 There is Good evening on November 27th five of you met and this was a Brown Act violation I'm here to ask you in closed session to ask for trustee Acosta to step down from the board She was the one who brought all five of you together Therefore I hold her responsible This is strange to me because for the last two years She has been very asocial on this board For the first six months she sat in this seat over here and looked at the wall Didn't interact wasn't involved She was on no committees Did not meet with the superintendent Did not attend closed session meetings and left by 1030 even when the board's business was not concluded She missed 16 meetings in two years Roughly 40% of the meetings. That's more than I missed in 11 years At times she even worked on personal stuff while the board was in session set in session So why was she here? It sure did not seem to be for the students The only thing I could see that she was here for was to have two knee operations to two knee replacements and a cataract surgery So I have filed a brown act violation with the district attorney Not with this board, which is the normal process because five of the seven trustees were involved So why waste my time going through that process? So I'm willing to pull that back from the district attorney provided trustee Acosta steps down tonight I put this in your hands. Thank you public employee oh Excuse me public employee appointment and The government court is 54957 classified public employee Public employee appointment same thing 2.4 public employee discipline dismissal Release leaves 2.5 existing anticipated pending litigation 2.6 conference with legal counsel anticipated litigation President I'm going to gratitude $45,000 grant from the Monterey Peninsula Foundation for the L. C. Stay ma For the Valencia Elementary And we have an $85,000 grant from the Community Foundation Board of Directors for equipment for the Pahadal Valley High School Athletic Field It is a 7,000 the Community Foundation Board of Directors for raising a reader Book bag program for our child We're fortunate educators. We actually have two years the calendar And then our weekend I send a thank-you to staff to graduate with our students as seen on our assessment measures of academic progress With the new initiatives programs and curriculums that were implemented were making great progress So thank you to everyone I was able to spend another day in the life of this time as a bus driver So I spent the morning with all the drivers during their drive-run day as they received training in the traveling classroom And kept up to date on current driving laws So la semana pasada I was able to spend another day in the life of this time as a bus driver So no So So So So So So So In the afternoon I completed a bus inspection and not personally drove the new route with one of our bus drivers, Artie Vargas So Artie is a dedicated driver committed to his students and ensuring they start in their day well I always appreciate learning about our processes for multiple perspectives because I believe the more important we are the better decisions that we make So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So So to that organization is doing so I'll be recording out on that more in the future and they'll come and get a report too but I'm very proud to be associated with them. I'm very happy that we've supported their efforts. Good evening everybody. Daniel Dodge Jr. I've been keeping up with schools in my district. In December, I mean, we saw the the migrant edit in Iehaw. That was a great performance by Mr. Mendino this year tonight. I also attended the event at the Bello Center. I was a visitor of Orozco and yesterday I've been visiting many Iehaw, talking to the teachers, talking to the principals, and hearing the concerns. So I'm new to this role and I hope to get a little bit better. So thank you for talking to me. Okay. So I'm Sharon and I did go to Sacramento and you know, here's one of the things I didn't like about the fact that they ruled against this because we have what is called the local control. That's what we're under now. LCAP, local control accountability program. So I feel like in a way it wasn't fair that we have local control and so locally, we voted against it and the county office of education voted against it. And so they can take it away from our local control and go up to Sacramento and vote for it. Let me get that. So yes, I also went to the Winter Festival which was the poor performances there were just fabulous. It was just such a wonderful thing that they do every year. They've been doing it for a long, long time I think. I love going to it. And they also feed you afterwards. I went to D-LAC as well and Maria told you all about it. I've been going to D-LAC for 14 years now. And the last thing I could tell you about that I actually went to the Martin Luther King march in Seaside which was fabulous too. There's a wonderful presentation that they have and I've got some things to talk in the shell about their presentation because it's about scholarships for students and stuff like that. I'm going to talk to you about it. Okay, thank you. Now we're on the High School Students Board Representatives Report and we're looking forward to having Watsonville High School and I think Pahato Valley High School is here somewhere too. There they are. Okay, so Watsonville High School, go for it. Chavez, I come to represent. So on February 7th and February 8th we will be having pathways for freshmen. There will be pathways for freshmen to take such as career paths, elective and academic paths. We will be, we are no longer wall-to-wall academies and we have added five pathways which include construction, auto repair, auto agriculture, band and choir. We will also have career day on the same days. We have 50 presenters who we wish for 10 more. Students will get to choose the sessions and they will get to choose which presenter they wish to go to. Some of the presenters will include Alan Brown who is a teacher spot there who built airplanes for the government, registered nurse and police officer. There will also be the incoming freshmen guides which there will be two sessions because our freshman class is really big and they can't update in our middle of the semester. So on January 31st will be the Spanish session and on February 8th there will be the English speakers. The incoming freshmen will come to pick up their classes for the new year. We will have the spare week and the royal art stands. The spare week will be from February 12th to 15th. There will be dress updates and we will be honoring students with community hours and work points. We will also be doing a pass for the love which is the stamp for first students to get a discount off their dance ticket by doing things to be a more kinder and pathetic person. Things such as taking a friend or a stranger to lunch and attend a coffee. Hello board members, Dr. Rodriguez. My name is Daniel Acha. I hope 2019 is a treatment phase good. As for academic school, our academic counselors have been meeting with individual students to go over their plans after high school. We've also had numerous powerhouses such as UCLA, Stanford and Irvine Contour School and about some two years of finding interest in those powerhouses. So it's like the fourth time that UCLA has entered into PV. For athletics, our girls and boys basketball currently isn't defeated. There are both four and one, four and zero in league. And in order we'll mention for PV as our AISP president and basketball varsity captain, Julie Sorosano. She's definitely earned herself reputation. Currently she holds a number of spots in California with points for games. She's averaging about 30 to 35 kills from kills and points in any game. And she's also ranked top 10 in the nation and within the top 10 she's in the top five. Our leadership class is currently holding a book drive, so we're collecting bugs. And basically the point of the book drive is we want to go to every elementary school, specifically their after school program, and meet two kids. And we want to show the kids that there's students out there who actually care about them. And with the help of our teachers we have about 250 bugs already, but we will be able to have more. And the first school that we'll be bringing to us is Calabasas. Whoops. Now we're going to have student recognition. And the first student is Melanie Edenia Fuentes Gonzales from Lakeview Middle School. Good evening, Miss Osmondson, trustees, Dr. Rodriguez, and fellow community members. My name is Ashley Scali, and I'm a social studies teacher from Lakeview Middle School. And I'm here to speak about why we have chosen Melanie Fuentes Gonzales as our student of the year. I can attest that Melanie is a great student. She's academically driven and inquisitive, but what is most impressive to me about her is how kind-hearted she is. Melanie's language arts and leadership teacher, Denny Momeo, right here, wrote that Melanie is an amazing student because she cares so deeply about her community. She works hard as a leadership student and makes a school more inclusive space for everyone, especially our special education students. Melanie's math teacher, Jose Mesa, who really wanted to be here, but his son had something to be at. He wrote that Melanie is a very respectful and caring person. She cares about education and her classmates. Melanie supports her classmates with great patience and gives them all she has. Melanie's seventh grade English language arts teacher, Miss Woods, who's also here, noted that Melanie started various clubs at Lakeview, including the Penpow Club and the Kindness Club, and has personally reached out to special needs students to make sure they felt included and welcome. I asked Melanie to explain to me what she enjoyed about school. She said a lot of things, but two things that I was really impressed with was that she loves her position in leadership because it has helped her to grow and improve herself as a person and encouraged her to be the best possible version of herself. She enjoys math no matter how hard it is because it really makes her think. And when she finally figures something out, it's the best feeling ever. Melanie's goals for the future, her goal for the future is to attend Harvard Law School and focus on criminal justice and one day become a lawyer. She hopes to create a community where people can understand each other and relate to one another, but still have their own uniqueness. Melanie knows that change starts with her and she hopes to be part of this change by always working to improve herself every day and never giving up. Melanie, you are truly inspirational and it is an honor to be your teacher. We all believe in you and we're cheering for you. No matter where life takes you, I'm confident that you will help make the world a better place for all of us. Congratulations to all of us from Lakeview. Melanie has something that she would like to say. Good afternoon board members and staff. So today I'm here to talk about how thankful I am for ever seeing this award on behalf of Lakeview Law School. But first I would like to take a moment and thank you all for organizing such a meaningful event. Tonight as I stand among many bright people I am very humbled and thankful to have received the 2018-2019 student award. First and foremost I would like to make it clear that school has not always been for me and I've had my fair times where I just don't want to get up and I don't want to put in effort but I always get comments like oh you're so lucky you're so smart you don't even have to try I wanted to stop doing homework and hang out with friends or use my phone but I wanted success from work. So I put in tremendous amount of energy I didn't know I had just to stand out by a little. I would have never thought that I was capable of achieving something so honoring but none of this was possible without my amazing friends. Thank you so much for being so open-minded and for being such an amazing role model. And next I would like to thank Ms. Lemieux. I've known Ms. Lemieux for about a year now and since the moment I met her I knew she was always going to be there for me. I also want to thank my math teacher, Ms. Domessa, for teaching me so many life lessons and for inspiring me to push myself. I am so truly thankful. Next is someone who has a very big place in my heart and that's Ms. Callie. I wish there was enough words to describe how amazing she is. She went above and beyond just to make sure I fit into a great high school. Ms. Callie deserves way more than what all likely students can provide. Overall I want to thank everyone good and bad for teaching me lessons to better improve myself for who I am as a person and thank you to all my past and present teachers for absolutely everything. Last but not least, I want to thank my parents for doing the absolute most for me. Always understanding me and supporting me. Thank you again and I