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 adoption of the 2020 board meeting calendar.  

Approve the 2020 board meeting calendar.

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 November 1, 2019, through November 29, 2019, for a total of $6,734,336.54. 

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): November 1, 2019, through November 29, 2019 = $6,734,336.54
Warrants (Total 19/20 Fiscal Year): July 1, 2019, through November 29, 2019 = $38,973,164.05

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 November 14, 2019 = $37,500.18.
District-wide donations year to date = $136,557.50.

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 = $219,063.96

The Board will be provided with a list and description of new course proposals for the 2020-2021 school year.

Purpose

Per Board Policy 6140.1, The Assistant Superintendent and the Directors of Teaching and Learning, on behalf of Middle and High Schools principals, submit to the Board of Education the annual listing of courses for approval. If approved by the Board of Education, These courses would be available for all middle or high schools to use in the master schedule pending sufficient student demand and sections available allotted through Human Resources and Business Services. These courses support the Common Core State Standards,  District and Site goals, replace existing courses, and do not require additional sections.

District Course Submissions

In 2018 - 2018, the secondary math department chairs voted to move to an integrated approach to mathematics. This year the Math 3 CP and Math 3 HP courses are being submitted to replace Algebra 2. The new classes are the third in a sequence designed to give students an opportunity to build proficiency in mathematics and provide connections and interrelationships between Algebra 1, Geometry, and Algebra 2. The intent of moving towards Integrated Math is to help the District reach our LCAP goal for targeted groups to promote more of them into higher level math classes. These courses will meet the "c" Mathematics requirement for UC/CSU admissions.

On September 4, 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards (NGSS) for California Public Schools, and the secondary science department chairs have created the following courses aligned to NGSS and designed to allow students to meet standards. FIve courses are being submitted to meet the second year science course in a three year sequence — Life Science CP, Life Science Honors,Life Science in Agriculture, Chemistry in the Earth CP, and Chemistry in the Earth Honors. Life Science CP,Ag and honors focuses on the biological sciences including core ideas as Molecules to Organisms and Structures and Processes, Ecosystems. Chemistry CP and Honors includes core ideas such topics as Matter and Its Interactions Motion and Stability.  These courses will meet the “d” Science requirement for UC/CSU admissions.

Other courses:

Computer Science Discoveries (g elective) for MCHS: MCHS has offered a computer science course for the last three years; this is a revision to that course and the first course in a computer science series. Topics in this course include programming, physical computing and HTML/CSS.

Computer Science Principles (d elective) for MCHS: MCHS has offered a computer science course for the last three years; this is a revision to a course and is the second course in a computer science series.Topics includes digital information, cryptography, and app development. 

Personal Fitness Training (g elective): for MCHS. This CTE course serves as the capstone course for the Patient Care Pathway. 

AVID 11/Theory of Knowledge (g elective) for MHS: for students in their junior year who are dual enrolled in AVID and IB Theory of Knowledge. This is the first year of a two year sequence.

 AVID 12/Theory of Knowledge 2 IB (g elective) for MHS: for students in their senior year who are dual enrolled in AVID and IB Theory of Knowledge. This is the second year of a two year sequence.

Advanced Placement Environment Science (d lab science): This advanced placement course allows access to science that connects to environmental concerns. 

The following courses are potential options for Math 3:

Business Mathematics: The purpose of this course is to lay a foundation in both logical thinking and problem solving while applying these skills to everyday financial decisions.  Students will learn skills to help them understand the cost of operating a vehicle, income, budgeting, buying and renting a home, filing taxes, banking, investments, and calculating business profits and losses.  Students will then be able to apply these skills in real life circumstances.

