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.

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, 2019, through October 31, 2019, for a total of $4,523,157.87. 

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 11, 2019, through October 31, 2019 = $4,523,157.87
Warrants (Total 19/20 Fiscal Year): July 1, 2019, through October 31, 2019 = $32,238,827.51

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 24, 2019 = $545.54.
District-wide donations year to date = $99,057.32.

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 = $125,000.00

The Board will consider approval of a contract for Honors Pathway, PBC and William Jessup University.

Purpose

This fifth-year high school opportunity by Honors Pathway is a social venture committed to helping first-generation college students complete college and launch meaningful careers. Honors Pathway operates dual enrollment college pathway programs for high-school students while providing them coaching and guidance until they earn an undergraduate degree and start their careers.  

Honors Pathway, PBC in conjunction with William Jessup University will offer 10 transferable, three semester-credit general education classes, taught by faculty appointed by the University. This program shall be offered at no cost to students and program fees shall be used to fund the cost of tuition, required textbooks and other required instructional materials including the cost of laptop computers for each student during the program.

Consideration

By 2020, without major changes to US higher education, the US economy will fall short 5 million workers for jobs requiring college degrees.

It is in America’s interest to increase significantly the college persistence rate among low-income, first-generation students.

The partnership between Honors Pathway, William Jessup University, and Santa Rosa City Schools, share in the mission of increasing college completion among students who plan to attend college, are not college-ready at the end of 12th grade and are at a high risk of dropping out of college. 

Honors Pathway also provides another support for students as they access grade level courses that meet the new requirements for Santa Rosa City School.

Board Policy
BP 3312

Education Code
Ed Code 8440-8447.5

The Board will consider approval of a Provisional Internship Permit Application (PIP) for Colin McCormick.

This Education Specialist PIP will allow the district to fill a Resource Specialist Program (RSP) Mild/Moderate teaching position at Elsie Allen 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.  Colin McCormick 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 approving the field trip request for ArtQuest students to travel to Philadelphia, Pennsylvania to participate in the 32nd Annual International Conference and Festival of Blacks in Dance.

Purpose

The Board is being asked to approve the Field Trip Request Form for ArtQuest students to participate in the 32nd Annual International Conference and Festival of Blacks in Dance, January 14 - 19, 2020, in Philadelphia, Pennsylvania.

Consideration

This conference would allow the students of ArtQuest to take class from world-renowned professional artists.  It will also allow students to gain pertinent information regarding college and career options for performing arts students (college fair, college reps and dance company auditions).  The classes and workshops offered during this conference would also support our student's access to courses that support our district goals of diversity, equity and inclusion, as well as support their College and Career goals.

Board Policy
6153.1 School Sponsored Extended Field Trips

Administrative Regulation
6153.1 School Sponsored Extended Field Trips

Education Code
EC Section 35330-35332 Article 13. Excursions and Field Trips [35330-35332]

Trip will be funded by school non-profit groups and student contribution.

The Board will consider approving the field trip request for the Montgomery High School Chamber Singer students to travel to New York City to participate in the 2020 Choirs of America (COA) Nationals for Top Choirs Festivals and to perform at Carnegie Hall.

Purpose

The Board is being asked to approve the Field Trip Request Form for Montgomery High School Chamber Singers to participate in the 2020 Choirs of America (COA) Nationals for Top Choirs Festivals and to perform at Carnegie Hall in New York City, April 15, 2020 - April 20, 2020.

Considerations

This is an opportunity for the Montgomery High School Chamber Singers to work with college-level choir conductors, and other music professionals and to perform in one of the most prestigious halls in the world - Carnegie Hall.  

Board Policy
6153.1 School Sponsored Extended Field Trips

Education Code
EC Section 35330-35332 Article 13. Excursions and Field Trips [35330-35332]

The cost of this trip will be subsidized through accumulated donations and fundraising.

The Board will consider the award of the bid for the SRCS Classroom Safety Door Lock Hardware Replacement Package #4 projects. This project is funded through Measure I and L.  

