Hi everybody. Welcome. Welcome to the PBUSD board meeting. We're going to go into closed session. I don't see any cards for speakers to any of the closed session items. We will be going from 6 to 7 o'clock into closed session and we'll be discussing items, certificate, employee appointment, employment. We have classified. They're just not together this time. Public employee dismissal, discipline, and leaves, conference with legal counsel, real property, and our classified public employee also, our employee report. And that's it. Actually we just have a few items so we will be back at 7 o'clock. Thank you. Hi everybody. Thank you for being here. Welcome to the board meeting of September 26, 2018 for Pearl Valley Unified School District. Thanks for being patient with us. We're gonna go ahead and get started with the the Pledge of Allegiance and I think I'm gonna ask our new Student Trustee Rosalie Jimenez to lead us and the flag is right behind you. Sorry, I didn't give you the heads up about that. And for anybody who wasn't here last last board meeting which I think everybody was except for I don't think our family here was that's visiting. We have our new Student Trustee Rosalie Jimenez from Aptos High so she'll be joining us at our board meetings. And for anybody in the audience who needs Spanish translation we do have our translator back here. She does have have devices she can fit you with so you can you can participate in here in Spanish. And if Eva would like to translate that piece that would be great. Okay, we'll go ahead and move to Superintendent Comments item 3.3. Yes, thank you. So today PVUSD is joining over 2 million people in over 150 countries to celebrate International Character Day. So we had activities occurring at each and every one of our school sites this evening. I'll present some more information on that important event. So hoy nuestro distrito se une a más de dos millones de personas en más de 50,000 or 150 países para celebrar el día nacional de carácter. Tuvimos actividades en cada uno de nuestras escuelas. Esa noche voy a presentar sobre más sobre este importante evento. So yesterday I was able to spend my work day as day in the life of an attendant specialist at Pajaro Middle School with Angelica Galvan. She's been with our district 23 years and at Pajaro Middle for 16 years. So she's a true icon there. She knows generations of families and really understands the community. So ayer pasé mi día de trabajo como el día en la vida de una especialista de asistencia en la Escuela Secundaria de Pajaro con Angelica Galvan. He ha estado en nuestro distrito por más de 21 años en la Escuela Secundaria de Pajaro por más de 16 años por lo que es un verdadero icono allí. Ella conoce generaciones de familias y entiende muy bien la comunidad. So we're so fortunate to have her as part of our team. She works hard with such a positive attitude. She's kind and caring, helping families, sick children, when the health assistance at lunch and constantly working with both the custodial and campus supervisors to support the site. So somos muy afortunados a tener Angelica como parte de nuestro equipo. Ella trabaja duro con una actitud positiva, amazamable, intenta ayudar a las familias y a los estudiantes enfermos cuando la asistente de salud no está y trabaja constantemente con los consejeros y la supervisora de la escuela para apoyar a la escuela. So thank you very much. Thank you. Okay, so moving on to board member comments, reports on standing committees. Tracey, your hero, do you have anything? Not tonight, Marina? Thank you. Recently, I attended the school board associations meeting, which is a meeting of all the school boards meet together and send designees. And so it's a really great way to see what's going on in other districts, get, gain good ideas, find out what the county office of education is doing and giving to specific districts, find out about new ways of doing things and to gain support for common interests. And it was, it was very good conversation. Recently, I'm not sure we talked about this here, but recently, the superintendent and I, along with leaders from our labor groups, went to the county office of education because the charter petition from navigator that we denied here as a board was in front of them for approval. And it was, it was an interesting board meeting. It was an interesting situation. But in the end, the county office of education's board denied the petition for the charter. So the next step is for that charter to go to the state potentially if, if an appeal or what is it called? Is it appeal is lodged with the state for that charter school? I felt very gratified to stand with our union leadership, who had also done a great deal of organizing to inform the county office of education board members about why it wasn't a good idea to approve that petition. And in the end, we did prevail and they denied the petition. So it will be interesting to see what happens next at the state. But I want to thank in particular, and I'm sorry I didn't do this last time, I want to thank our union members that reached out to the board members of the county office of education. And thank Francisco and other leaders that were there to support the decision of this board. And in the end, the decision of the county office of education. Thank you. Hopefully I can do this in a short time, but there was a lot to talk to you about. So the migrant head start is monitored. Everything that they do is monitored.   And so I went the one day and I was interviewed by I think members from Stanislaus or whatever places. I guess that was anyways, I was interviewed by them. And then the first day they talked about things that they had done in the different parts of migrant head start and they had a lot of great things to say. And the second day I went to that too. And they they also did a lot of what they call highlights and ways that they thought that the migrant head start had done like a really wonderful great job. So I'm going to talk to you about some of those. They said that their their dual language program is very, very effective. They have done a really great job. And the, yeah, and they've done their creative curriculum is called creative curriculum is really well done. And they not only do this curriculum, high level of this curriculum at their centers, but they do it in the daycare homes as well. They've done really wonderful stuff with mental health. They have, they have more than they're required to have of children with disabilities. They have more than they're required to have of those kind of children. Let's see. The day, question of the day. Highlight study topics. The curriculum was great. School, all their school readiness for their children going into kindergarten, they thought was absolutely great. So the students, so their, their students going into kindergarten, their school readiness was really done really super well, they said. They were so impressed with all the dental work that the children receive at the migrant head start.  They had, let's see, they do a really wonderful job in terms of translating for all the mistaken children. They have over 30% of their children at migrant head start 30% are mistaken. And I think they have a couple of Sapa takos to a couple, two or three Sapa takos. And they, they, they translate for them in all the meetings, they, they go to their homes and work with them in their homes and, and have and translate for them there. They, they, they do this. They said an incredible job in terms of their, not only their dual language, Spanish English, but their dual language, English, Spanish and mistaken. The, the, the family service staff exceed the regulations of how much, how, how, how academically they're qualified. They have monthly staff wellness lessons. They, they have ongoing training for everybody. And I'm going to give you a couple stories. I'm taking this long that they told me what a couple of stories. One story they, they, they actually talked to parents too. So they talked to staff parents, went to daycare homes, centers, whatever. And one of the parents told them that they didn't know how to care for their child very well, because they had heart issues and blood clots, something forgot for all the stuff that she said that their, their child had. And they said when they got into Head Start, they, they completely, you know, helped her figure out how to care for her child. And she so loved that. And how they care for her child there is just so wonderful. And she said she's not afraid anymore. She's, she feels good caring for her child now. And she was a mystical woman. And she said that she seems, she sometimes feels disrespected out into the world, out in the world, she feels disrespected. And she said there was such incredible respect for her at Migrant Head Start, she just felt like they were family. And she felt, you know, she felt so much respect from them. Anyways, I could tell you some more stories, but maybe I have been talking for a long time. Anyways, so I'm, I'm so proud of Migrant Head Start. I mean, really, literally, I think we have the best Migrant Head Start in the country, not in California in the country, you know what I'm saying? We have more child care homes than any place in the country.   And I go to the meetings. And they talked about how many parents come to their meetings. And these are parents that work really hard out in the fields. These are field workers, all of them, every single one of them are field workers. And they, at their meetings, they have 30 sometimes 40, 28 parents come to these meetings that they put together for them. And these, you know, these are parents that work really hard out in the field. And they come all over to the centers of place. They are there, like really amazing. Thank you. Thank you, Karen. And it's okay that you took that's a really, really important piece of work that Karen did on behalf of this board. We are supposed to go through a really rigorous training every year. And she has stepped up and has represented us in these trainings and brought that information back to us. So it is important for us to know it's a really important training. And you're right, there's very strict guidelines. So we really appreciate the time that you took. Thank you. Go ahead. Nothing. Thank you. And, Kim, I also want to thank you for going to the county office of education and speaking on behalf of the board. And there's many of us wanted to go and we just couldn't. So I was so happy that you went and she kept me informed about what was happening. And I'm really glad that we showed that solidarity, solidarity with our union leadership and our administration. And I still stand behind our vote. And I'm glad that they supported that. So I also called the people that I know on the county office of education, I know quite a few of them. So I called them about the issue too. Thank you. Thank you. That's important. So on Friday, Trustee Yihiro and I and Maria, yes, we went on the school bus tour of several of our schools to look at our measure L programs and construction projects that have been done summer near completion. Some are completed. And it was such a great day. I was so glad that I took the time to do that. Our schools are looking really beautiful. I mean, it is, it's amazing the transformation. And I know people have had to wait. What seems like a long time to get their projects done. Everybody was very excited about the bond passing. And wanted to see it done right away. Things do take time. But I think that, well, what we did hear from all of the sites was that it was really worth the wait. And everyone was so appreciative. There's a lot of safety issues that were taken on and new modular buildings that aren't like what we grew up with. They're actually on the slot. They're just beautiful buildings. 21st century classroom at the Hall Middle School was great with 3D printers in there. Anyway, it was just, it was great. So there I believe there's gonna be a video. Is that correct? And I believe that'll be on the on the website because digital nest actually came out with a video crew and documented. So I'm really excited that there were actual students and youth involved. And thank you to Victor and his team and Joe for all of the work that you did. I know that you've been working extra, extra hard on that. So anyway, that concludes my yes, thank you. Okay, and then Rosalie, if you do have anything to report, we would not tonight. Okay, you're always welcome to get back on the agenda here. So we're on item 4.1 and this is approval of tonight's agenda. I know Maria wanted to make the motion and there were some changes that we need to make. Yes, I would like to move to the agenda with the following changes. We are going for items 6.1 and 9.5. We're going to rename the agenda items include the resolution that was initially left out number 181914. We are also going to be pulling item 11.6 is not quite ready to be discussed at this board meeting and we will bring that item back at a future board meeting. In addition to that, we have we will be combining item 10.1 with item 9.7. And I'd like to ask that we move item 9.4 after 9.1. Okay, and and I'll second Maria's motion with that with the additional change that I just made. Would you mind making a note of this change too on your note? So I know what I'm doing because I'm going to have to follow the item 9.9 point. We do. So will your suggestion was to move what item? I'm sorry. 9.4 after 9.1. What would would you be willing to amend that and move it one more after 9.2 because we do have community members for 9.2 who are here? Well, I you know, I think that 9.4 has a direct relationship to 9.2 and we'll clarify some of the things that I need to ask about. So no. Okay, so there is a motion and a second. So is everyone clear on what the change was? What the request was? Okay, so I'll go ahead and ask for a vote. All those in favor? Aye. Any opposed? Okay, motion passes 601 with yes, I see that. Okay. Sure, we have a request from one of the trustees for a roll call vote on that. So, oh, okay. We will talk about that as a moving forward. If we want to if we want to change that. Thank you. We do have a high school board representative that has joined us. Thank you for being here. If you'd like to turn on your microphone, state your name and what school you're from. You can give us a five up to a five minute report. Thank you. Good evening, President DeRose, Board of Trustees and Superintendent Dr. Michelle Rodriguez. My name is Daniel Melly and I am a current freshman and also the ASB president of Diamond Tech. I know it's hard to believe that our school voted in a ninth grader but so far I'm ready for the task. The beginning of the school year went well as our student participated in day one sessions. Day one sessions are student led and focused on academic goal setting, team building, career exploration and school wide plans. Our new CTE counselor Roberto Zamora Rocha and past ASB president Jasmine Zamora also helped plan day one. It was great start to the school year and definitely not anything I ever expected it before. Our back to school night was dedicated to training the parents how to manage school loop, online courses and Diamond Tech, Tech in general. Our math teacher Ms. Minovey also hosted a math night that was even larger than our back to school night and she was really excited about that. Our 10th and 11th grade mentorship program has begun and 10th graders mentors that range from geologists to architects and photographers. If you would like to know more about our mentorship program, please visit our school website link called industry partnerships and share and sign up on the mentorship link. We need a few more industry partners for the 11th grade in October. Diamond Tech students have noticed that since we're growing larger, the