cannot truly say it enough. I will continue to strive and carry on all the wonderful advice I'm receiving. Even when I think it is not possible it is always possible. And I want to personally remind you that education is a lifelong journey. As long as you choose to not suffer anymore. Thank you so much. Congratulations. Thank you. And the next is Chase Joccas. Hopefully I'm saying it right. Dr. Rodriguez, I'm a member of the cabinet. Thank you for having us here. My name is Rick Moran. I'm principal at Atlas Junior High School. And it's a privilege and honor to be here with Mr. Jocmain and his family. And it's my honor to speak about Chase. And I'll do it as concisely as I can. Believe me there's a lot to say. But I think I got the good parts. Chase Jocmain is an intelligent, methodic, driven, caring individual. All day, every day. Chase is a straightforward young man, linear thinker and one that takes action. Quite simply, he's driven. His current GPA of 3.979 and Atlas Junior High School, two mile cross country records of 11 minutes 30 seconds is a testament to both his commitment and desire to excel. Neither of those things can come easy. You can talk to the students chasing him to let you know. This year as part of the Atlas Junior High School leadership class, Chase and a classmate decided to run the Atlas Junior High School. It was a bike to school day event, a typical event. That quickly turned into a bike to school week. The school week included bike safety lessons, videos, trivia questions, raffles, and culminated with a bike to school morning breakfast. Execution of this week long event required the development of scripts, trivia questions for morning announcements, which they delivered in my office. The securing of facilities for lunchtime, bike and safety classes, presentations, raffles, gifts, as well as numerous hours of planning with partners and Atlas Junior High School staff. Because of their creativity, motivation, and drive, Atlas Junior High School bike to school day quickly became a successful bike to school week. Wow. Most importantly, it's Chase's day to day activities that set him apart. He's done a lot of great things at Atlas Junior, but when you ask Chase instructors, they describe him as someone that helped everyone with anything. Well, the time. He does not wait to be asked for help. He looks for those that are struggling and he steps in. He's a leader in class, the type that leads quietly, requiring no attention or recognition, but you'll see him working when you walk into a classroom. He'll often be working on what he needs to do and spending a lot of time supporting those around him because that's who he is. Chase shows compassion and empathy on a daily basis. True to character, Chase credits his father's driving commitment to athletics and his mother's thirst for information and education, thus contributing factors to his character. It is for these reasons the staff of Atlas Junior High School like to congratulate Chase Jockman. We're proud to have him represent Atlas Junior High School as our student of the year and most importantly, he's a bright young man. He's definitely driven, but the empathy and compassion and caring that he demonstrates regularly and the fact that it was noticed by so many staff members clearly set him apart. So we're proud to have Chase up here today. We're proud to have his family with us. And again, I'd like to congratulate him on behalf of the staff and faculty at Atlas Junior High School. We saw that the mold was broken, so Chase has a brief word to say. I keep this short, but I'm waiting for being here. As well as my math teacher, Mr. Sims and my principal, Mr. Moran, for showing up to support me. Of course, all my teachers really were helpful and encouraging and positive in every way. I'm really grateful and happy to be here. It's really a culmination of my career, you could say. That's okay. Thank you. How are you related to that lady over there? That's your grandma? I'm Linda. I know your grandma. I know your uncle. I work at home. My name's Kim. I'm the trustee. And this is Jennifer. I'm home, and we represent that. I've earned it for the world last week to make sure that we work for them. And you are the best example of all the kids at your school. Because of everything that you've done, we could not be more proud of everything that you're doing. And we're so excited to hear about you. Keep up the good work and congratulations to your whole family. Come on, Grandma. You have to give the picture. Wow, we should have named them all. Anybody else want to take a picture? So now I'm calling up Andrew Alvarado, Rowling Hills Middle School. Everybody should come up like they should have all come up, too. Good evening, President Osmondson, Dr. Rodriguez, and board members. My name is Nicholas Bugion. I teach eighth grade math, and I will be speaking on behalf of the Rowling Hills staff. It is my honor to present to you Rowling Hills student of the year, Andrew Alvarado. I have known Andrew for the past three years, mostly from his involvement in school sports and most recently as a student in my math class. All Andrew's teachers describe him as a strong leader in their classrooms. I have also experienced his leadership qualities firsthand as his coach. Andrew not only plays every sport at Rowling Hills, but is almost always a captain on all the teams he is on. Andrew is well-liked by all his peers. He is always going out of his way to include everyone. An example of this was when he volunteered to host two foreign exchange students from Japan, letting them shadow him around in all his classes and showing them our school and the surrounding area. Andrew's strong leadership is evident everywhere he goes, on the field, in the hallways, and in the classroom. Andrew excels in his academics, getting A's and B's in all his classes. His current teachers praise Andrew for his work ethic, compassion, and teamwork in the classroom. He is also a graduate of the Bruce W. Wilper-Elsberg Academy, which is a program for students with a high aptitude in math. He remains involved in school through extracurricular activities like math club, and he recently visited Stanford University through a program called Splash, where he was able to take classes on electromagnetism, robotics, and chemistry. Andrew is hoping to continue doing sports in high school and is planning to go to college to study computer science. We are all excited to watch this young man's bright future as he continues to learn and grow throughout high school and college. It has been my pleasure to present to you Rolling Hill's student of the year, Andrew Alvarado. Thank you very much. Hello everybody. Thank you to my math teacher, Mr. Boogie Yong. We have a game tomorrow, black football. Hope you win tomorrow. Thank you to my principal, Mr. Ido, and vice principal, Mr. Fry. Thank you to all my family for supporting me, and thank you. Congratulations to your efforts. And now Diego Munoz, Minty White. Good evening, President Osmondson, Dr. Rodriguez, and members of the board. Peter, Ms. Kirkman, his mom and his dad, his sister, who is a former student of the year, and his younger brother, who we expect to be a future. A lot of pressure on you, but you've got a few more years. So I'd like to introduce you to Diego Munoz, our student of the year, a great and mighty eagle indeed. What I really appreciate about Diego is his problem-solving attitude as well as his drive for learning. While Diego has all the qualities of a great student, just as important to him are his friendships with others. He's caring, he's helpful, he's loyal, and he's very fun. As a student, he's prepared, he puts it in hard-working and insightful. He is a student that we can always count on to bring this Kirkman's class to a deeper discussion. Diego has all the qualities of a phenomenal writer. His voice, his vocabulary and imagination are carefully crafted in every story he writes. As the Minty White Eagle exemplifies the three principles of our school, respect, responsibility, and safety. He was also elected as a member of student council and works to provide ideas and solutions for improving our campus. I know that Diego is both pushed and supported by his family, thus to student of the year and so forth. And they are a driving force in his success. They value his education. Diego plans to attend Cabrillo College to further his education and help him to achieve his goals becoming a published artist, and we want to first talk with him about it. He's already producing comic books and works of writing that he shared with the class. I cannot wait to see his published works. We are very proud to be able to present to you tonight our student of the year, Diego Munoz. Go ahead, he's got my hand. And because it's such an honor for him, we want his parents to be able to understand all the wonderful things we have to say about him. So, Ms. Kirkman is going to read the same thing in Spanish for me. I would like to present to you this Diego Munoz, our student of the year. What he really learned from Diego is his attitude to solve problems, as well as his motivation to learn. While Diego has all the qualities of a great student, it's important for him to be friends with others. He's affectionate, serviceful, loyal, and fun. As a student he's prepared, he's inquisitive, worker, and perspicacious. He's a student with whom I can always tell to deepen our discussion in class. Diego has all the qualities of a phenomenal writer. His voice, vocabulary, and imagination are carefully elaborated in each story. As a guide of Mindy White, he exemplifies the three principles of our school. Respect, responsibility, and security. He was chosen as a representative of the Student Council and he works to provide ideas and solutions to improve our school. I know that Diego is motivated and supported by his family to achieve his potential. He's taller and he's a strong supporter of his success. Diego plans to attend Cabrio College to continue his education and help him achieve his objective of becoming a public author. He's already producing comics and writing works that he shares with the class. I can't wait to see his published works. I felt very proud to name our student of the year and to know that there are great things for him. Thank you. So thank you on behalf of Mr. DC, our academic coordinator, myself, and all the great and mighty Eagles of Antioch. Hello, Diego. I'm Danny. I'm the representative in our area. My daughter used to go to school when we were so young. On behalf of me, the Board of Trustees, the whole district, everybody in your community, our community, I wanted to give you your student recognition. On behalf of many white schools, and to follow your dreams, you would have no one else to meet you. She has another one. She has another one. You've got to probably move on. So I'm going to ask for an approval of the agenda. Can I have a motion? I'm going to do one thing about being a motion. Go ahead. I was just making a motion to approve the agenda. President Dawson. Okay. And then we can have a second. Can I finish? Okay. I will move to approve the agenda. And I would like to remind you to be mindful of the time limits set for each agenda item. And with that, maybe I am asking for you to amend your motion. I do want to request item 8.1 to go after item 5.1. You have a student presentation and they need to go home. So if that's okay with you. Move by 8.1 after 5.1. Correct. I'm fine with that. Absolutely. Thank you. Okay. All those in favor? Aye. Okay. 7-0. Now the approval of the minutes, we're going to approve the December 12th organizational board meeting minutes. Can I have a motion? I'll make a motion pending. There's a correction made for section 2.3 to read an alleged Brown Act violation. I'll second that. Okay. So I have a second, right? Okay. Can I have a vote? Do you clearly get that? Okay. All those in favor? Aye. Aye. Aye. All right. So we're going to now have the positive report from Calabasas Green Team. And we're going to ask Laura Arnau. Am I saying that correctly? Did I say it correctly? Arnau? Good. Come up with your students. Sorry. I'm pretty short. Hi. Good evening members of the board. We're very grateful for the opportunity to present to you some news from Calabasas Green Team. I'd like to introduce Diana Arguello and Sam Wait who are going to be doing the presentation. Today we have interesting news from our great team. Hi. I'm Diana. Thank you for having us here tonight. I just want to say that we are the Green Team and what we do, so sorry. So one thing we do is work with PDUSD to replace sports packets with dispenser. We gave everyone a reusable water bottle using our Ocean Guardian Scrap. Last year we did a research on white kids' knockouts, Chinese rappers. This year we are researching the effects on plastic on the ocean and soil. We are going to Agalita Young's Pop Summit for the first time as well as a Monterey Bay Aquarium Plastic Pollution