Statistical Reasoning in Sports: This course introduces students to statistical process in the context of sports: ask questions, collect data, analyze data, and make conclusions. Each unit begins with a sports-related statistical question and then students will use this process to draw reasonable conclusions. Although the context is sports related, the primary focus of the class is to learn basic principles of statistical reasoning. Major statistical topics include: analyzing distributions, using graphs and summary statistics, correlation and least squares regression, using simulations to estimate probability distributions, theoretical probability distributions including the binomial and normal distributions; rules of probability including conditional probability and expected value, hypothesis testing, Type I and Type II errors, using confidence intervals to estimate parameters and proper methods of data collection. Use of technology will be common throughout the course.

Consideration

New courses were brought to site leadership teams, and upon gaining approval by the site, it was then forwarded to the appropriate steering committee where it was discussed, approved and moved forward to the Principals and Teaching and Learning Directors for final review. The courses being submitted do not require additional sections as they either are a replacement or an update to an existing course to reflect the Common Core State Standards.

Board Policy
BP 6000 Concepts and Roles

Previous Board Activity
The Board of Education annually approves new course submissions in December each academic school year.

These new courses are either replacing or a revision to existing courses; therefore, there will be no additional staffing costs.

The approximate cost of textbooks and other instructional materials for new science curriculum is estimated to be $2,000,000.00

The Board will consider approval of the new job description for Summer School Principal (Elementary, Middle and High School positions).

Purpose

The proposed job description for Summer School Principal is to accurately represent the skills, experience, and education necessary to support a summer school site principal in the effective leadership of a school. The qualifications will foster an applicant pool with a wide range of experience, expertise and education. We anticipate a significant increase in qualified applicants with various levels of experience.

Consideration

There is no previous job description and criteria, which has limited the number of qualified applicants and no longer accurately represents the leadership and nuances needed for the position. SRCS must ensure that summer learning is an opportunity to deepen and extend learning for students and as such offer a rich and robust instructional program. This new job description will support staffing to meet the ever changing needs of students requiring highly effective, innovative leaders who know and demonstrate knowledge of both technical and adaptive leadership practices that ensure equitable outcomes for all students.

Board Policy
BP 4111 (Paragraph 3)

Approval the Summer School Principal job description.

The Board will consider approval of a Provisional Internship Permit Application (PIP) for Joanna Elizabeth Hakala.

This Single Subject PIP will allow the district to fill a Foreign Language: French teaching position at Montgomery High School for the 2019-2020 school year.  PIPs are not renewable and are issued on a one-time basis per applicant in any credential subject area.  Joanna Elizabeth Hakala is currently enrolled in a credentialed program.  This teaching position has been posted on EdJoin, Facebook and job fairs since March 2019.

The Board will consider approval of a Provisional Internship Permit Application (PIP) for Joshuah M. Jerge.

This Single Subject PIP will allow the district to fill a Band/Music teaching position at Piner High School (.80 FTE) and Comstock Middle School (.20 FTE) for the 2019-2020 school year.  PIPs are not renewable and are issued on a one-time basis per applicant in any credential subject area.  Joshuah M. Jerge is currently enrolled in a credentialed program.  This teaching position has been posted on EdJoin, Facebook and job fairs since March 2019.

The Board will consider approval and award of bid to Supplyworks for custodial supplies for the Maintenance and Operations Department as recommended by staff.

Purpose

To obtain competitively priced custodial products that provide an anticipated savings to the SRCS' Operations budget.

Considerations

The Maintenance and Operations department has been without standardized custodial products for the cleaning and sanitation of our schools. On October 14, 2019 a Notice Inviting Bids for Custodial Supplies was issued and advertised in the Press Democrat and on the District's website. This notice for bids starts the process of having standardization for the department with regards to products, equipment, and training.

The products included in the RFP are: four (4) chemical cleaners and disinfectants including carpet cleaner, floor wax, toilet seat covers, hand soap with new dispensers, latex gloves, and trash liners.

We received bids from four (4) vendors; LeanSmart Solutions, Inc., Fishman Supply Co., Hillyard and SupplyWorks - The Home Depot Pro. Two vendors submitted responses without all of the required materials and were deemed non-responsive. Two vendors submitted complete bid packages. To determine best value and pricing,  estimated yearly usage for all products listed in the RFP were identified and costed. Supplyworks - The Home Depot Pro was the vendor who provided the best overall pricing with the fewest product substitutions.