students faces on campus seem to be shrinking. So most of our fundraising industry will be going towards creating the new student seating area. So so far we've only raised 15% of it to our goal, which is between $2,500 and $3,000. We plan we plan to do this to drive through drive schools and the flea market, which I have buyers, you guys are interested. And vendor spaces are only $20. So you can go to Craigslist, color, go on Diamond Tech website, or see me tonight for a venture form and registration. Come out and sell your stuff and have a great time with Diamond Tech. Thank you again for the opportunity to share what we've been doing at Diamond Tech. And if you would like to know more about what our school is doing, please don't hesitate and stop in and check it out. Thank you so much for being here. Welcome. I think that's great that you're ninth grader and you're you're stepping it up. So that means you've got four years here. I know they do it every year are becoming a leader. Yeah, good for you. So what we generally say is you're welcome to stay through the whole board meeting. Sometimes we do go rather late, but we also understand you have studying to do and probably homework and you want to get a good night's sleep. So if you do have to leave, we're we're fine with that. But you're welcome to stay. Okay, thank you. Okay, yeah, great report. Okay, so we're on item 5.1. And this is approval of the minutes for September the 12th. Second. Okay, so all those in favor. Any opposed? Motion passes 601. Thank you. And we're on item six now and this is a public hearing. So I'll close the regular meeting and open the public hearing. And this is on our Williams report sufficiency of textbooks at our school sites. And this is a report by Susan Perez. Okay. Good evening, President DeRose, board members Dr. Rodriguez. Ed code requires each year that our district told a public hearing on the sufficiency of textbooks. During the second and third week of school each year representatives from the County Office of Education visit 19 of our schools that are under the Williams agreement. And basically count core textbooks. The COE did report back to me that all 19 schools did pass the Williams review all were indicated as having sufficient textbooks in all of the core content areas. And the COE also reported that the high schools were contacted and did receive a positive rating in terms of the sufficiency of science laboratory equipment as well.  Thank you. And are there any speakers to this item? None. Okay, are there any questions or comments from the board? I have just a quick question. Okay, so they look at sufficiency only right but they don't look at the condition of those textbooks or they look at sufficiency number only and that they have been adopted. Got it. So I think we need to know the condition to those textbooks. Because I know a couple years back, we had some of the students taking I think AP language maybe Spanish language at Apples High, bring in the textbooks that they were using and they were mold on them and missing pages. So it will be nice to know. Yes, the condition of the materials that we were providing students with and areas of improvement. Yes, when the students came forward that was six years ago, it was when we had just come out of a long period where the district had not been able to adopt new textbooks for quite a while. And that year we were able to adopt new foreign language textbooks since in the period of time since then we also have received new frameworks from the State Department to go along with Common Core and now in GSS. And so with the new frameworks, new adoptions have come in place. So we now have new math books, we have the new foreign language books, we have new math books. We're in the process, we have new English books at some grade spans, we're piloting at other grade spans right now for English. And we are also in the middle of a pilot process for social studies. So we'll have new textbooks in social studies very soon. And so we're we're correcting that those years of not having sufficient textbooks. And with the new adoptions now, the materials are in very good condition. I'm just wondering with some of the the adoptions that I'm looking at are from the year 2002. Those should be social studies because that's the content area we're piloting now. Is it social studies? One is language arts. Oh, high school for years. Okay, that is because the high school teachers last year. After several years of developing units working with the California literature writing project, they developed units of instruction, and they opted to do novel sets to go with the units instead of adopting a new textbook. So they have but because they are it's not a textbook, Williams does not count that they still go back and look at the old textbook, just because of the law, the settlement around Williams, but the high school did go through a pilot process last year. So are they using like spiral bound? No, they bought new novels. They bought novels to go with the units that they developed with the team from our office. And UCSC and the county office, a collaborative came together over a three year period, developed units of instruction based on the standards. And then they requested to be able to buy novel sets to go with those units rather than a textbook that mandated which books stories they read. Got it. Okay. But because they're novels and not a textbook, Williams does not acknowledge them, so to speak. They still count the old textbooks. Okay. And then so for the, for the textbooks that I'm looking at that are like 2005 for marine biology, physics, 2006, lab investigations, AP 2007, science changes at such a rapid pace. I'm just do we have the problem we had with science is that the state took, I don't think Rob is here, I want to say four or five years to finally agree on a framework. So NGSS was passed in 2012, and they did not finally approve. So the process is you get new standards. No, I know, but NGSS just for the public who might not know what that means. Next generation science standards. Thank you. So they were, they were adopt the standards were adopted. And then typically it takes a couple of years for a framework to be agreed upon at the state level. And once you have a framework that tells publishers what they need to put in the books. So there's a process you need to go through first standard, then framework, then the publishers develop materials to go with the framework. And then the state tells us which publishers have met the standard and we can begin to choose from those. The state didn't finally agree on a framework for science until last year. So we're publishers are still putting science materials together. And so we hope to do a pilot next year for science, at least starting at the secondary level. This year, we're doing the pilot for social studies because the social studies framework was adopted just prior to the science one. And so materials are now available. And we're actually in the middle of the pilot process for social studies right now. Then we will excuse me, we will have completed English language arts and prior to that math. So we will hopefully by the end of next year have gone through the pilot process for all the four content areas. That's great. And are we we're getting these all in hard bound? Or have we thought at all about moving to electronic format? It's both all the publishers now provide both hard copy and digital. And in most cases, what we're doing is the students are using the digital at school and then taking those monstrous tech books home and just leaving them at home so that they're not carrying a pile of seven heavy books all the time. Are there any other questions? Okay. So I had one and thank you for pointing out those because I was going to cover one of those too. There has been talk about hopefully eventually moving to open source online texts. Do you know where that conversation is? We do use some open source materials. We have our core content, but we also use a lot of open source materials. We still need to meet the standards. And not all open source materials, if they're not, they mean not all open source materials necessarily address all the California standards. So we have to be careful in what we do use some open source materials. We used open source a lot as transitional materials while we were waiting for publishers. We still are using some for social studies and science. But we just have to be careful in being extremely thoughtful in our reviews to ensure that we are able to meet the standards with the materials. Susan, are you talking about the standards in the open source? I feel, I should say, some of the local private schools are using that. Do they not have to adhere to the same standards in terms of the state of California that we do? Or do they have to? I'm not sure that they do know. Do you have another comment? No? Okay. Okay. If there's no other questions, I'll close the public hearing. And then this will come back as an action item later on in the agenda. Thank you. Okay. Opening up the regular board meeting again. We're on item 7.0, Visitor Non-Agenda Items. And 7.1 is public comment. Do we have any speakers? Okay. Thank you. And no, last time, too. So our next item is employee organization comments. And we'll start with PVFT. And just, yeah, I was just going to say, our timer now only goes to three minutes, so we're going to use our phone until we can get our old one back that we enjoyed so much better. Just do it twice. So Maria will have it on her phone. Hopefully it's not as loud as the old one. Yeah, they go five. Well, thank you. Francisco Rodriguez with Pajaro Valley Federation of Teachers. Just wanted to point out two items on your agenda. Item 9.2, the resolution and measure age. Pajaro Valley Federation of Teachers is an affiliate of the Monterey Bay Central Labor Council, which in turn is affiliated with COPA, Communities Organized for Relation of Power in Action. And we think that this measure will be good for Santa Cruz County, and in addressing the needs of the housing needs of our community, countywide. So I urge you for your support. On 10.2, I want to, well, first of all, point out, I'm glad that there is a teacher as part of the leadership team there, but I want to speak a little bit about multi-tiered systems of support from the experience that other locals across California that are represented by the California Federation of Teachers have experienced. And I want to make sure that you are aware of these two concerns, and that the leadership team takes them into consideration so that the model of all means all does not exclude anybody or create any problems. The first concern is at some of the districts where this has been implemented, there is a delay in the service provisions for students, specifically students with mild disabilities. Because of the way the system works, if not implemented correctly, may sometimes delay the identification and provision of services for students, specifically for students with very mild learning disabilities. The second part of it, at some districts along with NTSS, the expectation that special education teachers are going to be providing services for students that have not been identified as students with specific learning disabilities has also come up as a problem. We understand that we are all educators and we all need to do our part to educate all students. However, students that have been identified, or even if they have not been identified as having a learning disability, but have a learning disability, are entitled to receive that additional support. And it's important that we do not delay that identification, just as important as to not over identify students needing these services. So with that, thank you and I'm glad that the district is looking into implementing multi-tier systems of support. Thanks. Thank you. Do we have anybody here from CSEA? Paveham, the Hurrah Valley Association of Managers, CWA. Moving on to action items. Item 9.1 is an agreement between the school district and Aptus Little League and this is a report by our CBO, Joe Dominguez. Well good evening. This evening I'm very excited and to present this joint facility use agreement between PVUSD and Aptus Little League. It has been great partnership over the last month and a half working on this agreement. In summary, what this provides is we both are in agreement that we want to provide a safe environment for our students both during and after school and provide opportunity where our children can increase physical activity and enrichment and participate in sports leagues. So this provides that opportunity. Aptus Little League is open to supporting this joint facility use agreement by covering the costs for maintenance of our playfields, our baseball fields and also upkeep of the grounds. In partnership the district will waive our fees to use the fields and this will be a five-year agreement. We're very excited to have this partnership. Also we're in discussions with Aptus Little League. They are working with Granite Construction as a potential donor to donate a water line. Currently there's no water fountains out to the baseball fields. So that's currently underway and we're in discussion and review of those plans. And then there's other opportunities such as a state approved scoreboard for donation to the district but it would also enhance our facilities, our safety and most important benefit for our students and children of our community. And this evening I believe they're outside. I need to check. But they're here as well. So let me just, but that's the item. So I'm open to questions as we, I want to thank both Joe and Michelle on this item. I got a call from concerned parents about two months ago about some of the things that they were going through and how they're having to rewrite this agreement and work through this agreement after all these years of working together. And so Joe, Michelle and I and some of the leadership from Aptus Little League got together, walked the campus at junior high and then started just a series of emails and conversations about how to fix this. And it really was, it really was a perfect example of how we work with our local leaders to make things happen. I got a call today from one of the individuals that we met with that day. They're thrilled, they're ecstatic with the good work we're doing. What you did not mention was that the reason some of these changes were coming about was because the state went out and said that some of the things that we've been doing there since the 1970s, I'm guessing, wasn't that long ago, Joe, wasn't that long ago, are now illegal. There aren't up to standards with the ADA. But we were able to work together, come up with an agreement that keeps it legal and gives our kids and Aptus the opportunity and actually community-wide to use that facility. So again, I just want to say thank you to Joe because I know I called and bugged you a lot and I'm sorry. I'm not that sorry, I'm glad we did it, but thank you and I want to also thank Michelle because Michelle always was very quick to get back to me. This is really the perfect example of everybody working together. Oh, there they are. So hi and welcome. We're really glad you're here. So we're at the point in this, hi guys. We are talking about this MOU with Aptus Little League that we're really thrilled and at this point we would ask if there are any public comments. So I'd like to invite maybe a player leadership to come up and if you'd like to say a few words we're super thrilled that you're here. I'd like to invite Chris up and we really work hard on this. If you could, when you speak state your name so we can have up for the record, thank you. Hi, my name is Chris Martinez. I'm the president of Aptus Little League. It's a great pleasure to be here and be part of this unique and partnership with the school district and this may be one of many I hope that lines up the communities of Pajaro Valley Unified School District and the athletics and the participation over the families and what we are as community and being able to help the school and being partnership with them and do it for the benefit of the kids. So this is where we're static about this and taking these first steps and a great partnership for years to come. Thank you. Thank you so much. We really appreciate it. So I've been lucky enough to be out at those fields the soccer fields myself because my nephew plays out at those fields and it's been great seeing all the activity out there on a Saturday and just seeing the community being able to use the field. That's something as a board that we're working on in Watsonville with the city of Watsonville we're trying to improve our facilities agreements here as well and I think this is a great model of what can happen. It's been really tough for many years on making sure that we have open access for people but our fields are also taken care of and I'm just really happy with this agreement and I want to thank Trustee Ersino and the administration for working with you to get this done. So congratulations. Thank you. It's a really good job. Are there any other that wanted to say anything?  