Okay. Hello everybody, welcome. This is the Parable Valley Unified School District Board of Trustees meeting June 13th, 2018. We will be going into closed session. Are there any speakers to any closed session items? Okay. So seeing none, we will be discussing closed session items, expulsion referrals, certificated, public employee appointment, employment, and classified public employee appointment and employment, public employee discipline, dismissal release and leaves, negotiations, updates, real property, and that's it. And we will be back at seven. Thank you. We've got four board members seated so we can go ahead and open. Welcome to the Parable Valley Unified School District Board meeting for June 13th, 2018. Thank you for your patience and thank you for joining us tonight. We're going to go ahead and start with the Pledge of Allegiance and Vice President Roscoe has said that she will lead us. Please stand. Thank you. So I just want to say welcome to everybody. We wrapped up another school year and as everybody worked really, really hard to get our students through and onto the next grade or onto their work life or college life. It was a busy, crazy week last week but it was wonderful. I'm sure we all got to participate in some graduations and it was just as great as always so that's our favorite thing, right? Having students come here and show us what they're learning and then seeing what those final results are are always really special for us. So I will go ahead and move to item 3.3 in that superintendent comments. Dr. Rodriguez. So as Mr. Rose said, we had a great last three weeks in PVUSD. We were able to graduate over 960 graduates last week. Las últimas tres semanas en el distrito han sido excelentes. Volvimos a graduar a más de 960 estudiantes la semana pasada. And so I was able to have my last day in the life of this year so you can see pictures on the screen with elementary librarian at Starlight Elementary, Deney Calvio. And it was wonderful to see the connection that she has with the students as they visited her before and during school. She knew every single student by name and Deney really is not only building their passion for reading but also is a source of comfort and support to so many students. So pude tener mi último día de la vida de este año con una persona que trabaja en la biblioteca premaria en la escuela Starlight, Deney Calvio. Y fue maravilloso ver la conexión que tiene con los estudiantes cuando la visitaron antes y durante la escuela. Ella conocía a cada uno de los estudiantes por nombre y Deney no solo le está edificando su pasión por la lectura sino que también es un fuente de consuelo y apoyo para muchos estudiantes. And so I was able to send out my end of year message to all staff and it's attached to the email was this data sheet that you now see here. And we're really proud of the growth that we have made and look forward to continuing to expand our initiatives to have a greater impact in our students. So también pude enviar mi mensaje de fin del año a todo personal. Ajunto al coreo electrónico inclusimos esta esta hoja de resultados. Estamos muy orgullosos de crecimiento que hemos logrado y esperamos continuar expand expandiendo nuestras iniciativas para tener un impacto aún mayor para nuestros estudiantes. So I just want to draw your attention to this a little bit. I know you guys received this on Friday. But it really is is quite amazing. So teachers staff have been working on many, many new initiatives. These are growth percentiles. So this is where we were ranked last year on the exact same. This is comparing us to 10.2 million students. So it's not just a little bitty group of students but it is our 10,000 students to 10 million students. So you can see the difference. But you'll see we just put some grade levels but you'll see that we went from very low in general. So for instance, let's take second grade. We were at this 10 percentile of growth. That means that we basically only beat out in growing more in a school year than 9 percent of the schools. This year it was 68 percentile. So meaning that we beat out 67 percent of the schools nationwide in growth in our students. You can see that we did equal growth in math and reading. And so we're really proud of that. Also when you look at students meeting their goals. So you kind of go down where it says with a big dot goals met. You'll see that we increased the number of students meeting one year's progress. We increased it by 33 percent over last year in math and 39 percent in reading. So we're talking over 1,000 students, right? That we did much better job with them. So we went in math from 42,78 to this year 5,669 students in the area of math. And in reading we went from 3,941 to 5,462. And that is out of the 10,674 students that took the assessment. So it's every student in grades 2nd to 10th grade. Then as you know we did early literacy growth with the pilot. And so these are for our first grade students. And so last year when we looked at now this is not cohort data. So this is last year's first graders and then this year's first graders. But they both came in comparatively low. And so this year, last year only 74 percent of our students reached the level of decoding. And this year it's 94 percent. And these are our three SIPP schools that we talk about that's going to be expanded six more next year. So a total of nine will have the program next year. This year it's just three. So we have additional information that will be released in the next several weeks. And so look for more detailed information. We wanted to make sure and get this out to staff with my end of year just to really just help substantiate and validate all the work that they've done over the year. So we are proud of what we're doing. So thank you. Excellent. It was definitely a collective effort. So thank you very much. And thanks to all the site staff and and teachers for making that happen. Okay. Board comments is next. Have you got comments Karen? I can start with you and OK. Your mic. You need to have your mic on. Your mic. Is there a place to turn it on? It's on this side. Yeah. So I went to a lot of graduations and actually after graduation I actually went to the migrant head start meeting after a graduation. So I went to the adult education graduation with others. And I went to graduations or one after the other. I went to the new school and then Renaissance graduation. I went to the Alianza graduation. And then after I after that I went to the migrant head start meeting. And I went to Pahado middle school graduation. And I actually went to a fifth grade promotion that looked like one of those those pictures that you showed on your your picture was it.  And it was really a wonderful promotion. It was really great outside. It was really great. But I had to leave a little early to go to the special education graduation. So that was really cool too. Thanks. Maria. No comments. Hi. Thank you. As most people know this is a beautiful time of year when we as board members get to go to graduations and see so many happy faces, happy families. It makes us proud to be part of the district and lots of balloons, lots of balloons, lots of air horns. So like everybody else I was at the adult school graduation, which was very special and poignant because there's a group of students there that have a lot stacked against them. And it was just really gratifying to see them walking up very proud and receiving their GEDs, receiving their high school graduation certificates and in some cases receiving vocational certifications that were very special. I want to thank Nancy Billisich. It was a beautiful graduation as usual. I also attended many high school graduations including Aptos High where we had two students that were specially recognized. They had lost their fathers as children. One in the CHP and one in firefighting. And a lot of troopers came from the CHP. I think 12 of them came to give one of the diplomas to a young woman who lost her dad when she was two and she didn't know this was going to happen. So that was a very moving presentation. They awarded her her diploma. And same with another student for firefighters. The firefighting captain I think was there and presented the diploma to her and that was very special. I'd like to also point out that there were many, many students in the crowd that also had lost parents, some of them very, very recently. And so we don't want some students' recognition to diminish the loss that's there. We also, I also attended junior high graduation and several sixth grade promotions that were very darling. And in particular Marvista, the entire school is there lined up from TK to K and on down the line. And so it was just really special to be there. And the district did honor Mr. Determan, the principal there for his 37 years of service. So again I'd like to congratulate him and wish him a very well-deserved retirement. Thank you. Trustee Herro. Thank you. I was able to get to six graduations and they were and it just kind of reminds us why we're up here. And it's a very rewarding afternoon that we can see the youngsters. And I've been on the board long enough where these kids actually began when they were kindergarteners. So I felt really good about that. I felt very old at the same time thinking the Sabbath happened. And a thing that I noticed, most of the valedictorians and those that were in the upper grade levels happened to be females. And if you notice that, you know that we're going to have to change what we're doing a little bit to balance it out, don't you think? Thank you. That's all I have. Those are my observations. Trustee Acosta. No comment. All right. Thank you. Okay. I just clicked off of it. Okay. Item 4.0 is approval of tonight's agenda. I'd like to move approval of the agenda Second. Okay. All those in favor? Aye. Any opposed? Motion passes 601. Number 5. Item 5 is approval of the minutes from the May 23, 2018. Moving approval. And I will be abstaining because I wasn't here. I'll second that motion. We want modification under item 3.2. Not the current Board President. So we should change that to Vice President. So you want to amend your motion, Kim? Sure. I'll amend the motion to reflect that change. Okay. And all those in favor? Aye. Any opposed? Okay. Same. Okay. So, 4, 0, 1, 1, 1, 1, 2. Thank you. I didn't think it could get more complicated. It doesn't seem complicated, but it is when you're up here. Okay. Item 4.1, 5, approval of minutes. We just got done. 6 is public hearing on local control accountability plan. So I'm going to close the regular meeting and open item 6, public hearing. And we have, is this Susan? Thank you, Susan. Is this on? Yes, I guess it is. Good evening, President DeRose, members of the Board, Dr. Rodriguez. I am here to share with you the draft of our LCAP. I do want to let you know that there are a couple of changes this year from what we've done in the past. This is our 4th writing, our 4th LCAP we're bringing forward. The first three years we brought forward an LCAP that needed to have, there was an expectation that it was going to be rewritten each year with substantial revisions. A year dropped off, a new year was added. It was kind of a, it was not a static document. Last year, the state changed that, and the plan that we submitted last year was a three-year static document. While we can make revisions based on data and stakeholder input, if you choose to, there is not an expectation that that plan changes until the end of three years. So we have completed the first of a three-year plan, and what I'll be sharing with you this evening is really a recap of what we know of our results so far, where we're recommending based on those results that we may want to expand or revise, and then we'll be bringing that back based on your input for approval at the next meeting. There is another change, but I'll explain that as I get a little bit further in. So as a reminder, I know you've heard this before, our LCAP has seven goals, same seven goals that it had last year. We have divided those up or grouped them into three major areas, or what we call the three buckets, 21st century learning, high quality learning environments, and connectedness, which is really our school climate goal. I brought the update on our stakeholder input process to you in February, but just to recap that, although it is a three-year plan, we are still required to go through a process every year of reviewing it, gathering stakeholder input, and making sure that you're aware of that. So we did go through the process starting in March of holding parent sessions for parents at all of our school sites. We also, although it's not up here, did maintain and still have a site on our website where parents can complete a survey if they were not able to make it to a session. We had sessions for students at all of our school sites. We sent survey out to all teachers. We met with both D-LAC and our district advisory committee twice. We held a session for community groups, and we received written input from PVFT. So a lot of stakeholder input. We, this evening, are having the public hearing, so these are the next steps now between now and submission to the county. Final board approval will be on the 28th, and the LCAP is due to the County Office of Education by June 30th, just so you are aware of the process. Based on all that, the stakeholder input was remarkably similar to what I received last year. So the top priorities across all the stakeholder groups really were these top four. Facilities improvement is still number one priority. Improving academic achievement, continuing to build out our visual and performing arts programs, emphasis on music from what I heard this year, and then continuing to improve school climate. So what I do want to share with you, and this is where something has changed a little bit, is an update on what our outcomes were this year, and then what our next steps are that we're recommending for our actions for next year. We found out this year from the county, and apparently many districts across the state, that we had not been doing the LCAP in the way that the state had envisioned that we would be doing this, and we were asked to change one part of it. There are for each goal actions and then expected outcomes, and because at the end of a school year, when the LCAP is due, we didn't necessarily know the all of our outcomes. For example, we didn't know what our graduate, we wouldn't know now what our graduation rates are for this year. We were reporting on prior year, the most current that we did have, and the state said no. We don't want prior year, we only want to know how you did this year. So what we are being required to do is in any outcome where we do not have data yet, we needed to write in data pending, and they have added a second submission. So as soon as we have that data in September, I am required to fill that in and bring the LCAP back to you for a second time so that you can look at the LCAP again once all of 17, 18 data can be included. So that is the process. So this is, it's coming to you for approval, but the LCAP will come back to you in the fall with an update on all the data that we don't have now. So as I go through these, you are going to see several areas where I'm going to have to tell you we don't know the outcome yet where the data is pending. So on our first goal, which is the improving student achievement and making sure all our students are college and career ready, we have three measures. The CASP, our A to G growth, and our growth in our NWA map. Well, we don't have our CASP scores yet, and we don't know our A to G completion for this year. We do know that we grew on map, and I think you saw this chart a moment ago, but to drive the point home, we were, we had definitely our reporting growth on map. Now, you need to know this year was baseline, so our target had been 5 percentage point growth, 5 percentage points growth per year. We grew 56% this year on both language, or both reading and math, which is phenomenal, and so we are convinced, you know, very hopeful that we'll continue that growth, but it really is baseline because this is only our second year with map. So, fall, you will find out our other two targets here, but based on what we do know on our data, which is also our early literacy scores as well as map, we do intend to expand that CIPPS reboot that we piloted this year at three schools to six more schools next year, and then out to more schools the following year. Definitely positive results from that. We are going to be piloting for adoption, our elementary language arts curriculum for next year, and also secondary history social science. As you recall, with the adoption of Common Core, we needed to slowly roll out all new content curriculum for all new content areas, but we have to wait until the state has a framework and publishers have materials. So we're now at the point where we can go ahead and do these next two rounds of pilots and adoptions. We are based on success last summer and during the year with some math interventions that we piloted, going to expand our math interventions this next year. We are not only having a pre-math for incoming ninth graders this year in summer school, which will be our second year. We are also adding a sixth grade intervention math program that will be for upcoming sixth graders. So excited about that. And then as we continue to try to ensure that we are meeting the needs of all students and differentiating as much as possible, we are recommending that we purchase more digital programs for intervention. What are some examples of digital programs? We use Lexia, which is a reading program at elementary, and we would like to expand to achieve 3000, which is a reading program at secondary. We're using a program called ST Math at elementary. We also use a math intervention program called Manga High. There is a program that we have been piloting this year at middle school for reading called Reading Plus. We're looking at, we use that at one middle school. We want to expand that to a second middle school. There is a program called Alex that we've been using at middle school with great deal of success.  