 We've got a hand raise. I'll take that. All right, so that gives us quorum. So then I will go ahead and call our meeting to order. So welcome everyone. I appreciate you taking the time out of one of our, you know, remaining summer evenings before to come to this meeting. I do want to mention that Trustee Soto sends his regrets, but will not be able to be with us this evening. We do have translation in Spanish. If you need that support, please see Urania Lopez. So tenemos traducción en español. Si necesita de este servicio, por favor, pase con Urania Lopez. And if you would like to speak to an item on the agenda, then you'll need to complete a speaker card and hand that to Eva prior to the point at which we have public comments and that's coming up quick. So if you want to make a public comment, please fill out one of those cards soon. You'll have two minutes to make your public comment. So I will move on to our Pledge of Allegiance and I will ask Trustee Flores to lead us in the pledge. Thank you. All right. Can I have a motion to approve the agenda? I'll make the motion to approve the agenda. I second. Okay. I have a first and a second. All those in favor? Aye. Trustee Acosta or any of those opposed? Trustee Acosta, do you want to raise your hand on Zoom? So just to ensure that I have quorum for this item. Yes. We're voting on the agenda. So I have a first and a second for approving that. All favor? Aye. Any opposed? I'm going to say, I'm not seeing a response from Trustee Acosta, so I'm going to say 403. So we will move on to public comments for items 4.1, 4.2, 4.3, and 5.1 since it's a special meeting where we're doing all our public comments once. Do we have any public comments? We do. We have three. I will call you up. Please come in the order that I call you. I have Brandon Deniz. Sorry if I saved your name wrong. Ria Hurt and then Alex Rivera. Any buttons here? Yeah, I do. Greetings. Thank you for allowing me to speak here tonight. My name is Brandon Deniz and I'm the grievance officer with the PVFT. So first year in that position, looking forward to it. And I want to speak to item 4.1. I think the optics from the outside of a proposition passing and the school district getting money to help fund the arts and then the district looking into having their teachers who provide release for art at elementary split between two sites just doesn't make sense. If we're getting funds to help support the arts, why would we take away from what our students are getting? I know tonight that we're going to see in the report that we have some overages in positions for teachers who provide release. But I was at Lakeview Middle School for the last eight years and we have not had an art class as an elective for the past four. So I would just encourage the board to be more creative and be more thoughtful than just well let's split our release teachers, because now we're getting these funds. The state hasn't really defined how we use those funds. So that's where it's time to be bold and you get to choose how we use those funds. So don't sit on our hands and wait for guidance from the state. Let's be bold and use that money to benefit our students. And if we're looking and say, oh, well, we have overages here, what about our middle schools who haven't had art? Maybe instead of splitting a teacher between two elementary sites, we get a teacher at all our elementary sites and we fill those positions at middle school because those middle school students deserve art too. So I just encourage the board to be bold with this money. Don't wait for the state and fund art education at every elementary school. Thank you. I'm starting to have to use my phone timer. So go ahead and I'll start it as soon as you start. Hello. Thank you for letting us talk. I wasn't totally sure how to approach my time talking with you today. I did meet with our district leaders last week and I actually sent an email to all of the board members sort of sharing my perspective of what happened at those meetings. Mostly, you know, I heard today that it sounds like we have one of our release teachers will be able to stay at her site, which is great. I'm very happy to hear that. I also have some concerns about equity and, you know, why some of the teachers won't be able to continue with their own program. I really want you to read the email I sent and I also created a presentation with accurate information about the arts Prop 28 and things that may have been not really represented in the cleanest way, meaning clearest way. I just really want you to take a look at that. And I don't really have enough time to present it all right now. So that's why I emailed it to you. Thank you. Alex Rivera. So on special board meeting nights, it's about specifically about the agenda items. Are you able to, are you able to have your comment be related to one of the items? So I'll go off of elementary course instructional programming and supportive culture. With that being said, I think we, I am a firm supporter of every person that walks this earth. I support everything with education, children being the number one priority for me. I emailed you guys earlier today in regards to some of the issues that have been arising and just wanted to make that known to you guys in public as well. Just wanted to say congratulations to you on your position. People speak very highly of you in this community. The fact that we made a hire and we went to vote or bring somebody in that's questionable is going to be something that's going to be tough on the community. In the future, I really recommend that we take a look at things that are brought forward upon our kids because there is a lot of questions coming to my home now. I think we have not fully prepared. Everybody, no staff is prepared to answer these questions. These tough questions are going to come to parents. We're going to have to answer them one day or another. Dad, mom, what does this mean? And it's okay for us to talk about those kinds of things, especially somewhere like me. I worked at Planned Parenthood for six, seven, eight years. I was able to do it. I'm able to talk about these kind of things. But I think some of our families are still kind of trying to feel a situation outright. There's missing parents in homes. There's missing fathers in homes. And we need to be very, very, very, very careful on how we move forward in regards to bringing personal agendas into the school district because there will be a community uproar that does happen. So we need to maybe go back to sleep for a little bit and not be so woke. Thank you