That would be great. Be a great partnership to show the community. Okay. Well let's approve this. I have a comment actually first. So I'm Kim Deserfa and I represent Aptos along with Jeff and I was a team manager for about 12 years. So I spent hours out at all the fields from T-ball all the way up and had a team of all stars one time. So I want to say welcome to our board meeting. We're very excited about this agreement and thanks for bringing the concerns forward so that we could collaborate with you and fix some of the issues that you guys were experiencing and we hope to get that water line in so you guys can have some water and fountains and everything. Okay. If there are no other comments from the board I'll ask for a motion to approve. I'll so move. I'll second. Second. Okay. All those in favor. Aye. Any opposed. None. Motion passes six zero one. Congratulations. Thank you again for being here. Good to see you fish. You did win. We forgot to do the walk with the handshake though but we both won. Okay. So our next item is 9.4 which we moved to come after our last item. We're going to go ahead and start 9.4 and this is also a report by our CBO Joe Dominguez. Thank you. All right. As we recall from our previous meetings we had a develop level two developer fee justification study that was completed by schoolworks. That report was approved. However a follow up item was to come back to the board and provide a breakdown or get direction on what is the amount that the board would like to give direction of what we could charge for level two. So I'd like to go on to the next slide. And so I just want to kind of recap real quick and then we'll have the discussion. But developer fee basics is you know the common source of funding to pay for local and our facility needs. Most districts collect level one here in Watsonville or for PVUSD we qualify for level two. And so it's determined individual age district to fund 50 percent of the need of new facilities due to the impact of development. And if you go to the next slide. So how do we qualify for level two. So there's some prerequisites or as a district that we have to meet. And so 20 percent of our teaching stations have to be portable 30 percent of K6 students multi-year round or exhibiting existing capital facility debt is over 15 percent. And with that being said we have 36 percent of our teaching classrooms or spaces that are in portables as a district. And then we are 46 percent of local bond capacity. So our capital facility debt is at 46 percent. And the district had placed a local bond on the ballot and the four years which received at least 50 percent yes votes. So those are the prerequisites that a district has to meet in order to even qualify for level two. So we meet the two of the minimums so we do qualify. Going on to the next slide. So major factors impacting level two amounts. It's your square footage. And so the average square footage of new homes is about 1600 square feet in our district. Local land costs are what is the yield rate for a new housing development. And so for level two it's 0.44 students per home. And then the space that it's available in a site. And so the impact of limited space or no space. And then we'll talk a little bit about old space. But it's local funds available for school districts in California to use to enhance to modernize or develop new facilities due to the impact of development. And the study determined the maximum amount which we're able to collect the maximum at $5.47 per square foot. And we're currently at 502. And if you go to the next slide please. So the impact examples so a new home generates as I mentioned 0.44. Their average cost to house a student based on the state standards is $39,847. The 50% share for developer fees on the impact on a new home is $8,957. And so the new home has a cost impact to the district but also to our enrollment. But at 1,600 approximately square feet times that $5.47 a new home would pay $8,932 or only $8,197 if we were at the lower rate at 502 which we're currently at. Over the next five years the projected revenues are 5.1 million or 4.7. So if we stay at 502 it's 4.7. The need is far greater than either amount as we have aging facilities as well. The regulations require the fee to be set as per square foot amount and is charged based on the condition space of new residents or the increase in condition space. So if they add on to their home or additions to additional development. Next slide. So I wanted one of the things I really wanted to focus on is kind of use a current example or current development. So we can say okay well at 502 that was the what we charged in the past but what's something coming up or in in the works right now and so we as you know we have the Ohoni Parkway Sunshine Vista Homes development that was approved by the city. And for those that do not know there's 23 single family homes 40 duplexes and 87 town homes within that development. So a total of 150. And if we were to maintain our level to developer fees at the 502 amount it brings it in at 1.2 million and if we raise it to the maximum that we are allowed to at $5.47 it brings in a little bit over 1.3 million. And so a net increase of $113,000 or $113,287,000 and that funding can be used if you go to the next slide for enhancement or modernization of our school sites to look and transfer either there's numerous opportunities to either replace our dilapidated portables with new modular buildings permanent classroom space and or expansion of other spaces. So in other areas that we also can use level to developer fees is not only is it the impact of enrollment at a school site on the classroom but is also an impact to the cafeteria space the play space both inside indoors a gym or outdoors a play field or a track or a soccer field etc. And so and then with that also the parent pickup zones or driveways and or parking lots enhancements can be used as far as developer fees go if you go to the next slide. So this is I also wanted to kind of give a summary of how we are as a district. And so I mentioned you know 369 of 1060 classrooms are eligible for modernization and that's based on the state and that's a bit over 34 percent. 713 square feet of our 1.8 million square feet is eligible for modernization in the state. 382 of the 1060 are in portables their average age of our permanent buildings is 45 years old and the average age of portable buildings is 22 years old. So I mentioned it's not only if we currently have it but then the condition of what our portables are in and our permanent space. Next slide. So in summary the level one which the board approved increases our commercial fees as of 924 and our commercial fees increased by a nickel or 8.9 percent. Level two study increases residential rates immediately and so once as we have this conversation this evening depending on that I will notify the county and the city of the increase or the maintaining of the current amount. And then one point that I need to come back to the board is 12 months or a little bit sooner than that because the level two expires. So that's the timeline that I have to follow. So to make sure that I come to the board probably 10 months from now. So we follow in that transition timeline. And so for next level one adjustment is in January 2020. I'd like to open up the discussion and hand off to the superintendent. We have no speakers. Okay. Well it looks like Willie has a question and then Trustee Bisservas. Joe. Page four. Let's go back to page four again. The point of the line that I want to point out is the space available in existing schools. No space. In our in our city we have Radcliffe, Minty White, McQuitty full right now. And one of the reasons that I asked that this be ever brought up before we go into the affordable housing which I favor is this point is we're overcrowded now. And based based on the formula that we will be able to raise $1.3 million right in fees. So how much does an elementary school cost now about what 10 or $9 million would you say? It ranges. It depends on the layout of the of the site but I would say a minimum and Victor you can chime in here but I'm thinking a minimum $20 million and above easily. I mean because it depends on the grade span K5, K6. You're looking at the play space. Are you building up or are you building out on the land space that we have? Do we have land or we don't have land so it's numerous factors but it's very expensive. Okay, thank you. Thank you. That's all the question I have. So I understand when big developments go in that these that these fees are assigned you know per unit but I think what what these fees hurt are the people who want to build their own homes. I had a complaint last year from some friends that were building and they went down to pay their permitting fees and etc. and they were shocked that they needed to pay almost $10,000 for these district fees. It just cost a lot of extra money that they were not expecting. So I do feel like it sort of hurts the average person with excessive fees and and I know that we can use them for things to improve our district facilities but I don't think I've ever seen a separate balance sheet or a sheet showing where we're taking these fees and we're actually putting them towards facility use. I've never seen that in eight years on this board. So if we are truly going to take these developer fees that we're earning on all of these you know on all of these new new builds I would like to see where that money is going instead of having it just go into the general fund. Yeah so it is currently being reinvested into facilities so I'll make sure to put together a report and bring that to the board as a whole but we are reinvesting one I think the lease and or permanent portables is a big chunk of the revenue how it's being used and the other component that we are working right now with our director facilities is looking at what are other ways we can use those developer fees such as what we mentioned playfields playgrounds and or expansion of a site. Right because as a parent who has kids in the district who knows I've personally written multiple grants to improve facilities myself it would be really nice to have the district putting money towards facility improvement so yeah I think we would like to know where the money that's coming in is actually going to improve the facilities. Thank you. You're welcome. Joe my concern is that and I agree with trustee to stir up that whenever we pass additional taxes it's passed on to the consumer ultimately so when we're and I understand this is going to hit the big companies whoever the big companies are but as we talk about affordable housing and how important how crucial of an issue that is in our county increasing the fees on construction if you're increasing on the biggest developer in the country or the smallest guy is building something in his backyard that is going to add cost to that house and that's my concern. Willie is absolutely right we are well we're going to need to build a new school but right now I think if we're really concerned about affordable housing let's not increase the cost let's let them come in and build the homes if we're concerned about affordable housing we're going to have a vote in a little while about measure H and affordable housing if we're concerned about this why are we raising costs on the people who want to or who are going to make a profit off helping resolve that issue that's my personal opinion I understand it's needed I get it but I but we can't keep adding costs on housing and then say well why is there affordable housing housing issue the average house in Santa Cruz County is nine hundred and thirteen thousand dollars we're adding an extra eight thousand dollars on that cost recently we reinstituted the Intergovernmental Affairs Committee which is so great I think you guys met recently yeah so when the city approves new great big developments is there a way that as a district we get to ask if a school can be built as part of the contingent contingency plan for approval so yes there's negotiations for any new development and that is the collaboration or with the city that those type of agreements can be made for new development and that also includes park space but understanding the impact of a new development and how many projected students or potential students that development could bring is also negotiating with the city with what is that impact to a local school and the need for a new school and so that's the importance of having the intergovernmental meetings continue so that we can also not only talk short term planning but also long term 10 20 years out of where we're growing as a community and making sure that we have the resources in place to serve our children so at the Intergovernmental Committee our new city manager made a commitment to us that we would be involved in two of the pre-development stages that we had not been involved in prior so we are now going to be part of the group that is doing the major project review and then we will also be able to be part of the conceptual phase and so I just wanted to mention that so previously we had not been involved in those two phases and so we were kind of caught on the back end when most of the planning had been done and so his commitment to us that was noted in the minute so that was great was that we would be part of those two review processes and so it's something that I don't know how long it hasn't happened but it definitely hasn't happened for the last five ten years that's great so I would like to make a special request that you know any new housing development from here on out does get sort of the seal of approval from us because or if we could because we really need a new school built I know under under Willie Harrow's purview he saw multiple 13 new schools built I think or in his tenure and we haven't had a new school built in a long time and I think we should make that a priority as these new developments continue to go in thank you so one of the things that we also have to keep in mind is we may be able to collect the developer fees but the actual land that we don't have is you know another piece of that and that's why sometimes the negotiations with the developers are important because as I understand it we can negotiate that they actually build the school on the property and within the development and soldo is a good example of that or they can give us the developer fees and we find our own land which again we don't have so those