Thank you. Okay. Our second goal was establishing CTE pathways. Our target was to have one state approved pathway in place this year at all three high schools. We surpassed that goal, definitely met it. We want to, moving forward, continue to build those pathways. We are going to transition a CTE counselor from the county office of Ed to our district, so it's cost neutral, pretty close to that, but rather than being a county employee, they will be ours. We are recommending a part-time CTE coach for one year only. We're starting a new computer science pathway that will be leading up through the schools to Aptus High and to PV High, and we want to have this coach for the first year to really make sure that's a solid pathway and in place and then the following year that position will not continue. And again for CTE, we're recommending additional professional development specific to these programs and digital programs that are specific to CTE that can be used in these classrooms as well. Our third goal is our visual and performing arts goal. We met and surpassed that goal. We are recommending some expansions for next year. El Sistema Music Program, very successful at Radcliffe. We want to expand to Minty White, and we want to expand the Latino Film Institute's Cinema Project, which is at Starlight and Cesar Chavez in one grade level, expanded up to the next grade level so that students can continue to participate in that. And then in our original VAPA plan, which is now goal three of the LCAP, we did not have instrumental starting at the high school level until 1920, but because we were successful in getting instrumental programs going at middle school, we have eighth graders who want to continue on. And so we are recommending moving the instrumental up and adding it at the ninth grade level or for high school for next year. And so we will at PV High have band and at Aptos High a drum line, which is exciting. Sorry, you know we've been wanting this. Yes. So those are the expansions for the goal three. Fourth goal is our basics. It's the Williams requirements. So it is the working environments, credentialed teachers and instructional materials met this goal. We're going to continue all the actions for this goal. We did find that there was one action that we had actually not completed this year. One of the actions we put in in 1718 was to hire two custodial supervisors, one to supervise day custodians and one to supervise night custodians. We did not fill the night supervisor position, so we were really pushing to get that filled right away. Otherwise all the other actions will continue for this goal. And this is an area where I definitely heard from stakeholders, as I mentioned, we're seeing the change keep it going. Really wanting us to continue this. This is our goal to improve our outcomes for our English learners. We did meet our reclassification target. We did not meet our target for reducing the percentage of long-term English learners. And so we definitely want to continue updating our master plan. The master plan is looking at research and successful practices around the state to specifically address long-term English learners. So in addition to the update we'll be moving to implementation. We are going to be expanding our dual immersion program at Freedom, which started in kindergarten to first grade this next year. And then we are also piloting a new curriculum at the middle school level for English language development. And this is again an area where for our long-term English learners we really need to strengthen middle school. Goal six is promoting a safe, supportive school environment. This is our school climate goal. Our targets here, we have no data yet because this looks at graduation rates, dropout rates, attendance rates, expulsion rates, suspension rates. That's all information that we don't have yet for this year. We'll be reporting that in the fall. This is one where I heard from stakeholders over and over again. This is working. We love the socio-emotional counselors keep this going. And so we're continuing all the actions. Our actions for this goal really center around our socio-emotional counselors, continuing to implement PBIS, our positive behavioral intervention supports, building out what's called an MTSS framework, a multi-tiered system of support where we're really taking a more holistic view at providing programs for our students that address both academics and behavioral, the social-emotional portion of their education, and then building out sports, providing opportunities for students. Our last goal is increasing our parent participation. We met most of our targets and we are going to continue all our actions for this goal, but we actually are recommending and hoping to establish a baseline for a new target for next year. Previously, we had been basically counting up numbers of parents who showed up for different events. And we did not really feel like that was an effective measure. And so what we want to do is gather some baseline information and have a target, definitely keep monitoring, are we having parents attending, but are we having a variety of parent events and get more at the quality of what we're providing for parents? So we're recommending modifying that. Those are our seven goals. Those are our recommendations for next year, and I'm happy to address any questions. Do we have any speakers to this item? No. Okay. So then we'll move to 6.3 comments from the board or questions. And then Willie. Thank you, Susan. I looked through the report and as usual, it's a tremendous amount of work. So it is what I'm looking at was developed last year with some modifications, right? I would love to tell you very few modifications, but although it was a three year static plan, the state still changed multiple sections that so we did have to do quite a bit of work on it. But in terms of the actual actions and goals and targets, those stayed. That was the static part of it. Okay. So I'm going to start with music, because that's what I'm have championed for many years trying to bring it back to the district. So I'm disappointed to hear that we're only having banned at PB high. Can you talk about that more? I'm hoping we would have banned at all three comprehensive high schools. The only reason we are not having this at Watsonville High School is because the Academy structure did not allow for students to be able to take ban this next year. And so it was a limitation in the scheduling at the school. I Dr. Rodriguez, I'm not sure about why the drum line was selected at Aptos High School as opposed to a regular band. I'd have to check on that answer. Yeah, my understanding is they were going to have both. So it probably came down to course selection. So when students, you know, students have the ability to sign up for courses. So what must have happened is they there was a large group of students that wanted drum line, but did not request banned because there is a there is a band program in place at Aptos Junior. So there's a whole cohort of children that have learned instruments that could go into a band program. So I guess I'm disappointed that we don't have that.  It sounds really exciting. But but I mean, you can have an entire percussion drum line within the in the confines of a band program. Well, I'm sorry. So let us double check on that because when I talked to Sue Gralty, she told me that there is banned at both of the high schools that we were I knew there was not banned at Watsonville High. And the reasoning was the issue with the academies. So so OK, let's double check. I will definitely double check Aptos High. I guess I do understand the issue with the academies. Maybe we don't have enough space to because I know a band room is an you know, it's a lot of space and there's storage and everything. But it just feels like an equity issue like music is a pathway. And I feel like we need to offer that at Watsonville as well. I don't believe it was an issue of space. It was scheduling students fitting it in their schedules, but I definitely make note of that. I don't know how the other board members feel, but I feel like all our kids need to have access to that. Well, I'll stop there, but I'll probably have a couple more comments. Actually, is that OK, Leslie? I'm going to gather some more thoughts about other areas. Thanks. Willie. Yes. Yes. Susan, if 87% of our general fund money goes to salaries and benefits. Now we're faced with 13% of the general fund paying for everything that's in this report. What if revenues drop? What if attendance goes drops down? Revenues. Decrease is a state going to say, hey, listen, what? What? Where's your report? And second, we've all gone through budget cuts every year. And is that have you come up with a list of priorities that you want first to meet off out of out of this report? So if I can, if I can speak to that. So one thing that I would say is when you look at actually what's within the report, a lot of that is personnel. So a lot, whether it's the VAPA teachers or it's the coaches that we were referring to or the social emotional counselors, those are our teachers, which is within that that amount of the 87%, which is now a little higher than that. So one thing I would say that to and we're going to have the budget report in a little bit, but our indications are that the ongoing funding is going to continue to increase. And so one thing I think that is different than before is the fact that there is the rainy day fund for the state of California that was not present prior. And so I would say that many of course, everything that we have in here, we consider to be priority. That's why we're spending our monies on it. And if we did have to reduce, it would mean reducing of staff. I will say that what just is coming out of committee, and I don't want to ruin his his whole show, but what's coming out of committee, if it gets signed by the by the governor, which we assume it will be signed by the governor, will actually receive over 2 million of additional ongoing monies each year. That's not even in the budget that we are proposing tonight because it's not been approved yet. So I don't foresee us having to do that. But when you look at actually what the expenses are in the LCAP, grand majority of it is actually staff. Very little of it is stuff, so to speak, that it would be considered the other 13%. Okay, so taking the taking the plan and moving to the actual action to implement the plan on the ETC, CTE, I keep every year I get those back on the CTE. Are we ever going to see the plan itself and what we're what we're going to implement and how it's going to get done and when within the LCAP under each goal is the plan for implementation. CTE goal is goal number two in the LCAP and the actions to implement those pathways are then in there. So so was the board going to be able to input or see what the actual plan is and and who's going to do it and we have a we have a CTE coordinator that I haven't other than the first time he came I haven't seen him since. Yeah, so we've had Rob here twice we we have we did have it slated for May because our board meetings have been fairly long. We haven't had him back but we can definitely bring him back. We we not only are are doing really well in the CTE realm but we also started a countywide initiative around science and NGSS that just started this past this past week. So we can definitely put that on there because we not only have now true pathways which are state approved so to speak or state recognized I guess would be a better word. But we surpass that we wanted to have at least one and we have more than one in the places so we can do that. We just have to choose which state that we want to put it on the board item. Well, yeah, thank you. My concern is that we have we have all these agencies trying to do stuff. We have we have adult ed. We have the we have the schools. We have R. O. P. We have Perkins money and I have yet to see a coordinated program that is producing kids coming out of high school ready for some career. And so that's what I want to see what I want to see is a coordination of all these agencies that are helping us putting together a a plan that works. So if I can just say one thing about what Willie said, some of the additional money that's not in the budget that if the governor signs whichever one is expecting him to sign is strong workforce money for K 12 and attached to that at least at the community college level. We will be mandated that we show positive outcomes with students. It's a strong workforce. So it's workforce ready is attached to it. So that would be a big piece of that. So Susan, you mentioned that we exceeded the number CTA pathways. What was the initial goal? One pathway per high school that was state recognized. We did not have one that we had met all the criteria to be state recognized. And I don't because I'm standing up here. I don't have the LCAP in front of me, but I want to say we ended up with four at Watsonville and two at each of the other schools. So we definitely surpassed the goal. Then that's really a lot to do with the hard work of Rob really organizing and pulling things together and working with all the sites and making sure that we did get those pathways recognized. Thank you. And so I noticed as far as asking for feedback, we surveyed PVFT, the teachers. Is there a reason why we haven't provided the same or a similar survey to classified employees? I could certainly do that. I reached out to CSCA's leadership and did not