 everybody thank you for coming this is February 28th PVUSD board meeting and we are going to go into closed session from 6 to 7 o'clock do we have any speakers to any of our closed session items seeing none yes okay so I'll sir I'll probably just signal you I don't think we have our do we have our timer okay so we're three minutes per speaker thank you for coming yes good evening I'm Robert Chakanaka president of the Monterey Bay Central Labor Council I'm also an AFT local president in Santa Cruz and I'm here to support the Parra Parra Valley Federation of Teachers and I have some information I wanted to hand to you that comes from school services which just came out a couple days ago I think you're gonna find quite interesting it's gonna inform you and I can read the first paragraph with the revised governor's budgets revenue forecast just over a month old as you know last December members from your board as well as members from your unions went to Sacramento State General Fund revenues for January 2018 are up a whopping 2.6 billion dollars over the revised forecast December tax receipts which are not separately reported were up 26 I mean 29 296 million dollars this year to date the revenues are 2.9 billion above the forecast level of 3.9 percent so I'd like to hand you this so you can see we'd encourage you to negotiate in good faith with the PVF they might take against the school board and this school district and you know we always hope that it never comes through that we always hope that you can work it out we've always been I've negotiated a lot of contracts and I tell you what it's a lot easier and a lot better if you can work it out you want good school good qualified school teachers you have to pay you have to pay some decent wages we live in a in both Santa Cruz County in moderate County very expensive counties and so for these individuals to reside in here you need to get some qualified good paid qualified individuals so I just wanted to make sure that it's on the record that we're supporting on AFT local 19 foot 36 thank you hi I'm Parker and I think we should I don't remember what I was gonna say I think we should keep our teachers because we don't want a bunch of random untrained college students teaching 30 class 30 kid classes and so to not have a bunch of random not trained people we need to pay so if I can just have you hold for a second Eva do we have our comment cards and on the end for those of you that are speaking we we do need comment cards filled out if you could do that and even those who have spoken just so we have it on record that would be great good evening ward members I'm near up at Nogger I'm a parent at Marvista elementary that's my son Leland and his friend Parker who just spoke I'm also here to represent SEIU 521 as well as I said being a parent Marvista elementary has some of the best teachers we've ever experienced and we did go to another local school district for one year to experience it as well and comparatively Marvista pvSD is exceptional and phenomenal not only has my son had the experience of having teachers who have vast knowledge are highly trained and passionate and committed to their training he's also had some special services in the district and those folks as well provided exceptional commitment to him and providing him with what he needed to be successful and they also made their effort to communicate with me beyond regular hours as a parent who works full-time I appreciate that I'm highly involved in the school as a parent I'm on the board at the school and what makes our school community so amazing is the involvement of our parents as well as our teachers who come to our events who support our children who show up at sporting events again they go above and beyond to get to know our children and be part of their lives our local SEIU 521 Union represents hundreds of people like me who live in the Pajaro Valley in both Santa Cruz and Monterey counties many of our members have children who attend the schools in PV usd many have family members who work for PV usd and many of our members vote for PV usd our union which represents over 5,000 members in the Monterey Bay region alone stand in support of the teachers of the PV usd and are ready to back them up as they get to work towards a fair contract we support PVFT in all their actions including striking which we force we don't want to happen as it affects our children but we do support them please do what is right and offer a fair contract to our teachers time's up already my name is Jennifer Holm I am a registered nurse at Watsonville Community Hospital I have the privilege of serving on the board of directors of the California Nurses Association and I'm also a PV usd parent by the time my youngest will graduate from Aptos High I will have had a child at one of the schools in the district for 23 years I'm invested in the teachers I'm invested in the students this is our community our community teachers have come out to support nurses in our contract negotiations many times and we've had board members as well thank you the nurses will support the teachers I have had difficult conversations in the break room when I'm at work about you know where people are choosing to send their kids and you know we're losing we're losing families to private schools and we have such good schools here invest in the teachers please education is one of the key predictors of lifelong health literacy this isn't this is critically important to to our communities and to the families that live here and if you're standing in opposition to what the teachers need then let's take a look at what you're standing for so please the nurses will stand with the teachers we ask that you do as well in the contract negotiations thank you hello my name is Javita Dominguez I'm a registered nurse at Salinas Valley Memorial I would see in a and I support the PF the Pajaro Valley teachers I have children my last one we're at North County my last one is a senior and I know the importance of being a supportive parent I've been supportive throughout my kids education and I think public schools are much better than private schools and please support the teachers good evening Cesar Lara I'm a Teamsters Union 890 out of Salinas but we have hundreds of members that live here in Watsonville I'm also staff at the Monterey Bay Center Labor Council and I think my colleagues said said it clearly and actually the clear message was the students I think retention of the teachers you have now is important so as you go into negotiations we look further towards the School District acting in good faith and working with the teachers to come up with a a contract that is right for the workers that are in the front line with the students at the end as as a member of the Labor Council the Teamsters will stand with the Union if they ask for strike authorization I think that my sisters and brothers in the unions that have spoken ahead of me and the members that are speaking behind me we want to be very clear we rarely come to school districts at points like this because issues get settled beforehand this is taking a long time and it's coming to a point where we don't want to disturb the students as they're going through their educational life with a strike but we as labor unions because we represent people in your community that have students that go to your schools we will stand with the teachers we will stand for what's right I I know that teachers don't want to do that they come to their profession for the love of the students and and the love of teaching and that's the last thing they want to do is do it but they have to stand up for what's right and times are difficult but my colleague with the with the Labor Council said earlier if you look at the state forecast we we have money coming in so we don't quite understand what's what's happening at the negotiation table and we will defer to what we hear from the teachers and we'll stand with them so thank you good afternoon hi Eduardo Montesino as a parent that has but also a bus service represents over 200 bus operators in the county but specifically here in Watsonville with a lot of families that have voted for a lot of you guys and and and and are in very much support of the teachers we need we need you guys to step up and settle this it's taken a long time we need to be supportive of our community it of our kids or students we need to be able to attract more more professional teachers who would make the best district in the county we want our kids to succeed in life and the only way for us for them to succeed is for for us to retain and attract good teachers and by not setting it's not helping the cause we need everyone to just you know sit down and and get this done our families depend on it I have three kids one in each school I got one in elementary one in middle school and one in high school you know and the other day I was I was taking my middle school to rolling hills and why are the teacher why is there a lot of teachers out there I'm like and I had to explain you know well they're out there to be able to have to respect to be able to live in our community it's hard to live in a community it's a high cost you know it's hard you know housing just everything's going up and you know it's becoming unaffordable so we need we need we need you to show some respect for some of the teachers thank you good afternoon my name is Daniel Dodge I'm here with the Carrillo College Federation of Teachers AFT 4400 I am the executive director I wanted to be able to we passed the resolution the Carrillo College Federation of Teachers passed the resolution in support of our brothers and sisters at Power Valley Federation of Teachers we are here to show our support of the 1200 members and families of the Power Valley Federation of Teachers as a union that has over 550 members and hundreds of families that attend the Power Valley Unified School District we were asking you to support the teachers in your negotiations we live in one of the most expensive areas in the world working class families struggle every day please show your support to working families here in our community we are here to also acknowledge that we will I want to be on record that we will support the Carrillo College Federation of Teachers will support all actions of the Power Valley Unified excuse me Power Valley Federation of Teachers including a strike as someone who's lived through something that in the community we recognize that that doesn't help anybody and leave scars to heels you have the opportunity to be able to change that and to set us on a different direction please support the Power Valley Federation of Teachers thank you so yeah for those who have cards you can turn them in right here and if there are no other speakers we're gonna go ahead and go to closed session we'll be back at 7 o'clock for our open session thank you welcome everybody we're happy to have you all here February 28th 2018 PVUSD school board meeting and sorry we're a couple of minutes late again thank you for coming here we are going to go ahead and start with the Pledge of Allegiance and I'll ask trustee Irsino to lead us thank you well I kind of just did welcome before the pledge so I will go ahead and go to item 3.3 superintendents comments yes well good evening well this past Friday I had the opportunity to complete another day in the life of this time I was a site tech at Aptos High School with Jeff Ramos and you'll see me up on the screen with him I was so impressed with his high level of technical knowledge his willingness support our teachers and staff with any of their needs support or training that they needed so I really want to thank Jeff for his dedication and commitment to our district so este pasado viernes tuve la oportunidad de completar otro día en la vida de esta vez fui un técnico técnico escolar en la prepa de Aptos con Jeff Ramos me impresionó su alto nivel de conocimiento técnico su disposición para apoyar de todos los maestros y personal con cualquier necesidad apoyo quiero agradecer a Jeff por su dedicación y compromiso a nuestro distrito and we also had our parent conference this past week and doctor Gottlob and her team did a spectacular job preparing for the conference to ensure that it went off without a hitch parents heard a keynote speaker on key learnings attended three workshops and also attended a resource fair so thank you to doctor Gottlob and her team so to be most no extra conferencing the padres este fin de semana pasado la doctora got love is who keep all you see an intro un trajo espectacular con la preparación de la conferencia para asegurarse si se llevará a cabo sin ningún contratiempo los padres escucharon un orador principal sobre aprendizages claves participaron en tres talleres y asistieron a una feria de recorso so gracias a la doctora got love is who keep all and thank you very much thank you doctor Rodriguez and if anybody in the audience does need translation services we you can go over to the booth right here and see our translator and she does have equipment so that is available at all of our board meetings Leslie out of state in Spanish yes buenas noches a solo queríamos informales que tenemos son servicios de traducción si quieren necesitan traducción la señora Virginia puede ayudarlos con eso thank you so on to item three point four I'm thrilled that we we get to introduce a new education leader in our community on February 1st Cabrillo College welcomed new president doctor Matthew Whitstein who comes from San Joaquin Delta College and it's been real joy to welcome him he's been very good about open office hours some may know I work at Cabrillo so I got to go and introduce myself to him and we're looking forward to having him there and then I also wanted wanted to recognize Cabrillo trustee leticia Mendoza is also here in the in the audience if you would like to come up and introduce yourself that would be great and also the president too yeah thank you and my name is Leticia Mendoza interesting for area five which includes Cabrillo College and it is a pleasure to introduce Dr. Matthew with me who we just begun working with him but the relation with Cabrillo is really important for for us as a student when I was a student at Watsonville High School I had the opportunity to be introduced to college life because Cabrillo College had a workshop and so that we could learn about colleges so I know the importance of Cabrillo and we are just very very happy to have someone with such professionalism and drive to to be now working with us in Cabrillo so thank you leticia and Ed thank you for being here to support me and and I did not mean to I didn't see you Ed you're sitting this is Ed Banks trustee also with Cabrillo yes thanks and thank you Leslie for the introduction and the opportunity to just speak briefly to you members of the board Michelle it's a real honor for me to be the president of Cabrillo and to be chosen to represent this community on behalf of college students here I'm mindful of the importance of Watsonville students to our future as a college one of the first facts I learned in studying about Cabrillo was that the the most important feeder high school for the college is Watsonville High School and our relationships with this district are key to ensuring that we have high quality programs for our students and also that we're training students for living wage jobs I've already met Michelle it's been a pleasure meeting you I've met dr. B Nancy and where'd she go you hiding from me we had a wonderful adult education advisory board meeting that I was invited to thank you for the invitation to that and I look forward to working with you on adult ed relationships and programs the college is an important asset I'm mindful of that I want I want to do the best that I can for this community students I will tell you that I'll work as hard as I can the other thing that I've learned just briefly is that when people say over the hill here it means not old people it means going over highway 17 I learned that the other day in a meeting and so but it's been wonderful I've had a great introduction to the community people have been so welcoming and receptive and I very much look forward to working with you all with the staff of the of the school district and if there's anything that I can do to help your students transition to Cabrillo I'm here for you so I will leave some business cards with your staff to pass around do feel free to call me at any time board members if you need to get in touch or certainly Michelle so thank you very much and welcome okay we'll move on to item 3.5 one of our favorites this is our student recognition and we have two students this evening we'll start with landmark elementaries Caitlyn Ruiz everybody that's here to support Caitlyn please come up to the podium including Caitlyn well good evening President DeRose Superintendent Dr Rodriguez and the board members my name is Mr. Torres I'm landmark principal and it's actually my pleasure to introduce Miss Caitlyn Ruiz as our student of the year whoo-hoo as you guys can see super sweet smile can you guys hear oh look at that actually nice say hi to everybody so I just want to say a couple words and I'll invite Miss Kason to say something as well I've had the pleasure of seeing this young gal grow up in front of my eyes her and my own kiddo actually went to the same daycare as little guys and I accidentally called her KK at school and she was like what but that that's how I knew her and she's blossomed into quite a wonderful young student at our school she's always very forward-thinking and she's very empathetic to our school and community so I really appreciate that side of her she's super a super strong leader and you know just all around a very great landmark dragonfly so I'd like to invite Miss Kason up to just say a couple words as well hi good evening my name is Jenna Kason I'm Caitlyn's teacher I'm very proud of Caitlyn she really stands out to me she's always ready to participate in class always very responsible and always there for her friends no matter what she's really always thinking about others and you know how are they doing and how can I help them so I'm very proud of you congratulations congratulations Caitlyn okay and next we have from Marvista Iman Mishari come on up with your whole support group got an entourage good evening President DeRose Superintendent Rodriguez and board members it is with great pleasure and pride that we introduce Iman Mishari as Marvista school student of the year something that I ask of my students on a daily basis and of myself for that matter is for them to be their greatest self that they can be on any given day some days our greatest may not match up to what it was a few days before depending on what's going on in our lives but I always encourage them to be their get greatest self on any given day and whatever it is that they are doing and the thing is and I realized this pretty early on with Iman I didn't need to get that message across to him whether this trade is innate in his personality or whether this comes from his amazing family or as a combination of the two he takes ownership