are things we're really going to have to watch and and we we know that this is coming so right as for I I understand and your your reservations it seems like they kind of play this item and the measure H item kind of play against each other but I feel like the market rate is market rate and when a developer comes in I really don't think that they're adding eight thousand dollars on to the cost of the housing they can only get what the market dictates they can get but I do agree that a single home builder is affected and I did not know that they had to go down to the county and actually write a check I thought maybe that could be you know wrapped up in fees that maybe could be a part of the financing so that's I can see how that could be difficult but I just I feel like our our job is to look out for our district and our students and that benefits it will benefit the community as a whole and so I'm going to support this and ask for any more discussion if not emotion let me make one comment to you because you bring up some great points let me if a developer that someone's going to eat that and so a developer is going to make a cost expense ratio how much is it going to cost for me to build a home in Watsonville and is it worth it for me if he says you know it's too expensive I'm not going to make enough of a profit he'll go someplace else will he will make a profit and that's going to take housing off the table and then and we're going to continue to have our affordable housing issue that's my concern you're right it probably won't raise the price eight thousand I mean frankly on a nine hundred thousand our house eight thousand dollars is less than one percent however it eats into the profits of people of people developers unless remember corporations aren't people aren't corporations it's people who own them and that is going to start to say well then is it profitable to do it that's my personal thing okay I respect your opinion Jeff okay and that's why we're here right um yes well I was just going to say so the this so I can understand this so when we say is this what adds on it what we say that we're justified in levy a fee of five forty seven per square foot on residential development correct so the the recommendation um from me is to allow me to increase it to five dollars and forty seven cents a square foot one point that I forgot to mention was level two developer fees has strings attached so I can only use it for like I mentioned portables new portables purchasing leasing portables site acquisition so if the district needs land down the road we can put that to the side and look at land acquisition I can also pay architectural fees or development of a current site I cannot use it for salaries and benefits so this complements or the general fund will be relieved because looking down the road of purchasing land is this is an area where a bucket of funding where I can use to do that the five forty seven correct but you can put it aside too so right now we're charging five dollars and two cents a square foot so he's asking for an increase of 45 cents right so it's not it's not you know we're not saying yes go ahead and charge eight thousand dollars it's just the 45 cents yeah is the difference it's 8100 currently it's going to be the 89 36 I think it's a figure I saw yeah if you go to slide six it'll show you like the the example of you know olahony parkway development right it's yeah it's about eight hundred dollars is there any other discussion yeah I would go if if we do not levy the fees at the highest highest level will that count against the district when we go go to go to the state to try to get more money construction fees or yeah we we looked in that and there's it does not impact our modernization funding however it is looked at as to the district or best practices look at all resources of funding but does it have a direct impact to the formula it does not it's the age or condition of the building and our enrollment so I'll call for a motion if there is one I'll call for a motion are you making a motion I'm making a motion is there a second a second okay all those in favor I I any opposed motion passes five one one five zero one one is it five zero one one or five one five one one thank you good discussion thank you okay item nine two is a request for approval of the resolution number 18 19 12 in support of measure h and this is a report by dr rodriguez yes um so as we've heard um as we heard from our employees as we know with our families who are um double tripled up and so are therefore accounted as homeless so currently 15 percent of all of our students are considered homeless by the state definition which means that they're double and tripled up or in transitory conditions we know that as we've stated just a few minutes ago the cost of living is is a challenge and produces a great challenge on our staff and and also on our students and so the Santa Cruz board of supervisors they did unanimously vote to place major h on the ballot so the it would allow if it's approved I think the reason why um in coordination with um copa we are the staff is encouraging the board to approve this is that it would provide a hundred and nineteen million dollars to local jurisdictions of the san cruz county so it's not just watsonville area an aptos area but it is the county um to provide um create affordable housing opportunities for our local residents and workers um we often mentioned that one of the main things people want to come and work for us people want to come and be here um the hr made a huge push this year and went far and wide um and we were one of the first to start giving out contracts people said yes they came they looked at the schools and um they signed they said yes and then we gradually had them rescinding their um contracts and that was because they could not find a place to live under two thousand dollars and so they weren't in many times able to to be there so it does have a direct impact on us and um and who we can get to work here um it does also major h also does create twenty one million dollars to address homelessness um countywide which is where then our students come into play um because um we have the largest concentration of homelessness here in South County versus um throughout the rest of Santa Cruz County there's a huge concentration here so many grand majority of those dollars would actually come to this region um and so we um developed the the major h ballot um the county of um the county office did approve this petition we um took the same ballot um or resolution sorry resolution that they created um and we modified it because we have some additional ties to copa um and so um we did add a few elements onto that um but we encourage the board to support the resolution do we have speakers to the side of we do we have two so Angelica Martinez followed by Marine Southeast and when you come up if you could state your name in the microphone and then and you'll have a three-minute timer if it buzzes don't let it that's kind of loud sorry welcome good evening my name is Angelica Martinez I'm a parent in a master elementary school or Lakeview middle school and a copa leader last year me and my family were evicted because of our crowding and the property and became homeless it was hard for my kids they were not able to pay attention in class following the class lessons they became depressed and it was very hard for them to study and finish homework without a home my son teacher noticed this and asked him why he was different after she found out we were homeless she helped give us support and resources now we are in transitional housing if we want our kids to succeed in school our kids need a home to study and do homework make sure it helps us accomplish this we need make sure each for our kids thank you for considering this resolution my name is Marita Ortiz I graduated from Watson, Ohio and went through all elementary here and also in this district I went up to college and I came back to Watsonville to get back to my community and one of the now my my youngest sibling is attending Watson, Ohio as well but since that cost of living it's so so high and specifically in housing my parents and our family has considered to move out of state and possibly moving out of state and if we don't get measure H this would push all our families away and it would be hard on all our students here in in this district if we want our students to come back and give back to our community go back go go to college and come back to our community teachers and community leaders here we need this measure H to pass and for you all to give us your support and keep our families here not to leave somewhere else or other states thank you thank you okay that's all all of our speakers so I'll open it up to board comments there are any Jeff I'm gonna abstain for this vote for a personal reason but let me say this and this is my own personal opinion and I this is my personal opinion even though I understand there's a housing crisis I'm not in any way denying it or even saying anything about this measure it seems to me that as a school board even then I know I can see really I know he's misadvent you know this is affecting our students affecting our teachers that all could be but I would really like to see us focus on things that are in the classroom I this seems to me to be very a very political move and I and I resent that when we had our last vote and I don't remember the issue now to be frank with you I voice some of the same concerns and I was approached by two parents who said to me why is the school district even discussing this stuff so I understand the issue I'm in no way taken away from the real pain that's in the community but I it just seems to me to be a political move for me personally most political and not not saying as a school board we should be discussing that's my personal opinion do you have sure so um yo soy trabajadora social and I work with many many families here in our community many older people many people with disabilities and many of them right now in particular are being evicted at higher rates than normal because of so our rent control measure that's on the ballot as well so I am in full support of of this measure h is a measure measure h we do need more affordable housing for families in particular there are special vouchers that people can get right now who have mental health and other health disabilities but families are really suffering and so I'm I think that we should be building more affordable housing across our county to deal with this horrible crisis that we're in and I'm sorry that that happened and hang in there okay and I'll make a motion to support measure h I won't like to second that motion okay and more discussion yes just a couple comments um Jeff um so I respect your point of view but I think I mean just just hearing the testimony from from the parent here present tonight I don't believe that we're doing our job as board of trustees if we're not at least trying to to address the situation at home right homelessness it's it's a big nation in our community and I think if a student is doesn't have a place to call home doesn't have a place to study doesn't have any security whatsoever then how can they focus a school um so I will be supporting this tonight um really is really unfortunate that the state did away with that redevelopment program that we had formally in place years back and I think as a school district we do have to take local action to ensure that our families have a place they can call home so that's why I'm supporting this resolution tonight and I do want to thank our parents and our former former students and now alum for taking a time to do this tonight and addressing the board I I am in favor of affordable housing but one of the problems we have with affordable housing that I've seen over the years that always ends up in in the south county and affordable housing means more children which means more impact on our schools and that's why we're here our responsibility first is to the children and to our schools and and one of the things that I pointed out under the previous item was that we're we're full now you know and as and as and as the affordable housing develops which I think we we need we're in this quandary of well we need that but at the same time the impact on our schools is such that I represent the Watsonville area mainly and it's Radcliffe Minty white McQuitty or over pool now and there's no place to go soldo they're at their maximum and and so we have that problem now and if and and I don't know enough about H but if it if it's limited to just Watsonville people moving from one area to the other that's one thing but if affordable housing brings in people from Santa Cruz etc etc because it's cheaper to live here now we really overcrowded you know it it's it's it's like a terrible thing happening from something that we wanted to be something positive I I all all I all I wanted on this resolution was to put a little whereas in there whereas the the before housing gets approved people work with the school district because we have this is this is a resolution being sent out there with our name on it and that's all I want is we're not getting the planning cooperation from anyone except now we're brought in after the fact and the after after the fact is we're going to be overcrowded and we'll be going on year-round and etc etc exactly where we were 20 years ago so help me out you guys we want to pass this I want to pass this but I want to make sure that people understand that the school district is going to endorse it we want to be part of the planning where the schools are going to be and whatever isn't that reasonable okay and then Karen so is there anyone here that could address that question would families in Watsonville if that's where the funding will be invested with the families in Watsonville be given preference to affordable housing because if that is the case that's great news but if it's not then I am I can see where Willie's concern um it's coming from okay so one of the differences in major h is that each city jurisdiction had to come up with projects so scott's valley has to come up with housing projects Santa Cruz has to come up with housing projects capitol has to come up with housing projects and Watsonville has to come up with housing projects so the thing is not to move and then the county and incorporated has to come up with housing project so it's not to move everything to Watsonville and Rebecca Garcia who's a city council member in Watsonville was on the planning committee was as was I and she was very adamant that not everything come to Watsonville so part of the reason it was structured that way is to get it spread throughout the county rather than put everything here but I think your idea still makes sense I mean you've already said then in your intergovernmental work that you're going to be listened to so I think that we're but it is different than previous motions in terms of housing and that each city has come up with and then it's proportioned by population obviously that helps great it does well thank you so much I was glad to hear that because I mean I do in a certain way agree with Willie in that we don't want everybody from Santa Cruz are you moving down to Watsonville for affordable housing so I think we need to be in negotiations around this when it's going to happen of course we need to be involved and in negotiations to make sure that we get what we need here for families like we're just up here and many other families that need it and you know I mean I'm even hearing what Michelle was saying about the fact that teachers sometimes don't who were wanting to come here wanting to be here decide not to be here because they can't afford to be here so and you know I mean we've been talking about how we could