The contract start date is January 1, 2020. The initial terms of the contract shall be for one (1) year with two optional one (1) year renewals for a total contract term not to exceed three (3) years. The list of products is included in the attached "Notice of Intent to Award" document. 

Board Policy
BP 3311

Previous Board History
July 26, 2017 (Item: E.18)

Annual savings of $25,300 based on current and historical product usage.

Creative Sonoma, as part of the Arts Education Alliance, invites any Sonoma County public school or school district to apply for a planning grant to receive customized consultation in the development of a strategic plan to increase access and equity in arts education. This grant opportunity would provide $5000 to develop an arts plan for SRCS primary grades which would give students in grades K-3  the chance to participate in the arts during the school day. The Board is being asked to approve this request to apply for the grant.

Purpose

Funded by the Sonoma County Office of Education, these grants allow schools and districts to get the help they need to make arts education an essential component of their plans to create  a better future for their students.

Consideration

SRCS secondary students have the opportunity to participate in visual and performing arts classes through electives during the school day. Elementary students' opportunities to participate in the arts have been greatly reduced over the years. This grant provides the chance to develop a plan to increase primary grade students' experiences in the arts.

Last year SRCS received $1.38 million from the California Department of Education to support elementary music through the expansion of our Music Blitz Program to 4th - 6th grades.  That grant helped provide equitable access to music across the district for all intermediate students. Primary students' (K-3) access to arts experience is limited to 30 minutes of classroom music per week unless the school funds an arts docent or the teacher or parents provide an arts opportunity. Access to activities is not necessarily across all elementary schools.

This grant would provide the funds to develop a plan to provide access to visual art and dance standards-based instruction for all K-3 students with the goal of increasing student engagement, critical thinking and empathy. Research has repeatedly shown the benefit of arts education to students. Just one example of that research, attached, shows “Arts learning experiences benefit students in terms of reductions in disciplinary infractions, increases in compassion for others, and improvements in writing achievement.”

The goals of the grant are:

• To support the creation of a customized arts education strategic plan for elementary grades K-3.
• Identify strengths, challenges and resources including possible personnel.
• Create and define overall goals and timeline.
• Develop action steps for implementation and an assessment plan.

Funds will be awarded for consultation, planning, implementation and associated activities to take place between February 1 and June 30, 2020.

Previous Board History

September 26, 2018 (E.6) Approval to apply for the California Department of Education Student Support and Academic Enrichment grant.

This grant, if approved, could provide up to $5,000.00 for planning, implementation and assessment of a K-3 student engagement through the arts program.

The Board will consider approving the contract for the Bayha group to assist Santa Rosa City Schools with the CTEIG grant application.

Purpose

The California Career Technical Education Incentive Grant Program is established as a state education, economic, and workforce development initiative with the goal of providing students with the knowledge and skills necessary to transition to employment and post secondary education. The purpose of this program is to encourage and maintain the delivery of career technical education programs by SRCS.

Consideration

The Bayha Group will support SRCS Leadership in strategies for developing innovative educational programs that also supports grant acquisition to bolster existing CTE pathways. Help identify pertinent labor market information and regional priorities to inform building innovative CTE pathways to address regional/global industry needs. Support SRCS in aligning CTE pathways with California Department of Ed CTE Model Curriculum Standards. Identify CTE teacher professional development opportunities. Attend two in-person planning meetings with district leadership. 

Board Policy
BP 6178

$11,000 

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 Diane Johnson (Steele Lane Elementary), Jason Matlon (Santa Rosa Middle) and Dr. Kimberly Clissold (Santa Rosa High).  

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, but we still have much work to do as long as there are disproportionate outcomes for our students.    