over being his greatest self daily and everything he does for me I can't ask anything more of my students from any academic academic area to athletics even when challenging me one-on-one to a basketball game video editing friendships group work supporting others in need to his work in student council to helping any new student feel welcome to being an appreciative caring person and in general to doing whatever he can to help the school as a whole he puts a hundred percent to everything he does and always strives to be his greatest self furthermore he does he does all of this with an incredibly charismatic personality a smile on his face and a great great sense of humor I can honestly say that he is one of the most well-rounded and balanced students that I have ever worked with it is truly a pleasure to get a work with him and it gets to know him for that matter and there is no doubt in my mind that he is going to do great things in this world I believe he has some things to say as well good evening President Doros I hope I said that right Superintendent Rodriguez and board members I'm honored to receive this award along with the other student here with me really quickly I'd like to share out the names of the people who have helped me along the way to make me reach what is before me starting off my mom was a tremendous help with my mom was a tremendous help in many things along with my stepdad who worked to help us stay alive and live under a roof this next one is to all my teachers who have taught me to be kind respectful and a responsible person furthermore I want to thank my principal for being the best principal I've ever had since he is my principal I will have to say something else about him I want to say that Mr. D is sadly retiring after 19 or something years of being vice principal at Aptos junior high and I think about four or three years of being principal at Marvis to elementary school the very last thing is I want to thank all my friends for coming here and supporting me and just blankly being my friends in my awesome little sister who always looks up to me for help and just blankly being my sister my last and only request is a round of applause to all these people that I mentioned and then I'll stop talking thank you and congratulations again to both of our wonderful students a item 3.6 as governing board comments and report on standing committee meetings I will go ahead and start at the send down here with Jeff do you have any comments I have nothing to report the Acosta yes I just wanted to bring light I guess to the issue and I know I've been in contact with Michelle regarding the issue with the portable for the afterschool girls program out at Lakeview as Lakeview is in my trusty area and I have been reached out to by constituents in the area with regards to how valuable this program is this afterschool program is for the students in our area or at Lakeview school based on the conversations it seems that the only roadblock at this point with getting this portable is a funding issue so I wanted to just you know implore the district's administration to see what can be done to you know get past this gridlock with the matching funds that the county is willing to offer to move this and progress it forward and then hopefully have the administration bring it back to this governing board so we can vote on it and make a decision with regards to that excuse me president this is a time for us to report on our standing committees and that seems like an issue that can be brought to the attention of the superintendent or the president at a different time right that's basically what I'm asking for is it to be agendized that's why I'm bringing it forward thank you so is this on I guess and so I did get to meet the president of Cabrillo at the adult education advisory board so I was able to meet him there that was cool and I also went to the parent conference not the whole day because I was having to work but I actually went to their breakfast their keynote speaker and I went to one workshop I went to one workshop I did that so I was able to put his participate in the parent conference and I also went to a meeting for migrant head start they have an executive meet committee that meets when their program is not in operation because their program will start in you know the beginning of April the very end of March is is when they're you know all their home providers and their daycare and everything is going to be going but we have to have a couple of executive board meetings to work on you know budget issues and what's going to happen when it opens and other things like that so here you go thank you and I didn't report in this last time but I did go to our SELPA meeting our monthly SELPA meeting which had a great presentation and actually I was so surprised what a great turnout it was just tons of Spanish speaking moms and dads there trying to learn more about our special education system so I thought that was really great I also attended a United Way meeting yesterday where they rolled out their new funding ideas and got a lot of ideas and support for how to push forward academic and other success for youth that's going to be their new funding criteria essentially so I learned all about how to sort of push forward and apply for those funds and I was really very pleased to see our grant writer Andrea Willie in attendance there'll be a lot of opportunity for the Pajaro Valley to receive extensive funding for success for youth so looking forward to getting a piece of that for kids in our district perhaps our educational foundation and also Pajaro Valley prevention thank you thank you first of all a Cabrillo College is has a big part in my heart I was in the first class ever 1959 when when it was formed and opened at the Watsonville High School campus so I was in the Watsonville High School class of 1959 Cabrillo opened just in the nick of time so thank all of you very much the other the other the other announcement I want to make the parent meeting the other day was outstanding and and I went to one session on gangs and and I just want to report to all of you that the work that the Watsonville Police Department working with the school district has been just really really wonderful and my respect is has risen because when I saw the weapons that that they see every afternoon out on the streets it is enough to make us all afraid these things are happening every afternoon out here so but what I want to do is to see if we can bring this to the board agenda and see if we can coordinate all of the good things that are happening within within the school district we don't we don't ever see some of this stuff but when measure L was first passed people were saying what's happening we don't we don't actually see anything happening facilities went around and changed the locks on all all of the doors just to make us safe and so these are these are some of the things that we don't see but are happening out out there every every room now has a phone by the front door so that the so that the teachers can actually run over there pick up the phone and utilize it so wonderful things are happening we just need to bring them out and see if we can put everything together last meeting we also heard the report from PV PV PSA on mental health and these things work together but we need to be able to put them together so that we all understand safety is really really important minty white just has had a fence put around the school it looks wonderful but it's but it was actually part of the safety program there at the same time so so I just want to bring these things out to us and see if we can agendize this in the future thank you thank you trustee Harrow so last week I didn't make a comment about this but PV USD was chosen as one of the benefactors from the the AT&T program Chevron shootout I don't know if anyone knows what that is but anytime one of the players during the tournament hits an eagle which is to under par I believe there was a $5,000 prize I believe there was four or five different nonprofits or agencies school districts who were going to split that money at the end I don't know what the total was did you happen to hear what that was for PV USD they didn't have that many eagles this time so we received the minimum of $30,000 okay well that's pretty good and it was really fun to be able to attend the last day of the tournament and see the winner and we got to see our logo on the sign I wish I would have thought of it we have pictures of our our logo on the sign which you can actually see if you were watching it on television if someone had the camera at the 18th hole the sign was right there so we got really good placement so wanted to thank Chevron and the Monterey Peninsula Foundation for supporting PV USD also I attended the parent conference as well and excellent job Dr. Gottlieb and your staff that was a huge undertaking I I'm thinking I don't know several hundred five hundred six hundred parents something like that it was really really well done one of the workshops that I wanted to mention that that I went to was presented by our our partners the Community Action Board and I was really really pleased to hear that they are working on a grant where they're offering support to our families with immigration issues and not only that but they are offering training to our school site staff on what to do if they're confronted with somebody asking for information about our families so I'm really really positive news there and I was really happy to be able to attend that so that's all for me thank you and we will move on to item 4.0 is approval of the agenda so moved we have to second her before I go there so I second Kim but with a revision I would like to move 10.4 which is the which is the assistant superintendents negotiate not negotiations contract renewal contract thank you to write out to the agenda okay um will you modify your motion Kim or the reason why we're doing that is because I'm going to have to leave early oh thank you I just needed some backup yeah why okay yeah I modify my motion okay all those in favor aye aye any opposed motion passes seven zero thank you very much thank you so item 10.4 and this is a report by Dr. Rodriguez I believe yes thank you so within the next couple of months we have three assistant superintendents that whose contract will be expiring and so I am requesting that we extend their contract by one year as you will see in the backup documentation that the only change to the contracts is the extension of a year the benefits which they do not receive remains that way so they will continue to pay their own benefits and compensation stays the same so the only change is instead of it expiring at the end of this school year will be the end of next school year so 2019 okay is there any board discussion are there any speakers no speakers to this item no discussion I had a question with regards to that so you said within a few months where are we at and line of sight or foresight of when things will be settled with PBFT so we will have mediation occur March 2nd we do not know when what will happen on that date nor if we will be certified for fact-finding if we can't only the mediator can decide when we go up to fact-finding once that occurs then there's a timeline of approximately 50 days if we don't have any waivers of timelines but we are not the deciding factor neither PVFT or us are the deciding factor of when we're certified for fact-finding only the neutral mediator will decide if he is hit across roads okay it's just in my thought and opinion in this is that I just think that the timing is off if we can't even have that settled which was an ongoing negotiation from the prior year so that's where I stand in my position on this if I may the the difference between the two is that they cannot work a day after their contract expires and but that is the reason why we have absolutely no changes to their to their contract except for the one year are there any other comments yes a question what I'm trying to see what relationship one has to do with the other the the contract for the superintendents or the assistant superintendents should go on anyway what why you know I you know I got the feeling that you want to wait for one for the other why well as I stated it's we still have that negotiation from a prior contract year that's up in the air and not even resolved and I just don't think it's good management practices that we're moving forward with management when we're not even you know resolving issues with our working teachers I can see that but but but we still have to run the school district we still need management and we're not increasing the salaries on the budget as far as I understand so I don't I don't think that we can wait to wait on all of the projects that we have to be able to do in the school district for the the the impasse work could go on for five or six months I'm hearing what you're saying and I have a different position and take on this and I'm just saying that the teachers are the front line of the school district you know we're in the business of educating the youth in this community and they're the front line of that so that I think needs to be resolved before we move forward with other contracts with management at this point okay I've stated my position we okay that's why that's why I'm in full support of extending contracts for assistance superintendents are doing a very good job I don't want to risk losing them and there's no reason to move forward with a budget neutral item which extends their working conditions for an extra year we need to do it and it's the right thing to do at this time anybody else okay thank you for the board comments I also support moving forward with extending the contracts if this doesn't happen now we run the very real risk that we will lose our assistant superintendents and honest we just can't function without that cabinet level support which are out at the site supporting our sites and our principals and our teachers every day as long as well as our superintendent so without that yes the teachers will be in the classroom but the support that they need to get their job done will not be there and I also believe that our assistant superintendents have done a fantastic job and we are seeing results so with that I will call for a vote all those in favor hi any opposed hi motion passes 610 Leslie if I if I may I I yes no no I just want to compliment us compliment us for being able to have a discussion you know I think this is healthy and I think this is this needs to needs to get done more and more so I value your view or others views I may not agree with it but it but I think it's healthy for us to be able to talk talk in the open session with it trustee DeRose I also want to say I'm I agree with you I think we need we need to continue the work of the bit of the district as we work with our teachers as I'm as I review this last night though the the comment that kept coming to my head was are we sure about Mark Brewer just kidding just way to lighten it up trustee you're seeing now my pleasure so Dr. Rodriguez just in Dr. Rodriguez just informed me that I didn't call for a first and the second which I thought I did yes we're gonna redo to make a motion to extend the assistant superintendent contracts and do I have a second okay all those in favor hi those opposed hi motion motion passes 610 thank you sorry about that okay so item 5.1 as approval of the minutes for our February 21st board meeting and we'll like to move approval a second okay all those in favor hi hi any opposed those abstaining abstain 5 0 2 okay sorry item 6 is our high school board representatives report do we have high school students here to give us a report this evening okay and I know parallel is here and I'm trying to find her on the agenda she could if she would like to give a report I couldn't have you give a report here well I emailed the student representatives and they told me they were gonna come but I don't know homework got in the way again yeah sorry that's okay have you got anything you would like to say no pressure well we're just at Watsonville high school I go to Watsonville high school hi well we're just getting ready for prom we're starting to plan a little bit early and we're also getting ready for our freshmen to get more information about their small learning academy communities the academies and yeah and we've been talking a lot about also about raising school safety awareness at Watsonville high school and the group of students came together to discuss a subject which has been pretty healthy at the school and yeah I think that's about it okay we're at item 7.0 and this is a public hearing so I'll close the regular meeting and open the public hearing and this is a report on Lynn Scott Charter School and that's my principal Julie Wiley good evening my name is Julie Wiley thank you for having us here to talk about Lynn Scott Charter renewal you have no idea how happy I am to hand this off to you after all of the all of the time it has taken to put it together I would like to ask staff and parents of Lynn Scott students to stand and just acknowledge that they came they're kind of my posse so I brought them along with me this evening they're here to provide me with some moral support with this Charter renewal Lynn Scott Charter School marks nearly a quarter of a century as a school dedicated to parent participation and shared decision-making in the education of their students although times change and adjustments both meet must be made to our program the Lynn Scott community continues to believe that experiential learning and parent involvement ensure the academic success of all of our students the many pieces and parts of this Charter document are required for you our authorizer to review and approve but the essence of who we are as a community is reflected in our mission statement we have a slideshow I'm just really keeping my fingers crossed and hoping because this is like magic I thought I was gonna have to bring my own computer and plug in a flash drive and darn it really that's amazing we gotta get somebody like that I want who can make that happen oh I do have it on a flash drive it's on keynote will that play keynote I have to give props to my son-in-law who figured out how to get the audio into the pictures if you don't have a son-in-law I highly recommend them there really come in handy for lots of things so as I said earlier there have there are some additions to the document which is why it's so much longer than the one you saw five years ago there are affirmations and declaration statements that are now supposed to be part of a charter petition we also had to include comparison school data SBAC data and the dashboard report for Lynn's got Charter school as well as a copy of the LCAP report which the board already had a copy of significant changes that we've made at lince got in terms of policy changes in the last five years changes to our admission policy to make sure that we were in compliance with new regulations that had been passed parent participation policies have had to change as a result of some new