Summit for the fourth time. We made a warm bin for composting scraps from our capteria and food snacks. One of our projects that we've been working on for a while was a water bottle filling station. So we used a grant to purchase the water bottle filling station. We've been waiting for a while and we just found out that we will be getting the water bottle state, not one, but two water bottle filling stations into our school. The water bottle filling stations are so that we aren't constantly using single use water bottles that we have to throw away after we're done just to keep people hydrated. We think that every school should have one so that there's not as many people throwing those away. So we want to get rid of shiny macrappers in our district. So one thing why we want to get rid of them is they end up in our campus and they never get picked up. They are really light and blow into our ocean. We aren't sure if they sink or float. They might end up in our soil. Animals can confuse them. They can confuse the wrappers with food and might just eat it. We want PVUSB to choose a better wrapper or serve snacks in both. Recently the Green Team found an article by Stanford University about a toxin that most people know as DPA that can leak out of certain types of plastic that are most commonly used to wrap the lunches and the cafeterias. And so when the plastic is heated up the toxin can leak out and the out of the wrapper and into the food. And this toxin has been linked by Stanford with multiple types of cancers. And these wrappers are still ending up in the trash. And we think one possible solution is to serve the food in a reusable dish without heating them up inside of the plastic. We want to say thank you to you guys. We want to say thank you for your support and helping us. Everything you have done for our school. We also want to thank Ocean Guardian for making all of our goals possible. Thank you so much. You were great. You're doing such good work. We really need the kind of work you're doing. Okay. I'm going to do... I just wanted to... You didn't ask if there were any comments. It's comment. It's board comment time. Okay. No, I just wanted to chime in my comment when President Trustee Osmondson and I were up at the CSBA conference. We actually attended one of the seminars on the sustainability within school districts within the state of California. And I'm very excited to see that you guys are getting the water station. I hope you're getting stainless steel water bottles provided by the school district to match that. At least one student and staff member, hopefully. I certainly will support that. So whatever you need with direction from me, I will support that. I believe President Trustee Osmondson will as well. So congratulations on what you're doing. We're glad to see it happening. We need to not use these either. Yeah. Exactly. I think we made a request that these get eliminated actually, didn't we? Yeah. That's a shame. I'd like to see it be stainless steel better for them and for your staff. Question. Have you already bought those water bottles with your grants? You have? Okay. Maybe we can ask our superintendent, Dr. Rodriguez, if it's possible that the district grant writer would she be able to help support them in finding if there's any other funding that they could get to get stainless steel bottles instead of plastic reusable? Sure. So of course, when we do something that's a cost, we always look at equity across multiple schools. So I will say that we can bring back the item and talk about the cost because although I love Calabasas and we need to be equitable in the distribution because we have several schools that have hydration stations. So it's not just Calabasas. So we can bring back. Of course, our grant writer does support efforts, but even at the district level, she just provides the coordination and not the writing, but we can try to be of support. We do have an update for the board. So we do have water bottles, which we are going to be receiving for you. I will now check if they're stainless steel because I don't think they were because we were trying to ensure reduction of costs. But we will look into, we know that we need to get rid of these water bottles. So you can contact Andrea Willie and she can help move that forward. And then we can discuss putting the item on the board once we find out costs. Superintendent Rodriguez, I would, I totally agree with you about the equitable across all of the schools in the district. So do you have any information on us for us where we would be at with water stations at all of the schools throughout the school district? I mean, do you know what that number is of how many have them and how many don't? Right. So very few have them. Most of them that you have them have been supported by either grants or they have been supported by parent organizations. So for example, Aptos High has them. And we are actually in the middle of doing some additional ones. I can get a listing for you of all the locations that they're at. So we could do to help support that to become a more equitable across that. Thank you. Item. Do you have any public comments? We have Mr. Beecher. Bill Beecher. Thank you, Madam President, Superintendent Rodriguez, trustees. At the closed session, I talked about a Brown Act violation. It depends on who you talk to on whether there was a violation or not. The registered Pararonian tried to interview all five people. Only three responded. Now I'm old fashioned. And maybe that's half right. That's a joke. I was taught you lead by example. Lead by example means you avoid situations that might look strange, different. And when you're involved with children, it's important to lead by example because who are they learning from? Their teachers and us, the board and people like myself. You don't get yourself into situations that look questionable. That meeting should not have been held. Two of the people were seasoned trustees and had been trained. They should have known better. I have filed last week a Brown Act violation with the district attorney because bringing it to the board makes no sense because five of the seven trustees were involved. No action can be done. Also, the board is limited to what they can do. A wrist slap. You can't make people step down. They can only be recalled. And this board can't do that. So I'm willing to pull back filing with the district attorney if one individual would step down from the board because I think trustee Acosta was responsible for pulling that meeting together and should have known better. Now, whether there was a violation or not, I don't care. I'm old fashioned. You lead by example. You don't do stuff like that. Thank you. Okay. We have the employee organizations PVFT. Thank you, Francisco Rodriguez with Pajaro Valley Federation of Teachers. I just want to acknowledge those board members that attended Sacramento to try and keep navigator schools from coming into our district. You probably are all familiar with the strike in LA last week and a little part of the settlement talked about charter schools and I have a copy here of the actual resolution that will be presented to the LAUSD Board of Trustees for their consideration. I think that it would be a very good idea for you as a board to stand behind that resolution, basically urging the governor, the superintendent of public instruction, and the state board of education to conduct a study to look at the chartering or reforming the chartering process including what Trustee D'Sirpa mentioned that the control should be locally and not by, I'm sorry, Trustee Osmondson mentioned, that the control should be local and not by the state board of education that does not even have enough personnel to oversee the charters that they do approve. We'll make these available and I hope that this resolution or a version of it is approved unanimously by you all to show your support. The other item that I wanted to point out is an MOU for looking at ending the provision of services from the county with regards to career technical education. I think that is a good move. We have been assured that there will be a savings with the move and so we're looking forward to you approving that and working with you to ensure that those teachers that will become new employees are given a fair contract and a fair representation as they become members of the PVUSD family. Thank you. So good evening. Pleased to provide our annual district audit. The district is required to provide a third party independent audit and review of our district budget and for the past fiscal year making sure that we have a state certified auditor who examines the records of the district and procedures and processes within our fiscal transactions and maintaining our financial records. So one, making sure that we provide, we have the financial components in place but also transparency and that we're following all the regulations and laws according to the audit for 2017-18 fiscal year was performed by Veteran Trine Day and Company and we have a mod here this evening joining us to present the audit and so by every year January 31st we have to provide our annual audit to the board and so I'm pleased and I know I'm not taking your thunder here but I'm pleased to announce that we have no financial or audit findings and that's a huge success internally to our team and to our various directors, our department heads throughout our departments throughout the district, our superintendent and cabinet speaks volumes. One of the items that I've seen in other districts through experience as well is our high school level where ASB is always a common finding and for our district at PVUSD there are no findings and I'd like to thank our staff for the dedicated professional development and the training that we've put out throughout our sites and with that being said I'd like to bring Amada to the podium to give an overview of the audit. Good evening. Thank you for having me. We are the independent auditors for the district. The scope of the audit is to ensure that the financial statements are fairly stated but it's a process that starts at the beginning of the year and ends all the way through October or November time frame typically. You are a local government. You are required by the education code to undergo a financial audit and because you receive federal and state funding you are required to undergo an audit for federal compliance and state compliance. So we begin the process at the beginning of the year in which we go out to the sites we test student bodies various processes over there we take a look at the attendance then we come back during the middle of the year in which we test internal controls the manner that you process receipts the manner that you process payroll the manner that you process disbursements and then we come back after the district closes the books it is a process in which we confirm the balances we confirm your state revenues your LCFF we confirm your investment balances Cashing County Treasury various numbers are reported on the financial statements and then we issue opinions on the financial statements alongside with that we actually do test compliance with the ballot language with respect to Measure L for the bond funds I'm pleased to let you know that we issued clean opinions the district compliance federal state Measure L and the financial statements also received a clean opinion meaning that they are fairly stated in all material respect we come in after the fact the work is pretty much done by management they are the ones that close the books and ensure that the numbers are accurate we just come in at the end of the day to confirm these balances and look at the processes that they undertook to come up with these numbers including the internal controls so we thank the district management for assisting us with the completion of the audit and with that I'll be more than happy to take any questions I do have a comment bomb related before you call a motion I think the process to follow is to first call speakers and then make a motion is that correct how can we do it both no you're supposed to call the motion first and then the speakers I stand corrected I guess I'll ask something so I saw in there all about the the gasp what is called gasp and it goes all the way from 75 to 90 there's all these different ones gasp gasp gasp gasp and I was just wondering do they come up with those every year or they've been around forever all those gasp or how does that occur actually the accounting industry with respect to governmental accounting has actually changed quite drastically over the past I want to say three or four years I've been doing this for 20 years when I first started we were up to gasp 27 and within the last five years they issued about I want to say a third of the 90 gasp that you see out there it is a board that appointed excuse me with regulating the accounting industry one of the significant changes to the impact of