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, zip code, 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 Delegate Assembly is California School Boards Association's (CSBA) primary policy making body and the key link in CSBA’s governance structure.  Santa Rosa City Schools is located in CSBA Subreagion 3-A.  The current two-year term of Jeremy Brott is due to expire on March 31, 2020. The Board will consider making a nomination to fill that vacancy.  

Purpose

The Board will consider a nomination to fill the vacancy in Subregion 3-A of the CSBA Delegate Assembly.

Consideration

Each year, member boards elect representatives from 21 geographical regions to CSBA’s Delegate Assembly.  The Delegate Assembly is a vital link in the association’s governance and sets the general policy direction for the association.  Working with local districts, county offices, the Board of Directors, and Executive Committee, delegates ensure that the association promotes the interests of school districts and county offices of education throughout the state.  

Board Policy
Board Bylaw 9100

Previous Board History
2/13/19 (Item F.6)

The Board will consider approval of Form J-13A Request for Allowance of Attendance Due to Emergency Conditions for School Closure and 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

This Form J-13A requests from CDE to have these closure days excluded from the years' average daily attendance (ADA) calculation that determines our funding. It also requests from CDE to use the estimated level of attendance that likely would have occurred without the fires in the calculation in lieu of the actual attendance on the days we experienced a material decrease in attendance after reopening. 

Considerations

Santa Rosa City Schools experienced closure days October and November due to PG&E Public Safety Power Shutoff's and the Kincade Fire. These events resulted in lost instructional time for students similar to the events that occurred in the fall of 2017 and the fall of 2018. 

SRCS is seeking waivers for the following sites based on these events:

Kincade Fire:

All Schools - 5 days

PG&E PSPS

• Maria Carrillo High - 4 days
• Hidden Valley Elementary - 4 days
• Rincon Valley Middle - 3 days
• Santa Rosa Accelerated Charter - 3 days
• Proctor Terrace Elementary - 2 days
• Santa Rosa Middle - 2 days

SRCS is seeking definitive guidance from the California Department of Education regarding:

• The use of emergency makeup days included in our 19-20 Instructional Calendar
• Ability to allocate additional daily instructional minutes to make up time/days, if needed
• Determination if the PG&E PSPS is considered an unforeseen event

SRCS expects to receive information back from CDE in January 2020. This will enable the district to make any changes to school year schedules, if needed. 

Previous Board History

January 23, 2019 (Item F.8): Approval of Form J-13A Request for Allowance of Attendance Due To Emergency Conditions for School Closure and Material Decrease to the California Department of Education

November 14, 2018 (F.8.) Approval To Re-submit Form J-13A Request for Allowance of Attendance Due To Emergency Conditions for Material Decrease to the California Department of Education As a Result of the October 2017 Wildfires

February 14, 2018 (F.9) J-13A waiver for lost school days and instructional time

June 27, 2018 (E.19) Approval to Submit Form J-13A to the California Department of Education to Request an Allowance of Attendance Due to Emergency Conditions

Approve Form J-13A Request for Allowance of Attendance Due To Emergency Conditions for School Closure and Material Decrease to the California Department of Education.

The Board will consider approval of the 2019-20 First Interim Report with Qualified Certification. 

Purpose

As part of Assembly Bill 1200 state legislation that outlines the fiscal reporting requirements for every CA school district with oversight by their County Office of Education, the Board is required to review the district’s financial condition at First Interim by December 15. The Board certifies that the district meets one of the following conditions while continuing to maintain a minimum of a 3% reserve for economic uncertainty:

• Positive: the district is able to meet financial obligations for current and two subsequent fiscal years
• Qualified: the district may not meet financial obligations for a current fiscal year or two subsequent fiscal years
• Negative: the district will not meet financial obligations for the remainder of the current fiscal year or one subsequent fiscal year

The First Interim report focuses on changes since the adoption of the original budget including revenues and expenditures through October 31 for the current fiscal year and for two subsequent years.

