F-5)

The Board will consider approval of the proposed revised job description and Supervisory Employee Salary Schedule - 2018-2019.

Based on the approval of the proposed Mental Health Clinical Supervisor position on January 23, 2019, the job description has been updated and the position has been added to the Supervisory Salary Schedule 2018-2019 at Range 137.

This position was created to hire and manage clinical interns in the then, soon to be opened Santa Rosa Integrated Wellness Center. The position is designed to also supervise clinical interns throughout the District and is considered a Classified Supervisory position due to managing and evaluating employees that are non-certificated. The position has not received any applicants since its posting. This action increases the compensation to bring it in align with similar positions in Sonoma County.

Purpose

To bring the proposed salary in-line with similar positions in Sonoma County due to workforce shortages.

Considerations

Based on the education level and work experiences required for this position there is a need to increase compensation in order to attract quality candidates. Petaluma has a similar position. Also, based on the internal relationship to align with School Psychologists.

The position is grant funded initially for use in the Integrated Wellness Center.  This position is on the Classified Supervisory Schedule to accommodate supervising interns that non certificated Licensed Clinical Social Workers (LCSW) interns.

In the future, Student and Family Services expect to hire our own LCSW interns and eventually employees. These hires will reduce our need for outside clinical vendors and provide equivalent services at a potentially lower cost.  

Board Policy
BP 4140 Bargaining Units
BP 4200 Classified Personnel 

Previous Board History
E.8 1/23/19 Board Item

The original salary was established at range 123 $ 51,459 for step 1 and with all benefits included will be budgeted cost of $ 63,357. This action will raise the salary to range 137(new) $75,000  for a fully budgeted cost of $92,250

This funding was secured from the various grants Santa Rosa City Schools has received to support fire victims. Based on current grant allocations, this position can be funded from the grant for at least two years without any contribution from the general fund or other funding sources.

The Board will be presented with an update on the supports in place for the implementation of the new 9th-grade graduation requirements and the implementation of the common core state standards (a-g).

Purpose

The Board of Education will be presented with an update on district and site support for the implementation of the common core state standards (a-g).  They will also receive feedback from the two forums held by SRTA and SRCS.

To ensure all Santa Rosa City School student are provided with equitable access to educational programs that are Common Core State Standards aligned.

To ensure that students graduating from Santa Rosa City Schools have cognitive, personal, and interpersonal skills to be successful in career, college, and beyond.

Consideration

A 2017 survey of districts shows that 51%—including some of the state’s largest—required students to complete the–g sequence. Districts with large shares of “high-need” students (e.g., economically disadvantaged and English Learner students) and unified districts are more likely to require a–g completion. Most districts with a–g policies (72%) require a C or better in each course; the rest require at least a D. There may be exemptions for some students, including those with learning disabilities and/or those on alternative graduation pathways.

SRCS

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 periodically 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).

Support Feeback

On January 15 SRTA had a meeting to gather feedback about a-g.

On January 24th SRCS had an a-g forum that included site department chairs from Math and ELA.  A counselor rep and admin where also in attendance.

Data from both meetings have been included in the power point.

Board Policy
BP 6146.1 Graduation Requirements

Education Code
Ed Code 51228

Previous Board History
January 23, 2018

The Board will consider their vote for CSBA's 2019 Delegate Assembly Election.

Purpose

As a CSBA member school district, the Santa Rosa City Schools Board is eligible to vote for candidates running for the CSBA Delegate Assembly within our geographical region or subregion.

Consideration

The CSBA Delegate Assembly sets the general policy direction for the association, which represents California's school districts and county offices of education.  CSBA's mission is to provide leadership in setting and implementing the public education agenda and to support school board governance at the district and county levels.  Delegates fulfill a critical governance role by communicating the interest of local boards to CSBA's Board of Directors, Executive Committee, and staff.  Delegates give policy and legislative direction through the adoption of the policy platform every two years and the adoption of other policy statements as needed. They also speak on issues and provide direct advocacy on behalf of the association.  Delegates play important communication and support roles within their regions, and they also elect the association's officers and Board of Directors.  All re-elected and newly elected Delegates will serve two-year terms beginning April 1, 2019 – March 31, 2021.