districts is the pension and OPEP standards in which you'll have to estimate these liabilities and report them on the financial statements and they had the significant impact on the financial statements over the last two or three years in common with other local governments in there they issue these gaspies pretty much every year now some of them are significant as they relate to the financial statements some of them are not but they just make the financial statements more transparent to the reader of the financial statements and so you will see one or two coming out every single year let's say I did notice in there that and I think we'd be sort of told that but our ADA has decreased by 141 it said and that it's supposed to be increasing by 52 that's what it said in there right so you probably were looking at the trends so these are fluxes in some years it has decreased and in some years it has increased so probably that's what you were looking at yeah I think I saw that in the whole it was a lot to read but yeah okay and so just for the public's sake because this was a very meaty report to read and dry for those of us who aren't in accounting were there any findings that you want to talk to the board or to the public about that we need to keep an eye on we have no findings we like to see segregations of functions and duties with respect to district assets and the individuals that maintain the record all of these passed now we sample we don't test everything in the upcoming years we will change that sample to incorporate the element of unpredictability and select various types of processes that the district takes to process receipts disbursements bill or reporting or attendance or whatever that is out there within the scope of the audit this year we have no findings so all of the items that we tested did not have any we did not know any deficiencies that's great did we ask this to Helen did we we switched to a new system recently correct okay so we're still we were auditing on the last system okay great and do we expect the new system to be more efficient easier I'll be above several people okay well I know I know preparing for an audit I've worked in you know multiple organizations where we prepared for audit and I know it's a tremendous amount of work so I want to thank you and all of your colleagues for getting it ready I'm sure it was a lot of late nights and thank you to the auditors for the thorough job and happy with the report of no findings thank you almost three hours to read oh second in motion I keep for you have to keep turning on all the time now okay I'll call for the vote all those in favor aye all those opposed okay so seven zero oh oh six zero one she's not here okay six zero one I didn't see that six zero one okay okay thank you now we're doing nine point two school accountability report cards and the report will be presented by Susan Perez actually I would like to introduce Francis Whitney our coordinator of research accountability and assessment who oversees program evaluation and she will be providing this report this evening great thank you thank you can you make it higher I think it I think it moves up and down the podium I'll just hold it thank you for your time this evening I'm here to review with you our annual SARC presentation this is a state required function that my office handles the SARC report is a report card for each site that we maintain here at the district it is state required tonight we're presenting the SARC's in total to you for approval once the board approves that triggers our ability to post them to the state as well as to post them locally on our websites which we are required to do by February 1 the SARC reports for those of you that are new the SARC's are typically showing data that is a year in a rears so in other words we're looking at old data parts of the report do reflect current data but the bulk of the report is reflecting things from the past school year just so that there's clarity on that there are two examples that are in your packet for you to review one example is from the elementary side of the house and the other is from secondary there are minor differences with secondary secondary does report a little bit more regarding high school so you will see those examples Mar Vista was included for elementary and Pajaro Valley High for high school the components of the report were listed in the enclosure so there are those specified pieces that are required every site principle is required to review each year to make sure that all of that information is current and accurate we start this process in September we send the reports for translation by December so that we can then bring them forward to you here in January so that we can get approved and posted as needed by February 1 are there any questions we'll have time for questions too okay so can I have a motion motion okay any public speakers okay any discussion from the board are you going to present them more to us okay we're not presenting we're not showing them up in there no each report is anywhere from 11 to 13 pages so we simply provided the two in your packet as an example yeah we did get those yeah okay yeah okay Jen yeah so I was really pleased to see in there in the reports that items for facilities that were anything less than good had a plan so we're working from old data we know the status of some of those repairs or oh so in the in the report it says you know for any items repair items that were less than good there were there was plans in place for fixing those how where are we at with those are you speaking specifically to a particular site or just in general they both had them could I follow up to find out where like for in Mar Vista for there was interior services yeah so we for each of when we do the Williams visit part of it is a facilities visit and so off of that visit then we make plans for any modifications that need to happen so off of anything that was cited on the site then we go into the work order system so I can specifically give you information in the update on any particular site that you want thank you any other comments from the board okay okay so you said that we could find each school Sark on their website and are they currently loaded up and clearly marked last year's versions are as soon as we have approval tonight tomorrow that triggers the activation of loading the web pages I do have the page ready to go waiting to be published and then we forward copies to the state as well so that they're also posted at the state level and then in my office I'm required to actually provide paper copy for anyone who asks and I know all of the state is based on last year and we like we're looking at like data from the last six months like you know coming out that shows that we're making good progress but was there anything to be learned from any of these this information that you you can tell us in general the pieces that are current actually are the pieces in the report that deal with professional development that the sites are going through that the sites if determined is most valuable to promoting student achievement there's some exciting things going on again I'm reading all of these reports and there's been quite a bit of work at the site level to really expand the options that are available to teachers and that was it's a nice trend to see with regard to some of the budget items I know that Helen's department provides a lot of the cost breakdown there hasn't been any change to that over the years it's just the steady increase in costs and so forth and then the disbursement of that per pupil are our achievement data from the state is also provided all of that is as you say the current information and so it's a interesting it's an interesting mix of old data current data in the SARC and again it is a requirement by the state many of our other reporting measures are much more current that we are using on a more daily basis the SARC is simply a requirement that we must fulfill another question I have is under the academic counselors and other support staff it says counselor 0.2 zero is that kids quarter is that an actual credential counselor at the Marvis to school site all of them are kids corner okay and then we do have our social emotional counselors that are at the site I don't know what you're referring to but at the elementary there's one social emotional counselor for every four elementary schools that is the credential counselor but then nowhere here does it the kids corner is not included in these numbers yeah so this only occurs this only includes our own staff our own staff okay I noticed that the average teacher salary at Marvis to $69,000 which I thought was great okay thank you okay can I have a second to the motion second I will call for the vote all those in favor aye all those opposed okay it is seven zero now okay this is a really good one here I'm going to prove resolution support of black history month and report will be presented by miss Lisa Aguirre good evening president Osmondson board of trustees Dr. Rodriguez I am pleased to have in front of you a resolution acknowledging black history month in the Pajaro Valley and fight school district I'm going to go through and read a little bit of the resolution the resolution states that whereas Pajaro Valley Unified School District recognizes that black history month is the opportunity to promote and foster cultural relevance in our schools and enrich the educational experiences of our students to deepen the understanding of a different perspective of American history whereas PVUSD recognizes significant contributions and considerable advances that African Americans have made and continue to make in our community state and the world such areas as education, medicine technology, art culture, public service, economics and development, politics and human rights we see the greatness of America and those who have risen above injustice and enriched our society whereas Pajaro Valley Unified School District encourages all PVUSD educators to celebrate, honor and study the contributions of African Americans throughout the year and to include the lived experiences each and every month and not just in the upcoming month therefore be it resolved that Pajaro Valley Board of Trustees acknowledges February 2019 as black history month and recognizes the significance of black history month as an important time to acknowledge and celebrate the contributions of African Americans in our nation's history therefore be resolved that the Pajaro Valley Board of Trustees encourages the continued celebration of this month to provide an opportunity for all members of the district to learn more about the past and better understand the experiences that have shaped the nation and the world passed and adopted this 23rd day of January by the following All right can I have a motion? I would like to move Okay discussion from the board about it This is great and timely Thank you Thank you for presenting And I also am very proud that our new Congress has many many many I'm not sure how many African American mostly women I would say that are in our Congress now that I'm very proud of that Okay I will call for a vote All those in favor? Aye 7-0 This is a resolution and that is acknowledging it's not a whole month but it's acknowledging National School Counseling Week and report will be given by Shona Keeland Mr. Rodriguez is going to do this with me because they are also part of this bargaining agreement So national thank you President Asmanson Board of Trustees Dr. Rodriguez National School Counseling Week focus public attention on the valuable work and important contributions of our school counselors in our system. It is our pleasure to present a resolution honoring our counselors. Whereas our school counselors are employed in public and private schools to help students reach their full potential. Explore their abilities, strengths, interests, and talents as these traits relate to career awareness and development. Help parents focus on ways to further the growth of their children. Work with teachers and other educators to help students explore their potential and set realistic goals for themselves. Identify and utilize community resources to help students help children become members of teams that nurture their individual strength across both personal and academic endeavors. Deliver a continuum of academic support that lower barriers to learn. Let school counselors play in the personal and academic development of our children. Whereas comprehensive development of school counseling programs are considered an integral part of the educational process that enables those students to achieve success in school. Therefore, on behalf of the board of trustees, a school district do hereby proclaim February 4th to 8th 2019 as National School Counseling Week. Okay. You passed this. Can I have a motion? Motion. Okay. Any public speaker? There you go. Thank you. Thank you. Please go. Yeah, Dechona