Purpose

This project will provide classroom safety locks on all classroom doors at Proctor Terrace ES, SR Charter for the Arts, SR French American Charter, Lawrence Cook MS/Cesar Chavez Language Academy, Rincon Valley MS/Santa Rosa Accelerated Charter, Santa Rosa MS, Ridgway HS & Lewis Educational Center . The new locks will have the ability to lock from either inside or outside of the classroom as a safety measure. This will complete all campuses. 

Considerations

As a core tenet of the Measure I and L Bond Programs, providing "Warm, Safe, and Dry" facilities was a top priority for both programs. As outlined in the Facilities Master Plan, classroom safety door locks were identified as need on the majority of our classroom doors.

In the spring of 2018, SRCS had a comprehensive door assessment and survey completed. With aging school district facilities, including classroom doors, all doors needed to be assessed to ensure new locks could be installed as well as the type/brand of lock that was suitable to facilitate this project.   

Bid Timeline

September 17, 2019: Notice Inviting Bids
September 17, 2019: Publication Date
September 23, 2019: Publication Date
October 1, 2019: Mandatory Bidders Conference (3 Contractors Participated)

October 10, 2019: Bids Due

Bid Results

On October 10, 2019, SRCS received two (2) bids for this project. The low bidder was August Jaye Inc.

Based on an analysis of the submitted bid documents, verification of California Contractor's license 'B' is current and active, PBK Architects hereby recommends that the Santa Rosa City Schools enter into a separate formal agreement, as outlined in the Contract Documents, with August Jaye Inc. for the sum of Two Hundred Eighty Thousand Five Hundred Eighty Dollars ($280.500.00).

Board Policy
3311

Previous Board History
October 10, 2018 (Item E-10): Approval of Hardware Package #1.This package included Brook Hill ES, Burbank ES, Elsie Allen HS, Herbert Slater MS & Abraham Lincoln ES. 

May 22, 2019 (Item E-9): Approval of Classroom Safety Door Lock Hardware and installation Bid for Package #2 - Montgomery HS, Piner HS, Maria Carrillo HS, Biella ES, and Lehman ES 

August 28, 2019 (Item E.9): Approval of Classroom Safety Door Lock Hardware and installation Bid for Package #3 - Hidden Valley, James Monroe, Steel Lane, Hilliard Comstock MS, Santa Rosa HS

Measure I: $198,213.11
Measure L: $82,286.89
Total: $280,500.00

The California Department of Education has authorized requests for applications for the Career Technical Education Facilities Program. This grant opportunity, which we would like to apply for a second time, could provide up to $3 million to rebuild the Farm on Alba Lane. The Board is being asked to approve this year’s submission.

Purpose

Through a competitive grant process, the purpose of the Career Technical Education (CTE) Facilities Program is to provide matching funds for the purposes of CTE specific new construction, modernization, and/or equipment. If successful in our proposal, the grant will aid in the development of the new construction project for our Agriculture program at Santa Rosa Highs School. 

Consideration

The Santa Rosa High School farm facility was destroyed in the Tubbs Fire on October 9, 2017.  With the projected increase in the SRHS Ag program enrollment, a new facility will serve SRHS students year-round and further grow and diversify the number of livestock projects and production agriculture opportunities.  SRHS will build a new facility for the Agriculture program, which will include livestock structures for cattle, sheep, swine, rabbits, and fowl. The structure will also include a meeting room, restrooms, and space to house historical program artifacts. The new structures will provide the area to expand the SRHS Ag program to increase instruction and give access to a facility for students to house Supervised Agricultural Experiences who may not otherwise have access.