legislation and some rulings in court and we've also revised our discipline policy so I'm gonna let you just read that you can ask me questions now if you want to read it over and you would like to send me an email or call pick up the phone and call me I'm happy to to field those questions thank you so we don't have any public comments for this item so I want to bring it back to the board really thank you on our on our tour of the facilities when we got to lince got it just seemed like the the little plot of land that lince got has was completely filled with portables and on and on is there a plan that that we are aware of that would build up or build out or build something to help relieve it it looks like it's really overcrowded and and the housing unit on Riverside that just opened I'm not sure it's it or are those children coming to will be coming to lince got well because it's a charter school we don't have an attendance area like I understand the district so those students are certainly welcome and able to submit an application during our open application period which is happening right now but classrooms are filled by lottery by law that's the way they classrooms are have to be open spots and classrooms have to be filled so yes some of those children might end up going to school there we are we are we are pretty cozy what is the what is the size of your school now what is the attendance about 276 students currently enrolled kindergarten through eighth grade we have one class per grade level with the exception of an intentional multi-grade class that has seven first graders seven second graders and seven third graders in it and a number of years ago we added an extra kindergarten class to help with the budget crisis that the school was in and so we have one grade level that has two classes I refer to it as the spot where the snakes ball swallow the rat you know how it gets really bulgy so right now those kids are in the sixth grade they will go on and graduate in the from the eighth grade and then the plan is to go back to that one discreet grade level that class so we have about 276 kids right now though I would I would take it that that you're pretty well filled to capacity yes we are you have a waiting list for the school we do so well how do you anticipate for meeting the needs of the meeting the needs of the school well the the the charter calls for one grade one class per grade level so that's all we have room to house 22 students kindergarten through third grade per class and 30 students fourth grade through eighth grade per class if we have more students than that who apply then we have the lottery the lottery establishes who is who gets openings in those classes and then a waitlist is established if you're asking can we open more classrooms to let in those people who are on the waitlist I don't think that that's part of the plan I don't think that's part of our site management teams plan to expand partly for space partly for money partly because I would run screaming from the room probably if they asked us to do that Radcliffe Radcliffe school has a very wonderful two-story building have had have you thought about something like that yeah if we had a company come in a number of years ago to give us an estimate on the cost of putting up a building such as that on the on the property we don't have a cafeteria we don't have a multi-purpose room we're short on a lot of things like that and the cost was going to be pretty prohibitive so that's that's what's holding us up at this point is the cost of that of a project like that lastly have you thought about using Watsonville high schools fields which are right next door to you we do that's where our PE program takes place for our upper grades then yes and once a week our PE once a week mark once a month once a week our six seventh and eighth graders go to the rec center just down the street over on youth center sorry over by the police department and they use the gym there what about what about the Watsonville high school swimming pool I would love to use the Watsonville high school swimming pool could you make that happen for us well yeah maybe nothing would make me happier if we have tried before we haven't been able to put the pieces together so that would be that would be awesome we would love to have like an exploratory class okay well we'll see what see what can happen thank you okay thank you facilities I I gather would be the number one number one need for Lynn Scott when that would be yeah that would be I would agree with you facilities it's definitely an issue it's an ongoing issue it's an old building it's a lovely building but it's an old building and the older the building gets the more things that need to be done and the more the more issues we have to to confront windows last year it was rats that seems to have solved itself thank goodness but yeah the facility is old and so it's gonna it's gonna take some attention so the the youngsters that live around Lin Scott school if they don't attend Lin Scott understand they have to go to McQuitty school if that's their school of attendance I'm not exactly sure where the boundaries are I believe McQuitty's there some of our students are in the Ratcliffe attend or you're asking about the kids in the community that live closest to the school I believe it is McQuitty right okay okay I could be right if I'm not sure where the lines are thank you Willie thank you any other want well saw comments or questions and hi thanks for being here and thanks to all the great parents that came to support tonight and teachers many of the teachers wonderful so in the past when we've had charter school renewals come up we typically get a dashboard from you that kind of says here's how many kids and then some data on achievement and how things are going in that way in this presentation I don't see that and it seems to be buried in a report in the document at the back there are appendices and the appendices to have the dashboard data from the state they also have so in so what I'm asking you now is I can't I mean I've read your report right for everybody here and for everybody on camera can you just summarize for us your school because I know Lynn Scott does very well typically but I'm looking at there's some information in here from 2011 2012 it's not current and I'm looking at an analysis of comparison schools and it looks like in ELA and math in ELA you've got 39.9 percent of students meeting grade averages are you looking at the meeting or exceeding standards are you looking on page 8 I am sure we're looking and then in math 30 percent is that right correct okay are you talking for 2017 yeah yes so school-wide 30 just under 40 percent are meeting the mark in ELA and 30.25 percent in math so I'm wondering what what are you using to like what are you using the same systems that we're using district-wide or do you have your own ideas for how to improve those those so we have our own we have our own curriculum because we're an independent semi-independent charter school we have our board has the right to make a decision about what curriculum they're going to use and so four years ago we purchased a new English language arts program we purchased a new ELD program we purchased a new math program two years ago and made sure that it was continuous from kindergarten through eighth grade that it was the same program the same publisher so that we were using the same language having the same conversations at each grade level about what kids needed to know and how they were going to figure out what those were and so we do some of the same things just because those are our standard good practices but we do have different curriculum depending upon what our staff and what our board decide to adopt so in the last two years have you noted any improvements to your kids achievement or we how's it going with the new curriculum yeah we have pockets of improvement this is the only the second year that the new math and focus program the Singapore math that we purchased has been used in the primary grades we we implemented it a year earlier in the middle school and it's very challenging and the middle school teachers in the middle school kids were pulling their hair out a lot because it was much it's much more challenging than the one we were using now after the second year we're starting to see kids understanding more complicated mathematical processes at a more foundational level and the primary teachers are really excited about the improvement that they see was that is that your question well there's a lot of questions okay how are you measuring that improvement so we have these s back scores we also have the star reading and math assessments that the district also uses that students take online and teachers administer those at least three times a year usually beginning middle and end to sort of show growth over time we have different kinds of teacher created assessments that teachers give to to look at student achievement we also use running record in the primary grades where teachers do individual reading assessments with students to see what their fluency is like what their error rate is like things like that that's great and Susan do you have staff that collaborates with Lin Scott in terms of the map looking at map stuff or they're just completely doing that on their own so yeah that's what I thought no I thought you just said you're using map no we use oh we use the star math and reading assessment so you said no the map is the NWEA which I bring privileges things like that but but as far as you know that the legal part of being a public school the number of days that you're in school and I'm making sure we follow Common Core all that's the same okay so so that that's the same in all chart I mean I just wasn't sure if you're independent you know because I figured because I know that the charter schools that we have that are not independent obviously they work more in that way but okay so I understand better now the difference I mean the differences that are not different yeah okay you want else yeah I just you know I'm just looking at your data and it you took a pretty significant drop from 2016 to 2017 what do you attribute that to I think part of it's the math curriculum I think that the difficulty level of this particular of the curriculum is not it hasn't flowed very well from one grade to the next because we haven't had it in place k8 for very long we also that group of kids that we were the snakes wallowed the rat were the big the big bump of kids in they have not tested well since they started testing in third grade and nobody really knows why we look at individual students who should be you know knocking it out of the park and they're not doing well on the standardized test and we're not like I said we're not really sure why we don't know why that's that's happening that way but it has been consistent since they started testing in the third grade and that's really the only grade level where we've seen a drop everybody else has stayed pretty pretty steady or grown significantly in the achievement on this test I see you struggle with your English language learners like the rest of the district do you provide any special intervention for that group of kids we do have an ELD instructor who's part-time on campus a credentialed teacher she provides most ELD on a pull-out basis but she does push in and support students in classrooms in the classroom as well we also added to her contract time this year an hour and a half homework session after school twice a week so that she would be available to help students who are English language learners complete their homework or understand what it was that they wanted to do so it will be interesting for us to see when the new LPAC data comes out it'll be interesting for us to see if that's made a significant difference in those student scores that's great I know parents are very pleased with your school your curriculum and the way it's run and in the past when I've looked at data side by side by side with the rest of the district schools you've always ranked very high so that that's a credit to them yeah congratulations they are a pretty incredible teaching staff and I apologize for my hard questions no that's my job absolutely absolutely we want to make sure that nothing wrong with hard questions and I think next time you present it would be good to have like at a glance a dashboard for the board and for the public so that we could see very clearly a clear a more clear summary yeah looking specifically at data and data could be one of it just okay everything okay how many vapa classes music I mean just sort of at a glance like the rather than you want to brag about at the school rather than embedded okay yeah yeah thanks I do have a couple questions for you what's your suspension and expulsion rates well let me see when I started as the admin director principal this is my fourth year so when I started four years ago we had I think I want to say in my first year we had one expulsion was for a weapon that was on campus and we had probably I'd have to go back and look at the actual numbers but I want to say probably eight or nine suspensions and they tended to be repeat offenders last year we had no expulsions so far this year we have had no expulsions and we've had I believe it was three maybe four suspensions I think four three of them were the same student and what kind of interventions are in place to assist the students when they're in when they're having behavioral issues right yeah so we have we always have meetings with parents we have a lince got community curriculum which is our discipline program which is based on four four characteristics respect responsibility resourcefulness and responsiveness and so we have a login system at school where if a student breaks one of those agreements a teacher will say you know you need to log in and then it will give an opportunity for a conversation to take place about the choice that that was made so there's a lot of support within this that system because it gives kids an opportunity to make a different decision the next time around we also have what we call a reflective Friday with Mark Domiani who was our PE instructor who meets on Friday afternoons for kids who've had a certain number of logins and it's not for punishment it's an opportunity for them to talk about what the choice was that they made why it was wrong and how it negatively impacted their community and then they have a conversation about what they can do to pay the community back so it might be some kind of community service it might be an apology for something that they did that they that they need to make right we put behavior contracts in place if we need to we often have a buddy up system where and a student might act as a support for a friend if they're having a difficult time maintaining themselves in a certain environment or in a certain venue on the playground so we try to provide as much support both to students and parents when a kid is struggling as we can before we go to something that's more hardcore thank you and we we've seen an increase in the need for mental health services do you offer any social emotional counselors at your sites are they available they are not we have we do refer kids regularly to different counseling areas in the community one of them being the school district one we do have a school psychologist that we contract with PVUSD for self-assertives and she is or he or she whoever that happens to be has been really gracious about making themselves available to help with those issues most of the time we end up counseling parents and referring them to go to someone in the community that we know is is reputable and that we've had other parents come back with a good report from so is it not necessarily a school priority to have a social emotional counselor is it just it's a matter of money it's a matter of money yeah thank you okay so I am going to close this public hearing and open our regular being with item 8.0 non-agenda items and we doesn't look like we have any speakers for that item so we're gonna move right along with employer organization comments and we're gonna there's one I'm sorry mr. Rich Determan will you approach the podium good evening Superintendent Rodriguez and board members my name is Rich Determan I currently in the principal at Mar Vista almost 40 years ago I stepped into Pajaro Valley for the very first time I'm gonna try not to be emotional and I taught a program called Opportunity School it was on the Rolling Hills campus and I actually thought it was my very first teaching assignment and I thought it was a gift I thought it was a program for the gifted and not realizing because the description was small class size individualized instruction and I thought wow this is this is great and realized and it was a gifted program and this this was mainly for boys who got kicked out of the regular junior high schools in Pajaro Valley and it was an unbelievable wonderful experience and now here almost 40 years later I turn in my retirement paper this morning and I kind of thought you know when you turn in the papers I thought balloons were gonna fall down and then children would be out with the whistle and but I just wanted I just wanted to come and spend the a little bit of time to say thank you for the to the board some of you have been here almost Willie almost the whole time I've been here and you have led us through some really difficult times and I know that we would all like to have get paid more money but we know that you lead us wisely and it's not easy decisions to make I remember a few years ago when the district had to cut millions of dollars from the budget and that was that was brutal but I actually just wanted to say thank you all for your time it's not the big paycheck at the end of the month and I think people who spend time getting to know the district realize what a special group of people this is and we're all this we're all part of this family I've known Susan since my days at on the Rowland Hills campus and you people here you gave me the opportunity to be a principal of Mar Vista and every day I don't take it for granted I have 464 children that I get to see every day and that you had that trust in me and I look I don't look at that I do not take that for granted at all gone through some incredibly great times some sad times and I'd like to thank my reps from my area for your support last year when we went through the situation with a young man who made some very bad choices and you call you took time out to call me to see how I was doing and that was very special and I just just wanted to say thank you I you know when I was thinking about not doing in this anymore and I thought what am I what am I gonna miss the most and it's the journey that I'm gonna miss I'm I'm I'm gonna get off the train and the train is gonna keep going and I'm gonna wave and Michelle will wave back and and it will keep going I I don't gonna miss that I'm gonna I'm I'm going to miss the people I've grown up with when I started this you know I was 22 years old and I bumped into a young man who was in my