guys. Nellie Boggs? Hi. So we're not going to speak also under the agenda items themselves. This is it? Because it's the agenda. All right. Okay. So I am, my name's Nellie Boggs. I'm the president for the Pajaro Valley Federation of Teachers. And so we are the ones who represent the teachers in the classroom counselors, so on. We have been advocating for the arts program to remain status quo, as is, as we had it in the 22, 23 school year, to spend the 23, 24 school year to discuss how to move forward while the state defines Prop 28 and the parameters of that. What we have heard from the district and their arguments to begin to deconstruct the visual arts instruction from our elementary students across this district have straight up been untrue. And I have worked with, as well with our state legislative representatives from our union who have conversations with our legislators on this language and so they themselves are also baffled. In regard to the presentation you're going to hear tonight, well, you heard one of our members, Rhea, speak to her experience in having this conversation. One of the things that is a foundational piece of having union leadership is that only union leadership negotiates. We are the only ones that have that right to be the negotiating leader with the district. So neither myself nor Radhika were at these meetings other than the first one which was just like here, what are we going to do? And have another meeting. So that being said, there are items, the list of instructional minutes per subject matter, that was not negotiated with us. That's an impact to our workload. That is our right to bargain. So it is really disappointing that our leadership and the district who should know very well what is bargainable and what is being presented to you is going to be even shown to you. We did not agree to those minutes. Thanks. Do we have any other public comment? We do not. So we will go on to item 4.1, our elementary core instructional programming in PVSD and that will be presented by Lisa Aguirre, our assistant superintendent of secondary education. Good evening, President Holm, Superintendent Schekman and Board of Trustees. My name is Lisa Aguirre, assistant superintendent for secondary education. The first thing I want to thank you for giving me the opportunity to dive back into the elementary world. It's been a while since I've been there and I've had the pleasure and I've learned many things and I got my feet wet back in there. So and I've had the opportunity to explore many different things within the world with visual arts and also science. So through this process, I learned that there was not, I rediscovered the visual arts strategic plan, the visual and performing art strategic plan. It was written from 2017 to 2021. I'm going to walk through it and to show you the items that were on the strategic plan as well as the monies that were allocated in the LCAP year by year. So in 2017-18, these are the three items that were set to have done. The first one, the top one, which is set up a rotational schedule so that allows students in grades one through three access to visual and performing arts on an annual basis. That one did not necessarily happen at every single school site. Continue to actively recruit visual and performing arts teachers with music credentials and then all students at the elementary level, including special day class students, will receive access to visual art or music. The LCAP goals for that year, the top one, utilize primary release time teachers to provide visual and performing arts, which are both lenses, and then increase art supply budget for primary visual and performing arts teachers, purchase additional ORF instruments for primary visual and performing arts teachers, offer visual and performing arts to upper grade elementary students through the ELA English Language Arts framework with the professional development delivered by on-site visual performing arts teachers, expand training on arts integration to all elementary teachers, and then continue to actively recruit elementary visual and performing arts teachers. For the 18-19 school year in the visual and performing arts strategic plan, it was L-Systema after-school music instruction will be offered at Radcliffe and Minty White, add general music at the elementary level, use cinema project expansion to Starlight and Cesar Chavez Middle School, HA Hyde and Hall pilot instrumental music programs that they were our first to have the bands, and then create a district-wide art scholarship contest. This did take place for a couple of years. In looking at the LCAP Goal Actions, which LCAP Goal 3 is dedicated to visual and performing arts, utilize primary release time teachers to provide visual and performing arts, provide art supply budget for primary visual and performing arts teachers, purchase additional instruments for primary visual and performing arts teachers, expand L-Systema to a second elementary site, which is aligned with the strategic plan, maintain training on arts integration to all elementary teachers, integrate the arts into ELA math adoption implementation in elementary, offer visual and performing arts to upper grade elementary students through the ELA framework, the English language arts framework, with the professional development delivered by on-site visual and performing arts teachers, and then maintain the visual and performing arts positions for elementary schools, which in essence is saying that with the release teachers ensure that they are the visual and performing arts teachers. During the 1920 for the strategic plan, the items were a fifth grade beginning band and choir at elementary school sites. This happened at a lot, but not all. Continue to add general music teachers at the elementary level. L-Systema expands to additional sites, and for those of you that are not familiar with L-Systema, they are a music program that we use at our students create beautiful music through. Student groups to participate in the Central Coast Music Educators Ensemble Contest and other performance opportunities, and then implement a pilot elementary arts magnet school, and this is not something that did not happen also. I want to, and then this is the year that we had the COVID shutdown, so during the 1920 school year is when we shut down in March. LCAP goal three actions, so this was for that year what we stated was to utilize primary release time teachers to provide visual and performing arts. The art supply, it's very similar to what you see in the past, offer visual and performing arts to upper grade