Board Policy

BP 6178.1 - Instruction, Work Based Learning / Career Technical Education 

AR 6178.1 - Instruction, Work Based Learning / Career Technical Education 

Previous Board History

10/10/2018 - E.12. Approval of the Grant Application from the Career Technical Education Facilities Program (CTEFP)

The grant, if awarded, could potentially provide 3 million dollars towards the construction of the new farm. This is a matching grant, therefore, Santa Rosa City Schools has already received generous donations from public and private sponsors, insurance settlement funds, and the Ag Boosters committee at Santa Rosa High School continues to support additional contributions towards this project. In addition, we have been able to support the program by the funding sources listed below:

Agricultural Incentive Grant

Career Technical Education Incentive Grant

Carl D. Perkins

The Special Services Department nominates Jana Adams to be an SRCS representative to the Community Action Committee (CAC).The CAC  is the parent participation venue for a parents of Special Education students to have a voice in the Sonoma County Special Education Local Plan Area (SELPA). The CAC by-laws require that nominees be approved by the School Board of each Local Education Agency (LEA).

Purpose

The CAC's ultimate goal is to ensure that students succeed in maximizing their potential, receive the best possible education, and have equal access to all services. The CAC collaborates with the local SELPA to ensure that the educational requirements of special education students are met. The CAC serves as a liaison between SELPA, the Sonoma County Office of Education (SCOE), local districts, families, community members, students, and teachers so that all voices are heard. The organization also provides consumer education, information, and referral to resources. The Sonoma County Community Advisory Committee (CAC) advises the local Special Education Local Plan Area (SELPA) as specified by the State Education Code Part 30, Sections 56001, 56190-56194, 56195.7, 56195.9, 56200, 56205, 56240, 56728.7, and 56780.

Considerations 

Under the CAC by-laws, voting members, and board members be approved by a governing school board.  Here is the applicable section

  "Applicants for voting membership will be nominated to the CAC through the directors of special education for the school districts in the Sonoma County SELPA or through the CAC Membership Subcommittee. Applicants will be appointed to the CAC as voting members by the governing boards of the school districts in the Sonoma County SELPA."

All CAC meetings are open to the public and held at the Rohnert Park Education Center, 5860 Labath Avenue, Rohnert Park, CA 94928, from 6:00-7:30pm. 

In accordance with the CAC by-laws SRCS has nominated Jana Adams to be a voting member.  Jana is a parent of a student at Maria Carrillo and has been working for many years with schools to develop better parent participation in the education of all Students with Disabilities. Ms. Adams is a strong advocate for inclusive educational practices that serve all students in the “least restrictive” setting. The Special Services Department recommends her approval.  

Education Code
56001 
56200

The Board will consider approval of Resolution No. 2019-20/23 Recognizing November 11-15, 2019, 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-Teired System 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      Joshua Goodwin           Emily Jacobs          

Robert  Johns          Lena Jones Jonathan Kendall Jessica Ozbrin

Matt F. Park Diane Redalia                  Oriana Reis Jasmine  Robledo

Celene Rodriguez   Adriana Tobon Nicole Valle                   Katie Yzaguirre                         

Previous Board History
11/14/18 (Item F.1)

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 Indy Monday (Albert F. Biella Elementary), Mitchell Tucker (Slater Middle School) and Randy Burbank (Montgomery 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 review and discuss various forms of data from local and state assessments, including Math 1 data. District demographics and student voice will also be presented to understand the  areas of strength and growth in regards to: Engagement, Academic Rigor, Relationships, Belonging & Peer Collaboration, Culture, and College and Career Readiness.

Purpose

The Board of Education will be presented with an overview of Santa Rosa City Schools California Assessment of Student Performance Progress (CAASSP) data, Math 1 access, and Youth Truth Data. An analysis of student outcomes through various data points and demographics will provide information on our student learning outcomes currently. Additional data will be presented on how to utilize student voice in creating opportunities to ensure equitable access to a transformative educational experience tied to the new Mission, Vision and Priorities.

Considerations

As a district, it is our responsibility to meet the needs of all students. The SRCS Strategic plan and the Local Control Accountability Plan (LCAP) are written with goals to support students and learning, and it is the district's responsibility to monitor these goals. Through the use of data, including analysis of school and student progress on local and state assessments shows both positive and negative trends aligned to student performance.