won't pinch me now. So, you know, thank you for recognizing the work that our counselors do. It's very important work. My comments just wanted to mention to you just a couple things. Last week, for the first time, our counselors were able to get organized and formally elect a representative to our representative council. So now the counseling department in PVUSD is going to have their own representatives as at our representative council. I think this is a really good step in for us because this will allow the counselors to bring up issues to us with regards to, for example, their caseload size or, for example, the fact that there's three different types of counselors in our school, at least one are the high school counselors that have their own issues and circumstances. Then we have middle school counselors and of course the social emotional counselors and they all have very unique issues and needs that we're hoping that they can give us the feedback and participate with us in advocating for their working conditions and facilitate the work that they provide for students. So thank you and we look forward to working with you on that. Well, do we have any counselors here today? Are there any counselors with us who need out here? I just had a couple of questions and I wanted to ask them, but I can just ask why I'm trying to, I want to ask what doesn't a normal case load look like for academic counselors, for example, Watsonville High? Another one I come up was like, what is a normal case that looked like for a behavioral emotional, especially like at a mini white? So our social emotional counselors, there is for every four schools we have a counselor. Yeah, I've been especially a mentee white. What tends to happen though, they're not where they're fixed each day at a school site. So if something comes up, the counselor works closely with Suzanne Smith, our director of student services to make sure that the students need. Is there any way we can add maybe a little bit more time or another technician? I've been walking around mini white e hall radical and the number one thing I've been hearing is they are seeing a lot of traumatic experiences and kids and they think maybe a little bit more time or someone else would really help out. So I'm wondering if there's anything we could do about that. So I know that that's been a board discussion for a while. It was brought up previously when we talked about LCAP and reducing. So that's something that we can definitely bring back as a board discussion so that we can look at cost and look at how we can reduce reduced down ratios. So again, when we're thinking we have to look globally. So we can talk about fiscal impact and I know it is true that we're seeing nationally that there's more that students are experiencing more trauma. I think also, frankly, adults are experiencing more trauma as well, which is bleeding down or transferring to students as well. But we can put together some numbers and bring it back for discussion for sure. Thank you. OK, so kind of a second and I'm going to have a motion everybody. So all those in favor. All those opposed. OK, seven zero. OK. Now we're going to do a middle school, yield the instructional materials, pilot and adoption. And it's going to be presented by Michael Burman. Hi, Michael Burman. Good evening, President Osmondson, Board of Trustees and Dr. Rodriguez. About a year ago, we began the process of looking into yield the instruction materials in middle school before I get into the details of the process. Kind of want to lay some of the some of the purpose, some of the why our total enrollment at the end of last year was over 20,000 students, 13,000 of them over 13,000 of them are Yale's. Yet to reclassify, we have eight and a half thousand and our L tells our long term English learners or at risk of becoming L tells make up 14.7 percent of our current district, almost 3000 students, which is a large percentage. And this is based on California data. Well, what they found is that students who have yet to reclassify do significantly worse on state assessments. As you can see, the orange represents our English learners and the green and blue represent our thefts and I mean EOS. So in the process of adopting, we started last spring having a publisher's fair and we selected two curriculums. In August through November, we we piloted both curriculums to six week sessions. December 5th, we had our we had our day to make a decision. And and then today we're presenting our recommendation to the board. The two curriculums that we were looking at and piloted were Pearson Islet and Houghton Mifflin Hardcore English 3D. The participants were mainly classroom teachers, but they were also in the trainings were administrators from each of the middle schools and the English learner specialists from each school. We use the adoption toolkit and specifically ask the questions related to L tell adoptions. And we have we had a lot of data from the from the questions, but ultimately it came down to what was the overall opinion of the curriculum. One is not good. We don't have any five, which is purple, but we have a significantly larger percentage of green and orange with English 3D. We had we highlighted some of the some of the key aspects of English 3D will for both curriculums and there was significantly more for English 3D. Specifically, a lot of highly structured oral academic conversation, high interest, effective routines. We even have some student comments about it helping. And overall, you can see that we have the vote on the right. It was unanimous with one abstention for someone who didn't end up implementing both curriculums. And overall, our teachers were excited to adopt English 3D as a curricular anchor. And so we make the recommendation that PVUSD yield the pilot committee recommends that the PVUSD School Board approved English 3D for sixth or eighth grade as the core L tell yield the instructional material. Never motion discussion from the board. So are you confident that this will provide what the program they highlighted will provide to the instruction that was necessary to help them reclassify sooner than later? I'm going to go back to this slide right here on the left. Is is the components of what Kate Kinsella, who's the author of this of this curriculum, says, as you see on the bottom, it's a curricular anchor. I do believe that is a solid curricular anchor. In that it provides us with the opportunity, the base from which to build. We still need to continue with our professional development and our ongoing support of teachers so that they are able to access the materials and support their students with the appropriate scaffolds of when to provide those scaffold when to withdraw them. And I also think that that we need to continue as you see go up the administration training and support all the way through college visits. So I kind of like that visual for that I have a question. What kind of feedback have you been getting from teachers and principals at the middle school? Between the two, as you see, this was overwhelming support. And when we had the conversation again to that pyramid right there with everything that we do, we want to make sure that we're not just dropping it in there and stepping back. So we were talking yesterday with the provider, the guy that came out into the trainings about what opportunities we have to make sure that we have the continuation of that ongoing support, especially when we start implementing it to to avoid that that fatal mutation that happens sometimes in classroom or implementation. And so that was part of the conversation. So it's not just dropped in so that it is something that's an ongoing support. I was going to say, well, I saw this. I was like, well, wow, one hundred professional learning videos that has really pretty amazing. But is there is there going to be in person coaching that you kind of talked about in there? Is there going to be in person coaching? I mean, is it going to be provided by somebody? But the hope is to work with them, but also to build our capacity within. And that's one of the reasons that we made sure that the English learner specialists were at all of the trainings so that they can be and also a lot of all the teachers that are going to be doing yield the power of middle school. They were the main focus of the pilot. They're they're going to be the front runners and they're going to they're going to be practicing and learning. When one thing that we talked about at the last training was we want to we want to adopt. We want to we want to be the trailblazers and we also want to open our classes when we feel somewhat confident to to start that. Let's let others other teachers from around the district see see the implementation that we're doing based on the support that we've gotten. And then hopefully we can we can build within and build our capacity with them with our with our ESS's with with our department and then within the schools. So I mean right now you're saying that there's going to be maybe some coaches coming from the 3D or no. Yeah. So part of the package is that is that they come and they do the initial training and then there's onsite visits where they go into classrooms and they model and they have done this with the pilot as well. They came in and they did some model lessons and then they did some onsite coaching and provided feedback. OK. So that's good. And we can have in-house people coming in there too. Thank you. I do have one question. Is this also a program that you're going to be able to build on for other great levels? The program itself goes from fourth grade through eighth grade. One thing that we do like about it is that it really emphasizes certain essential routines that part of the conversation was what if we expanded those routines not just in the ELD class but throughout other content areas to try to solidify our integrated ELD throughout the schools. So not only are we looking at at it really affecting ELD but also integrated ELD A question. Are these coaches consultants or teachers? The coaches from outside or from within outside. The one that's been working mainly with us was a teacher and then was picked up by Harcourt or Houtneth on Harcourt. Any more discussion? So if not, can I have a second? Second. OK. All those in favor? All those opposed? Thank you very much. OK. Now we're going to approve 9.6 and that's the approved the summer assistant program memorandum of understanding between CSEA and Pahdell Valley Unified School District. I'll report presented by Chona. Thank you President Osmondson, board trustees, Dr. Rodriguez for your consideration. This is a summer school, a summer assistance program memorandum of understanding between CSEA and PVUSD. When school is out for the summer recess, a number of our district employees are without work and without income. In June, 2018, Governor Brown signed the 2018 to 19 state budget, which includes 50 million dollars in funding for summer relief fund match one to one dollar, but two dollar by the state. In November, 2018, a memorandum of understanding was signed with the California School of Employees Association and PVUSD to participate in the summer relief program. Approximately about 700 of our employees may be eligible to get needed assistance during the summer, funding valued in excess of one point five million from the state to participate in this program. OK, can I have a motion? Second. Not yet. In public speaker. OK, now discussion from the board. Is there any discussion with the board? Do I have a comment and a question? So first of all, I think this is an excellent resource for our classified employees, so I am in full support. I do have one question. If the employee chooses to participate in the program, but decides not to work over the summer, are they able to? Are there any repercussions for them? Are they able to get their money back, their contribution back without without the matching funds? The state has a formula for the eligible employees, so they have to apply. And if there is a calculation for how much money they can make. So the requirements are they have to be employed for less than 12 months and have been in our district for at least one year. And then there is a formula that is calculated and we are waiting for guidelines from from CDE with regard to the calculation of who's eligible or not. OK, so but let's say that they are eligible. Based on that calculation, for whatever reason, the employee cannot work over the summer. Would they be able to get their contributions back? So it's actually the opposite. So they have they can't work, but I get your point. So if they the question I think we still need to answer and I don't know the answer to the question so we can find out for you is whether or not if they contribute, then they decide to work. Then can they I'm assuming they get it back? But the question is, is do they get any matching at all? And we can find out. So if they do