very first class I taught at Opportunity School and I and he said Jose how old are you now and he said I'm 54 and I thought to myself holy smokes I've gone from 54 to age 4 in my lifetime not very many people can say that in their career and this is not this is not a job this this is a career and and to say if you had the same thing if you could do it over again would you do that over again absolutely absolutely no doubt about it and in my last thing I want to say I just wanted to thank Chona she came to the Marvis to staff because we were thinking about the process for the next principle and she asked me in front of my colleagues about it must have been half a dozen times a dozen times well I'm still trying to talk rich out of not retiring and that made me feel really really very special so there was no real purpose of what I'm doing up here but just to say thank you you know the very first year that I taught in power three minutes this is like the Academy Awards you know when you get the Academy way no the music starts playing I I got 40 years here but anyway I just wanted to say thank you all very very much Mr. Determan if I may come back to the podium for a minute after 40 years you deserve it I want to thank you in particular I'm a mom of two kids once 20 and 116 and I don't know why or how but it seems like I was always at the intersection driving a kid to daycare even when they were babies you know at that intersection where Rio del Mar where the bridge over the highway to Rio del Mar and every time I was there you were the kids at Aptos Junior High were outside like they they were leaving campus essentially and you were out there always and I watched you treat those kids with so much love and respect and it's one of the things that I talked to Michelle a lot because that doesn't happen sometimes at other campuses kids are treated sort of like their criminals like what are you doing kind of by our staff and I really want to thank you for treating those kids like they were your own kids because I could see it clearly and I mean I wasn't even connected yet to the district but I would watch you every day out there on the corner by Piggy's Market helping those kids get safely to and from campus morning and afternoon and the counseling support and the and really you were one of the administrators at that school even though you're in your counseling role that you provided to Aptos Junior High for all those years was amazing and I and I know that staff missed you when you went to Marvista but Marvista really benefited from your leadership there and you did a great job thank you and took that school through a very difficult time great thank you yeah but thank you for everything just just one final note it just tells me it's I'm getting older I went into the third-grade class that I have some four girls that just helped me all the time they're my go-to girls and so I went in the classroom and I told the girls would you grab your tablet and a pencil and meet me in the cafeteria so I go into the cafeteria and they're all there with their Chromebooks and they said Mr. D why did we need a pencil then I knew it was time to go on I hope you'll come back and do some consulting with us Mr. Determan so moving on so item 9.0 in full your organization comments and we're gonna get started with PBFT thank you Francisco Rodriguez with Pajaro Valley Federation of Teachers and congratulations to Mr. Determan yeah yeah when we're not there it's a good sign so I just wanted to remind the board of a couple things the first one is August 23rd 2017 at that time request came to you to create an additional management position at a cost of $138,000 this is ongoing monies right because it's it's gonna cost you made a wise decision in not creating that position I believe however today on Consent Agenda under items 12.3 12.4 and 12.5 you are being asked to approve a memorandum of understanding with the parent education nursery schools in the Santa Cruz adult education service area the MOU well we have a couple problems with the MOU several problems the MOU requires the organizations to pay for all expenses everything and in fact it's plainly states that this will not cost the district any money and in addition there is an item there that states item number six of each contract that states that the organizations will not require or allow the teachers to fundraise and I'm not sure if you're aware of the situation with the they call them the pens for short in the Santa Cruz service area but they have a hard time raising funds and we we have a number of concerns because I mean obviously you have a hundred and thirty eight thousand dollars of ongoing monies that can very well be used to support these programs and provide the services to those families in the Santa Cruz service area you also are treating our members in the Santa Cruz service area very differently than everybody else in the district as you're probably aware many of our teachers support fundraising and participate in fundraising and do everything that they can to help programs our opposition when we brought this issue up was that teachers were being not only required to fundraise for their or let to believe that they had to fundraise for their salaries to pay for their salaries and benefits but the actual invoices to the organizations were being sent to these teachers and and that was our objection not that the teachers not be allowed to fundraise or all teachers help fundraise and and create programs so we have some real concerns with that because if you approve this MOU I believe my understanding is only one of those organizations has the funds to survive for maybe two years or so the others are going to fold and as from our experience with your MOU with Santa Cruz City Schools which we believe you are not following that means that those teachers that have greater seniority than many of the teachers in the Watsonville area will be coming into Watsonville area or will have rights that whole MOU that you signed was to avoid these types of problems so rather than approving this MOU at this time I would recommend the following number one that you consider supporting the pens at least for two or three years until they are able to fundraise or have a plan that will create or allow them to be financially stable number two that you review the terms of the MOU with Santa Cruz City Schools regarding the integration of the adult education programs and number three that you remove item number six from the MOU and we're fine with the organizations not requiring teachers to fundraise but the or allow piece is very different thank you thank you Francisco now moving on to item 9.2 CSEA how about the BAM EWA so moving on to item 10.0 action items 10.1 resolution of state funding and this report will be done by Dr. Michelle so we we are putting forth and so originally several months ago CV CSBA asked us to look at a resolution calling for a fair a full and fair funding of the four California public schools we we looked at it we did alter it a bit in order to acknowledge a couple of things one both that the state average for English learners and the state average for students that live in poverty is much higher for us and so we put that information in there we also put in information recognizing the fact that our cost of living here in Santa Cruz County is significantly higher than many of the others and they did put out a call for other school districts to do it yet again and we were already planning on doing this we will be the first one within the county to do this resolution we are recognizing two things one we do have and we noted it in here we do recognize that they the governor did put forth the closure of the gap of the LCFF gap so that you know he gave us our last 2% so that is recognized in here and then we also recognize the fact that the Senate just put forth a proposal in order to raise the bar even higher however I do want to note that even though that did happen we still are ranked 45th nationally so we did go from 49th to 45th but we still believe that we do not have the funding understanding the cost the rising costs that are happening in order to be able to significantly do the things that we need to do and more than anything to retain and and be able to pay for programs so as we've stated before our LCFF is back up to where it was in 2008 so our funding is back up there however the main caveat to that is PERS and STRS have gone up dramatically and will continue to go up dramatically as well as health and welfare transportation costs have skyrocketed as well and we have the largest fleet in all of central California and then special education have cost have gone up as well we are high we are at 14% of special education versus the the state average of 9 to 10% and so because of that we encourage you to endorse this resolution so that we may put it forth and do help do some work at the state and federal level. Okay so it looks like we don't have any speakers to this item I will start on the side of the room any comments from board questions hey Willie thank you Michelle is there any emphasis on receiving ongoing money versus one-time money you know if if if the state says yeah there's more money but it's going to be for special ed I mean it all sounds like we're gonna get a lot more money but it can't be used for salaries or whatever is there so yes so the resolution specifically speaks to LCFF entitlements which includes three categories so it does include the base which can be used for anything and everything we do receive significant concentration and supplemental funds but it would include all three categories you know I think we would also like to look at revamping in general how education is funded however at this point what we're trying to do is just work within the system and have the system recognize that we need more funding in order to be able to do the work that we need to do so but you're here I'm trying to understand what you were saying about having the three categories okay so but so is that ongoing so that's what entitlement would be entitlement would be ongoing funds so that we would know that year after year we would have those funds but they have to be spent on certain things and so the base can be spent on anything generally it's it's spent on staff but it can be spent on anything okay so but then but then if we wanted to use money for CET or CTE or CET whatever so what category would that come out of anything or well because of the the population that we serve and we serve a lot of fragile student populations we're actually re looking at re which is I know this all very technical but we're looking at re redefining the base and that would mean that that would allow us to use more of our supplemental and concentration funds for certain programs it really at this point it depends on the school in which it is most of our schools because of their the level of students that live in poverty in English learners we can use all three categories for programs so was that in the resolution somehow I yes so it's it's in there in terms of the LCFF so it where it says recognizes the recent proposal to fully fund the entitlement and the recent senate proposal the state funding for K-12 schools is only recently returned to the levels and it speaks to us needing if you go down to fourth from the bottom it talks about a group that was commissioned that said that in order for us to be fully funded we would need 17 billion dollars annually more to go towards education also if you look at the second to bottom it speaks to we only receive one thousand nine hundred and sixty one dollars per student nationally it's three thousand four hundred and sixty two so you can see that we then we're half of the national average and so that's what we're encouraging them to do is to ensure that by the end so what we're asking them to do is to by year 2020 to be at that national average and by 2025 to be equal or above the national average thank you you know Kim you know just for the public sake I if it's okay I'd like to read a couple of these whereas is because I think they're really important so we are I'll just say these comments first that we are up to 2008 funding standards it is now 2017 and we as you said we've had incredible rising costs not to mention that this is one of the highest cost of living places on the face of the planet so unfortunately because we have the sixth largest economy in the world and the largest GDP of any state in the nation and whereas despite our leadership in global economy the state falls in the nation's bottom quintile on nearly every measure of public K through 12 school funding and school staffing and whereas California ranks 45th nationally in the percentage of taxable income spent on education 41st in per pupil funding and 45th in pupil teacher ratios and 48th in pupil staff ratios 48th whereas the PV USD Board of Trustees recognizes the recent proposal to fully fund local control funding formula back up to levels predating the Great Recession of 2007 whereas K through 12 school funding has not substantially increased on an inflation adjusted basis for more than a decade whereas the modest revenue increases since the implementation of LCFF have been eroded by rapidly increasing costs for health care pensions transportation special ed and utilities whereas 58 percent of California's public school students are eligible for free and reduced lunch yet and yet the Pajaro Valley District serves 78% of students living in poverty whereas 23 percent of California students are English learners more than twice the national average we serve 68% here in Pajaro Valley whereas California's investment in public schools is out of alignment with its wealth its ambition and its demographics and the demands of a 21st century education whereas California funds schools at roughly $1961 per student less than the national average which translates into approximately 3462 per student when adjusted for California being a high-cost state and I'm not sure I think it's probably higher than that given our Santa Cruz County cost of living it goes on and on and on but I am in full support of this resolution I think we need to send a very clear message to the state that we need to put more resources towards education so that we can pay teachers and staff a living wage and with that I'll make a motion to support this resolution there are no more comments I am looking for a second all those in favor aye all those opposed motion carries 601 right item 10.2 quarterly board study session meetings so for this item yeah so at the last board meeting there was a request to have regularly scheduled board meetings of special board study sessions so that we could really dive into data and really dive into systems and supports and so what staff and I did is we looked at the months in which we only have one board meeting and we looked at scheduling three board meetings basically up until November the end of November so that we could discuss it so these are just proposed dates and topics of course these can be changed but this is what we heard from you so we had already discussed and talked about April 11th being in regards of the K-12 academic data and so we had a pretty large discussion about that this past time but what we do is we would be able to spend three hours really diving into everything from our early literacy data to our AP and SAT and ACT data we are recommending July 11th 2018 to really have a big discussion budget discussion that would allow all board members to have full information prior to looking at the new budget and so we wanted we are suggesting that date and then on November 28th which I understand is fairly far away but the reason why is we're trying to find one where we only have one board meeting we would do what trustee or hero is asking and really look at student services and social emotional supports that are happening through out the city and how nonprofits are working together in a synergistic fashion in order to be able to support our students so these are just proposed dates and times but I'd like to open it up for discussion so that everyone is aware of the dates and then we can move staff forward to fulfilling these dates thank you Michelle so we don't have any speakers to this item any more comments don't mean she wants to go just and I'm in full support I think this is a great idea to have these study sessions and thank you for putting it together me too what you Willie yes one of the one of the things that I've learned about the superintendent is is when you say something she writes it down and it happens and it's a and it's a and it's a wonderful attribute but I have to watch up what I say thank you very much thank you for for listening and responding that that's wonderful and at the last board meeting that I I mentioned that what we need is a special meeting to talk about the safety aspects and trying to trying to try to bring everybody together and thank you for listening and writing it down I gotta watch out what you say is thank you since there's no board comments I am looking for a motion in a second second all those in favor aye aye all those opposed motion carries a 601 item 10.3 first reading alternative calendars option by PVFT and report will be done by Dr. Chounakaline PVFT president Francisco Rodriguez we are going to try something new and co-present something we promise not to fight or argue but there is no Michael Jackson song to go with that we're sorry Vice President Roscoe board trustees Dr. Rodriguez this is the calendar update part two so we're just continuing next steps with regard to the calendar principles are continuing to obtain feedback from parent groups on the proposals and within 10 days of the January of our January 12 24th board meeting PVFT did present a demand to bargain per article 5 of the contract and tonight we're going to present their alternative calendar and from there PVFT will present both calendar options to their bargaining unit members for review in a vote and then the proposed calendars are subject to ratification by PVFT and board approval an update will be presented with a summary of the parent and community input as well as the union vote results and a subsequent meeting for final consideration by the governing board of trustees and our agenda tonight is just to give you a quick overview of the district calendar committee recommendation from the January 24th board meeting and then we're going to present the differences between the PVFT alternative as well as a district calendar committee recommendations for 2018 19 2019 20 and I'm saving the hard one for Mr. Rodriguez to present for 2020 to 2021 so this is the from the district calendar committee quick overview it was at 87 days for first semester the start date would be August 16th and and would be December 22nd 2017 second semester is 93 days and it was longer to accommodate state testing start date would be January 17th 2018 and and date would be 6 8 18 on the 2018 to 19 calendar for semesters 87 school days start date August 15th and date will be December 20th second semester is 93 days start date 115 19 and end date is 6 7 19 