I have to, even though there's nobody here. But I still have to put it on. So I'm calling to order the PVUSD Wednesday, February 27th meeting. Is there any public comments on our closed agenda? No. Okay. We will now go into closed session and we will have one expulsion referral. Good. We will have Certificated Public Employee Employment Appointment Employment Government Code Section 54957. 2.3 Classified Public Employee Appointment Employment Government Code Section 54957. 2.4 Negotiations Update. 2.5 Public Employee Discipline Dismissal Release Leaves. 2.6 Resolution Number 181925 Possible Reassignment or Release for Certain Certificated Management Employees. 2.7 Resolution 181924 Non-Re-Election of Certain Probationary Certificated Employees. All right. To close session.  Everybody's making some noise. Okay. I'm calling our meeting to order and welcome everyone that has come to be with us tonight and our Wednesday meeting on February 27th. Okay. So I'm going to call. What should I call for the pledge of allegiance? How about you? Danny. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. So I'm Karen Osmondson and I'm this year the board president. And if, if someone who needs translations can speak with Urania, who is there, if they need it, they can get some devices to hear the translations. Okay. I'm going to have Dr. Rodriguez give her comments. Yeah. So good evening. So starting next week, I'll begin my conversations with the superintendent during Wednesday staff meetings. I'm holding these conversations with staff in an effort to maintain connection with staff apart from my regular site visit. So both certificate and classified staff will be asked to attend. So they will be 45 minutes long for the full week of the forum. a personal certificado y clasificado. So they will be 45 minutes long. For the first 15 minutes, I'll go over district vision, current initiatives, and data. For the following 15 minutes, I'll be leading an activity around our current core values and get additional input on the core values. And then the last 15 minutes, I'll hold a question and answer session. And staff will be able to submit their questions on index cards. And I'll answer as many questions as I can in person. And then I promise all other questions will be responded to in writing and provided to the staff. So they're going to be 45 minutes long. For the first 15 minutes, I'll go over district vision, current initiatives, and data. For the following 15 minutes, I'll be leading an activity around our core values, current initiatives, and we will be able to get additional information on the core values. For the last 15 minutes, I'll hold a question and answer session. And staff will be able to share their questions on id腳. I'll answer as many questions as I can in person or in person. y respondaré a todos los demás por escrito y vamos a entregar al personal. So I look forward to talking to all the sites over the upcoming months. So it va a ser un placer hablar con todo el personal escolar durante los próximos semanas. So thank you very much. I want to say a couple of things before I start or I'm going to start with governing board comments but I'm going to say a couple things. One, I just want to say that one of our students long-term teachers, one of our wonderful long-term teachers Mr. Strauss at McQuitty has passed. He was, you know, one day they couldn't, he's always there. He's never not there and he didn't show up and they were wondering what happened to him and they discovered that he had passed. So if you want to take just a few seconds to pray for him. Maybe pray for him. And the next thing I wanted to do, I just wanted to say that Renaissance High has been designated as a model continuation school and it's going to be, and it's going to have that award until 2022. And we'll think we should clap for them. And he was, they were given that award by our state superintendent, Tony Thurmond, which I'm glad he's there. And also with the California Department of Education. Okay, I'm going to start with, this time I'm going to start with Madi in the middle and then we'll go that way and this way. Thank you, Karen. So last week I got the opportunity to attend the D-LAC meeting. We received a presentation on the value of being bilingual. It was a very interesting topic with very good discussion with everyone present. Our D-LAC parents also received a presentation on the map and aspect assessment and how parents can use this map results as a tool to develop strategies for growth and set goals for their students. A concern that was brought up at this meeting is that not all parents at all schools get their students map scores and or have someone explain the scores to them. I think this needs to be changed and would like to ask our administration to look into this. I think all parents and students deserve to have access to their scores and explain to them as they highlight not only the students strengths but also the areas of growth, which can help both students and parents develop improvement plans along with their teachers. I also attended our Paro Valley Education Foundation meeting and we have began the planning process of our first annual Innovator of the Year Award Ceremony, which we're all very excited about. And lastly, one of our schools was also nominated for the Cesar Chavez Community Leadership Awards. I encourage everyone to attend the award ceremony. It would be held on Thursday, March 28th, 2019 at 6 p.m. at the City of Watsonville Community Room 275 Main Street on 4th floor. And lastly, on Tuesday, February 26th, Senate Bill 126, a Charter School Transparency Bill was passed by the Assembly Education Committee with a 5-1 vote and it's on its way to the desk of our Governor Gavin Newsom who has publicly declared he's attend to sign the Charter School Transparency Legislation which I think is great for public ed in general. I think we do need a lot more transparency when it comes to independent charter schools. Thank you, Karen. Good evening. So I was able to attend the 16th Annual Egg Drop Contest in Celebration of Engineers Week at Watsonville Public Library and it was a blast just to see, you know, literally in some cases, but to see community members come together and take a fun approach to demonstrating their engineering skills and it was just, I had a great time. I also attended the PVSD parent conference and this is a tremendous opportunity for parents. The three workshops that I attended were chatting in rainbows that went over how to support our LGBTQIA plus youth, one on positive discipline which, you know, I'm a parent of three kids and so I'm still learning. So getting to learn something about positive discipline was, so that's some nice effects in my household. And then another on communicating with difficult topics with your child and I really hope that our PVSD parents will keep space open in their calendars for next year's conference. I also, along with Trustee Dodge, met with Rich Puente, the director of our Healthy Start program and representatives from Salud Parlihente and they were very generous in meeting with us and showing us the Children's Resource Center and speak about the services they provide to underserved kids in our community. Good evening everybody, thank you for coming. This weekend I got to also attend our parent conferences which was wonderful. Gustavo gave a wonderful talk about bullying and the effects of bullying and how to do prevention with our children and in our schools and love that we're moving forward with that and some points were brought up by parents that the superintendent took notes on and so we will be moving forward with some suggestions from students and parents also. I was also able to meet with our mayor and we talked about some safety issues with crosswalks in the community, especially with the new housing development that is happening in Watsonville over by the SLU with Blackbird Homes and over on Loma Prieta. So he is going to be pushing for safe crosswalks over there, there's also another crossing area off of a Loni that is going to be looked at to make sure that our children going to Landmark and Radcliffe are safe when they're crossing for schools. So I thought that was very important. Also was at WCSA which is our charter school here and got to see their Invention Convention and it was wonderful to see the students' creativity, lots of great inventions.  And then another favorite was there was a young woman who did eggs out of paper mache, so bio degradable Easter eggs and she layered them with flower seeds so once you're done getting all your goodies out you can plant them and have flowers. So there were some great ideas. Watsonville Charter School of the Arts, yeah. Thank you. Hello, good evening and welcome to all. I just want to take a moment and thank you, President Trustee Osmondston for acknowledging our districts and our communities lost with Todd and I'd just like to reiterate that our thoughts and our hearts go out to his family and our extended family at McQuitty School. On another note, I would like to mention for our high school senior students in our community that the Watsonville Santa Cruz JACL scholarships are currently open for high school senior students looking to go on to college who are looking to specialize in law or the creative performing arts. There is also a scholarship for those who are in need of financial aid in this time of rising tuition costs. This year there is also a new scholarship which will be awarded to a graduating high school senior in our community to attend college in Japan to study for a bachelor's degree in international studies for four years. I highly encourage any students in our community looking to specialize in one of these fields or majors to look into applying for one of these scholarships. Information on these scholarships can be found on the Watsonville Santa Cruz JACL website. I would also like to take the moment to remind our students that the early deadline for filing your FAFSA is this Saturday, March 2nd for your Most Eligibility Awards for attending college next year. I would also like to take a moment to also mention that the United Way of Santa Cruz County and United Way of Monterey County offer free income tax preparation and filing for people and families, parents and students in our community who earned $55,000 or less in 2018. In reviewing last census data for our community, I realized there are several people, families and even working students in our community who are eligible for this program. Having been and being a certified income tax preparer through this program and through the IRS, I can personally attest to the high quality and professionalism of the income tax preparers through this program. Again, this program provides free income tax preparation and filing to all people, families and students in our community who earned $55,000 or less in 2018 and it provides a reliable place to receive income tax preparation and filing, helping those in our community who need it.  So please go to either United Way Santa Cruz County or United Way Monterey County's websites depending upon which county you reside in to find information regarding this great program. Thank you. Hi there, like Maria, I attended the Pajaro Valley Educational Foundation meeting. It was, it's very exciting to try to build a nonprofit that's dedicated to the kids in this district and we hope to be able to provide incentives, innovation and support for helping kids achieve higher than they are now. I also attended a PVPSA meeting this month, it was excellent. It is starting to be the spring, a sports season and any given night you could find me on the basketball court watching.  Tomorrow the boys play in their last NorCal championship game and then my daughter runs track and any Saturday morning and Thursday afternoon you will find me out at the track. I wanna bring special attention to the coaches and the athletic directors in this county that provide so much inspiration, mentoring and care to our kids. I think for a lot of kids they wouldn't be in school unless they had access to sports so I just wanted to say special not out or shout out to our coaches. And I see Brad Hubbard in the back of the room. Brad, can you come up here for a minute to the podium? This is completely impromptu but you can stand at the podium if you want. I don't know why you're here Brad but I was at the Pajaro Valley Chamber Dinner and you were honored this year as man of the year. And Elaine, do you mind coming up for a minute? So my understanding was you were or you are the athletic director at Watsonville? I was, I was. You are, you're retired now, right? Yes. So for the many, many years of service to the kids at Watsonville High and to your colleagues in general congratulations and thank you very, very much for making kids' lives better. And so I don't know if... Yeah. Thank you. So Elaine, I wasn't sure if you have just a couple of comments. This is the lady who cuts my hair. Which obviously he hasn't allowed me to do for a while. I'm not sure if I can... I would have to think about it and not become emotional. Brad is a gift to our community. He wasn't born, he was born in New York, moved to LA, still an LA athletics band, that's his problem. But he's really dedicated his life to not just Watsonville High School but our whole community. And I feel very strongly that he was given that award because of what he does for the whole community. And if you talk to any youth sports organization, they use Watsonville High School because they know they've got a friend and Brad to help make it work because frankly, our staff couldn't handle all the requests we have. So much more than just that, Coralitas Padres and Red Cross. I mean the list goes on and on and sadly I don't think the Man of the Year tribute highlighted all of them. So I wish you had let me know I would have brought the whole list. I didn't know he was gonna be here, I recognize that. I'm sure he's here to honor somebody else that we love very much too. Okay, that's all, I hijacked the meeting, sorry. Thank you, Brad, thank you for everything. I'm here to support Bill Sunderland but I wanted to say this week we lost somebody at Watsonville High School, Peggy Ernst, who, you said that, can I? Peggy Ernst was like so many people working in the background making, she made me a much better athletic director because she was the fiscal person, she was the foundation, president, treasurer on and on and on. And I just wanted just to acknowledge her and her efforts on supportive kids throughout the community, if I may. Okay, thank you. Just to finish things off, I just like to thank everybody for being here. A couple of events that I have attended, I've been attending a lot of Watsonville boys soccer. They tend to go under the radar lots of times but it's always been a great program. Thank you, coach, Roland, he's taken a lot of our teams to the CCS. I've been attending with the mayor, Mr. Baco, even though he's an Aptos mariner but he's here supporting Watsonville High Athletics. I also got to attend Watsonville High's Ponds for Talents with Pete Galvan. He's been doing it a long time. I like to say thank you, Pete. Thank you, Pete, for all the years and all the kids that he helped. I've also attended with a lot of these trustees, Ruby Vazquez's event that was held at the Melo Center. And I also got to attend Nancy Bilicic, she must have locked out. She had a report on adult ed and there was a lot of community members, a lot of good things that are adult ed, so I just want to say thank you, Nancy. I feel so horrible because I've been going to the parent conferences for like 14 years and I didn't go this time. Terrible. So I also went to D-LAC as well and actually Dr. Rodriguez was there to discuss the Youth Truth Survey but it is on our agenda. So if