In the Spring of 2019, Six High Schools (4561 students with a 71% response rate) took the Youth Truth Survey. Students engaged in six areas of focus: Engagement, Academic Rigor, Relationships, Belonging & Peer Collaboration, Culture, and College and Career Readiness. These results will be shared in this presentation to look at how we nurture the whole student in an engaging, challenging, and safe environments.  This data provides an initial foundation to how we recognize and value each student's individuality.  

Ensuring that race, ethnicity, language, differently-abled, and socioeconomic status are not the predictor of student outcomes, carefully and thoughtfully analyzing student data is imperative to promote future successful student outcomes and institutional tracking.   Looking at many different data sets and associated metrics, it is clear that there is a disparity among student groups in achievement.

The presentation will include:

Enrollment Demographics 2018-2019

• About half (53%) of students are socioeconomically disadvantaged

• ~8,500 students

• 22% of students are English Learners

• ~3,500 students

• 13% are students with disabilities

• ~2,100 students

An overview of SBAC data 

ELA

• Elementary school: 

• Each grade level performed better than the prior

• 36% -45% growth for 3-6th grades

• Middle school

• 44% of students met or exceeded ELA standards 

• 11th grade

• Over half (52%) of students met or exceeded ELA standards

Math

• Elementary school

• Best performing grade levels (34-38%)

• Middle school

• ~1 in 3 students met or exceeded Math standards

• 11th grade

• ~3 in 10 students met or exceeded Math standards

Math 1 data and access to the new graduation requirements 

• Number and percentage of 9th graders taking a 2nd semester college prep math class, 2017-18 to 2018-19, with percent change
  		2017-18		2018-19		2017-18 to 2018-19
  School	Type of math class	# with grades	%	# with grades	%	% increase
  All	Total enrolled w/ grades (5 schools)	1,892		1,979
  	College prep math	1,305	69%	1,887	95%	38%
  	No college prep math	587	31%	92	5%
  EAHS	Total	237		285
  	College prep math	136	57%	259	91%	58%
  	No college prep math	101	43%	26	9%
  MCHS	Total	372		367
  	College prep math	300	81%	353	96%	19%
  	No college prep math	72	19%	14	4%
  MHS	Total	454		427
  	College prep math	320	70%	427	100%	42%
  	No college prep math	134	30%	0	0%
  PHS	Total	354		369
  	College prep math	242	68%	363	98%	44%
  	No college prep math	112	32%	6	2%
  SRHS	Total	475		531
  	College prep math	307	65%	485	91%	41%
  	No college prep math	168	35%	46	9%

  
  
  
  
  

Youth Truth Data

Six High Schools/4561 Students/71% Response Rate

Next steps in regards to data analysis to inform best first instruction aligned to Mission/Vision and Priorities

Considerations in regards to Math 3

Board Policy
BP 6162.51

Previous Board History
September 9, 2018
April 12, 2017 

The Board will consider approval of the revised Strategic Plan 2019-2024.  

Purpose

The Board of Education has been working closely with Dr. Carlos Ayala since February of 2019 to implement a new Strategic Plan for the District.  The plan was presented to the public for input through various board meetings and surveys.  The feedback from stakeholders has been reviewed and applied to the create this revised version of the Strategic Plan.  

Considerations

During the 2012-13 school year, the SRCS Board and the superintendent began a dialog around a strategic planning process. The Board worked diligently with the Superintendent and various experts who helped design an inclusive process to lead the work in SRCS.  The current strategic plan has been in place for four years and it is time to review the current plan and work together with the school community to revise and update a strategic plan for SRCS.

Dr. Carlos Ayala began the facilitation for updating the SRCS strategic plan with the Board of Education and Superintendent beginning in February 2019.  Dr. Ayala worked together with the Board and Superintendent to use the feedback and input from the school community for the previous strategic plan to help inform the development of this updated version of the strategic plan for the district.   

The Board will consider approval of Resolution No. 2019/20-24 authorizing the formation of a Surplus Property Advisory Committee (Also known as a 7-11 Committee) and expressing a preference for a downpayment assistance program. 