the night the 1920 calendar is start date would be 8 14 and date would be 12 19 and second semester is start date is 1 14 and date is 6 5 20 and then the last of the the three calendars is would be for 2020 to 2021 start date is 8 12 2020 and date would be 12 18 2020 for first semester for 87 days second semester is 93 days start date would be January 13th 2021 and end date would be June 4th 2021 I'm gonna do the easy ones with regard to the PVFT alternate calendar for 2018 to 2019 there's only really one change and PVFTs alternate calendar moves the elementary school parent conferences from the week of November 26th to the week of November 25th we've had a lot of parents that agree with that and shared with us that they would like the parent conference stays a little bit earlier and this was something that the principals were telling us from the input that they've gathered so we have parents in support of that change the next one is for 2019 to 2020 and PVFTs alternate calendar would like to move the professional development day from October 4th to November 1st and that is the only change there so this is the 2020 to 2021 calendar and as I promised you this was going to go to Mr. Rodriguez and he's going to explain all the changes and as you can see it's a little bit more complicated okay so the the issue that or the the feedback that we got from our members was that starting on the second full week of August was a little earlier and if it would be possible to start later in August and so the alternative that we're proposing is to remove the SPC day in October from the original proposal to August so that we start the school year for teachers starts on the 5th of August I'm sorry the 12th of August the 12th and 13th would be SPC days the 14th would be the teacher work day with students starting on the 17th and then on instead of having the 11th of January be a day be part of winter break it would be the SPC day okay and of course this will would move everything down and we would have a class as well on the 5th of April as opposed to taking it as part of spring break I know a couple years ago maybe more to two years ago three years ago we did a similar change where there had been a first reading of a calendar that we took to our members we got feedback and so we presented an alternative within the time required by the contract and that gave our members an option and what we intend to do is again give them an option either set a or set B they can't go one you know one year from set A and one year from set B it has to be all of A or all of B okay so don't don't worry about that other than that the some of the other reasons for for the changes that we proposed we did have a number of or we do have contract language which requires four days for after the end of the trimester four days for teachers to complete report cards and when those four days fall during parent conference week it's you know it's not really time to there's there's really no time to do your report cards we we know that one of the changes especially with the late parent conferences is is is a little problematic but I think that with the input that we received and the input that the administrators receive I think that year would be a good choice to move the parent conferences up thank you so we do not have any speakers to this item so I am gonna open up for questions from the board Jeff hi I understand you spoke to your constituents Francisco but as you know I have kids that I have kids in the district my wife's a teacher I have teachers at my house all the time and welcome to calendar discussions I know right and that's a blessing because I learn a lot I learn a lot from about their their business but something stuck out to me was the August and I we're getting to the weeds here and I that's not my intention but I do want to ask the question we talked about starting on the kids were gonna start on August 12th which is a Wednesday and the Union is proposed to move to August 17th the more the students start am I correct I read it correctly what the feedback I've gotten and I've received and the feedback I've seen and what my eyes have seen with my kids is that kids it's much easier for both students and teachers when you start a school year on a Wednesday it gives the kids a couple days to kind of ease into it and then on that following Monday they're ready to go that's when the school year really starts but we get them to school on Wednesday and kind of work them through that process so that's again that's feedback I've seen with my kids that's a few and that's a feedback I've received from teachers so I'm a little bit surprised to hear that you're getting different feedback are you getting are you getting different feedback than what I just said no that's that's that was within the parameters of the survey that we conducted and the the issue is that the way I would put it is that that starting earlier is less desirable than starting on Mondays and students starting on Mondays they'd rather start on the Monday and go the full week than start a couple days earlier than start then start earlier well it's more than a couple weeks because it's five days I'm sorry more more than a couple days because the if you if you start on a on the 10th if the teachers start on the 10th and they have one workday and one SBC day and then they have three the you know then school starts then you know they jump on the little wheel they still are going to be working on the weekend of the 8th and the 9th of August whereas the way it's going to start they're gonna start they're gonna have a workday on that Friday and then if they want to one the weekend to finish they they can so you can see how it's it would work more but you are correct that is the input that we got and that's why the other two calendars start in that way so it's okay thank you thank you anyone else yeah so just just to emphasize that it's it's a what's less desirable is the question the last two evils that's thank you my question is probably more directed to you CSEA has input on this as well don't they survey their employees to because this is an action item but we're not seeing that input from CSEA CSEA was they don't have an article 5 like PVFT does which speaks directly to calendar and there are procedures that we need to follow CSEA was there were participants in the district calendar committee and other you know other people not just the CSEA executive board we had two of them in the calendar committee but we also had Penny Colburn whose attendance you know specialists for the district participate as well as other directors of transportation maintenance and there the the important thing here why it's a little bit more impactful on PVFT is this is the student calendar and that's what we're presenting to you and the classified employees have a different work year and the the student calendar and the and the teachers calendar need to be more closely matched because it is you know surrounding instruction as well as a professional development but that calendar will dictate the work days for CSEA employees yes and CSEA was definitely part of the process and they had a voice to this okay thank you for the clarification Kim but CSEA has their own calendar because they work more days than the teachers yeah yes yes so what so you're asking for a motion tonight just to push these five calendars or how many other five calendars with three years to do oh right with three years each that's why I'm getting six yes okay so that's what you need is a motion to push these out of committee so that they can go for votes so they're going to be presented with six calendars there are two two versions two options option A is the first reading that you did a few weeks back and option B will be the alternative that you're seeing though great so we don't really have any action except just allowing it to push forward okay I'll make a motion we have any other comments and Willie so so well which of these options makes SBC days more effective for teacher meetings and learning stuff and whatever seems like if we spread them out they aren't really effective because by the time you meet for one day and try to get ready I would I would think that that it's a great time to have lunch and visit and all that but which of these options are we going to get the most out of teacher training so so we had some ideas in calendar committee that are not reflected here but you know they're not reflected so I won't comment too much on them but the what what I would say is that when usually one of the SBC days we have three SBC days usually one of them is a like a site based a district based and then this year we started implementing the voice and choice where you know it's well it's it's it's continuing but what makes it effective is when we see the the site based SBC days very effective especially if they're connected with a teacher workday because there's a greater possibility to actually implement the training and prepare with it if you have all district directed SBC days there's a there's always some travel time around so if you have training for example at the district office it's it's hard to be at the training and then in between breaks or lunch go to your room and get something done where if it's at the site you know it's it's easier to get things done whether before or after the training or during lunch or whenever the training is done so our our men and this again is not reflected what we had commented or or suggested was that you know one of these SBC days or within the SBC days that the teacher preparation time the workday the time the teacher has in the classroom to prepare be increased in other words encroaching into the SBC day either district or site directed training okay but which which of these options is is the most effective for us so that varies by site by district and by individual so if you are interested in learning new material that is being presented to you you're gonna make them the most of it if you're not it doesn't matter if you have all three together or all three separated well but but but my question is so that we're gonna vote on either of these options the the first option in with in August that had two days of SBC days back back to back seems seems to be the most effective I don't know is that the one we're proposing you're referring to yeah of course you're not proposing both of those no the the you're referring to the 2021 right yeah okay so that so so that that's what is what is the super I had mentioned to the board at the last meeting that you know I think will it is just one of the years it's not all the years but I I think it's just a matter of planning right so when they're spread out you look at the training differently than when they're clustered together and so I think it's all for me either option I believe that we can work with and work with staff and make sure that what time we do have teachers have time to be in the classroom staff have time to be in the classrooms and and prepare their classrooms and we also have time to be able to provide sufficient professional learning so for me I either one we just have to know which one it is and we'll plan accordingly so there is a motion on the floor can I get a second all second what was the motion to review okay all right so we have a motion we have a second right yes all those in favor aye all those opposed motion carries 601 moving on to item 11 point no report and discussion items 11.1 update on the LCAP stakeholder input process and the report will be done by Susan Perez. Good evening Vice President Orozco, Dr. Rodriguez and members of the board. I think that's on. You have the PowerPoint? Okay thank you. This evening I'm going to provide you an update on how we are conducting our stakeholder input sessions this year and the whole stakeholder input process for our LCAP. We've been doing this for a few years now and so I think most of you know that a big part of the development of an LCAP and the implementation of an LCAP involves having a process to gather stakeholder input from throughout the school community. Just to go back and kind of recap our LCAP the second big bucket has one goal but it is a huge goal and it is all about having safe sound learning environments facilities appropriately credentialed teachers and then standards-aligned instructional materials. The last area the last big bucket has two goals one regarding promoting a safe school environment a positive school environment where students want to come to school and also increasing parent participation. So after you approve our LCAP in June and it goes to the board we begin the process of implementing and part of that implementation is continuing to gather input from stakeholders to make sure that we hear their comments regarding the actual implementation that's going on during the year as well as gathering their input towards what they would like to see in terms of revisions for the following year. So we began our stakeholder input process in November and it is still ongoing and will be continuing to gather input throughout March but for every single session that we have we do review our current LCAP priorities and goals and then we highlight the actual actions that were involved in what are the new things that we're doing this year and then we ask for input from all the different stakeholder groups and our input has focused on two questions after they've heard everything that we're doing with the LCAP in the current year what do they want to see continued whether their priorities for the following year and then what do they want to see changed and so beginning in November we went out to a number of groups the these are some of the groups outside of parents and students that we went to we did actually last week end up receiving input from PVFT I have not heard back from CSEA yet but will that get that scheduled and I do want you to note that the district advisory committee is in addition to all the outreach we do at the school sites district advisory committee is another way to outreach to parents this is where we invite the school site council president from every school to come together and have an additional opportunity to share with us their input and learn more about the LCAP process and we're legally mandated to work with a parent group not only through the stakeholder input process but then later on in the year to give us input on the draft that we developed for the following year we went out to parents at every single school during November and December and then in February we began what is my favorite part of the stakeholder input process and I began talking to students so I had in this photo is from the middle school students and the girl in the picture is describing to her friends the conditions at her school in the hallways so it was they had an animated discussion and they were this is the first year where the middle school students were not shy in any way shape or form the first year I had to pull input from them this time they came in with their list they talked to other students and they couldn't wait for me to quit talking so they could begin telling me what they wanted it was a lot of fun we pulled reps from all the middle schools in this week and had a lively session with them and then I have gone to Aptos high school and Pajaro valley high school and mark is going to help me out in the next couple of weeks by going to Watsonville high school and we talked to two classes at each of the high schools we talked to the leadership class and then we go to a government econ class so that we're getting a broad spectrum of students and hear their voices yet we still have to schedule Renaissance that one mark's going to have to help me with that one as well I would like to say before I talk about next steps that there have definitely been patterns one of the things that I'm really proud of and have been pleased to hear in past years there's been a huge emphasis on what they people want to see added in what they want to see changed and this year what I'm hearing is what they want to see continued facilities has risen to the top of every single group who's given me input but it has not been so much change everything as keep doing the good work you started doing we're we're starting to see improvements but we need more please keep doing it and definitely request for more custodians Vapa has been a high priority but again it has been keep doing keep building what you started we love the music keep adding music and the socio-emotional counselors have had every risen to the top of every group and again it's not changed something but it's that's been really helpful keep doing it and if you can add more please add more so that's been really nice to to have all of these group recognize that we have listened to them we are responding to the input and they're seeing that it's making a difference and they want more so our next steps as as we finish the stakeholder input is to compile and analyze all of that input and again we really look for what rises to the top in terms of priorities not only from individual groups but across all the stakeholder groups and then what's really important also is we review the outcome data for our current actions so when we look at whether there need to be any revisions it's based on a combination of these two we then make any revisions to the LCAP this will be a little bit different this year than we've ever had before because in the past there's been more of an emphasis on continuing to revise last year for the first time we developed a three-year LCAP and there's only certain areas of it that were actually allowed to revise for the three-year period so it's a little bit different it's parts of it are more static than they've been in the past and then after we develop a draft for the 18-19 school year we go back and we do we give both district advisory and DLAC an opportunity to take a look at it and give us input we then have a board meeting with public hearing where you and public have an opportunity to comment on it and provide input then we come back for board approval and the very last step in the process is to submit this to the County Office of Education which we must do by the end of June and so that is where we're at with the process right now and I'm happy to try to address any questions but there's no speaker to this item board any comments or questions Kim the district advisory council where you invite all the site council presidents how how was the turnout and how did those how did that session go the turnout this we haven't had the second one the turnout this fall was so so we did get I'd say about half the schools I have told the schools if the school site council president can't make it to please make sure someone from the school site council does come we had good represent in addition to the school site council reps we also invite parent reps from special education and also foster youth and we had good turnout from those groups this year not as many parents from school sites as I would like but those parents who came really appreciated the process and did say that they were going to go back and and