get any kind of response. I reached out several times trying to get a time to meet with them and get some input and talk about ways to gather feedback and just didn't get any response. So this year is due to Lettie's going off on medical leave. So we did. We do now have Esther that is supporting, but for many months we didn't have a president for CSCA. So I think a lot of it was due to Lettie's illness and being out on medical leave. So we'll make sure and do that next year. Thank you. And then those four CET pathways that our state recognize, I'm assuming they meet the A through G requirements? Yes. Yes, actually, they meet multiple requirements. So they meet the hours, the course sequencing, so they have to have at least two or more courses 300 hours. They have to either end in an internship, a certification, or job shadowing or dual enrollment. And so they meet all the different criteria as well as being A through G approved. Thank you. And then just to piggy up piggyback on Kim's comments regarding BAPA and having a band at Watsonville High. I think we really need to start looking at the yet committees, the academies and see if they're actually effective one and then to whether they're A through G. And if they're not, I think maybe we should try in looking at getting rid of the ones that are just not effective and possibly moving into offering BAPA at Watsonville High School. And then my last question for you, Susan, is who's going to be involved in updating the master plan for English language learners? At this point in time, our Director of Equity, State and Federal Programs and Accountability has been leading that working with a group of stakeholders and an outside consultant and the new person being hired will take that over and continue that next fall. And do we know who those stakeholders are? I'm sure we can get the list. Yes. That'll be good. Sure. Information to have. Thank you. I was to say, in general, we have teachers, admin, parents have been invited, district staff and I'm trying to remember if any classified invited. Yeah, so those are the folks that were there. And then we do have a list that meet that they come together and that they meet and it's represented elementary, middle and high school. One of my suggestions to that something to consider is maybe including CalVay as part of the local chapter, Lucia Vida de Real, is also involved. Yes. Okay. Thank you. Torsti Acosta, do you have any comments or questions? Not at this time. Go ahead. I'm sorry, I did not look this way.  And then I think Kim had some. Yeah, some thoughts. Well, it's a couple of things. So, because we're talking about CTE, I'm hoping, you know, we can look at not only the things that Michelle mentioned, but we can look at things like apprenticeships and things like that for CTE, you know, people going through the CTE if there's any kind of apprenticeship program that they can be involved in, that would be cool. The other thing is I'm hoping that we really work on the PBS in all the schools. I went to a meeting at Freedom with a 10-year-old who was suspended for one day and it was, your parents were very upset. Anyways, and in that meeting they said that they really weren't completely on board with the PBIS yet, that they had started with it or something, but they weren't completely on board with the PBIS in their school.  So every school team has been trained. The implementation level are very across the district. So depending on the school site and the school team in terms of implementations, it's different, but every school site has been trained within our new MTSS framework. It is one of our first priorities that we will be tackling so the schools that are slower in the implementation to give them the support that it is fully implemented at all schools. And our goal is by the end of next year all of our schools. Absolutely, that would be great. And the last thing of the music thing, you know, I really love the music idea too.  And my sisters were in the band. They played clarinet and bassoon and flute. They were in, and my sister went from being in the band the whole time she was in high school to actually being in the band when she was in college at UCSB. She actually, she went and was in the band. So that's how wonderful it was for her that she continued in band after high school. So I'm hoping we can have bands. That's what I want in all the high schools because that's the kind of high school that I was able to go to, of course, I like that. All right, thanks. Thank you, Karen. Kim? So I didn't say this early on in my remarks but I am very pleased about our academic achievement. I think we have a lot to be proud of and I just want to say thank you to Michelle Rodriguez for bringing a lot of interesting and innovative programs. I feel like that are driving us forward. The SIPPS reboot I think is an example and I know we're going to be expanding it to six more schools. I'm wondering if, I mean, I know we probably shouldn't bite off more than that at a time but could we actually expand to more schools at one time? So we had that conversation. We were able to expand to six just because now our coaches are trained. We do are really intensive. The reason why it's having the impact it is because it's such intensive training. So it's intensive training not only for the teachers and support for modeling and planning but it's also support for the site administrator. And so it takes a lot of focus. I know it feels slow but what the six will allow us is due to the last seven, the following year. So not this coming school year but the next we will have everybody on board and I'm a really big advocate of if you're gonna do it, do it well. And so we go, we're going as fast as we can impacting things as fast as we can. And because we're going, making sure that that's our mantra that we're gonna do it well then sometimes it takes us a little bit longer but it allows us to have the results. Okay, thank you and so I thank you for the leadership but again, I think all of us feel like the real work is taking place on the campuses. So Susan Perez, thank you. Thank you for to your staff. Thank you to the site administration and for the teachers who are in the classrooms helping us to move this achievement gap forward. This is one of our biggest goals as our board is to help these kids be more successful in their lives. So this is a step in the right direction. So thank you. I am wondering about, I was just reading the part in climate so I get that maybe we don't have data in this area to report in but we do have a number of kids that receive services from PVPSA which seems like we could easily put our finger on that data. We have kids on every campus in kids corner counseling.  We have anecdotal data that the work we're doing is effective. What we don't have are for the specific targets that we put into the LCAP as our measurable outcomes of those particular targets, I'm not able to report whether we met those or how effectively we met those targets. In terms of other measures of that particular goal I think I can safely and with confidence say yes, we're definitely making progress in that goal. And I think there are, I think there's still work to be done there. We have great needs in that area but the actions we've taken have been very effective. Along the same lines, I'm very pleased that we are able to put athletic directors back in place at the junior highs, provide coaching stipends at the junior high level that had all gone away. So that feels like an improvement. We still have a problem though, because we have coaching, we have coaches that are not employed by the district who put in hours and hours and hours of their time with our young people and are not receiving any pay for those, for that coaching. And as we know athletics are a main shaping factor in many students' lives. And so I feel like that's an area that we could improve somehow. So that people aren't volunteering their time and expertise. Okay, I'll bring that to cabinet. I think too if we, coaches give so much of themselves every day to their students that I do feel like as a district we could do a better job of providing them some professional development or some things, so I don't know if that's something we could think about adding to the LCAP. Kind of they're unsung heroes really. Okay. Yeah, I think that's it for now. Thanks. Okay, so I have a couple of questions. First of all, yes, I would like to see band in all the high schools. I think you know that we've been hoping for that and working towards that for a long time. A question. So if we do see a funding reduction, which I know that outlook looks like that's not gonna be happening in the near future, but if we did and we had to make cuts, we still have to go to the parents in the community for recommendations through the LCAP process, correct? Yeah, so if VAPA is a priority now, hopefully it would be then too. So that's one thing that I think is the best thing about the local accountability plan is that we get to craft what we're doing for students with student parent community input. That's really a blueprint of what the community wants. So if the community wants VAPA now, they'll support it when times are tough hopefully. So I think that's really a strength that we get with that LCAP. With the VAPA teachers, are we hiring all credentialed VAPA teachers? Yes. They're all credentialed? Yes. Okay. I thought we did a student and parent survey every year either through PVPSA or the school district. Is that not data that we can use? It isn't every year. It's not, that's right, it's every other. Yes. Okay. So if we did it every year, is that data that we could use in our LCAP? Do you wanna address that? Yes, it is. And we actually have a meeting next week. We talked about it at cabinet of possibly doing something that's called youth survey that we could do every year that really builds on asking questions about climate not only of our students, but it has a teacher component. So that was something that was brought and not requested, but it was a conversation. And right now I can't remember which one of the three of you ladies it came from, but asking about how do we get consistent feedback from our teachers and our staff. And so we're going to be, although the label is called youth survey, it actually has a teacher component as well. And that would allow us on a yearly basis to be able to see how we're doing and is the climate and people feeling valued and appreciated and safe and secure. Is that increasing every year or how is it moving forward? It also allows us to do cater questions that we might not be able to do in other situations. So we are looking into that. It's fairly inexpensive. It's about $10,000 for the entire district. We're trying to get him down from there, but so we're having a demo of that next week during cabinet. Okay, thank you. Yes. Just to follow up to that, that surveyor's link to a parent component. So we can, it has all three components. If we wanted to, we definitely could do the parent component as well. And it's in English and Spanish of course. So we could do all three. It's not really, it's only a couple hundred dollars more to do the second set. Really once you do one subgroup, the rest aren't very expensive. So we could do that. Great. I have one last thing. Okay. I didn't see anywhere in this LCAP, and maybe this isn't the right place for it, but I was hoping that we could provide some SAT or ACT study sessions on Super Saturdays for our students so that they could get better tests. I believe it is in there in goal one. Oh, it is. Oh, good. I'm pretty sure it is in there. Okay, thank you. It might not be spelled out specifically as that, but there are study sessions for students on Super Saturdays, and that is one of the types of sessions that we do provide. Okay. And are there any other board comments or questions on this item? Okay. If not, I will go ahead and I'll close this public hearing and open a new public hearing on budget adoption. And this is item 7.1. And I believe we have Mr. Dominguez here to present this item. All right. Good evening, President DeRose, members of the board, Superintendent Rodriguez. So this evening we're going over the proposed budget for 1819 and then reviewing 1718 estimated actuals. We will go over those two components. The assumptions that are built within that are multi-year projections and then cover next steps. And how we build the assumptions in the budget development process is making sure that we use the current information given at that point in time. And so this is considering the Governor's May revise and then on the revenue, the LCFF on the Governor's July budget proposal. It also takes into consideration our average daily attendance. And there is a chart on the PowerPoint that you'll see that we're at 17,282 for the current year and the outgoing year. But I'll also touch on that as what is the game plan moving forward. Also, in the revenue side is our student enrollment and number of days in instruction. And Helen will cover the items that are in the expense side. On the expense side, we have the employee stepping column, which is, oh, sorry, thank you. We include the employee stepping column. So each year that increases. The STRS and PERS rates and the rate increases that are state mandated. Health and welfare contributions and increases, LCAP expenditures. So everything that you just heard that Susan went through on the LCAP, all those are in the budget year and out years. And we've included the certificated management negotiation settlements. CSEA is not included in that we haven't settled yet. And as we will provide a more detailed list at the June 27th board meeting and any additional more information that comes to the district. As we mentioned in our assumptions, wanted to point out that our enrollment is projected to be flat. But one of the items that I also wanna look at is our average daily attendance. And right now we're at 94.9%. There's an area that we would like to focus on and we'll talk about some strategies later in the presentation, but we would love to increase our average daily attendance. Our general fund expenditures. This pie chart reflects the outline of certificated salaries at 31%, a little bit over. Certificated salaries at 4.5, classified at 13.9, classified management. Our employee benefits at 35.1. And then it also covers books, supplies, services and capital outlay. And so this is a big picture on our general fund expenditures and breaks it down how we provide that as a district. One of the challenges that, you know, there are items that we can control as a district and there are others that we are not able to control. One of those items is our stirs and peres increase within our multi-year. And so we just wanted to provide this chart to show both for our stirs from 17, 18 at a little bit over 15 and a half percent to 2021 at 23%. And then for peres at 15.53% up to 20% in 2021. And so there is a steady increase with both. And we are making sure that we are positioning the district as best as we can for those increases. Our multi-year projection will go over our unrestricted, which this reflects are unrestricted and then restricted and then combined. So in regards to our unrestricted, for the various slides coming forward is looking at our beginning balance, our revenues and our expenditures. And so for 17, 18, you have 49.4 as our beginning balance. And you go through from the next columns to your right, you'll see that we're spending down our beginning balance. So our ending fund balance, which rolls over to the outgoing year is we're making sure to spend those dollars today as we move forward on today's students. And then with our incoming revenues and our expenditures, we're making sure that we do so accordingly. The contribution throughout in our multi-year is an area that we