Considerations

Key assumptions included in the 1^st Interim:

1^st Interim Fund 01 projected ending condition:

1^st Interim Other Funds projected ending conditions:

Charter Schools Special Revenue Fund 09
2019/20 1st Interim Projected Ending Balance $3,876,100.40

Child Development Fund 12
2019/20 1st Interim Projected Ending Balance $4,298.03

Cafeteria Special Revenue Fund 13
2019/20 1st Interim Projected Ending Balance $0.77

Deferred Maintenance Fund 14
2019/20 1st Interim Projected Ending Balance $718,616.18

Special Reserve Fund for Other than Capital Outlay Projects Fund 17
2019/20 1st Interim Projected Ending Balance $550,659.32

Building Fund 21 (Bond Fund)
2019/20 1st Interim Projected Ending Balance $7,166,534.15

Capital Facilities Fund 25 (Developer Fees)
2019/20 1st Interim Projected Ending Balance $4,805,626.95

County Schools Facilities Fund 35
2019/20 1st Interim Projected Ending Balance $1,039.13

Special Reserve Fund for Capital Outlay Projects Fund 40
2019/20 1st Interim Projected Ending Balance $11,377,684.91

Self-Insurance Fund 67 (Dental)
2019/20 1st Interim Projected Ending Balance $1,226,814.53

Board Policy
BP 3460 Business and Non-Instructional Operations 

Education Code
42130-42134 Financial reports and certifications 
42100-42142 Public disclosure of fiscal obligations  

Previous Board History
December 12, 2018 (Item F.2):  First Interim Report with Positive Certification for Fiscal Year 2018-19
July 24, 2019 (Item E.15):  Approval of 2019-20 45 Day Budget Revision 
June 26, 2019 (Item F.3):  Adoption of Santa Rosa City Schools Budget for the 2019/20 School Year

Approve the 2019-20 First Interim Report with Qualified Certification. 

The Board will review Board Policy 9400 to determine a process for a regular board meeting self evaluation and reporting.

Purpose

Considerations

As board meetings are trending longer, even without controversial issues arising, this is an opportunity to look for ways to become more efficient while doing the board's business.  Included in the board's business in acting as a governance team that ensures success for all students by making informed decisions that align district systems and resources to ensure the longterm stability of the district. To do this, boards, guided by community interests, must act collectively and openly, fulfill legal mandates, and rely on recommendations of professional staff. CSBA states, effective boards hold themselves accountable, periodically evaluating their own performance. Examples include regularly reviewing their governance functions, monitoring progress toward board performance goals, and evaluating the effectiveness of board meetings. 

Review Board Policy 9400 for possible revisions to include a self evaluation tool to be used by the board. The Board will consider conducting a board self-evaluation after each meeting, the specific evaluation tool of which will be evaluated and approved on an annual basis. Also to be considered is a commitment to publishing the results of which the results will be presented in public twice a year on an anonymous basis.

CSBA Defining Governance

The Board will consider approval of Board Policy 4151 Employee Compensation.

Purpose

This policy came before the Board for consideration on September 25, 2019, with the updated Certificated Salary Placement Guidelines and Administrative Regulation 4112.1 Contracts (attached).

Considerations

The Certificated Salary Placement Guidelines have been updated to support and enhance recruitment of highly qualified teachers at Santa Rosa City Schools especially in hard to fill areas such as Special Education.  Language has been added to the attached First Read of Board Policy 4151 referencing the Salary Placement Guidelines specific to training, education and experience for certificated personnel. Furthermore, the 2019-2021 SRTA Contract Agreement references in Article 16.3 Salary Placement Regulations, Article3 16.3.1 "Placement on schedule of unit members new to the district shall be by board policy not subject to the terms of this agreement."

Board Policy
BP 4151

Approve Board Policy 4151 to reference initial Salary Placement Guidelines specific to experience, education and training.

The Board will review the attached recommended revisions by CSBA to board policies and discuss any additional changes they deem appropriate.  If no changes are required, the Board may take action to approve the policies.  

