Hello okay welcome bienvenido to our PVUSD board meeting for Wednesday September 11th 2019 I'm gonna ask for somebody to do the Pledge of Allegiance okay today we have a new person to do the to translate what someone wants to say in English I mean in Spanish in Spanish not English and this time it's going to be Alicia Alicia because she is not Virginia no star Virginia oi entonces tenemos Alicia que va a hacerlo gracias Alicia okay acuérdense si quieres hablar con en la agenda hay que llevar una tarjetita Eva Amarillo if you want to speak on an agenda item you need to fill out a yellow car give it to Eva thank you thank you all right so thank you so good evening so we continue we continue to have exciting news about our progress and new partnerships here in PVUSD last Friday we had the inaugural day for the new digital nest PVUSD new school new school at the nest Friday program together PVUSD and digital nest developed and launched a for-credit tech learning program for new school students on Friday morning hosted by digital nest so seguimos con las noticias excelente sobre nuestro progreso y también los compañeros que tenemos aquí en el distrito la última viernes tuvimos el primer día de un nuevo programa de la escuela new school que incluye un programa de tecnología en que los estudiantes están recibiendo crédito del cabrillo college y son todos los men todas las mañanas los viernes y está en en el lugar de digital nest and on October 15th our new partners the save the music foundation will be hosting a regional convening of foundations and funders including pebble beach foundation which I just made connections with on Monday night to generate interest and support for our new general education elementary and secondary music rebuild that begins this year in Bradley and Calabasas so within the next few years we will have music back in every single elementary school so it key el 15 de octubre nuestros nuevos compañeros el fundación de la música va a tener una junta un un una junta reunión del fundaciones para la gente que quiere apoyar a nuestro objetivo de tener música en todas las escuelas en premarias y ese año va a empezar en las escuelas de Bradley Calabasas y en unos años vamos a tener otra vez a música en tol en tol las escuelas de premarias so now I'd like to give up the rest of my time to the Aptos Sports Foundation Aptos Sports Foundation has been a significant contributor and supporter of our schools and specifically in the Aptos area and we want to give recognition to Paul Bailey and the kids group who he will recognize so aquí tenemos vamos voy a dar lo demás de mi tiempo a la fundación de deportes de Aptos han dado mucho a nuestras escuelas y la comunidad de Aptos la mayoría del tiempo aquí tenemos a Paul Bailey para hacer la presentación so welcome up Paul there we go board president Michelle Rodriguez superintendent Joe Dominguez trustees I'm here to give you a brief update of the Aptos Sports Foundation and then discuss our mutual cooperation agreement that was passed by the board two years ago the our artwork for our logo was done by the art class at Aptos High School I gave them told them they could have a pizza night if they worked and developed our artwork for us so all year long they fiddled with it and they'd worked at it and we went and talked to them and that's the artwork the Aptos kids came up for us and so we think that's fun my name is Paul Bailey I own Bailey Properties Real Estate I'm an alumni from map 1970 of Aptos High School the first graduating class so when I speak about the school and what it's been through and stuff I've been there since the beginning yeah our first slide well went the wrong way how I get it bigger alright our first slide just briefly shares what our purpose is tonight first to share our recent accomplishments over the last two years that we've done since you since we passed you passed the cooperation agreement with and so of support with the Aptos Sports Foundation we've had good successes it's been a good working relationship we've had we've worked well with the staff and the folks and we've worked out problems and came up with solutions and then good projects were completed at the school with the school district being heavily involved in the process I'd like to express our gratitude for our public private working relationship between PVST and Aptos Sports Foundation I honestly think that the future should have more organizations like us that that stand separate from the district but have a have a working relationship with the district to work out solutions because sometimes there's areas that the private industry can come up with solutions and resources that the school district just can't doesn't have access to we think a little more entrepreneurially then a lot of times a system like a school district will think and so that we bring the different things to the table because of that also tonight we'd like to mutually know if we can reconfirm our declaration of cooperatives for support and collaboration between PVSD and ASF the resolution number proved on June 24th 2015 by the Board of Trustees this is a little bit of our history and I have a page I'm going to read down through to bring it forward but the Aptos Sports Foundation was created in 1979 was established for the purpose of improving the sports facilities and after-school programs at Aptos High School at that time Aptos High School was a nearly new school unfinished a nearly new unfinished school with minimum athletic facilities no alumni support no connection to the Aptos business community the original five members saw this and said geez what's work on this that was nine years after I graduated from high school I got involved in some fundraising projects out there and Aptos Little Helpers Golf Tournament some different things where I learned how to do some fundraising activities but it was so broad-based that nothing was ever fixed nothing was ever done the money was spread everywhere so I wanted to create an organization that was focused on solving something we really can get something done and moved forward the first baseball field at Aptos High School was bladed in by the glom family glom eggs the glom egg family came over on a weekend and said wow there's no baseball field so they got brought their tractors and they bladed in the baseball field that's how that got put in there the first football field did not have a border around it it was just sprayed on grass you know that blue stuff they spray on dirt that's what it was and it grew grass but it had no edge to it it just kept growing out like that and the track was just bladed dirt that's what was there at Aptos those first couple years the pool was like three feet deep you couldn't dive it was the money got split between pool and tennis courts and neither one were done correctly so you know we looked at that and we said geez this is something we can all work on here's a project we can develop something we were asked to be a member of the boosters club and to be tied to the school we decided we wanted to stand totally separate from the school and the district for many reasons but all positive and good reasons the there is not our board of directors has no parent or school employee or administrator on our board of directors there are no parents of kids in schools and our board of directors we are mainly just community people and business people that are active in the community I have folks within our advisory board that our parents and things but they're not they're not voters in our organization we are a nonprofit we file our taxes we run our our bookkeeping systems and we have an alumni that is our CPA we have an alumni that is our attorney and we're all structured correctly in the state of California we began in our first year with one golf tournament that made maybe fifteen hundred dollars with 80 players 40 years later we are sold out at 175 dollars per player 30 days before the tournament we have a second event annually a poker tournament each year now that is growing we see these events now as purely fundraisers but also we don't we do not see them as purely fundraisers but we also see them as a way to connect with the community and sell our vision what began as a fundraising organization has morphed into something more dynamic a trusted conduit between the community alumni and school district the community knows who we are and trust us with our donations with with their donations of materials labor and funds to accomplish our projects the aptos community sees and believes in our vision over the last 40 years we have completed more than four and a half million dollars in improvements at the high school we scraped the baseball field we scraped the football field we scraped the track and we rebuilt completely all three of those facilities to being what they are today and that was us in cooperation with the district working together to complete those projects but those were privately funded by the aptos community those were not funded by the district and that's okay I'm just saying you know there is not a program or sports facility to school that we have not improved or touched we've bought lane lines wrestling mats safety equipment for years we bought a we paid for a sports therapist to half of sports therapists to travel on the campus to take care of the kids case they got hurt in an athletic event and so there's not a program we have not touched we put lights on the football field and we put lights on the pool ourselves our plan is to take aptos sports foundation to a higher level by building an endowment fund now that will be a community funded and owned asset held in the Santa Cruz Community Foundation eventually this endowment will fund facilities and programs from aptos high school for its feeder schools organizations out into the future we are going to change the future of aptos our mission statement which I think you all should have a copy of also I gave them our mission statement is to develop community leaders of tomorrow by providing a quality student athletic experience for the youth of aptos our efforts will increase youth participation in sports by improving and providing quality athletic facilities and programs at aptos high school it's feeder schools and sports related organizations building a better student experience through philanthropy is our goal our vision is to improve facilities assets and improve facility and assist in funding after school sports activities at aptos high school its feeder schools and programs our goal is to create a top quality athletic program for the kids in aptos as a result aptos high school rival the best schools throughout california public or private to accomplish this we need to build on our current relationship of trust with the community aptos community our alumni and the pow valley school district an important vehicle that allows aptos sports foundation and district to work together to continue a relationship of trust and fill a void that has been caused by current school funding climate is the declaration of support and collaboration aptos sports foundation can be an entrepreneurial partner of the district that utilizes the community skills resources and contacts to accomplish projects that are normally encumbered by bureaucracy and state laws that's now our vision and where we want to go with how we're going to function well I did it maybe here go in the last two years we installed the water pole scoreboard the tennis team we purchased a ball machine and installed benches and now we're participating in resurfacing the tennis courts the ball machine was fun at real tomorrow I mean we're entrepreneurial the real tomorrow we heard the real tomorrow tennis club had bought a new ball machine in the old one was poor so we're going to go ahead and the old one was poor so a we talked with them and one of their folks said I'll rehab it and you guys take it if you just give us a non-profit number and things so we ended up with a brand completely rebuilt tennis ball machine which would have cost four thousand dollars delivered and now the kids have a ball machine at the courts to use we put a video quality scoreboard in the gym we heard at the Warriors and Santa Cruz we're going to change out their scoreboard thanks to John Marinovich one of our folks and we wrote them a letter John talked with them and they sent us the scoreboard we sent them a non-profit letter they get a donation aptos has a new scoreboard put up the marquee sign was purchased and installed with cooperation between us and the district the baseball fencing and dugout improvement baseball scoreboard was repaired and the golf card for sports therapist was purchased we've done that the last two years with our with our agreement of cooperation at the end I need to introduce who's with me so I'm going to keep rolling here some of the projects we're coming up with now we're coming to one of them we're just starting to work on is the Marvista field renovation Wendy Smith apparent out there she's wanted to have this happen she's very much into the fundraising she's tonight at a fundraising event with a group of people that have funds for these types of projects but she would like to have us underneath our umbrella with our cooperation support as a team the sports foundation is going to assist her and working through this project out there Marvista right now it gets muddy it doesn't drain well she would like a field that more kids can play on week around and you can do soccer practice and things on weekends and more kids can come out and play and improve the school something we've been working on for a time you know Dillford Field we built that we built Dillford Field for about 1.1 and that was the the field the turf the drainage everything there and we did that for about 1.1 and but when Trent gave us about 500,000 which is very generous man back there then we raise the rest through the community granite construction was very generous and so were other people in helping us pull that off granite construction did the work for almost half the cost that they would normally charge this is the I guess the north end of the field and we're putting in something is called the crow's nest it's going to be another entrance this is a drawing from the architect from some time ago it has changed slightly from this but there are set of steps go up and then kids can sit on the benches or stand on all those areas and watch the game right now that's where a lot of the kids stand as that whole and between the snack shack and around that into the field they stand during games so we're going to prove that whole and we've been working with your maintenance departments they've approved they've seen the drawings they've been through engineers they've been back and forth and they're getting ready to go they've been up to the state Department of architecture already and we're getting you know we're moving that through the process with the cooperation of the district and as a team that's so that's coming up we're very proud with the 50th anniversary of Atlas high school the sports foundation is going to do a 50th year gala at the seascape resort it's going to be a really cool event we're bringing back alumni they have done very well in their life to talk about the benefits of youth sports and mentorship and leadership and what it teaches them in life and our our emcee is Samantha shocker she was an all-american backstroker at Aptos all-american freestyler and backstroke at Aptos she went to UCLA now she's a newscaster I believe for Fox in Austin Texas wonderful gal very talented woman but she's gonna be our emcee for the evening a young man named 40 something but Matt Rogers he's currently a lieutenant colonel general or something of a platoon in the army he left Aptos after playing four years of football went to West Point played four