are also looking at and making sure as a district, those items or investments that we take on, how we're spending our dollars and how to be more efficient. And so within the increase and decrease, that is our deficit spending. And so those at the, for 2021, it's at 7.3 million. And for the current, it's 17, 18 is 15.16. And so that's an area that we will focus on and making sure how to become more efficient internally, both for unrestricted and restricted. One of the items that in previous presentations is we wanted to break down what's in the total fund balance. And so here we have some asterisks that break down from our non-spendables, which is our revolving cash, cash on hand at the county and or prepaid on asterisk to assign fund balance. That includes the set aside for PVHS for the facilities. And then if you look at 18, 19 on the assigned fund balance, you see the one time fund. So in 17, 18, you see it at 5.03 and it grows to 10.05. That is because the infusion of the one time funds. And so in the second column, you'll see that. And so I just wanted to point that out. We spend down those one time funds. So then in 1920, it reduces down to 4.1. And I'll explain at a later slide, the one time funds and the board support to move forward with that. And then on the third asterisk, it's the board approved committed funds and that's outlined in the additional 3% reserve is also included in that. And then our committed fund balance. This reflects are restricted. So this funding, majority of funding has strings attached from the state, federal or local. And this reflects that. And I also wanted to point out as we previous slide is our beginning balance and how we're providing those expenditures and drawing down on our beginning balance, our revenues and our expenditures. And then also gave a description on the total fund balance so we can give that a breakdown as well. We have a smaller deficit in our E creeps and decrease column. So if I can just make one point, if you look at the fourth row, the contributions, that is where when you saw the monies from before with the negative, that's where this is coming from. So basically when you look at whether it's transportation, special education, other programs that we have that are not able to basically live within what they receive from the state, this is where that money is coming to. So it's going, our general fund money in some times is covering our restricted funds. So to follow that comment, so the state funding for restricted programs, for transportation, special ed, and other, that funding is not covering the cost to operate those our expenses. And so that is under transferred over from the unrestricted side. And then this is the combined multi-year for both unrestricted and restricted. And just wanted to point out again, the beginning balance, the revenues and expenditures per year, and then our structural deficit in 2021 at 7.3 million. And then breaking down our total fund balance. And we'll go through here shortly and give a description of the support from the board on the one-time funds of 19.4 million. We did a great job in our facilities division and we made sure for, and I know some of our board members have taken site visits and looked at the roofs and bathroom renovations that we have throughout the district. Also committed some furniture replacement. And so our procurement and purchasing department has done a great job in fulfilling those orders and making sure that we have that furniture at our sites. We also have, as Susan mentioned in the LCAP and moving forward throughout curriculum and instruction, our textbook adoptions, and that's being well spent. And then within the one-time funds, Golden Rule is one-time funding, one-time expenditures. And so we made sure to have one-time off salary schedule for both classified and certificated. And so you have that there. And then the additional 3% reserve. And so that gives a summary of how we've managed those funds but spent them and invested those as board gave us that approval. So next steps, we have our work cut out but definitely working with the governor's office, school services and other agencies in our county, making sure to get up-to-date current information, implement any of those additional changes and or approvals through the state level and making sure that reflects within our living budget. We'll also work with the county to review and present to the board at the next meeting that recommendation based on the input from the public hearing. And then September, it will come back with our unaudited actuals. And that is like the pulse check to see where we're at budget to our expenditures and see to give an update there. One of the things and I'll let Helen talk to this a little bit about our staff and Helen are meeting with principals and you wanna kind of give an overview of what those meetings look like. So we met with every school site, the principal and the office manager or the office personnel that worked with the budget. We met with them to go over what their budget would look like for next year and where they were spending this year. And one of the things that I instructed them is that I wanted to see them to spend at least 50 to 75% of their money by December because if they're not spending it by then they're not spending it on the current year kids because if in prior years they'd rushed to spend their money in March and April and that's not money that could be spent on the current year kids. And so we've kind of worked with them on that we'll continue those meetings. My staff meets with them at least quarterly. I will be meeting with them in the fall, probably September, early October timeframe to review what they submitted for their budget and where they're at with their spending and then my staff will continue and then I'll do another followup in March to see where they're at. And one of the other internal efficiencies that that provides it gives us milestones throughout the year our fiscal calendar and just making sure that all our school sites and our departments are on track within their budget both to stay within their means but also making sure that we're spending our dollars wisely. Other components that we're gonna be focusing on moving forward is our enrollment. And one of the, as I met with our superintendent is we do some great work and we've enhanced a lot of our programs and we have a lot of success within our district but we really have to focus on marketing and PR and kind of pet ourselves in the back and get the good news out there into the community and how we can provide, you know, enhanced knowledge to our community and constituents for to increase our enrollment. Also looking at enrollment campaign which also includes looking at our parent handbook and the forums included in that and making sure that we have the necessary documents and that it's an easier process and user friendly for our parents and constituents to enroll in our schools and then also looking at an online and enrollment process for our average daily attendance. And I think some of you have mentioned it already but review our Saturday school program and how we can enhance that. So I'm working with Mark on that component. And then we also looking at our bell schedules and alignment with our transportation bus routes. So making sure that the current process of picking up and dropping off our students, can we do that within the allotted time to make sure they get to school on time in the start of school and the end of school and extracurricular activities, et cetera. And then on this evening's agenda, you have attention to attendance. So making sure that we also partner with attention to attendance and making sure how to inform parents the importance of sending our children to school and assist us with the notifications and letters to families when they're missing school. Another area that we have formed and the superintendent has been very supportive is forming a special ed task force. This includes myself, our fiscal division, transportation, special ed, child nutrition services and HR. And it's a team hands-on approach and supporting special ed and how we can be more internally efficient from our door-to-door or transportation services to providing nutritious meals to our special ed population, to facilities and program space, et cetera. So what's internal and external and non-public schools. So all of that, this task force will take on and review. So if I can just say something in the ADA, another thing that we're planning on doing and it's actually been a request of Mr. Serpa for a while is we're planning on doing attendance later in the day. So looking at trying to capture that attendance through waiting a little bit so that we actually capture as much attendance as we can versus doing attendance and then having students come in 20 minutes late, 30 minutes late and not capturing that attendance. So I know she's been asking for it for a while so we're gonna move it forward. But once we finalize the bus routes, we'll have a standard time for attendance throughout the district. So then we could do a pulse check at one side of the town to the other side of town. We know that attendance is being taken. Thank you. And some great news and but it's pending and that's why I said the budget is a living document but right around the corner, we have with our legislature and our governor's office, we have some great opportunity and the word on the street is that this is coming. So I'm excited. We mentioned 100 to 150 million in the CTE and the CTIG process and then there's 150 million in the CT consortium with our community college district. And so we are gonna pursue both of them. We also have to look internally and say, okay, what assess what we have in place and what does it take to compete with other districts for those funds. Another component that we as a district and I will partner with HR and with Chona is our teacher workforce. There's about 75 million for teacher residency grant. These are gonna be the positions that are hard to fill, math, science. And so this is support the STEM and STEAM programs. And then there's 50 million for local solutions grant which is specific to special ed. As Superintendent Rodriguez mentioned, the governor, there's an estimated 2.6 million through our LCFF. If that's approved, that'll potentially be for our district. And then one of the exciting other sources of funding that's out there and we are gonna partner up with Lisa and look in partnership with Victor and our facilities team is what does it look like if we go down the path of full day kinder? This is gonna be a competitive grant process but there's a hundred million dollars through the state available for facilities. So that's an area that we're also gonna look at as well. On behalf of our fiscal division, I'd like to thank the board for your time. Okay, so we have to see if we have speakers first and then it goes board comments. No. No. Okay, board comments. Thank you. Just a year old. Is there, with the hope that we're gonna get more money from the state, is that going to be labeled one time money or can we count on that every year for salaries, et cetera? Pardon me? It's ongoing. So it's ongoing. For now. It would require the legislature or the governor to do a reduction in education funding in order for that to happen, but of course that could happen but we are very happy that it's additional LCFF funding because the one time monies has been a challenge for us and so we are very happy that it's ongoing and it's stable funds because it allows us to dedicate additional funds to those other priorities that we saw at the top including facilities and BAPA. Thank you. Good. NCT. Thank you. Thank you. Welcome. Karen? I just want to ask a small little question. So I saw that there was money in there for facilities but I also said I saw that there was monies in there for full day kindergarten. So that's monies that we can request or try to... From the state level, it's available for districts in California, but it's competitive. So we're gonna have to... It's for facilities. It's for facilities only. So that's the other component we have to do an internal assessment because it only covers facilities, the capital outlay of setting up rooms or building, new construction or modernization of buildings. When he says competitive, he means a grant. So we'd have to write a grant and apply for it. Apply for the full day kindergarten. Correct. However, I think because of our demographics and also our achievement, I think we would have a good, really good chance of receiving the competitive grant. But as Joe mentioned, we have to look at it just came out. So we have to look at it as a whole. However, I think that people let know me know that I do believe in early intervention and strong early literacy support. And having a half day K with students that are fragile student populations is a challenge. And so it would be something that we would very much look into so that we could see if we could manage it. Yeah. Okay. Kim, do you have anything? So do we have a line item in this budget that has ongoing expenditures for furniture refresh? Because we kind of had started that process, but it was like a tiny little fraction of what was actually needed. So I was hopeful that we would have that in our budget every year so that we could continue to refresh all the furniture in the district. The ongoing is about 200,000 that we have for ongoing. And one of the things that we are currently doing internal efficiencies is looking at our inventory district wide. And what we have at the elementary, middle and high school and talk about furniture and what is still good usable furniture that could be transferred from one site to another site. So we're looking at that, but then we're also looking at replacement and the 21st century grants that are available for 21st century learning. So if there is any additional monies, I would like to see that as something that's prioritized because that has something to do with facilities. And I know in many of our schools, we were using furniture that was like literally decades old and falling apart. I mean, if it was still good, that's great, but it just isn't. And I know a lot of the classrooms, it was kind of up to the teachers to let their principals know. And then if they didn't, they didn't get in the queue. And so we have a humongous need to improve our classroom situations. We have not confirmed yet, but I know the state, there's potential for additional one-time funds, but that hasn't been announced. If so, there's opportunity to look at one-time funding for one-time expenditures, such as furniture and or equipment. And so that'll be something we can definitely look at. Okay. And then in terms of our school budgets per school site, I know that they vary with, and they're not completely equal across the board. So, but I would like to see the Aptos schools get their fair share of budget in past years. Millions of dollars have gone south and central following the kids. And so with the new LCAP, I thought that we had an opportunity to make things more equitable for the schools in Aptos. And I'm just wondering if you could tell me what, are we going to ever get to a time when we have discretionary dollars that are equal across our schools? So currently we have site discretionary money that is across the district. It's a per ADA amount for each school. So depending on what their, or it's per their enrollment, there's LCFF supplemental funds that is across the district. The only difference would be Title I because the Aptos schools don't have the free and reduced percentages that qualify for Title I. So that's the only funding at this point that they wouldn't have. If the schools participate in Saturday school, they get a portion of the revenue that comes back to us from that. So that, I know Aptos High, and there's one other couple schools, I think, in the Aptos area that get that also. That they have Saturday schools. Right, if they have Saturday schools. We could take a look at that and look at equity throughout the district. Thank you. I'd like to express sincere gratitude about the revamping of the parent handbook. It's been a difficult thing to have to fill out those pages and it's the same exact information and you have to sign in like 100 places. It's very frustrating. So it's great if we can improve that and do it in online version would be great. I love the new ADA. I'm taking role later. I think that will immediately capture probably like 1.5 to 2% right there. And I can't hear you. I'm sorry, just with the new, like taking role later will be very helpful. And that's it. Thanks very much. Thank you. Trustee Acosta, do you have anything? At this time, thank you. Willie? Okay, so I have a couple of questions. The ADA, it was 94.6. Is that what you said on average? 