Purpose

In an effort to keep the District’s policies current, staff is recommending these policy revisions pursuant to CSBA's October 2018 revision packet.  Most modifications recommended by CSBA are due to changes in the law when a new state or federal statute has been enacted. 

Consideration

CSBA will periodically recommend policy revisions due to changes in the law, changes in the Education Code, and/or changes to the wording of policies to keep them current and up to date.  The revised policies being presented are:

BP 0420.42 - Charter School Renewal
BP 1100 - Communication with the Public
BP 3290 - Gifts, Grants and Bequests
BP 5141.6 - School Health Services
BP 5148.3 - Preschool/Early Childhood Education
BP 6145.2 - Athletic Competition
BP 6170.1 - Transitional Kindergarten
BP 6178 - Career Technical Education
BP 6190 - Evaluation of the Instructional Program
BB 9110 - Terms of Office

Approve policies as provided pursuant to CSBA's October 2018 update packet.

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, 2018.  The existing Superintendent contract contains a three year term, which expires June 30, 2021. 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, 2022.

Previous Board History
11/14/2018 (Item F.11)

Approve the Superintendent contract extension to June 30, 2022.

These items are presented for informational purposes only.

Purpose

The Santa Rosa City Schools Ethnic Studies Committee has worked slowly and carefully to determine the best course of action to ensure the future success of Ethnic Studies in our district. In that time we have broadened our committee to include more teachers, community members, and colleagues from SRJC and SSU and are now at a point where we are prepared to create a plan for Ethnic Studies and culturally responsive education. It is with this broader representation that we present to the board as we are ready to take the committee’s work to the next level.

This year we plan to bring an outline for Ethnic Studies and culturally responsive education to the board in the spring of 2020 with a course proposal (or proposals) to be submitted for approval in the fall of 2020. Following the board's recommendations, the course proposal(s) will be submitted in the fall of 2020 with the course(s) going onto the Master Schedules in spring of 2021 for the fall 2021 semester.  We believe both an Ethnic Studies course/courses as well as the infusion of culturally responsive educational pedagogy and practices is best for our district. We will not recommend making Ethnic Studies a graduation requirement until there is further guidance from the state or from the board.

Actions (Time Line attached)

SYs 2018-19 and 2019-20

• Teaching and Learning Directors, K-12, engage in classroom visits to observe implemented curriculum including K-6 implementation of Common Core. 

February to May 2019: 

• Corrina Hui worked with Santa Rosa Certificate Specialists Group and engaged in student voice
• Feb. 25, 2019: Pause for Equity
• May 6, 2019: Engaged with students from SRHS/EAHS/MCHS
• May 15, 2019: Utilize patterns and insight from the students to define the mission and vision of the committee
• May 20, 2019: Board Presentation on above work

August 2019

• Ms. Hui works with Ridgway High School student Youth Crew from summer 2019 to January 2020. 
• Dr. Curtis Acosta, a nationally recognized Ethnic Studies expert, provided the welcome back presentation to SRCS staff. His talk focused on the importance of an asset -based approach to education where all students are valued and recognized.

September 2019

• Community members and SRCS educators interested in Ethnic Studies met with the goal to expand representation in the Ethnic Studies Exploration Committee.
• The newly configured Ethnic Studies Committee began monthly meetings.
• SRCS educators began working with Dr. Acosta utilizing culturally responsive, sustaining and humanizing (CRSH) educational practices with an emphasis on recognizing our students' cultural wealth and the assets they bring to the classroom with the goal of increasing student engagement and access to all educational opportunities.  Over 80 SRCS staff signed up.
• Ridgway Youth Crew continues to meet and presents at Ridgway Staff meeting.
  