you want to wait for that, it's on our agenda. And here's what I wanted to say about the map discussion we had there and what Maria had to say about it too. But I totally love that students that did know exactly how they did each time on the map felt completely empowered and totally motivated to know all the things that they did well and feel proud of themselves for all the things that they did well and they were really willing to work on what they needed to improve in. There was some, a couple of students that actually wrote about it. They said, oh, I was so glad to know that I did, that I do really, really well in fiction but that I need to do a little bit better in nonfiction and they said, well, I'm gonna, and they actually said exactly what they're gonna do to work on their nonfiction skills in their little report and there was another one that was there too. It was like so cool. So I think it's so critical that every single student gets to know exactly how they're doing, because the map tests are three times a year so each time they can know how they've done and how they've improved each time that they have done the test and feel empowered and motivated to continue. So, and it's also really important for parents to actually know exactly how their students are doing on the maps. All the parents know exactly what their students are doing on the maps too. So I also went, a lot of places with Danny. I also went to the Adult Education Community Advisory Council and it's a wonderful place because there's probably at least 40 people there from all these different organizations from all over the community. It's incredible how many different organizations are there for the Adult Education Advisory Council and this is what I learned there too. I'll just really quickly, I know people are taking such a long time talking today. I learned that they have the IET which is a base skills, which they can learn about their base skills in reading and math and become more proficient in reading and math. And then there's this other program that was really interesting to me is that when they teach ESL, they also teach career skills together with ESL. So which means that they totally have to collaborate with the career people, career and technical education, I guess you can call them people, and with the ESL, English as a second language people. And they said that they often have two teachers in the classroom, one that is teaching ESL and the other one that's helping them with vocabulary and skills needed for their career and also things about their career. So two teachers is obviously expensive to have two teachers in a classroom. So adult education would love to have the funds to be able to do much more of that, to have many, much more of two teachers in the classroom. So that's pretty cool. So I was also at the MATA talent show and I'm gonna say what MATA means and it's at Watsonville High School. It means Mexican-American, Mexican-Americans taking action, which is pretty cool. Mexican-Americans taking action, pretty cool. So by Pete Galvan. And we're also here too. And I also went to the Cesar Chavez Democratic Club and Danny was there too. A lot of things, we go together. And Dr. Rodriguez was there at our meeting and she talked about LCAP, but she talked about our issue with the charter school that came that we voted against and so did the county office of education, voted against them as well. And what happened when we went to the state level and blah, blah, blah. Quite a few issues about what's going on with that. And our Cesar Chavez Democratic Club really wants to support this whole issue and put together and do their own resolution on sort of our behalf about it as well. That was pretty cool. Okay, thanks.  So we're gonna have three high schools here to give reports. Watsonville High School, New School and Pahato Valley High School. So our first one is Watsonville High School. All right. Okay, hello everyone. My name is Diana Chavez and I come to represent Watsonville High School. So first off for our athletics, our soccer team is playing Norakow Championship semifinals this February 28th, which is tomorrow. They will be playing at Richmond High School in Richmond at 6 p.m. And then also on February, I mean, it's going to be the 48th annual Wildcat Relay this Saturday, March 9th.  Yeah, I'm sorry. Next is kinder, more empathetic you. One way that our school tries to be kind and empathetic is National Down Syndrome Day. On March 21st during lunch, there will be free food and DJ and fun activities to celebrate and appreciate those with Down Syndrome as well as National Autism Awareness Week, which will be from April 8th to April 12th.  Next up is teacher pay. There are two students by the name of Larissa Yacin and Anayi Martinez, who revolves their cat project around the idea of advocating for a higher teacher's pay. They believe that teachers getting a better pay while students will obtain quality education and more teachers will be willing to stick around for a longer period of time, considering that over these past few years, some of our most admired teachers have left because of the amount that they earn. And then next is LPAC testing and there, which stands for English Language Proficiency Assessments for California. It took place this week on Monday, Tuesday, and Wednesday, and it went very well. And that is the end of my presentation. Good evening, my name is Christopher Lopez. Today I will be representing New School Community Day School. So let's proceed to the slideshow. At the foundation of our third quarter, we received New School sweaters, which on the back is said, respect, temperance, excuse me. Integrity, personal growth, education, family, and service. At the end of outdoor science and character development, we wrote, thank you letters to Mr. Cruz. We had a barbecue and they asked us what we learned during that day. At the end of the year, we had the celebration where we went to Growing Up Wild, where we had activities and we had our circle of respect, which is represented in the image. We also did a thank you cards to Growing Up Wild, PB High Food Services, Watsonville Rotary, and Science Workshop. Here are some examples of the thank you letters to these places. During the holidays, in the month of December, we decided to have a Christmas party where tacos and dessert was present and we also saw Christmas movies. It was also Ugly Sweater Day that day and we did White Elephant. Here are two images. The one on the left is with my principal Ramirez and Mr. Love, our science teacher. And with them are students and it was pajama day during this time. The one on the right is Mr. Ramirez, my principal, receiving a gift which had G straps. And the one on the right is our teacher, our math teacher. She received an old used deodorant. Kids had the opportunity to go to science camp during the month of November. This is where they had opportunities to receive 60 community hours and they were there for three nights and four days. They did a night hiking. They also had campfires and at the end of the camp they had performances. For our senior plans, we're having a prom after such a long time and our theme is Arabian. We decided that we're going to have a senior trip as well. We're planning of going to Great America and for the yearbook, we're planning of having one page for every student in the school which is really creative because they can do as they please on that page. We're also having senior portraits during the month of July and May. We are almost done with gardening. We have already done weeding. We have done planting and replanting. We have painted the beds and boxes. We are currently building a greenhouse from reusable water bottles and we have, yeah, and we have also built plant boxes. We recently had our 25th year anniversary of New School. At Taquero was present there. We actually had some fundraising cells which consisted of sweaters and t-shirts. So, so our current program is Ocean Science and next week we're going to Año Nuevo to go on a hike for around, I believe, two hours and we're seeing, yes, elephants, yeah. We are currently in our basketball season. Practice is from Monday through Thursday and on Fridays it's game days. We already passed volleyball season but I just wanted to present it here. So, Mr. Love, our science teacher, he made a bet on the students if New School was victorious they were able to shave his head and since we were victorious, that's what we did. Yeah. And lastly, we have our counselor, Miss Michelle, which helps us with signing up for Cabrillo College. She also helps us with FAFSA and she helps us communicate with college counselors. Thank you. Good evening. My name's Jaylene Solarsano and I am the ASB president at Pajaro Valley with me is Kayla Salazar, the ASB treasurer and Ashley Castillo, the ASB secretary. For our girls and boys varsity basketball teams, we are extremely proud to announce that they made school history this year. Our girls team finished undefeated and won league champs and our boys team made it and our boys team made it to CCS quarterfinals for the first time in school history. For the first time, two of our own athletes, Christian Quintero and Jaylene Solarsano received league most valuable player for basketball. Freeing sports have begun and our volleyball boys took on Wasabaha last night. They were able to win behind Zanaro Campo 46 assists and Marcos 20 kills. This past Friday, we had our annual Noche de Vanda dance. We had a DJ for two hours and a Vanda for two hours as well. It was a huge success with over 250 students attending. In March, we are planning to have our class competition rally. This week will consist of spread days and activities throughout lunch. Since our theme is based on American Ninja Warrior and wipe out our event, our event and games will correlate with the shows. Thank you. Thank you. I'm bad about turning my mic on. So now we're gonna have student recognition and we only have one student tonight from Marvista, Gavin Minifarge. You need to come up too if there's any family. Bring the family. Get up here. Come on up, everybody. Is that you? What for you, Jim? Good evening, President Osmondson and Dr. Rodriguez and esteemed board of trustees. Thank you so much. I'm Stephanie Monroe, I'm the principal at Marvista Elementary and I'm extremely excited to be here tonight to recognize our Marvista Elementary student of the year. Gavin Minifarge. There's a lot that I could say about him in the time that I've known him as a sixth grader, but then also going back as a second grader, first grader and kindergarten student too. But I would like to give that opportunity to his teacher, Mr. Daniel Jacobsmeyer. Thank you for having me, President Osmondson, Dr. Rodriguez and board. It is with great pride and pleasure that we announce Gavin Minifarge as Marvista school student of the year. Gavin embodies Marvista values in every respect. He is always kind, caring, compassionate, respectful, and he always goes out of his way to help others. He works tirelessly in everything that he does and always strives to do his best. One of the things that I love most about Gavin is that when he's faced with a challenge, he never gives up and he always perseveres through hardship. He will not let me move on from a topic until he's 100% sure that he understands it and I love that. And this hard work and determination along with support from our amazing resource staff and teachers and the great advocacy and support from his parents has enabled him to make some enormous progress over the last few years. This has resulted in him no longer qualifying for special education services as a student with a learning disability and that's a huge, huge, huge amount of progress on his part. It's a really incredible achievement and it truly speaks to his determination. In addition to this great perseverance with his academics, he has a unique ability to brighten up every room he walks in with his smile and his great sense of humor. These are traits which make others feel welcome and at ease and help make him appreciated by everyone around him.  These traits will no doubt enable him to do great things in his life. Gavin is an exemplary role model in and out of the classroom and always leads by example. Congratulations. Congratulations. Steve, nice to meet you. Nice to meet you. I represent part of the Marvista area and my son went to Marvista and we love your school. It's one of the best. Congratulations on your job well done and we look forward to hearing more about your success in the future. Thank you. Thank you, Jennifer. Thank you. Nice to meet you. Nice to meet you. I want to say hearing about your kindness and determination is really inspiring. It's, you know, that has the potential of not only changing the world around you but changing the world itself. So thank you for being here. Thank you. Thank you. You know, I just want to say to the student representatives if you need to go do homework or do other things you can leave if you want. They are leaving. They are leaving. Okay, let's move on. Approval of the agenda. Can I have a motion? Move approval. I second. All those in favor? Aye. All those opposed? Seven, zero. Six, one. Oh, six. There's one that's not here with us right now. Six, zero. Six, zero. Sorry about that. Six, zero, one. How are you? How about approval of February 12th board meeting minutes? Can I have a motion? So moved. Second. I will call for a vote. All those in favor? Aye. All those opposed? And it's six, zero, one. Learn how to do this. Okay. Now we're, this is just public comment. So Danny, so if we can have some public comment, Danny can call out those who are going to come up to comment. So the first person we have is Jessica Carrasco. Hi everybody. My name is Jessica Carrasco, and I'm here to just talk about a scholarship that I created. I sketched out a Watsonville logo and I printed out 300 stickers. I sold them all. And I was able to fundraise a scholarship for students here in Watsonville. A little bit about the scholarship. The student has to be a senior in high school. They have to be a senior in high school planning on going to college, community college, private or technical school in the fall. There's no GPA requirement. There's no social security requirement. And they have to live in Watsonville or the surrounding areas. So the reason I'm here is pretty much to let you all know about the scholarship and if you can help me spread the word or connect me to counselors that work with senior high school students that are in our district. And that also includes the charter schools or the continuous high schools. And I have some flyers here that I can pass out with my information. And I'll put some flyers in the back. I didn't bring a lot. So if you guys wanna take a picture of the flyer, that way you guys have my information. Thank you. Thank you so much. Thank you. And I just wanted to, you said your name was Jessica. Perez. Carrasco. Carrasco. Thank you, Jessica, for that. That's wonderful. Next up, we have Bill Beecher. Good evening, Board President Dr. Rodriguez and trustees. What I wanna talk about tonight is we've got 11 years without a recession. And in my career, we used to have a recession every four years. An electronic industry had to get used to that. We had to plan for it. And before 2008, we had a recession in 2002. So they happened fairly often. We've gone through an unbelievable period. And I think a lot of financial people are saying there's another one coming. And so I wanted to take you back to 2008 and the only board member that was present then was Karen. And she knows how difficult that was. It was horrible. So I'm a firm believer in doing reviews and you look at what went well, what didn't go well. What did you learn? What do you do different the next time? So I'm gonna take a