SRCS Board Meeting Agenda Analysis – 9/14/2022

BOARD MEETING

Santa Rosa City Schools

September 14, 2022

4:15 p.m. – Closed Session 

6:00 p.m. – Open Session

Hybrid: Zoom / Santa Rosa City Hall Council Chambers (100 Santa Rosa Ave, Santa Rosa, CA 95404) Limited seating.

 

*** streamed ***

A live link will be posted on the SRCS website (link).

Please take time to review the following abbreviated version of the agenda. Click here to see the entire agenda. It has live links on many items with more information. If you want to comment to the board about any upcoming items, email agendacomments@srcs.k12.ca.us. Please CC wearesrta@gmail.com on your comments.

Closed Session Items: 

A.1. Public Comment On Closed Session Agenda Items. To comment, email Melanie Martin at mmartinsrcs.k12.ca.us.

B.1 Public Employee Performance Evaluation (Title of employee being reviewed: Superintendent, Associate Superintendent, Assistant Superintendent, Principals, Vice Principals, Assistant Principals, Directors, Coordinators)

B.2 Conference with Labor Negotiator (Designated Rep: Michael Shepherd, SRTA/CSEA)

B.3 Conference with Legal Counsel – Existing Litigation (Case Name: OAH Case no. 2022070428)

B.4 Conference with Legal Counsel – Anticipated Litigation (Number of potential cases: 1)

B.5 Student Expulsions (Case No: 22/23-01)

C. RECONVENE TO REGULAR OPEN SESSION (6:00 p.m.)

C.7. Public Comment on Non Agenda Items

SRTA members are invited to raise their hands and provide voice only comments during the meeting. Please observe the standard three minute time limit (and be prepared for a last minute change to a two minute limit). Only items not on the agenda are addressed at this time. 

Comments are requested at the board meeting to bring a member’s perspective to the messages contained in this analysis and share real experiences of the impact of district policies and practices. There is an invitation for comments on specific items during each item. 

Please commit to watching or attending at least one board meeting this year, and speaking to an agenda item that impacts you or your students. Speakers are most impactful when they are well spoken, composed and reasonable.

E. DISCUSSION / ACTION ITEMS

E.1. (Action) Resolution to Recognize September Attendance Awareness Month 

Summary

The stated goal is to mobilize schools and communities to promote the value of good attendance and to take concrete steps toward reducing chronic absenteeism. Interventions include family contact being made by SRCS family mentors, and SART meetings. Re-engagement procedures exist for students enrolled in Independent Study including personal contacts with the family and students to learn what challenges are experienced by the family and how attendance can be improved.

Resolution

With the current system of fund allocation being dependent on attendance (ADA), as well as the knowledge that missing school interferes with academic progress, it is prudent to focus on effective measures to improve attendance, particularly early in the year before bad habits are established. 

EdData – District Profile – Santa Rosa High shows secondary students with a chronic absentee rate of around 18.5% for 2017-2019. Then a jump to 29.4% for 2020-21. The most impacted student groups with the percentage of students who are chronically absent (miss 10 or more days) are American Indian (53%), Hispanic/Latino (38%) and Native Hawaiian or Pacific Islanders (33%).

EdData – District Profile – Santa Rosa Elementary shows elementary students with a chronic absentee rate of around 11% for 2017-2019. Then a jump to 24.9% for 2020-21. The most impacted student groups with the percentage of students who are chronically absent are American Indian (43%), Native Hawaiian or Pacific Islanders (35%) and Hispanic/Latino (30%).

Where is the data about the number of re-engagement contacts, and the summative data about the results of these efforts?

What is the financial impact of these absenteeisms on the district? How much money are we using to support these programs to help get students to school?

What metrics are utilized to evaluate the efforts that are being utilized to encourage attendance? 

E.2. (Action) Recognize September 15 to October 15 as Latinx Heritage Month

Summary

Latinx have had a profound and positive influence on our country through their strong commitment to family, faith, hard work, and service. They have enhanced and shaped our national character with centuries-old traditions that reflect the multiethnic and multicultural customs of their community. 15,500 students and 58% of our students are Latinx.

Resolution

5 Teacher Resources for Hispanic American Heritage Month from Facing History & Ourselves. 

E.3. (Action) Updates to COVID-19 Safety Handbook

Summary

A number of updates and/or policy revisions have been incorporated into the Handbook to align with the latest California Department of Public Health, Sonoma County Public Health Services, and Cal/OSHA policies. Additionally, a general restructuring of the Handbook was implemented in order to provide visual uniformity and improve comprehensive accessibility to current COVID guidance.