Purpose

To form Surplus Property Advisory Committee to make a recommendation to the Board of Education regarding the sale of the Fir Ridge Parcel (APN 173-620-030), and to express a preference for the proceeds of the anticipated sale of the parcel to be used for an employee downpayment assistance program. 

Considerations

Surplus Property Advisory Committee 

Pursuant to Education Code Section 17388, et seq. (the “Code”), before excess real property is sold or leased, the governing board of a school district must appoint a district advisory committee (“Advisory Committee”) to advise the governing board (“Governing Board”) on the disposition of such property.

The Advisory Committee must consist of not less than seven (7) and not more than eleven (11) members, and must be represented by each of the following:

1. The ethnic, age group, and socioeconomic composition of the District;
2. The business community, such as store owners, managers, or supervisors;
3. Landowners or renters, with preference to be given to representatives of neighborhood associations;
4. Teachers;
5. Administrators;
6. Parents of students; and
7. Persons with expertise in environmental impact, legal contracts, building codes, and land use planning, including, but not limited to knowledge of the zoning and other land use restriction of the cities or cities and counties in which surplus space and real property is located.

The Surplus Property Advisory Committee shall do all of the following:

1. Review the projected school enrollment and other data as provided by the district to determine the amount of surplus space and real property.
2. Establish a priority list of use of surplus space and real property that will be acceptable to the community.
3. Cause to have circulated throughout the attendance area a priority list of surplus space and real property and provide for hearings of community input to the committee on acceptable uses of space and real property, including the sale or lease of surplus real property for child care development purposes pursuant to Section 17458.
4. Make a final determination of limits of tolerance of use of space and real property.
5. Forward to the district governing board a report recommending uses of surplus space and real property.

Staff will bring a list of candidates to the December 13, 2019, Board Meeting for approval. 

Preference for Downpayment Assistance Program

The Fir Ridge parcel was originally designated for a school site with the holding agreement amended to allow the option of employee housing. SRCS has previously investigated, most recently in 2017, the feasibility of constructing employee housing on the site. Through investigation and working with experts in the housing and construction industries, it was determined that construction of housing on this parcel would not provide needed benefit to employees by either cost or available units. 

With this information, SRCS conducted an employee housing survey to gauge interest and need. Through the survey, approximately 80% of the respondents noted that downpayment assistance would be desirable. 

Through the amendment to the Fir Ridge agreement with the City of Santa Rosa, SRCS has the ability to sell the Fir Ridge Parcel with the options of:

1. Development or Acquisition of Housing within the City limits.
2. Down Payment Assistance Program
   

Next Steps

1. Recruit Members for Surplus Property Advisory Committee
2. Present Members for Approval at the December 11, 2019 Board Meeting
3. Contract with Appraisal Company for Fir Ridge Parcel - December 11, 2019
4. Convene Surplus Property Advisory Committee: January 2020
5. Surplus Property Advisory Committee Recommendation/Report to the Board: January 22, 2020
6. Present timeline and milestones for sale of the Fir Ridge Property: January 22, 2020
7. Start Process for sale of the Fir Ridge Property: February 2020

Education Code
17388-17391

Board Policy
BP 3280

The Board will consider the creation of an ad hoc committee to study and review options for the use of proceeds from the anticipated sale of the Fir Ridge Parcel. 

Purpose

This is to select up to three (3) Directors to participate on the Ad Hoc Committee to study and review options for the anticipated sale of the Fir Ridge Parcel. 

Additional members of Ad Hoc Committee will be identified and invited to participate including but not limited to the following:

• District Administrators
• Site Administrators
• Certificated and Classified Employee Representatives
• Community Members

The Ad Hoc committee with be charged with evaluating options for the anticipated proceeds from the sale of the Fir Ridge parcel to prepare a recommendation to the full Board for consideration. 

Considerations

An amendment to the Memorandum of Understanding (MOU) between the City of Santa Rosa and Santa Rosa City Schools to allow alternative to the construction of affordable housing or school facilities on Fir Ridge Ridge Drive, Lot "F" (APN 173-620-030) was approved on October 14, 2019 at the joint meeting of the Santa Rosa City Council and Santa Rosa City Schools Board. 

