here boom boom again so and there's no public comments for the closed session no so in closed session we're going to be doing a expulsion referral 2.11 2.2 certificated public employee appointment 2.3 classified public employee appointment 2.4 negotiations update 2.5 public employee discipline dismissal release 2.6 claims for damages Keening claim number 5 6 4 9 4 6 we have to see all these numbers whoa 2.7 ratified workers compensation claim number 8106-02-0126 and 8106-01-0086 2.8 ratified workers compensation claim number 457286 and 2.9 conference with legal counsel anticipated litigation now into closed session okay everybody sit down everybody welcome everyone to our meeting of February 13th 2019 new year and I will start the meeting with the Pledge of Allegiance with Jennifer Holm okay si necesitas traducciones se puede hablar con Virginia ahí está para que le dé los aparatos que se puede usar para para para celos so we're gonna have superintendent by dr. Rodriguez comments so last Friday I had the opportunity to spend my monthly day in the life with our painting supervisor Herman so you can see him up there we spent the day removing graffiti we're pairing a classroom teachers wall and inspecting upcoming paint jobs Herman really is a superstar from his actions you can tell that he takes great pride in his work and is committed to improving the facilities for our students and staff and some of those pictures that one on the bottom I didn't know he was even taking so it's been a spassado to be the opportunity to pass a day in the vida de un de nuestro supervisor de pintura Herman pasamos el día removiendo graffiti repelando la parede de un salón y también no haciendo inspecciones para los próximos trabajos de pintura y Herman si fue y es una super estrella por sus acciones en otra que tiene orgullo en su trabajo y está comprometido de mejorar todas las instalaciones para nuestros estudiantes y personal and so the monthly day in the life events not only provide me with hands on experience and a unique perspective but it also leads to change so I wanted to I was talking to Herman about it and he was like I don't think people know about that so he so I decided I would I would say a few examples so for example from the day in the life of a bus driver we added to driver dry route days from the elementary librarian we restored their hours back to eight hours the Vapa teacher we negotiated with PDFT the roving stipend the custodian were purchasing the additional equipment that they need to take care of the site properly and for the painter we're actually going to be hiring a fourth painter to cover the large backlog of painting jobs that are still on the system and so mis eventos mensuales de dia de la dia la vida de alguien se brinda una experiencia para mí no solamente una perso un punto de vista muy diferente pero también hay acciones en que hacemos entonces por ejemplo conductor de autobús en ellos ahora tienen dos días extras para hacer sus rutas antes de estar con los niños el bibliotech en los bibliotecharios de premaria ahora tiene ocho horas como antes el maestro de Vapa negociamos el el dinero para los que están yendo a todos los salones el pintor ahora vamos a contratar un cuarto un cuarto pintar pintor para cubrir el gran número de obras que tenemos que todavía están ahí so I always look forward to continuing these experiences each month if you have something I should do so siempre me gusta continuar estas experiencias y si hay alguien hay un trabajo que debo hacer mándeme un correo electrónico y we're now gonna have the governing board comments and I'm gonna start with this time Danny and then I'll skip myself and come back I guess good evening everybody glad I'm here tonight it is everybody teachers everybody in this meeting I just wanted to really really briefly I got to attend the spin the network they had an event at e-haul I met with Heather Gorman it was a really good event well kids with special needs in the PVE's district so I just wanted to mention Heather Gorman for doing a good job with that event thank you very much I'm gonna keep it brief because I know we have families and students waiting and it's getting late but myself and a couple of other board members attended the Pajaro Valley Chamber of Commerce dinner which was more than a thousand people at the fairgrounds at the Chris I think the Chris Eddie hall where we actually honored a long-standing athletic director from Watsonville high and I think his name is Brad Hubbard he was honored as the man of the year to a standing ovation and so as part of the PV USD family we thank him and his family for all the long long hours and the leadership and changing so many kids' lives down at Watsonville it was it was beautiful thank you your turn over the past week I was your name oh yeah hi everyone my name is Rosalie student trustee so over the past week I was in talks with the Aptos high principal miss Pugh and the assistant principal miss Edwards regarding the AP program as students have begun to pay for the this year for their AP exams I got the chance to take a look at the AP five year school score which illustrated the annual change in the percentage of AP students for taking the AP class and also passing the exam with the score of three or higher it brought me much joy as I saw that the Aptos high school score show that there that we have been above average percentedly percentage wise as students have passed the AP exam with a seven overall of 72 percent while the California state average is at a 63 so not only that but there are also there is also a noticeable upward trend happening with the amount of students taking AP classes in 2014 the Aptos high total was 294 students enrolled in an AP class and 590 AP exams taken that year as of 2018 which is last year those numbers have risen to 366 students taking an AP class and a total of 674 AP exams taken and passed though the school year has not ended the 2019 school year is on its way to continue this trend and as which has already surpassed last year's numbers of how many students are enrolled in an AP course though I only have the eight Aptos high statistics with me I do hope I get the chance to see how the other high schools are doing with their AP program and hope to see a positive trend happening at their schools as well thank you thank you media hi everyone so last fall I requested our CIT coordinator Rob Hoffman to meet with the Monterey Central Labor Council Rob Medwood both run to share and says our council and I wanted to publicly share what we still did from the conversation because I'm very excited about what what possibility that could be with this partnership Mr. Lara from the Central Labor Council has agreed to provide industry contractual industry labor unions he supports for PBAZ to reach out to Mr. Cheshire and I'm not sure if I'm pronouncing his Cheshire thank you Cheshire share I decided to connect with PBAZ construction CTE pathways to discuss aligning industry revelant curriculum called MC3 he's willing to provide seed money for a construction student leadership organization to start up and develop a program that is self funding I think this is a very unique opportunity that we as PBAZ should consider especially if we are piloting our own in-house CTE program but in addition to that making sure that they are A through G certified and last week I attended a Watsonville Parks and Recreation Strategic Plans stakeholders meeting it was a pleasure to partake in the conversation along with community partners across the Santa Cruz County to help shape the future goals and priorities of Parks and Recreation Services here in Watsonville some of the recurrent feedback from stakeholder was the possibility of opening our schools campuses playgrounds to the community I am interested in continuing this conversation at our next Intergovernmental Committee meeting which is coming up in March I believe and lastly I'm looking forward to attending both the D-LAC and the PV Education Foundation meeting next week thank you Jennifer so I mean Jen Jennifer works too she's Jennifer though next to you so in the next couple of weeks I've attended the Rio de Mar Science Fair and it was great seeing you know how all the ways that you know kids were exploring the questions they had using the scientific method I also held my first open office our session at Ground Control Coffee and spoke with parents about the challenges facing our students who have learning differences and that dovetailed nicely with going later that evening to the attending the SELPA committee community advisory committees anxiety trauma presentation and I'm really looking forward to to continued conversations about supporting the learning needs of all of our students and I also attended the Aptos High Mariner Expo really appreciated the new format of that Expo and really having it be very welcoming and you know accessible to having conversations with different groups and then near and dear to my heart at that was you know the presentations by the choir and the drum line and you know I know firsthand what a difference you know this can make for engagement you know for students with my own kids and then for myself as a student and seeing these programs grow and flourish is incredibly exciting to me now Jennifer good evening sorry we've been late but I have a public statement I'd like to make after the last board meeting I woke to packages of frozen meat left on my property I took this as a threat and so did the Watsonville police department and they are looking into this matter when my daughter looks at me and tells me mommy I wish you did not win this makes me very sad yes it has made me sad that our school board election new representation on 12 4 2018 has come to this threatening board members at their home is not acceptable behavior bullying is not acceptable behavior this position is about our children making our school safer providing a more well-rounded curriculum I ran my campaign based on the foundation that we needed new leadership on this board that we needed to work together as a community to have a welcoming voice in our schools and in our board I ran and campaigned to recruit and retain qualified teachers and staff to help our children provide for their future and to have the tool to success that we need in the classroom I would like the board to get back to what the school board is supposed to be about the most important thing our children I met this week with superintendent and Joe and we talked about budget this is what I'm currently reading through it's the school district's budget we are looking for ways that we can recruit and retain our teachers we're looking for ways that we can recruit and retain our staff by seeing where we can cut costs so that our curriculum is consistent in all of our classrooms we have small class sizes for all of our teachers to manage we have class sizes for special ed that they can manage and teach our special ed students we are looking at this I read this this is what my homework's been the past few nights this is to me what's important is about getting those tools into our classrooms and to our children so that they can have a bright future I look forward to some site meetings that I have been in touch with principles at different schools that that are going to be scheduled I look forward to our next meeting intergovernmental meeting working with Maria and I also look forward to working with Nancy bill it shouldn't adult ed continuing program thank you yes good evening and welcome everyone and well trustee shocker I just have to say I'm sorry to hear about this and the threat upon you and your family and no elected public officials should ever be have to be faced with such a thing aside from that well this year is off to a fast and great start I recently attended the Watsonville women's club luncheon and got to hear our district's very own Nancy Adams presentation on her work with our students in our community and our district regarding native birds in our local wetlands and what a wonderful presentation it was and I know she's not here tonight but I just want to say thank you Nancy hope you hear this later I would also like to take a moment and mention for our senior female students who are looking to go on to college next year to scholarship opportunities within our community because that time is now and coming up one is with the Watsonville women's club and one is with the suroptimist club