years of football for the army and then he now has been in the army he's already taught at at he's already taught at West Point I guess and then he's already been in the Pentagon he's been to Afghanistan three times in Iraq his platoon has been over there underneath his charge several times and now he's they're taking him back he's to go back to West Point to teach again and they're gonna park him there until you need him some other day but he's gonna come in uniform late 40s and stand and talk about how mentorship and a good coaching and athletic programs that what it meant to him in his life and how he can see young people handle themselves better under stress and stressful situations because they have that background to pull on so it's gonna be a really wonderful thing Mark Monty and and Mark Holcomb at the resort and deluxe we're gonna make them honor a alumni because everything they've donated to that school has been huge numbers the snack shack literally they go to Mark's back door deluxe and they get what they want and I think he charges them his cost and he's very generous with that's there are snack shacks and everything at the high school so we're gonna make them honor a alumni it's gonna be a wonderful event it's gonna be a very apt class event and we're looking forward to that at that event we'll begin to sell our endowment fund and the vision of where the sports foundation wants to go in the future so real quick I'm glad you didn't start that clock is my quadris in the back to let you know you have 15 minutes I have 15 minutes you've been you've been at 15 I'm that's what they told me I would do I'm sorry now Danny Braga and John Marinovich and Travis Fox and Peggy Pugh are here with us tonight and there are support and we could not get a project through without John Marinovich thank you very much Vice President Daniel Dodge very much hey that was great wonderful to hear about all those great things who makes this little bit jealous in other high school somebody like him all right and so we're gonna have governing board comments now so do you want to start with Georgia good evening welcome everyone I just want to make a quick announcement reminder that the county fair started today and it runs through this Saturday I also wanted to take a moment and reflect that today is Patriots Day in remembrance of all the victims of 9-11 who lost their lives or were harmed in these horrific domestic terror attacks 18 years ago today and reflecting on this I observed that many of our graduating high school seniors were born the year of this horrific tragedy and are not aware of events from first-hand knowledge from that day additionally this caused me to reflect on thinking about the massive increase that we have seen in domestic terror since 9-11 2001 across public and workplaces social places churches and synagogues as well as in our schools so I'd like to ask board president trustee Osmondson that we could have a moment of silence to recognize all the victims of these domestic terror tragedies and attacks as well as to recognize the men and women of our law enforcement our emergency personnel throughout this country and the men and women of our military who serve and protect and many of whom have given the ultimate sacrifice in doing so okay dinner projector I'm just gonna pass to keep us on time I was able to attend multiple back to school nights it's really wonderful to you know to attend these events I went to a Renaissance high school Rio de Mar elementary and Aptos High and just hearing from you know parents and teachers about the progress that this district is making is very heartening I also attended the first preseason home game for the Aptos High football team great to see our community come to support our students the SELPA Community Action Committee had our first meeting at the school year we reviewed the resources and rights that families have in our district I encourage anyone who has an interest in special education to come to these meetings finally I attended the inter governmental committee meeting we're in addition to discussing joint use of facilities we looked at various community safety issues such as school traffic plan school threat assessments public safety tax measure and water quality issues thank you good evening everyone it's been a couple busy weeks for the Parle Valley Education Foundation in preparation for our fundraiser tomorrow so at Haley Schools restaurants if you haven't purchased these tickets you can still do that the fundraiser starts at 5.30 we'll have a silent auction some introductory remarks from different folks and amazing student performances so I look forward to seeing you there I also encourage our fellow board of trustees to purchase your tickets online we do want to make sure that this foundation is funded self-funded so your support it's critical in making sure that happens yeah and oh yes and tickets would also be sold at the door okay I'm also looking forward to the music and the Corazon music event at the Plaza again we will have student performances it's a nice way to showcase PVSD youth talent so you're able to join us that will be on September 19th also as of August 28 948 of our teachers have utilized their 125 stipends for materials that's a total of a hundred and eighteen thousand five hundred dollars going back straight into our classrooms so I do want to take our thank our fellow board of trustees for supporting this initiative we received nothing but positive feedback so far and lastly tomorrow morning I will be meeting with Patricia Marta from the PVPSA in power Watsonville youth service learning group to discuss how we can support their efforts in having the city of Watsonville adopt a local law that prohibits the sale of tobacco products at pharmacies as an attempt to decrease the impact we've seen from vaping and flavored tobacco in our community so this would be a good item for our next intergovernmental committee meeting and I'm glad to see our mayor here so hopefully we can start that discussion and so with that thank you for joining us tonight and have a great rest of the week. President Onsmussen thanks everybody for being here tonight Kim to Serpa I represent the Aptos schools and want to thank the Aptos Sports Foundation for not just the generosity but the hard work and dedication you've given to our students over the years my daughter was a student athlete at Aptos High recent graduate and is running now for New Mexico and benefited from a lot of the work that went into that field so I want to thank you very much for the beautiful presentation tonight and your continued efforts to improve our schools in general thank you the Marvista plans look amazing. I myself was a volunteer at Valencia Elementary and put in their track by myself put in essentially all the playgrounds there I raised all the money all by myself and did all the management the project management of those things so I know how hard it is sometimes to work with the bureaucracy the district and get things accomplished so thank you very very much. So I was able to go to some open houses including Valencia's where I was able to give an address to the parents and staff there and I want to thank Karen Lane for granting me that opportunity I love the start of the year it's just reminds all of us up here what's important and why we're up here to make things better for the kids and the families in this community. I was at the school board association meeting on Monday with all the other trustees including the county trustees in in our area and it's always very eye opening to hear what struggles other districts are having and I was able to happily report all the wonderful things that are happening here at PVUSD. We have a razzle-dazzle superintendent that's bringing a lot of notoriety and opportunity into our district and so thank you Michelle for all your hard work Dr. Rodriguez thank you on October 11th we'll be having what are we calling it a state of the district breakfast and Aptos Sports Foundation if you got anybody out here who hasn't been to that breakfast I would like to invite you to see it because it's amazing it's a huge pep rally with Michelle with Dr. Rodriguez giving a presentation with video and not just PowerPoint but like live video feed of all the amazing changes and innovation that's happening in this district so I would love to see all of you there so thank you very much. What time does it start and where is it? So it's at the Watsonville community room and it starts at 9 o'clock on October 11th thanks. Good evening everybody I'm excited for another school year. I'll just keep my comments brief. I attended open house for many white Radcliffe Watsonville High School. I'm still waiting for EA Hall. I also crossed into Landmark with the mayor. Sorry about that. So it was it was good to see excited kids are excited. I'm also excited for the fair. I know Watsonville High has a couple of pigs that are going to be out there so check them out. Thank you very much. Aptos High Foundation for coming. The Mr. Mayor is a 1999 year graduate Aptos High School. Oh and I would also like to see Watsonville and Aptos play again for football. I thought that was a great rivalry. I think that's something we lost when the divisions were moved around but I would eventually like to see something like that. One year in Aptos one year at Watsonville. I think it was great. Thank you very much. Okay and I'm Karen. And I was able to go to believe it or not two of my schools were on the same night. But I was able to go to both of them. I just found out which school was going to have their open house for a longer period of time and so I went to the one that was shorter first and then. So Aloni and Hall District were on the same night. I went to Aloni and with the cafeteria but I was able to go to every single classroom and saw every single teacher. And then from there I went to Hall District and I did have enough time still to go to every single classroom and say hi to every single teacher. It was pretty good. Because theirs was until 8 o'clock. A little bit longer. Then I went to the Radcliffe open house and they didn't have the cafeteria thing. They were just in the room.  And that same night with them too I went to a meeting for the migrant Head Start same night. And in their meeting there was a governance meeting and they talked about you know all the important things they do for governance. School board and administrators and the committee the policy committee. And then they talked about the requirements for eligibility for their program. Every family has to come with documents. And right now for example in their in migrant Head Start there are 33 percent of the families are indigenous indigenous and there are actually five languages spoken. The largest one is of course Mistecco Alto. I think Alto right. But there's also Mistecco Bajo. There's Zapoteco. There's Trique. And there's Purepecha. Five languages spoken. And they talked about what their priorities were going to be. And what we're trying to do in migrant Head Start is open up more space for migrants that do not move from place to place because obviously it's really hard for migrants to move especially for Mexico to here. So we would love we were working very hard to create more space for my migrant farm workers who are here staying here. And the only thing I last thing I wanted to say that I was able to go to the San Francisco Mime Troop Theater. They do they've been doing political theater for 60 years 60 years. They've been doing political theater. It's pretty cool. It was in Santa Cruz at the San Lorenzo Park. Thanks. Okay. There is going to be one student still the students are high school student board representatives are still selecting their people who are going to be representatives for our board. And that's going to happen soon like maybe even tomorrow. But I think there's one student here Pahato Valley high school. So if she or he could come up or two of you could come up. All right. There's two of you. Nice to have you both. Hello. Good evening board members and fellow peers. My name is Angela Larente the ASB vice president. And I'm Adam Tingonin the ASB president and we are the student representatives from Pahato Valley High School for this school year. First is about. We're both seniors. First is about it's going to be about our athletics during the green and football game two Fridays ago. We were able to witness an intense surprise when our grizzly football team were tied 7 to 7 with Watsonville High a couple minutes prior to half time. While we ended up losing 21 to 7 we were still able to win the Spirit Cup once again adding to our streak of four years in a row. Hence it was worth the loss of our voices for many of us the following day. And then furthermore the girls tennis team have been working really hard. So when their matches yesterday all of the girls won their matches which prompted them to have a quick but fun celebration at the food court of Costco where it keeps the cost low. Additionally whenever I have watched them practice several of the new members of different grades seem they were properly taken care of by the veteran players of the team. Our girls volleyball team has also been training new players to adapt to positions and plays that are crucial to perform properly during games. By spectating them during a game last Thursday against Monterey High sadly they lost. I was able to witness the hearts the players had for one another and the game especially when crucial mistakes were made. Lastly starting tonight until Sunday night our student athletes will have a special team bonding experience by helping out the community with doing a cleanup service at the annual Santa Cruz County Fair. Now on to academics. Recently we have started using a program called the five star which encourages students to maintain a positive behavior. A device is used to scan students and teachers IDs to build up a chance to win rewards such as a homecoming ticket, PV gear, a yearbook and other prizes. As a result of this new innovation more teachers are now participating providing a good example for the students. There was a strong morale booster for ASB's continuous hard work from this knowing that we can continue to strive for more spirit from not only the students but the teachers as well. Along with our new teachers and new classes were also implemented this school year too. One highly unexpected being the IT essentials class a class that I did not expect to be so versatile with computer science. We not only have the opportunity to learn about software and the various models of computers but we also get to invest heavy amount of minutes on the anatomy of computers fixing them and also phones and learning how to code as well. For an assignment a controversial discussion occurred within the economics and government classes for seniors due to the debate about a heart transplant but it was hypothetical so it's not dangerous. But students were encouraged to take a position with their own arguments between five people of different backgrounds. It was an interesting experience since division among the students was witnessed as they were all engaged with the topic. It was also fun to see a simple vignette of the people we have never met in this class. Now to activities. With the 10 plus new teachers on our campus we have tried to make them feel as welcome as possible through an assortment of activities from our first spirit week. While we did this we continued to focus on getting as many students as possible to participate with the spirit days and lunch activities as much as we could. The title of the week was while week which stands for week of welcome. One of the themes was squad day and it showcased the unity our leaders had as well as several groups of friends and teachers. Personally I enjoyed the science