There is currently one vacancy to be filled in Subregion 3-A and one candidate was nominated by a CSBA Board Director for this delegate position: Jenni Klose (Santa Rosa City Schools).  After reviewing the information, the Board will vote on this delegate position. 

Previous Board History

Last year, the Board voted on the 2018 Delegate Assembly.  2/28/28 (Item F.10)

Staff will present an update on the Santa Rosa Downtown High-Density Multi-Family Impact Fee Incentive Program.  

Purpose:

To receive information about the Santa Rosa Downtown High-Density impact fee incentive program. 

Consideration:

In 2016, the City embarked on a major effort to address the current housing crisis. The Housing Action Plan (HAP), which was prepared by the City in October 2016, identifies several objectives including construction of 5,000 housing units in the current Housing Element Cycle (through 2023).  The sudden loss of more than 3,000 homes in the Tubbs Fire dramatically exacerbated these housing needs.

Downtown is vital to the City’s housing strategy due to the area’s capacity to accommodate density and to provide a diversity of housing options near transit. Aiming to address regional housing needs and intensify the vibrant and thriving economic center that is the downtown, the City Council identified the creation of Downtown Housing as a Tier 1 priority for 2018/2019, directing staff and resources to support policies and incentives to bring higher density and transit-oriented housing to the downtown area, including the reduction and deferral of development impact fees.

One of the key barriers of increased height and density is the cost of construction. A key incentive the City put in place to address costs and encourage an increase in density was the High-Density Multi-family Residential Incentive Program (Incentive Program).  The purpose of the Incentive Program is to encourage housing development and increased density in downtown Santa Rosa through the reduction/deferral of City development impact fees, including Park, Capital Facilities and Water/Sewer Impact fees.

Santa Rosa City staff will give an overview of this Incentive program and answer questions regarding the program and other housing initiatives that are in place to support the development of much needed housing in our community, and engage in a discussion about how the school board might be able to help in this effort.

These items are presented for informational purposes only.

Update to Santa Rosa City Schools response to the Sonoma County Grand Jury Report: Elementary Truancy; A Tale of Two Cities.

In June of 2017, the Sonoma County Grand Jury filed its report on the topic of student truancies in Sonoma County. Santa Rosa City Schools was asked to file a response to that report. Attached is a copy of the full report and the Santa Rosa City Schools' response and updates from 5-22-18 and 1-30-19.

Considerations:

Since this update, the Project SAIL attendance team has made improvements in all measurements of attendance, Presently, Truancy Letters have increased by 40%, and Chronic Absenteeism numbers have dropped by 12.6%. School Attendance Review Team meetings (SARTs) have increased by 143%, Student Attendance Review Board meetings have increased by 41% and referrals to the District Attorney have decreased by 51.6%.  

All of these efforts, as well as the Attendance recovery for Elevate Academy, to this date have meant an improvement in our Average Daily Attendance (ADA) by an increase of .44% as of 12/19/18. As measured by the ADA year report of 2017-2018.  This increase means that SRCS will receive $453,287.96 more in funding. The Project Sail Team expects these numbers to continue to trend positively as the program continues to build capacity about the importance of attendance and student learning.

Previous Board History:
G.2 9-27-17 

The Board will receive information on Governor Newsom's proposed 2019-20 State Budget that was released on January 10, 2019.

Purpose

By January 10^th each year, the Governor of California is required to publicly present a proposed State budget for the succeeding fiscal year that begins on July 1. Although the State budget does not become official until it is agreed upon by the Legislature and signed by the Governor, the Governor's January proposal provides guidance for Santa Rosa City Schools' own 2019-20 budget planning and decision making that often must be completed by the end of February.

Consideration

The Governor's budget proposal includes increases to the 2019-20 COLA funding percentage rates as well as decreases to the employer rate for CalSTRS contributions. The proposal will be updated in May and signed into law in June 2019.

Education Highlights from the 2019-20 California State Budget Proposal

Proposition 98

Adopted by state voters in 1988, Proposition 98 sets in the State Constitution a series of complex formulas that establish the minimum funding level for K-12 education and community colleges from one year to the next. This target level is determined by prior-year appropriations that count toward the guarantee and (1) workload changes as measured by the change in average daily attendance (ADA), and (2) inflation adjustments as measured by the change in either per capita personal income or per capita state General Fund revenues, whichever is less. The gains experienced over the last several years continue with the 2019-20 State Budget proposal.