94.9. Okay, so that's over like over 600 absences estimated per day. So we could potentially, we could capture a lot. And I know there's a lot of different reasons. Some like, for instance, we have renaissance that's way out there, hard for students to get to. So I think it's gonna be a really wide lens that we have to look at, but I'm glad you are. I don't recognize my own note. Okay, so the CTE money, I believe that has not signed yet for the workforce money. Frank, it's not signed yet. I think I heard you say it was competitive, but I don't think it's competitive. I think it's... Yes, there's some that are competitive. Some of them are competitive. The 150 million with the consortia, is that competitive? Oh, okay. And what about the CTE incentive grant? Is that one? There's gonna be, that is very competitive. The consortium through the community colleges, it's gonna be for at the community college level. They're given their, if you wanna call it their fair share, but then it's the districts that can provide the necessary services through CTE. That's where we really talked about doing an internal assessment and talking about our CTE coordinator and where we're at as a district and where we wanna go. And so it's kind of, and working with our superintendent and trying to align ourselves to successful. Okay, thank you for clarifying that. That's why you have the job, you do, and that's one. So when Trustee D'Serpa was talking about furniture and replacement, do we get money for disposal of our surplus furniture and equipment? So on this evening's agenda, you have some surplus property and some is actually just surplus and it's disposed of. And then other property, I believe there is, is Richard here. We have a trailer from our maintenance department on tonight's agenda. I didn't hear you, what was that? There's a trailer that's on tonight's agenda for surplus property equipment trailer. And so I'm using that as an example that we can resell that. And so then that revenue comes back to the district. But then there's other surplus property such as e-waste, keyboards, computers, et cetera, that we do get funding for, broken furniture, et cetera, then it's just a surplus. But there is some that we can capture some dollars. Okay. And then you were talking about assessing our transportation and I'm wondering if this had been brought up a couple of times by Trustee D'Serpa about looking at the possibility of later start times for high schools. I know that's huge and I don't want to cause a big scare, but assessing if that's possible because it's been found that it's related to student achievement. If the upper grades get more sleep, they actually do better. So I'm wondering if that's a part of that transportation assessment because I know that's probably gonna be the biggest issue around that. So off of the request, we did make a promise that at the start of next school year, we will be doing a parent survey with the parents. We also, nothing has been discussed other than, I did have start my conversation with Mr. Rodriguez from PVFT of just letting him know that we're starting the research process and that we needed to start having input from teachers, from staff, from parents to first assess where we are with that and if it's desired, if what the difficulties would be, we want to take it fairly slowly just because it can cause quite an issue with parents. Of course, we're very student-centric here, so we care about that, but we just need to get a lot of data that we don't currently have and just get information from people. So we are dedicated to do that and to start the process because we recognize that having an 18-year-old that if he could sleep until 10 o'clock, he would. And he's really not very alert at 8 a.m., no less 7 a.m., then I get the need. So we're gonna start working on it. We've already started conversations, but just conversation about having a conversation. Right, right, yeah, okay. Thank you so much. From an operational perspective, we're looking at, with our routing software and the amount of students we have on a route and how long that route is of travel time when we pick up a child, whether that child's in elementary or high school, how long are they on that bus to get to school at a certain time? So we're also looking at internal efficiencies in regards to ride or travel time. And traffic, right, that's huge. All those, yeah. Especially RAPTOS. Okay, those were all my questions. Are there any other questions or comments? I do just really quickly. So if our sites do not end up spending the dollar amount that they receive, the site money, do they carry over? No. No. Okay. There are the only ones that we look at our Title I, there are very few, but the site... Could you move the microphone closer? The site allocations are not carried over, but some of our Title I dollars are rolled over. All right, and in the past, how many schools have actually spent that money? For that year? We can write a breakdown of that. We have that information. I'll just say, generally, what we're trying to enhance is best practices. So all our sites stay within their budgets. Some sites under spent, some sites are close to at par, and some sites go over. And so our goal is to make sure that everyone stays within their budget. Oh, an instance is where it does go over, what do we do? Then it's a contribution from the general fund. Got it. Okay. Thank you. You're welcome. And then I did have... I'm just really excited about the possibility of a day-long kindergarten. I'm really excited about the fact that we have now transitional kinder at almost our school side. So I'm really happy that we're gonna be going after that grant, especially with scheduling for parents who have multiple children in the district. They have to find a way to do different pickup times for different children. So I think that will be very beneficial to our community. And then as far as currency, what is the follow-up? I know that parents do receive letters, but I personally know families who have more than three absences, and there's no follow-up by our district. So what do we do in those cases? Dan, you're on.  As far as the follow-up process, we do have the SARB process. All right, I can't hear you that well.  We have the SARB process. Once a student has 10% attendance issues, and there are many, many more referrals than we can get to, but we do have SARB once a month, and if the students continue to not do well or to come to school, then they may end up in truancy mediation, and that's also once a month. We do have the letters through A2A that are sent out after the second letter. Third letter does not go out until the parent will schedule a conference with the administration. Would you say what SARB stands for just because we have this audience, but also a television audience? It's the School Attendance Review Board. Okay, thank you. Thank you. That's where all my, okay. Anyone else? Coming. Go ahead and build, Molly. Thank you guys very much. You know, you have to be excited about what's happening. You gotta be excited about where we've been and where we're going. And it's, and tonight has been a great example of people ready. I feel a certain amount of confidence in not only the budget, but LCAP and everything that we have seen tonight. So it'll be fun because we have a plan. We got excellent people that made the plan, execute the plan, and now we got hopefully some money to make the plan happen. So thank you guys very much. And thank you. Okay, thank you. So don't go too far, Joe. I believe you're on the next one also. So I'm going to close item seven, public hearing, and open item eight, also a public hearing on special education, annual budget and service plan. And Heather, sorry. Heather wasn't on here, sorry. Sorry, Heather, welcome, Heather. So good evening, President DeRose. Microphone up, yes. Is it, can you hear now? Yeah, that's better. Good evening, say it again. President DeRose, board members, Dr. Rodriguez. So I'm going to give you an overview of the annual budget and service plan for special education and services. This is a public hearing that has been done at the district office in the past years, and now we're bringing it here. And you've seen our budget come through the board, but I wanted to talk a little bit about what it is that you're looking at. So, if, oh, sorry. So our annual budget and service plan, the local plan, and this is what you're looking at, should include a section stating that the SELPA will adopt an annual budget and service plan following all legal requirements. And I'm going to go over in later slides what the requirements are for this. And the actual annual service and budget plans are submitted separately from the rest of the local plan and the budget plan, so they'll be submitted together, but they are separate documents. So prior to submission, both the budget and the service plan must be adopted at a public hearing. That's what we're doing tonight. So notice of the hearing must be posted in each school and in your packet, you received what our notices are. We did this more than 15 days in advance so that it's out to every single school in the district and it's posted in an area that's supposed to be where people can see it. The budget and service plans are made, plans may be revised during the fiscal year. The annual budget plan must include administrative cost of the plan, services to students with severe and low incidence disabilities. So that's disabilities, such as a hearing impairment where it's a low incidence, not many students have these disabilities visually impaired. Services to students with non-severe disabilities, so that's mild-moderate. You find services such as RSP classes, mild-moderate special day classes. Supplemental aids and services to meet individual needs of students placed in general education classes. At times, we have students that are hard of hearing, that need sound-filled systems, so that's in the general class. And then, regionalized operation services and direct instructional support by our program specialists. The annual service plan must include a description of the nature of services, including related services. So a related service to NIEP is speech and language, the eye services, it's related to their disability. The physical location of where the services are provided and which may include alternative schools, charter schools, opportunity day schools operated by the school district, such as new school, community day schools operated by the county office of education, regardless of whether the district or county office of education participates in the local plan. I put some examples there too, Sequoia Freedom Community School. So we do serve students that go to all of these programs. Non-public school agencies such as the Bay School, Rebecca's Children's Center, Oasis, Esther B. Clark School. And that's basically what the plan is, what's in it, but this is the time if you have questions about it. Do we have any public comment? No. Okay. Board comments, questions? Okay. Let me see if I'll have one. Yes. So I was just gonna ask if, how special education functions for just students who are in regular education, my daughter had an IEP.  How, I'm just interested, how does special ed work with those kind of students? To be honest with you.  And sometimes I would talk to the psychologist at the high school and, you know, make sure, you know, work with her. But I was just wondering how it, you know, I mean, I know you do, you know, what you call severe, moderate, and, but that's not actually what she is. She was, I don't know, she was, she was, yeah, she was completely mainstream. Yeah, she was completely mainstream. And it all depends on, and that's why they call it individualized education plans on students' needs. So annually, we look at every student's needs and according to their IEP, so you build up, you know, with their assessments, you build a plan to meet their needs. And if that means in the general education class, they need support, accommodations, modifications to curriculum. We have people go in to do that kind of support. We have inclusion specialists that might go in and work with a teacher and say, this is how you can modify the curriculum so this child can access that curriculum. So you have to go in and do all that for the students all throughout the whole district. Well, that's a lot of work. It's a lot of work. Anybody else? Yeah, I have a question. I wasn't aware that we also serviced non-public schools. We do, well. So is there a benefit to doing that? Does it, as a district, do we receive additional funding to also be able to provide services? We provide, we fund the school, so that's part of what we do. It's, we don't send staff members in as teachers or, well at times actually we have provided SLP services to a non-public school where they didn't have that service for a student, but for the most part it's our program specialists that go in and support the school in helping run the IEP meeting, making sure that everything is done correctly and that the students are getting the services that they need, but we're not necessarily sending a staff member in to say, this is a service we provide and teach the student, because the school itself, like the Bay School, they have all the staff members they need to provide that service. But we do have a program specialist that goes in and sits at every IEP meeting. And from an internal assessment, one of the things that the task force will take on in partnership with our SOPA is look at internally, when we look at non-public schools, it's either a facility capacity issue or staffing issue of what services can we handle internally versus externally. And so with that being said, that's something that we're also looking at within our non-public schools, is what is available internally versus a non-public school. Thank you. I was just gonna ask too. So are they contracting with us for services? Yes, they are. Okay. There's different ways, but part of it is that they contract with us or settlement agreements, or there are students that that is the best placement for that student and it's an IEP team decision. So it's more common really in for school districts not to have their own SOPA, it's usually at the county office, correct? And that would happen in counties like that where they would go to the county office for those services. So we're providing. Yeah, for our life skills programs, we provide those services. We're a self-contained SOPA, so we provide all of our life skills program here, where in other, like in Santa Cruz, they have a county office, it's smaller now, but they do provide some of the services at the county office of certain programs. But we don't have that. Right, okay. Karen, did you? Yeah, I just wanted to ask, I mean, so in some cases you decide that that certain student would need