SRCS has previously investigated the feasibility of providing employee housing at the Fir Ridge location. Through multiple attempts, it was determined that development of the site per the original agreement would not be feasible or provide a benefit to SRCS employees. Additionally, SRCS conducted an employee housing survey to identify preference and need for housing. Through the survey, approximately 80% of the respondents noted that Down Payment Assistance would be desirable.

This information was used to negotiate new terms with the City of Santa Rosa in order to provide additional options for the use of the Fir Ridge property. Through the amendment to the MOU, SRCS now has options for the Fir Ridge property to consider as outlined below. 

1. Sell the Site and use Proceeds to develop housing or to create a down payment assistance program

The District may sell the Site with the requirement that the District will deposit all proceeds (“Proceeds”) received from the sale, less any customary fees or costs required to close the transaction, into a separate account to be used for financing the construction or acquisition of housing for District employees or, as another option, to create a Loan Program for District employees. Each of these options is described in more detail below.

a. Development or Acquisition of Housing Off Site

The Proceeds would be used for financing the construction or acquisition of housing units for District employees in alternate locations within the City limits. This could involve partnership with a developer to create the units or to obtain units in an active development project.  Initial conversations with proposed development projects in the downtown have indicated that there is interest in this approach to support new transit-oriented development projects.

b. Down Payment Assistance Program

The proceeds would be used towards the creation of a revolving fund loan program to provide down payment assistance to District employees. During the October 1, 2019, study session, the Council provided direction for the District to determine the eligibility criteria based upon what the District identifies to be the greatest benefit for their employees. The following are the terms should the District pursue this option:

1. District would create and implement the Loan Program, including:
   
   
   1. Establishing qualification criteria for assistance under the Loan Program, which would comply with all Federal, State and Local laws and be limited to District employees; and
   2. Ensure that the units and/or Proceeds remain a viable resource for District employees through a Resale Restriction Agreement recorded against the property which outlines the occupancy requirements of the unit, and the disposition of loan proceeds in the event of the sale of the property, default, or payoff of the loan. 

Previous Board History

October 23, 2019 (Item F.3): Discussion regarding the approved MOU between the City of Santa Rosa and Santa Rosa City Schools for the Fir Ridge Property

October 14, 2019 (Item A.3): Joint Meeting with the Santa Rosa City Council - Approval of the First Amendment to Memorandum of Understanding (MOU) Between the City of Santa Rosa and Santa Rosa City Schools To Allow An Alternative To the Construction of Affordable Housing or School Facilities On Fir Ridge Ridge Drive, Lot "F" (APN 173-620-030)

The Board will consider approval of Board Policies 4140/4240/4340.  

Purpose

These policies came before the Board for review on September 25, 2019, as part of the July 2018 CSBA update packet.  A request was made to add language regarding (on page 3)the disclosure of personal emails for employees performing law enforcement-related functions.  We have attached a response from legal counsel and ask that the Board make a determination as to whether or not they want the language added.

The Board will consider approval of Board Policy 6174 - Education for English Learners.  

Purpose

This policy came before the Board for review on September 25, 2019.  A question was asked about  how reclassification is implemented because there was no mention of it in the Board Policy itself.  Staff determined that reclassification information is found in the Administrative Regulation.  There is no need to further modify this Board Policy therefore it is being brought back for approval.  The Administrative Regulation is also attached for reference.   

The Board will review the First Read 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.