  

October 2019

• A district office team visited the Legacy Youth Project in Napa Valley.
• A team of teachers and administrators attended the XITO Ethnic Studies Conference at Napa Valley Community College.
• A group of SRCS educators gathered to begin developing Ethnic Studies/Social Justice units of study built on the Collaborative Curriculum Design model (CCD). This work is expected to result in interdisciplinary and project-based lessons.
• Ridgway Youth Crew continues to meet and presents and co-designs with adults at Certificate Specialist  Meeting.

November 2019

• We met with Dr. Francisco Vazquez of SSU who provided ideas for our approach to Ethnic Studies including calling our Ethnic Studies class American Studies since we will focus on the great variety of people who make up our America.
• Ethnic Studies Committee examined existing Ethnic Studies course models.
• We also shared model curriculum with Ethnic Studies CCD group.
• We contacted districts with Ethnic Studies programs for possible visits.
• Ridgway Youth Crew presents at North Coast School of Education.

December 2019

• We established a rubric/set of expectations with Ethnic Studies Committee for course descriptions.
• We met with SRTA leadership to discuss outreach to teachers for feedback and information sharing.
• Social Justice Inquiry to Action group begins work.
• CRSH Cohort #2 meets.
• Staff participate in CDE Ethnic Studies Teacher Focus Group in Sacramento.
• Communication with El Rancho and Coachella Valley USDs was established.
• Meeting with Santa Rosa Symphony to discuss Mariachi/Classical composition inspired by the Bracero program of the 1940s and 1950s to be performed in May at Green Music Center's Weill Hall. We plan to create integrated lessons in our Ethnic Studies CCD group with a focus on the Bracero program; to take elementary Music Blitz students to a master class taught by the performers in the spring; to provide tickets for the performance to DELAC parents; to work with Listening for a Change to collect the stories of our community members who have a connection to the Bracero program.

January 2020

• We will meet with SRCS educators to gather more information and continue outreach.
• CRSH Cohort #3 begins meeting.
• Ethnic Studies Committee continues.
• Ms. Hui and Ridgway Youth Crew will provide a presentation to the Board. 

February 2020

• We will continue to meet and reach out to SRCS educators.
• We will visit El Rancho and Coachella Valley school districts to learn more about their efforts in providing a culturally relevant education and Ethnic Studies curriculum.
• Ethnic Studies Committee continues to meet.
• CRSH cohort #3 meets.
• The Social Justice Socratic Seminar meetings reconvene. 
• Youth Crews at EAHS and MCHS begin.
• MVP committee (Certificate Specialties) reconvene to hear outcomes of Ridgway Youth Crew.

March 2020

• SRCS trip to the Museum of Tolerance is scheduled.
• CRSH follow up for all cohorts (either in March or April) will occur. Dates TBD.
• Ethnic Studies Committee continues to meet.
• CRSH Cohort #3 meets.

April 2020

• Social Justice Inquiry to Action conference – SSU.
• Ethnic Studies Committee continues to meet.
• CCD History of the Bracero program units are utilized and showcased.

May 2020

• Ethnic Studies Committee Board presentation occurs.
• Ethnic Studies/Social Justice CCD units of study will be uploaded to CCD folder for access to SRCS educators.
• Santa Rosa Symphony performance based on the Bracero program occurs. SRCS students, parents and educators have the opportunity to attend. This event includes presentation of Bracero history stories collected in collaboration with Listening for a Change and SRCS students and families.
• Presentation to board on Youth Crews from EAHS and MCHS and update on MVP Certificate.

Fall 2020

• Submit Ethnic Studies course proposal(s).

Purpose

The CDE monitors local school districts for the adherence to over 812 components in an Individual Educational Plan (IEP). Based on audit findings, school districts may be required to provide training or policy and law clarifications to address "corrective actions" noted by CDE.

In addition to the compliance issues, the special services team within SRCS works to implement the LCAP Goal 1:

• Provide a coherent, rigorous and relevant teaching and learning program to graduate students who are ready for college and career.

Relevant teaching and learning is the focal point when developing the IEP for each of our students receiving special education services.