try to promote more and I'll you know I we did promote it quite a bit but I'll definitely do a strong push for that we haven't set the date for the district advisory review and comment but it will most likely be on late April and we'll be setting that date this week and then we can start trying to get the word out on that because I really would like a bigger group can we also invite some of the home and school club presidents I don't see why those are the you know as you know parent groups that actually make improvements to the school through their efforts through fundraising so they really have their finger on the pulse of things that need improvement I think that would be fine if the focus of that is really to get the voice of parents at the school sites. I'm glad to hear that people acknowledge that we're making improvement on the facilities but I have to tell you that that is a complaint I get all the time and especially from parents from Aptos High the poor condition of the school and so even though I'm I'm I'm really happy to hear hey we see you're making improvements keep doing it I gotta tell you that's not the feedback I'm getting the feedback I'm getting is as we have a lot to do why aren't you doing more so when you're saying I'm getting that feedback here are you not getting any pushback and that oh what I was trying to say was in terms of stakeholder input facilities rose to the top is the number one need. People are saying thank you for what you're doing but absolutely I'm hearing the same thing you are that's their number one priority to continue and do more. Okay so maybe I misunderstood you. I may have misspoken but I think you and I are hearing the same thing because that is what I'm hearing. I'm not hearing anything about custodians. I'm hearing what is going on at that school. Thank you. You're welcome verification. Willie. So once we have a plan Susan relate how the budget process works with the plan to implement the plan. So so that once we have the LCAP plan or needs so how do we then take the revenue and make priorities how are we is part of that process when I mentioned that we analyze the stakeholder input and then we look at our outcomes. We develop priorities from that and at that point in time this there when LCFF first came out what we were told in all of the trainings was this is where the business department and the educational department come together and begin working together and at that point in time as we as a cabinet really sit down and look through all this representatives from the business department are there and we're talking it's it's done simultaneously. So we're looking at the budget. We're looking at the priorities that we need to establish in the LCAP number one to address outcomes and needs that we've identified through the data analysis and also and taking into account the voice of stakeholders and we look at those priorities and we look at the funding and we have to try to match them up. So so then it then it comes back to the board to vote on the priorities. Yes it comes to the board twice. Right. With LCAP and budget together. And so all that happens in June. I believe this year we'll start bringing it to you in May. Correct. Think we're going to try to come the end of May or did I misunderstand that so that we have a full board. It will happen in June. Oh it will be June. Okay. So we have for the last few years brought had the public hearing and the first draft come to you the first meeting in June and then the final with taking into account any input you have the last meeting in June for approval. Okay. Okay. Well we're working on working on the process. The planning process and they're doing well with that I think. So when when when will we see the first draft of the first meeting in June. The the the first draft will come to the board with a public hearing at the first board meeting in June. Yeah. So that we won't we won't we won't have a chance to look at look at the look at the findings of all of the LCAP meetings. We can certainly bring some of that analysis to the board or and but it actually won't be like to add to that. It actually won't be ready yet for public. So what so we what we can do is we can I can already provide you we can provide you this year's LCAP. I will say that the modifications are generally slight right where we look at additional funding that we're coming in and then where do we spend that and where do we influence that. We can definitely look at this year's because that's a really good base of knowing this is the spring board. And then what we can do and this is what we usually do for the board is then we highlight the changes that are happening. So what's the difference between the current year LCAP plan and next year's LCAP plan. But we can start those conversations even as of now looking at the current LCAP plan so we can make sure and give that to you and I can go over it with anyone that would like to. Okay. So then so then my first question of the night was ongoing monies versus one one time monies. So in this LCAP plan we we could in fact get one time money for CT CT. Yes. So that's be spent there. Right. And so that that has been prior to my rival that that has been somewhat of a challenge in that the we did receive one time monies and have been receiving one time monies for approximately 5 years and that hasn't it hasn't necessarily been spent. This past year was the first year that we did a resolution to actually allocate some of that money to facilities to bone to the 3200 bonus and those type of things. But that is included within the LCAP. We just designated it as one time funding LCFF one time funding. And I just wanted to comment on on the on the facilities needs. The board before we voted on the bond on the size of the bond we were able to single out over $300 million worth of needs. Billings that had to get fixed. And so that that the board voted to maximize the bond at 150 million knowing and so that we we knew going into this that we were not going to be able to fix everything. So so as as we fix facilities now people can see that we're actually doing stuff. Words aren't sure of this well. We just ran out of money. Basically because we were 150 million short going in. So so I just wanted to put that out on the record. Thank you. There are just a couple of suggestions for me. I know that last year I did ask if it would be possible to provide additional access for parents who be able to provide feedback online, whether it would be directly on our PV USD website or on school websites. So I think we could we should still explore that option if we're having a hard time getting parents to attend the info sessions. In addition to that, I know that the parent conference was very successful. And like I think it was President DeRose mentioned that there was hundreds of parents in attendance. So if we know that doesn't even the successful, I think it would be a good idea to have an info like maybe an hour dedicated to provide feedback. Okay. So those are my two cents. And that I think that it would contribute to to greater feedback from parents. Okay, definitely will make make note of that. I did want to let you know that last year when you requested a parent survey, we did put that on the website still there. Okay, we probably we'll need to update it this year based on the questions we're asking. But yes, we did go ahead visible because I've been to our PV USD website. And I think there's just so much there that it's really hard to on the main page. There's a link on the left hand side that says LCAP and LCAP input. And you just click on that link in the survey is there on the far left. Yeah, but I mean that tells me when I read that. It's all I'm going to find out about LCAP doesn't necessarily say Oh, click here so you can provide direct feedback. So I don't know if it's changing the beverage around that or making it more centralized. Okay, or just putting those words in there. She's saying all right. So thank you for that. Sure. Do you just to clarify? Do you think if instead of saying survey, it said input that would be helpful to meet your feedback for the LCAP, you know, something that's really, okay, straightforward. All right. Thank you. Hey, thank you, board. Moving along in item 11.2, right by its technology technology use data. And members of the board and Dr. Rodriguez, Dan Wiser is here with his team tonight to update you guys and present some information around their bright bite survey and the use of and and implementation of technology across the district. So I'm excited to turn it over to him and let him share some of the data we got back from our input. Great. Really quickly, I'm gonna have the podium raised up for Dan because he needs it. I'm just making an announcement that we're doing a web to web to go meeting from someone in Las Vegas. And Dan can introduce Nicholas. Yeah, well, Nicole, can you hear us? We're going to turn up your volume in just a moment. Okay. How about Dan? Can you hear Dan? Well, I haven't spoken yet. So it's hard to say but good evening, trustees Dr. Rodriguez. Thank you for having us tonight. My name is Dan Wiser. I'm the assistant director for technology services for the district. And with me, I have Courtney Rudd, who's one of our district technology innovation coaches. And remotely, we have Nicole Kalis. Hopefully if she can hear us, she in there? Great. I can hear you. Okay, and Nicole is a former teacher. And one of our partners working with us from bright bites. And bright bites has allowed us to gather and analyze a lot of data related to technology and 21st century skills, technology integration in our classrooms and a variety of other technology related issues. And so we're focusing on some very specific areas that actually relate directly to the LCAP goals. And tonight, Courtney and Nicole are going to kind of go through some of that, right? I'm waiting for the PowerPoint. There we go. And now I'll lower it. Now we can lower it. Okay. Well, this is our first slide. So let's go to the second slide. Okay, so for the past three years, we've had this technology use survey distributed or given. And our numbers are excellent in terms of response rates. If you calculate assuming that we have about 20,000 students on our campus, or in our district, this is grades three through 12 that take it. And we had over 10,000 students participating. So that's probably about 70% of our three through 12. Additionally, we had over 1000 teachers and administrators take it. Again, that's huge saturation of how many participated. And then we distribute this to parents. And again, I feel like we had a pretty successful parent rate. It's the most difficult group to get, because we have to do it based on volunteer asking, submitting, et cetera. So with that, the amount that has responded, it shows much better clarity in the data because it's much more accurate, the more numbers that you have. So they're Nicole. Hey, can you hear me now? Okay, sorry. There you go. Good in advance. Next slide for a second. Okay, next slide. Okay. Well, I apologize for not being there. First, and I can't travel due to current medical conditions. But I just want to let you know I've had the pleasure of working with Courtney and Dan, and Dan and their teams over the past two annual collections, although heard in the fall. And my role here is to support your district with implementation, so getting the surveys pushed out, visualization, and then working with your trainers, your principals or techies on assisting them as well as the district on how to make your data actionable. So what Courtney describes is how we collect the data. So this is one of our survey based modules. And then we visualize it. And the intention here is to create an easy to read and navigate navigational navigable dashboard that you can easily understand areas that are exciting to see or with the frame it as celebrations and then areas that are gaps or opportunities for growth. So what you see right here is your district's overall dashboard view. You'll notice it's organized into four main areas, so classroom access skills and environment, we call this the case framework for short. And this was a meta analysis or just created by meta analysis over 2200 research articles and case studies that distilled the foremost prominent factors pertaining to success of use of technology in the classroom, like back to access devices, skills to use those devices, the environment surrounding the use of those devices. And then lastly, ultimately, the types of activities conducted with the devices in the classroom. Everything in the dashboard is color coded according to the case score legend. And just in layman's terms here, we don't want to fixate too much in scores. This is a formative assessment shows growth over time, you will see fluctuations in different areas. But we're seeing good news, power was seeing growth in the classroom consistently. So we'll talk about that a little bit. But wherever you see orange that indicates the middle of the road or average, the average case score is 1050, you see power rows overall case score is 1061 areas that are marked in gray or pink, or gaps or opportunities for growth, and those that are marked green or blue are areas of celebration or what are what's going well based on the case score continuum, so signs of a more advanced district organization. So to give you a sense of how the data moves here. And so the inner two domains tend to move the most rapidly per trends analysis. We have been collecting data from thousands of districts across the country, and have seen that the access and skills domain do move the most quickly again, and have the highest overall case score placement on the continuum here. As you can see in Pajaro's case or following that trend as well as these two inner domains overall are advanced. The outer two, on the other hand, is where a lot of second order change occurs, where you're, you know, teaching folks skills to apply in the classroom. As you know, that definitely takes more change over time. And that's verified by our trends analysis as well. You see that overall the environment surrounding the use of technology within your classroom for the pertains to the climate, professional learning, conversations such as observations that are had on technology is falling over on the proficient range. And the classroom domain is your lowest, but it's going to be very common. That's emerging. You'll see different areas that comprise this particular domain as well. You can view the data in many different ways. Please know this presentation just contains the several snippets. And so you can get a very high level sense of very moving so kind of helping your district and your schools decide, you know, where's north? Are we moving in the right direction when it comes to integrating technology? What skills could we focus on? This view is nice in that it shows the comparison of your district data within its own collections over the past years. As you can see, you're seeing an overall increase throughout the years, as well as the current list in each of the four domains. We also included the California aggregate on your dashboard. And that includes about 12, not about 12 county offices, about 1500 schools, about 180 districts and 1.8 million students. It's exciting to see that PAHRO is a little bit ahead of the curve there. When it comes to overall score and more excitingly in the classroom domain, or target effect change there. The top aggregate right here represents all schools that are on the dashboard and their score as of yesterday. And we do have some schools in five other countries, including Sweden, Australia, and a few others. I can get the names if you want. And as you can see, PAHRO is just in line with those as well. So one of the areas we're going to move into is celebration. And we extracted certain points out of that data to talk about in terms of celebration as well as correlating them with the LCAP goals. So it kind of worked that we're going right after Susan's presentation. So one thing that we do well at the district as well as at home is the access to internet and devices is really high. And so that bears fruit for the amount of investment we've taken in terms of the one-to-one Chromebook and the infrastructure for Wi-Fi. And it also shows up at the home. And where that's important is that if kids or teachers are being able to provide or being able to access the internet at home, they're more likely to bring it into the classroom. And one of the areas that we've been working with in the district is to improve the home access for students, internet access for students. And we're seeing an uptick in that in terms of the data. Last year it was 85 percent and now it's 87 percent. And there's also areas that the board and the district have done to try to improve that by having like the smart buses, which is Wi-Fi and the buses, the T-Mobile hotspots going home, the partnership with the city to provide Wi-Fi and the plaza, the businesses that Dr. Rodriguez has worked with to bring Wi-Fi to kids when they don't have it at home. So that's an area, I think, for celebration. The next data point I'd like to pull out. So notice how zoomed in we are before we had that really high level view. And all we did was click into a particular area. These data points were pulled from the environment domain, so that climate area. And excitingly, 81 percent of your teachers, so that's represented by the strife, excuse me, the solid bars on the top. And then 83 percent of your parents are represented by the strife bars on the top. Listen to that 60 percent of your students either strongly agree or agree. They want to learn more about effective technology used for teaching and learning. And a research shows is that teachers believe it kind of makes sense or actually more influential than their actual knowledge. So this is really exciting to share in that, one, it's very challenging to change folks beliefs. And then two, it also shows that your teachers, your parents and pretty much your students are over on the same page of, yes, we are interested in learning more. And then we can delve into other ways of how we can best support them. Another area that's worthy of celebration is that teachers' online skills, so pulling one of those skillsets, foundational skillsets in utilizing technology is improving. And we think a lot of that has to do with using Google Apps for Education or the G Suite. And so one of the data sets is teachers' reported ease of collaborating using online documents. And that continues to tick up. And as you see, we've got most teachers at the very easy level. And once they're feeling comfortable with collaborating online with themselves or I mean with their peers, then that's more likely to translate into the classroom. And we're seeing that as well. So collaboration being done digitally is improving. And this is kind of what Courtney was referring to right here. So again, just kind of connecting the skills that your teachers are developing in their session to actual classroom practice. So one major area of the classroom domain that we saw earlier was teacher