Current- and Prior-Year Minimum Guarantee

Proposition 98 minimum guarantee has declined from the 2018 Budget Act for both 2017-18 and 2018-19 due to lower-than-anticipated ADA and a year-over-year decline in General Fund revenue growth from 2017-18 to 2018-19.

For the current year, the Governor’s Budget acknowledges a decline of $525.7 million from the 2018-19 Budget Act. Therefore, the Proposition 98 guarantee is now estimated at $77.9 billion, down from $78.4 billion in the enacted Budget. The 2017-18 year reflects a more modest decline of $120.1 million, lowering the minimum guarantee from $75.6 billion to $75.5 billion.

However, despite the declines of the minimum guarantee, the Governor’s Budget maintains level funding by continuing a $44 million “over-appropriation” in 2017-18 and using settle-up payments to offset otherwise unfunded 2018-19 obligations.

2019-20 Minimum Guarantee

For 2019-20, the Governor’s Budget proposes a Proposition 98 guarantee of $80.7 billion, an increase of $2.8 billion year over year. The guarantee is projected to be based on Test 1—funding based on education’s proportion of the General Fund in 1986-87.

Cost-of-Living Adjustment and Average Daily Attendance

The estimated statutory COLA for K-12 education programs in 2019-20 is 3.46% and is applied to the LCFF base grant targets, as well as other education programs that are funded outside of the LCFF. Those programs include Special Education, Child Nutrition, Preschool, Foster Youth, American Indian Education Centers, the American Indian Early Childhood Education program, and the Mandate Block Grant, all of which are proposed to receive the statutory COLA. Statewide, ADA is expected to continue declining—from 5.935 million in 2018-19 to 5.928 million in 2019-20.

Local Control Funding Formula

The Governor’s 2019-20 State Budget proposal includes an increase of $2 billion in Proposition 98 for the LCFF reflecting the 3.46% COLA. This brings LCFF funding to $63 billion.

LCFF Target Entitlements for School Districts and Charter Schools

The target base grants by grade span for 2019-20 are increased over 2018-19 by 3.46% to reflect the estimated statutory COLA:

The Transitional Kindergarten (TK)-3 grant increase for the class-size reduction (CSR) grade span adjustment is $803 per ADA in 2019-20, and the grade 9-12 base grant per ADA is increased by $243 in recognition of the need for Career Technical Education (CTE) courses provided to students in the secondary grades.

School districts and charter schools are entitled to supplemental grant increases equal to 20% of the adjusted base grant (includes CSR and CTE funding) for the percentage of enrolled students who are English learners, eligible for the free and reduced-price meals program, or in foster care. An additional 50% per-pupil increase is provided as a concentration grant for each eligible student enrolled beyond 55% of total enrollment.

Special Education

Acknowledging the rising cost of Special Education services, Governor Newsom proposes $576 million (of which $186 million is one-time) to support expanded Special Education services and school readiness supports at LEAs with high percentages of both students with disabilities and unduplicated students. Eligible LEAs may use these grants to fund supplemental services not currently included in an individualized education program for a student with disabilities and for preventative services that may reduce the need for additional services in future years.

CalSTRS and CalPERS Payments

Governor Newsom’s proposed State Budget recognizes the growing burden of pension rate increases that LEAs face. A total of $3 billion in one-time non-Proposition 98 funds will be used to buy down CalSTRS employer contribution rates in 2019-20 and beyond and to reduce employers’ long-term unfunded liability. Based on current assumptions, a $700 million investment would be used to decrease the statutory CalSTRS employer contributions in 2019-20 of 18.13% to 17.1% and in 2020-21 from 19.1% to 18.1%. (The current CalSTRS employer contribution rate is 16.28% for 2018-19.) The remaining $2.3 billion would be applied toward employers’ long-term unfunded liability, which is expected to translate to an estimated reduction in the employer contributions beyond 2020-21 of approximately half a percentage point.