figure out how to get house teacher housing or whatever in this community I don't know if that affordable housing thing can we can work with them in terms of thinking about those kind of things or not I don't know we'll have to figure this all out but but you know there's so many things that we can look at with this and what he was saying that you know we can come up with our projects for our community and do what we need to do for our community like you're trying really so I hear what you're saying about you know worried about we need to you know work on thanks wait hold on as a social worker in the community I help people who are homeless find housing every day and right now in our community just for an example you cannot find a room in a in somebody's home for under $1,200 and that would be even a steal a $1,200 room in somebody's home two bedrooms are going for above 2000 and essentially 2,500 right now so it's just it's a it is a huge crisis I mean that's a more that's the price of a mortgage to own a home a high mortgage in most places so it is a crisis in our community and the st. Stevens project that was built I think there are how many units are there 40 for st. Stevens there's 40 units I put 15 people in the lottery not one of them got a unit and I think there were over 800 applicants and these are all senior citizens who are low-income or disabled for 40 units 800 applicants so that just gives I just wanted to sort of illustrate the crisis that we're having and for families it's even worse because families are like double triple quadrupling up in homes living in garages two families in a garage and other families in homes I mean it's just completely a crisis in our community so anyway thank you well good I I heard tonight that heard more about this project that Watsonville is going to have its own project and and and we're going to be consulted why don't we just formalize it and put it in this resolution and and so it so when we send it out there we're going to know that it's already being planned that we're going to be with them and and planning and all and all that and that's what I want to see is the planning and where the schools we're and where the housing is going to be and where the schools are going to be so I if this board agrees to do that I would like the wording to reflect the positive direction that we're moving with our intergovernmental affairs relationship and the commitment between the district and the city to work together on these projects I don't want it to sound negative no because I have a really positive feeling of this this committee moving forward and I'd like it to reflect that positivity I will leave it to the board president and to the superintendent to get together and write something up that's reflected well this will be by the entire board and if they agree with that I'm okay with doing that with with Michelle so okay thank you thank you so I I I just have to say I don't think this I don't view this as it being a political move at all I think the points that were made up here tonight about how it's affecting our families how it's affecting our our staff this is a great place to work it's also I would think and you can tell me if I'm wrong this has an effect on health as well it has an effect on our students ability to achieve and that's one of our major goals and major charges as a school board is student achievement and it just breaks my heart knowing that there are students out there I had no idea that it's viewed as 15 percent of our student population not having what they need you know being a mom I remember before I was a mom things didn't affect me that much but once I had kids it was heartbreaking to know that every single kid didn't have what they needed to be healthy and successful and it's I don't see it every day but I know it's there thank you for bringing your story I know that that was really difficult but we need we need to know that this is happening and I want to support this because it's something I think every community is struggling but every community is struggling in a different way I think and I think this reflects the fact that we got together as an entire county to solve our problems and I love that it has every community comes up with their own plan because Santa Cruz County is unique as a whole but South County is unique within the county so I think I'm really pleased with the way it's written and I'm sorry that you don't agree but again respectful conversation right we can agree to disagree so thank you for your comments um yes so I would oh and and yes I'm read so I will go ahead and I will call for about all those in favor I and oppose I abstain yes oh I'm sorry so with the addition and I will work with the superintendent on that wording okay so we have 511 oh you abstain so 5011 with one abstention one absence okay thank you okay so we're on to item 9.3 and this is a resolution to approve facilities lease and site lease by in between Paro Valley Unified School District in Kent construction and this is regarding Paro Valley High School there's those interested who are leaving this will be really good news go right ahead well good evening I'm very excited to present this item this evening my recommendation is to approve the lease lease back contract with Kent construction and joining me this evening I have Victor our director of facilities Richard director of purchasing and our facilities councilor D.B. Sakai with Dennis Wall of the Kelly to take on any questions regarding the procurement the project and or the legal component of it we did as a district completed an RFP process and we proposed that out through various channels throughout the state and our region to inform various contractors within our area and throughout the state of our project and we opened it up for proposals with the district did receive four proposals as that from contractors that were interested or developers that were interested in the project and then through that process we had a best value mythology implemented which included the interview process and the best method was also best value I'm sorry was also to take into consideration the expertise the experience the background of their firm similar type or projects completed that fit the project scope of PV high school football field and auditorium project so all that was taken into consideration and within that process we started negotiations over this contract that you have with us this evening and our recommendation is to move for approval and we'll go ahead and open it up for questions and staff this evening do we have speakers no um are there any board comments or questions okay the job with will we ever ever see the architects drawings of the facility and so specifications for the project have been developed and we can share those at any given time so we're ready to show them they're not they're not ready no they are they're even dsa approved okay in essence it's they're shovel ready what are we gonna see them we have seen them we have seen what we could do is we could bring it back to the board because next steps next steps if the board approves the contract this evening is we provide a notice of award so our director of purchasing will inform can't construction tomorrow that the contract was approved and then shortly thereafter they have to do their internal components of getting their financing their bonds their insurance all the kind of behind the scenes that they need to do once that's completed our legal counsel did you will assist myself and and victor and do a notice to proceed and that becomes our pre-construction services so then they assess the project they review our architectural plans the campus the timeline estimated costs they review all the entirety of the scope and I think at that point in time we'll come back to the board and we could present the what the plans and the visuals so we can bring that at a later board meeting once we're ready to bring back the outcome of the pre-construction services okay it's a good you're my cousin okay I thought you I'm going are you going to speak any other questions or comments okay well I'm excited to call for a motion this is yet again one more step closer to PDI getting their much long-deserved facilities so I would like to ask for a motion approval okay and I'm going to go ahead and second because that's cool and all those in favor aye any opposed motion passes 601 thank you so much I would like to commend the staff for all the hard work that it took to get to this place on many levels so looking forward to the groundbreaking thank you Kim thank you I think we can all agree on that thanks a lot okay so item 9.5 is approval of the Williams sufficiency of textbooks this was in regard to the public hearing that we had at the beginning of the meeting and so I will ask for a motion to approve approval second okay so all those in favor any opposed none motion passes 601 thank you item 9.6 is the request for approval of an MOU with the California agricultural teachers induction program and this is a report by Dr. Colleen yes thank you President DeRose board trustees Dr. Rodriguez for your consideration is a memorandum of understanding with the California agricultural teachers induction program or K-TIP a consortium built for the purpose of providing alternative services to support and mentor teachers in their first two years this complies with the requirements that's delineated by the Commission on Teacher Credentialing and K-TIP works with Tri-County induction program CTE teach and a network of other professional development programs to help our ag teachers our agricultural teacher at Watsonville High School will receive subject specific support and mentoring through this opportunity as well as have an opportunity to obtain a clear credential upon completion of the program okay and I see no speaker cards to this item are there questions or comments from the board I'll make a motion to approve second um trustee Roscoe second so all those in favor aye any opposed motion passes 601 thank you item 9.7 um this is a request to approve resolution 181911 and this is on our anti-bullying campaign and this is Dr. Rodriguez yeah thank you so she's putting up the power point so I'm going to be doing the presentation first and then we'll talk specifically about the resolution because much of what's been the resolution is reflected in here and so um as you all know we we began our be a kinder more empathetic you anti-bullying campaign and it's been off to a great start so whether it's here in the boardroom or throughout the departments or in school sites you see these posters everywhere and so they it was generated by our PIO and and given to all of the school sites and so I'm always excited because most of them whether you're at PB high that was at on Monday and they generated individual pieces for every single room so every single room had this in here or when I was at Valencia this morning and they had used it they use them as banners going into the cafeteria so the kids see it every day and really helping the kids to see what does empathetic mean right and and what's the difference between empathetic and and sympathetic right and that's what they talked about today so if you look off to the left that's our target for student success that's the regenerated the brand new regenerated one what's important and I know it's hard to see from from here but we believe that there's four levers that are really going to get our students to be college and career ready and one of them is meaningful relationships right we believe that when students parents staff all feel connected and valued in what they're doing that they're going to do better work also in our LCAP goals and these are goals that are linked to the board goals when you look at one of them it speaks to creating a safe and and and and welcoming environment and so we really want our students and our staff to feel safe and secure in the environment in which they're in so the goal is for this to reach all of us so we had the launch so we did on august 6 we had all district administration there and so that was the first launch we had most of you were able to be at the district by breakfast so that's when we launched it with the rest of staff where we had about 350 people in attendance and so they were able to see that for the first two weeks of school mostly it's the first week of school each one of our sites has PBIS which is positive behaviors and interventions and supports assemblies or beginning of year behavioral expectations assemblies and so within each one of those assemblies they spoke about the campaign with the students they also at back to school night they spoke to their parents and community on it we're going to be speaking to delac parents on october 16th and we ask all the individual school sites to do it at their at their school site councils and also elacs as well so when you think about so what's the components of this campaign right there's multiple things so one thing that we were required in our board policy was that we had an anonymous reporting structure and so we did have we tip prior which is an anonymous reporting but it was it was somewhat sporadic so some school sites had the posters some of them didn't and so we were able to order thousands of posters for three dollars and seventy eight cents and we received the posters and gave ten to each school site and so their job was to put it up throughout we also wanted to have continuous feedback from people and be able to find a baseline so we always talk about the healthy kids survey and the importance of the healthy kids survey the problem with the healthy kids survey is that it jumps gray levels so it's not every gray level and it's not every year so it's not really a consistent guideline and so this would and it did not always include everything that we wanted to know from staff and also from families and so we began the staff component already we're doing it in a stagger so we're doing staff first then students and then families so we've had up to date we've had 700 staff members a little over 700 that have already taken the youth truth survey it's closing at the end of this week our goal is a thousand we'll take it that means that it would be almost half if we get a thousand a little bit less than half but it would be about 50 percent if we were able to get that thousand so that's our goal we also today and I'm going to talk a little bit more about youth truth in just a few minutes we also today was our international character day and so I'm going to show how some sites engage all sites engaged in it and we have some specific examples from from from some of them and we're here today we decided to accelerate this presentation and also the the resolution because today is not international character day and so we felt that this would be a good thing also by October 1st we are asking all staff so this also is in our board policy we're asking all staff to do mandated training and so we do have keen and safe schools there's a 54 minute bullying it's bullying recognition and response online training in the future years it would just be 26 minutes but for the first initial training it is 54 so it's a little bit long but I was the second person in the district to take it so I can vouch that it's high quality and informative and so those are some of the components of it so on the student survey we are asking them questions and I'm going to show you some specific examples but on student engagement on academic rigor on relationship with teacher peers and on school culture and college and career readiness so the survey does hit on more than just what is required regarding bullying but it does point to what I was mentioning before about meaningful relationships and a safe and secure environment and so for example relationship with peers