within Watsonville and information can be found on both of these clubs websites on how to play I strongly encourage our females in the community our senior females to apply there is also another scholarship opportunity in our community available to graduating seniors at the Pajaro Valley who are looking to go on to college next year through the Pajaro Valley Historical Society and again information can be found on their website for that again I strongly encourage our senior students looking to go on to college to apply this time it's now coming in these next few months I also had the opportunity like a few of my colleagues to attend the Pajaro Valley Agriculture Chamber of Commerce annual awards event in which again our district's very own Brad Hubbard was honored as man of the year for his wonderful work at Watsonville High School and our community's very own Alex Solana was also honored with a lifetime achievement award for his work and service in our community including and not limited to his years of serving on this district's governing board in the early years of this district's initial unification so congratulations again to both of these outstanding men and members of our community we should all be thankful for their great work and contributions to our community also President Trustee Osmond said it has always been the district's core philosophy and direction to put our students at the very center and heart of all that we do as a district this has been the district's philosophy and direction long before any of us have been here and I am so glad to see we are continuing to do that now thank you my turn so I was I was very involved the last two days in Salinas with the the California Labor Management Initiative cultivating a culture of collaboration focused on student learning and it was for yesterday and today and yesterday I'm gonna say to you yesterday was my birthday and it's pretty cool that I have my birthday on the same day that Abraham Lincoln was born to that's pretty cool and so it was such an exciting time the last two days to actually learn about collaboration and we had two school districts that talked about how they put into place in their school district is this whole collaboration effort one was Santa Cruz City Schools and the other one was Santa Clara Unified School District I think it is and I could talk to you about all the stuff that we learned and I will definitely at some point talk to you about it but there was a lot of people from our school district there there was actually seven people from CSEA there seven people from us of our CSEA folks were there there was five I think I'm right from American Federation of Teachers the teachers union of course Francisco and everybody else and there was six from administration and I could say all their names but I'll tell you of course Dr. Rodriguez and then Chona Chilean was there Allison Joe Domingo let's see and also Clint from who is works in administrative services he was there too and also myself and Danny was there at least one day and they're from the board and it was really a great day and then today after we finished a little bit early today all of our group our whole group went to the human HR what is it called the HR conference room and we we had a big planning meeting after we had done these two days to figure out how you know we figure out all the stuff that we're gonna pursue for this plan on a collaboration together and we we knew that we had to get for one thing CSEA much more involved in what we do at one point I heard from Francisco I wasn't even aware of this but that we had just tried to figure out how to do something like this before but it didn't work out and one of the reason was according to Francisco to is that it's that CSEA was not at all involved in it so now we have you know all these CSEA people ready to go for it so that's pretty exciting and I well I don't know if Angelica's here she is I screwed up and did not go to the Head Start Policy Committee meeting because it was on a different day than I usually go to it and so like I completely was stupid and forgot the other thing I did though I went to the Peace and Unity March in Watsonville and they have been doing this Peace and Unity March for 24 years 24 years it's been going on and it happened after we'll say after the killing of a young little girl actually named Jessica who was nine years old and her brother Horthay who was I think 15 years old and after that that's when they started up what they call the Brown Berets they started the Brown Berets and then they started these Peace and Unity marches and in our March this time and also Danny was there too Danny was with me there too and at this at this March we actually marched to a little park little park place that was right on Salinas Road and we planted a Japanese Japanese blossoming tree and we're gonna have a bench there with the names of Jessica and her brother Cortez is about their names are gonna have a bench with their names on it which was pretty cool thanks oh the only thing that's okay high school student representative reports Aptos High School I'm hearing that they're here yeah there's lots of you so so far right now in academics at Aptos High we on the website you can pay for AP exams for all students taking AP classes as well as other students that still want to take AP exam on February 6 we had a presentation and the PAC and for eighth grade parents and students to get a look at Aptos High as well as open house in the new gym and parents got to talk to all the teachers and all the electives that you can take at Aptos High and then this Saturday we last Saturday we also had Saturday school so for arts our theater program is preparing for their spring and performances will be held mid-April in our PAC choir is preparing for their spring concert celebrate and song and that is March 12th from 7 to 9 30 p.m. also in our PAC and then our feeder students are also really excited to go on their annual trip to Ashland Oregon at the end of March and they will attend many different plays and workshops to improve their skills and these pictures are from their trip last year. So for activities a couple weeks ago we had our winter ballad seascape golf club and we ended up having 450 people there which was way more than prom last year our community service fair will be on February 21st and our set day for prom is on April 26th. So in athletics our boys and girls basketball team both won the SCCAL championship game on Saturday. Yes I know that and basketball women and basketball and we start CCS next week or possibly like Friday or Saturday and then our soccer teams had their senior night tonight and last night and our girls are currently 12 and 5 so have a good chance at going to CCS. Our wrestling team is currently in CCS and our spring sports have started and we offer softball volleyball tennis golf baseball swimming track and field and lacrosse in the spring. Wow that's the stuff. Thank you. Okay student recognition tonight we are representing who is going to be the employee I mean employee student of the year Gabrielle Castro H.A. Hyde Elementary. Guess you're gonna have to wait. Better. All right my name is Brooke Hopkins I'm the proud principal at H.A. Hyde Elementary and I want to introduce Gabriel Castro here as our student of the year and also his teacher Dora Salazar who's going to tell us a little bit more about Gabriel. There he is. Here's Gabriel. I was wondering where is he. Good evening everybody. Thank you so much for inviting us. It is an honor for me to present this award to Gabriel Castro. He is an understanding student. He has shown and maintained excellence in the classroom by progressing and learning fifth grade curriculum. Gabriel acts with integrity during independent work time and he has high expectations for himself as he always completes his work. He is asked for missing work when he does not attend the school. He is really show outstanding characteristics not only as a student but as also as a Hyde community member as he shows respect to classmates and school property. He follows our high-pride expectations on a daily basis. Are you sure? Right in the front Gabriel get right in the front. Nice smile and the next and this might be harder for me to say than in Spanish is Demian Matlow. Am I saying it correctly? Demian. Demian Matlow. Yeah thank you. All right. Well good evening President Osmondson, Dr. Rodriguez and board members. My name is Karen Lane and I am so honored to be the principal of Lawrence Elementary School and be with you here this evening to celebrate our sixth grade student of the year. We select our student I don't know if it's unique to us or not but we have four Valencia values of respect, responsibility, kindness and best effort and we give all of the sixth grade students a list of those values and a list of all of the students in their class and we ask them in thinking of those values which students pop into your mind and they can put students in multiple categories. We also give that same sheet to our staff and so that is how we selected our student of the year Demian and he's kind of one of our own for sure but on a next level. He was my student in first grade when I was still teaching at Valencia and his mom, Debra Matlow is one of our stellar standout teachers and so this is extra special for us this year. I love quotes and I assembled upon one the other day that says being someone's favorite teacher is by far one of the best compliments that you can ever receive and I truly believe that and when I was talking with Debra about this honor for Damien she said you know Damien's loved Valencia he's connected with and felt supported by all of his teachers but his fifth grade teacher Aaron Farrar he shared with her was kind of the first teacher that really got him as a learner and really challenged him as a learner so I invited her here to be with me this evening to help celebrate Damien so I'm going to welcome her now. I'm Aaron Farrar, Damien's fifth grade teacher. He's now in sixth grade so I want to start with I've known Damien for a while now, a little emotional, but we really met when he borrowed a Harry Potter book in second grade. We had a few chats about the series and I knew then that Damien was going to be a fun student to teach someday. As luck would have it I had the good fortune of being Damien's fifth grade teacher and was able to develop a great rapport with him. I can say for certain that Damien consistently has his head in the game both on and off the court. Damien is an athlete, a scholar, and a natural leader. He loves playing sports like basketball and soccer. He plays on competitive teams and just for fun. During PE activities Damien and his fellow all-stars effortlessly inspire participation of all students by demonstrating sportsmanship and verbalizing athletic strategies. Damien's enthusiasm, smile, and positive encouragement is contagious and everyone catches it. Damien regularly and modestly leads collaborative discussions in all subjects. He proposes intense deep thought-provoking questions and demonstrates enthusiasm for learning and challenge every day all day. In my opinion Damien has truly opened his mind to analytically and emotionally exploring all perspectives. He's able to wrap his brain around a concept and convey it so that everyone around him is comfortable. Damien is extremely eloquent and his writing is insightful. He has command of vocabulary, sentence structure, and persuasive techniques. His writing has been compared to that of a journalist. As you might infer Damien consistently works hard to meet any goals he sets for himself. He not only met the academic goals of meeting his fifth grade standards, he literally knocked them out of the park and he had a grand slam by earning perfect SBAC state scores. Wow. Wow. These scores came with Damien's deliberate dedication and perseverance. Congratulations Damien, but Ms. Farage-Masena. Damien, you are truly an inspiration to me. You once wrote about the legend Magic Johnson and so this has been my opportunity to write and share about you, our legend Damien Matlow. Damien, I am so proud you were elected the ones he has MVP and that is that. Thank you All students of the year. So I'm asking for approval of the agenda and I'm I want a motion and I would like to ask someone to defer 9.21 after 13.0 if someone could do that. Can I have a motion? I make a motion. All second. No and say that too. 9.21 