look at the 2008 budget process, share with you some of that stuff that we learned. And hopefully you can use that. And I believe you're gonna need it for your upcoming negotiation. So first of all, it was very painful. It was very difficult. The yelling and shouting that went on here was unbelievable. But that process, even though they were successful in cutting the budget, it left some significant damage. Wonderful. So there's an overriding fact that the number of teachers in the classroom was six by the California Department of Education. And that was one of the things we ran into in 2008. So consequently, when you have a recession, we cannot cut many teachers. And in our case in 2008, we cut 3%, mainly through attrition and early retirement. However, the other fact was that we had to cut 28% of our classified staff. Management cuts, that included the elementary assistant principals, all gone. Arts and music decimated, athletics decimated, operating budget deficit didn't leave us with much. But we also, and I forgot to put it on the slide, we cut a lot of nurses and counselors, the very thing that we've had to try to put back into the budget. So what I'm gonna do is suggest some alternatives that we could have done at the time, but you couldn't because of the union contracts. So what I'm proposing is two different alternatives, two different approaches, which I think you're gonna need to think about as we go forward in the next couple months. The union contract should include a contingency clause that if revenues drop, which is what happens in a recession, then the wages drop accordingly. Now conversely, if the revenues go up, wages should go up correspondingly. And this is a very common practice in other districts, but not here. Now a second approach, which we use at Hewlett Packard, is that you do it by types of jobs. And so the last recession I went through at HP, management took a 15% cut. And the idea was you lead by example. So management takes the biggest hit. And in our case, teachers and professional classified would take a 10% cut, and non-professional classified would take a 5% cut because this is kind of geared towards what the people can afford. Those that can afford to have their wages cut the most take the biggest cut. Now those are just representative numbers. You adjust that based on how much you have to actually cut. So I'm suggesting you need to act responsibly and adopt one or the other, or even a third alternative as you work through the sunrise clauses and the contracts that you're gonna be negotiating this spring. Because if you don't, what happens, especially with PVFT, is if you lock into a contract that doesn't have a contingency put into it, when the next recession cuts, you can't cut any teachers. You can't cut their wages. You're gonna have to decimate your classified again. We haven't even replaced the classified that we cut the last time. Now if we have to cut classified one more time, throw CSEA under the bus, God help us. Because we've had trouble keeping the schools running and keeping our bathrooms clean. Well most of you haven't heard the stories that our high school kids have come in when they've done their reports talking about how bad the bathrooms were. And to the superintendent's credit, is they worked hard to try to clean those up. So it's your choice. You can choose to do what we've always done, which is not to have a contingency clause built into these contracts, or you put a contingency in. I've given you two types, there are other approaches. Now I wanna switch the pitch to a whole different deal. Last night the Aptos Mariner. Mr. Beechendown's five minutes. Okay this is quick. The Aptos Mariner basketball team had to go to Piedmont last night in their individual cars. Now they're going to regional championships and this district can't afford to get a bus to send them. That's wrong. And it's wrong for all the other teams that made it into the championships. I mean when I played sports and I don't know about yourself Daniel, we went by bus. And so you developed a tremendous team camaraderie. Think about that. Thank you. Next we have David Turum, your senior. I know there's a junior out there. Good evening. I'm here to, wait, I'm sorry this is for item 8.1. Yes it is. Sorry. Sorry. You'll come back. I just saw the name and I was happy about that. Next, last one for 6.1 is Romero Medrano. Good evening. Good to see familiar faces. My name is Romero Medrano. I'm a longtime resident born and raised here in Watsonville. Counselor currently at PV High. Been on and off with the district for about 15 years in different capacities. Counselor for going on the four years. I'm here to talk about a few things. I'm going to try to speed it up because I know I have three minutes. So a few praises and a couple of concerns that I want to bring forth. First of all, I want to thank whoever was instrumental in bringing Landed to the community because that actually helped me out and my family to purchase our first home. Yeah, thank you. And which is a big deal. Unfortunately I had to be in Salinas because even with that help, it wasn't enough to get a home here in Watsonville which kind of broke my heart but my plan is to come back. But thank you for that. The other thing, I bring some flyers for a speech and debate showcase that we will have at the Mellow Center on March 8th. Thank you to the migrant program, Luis Marina for investing in speech and debate teams for migrant students in the district. I think it's essential to develop their language skills especially like English language learners in both English and Spanish and their confidence in public speaking and critical thinking and debating and performing. So I'm gonna pass around at the end some flyers for that. And you are all invited March 8th to the showcase at the Mellow Center at 6 p.m. So and I wanna bring two concerns that I have. The first one, really quick. I believe it was either last semester or last school year that was shared with me that a very well-known author was gonna come to our community, our district by the name of Jimmy Santiago Baca. And I was excited. He is a well-renowned author, actor, producer of movies, director, and then I learned that he was uninvited. I'm not sure what happened. I think it was some of the content in his books that got him uninvited. And I think this is the exact kind of author that our community and our students need to be reading. He brings forth a lot of issues from gangs to he was a foster child, to violence, sexual stuff that might be a little uncomfortable for some of us, but nothing that our secondary students or have not, you know, heard of. So I think it's important to rethink and reconsider the invitation to Mr. Jimmy Santiago Baca. I would love for him to come to our community and speak to our students. I think it's essential. The last thing I wanna forward, and I know my time's up, I'm gonna hurry up. I wanna bring forth the issue of drug dogs in our district. You know, there's a, we pay for a program, a private company to come into our secondary schools with dogs to sniff for drugs and weapons. And I wanna raise concerns about that as a counselor. I've seen firsthand in some of the schools that I've worked at how some of these dogs alert on some of our students and a lot of the times they find nothing on the students. Maybe they smell, you know, their older brother or older sisters, you know, smoke, you know, from the day before, the evening before, maybe their parents smoke because now it's legal in California to smoke marijuana if you're an adult. And some of these dogs are alerting on students and it's embarrassing for them to be pulled out of class, searched, their bags searched, you know, their compañeros know that they've been pulled out and then they find nothing and this happened time and time again that I've experienced. So what I would like to know is what is the success rate of our program? Has it really brought down drug and violent instances in our secondary schools? And if not, why don't we invest that money in prevention? Thank you, Mr. Aaron. So I wanna thank you guys and I'll pass ACLU article that talks about this in Washington state and also the flyers for migrant speech and debate. Thank you. Now we have employee organization, Pahato Valley Federation of Teachers, Francisco. Thank you, Francisco Rodriguez with the Pahato Valley Federation of Teachers. Just wanted to make a couple of comments on some of the on prior comments. Number one, we are in support of having starting our negotiations as soon as possible. As you recall, we started negotiations at the last school board meeting, but I do want to just make a couple of clarifications. There was a comment regarding to yelling and screaming that was done. If there was any yelling and screaming, that was due to the lack of clear communication with the bargaining units. I believe that in this new round that has changed, there's I believe more willingness to have the bargaining units at the table discussing and trying to come to an agreement as to what is available for not just salary increases but to actually invest money in improving our scores. So I'm hopeful that we can start our negotiations soon. We were hoping to have a district sunshine this meeting but hopefully at the next meeting we'll hear what the district intends to bring to the bargaining table. The other clarification I wanted to make is that our unit as most bargaining units, if not all, do not make proposals just out of the air. We look at not just the needs of our members but also the needs of the students that we work with, the needs of the district as a whole and we base our proposals on that, not on random formulas about how much of a percentage cut or increase one group or another should get. That is not the way we operate. We operate by looking at the needs of the district. If the district has a need to reduce spending then we wanna know how much is the need and what areas can be reduced without any impact on student learning or the livelihoods of our members. If, as it appears this year, there are funds that can be invested in employees and improving the delivery of service to students, we also wanna know how much and what would be the best way to do that. So I just wanted to clarify that and also just wanted to again make the point that over the last year and a half there appears to be a lot more progress in negotiations even though they haven't started yet. So thank you. CSEA, California School Employees Association, saying the whole thing. Okay, PAVAM, which is the Pahato Valley Association of Managers, no PAVAM people. And the last one is Communication Workers of America, CWA. Okay, we're gonna start with action items and we're doing 8.1, which is one which our friend was here for, there he is. To approve the naming of the auto shop after Bill Sunderland. Elaine Ligaretta, Principal, Watsonville High School. My name is Elaine Ligaretta, I'm the Principal of Watsonville High School. Thank you, President Osmondson, Superintendent Rodriguez and trustees. I wanna tell you a little bit about Bill Sunderland but I wanna echo up front that this is a widely supported measure and I appreciate your support on this. Bill Sunderland started his teaching career at Watsonville High School in 1970 and retired in 2017, after 47 years. Wow, Bill was hired at a time when there was a need to rebuild the auto program. He built a strong program with five classes each day and touched thousands of young people and their families in the community. I recall as a student at Watsonville High School, girls did not feel comfortable in general auto shop classes. So he developed a course that covered the basics in case of a breakdown. He wanted to keep us safe. Over time, that barrier went away and Bill often commented to me on how much he appreciated the young women in his classes as he knew each one sincerely wanted to learn about engines. Bill's education pathway was unique. He studied general education at Humboldt State, received his Associate of Arts in Auto Technology at Santa Rosa Junior College and received his Bachelor of Arts in Industrial Science at Chico State. On a trip to visit his parents in Pacific Grove, Bill dropped in to visit Watsonville High School upon hearing of an opening for the auto program. He took the position and never looked back. Bill felt the program at Watsonville High had more potential than other programs he had visited due to the size of the shop and interest at the site. Over his 47 years, he trained a large percentage of our local auto mechanics, serving as a reference point for employment and keeping his year open all across the valley for job opportunities for his students, current and former. He is so respected throughout the Monterey Bay area that he was asked to teach shop classes at Hartnell and served on the planning committee for Hartnell State of the Art program redesigning construction. Here are words from a few of his former students. Jim House. Bill was my advisory teacher in the early 1970s and I remember seeing him walking to work as I drove by in the morning. Bill lived close to the school and always wore his shop coat as he walked to school and he walks fast. It said a lot about Bill as a teacher and community member. After I graduated, I reconnected with Bill when I began teaching courses for the regional occupational program. I worked much closer with Bill when I became the assistant director and was impressed with his attention to detail. Steve Dobler, Watsonville High School graduate and business owner. He's constantly asking about my family and former classmates. Evan Clark, current Watsonville High School teacher. He was a great teacher mentor and friend. He worked well with students and had a real passion to teach engine repair. David Petino, current Pajaro Valley School District teacher. I think naming the shop is well deserved as Bill spent his life advocating for vocational career technical education. As for my thoughts on Mr. Sunderland, he's been a tireless advocate for career technical education his entire year, always reminding us that not everyone is going to college and that technical reading and writing is more rigorous than most college reading. You're an avoider of assembly instructions, you know what we're talking about. Math needs to be a second nature for an auto mechanic to achieve effective engine operation. After his retirement, Bill has mentored our new teacher in building the program and we continue to enjoy the photos he takes for Watsonville High School at school events, just as he has done for over 30 years. It is important to recognize that Bill could have made much more money had he spent his work life repairing cars. Instead, he chose to share his level of mechanics with young people. I'm sorry. Inspiring them to follow the passion and to make great impact on his community. I'm proud to request that the Barbell Unified School to dedicate the Bill Sunderland Auto Shop. If you're here to support Bill, could you please stand? Thank you so, so, so much, Elaine, for telling us all about him. Thank you so, so much. So do I have a motion? All right, I forgot about that. Now David Turin, thank you. My name is David Toryumi, the owner of Toryumi's auto repair. I was lucky enough to have Bill my senior year in high school. His classes were really hard to get into. I went the first semester, I went in as a beginner, beginning auto shop, and Bill worked really hard and got me to advanced auto shop by the end of my senior year. When Jim House told me that they were thinking about naming the building after Bill, I was ecstatic. If there's anybody who deserves their name on a building, it is definitely Bill. His integrity, when I first started my business back in 86, Bill was one of the first people I got a hold of. And when I ran into situations, Bill