COVID-19 Safety Handbook (Changes are in Red)

What is the plan for making test kits available to students and staff? How is distribution monitored?

Volunteers

The board put a policy into place requiring on site volunteers to be vaccinated or or be tested weekly for Covid-19. This caused a reworking of the requirement of various levels of volunteers on campuses. While attempting to simplify requirements, the resulting grid actually caused great confusion. The district website now has information with four levels of clearance.

If someone is being invited into a classroom for a supervised one time brief session with students, do we actually expect them to meet the requirements of a Level 1 volunteer? This includes Fingerprinting, Copy of Photo ID, Sex Offender Search (Meghan’s Law), TB Screening Assessment, Proof of Vaccine (or submit to weekly COVID Testing) and Mandated Reporter Training. 

How do staff members know that volunteers must be cleared through the Volunteer Management System (VMS)? How do they know if this clearance has been met? 

How do schools with high unduplicated pupil counts find volunteers for Field Trips etc? The hurdles put in place disproportionately impact schools in high poverty communities.

E.4. (Discussion) West County Transportation Agency Annual Update 

Summary

SRCS and WCTA will work together on Routes, Bell Schedules, Student data between SRCS and WCTA and Field Trips.

YearTotal Cost
16-17$6,703,229
17-18$6,060,604
18-19$6,396,081
19-20$6,777,799
20-21$3,912,714
21-22$8,001,056

General Education Home to School Transporting: $2,824,300

Special Education Transporting: $5,064,334

Update

The leap from $7 million in 19-20 to $8 million in 2021-22 is not explained. What is the expected cost for transportation for 2022-23?

Have systems been put into place to alert families of riders with special needs to inform them when a route is delayed? How can we more effectively serve this clientele?

New middle school boundaries are included in the presentation without context. Is CCLA funding transportation for their students? Is WCTA able to provide these services in a timely fashion?

What impact is expected from the Education Omnibus Budget Trailer Bill?

Are there legal issues when student transportation needs are not met? How long is it expected to take for the 19 uncovered routes to be fully covered? What will be required to make this happen? Are students on uncovered routes left to wait hours until drivers can pick up a second route after completing a covered route? If so, is it the same students/routes every day? 

What are the expected outcomes from the work on Bell Schedules? What kind of process will be used to create new schedules? Who will be included in these decisions? 

E.5. (Discussion) Summer School 2022

Summary

Year# of Students
20222703
20213402
20201646
20191732
20182186
20171281
Program TitleParticipants
TK-6 Academy182
Credit Recovery648
Migrant Ed Elementary52
Migrant Ed Adelante118
Project Make39
Excel for Youth227
LandPaths Owl Camp221
Mike Hauser55
Mariachi/Arts Camp95
Women in Construction12
Ridgway BOOST29
SRCS Child Care/Camp192
Boys & Girls Club231
Extended School Year334
3 Jump Start207
Acellus Learning Acceleration65
Two Unnamed Programs203
Total 2703

Looking Ahead:

  • Synthesize data to determine program needs
  • Begin planning with community partners
  • Confirm program dates and locations
  • Hire Admin prior to Winter break
  • Hire staff and inform families of opportunities

Presentation

Demographic Data

Were there any changes to meet the requests for longer hours and sessions, greater access to programs, and clear, more frequent and timely communication?

Where is the data used to monitor academic progress through local and state assessment data, successful course completion and credit accrual, grades, and teacher feedback? What impact does this monitoring have on the program?

Where is the data used to monitor social/emotional wellness through Panorama Survey, Youth Truth Survey, School-based therapist and counselor feedback and Teacher feedback? What impact does this monitoring have on the program?

E.6. (Discussion) Individual Graduation Plan (IGP) 3.0

Summary

Students who need IGP 3.0 will be identified through transcript analysis. Only students needing this intervention will be allowed to utilize it. All students will be expected to graduate with as many credits as possible. Students utilizing the IGP 3.0 who will not reach the 220-credit threshold will be expected to achieve 180 – 215 credits, based on their particular credit standing. The IGP 3.0 will require that students meet all CSU and UC transferability requirements to graduate, thus ensuring they meet a-g requirements. The IGP 3.0 essentially reduces the amount of elective credits students must earn to graduate so they may concentrate on core subject matter credit recovery and completion. 

Seeing that the class of 2023 is the last class of students who were in credit bearing classes at the onset of the COVID-19 pandemic, and that the virus is moving into an endemic state, the IGP 3.0 will likely mark the phasing out of this intervention for SRCS.