which you cannot read it also sorry about that but it's a Likert scale so it goes one to five so they either strongly disagree or they agree and so it asks questions like I really feel like part of my school's community so then they rate each other they rate which one they feel can and and then they have how often do you work with other students in your classes and again then at that point they do everywhere from very rarely to sometimes the very often this will be our baseline data and we'll be able to use this data to really see how we can improve and actually make action plans off of it so specific to bullying they ask questions of the students like in the past year have you ever had have other students bullied or harassed you and then they say specifically how which I think will be important to us so they either say verbally physically, socially through cyberbullying and then they say one of the one of the following I'm not sure I have not been bullied or harassed or so those are what they can choose and they can choose multiple I think it will give us some good data points on what's actually happening in the schools beginning in our elementary schools and then going all the way up to high school and then they have such things as students bully each other for a lot of reasons and being bullied is not your fault to help your school understand the problem why do you think it happened and then they say answers of why they think so how I look my race or color or skin color because people think I'm gay my sex or gender how much money my family has the disability I may have my religion where my family is from and so again we're going to be able to really figure out in an anonymous way so I forgot to mention but with the survey they literally pick a code out of a bowl so we do it's completely anonymous it's not linked to an email address it's not linked to anything but the code itself and so whether it's staff or students people will feel secure to be able to answer for elite and honestly because it won't be linked to them and then it talks also about school safety I feel safe from harm while and then they get to rate the different areas including their own home and classes we are doing the family survey that goes everything from school culture and safety relationships communication resources that they feel that they get what I did is I highlighted for this one the different areas that parents will deal will answer questions regarding school safety so whether they feel their child is safe from violence at school if it's a safe place to learn if discipline is fair and then also if their child is safe from bullying so we'll receive it at a site level and we'll also receive it at a grade span level and at a district level so we'll really be able to look at that information and then make some some good steps so staff survey as well so culture and communication engagement empowerment relationship and also questions about professional development and support so we'll be able to triangulate that data between the three groups and and move it forward so today as I mentioned I'm sorry three groups so it's parents students and family and teachers so character day did happen today there was resources that we received last year there was 133,000 events not people but events in 150 countries it focuses on character strengths like resilience grit empathy courage and kindness and so what we did is we have some pictures for you of I was going to do the film and I'm just gonna move forward on it because it's getting late so these are images from throughout our character day at PVUSD so every single school site did different work up in the top left you'll see the I was actually present this morning for it you'll see the sixth grade leaders at Valencia did a skit and did a presentation to the rest of the staff you'll see everything from off to the side you can see the various elementary schools I think it's really cool that Lakeview is down in the bottom right and they did the word pride so they had all their students go out and they are doing houses this year and so you'll see all the kids were in their shirts and their different shirts according to their color and so they spelled out the word pride the bottom is Aptos Aptos High is on the bottom left and they did each school was given the flexibility to how they did it but we wanted to make sure that each and every school actually did something and so you'll see the various and I should have mentioned landmark is in the top right so that's some from there we made sure that it was in all of our departments too so the child care center you can see up in the far left did it so we did it everywhere from our youngest to our oldest and not that I'm calling our staff old but the one in the middle top that is actually at the district office so we also had our district office participating and they were able to watch the videos and kind of move it forward Radcliffe you can see Radcliffe off into the far right and then you have Watsonville High School which did some did quite a bit of work during their breaks and then Calabasas and so each school celebrated it in a different way so you might say okay so you did all that so where do we go from here right so I mentioned quite a bit when I was talking about the youth truth survey of using that data right we're not just taking the data and then kind of put it away but we're actually going to use it and take action on some key items we won't be able to do everything but we will be able to prioritize things that we feel are the most important we are doing currently a refinement of the safe schools plan so as you guys as you all know in at the end of last year all the schools submitted their safe schools plan one of the part of it is to have a bullying policy within that plan but that plan was evaluated for everything not just bullying but all different aspects a lot of it linked to the PBIS work and so that was evaluated by the district and the county office of education in a rubric so those rubrics have been given to the sites and they're working at it and with principal meaning so that they can then take it to their school site councils so they don't do it in isolation safe school plans are done with the school site councils and so they should be revised with the school site councils and so that has been provided to them and we're going to be coming back and that's the last bullet but we'll be presenting to the board of trustees on the school site implementations of the policies and procedures at the end of October and part of that day when we do that at that same board meetings we'll be revising our board policy to include additional information we have to do cyber bullying right now we have a one line on cyber bullying so it technically I guess would be compliant but it's definitely not ample enough so we're going to be doing that and also looking at other needed elements which we're not are not currently in the policy and so we're proud of the schools for implementing the work that they did I think that our goal is not for it just to be a one day but for all year and I know that the principals have taken that on but today was a great day to kick off as International Character Day so any question thank you for leading this that was a great report and I know everybody was out at the schools today for character day so thanks for being out there over 150,000 150,000 sorry that would be a lot of countries in the whole world wouldn't it 150 countries I wanted to expand the world Michelle really quick so the training that went out for parents students and staff did that also include cyber bullying in terms of the training yes yes it had a required element of the cyber bullying not only to recognize it but also action steps to what to do in response to it so I've been asking for bullying the whole bullying policy to be addressed for a very long time so I just want to thank Michelle and the team and staff and everyone who participated in leading this effort because I think it's it's a bigger issue than we think it is it really is we met multiple times with families from our best school they were the group of folks that initially brought certain issues to my attention and then from there we met with Michelle and then that's when everything else spurred up you could say that so I'm just grateful that we're actually taking action that we're gathering data to put policies in place that are effective and that help us keep students safe not only the students that might be encountering bullying but also the student that is bullying for whatever reason it's great that the survey also addresses that component not just whether a student feels bullied at school site or at a job site but also at the home setting because we never know what's going on at home and I think that's a pretty key component so thank you thank you Jeff I also think I agree with what everything I've heard thank you I also think it's really interesting to me how our culture has changed in my lifetime when I was a kid if you were bullied your parents just said take it and if you were a bully your dad said if you get caught you're gonna get in trouble I think it's really important that as adults we set that standard that if a child is having trouble at school either way bullied or bullied that it's unacceptable because that's really where we're gonna start start to change the behavior so I think this is nothing but positive I didn't know this international character day at 150 countries but at the local level I think this is nothing but positive so thank you thank you for the work around this and Maria thank you for your work on this yes I'm so glad that I mean I was a little bit of a conversation with the Marvis to families and the only good thing that comes out of those unfortunate circumstances is we learn where we need to do better and we did learn a lot about what we could do better and this is a direct result of that and I love the fact that we are we're providing multi-tiered training on how to prevent it how to recognize it and how to address it when you see it and I'm hoping the training is going to be addressing it on both sides the victim and the the bullier because I know that sometimes where it has dropped off in the past so I'm I'm really thrilled with this there's a lot of work put into this so I wanted to recognize that so any other comments or questions or would someone like to make a motion to approve I would like to make a motion to approve the anti-bullying was that yes okay sorry anti-violent resolution in 1911 perfect so that was a motion second by Karen all those in favor aye any opposed none motion passes 601 thank you so we have item 10-2 and this is the multi-tiered system of support and this is report by Susan Perez good evening President DeRose for trustees Superintendent Rodriguez we are here to present some information on MTSS multi-tiered systems of support the four of us in addition to and let me say an academic coach an academic or a counselor and also a behaviorist who's on our team I've been doing work over the past year to try to figure out the best route that we can take to make sure that we're going to implement the framework correctly and do it right inside Pahoa Valley and Fyde School District so the why so you've seen the target and we really want to look at informed instruction and we want to make sure that when we say all means all that all of our students are college and career ready when they graduate from our high schools so we have to look at what we're doing within the schools and the school system and the framework and all the support that students need and encounter on a daily basis because students their needs can vary monthly, weekly, even daily and we need to be able to respond to the immediate need so we're going to take a look at a little video that was produced by the state of California that gives a little bit of an overview of what multi-tiered systems of support are what this framework looks like and we're going to dive a little bit deeper in terms of what it will look like in Pahoa Valley Unified so can we go ahead and play that video? Yes. Hi there. Let's take a quick moment to talk about something you are probably already hearing about MTSS. What is it you asked? Well, MTSS stands for multi-tiered system of support. I know. It's a mouthful. Let's break it down. California's multi-tiered system of support is a framework designed to help districts and schools address each and every student's academic behavioral and social emotional needs. I know, I know. You're thinking sounds great. But what is this? How does any of this even work? Well, let me try to answer that. MTSS realigns numerous state, regional, county, district, school, community, and family resources to provide all students challenging and motivating coursework along with the opportunity to learn in the most inclusive and equitable learning environments possible. As part of that proven existing programs like positive behavioral intervention and supports, restorative practices and response to intervention have been integrated into MTSS. In short, it's about taking all the best practices and resources built up over the years and streamlining them so that every student can benefit from all the tools at educators' fingertips. Let's break this down a little bit more. At its core, MTSS uses proven evidence-based priorities and practices to provide universal support to all students. But we know some students behave and learn differently and may require supplemental support in certain areas. Finally, a few students may need even more intensified support to meet their needs. Come on! These levels of support are available to all students. For example, a student might be doing great academics but need additional support in social-emotional development or vice versa or maybe they only need additional support with learning and math. The system is flexible to what each student requires and educators will be constantly assessing where their pupils are in each key area. So, what kind of impact can a multi-tiered system of support have? Well, schools can use the MTSS framework to increase attendance, lower dropout and disciplinary rates, improve school climates and boost academic performance. Because MTSS builds on the strengths of each school's staff and signature programs, it won't necessarily look the same at each school. The common features include collaboration, the use of data, differentiated instruction and targeted interventions that kick in before a school or student is failing. MTSS is now being scaled up statewide, marking an important step in California's drive for continuous improvement. We hope you'll be a part of this movement, ensuring the success of all students. For more information, visit the website and thanks for watching. It's not... Oh, there we go. Okay, great. So, that gives kind of the 30,000 foot view of what MTSS is. This is a visual representation that we are using to really represent MTSS for us. So that bottom tier that you see this bottom tier represents our programs for all students. And this is where we're starting really looking at making sure that regardless of a student's needs that we are providing a core academic program which is represented over here on the left that we're providing social emotional supports and that we have kids on track for college and career. So this pyramidy shape type diagram is looking at those three pieces and all the work that we're currently doing is within this and aligned to this. So really what we're doing is it's a way for us to look at everything we're already doing for all students, all the work we're doing through the roadmap, all the work we're doing with adoptions, all the work we're doing with all of our social emotional counselors and all of that support and we're able to look at this first tier