department who all dressed up with lab coats. And those we lapped it. As spoken about earlier with winning the spirit cup for the green in game in exchange for weaker voices the next day we specifically saw students cheering loudly who we did not expect who would reach such ranges. We continued to try and rally as many students to remain standing the whole game except when injuries would happen. We also printed the chance on paper to pass out to have as much participation as possible for the game. It was loads of work but it was all worth it for the grizzly pride. We hope our school will continue to build towards greater unity with the activities and plans we used to be have for them. And lastly I hope our campus of grizzlies will continue to be fierce to strive out to get out of their comfort zones for the greater good of not only ourselves but for others around. Thank you all for listening. It was fun to have a few minutes of our cardiovascular systems pumped up due to our nervousness. And I hope you all have a wonderful evening. Thank you. Thank you so much for your contribution to our knowledge about Bottle Valley High School. Thank you. Now we're going to have nuts. A little bit more boring. Approval of the agenda. Can I have a motion. I'll make a motion to approve. Second. All those in favor. Aye. Aye. Please seven zero. And here's the approval of the minutes for the August 21 2019 board meeting. Can I have a motion. Making a motion to approve. Second. All those in favor. Aye. Aye. All those opposed. We have one. One abstention. One abstention. So six zero one. Okay. Now we're going to have a little public hearing. So I have to do this little thing. Knock knock knock. Public hearing. And it's going to be Joe Dominguez. And it's yeah. Six point one. We're going to approve a resolution adopting school facility needs analysis and update of level two development mitigation fees. Resolution number 19 20 05. So this item is the public hearing resolution to provide level two developer fees and the study. I think you should come up here right up to the front because the TV like to see you up there too. Right. So we have a PowerPoint but we completed the level two developer fee justification study. And so this is done on an annual basis and developer fee basics is the it's a common source of funding to pay for our local facility needs. As you know most districts in our state collect level one developer fees. So we are in a very small group of districts that are able to collect level two developer fees. And I'll explain here in a little bit why we're able to do that. The current maximum rate for level one is three dollars and seventy nine cents for residential projects and sixty one cents for commercial and industrial projects within our district. As I mentioned some districts are able to qualify for level two and is determined individually for each district to fund 50 percent of the needed new facilities to the impact of new development. And so it's specific to the new development within the community. The qualifications to even apply for level two is four main factors and you have to meet two of the four. So 20 percent of the teaching stations in a district have to be within portables and we are at 36 percent. So we qualify there. 30 percent of your six students must be a multi year round schedule. We do not meet that criteria factor. Your existing capital facility debt is over 15 percent of our local bonding capacity. And we meet that 46.4 percent. And the last qualification the district has placed a local bond on the ballot in the past four years which received at least 50 percent of the votes. And that's within the time frame time frame of four years so we don't meet that one. But we do meet two out of the four with the check next to the bullet point. The major factors impacting level two fee amounts is the average square footage new homes built within the district. And that's about 1,600 square feet the local land costs. And then what is the yield rate of a new housing unit. So based on 1,600 square feet level two is 0.44 students out of that home. And then the space available in existing schools which is no space and then local funds available for new facilities. The study determines the maximum amount the district is allowed to charge based on that formula. And so it's a combination of all of those and that's how it's determined. Impact example and this is from previous presentation the board requested an example. So we took the current information that we have. So here in our district home of 600 square feet provides 0.44 students the average cost based on the state standards and the formula is $41,006. The 50 percent share for developer fees or impact just for one new home is $9,134. So at a 1,600 square foot home $5.57 a new home would pay $9,140.37. Or if we maintain our current level two fee of 547 it's $8,976.27. Over the next five years the 10 percent the 10 cent increase to our level two developer fees would bring in $2.97 million. If we maintain it at the current rate then we are at $2.91 million. Regulations required of the fee to be set per square foot as I mentioned previously and it's in addition to anything to a home an older home or new construction over 500 square feet. So that's the determining factor. So if it's under 500 square feet the level two does not impact. And how can we use level two developer fees as new school projects furniture site acquisition architect fees playgrounds etc. And or we can use to lease and purchase portables and modulars throughout our district. And we can also expand our existing school sites classrooms cafeterias parking playgrounds etc. One of the main factors that as a district that we also look into and this also rolls into our state formula for Prop 51 funding or a new state bond that the legislature is looking at is 369 of our 1060 classrooms which is 34 percent qualify are eligible for modernization and 713 square feet of our districts 1.8 million square feet is eligible for modernization in the state building program. That's about 39.6. An eye opener was 382 of our 1060 classrooms 36 percent are in portables. And then one significant fact is the average age of all our permanent buildings is 45 years old and the average age of our portable buildings is 22 years of age. And that piece for our portables some have an expectancy of 20 to 25 years and some the new modern ones are 30. So definitely that's an issue for our district. But how are we using the funds. So here is a recap or summary of what we've done for portable classrooms. Lakeview we have three McQuitty one Aptos Jr. one our Transportation Department and Diamond Tech. Most recent playground modernization Mar Vista playground and then we are under in the process right now for a girl softball field at Watsonville high school. And that's underway. We have classroom modernization that's been completed at Starlight and McQuitty and those were roofing projects and Valencia was a classroom. Our Selpa classroom modernization Aptos high school which I would like to inform the board that at the September 25th board meeting we will have Maddie architects contract on the agenda for the modernization of room 107. And currently what we're doing internal facilities planning internally is rolling hills room 25. So those two Selpa expansion due to the enrollment or impact of Selpa we're able to use developer fees to make adjustments at those locations. So I'm excited to show the money is being put to good use. Joe while you're on that last slide can I ask a quick question. Yes. So these particular projects were paid for solely out of the developer fees that we received. Yes. Okay. So none of these came out of the bond. No these are not bond projects. And we will bring a Mr. Beecher and our bond oversight committee at a later point in time will be coming back to give a bond project update and then also have a developer fees project update and have it summarized for the whole board. So in summary level two study increases residential residential rates immediately once board approved approximately in the next five years it's 2.97 million dollars that will provide help in the various projects that we have district wide from playgrounds to playfields to classrooms whether it's expansion or Selpa and covers the programs that impact our students and residential fees can be increased by up to 10 10 cents which is a 1.8 increase and once again level two study expires in 12 months. So the study is continuous every 12 months and that's based on development. I'd also like to inform the board January of 2020. I'll be coming back with our level one study and adjustment. And that's all I have. Thank you. Okay. So we're looking at. Are there any public comment. Is there any board comments. Thank you for getting those girls softball fields done. It's been a while. So. So these fees are sort of lodged on top of whatever permitting fees the county charges. Is that correct. Correct. Yeah. So it ends up being passed on to the homeowner really all of these developer fees because the developer isn't paying them. They're being passed on to the consumer. It depends on low income housing development is a different structure. Right. Non low income development. Yes. It's it's structured within the fees that they pay. So for somebody who wants to remodel a home and add on square footage then they're also going to pay that higher level of. Correct. Developer fee. Yeah. Okay. Thank you. And as long as as long as the expansion or modernization of the home so if they're adding on a bedroom or a portion of a garage or etc over 500 square feet so if it's under then the fees don't kick in. Georgia. I have a just a couple of questions. So your slide where you were talking about the average age of the portables I think you cited 22 on that. Yes. And then you had mentioned when you were speaking something about between 20 and 25 30 years depending upon newer portables older protocols and it just struck something in me to inquire with you about because and I'm not even sure you were here yet at the time but a few years ago we the district was approached by the Santa Cruz County Board of Supervisors to put a portable at Lakeview Middle School for an after school program that was going to be accessible and usable to our students during the day. And one of the biggest reasons of its rejection at that time was the age of portables. So I'm a bit confused that now you know I'm hearing 25 years is the average life for an older one 30 years is the average life for a newer one and this one wasn't even in that near that category. So that's just and I don't even know you were here at that time. So I can't put in that on you but I can't speak. I mean Dr. Rodriguez could probably speak to that because to the Lakeview piece but I can speak to that the modulars are it's more difficult to remove a modular and replace it in other site portables are very easy to relocate. It's the the date of production. So it could be at say Watsonville High School and it could be there for 10 years and you see a decrease or increase in enrollment you need to move that portable to Aptos High. Well the clock is ticking so that's 10 years but the life expectancy is probably another 10 years. And so the condition of that portable. So maybe at Lakeview it was the condition or the age of that portable. I'm not sure. So in regards to the Lakeview portable one when because it's not our program it's the UCSE program when UCSE for girls paving the way contacted the county they actually confirmed that they did not need a portable and that they would use our kitchen program. They later on changed that program completely so they didn't even need our kitchen space. But the main caveat was that was that they were requesting that the district provide the portable which would have been about six hundred thousand dollars which is what it costs. They were willing to share a portion of that cost. That's what we were being offered in the grant. One hundred thousand dollars of the six hundred thousand dollars. Yes. So we still would have and it would have been ours to access during day use. It would have been but we at that time and we still to this day we didn't have the half a million that we needed. We really frankly didn't even get to that point because the county decided told UCSE that they did not need it. When I spoke to UCSE the following day they said that they weren't even told that they needed that portable. And because it's their program they engaged the county and the county said that they did not need it. And then later on they pulled the program completely. So frankly we didn't even get to the point where we asked the board if they wanted to try to find the half a million somewhere because they didn't need the portable. So and then you know and I also find it a bit concerning and just to correct this and I think you did a well job in addressing trustee to Serpa's comment. Not all in it from a business perspective. Not all additional fees necessarily get passed on to the customer and the end consumer and end user in this sense being a property owner who would purchase the property. So I appreciate you handling that correctly that yes the developers could absorb part of this cost and you know it goes into other areas of you know cost of rising and inflation in the community locally as well. The other thing that I found a bit concerning and this is probably not really directed to you but maybe to our agenda setting committee is that usually when we have a public hearing matter it's kind of been board practice in the past that we would have a public hearing and then at the next board meeting that item would be back to be voted on. My question is why are we having a public hearing on this matter tonight and it being voted on as the first item in our agenda instead of it being brought back at our next board meeting. So this is the this is what we have done year after year required by law to do the public hearing. It's according to the topic of which it is. So for example budget and LCAP which occurs in May. We do bring back the next time and that's Ed code required. We have actually significant public hearings that we do that we do the exact. We do that action item on the exact same night. So it's really based on Ed code in this case. Ed code doesn't ask for the bifurcation. And so therefore we do not do it when it's required such as LCAP and budget. Then we do do that where it it's a delay. But in this case for the last for as long as I'm aware of we have always done this at the exact same time for this action item. OK. Thanks for the elaboration. Thank you. Thank you. Thank you so much Joe. So I'm going to do the public hearing is over. OK. We're going to do visitor non agenda items. Have some for 7.1. We have Bill Beecher. Good evening Bill Beecher. I'm here as chair of the Citizens Oversight Committee during the recent EA Hall field discussions. There were some irregularities that came up that Joe was able to pull out. And so the board needs to know about them because you were left out of some decision making and I'll address that in 2016 about a half a million dollars was diverted from the funds that were supposed to go to the field to cover the Gen 7 portables that were going because they had come up short. I thought that was a good business decision at the time. But I disagreed with how it was handled. The thinking at the time was the field is going to cost less than the 3.8 million dollars that had originally been put in the front. The problem is no one was told about it. I've talked to several trustees. And myself and nobody remembers this ever being brought to the board or to the Citizens Oversight Committee. And this was taking place at a time when we were going through a grand jury deal which had to do with transparency, especially on our financial matters and