Overview

AR 0470 (IGP 2.0)

SRTA appreciates the possibility of IGP 3.0 to allow students who have not succeeded with our a-g courses the opportunity to graduate.

Where is the data the committee reviewed to determine the need for IGP 3.0? How many seniors are currently eligible for this? How many students are so far below in credits that they are not expected to be able to meet the 180 minimum credit requirement? What option do they have to graduate?

What course completion data for current juniors indicates that continuing the IGP will no longer be necessary?

The details for participation in this plan are not attached. IGP 1.0 and 2.0 required students to continue to be enrolled in courses that they did not need to pass to graduate. This caused student grief and created less than ideal classroom conditions. Will students be able to enroll in courses that will better suit their individual needs, or will they be required to attend classes they do not need or want?

E.7. (Action) 2021-22 Unaudited Actuals

Summary
This Unaudited Actuals financial report represents the District’s financial position after all revenues and expenditures for goods and services received between July 1 and June 30 have been recorded to the district general ledger and ending reserve balances determined. SRCS ended the 2021-22 fiscal year with a combined revenue total of $210,640,586 in the General Fund. This is an increase of $3,216,103 from the Estimated Actuals. SRCS ended the 2021-22 fiscal year with a combined expenditure total of $212,029,599 in the General Fund. This is an increase of $1,804,622 from the Estimated Actuals.

Financial Report

Presentation

Revenues were $24 million more than budgeted. Expenses were $15 million more than budgeted in June. Notable areas with actuals exceeding budgeted amounts include an additional $6 million on books and supplies and $5 million more spent on Services and Other Operating Expenses. 

The ending balance of $32.6 million is $24.1 million more than budgeted. 

A promised summative report on Covid 19 income and expenses will help further understanding of SRCS finances, as will a promised summative report on Bond finances.

SRCS is required to meet a 55% cost of education expense for classroom compensation. The unaudited actuals show 55.15% spent on direct classroom costs. 

The Budget Advisory Committee has not been convened since February.

E.8. (Action) Public Board Meetings Via Teleconference per AB 361

F. CONSENT ITEMS 

F.2. Approval of Personnel Transactions

Personnel Transactions

EdJoin shows a total of 143 current postings for 233 job vacancies for SRCS. There are 45 certificated openings (1 fewer than last meeting), and 4 certificated management openings (2 more than last meeting). There are 183 current classified openings (4 more than last meeting), and one classified management position (one more than last meeting.) 

SRTA welcomes our new certificated hires: 

Lana Katrangi (FACS), Erica Mikesh (LCMS), Brett Kovacs (ALES), and Myriam Dalmau (FACS).

Welcome back to our certificated rehires:

Christina Frost (LBES), Elizabeth Cookman (SRCSA), and Angela Barrett

(EAHS)

SRTA bids a fond farewell to the resigning Elizabeth Cookman (SRCSA) and Margaret Dezendorf (ABES). We are losing 6 years of wisdom and experience with your departure. Thank you for your service to our students! 

This month changes to classified staff include six new hires. Unfortunately that is no net change because of five resignations and one retirement. We thank these folks for their combined 36 years of service and wish them the best with their future endeavors. 

There are two supervisory hires at this meeting. After a combined twelve and a half years of service, one supervisory employee is resigning and one is retiring. We thank them and wish them well.

F.5. Approval of Contracts 

Summary

#ProviderCostDescription
District-wide
1Support Our Students$29,000Provide up to 12 therapy sessions for up to 25 staff at $100 per session. Staff will also pay a sliding scale fee. Provider will support outreach efforts through attending two staff meeting presentations about services, providing program flyers with contact information. When should sites expect this outreach?
2M. Elena Cabrera$5,000This is a 5% increase to existing contract to coach the Coordinator of State and Federal Programs.
3Sunbelt Staffing$117,575Provides an Occupational Therapist Assistant while a FT OT begins at $144,000.
7Grand Canyon UniversityNo CostTeaching, Admin and counseling practicum experience.
8Sonoma State University (SSU)No CostTeaching and counseling intern placement.
Secondary
4Samantha Duran$1,300Teach EAHS students to be Color Guards.
5The Northern California Center for Well-BeingNo CostTeach EAHS students to be Peer Mentors. How do we access this support for students across our district?
6Steve Smith$9,000Continue with development and implementation of the SPARQ Observatory and SRG (SPARQ Research Group).