elementary students through the English language arts framework with professional development delivered on site by the visual and performing arts teachers. Expand L-Systema to a third elementary school site, purchase additional instruments, maintain the VAPA positions at elementary school. Once again, this is looking at making sure that the release teachers are the visual and performing arts teachers, continue to actively recruit visual and performing arts teachers for elementary schools, and then maintain arts training to all elementary teachers. In looking at the 2021, this is we were online, but this was what was in the plan, this is COVID, two additional L-Systema sites, which we did expand L-Systema, and they did this through Zoom. It was really cool to watch. General music continues to grow at the elementary level, support all performing groups and to enter competitions in California and beyond, build companion arts magnet program at the middle schools and feeder elementary school, this is not something that took place, and then ensure equity in the programming across the district. In here I've also included for 2022-23. In 2021, we did not have an L-CAP that we had to do instead a learning continuity plan due to the shutdown of the school. This is the second year of the plan, and if we look at it, the Action 3.1, the elementary visual and performing arts, continue to provide a comprehensive visual and performing arts at all elementary sites to the expansion of save the music program and release specialty teachers. Elementary visual and performing arts provide the materials, resources, and professional development needed to implement music and the art at the elementary school sites. L-Systema, partnering with L-Systema Santa Cruz, continue the L-Systema program at the four elementary schools and then add an additional school for a total, should be five. And then 3.9, the Latino Youth Institute, the U-Sytema Project, we're expansion of that program to continue with it and then expand save the music at elementary schools. That was a separate item that was written in Action 3.10. The total funds is zero because that dollar amount is represented in Action 3.1. 3.1 represents the release teachers that are within, that are in at the school sites. So the save the music teacher that the funding was never allocated as a separate item. This graph was something that was presented at the last meeting. One of the things that I wanted to say is that within this graph it was just the X's, not just the X's represent the release specialty teachers. It doesn't mean that the students where if you're out of school where there's not an X does not get physical education. In looking at the four disciplines that are up there, physical education and science are the two that are actually tested by the state. And physical education is the only discipline up there that has an actual number of minutes required that students must do according to the State Department of Education. One of the things in looking back at the journey of where we've been through the strategic plan as well as the LCAP, there was a heavy emphasis on music. And that's just how it was and that's how we were moving. And that's why we're in this position as we currently are. So looking at it, going forward at the last board meeting said bring together a meeting. We already heard it bring together a meeting. The first meeting we had, July 31st. The staff present elementary general education teacher. We wanted to make sure that there was a classroom teacher represented as a lot of this falls on the classroom teacher. Release teacher and science. Science director. The science instructional coach. The ALA social science director. The visual and performing arts coordinator. The visual and performing arts and the science instructional coach. So that's in there twice. PVFT. So Nellie Vacada Boggs was able to join us the first time. The second time she said go ahead and meet. You don't need me at the second meeting. The finance, we had person from finance, human resources and the assistant superintendent. Rachel Hitchcock was the representative who was the elementary grievance officer for PVFT. She was at both meetings that we had. One of the things that we wanted to look at because we're talking about science and visual and performing arts, I wanted to get a history and have and look at the timeline of implementing the standards. So when we start with the science, the science standards, it was in 2014 that the state board of education adopted the next generation of science standards. In Pajaro Valley, we have not had much movement until this past spring where we had the textbook adoption. So if we look through it, we had and then the state board of education adopts the science materials. We were waiting for that to see what was acceptable. In the spring of 2019, all of our students, our fifth grade students at elementary, middle school and high school have to take the California science test. This is something that our district is graded and reflected on and holds merit to how we are doing. And then it wasn't until the spring of 2023 that we adopted the science materials, which is being implemented this fall through the release teachers, as well as the classroom teacher. I also have the timeline of the visual and performing arts standards. In 2019, it's when the state board of education adopted the standards that all students are to receive dance, theater, music, visual art and media arts. So there's five different disciplines that all students must get. In July of 2020, the state board of education adopted the visual and performing arts framework. The framework helps teachers in implementing the standards. And then in 2021, the state board of education publishes the publishes, so they adopted in the 20 and they didn't publish it until 2021, the framework. And then in 2023, to help districts implement that, so that students have access to all five of them, the standards, they put in Prop 28. Now the Prop 28 funds are for use for the standards implementation of the five disciplines. Now in most districts had no visual and performing arts. At my children's school in a different district, no visual and performing arts unless you went before school or after school. So we're in a very fortunate situation because we were not in that position. The funds, so if we look at the funds, it's to supplement not supplant, which means it's an additional, it's not to use the money where we already have our district money going towards. And then also a big part of it is it has to be site