you even though our goal is because the fed tell us that or because we use the same word that every child will be proficient now by the same time, that is impossible. proficient is a high level of achievement, so the fact there is only one component, i presume with your reference, they have shown improvement during your -- improvement. i a understand this is a complex plan. everyone has been working hard on it, and it is showing results. i would like to have the kind of reality filtered hood over this

plan so somebody tells me what common planning time looks like, what we think adequate resources and support looks like and what we are providing to try to meet those things we described, even though our resources across the board -- i hesitate to call them inadequate. they are shameful and getting worse. i do not mean to be critical, but how can we really understand what we are working on for these things, when the reference is something i know does not exist and less of it is going to exist in coming years. in order for everybody to understand what we are trying to do and how we think -- what small steps we are taking with a shameful resources we have, we

need some different language or brown fat, rather than adequate for we are an -- language around that, rather than adequate. tell me i am wrong, but i have not seen it anywhere the middle schools to have common planning time. i just submitted his proposal in terms of continuing next year, that it will be cost neutral. this is just a proposal to have olague start so our students start coming to school -- a late

start so our students are coming to school later. that will be the common planning terms so all of our teachers can be at these formums, and i have had these conversations with my principles. with a common planning time, that has helped with meeting those performance targets, and because teachers have less luxury of time to really sit down and discuss the police student work and what strategies have been affective -- discussed student work and what strategies have been affective. >> i would just add that if you think of a metaphor of our creek and there is a rope in the middle of that creek and there is and not in the middle of the road, if you pull the rope to

one side of the creek to give planning turned to one group of schools, you are not going to be able to give it to other types of schools, so it depends on where we want to pull the knot. that is the soul of this choice we give our schools. some schools of -- sullivan's choice we give our schools. some schools have been very creative, but it would be this ingenious -- disingenuous to say we could provide those to all of our schools. >> we were talking about programs. where are we actually talking about how we make them real? >> i think if you read the working draft, after you read

that, there is a portion where it talks about how it impacts other programs are robust or not, depending on the school's. with elective courses, i am referencing page 6 that there is a link between robust enrollment and the ability to provide equitable access and enrich learning environment. what is says is middle schools have fewer teachers and smaller budgets and less opportunity to make sure all students have equitable access to electives

and enrichment programs available to children enrolled in middle schools that are five times as large, so that is why they have large enrollments. they can have those large programs or other electives and enrichment programs. it is a numbers game, so i e- mailed ron daniels to send me a spreadsheet in terms of how that determines the funding, but that is just my assumption here. ge>> we do not know. >> i want to piggyback on what you said. i think what i want to know is

let's be real about what is the quality middle school. how much planning turn is optimal, and what kinds of electives should every child have the option of taking? i think in terms of the resource issue, we keep trying to say we are doing the same every year, but we have to be real about the things we are not doing. i think we need to be real about here is what we would do if we have the money for every school to do. i do not think we should be afraid of saying that, because it is not necessarily our fault if we cannot afford the optimal amount of planning time for the

optimal choice of electives. let's not blame ourselves be honest about what we are offering and what we should be offering. >> it is ironic that you mention that, because that is except for what our discussion was an -- exactly what our discussion was. and we are going to lay out what is, and after the cuts, what we look like, and then we are going to lay out what does it cost and show what we should be common -- now we should be, and lay out an elementary school, kind of like if you go to a new england school, they say by lot every school has a full-time librarian, and i think it is

imperative that we start and demonstrating what ought to be, not just talking about what we cut, and people think that is weird. if we do not lay out a vision of what we ought to be, when we do have discussions about what should happen with proposition 13 and funding in california, what are we going to try to find? -- fund among we met this -- with the northern california students. one of our goals is to start a campaign where we say, and off. -- enough. you're going to work to develop a campaign, and this is what it is going to cost to get there. we are tired of legislators not laying out a vision of what it is going to cost to get it.

unless we play of the numbers and start an initiative to make it happen, waiting for our legislators to do it is not working. >> it seems to me in doing this accounting, a big piece of quality middle schools is schools with active parent bodies are fund raising and filling those gaps, so let's be honest about that, too, so our community knows it is not true that we think it is ok but not every school has a nurse or a library and, but that this is the difference and the inequities you experience. >> i appreciate what you read in

frequently asked questions, because this is a small school issue. in the case of middle schools, we believe an important component is a choice, so we have the middle schools that are small because they are under- enrolled. those are the schools are reference, where we have failed to look for positive and once -- for positive ones. we have filled them with schools to make up for deficit rather than have the same ones. gwe are purposely developing small schools so the middle school development -- i know all of us get a letter for some students were we say, why can i have a competitive sports dean

-- sports team there might you have 100 middle school students. we are paying money to sustain an academic program where we don't have resources. we have to talk about htat, and the other part is prop 8, and i want to remind us we need to think about trying to look at those funds through an equity lens, so per pupil funding doesn't get you antyhing if you have 100 kids, but it dgets you a lot if you have 1000 kids, so i want to think about that. i want to thank you.