after 13.0. Thank you. I second that motion. All right. Can I have a vote? All those in favor? Aye. Okay. Approval of the January 23rd board meeting minutes. Can I have a motion? I'll make a motion to approve. Second. I will call for a vote. All those in favor? Aye. Okay. Number six is visitor non-agenda items. So Danny. That is me. And first off we have Suzy DeRosa a teacher. She's still here. Okay. So now we have Laura Zucker a teacher from H.A. Hyde. Hi. I'm Laura Zucker. First of all I really enjoyed everyone's comments. I like being in special ed. I'm glad that Danny talked about going to the spin conference that I missed but spin is a great organization. It's really they do a really good job in this county both in North County and South County and they're really helpful if you have children with different needs. There's my husband and I do and they're really really helpful. I'm glad that Jennifer Schacher talked about our need for smaller classes in special day classes without something we're going to be starting negotiations and it'd be great if we had a cap on class size. It would be great for the kids make it safe for the children to be more able to learn and frankly we'd be able to attract and retain special ed teachers if we had actual hard caps and not just suggestions. So those are very important things. But I was really glad everyone said everyone talked about either teachers like Trustee Acosta did or about the kids and that was really cool and I wanted to thank I didn't get to thank folks who went to Sacramento with us and our two trustees who went that was really great. Sorry. I'm sorry because we've known each other so long. Yes. Okay. So but I wanted to I wanted to unfortunately this would be brief. There's something kind of unpleasant I want to talk about and I know y'all have been reading in the paper. I'm sorry that Mr. Beecher is not here because I don't want to talk behind his back. But he's been writing letters and about saying that there's been a violation of Brown Act. He's actually gone to the DA. I watched his comments in the last meeting and first of all I think we have a lawyer here. I'm kind of thinking the Brown Act was not violated because the election hadn't been certified. I'm not a lawyer but I do think that these laws are written probably for all of us to understand. I did get a legal opinion off the Internet if you're somewhere that says that elections are certified so that you know when the Brown Act will be violated. Since this meeting that five board members somehow or why a different configure whatever this supposed meeting happened November 27th and then the election without cert title the first Friday in December therefore they were candidates or most of them three of them were candidates when they met and not trustees. But I don't really understand that's my interpretation of the Brown Act at any rate. Mr. Beecher has kind of made you know trust me to serve you brought up a really good question was their violation that was done in good faith. But now fortunately Mr. Beecher has made it kind of divisive and undemocratic. He's saying that he would retract his complaint his formal complaint to the DA if he gets what he wants. If maybe five trustees or maybe just one trustee across to resigns it looks like he's trying to redo the election. It looks very undemocratic. It also looks divisive. It's like he's implying that this board is having some infighting and I know that's not happening. We certainly hope it's not happening. It just looks like a political stunt. I'm sorry I'm Mr. Beecher's part and I don't like to say that but I'm hoping that's not true but it just doesn't look good. We want y'all to work together. Everyone here was elected by us and we've worked with all of you. We haven't always agreed with all of you but we supported a lot of you and at one point all agreed on things. So we want this board to work together as a group and to get beyond this stuff that's been in the news about the Brown Act and Mr. Beecher's implication you know his trying to make it a political issue so that we can get to these important issues that that will help the children and help our community. So thank you. Thank you. Suzy DeRosa. Good evening Dr. Rodriguez and board. Thank you for having us here tonight. I just want to start by saying that I truly believe that all of us here are here for the right reasons and that we all have good intentions. However recent newspaper articles and letters to the editor have seemed divisive and distracting. And I just want to urge you to put these aside these distractions and work in unity for the betterment of our schools and community. After all if we can't do it at this level of government how can we expect it at our federal level. Right. It's sort of like it just is kind of a little bit of like wait that's happening here too. It can't. I just am hoping that we can really work together and I feel like we just have enough divisiveness in our world in our country that I'm really hoping that that's not what's happening here and that it doesn't. It's funny I didn't really want to talk tonight but Laura does so much for us for the teachers and the school community that I couldn't say no. And so here I am and I really didn't want to speak and I'm thinking as I'm driving home what am I going to say what am I going to say. And there was a car right in front of me to stop light and on its license plate holder there were just three words and the top word was adapt and the bottom words were humble thyself. So I just want to look at that. Thank you. Thank you. I have to keep turning this on. Now we're going to have employee organization comments. We're going to have PVFT the union PVFT speak first. Francisco. Thank you. Good to see you. Yeah. Again again. So as was mentioned Francisco Rodriguez with Baja Valley Foundation of Teachers as was mentioned earlier we the last two days we had been we have been with a group of other districts other teachers and other administrators talking about how to work together in a way that puts students first and makes it easy to do so and in a way that we are all respected and our rights as well as the district and board members obligations and to the community and the accountability that they you know you almost keep is taken into consideration. So we're hoping that this is a good start. I know over the last few months we have you have approved the number of randoms of understanding that I believe are helping our students our teachers and our administrators. We have a big test coming up and that is the start of negotiations again. And we're hoping that we're able to continue having or keeping the students first first of all in mind and the teachers that are meant to educate them making sure that they have the resources to stay in the area and to become permanent employees of this district. So with that your next item will give you more information on what we have in mind. Thank you. Thank you. Oh CSA are you here. So many of you were here today the last two days. Where are you today. Well there's seven of them in our last two days. It's been good. Now we can do PIVAM. Is there any PIVAM person and last CWA communication workers of America. Okay. Public hearing boom boom boom PVFT initial sunshine proposal so we can begin the hearing. Yes President Osmondson board trustees Dr. Rodriguez I defer this to PVFT president Francisco Rodriguez to eloquently explain the contract articles contained in this item and bring sunshine in this ring. We need sunshine. Thank you as we were saying before you you probably all listened to the state of the state address yesterday. As you know the governor is very interested in making sure that per pupil spending in California is higher than it currently is and there appears to be the resources for that. And so we're hoping that together we can come to an agreement on how we can move forward in retaining our teachers attracting and retaining our teachers and improving our student achievement as well. To give you a little more information on that is Nellie Bacchetta Boggs who is our Chief Negotiator. Good evening board Dr. Rodriguez. Yeah so on the heels of talking about LMI I think it's a very positive thing. And I hope that our upcoming negotiations is go smoothly. The articles that we're going to open with our Article 4 workload out in hours. Article 6 class size. Article 7 wages and related matters. Article 13 evaluations. Article 20 which is in regards to the mentor program and Article 28 early childhood education program. And then during the process of negotiations if there are other articles that we need to open up to sunshine then we will do that. So I hope that this process is positive and that we all we all want the best for our students and healthy learning healthy teachers healthy environments not overcrowded ones. So thank you. Thank you. Public speakers. Are there any public speakers. Okay. Are there any are there any questions from the board. It's pretty clear. Okay we're going to close out our public hearing and go back to our regular meeting. And do I do it again. So 9.1 Pato Valley Federation of Teachers initial sunshine proposal to our school district for collective bargaining agreement negotiations of about 2019 20 2020 21 and 2021 22 school years. Chona. Yes as this. Thank you President Osmondson. This was the item that was presented for the public hearing. And we are recommending that the PVFT initial sunshine proposal be approved as presented. I would like to move approval to approve this item. I look forward to engaging with PVFT and productive negotiations. Second that. No public speakers. Danny. Okay. Any more discussion from the board. Okay. I'll call for a vote. All those in favor. Any opposed. Oh seven zero. Seven zero. Okay. And now we're going to do a lot of board policies which are pretty much together with SB CSBA. And so we don't have a lot to say about them ultimately. But we have to do our second reading of each of them. Okay. So our first one is 5145.9 hate motivated behavior. And where is where are you. Come here. Michael. Yeah. So we he already did the presentation last time. So we really don't we don't really need to do a presentation and we don't have any public speakers. And there is probably not any discussion from the board. I wouldn't think. Okay. Okay. Can I have a motion to approve some move approval for board policy 5145.9 is presented by the administration. Second. All those in favor. I'm sorry. Can I ask one question. Didn't trust you to serve to ask for some language change at the last meeting and was that implemented. Yes. Okay. Thank you. It was implemented. Yeah. There were three. There were three items brought up last time. I just couldn't remember exactly what her request was. Thank you. Okay. All those in favor. Hi. Hi. All those opposed. Seven zero. Okay. The nine point three second reading board policy update 5145.7 sexual harassment. And probably no board discussion. Just have a question really quick. So on the following item there is stated explicitly what sexual harassment is and I'm wondering unless I missed it I'm wondering why under this item it's not we don't find the definition there. It's in the I believe it's an AR of the other three items the 4119 and so you're referring to why isn't it in 5145.7. I haven't seen a whole lot of definition stated in the policy more in the ARs. Okay. Got it. And taken from the California Board. When you're talking about AR just for the public who might be viewing what do you administration administrative regulation. Okay. Thank you. People need to hear what that is. Okay. Call for the vote. All those in favor. Hi. Hi. All those. Did you have a motion. Okay. Okay. Now all those in favor. Hi. All those opposed. Seven zero. Okay. I have to keep going. Next one is board policy B. P. A. R. for one one nine point eleven four two one nine point eleven four three one nine point eleven also also for sexual harassment. That's where that's where the definition is. I can have a motion. I motion to approve. Second. Second. Can I have. Yeah. No just any discussion. No. Okay. All those in favor. Hi. All those opposed. Seven zero nine point five second reading B. P. A. R. five one four five point thirteen response to immigration enforcement. So can I have a motion. I move to approve. A second. Second. Public speakers any discussion from the board. Okay. All those in favor. Hi. All those opposed. Seven zero nine point six