Board Policy
BP 4151

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

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 Fourth Supervisorial District.  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 term of one of the two members of the Fourth Supervisorial District will expire on December 31, 2018 (highlighted). This is the position for which the board will consider nomination:

District 1: Jeremy Brott – Term expires 2022
District 1: Ronald Kristof – Term expires 2019
District 2: Tracy Farrell - Term expires 2020
District 2: Russ Wigglesworth – Term expires 2021
District 3: Ed Sheffield – Term expires 2021
District 3: Jennifer Wiltermood – Term expires 2022
District 4: Frank Pugh – Term expires 2022
District 4: Richard Massell – Term expires 2019
District 5: James DeWilder – Term expires 2020
District 5: Jeanne Bassett Fernandes – Term expires 2021
At Large: Ronald Abler – Term expires 2020

This is a list of the supervisorial districts each of our board members currently reside in:
Jen Klose - 3^rd District
Laurie Fong - 1^st District
Ed Sheffield - 3^rd District (currently serving on committee)
Jill McCormick - 4^th District
Stephanie Manieri - 5^th District
Omar Medina – 3^rd District
Alegria De La Cruz – 3^rd District

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

Previous Board Activity 
11/14/2018 (Item F.7)

These items are presented for informational purposes only.

General information from School and College Legal Services via the Sonoma County Office of Education regarding school district reorganization. 

Informational report from State and Federal Programs about the initial evaluation of the After School Education and Safety (ASES) program/provider.

Purpose

The After School Education & Safety (ASES) grant was established by the California Legislature to develop and operate partnerships that provide academic and literacy support, and safe, constructive alternatives for students in grades kindergarten through eighth. At Santa Rosa City Schools, the following sites have been awarded this grant: Albert F. Biella, Brook Hill, Luther Burbank, Helen Lehman, Abraham Lincoln, James Monroe, Steele Lane, Lawrence Cook Middle School, and Hilliard Comstock Middle School.

This grant is to provide targeted students with literacy support through tutoring and/or homework assistance as well as enrichment opportunities, which may include, but are not limited to fine arts, recreation, physical fitness, career/technical education, and prevention activities. In this report, we will provide information on the mid-year monitoring and evaluation of the ASES contract.

This report is an initial evaluation of the ASES program. We are subcontracting with a new vendor   Boys and Girls Club of Sonoma-Marin this year due to concerns with previous vendor. We wanted to be proactive in evaluating the effectiveness of the current program being offered. 

Considerations

To ensure that the program is in accordance with the mandates of the state program we will be reviewing the following throughout the school year:

Safety
Meal Adequacy
Communication
Enrichment Programs
Average Daily Attendance
Education Literacy

At this reporting, initial visits have been made to all the elementary sites. Middle school visits need to be rescheduled as a result of school closures. A calendar of scheduled visits for the year has been shared with the site program directors and school administrators. The intent of these first visits was to get a sense of the program being offered and to obtain feedback from site program directors, administrators, staff and students. 

The schedule is consistent at each site beginning with Power Hour (Homework Help/Literacy), followed by Supper and then Programs. During power hour students were engaged in doing homework or reading. Supper consisted of prepackaged cold meals. The programs offered included a sports activity, music, makers class, or art. There is consistent communication among the ASES staff during the day by way of walkie talkie. There is also a consistent sign in and sign out procedure. 

In speaking to administration and teachers at one site, they were complimentary of the current program and felt it was far better than what was offered by the previous vendor. Site program directors were pleased with the support they have received from the Principals and teaching staff as well. 

Board Policy
AR 5148.2 Students/Before/After School Programs

Education Code  
CA Ed. Code 8482-8484.65 After School Education and Safety Program

Previous Board History
Board Report June 12, 2019, Item F-1
Board Report May 8, 2019, Item E-10
Board Report March 27, 2019, Item F-3
Board Report September 12, 2018, Item F-6
Board Report March 28, 2018, Item E-7
Board Approval June 13, 2018, Item F-7
Board Report August 14, 2013, Item E-6
Board Report March 28, 2012, Item E-8
Board Report June 13, 2012, Item E-8
Board Report October 26, 2011, Item, E-4
Board Report December 14, 2011, Item E-7
Board Report January 24, 2007, Item E-11

Grant awarded for program in the amount of $1,176,578.35.

The following are future board update items:

• First Interim Budget Report
• Lease / Lease Back Montgomery High School
• Online Meal Application and Registration Update
• Specialist Certificate Update
• SAFS Student Behavior and Attendance Update
• Parcel Tax Update

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.