and say are we with everything that we have going providing a solid core, a solid first tier for every single student that meets all students' needs. And then are we using data to determine whether some students need more and are we using data to determine if even fewer students need even more support in all of these areas. So really in the beginning it's taking stock of what we have in place and using a visual framework to help us determine where we do have the pieces we need and where we have holes and need to address. So that's our visual representation and we as a team having been trained and now beginning to work with principals and our schools are really taking a look at this and using the framework to help us ensure we are meeting the needs of all of our students. So as we're rolling this out to the sites we want to make sure that they know that it's not a new program. It's not a new way of doing business but it is a smart way of looking at what we are doing, how we can do it better and how we are meeting the needs again of all students. So MTSS is a framework serving all students. We're proactively identifying the students in need in that tier one. So where did it go? Frequently we are frequently monitoring student progress progress to make decisions with regard to an intervention or goal and also we're collecting data and using that data to figure out what the best intervention is for that student and whether they will remain in tier one or if they need to move up to tier two. MTSS is not it's not a program we keep saying that because it's really important that everyone gives that. It is not an intervention and finally it is not a replacement for a pipeline to special education and that's really important to understand. Thank you. One of the big pieces that you've heard is about the measurable data and this is the really important piece is because when a student is struggling whether it's academic social emotional whatever it be we have to try different interventions and different supports for the student and we can't just do it one day and go it doesn't work. We have to do it over a period of time and collect data to find out if the student is growing or changing right and then if the student is growing or changing then we're like this works or their learning is accelerated it works and so we're going to continue to do this until they can go back into a tier one atmosphere. So we have to make sure that we are constantly analyzing and looking at data another important piece that the reason why we have to is because when we collect data it let's it informs us whether the problem is a student issue perhaps a classroom it like within the instruction issue whether it's a school school-wide issue or whether it's a district issue that has to be addressed so the more data we have it informs our practices and informs what direction that we need to move to make sure that all students are supported. So the road ahead what we're working on what we've been doing with the team first of all we have built this team and we've come together we've had meetings we're having training and the next step is really to roll it out to the principles which we have started doing so there was a presentation to the principles and then I think what we have all come to really know is that you have to have that solid foundation you have to have the base so the tier one in academics in behavior in social emotional all has to be really solid before we move on so that's really where we're going to focus a lot of attention when we're getting this up and going and rolling as Lisa had mentioned we have to look at the data we need to know who our responders are who our non-responders are and then what support we put in place when we move up to tier two if they need this and I think another thing that's really important about multi-tiered systems of support it's not just for students who are not performing at a great level it's for high achieving students and looking whether or not they need additional support to it we go from the gamut all means all and then we're moving down the road and we're building timelines and how we're moving forward with this process within this year and next year you guys have probably seen this what is fair fair is not everyone getting the same thing fair is everyone getting what they need and think about that when you're looking around and people have glasses on so Kim doesn't have glasses on right now is it fair that I do and she doesn't it's what I need right now to perform that's easy to think about when you're thinking about it that way think about it with behaviors in the classroom that's a little bit more challenging so we're really looking at everything so that it's behaviors social emotional and academic and looking at what's fair for everyone so that we can meet their needs to move forward and that's it thank you um so no speakers are there any questions or comments from the board or our student trustee Karen so explain to me a little bit more about the tier two because I'm understanding more about the tier one but tier two what's all the stuff that happens when it's tier two yeah so tier two really happens when by looking at data we determine that that solid core that we provide for all students is not enough for some students there will be some students whether they're gifted students or they're struggling academically or they're they're struggling in a social emotional area who data shows need more than what we're providing in in that base the the base is what we give absolutely every single student in our district regardless of their needs we don't skip anybody so the tier one you're saying that that first level tier one which the tier one really is our core it's our base program it's what we provide in terms of social emotional support it's what we provide in terms of academics and it's what we provide to help students begin planning towards college and being career ready so when our data the data we collect because we need to monitor constantly shows us that some students are not being successful with that and they need more support that's when tier two kicks in that's where we tier two just means we're providing additional support for some students so for example all of our schools are in the process of implementing PBIS we have about 85 percent now and so PBIS is behavior expectations school wide of how students are to behave it's not gonna affect 100 percent of students are not gonna adhere to how the expectations some students need that extra one-on-one adult attention or adult check-in in the morning so there's a system it's a tier two called check in check out we're in the morning a student who is still getting in trouble behaviorally goes to an adult that they've built a relationship with the adult says how are you doing how's your morning going you're gonna have a great day today and so that adult sets a good mood with the student at the beginning of the day at the end of the day the student goes back to that adult how was your day let me see your slip let me see how you did today and that is a tier two intervention that then improves the behavior of that one student because the tier one which is just the behavior expectations is not working for that student for example with social emotional counseling maybe you're checking check out for attendance and it may have moved up even to tier two or as they're checking into it they're finding out that the student really has some social emotional issues that's why they're not attending school it's not just because they want to sleep in every day so then that referral would be made we're just outside any other questions kip so if kids that are identified who need more attention I'm just worried about do we have the capacity to address every one of those kids because you say you're monitoring constantly I'm not how are we monitoring constantly aside from checking and check out I mean there's multiple layers of monitoring I'm sure but benchmarks and testing and exactly it's it's the a lot of the data we're already using for I will address the academic the math that we're already doing right would be a monitoring tool we'd use academically to determine whether a student needed more academic support Lisa's example of PBIS and it's said that we are implementing the schools and the students not need the behavioral expectations of the school one of the when Heather was talking about our timeline and the our focus is on that first year really to get that's where we're focusing this year is on making sure that we have a strong solid foundation and that we have determined what we want to use as those measures as those benchmarks and that's part of what we're doing is we're really analyzing okay do we have in place now what we need to determine whether students need more support we have the support systems in many cases in place we have the ability to provide those but we just need to make sure that we're being consistent that we are being strategic that we're aligned in what we're doing so we're just rolling this out this is this is going California wide yeah okay yeah and I was going to say on every day basis we have great instructors inside the classroom every day they are monitoring their students they know when their students are off they understand when their students don't understand a concept but at this time we don't have a menu of when this happens here's something you can do teachers right now are on their own to try to figure out or with their administration what to do when a student is in extra need so what are you saying about that when they when the student when the teacher finds out so right now so on a daily basis students need extra support within the classroom whether it's social emotional academic or behavior because something that happened at home that morning or just in general so right now what's taking place on the school site is that the teacher struggles because they want to help the student and so every single school may be doing something different and a lot of times the teacher is doing their own research and spending their own time to try to figure out how to help the student instead of when we go up to the tier two here's what here's some possibilities that you can do with the student who is struggling in this area the academic shows with the map test that they're not scoring at this level this is some intervention some supports that you can help with that one student and it is fluid where a student can need an additional support one week and then possibly the next week they don't it all depends and that's the the key is that it is a fluid system and it's not where we're just going to place this in certain tiers and keep them there oh I'm just going to say really quick so so the teacher sees that the student needs to make her help this week or next week how can she reach out so that she's not trying to do it for everybody I'm the whole classroom and trying to get it together for every big classroom I mean you know what I'm saying how would she or he obviously how would she or he reach out in some way you know all over the place with you guys whatever you know to figure out how that she can bring in some support for her to be able to help the student so we're still building the the tier two and the tier three the framework for how they would look at it but teachers do that now every day they're concerned about every single student that is sitting in front of them and I think sorry I think one of the big pieces of this is that you're going to have to as a school team and that's why we're reaching out to principals is work on the scheduling aspect of it is looking at when you're going to be able to everybody getting for when some some kids may need to have that extra seven minutes in the classroom or an extra half an hour pulled outside of the classroom to do that extra teaching and so that's scheduling looking at those teachers and the school have to do that and every school may do it a little bit different but the ideas will still be there that stuff that they need uh-huh you ready Maria? I think so for special ed and I'm more concerned about the tier three maybe tier two category so I've heard some concerns regarding parents with students who require special need their special needs and require additional resources and some of these parents have waited a long time to have their children assessed so do we have a waitlist or how do we keep track of those of those students who have already reached out to the district and made us aware that they're concerned about their children so and looking at MPSS because that's a uh-huh question that's not directly related to MPSS but just looking at moving forward with the process one thing that I see that that's fantastic for special education is that we're not waiting for a student to fail to put in an intervention we're not waiting for a student to have to qualify for special services in order to get that extra pull out time and that real focused support we're doing it much sooner when we're working with the student and so what the process is is to try everything that we possibly can in the least restrictive environment prior to special education but that doesn't mean that they're not getting support along the way continuously so special education in the multi-tiered system doesn't come until after tier three you can't have hard and fast rules in special education too that's the thing there has to it has to be individualized there may be a student that comes in that we know we have to move forward with testing there's a lot of things that we take into consideration but the general idea of multi-tiered systems of support is that you're giving students that support sooner and as they need it and then hopefully they're responding to it and coming back and being able to access the support and so what I was learning to that question was so we know that's that's currently an issue and hopefully you know this multi-tiered system will address some of those concerns but at the end of day do we have the staff capacity to address those concerns because I feel that we may get an increase of students who need those additional services I feel that although there's a bunch of interventions yes it can go both ways yeah I actually feel that if we're if we're really focusing on our core teaching and having engaging good teaching at that level that we're going to support the students better you know with this system and there will be less referrals and that our numbers because right now our numbers are high with overall identification so once we look at that I think our numbers are going to be coming down all right so that's the overall goal then of this multi-tiered system okay thank you thank you there's a system for older students that Cabrillo started using and it's it's a survey there's a couple of programs that they're using it and it's been super successful it's similar but not they survey students at the very beginning it's like an assessment a personal assessment for every single student to see um what their needs are and it's to find those students that fall through the cracks the ones that are high high achievement not just them but any student to identify any need that they have and they meet individually with the instructor and I believe it's like the sixth week of school of the semester and make sure that student has everything that they need to be successful and it's that program now has a hundred percent pass rate and a hundred percent employment rate when they leave so I love this because those are the feeder students right who are going to be going so maybe we can get rid of that at Cabrillo but anyway it's really good to see how much support is being attention is being put on students at all levels to give them the support that they need so I'm excited about this so and