Governor Newsom proposes an infusion of $3 billion into CalPERS as a supplemental pension payment in 2018-19, which follows on a $6 billion supplemental payment made to the system in 2017-18.

Early Childhood Education: Child Care, State Preschool, and Kindergarten

Governor Newsom’s first State Budget includes significant new investments in children and young learners as a critical part of his “California for All” vision. Many of his proposals leverage one-time funding as a way to ensure that the state does not overcommit itself while building the essential components of the early care and education (ECE) infrastructure. Governor Newsom’s ECE budget includes the following key investments:

• Universal Preschool: The Budget proposes instituting universal preschool for all low-income four-year-olds in California over a three-year period, and includes a first-year investment of $124.9 million in non-Proposition 98 funding for new full-day preschool slots for community-based providers. The Budget also proposes to shift $297.1 million in non-LEAs part-day slots from Proposition 98 to the non-Proposition 98 portion of the Budget to enable community-based providers greater flexibility to draw down full-day, full-year funding for state preschool slots. Finally, the Budget proposes to remove a barrier for families to access full-day wraparound services under the State Preschool Program by eliminating the requirement to demonstrate that the need for care stems from employment or postsecondary enrollment.

• Full-Day Kindergarten: To incentivize the provision of full-day kindergarten throughout the state for which facilities constraints are viewed as a barrier, the Governor’s Budget invests $750 million in one-time (non-Proposition 98) funding to build new kindergarten facilities, which LEAs have identified as the biggest barrier to providing full-day programs. This investment builds upon the 2018 Budget Act’s $100 million investment for the same purpose and administered by the Office of Public School Construction (OPSC).

• Birth to Three: The Governor proposes to spend over $200 million in state and federal funds on home visiting programs and child developmental and health screenings as a way to bridge the child readiness gap and ensure positive health and life outcomes for all children.

• Child Care: The Budget proposes $490 million in one-time funding (non-Proposition 98) for child care facilities ($245 million) and the professional development of child care workers ($245 million—non-Proposition 98) to improve the overall quality of child care.

As part of long-term visioning, the Governor proposes to invest $10 million to develop childcare and universal preschool roadmap for California. The roadmap will address systems capacity issues, workforce development needs, and identify funding options. Additionally, the roadmap may contemplate changes to TK due to its intersection with universal preschool. This work will augment California’s federal preschool development grant for which the California Department of Education is conducting a state needs analysis.

School Facilities

The State Budget includes some bright spots for school facilities. Since the passage of Proposition 51 in 2016, approximately $1.2 billion in bond funds have been sold. The Budget proposal includes the sale of an additional $1.5 billion in 2019-20 alone to support the State Facility Program, including New Construction, Modernization, Career Technical Education, and the Charter School Facilities programs.

In addition, the Budget includes $1.2 million in ongoing Proposition 51 bond funds and State School Site Utilization Funds, and 10 positions in the OPSC to process the more than $4.5 billion in school facility applications currently pending.

Discretionary Funds

Governor Newsom’s 2019-20 State Budget does not propose any one-time Proposition 98 discretionary funding for school districts, charter schools, or county offices of education (COEs).

Longitudinal Data System

Governor Newsom is proposing $10 million one-time non-Proposition 98 to plan for and develop a longitudinal data system that would connect student data from early education providers, K-12 schools, higher education institutions, employers, other workforce entities, and health and human services agencies. The funding would be used for initial planning purposes and the initial stages of implementation, once an implementation plan is adopted by the Administration and the Legislature. Governor Newsom has continuously expressed his support for this type of data system and the proposal is consistent with his “cradle-to-career” education strategy that looks to connect all education segments.

Systems of Support

The new Administration is committed to continuing the evolving accountability system that has been implemented as part of the LCFF. With the latest release of the California School Dashboard in December 2018, 374 school districts have been identified for differentiated assistance. The proposed 2019-20 State Budget provides $20.2 million in additional funding for COEs to work with these identified districts as required by statute. These funds will be distributed consistent with the formula adopted in the 2018-19 State Budget.

Board Policy
BP 3100

Previous Board History
January 24, 2018 (F.8) The Governor's Proposed 2018/19 Budget 

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