oversight. And so it's kind of like, oh, gee, this is not good. Then having looked into it, there appears to be a loophole in our procedure and I will come back with a proposal and agendized item to suggest a change, a modification of the present system. Now, subsequent to 2016, another 300,000 or so was moved out of the fund to cover other expenses. And that left too little money to be able to do the track and the field both. And so I felt bad for EA Hall. They aren't getting what we said we were going to do with Mejorel. And so I will be back with how I think we can correct what had happened. As you guys should have had a chance to vote. It's not clear it should have gone to the COC, but you as a minimum should have had that. Now, can I clarify anything? She thought of trying to get discussion. Thank you. Thank you very much. Next up, we have Francisco Estrada. Good evening, Board President Osmondson, Board of Trustees. First off, I apologize for my outfit. I was at the gym. I came by and I just simply wanted to thank Trustee Daniel Dodge Jr. for inviting me to a couple of back school nights. It meant a lot to me to go back to my old elementary school, H.A. Hyde, just to see the teachers and the students and very emotional. But I just wanted to thank the board, the Board of Trustees, for all the great work that you're doing. And Maria, you know, I'm more than happy to get to work together and we'll get a ban or we'll pass some good laws, some good legislation. And I'm here to work with all of you. And the other thing I wanted to say, and it's a little bit overdue, but I want to thank Dr. Michelle Rodriguez and Joe Dominguez for the and the board for the Mexican Corazon event. I know it was a few months ago, but we put that together in a short amount of time. I'm grateful for your willingness to work with the city. And on behalf of the city council and the city of Watson, we'll just know that we want to work with you and we want to be supportive in whatever we can do to help our students and our families and our teachers and our unions and our and everyone. So thank you. Now we're going to our unions. Pato Valley Federation of Teachers. I saw Nellie here, there she is. Hi, good evening. I realized last time I was here, I didn't say good evening. So I had a note for myself to greet you guys. So I don't want to spend too much time talking about unaudited actuals, but I did look over unaudited actuals. And I noticed what I did was I compared the unaudited actuals to what the board had adopted last summer, just to see that variance or that difference, because I think that that matters. But one of the things that was most interesting is that the revenues that had been projected from last summer for this this last 18-19 school year and what the actuals were, it was an increase of 11 and a half million dollars. But the spending all increased by 17 and a half million dollars. And a big portion of that was in services and other operating expenses. So that's something that I had already asked Joe to help me understand as to where is this money going? OK, so that's just a quick note on unaudited actuals. I don't want to talk numbers anymore, but in other ways talk numbers. A couple of items or one item on the agenda, it's two pieces, but one of the items on the agenda tonight is to split a position in which I know in the presentation it's going to say that it's bond funded. There is a little there's a small portion coming from the general fund. But it's a rationale that really caught me and it says it's to ensure more effective and efficient oversight of planning and implementation systems that support safe and orderly learning environments conducive to student achievement. That's a lot of what we're asking for. So so it's it's interesting to me that another administrative position would be created for that which could fund a teacher's position. And we there are still teachers that are needed. So and we could because we are looking for the in classroom safe learning effective environment. So you know we have and we have been busy since before the school year started we have been busy representing members who are asking for that support. So and recently we've been working with a group of temporary status teachers who work in the early childhood education department and they they work in a seasonal preschool setting. They we've had this program for many years. And recently a couple of years ago the district decided to give a letter that was very damaging and created a nightmare for many of these women who work in this program that were seeking to supplement as they work as they looked for other work because this is a temporary job and they were not able to receive Edd equal unemployment. So there was an issue with that. This year a letter went out again and these are women who are dedicated to the program love being preschool teachers have worked really really hard to maintain their permits and return every year to work in this program. They're established families know them families request them and they are in my opinion easily exploited and they know so they are. So we've we're working with human resources to have this letter rescinded because their contract is very very clear in that their contract is temporary. So there is no need for a letter that tells them that they've been terminated and especially a letter that cites education code that is given by a certain time in the season because essentially they were all terminated which what that does it takes away that automatic right to return. So there is because their temporary status the language that we have in our contract to protect them and when they come back is very limited and that's what we have for them because of their status. So we hope that you are able to be sympathetic to this group of teachers and are able to work with us in assuring that they don't have to continue this every year of having to fight off a letter that could be damaging to them and their benefits. Thank you. Okay. California School Employees Association are they here. Don't see any of you. Is there. Is there somebody going to come. You don't want to come up. Just come up and say hi to us. No. Let's see. And the other ones are Pavem. There's no managers that would like to get up here. One of you. Come on somebody. No. Okay. And nobody wants to say anything. There you go. We got somebody to come up here. Yay. Okay. Introduce yourself. Hello everybody. My name is Gus Paul as I'm a maintenance specialist for the district. So I guess I'll be speaking on behalf of the CSEA. We're pretty excited to get the year started. We are working on trying to get the schools up and making them safe for our students and for teachers clerks and office staff people working in as parents mentors and leaders in the office and the kitchen staff working hard. I don't know what I'm choking right now. And our kitchen staff getting food ready for our students to have good meals and just excited about the year and making it safe and a healthy place for the students and the staff. Thank you. Okay. Now I can save up for them again. And lastly is 8.4. Communication workers of America. I've never seen them here. Okay. We're going to start with our action items and we're going to now vote on what Joe Dominguez talked to us about. So we're going to actually now approve resolution 192005 adopting school facility needs analysis and update of level two development mitigation fees. And so you know I don't trust you. Can I can I just make a suggestion. I know that we've already approved our agenda. But what I would like to do is move 10.2 which is our report on special education. I'd like to move that up if we could before action items because we have a child here in the audience who's waiting I think for that presentation. So if that's okay with the rest of the board I think that would be a good thing to do now. Okay. Is that okay with Heather Gorman. So I'd like to move to make an amendment in the approval of our agenda to move 10.2 up to what to 9.1 before 9.1. That's not the motion. There is also an item in the consent agenda regarding special ed. So I don't know if anyone who's here in regards to that on a light of 11.6. Well I think in the interest of we're going to be moving them. We should just move them in tandem together just given the audience. Okay. So I'll amend my motion to move 10.2 and 11.6 to before action items. Okay. I'm moving it. That means that we're voting on it. The first and second. Did we already have a first and second? Okay. All those in favor. Aye. All those opposed. Seven zero. Thank you. And I'm sorry I didn't catch that earlier. Good evening President Osmondson. Dr. Rodriguez. Board. Cabinet. Audience. I'm very excited and proud to be here as the special services SELPA director. We have a presentation for you tonight and it's really focused on some of the things that we have been hearing and concerns that have come our way and looking at what we're doing in special services to support our children. Looking at this we really want to build a strong foundation and special services and how we're doing that is working with general education in order to build that foundation. Like any foundation that you have you have to build it strong at the bottom to support the things at the top. And our special education students are the people or the students that are coming up to the top that need that extra support. We are no longer willing to wait for them to fail. So we want to support them right first. So this is our ed code but I'm going to go on to the next slide here because really what we need to do and Ed could you can read through that but what I wanted to present to you today is that we have to have specifically designed instruction and related services that are that's unique to the educational needs of every student that qualified for special education. We have a full continuum of programs and options and then we have to present that within the least restrictive environment. And within the least restrictive environment that means that as much as we can we support the students in general education classrooms. And even at our IEP meetings now and you may not know that we have to talk about the harmful effects of pulling a student out of a general education into a special classroom. And we just talk about the fact that it's they're not being educated with their same age peers. And so how does that support the student. And a lot of times the programs that we are building do support the students. But at times we really need to look at how we keep them in the general education class. So for our district zero to twenty one is are the numbers the age range that we provide special education services. So we have post secondary and zero to three classrooms. So district wide that's 15.6 percent of our students. The state really looks at K. 12. So K. 12 numbers is 13.6. So it's that's a total of over 3,500 students that were serving in Pajaro Valley Unified School District. And our numbers are going up. So then within that we have 13 eligibility categories. I'm not going to go through all of the categories but I really wanted to point out a few things. And if you can notice in two thousand and five we had fifty two students that were identified as autistic. And now in two thousand and nineteen we have two hundred and twenty students. Other health impaired we had ninety seven and now we have three hundred and fourteen as emotionally disturbed students. We had thirty nine and now we have a hundred and thirty students. This is a primary disability also. So if you looked at it up the numbers it wouldn't match because there are also students that have secondary disabilities along with that. And so then how are we really looking at ed code and meeting these unique needs. And I have Heather Moore in here who's going to speak to one of the programs that we're putting into place. And she's our lead behaviorist. Hi. So yeah as you can see from these numbers we really had to consider as a team how do we support all these learners with autism spectrum disorders in our community and in our school districts. And so with that we were also given the gift of. Lots of researchers looking at different studies and coming up with what are twenty seven evidence based practices that we know are effective for learners with autism. And with that information we were able to partner with the California autism professional training and information network as well as the diagnostic center of Northern California. To develop and to implement evidence based practices throughout our programs to support these learners in the least restrictive environment. So we're doing that with our nest program and then we also have a rise program where we're working with students with emotional disturbances. Again focusing on evidence based practices and supporting the students to transition into mainstream classes with support. And then hopefully out of the program. And you'll see more about that later. So how are we helping all these students. So I wanted you to see the personnel that's involved with this. We have a hundred and forty three teachers. We have seventy two supplementary service providers that means speech and language pathologist orthopedically impaired specialist visually impaired specialist occupational therapists. Under our paraprofessionals we have seventy four behavior technicians and those are some of our support staff and our rise and our autism classrooms that have some more special training. We have instructional assistants two hundred and twenty two and we have nineteen school psychologists. So with all of this we kind of wanted to look at what's happening with our money also. So as you can see and I know it's hard to see so I put the numbers a little bit bigger there. But back in 2011 the gray is what the federal and state government is helping to fund. And this the orange is what we are contributing as a school district. So at that time it was ten million dollars. As we go down to today you see that the gray line has gotten smaller. And what we're contributing is more and that's thirty three million dollars. So even with this increase of financial support and personnel support we're still not quite moving the students like we want to see and I think that's where some of the concerns can come from. And we're looking at this of our. Dashboard data and in ELA and in math we're in the red. The state has just started looking at this in this way and looking for growth. And so hopefully we can see some of the things for putting into practice showing that we're making this this growth. But some of the things we're using to support this is really looking at multi tiered systems of support. We and you voted on and have let us bring in adolescent solutions. We're supporting teachers with training them in rewards. We're supporting middle school teachers in sips so that they can catch the students and still teach them to read even at that level. We're looking at our learning center models are co teaching in the high school. We're training all of our elementary special education teachers in sips too. And then we're restructuring our specialized academic instruction at the high school level really focusing on areas of need in ELA and math. So this slide we wanted to talk about the identification process and really focusing on on child find and how the whole process works. But as you can see in my prior slide I talked about our school psychologists. So those 19 school psychologists tested 600 students for initial IET's and of those 600 students 501 students qualified just last year. And I'm going to have Heather step up again just to talk a little bit about the identification process. She's also a psychologist. So when we're looking at the referral process for special education it's really important to also look at what's happening