was the first person I got a hold of. So after Elaine, there's not a whole lot more I can say, but it would be a well-deserved opportunity for the board to put his name on the building. Thank you. Thank you. Next we have Kenny Knutt. I'm Kenny Knutt, coach. He knew of me before I was even one of the students. My dad raced cars and was very successful. I was always very mechanical, and coach looked out for me, got me a job with a very big national contractor here in town, got me in the apprenticeship program. We've always kept touch, not as much as I should have, because I was always pretty busy, but for him, for us to name a building after him is there's nobody better. And just, you know, if I never thanked you, Bill, thank you. I went on to be a successful race car driver one time myself and equipment manager at the Air Wilson Corrie, an aromest, the big gray hole there. So he could have made a lot of money off doing things because he's got a lot of talent, and he chose to get a lot of people, thousand people to the level that we went to. So just thank you, Bill. Thank you. Don't forget, I always thought it was named after him anyway. So. Next we have Freddie Rocha. So, I too, I went to Watson High School. I was basically three years, I spent at UTI, I mean, with a coach, Sunderland. Basically, in my last year, I became kind of his assistant, I was helping him. He inspired me to basically continue on, I mentioned my medication, and then I became, now I'm an assistant maintenance manager for Santa Cruz Metro. And many of you might not know, but the last couple of years I've been working with him, we've been trying to create a partnership with Santa Cruz Metro, which I'm still gonna continue to help out, but basically he inspired me to help out the community. So, again, I hope you approve that, you know, naming the shopper, coach Sunderland. Of course we do. Thank you. Thank you. Wow. Pretty amazing, the amazing guy. Okay, now can I have a motion? I'll move to approve the naming of the shop after Bill Sunderland, and I would hope that my colleagues would allow Trustee Dodge Jr. to be the one to second that motion. I'd like the second that motion. Thank you. All those in favor? Aye. Obviously none opposed, obviously. Okay. Is there any discussion? I'd like to say something. Okay, yeah, discussion. I'd like to say thank you, Mr. Sunderland, for close neighbors.  I know you and my predecessor have, want to continue, you know, hands-on classes and I will be asking you for guidance. You know, I see you at 7-Eleven walking around and I hope to continue talks, because I think, you know, your dream and all these people here, you made it come true, so I'd like to continue talking. Thank you.  Bill, would you like to come up for just a minute? Good, do you want to come up? I got the nickname for Coach because two young men from Mexico, just here, very nice young men, they just not pronounce my name, Sunderland, who is Scandinavian.  And I said, what? And then I realized in those days, every PE teacher coached. So they thought it was like Professor Maestro and so I said, sure, this best these guys are gonna do. And they were showing respect. A month later, the principal walks by and says, hi, Coach. And then I was talking to a state of California and about something about vocational education and the guy stopped and said, I know, I know you. And I said, well, you know, go to meetings and stuff and goes on about three times and the third time says, are you the one they call Coach? And I said, yeah. So the state of Sacramento knows who Coach is, they don't know who's anyone there. But it's been a pleasure. I kind of got a feeling you should do what you got talent for. I discovered in student teaching that I had a talent for it and I enjoyed it. It's been a real pleasure. I hated to quit, but I have three grandkids. I have to spend time in Salt Lake with. I just can't be tethered anymore. But I was only going to teach for two years and go make some money. I started at $7,400 when I signed on. Pleasanton tried to get me to break my contract twice because they wanted me, but I think I made the right choice and I don't look back on anything. It's been a great time. Thank you. It was a fun agenda item. Okay. Now we're gonna have, what did you put? Memorandum of understanding between PVUSD and vision to learn, which I'm pretty excited about too. It's gonna be presented by Michelle Rodriguez, Dr. Rodriguez. All right, so thank you very much. So this item actually came forward at the request of trustee Dodge Jr. So he had requested that I look into trying to figure out if we were to be able to provide vision screening to all of our students within the school district. So we currently do it for T through the DNTES program. And so through this memorandum of understanding with vision for learning, vision to learn, excuse me, we would be able to provide not only free screening for all of our students, but any of our students, and this is at Title I school. So there are two elementary schools that would be excluded at this time, but we are in conversations with Salupa Lejente to see if we can ensure at least the students that are underprivileged at those schools if they would be able to have contact. But what would happen is our nurses are stepping up. So our district nurses would be willing to be the point person. They would be there the day that the buses are there. The students would be able to get the screening. Any student that came back needing a referral would actually be referred out and receive free glasses. So there would at no time be any cost to any of our students or parents or us. And we feel that it is a really good process. We would be doing it at the beginning of the school year. So the reason why we're doing the MOU right now is so that we can make sure and set up the dates in time and get our allocated spots now for the beginning of next school year. Okay. Can I have a motion? Okay. Are there any public speaking? Okay, any discussion from the board? I would just like to say thank you Michelle and thank you everybody who helped me put this together. I think it's important that we help the children when we can and that's why I'm here and that's how I was elected. So thank you very much. So all kids today have access to pediatric care. And so how will this impact the billing at the pediatric office? If somebody else is billing for these vision services and then they go to a pediatrician or go to one of the safety net clinics that in their well child checks they're also getting vision screens. Yeah, so through vision to learn we are not providing any information to about our students. So the question actually came up prior. So Salupa Lejente would still be able to do duplicative services for the children. What this would allow is all children whether they have healthcare or not whether they're registered or not would be able to receive the services. But it actually wouldn't mean that other services could not be provided to them but they would all be screened for us so that we'd make sure that all children either have a pass fail. Okay, thank you. I just, my question had gotten answered about the duplication of services and I just wanna acknowledge the work of this and what an opportunity is for our students who might have need for this and to acknowledge our district's nurses coming as a nurse myself just being willing to interface and take this on. Yeah, I made a second. All those in favor? Aye. All those opposed? Okay, seven zero. 8.3 core SIPs contract. This is pretty exciting. So this is the third contract that we're bringing forward. So as you may remember, the last year we did the first core contract which included the first three pilot schools. So we had a combination, what happens within those schools is we have both support for principals, we have support for teachers and job embedded training. That means that it actually happens within the classrooms with the students so that there's modeling that occurs. This past year we had a much larger contract and we added on six additional schools. So the first year you may remember we went from 72% of our first graders being now able to read decoded texts to 92 at those school sites and we went to nine schools this year. The goal is next year to encompass each and every school. The only school, and you'll see it on the chart there, the only school that is not included, there are actually two schools that will just be using it as an intervention process and that would be Rio de Mad and Valencia Elementary and that is because of the scores of the students, it's just necessary to be intervention. You will also notice that this is a much reduced cost. So last year it was 300,000. This year it is much reduced. The reason for that is we have built capacity within our own teams and so the only thing that we're bringing forward is the teacher component now. We're actually in-house doing the principal component and so it has been reduced down to 126,000 versus a little over 300,000 last year. So we're trying to augment to all schools and also make sure that we're being sensitive to budget but this has been a very successful project and we have seen extreme results with our students and as we know, we need to get our students reading at Kinder 1st and 2nd grade. We cannot wait to determine if they're readers by third grade and so I ask that you approve the contract. No, absolutely. Can I have a motion? Move approval. Any public speakers? Okay, and discussion from the board. I just have one question. Since I'm familiar with the steps. Is there plans to go forward? I know you do principal in-house training but with teacher in-house training eventually too. Yeah, so after this next year we'll determine if we need them at all. They are aware that we're trying to build them out of a job. So it will likely be greatly reduced. This coming year we're planning on doing teacher expertise within the schools so that when we get new teachers on we have people who are already able to support. So you can for sure ensure that the contract will be even lower the following year. We may not need one at all. So we're trying to build capacity. Jen. And I just wanted to acknowledge that I've had a number of parents in my area looking forward to the expansion of the program and I understand it's not the baseline for Rio but I love that it's still gonna be implemented as an intervention strategy. Any other comments from board members? This is an evidence-based program that we had implemented prior to your coming here. What we found out shortly after you got here is that it wasn't implemented correctly. So I'm very pleased with the results that SIPS has provided and provided to our kids and their scores so far and so I'll be supporting this contract. Thank you very much. All those in favor? Aye. All those opposed? Seven zero. Okay, now eight board four, we're gonna have a low performing student block grant and I think it's for our middle schools. That is correct. In fact, I wanna honor some of the folks that are here with us here tonight. Our middle school team, we have about eight out of the 12 that were able to make it tonight. I know it's difficult to get away from families but it definitely shows the commitment level that our middle school teams have towards working through this process too. A few things in regards to the low performing block grant. It was originally initiated as a state initiative so that funding came through based on a couple of pieces. Those pieces were essentially low performing in English language arts as well as mathematics. As we referenced last time, we met with the map results, our middle schools were definitely needing some of the additional attention in order to make sure that we had growth in these areas as well. They are the target of the funding that we are looking at for this grant. We're eligible to receive just a little bit above the $1.2 million mark. That plan though requires a few things to be put in place. The first pieces is that we have to make sure that we put together a plan that is strategic enough with evidence based protocols. Again, that goes back to that conversation. You guys were just having in regards to things being evidence based. So the state requires that through the grant as well. We also have to show what the metrics or the measurements are gonna be of those projects. And in addition, it requires the board to approve us receiving those funds as well. So tonight, graphic should be very familiar to all of us in the room, but it is what we've designed as a district to make sure that we get through initiatives and really reach towards that goal. So what are the structures? What, how, and why we get there? All of the pieces that we're looking at this evening are anchored to this as well. So you'll see those noted. We've identified the target as being middle schools. Our middle school team has worked with us as well to look at what are the areas that we can focus on as a group and really have some deep professional learning around. Those areas are student connection, literacy achievement to get that vertical alignment and building capacity. What we've done is broken these down into three different areas. You'll notice up here that you are seeing the student connection, which refers to the climate and culture. Some of the areas that we're looking at is with our PBIS piece, that implementation level that you guys are talking about and referring to is really launching things in a way that things are being done correctly and well. That includes looking at our tier one. So there are rubricing pieces that go with our climate and culture initiatives that aren't being utilized as well as they could be. So that's an area of focus for us. In addition, Strengths Academy, which is another vertical alignment that you'll see to the high schools. So our high schools are currently using Naviance that looks at Strengths Finders. This is a middle school addition, so to speak, that will align well with our Gear Up Grant and some other folks that are coming on the table with us as well in partnerships. And then the last piece there that you'll see is the professional development. So really spending time to make sure that it's not an option, but we are making sure that our folks are developing and going to trainings that are appropriate to really build the work out. To the right-hand side, you'll see where those stars are, those stars are connections to the work that we said that we were gonna do as a district as well. And then the measurements that you'll see, there's a state application process for PBIS. So it will require us to put those forward as well. And the TFI is the rubricing piece that gets done twice a year as well. So that'll give you guys a parameter as to how well we're doing with those initiatives and indeed moving forward. And then five-star student data is a collection tool as well being used at two of our high schools currently. But it really looks at getting the data of who's showing up to what events and which students are we not reaching so we can be more particular about how we engage kids and offer them different connections. And the second piece of the recommended plan is literacy achievement. So this is an alignment with our elementary side. So really looking at what is the next step in our literacy achievement levels. And part of that is looking at the collaborative levels that we've had. So you guys have often asked that if there are positive practices happening on some of our middle schools, how do we get additional folks to the table to see those as well? So this actually is the effort to do that. And what it looks at is getting all of our sixth grade teachers together in English language arts to be able to have those conversations and really look at best practices specific to long-term English learners. So