contribute, then the consideration is that they will not be doing summer work. Yeah, well, I thought it's so that they know it's so it's off, it is to hold them over so that they aren't getting pay. But we will answer your question. Just when I have a question years back, the school district used to offer classified school employees who only who didn't work the 12 month criteria. Right. They offered them to prerate their salary on a 10 month schedule or 12 month schedule. Are we still doing that? Yes. And this will not interfere with that at all. OK, thank you. But this one, the next one is nine point seven, approve MOU for the career technical education person. It's me again. Thank you, President Osmondson or trustees, Dr. Rodriguez as per the memorandum of understanding in collaboration with the Pajaro Valley Federation of Teachers. Our district desires to end its contract with the Santa Cruz County Office of Education for the provision of career technical education services towards a goal of college and career readiness for all students. We would like to implement a CTE pilot program commencing July 1, 2019 and ending no later than June 30, 2021. Both PVFT and our district want to ensure that the positions for the CTE services are in the bargaining unit and shall negotiate a fair, appropriate and competitive salary schedule for CTE teachers hired for these positions that we hope to present at the next board meeting, even if our PVFT team are tough negotiators. There is a cost saving associated with this action item, which we can put back to further strengthen our CTE programs. The county office and Helen Balonzi, please correct me if I misquote you. County office currently charges one point two million to all districts participating in their CTE RLP programs, which PVUSD share, which PVUSD share is five hundred and thirty one thousand dollars for county management and oversight. So can I have a motion discussion from the board? Georgia. So, Chona or Dr. Rodriguez, either one. I'm just trying to understand. So are we pulling out of that agreement with the county office of Ed and they will no longer be running our CTE and RLP? That's that great. That's I think to me that's a bit concerning because I think that there are more opportunities provided to our students throughout the county by the sharing of the program through the county office of Ed, that things that maybe we can't offer here, that those students have the ability to go to a school in Santa Cruz and receive them and vice versa. So it sounds like that relationship would be ending because you're saying we're going to end our collaboration with the county office of Ed. That's that great. So currently, so what it boils down to is because of our ADA share, the grand majority of the money is coming from our district. However, when you look at what I call our proportional share, we are not we are not recognizing our our proportional share. So one thing that that money does give us is regional centers. However, if you look at the students who are currently in regional centers, not one of our students goes to a regional center that is not at one of our current schools. So our students do go from Watsonville High to Peabee High or Peabee High to Aptos High. They do go or Renaissance moves, but they do not go to any school site that is not our site. And that is because we have the programs down here. The second thing is we have to look at quality of programming. We presented Rob presented previously, Rob Hoffman presented on the number of forces who are currently singletons. That's important for us because that means that all of those courses do not count as a pathway. And so we've been working hard as a district to ensure that we have at least two courses in each pathway, sometimes three. Any currently we have a die cat, we have side by side in the same school. We have PVUSD teachers for CTE teachers who are our teachers. And right next door we have, will they finally change it? I think I have gotten them too much. R.O.P. teachers or CTE county teachers that are together are working with the same kids, but they're not really on the same playing field. And frankly, they don't have as much commitment to PVUSD because they're not our employees. So when we look at the fact that we have the strengths in our program, the question is, are we getting the the proportional share that we deserve and are we ensuring that we have the best program possible? When we look at being able to save over five hundred thousand dollars by taking it back to the district, that money we can use for many things. And that we need it to improve our system and the support for our students. So Santa Cruz County also is pulling out regardless of what we do. So regardless, what was going to happen is we were going to pay sixty thousand dollars of of overhead, I mean, I'm sorry, six hundred thousand dollars worth of overhead to CTE, I mean, to the county. And because of the the number is all based on ADA, it was going to be forty thousand for San Lorenzo Valley and it was going to be around thirty eight thousand or so for Scotts Valley. But we were going to get the exact same services. We cannot continue to support districts that are not within our schools. Because when you and as I told Scott Valley is the moment that I get that we get the achievement of Scotts Valley, I will begin to worry about. The district, the county as a whole right now, we have to look at how do we support our students and the five year MOU did not result in good results. And so we are trying to take back that's for discussion. Does by taking the CTE program in house, does that give us more flexibility in what we offer through our CTE program? We all we always did have flexibility because we had a provision within the MOU that we could give them notifications that we no longer wanted coursework. So we could have. I think the the point is, is that it will give us more flexibility just because we won't have to account for the the overhead costs of another entity. Did we have a motion? Oh, good. That's super good. I thought maybe a scoot up. Also, any more board of discussion? I do have a comment that I'm actually really excited that we're moving forward with implementing our own in-house pilot program. I think the board has been wanting that for quite a long time. And I think this is a great opportunity to to move in that direction. I'm also in support of having our CTE teachers that we hire be represented by PVFT. My question is, are there any grand opportunities for creating a living out to ensure that we're able to fully fund this pilot program? So, yeah, so there's the workforce development funds that we're actually going after as we speak. That will help continue to support. We also have Perkins and CTAG funding, which we receive. So there's actually quite a bit, both federal and state funding that's coming down in order to support CTE pathways because it's a it's a core focus nationally and we're going after those grant funding. Great, thank you. Five minutes of. You have something to say again? That was five minutes for quick discussion. OK, OK, that's good. Good. OK, what? Oh, she has a comment, but she's got a really great set. So I'm guessing the County Office of Education is not happy about us going or North Santa Cruz, because that's a sizable amount of money. Right. So can you just in a nutshell discuss how we intend to use the five hundred thousand that we normally would be paying to improve the pathways program? Right, so I think all that money can we have already the pathways developed that we want to do over the next three years. So I think we're able to reinvest that those monies, both in facilities and teaching staff in in different programming that we have for our students. So we want to begin internship certifications and we want to do dual enrollment with our students. So it allows us to do it. I will note that we are still deficit spending, right? So this is another way in which we're able to we talk about efficiencies all the time with me. So this is another way to look at efficiency so that we're not spending money that we don't need to be spending so we can spend it where we need to spend it. OK, thank you. OK, did I get a second? A second. I will call for a vote. All those in favor? Aye. Aye. All those opposed? Aye. Upstain. Six. Oh, how do I say that? Five, one, one, five, one, one, five, one, one. OK, so I just want to ask and this one is a career technical education teacher and this was career technical education. I thought there was a coordinator too. Yes. Oh, OK. So so we so we're doing nine point eight. First career technical education teacher. OK. Oh, that was just for. OK, Chona. Here we go again. President Osmondson, board trustees, Dr. Rodriguez, for your consideration, this is the job description for the career technical education teacher, which was developed with PVFT, the positions critical to our efforts to implement an in-house CTE pilot program. Among the essential functions of a CTE teacher are to plan, prepare, implement a quality competency based CTE program aligned with state standards and district requirements, leading to the development of student skills sufficient to qualify for entry level employment and or post secondary education using innovative, relevant and effective instructional strategies with all students. I'll move to approve the career technical education teacher description. OK, for discussion, anybody for discussion? Yeah, I feel like the next one I'll discuss. OK, all those in favor. I and so she's not here. So it's. Oh, any opposed? But I post I here. OK, so it's six five one one. Who's second? First and second. So who first and seconded? I did one of them. I think I'm really good, right? You did second. And let's read it. OK, so I move I move to approve the career technical education teacher job description. Second, OK, now now all those in favor. I I. All those opposed. I. So it's five one one. OK, now we're doing nine point nine career technical education coordinator and it's still Chona. Yes, thank you, President Osmondson. This job description is for the career technical education coordinator. Very critical to our efforts to implement the in-house CTE pilot program and make sure that we promote college and career readiness for our students under the direction of the assistant superintendent, the coordinator will oversee the planning, organizing, monitoring of the operations, activities of the integrated career technical education program and assure that program activities comply with established laws, rules, regulations and grant specifications. They will monitor operations to enhance program effectiveness, supervise and evaluate the performance of assigned staff, assist in the development of programs, curriculum and policies and procedures, collaborate with other departments on grants, provide technical expertise and information and assistance to staff and prepare a variety of narrative and statistical reports. OK, so driver motion make a motion to approve the coordinator for career and technical education with item nine point nine. Yeah, OK, so board discussion on this one. I was going to ask that, you know, you've already given a good reason. I was going to ask for, you know, the community and the TV that, you know, for the reasons why this position is so important. But you did answer a lot of that when you were talking about it. But I feel kind of comfortable that you answered enough for the community and thank you. All those in favor. Hi. Oh, I forgot about the second. Oh, second. There you go. All those in favor. I all those opposed. I five one one. OK. Nine point ten. A response to Watsonville prep school, which is the navigator school. Proposition thirty nine request facilities requests. OK, so I am going to be presenting on the proposition thirty nine facilities request for Watsonville prep school. One thing I want to. So first, I just want to do a quick overview so that people understand our responsibilities when it comes to prop thirty nine. So when it comes to the intent of prop thirty nine, it is that we shall share equal fairly among all public school pupils. Technically, charter schools are considered public school students. And so to have eligibility, then they must have these these criteria. So one, they had to do a timely request. That means that they had to request it before November 1st. They had to submit that petition prior to that time. They had to have an approved charter school no later than March 15th. And then they had to have at least 80 people, 80 students or ADA that they were going to have in order to be able to even request prop thirty nine facilities. So when you think about the type of facilities that we have to require, there's three main things that we have to think of. One is that it's reasonably equivalent. So we had to take into comparison what our comparison schools were. It also we had to look at size, type of space and condition in order