pre referral. And why this is important is because we know that there are plenty of students throughout the district who present with varying needs in both academic and social and behavioral needs. And that we can provide them with a good intervention in the general education setting before looking at an IEP service which requires specialized academic instruction which is what SAI stands for there in an effort to be able to serve them in that environment and to prevent over-identification of students with disabilities. Hi my name is Michelle Shear I'm the principal at Duncan Holbert preschool at Duncan Holbert we support students birth to five. We have an early start program that services 40 students in that program they do in home support that's called an IFSP. It's an individual family service plan and students can get those from birth and up to three. At Duncan Holbert last year we received over 600 referrals that came through our door over 350 of them were San Andreas Regional Center and under IDA Individual Disability Education Act we are obligated to assess all students with IFSP's. The other students came through child fine so doctor referrals parents preschool programs and at our school we provide several services. We do full cycle educational evaluations. We do speech assessments and we also do SST's. Last year we saw an increase with those IFSP's with 41% increase in referrals. Duncan Holbert has 13 classrooms. Five of those classrooms are inclusion programs. We've been very fortunate to have a partnership with Head Start, Migrant Seasonal Head Start and State Preschool. In the last two years we've increased three of those classes and one of them is State Preschool Inclusion and we also started the TK Inclusion Program. One is at Calabasas and one is at Radcliffe. Two years ago students transitioning out of Duncan Holbert preschool we had two students go into general education kindergarten. This year we had 10 students go into general education preschool in kindergarten and my team is really hoping that this year we'll have 18 students. Duncan's are an unusual place if you haven't been there. We have continuous enrollment and that is due to our obligation under IDA. We assess students all year long. So for example this year we're starting at 110 students and we're projected to get to 220. We usually double enrollment or we increase by 120%. So it's really important and imperative that we're really prepared for that type of growth. Last year on average we had 6 extra students every 3 weeks. So really Duncan Holbert some of those outreach programs is really the partnerships with our parents. Building those foundational skills, having parent orientations, we do monthly trainings, how to build that relationship to build those skill sets of the students and we have a fluid program that we're always pushing our students to the least restrictive environment. Thank you Michelle. So then looking at the state of improvement and what we're doing in special education, we're really looking at like Michelle said the preschool inclusive practices, we're looking at our core curriculum and how our special education teachers and students are accessing core and making sure that our teachers are getting the same training so that they can support their students. We're looking at the adolescent solutions, SIPs and rewards, specialized intensive programs such as Rise and Nest and then co-teaching and learning centers, training and then really focusing on training for those where we're looking at before school started and even last year training just in preparation for some of these things and then also hiring teachers on special assignments as coaches to go in and support teachers and staff. So we've also put together an exceptional education task force and the purpose of this is to look at issues within special education come together and problem solve, basically it's a problem solving group and then move forward with decisions that are made. It's general education and special education, both teachers, administrators on both sides coming together and it's being run this year by Casey Clathamback. So we're excited about this task force. Our state requires that I want to talk just a little bit about least restrictive environment. I started with this, but our state requires that we have 51.2% of our students in general education classes more than 80% of their day. Right now the national average is 61% and PVUSD is at 50.68%. You can see that we're getting closer to what the state target is but with the national target at 61% I know that number is going to continue to increase. So we also have a target for having our students with the most severe disabilities out of their classrooms for more than 40% of their day. And so you want to see that number that's in the blue actually going lower. So right now the state's asking that they're out 22.6% and currently PVUSD is at 25.2%. Again we're getting close but we're not quite there. So what does the research say about LRE? So the first quote separate special education services had little to no positive effects for students regardless of the intensity or type of their disability. Special needs students educated in regular classes do better academically and socially than comparable students and non-inclusive settings. Across a number of analysis of post-secondary school results the message was the same. Those who spend more time in regular education experience better result after high school. So our last slide is a little window into special education. I hope you enjoy this for a minute. Oh you can't hear the talk. I called the red carpet gateway to the first experience of education to build that trusting partnership and bridge to really help their students to have access and opportunities in the least restrictive environment. Oh, bye-bye ice cream. Nice job. One of the main things we really work on here in this class is what we call regulation. So that's just getting students comfortable in this environment, comfortable in an environment that's different from home, learning how to be flexible, learning how to follow directions, routines, procedures, learning how to share. Nice job, Brian. Can you share with Nicholas? Nice sharing. So our goal is when students that come to Duncan Holbert to receive services for their IEP is to do early intervention, help them build those foundational skills and move them along the continuum into a general education setting or the least restrictive environment for that student. Do you see mommy? And says mmm. At Rio de Mar we see autism as a gift. Our students with autism spectrum disorder are our students. They're in general ed classrooms for the majority of their day. I saw the creek and did two bananas fly. NEST program, NEST actually is an acronym that stands for the natural environment for supported transition. The program itself is designed around inclusion practices at the elementary level. These students associate themselves entirely as a student within that classroom. The general education teacher is their teacher and we are the support staff to give them the social and academic support needed to transition on to junior high and high school. The first time I ever wanted to camp skis. One of the big benefits of this for our entire campus is that we practice empathetic behaviors daily. Can we take a deep breath? We are more collaborative. We are more communicative and we're definitely innovative.  So the RISE program is a district program where students who have emotional disturbances and the intensive behavioral support, they come here. And we teach them social skills, social emotional learning and help them reintegrate back to the general ed setting. Yesterday we started talking about anger, identifying your anger, understanding your anger where it comes from. So this is a self-contained classroom. However, when students hit a certain level of behavior, we do start to mainstream them. And the goal is that students are fully mainstreamed within one and a half years. And many can and some need longer. Does it give you an opportunity to stop and think and maybe take that break you need or go to your friend or just use the skills that you have to manage out of motion? Our idea is to use PBIS here intensively, integrate them into the mainstream setting where the gen ed teachers start to use those models as well. The ecstatic was. Ecstatic is very happy, like overly happy. Yeah. Excited, exhausted, the more the more trauma informed a staff is, the more we can understand where students' behaviors come from, the more support and patience will give them so that they're successful outside of the school community. The spirit of special education law is pre and appropriate public education in the least restrictive environment. Just from the tone or the way you're seeing it, you can kind of tell. What we're doing with the inclusion model for our mild to moderate students, our special day class students, is we created nine sections of code teaching. So we're bringing the services to a student in their classroom. I want you to use these lists. You're just made to help you. When you have students be with their typical age peers, what you're seeing is higher academic achievement. You're seeing empathy from their peers. You have the teacher also being more aware of what students' needs are. You also have the ed specialist also working with other students who are not identified, who might have some language needs or social emotional needs. And we're there to help guide the teacher, help guide the student. The big goal is to get as many students with IEPs of diplomacy. Thank you. And so that's our presentation. And if there are questions. Oh, did you know speakers? Is it for the speaker? Is it for the speaker person? No, speaker person. We have a couple of speakers. First off, we have Laura Zucker. Great presentation. Good evening, everyone. It is exciting to see how we're getting kids together. I would say breaking down various to a certain extent and really honoring children's differences in general ed and in special ed. The only thing I would say is that if we want to do this right, we need to listen to concerns of the folks who are in the classroom. One thing I hear from teachers and other specialists is that I won't say they feel that they're not heard because that's not a feeling, that they are disappointed that they will make a suggestion and say, for this child with his IEP, we're going to need more support. For this child at this moment has a lot going on. And there are a lot of perhaps there's behaviors that are going on that are disruptive or not safe. And frankly, we need more staff in the classroom, more behavior texts. And often these teachers will say that they're not provided that support. And so I hope we can be, I hope that our leadership itself can be flexible enough so that we can listen to teachers' concerns. They do know the teachers. They do know the children well. I also hope that the teachers who are new, because we have quite a few new special ed teachers, because we do have unfortunately kind of an issue with recruitment and retention of teachers, I hope that they can be supported with actual, not going to say, with people coming into the classroom enough to see what the issues are. But mostly it's a question, as I spoke last year, of including teachers really in deciding how we implement something so can be successful. They are there every single day. And I've heard concerns about implementation not always being successful because teachers' viewpoints and their experiences might be listened to, but they may not be acted upon. And we want our children to be successful. We want to keep teachers and actually giving teachers and other staff a voice will keep them. And I hope that part of implementing this great program will be listening to the general ed teachers and to the special ed teachers who are implementing at the three pilot schools and making sure that we really try to honor their concerns and find solutions. Thank you. Thank you. Next up we have Brandon Denise. Good evening. I want to thank the board for affording me the opportunity to speak here tonight. I want to make sure I preface my statements on saying that I have nothing but respect for most of you. And I think the rest of you need to get out of our way and stop making our job more difficult. My name is Brandon Denise. And this is my fifth year in the district. Four years as a life skills teacher. And this year as an RS specialist. I also have the honor of serving as a delegate on the CFT Committee for special education. I've seen firsthand the lack of support this district provides to their special ed teachers and their students. In my opinion, this report is nothing but hot air and lip service. This board should be ashamed for lying to your teachers, yourselves, this family, or families, and most importantly, these students. You can lie to yourselves all you want. But those of us in the classroom know firsthand how the structural deficiencies at SELPA make our jobs more difficult. You hire teachers without a credential who are either in a program or working towards a credential or have no teaching experience and you give them an entire school year to figure out if this is the job for them. I can't go to work as a doctor for a year without any experience. But say, you know what? Give me a year and then I'll figure out if this is a job for me. And then I'll go to school. So why do you do that with teachers? Why do you hire teachers with no background, no experience, then expect them to do the job of someone who needs experience and the background? What is the most disgraceful aspect of this, in my opinion, is you don't support these teachers. You place the obligation of writing a legally defensible and compliant IEP on somebody with no experience. And then you expect them to figure it out and give them little to no support. Furthermore, for these teachers, their first line of support is a PVFT member and their program specialist. But you parade around as an admin and you give a program specialist as many as five programs to specialize in. How can they be a specialist in five different programs? Then when these teachers get overwhelmed, you shift the burden of supporting these teachers from yourselves and on to other teachers? I just got an email today. Hey, we got two middle schools without an RS teacher. Do you want to write the IEPs for these kids? We'll give you peas and carrots. We're going to shift the burden away from supporting these teachers from us and on to you, on to other teachers. But hey, we'll pay you just a little bit to cover what you guys have as a deficiency. My idea is you stop lying to yourselves, your teachers, your families, your students. Stop shifting the burden of teacher support away from yourselves and on to teachers. Produce an actual report that shows us how many of these teachers don't have a credential. How many of these IEPs are not in compliance? All I really want you guys to do is to support these teachers. Give us a fair shot.  