second reading update B. P. A. R. five one four three point three non discrimination five one four five point three five one four five point three non discrimination harassment. Can I have a motion. A motion to approve. Second. Second. Sorry Danny. Any discussion from the board. Okay. He's the second. All those in favor. Hi. All those opposed. Seven zero nine point seven second reading update B. P. five one four six married parent parenting students. I moved. Yeah. I'll have a motion to approve. Second. Any discussion. All those in favor. Hi. All those opposed. Seven zero. These are all nine point eight second reading update B. P. 1250 visitors outsiders. Can I have a motion. Move approval. Second. Second. Any discussion from the board. All those in favor. Hi. All those opposed. Seven zero nine point nine second reading update B. P. zero four ten non discrimination in district programs and activities. Can I have a motion. Can I have a second. Second. Any discussion. All those in favor. Hi. All those opposed. Seven zero nine point ten second reading update B. P. and A. R. six one four five point two athletic competition. Can I have a motion. I moved to approve. Second. Second. Any discussion. All those in favor. Hi. Hi. All those opposed. I'm going to abstain. What's that. I'm abstaining from this. I'm abstaining. Okay. One and all. So six one abstention. And President Osmondson I just I just noticed that somehow I squeaked in two of the same one. So nine ten and nine eleven are the same board policy. Okay. Jokey. So I'm going out to nine twelve now. Right. Nine twelve second reading update board policy A. R. six one five nine point four behavior interventions for special education. Can I have a motion. Motion to approve. Second. Any discussion. All those in favor. Hi. All those opposed. Seven zero nine point thirteen. Oh this is a different one. You don't have to be here anymore. Michael thank you. And nine point thirteen approved memorandum of understanding between PVUSD and Pottle Valley Federation of Teachers regarding regarding bilingual stipends for migrant education teachers in the migrant program. And report by Shona. PVFT has been keeping us busy. So in collaboration with the Pottle Valley Federation of Teachers the memorandum of understanding was developed to provide clarification pursuant to article seven as related to bilingual stipends for teachers. We agree that a teacher who holds a bilingual cross cultural language and academic development certificate or the B class certificate and provides instruction to students in the migrant education department meets the requirement to receive the bilingual stipend. This memorandum of understanding is effective starting this current school year and it impacts five teachers in the migrant program for a stipend of I believe sixteen hundred. All right. Great. All right. Can I have a motion. Mobile approval. Second. Any public speakers. No discussion from the board on this one. Is there any discussion. Anybody wants to bring anything up. Okay. All those in favor. All those opposed. Seven zero nine point fourteen approved memorandum of understanding regarding professional growth opportunities in math and science. Go ahead. Thank you President Osmondson board trustees Dr. Rodriguez. This item is particularly important to our director of certificated personnel in her team as we approach the peak of recruitment season. There continues to be a national shortage of certificated employees who possess credentials in math and science as with special education teaching positions the vacancies in math and science fields are very difficult to fill. So working with PVFT this MOU was developed to address the shortage by encouraging our current employees who wish to pursue professional growth opportunities while concurrently supporting and promoting student achievement and their turning in their current teaching assignment. Eligible employees under this MOU shall receive tuition reimbursement for successfully completing coursework necessary to obtain a clear credential in math or science. Sounds great. I have a question. If there are no speakers. Can I have a motion first. Yeah I'll make a motion. Okay go ahead. What are the eligibility requirements. They that they are in a an approved program to obtain a credential in math and science and they have to be a current employee for the school district. So if we were to hire a new employee they could take advantage of that right away. Yes they could. But they have to be a new employee. They have to be an employee of our district. So what about if there's some contingency language around you know if we pay for you to complete your degree you have to work for the district one to two years. It takes time to so when we reimburse their tuition we reimburse it after they complete the coursework. Got it. So they you know that we're not going to pay for it ahead of time. So they're they're concurrently working on the credential on clearing the credential as well as you know serving our students in these areas. Thank you. They do they automatically are our teachers in math and science when they finish. Obviously. Yes. If they have a clear credential we'd we'd love for them to be math and science teachers. Yeah.  Right. They they could. But they and while they're doing their coursework they have to be here and they have to do they have to be employees of the district for us to provide tuition if they leave the district and they're still in the program and we're not we're not going to be reimbursing their tuition if they're no longer part of the district. I think what the board is asking is is there a clause in there that once that program is completed that they need to stay in the district and teach a year before they move on to another district. Can we make policies like that. We should be able to. And the reason why I brought up the point is because the same thing happened with the bus driver trainings right. We train them we pay for their training and then after the fact they don't stay with us. So I want to make sure that there is some sort of clause like she mentioned. Thank you for the word. I was looking for it. The keys those employees who are benefiting from our district and also providing service to our students. Then they make sure that they we have them for at least one to two years after the fact. I just want to piggyback on both what Trustee Roscoe and Shocker have said here. And I think that even beyond a one year extension is reasonable. Let's look at you know what is the reasonable amount of time it takes the district to recoup that cost. Is it one two three five years. So should we be making those extensions to you know to those periods of times. And this really isn't that different than what a lot of private sectors do with you know helping students be complete their undergrads or and master's degree programs. So you know could you you or it seems like maybe Dr. Rodriguez wants to chime in please elaborate. So we haven't checked with certificated staff. I will say we did investigate with the bus driver. So it was a desire both the SCA and the district to put in a clause in order to maintain them within the district. We researched it and by ed code we could not put in a clause that required them to stay within the district. I don't know if that clause was specifically for classified staff or not. So that is something I would have to research. I will say that we did specifically research for the bus driver because that that came up and it is a five thousand dollar cost that they could get trained with us and then leave and become a county bus driver and basically we paid five thousand dollars and we lost them. So it is something Francisco did you want to say anything in terms of this item. So this MOU is for current employees. These are employees that are already vested with it within the district and in the community. Many of them have in the past thought math and science in a class that may be grouped together which allows them to use their multiple subjects credential for that purpose. However what the district needs is teachers that have a single subject credential in math so that they can be assigned just math so that they are the math teacher. The same thing with science. The way the reimbursement works is that while they may not have their credential they would be assigned another subject or another class while they're taking their classes. So the reimbursement doesn't come until they complete the course work. So by just by the functionality of it they would have to be within the district at least another year after they get their credential. Otherwise they wouldn't get their reimbursement. I think that part of the concern coming I'm going to speak on behalf of myself and maybe it might be in line with what I've heard trustee Roscoe and Shocker say is I'm hearing what you're saying that they're current employees but it doesn't this policy would not just pertain to people that you see as members of the community who you believe are going to stay here and be here. They could sure they're here while they're doing it but then they could get it and then leave. So I know that you have a motion and a second hasn't been voted on. That needs to be voted on based on the situation we're in but I would recommend that we vote this down just so it gives you time to review what you've suggested you could do and bring it back to us at the next board meeting. Would you be able to would you be able to amend our motion to just defer it to the next board meeting or that that would even be. And if that's not possible as far as you know including a cost or you know then maybe it could be something I'm thinking of the new hires right because obviously we're going to be selling this as a as a recruitment tool for better like a word. So could it be somewhere on this MOU. Could there be a requirement for employee to at least be here three years before they can take advantage of this opportunity. And also stay here and then stay and then whatever that recoup time may be one two three. Well MOUs are all negotiated items so we can bring back I know that they're present so we can first investigate whether or not we can do the language and then we can go back and have a conversation and we'll bring it back at the next board meeting. Is the next board meeting sufficient time or do you need to table it to the second to next board meeting. If it's not we if we get a committee we'll just put it forward. But I do want to say that I mean full support of something like this because I think it's very much needed in the district is just I want to make sure that we also keep our employees. Thank you. Just really quick the best way to keep employees if you raise everybody's salary right but so right now though we do have you know school year starting in August and you have a need for math teachers you have a group of teachers that some of them have already thought math and science they just don't have the credential for it and so giving them that support to get that credential and like I said the way the reimbursement works there they will stay another year. And even if you do three years there's no guarantee that they are going to stay here after three years. And so it you know um anyway. That's uh I understand that Francisco my concern is with my concern is basically with new hires. I think that our teachers are vested in our district and they've shown that by their longtime commitment to this district but I'm more concerned with a new hire coming on and taking advantage of the program and then leaving after a year. I just want to remind everybody that was five minutes. I'd like to amend the motion to table this item to our next board meeting if possible. I'm actually going to withdraw my second because I'm in support of this tonight as it as it reads I think time is of the essence and we need people a credential as soon as possible who are willing to teach math and science in our district. So somebody else wants to do the second. I'll move to second. Approve Memorandum of Understanding between PVUSD and Pottle Valley Federation of Teachers regarding peer assistance review committee compensation. Again thank you on President Osmondson board trustees Dr. Rodriguez hopefully this one's a little simpler. We worked with PVFT to make sure that we're regularly meeting with a peer assistance review and this is a group that works with our teachers who've been in the district for a long time and need a little bit more support like coaching from their administrators or other teachers. And the group thanks to our work with PVFT and our Director of Certificated Personnel Allison Isawa is in full force and so we just want to make sure that we have clarification that we're paying the teachers for the extra time that they're spending on the peer assistance on the peer assistance review committee. Okay good idea. Can I have a motion? A motion to approve. Second. Any public speakers? No. Any discussion from the board on this one? No. Okay all those in favor? Aye. Aye. All those opposed? 