one of the non-public services or it is often the parents that want it, right? Isn't the parents that request that their child go to one of these non-public schools? I'm not sure how that works. I mean, I would have. We have to offer as a district what we really feel is a free and appropriate public education. In special education language, we call that FAPE. So if we have the program that meets the student's needs, within the district, we offer the program that's the district program first and foremost, as we think we can serve these students and do a good job. Yeah. There are certain students at times that may need a more restrictive, and I call the programs that are the, like the Bay School, Esther B. Clark, they're a more restrictive environment than what we offer in a public school. They may need a program like that, but we always try to offer the public school setting first. Yeah, that's what I was hoping. Because I know we are, I forgot, I think we have more autistic children at our district now than we used to, or we have more programs for them than we used to, and we used to have to send many of them to other schools, but now they're here. Isn't that accurate? We are definitely building our autism program. We have a new program that's going into play this next year, so we are trying to make sure that we have the programs that meet their needs instead of having to send a student to the Bay School. Yes. And or bring students back to our district. Right. Thanks. Okay. Anybody else? Okay. Yes, does that, yes. Okay. So I know that we get a certain amount of money for special education, which is how much? Well, we have federal and state money that we receive every year. I could look at the big end of the mic, please. We do receive federal and state money every year for special education. It's a small portion of what's funded compared to what we need to. So that's what I'm trying to get at. So what's the percentage that special edding approaches into the general fund? This may be Helen. I do have a slide on that. We're about total, about 28 million. And it's roughly, and I know we're in the, it's above 10%, but that's something also that we're looking at in partnership with Heather and her team. And really the approach is how to become, just making sure, I think she touched on it about making sure that we have the right services aligned for each child and how to be more efficient internally in providing those services. And so that's the goal of the task force to review the big picture. And one of those items, as we mentioned, is non-public schools and the services. So we're gonna be reviewing all the items. Aren't we required legally to provide services to kids, even if they're at a non-public school, like psychological testing, et cetera? Yes, we are. Yeah, so it's actually required by law, right? It'll be interesting to hear what kind of internal controls we could affect. I'm not sure what we can, but that'll be an interesting report. So I noticed that you're not currently utilizing social workers in any of the special ed services. It's not checked. I think that would be a nice addition, helping kids and families get as they need. If you notice we have quite a few that are checked and very few that are not checked. And that does happen to be one of them. But we do have, and I think you know this, educationally related mental health services for our students. If that is all, then I'm gonna go ahead and close this public hearing and open our last public hearing. So closing eight and opening public hearing under item nine. And this is a sunshine proposal for a multi-year agreement with CSEA. Yes, President Rowe's board trustees and Dr. Rodriguez. Government Code 3547, the RADA Act requires bargaining proposals to be presented for public comment or sunshine. PBUSD submits two additional proposals to the three already approved at a prior board meeting as we would like to update the outdated language and ensure compliance with current laws and regulation. Thanks very much to our director of transportation, Katie Powell, and HR director, Pam Shanks, for their expertise on these proposals. The two proposals are Article 16, which involves compensation for training and compliance with current DMV regulations for certifications of school bus drivers. And then the second proposal is Article 30, which involves the drug and alcohol testing language, which dates back to the omnibus bill of 1991. We need to comply with the changes to the laws governing drug testing for safety-sensitive positions, including bus drivers. Okay, thank you. And do we have any public comment on this item? No public comment? None. Okay. Any comments from the board or questions? Okay, if not, and when will we be voting on? I should ask you. These items that we just went through the public hearing, when are they coming for action? All four of them will be, or three of them will be coming for action at the next board meeting on the 27th, June 27th. Okay. So this was our opportunity to get clarification. Yes. Okay, great. And if I would just one second. I would ask if they're in between then and now, if you have any additional comments or concerns, I ask that you please do direct them to me. As we have said before, they must be approved before June 30th. It does not give us any time to make additional changes. So you do have two weeks in order to be able to respond to me. So I just ask that I'm here for you. Anything that you need, please just reach out to me. Okay, thank you. I'm closing the public hearing under item nine and opening up the regular meeting agenda once again. And we're at item 10, visitor non-agenda items. Do we have any public comment? Okay. So we'll move to item 11, employee organization comments. Wow. 11.1 is PVFT. Thank you, Francisco, to the videos with the Pajaro Valley Federation of Teachers. Adjust a couple of things. First, I just wanna congratulate the board on turning down navigator schools. I think that that was a very good decision on your part and a great presentation by the staff with regards to whether the proposal was adequate or not. I hope that they stay away from Santa Cruz County as well as other charter maintenance organizations. In addition, I also wanted to just point out a couple things. First of all, I think it's a great idea to have a special education task force and would love to be part of it to participate. As we know that in the past, many of the decisions directly impact our members when it comes to, for example, how, well, one particular example a few years back is when special education instructional aids who we don't represent were reassigned. It has a direct impact on our members, the certificated staff. And so we'd like to be part of it and we also would like to, of course, give you impact, input from the staff to be able to see any, foresee any problems or impacts upon their working conditions. You also, along that same line in your consent agenda, item 14.6, staffing contracts, you don't have any specific information there, but there is a total of about $2 million in costs. And I'm hoping that the special education task force addresses those that, you know, that problem because that's $2 million that can be used for other purposes that would directly improve the working conditions of the employees and give a greater benefit, we believe. And then finally, I also, we've had experience, as you know, with full day kinder in the past at Oloni School. At that time, there was no coordination or participation of the bargaining units development and it created a lot of problems at the site. And so again, we would like to be part of any plans to expand full day kinder at our schools. And so I'm confident that either through human resources or through the superintendent's office will be reached out to provide the necessary input from our members. Thank you. And do we have anyone from CSCA here tonight? The VAM or CWA? Okay. So we'll move to item 12.0. These are action items. 12.1 is the adoption of the Declaration of Need for Fully Qualified Teachers. And this is by Dr. Colleen again. Yes, thank you, President DeRose. Board Trustees, Dr. Rodriguez. There's been a nationwide shortage of teachers for several years now and California and PVSD included in that. Accordingly, public school districts all over the state submit an annual declaration of need to the California Commission on Teacher Credentialing to address the huge teacher shortages requesting waivers of requirements for licensing and preparation. PVSD has submitted this declaration for several years, at least five years in counting as similar to a vast majority of the districts in California as there is not sufficient number of people who meet our employment criteria. PVSD has an annual shortage of appropriately credentialed teachers in the following areas, bilingual education, special education, math, science. And when shortages in the area of special education and these other areas occur, the Department of Special Services employs a variety of means to help reduce the shortage of internship programs, waivers, and emergency credentialing. While we need the Board adopted declaration, the annual shortage at PVSD will be less. As a result of job fairs, publicity, early postings, administrators working hard with HR, especially our new director, Alison Niezawa, to expedite the interview and selection processes, we are looking at about half of the remaining vacancies compared to the same time period from last year. However, we still respectfully request that the Board approve our declaration to make sure that we do employ a sufficient number of teachers to fulfill our obligations to the students and to our community. Thank you. Do we have any speakers to this item? None. Okay. And any questions or comments from the Board? No. So I just have a quick comment. This, it's called the annual Declaration of Need, and I've seen it for 12 years now. The goal would be to never have to ask for a waiver or an emergency credential, right? So, and I just wanted to commend you on your early recruitment efforts. I think you started in January, is that right? Which is amazing, and I didn't know that we were at 50% of where we were last year, so congratulations. And we're getting the cream of the crop by going early. Yes, we were already at 50% and we haven't had to utilize STIPS, which is short-term teaching permits, and PIPS, which are provisional interim permits. So we haven't had to use a lot of the emergency so far. And we're still recruiting. We have interviews coming up, a whole bunch of them. And it's a lot of work, not just from HR, but with the administrators that are helping us. And our superintendent and our PIO and everybody else and PVFT as well go out there and publicize our school as one of the, working with our teachers. There's one of the best experiences out there. So I mentioned that you started recruitment in January. When's the earliest that you began, and I don't know if it's signing them or getting a letter of intent, or when did you start getting commitments? We started with job fairs and we gave conditional contracts at the job fairs from the first one, which was at Cal State Monterey Bay. And we also are working with the teachers there so that we can bring in student teachers and then grow our people from within and develop that. So we are working to increase our contacts with the colleges and universities. And that was like in January? In January. So what that says to me is people aren't waiting until they have no other choice to come to PVSD. They're coming, they're choosing us first. Yes. And that's for a reason. So that says really, really good things about our district. So I just want people to keep that in mind. So, and it's gonna get better with our student achievements. So, thank you. And we're excited about the new people coming in. Yes, good. So are we. So this is an action item. So would anyone like to make a motion? Approval. Okay, do you wanna do a second? We'll do Maria. Okay, I'll second. Motion and Karen second. So all those in favor? Aye. Any opposed? Okay, motion passes 601. Thank you. So this is the one public hearing that is on as an action item. And this is the sunshine proposal for the multi-year agreement for CSEA. We've had the discussion in public comment. So would anyone like to make a motion? We'll approve. Okay, a second? Second. Karen second. All those in favor? Aye. Any opposed? Thank you. Motion passes 601. And item 12.3, the interim reclassification criteria. And who's giving this report? Dr. Gottlob. Dr. Gottlob, hi. Welcome. That's what interim means. Oh, we're gonna find out. Good evening, President DeRose, members of the board and Superintendent Rodriguez. I'm Jean Gottlob, director of equity, state and federal programs and accountability. And I'm sure that everyone in this room knows that many of our students come to us as English learners. So these students are learning English in addition to learning the subject and the content at school. So as students move along, the pathway of gaining English proficiency, there comes a time when they are declared to be working at the same level as their classmates who were born speaking English or who are English-only students. So in the past, the state has set this criteria. But since we have had recent changes in state testing, we went from the CSTs to the SBAC. And now we also have changed from the CELT, which we've had for many, many years, to a new English language proficiency assessment called the LPAC, the English language proficiency assessments of California. So on January 2nd, all California districts were informed of the following by the California Department of Education. Because the LPAC scores are preliminary, the local education agencies may determine their own LPAC threshold scores in combination with the general performance level descriptors for reclassification purposes until the State Board of Education approves the final threshold scores in the fall of 2018, at which time the CDE will provide new reclassification guidance for the 2018-19 school year and beyond. So this is our proposed interim reclassification criteria to be used at the beginning of this school year, this coming school year, until we receive the new reclassification guidance from the state. And what's different about this is we have sort of a two-tiered system. We decided that students reached the highest level of the LPAC, which was well-developed. And they had no scores less than three with the oral and written. And if they had a minimum score on the SBAC meeting the standard, which is level three, or our own internal, it's not really our own internal, but NWEA map writ scores. If they were reading at or above the mean, and they had the teacher evaluation, and we had the parent opinion and consultation that those students would qualify for reclassification. But we wanna make sure that we're reclassifying all the students who are really functioning at that high level. So we wanted to bring in another criteria that is for students who are reached the level of LPAC three, which is moderately developed overall with oral and written language scores at least three. And if those, since they're not at the highest level of the LPAC, but if they can have a minimum score at mid-level of means criteria, of mean proficient on the SBAC, or they have the NWEA map writ score reading at or above mean, that those students would also qualify. So this is something new, and this is interim because the state has not come out with their own reclassification guidance yet. Do we have any speakers of this item? None. Any comments or questions from the board? Willie? Thank you. Is this watering down the standards or moving the standards up? This is neither at the moment. We're not really sure because the threshold scores haven't been set yet by the state, but we know that if the students