to be able to do that. There is a there is a contingency that has to be contiguous, meaning it's it's in one spot, right? And so it needs to be contained in one school site or immediately adjacent to the school site, unless there are extreme circumstances. And that's what it does. Under certain circumstances, it can be allocated in more than one school site. But you have to be able to substantiate that you have no location. It also needs to be furnished and equipped with classroom instructional materials or furnishing similar to what our students would receive in our schools. And so when we talk about it, we have to not only provide classrooms, which is called teaching stations, but we also have to provide specialized space and non teaching space. So that is where when we talk later on about the space that we're considering, we have to provide administrative space, kitchen, multi-purpose room and play area space in each location that is provided. And so when we look at the timeline, this is the timeline of where it is. As I had mentioned to to many of you, that this is the first offer. So as we had talked before, they had a request by November 1st. They did that. We had to issue our objections to their ADA projections, which we're going to talk about in a minute. We had to do that by December 1st, which was done. The charter school then had to respond to our ADA projections, which they had to do by January 12th, which they did, were currently in the phase. That's why it says here we are currently in the phase of our preliminary offer for facilities by February 1st. And then they must respond back to us by March 1st. And we must offer issue our final offer in space on April 1st. So the goal of tonight is for you to be aware of the written preliminary offer that we are going to be providing them and then receive feedback and input from board prior to the required preliminary offer on February 1st. So when we just a little timeline, and we all know this, but they submitted the request, they did seek space for a hundred and ninety six point three two students at the K2 at the K2 level or the TK2 level. Although the Charter School with petition was only for kinder through second grade students. So it was not actually for TK students. We did submit our objections by December 1st. We went through the enrollment forms. We found duplicates. We found students who are not within grade levels to be served for the nineteen twenty school year. For example, maybe there was a fourth grader. They don't they won't be doing fourth grade this first year. And then students who did not reside within the district boundary because they they must do that. The district also noted that and we believe that their projections will be impacted by those by the fact that it's a new school and that they lack transportation. Currently seventeen percent of all of our general education students and twelve percent of all of our special units will not do not use transportation. So based on the review, we continue to believe that the determined that the district ABA projection of one thirteen is viable considering that it is a K2 school and all the other factors that we have done because of that. So the in preparation of the preliminary offer, we had to do significant work in order to be able to do that. So what we have, they have frequently referenced Minty White and they have frequently referenced Radcliffe. So those were the two the two comparison schools that we did when we looked at the type of conditions that they should be in and also the type of space that our current students have. The district evaluated facilities throughout the city of Watsonville that was a preference of preferred location for Watsonville prep school. And we evaluated the current the potential cost of locating them on a single site. So with the projected ABA of one thirteen, we look at every single elementary school. If you look at our report, which is on there, we currently have almost twenty. It is a little bit less than previously, but this year alone we have almost twenty teachers who are who we are paying a roving stipend to. That means that we don't have enough elementary classrooms for our own teachers. So we do not have one face, which is highlighted and proven by the fact that we've been doing stipends now for two years and we have teachers who are roving. So we have none. The only school site which we have portables for is at EA Hall. The reason, and I do want to make this clear, the reason why we actually have those portables is because with major L we added a wing and those portables were to be removed because major L was very specific with the fact that it was to replace current current facilities and not to add on facilities. So we were slated to actually take those portables, all seven of them, out of EA Hall this next year or actually this summer. So we were slating it originally for a winter break because of lack of communication with the teachers. We stopped that and we wound up doing or planning on doing it during the summer break. But so for us to be able to use them, we do have to do some improvements to those portables because currently they're slated to come out. But basically what we would do when you look at, and I'll go back to this in one second, but when you look at it, so this is the whole school site right here. It's hard for you to see my little pin, but if you look at the far right and you see the seven highlighted boxes, those are the portables. So what is being proposed so that we do not interfere with EA Hall, and we also provide security for the K-2 students from Watsonville Prep School, is there would be a fencing that goes out the opposite way towards the road. So they would not actually interact with the children that are on the other side, which is EA Hall. If you look at the very top, so you can kind of see the red dot, if you look at the very top, that's where their space for clay would be. So they would have, you see the red line, they would have all of this space up here, and then they would have that. We would also add a portable bathroom. It sounds, it's not a portability, it sounds bad, but it is exactly what Alianza Charter School has and what WICSA has. So it's a portable which is made specifically for being a bathroom, and that would go right here. What would be joint use is that they would, and there would be a gate right here, they would use the cafeteria at times for food when EA Hall is not present in those rooms. So going back to this slide, what we would do is we would share use of scheduling and coordination, so we would be working with them through where there was no intersection between the students, and then there is also the provider share, cost of the allocated facilities, and then routine maintenance and utilities. So originally we, as I mentioned to some of you, we, there was various options that we were looking at. Once we looked at ensuring that we had the least impact to our staffs and least impact to our students, this was the only option, which we could do that allowed us to provide all of the locations that we need. So when we think about the requirement of having to give teaching stations, specialized faith and non-teaching faith, the only location that we found was those seven portables at EA Hall. So I opened it up for questions. Are they planning or just doing K through two? Is that what they're saying to start off with? To start off, yes. Okay, but they want to expand it all the way to eighth grade? That is correct. I have a question. I live in the area, and in the last two weeks I've been talking to me, White, EA Hall, Radcliffe too, and I know for a while traffic has always been an issue and how would traffic and parking and bus stops and what, is there anything to be done about that or let's see? Yeah, so bell schedules will be important. So the bell schedules will be important. We will work hand in hand with them to ensure that they start early enough to where we do not have coinciding bell schedules with the other. It will be who them and us to not have coinciding bell schedules. So the goal will be to get them in and out or in, and I call them tucked in, right? In and into the classrooms before the other two schools are in process. It will also need to happen because lunches will have to happen earlier. Another question being, what happens if the charter school decides we don't need to go with your program? Any bell schedule on everything? Yeah, so that's part of the negotiation that goes back and forth. So that's why we put it in this preliminary offer. So these are provisions that we can include. So we, of course, will work alongside them, but we actually have the ability to dictate scheduling and coordination. And we also have can require them to do routine maintenance and utility and their pro-rata share. One more question. I know the city met in full session yesterday during your city council meeting. Do we know anything with the city is doing the charter school? Yeah, so I did have communication with the city manager, but because it was a closed session item, he couldn't give me information. I know that we do have the Watsonville Charter School here. And so they may provide additional information. I know from work with the pastor at the Presbyterian church, they are having conversations with them. And they're also having conversations regarding the Porter building. Our obligations are to continue with the timeline until they determine that or if they determine that they don't need our facilities. I'll make a motion to approve the Prop 39 offer. Kirsten Carr, thank you. Vertically challenge, sorry about that. Good evening board trustees and Supertender Rodriguez and congratulations Trustee D'Serpa as someone who turns 50 next month right bold age of 51. No, it's the new 30, we're all good. I am truly honored to be standing here as a future member of the Watsonville educational community. The staff and parents of Watsonville Prep School are so looking forward to the first day of school in August and the thought we might be able to do it at a site at the core of Watsonville is even more exciting. Although there are a few points of concern to still be discussed, this offers a good first step towards the collaboration we are committed to. As many of you heard at the state board meeting which was a very long day as you guys referenced, the possibility of district, public charter partnerships is of importance to all of them as well as just being beneficial to the students of California. Working together is not only at the core of who we are as navigators, it is crucial to continuing the academic progress we are all interested in pursuing. Thank you for your time and interest in providing these Prop 39 facilities. So discussion for the board. I would like to second the motion. All those in favor. Aye. Aye. Aye. All those opposed. I'm gonna abstain. Which one? Now I'm on 10, which we're gonna go on to report and discussion, not action. 10.1 is the first reading of board policy update 5145.98 motivated behavior. And these are, most of them are gonna be done by Michael Gertman, most of them. Hello again, President Odinson Board of Trustees and Dr. Rodriguez. In anticipation of federal program monitoring coming soon, we are taking the opportunity to review our policies and administrative regulations and are updating policies based on the passage of various bills. Before you, you have 10 policies and ARs. And this is the first reading of these policies, therefore there will be no vote this evening. The second reading and the vote will be in the next board meeting. If you do have feedback and changes that you wish to make regarding these policies, please communicate those to Dr. Rodriguez prior to the Friday before next board meeting. So we can ensure that they're included. For these items, the black text is language in our current policy and the red text reflects CSBA policy changes based on the passage of new bills and ed codes. The first one is hate motivated behavior and those language change to define hate motivated behavior and expand the material related to collaboration, staff training and enforcement of rules regarding student conduct. It also links it more directly to the UCP. Do you have questions or comments from the board? Yeah, thank you. So sometimes we have board policies that are very much personalized to us. In the case of what you're seeing here, the majority of them are just ensuring that we're applying the new laws and regulations that we must abide by. So most of this language, if not 100% of it has very little wiggle room because it's taken directly from CSBA gamut. So they provide, they through legal counsel provide the interpretation of what our board policy should look like with the new laws. And then this is what comes up. So I just want to mention that so that people are aware if they want to know where this came from, it came from CSBA gamut and it's really just ensuring that we're abiding by the