and student use of the foresees. So if you're not familiar with the foresees, this was a set of standards developed by the Partnership for 21st Century Skills and the National Education Association and the late teens of 2000s that really describe essential characteristics that students need to have in order to be proficient as well as to have be competitive in the scope of society. So they identify the four main overarching skills that can be applied in any discipline as communication, critical thinking, collaboration and creativity. So this particular data point is pulled from the collaboration element of the foresees. And it talks about how students are asked by their teachers specifically to collaborate online with their peers. Just from working with Courtney, for example, we work remotely all the time. I've been there several times on site for trainings and things like that. But the majority of our work is done online, as well as based out of things, based out of Silicon Valley, a lot of the work is just everything is done online there. So giving kids real life exposure to that type of work and excitingly, yes, the growth may seem small. The current data is represented by the solid bars, whereas your data from last year to last fall, so fall of 2016 is represented by the stripes. But it does show that your teachers are moving in the right direction. So ideally, they're applying the skills they're learning in those training sessions around learning how to collaborate on themselves and research shows that teachers are more comfortable doing that type of skills. They're more likely to integrate it into their pedagogy and apply it with students. So congrats to you. OK, so again, based on having one to one computing devices, so the Chromebook program, teachers are beginning to utilize more or asking their students to develop or present with multimedia presentations. That's a really strong skill within the Common Core State Standards and it's embedded throughout all the standards from K-12. So we're starting to see improvement in technology and having them right in the hands of the kids provides them a lot of opportunities to do that digitally. We've seen a lot of video production, website development, obviously, you know, the classic Google Slides or PowerPoint, if you want to call it that. And so those things are improving and the kids get really engaged and excited about it. So, that's another aspect of the data includes understanding what teachers are interested in learning more about when it comes to ed tech. This pertains back to LCAP school number four. And so really kind of tying or tapping into what teachers are interested in learning more about and tying it back to the four C's and ultimately Courtney to function the Common Core State Standards. And so, excitingly, teachers are reporting that they do. This is a multi-slip question, so we'll add up to 100 percent. There's seven other options here. But their top three interests are multimedia skills, which relate back nicely to the creativity component of the four C's that we just saw data point on. They want to learn how to use online tools for the more critical thinking. It's back to the critical thinking component of the four C's. And lastly, classroom management technology, which can mean a variety of things here. Interestingly, I know there's been a lot of sessions from what I've heard from working with Courtney and her team. But research shows that teachers need at least 14 hours of high-quality PB and a single topic for effective classroom teaching. And a lot of district and school leaders scoff at this thing, you know, it's very challenging to obtain. But I just want to put that in the forefront, you know, that was expressed as a need in the other parts of the data that we could take a look at later. But just again, capitalizing off what teachers aren't interested in learning more about. This data point is the district level. It can also be disaggregated by the schools. So it can be personalized by grade levels of schools. So for example, elementary, middle, and high school. And then lastly, within a school, by grade. So really offering that personalized view of what teachers aren't interested in learning more about. And to dovetail on that, I've gone out to sites to help them review the data. And this is one really powerful area. And it kind of goes with Dr. Rodriguez's voice and choice initiative because we can immediately drill down in his technology innovation coaches. It becomes very apparent what the teachers are already requesting. It makes it very easy to customize our PD around their needs. So another opportunity for growth is in the area of digital citizenship. And this is a constant problem, I think, in society in general, to get students to understand how to behave and act online appropriately and professionally. And so we still need a continual emphasis on that. And generally, we've been doing it to comply with E-rate. And we request that each site provides two sessions on digital citizenship topics per year. And we're finding that that is not adequate enough for today's needs. And so an additional area that that addresses that's pretty obvious is cyberbullying and how we can continue to work on that and embed it more in our curriculum on a daily basis, especially because we have the Chromebooks in front of us. The opportunities there. Use your notes, since I didn't bring my glasses. So some of the key points, some of the strengths that we were able to find through looking at the data and analyzing the data and working with bright bites on analyzing the data, we went through some of the different aspects of some of our successes in terms of teacher progress and areas that students are making progress. We were seeing an increase in the quality of 21st century skills related to the four C's. And then obviously we've identified some areas where we want to put more energy, more emphasis, more resources, and more professional development. And I think that's one of the key components for us is we're able to use this data to identify specific areas that we know we can put more resources, more time, and gear training toward the specific needs that we're seeing in the school sites, making sure that teachers have the resources and the training they need to be providing students with 21st century skills, getting them ready for college and career. And so partnering with bright bites has really allowed us to see the actual data itself and be able to tell where our work is having an impact and areas that we really need to start to focus some other energy and some more professional development. So I also want to applaud Courtney. She put an incredible amount of work into this, and she's been doing an amazing job. And also Nicola has helped us a lot to not just gather the data but understand it and figure out what it means and what actions we can take to increase, you know, student learning across the board. So that's that. Thank you very much. Any questions? Thank you. We don't have any speakers to this item. So I'll bring it back to the board. Any comments, questions, highlights? Karen, follow by Kim. I'm just so amazed that we're doing so well on this. I mean, what makes us do so well on this and not so good on other things in terms of, I mean, what do you think, what do you think has, you know, we're, I mean, we're higher than the rest, I mean, we're as high as people in the whole world, whatever. I mean, Right, we are, in some areas we are seeing that we're above the average. Yeah, that's what I've read about. That's what I was reading about. You know, there's, I mean, there's a variety of things that we've been doing over the past several years. Obviously having district technology, innovation of coaches and the cadres that they've been doing. They've trained, you know, now we're about two thirds of the teachers in the district and worked really closely with them. They're also the liaison program that we have in place. And we do a whole bunch of other professional development. And then there's work that's being done at the school sites themselves. We have heat seekers, teachers. You have what? That's what, one of Dr. Rodriguez's words. There are teachers that are already kind of implementing some of these 21st century skills. They've already transitioned their instruction into kind of a more, you know, student-centric model. And so other classes, other teachers at the schools are starting to be able to collaborate with them and implement some of those as well. But I think truthfully, what's really making the most difference is a lot of the professional development. And that's really because of Courtney and Herendra and Miranda, our district technology innovation coaches in terms of, at least in terms of technology integration itself and the work that they've been doing has really made a big difference. Well, thank you so much for that. I would also add that there's been a lot of emphasis on the infrastructure. If you don't have the good access to the devices and to the Wi-Fi, then there's, you're not gonna be able to do much digitally in the classroom. So I think continued effort on that and the refresh of the computers and attention to that in terms of expanding our staff in site techs, that all makes a huge difference because without that, then you can't grow the rest of the program. The bond, you know, putting in the TVs and the sound systems throughout the district. I think that's made a huge improvement. Kim. This is super exciting. Thank you very much for this great presentation and thanks to the Bright Bite people for helping us pull this data together. Some of you have heard me say this little story, but I have to just say it again, just for people who might not have heard it. But when I first started in this district with my own kids, when I don't know, I have a 20-year-old, so that was 15 years ago, at Valencia Elementary, there really wasn't a single working computer except in the office. And I wrote the first grant we put in the first computer lab and then, you know, I worked very closely with the principal to say, okay, now get these classrooms, every single classroom needs to rotate through so that we can get these kids typing at least, just to do, you know, basics. And that was hard. There was probably a handful of teachers there who were in their 70s or close to 70 who had zero skills using technology. And so we hired Don Binder, who's now at PCCS, she's a Crystal Apple Award winner. She was a stay-at-home mom, I think, at the time, and she came in and did professional development with those teachers on that campus. So we've come a long way. So I just would like to congratulate you. It's just great. I mean, partly we have more funds now, we have equity for the Aptos area schools, because for so long, all that technology just went south and central. And I'm really very pleased at the equity and the opportunities that have taken place that are so different than even 10 years ago. So thank you for all your work. Jeff? I think I said earlier, and I'm gonna say it again, never follow Kim to Serpa. But she's absolutely right. When, even when I started on the board in 2011, we didn't have the equity that we now have in Aptos. And there's an assumption that this is not an Aptos issue. It is an Aptos issue, just like it's a Watsonville issue. And so it is very excited to see these numbers, it's very excited to see this growth. And the reality is, and I know I'm preaching to the choir, but this is really the wave of the future. You know, I gave some that I worked with the other day, I asked her to typewriter something. She did not know how to use a typewriter. Literally, she was 26 years old, she didn't know how to put paper into a typewriter. So it's wonderful that we are trained, we miss the 26 year olds, but we'll get the 12 year olds today. So again, thank you very much. Thank you very much. It is really exciting and great to see. Anyone else? All right, so I just wanna highlight the area of celebration, access at home. That has been something that has been really close to my heart. And it's amazing what we've been able to accomplish in large part due to Michelle coming in, and also because of the board. The board given direction to invest in that area, especially when we're moving towards 21st century learning. So I just wanted to highlight that, but I'm still concerned about the 13% that don't have access at home. So what are we doing with those kids? Well, just recently, like in January, we have put out those T-Mobile hotspots to every site in the district. It's a limited number, but with that students can check out through the library, having access to the internet that will use cellular network. So they can take it home and they'll be able to get on the internet and do what they need to do. And that also is intended to help the families develop some internet skills as well and appreciation of it. And then Charter just came out with a low income home internet program, which most of Watsonville is serviced by the Charter program, or by Charter communication. So there's areas we're seeing growth. And so next year we're hoping that when the survey comes back out, that that number will continue to rise. Yo, anyone else? Thank you. Thank you. Thank you very much. Thanks, Nicole. Thank you. Take care. Okay, moving right along. Item 12.0 consent agenda. Before I ask for a motion, I will like the board to consider pulling item 12.3, 12.4 and 12.5. I think Francisco brought up some good points. And I would like for us to just relook at those MOUs and determine whether changes are necessary. So I would make the motion to approve the consent with items 12.3, 12.4, 12.5, be deferred. A second. Okay, so I don't really wanna pull them off. I wanna defer them so we can have a conversation and see if all of our questions are answered. Me too. Okay, we can go ahead and do that. So we have a motion on the floor and a second. All those in favor? Aye. Aye. All those opposed? All right, motion carries. Six, no, five, zero, three. Okay. Yeah, I'm sorry, five, zero, two. That's right, I'm sorry. So Dr. Rodriguez, is there somebody here who can speak to 12.3? Nancy, okay. Okay. All right, but okay, 12.3. Good evening. So the parent education nursery schools. We have had a situation where we wanted them to be like the Watsonville co-op. And that is where the parents paid the fees to the school and then we paid the teachers. But the parent groups in Santa Cruz did not want that. So again, this year we said then you collect the fees and they have all the money and then we bill them for the teachers. So that's how, I mean we've been negotiating this back and forth. And this was the understanding that we had was that they would pay, we would bill them and they would pay for the teachers because they have all the funds. We don't have the funds. Just like Santa Cruz City asked us to take all of their AEBG funds and operate their schools. This is like a nonprofit giving us the funds and asking us to administer the program. So that's kind of where we are. Now, the part about that Francisco brought up that he didn't want the teachers involved. We were told that they did not want the teachers to have to fundraise for their salaries. So that's why number six was in there. Is that kind of what you're asking? I don't know what are the questions you have. So I do want to bring about to the board, Willie. Thank you. You know, I've been thinking about this, Nancy. Why do we want to do this? Not one of, not, why are we reaching out beyond our district? Not one of these children going to this nursery school will be feeding to our school district. And it seems to me that we should be really focusing in. We have enough problems here, trying to raise test scores, et cetera, et cetera, without trying to go outside of the area. And let's work on our children here with the programs here. I don't understand why we're trying to go outside the area and trying to administer some other school district. Each of these employees become our employees. And so that's my second major problem with this is that the benefit structure and all of those things, what if we negotiate and reduce the overall plan of benefits? What's been promised these people over there? I have no idea. I have no idea what. And as a, as a satellite area, I don't think that we have the control or the need for this program. I guess my response is that this was between the two superintendents prior to Dr. Rodriguez that there was a negotiated agreement. Santa Cruz City schools did not want to operate the adult education program in Santa Cruz City. And there was signed agreements that came to the board. Actually adult education, we did not have input into the MOU. But let me just, pardon me, if they have the funds and if they have a nonprofit and they're funding everything, and if this program is such a worthy program, why is the Santa Cruz City schools not running this program? I don't understand. There's something missing here in this whole thing. If it's all fully funded and not at, and we're not at risk because they have the funds, why don't they run it? I, you know, I don't get it. They, this was an MOU that was signed with our district. We were kind of told to implement it. Not that we were opposed, but when we were, we were brought in, it was like, this is the MOU. This is the agreement. And the two superintendents agreed, and that's where we are. It went to the board. Was coming back to us now. Now this is just for the pre-schools or the parent nursery schools, this aspect of it. But overall, we've been told to administer the program. Michelle, would you part of this meeting? Were you, had, were you in, did you participate in creating this MOUs? So I have been brought up to speed. Francisco and I meet weekly. He has brought up the concern to me, not, not necessarily about the concern with this MOU, but about the teachers being required to fundraise for their benefits and them being asked to specifically sign agreements that they didn't necessarily shouldn't sign and that should go to this board instead. So I was definitely, I understood the concern and I knew that there has been some back and forth. I was not present when this MOU was done. I think there's been support that's been provided by the district office on this, but I was not present when this MOU was done. I will say just to Willie's point is we're kinda at the point that we're at right now, right? We've taken on the program, those staff members, which is why Francisco spoke to it, those staff members are now considered our staff members. Anything that happens with our staff members in essence happens for them. So if we give them a 6% raise, they too get a 6% raise. If we do a change in health and welfare, they receive a change in health and welfare because they now technically are our staff members. I am in favor, which I probably shouldn't say all this, but I am in favor of maintaining Santa Cruz seniority separate from our seniority because I do feel that the moment that you start infusing, it becomes impossible to detangle if at one time we choose that this MOU is not working for us. And I'm not suggesting that