driven through the leadership of the site admin working with their community, which includes the teachers, parents, and students of deciding how those Prop 28 funds are going to be used. On the right hand side, you have an example of the different things that sites can use those funds for. I highlighted the five of the visual and performing arts standards that students should have, the five disciplines in the arts. Amesti community, so through the leadership of the principal at Amesti, Juan Carlos Moran, he worked with this community and they have decided to use their Prop 28 funds to have the additional visual art teacher on their school site. There are other schools that can decide if they're going to use their funds this year or if they're going to wait until next year. The funds will not disappear and they will roll over if they wait until next year to use them to decide how they want to supplement the program that they have and be able to make sure that all students have access to the visual and performing arts standards. In looking at the committee coming together, one of the things that we're looking at is the instructional program. And within the instructional program, we're looking at minutes per week. So regardless of whether a student is at Rio Del Mar or if a student is at Radcliffe, what are they receiving? We want to make sure that students have a consistent education so that they are receiving the same number of minutes in the different disciplines that we currently offer. So in first grade, we have the language arts, the designated ELD, the SIPs, which is our foundational reading program, math, science, physical education, social-emotional learning, music, art, library, and life lab. And this is across the district. Second grade, the minutes change. This is by talking through the committee with all of the different stakeholders that were there, how much time is needed to effectively implement the curriculum, the items that need to be implemented. So this would be, as a student, the expectation of what they're receiving weekly. There is an asterisk by life lab, as there's three elementary schools left that would not have it. Third grade and then fourth and fifth grade would have the same exact schedule. So this is one of the things through the conversations and talking that we talked about, and it is something that everybody said that was there, so that this does make sense, and this is doable, that if every single student received this amount of instructional minutes in these different disciplines that are based on California state standards, then they would be having the same experience across the district, and it would be consistent. With this graph here, what we wanted to do is they're all going to have the same, but it's looking at how they receive the information. First we'll talk about on the left. The left shows FTEs. So your first column with the numbers is how much is needed per school site for the release time. The middle column is how much of release time that teachers are slated to have for the 23-24 school year, not that the school sites are slated to have for the 23-24 school year. And the third column is looking at roughly there is an overage if we look at it district wide in terms of FTE. Depending on the school sites and the school site needs, they use the overage in different ways, and that's where some teachers will use it to build lesson plans for teachers. Some use it in a variety of ways. We've heard a lot of different things of how they're using it because they are overage. When we were looking at this, this is still based on what we were proposing for 23-24, what we agreed for 23-24 in the budget. It used to be higher and that's because this is a trying to right size. As we are on declining enrollment and we have less students and less teachers, there is less need for overall staff. We can't decrease the number of general education teachers and not decrease staff across the district. We talked to one of the things that was spoken about was having teachers split sites. This is never something that a teacher wants to hear, but this is a practice that has been done for a very long time before I came and it doesn't just happen with released teachers. There are classroom teachers who split sites, who split assignments. This is a practice that has been done and has been done for quite some time. In looking at the green shaded areas, this is where we look at how the students, who would deliver the standards-based education of visual arts, music, physical education and science. If you notice, Ann Soldo has classroom specialty and has a asterisk. That is because with the Amesti bringing the full-time visual art person, it opens up a spot where Ann Soldo no longer has a visual art teacher. What is decided on that site and with the hiring practices, that will determine whether it is a classroom or a specialty teacher. That same exact scenario should also be indicated for McQuitty. As sites will use their Prop 21 funds and staff could be shifted, what it does is it does then affect other sites. If we look, this is the same thing for music. It's mostly a specialty, minty white. It is an opening. We do not know if we're going to be able to hire for that music. It may be where it is a different scenario and it may not be a specialty teacher. Looking at physical education and science, it is split whether depending on the school site, whether it is a classroom teacher or a specialty teacher. Once again, those are our two disciplines where they are tested by the state. Physical education is the one that we actually have a minimum, a number of minutes required by the state that we actually have to document. Whether it is the classroom teacher or a specialty teacher, they have to document that and we have to be able to prove that students receive that number of minutes. On the far right-hand side, you have Prop 28 estimated funding. This is as of July 28. This is the estimated amount that each of the school sites will receive to determine what they want to do with a supplemental visual and performing arts program to determine how students will receive a standards-based education. Moving forward, what we are asking is that all, so with the looking at and ensuring that all students have the same number of instructional minutes based on standards-based instruction in the different disciplines, it will make their students experience consistent across the district and will consistify. Last time, in terms of superintendent, Mr. Scheckman mentioned that it was a word that he had, but it actually