we have a little more to the staff recommendstion. >> we are not done yet. i am going to pass it to the deputy superintendant. >> we want to thank you, and i think several commissioners have hit on the fact that we believe in decentralize decision making. none of the conversations -- one of the conversations we have handled was what will we frame e conversations for funding because communities make decisions about what they are going to find and what they are not going to find, so the thing

is important here rioja region that is very important -- that is very important. i want to preface it by saying we are recommending recommendations contained in the document. now there is a compendium of researchers around affective novel school practices during your -- practices. middle schools know a certain percentage of students are coming in for needs. it is easier to plan in that way. it is a structural issue of alignment and integration. we know they maintain curiculum programs from elementary.

we know they create a community among smaller, more anticipated groups of students and families. we know middle school principals can better communicate to provide structuring at each site. it is almost impossible for a middle school principal to do that, and we also know there is a link between a robust enrollment and the school's ability to provide equitable access to enriched enrollment. we also know they support limited resources, and they permit proficient use of facilities and transportation.

you've seen a vision before. i'd like to re-subscribe what you are seeing. you will see the components of each proposed action. for all proposals, development is a component. if you look at components, the components taken into consideration are is there an initial offer of zero middle school? is there a middle school cedar pattern -- vietor pattern? is there a process involved, and

are there tiebreakers bowman -- tie breakers? if you look at current practice, as memorialize this year with the run, there was no initial middle school of fine. was there a choice process hammond -- a choice processed? yes, and what were the tiebreakers. first was younger siblings followed by a test score and other tiebreakers as determined. staff costs recommendation is a five-year plan, and that is in two parts, so if you look a first four years, school year 2012-2013 through school year

2015-2016, and will there be an initial middle school of for natoma -- school offered chairman richard -- middle school offer? yes. what are the tiebreakers but would be involved hamas and -- involved hamas -- involved bowman -- iinvolved? middle school attendance would follow triggered -- would follow a period.

depending on the elementary school the student attends, there is an appropriate assigned middle school. there would be a feeder pattern. is there a choice processed natoma -- processed? yes, there would be a choice. and the final would be test score areas, middle school attendance areas, and other tiebreakers the board would shoes, richard -- would choose. the i think it is important to recognize and just say we already have a defacto feeding pattern. when we'll get the most popular middle school programs, we already have a the fact thrown richard -- a defacto pattern.

whether we choose to keep out or move to a more affordable pattern, it is something we need to keep in consideration, and it is also important to recognize you cannot move into it or not absent the quality middle school conversation we just had. this is a fundamental piece. what is the recommendation from staff thomas -- from staff and a first and foremost, creating a virtual causeways and time to build a commitment to high- quality middle schools. this also allows for planning an effective implementation, especially around transportation, finance, and

staffing. one of the concerns we have heard is we understand and acknowledge there is a good bit of skepticism. our best answer is we think we can, but if the economic environment becomes different, this is a living process where we will continue to engage the board in understanding how we move forward, and we need to finalize the recommendation based on your feedback this evening. we need to continue to

effectively provide quality. again, we want to emphasize that based on what we have been able to analyze, this is our recommendation at this point, ,and we look forward to your comments and further direction. >> does anyone have any clarifying questions? >> there is a reference to middle school attendance areas, which we don't have, so is part of this plan to draw new attendance to middle schools?

>> yes, that would be true. >> so we are defining the feeder pattern? >> yes, and then it says atttendance area in the same list. wohow is that the same? >> attendance will be based on boundaries. the middle school attendance is based on where you go to school. you may go to mckinley. basically, your attendance area is bsed on where you survive,

and feeder is based on where you are enrolled. re >> any other questions? >> can you explain the rationale for flipping the test score order? why are test score areas third tie breaker and second after that. >>the only difference is you take the middle school tie breaker out. >> thank you.

>> for kindergarten, where do they fall in this? are they in interim or in the proposed feeders? >> there currently enrolled kindergartners. >> citizen five years it becomes an initial offer, so they would get an initial offer.

>> you will have two minutes for public comments. we will of two minutes apiece. thank you. >> good evening, members of the board. i am a member of the board. before i speak, i want to echo the sunset has been given -- the

gratitude of has been given for the amazing job they didn', so last year we conducted an extensive public outreach and found parents wanted to things -- quality schools and the ability to choose among them. parents did not like a middle school feeder proposal because it represented the biggest change. in our recent conversations, which were supposed to focus on quality schools, we heard three things. one, parents still wanted quality middle schools and still did not think it was enough. paris still want the ability to choose among the schools -- parents still want the ability to choose among schools and

three, parents want the boards to stop bleeding with student assignments as a discussion topic carried i arrived with high hopes based on work of had been done and the collaborative message we were conveying across our communities. and when i sat down and got a sense of where we were going, i was disappointed. i want to amplify what was said to night. parents want to know how the districts is going to improve the quality of our schools. they want choice in student assignment, and they want to know they can trust the district to listen to them. making feeder pattern set tiebreaker is implementing vietor patterns now. richard -- implementing feeder

patterns now, and it is not what parents want. please reject the feeder patterns, and the discussion about student policy, and double don about quality of the middle schools. thank you. >> i have a fourth grader. taking off when was said about our shameful resources, we cannot afford to raise money. in to transport kid is going to cost a lot of money. it is not fair to have kids travel 60 minutes or 45 minutes from their coun