what are the strategies that are working well and looking at analyzing student work? So are we anchoring ourselves to what we should be seeing in classrooms and really building out what the pacing and embedded assessments are? So again, not additional assessment, but are we using the tools in the curriculum that's provided to its fidelity to really make sure that we're seeing those growth patterns? You'll see the measurements in that is the embedded curriculum assessments already and then student learning data. So that's a position that we're already working in and it aligns to another section that you'll be looking at tonight with Youth True Survey in terms of what kind of feedback do we give? The last piece of this is really looking at building capacity. So we've referenced this before but in relationship to the site instructional leadership. There are some pieces that as you learn and as you grow, you start to get better at. And part of that is looking at the number of initiatives and the number of system integration pieces that we have and making sure that we're doing that in a way that isn't overwhelming our teachers but is also responsive to the fact that we wanna connect those pieces because that's the deepest dive that we have with really having our students achieve. It also looks at key strategies for change. So those small win areas, do we have the right core team? All of those questions will be posed and that will be part of our process through data as well. Effective facilitation and cognitive coaching. So we often talk about what are the strategies when we are trying to get students to move but we don't necessarily talk about the strategies of how do we make that shift sometimes with teachers and how do we do that in a responsive way that's collaborative and empowering to our teachers as well. So they're a part of this process as well as you saw on the last slide in regards to that collaborative level and really having folks anchored to this work. I think I was pretty good on that. I was gonna say, I thought I heard too that there's gonna be particular focus on for example, Pato Middle School and EA Hall in terms of where they're at in terms of their English language learners and all that. Sure, so this is just in relationship to the low performing block grant. There are still other measures. So we have CSI funding in addition to some other initiatives that we've already started at both of those schools that will continue. So these are the joint pieces that you would see across all of our middles and that would include Aptos Junior in this mix as well. Okay, oh, it's much bigger. Any other questions? Board comments? No comments. So this is great news. I like the fact that we're working on school connectedness. I know from some of the visits that I've had in different middle schools that's the thing that was lacking, I feel. And I heard it from Ato and his team, the fact that we did away with the activities directors within those middle schools. So I'm not sure if that's the case for all sites, but it's good to keep our students engaged and connected to their schools. I think that's the way we keep them in there, right? So it's good that we're moving in that direction. I also like the fact that we're focusing on strengths, finding the strengths of students. I think oftentimes we tend to focus more on the weaknesses. You need to improve in this area. You're lacking in this area without leaving much room to really delve in those strengths, the strengths that they do have. So I think that's a move in the right direction. And obviously the best practice is learning from other middle schools. Why are they doing right? It's working. What are we doing to ensure that we implement those across the middle schools to ensure that we're effective? And the fact that we're also taking into account the feedback that we're receiving, not only from students, but teachers and teacher involvement overall. So I'm really excited about this. And it's good funding. Going to a amazing cost. So thank you for the work that the team has done to make sure that we have this funding allocated. Thank you. When will we have our first set of results coming out from this block? So what we'll be doing is pushing forward, assuming that it all goes well this evening in the end of discussion. We'll go ahead and make sure that we receive those fundings, but we've already started this work. So part of this, yes, it is contingent on funding, but a lot of these pieces can start to be set up now. During our last principles meeting, we had some of those conversations already about assigning specific positions or leadership pieces, as well as looking at our grade level spans and who will be sitting on some of those committees moving forward too. So some of that legwork in the front of it is done so that we're ready to hit the ground running as soon as that funding drops. And this is primarily going to two middle schools? No, so this is primarily going to five middle schools, but we've also made a commitment as a district to that out-tossed junior. Sorry, I know you said that. Yep, sorry. Yeah, so that's what I want to know, because that's five plus. So we've gotten millions and millions and millions and millions of dollars worth of grants that have been funneled directly into low performing schools with zero results. So I want to see some results. We have a ton of data points for us to be able to bring forward, so we'll know. No, yeah. Absolutely. It looked like you were going to make it come in. Yeah, I just want to say I'm just so glad I can see from the fact that they're even here, so many middle school principals that are here that I'm just so glad that they really understand the importance of, for example, working together and being really collaborative in terms of putting out this program in terms of data, in terms of connectedness as Maria talked about and all that kind of stuff. So it looks very positive going forward. And so we have to take action, make sure that your funds come in. All right, do I have a motion? I'll make a motion to approve. One second. And no figures, obviously. All right, all those in favor? Aye. Aye. All those opposed? Seven-zero. Thank you. We've got lots of really great agenda items tonight, lots of really great ones. This one's a really good one too. This is 8.5 new classification descriptions, school vehicle driver, and that's going to be presented by Chona Killeen. Yes, thank you, President Osmondson, board trustees, Dr. Rodriguez. This is a transportation, Katie Powell, director and work with CSA and HR because this is a classification that will give our transportation department more flexibility in transporting our students. I will defer the rest of the specifics to personnel director, Pam Shanks, as this is an item that was also co-submitted to the Personnel Commission. Good evening, President Osmondson, board of trustees, Superintendent Rodriguez and Cabinet. I am bringing forward the following class description of school vehicle driver, which as Chona mentioned, was worked on in collaboration with human resources, transportation administration and CSEA. Transportation administration is always looking at ways to save money and be more efficient in their department, so they brought to human resources a recommendation to create a position to help solve a challenge that they have been facing. Transportation has been utilizing outside companies to drive students with unique needs or circumstances. Taxes, yeah. Partially, yes. Partially, taxes. Yes, and these outside companies also have other kinds of vehicles that they utilize as well to drive students that are not able to ride on a school bus. After conducting a cost analysis, the administration and transportation found that there would be a savings to the district by hiring our own employees to do this work instead of using the outside companies. The goal is that over time as we continue recouping costs by providing the service in-house, the program can expand with the purchase of additional vehicles and additional staff. Transportation did have the opportunity to purchase two vehicles actually from adult education and Rich Ariano worked on brokering that deal, if you will, between the two departments, so that was where this all got started. The collaborative work with human resources, transportation administration and CSEA resulted in the attached class description brought to you for approval tonight. As you remember from the last board meeting, there's a dual responsibility with creating new class descriptions with the personnel commission and the board and the class description presented before you was approved by the personnel commission at their January 31st meeting. The salary recommendation made by the personnel commission was at range 32 on the classified salary schedule. After further conversation with CSEA, the district and CSEA did agree to place the position on range 33 of the classified salary schedule. Agreeing to this range placement does not disrupt the internal alignment of classifications set forth by the personnel commission so that range placement can move forward. So I asked tonight that the board approve the attached class description of school vehicle driver with placement on range 33 of the classified salary schedule. Can I have a motion? I'll second. Okay, no public speakers. Any discussion from the board? Do you want to say something? No? Oh, I guess you could, I guess you could go. Any discussion from the board? No. Okay, well, I'm very excited about this. It's gonna happen, you know. Dr. Rodriguez talked to me about it. I was like, whoa, it sounds so great to have our in-house people being able to do something which, you know, she explained to me that I guess there's other vehicles, but that we have to actually have taxis to pick up our students, pay for taxis to pick up our students, ooh. Okay, so I'm so glad about this. Thank you. All those in favor? Aye. Aye. All those opposed? 7-0. Okay, the next one is 8.6, Approved Memorandum of Understanding between Community Pro and Watchful Aptos, Santa Cruz 2, Adult Education. Good evening, President Osmondson, trustees, Dr. Rodriguez, and Cabinet, this is an opportunity, this is a good opportunity for you. We are looking at an MOU with Community Pro, which is a division of the parent company is Literacy Pro, and it's a web-based case management platform to monitor transitions from our students to Cabrillo and other agencies, and then you say, well, wait a minute, you're gonna share data? Yep, we can because it's covered by FERPA, the Family Educational Rights and Privacy Act, so we can share this data and it's, you know the best thing, it's gonna be good for our students. We haven't been able to monitor the progress, so we're going to share our student data with Community Pro, as will Cabrillo share, their data with Community Pro, and other consortium partners to monitor where the students go between agencies and the different services they have in our region. So this is an MOU just for your information and approval. Thank you. Can I have a motion? I'll move. A second. Any discussion from the board? This is great. Thank you. All those in favor? Aye. All those opposed, 7-0. Okay, 8.7, second reading update. And this is Michael Berman again. Hi, Michael. AR 5125, student records. And this is a second reading. So do you, oh, what, the script? Well, these are second readings and staff has ensured that any feedbacks provided by board members and received prior to the posting of the agenda has been incorporated. Okay, so can I have a motion? Some public speakers. Any discussion from the board? Okay, you have a second. Okay, all those in favor? Aye. Aye. All those opposed? Okay, this is a second reading update guidance counseling service. I mean, I almost, yeah, so, I mean, I actually have some, I was gonna, but I can talk to somebody about this later, but okay, kind of a motion. I'd like to make a motion to approve this policy on guidance counseling services. I'll second. Good speakers. Okay, can I, all those in favor? All those opposed, 7-0. Second read update BP1312.3 UCP. What is, I forget what that one is, UCP. Okay, what was it called? Uniform complaint. Oh, that's it, uniform complaint, okay, right. Can I have a motion? All those in favor? Aye. All those opposed? 8-10, second reading update AR1312.4 Williams uniform complaint procedure. Oh, do I have a motion? A motion. All those in favor? Aye. Aye. 8.11, professional service agreement, fiscal consultant services. And this is a different one. See you soon. And Michael Berman doesn't have to be up here. This is done by Joe Dominguez, CBO. Good evening, members of the boards, Superintendent Rodriguez. This evening we have a consultant contract referral from school services of California. As you know, we're in a transition as a district in our financial software for escape, transitioning into that program in partnership with the county and districts also within our county. That is going to be a huge undertaking with multiple trainings by departments and then also some protocols that we need to implement internally and also look at our other areas that we can be efficient, what the system can accomplish that our current system digital schools cannot. So it has a lot of complexities wrapped in within that. Another component of the consulting agreement through school services of California is we have our new Governor Newsom who's projected preliminary reports in January for a fiscal outlook. And now we've got recent news of some adjustments within the state economy not being as productive or revenues as predicted. And so there will be some necessary adjustments to our budgets, to the May revise, and the services provided by the consultant, Mrs. Irma Monzo will assist us in auditing, verifying, double checking our multi-year projections, our assumptions, the necessary adjustments that we need to complete by line item within our budget codes throughout our system. And another component of that huge undertaking that we're part of this transition is as the district entering to negotiations. So there's a lot of work that also has to be completed on various scenarios given that financial data and assumptions. And so in preparation for negotiations as well in a parallel track, there is additional need for support. Another component of the contract where it's looking at a transition not only for escape, but internal timeline that we have for the various interim reports in our annual budget, but also a transition for continuity within our fiscal services division. And so we currently have some management as we know sometimes yours as service and retirement this year or next year and some transition. So this role would also assist us in confirming our internal practices and just making sure that we have a process and transition plan to move forward. So all that in summary is the role of this agreement and I'm recommending for, and asking for your support for approval. Can I have a motion? Second. Second. Any discussion from the board? I have a couple of questions. Is Ms. Monzel here today? No, she is not. She is the start date depending on board approval is March 1st. And the other point that I forgot to mention is this is actually cost neutral for the district because what I'm using is the savings from the vacancies that we had for the risk and safety manager and also the payroll and benefits manager. So we had that line item within the budget because those positions were vacant we're able to use those savings. I just ask next time when consultants come if they can show up because I like to see who they are. And we always hear the term consultants but we don't see a face. And so I'd like to see that. Well done. And where's this company? So school services of California is a statewide agency based in Sacramento. They