reach the highest score on the LPAC and if they're meeting the standard, if they're proficient on the SBAC, that those students are performing at a high level. Thank you. Thank you. Any other comments? Okay, this isn't act, sorry. I'd like to just make a comment that Dr. Gottlieb and I were on the Watsonville High School podium or passing out the diplomas, and I was really touched by her greeting and the kids greeting her who were seniors who had her as an eighth grade principal. It was like a magic time and it was really good, so. Thank you, it was very exciting. Okay, so this is an action item, so I'll entertain a motion. Make a motion. I'll second. So Maria and Kim. All those in favor? Aye. Aye. Any opposed? Okay, motion passes 601, thank you. Item 12.4, this is one of the board policies that we've been bringing back on a regular basis to update them and this one is wellness policy and so this is a first reading, so we can ask questions, get clarification, get board input and then we'll come back to second reading for action. So this is under action items. Though, do we approve the first reading or should it be actually moved to report and discussion? Yeah, so we've had some questions on where to put this. We probably should create a new item where we put it where it just talks about board policies because technically this is not an action item. However, we do request direction from the board on this so that then by the time it's at the second reading we can approve it. So tech, we probably can put it under presentation from now on when it's first reading. So if there are any suggested changes by the board, we can approve it with the changes that we had agreed on. Yeah, so this is a first reading, so this is your opportunity to say between now and the next board meeting to give us input so that at the next board meeting we can approve it. So we're not approving it tonight. So I'm recognizing your point. We can in the future we'll put it under discussion item when it's first reading. Okay, thanks. Hi there. All right, good evening, President DeRose, members of the board, Superintendent Rodriguez. I'm excited to, and this is a fun item for me and a personal item regarding our wellness policy from our last board meeting. The request was to provide deeper details and information of the overall wellness policy and how our students are impacted overall. Not just the wellbeing, but the physical, social, safe and healthy learning environment. So all of that composed into this policy and we were excited to present it this evening. I did not know when I signed up and joined the district that this was gonna be in partnership with Linda Liu and my first interaction, how this first happened and the wellness policy, we had a working lunch and I had, and she still reminds me to this day, I had a small basket of french fries and she pulled it from my, in front of me and gave me a salad and some fruits and veggies. And so she started at the top and it has worked and so I'm doing my best. With that being said, I'd like to commend Linda Liu and the rest of the team members. We have Becca, Patrick, John and April and I'm gonna go ahead and hand it over to Linda and she'll go through the presentation. All right, good evening. Thank you for having our group present today. As Joe stated, we did bring this to the board last month on May 9th and after some questions it was requested that we come back for some more presentations. So we have a group together tonight to do some quick presentations and then we can follow up with any kind of questions. So in general, we're following the flow of the actual wellness policy and so we'll be covering nutrition and student meals. So I'll be presenting on our department here. I have my food core service member who will be speaking tonight, Becca McKnight. And I also work in partnership with Patrick Littleton who's also under extended learning and he'll talk about the different hats that he wears within the district. We have the pleasure of having John Fisher here from Life Lab, a local group that does wonderful things in our district for many years and they'll be presenting tonight. We do not have a speaker for physical activity and PE but I'm sure any number of people can help to answer any questions if any come up. School health and safety, we have the school nurses represented by April Alamon and PVPSA with Angela Dinovela and Erica Padilla Chavez here tonight and then Salud Palahente will be covering their community health clinic and they are also working with student health. So for the Food and Nutrition Services Department, we're the department here feeding the students of the district. So our department has over 100 staff and that makes up the kitchens, the warehouse who do the receiving and delivery and then our office staff that run the federal program. We serve breakfast and lunch at all PVOSD schools with the exception of SEBA plus after school snacks at various sites. Under another federal program, we also do childcare feeding which feeds birth through five years at nine PVOSD sites and that feeds the programs under child development and migrant and seasonal head start. So in an hourage year, we serve about one million breakfast, student breakfast, almost two million student lunches, a half million after school snacks and during the gap time of the summer, we offer in a seamless summer federal program which feeds one through 18 year olds and are open to the community for anyone through 18 to come and eat at any site that is providing meals under our program. So a little bit quickly about our menus and so in feeding the students of PVOSD, our main focuses are on, of course, food safety. We look a lot at food quality. We're always welcoming and trying to get student feedback, being culturally relevant with our menu choices, always looking at promoting healthy choices, trying to do more with freshly prepared meals despite kind of the aging kitchen and setup. We try to source local ingredients whenever possible. We try to take advantage of where we are and get seasonal fresh produce and in doing that, we've been starting to bring salad bars back into the schools. There are present daily and high schools starting this year and we did a pilot to start at two elementary schools this year. So beyond the daily meal service and just wanting to promote health and wellness in general beyond what we're doing in terms of feeding, we apply for yearly grants through the state CDE to get the fresh fruit and vegetable program and we are usually on average receiving over $300,000 a year for the past, I believe at least six or seven years. And so up to 12 elementary sites have been able to provide a free healthy snack at recess time where they get fresh fruits and vegetables provided for free, which Patrick Littleton will speak more about. Partnering with Food Corps, this is our second year and I just returned from the training for next year. We'll be partnering with Food Corps again and so there's a small fee that we pay. Food Corps is under the AmeriCorps and with a small fee that we pay them, we're able to provide our Food Corps service member working on projects for a full school year, 1700 hours and they're doing lessons in classrooms and working with students and modeling healthy eating behaviors. Also we apply for the Community Eligibility Provision and so there's universal access to free meals, breakfast and lunch at 18 schools currently and we're looking to grow that. So as we work on all the services that we provide, we're trying to connect more with families and with students and highlight what's going on in the school cafeterias, whether it's the Daily Meal Service or any of these other promotions that we're trying to do started our Instagram this year with the help of our Food Corps service member and we're trying to expand that. So, and like we said, as we try to, as we work on what we're offering, we're also trying to promote it and let people know and let people and parents know that we're doing this and so this is our second year working at the Community Health Fair talking about the school meals. This is with our Food Corps and also our nutrition intern from San Jose State and beyond that our website now has interactive menus with all nutrition information and food allergens available for parents to look up, and that way they can have full transparency about what they're eating and we're providing a lot of resources for parents also on our website. So, as we continue to do more things, we will be using that platform to connect easily with parents in that way but also trying to go out and be on site of places to connect with them as well. So next I'd like to introduce Becca McKnight who's our Food Corps service member for the 17, 18 school year. Hello, thank you Linda. So as she mentioned, I'm the Food Corps service member currently and if you're wondering a little bit more about what Food Corps does, as she mentioned it is a branch of AmeriCorps and okay, sorry, better. It is a branch of AmeriCorps, Food Corps is a national nonprofit working to connect kids to healthy food in schools and we do that through focusing on three pillars, those being hands on lessons, healthy school meals and a school-wide culture of health. So I'm just gonna briefly share with you the way we integrate those three pillars into PVSD. One being through our Harvest of the Month program which is an individually locally grown fruit or vegetable that we feature on the line throughout on a month-to-month basis. So we incorporate new foods into the meals, introduce students to new locally grown produce and the goal is to familiarize students with seasonality and to increase their consumption and preference for those fresh and healthy foods. One way that we promote our Harvest of the Month program is through implementing district-wide taste testing. So last month we featured strawberries from JSM Organics. We made a lot of strawberry salsa for all of the school sites and Javier Zamora the head farmer at JSM Organics on the right actually made it out to a school site with me and we were able to talk to students about the importance of eating locally and connecting them to where their food comes from and we also sampled out three different varieties of his delicious strawberries. One of those pillars is also hands-on lessons. At McQuitty Elementary we partner with Life Lab and another food core service member, Emma Cervantes and we offer garden education to students K through five and we also, I also get to teach at EA Hall, garden and nutrition education to middle schoolers. So next we'll have Patrick Littleton. Hi, good evening. Thank you, Joe. Thank you, Linda. Thank you, Becca. Yeah, so this is the Fresh Fruit and Vegetable Program and really excited about it. We've had it for almost seven years now and it serves 12 elementary school sites. We serve five days a week and that's kindergarten through fifth grade. We, our main distributor is the Fruit Guys out of South San Francisco. They just, the Fruit Guys out of South San Francisco. They distribute cut and whole fruit so it's in terms of logistics. It's really efficient for our staff to be able to serve that fruit during that morning recess. We start with the cut fruit in the beginning of the week and serve the whole fruit towards the end of the week. We focus on nutrition education during those serving times. So some of the things that we focus on are eating a rainbow, which connects certain colors of fruits and vegetables to specific health benefits. You can see that the 12 FFEP school sites including Amesti and Soldo, Calabasas, Freedom, H.A. Hyde, Hall, Landmark, McQuitty, Minty White, Aloni, Radcliffe, and Starlight. Another, Linda mentioned that I wear a few different hats through the school district and my other hat that I wear is with the Extended Learning Program. A program of that is Fitness for Life and Fitness for Life serves 19 after school sites and we teach swimming, biking, nutrition, and physical fitness. We also have built school gardens at Starlight, H.A. Hyde, McQuitty, and Hall District schools. These school gardens function in many different ways for food corps members, for life lab, and for after school to be able to utilize these school gardens for, of course, reinforcing nutrition education but also for reinforcing science-based nutrition education district wide. Well, at least for the school sites that have the school gardens. We also have high school youth wellness leaders that are provided a stipend for being able to help out in the after school garden programs. We also have formulated multiple community partnerships including Second Harvest Food Bank, Perhal Valley Community Health Trust, YMCA, Life Lab, and Mariposa's Art. I'd like to focus on our partnership with Second Harvest Food Bank as they are a vital resource for being able to provide over 180,000 pounds of fruits and vegetables per year. This is a great partnership because the produce is delivered for free. So for example, at Chavez Middle School on Tuesday afternoons, the food bank drops a pallet of fresh fruits and vegetables. Most of them are organic and locally grown. This is free of charge. We then utilize that produce in multiple ways. Students cook with it in the after school garden programs and they also are able to take it home and share with their families. So at each of these school garden sites, students have had experience with cooking, various fruits and vegetables, but of course they're able to participate and take that home at the end of the after school program. Thank you. Next we have John Fisher from Life Lab. Good evening. My name is John Fisher. I work with Life Lab. We're a community-based organization that was founded 39 years ago at Green Acres Elementary School in Live Oak District. We focus on hands-on education programs for four-year-olds through 14-year-olds. We train about 1,200 educators from across the country and we run a national network of school garden support organizations. We partner with PVUSD to support the wellness or the proposed wellness policy under the track of garden education and nutrition education and the way we do that is we're partnering with five schools. So we're at Hall District, McQuitty, Anseldo, Amesti and Starlight. We teach K2 NGSS science with our AmeriCorps staff. Some are food core and some are Notre Dame volunteers here that are based in Watsonville. And we serve 1,200 kids a week during the high season in the fall and the spring. We also partner with local colleges and universities to create a garden crew. We're on Wednesdays. We come and bring these college students to maintain some of these garden sites that we're teaching in during the school day. We maintain a field trip site called the Blooming Classroom. It's a retired flower farmer off of San Andreas Road in Watsonville. This year, we brought out 33 field trips. We partner with the extended learning program to do after-school field trips and we also do one school day field trip per week. At all of our field trips, we engage in science education and nutrition education and one of our indicators of success is that 50% of our students have been trying fruits and vegetables that were new to them and 74% of those students liked or loved what they were tasting. We also run a Kids Cook program at those five partner elementary schools with third through fifth graders during the winter months where we go into the classroom with a mobile cooking cart and we teach nutrition education and cooking. So we're teaching life skills. We're providing a positive environment for kids to try fruits and vegetables. This year, we focused on the theme of eating diversity of foods and creating a colorful menu similar in reinforcing what happens in the ELP and after-school programs. This year in our Kids Cook program, we taught 1,500 students and once again, our