and you know I think that if you do find that you need more more capacity and it's having a positive effect come back to the board with a request right okay thank you so much and I know you always have to go late Susan I was just thinking I'm poor Susan she's always the one that's doing the light one so we appreciate it so that was the report and discussion not an action item so again thank you to all of you for the good work and what was that okay and 10.3 as Heather this is our report on the mental health three-year plan for special education thanks for being here again yes hi I'm Heather Garmin self-director good evening I know it is getting late so I'll try to go quick so good evening Dr. the Rose I'm bored doctor oh thank you I know I had somebody call me that the other day too and I was like oh president I'll take it Dr. Rodriguez so thank you so I don't know if you remember but a few almost a year and a half ago I came to give a report on what we were doing with not just county mental health but some of our most fragile students in the district that qualify as emotionally disturbed and we had been starting a new program at that time so I presented to you and our goal is to address the needs of the whole child to ensure that they are college and career ready so this may sound familiar but I added a few things college and career ready by increasing resiliency well-being and the ability to cope with life stressors both in school and at home our target target population is all students K through 12 with IEPs and identified mental health issues so I um put some statistics down here and I'm not going to read that page I just wanted to mention some things about it currently we have about 109 students that receive educationally related mental health services of those 59 of them are in high school so this is focusing on our elementary school students and why it's important is that when I'm talking about mainstreaming for our students that's our goal that's you know the big thing is that we want our students out in the mainstream we want them successful in the general education class and so when I say that 50 that they're being mainstream 69 percent and I know it's just nine out of 13 are being mainstreamed for less than 50 percent of the time that means time that there's they're being mainstreamed without other support they are successful all by themselves out in the class and that's huge we have always mainstreamed with supports but this is because of our program and what we're putting together something that we're able to do and send students out and they're being successful and then um for more than half of the day 38 percent two students have graduated from the program last year and our projections for further graduation is two or three students who are likely to exit within a couple of months and another two or three students who may exit in about four months I'm going to continue to have data on this but that's those numbers are high for what it has been when some people think of special education it's like oh you're going into a special education class you're never going to exit the whole idea of this program and getting supports in place is that our students are getting the supports they need and then exiting from the program so when I first presented this was what I talked about for a three-year plan we have what we call the rise academy reaching individual success success and excellence is what that stands for and we have we did the startup in year one year two you know we had we did do all of these things but one of the things that happened in year two is that we noted that we had to slow down we didn't have the resources to go out and do all of our programs all at once so we pulled back a little bit and we had some focus programs and we started with the elementary site and so we had the support and Dr. Rodriguez got the chance to spend a day and one of our classes was some of the supports that were there last year and giving them that focused attention has helped the programs build to capacity and be running at full fidelity and so this is this year so we really want to strengthen our final components and we had started this work with the Diana Browning Wright model and so we are probably having one more visit from her but really at this point we're at the I have we have enough staff trained that they can take this on themselves and they can start training our staff so she may come back and consult one more time she may not I either way it's it's going to be a help for us if she does but if she doesn't we have the capacity now to move the program forward collaboration with PVPSA student services social emotional councils and mental health we just like with multi-tiered systems of support we're building that type of model here and so this collaboration is important because the education related mental health services that we are providing are really that top tier and it's just a few of the kids that need that extra support so these other programs and other systems in our schools we need to collaborate with them when we started we really wanted to have a whole child approach and it involves three focused areas we wanted we are focusing on I don't say we wanted to but we are focusing on families students staff behaviors mental health clinicians so we really wanted to increase parents and guardians capacity to address mental health needs of their students to improve school and home experiences we wanted to increase services to students with mental health needs to improve resiliency well-being and coping skills and we want to guide staff students parents and families in achieving functional behaviors in students with mental health needs so some of our accomplishments I'm going to just point out a few you can look at all of them because I know it's getting late but two of our staff are fully trained in triple P and they have been able to do some parent nights and so that's really fantastic we're reaching out more to parents we're not our program consists of students getting individual counseling we have group counseling and then there's family counseling and sometimes it's harder to get the families involved so we're really doing outreach to get families involved may I interrupt for a second I have a question that's me what is educationally related mental health services so I mean it sounds like it should be obvious but yeah so it's mental health services it's counseling and so it's counseling for students and and the families and it's group counseling for like all the kids that are in about educational success and things like that or is that emotional or it's social emotional it's about educational success it's kind of it's these are students that have emotional disturbances so they have a lot going on in their lives and the counselors help with everything that they need to help with so that they can be successful in school okay yeah so they're addressing I mean there's a huge damage of the issues is this happening at all of the schools it is happening in all of the schools where we have our RISE Academy programs and it's happening in what we call like an an outpatient because we have students that have qualified for with emotional disturbances that the least restrictive environment doesn't mean they need the RISE program that they maybe are an internalizer and they could be out in a mild-moderate special day class but still receiving earned services there okay thank you so and that so that could be all of the schools but we do have focused sites so we're implementing SEL curriculum and I know you heard that with our multi-trade systems of support so when we're looking at this this is very focused curriculum that we have for this program and we've been implementing it throughout all of our classes social emotional learning yeah our county mental health clinicians co-facilitate self-governance meetings and that has been it was a lot of work and they were having a hard time getting all the kids to work together so they work slowly and now they have successful meetings where the students meet as a group to work on issues that come up all of our staff now in these programs have been trained in safety care techniques and so that's really the techniques that you need to help de-escalate a student when behaviors are happening we just recently moved to safety care and it's a good program we're pushing it out actually to more than just our RISE Academy so that's a few of the things there I know I could go on because I'm passionate about this this is I think a great program so continued accomplishment and this is more focused on county mental health services but we've increased the collaboration between county mental health and SELFA we've established entrance and exit criteria for education-related mental health services and our RISE referrals when I came in I found that some of the systems weren't really in place that needed to be in place so there wasn't a process for looking at what student really belongs in this program and what has been done prior to them coming and then what shows that they're successful in this program and how do we move them on so we really started to work on those systems and getting policies and practices in place so that we would have that so we have weekly referral meetings that include our ERMS our RISE and our behavior intervention behavior intervention program referrals and we collaborate the ERMS from county mental health collaborate with us and I meet just directly with Kathy Citron and Lauren Fine who have been the lead people at least probably every other month right now but at least that education and outreach attended monthly school psychologist meetings to present on ERMS and brainstorm because we have to have that collaboration between school psychologists and our mental health we attend weekly school-based RISE meetings clinicians attended all relevant IEPs and SSTs so they're getting involved in everything that we're doing and working alongside so it's not our mental health services are not a separate service they're really collaborating with what we're doing in the schools and then implementation of the Diana Browning Wright CBW model mental health clinicians co-facilitates health governance meeting in the RISE classroom mental health clinicians implemented social emotional curriculum levels and point systems were implemented in individual and group therapy to create cohesion of the program ongoing discussion of with education-related mental health therapists on how to support behavior technicians in the classroom and one of the things that we started this year that I think is important as we talk about all of this is a support group for the behavior technicians that are in the classroom working daily with the students and oftentimes they can have secondary trauma just because the students have so much trauma so we are providing a support group for them and teachers so it's it's the people that are working in the classroom observed clinicians implementing self-governance governance meetings so we have people coming in making sure that the program is working and supporting them as they go along Boy I wrote a lot here didn't I so I know so I do I'll just choose so provided education about intervention and standards we have increased coordination with the community services which is really important and we're providing individual clinics with biweekly supervision and for our next steps we I mean I'm passionate about this program we've done a lot but there's still a lot to do like I said we have our elementary sites that are running to fidelity our middle school program is one of the focus sites this year and by January I'm hoping that we're getting to our you know real focus support with the high school we are giving them support but it's not the same as the focus support we we you know can give so those these are some of our next steps and what we need to do to continue to move forward okay that's it thank you so much um we don't have speakers to this right um do we have any comments questions well I just want to say um that your family your parent education nights sound really good and then you've had family therapy provided for 80 percent of RISE students that's super cool and then I just want to ask you just to understand totally what they those things are the honors rooms honor room so in each of our RISE programs we have an honors room and it's something that the kids work towards and they earn so it's part of the whole program and the motivation to get them going and it's not as simple as providing something like a sticker or um you know it would be if you want to come and see them our programs are at amesty elementary school at um Rolling Hills middle school and then at P.B. High and Watsonville High so they all have the honors rooms up and going but they do have some pretty big ticket items things that the kids want to work for and do well so they earn what would you mean and be an idea of honors room what happens in any honor room so it's what what we call is it it's it's a social experiment it's it's not only earning time to do something fun so but it's also a time that it's the the bts go in the teacher goes in and they work with this the students to be social they'll sit and play a game like connect four with them and it's not just okay you can go to the honors room and play a game all by yourself the honors room is a time when you're going together and you're working together towards something that's fun but you're also learning during that time okay yeah yeah and and part of our honors is honors outing which are not just outings to do go get a piece of pizza but it's a service-based model so we want to provide the idea that you know you get good feelings and how if you're serving somebody else so it's supporting somebody that may need some support so we're working on how we can provide outings that focus that are fun but then focus on service oh wow and one other thing the explain to me just explain so the level and point systems explain being a little bit it's pretty complex and I hope I can do a good job explaining it but but so there there's a level and point system for the students as they work their way up to being you know being their best student and really working at being able to control how they behave in class and so it's how they work their way and then they get points and then they move up levels and then they earn either honors room or outings and it's also how we look at okay is somebody ready to be in the mainstream class because they've showed us over a period of time that they can do x y and z and that they're going to be successful by themselves in that classroom and so that's how we're we're moving levels of points so they're moving up a level and they're getting they're adding they're getting points whatever yeah they actually they're earning it's a way to measure their progress right right right there you I could have said it that that's okay thank you this is great I mean again we're seeing how support systems are coming together for all of our students so that's great any other questions Kim I was talking to Dr. Rodriguez about this earlier and I'm glad you're collaborating with the county of Santa Cruz does that seem to be a fruitful collaborative it does it's you know when I when I I was a little leery when we started and what I wanted to make sure that that it was it wasn't something separate that they were doing that they were working with us and that they had to buy in to everything that we were doing here and Lauren Fine particularly has really stepped up and supported our process she comes to our meetings weekly she supports all of the clinicians so I've I've found that Lauren Fine she's from County Mental Health and she's one of their yeah okay supervisors so that's my understanding yeah rather than getting to