are formal CEO was Ron Bennett. Now John Gray is the president and they assist districts, K-12 school districts and community colleges throughout the state of California in fiscal matters and fiscal advisory, negotiations, multi-year projections, annual budgets, et cetera. If in the future if we can find consultants that are local around here, I think that'd be nice. I know how it goes. Thank you, you're welcome. Why exactly do you feel this consultant is necessary besides the implementation of new software? I think some of the other components that we need to within our multi-year projections is the support piece and confirming, analyzing and auditing our adjustments and the various assumptions. I believe with the multiple facets that I described we have the new software implementation which is a huge undertaking. We also have the May revise that we know there's gonna be adjustments made as well. And then also we have negotiations to talk about multiple facets all at the same time. That's, there's a big need. And then also a long-term transition plan that I mentioned is making sure that we verify all line items, we check triple check our numbers and just making sure how we can become more efficient and working on a transition plan for long-term. And that's kind of all compiled into one. Hi. Hi. Thank you. So thank you very much. So I was referenced earlier in the night that in the 2017-18 school year we did experience very challenging negotiations as well as the expansion or revision of various job descriptions. So in September 2019, CSEA, PVFT and PVUSD committed to beginning LMI, so labor management initiative in an effort to build more collaborative and also a positive working environment for all employees. And so current cabinet, specifically Dr. Colleen is dedicated to moving this work forward with LMI with the ultimate impact on our students and families. And so you will note that in the contract, everything is identical except for just two areas. Her contract was originally when she first came into the district which occurred on May 10th, 2017. The only two areas of difference is that her term has been extended and that her base salary was updated from what she was provided when everyone received the raise on May 23rd of 2018. So there is no salary increase other than what was given in May when everyone received their increase. And so I asked for the approval of the contract. I have a motion. I'll make a motion to approve Dr. Colleen's contract. I'll second. Any discussion from the board? Yeah, Georgia. Hi, Chona, good evening. I just need to, I want to reiterate kind of the stance that I made at the last board meeting, not approving the other assistant soups contract and make sure that you understand, I will be voting no on this tonight. I really do believe this governing body needs to take a hard look at these contracts and also evaluate the size of the cabinet. We're clearly not there as a collective board. So I'm gonna have to vote no, but please do know it's nothing that's performance-based, you are great. Thank you. Okay. Okay, yeah, Jen. So as we know, I've been going over the budget and one of the things I ran around in my campaign is looking at reducing district cost and seeing if we can combine jobs and job titles. And Dr. Rodriguez is working with me with that in providing me with job descriptions for everybody and looking and seeing what we can do. So as I did before, last time I will be voting no and it's nothing personal. Okay. All those in favor? Aye. Aye. All those opposed? Aye. Aye. So it's five, two, five? Five, two. Can I just say that? Okay, 9.1. And this is gonna be exciting too. This is the Youth Truth Survey Results and Safety Plans report by Dr. Rodriguez. Yes, thank you very much. So I only get a portion of this time so I'm actually gonna be doing the Youth Truth Survey Results and then following up from that will be Kristen Chaus who will be talking about the Safe Schools Plan. So we have quite a bit in this action item. So one thing that we had talked about is when we came up before, we talked about the Healthy Kids Survey and a lot of us were very interested in the Healthy Kids Survey but there was a couple of problems with the Healthy Kids Survey. One, it didn't cover all grade levels. Two, it was not every year. And three, it didn't include our parents and our teachers. And so because of that, we committed to saying we wanna hear from our community and we wanna hear on a consistent basis. So it's not just every other year at fifth, seventh, and ninth grade level. And so because of that, we did so. So we did hear over from 12,000 PVUSD community members. The majority of them were our students. So this isn't available for K-2 students. So this is only available for grades three through 12. You will see that because of that we had about 80% of our third through 12th grade students take the survey. Most of that was because they did it within class time. And so that's why we got such a good, a good, you know, rate on it. We did not, and I met and spoke with the D-LAC on this, we did not get a good parent response rate. So we only had 926 parents that took the survey. And most of them were from the North County. So the South County was not well represented for the most part. So this is something that we do need to work with our principals on. And we'll talk about it a little bit in the future. We did have about a thousand staff members and take it, that did include both certificated and classified staff. And so when you look at the survey topics, you'll see what's highlighted in light blue. Those were the things that were commonalities. And so you'll see that for the most part, we talked a lot about engagement, culture, and relationships. And then for family and staff, we talked about communication. We did talk about school safety for both students and families. And I'm gonna talk a little bit about what our results were. So you do have this. If you can't read it, it is online for you, but we're kinda known now around here for our one-sheeters. And we talk about the one-sheeters because people's really ability to sift through large reports is sometimes their desire to do that, not their ability, but their desire is limited. And so we're really famous with doing one-sheeters. So what you see on this first page is really talking about celebrating our strengths. What you'll notice on students and staff is that 31 of our schools, which is all of our schools, 31 of our schools were able to complete or had enough students and staff to complete the survey. Unfortunately, we only had 20 schools that had 15 or more parents that responded. So that's a problem, right? When you have 11 schools that can even get 15 parents to do it. So as we, now that people see the, what actual information can be provided, then we're gonna make sure that more and more people do it. What you'll see is the areas of strengths was for students with relationships. That was actually mirrored when I did my listening sessions. People said that they felt connected, they feel heard by the people that are around them. Parents talked about engagement and staff talked about engagement. And you'll see one of the comments or quotes that was there.  So what we're gonna be able to do is we're gonna be able to track progress, right? We're gonna be able to look at, by what we're doing, do perceptions change and do they improve? So what you'll notice, and I should have been a little bit more explicit, is where it says 25 out of 31, that means that 25 out of 31 schools beat the national average. So we don't want to just be in the 20th percentile. We don't want that. We wanna be above the 50th percentile. So these are percentiles, meaning that not everyone can't be at the 100 percentile. So it's the bell curve, right? And so we wanna be on the other side of the bell curve and beat that. And so you'll see that students in grand, majority of the schools really feel relationships and connected and you can see the others. Now for, I mentioned that, because now for students, it was a little bit different. It's kind of the same, but it's labeled a little bit different for the elementary schools. A lot of the elementary students were saying only one of the 16 schools was above the national average in this area. And basically you'll see for both elementary and middle where it was six out of 16, it talked about academic rigor and about really having to think hard and work their hardest to get good grades, right? And so that's something that we're going to look at, consider, look at what the perception of that was and really make sure that we that we're challenging our students to the level which they believe that they can be challenged. For elementary, it was for parents where we need to focus on is really feedback and communication. What they're saying is I don't know where my child should be and what they should be learning at the specific grade level. And so we need to do a better job of communicating that. For secondary, it was around culture, it was around feeling valued at the school sites and feeling welcomed at the school sites. And then for staff development, these are our district level warts, right? These are things that we need to work on as a district. So really providing the professional development necessary. So continuing to provide the support. So we've talked quite a bit tonight about good implementations of programs, right? Doing it right, providing the coaching, making sure that people feel supported in the work. So that's that providing feedback to staff. So remember, this is teachers and classified staff, so it's both. So having people both positive and growth areas, they want feedback, right? We all want feedback. We wanna know what we're doing well and what we need to improve on. And people are saying to us, we're not receiving that feedback from our supervisor. And then also that they have the resources. So we know that for many, many years, we didn't have new curriculum out there, right? So now we have gradually been purchasing brand new curriculum as we move it forward. We'll be bringing the ELA elementary curriculum for adoption to you soon, right? So we wanna make sure that we have materials out there and able to support that. So I wanted to show you kind of how it goes with reading the graph. So the key on this is that everything is averages, which gets skewed. So if you look, I'm just gonna go for time purposes, I'm gonna go straight to our scores instead. So if you look at the top score, this is on relationships, this was the high one, right? For elementary, you'll see what the district average is up at top. So the district average was 4.10, which was the 50th percentile nationally, okay? But what I want you to see is how it spans, right? All the way up from real that mod, which is about as far over as one can almost get all the way down to landmark, right? So the reason why I show this slide is because we have to, as district level, differentiate for these scores, right? So obviously the schools that are on the right side of the 50th percentile are doing something much different than the ones on the left side of the 50th percentile, especially when you're getting down to like these bottom five that are there, right? So that's the elementary. And then this is just the exact same thing, but at the high school level, right? So high school, which was an interesting trend for us, is high schools felt, for the most part, had better scores all the way around, which is sometimes not always the case. But you can see though still that it had, there's a significant difference between your highest score and your lowest, right? With high school, of course, we know, which is why some people choose that type of high school. Your smaller high schools generally did better in the relationship category, right? So you have Renaissance that has a 15 to one ratio, right? So they, of course, probably should feel more connected and more relationship than when you're going closer to the 28, 30 to one ratio. These are, so what we did is we have ratings for each one. I just wanted to quickly show you, so this is what we're focusing on with sites. So each site, this is district, but each site is able to see their scores for students. And so you can see where they kinda ranked in students, right? Families. So if for high school, this was, you could see the difference between look how the students rated and the students actually rated pretty high, but then you look at the families and you can see that we dropped pretty significantly in a lot of areas, right? So then the question is, you know, what can we do about that? And working collaboratively to try to figure it out. And then you can see staff. And you can, for staff, it was also the same trend. High school staff scored much higher in general than the other two areas, although the parents did not, but you can see like high school staff rated relationships at 72% tile, which is really strong, right? So then you may say, okay, so what are you doing about this? So you have all the information, let's not just let this dive, right? So kind of building off of what Maria had mentioned before is we wanna build off the identified strengths, right? So we wanna know what do we do well and then develop action plans to address areas of growth. On March 14th, all the site admin, they've already received access to this for a while ago, but they're gonna get additional training to really dig deeper into their data and then generate individualized plans, right? So what do we do with what we know? What do we keep doing that we know must be working because our scores are really high in those areas and what do we need to do to support the lower? Then on March 15th, after everybody's received that, then we are with the lowest six schools, elementary schools and the lowest five secondary schools. We are holding discussion with those schools that consistently scored low in all categories to provide them supports and just strategize they, okay, so we notice this, like what did you think of yesterday? What was your individualized plan and just give a little bit of different support. And then when Ms. Perez comes back with the LCAP in May and June, then you will see some of those district-wide actions or those district-wide actions actually embedded in the LCAP. So that's what I am born the parents of D-LAC as well. So you'll see that in there and move it forward. So it's up to you, president, if you'd rather go first to the safe school plan or if you would like me to pause for questions on my piece and then go to safe school plan, what would you like to do? I'll do questions in case on your plan first. Okay. Okay, so is any questions from the board about her plan that she did? No? Comments. Well, comments then, comments. As far as the parenting involvement piece, I was actually pretty surprised on no more parent participation from South County. So are we currently looking at strategies that we hope to implement in the future to ensure that that changes? And if we are, I would like to offer some that I came up with. Okay, great. So back to school nights, we already have parents there. So incorporating that as part of that, the annual parent conference, maybe having that as a piece.  We already have them there. That's 250 parents, right, from South County. Parent-teacher conferences. Have that be part of what they do. Homework assignment? I don't know. I don't know. I don't know.  