indicator was that new and I liked or loved it, 60% of the kids that we came in and cooked with, they were trying those fruits and vegetables for the first time and 71% of those students said they liked or loved what they eat. On top of all that, last year with our food course service member, Emma Cervantes, we piloted a family wellness night at McQuitty School, where we were doing yoga, introducing a new app for early childhood education and having kids cook and eat fruits and vegetables. So in summary, I just wanna say that research does say that garden-based learning increases academic success, school pride, physical activity and it supports social, emotional wellness among students. So we're grateful to be partnering with the school district. I also wanna let it be known that the majority of the elementary schools in our county have paid garden educators. Our district, we have paid garden educators in our after-school programs, but we're working through our Parah Valley Initiative to look for more garden-based education opportunities during the school day and schools that are interested in it, continue to serve through our field trip programs at the Blooming Classroom site and find a way to sustain this long-term. Thank you. So moving to school health and safety, we have April Alamon, representing the school nurses tonight. Good evening, Chairman DeRose, board superintendent. Thank you for allowing us this opportunity. I wanted to start with by, I put up a picture of the model of a wellness committee. The wellness committee is actually a coordinated school health team that is made up of multidisciplinary employees within the district. You have a representation of health promotion, which would be a health educator, physical education, health education, health services, which would be the school nurses, nutrition services, healthy school environments. And one of the main health issues within our district is pesticide exposure. And so that would be an example of looking at healthy school environments. Student, having representatives who are students, especially those that are interested in potential health careers or careers within the overall field of wellness. We have family and community. So you have parents as well as community members, counseling, psychological and special ed, and then health promotion for staff, which is usually represented by an administrator. And so what does a wellness committee do? It meets regularly and is continuously assessing the strengths and weaknesses of the district policies and programs for promoting wellness. And so taking a look at what's happening and there are the Center for Disease Control, which is the public health entity for the federal government, as you know, has an assessment tool designed for schools that can look at each one of the different areas. And then of course, the wellness committee would develop action plans and implement the plans and then the assessment begins again of how well things are working. And the good news is that recently, the district has formed a relationship with the Alliance for a Healthier Generation and has received funding from the Kaiser Foundation Grant, which part of what they're going to do is work with the wellness committee to implement these processes. So we're excited. Tomorrow we have a meeting with the principals to begin that process. In addition, besides having a wellness committee at district level, eventually through this program, we hope to have one at the participating school sites where employees at that school site who represent the district area work on things specific, on issues specific to the school sites. And that would include the school nurse assigned to that. And so looking specifically at what health services the school nurses would do on the wellness committee, basically there are three main roles. The first one being wellness promotion. We know that healthy students are better learners overall. They attend school. And so one of the things that school nurses look at is absenteeism, why are students absent and is there some sort of health related incident or condition going on? We look at infection control programs. What can we do? I have a program at Duncan Holbert. What can we do to keep kids from getting sick and then providing health education to students, family and staff as needed? The second thing that the nurses do is provide acute care. And that includes all the medication management and administration. It's usually administered by the health assistance but the nurses oversee it. First aid and CPR training and supplies, screenings. We do vision hearing and immunization screenings, emergency care, which is all the EpiPen, seizures, asthma, et cetera, all the 911 issues. We do care plans and training and provide care to try and avoid calling the 911 and having panic at the school site. However, if that happens, we're there to provide care. Okay, next slide. And finally, care coordination. We manage the chronic disease. How can we help children who have chronic illness or who are medically fragile to be at their optimum state of wellness so they can come to school and learn? We are the facilitators of the family, medical provider and school collaboration. Getting each one of those different systems to work together so that the child can be well. We oversee medical procedures done at school. There are a lot of things that take place every day. And then we do all the health assessments for special education and participate in the IEP process. So that gives you an example of how the school nurse, what we do in our job and then we bring that to the wellness committee. So if the wellness committee was looking at absenteeism through all these different lenses, that's an example of what the school nurse would contribute. Thank you. Thank you. Next is Pajaro Valley Prevention and Student Assistance. We have Angela Dinovela and Erica Padilla Chavez. Hello, my name is Angela Dinovela and yes I'll be speaking on behalf of PVPSA because sitting on the back. Yes, we are PVPSA and for 27 years we've been working in this community, improving the quality of life of students and residents of Pajaro Valley. We provide health education, counseling and prevention services. And of course we're always involved in the advocacy and on the policy aspect of also the wellbeing of the community. I'll tell you very briefly on the snapshot the things that we do. We provide services to staff of the school district. We provide education in different topics. Recently we provided presentation on early identifiers of mental health symptoms on youth. We provide other trainings related to trauma and also identify early symptoms. And we provide special presentations as requested. Usually staff and teachers of different schools and administrators approaches with different concerns or things that might be benefit the community, especially parents and we go and arrange those presentations. In terms of services to children and families, we provide counseling services at most of the schools in the school district and provide substance abuse also on site but we also have our community counseling services and we are able to arrange meetings with parents later on in the evening when they might be coming out of work so we have that flexibility to bring them into our counseling services but we have counselors present at all schools within the school district. We also provide education mainly around tobacco and substance. We have a curriculum and an evidence based curriculum on skill building and in most of the schools of the school district. We work directly with student services and provide suspension and expulsion prevention services through our team and we provide also conflict resolution crisis support. We have clinicians and staff but again at all the school sites who are there to handle crisis at any point during the school day. And as I mentioned, we also have parent education. In terms of collaboration, of course, we can do this alone. We work directly with, as I said, with administrators and teachers. Nurses at different schools receive all or most of our referrals through any of those venues and of course within our HIPAA compliance we're able to share some of that information and work together to provide the best care we can with for these kids. We are an active member of the coordinator school health committee and we are members, of course, throughout different committees in the community. What else? Yes, we have, we partner together with the school district in developing programs and work together in grand development and as I said before, we provide, I mean, we share information through our school district to again provide the best care for these kids. And that's all I have for now. Thank you. I'll stick around for any questions. See if we have any speakers from Salud Palajente here. Hi, my name's Michelle DeAnda and I'm the clinic manager for Salud Palajente for our school-based health clinics. Currently we have clinics at Starlight, PB High, Cesar Chavez Middle School and Pajaro Middle School. Those clinics we offer medical and dental services. We also provide screens to the migrant students in the district for vision and oral. And we also are at the Kinder Roundups providing oral and height and weight screenings. I did have a little packet that I can hand to each of you that has a little more details about numbers and how many students we saw last year for physicals, vaccines and those things. I'll hand those over. I'm not sure how they would get up there. I did wanna mention that we also have a fit and healthy in the after-school program at Pajaro Middle School where we help health educators that are teaching students how to prepare healthy snacks. Not only that, stress management and how that can affect your sleep and weight gain and nutrition as well. We have had Zumba instructors and yoga instructors go out there with the children. This will be our third year doing that there and it's been very successful. We also in our clinics are co-located with Healthy Start which helps because they're able to do handoffs for referrals for children that come in and see them that may need dental or medical services. And also in two of our clinics we are co-located with PVPSA.  If you have any questions, I will stay for any questions after. Thank you. So lastly, next steps. We're here to answer any questions and looking forward to any input on the revisions for the approval of the wellness policy. The, you know, a lot of the language like we discussed on May 9th was surrounding new rules, new federal and state rules that needed to be put into the document and then a little bit more general language to acknowledge the different services that we offer. So that was the basic revisions that went in. Next step definitely is implementation of all of the new rules and I'll be doing my best to assist the schools with understanding what those new regulations are, especially pertaining to fundraising. It's probably where a lot of the questions lie. So I'll be working a lot with helping the schools get through, continue to be able to fundraise but still be following all the new federal and state guidelines. And ongoing is that it's required that we have an assessment of how our district is doing, done every three years. So that's what we'll be working on as well. So implementation and assessment. I did want to apologize for one thing. I noticed that on this, the document that was attached for the board docs today, it's not the one that was from May 9th. It should be the same as the one from May 9th. So I'm not sure how we can fix that but when we brought it last time, that was the final one to go to the board and then the one attached to the agenda for tonight is a little bit earlier draft. So we'll get that fixed. So if there's any questions, we can assist with the answers with our group. No speakers? No speakers, okay. Board questions, comments? Sure. Here. I just want to say I love Silvupadalahenti. I am so glad as a community group, they work with our schools. I think they're a wonderful community organization and I was almost one of the founders of it. I started working in migrant camps with a doctor. In any ways, we ended up starting the clinic. So I want to ask a question of just some of the stuff that I was reading. You know, I read all the information that you gave us in our board packet and this is one of the places I said, Food and Nutrition Services will use smarter lunchrooms movement tools and strategies to encourage healthy eating for students. Correct, that was a required language we needed to add into the wellness policy. Smarter lunchrooms is a program that was, I think, I believe it was studied, it was started at Cornell University and it's using a lot of strategies to help guide students when they come to the cafeteria to make healthy choices. So there's a lot of resources and tools that student nutrition departments are given from them. There's a... Who are given? That, like my department, School Nutrition. So we're provided information from Smarter Lunchrooms. There's a lot of resources and there's checklists so that you can go and assess your kitchen. There's a lot of things, I think we probably see that in grocery stores and other places where basically how do you highlight your food that when you highlight your food in a different, in certain ways that kids make, that actually people make different choices based on how you present food. So if you make a small amount of vegetables and you hide it in the back, most likely they're less likely to take it. And so if you do certain things and think about it from the student perspective, so the environment should be inviting. The cafeteria should be well lit. It should look inviting. It should be clean. And that healthy food item should be highlighted and be plentiful. And there's a lot of different strategies to help guide students make healthy choices. So that's just a resource that's out there and it was required that we needed to add language into the wellness policy that Smarter Lunchrooms strategies are used to... They are used. You're using them. We work with Smarter Lunchrooms. I've attended several trainings. We've done the checklist. And last year we applied for and received a grant at two school sites where we were implementing those strategies. Thank you. So I'm glad that we do all this. I'm glad for our school nurses. I'm glad for the Life Lab. I'm glad for the, what's the other program? I'm glad for all the food core. I'm glad for all the programs that we're utilizing in our school district to make things healthier for students, to help students eat healthy food and get physical activity and all those kinds of things. I'm so grateful for all the programs that we work with. Thank you. Maria. Yeah, thank you everyone who stayed this late to pitch in the presentation. I really enjoyed hearing from everyone. I didn't realize we were doing so much. So I really enjoyed the presentation. I did have some questions. So for the programs offered such as Fitness for Life, it's only available on certain school sites. So specifically the after school program. So if other students from other sites within the district were interested in participating in the program, would they be able to or is it just site specific? It's site specific based on the after school coordinators that signed up for those programs. So if any we were able to provide transportation, it would still not be available. Well, so for example, the sites that sign up for those programs, transportation is provided to Watsonville High School from those partner sites. Okay. Students are bused there after school, they participate in swimming and nutrition programs there and then they're bused back. There's no possibility that it would be opened to other students. I'm just wondering how, you know. Based on avai