exists in the English dictionary that I looked up. I think he may have put it in there. Then the Science and VAPA committee will meet to build out the fall of 2024 to spring of 2029 a plan, a strategic plan, that we can look at how to implement all the disciplines in visual and performing arts and not just the two that we currently offer. Then the Prop 28 Generative Funds will help supplement the implementation of the dance media, for the dance media art, music, theater, and visual arts. Then it's the individual school sites that will work with their communities to determine how they best use their Prop 28 funds. Thank you. Any questions? We already have public comments. Do we have any discussion from the board? Trustee Dodg, Junior? Can we go back to that graph that you had of the full time, that one? I know you talked about many white, and I also represent radical white. When you talk about declining enrollment, we see an overage of release teachers. Radcliffe is only at 0.3, and many whites at 0.1. When you talk about declining enrollment, we're sorry to see that declining enrollment is happening in the north, northern part of PVSD. Why are we seeing less releases of teachers to the schools down here? They're declining enrollment is actually district wide, and it's hitting harder in the north. You're absolutely correct is what we're seeing. It's hitting harder. We had not right-sized the release teachers in a very long time. Do you know the last year? Whether it's say a school, Minty White, they're down 10 students, which isn't a lot, but over the last five years, they could be down 100 students. If we haven't right-sized the release teachers in over the last five years, there is a time that we have to start doing it. Do we know the last time Minty White was down 100 students? I'm saying over the last five years. I'm not saying in one year. I would have to pull up the enrollment, and I think I see somebody pulling up the enrollment to see where Minty White is. I represent that area, so I just wanted to bring those up. Like I said, I know declining enrollment, but not at that level. Thank you, Trustee Scow. Thank you for this presentation. A couple of questions. How much money are we getting from Save the Music every year? How much money are we getting? We receive instruments, and so Stephanie Monroe, our coordinator of visual and performing arts, oversees the grant, and so she would actually be the one to tell you an exact dollar figure, and so that is something that we can get back to you. Thank you. My understanding is Life Lab got a bunch of money, COVID money, one-time money, and it's during the day, and I've heard talk that they might transition to be an after-school program. Is there any comment on that? Have you heard that? So what we're doing, so in their original plan, I do have an answer for you of that, in their original plan, we were expanding and they were going to go, we were going to have Life Lab during the day throughout the, in all schools, in all grades, because we are not able to sustain the funding that we had. We cannot pay for them to do, to have that expansion, so they are going to be in the after-school program, which is going to be paid for by Expanded Learning Opportunity Grant, as well as our general fund during the day. And so right now, as of right now, all schools, but three schools, K3 will have Life Lab during the school day. 4-5 will have it during the winter. For those students, they'll have it during the winter. And then if you're in the after-school program, you'll also get it again in the after-school program. They, Life Lab sat down and met with the science department, and what they did is they looked at what they teach within the garden, as well as the California and next generation science standards. They looked at to make sure that there was no overlap, and what the life standards that they were teaching inside the garden would not also be taught by the classroom teacher. So they did a great job working with both our director of science and our instructional coach for science to ensure that students are receiving standards-based education, but that is not overlapped. So over time, it may transition to be exclusively after-school? We don't know yet. We don't know. It all depends on funding. And I noticed in some of the LCAP, in the prior art years, some of the after-school programs are being kind of to the LCAP. I assume that's allowed. Like L-Systema is mostly after school? So as we have moved on, so L-Systema, I don't know the exact funding. So some of it is the after-school program. If some of it was during the school day, I know like the orchestra and a lot of other places is done in the after-school program that is open to any student in PVOSD. And so it all depends on the piece of the programming that's done. So Duncan Holbert, so it all depends on the school site and the programming that's done, where the funds are coming from. And the reason I bring that up is just to make the point that after school is great, and I love L-Systema, I love LifeLab, great programs that support them, but if it's after school, not everybody has access automatically. It's just a point that needs to be made. The expanded learning program, they also bring in a lot of programs during the day with through assemblies and different opportunities. So even though there is a lot of stuff done during the after school, there is also a lot of stuff done during the day. So in terms of, so it sounds like PE is going to be, we have, I know we have some PE teachers, and we're here because the previous administration decided to make a decision about our teachers without consulting the board. Do we have something about our PE teachers being phased out, or is that to be discussed? I think when we pull together, some questions have come my way. And the answer that I think is the right answer is the committee that's moving forward to put together where we are going to go within the next five years of the strategic plan will determine the direction that we move. Things will be discussed with this group here. Yes. As we are doing today. And I do want to say about the Save the Music program, which has some great benefits, but also is also needs to be considered how it interplays with art, science, and other things, because it is a very demanding condition for the grant that the music teacher teaches every kid in the school. That's not what we do to our other release elective specialty teachers. And so I don't, this board member of us says, well, let's not chain ourselves to that necessarily forever. If