7-0. Okay 9.16 approved job description for coordinator in science. Yes thank you. Again this is in collaboration with PVFT the job description for a science coordinator is critical to our efforts to transform our educational system so all students are college and career ready. Originally this position combined two different educational focus areas into one supervisory position we originally had it as a coordinator of science and career and technical education. As we as the board approved last time PVSD is going to launch its own CTE pilot program so there is a need to separate the two important roles to achieve successful oversight and implementation of both science and CTE. An important PVSD key lever is assignment to the common core and the science coordinators responsibilities will be focused on the major work for each grade level as defined by state standards including next generation science standards. Some of the representative duties for this position includes contributing to improve student achievement and increasing college and career readiness monitoring operations communications and personnel to enhance program effectiveness supervising and evaluating the performance of assigned staff collaborating with other departments and preparation review and evaluation of grants and providing technical expertise information and assistance to sites and district departments. Great. Can I have a motion? Motion to approve? Second. Any public speakers? No. Any discussion from the board on this one? Okay. All those in favor? Aye. All those opposed? Seven zero. And this is a new job description and it's a classified one for our senior project manager for facility bond program. And I defer this to our classified director, Ms. Shanks, to present this item. Thank you very much. Good evening President Osmondson, board members, Superintendent Rodriguez and Cabinet. My name is Pam Shanks and I am the director of classified personnel that oversees the merit system under the direction of our personnel commission in our district. I am bringing forward the following class description entitled senior project manager facilities bond program which will replace the current title of supervisor of planning. I wanted to give you just a very brief overview of how new classified class descriptions are established in the district. It's a little bit different than certificated. And since we have some new board members, I wanted to make sure to explain this very briefly. When administration under the board's direction wants to create a new position, they submit the duties to the director of classified personnel, me, at which point I prepare a class description. The personnel commission has the responsibility under the education code to prepare class descriptions and determine the title, minimum qualifications, and designate the salary placement on the appropriate salary schedule. The board prescribes the duties and responsibilities of all positions in the classified service. So there is a dual approval process for new class descriptions in the classified service in our district. The personnel commission approved the attached class description and salary placement at their January 31st meeting. Basically, this position, and I'll just give a very brief overview, and if you have any specific questions about the position, I did work with our CBO Joe Dominguez on the classification writing. The senior project manager will supervise the design and construction of school facilities and modernization projects, ensuring that projects stay within budget and conform to established schedules. The position will supervise cost control, cost estimation, contract change management, and other project support functions and activities. This position is cost neutral, budgeted, and is not an increase in cost. It's simply replacing the supervisor planning position and will be at the same pay range as that former position. So this evening I asked that the board approve the class description and revised management salary schedule as presented. Thank you. Can I have a motion? Move to approve as presented by Ms. Shanks. Second. Public discussion? Okay. Any discussion from the board? Georgia? So Ms. Shanks, I just want to understand correctly from you. You're saying that there is this is just replacing a former position. Right. We had a pay range change. Correct. So I guess I'm just a little cloudy here. Why the need to change the job description? I think I might defer that to Mr. Dominguez to talk more specifically about the duties of what he's looking for. So the duties are changing? Yes, they are. It's somewhat, I'm sure he can probably say no more. So the main difference that we reviewed was the title. So in the industry in that this job description is title senior project manager and the previous position or the vacant position that we have is the planning supervisor. So similar roles, but the title change allows us to recruit and the capability of the position also requires project management, construction management and then aligning with our allocated budgets within the bond program. So we're being more specific in the job description of the roles and responsibilities. But specifically it's the senior project manager title. But again, so no, I'm sorry, let me go back. There were some changes within the job description. Yes. Okay, no pay change. Correct. When we looked at salary ranges in the market, it was in line with what we were paying the former position. And you think that this opens up a greater recruiting possibility just by the glory of a job title? Not only the just the title, but the job description itself. It's more in sync with industry standards. So we took, I think, a minimum of dozen school districts and did a comparable analysis within our region. Within our region and statewide as well. Okay. And that's how they're structured. It's a senior project manager and then they have construction managers and program or project managers are different layers. But the senior project manager oversees the various projects has a team that they oversee. Okay. And this person will be a direct report to whom? This would be direct report to the director of maintenance operations and facilities. Okay. Thank you. You're welcome. Okay. I had, I did have a motion first and a second. So I'm calling for a vote. All those in favor? Aye. All those opposed? 7-0. Another job description is 9.18 approved job description for a counselor. Thank you. President Osmondson, board trustees, Dr. Rodriguez, special kudos for this one to director Suzanne Smith, HSAP Julie Edwards, who collaborated with counselors extraordinaire and PDFT representatives, Teresa Lerma and Wendy Sanjuan. This is a job description for a counselor. The last time the counselor job description was updated. The main one was in May 7th, 1974. And it was updated again in September 21st, 1983, a little bit better for middle school counselors. So this took a lot of work and kudos to the team, PDFT and our student services team leading the way. And this revision of the counselor position is was done to better reflect the important and valuable work of our counselors and ensure compliance with standards and requirements for our federal progress monitoring visit, as well as better alignment with the national counseling standards. This position is critical to efforts, especially on our PVUSD key levers, including personalized learning, meaningful relationships, and informed instruction. As vital members of the school's educational leadership teams, counselors provide comprehensive and developmental support within the academic, personal, social, emotional, and college career domains to ensure that students become productive and well adjusted adults. Some of the key representative duties is to create, implement, and evaluate a comprehensive school counseling programs that deliver services equitably to all students. Prioritized student needs to ensure in the academic, personal, social, and college career domains. Collaborate with student, staff, families to create an academic plan that ultimately results in a successful obtainment of a diploma and choice of post-secondary options. And provide responsive services to student, to address student barriers to academic achievement and provide referrals to of student families to district and community resources. Okay, do I have a motion? I'd like to make a motion to approve this counselor position. I want to thank the cabinet for updating this position. It's very, very important in the counselor's role has expanded tremendously. And so I'm glad that this particular job description more accurately reflects what the capacity for helping our secondary students. Thank you. Thank you. I second that motion. All right. So any other discussion from the board and which Kim says is very accurate. Obviously, you all think that. All those in favor? Aye. All those opposed? 7-0. Okay. So is Nancy, oh, there you are. Memorandum of understanding between Highset and Watsonville Aptos Santa Cruz Adult Education. Good evening. Good evening. President Augmentson, how about that? President Augmentson. Trustees. Dr. Rodriguez. How about that? Cabinet. This is pretty standard. We are offering the we would like to offer the Highset in Santa Cruz in our Santa Cruz location. We have the GED here at the Green Valley Center. And at the Santa Cruz location we will have a paper test rather than a computer. The charge is $15 each. There are five tests. It's reading, writing, math, science, and social studies. And the tests are given on Thursday in Santa Cruz. And what'd you say? Tests are given Thursday in Santa Cruz at our Santa Cruz location. Okay. Do I have a motion? I motion to approve. Second. I second. Any discussion? I wanted to ask. So Highset is what is basically the GED? Well, it's a different form but it's put out by the educational testing services, ETS. Okay. And it's different from here in that they don't do it on a computer? Here the GED is now all computerized. We offer the GED. I still believe it's the only one in Santa Cruz County. We offer it here at the Green Valley Center. So we also wanted to offer the Highset to give our students variety so they can have the GED or can have Highset. Either one is a high school equivalent exam. Okay. So and so they're going to have, they're not going to have the GED there in Santa Cruz. They're going to have the Highset. Okay. That's what we're going to do there. Okay. President Chesty Osmussen, I had a question. Okay. Had my hand up. Dr. Bilsich, could you please just elaborate for the board and the public again, the major significant differences between the GED offered here and the Highset offered in Santa Cruz? Just anything that you like. The GED. It's significantly different. The GED is on computer now. In 2014, it was all paper-based and they said no more paper-based. The state of California is just going to have the GED. At that time, McGraw-Hill came through with task and ETS came with Highset and said to the state, why are we just having one test? What about us? So money talks and they've said, okay, in California we can have the Highset and we can also have task. And we offer a computer-based test here at Green Valley Center and a paper-based one in Santa Cruz. They're similar and they're supposed to be equivalent. Equivalent and all those. Supposed to be equivalent. GED. But if you know, GED is kind of known nationwide. Highset wants that same status. They're not recognized in all states nor is task, but GED seems to be. Yeah, they are. GED, everybody knows what GED is. Highset, I don't know. So Dr. Bilicic, this can significantly help people that are challenged for whatever reasons with a computer testing module program who are old school like me. We felt that we wanted to have the option for people to be on a computer because that's what GED was doing. We didn't have the choice anymore, but we also had an option for students to be paper testing. A lot more people are comfortable with paper. And just elaborate, I'm not computerly challenged. I just prefer paper. All right. If there's no more discussion, all those in favor? Aye. Aye. All those opposed? 