Total value of contracts = $162,875

Summary of Contracts

Contracts

F.6. Approval of Appropriations Limitation Recalculation and 2022-23 Estimated Appropriations Limitation Calculation (Gann Limit)

Summary
The Board will consider adopting the revised appropriations limit (GANN Limit) for 2021-22 and the projected appropriations limit for the 2022-23 year. The district has a zero total and appropriations in the budget for the 2022-23 and the Unaudited Actuals for the 2021-22 fiscal years do not exceed the limitations imposed by Proposition 4 (1979.)

Resolution

F.7. Approval of 2022-2023 Confidential Employee and Working Professional Salary Schedule

Summary
The Board will consider approval of the 2022-2023 Confidential Employee and Working Professional Salary Schedules effective July 1, 2022. These schedules reflect an increase of 7.5% across the board as well as steps of at least 4%.

Working Professional Salary Schedule Executive Asst to the Superintendent

22-23 Confidential Salary Schedule 7.5% eff. 7-1-22 Ranges 18-21 including Compensation/Staffing Support Tech, and Administrative Assistants for Business Services and Human Resources

F.8. Approval of Resolution Adopting a Conflict of Interest Code

Summary
This bylaw revision includes updates to current position titles from reorganization efforts.

Resolution

Memo

BB 9270 (Clean)

BB 9270 (Edited)

F.9. Approval of Contract with Robert Rowen-Herzog for Physical Therapy Services

Summary
The agency that we typically contract with for pediatric physical therapy services is currently short-staffed, and no Physical Therapists are available to provide the assessments and services some of our students require per their IEPs. This contract is to provide these assessments and services to some of our preschool students at the Lewis Early Learning Academy Campus, the Steele Lane Annex campus, and our other service locations.

Contract

Physical Therapist Independent contractor for students at Lewis at $100 per hour.

F.10. Approval of Ag Facility Coyote Fencing at Perimeter

Summary
The Board will consider the approval of the owner’s requested change order #01 for coyote fencing around the perimeter of the SRHS Ag Barn at Alba Lane.

Change Order

Change order to add coyote fencing for $143,273 beyond $105,000 originally contracted for non-coyote fencing.

F.11. Approval of Proposal for QKA Architect Services for Maria Carrillo High School Performing Arts Center Lighting Project

Summary
QKA Architect Firm to design a new theater lighting stage and emergency lighting upgrade in the Performing Arts Center at Maria Carrillo High School. This project is funded through the Measure I bond funds.

Proposal

The emergency and stage lights are not currently functioning. This $77,000 is to develop architectural plans for replacement and modernization.

F.12. Approval of Elsie Allen High School and Santa Rosa High School’s FFA Members to travel to Indianapolis, IN for the 95th National FFA Convention

Summary
The Board will consider approving the field trip requests for the Elsie Allen and Santa Rosa High School FFA Chapters to travel to Indianapolis, IN for the National FFA Convention.

Permission Slips (EAHS || SRHS)

Letter of Intent (EAHS || SRHS)

Student Workshops

Session Schedule

SRTA supports FFA students in attending this conference. 

F.13. Approval of Proposal for Updated Facilities Master Plan (FMP) with Quattrocchi Kwok Architects

Summary
The Board will consider approval of the proposal provided by Quattrocchi Kwok Architects (QKA) for an update to the District-Wide Facilities Master Plan (FMP) of 2016.

Proposal

This contract for $74,120 is to update the Facility Master Plan (FMP) by eliminating projects completed with bond funding and update estimated costs for outstanding projects.

While celebrating the progress on addressing the FMP it is concerning that there is no attempt in this contract to ascertain current needs on campuses. The FMP will be limited to items from the 2016 plan as if no new facility issues have arisen since then. 

F.14. Approval of Legal Services – Retainer Representation Agreement

Summary
The Board will consider approval of a legal services – retainer agreement.

There are no details and no attached contract for consideration.

G.1. Approval of Minutes

August 24, 2022 Minutes

I1. Future Board Discussion Items

SRTA Members are encouraged to prepare for the upcoming agenda items.