Thank you. Susan? Shotsky? I'm not sure. Good evening, board. I didn't know about this presentation night, but I'm happy that I was able to find out about it. And I thank you for your support in what you do do for special education. It is an important service and I mind you that it is a service and a collaboration. We are one team, as Dr. Rodriguez has said in her mission statement. And it's really important that we do work together and that our students and teachers do receive proper services and accommodations. And as Joe was saying, the classrooms are really important and that it's communicated to us. We were promised a new redesigned special education classroom and it didn't happen. And luckily we work together with the superintendent and principal to have our special education students at Aptos High have an appropriate classroom that wasn't filled with mold in spider webs and just shoved in the corner. I'm still very concerned about this. And we are one team, so we do wanna work together with parents and teachers and have our students access as much as possible so that we can be a community and partner with the school district and the mayor. So again, I can't encourage you enough to collaborate with the parents and the teachers and to have everybody included. That means that our special education teachers are at our Aptos High staff meetings. They're a part of the choir and the band or the sports facilities. We wanna see everybody as one team in the community. We put a lot of effort into Aptos High. For example, their football camaraderie. We wanna see everybody out included and at lunchtime, see our children in special education not stuffed in their classrooms with their nurse, have them be included out in the quad so that they aren't separated and hidden. And so we do appreciate your support, but we wanna make sure that they're getting out. So thank you for supporting these programs and then just make sure that we are making sure that all the staff, I see Heather's spreadsheet with, we have an OI and the numbers have gone down in OI. We have a new OI person and just making sure that the students are getting served and they're getting what they need cause I know the district is putting monies into that. So we wanna make sure that everybody's feeling supported and number one, the students. Thank you. Thank you. Thank you. All right, thank you so much. Thank you so much for yours. Thank you too. So is there any board comments? Kim. Hi, Heather. You wanna step up? I just have a couple of comments. First of all, I'm impressed with what I'm seeing since you took over in your position. I do feel like there was a lot to repair and to improve upon and I can see that it's happening. So I wanna thank you for all your efforts and all the years that you've been here building your team and everything. I met recently with Regional Center cause as you might or may not know, I'm a clinical social worker and I work with lots and lots of kids in my practice. And so I had Regional Center come and talk to all of my pediatricians at Dignity. And they're sort of in a new place also where they have a little bit more funding and they wanna collaborate more. So they appreciate the relationship with Pajaro Valley. They would like to make that an even closer collaboration if possible. We just invited them to our next CAC meeting. So we are working towards building that collaboration which we already have, but yeah. That's great. So I have a question about what I saw in terms of productivity on the psychologist side. So when I did the math, it looks like they're completing like essentially 3.1 assessments per month over a 10 month period. That does, I know they do triannuals and other assessments and transition plans and stuff but three assessments doesn't really feel like that much. So can you just talk or maybe the psychologist can talk about what else the psychologists are doing? I'm held to a productivity standard and so I'd like to know that they're doing more than just three assessments a month. Yes, they are doing more than three assessments a month. And that's part of, they also have to do triannual assessments. So every three years, every student in our district is also given a full psychoeducational evaluation. So that's some of the things that they do. They also support staffs as a whole and working with students in general education and for behavior intervention plans, working with principals. They can become part of the SST process. They can support and give information and ideas around 504 plans. So there are a lot of other pieces to their job that they're doing besides just assessing. They support in the classrooms of special education students. So there's more that is encompassed in their job rather than just doing assessing. And I'm hoping that if we're looking at assessments and actually doing, and having them do more support in general so that they can support students before they get to the assessment process. And so, and then a follow-up question I have is just about staffing. I think we all wanna know that our special ed staffing is higher than adequate, right? Because we know that it's hard to find teachers and oftentimes we start a school year without the required teachers that we need that are well-trained, et cetera. Is there a plan with, and I know Dr. Colleen has been working on a hiring plan for these hard-to-find and hard-to-fill positions, but I don't know if you can speak to it. Are we partnering with any graduate schools or credentialing programs across the state to try to find good staff? Yeah, we can. And Trona, if you'd like to jump in and just talk about some of that. Because we meet every other week with HR to talk about staffing and looking at our issues and how we're supporting and building our staff. And so, I don't know if you can speak a little bit more to that too. Thank you, Trustee D'Serpa. SELPA is very, they have a lot of positions that are very difficult to fill. And it is a challenge for us every year, not just for our district, but this is a nationwide challenge to fill those positions. We have gotten better this year, but we have not totally failed all the vacancies that we need to provide the adequate support. Some of the things that have worked to reduce the number of vacancies in those positions include early recruiting. We recruit all year long. We go to job fairs as early as January. We have been working with colleges to reach out to student teachers. And as was indicated earlier, we have work to do some of the variable waivers, credential waivers to try and make sure that we can fill the vacancies. But it does continue to be a challenge. We're reaching out to colleges more closely and working with them with intern programs. And as you know, we did have a memorandum of understanding with PVFT for teachers that are within our district, that we have a way of reimbursing them for their tuition costs to pursue a special ed credential so we can fill those positions with teachers that are already here and they have an understanding of our culture and they're already part of our family and so those are the best teachers to recruit. But, and those are some of the things that we're doing right now. So that's like a pipeline though that won't be realized for a few years until they're completed, right? Right, just add on two other things. One, we did negotiate a signing bonus for our hard to fill position so we do have that. As well as kind of addressing another one of the concerns is having mentors for our employees that are on internships and waivers. So most of the new teachers when they come in, they receive support from the new teacher project but if they don't have an actual credential then they don't receive that service. So we worked with PVFT now a little over a year ago in where our expert teachers, so our veteran teachers become the mentors and supports for our teachers and they receive additional compensation for that so that we make sure and do that. I will say though, and I wanna point this out, it's a misnomer that our teachers with on internships and waivers are not good teachers. That is a misnomer. So that we have some of our brand new banking teachers that are on waivers are actually doing incredible work for our kids. So I just wanna make sure that we know just like everything, we can't equate, we can't always equate one thing for another and we have seen a significant growth in those teachers in us retaining them. So they actually are receiving the coaching now, they're receiving the support, they have the heart for the kids and they want to be there. I'm not saying that they're just like brand new teachers which we release, I'm not saying that we don't release any of them but I just want us to know that we cannot equate just because someone is on an internship that they actually are not being successful with students because that's just not the case. I was just at two schools today and saw in each school, I saw a teacher that was on waiver and doing really incredible work for our kids. So I just wanted to make that point. And we're also partnering, I mean, not only we do have this partnership but Jerry Pippin who is one of our program directors, she's here someplace, is actually meeting and working with the new teacher project and getting training to become those coaches and making sure that we're providing the correct training, the correct support for our new teachers and so that everybody that's starting, even if they're on a waiver and they have that support. So we go over all of the lists and make sure that all of our teachers are getting support. Thank you. Jenna. Thank you. In the interest of time, I do have a lot of questions and some of them I will be able to go over with Dr. Rodriguez and get my answers and follow up with teachers and parents who have sent me questions that they want answered. But first, the task force, this is something new that we've created. Tell me more about it. I know Casey is gonna be heading this task force. Can you explain to the board and myself and people here a little bit more about the task force that's gonna be happening? I can start and then Casey, you can jump in but it's really to look at problem solving and to come together with the team of general education teachers, general education administrators, special education teachers, special education administrators and to look at issues that are coming forward and to look at possible solutions so that we can implement those solutions and support our teachers. And we want the input, we want to hear what is happening that we need to support and that we need to look at so that we can get together as a group and come up with some ideas in how to support. Casey, do you want to say anything else? No, I think you basically summed it up but we want to make sure that we're addressing some of the problems that were taken from the end of last year and that we are actually taking a problem all the way through to several different meetings and coming up with resolution and then tackling a next priority so we are coming up with some solutions to these issues. So you're having teachers from each of these, the schools and the special programs on this task force as well? Yes. My next question is, how much time does administration actually spend in visiting these classrooms? I don't think I've done a time study about it but I know that the administration who are our program directors and our program specialists who are not administration are out at school sites on a daily basis. I have been to three or four school sites within the last two days. In classrooms actually observing some of the teachers that we've had. So we can look at it but I know that that is one of the things that I put on as an expectation for the staff is that we're not just in meetings but we're actually in the classrooms seeing what's happening. I've been at Hyde and Soldo just a variety of programs across the district so I also go up to the high schools and the middle schools too to observe in classrooms. So it's the rest of your team also? Yes, they do and if you want to hear from them they'd be happy to. No, they want to, that's fine. But I just, two to three sites a day. Okay. Okay. And do we have an audit procedure in place for IEPs that they think are written incorrectly? We are looking at our IEPs and looking at how we're supporting our teachers in writing them correctly. So we have a group of teachers that we have asked to come forward. We're providing training to our school psychologists. I'm providing training to our program specialists and program directors so that we can try to before the IEPs are, they have the meeting with the parents that they are looked at. It's a process, it's in process so we are working on this and that's one of the things that the state's looking at too is that are we in compliance with our IEPs? Okay. So will the teachers who are involved in the LC model classrooms are they going to be compensated for their extra work in writing IEPs and taking on extra responsibilities, sub-plans, extra training time? What's going to happen with these teachers that are providing all this extra help? So I can get back to you with some of that but I know that the teachers are not being asked to write extra IEPs. They are still having a caseload that is approximately the same. The general education teachers of course would not be asked to write IEPs. But as always they're part of the team and they are invited to the IEP team meeting which is a state mandate for general education teachers. So we are working with scheduling and how to support the teachers throughout in this pilot site and I know that we're putting out surveys as we speak actually because Casey and I talked about it today to ask what are some of the issues, what's coming up so we get to hear from the teachers because like I said we've been planning this for over a year just in the planning phase. We've been training since last year and looking at how to support. We have one TOSA teacher on special assignment just to support at the LC sites and then we also have behaviors to support at the LC sites. So there's been a lot that we have put into supporting the teachers and then hopefully getting feedback from them so that we can come back, relook and then move forward. So what's the plan for training IAs so that they're not impacting teachers in the classroom? A lot of teachers are saying that it's impacting them because they're having to lose time, lose support because they're spending time training. I don't know if I quite understand that question but we are training our instructional assistants in SIPs so that they can support the teachers and we have had training time on Wednesdays that shouldn't be impactful because the IAs are also here on Wednesdays. I don't know, Jerry, if you wanted to, because I know you've been working very closely with this also. So I believe this is in questions of the IAs and LC classrooms, is that correct? Yeah, so we did do some training before school began for IAs. We currently do have several IAs on leave so we have some subs in those positions to try to fill them but we do have some contractual challenges there and then the other thing is we do have a monthly Wednesday plan to train the IAs and that was put in place to actually start next week before school started but the principals and the LC teachers and the teams at the end of last year wanted some time to get school started before we started in on a bunch of training. I was in a kindergarten classroom and I remember that today was day 21 of school and so I think some teachers at the end of last year and in the beginning of this year wanted time to get settled into their classrooms and so when we did all of our training plans they were all set up to start mid September which is next week. So those plans are in place to train those people. Thank you, I have more questions but I will follow up with Dr. Rodriguez and I think maybe another presentation in a couple of months with an update on a lot of these questions and from the task force to see where we're at would be a good idea. Do we have an organizational chart? Do we have a chart on the website that shows program director? Yes, yes. I looked for it and I couldn't find it. Oh okay, so yeah it is on the SELPA website and if it's not there it might be buried and I can get it so it pops up more but. It says we have three. It should be on the SELPA website. I see that we have three program directors. Regina Bauer, Jerry Flippin, and Kerry LaRue. Yes. What are they? Regina, Kerry, Jerry. I see that you guys are program directors on the website but it doesn't say program directors of. Oh, so it's. Yeah on the organizational chart. Oh sorry it does show that like Kerry is working with all of our high school and Alt-Ed. Regina is working with our middle school and Deaf Heart of Hearing, our DIS provider, Speech and Language Pathologist, BI, and then Jerry is working with all of our elementary sites. And there's more too but that's in a nutshell. Who are Heather Walts, Shannon McCord, and Heather Marin? What are the roles and are they teachers? Have you guys been teachers? So Heather Marin is here. Heather Walts is a behaviorist, BCBA, and she is not a teacher. And who was the other person? Shannon McCord is a program specialist. And so we have our program specialists, some of them here too, Natalia and Leah, our program specialists.  