7-0. Thank you very much. Thank you. Okay. Now for the 9.20 Assistant Superintendent Contrast. Thank you very much. So for the last two years and at the next item, you will actually hear about the success that we're having, especially at the elementary level, but also throughout other schools at the secondary level. Many of that is attributed to the implementation of new programs that we've put through and the professional development that we've had for the teachers and for staff. And so we are bringing forward to Assistant Superintendent Contracts. So it is for our Assistant Superintendent of Elementary and our Assistant Superintendent of Curriculum and Instruction. I wanted to note, and as is noted here, really the only major change is the timeline. So their contracts, both of their contracts expire June 30th, as is unusual with anyone else. A cabinet member cannot work a day past their contract. And so with any other job title, you basically have an ongoing contract. Even if you have contract negotiations, you still can work the next day. As a cabinet member, you cannot. And so it is the exact same pay that they received when we all received the increase in funding or increased in salary when negotiations closed. So there is not increased. It is a change from two years ago when the contract was there or a year ago when the contract was there because we received the 6% following that. But there is not one from the other. And so we're encouraged. We feel that they're both great cabinet members and we want to maintain the consistency within cabinet. And so we encourage you to approve their contracts. Do I have a motion? Making a motion to approve the contracts of Susan Perez and Lisa Aguirre. Second. Is it Susan? Okay. And I have a second, right? Thank you. Okay. I have a question. Discussion from the board. Yeah, just put your hand up. Okay, hand up, just so I know. I have a question. So I was going over contracts and my question is we do mileage reimbursement on a lot of these contracts. Has the district ever looked into purchasing a car versus doing the monthly sitement? Yeah. So the school districts throughout the state of California really transitioned from having district cars just because of the cost of maintenance of those cars and wear and tear on them. So most school districts now for cabinet members have the monthly stipend and do not provide the car. I know in past years, just because my father was a superintendent for most, well, my childhood, he had a car for the first half of his superintendencies and then it faded from that. And so we do the monthly stipend. I will say that we travel significantly not only within the district but also going up to the COE and all throughout and we don't collect mileage for any of those trips. Any other comments? Okay, Georgia. So Susan and Lisa, I just want to say that I will be voting no on renewing your contracts tonight and please understand that it is 100% not performance-based. Your direct reports to the superintendent. So she hasn't indicated anything, I think to any governing board members in closed session or any other session about anything about your performance. I have consistently said in public meetings that I have some concerns and issues with some of the provisions within the assistant superintendent's contracts. Also have deep seated concerns about the top heaviness of the district's administration particularly within the cabinet. Believe that some of these positions could be consolidated. So on that basis because it's clear that the governing board is not willing to look at that at this time, my vote will be no tonight but please do know it's nothing based on your performance. Okay, so I have a first and a second, don't I? Yes, I do have a first and a second. So all those in favor? Aye. All those opposed? Aye. Okay, that's five to zero. Okay, five to zero. Okay, now I'm on report and discussion items. 10.1 PVUSD instructional cycle and map report will be presented by Lisa Aguirreia and Susan Perez and Christian Schaus assistant superintendent. Good evening President Osmondson, Dr. Rodriguez and members of the board. We are here to provide you with an update on our most current map scores and our summits but I do want to first start out by explaining our overall cycle for instructional improvement because both summits and map scores are really part of this cycle that we implement on an annual basis and the way our cycle works is well the purpose, let me back up a little bit, the purpose really is to make sure that we're making data driven decisions and that we are monitoring the instructional improvements that we're making based on those decisions. So we start the year out by having our schools analyze their state test scores, the CASP scores, students take a map score map tests in the fall, those are analyzed. Schools then set goals based on the data. Our principles come together in October for their fall summits where they share what their goals will be for the year based on their data. They then begin implementing the work towards meeting those goals. Cabinet members perform a fall walkthrough of our school sites where we are collecting data to help schools monitor their progress towards the goals. Midway through the year our school students take their second map assessment of the year to determine growth from fall to winter. We then invite certain schools in for a mid-year map dependent upon growth, or excuse me mid-year summits based on growth from those map scores. And then we continue monitoring instruction and Cabinet does a second round of site visits in the spring continuing to monitor the growth and their goals. Then at the end of the year our students take their third and final map assessment of the year and we have our end of year summits where principals join us and review their overall year-long progress towards their goals and then we have discussions about the following year and what kinds of goals need to be put in place in actions for the following year. So it is a full year-long cycle and now we're going to share with you some of the results from our fall to winter or mid-year map assessment. Good evening. The honor of talking about some of that work that we were just discussing in terms of the growth that we've had at elementary school and my voice is raspy so I'll apologize for that in advance. Taking a look at the gains that we've had across the board with map the second through fifth grade level you can see that the numbers there indicating that we're ranging basically anywhere from remaining stable at that 94% in third grade which is in that small box off to the right-hand side all the way up to a growth pattern of 31% increase. So that is substantial. By far the most telling piece of how well we're doing is looking at this column here. So when you take a look at growth the expectation is that we're making at least that year's growth but as we've all heard when you're trying to create that gap divide and squeeze that down you have to make more than a year's growth. So as you can see every level our second grade is actually making is on projection to make two years growth which is substantial an indicator that the early literacy efforts that are going on in the programming is working. What you'll see also moving forward from third through fifth grade is that movement that they are also getting more than one year's growth pattern. To do kind of that deeper dive and look at actual individual sites we'll take a look at the elementary breakdown. Up here you'll notice that this is the mathematics breakdown for elementary school. I realize that it's a lot of numbers when you kind of look at that grid so to orient yourself in terms of what that is looking at your norm study is 10.2 million students take the test of that this would be what we typically see come in. So in fall which is the F-18 that you're seeing there we would expect a second grader be coming in and doing that first assessment at 176.9. That growth pattern to the winter which is the W indication here then shows you about a 10 point growth. So that would be what we would see as average across all of the students taking this test. What we want to see is basically those greens and blues light up this board which is essentially what is exactly occurring. What it's showing you is the growth pattern of how far we've come. The only indicator that we need to be aware of as well and this is what we're working with site leaders on is that this area where we may be receiving students or where we may be starting with a student is potentially lower than what that norm already is. So from a teacher standpoint not only do you have to gain that five point growth or that 10 point growth but to really establish and get that gap divide we have to continue to see those greens and blues. Strong indicators that the continuous improvement is happening but again that level of urgency that just that we're seeing that does not mean that we can kind of pump the brakes and be okay with where we're at either. So a lot of the conversations that we've had with leadership in our site principles too is how do we engage folks in the message that yes the work is working and that we're doing great things but keeping that consistency moving forward so that we have that continuous growth pattern. You'll also notice that in these areas the purple and the pink those are actually positives as well. So what you're going to notice with those is that those are actually above so let's take Rio for instance the norm study on a winter rate is 186.4. You'll notice that they're at 187. So they're above what the norm is right now. So those pink and purple bands so to speak that you're looking at is actually an indicator that performance wise or proficiency wise they're lining up closer to what we would expect them to see moving forward on CASP and ESPAC. So take a look at elementary in regards to reading. So again you'll see that that large charge with the greens and blues which is exactly what we want to see and those that have already hit the purple and pinks are the ones that are already in that performance band that's indicating that they are within the norm range of what's already occurring. So again amazing kudos to the staff, the teachers and all of the folks that are leading the work with professional development because it is working for our students moving forward. So this will go back to the same story. So all of the data tells a story from one level to the other. So as I indicated and I showed you in second grade if in second grade we are already are at that disadvantage of having 10 points below on the RIT then what we end up handing off sometimes with middle school may also be lower. So what you're seeing is that consistency cycle of the new initiatives that are going through are now hitting those upper level bands of those four or five. So this will adjust as well. However, there's a mediacy as well because students that are in our system right now need us to be able to do something different as well. You'll see that these are yellows. It is not what we want in any shape or means in terms of moving forward. But what I want you to look at as well is these pieces. So this was fall of 18. I'll take Caesar Chavez for instance, the average coming into a sixth grade according to to the norms is 217. So receiving kids of where we had it 201 already put spokes at a disadvantage to really make that next bump up. So even though you're seeing the indicator of growth here with the 5.4 which is positive because we have growth going we still if you look at the 207 versus the 222 still have a ways to go. So again, it's talking with our leaders and our teachers as well about celebrating the small ones that we do have but also making sure that we accelerate that growth and continue to move forward. You'll also notice with high school fresh off the presses with our data that we have from high school. So they've just finished their map. You'll notice that there's a trend in the norms as well. So higher level students as you get further into the high school level it becomes harder to move students. That growth range looks a little