And maybe it came to a roundup. So those are just a couple of suggestions I have. They're already there, so might as well, you know, engage them as much as we can. Just to kind of say what Maria's saying. Maybe the city could help us. Maybe we could partner up with the city. I know they do a newsletter. I'm not sure if it's monthly or bimutely. Maybe, you know, we could get on that newsletter and ask for help. Or even on that same note, they also have after school programs, like flyers and a couple of others that I think if possible, we may be able to have that discussion at the Intergovernmental Committee meeting coming up soon. I'm Maria and Danny. Parents maybe have a site at the school because parents will sometimes walk into the office or do drop-offs, maybe have a computer set up where they can take the survey right there. Might help maybe a lot of people feel they just don't have easy access to a computer, which might be a problem in South County. Maybe partnering with the library to get them that survey done. Great, all awesome suggestions, thank you. So I did take the survey and I don't have a super clear memory of it, but it was really long. I remember that and many of the questions are asked in a different way, but multiple times, which I get because they're trying to validate the answers. But for parents working two and three jobs just trying to pay their rent, I mean, it seemed like a long time. And if you want some sort of more qualitative comments embedded in there, which there were room for that, I would talk to the company who makes this and see if we can shorten it up and make it easier for parents to take the time to give you feedback. Give us feedback. So then we'll move on to the safe school plan. Good evening once again. A few pieces each year, the state requires the board of trustees to review safety plans that are being submitted. That's per education code. Historically, the county has issued us a template to be able to use that. What they found during an audit piece with the county was that that template was lacking certain functions that the state required. That required us as well as the county to move to a new system and platform. That platform is dock tracking similar to what we've used for SPSAs and other pieces. And it is the state recommended platform at this point. So this year we embarked on that, moved to the safety plans being in DTS, dock tracking. This process begins with school officials, law enforcement, parents. It is a full review of what the safety plans look like. They come in two parts. The first part is basically looking at a lot of the board policies that govern the transactions that happen on our campuses, which is the sample pieces that you have attached inside your board docks as well. You had one from each level, an elementary school, a middle school, and a high school sample. Essentially what ends up happening with the first part is those board policies that we discussed in terms of governing things like bullying, uniform complaint procedures, et cetera. I will say that we are expecting some alterations based on the board additions that Mr. Berman's been bringing forward to you guys as well. As those readings change and as we complete additional board policies, those will alter as well. So tonight, essentially you're looking at part one. Part two is not disclosed to the public. That's not disclosed to the public because it really is our NIMS system. So it's that National Incident Management System. What that looks at is the routes that we have that we evacuate kids from, how we get first responders onto campuses. We don't do that because it puts our staff, our students, and others in jeopardy during an actual response. So you don't see part two here. Part two is complete as well for all of our schools. What we require though is staff recommendation for us to move forward with the process of moving these to county. Timeline wise what it would look like is we recommend approval tonight that these initial reviews go to the county by March 1st. The county gives us information and feedback from their perspective as well. And then we have an alterations period. Part of those alterations, we already know are gonna occur. A lot of what Dr. Rodriguez presented this evening in regards to youth truth comes up in part two as well, which is looking at that climate and culture piece and really elevating our PBIS, our connections with students. We already know that that work is in place and coming forward. So it's gonna alter some of these plans anyway. What we are asking though is recommendation from the board to approve the first draft reading going to the county so that we can get feedback from them. Our final hard deadline would be going to the state on October 1st. Our goal is to make sure that we have these done and closed out in June so that they're ready to go by the time we start in the school year. Can I have a motion? Are you looking for a motion? We do need action on it. Yeah, it's an action item. Okay. Well, a second. Yeah. Okay, any discussion from the board? There's no speakers. So I'm just kind of confused. So it's under a report and discussion item, but we're voting. Yeah, so because of that, I don't think we are aware of that when we submitted it. So we would need to ask for amendment to the motion and place it as an action item. I apologize. I make a motion to amend the item. No, no, I don't think so. Who made the first motion? I did. So Danny amends this motion. Sorry. That's okay. Point of order. No problem. I like to amend my motion. We should make it an action item. Yeah, to make it an action item. And I will amend my second to make it an action item. Okay, now discussion from the board. I mean, so no discussion. Okay, we're fine with whatever you said. All those in favor? Hi. All those opposed? I guess I would like to say one thing. I know that these templates represent a tremendous amount of work and there's a whole like other half that we haven't seen. So I would like to thank all the staff that there's parent volunteers, there's law enforcement who have given time to make this the best it can be. And so I want to say thank you to everybody who participated. Thank you. Thank you. It'll continue to go. We're going to continue to do this. Okay, all those in favor? Oh, we already voted. Okay. Okay, 9.2, local control accountability plan update on stakeholder input, Susan Perez. Good evening, President Osmondson, members of the board, Superintendent Rodriguez. As I think most of you know, the local control accountability plan is an important part of the whole local control funding formula. And it is something that we do on an annual basis. It is a cycle that we go through that really does last all year long and continues. And so as a reminder, the overarching purpose of LCFF is to make sure that we are starting with a student-centered focus on ensuring that our students are college and career ready, that they are successful, that we are then building our programs and our services based upon that vision and then aligning our funds to support that. And I think you've all seen this graphic that really does show our vision of all students college and career ready. The goals that are listed to the right are actually our seven LCAP goals. And then the core values at the bottom, but I really wanna focus in on our seven LCAP goals. Those seven goals, we have organized under three priorities. Under 21st century learning, we have four of our seven goals. Under high quality learning environments, we have one goal, it's a large goal. And then under connectedness, where we really look at school culture and climate, we have two goals. The four goals that are under 21st century learning are number goal one, which is improving student achievement and access to A to G courses, completion of A to G courses so that all students are college and career ready. Our second goal is to build those career technical education pathways ensuring that students have choice to high quality pathways. Our goal three is having those programs so that students can demonstrate an appreciation of the arts through access and choice. Our goal number five, which is also under 21st century learning is improving English fluency for our English learners and then reducing the number of students who become long-term English learners. Under our second kind of big bucket high quality learning environments, we have one goal and that one goal is really all about setting the stage for learning. It focuses in on ensuring that we have 21st century learning environments, that we have appropriately credentialed teachers and that we have quality standards aligned instructional materials in all of our classrooms. And then the last area, which is connectedness, where we really look at culture and climate, we have a goal number six, which is creating a culture where all our adults provide a safe, positive supportive school environment. And our last goal is increasing parent involvement in children's education. So throughout the process, the year long cycle, we are constantly gathering stakeholder input as we continually implement our plan, revise our plan, and then move forward to continue with implementation. So near the beginning of the year, when we start our stakeholder input sessions, we always review what our LCAP priorities are, what our goals are, what those actions are that we're doing within these priorities, and then what our results are. With our stakeholders, we review the highlights that we've been working on in the current year, and then we ask for input from the various stakeholder groups. And it is a very broad range of groups that we do reach out to. So here are some of the dates. We started most of our stakeholder input sessions in late October. There are two groups that we are required in EDCODE to have multiple, bring the LCAP to several times a year. One is our district advisory committee, which is made up of representatives from all of our school site councils, as well as representatives of special education students and foster youth. We have our D-LAC, and when we do our LCAP stakeholder sessions with D-LAC, we also invite representatives from our migrant program. We gathered input from leadership, we have our community group, and these are our community partners, our district community partners, who will come together. And then when I submitted this, we knew we would be bringing leadership from PVFT and CSEAN. We have since identified some possible dates and are moving forward with having those scheduled in March. Through the fall, through October, November, and December, we held stakeholder input sessions for the school communities at all of our schools, and we had those out at various school sites and schools joined together to post those sessions. And this month, March is my favorite month because it's student input session. And so Friday morning, I will have our elementary students in this room. A couple of weeks later, middle school students will be here, and then I'm right now putting together all of the high school sessions. And the high school is a little different, rather than bringing representatives here, I actually go out and I meet with the leadership classes and with at least one econ gov class because those are all seniors at our comprehensive high schools and at Renaissance. And those are always enjoyable and very enlightening sessions to hear what all of our students have to say with how they believe we are doing in helping to prepare them to be college and career ready. And the next steps at this point after we can finish all the stakeholder input will be to compile and analyze that. And then what's really important is that in addition to looking what all our stakeholders have to stay is looking at our results. Our student achievement results, we'll be looking at things like the youth truth survey, the healthy kids survey, so looking at all the different data that we collect. And there will be some revisions to our LCAP likely, but we are in the second of a three year LCAP, so they're not going to be major revisions. Next year we will be working on a complete new rewrite for a new three year LCAP for the following year. After we do revisions to our LCAP, we then bring those revisions back to both the district advisory and D-LAC and they have a review and comment session. Then we bring that, any feedback from them that we may add into our revised LCAP, we bring that to you, typically in early June and there is a public hearing combined with sharing the draft LCAP with you. Then it comes back to you for final approval late June and we need to submit it to the County Office of Education by July one. And I'm just the timing thing. I gotta beat Chris next time. This is not an ad, I don't know. No. This is a discuss. So, is there any other speakers? No. Okay. Any questions or comments from the board? Georgia. Hi, Susan. Hi. I just love seeing how you light up when you talk about the input you get from the students and community. You have heard, listened to you say that for over two years now. And I know you really do enjoy that input. For our new board members and as well as for community members, could you let inform us officially, like how the selection of that student input is, you know, how you get that, what's how the students are selected. Oh, sure, sure. For the elementary, middle school and the high school and that in what schools it encompasses. Is it encompassing all elementary? Every single school. So now I do want to clarify that charter schools have their own LCAP so they're not part of the development of our LCAP. But for all of our other schools at the elementary level, Friday morning, every principal will arrive here with two students representing their school and the students are supposed to be from the top grade that the school has. So the Aptos schools will bring a couple of sixth graders the Watsonville schools for the most part will have fifth graders. And it sort of looks like a little model you in and they all have their name tags and they're representing their school and they're so proud and they're very quiet at first and then before long they realize that they have a lot of the same concerns and by the end they're all talking with each other and sharing ideas and it's just really a neat experience. Same thing with middle school, the principals will bring two middle school students from each from all six schools and then high school we do go to a leadership class and then to a government econ class because I found the first year that the students who signed up for leadership were students who really did wanna be leaders at the school and by going to a 12th grade government econ class we got students the voice of students who perhaps wouldn't be leaders in the school but we still wanted to hear from a broader cross section of students and then we felt it was important to include renaissance to hear from students who for whom they felt the comprehensive high school wasn't the best setting for them. And how do you do renaissance? I go out and I meet with them as well. So when I go to the student, with the student groups I have a short presentation and then we have gradually gone from having them share out and I'm writing everything down to we do a presentation and then there's a question posted and they all have electronic devices and they go in and they fill out their input and this time principals at the elementary asked me if I would give the students the questions ahead of time so that they could talk to their peers and so I'm anticipating they will come with answers prepared this year. And so Susan, and could you just elaborate how did the principals of these schools select the two students that come to represent? At elementary and at middle school because I think you said it was two and two, right? Yes, it is. I believe and I'm not absolutely certain of this but I know that a number of the principals have told me that they've brought students who are part of their student council and their representatives of student council. I'm not absolutely certain that is the case. Every time I let the school determine how they will select students. As long as they're from, I want students who've been at the school for