that's a burden, I want to see, don't get me wrong, I want to see music during the day in our elementary schools. We used to have electives and fourth, fifth grades of kids could learn instrument to support. Funding them into band, orchestra programs in middle school and high school, that worked pretty well. So just something to think about there. This is my first thought, so turn it over to my other colleagues if I want to ask anything. And I do have an answer. It's 85% that expanded learning pays for L-System, my 15% comes from the general fund. Thank you. So this chart here, is that currently without taking into account decline enrollment, without taking into account the teacher splitting? Is that what we, if we were to continue what we had last year, is that what this is? This is what this is with all students receiving the same number of instructional minutes on those disciplines. It's just whether it's a specialty teacher or the classroom teacher. This looks great to me. Are you saying that this is a problem to have that much overage? This is what would stay in place for this year, 23-24. This is what you're proposing that we... This is what we had proposed, yeah, that what we continue. Okay. And then when it says classroom, so does that mean that the actual primary teacher is teaching PE and teaching? Okay. And then, so then if we were to go with this, where would that Proposition 28 money be used? If it looks like we're covering? It would be above and beyond what we proposed. And this, sorry, go ahead. And it all depends on the school site. Okay. And then this chart shows, for example, you had mentioned a MESTI wanting to keep theirs, but it's already showing that they are, that we're leaving it. Can I get that? Yes. To clarify that one. Because this became reasonably controversial, and because I'm new and wanted to meet all the principals anyway, I prioritized my visits to the sites, have actually visited them all as of today. But I started with a MESTI and I sat with the principal and asked him, tell me what, no matter what, what's your vision and your community's vision for the use of Prop 28 funds? Without batting an eye, he said, my community wants to return to the program we have. And so I asked him, can you clarify that with your school site council? He wrote to Clinton me and said, absolutely. And in my past, the school site council has been the way to get that kind of, to verify community support. Parents, staff, classified certificate, it could be another way. But so we're happy to move forward with that, knowing that the principal is very well regarded in representing his community. The second thing, though, when we don't talk to principals, I go to Anseldo. So the teacher who was coming from a MESTI was going to be at Anseldo and they're building a theater. I didn't know that. So her frustration is that a teacher from art is coming to the campus when that community is headed in a slightly different direction. She'd make it work, but she's paying close attention and is probably watching tonight. And if that teacher goes back to a MESTI, then she might be on hold for a year to give it more thought, but she'll probably be well representing her community with theater arts. I hope that made sense. Okay, I think where I'm a little confused because when you were saying you were going to do .5, you know, and we were going to be splitting, that's no, you're no longer going to do that for a MESTI. You guys changed that. We're going to provide the full. So at MESTI, what they did is their community, they're going to use their Prop 28 funds and they want a 1.0 visual art teacher. So the some of the work that the visual art teacher did and the projects with students and the murals will continue because they're going to use, they would like to use their Prop 28 funds for that. So yes. Okay, so I'm just curious and if this chart should maybe look a little different where it shows what we are providing as a district, but then what they're going to provide with their, because it's just showing their money at the end. Yeah, so one of the things is with a MESTI, even if she, if the visual art teacher was only part-time there, all the students would still receive visual art during the release time. So the students would still receive that, the 1-3-3. So that's why that is up there because they would still receive that. So the money for the Prop 28 is going above and beyond the release time. That is the minutes, the instructional minutes for Implementing. Hi, I want to apologize for my lateness tonight. I had some oral surgery today and a bone graft. So I have my little ice pack here and here I am. So if I'm talking a little funny, you know why. So this is a, I really want to just say this is, and you guys did a beautiful job, but it's still very confusing to even me who's been sitting up here for a long time. Okay. One of my, one of my questions is, can you tell us why under Prop 8 the schools that I represent get such a small allocation? Is that because of the numbers of children in the schools, like the school population, or is that a different formula altogether? So there's two pieces. One is- It's like $20,000 or more. So there's two pieces. One is, it is based on student number. The other piece is, as with many things the state does, it's based on UPP count. So the unduplicated pupil percentage. Our Aptos schools tend to have a lower percentage, therefore get a lower amount of those additional dollars for the low income students that the state tends to focus dollars on. So Prop 28 is actually broken into two buckets of money. That creates that one giant bucket you're seeing. They determine it based on student count, and then also on the high need student count. So that's how they distribute the money. All done at the state level. Okay. So for like the high need student count, they have a special class for a mod to severe. I think, don't they at Valencia? Does that count, or is it the different other subgroups that we're counting? Yeah. We're talking about low income foster youth and English learners. Okay, that's so, thank you. And sorry, I think it's mainly low income for Prop 28. I think it might only be low income for Prop 28. UPP is typical, but I think Prop 28 is specifically low income. And that's where that second bucket comes from. So for Valencia, it says that they need 2.2 release teachers? That's what they would need to make sure that all the teachers have release. So that's what would be needed for them to carry out their program. What they are allocated is first through third. Yes. So