different. So you can see that the norm was two point growth. So again, you know that analogy that it is a slightly easier when we have younger folks moving forward because you're going to see larger growth gains when you hit the high school level you're going to see a smaller range. So in a sophomore year you can expect a one point growth. Again, you'll notice that this is aptos high so you'll notice that pink and purple band. That means that they're already performing within that norm range. We also have some sites that are fairly close but we still have some more work to do. So again, we're receiving freshmen we're at 219 which is off from what we would be receiving if we were potentially in another place but again to the 221. So are we getting growth? Yes. Are we within that average that we want to be in? Not yet. So addressing it and moving forward we're looking at a low performing block grant that's targeting our middle schools in addressing this to provide additional support. We've also done some leadership breakdowns with what our action plans are with really making sure that we celebrate those wins because it is positive news that we are getting growth. Now it's that place of going how do we keep folks motivated to continue to push forward that growth and really look at the intentionality of what we're doing instructionally as well. And I will hand it over to my counterpart. Okay, so another way of looking at the data I'm going to go back one slide. So when the students take a test they have a written score at the beginning of the year. Every student is assigned a projected growth. They take it again in the winter and it's calculated to see how they did in terms of whether they met their projected growth or not to get the one year's growth. Now across the nation students are put into similar bands based on where their written score that where they scored. And there is a something called the conditional growth percentile which is looking at how students did as compared to their counterparts across the nation. You think of a bell curve your yellow is going to be right in the center. Your blue the green in the blue is going to be on the right side of the upper end which is above the average for growth and then the orange and the red the lower growth which is on the left side of the bell curve. When we look at our school when we look at our schools up here what we want to see is these bands being yellow and blue so which means that for example yellow and sorry green and blue so what we're seeing is that AHA hide 95th percentile. So this is looking at students that are reaching their goal and how they're doing as compared to the rest of the nation. So it was indicated that we have some growth to do the more blue and green that we have the more that we're our students are increasing their writ scores and the more that they're reaching their goals and that we're closing the gap. For reading if you look we have this is the literacy the foundational literacy it's showing a great improvement in our school where we see lots of blues within for the reading. So if you look at minty white right here 97th percentile 91st 99th and 96th which is fantastic so there this is as compared to students across the nation. So one of the things that we look at in terms of the second summit was mentioned is that we're looking at for the conditional growth the percentile ranks to see how students grew or not. So we wanted to look at which schools had in multiple areas multiple grade levels in both math and reading had low performing growth. And looking at that and doing an analysis so first let me show you secondary what was mentioned is that we're going to be bringing back the low the block grant the low performing block grant so we're going to be focusing on middle school because if we look at middle school we don't see as much growth high school is doing a good job here and then this is for the reading for the secondary so once again our focus will be middle school then looking at all of the different the growth percentiles we've identified the schools that will be coming forward for a second summit. What we're asking the schools to do they come forward and we say okay at the beginning of the year you laid out an instructional plan for your school let's go back and look at possibly what's working what's not working because right now what's indicating is that we're not getting the growth in their students that we want to see and we need to look at what we're going to tweak mid-year and try some new things so that we can see how the growth happens at the end of the year we're not going to wait until the cast sport cast scores come out and they take the test so we want schools to actually alter some of their instructional focus and their plans mid-year course corrections and that's one of the reasons why we use them up. So that these are the identified schools that are going to be asked to come for a second summit so that we can collaborate and work together with that. So I have a question how are the charter schools in our district ranking on map I noticed that they weren't listed. Not all of our charter schools use map Alianza and Watsonville Charter School for the Arts do I have not at length that the Alianza I know that Wixha did very well. We are going to be including the charters we're going to go back and get that data so that we can bring that the dependent charters right. The dependent charters yes. And then you said you do have some initiatives in place or in plan to help with the middle school performance with us new grant coming through. We do. And we will be bringing the board back further information as to what that grant will entail and really what the focus areas are looking at to start the conversation though with all of our leadership groups we looked at three major things with that key shift of change and making sure that we have urgency so we looked at how do we increase urgency without increasing the panic or the overwhelming piece that goes with it as a leadership group as well in addition with our principals we looked at positive messaging so that we're making sure that we're honoring the work that is being done that is really positive moving forward to keep that engagement level and then the last piece that we looked at is how do we message with our staffs that we're working with and how do we involve them in the process of empowering them to become part of the conversation as to the direction that we may go as well so that works already started through our principals group and our leadership team but the next level of that will be going to to really that support plot grant to really look at student connection literacy foundations which would add on to that vertical alignment that we're seeing with elementary schools and then looking at the building capacity and anchoring ourselves to what positive instruction and good instruction looks like according to the best practices I do I have a question ma'am so I notice under math for middle school uh specifically for power middle school there was a decrease a negative point 0.3 decrease in their scores so they're not making growth and I'm wondering if there was something that specifically some you know some sort of finding that resulted in that decrease in performance sure so we actually took a look at that over winter break as well we called in our site administrative teams as well and looked at what can we do to support our math coordinator as well was involved in that conversation as well as our coaches and it really became looking at the structure of what do our daily lessons look like what are the observable pieces and learning intentions that we have for students and what are the level of expectations so we've redesigned really what the support level looks like we've had coaches on campus every single day to look at that as well and really changing the dynamics of what our expectation is for students with those learning intentions to increase that support in large part he does have a staff that is on the newer side and is still being coached as indicated earlier in the presentation the shortage with math and science teachers is real so really a lot of the staff that he is working with not to say that veterans or you know rookies are one of the other in terms of worth but it is one of those pieces that you do learn as you go through the process so providing teacher feedback which also came out in the youth truth survey in terms of really providing folks with information and feedback as to change practice and to be better at practice is also a part of that plan so yes the teachers are well aware of it as well it is it certainly hits them just as much as it does anybody else and nobody's happy really with the results that we saw so they are a part of that process of moving forward with the Paw Road team as well then my other question is are our charter schools also included as part of the summits that gathering where principals come together I don't have the institutional history so I'm going to pass on okay great great yeah so I know that before I think students took the map scores the map test I'm sorry I did ask for that information to be included as part of this report obviously it wasn't so I think moving forward at least with our dependent charter schools I do want to make sure that they're being included they are a part of our district they are our students in everything that we do I just do want to clarify that only Alianza and Watsonville Charter School for the Arts take map our secondary charter schools do not is there any way that anything that we can did to fix that so during my visit to renaissance I mean not renaissance excuse me to PCCS just this past week I did have a conversation with with drew regarding that and so I because our Tuesdays are our meetings I didn't get a chance to talk to Susan about it yet but we need to check in to see if we can support that funding so at this time PCCS doesn't have because they are such a small school they don't have the funding in order to be able to support it and so it would need to be district supported I think if it's an initiative that we have throughout the entire district and we're including them then we need to try to make that happen and I think using our mass purchase can be helpful yeah that'll be great I think that's that's the direction I want to go and then let's see come back to me tech and I guess and renaissance yeah so so Seba and Lynn Scott we would not support because they are dependent they're independent chargers however we can we can have a conversation and post board on how we could include the others the question with renaissance has come up with you know they do there's most of their students do have a map score out there because they come from our our regular traditional high schools for the most part and so that could be something that we would we may have to bring it back to the board because of the cost factor and then just have it as an action item for approval so diamond tech there Marcy has not expressed to me that she wants to use map she has a very unique structure that is working for her I mean she had a presentation during her renewal that shows that she's making outstanding progress and they use more of a portfolio assessment process and so I think the question with that is do we mess with it since it seems to be very working and so I'm not sure if diamond tech but we'll have a discussion and we can bring it back as an action item for sure just I'm just going to ask you so map is taken three times a year is that correct at the beginning of the year in the middle of the year and the end of the year map is taken it's a three assessment kind of approach and the idea of that is different than cast which is a one time a year kind of a thing and the map is able to just see if they're moving from one level to another each time they're taking the test or whatever yes we're looking at this duty all right thanks and just one last comment if I may president I know that we tend to focus on why are our kids not making the growth that we want to see them making but I do want to acknowledge the hard work of everyone involved from the administrators down to the teacher down to the principal so thank you for all the work that you do on our school sides it's obviously working and I just want to note when you guys saw these scores two years ago it was mostly red and so we had very little blue at all I'm not