a number of years so that they can represent more than one grade level. Do you wanna ask? Yeah. In the future, sometimes the parent nights for the LCAP feedback aren't super well attended and I feel like in the past when we've been auto dialer it reminds parents like oh there's something going on tonight that I wanna get feedback to. I'm wondering if we could implement something like that again to get more participation. I'm not certain that parent, that schools haven't used that but I'll absolutely suggest it. We also have the parent survey on our website. We have on our district website, we have an LCAP page and that also has a survey for parents, has the little presentation, it has a survey so that if parents can't go to a parent evening, they can go to our website, it's in English and Spanish and I actually forgot to mention earlier that our teacher survey goes out Friday and that will be open for two weeks. We do that every year as well. Don't know. I'm honestly not sure. I would, I guess if we have their email. I mean, if we have their email address for sure I'm just not sure how, I guess we do it quite a few of the sites so sure. Good sessions, I would love to do the elementary. Oh, you would enjoy it. It is at 10 o'clock Friday morning in here. As part of the elementary level, do we include transitional kinder like our early, early kids, more of them parents? Oh, you mean in the parent sessions? The entire school community is invited, yes. Kinder. Oh, you mean to the student session? Yeah. The student session is for the top grade level in the school. So we wouldn't have students that young here. In fifth grade, fifth grade, yeah. Or sixth grade, sorry I missed that. That's okay. Welcome. And how did you say, where's the parent input happen and all that and how to have? There, we do parent input sessions at the school sites throughout the fall and the principals advertise those sessions. We provide the presentation, members of cabinet come and do the actual presentation after school sites. Every single school. We do not go to every single school but every single school is included. So neighborhood schools tend to get together. They, we allow them to choose how they will group. For example, the Aptos schools over the years have started going as feeders. I know, I think this year a couple of other schools did feeders but there's typically three schools that will cluster together and host it. One of the schools will host and then all three principals will send the flyers and reach out to their parents and will hold it at one school site. Cabinet members come and do the presentation and then facilitate on the gathering of input. What we do is we'll do a presentation on the districts LCAP and then the principals will take their parents into separate rooms to have a continued discussion so that they're giving input really specifically to their school and we gather all of that input. Oh, so that's good. So principals are really working hard to get parents there, obviously. I mean, principals are in charge, if you will, in charge of working to get parents to come. Yes, they are and our parent ed team also helps support them with that outreach. Yeah, where am I? I need energy jobs, okay. So 9.3, looking forward to this one too. It's the California Clean Energy Jobs Act Prop 39 Energy Update. So good evening, members of the board. Joe Dominguez. Superintendent Rodriguez. As requested by the board was to provide an update for our Prop 39 Energy projects throughout the district and we have some very positive news. One of the main components was outside lighting and also interior lighting. So for exterior outside lighting, there's the list of the schools that we were able to accomplish, ranging from Aptos High, PV High, Renaissance, Mar Vista, EA Home Middle, Freedom. We replaced all the outside exterior lighting with LED retrofit kits and or new fixtures. Approximately $820,000 cost. The annual savings is a little bit over 100,000 and the PG&E rebate was 191,000 and we worked with the technical energy efficiency consultant partnership with PG&E. The goal, and this is the annual energy savings, so this will be ongoing and the intent for the PG&E rebates that we get from the PG&E is to reinvest that back into other projects that are solar or energy efficiency. The inside lighting projects included all our high schools, Cesar Chavez Middle and New School and that project for the inside interior lighting was about 1.8 million and the annual savings is 133,000. The PG&E rebate for that was a little bit over 100,000. Based on the rebate that I mentioned earlier, we're looking at other sites that we can look at for the upcoming summer. We also completed an energy or site-based audit so what we did is we listed all our sites in the district and where is the largest energy consumption and that also includes our other sites such as our maintenance yard, transportation, et cetera. And so reviewing that audit or making sure that we do the work where we have the most usage, so how to gain additional savings. Watsonville High, the other component of Prop 39 Energy Efficiency Program is also looking at older units within our district and so we have a lot of old HVAC units, both heating and cooling and also boilers and the components range from, I would say, 40 years and up and so really addressing those and so we had some furnaces in our district and that were back in the 60s and so we replaced installed 32 condensing furnaces which had a high rating of 97% energy efficiency and here we have about $10,740 combined savings for all the various buildings that we were able to do at Watsonville High and the cost was a little bit over 1.2 million so there's more work to be done but this is a huge accomplishment for Watsonville High School. Cesar Chavez HVAC was 14 furnaces, they were 48 years old and we replaced with furnaces that were 80% efficient. The challenge and the difference between the 80% or 97% is the infrastructure where that includes the piping, plumbing, et cetera so sometimes the units aren't able to be compatible with what's already established in the building so we have to go with another system that's compatible with the infrastructure and so but we were able to increase 80% and we had to install duct socks to do that and our annual energy savings is a little bit over 2,400. Also included within the Prop 39 energy savings initiative through the state is also our charter schools and so this is a listing of the charter school projects throughout our district. Diamond Tech, Lynn Scott, Wixah and we're able to enhance those sites as well and also exterior and interior lighting at the various sites so we've been very proactive and as I mentioned right now where we're at now is looking at what sites we can accomplish for the summer and for the outgoing year and we also have a meeting set up with PG&E to look at further rebates and then also look at any solar type initiatives throughout the district that we can qualify for. We did also receive in 2018 the Energy Watch Energy Champion Award and then we also received the 2018 Air Resource Board Energy Conservation Award and that was a huge accomplishment from our facility staff and us as a district and so we were one of the highlighted districts and we made statewide news on that one so. Wow, that sounds really good. Thank you. Joe, you might have questions. You might be ready there for questions. Okay, Kim. Kim first and then you, Jen. So Joe, just for the public out there who might not know because these numbers that were spent are a lot of money. So does that money come through the state in the form of an award or a grant? So the state awards districts throughout California that qualify under the Prop 39 Energy Savings Act and so it's state funding. Districts are required to use those funds only on energy retrofitting or energy efficiency projects. So there's strings attached and we maximized those funding. And were we eligible for more funding than what I just saw there? I mean, is it sort of an uncapped? It's the state has a maximum and we did receive the maximum that we could obtain. There's also a conversation of how the state is going to extend the program moving forward. Okay, thank you. You're welcome. Good news. Jen. Hey, Joe. First of all, it's wonderful to see that we're taking action on greening the energy use. Like, seeing these reductions are fantastic. In terms of the longevity of the projects, at what point, like, how long do we expect like the new systems to last? Will there be a point where we're seeing, I guess if it's all Prop 39, I guess there's not an outlay from the district, but when does the money savings that we have from energy, when does that outpace the cost of the projects? It varies dependent on the project specific, but for example, the retrofitting exterior lighting to LED lighting, that's an immediate cost savings. And LED lighting, housing units, outlast traditional lighting, it's implemented into our deferred maintenance plan. So rather than changing out the light bulb, say every two to three years, now we have a five to 10 year lifespan. So it's dependent on the specific project. And some of the furnaces that were replaced enhanced our energy efficiency consumption, minimum of 80%.  So each ones are very dependent, but we do have a plan in place to make sure that we forecast our deferred maintenance budget for the upkeep for short-term and long-term. Thank you. You're welcome. Georgia. Hi, Joe. Good evening. So I just also wanted to clarify with regards to the Prop 39 and all the sites you showed us up there, that only pertains to school sites. So it does not pertain to like our transportation department site, the school district, tower site. Is that correct? Correct. And the one for the outside lighting we did, we're able to qualify for the transportation yard. Which is for the outside. Other than that, all the other ones, based on the requirements of the state, it have to be a school site. Okay. But that's good for transportation because they really need it. I mean, we have drivers out there in the dark in the morning and at the end of the evening. So it's particularly this time of year. So the second was, so not the district, but we did see some charter schools in there. I mean, when I'm saying not the district, not the towers building, but we did see charter schools in there and we do have school sites here on this location. So there's no, I don't know what the, I'd like to use the word wiggle room there. I mean, that doesn't fall into that because it's at the towers. Yes, and that's kind of the next step that we're looking into because one of our charters is housed here. And so looking at what qualifies for that. So that's one of the next steps that we're looking into as well. And what about our adult ed program? Because we have, I mean, a lot of night classes there. I wish adult ed does not qualify. All right, in the past 39. Okay. And then, okay, my last one, I promise. So are there any matching programs like through PG&E to match these rebates? PG&E does have several programs. One of the components of the rebate program that they have structured is the more energy efficient a system is, whether it's the lighting or a furnace or a boiler, the more of a rebate we get back. There's also an incentive and within our fiscal department and facilities is reinvesting those rebates back into the program so that we can also compliment any other PG&E program that they may have to enhance that. So we're working on that as well. Great, glad to hear it. Thank you for your good work on this. You're welcome. Thank you. Oh, no. Okay. So I was just interested. Do we know about, well, a couple of things. Do we know about the savings that we have received from all the places that have solar? Do we know about those kinds of savings? I mean, could we put those in numbers about the savings that we're receiving from our schools with solar, that's what I was thinking. Yes, that's the next step that we're looking into is we're looking and compiling our utility costs district-wide and that's part of the in partnership with PG&E and the audit is to seeing if what's the reduction of energy usage, so. Yeah, so I know, I've talked to Dr. Rodriguez about this. I know we're going to do, she's saying, once we get the okay on the towers, in terms of, you know, we're buying it, we're buying the towers, that we do the roof and solar at the same time. We put a roof on and we do solar at the same time in the towers. Yeah, that's what it, Michelle's, Dr. Rodriguez is talking to me about doing roofing and solar. So one of the opportunities we have as a district is looking at, based on the energy efficiency audit, is looking at energy consumption and the towers being one, but what are there other sites out there that have a high consumption of energy and where can we put, you see other neighboring districts that have carports that are solar panels, but they're used as carports, shade structures similar to the one we have at Watsonville High, behind the football field. So there's other opportunities, yes. So we're looking at that, we're looking at rooftop, et cetera. So a lot of opportunities. Yeah. Anything, Dan, you want to know? Okay. Okay, then the last one. So I think we're done, right? No more, no more comments. All right, thank you. Okay, this is the first reading of new board policy. Michael Berman again, 0415 equity. Hello again, President Osmondson, members of the board, Dr. Rodriguez. Once again, with federal program monitoring coming next week, we're continuing to take the opportunity to review our policies and ARs and updating the policies based on the passage of various bills. This is the first read, so if we know a vote this evening, the second reading will be in the next, and the vote will be in the next board meeting. So please let us know any feedback or changes you wish to make to Dr. Rodriguez Friday before the meeting. This one is board, it's a new board policy, BP 0415, and it's a policy regarding equity specifically to express the district's intent to proactively identify class and cultural biases as well as the practices that impede equal access to opportunities for all students. Yeah, that's okay. Okay, any questions from the board? Okay, 9.5, first reading of policy update, BP AR 6171, Title I programs. And this is also based on some updates to Title I programs, federal stuff, federal funding, specifically more detail about supplementing and not supplanting, and the LCAP additions to Title I policy. Okay, any comments from the board? Okay, 9.6, first reading of career, technical education, technical education, BP AR update. And this one is based on new federal laws, specifically PL 115-224, and also AB 1808. Okay, whatever that means. Okay. Would you care to speak to what that means? Yeah. For the CTE one? Yeah. We have Rob Hoffman here who has more details on it. Do you have questions about it? Or do you want me to? Yeah, what's the new regulation? He was using a bunch of numbers, and we just wanted to maybe, maybe this is for instance. So the AB, sorry, it's the PL 115. Let's reauthorize the Cal Perkins, the federal grant for Cal Perkins. Oh, Cal Perkins grant. Cal Perkins grant. You know that the better. And retitled of strengthening for career technical education for 21st century learning the act. And then the AB 1808 amends the California career technical education incentive grant program. So both are grant funded federal funds to the CTE incentive grant and the Cal Perkins grant. That we can get. Yeah, we do. Yeah, correct. No, we can't. Yeah. Okay, any more? So I think two new requirements that I think that are very important for us is one, it requires us to do a needs assessment. And now that we're taking over our own program, and that becomes very important to us. I mean, we had to do the program, or the p