Considerations

Between April 8-10, 2019, the CDE compliance review team conducted an on-site review. The process the CDE followed was collaborative and transparent. The goal is to support our students through the IEP process. The CDE team successfully interviewed five parents and the team visited schools; interviewing twenty-two SRCS staff members as well as 17 non-public school employees. They also reviewed a variety of IEPs at random and found areas of noncompliance.

As a result, all Elementary Education Specialist and Elementary Speech and Language Pathologists in the district are required to attend mandatory training focusing on how to consider and write a compliant IEP. This process is referred to as Education Benefit Training.

The SRCS Program Managers will train fifty-three Special Education staff; including speech and language pathologists and education specialists in the detailed compliance concerns highlighted by the team from the CDE.  Attached are the training logs, the Power Point presentations outlining the scope of the training and the letter from the CDE regarding the findings as a result of the review. The training's were scheduled to  be completed by November 5, 2019. Due to the Kincade fire; the training's will be completed by December 20, 2019. 

Previous History
BR Oct 24, 2018 G.3

Board Policy
AR 6159 IEP Process

Education Code
Education Code 56043 et. al

The Board will receive information on Board Policy 7310 regarding naming a facility.

Purpose

The Board of Education shall name district schools and other district-owned or leased buildings, grounds, and facilities in recognition of:

 1. Individuals, living or deceased, and entities that have made outstanding contributions, including financial contributions, to the school community

 2. Individuals, living or deceased, who have made contributions of statewide, national, or worldwide significance

 3. The geographic area in which the school or building is located

 The Board encourages community participation in the process of selecting names. A citizen advisory committee shall be appointed to review name suggestions and submit recommendations for the Board's consideration.

No school shall be named after a living person.

 Any name adopted for any new school shall not be so similar to the name of any existing district school as to result in confusion to members of the community.

Before adopting any proposed name, the Board shall hold a public hearing at which members of the public will be given an opportunity to provide input.

Considerations

The Board encourages community participation in the process of selecting school names. A Citizen Advisory Committee shall be appointed to review name suggestions and submit recommendation for the Board’s consideration. 

Facilities Naming Citizen Advisory Committee

The Superintendent or their designee shall compose the Facilities Naming Citizen Advisory Committee by inviting representatives from each of the following:

• At least half of its members from community based organizations or businesses, reflecting the diversity of the students in the school district
• At least one representative from the local area’s historical community
• At least one representative from a SRCS Parent Organization
• At least one representative from each of the district’s bargaining units
• At least one representative from the district’s non-represented employees
• At least one student representative from a High School Associated Student Body
• At least one representative from the District English Learner Advisory Committee

 The role of the advisory committee will be to review the Facilities Naming request forms and develop a list of names for the Board’s consideration and provide background on the names recommended to the Board. This is an Ad Hoc committee that will be convened as requests for facilities naming are submitted.  The Board of Education has the final responsibility for naming the facilities.

 If the Board requests a review of the existing policy, the advisory committee will review current policy and make recommendations for policy revision/s.

 Before adopting any proposed name, the Board shall hold a public hearing at which members of the public will be given an opportunity to provide input

Board Policy
BP 7130

Education Code  
ED Code 35160

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.The board will also recieve information on the new LCAP template and updated Dashboard measurements.

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. The Dashboard has been delayed in its release this year due to wildfires and the PSPS shutoffs.  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 through SPSA development
• Parent and Community have and will receive information on the data through DAC, ELAC, DELAC
• LCAP Surveys

Next Steps:

The California Dashboard will be released the week of December 9th, 2019.  T and L and SAFS departments will bring back a full board report on: LCAP timeline and new template ,updated Dashboard information and alignment of LCAP goals to the new Mission, Vision and Priorities in January 2020.

The following are future board update items:

• Start of school overview
• Unaudited actuals
• Lease / Lease Back Montgomery High School
• Sufficiency of textbooks

Attached for reference are the Board's Codes of Conduct and Code of Ethics board policy. 

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