laws. We're now gonna do 10.2, first reading of board policy, update 5145.7. And this one, again, changes based on passage of bills and changes in ed code. This one pertains to sexual harassment. And this one specifies that we must take interim measures to ensure safety of any student complaint or a victim of sexual harassment. And it includes a mandated administrative regulation. And it also includes off campus, sexually harassing conduct must be addressed. Okay, comments from the board. Jennifer. The first red line item where it says the board prohibits at school or at school sponsored or school related activities. But it also says that again, the same sentence at school or school sponsored or school related activities. Do we need to have it in both places? No, and that was, we saw that. And in the second read, that's already been deleted. Thank you. I'd like to see the actual definition of sexual harassment in one of these policies because you've given examples in all the other board policies of the conduct that you don't want to see except in this particular policy. There might be the definition of the next one, but we can look at it maybe added in the next slide. Yeah, I just noticed that it wasn't laid out very clearly because there's sexual harassment, there's sexual assault, there's like a continuum of sexual behaviors we do not want to see between students, staff, everybody. And so it needs to be very specific. In the next, the next one has three more board policies to it. And so this one pertains to students and the next three pertains to in the work environment. And in that one, in the administrative regulation, there is a definition. And then if you'd like, we can maybe add it to the first one. Yeah, that sounds good to add. Okay, so 10.3, these are updates from the board policies. I think there are, I guess, B-P-A-R, 4-1-1, 9.11, 4-2-1, 9.11, 4-3-1, 9.11. And this is three and one, they're all the same, but they each pertain 4-1, pertains to classified, 4-2 pertains to certificate, and 4-3 pertains to administrative. I believe, don't quote me on that one. And this one is particular to the new law SB 396, sexual harassment in the workplace. Okay, any comments from the board? Okay, this is 10.4, this is the first reading, they're all first readings, of B-P-A-R, 5-1-4-3-13, response to immigration enforcement. And this new policy relates to the new law AB 699 and the additional new law SB 31, specifically about the response to immigration enforcement in our schools. So I did wanna mention that this is linked to our board policy 5.11.3. So we actually did a board policy regarding response to immigration enforcement off of a resolution that we had. We were before our time. So we were before our time, which was it became law that we had an administrative regulation. So we actually, so this is new, but I did wanna mention that we were front runners because we actually had a board policy prior to it being required with a different number that CSBA gave us. We certainly did. I was just gonna say on there, I noticed that it said that they could have a verbal or written request. And I thought to myself, can't we just say we don't provide that information, period? I mean, verbal written requests, can we say we don't, excuse me, we don't provide that information? Can't we just say that to them? It has in here that something about they can have a verbal or written request. You mean for access to information? I think the verbal or written request triggers the process that this and other new policies lay out. Okay. So I just have a quick question. So this applies whether they request this information from us in the district or whether the student may be or students may be at a bus stop. And so I just wanna make sure for this board policy, we have to follow it, right? So I just wanna make sure that when we are approving this policies, that all that information and protocols to follow are trickled down to the parent, to the student, to the bus drivers, to everyone that has some sort of contact with our students. So maybe I'm not sure if there's some sort of training that goes that we have in place support this type of situation. But yeah, because this is just such a sensitive matter at least in our community. And I think we need to provide a little closer attention possible training when we do approve this bylaw. Yeah, we definitely can look into trainings. What we did when we first provided did our first board policy is we made sure and sent it out to what we call PD all, which is every single employee of the school district so that they are aware of it. And people are very appreciative of it. If you remember from our resolution, it was at the time where there was quite a bit of concern and excitement over it. People wanted to know, well, what do I, how do I tell them you can't go on campus, right? So then we did the board policy for us so that people would have something in writing to be able to show law enforcement and say, no, you can't come here. You have to go to the superintendent's office. And this is why. But we can definitely look into training. I think basically what this is saying is you just won't disclose any information. And so most people that would have that information we've trained, but we can look at and make sure that everyone's aware. And just in general, a communication about most of these policies this time and next, we are doing a lot of the policy changes that are being proposed and compiling the notes of the ones that we need to look at for future changes. Goodbye, student, and the next question. Oh. First reading, BPAR 5143.3, non-discrimination and harassment. And the changes here are minor revisions mostly and a lot of them have to do with language, specifically the passage of AB 699, which was cited above regarding immigrant students and immigration status. Any discussion by the board? Okay. This is 10.6, first reading, update policy, AR 6159.4, behavior interventions for special education students. Pretty easy. Not everything is fine. I was gonna say all bulls, Michael Burman, every time, almost. This is related to assembly bill 2657 that was approved by the governor on September 30th. The bill discusses behavioral restraints and seclusion when they can be used and when they're prohibited. The bill also requires the local educational agency, the LEA, to collect data and no later than three months after the end of the school year reports this data to the state of education on an annual basis. And then we're looking at the rules and regulations around when you can use restraint or seclusion with any student, but specifically students with special needs or on Bible floor plans. Discussion by the board? I mean, all I can say is I hope we never use it. I mean, it sounds, just reading the whole thing about it sounds like, whoa, pretty, I'm hoping that it never, ever has to happen. That's all I can say. I'm in a danger to themselves or other people. Okay, 10.7, first reading update BP 5146, married parent, parenting students. And this one was written by Lisa, but it pertains to the new law AB 302, specifically requiring students to offer reasonable accommodations to any lactating students on campus. You have mentioned we have been doing that with all of our students and supporting all breastfeeding coalitions as well as breast as best when available or when needed by students. And so everything, when I originally was asked to write a statement about what we were doing and then we saw the law, we were meeting it, if not 100%, 100.5%. Yeah, I mean, I was gonna say, we already have a program here. I mean, they were talking about going to the outside and having programs for parents, I mean, for either parents or mothers or whatever. But we do have a program here. We have a parent, whatever it's called, parent team, it's called, with the student program. Yeah. School sites and the students actually stay at their comprehensive school site or whichever school site they're at. And we support this services through the school site. Yes, that's what I thought. I thought. All right. Any more board discussion? Yeah, Jen. I just had one question because in the introduction it says that the programs that are offered separately have to be equal. There is a, instead of comparable, there is a line in the policy where it says comparable. Do we need to update that or is comparable acceptable in that? It is acceptable. And we've actually made sure that it is comparable across the board. And then, and we did that before that ever became policy at the state level, making sure we were following all federal regulations. And then we have also this year made sure that the program meets the requirement that any program that we offer to a teen parent is also available to a non-teen parent. Thank you. Now with another item that we saw and we've already changed for the second reading. You got two points. Yeah. Okay, 10.8. First reading update BP 1250 visitors outsiders. One of the main updates is specific language about individuals causing disruptions and sex offenders requesting to be present on campus. And it had all the policies how people have to come in and have to, you know, what they need to do when they go into the office, blah, blah. Yeah. So did everybody read that? Okay. The next one is 10.9. First reading update BP 0410, non-discrimination in district programs and activities. Again, this was affected by the new law AB 699 and also the SB 31 regarding specific language to all of our students. Okay. And yeah, non-discrimination, that's good. 10.10, first reading BP and AR 6145.2 athletic competition. New law AB 2009 and AB 2800 of language that is now in here. Read it then. So any, any comments? Question. So in the past, some athletic programs have charged a little money for this or that. And that's now clearly outlined. So I think that's a good point. So I think that's a good point. A little money for this or that. And that's now clearly outlined in the policy that that's unacceptable, correct? I believe so. Well, I'm not certain on that. There might be conditions where that's not the case. No, they cannot. Is that going to impact any types of athletic budgets that we know about? I mean, the PTAs and boosters and everything can still do fundraising as groups, right? In order to fund. Right, and they can also do so. So I guess when I said they cannot charge, they cannot charge for within the school year activities. They can charge for like summer ball because that is not required, although if you're an athlete, you will think it's required. It's not required and it is not within the school year. Most school sites have supports through the boosters for students that cannot because of the board's previous stance and my stance that we're not going to limit students due to their financial situation. Sites have provided scholarships for kids or provided the funding for kids. Oh, you're right. Okay, now I'm going to have it for the consent agenda. Can I have a motion? I'd like to make a motion to approve the consent agenda and I'd like to pull item 11.5 or actually let me ask for some clarification. So I'm on the board of ETR and I need to abstain from the vote, I think for 11.5. So I pull it and then we'll vote on it later. Okay, thank you. Okay, a second. A second. I will call the vote for all of the rest of them because since items, all those in favor? Aye. Aye. Now we do have a vote. Aye. Go ahead and vote on it. So we need a motion for 11.5. A second. All those in favor of 11.5? Aye. Aye. Abstaining? Abstentions. So we're going to just do the closed session. Okay. I have to say it, I need to say it in here. We're going to do closed session. We'll do expulsions first. For 1819-006, the board moved for, with the recommendation of the school administration for a full expulsion for the remainder of the 2018-2019 school year with a 601 vote. For number 1819-007, the board moved to approve the recommendation of the school administration for a full expulsion for the remainder of the 2018-2019 school year with a 601 vote. And lastly, for number 1819-008, the board moved to approve the recommendation of the school administration with a suspended expulsion for the remainder of the 2018-2019 school year with a 601 vote. Okay, Danny. I move to approve the PBUSD's Certificated Personal Report as present on January 23rd, 2019 with 257 and one additional action and one correction from the December 12th, 2018 board. Do I have a motion? Make the motion. I'll second. All those in favor? Aye. Classified Personal Report. I move to approve the PBUSD Classified Personal Report as present on January 23rd, 2019 with 160 and two additional action items. Do I have a motion? Oh, you can do a motion. Okay, just need a second. I'm sorry. I'll second. All those in favor? Aye. Okay, so the upcoming meetings, I know, our next regularity scheduled board meeting will be held on Wednesday, February 13th here. And I'm going to close the meeting. Is that how I do it? Yeah.