I was just, I know this has been an issue for a while as long as I've been here, I haven't been here yet, but I know it's been an issue with teachers. After doing some research, I looked at the SELPA department in San Diego Unified School District and they only have two directors. They have a director of instruction and school support and they have one director of operations, ADA 504 and SELPA director. And it just seems like we have a lot of managers, program directors, and I just wanted to put a face and name to these people to see what's going on. And if that's something that you would like me to research, every SELPA is organized a little bit different and a lot of them are multi-SELPA districts. So I act as the SELPA director and the special education director in one and then the support. So it could be, I can look into it more if that's something you'd like. I visited H.A. Hyde a couple of times and I had a friend, he was a behavior tech that I know. And he told me that he stopped being a behavior tech to H.A. Hyde because he felt as long as a lot of teachers didn't have a lot of help in the classroom. And so I just, taking from what I heard and what I've been learning from the other trustees and from the teachers, I just wanna bring it up to light. So thank you very much for your questions. Thank you. For your answers. I have a couple of questions. I'm really excited about the tax force. I think that's something that is needed. And I think hopefully it addresses many of the concerns that were brought up through our different speakers. I think, you know, the more involvement we have of people actually doing the work in the classroom, I think it's just gonna generate that momentum that we need, that buy-in from teachers, their feedback and collaboration. But I do have a couple of questions for you. So I'm glad that you covered what you're doing right and the amazing work that we're doing as a district in certain areas. Could you expand on the areas of growth that you see moving forward? So I did also try to cover some of those in the PowerPoint. And I saw like one or two. Yeah, yeah, so really looking at our ELA and our math scores for special education, that is a big area of what we're focusing on and how to support and change our practice with what we do about research that's coming up. So that's something that we're working on. We are always working on the fact that our IEPs are in need of being in compliance. We've had a compliance review that you will hear more about in the future time, just looking at how we're doing. And there were some areas where we need to improve. And that's what we've started this year too with some of our trainings of looking at specifically, like making sure, and I mentioned the harmful effects statement, but making sure that there's a conversation around that. That's something the state asked us to do and say this is something that we need to be talking about and getting input from parents. So different things like that, we have a list of what the state is looking at for us to improve and we're starting to work on that within the district. Thank you. Regarding case load, how many AEPs are assigned to a teacher? It depends on their case load, of course, but the RS teachers have a 28, and then there is also an MOU if the numbers do get higher, but they are not required to take over 28 students within their classes. We have mild, moderate and special day classes that have a range in numbers. Some of our, like our deaf and hard of hearing classes may have lower numbers, whereas some of our mild, moderate, special day classes, especially at the middle school and high school level may have higher numbers. And they can be between 14 and 20. And given that we're not in compliance with all of our IEPs, do you think it would be a good thing to possibly explore the idea of an additional prep period, specifically dedicated to reviewing IEPs? We can bring that up in our test course. And in regards to the referrals that we get from SARC, if students do not qualify for services through Duncan Holbert, what other options do they have? So they don't qualify as a student with a disability? Right, so I've had a couple of parents that have reached out to me that they had the initial referral from SARC. Then they went through our evaluation and they determined that they didn't qualify for services through Duncan Holbert. And so then it would go back into general education and I don't know, Michelle, if you have anything to speak to that with, because then it does fall out of special education umbrella, but we are always trying to support all of our parents and give them resources. Right, so what would be the option for those? Well, there's two different pathways. It's the full psychoeducational evaluation, which our preschool assessment clinic is part of that team that does those evaluations. In that process, we're always meeting with the families that they do not qualify. We actually have about a 90% qualifying rate and they're really appropriate referrals that come to us of those other 10%. We do talk about their strengths and some of their challenges. We talk about recommendations. We're always encouraging to enroll in state preschool or migrant and seasonal head start. We talk about PIP, behavior intervention. So we really have a packet that we go through with our students. If they're doing speech assessments at this time, we do the speech intakes at Duncan and if they look like they need a full evaluation, those students go to the elementary site, 16 sites to do full speech and language assessments. And they're provided services at the, and then they're provided services that they qualify at the school site. So it's their home school. Got it. And then I'm really happy to hear that they are, we are visiting classrooms, but is there a follow up to that? So if we do find that something's not working or that there's professional development needed, is there a quick follow up to what the needs of those teachers are? I can give an example. There was, I was at McQuitty this week and I was in a classroom where there was a behaviorist and really looking at how the behaviorist was used because they should be there as coaches and not stepping in as one to one if they can. So looking at that, talking with our lead behaviorist, Heather Moore in here, and then specifically she moved forward and did a training on how to coach in classrooms and looking at that. So those are the types of things when we see them, we do get together weekly as a team and come up with plans of, okay, this is what we're seeing in the classrooms. These are the things that we can help support and implement and everything takes time too. It's you have the training, you need to work on it and it's a big shift that we're moving so it does take time. And who evaluates our teachers? So our teachers at the site level usually are evaluated by the site principal and then if the site principal in conjunction so they don't feel comfortable going in and evaluating a speech and language pathologist that's there at site, then we can co-evaluate or work together with the SELPA team to support. Okay, so that was my primary concern that I wanted you to get at. Just because if we have a principal at a school site that doesn't have a special ed background, I'm not sure that they, how the skill set needed to really evaluate a special ed teacher. So I think whenever possible and whenever we can, I think we should have someone who's an expert in the area be part of the evaluation process. I think that would be beneficial to our teachers and Indian hour students. Just a reminder, we went overall a lot. Sorry. I'm sorry. Went over that discussion a lot but I thought it was an important issue. Just go ahead. I'm not gonna duplicate any of the questions but I was just curious regarding the increase in students with autism and other health issues, is that due to an overall increase in these type of students or is it because these students have previously received services elsewhere and are now returning to our district too? No, I think it's due to an overall increase and then looking at the more that we gain knowledge in the field of autism and the spectrum disorder that our understanding of it has increased and would you add anything? Okay. Thank you. No. It's also because we had a lot of them going elsewhere and now they're here. They are coming back as much as they can to our district or staying in our district. Because we used to have a lot of them. Aren't they, didn't we have a lot of them that went to Bay School and then we've been able to get them back, isn't that true? We still have some that are at Bay School. I know what I'm just saying. We have more of them here and not as many there though. That's true. And I just really wanted to ask, I mean, I guess this whole feeling of teachers are not being supported in their special education classes. I don't know. You know, I mean, I don't know if there's enough coaches to go around to be there for these special education teachers so they don't feel alone and they feel like they're more supported. I'm just, you know, because you hear about all this stuff. Well, you know, even the one man that got up, you know, we're totally not supported. You guys don't understand what we're doing. People don't, whatever, I don't know. So I'm just, you know, hoping that obviously it's really important for the retention aspect of special education, obviously. Teachers feel like they're really supported in their classrooms and they're, you know, people are there for them and they're recognized for all the hard work they do. I don't know if you can have more kind of recognition kind of things in special education to recognize teachers doing, I don't know. No, no, no. No, you said no. I don't know. This last year we did start a newsletter and every single edition of the newsletter we have spotlight on teachers. And so that goes out to all of our staff and it's on our website. So if you look through that, we do try to highlight and spotlight not just the teachers but the instructional assistants. And we have a lot of people that are doing really amazing things. So if you can, if you want to check that out, I know you get our newsletter and you can look at that. I don't know. I heard, I looked at somebody who said no, that's not good. Was that? Yeah, so yeah, so yeah, so I'm just hoping there can be, you know, we can figure out, I mean, how often does the task force meet? We have a full schedule. It's every, can I address this?  I want you to. So we will be starting once a month and if we need to meet more often, we will. But our goal this year is to really bridge and connect that gap between general education and special education services. And so as we're, we want to make sure that we have that empathy and we come out and we will be, we're starting with the Learning Center sites with our partnership with PVFT, we will be meeting with those sites and those teachers to see their concerns and listen to them so we can problem solve together also. And then I also want to just add to that piece where we do want to build that capacity with our site administrators in the general education population because our students are all general education students first. And we do want to make sure that we are building that capacity at our principal meetings. We will be, we're partnering with our special education services and we will be supporting our principals and being able to support the IEP process. And in regard to the action items, the corrective actions on IEPs, we have identified, we've been given patterns that we have missed if you would say with those IEPs and they are being addressed with the special sessions with our special education teachers by our special services team. And that will be an ongoing process so we will be training our teachers not to make those same mistakes. And I think with that partnership with general education, we will be able to write better IEPs for our students because we want them to actually reflect general education like the continuum of goals because our goal is to really get them working towards those standards and small increments. And so I think the partnership between general education and special education will actually help build all of our students up because if we support those teachers and get them the curriculum like SIPs, so that's what's been missing also as a clear curriculum for some of our special education teachers and making sure that they're included with the same trainings. And I think we're working towards those efforts. Yes, so I was wondering, somebody said concrete steps. So is there a way that this task force can really reach out to the teachers and listen to what they have to say about their concern to what I mean? Is there a way that you or whoever can get out there, more and more with the teachers that are working in special education to kind of just hear their concerns and so on. That will be our goal. Yes. Thank you. Here you go. Thank you. Okay. I still had questions. You never came to me before you started.  