  • SCOE LCAP Approval (9/28/22)
  • Resolution recognizing Indigenous Peoples’ Day (9/28/22)
  • Resolution recognizing Filipino American History Month (9/28/22)
  • Resolution recognizing the Week of the School Administrator (9/28/22)
  • Public Hearing regarding Sufficiency of Textbooks/Instructional Materials (9/28/22)
    • With the reduced use of textbooks and shift to utilizing digital and open source materials, can this item please include specific language to make clear to all stakeholders the specific sufficiency requirements appropriate to current classroom conditions? As well as specifying the process for remedying any instances of insufficiency?
  • Certificated Salary Placement Guidelines (9/28/22)
    • New hires are given service credit that is not extended to existing employees. SRTA requests this agenda item addresses inequities in salary placement for members hired with credentialed teaching experience even when credentials were not required by the places of employment as well as Military Service and Peace Corp service credit. CTE prior job experience should also be acknowledged with credit to placement. 
  • Update on current Bond projects (7/27 9/28/22)

A summary of the past bond initiative has been promised. It would be most helpful if this item could be used to inform our community of the broad needs that go beyond general fund abilities. Ideally this would include:

  • Large facility projects A summative report that makes it easy to see which projects were completed at what cost, a comparison of expenses by site. Showing what was expended on plans, oversight, and consultants as compared to contractors would be helpful. 
  • Ongoing facility maintenance Explicitly summarizing ongoing expected facility maintenance requirements and expenses would be helpful such as the timeline for furniture replacement, flooring, fixtures, etc. The ongoing need to replace the synthetic high school fields and tracks should be enumerated as well.
  • Technology An overview of the cost of technology should be included. What are the ongoing expenses to provide connectivity for the district? What is the replacement timeline and expected cost for hardware, both in terms of providing service and devices for students and staff? 

SRTA looks to the future scheduling of the following items:

  • A-G Program Review and Reconsideration (board request 8/10)
  • Deferred Maintenance Update and Future Planning (7/27 8/24)
  • Update on Covid Spending
  • District Data (from canceled 3/18/22 Special Meeting) 
  • Approval of Board Policies (from 3/9/22)
  • Review of Math grades and progress including demographic data
  • SCOE Unification/Redistricting Report
  • Open Enrollment Policy Update 
  • Granting a permanent easement to City of SR at MHS
  • Lease / Leaseback Montgomery High School 
  • Student Voice Policy
  • Dress Code Policy
  • BEST Plus Update

I.4. Ethnic Studies Update

Summary
This informational item will provide an update on the Santa Rosa City Schools (SRCS) Ethnic Studies program and teacher feedback regarding how Ethnic Studies professional development has impacted their pedagogy and instructional practices. Also, this item will provide an update on the current school sites with courses, the personnel connected to those sites, and the number of students enrolled in those courses. Finally, this update will provide a very brief overview of ongoing course development, curriculum development, and professional development in connection to Ethnic Studies

CourseSchool(s)Teacher(s)#
Middle SchoolEthnic Studies ElectiveCesar Chavez Language AcademyHerbert Slater Middle SchoolE GuzmanS Williams68
Ethnic Studies DanceMontgomery High SchoolG Melvin24
Ethnic Studies EnglishElsie Allen High SchoolMaria Carrillo High SchoolMontgomery High SchoolPiner High School
Santa Rosa High School
N Estupian Cano; T SalinasM Vining-DoyleA StevensJ Griffiths; M Rios-Zendejas; HRetzingerE Gains; JGregory; J Kowalczyk; M Vargas822
Statistics for Social JusticeElsie Allen High SchoolMaria Carrillo High SchoolMontgomery High SchoolPiner High SchoolM JensenM BradyLongL ConnorsD Fernandez216

SRCS continues to support teachers with ongoing professional development, supporting them in developing their instructional practices and pedagogy. These include:

  • Course Proposal Writing
    • Spanish for Spanish Speakers
    • Spanish
    • Drama
    • Social Studies
  • Ethnic Studies Teacher Collaborative
    • Monthly collaborative planning, support, and sharing
    • Shared Google Folder of materials, unit/lesson plans, activities, and more 
  • Acosta Educational Partnership (AEP)
    • Ethnic Studies 1.0 for the educator who is new to Ethnic Studies
    • Ethnic Studies 2.0 for the educator who has previously participated in Ethnic Studies 1.0 or or other Ethnic Studies professional development, education, etc.
    • Ethnic Studies 3.0 for the educator who has previously participated in Ethnic Studies 2.0.

The level of support offered to the development and implementation of these courses is exemplary. How can SRCS provide this level of support for all course implementations?

F.8. Sonoma County Office of Education (SCOE) School Visitation Quarterly Report

Summary
The Sonoma County Superintendent’s August 2022 report presents that there were no visits or reviews conducted this quarter for the following schools: Piner High, Elsie High, Cesar Chavez Language Academy (formerly Cook Middle School), Abraham Lincoln Elementary, Steele Lane Elementary, Hilliard Comstock Middle, James Monroe Elementary, Brook Hill Elementary, and Albert Biella Elementary schools. 

Report

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