just those three grades? No, no, that's across the board. That's for all the first through? First through sixth. And then depending on if you have full day, Kenner or not. Yeah, Antique. Oh yeah, Antique. Yeah. So depending on the school site. Right. So that's a good program. But it is across the board of how much is needed. Okay, great. Something to say just to Adam is that in the day, we didn't have music. I have been on here 13 years. There was no music in elementary or middle schools. Limited music in high schools. And that's where our program sort of fell off, is because we didn't have feeder kids to go into those programs to build robust bands and marching bands and all of that. All the things that we want. Another thing regarding life lab, in the day, like when my kids were at Marvista and Valencia, I don't think Marvista had a life lab. Valencia had a life lab, but that's because we had a volunteer kindergarten teacher, Karen Richmond, who did an unbelievable job putting in a community garden, which I helped. And we took all the kids on field trips weekly up to UCSC. And the parents pushed in on that. So that wasn't funded not one bit by the school. It was a grant, I think, from Hewlett-Packard and a volunteer teacher who spent a lot of time and effort. So thanks, Karen, for that. So now that we do have it on our campuses, it's quite amazing. But it's different, and that's because our budgets have gotten better over time. I would just caution that our budgets don't look so great right now for the future. I'm not saying today, but we've got a lot of money during COVID. That's one time many that's gone. And so we were able to do a lot of beautiful things. But we do need to be careful and cautious as a board because a lot of these things that we want, that everybody wants, might not be able to be sustained. So I guess that's all I have to say. Thanks for this information. I think it's super good. It's also still a little on the confusing side for a lot of people. Do we no longer have Trustee Acosta with us? Sebastian, do we no longer have Trustee? OK, I just wanted to make sure, see if you wanted to have an opportunity to make a comment or ask questions. I see your hand up. A little bit. Hello. Yes. That's for your presentation. You're breaking up. Actually, I don't think you're at your end, but I've been actually more informed, I think, of the state that saw the second to last slide, the science staff, our committee, will be till the fall of 2024, about 2020 to 2019. That suffies what? Sorry, if I may. I think what Trustee Acosta is asking is, does the committee that is shown on that last slide suffice what she requested at the last board meeting of having a committee that meets? I do believe she also mentioned having up to three board members be able to participate in that committee. So I think she's asking, is that the committee that she had requested? Hopefully, I'm not misinterpreting her. Trustee Acosta, did that answer your question? That is what I asked. That's spot on, so it's so we don't. Current committee, so we don't need to create now another new committee. That will be the committee that will move forward to plan out the five-year plan. I believe is what she's asking. So our Zoom translator went for her. Thank you. Yep. So that would be the committee that was, that's really good work. And within that committee, we also talked about, we have an opportunity of who should be there and the people that were listed. The one person that couldn't attend, on that we tried was a visual art release teacher or visual, it could be a visual and performing arts release teacher, but that's who, the one person that could not attend but was invited. Do you intend to find? Yes, absolutely, absolutely, yes. I think it was just because it was such a quick turnaround that other plans were made, so. And Trustee Acosta, I see your mic is now off. I just want to make sure that you are done. Interrupt if you have anything further. So great, so on slide nine, I had a question, because there was one. Thank you for your call, I'm good. Great, thank you. Oh, I'm sorry. Slide nine. Sorry, 11. It was just like, who was at the meeting? So for the VAPA Science Instructional Coach, so that was just a science coach, not visual and performing arts. So there was, no, for both the VAPA Instructional Coach and the Science Coach was at the meeting. It was a release teacher, the visual performing arts release teacher that was not there. Got it, thank you for clarifying that. Okay, great, now I'm glad to hear a commitment to having the release teacher there, as we want to have that respective on there. For, let's see, I think on slide 19 where you have all the funding from Prop 28, I don't know, what is the total amount of Prop 28 funding you're getting? I'm looking at you, Clint, because I'm... It's about 2.75 million. And for the Instructional Minutes, is that, was that a new determination or is that just a conversation based on what Instructional Minutes we had already been designating? It was, so we have a baseline of relatively what is done in the classroom. It was what's done on the classroom. And in all different school sites have different amounts of instructional time during the day. So in terms of like total amount of time, that's one of the things that we had to look at and so that's why it was really important to have a classroom teacher there who implements to say, is this doable? Can I ask a follow up? So follow up to that question because we're hearing from the teachers that that's not set in stone. So is that a suggestion? Is that mandated by the state? Is it an ideal example? So going by the only thing that is mandated by the state is the physical education minutes. Oh, back to one. It is a suggestion, but if we want to look at one of the things that we heard, we want to consistify, we want to make sure that all students have equity across the district to ensure that is that all students are receiving the same amount of standards based instruction in the different disciplines. And so math at 400, that's a, where's that 400 coming from? That 400 comes from the math instructional coach and the math directors look at bridges in the implementation. You have bridges corners as well as the work spaces as well as the different components that you have to do. So looking at throughout the instructional week, give or take roughly how long does it take? And it's roughly around 400 minutes. How long has that been the suggested practice or best math at 400? Is that new? No, that's not new. Five years, 10 years, 15 years? With