I'm sorry. So, I just wanna agree with, you know, first with two of my colleagues, trustee Dodge Jr., he made a very good point about seeing an org chart of your department from you all the way down to even the classified employee that's staffing and helping and the numbers of what that is, all the directors, whether you're a program director or a psychologist, a behavior specialist, a certified teacher, all the titles and how many. And I do believe it needs to be easily accessible on the website. That kind of leads to what my colleague, trustee Shocker said. I do think this needs to come back and not long term down the road but maybe within a few months because this topic, which it was slated for 25 minutes. It started at 828, we were over an hour on it. So, more than twice the amount of the slotted time has been spent on this topic. That's telling me this needs to come back very soon near the future. Clearly, a lot of my colleagues and I are getting fielded with a lot of complaints about the Selva department that I think are trying to get addressed here tonight. And I don't think they're all fully getting answered. So I think that that would be, again, having this back in a few months and getting some of these answered and seeing how this task force is working as part of that. A few of the complaints that I have that were questions that I had for you tonight is why are we having people developing and implementing instructional programs for special needs students in the classroom who have never actually been teachers in a classroom? So are you speaking of, I'm not quite sure what you're speaking of if it's looking at, because we do have our teachers and like I'm behind, we had programs that are being implemented and put together from the diagnostic center. And so teachers are involved, behaviors are involved. They're never done without a credentialed teacher in that position to support. All of our program specialists are also credentialed teachers that are helping support this process. Credential teachers that have actually worked in a classroom? Yes, in different areas, yes. Okay, that's counter to what, and there were some things that you responded to, a couple of my colleagues earlier this evening that were also counter to, I think the feedback that we're getting. So there's some, and I'm not saying they're right and you're wrong or you're right and they're wrong, but the truth lies somewhere in the middle and we need to get to what that truth is. I mean, we need to have, to me the special needs students of our community are so important and having a staff that can facilitate those needs and that is also filling support that's facilitating those needs, that's crucial. That's not secondary to me. That's really up there along with General Ed. And maybe more so because these are some of the most vulnerable people and students in our community. The other concern and complaint that I've heard is that you're, and so it's going back to the same thing, similar is that some of the people that are evaluating these teachers are people who have never worked in a classroom themselves. And I could just say from a two-pronged perspective, being a business owner and also working in education myself, I would never have someone in my accounting evaluate someone in my sales department and as someone who works in education and teaches, I would never expect to be evaluated by someone who has never spent a day in a classroom. So I just wanna assure that that's not happening. Again, maybe the truth somewhere in the middle, but if this could come back to us. Our principals and our administrators, I was a teacher for 16 years in both special education, general education, we are the evaluators, the principals are the evaluators. So that's who is doing the evaluation process within our district. Exactly, and we would never have a principal who had never had a day in the classroom. So again, and I'm not on the front line of this and I don't know where the truth lies, but this is where these, part of our stakeholders in this community are teachers and the employees in your department. So when we're getting this many complaints, we have a duty and responsibility to those stakeholders to be asking these difficult questions. And so that'll be my last note on this because this is also something I observed earlier and I really hope this is not what happened, but I observed that one of the community guest speakers was escorted outside briefly and I certainly hope that person was not escorted out of a public meeting because they came and spoke about things that were in contrast, disagreement to the district's administration or even this district governing board because that should never happen in a public meeting. I don't know that's what happened. I certainly hope that's not what happened, but it should never happen. Thank you. Okay, we're gonna move on. Thank you so much. Okay, so is this Heather again for the staffing 11.6 consent agenda? Can Chona answer it? I don't know. No. Oh, let me put it. So you see that's a public SLP. Yes. So yes, I'm here to answer any questions about our speech and language pathologists that we're trying to hire to fill a leave of absence. Well, I was just wondering something that I had noticed on the backup on this or actually there was no backup with this. That was what was concerning to me. And there was just a note in the agenda that was publicized that it says the master contract will be available in the special services office. Why was that not attached as backup on this topic? When it's in consent agenda? I mean, because I'm taking it, it's in consent agenda because there's also money associated with it as well as we're bringing someone on. So why was that master contract not attached in the backup with it? Yeah, so typically we do not. If that's something that we need to do, we can definitely do that moving forward. We have always just in all the consent agenda items saying that those contracts are available. If that's something you'd like us to do, we can. Yeah, I just don't feel that this leads to transparent disclosure. And as a public entity, I think we always have to have that we have an accountability responsibility to that. So if my colleagues would be willing to move it forward to the next meeting for approval, I'd be happy to look at it at that time. Otherwise I will be voting no on it tonight for it not being there. I would like to make the motion that we put it out for next agenda. Can I address anything with that? Yeah, there is implications for student services, for the students receiving the services. So we need to know that if we do not approve this then that will mean that students will not receive services for over two weeks. And then we will open. Well then I think that, that was on admin, I think, to have had that on the forefront. I am not confident or comfortable, excuse me, with voting on something that I just feel lacks transparency when we have a responsibility as a public agency to be fully transparent. Well I'm gonna call for a motion. Well I think you have a motion on the floor. I second her motion. Okay, all those in favor? Aye. No. Aye. That was very confusing. So there's some of them. I voted aye. So that was to vote to delay it. No, no, no. That's what the vote was to delay it. Oh, this vote is delayed. Okay, so I'm not voting aye, I'm voting no. Karen, can you recall the vote for just the eyes and then call for the nose so we can have clarity there. So how many are in favor of putting it on another agenda? Aye. How many not in favor of doing that? No. No, so there's four to three. Okay. So now we need a motion to approve. So I'll make a motion to approve the contract for the speech and language pathologist. All those in favor? Aye. All those opposed? Aye. Opposed? No. Opposed. Okay, motion passes. So there's one, two, there's five, two. So we're back to nine point two. I think we voted on that one. Oh, okay, okay, I forgot we didn't know to vote. So we're going to approve resolution 19, 20, 05 by adopting the school facility needs analysis and update of level two development mitigation fees. Do I have a motion? Move up for a while. Second. All those in favor? Aye. Aye. All those opposed? Aye. Motion passes six, one. Now we're finally on nine point two, sorry. We're going to go over the unaudited actuals for 2019-20 revised budget. And the report is by Joe Dominguez and Helen. All right, so good evening, board president members of the board, cabinet members of the public. So this evening we're presenting 2018-19 unaudited actuals and I'll go through the agenda is going to describe what are unaudited actuals, overview of our unaudited actuals and then look at our budget year summary from last year to this year and then review the variance report, our fiscal challenges that we're facing as a district and then also discuss next steps. Hand it off to Helen here. So unaudited actuals are a summary and a comparison of how we ended the year and the current fiscal year, the revision. We're required by Ed Code to present this and have it presented before September 15th of each year. Once it's been approved, it will go to the COE for review and also our independent auditors will come in and actually review the report plus backup, do sampling on different backup and everything to make sure we're in compliance with GASB and other agencies. So comparing what we brought to you in June for estimated actuals to where we are, where we ended the year, we were very close. We had, our ending fund balance went up about $710,000, which is really amazing. It's less than 0.3%, yeah, 0.3%. And I want to contribute the success of that to my team for actually working close. So this is where, again, where we ended in 1819 and also our revised for 1920. And we are deficit spending, continuing deficit spend and so we want to kind of look at that. And so the deficit spending that was for 1819, you see that in brackets is 12.9. Our ending balance was $27 million, a little bit over $27 million. And you look at 1920 at the next column over you see the beginning balance of 27.06 for 1920. And then you see the deficit of 17 million and the ending balance. So this is really what I want to focus on. So our ending balance for 1819 is 27.06. And if you look at 1920, it will be 10.06. So a major decrease and our ending balance. I also like commend the team and also commend site leadership, cabinet and district leadership for working very hard to work within our budget and our allocations that we were provided. And so it was definitely a team effort. The total fund balance, as you see, we have our 3% reserve for both 1819 and 1920. So maintaining fiscal solvency and that's the one major thing that the county and the state look at is making sure that we meet our 3% reserve and then have cash flow. Our assigned fund balance that you see at 3.91, that was for Pajaro Valley High School, the football field project. And you see that for 1819 and you've seen that in previous years. What you see now for 1920, that is gone. And the reason is, is that is being used now for the project to be completed early next year. Another highlight that I want to stress is in the current year for 1819, we have an additional 3% reserve that the board approved at 6.83. And if you look at 1920, we have to use our additional 3% reserve and we'll explain why. And there's many factors that contribute to that. Declining enrollment and other costs increases. And then you look at the commended fund balance that was board approved and you'll also see that being reduced in 1920. And so I just really want to highlight that. One of the things that I touched on in that is the fund balance. So you see that for the current year. And I really like to highlight for 2016, you see that at over 20% and under the new administration, new leadership, we stress the importance of using current funding from the state and investing those dollars on our current students. And that reflects that we're using that funding, we're maximizing that funding and investing it on students. So you actually see the decline of the fund balance in 2016, 2017, 2018. It's down to 17%. We are projecting, as we mentioned previously, 18, 19, that's going to be approximately 10%. And then for 1920, we're projecting that's going to go down to 3.8% approximately. As we mentioned previously, this is the cleanest budget as far as unaudited actuals and the variants and commend the team. This came in at 0.27% of our unaudited compared to estimated actuals. So what we budgeted and our actuals reflect less than 0.27 variance. So that is teamwork at its best and commend everyone in doing so. The revenues reflect decrease in LCFF and that's based on the FICMAT calculator and previous in our first and second interim budgets as we know LCFF was fully implemented under our new governor and so that reflects that. An increase that we mentioned in STRS and PERS and adjusted on behalf with the expense offset and so you have that reflective. And then grants are adjusted based on the grants received and actual spending of those grants and so that's also reflective. General fund expenses vary but from salary and benefits, books and supplies, services and operating expenses and capital outlay. One of the items that we are looking into right now is we saw an increase in classified extra work agreements came in higher than projected. So we're looking into that. We're not sure if it's due to absenteeism. Is it extra assignments? Is it, what was the condition that caused that? So we're looking at that. We were aware through the governor's office and the state regarding STRS and PERS but that was after the fact but we made the adjustments accordingly. And then one, I'd like to commend our new workers comp risk and safety manager, Ruth Gonzalez. She has taken the leadership and I'm pleased to say we have a reduction in our workers comp claims and we're continuing down that path. Books and supplies, there was a decrease according to the services provided and then increase of grants were spent on services rather than supply. So we made those adjustments. On capital outlay, we have a decrease in the energy projects because in process and completion for 1920 and we're underway right now. And one of the things we've done to manage costs is we've built internal capacity so actually we have our internal maintenance team handling the energy projects ourselves. And then the increase of deferred maintenance projects have been completed and we're actually repairing a lot of major items throughout our district that range from plumbing to gas, et cetera, HVAC. Fiscal challenges as a district, as of today we projected in our assumptions we projected 180 decline enrollment and as of today we're at 340 students decline. So that is higher than what we anticipated. The number that we will change on a daily basis, we think a dozen or so from yesterday to today, we have till October 2nd this year for our census day and that's the day that we report to the state what our enrollment is as of that date. So we'll provide updates accordingly. Another challenge is the independent charter, school enrollment growth. Those are charters that are not dependent charters and not authorized by the district under our preview. Contribution from unrestricted to restricted. Increase to health and welfare benefits. Purs and stirs. I mentioned the deficit spending and then the reduction of our 3% additional reserve for 1920 and then as I mentioned the reduction of our ending fund balance. So for enrollment trends you see the decline in the out years and another point that I like to stress is that our unduplicated account of the students that we serve so English language learners, free reduced lunch, et cetera is approximately 80% as a district. So that's who we serve. And then the English language learner we're approximately about 40% of our student population give or take. But overall our enrollment is declining and we're looking at those various issues of why we are declining. One of the other major concerns that we have is the required contributions from unrestricted so the funds that we receive that are unrestricted and transferring those funds to restricted accounts and we have some departments that we have to as a district because the state or federal government does not provide adequate funding to fully run the program and implement the services that we need to. With that being said, SELPA for 1819 is 27.1 million and for 1920 we have a contribution of 29.7 and then routine restricted maintenance approximately 3% it's equal or greater to 3% of our general fund for maintenance custodial and grounds and that was something that was implemented just recently under Governor Newsom and so that's at 7.1 for 1819 and then for 1920 it's 8.3 and then other miscellaneous contributions is Diamond Tech and then our early childhood education which is a total for 1819 1.1 and 1921.5 million. One of the other areas that we look at is how we use our funding and maximize our resources and this one is commendable to our district to show that we are making things happen investing our dollars at our sites on students and comparing PVUSD to other districts for general administration costs we are the second lowest in the region and we are at 4.29% so I also like to commend our leadership our staff and those dedicated for students first and it reflects in this graph. Next steps is a continue meeting with our school site and department heads having our quarterly budget meetings and review and making sure that for 1920 and our actuals and continue with that in the next 45 days the other piece is implementing best practices what we noticed last year is definitely including procurement and purchasing in the quarterly review one of the internal efficiencies that we're trying to handle is we have funding available for school supplies materials