we do that, I'm just saying the more that we commingle things, the harder it is to disentangle. So what would be the steps that we would need to do to make that happen? To basically give Santa Cruz back their teachers? Is that what the question is? Did not commingle Santa Cruz. Probably be very people to be truthful because those teachers are now our teachers and regardless of what people want to say, people want to stay with us because they don't want to go back to Santa Cruz where they have to pay 50, it's not quite a 50-50 split, but it was originally a 50-50 split of their benefits because there's a 70-30 split now on increases, it's not quite 50-50, but I would assume that they don't want to go back to that because they also, when they retire, they maintain benefits that they wouldn't receive if they were with Santa Cruz City Schools. So it would take a lot of work and probably do some things off of attrition. I would assume versus flat out, it would be difficult to disentangle it, but having the seniority list combined make it even more difficult to disentangle if we ever decide to do that. I have said and been criticized for it, but I do, I feel that my central role is to be an advocate for PVUSD and so I am always very vocal that I don't want any PVUSD funding going towards Santa Cruz City Schools programs. So I will say I am concerned about this program because basically if it falls on us, then the board can make that decision, but we would basically would be PVUSD funding going towards for Santa Cruz residents and I personally don't want us to spend our money on them. Hey. Any other questions? So Francisco mentioned that currently they have bumping rights to the Watsonville teachers. Is that right? Is that correct? Well, I'll ask Jonah and Nancy to speak to that. I will say it's up to interpretation. My preferred interpretation is that they don't have bumping rights. I want to keep them separate, but I'm here, Francisco, to save the day on that. Yeah, Francisco, we need your help to figure out what to do. Yes, this is one of our points that Francisco and I and Jonah have been talking about quite a bit lately, but it wasn't necessarily brought about by the Penns teachers per se. It's a different issue, but the Penns teachers, this was their MOU, frankly, the sticking point was immunization. They didn't want to sign these MOUs because they didn't want to have their children immunized. And then some of the parents were saying, well, I won't send my child there because they're not immunized. And then you have other parents saying, well, we're not going to immunize our students, our children, so it was back and forth. And finally they said, okay, we're going to have all the children immunized. So the immunization policy was the sticking point on the MOU. Not the point that Francisco talked about. However, we had talked about that the teachers did not need to fundraise to pay for their salaries. That was another sticking point and I thought we'd put that in. That was our recommendation. What we thought was a recommendation from the teachers was to put that in there. Okay. So I'm not sure what the answer is yet on the bumping rights. I guess we just don't know. But you know, Santa Cruz City, I actually, I don't know who it has it, but some entity in Santa Cruz actually holds a lot of migrant child care slots in the Pajaro area. So they have kids. They're getting ADA for and money for to serve kids in our area, which I don't like that either. So I'm actually, the more kids that we serve, I think great. But normally in a program like this, do we receive funding like ADA or something on children at preschools? Or how are these programs actually funded? They're self-funded. Self-funded. Self-funded. So if there was any overlap with the fees or anything like that, it would have to come out. All of the pens that we have, including the ones in our own district, like what is the benefit to Pajaro? Is there any or could there be any that we know about? Yeah, I think ours are self-sustaining. My understanding is they're self-sustaining. I, we could, you know, again, being more myopic on PVUSD, I've, I've ensured that our grant writer is focusing on grants that support PVUSD schools and children. And so I haven't directed her to even look at trying to find funding, grant funding for this. So I, I can't say whether they're out there or not because I haven't been focusing on that. Okay. Is there any, is there any benefit to us other than a larger workforce? To support? I'm not sure I see what the benefit is. I'm not sure that varies. Nancy, do you see a benefit to this? What I see is that the two superintendents collaborated. They did not want adult education to go away in Santa Cruz. We had a supportive program that you have supported in PVUSD. And they didn't have much in Santa Cruz. They had an administrator that went there maybe once every couple of weeks to just drop in the office. It was a very different type of program. And the agreement was, well, we don't want adult education to go away in Santa Cruz. So we have it. We have their funds and our funds and we have two programs. So is this program hooked to adult education in that the parents of these children attending these preschools are participating in adult ed? It's like a cooperative preschool. So they're learning parenting skills. Okay, so that is a benefit. It's adult education. Yeah, okay. So now I see the connection. Okay, thank you. Erin, follow up by Willie. I still, I still, I still so, I don't totally understand this because I don't understand how the teachers are paid if they're getting our benefits. And how are the teachers, how are the teachers paid? Are they paid through us? They paid through us. Because you're talking about they're getting our benefits and all that kind of stuff. The non-profit board. But fund raises, but they are paid through us. I mean, they pay us. I mean, we bill them. We pay the checks. They get their checks from PVUSD. Their checks. So we pay for the employees, the teachers working for us. Right. To sustain this program in Santa Cruz. Right. And then what we do is we bill city schools for the money that we paid out to those teachers. Well, are we the nonprofit organizations to the preschools? Individually, there are three of them. So they individually have to pay the money to the district because we pay out to the teachers. Okay. Because they're part of PVFT. Sure. And so where is a partnership with Santa Cruz schools then? So if there's two separate budgets and that money's coming directly from us, then where is their investment? From Santa Cruz schools. I mean, where is the money coming? Is there money coming from the Santa Cruz schools to pay the teachers? Not for the, well, from the preschool, the nonprofit agencies do that part. But for the teachers that are in Santa Cruz city schools, there's the Santa Cruz adult education block grant funds that are utilized to pay those teachers who are now part of PVUSD. We issue the teachers the check and they are participating in our health and welfare benefit system. And so what we do after that is so far, all of that has been absorbed by the non-profit organization. So we bill them for the benefits and the salary. And all of that so far has been absorbed by the non-profit organization with their own fundraising or however they're able to obtain their money. There is no additional money currently to my understanding that's coming out of PVFT funds for these programs. It's been totally absorbed by the non-profit. Including the benefit. Yes. Is there any money coming from Santa Cruz city schools? Well, their adult education block grant funds come to our district to pay for their teachers and their supplies, whatever they need at their school. We're just managing it. So that the only other way that the only other source of money seems to be a cookie sale once a month or something. Some the fundraising method. Whatever they do for their fundraising, however, if there are additional funds in the Santa Cruz, I don't know if I wanna, this is very confusing but if you needed their block grant funds, it's possible they could utilize some of that if they needed to because it falls under the one of the seven areas under their block grant. Well, I think Francisco said earlier that this plan is gonna fail within two or three years of financially. Would you like to add to that? What? What? So the reality is that the nonprofits don't have the capacity to fundraise at the level that they need to. And so what you need to do is devise a plan with them that will allow them to either fundraise enough to continue the program at a level that they can so that they can close down their program or they may want to talk about integrating into one nonprofit or they may want to do whatever they need to do. The reality of the situation is that they are having a hard time with enrollment. This is a program not for the children, it's a program for the adults. And so having the, meaning the requirements as an adult, for example, to attend during the day and be part of the program and be there with the children and learn the parenting skills takes a big investment, not so much in money, but in time. So what you need to do is provide them with the support so that they can either integrate the three nonprofits or close them down in a way that is equitable and that those six teachers there have a time to make plans and that would be the reasonable thing to do. And then just to add, I do want to add a couple clarifications. You compared it with the Watsonville Cooperative School, which is based on the Linscott campus. They are not charged for rent. My child attends that cooperative. I don't fundraise for rent. I fundraise, there's no rent. They don't have to pay for the $1 million liability insurance. They don't have to pay for custodians. And so it's not quite exactly the same, okay? So the cost to the Santa Cruz area cooperatives is at a much greater scale, not just because of the benefits and the salaries. So it, and like Nancy said, there are the Santa Cruz block grant funds that you can use to hire or create another administrative coordinator position for adult education, or you can use that money for two or three years to help the nonprofits consolidate and figure out what they need to do. I mean, that's, that would be the responsible thing to do. So let me tell you, there are three separate nonprofit agencies. They have not talked about consolidating at all. They've not said that. They all want to have their independent schools. They've had them for years. Two of the schools do not pay rent because they're held on school campuses. The other one is at a church. And we had a conversation. They said, well, I'm not sure we can really afford that. And I said, well, then maybe you need to move to another school site if you don't want to pay the rent of the church. So we've had talks about the rent fees because that's a cost. So my question would be then the liability of our district would be what, if it failed, if all this failed, who's, what's the financial liability to us? So it would be the Santa Cruz block grant funds. It's a Santa Cruz site. Maria, I have a question. Sure. Nancy, I'm going to direct this to you, but it's going to be short and simple and direct. So it sounds like a lot of this is circled around past superintendents, past governing boards for this district. But as Michelle alluded to, this is where we're at here now, right now, today. This was put in consent agenda. I'm taking in the district's administration's direction to put it through and pass it. It sounds like you and Chona and Francisco have had some in-depth conversations about it. And we're hearing what Francisco's concerns are, which I'm sure you've heard. So just point direct, you're the head of the adult education for our school district. Your position on moving forward on this tonight would be a yes vote or a no vote with regards to these three MOUs. Well, the MOUs came forward, and I would like to have them approved. But by the same token, I hear Francisco talking about this fundraising for the teachers. Now, it was my understanding that the teachers, that the union did not want the teachers to fundraise for their positions. That's item number six, so that's why it says that they can't fundraise for their positions. We may have a difference of opinion. I don't know. But I thought we were doing what we've been working on this for months with these groups, the Penns groups. So the way that I read item number six is that they are not required or allowed to do board work, which I think that could be appropriate. I mean, we wouldn't want them to be doing the work of the board. They have more important things to do teaching children. So it shouldn't be up to them to raise the funds for their school and for their job if they want to participate in an auction after hours or whatever. Obviously, they should be able to do that. So is the concern that they would be precluded from doing those activities? Our concern stems from the fact that the teachers were being sent the invoices. The teachers were being asked to give it to the board president to pay. They were being put in a position that is really not appropriate because they're benefiting from it. And is that something that we could correct easily? Could that just go to whoever happens to be the bookkeeper or the board treasurer? Well, from my understanding, that has been corrected. Teachers are no longer being sent invoices or being asked to pay or any of that or being called during the summer to make a payment. So that piece has been resolved. However, our concern now is that the language on number six does not allow the teacher to participate in fundraising, which like I stated before, every other teacher in the district participates in fundraising. They participate to supplement the program. Sometimes they may want to go on a field trip, and they help with the fundraiser. So is it possible that we approve these MOUs tonight striking item six? So the issue is that you're going to have the superintendent mentioned earlier that we have some disagreement as to whether or not this affects the layoffs or not, or if there's going. How is this going to work? And the MOU that you have with Santa Cruz City Schools, I think, we interpreted it in a way and we have a tentative agreement on that there were going to be different service areas. And it does not impact the layoffs, but it impacts how teachers are assigned or given assignments. And we have a current active grievance on that, not involving any of the six teachers. So we think that, again, the responsible thing to do is to allow some time for the nonprofits to decide what they want to do. And that's why we ask that there be more conversation as to how to do that. So Nancy, is there a time line that we need to have these approved? Are we looking? Basically, we've been talking and talking about these for over a year, trying to say, let's go, we've got to get these signed. You're operating and we don't have an MOU. In fact, we told them that for 1819, we want the MOUs to come to the board in May. We don't want to wait until another, oh, we're just going to continue. These are their annual MOUs. And finally, when they said, OK, we agree to this and we had three different sets of parents agree and sign off, we thought we were good to go because that's where we are. This part about the teachers, OK, that we will not require or allow, I mean, you could strike the word allow to be involved in board work, such as fundraising for teacher salaries. Well, like I said, I thought that the union did not want them to be involved in fundraising for their salaries. But then it'll have to go back again to these boards, the nonprofit boards, each one of them, to make sure that they're OK with the new language because they signed off on these. Michelle, you had something to add? Yeah, so I know it's more work for the staff, but the question is if we can get, and I can be in the room as well, if we can get all of us in the room at the exact same time and hash it out to where we can bring it back to the next board meeting. So I think it sounds like it's a little bit more than just number six, that there's some other things that we need to do. I recognize that staff has been working on it. I mean, I've heard it at multiple weekly meetings the concern, but I think maybe what we need to do is get everybody in the room at the exact same time. And the reason why I was on consent is because we thought that it was non-controversial. Obviously, that wasn't correct. Otherwise, so. But this pens part is not the big issue. The other issue is the major MOU. That's separate from this. Yeah, I just think that there are intertwined. And so unless there's an issue where we're not gonna be able to pay someone the next month, which I don't want that to happen. So help me if there's unintended consequences to postponing it, but I'd rather get everybody in the room, figure out whatever changes need to happen, and then we'll bring it back March 14th, and we'll make sure that everybody's smiling the next time. I would agree with that, just the fact that we just spent 40 minutes discussing this item. I think that the board has a lot of questions to get answered. Let me make the motion to table this item until the next board meeting. And we will be tabling, well, we have to vote on them each individually, OK? Can we get a second? All those in favor? Aye. Aye. All those opposed? Motion carries 601. All right, item 12.4. I move to postpone until the meeting of 314. Second. All those in favor? Aye. Aye. All those opposed? Motion carries 601. Item 12.5. I move to postpone 12.5 to the meeting of 314. All those in favor? Aye. All those opposed? Motion carries 601. And thank you, Nancy. Thank you. OK. Now moving on to item 14, report out on closed session. Jeff. Item 2.1, I move to approve the Certificate of Employee Report with the addition of one counselor under new hires and 13 teachers, two principals, one speech and language specialist under separations. We got a second. All those in favor? Aye. Aye. All those opposed? Really? Yes, no? Yes, whatever it is. 601. 2.2, I move to approve the Classified Employee Report with the addition of one operation supervisor under separation from service. Second. All those in favor? Aye. Aye. All those opposed? Motion carries 601. Under 2.3, the Pajaro Valley, as it's regularly scheduled meeting on February 28, 2018, the Pajaro Valley Unified School District Governing Board of Trustees approved the settlement and release agreement with the Pajaro Valley Federation of Teachers and Certificate of Employee Number 5270. We had six yeses, zero noes, and one absent. On 2.8, the Board approved the non-re-election of 21.8 FTE Certificate of Probationary Employees. Employee ID numbers 7672705077011757875762276716685. I will get Leslie for this. 7680, 7704, 7834, 7231, 6683, 7075, 3961, 7692, 7690, 7723, 7883, 7618, 6991, and 7722. Thank you. Thank you, Trav. So our next board schedule meeting would be March 14. And at that meeting, we will be approving the second interim report. And so with that, we will adjourn the meeting.