sure we even have blue so I think people's and it's all about mid course corrections right so this is all it's no judgment it's just problem solution right so in some cases there's a there's a issue and so what can we do differently the second half that will result in good student learning and so that's the approach that we're taking and the summits are very collaborative they've changed them over the years and so it really is a sharing of best practices and how can we continue to move our students forward um so I I do understand how map works but just looking at all these charts makes my eyes like go in circle so I just have a couple of questions first of all I like that Rio Del Mar is is being brought back to a summit because typically in every other old system we used to work at they would just kind of rest on their laurels because there are there's such high achieving kids there um so I really like that if they're not making progress they are held accountable to to why not so anyway so I want to say thank you for that because I think when we have a lot of high flying kids we need to challenge them and make sure that they are we're meeting their educational needs so I love that what is going on at starlight can anyone speak to that map or reading either or either so I'm looking sorry I'll tell you I'm looking at um reading I think right now yeah reading it was starlight it's all red yes so last year they actually had great growth this year the first from the fall to the winter it did not translate as they were going last year we're looking at a couple of different program differences one of the things is that last year the way that they did the student goal setting was one and they didn't do as much this year the second thing is that within their classrooms that the they're looking at with the teachers it was more over rushed and so Jackie and I had a long conversation in principle I had a long conversation about the testing environment we also looked at the different components that could have gotten in the way at this time because they had they had such great growth last year and right now it was the one-year dip we're not in a panic mode to figure out we're kind of trying to find out why depending on what happens at the end of the year so they are bringing brought she is coming in and we're just have further discussion with our colleagues at the end of the year if there is still not as much growth then we're really going to try to investigate to figure out why but right now we're looking at it as we're there's not a huge difference other than the testing environment number one they did it differently and then also within the the student growth goal setting so yes they were looking at the difference in what happened because they have there has not been any huge program programmatic changes at the school site so another just indulge me this is like a personal question like you know I used to work in my child's classrooms both my son and my daughter at Valencia and the pace that those teachers had to keep to keep up with the pace and calendars were like I mean I I was anxious like just sitting in the class working alongside the teacher is there any is there any way we could slow it down so that kids could actually grasp concepts so that we're not just like zooming through stuff you want to jump in yeah it's the same so it does go back to research in this so what we do know is that the remediation or the slowing process of the pacing actually doesn't assist students in that growth pattern but the intentionality of the interventions that we're doing and the application that we're doing so there really is a push for us to look at the lens of what we talked about that anchoring of what is good instruction look like it's getting back to those basics of looking at the strategies that we're using in classrooms so that we're really able to elevate that and then put the right programs in place to make sure that we get that push again that personalized learning piece that you guys heard us discussing with the counselor's piece as well which is really differentiating so that we're pulling kids back and doing that reteaching piece within without having to push kids out to receive the same level of support and I think you know having a few years ago we voted for and negotiated that teachers negotiated for and I really pushed for this is probably like four years ago now that in elementary schools for them to have release time so that they could get together and do that what do they what do you call it but it's data collaboration time so that they can really have a moment to take a breath and together as a grade level look at data and I think that's been very helpful in terms of being able to help differentiate potentially no any time that teachers have the opportunity to collaborate with their colleagues and look at student work is a great opportunity and will help with the student learning absolutely it's included in that that piece that we talked about the low performing block wrap that is one of the measures that we're looking at is that collaborative time that we have with six grade teachers together seven grade teachers together to really look at subject to like pieces I really like that this idea that you are not judging teachers and staff that you're supporting and that feels wonderful and so hopefully hopefully it it translates to our kids learning better so thank you we're going to do another set of first readings again and these are board policy update 5145.7 and this is the first reading of the following board policies that will come back to the board that's next board meeting for our approval please let the superintendent know of any concerns or changes you would like either tonight or prior to the next board meeting and they will be presented by Mr. Burman hello again you said all the piece that I was going to say this is the first reading the first one is student records excuse me board policy 5125 it pertains to three new laws that have been passed in the state primarily around citizenship and immigration status okay this is not a motion or anything like that yeah so is there any discussion it didn't look like that was the one who was doing so there's no comments from the board on this one yeah this is doing a different one okay okay first reading update BP 6164.2 guidance counseling service again this is updated based on a new law SB 451 and it just articulates some responsibilities of school counselors okay any discussion go ahead do we have current capacity to meet this new regulation our counselors guidance counselors we won't have a choice but to create that capacity because it's become ed code so that's why I'm wondering do we need to look at hiring new counselors or well I think that that's something that the board has wanted I think when we look at our budgetary concerns then that can be something that we can discuss with doing that that's something that the board has discussed for the two years that I've been here in terms of lowering that ratio 10.4 first reading of updates to BP dash AR 13 12.3 and these next two items are based on the feedback that we got from our FPM reviewers so this item right here 13 12.3 is our UCP policy that was just updated in December however the reviewers said that the California School Board sample that we use previously has been slightly changed in the last couple of months and it and it shows how closely they're looking at the policies for this review that's coming so we're still going to have a second one of this one too obviously okay comments from the board 10.5 first reading of update AR 13 12.4 William uniform complaint procedures okay we know about those yeah and for this when we were we were asked simply to take out and you mentioned of the the high school exit exam because that's no longer long okay so there's not any discussion from the board on that one okay okay now we're doing the consent agenda agenda which is 11 I'd like to make a motion to approve our consent agenda with special appreciation to the Bruce W. Wilpert Algebra Academy for partnering with our district and other schools in Santa Cruz County and trying to help our kids achieve better in math we thank his family and granite rock for that opportunity for our kids in this district yeah granite rock okay is there any items that the board wishes to defer and is there a second we did did we do a second a second okay I will call for a vote then all in favor of the consent agenda I all those opposed okay we're going to do oh there's a one absent right so we're closing out on this one and we're going to go back now to close session so we're going to have so I'm going to go to 9.21 approval of letter to district attorney's office can I have a motion I'll make an motion to approve the letter with the following amendments to the letter in paragraph two sorry hold on in paragraph two line eight after dodge to add junior and in paragraph two on line 11 to remove the wording to the group and that's it is there a second it needs a second to approve it but those two amendments this okay okay it looks like the second has died correct second has died so oh so we need another motion so I moved to approve the letter with the following amendment of adding trustee dodge junior adding junior to the line that was mentioned in the previous yeah okay do I have a second by second okay all those in favor aye aye aye all those opposed aye but failed nope I mean I mean I mean failed this I mean what I think okay six one I'll move six one okay yeah so So I'm going on the action report on closed section do I want to have the expulsion and then the rest she is okay I move to approve a full expulsion for number 1819009 with a recommendation of the district administration for a full expulsion for the remainder of the 1819 school year and the fall semester of the 1920 school year with placement at another school outside of the district on a strict behavior contract. Second. I. The agenda item 2.2 the certificated personal personnel report I move to approve the certificated personal report as presented by district administration on February 13th 2019 with 242 action items. I'll second. I. Item 2.3 classified personal report I move to approve the classified personal report as presented by district administration of February 13th 2019 with 130 and seven additional action items. Second. I'm sorry Maria. Maria can have the second. Item 2.7 the board vetoed 7.0 to provide settlement authority to close multiple claims. Claim number 8106 dash 02 dash 0126 and item 8106 dash 01086 for employee number 4030 and for item 2.8 claim B the board voted 7.0 to provide settlement authority to close multiple claims. Number 457286 for employee number 5019. Motion. We boarded on possession. So he was just reporting out. Okay just just a little bit of background of our employees on behalf of our superintendent and district administration we're pleased to announce Mrs. Ruth Gonzalez appointment to manager risk and safety. Mrs. Gonzalez brings to the Pajaro Valley Unified School District a wide breadth of experience about safety and risk. Mrs. Gonzalez has worked in human resources where she was in charge of creating safety training programs conducting accident investigations and developing and implementing a variety of standard operating procedures. Mrs. Gonzalez successfully completed her JD degree from the Monterey College of Law and work and has worked for a local law office where she performed legal research and analysis and worked with employers regarding OSHA cases and workers comp. Mrs. Gonzalez graduated from what's all high school and we are proud to welcome Miss Gonzalez to our district as the new manager of risk and safety. On behalf of the superintendent district administration we are pleased to announce Mrs. Lauren Adcock's promotion to manager payroll and benefits. Mrs. Adcock began her career with the PVUSD as a payroll technician in 2012 and moved into a payroll analysis position in 2017. Mrs. Adcock has shown her strong analytical abilities through the many changes in payroll laws over the past several years and has been instrumental in implementation of a financial system that crosses many departments. As the district moves into another financial system implementation we look forward to Mrs. Adcock leading the payroll and benefits department in this endeavor. We welcome Mrs. Adcock into her new position as manager payroll and benefits. Thank you.