bridges. Since we've gotten the curriculum adoption, each curriculum has different components to it. So it all depends on the adoption. Let's see, bridges came in seven years ago. Seven years ago, thank you. Just one more suggestion I've heard from several community members that at some point, I don't know if they have to be in every meeting, but it would be good to, as this plan is developed to share drafts with parents and art music science leaders in the community too. I think that's a great idea. Is Trustee Dodd, Jr.? Just a quick question. Can we go back to that slide? What's the difference between actual release and overage of release? So in looking at the school site and how many teachers need release time, so the needed is what they would need to make sure that they're covered. The actual is what is allocated to them for this coming year. So for example, Radcliffe 2.2 in the calculation is what is needed to cover the release time, but they're allocated 2.5, which means that the difference between 2.5 and 2.2 is the 0.3, which is the overage that's at the school site. Thank you. Yes. Are there any further, Trustee Flores? Just for a little bit more clarification. So when this all started, and we were presented with this plan and it had several art teachers splitting campuses, no, we already heard that one, that's not gonna happen for a musty, but is it happening for any of these other schools? So it's not clear on this chart if we're gonna have teachers splitting. There are gonna be some teachers splitting, but there are teachers who have been splitting for many years, not even just at elementary school sites. Are there any further questions or comments? I think the point that I think our committee ought to look at is that it continues to be the case that our fourth and fifth graders who want to continue art do not have it. And I think that's a disservice to those kids who want to continue their art studies, and that's the problem we have with our, just the structure of it now, and I think that's something we should look at improving in the years ahead. Yes, with the release of the new visual and performing art standards with those five disciplines, we need to look at how all students in our elementary school and beyond receive all five disciplines. So just to be absolutely clear, this committee is going to continue. It's gonna be developing a plan with community input and we'll be hearing reports. Yes, so the committee will consist of PVUSD employees who will take it out to the larger committee, everyone's gonna bring it to the board to get feedback to continue the work. Any further questions or comments? I think we should offer, open this up to site councils. I think it would be good to have representation from our school sites on this committee as well. We did, I apologize, we did say parents on that. And moving forward, we said parents are also on the committee as well as hearing student voice. So we talked about creating surveys so that we can also incorporate student voices. So thank you. Well, this is an action item. Can I have a motion? I'll make a motion to approve. Second. I have a first and a second. All those in favor? Aye. Any opposed? Trustee Acosta, that's a, okay. All right. Motion carries 6-0. Thank you. 6-0-1, excuse me. Thank you. All right, going on to item 4.2, approve appointment of teachers on provisional internship permits. Report will be presented by Brian Saxton, our Certificate of Director of the Resources. Good evening, President Holm, and Superintendent Shekman, and Board of Trustees. So I'm here tonight to ask for your approval for, we have five more teachers that are going to be using a provisional internship permit this year as they are either entering intern programs or in the middle of waiting on a test that they have to take. So you can see there's five of them there. They go through this process and we need a board resolution, so we respectfully ask for your approval. Any discussion from the board? We already had public comment. I'll make a motion to approve. Okay, I have a first. Second. I have a second. And it's bouncing back. All those in favor? Aye. Any opposed? Motion carries 6-0-1. May I ask just a follow-up question? Yeah. Are you getting close to having everybody fully hired for the school year? Yes. It's great. We have five openings for general ed classroom teachers or for special ed? Zero, good job. It's amazing. Yeah, I do. Kudos to HR. So we have, yeah, there's five, five general ed teachers left. Yeah. Well, also I think our negotiations helped. So kudos to getting our contract settled. Thank you. PVFT. Yeah, so the HR team classified and certificated have been working very diligently this year. I think our new salaries reflect competitiveness that is bringing people here to our district. So thank you, everybody. Yeah. Thank you. All right, moving on to item 4.3, adoption of resolution 22-2303 and resolution 23-2404, the request for CalSTRS separation from service requirement exemption. Brian, that's still you. Good evening again, President Holm and Superintendent Checkman and Board of Trustees. I'm here to ask for your approval for these two resolutions. These are resolutions for administrators who retired and want to be exempt from the 180 day waiting period from the day they retire until they can come work for us again. So this would be for Elaine Legaretta and then also Diane Burry. So both of them, well, this will be the second time that Elaine comes back to work for us. But Diane just retired in the spring and we are possibly in need of her services for some after-school coordinator. And for Elaine, there may be some other areas for her. So we respectfully ask for you to approve these. They will then be go to STRS for approval and then we can have these people work for us. Do we have any discussion from the board? This is great. We appreciate their willingness to come back and serve and so I'll make a motion to approve. So do we. I've got a first and a second. All those in favor? Aye. Any opposed? Are you waiting for approval? Motion carries 601. Great. All right, thank you very much. Thank you. All right, well, thank you everyone from the members of the public. We are going to be going into closed session items to discuss item 5.1, our public employee appointment employment, government code 54957, interim principle. Thank you. But so with that, we are going to go ahead and adjourn our meeting at 7.50. And thank you to everybody who participated this evening. Much appreciated. Our next regular meeting will be in two weeks, which is 14 days plus nine.