 Okay, welcome everybody to the February 21st Board meeting of Parahoa Valley Unified School District. It's 6.08 p.m. I'm Leslie DeRose, the Board President, and we are about to adjourn to closed session unless we have speakers to our closed session agenda. And seeing no speakers, we'll go ahead and adjourn and we'll be back at 7 p.m. for our open session. Thank you everybody for being here. This is the PVUSD Board meeting of February 21st, 2018. First of all, I'd like to thank Aptos High for hosting us here in their beautiful Performing Arts Center and it's nice to see those who came out to see us to come and join us for the meeting. We are going to go ahead and start with our Pledge of Allegiance and Vice President Orozco has agreed to lead us in that. Thank you. All those. So again, I just wanted to welcome everybody. I know it might be a little chilly in here. I think they're used to people performing under hot lights in this room, so that would make sense. And who knows? I could get there, right? So again, wanted to welcome everybody. Before we get started, I just wanted to mention there's a tragedy that happened in Florida last week that is, I'm sure, weighing heavy on everybody's minds. We're all thinking of our education colleagues across the nation, our families, who this is very close to. It's close to us. It's close to everybody who's a part of a school, a part of education at any level. So I'd like to ask that we all give just a few moments of silence and memory of victims, their families, and communities. Okay. I'm going to go to 3.3 and that's Superintendent's Comments. Dr. Rodriguez. Yes. Okay. If anybody in the audience needs translation for this board meeting, you can see Virginia over here. She's our district translator and she does have equipment to make it convenient for those who prefer to listen in Spanish. And that's Virginia right there. Thank you. Well, good evening. I want to invite all the staff, parents, and community to our 2018 PVUSD Conference on this Saturday. We will start the event, which will be held at Watsonville High School at 8 a.m. for breakfast and registration. I will welcome the families to the event at the Mello Center, followed by our keynote speaker at 8.45 a.m. Free rotations of workshops around college and career readiness, immigration, gang and drug prevention, special education, emotional wellness, and parent leadership. And we will end the conference with a community resource fair. So, tendremos tres rotaciones detalles sobre preparación del paro de la universidad y profesional, inmigración, y la universidad de la universidad. And we will end the conference with a community resource fair. So, tendremos tres rotaciones detalles sobre preparación del paro de la universidad y profesional, inmigración, prevención de bandías y drogas, educación especial, bienestar emocional, y liderazgo de padres. Termina, vamos a terminar la conferencia con una feria de recursos comunitarios. So, this year we have a special treat, and seven lucky families will receive a brand new Chromebook donated by our partners, Omni Pro. So, good luck to all the families, and we hope to see you there. So, ese año tendremos un regalo especial, y siete familias afortunados van a recibir un nuevo Chromebook donado por nuestros socios, Omni Pro. Buena suerte a todas las familias, esperamos verlos allí. And finally, we will be participating in eight recruitment fairs. The first one is taking place today at CSUMB. And on the screen you will see our recruitment flyer, and we are also highlighting our excellent benefit package. So, además estaremos participando en ocho ferias de recutamiento. El primero tuvo lugar hoy en la universidad de Monterey. En la pantalla van a ver el team. Estamos enfocando en los excelentes beneficios médicos que ofrecemos. So, thank you very much, and have a good night. Yeah, I hope to see you all there at the parent conference. I'm planning on going. And I have been a few times before, and it's really a fabulous event and opportunity for families in the community. So, we are going to move to item 3.4, which is the student recognition. And we are going to start with HA high student Isabella Brandon Ruiz. Please come forward with everybody who can support you. Michael, Michael, we're going to actually have you come down here. This way please. Because then we will take your picture, your picture. If you have family and other supporters here, everybody can come up. And then we'll get a picture afterwards. We got a big group. President DeRose, board members, Dr. Rodriguez. Thank you for having us. It's an honor to be able to be here with Izzy. This is a special one for me because when Izzy and her classmates started, that was the first year I started at high. And I've gotten to see her and them grow. And she caught my eye early on as being the kind of student we look for who has all of the wonderful positive characteristics of a special individual. At HA high, we celebrate and recognize the character traits of high pride, pride standing for problem solving, respect, integrity, determination, and high expectations. Izzy has consistently set high expectations for herself and she's worked with determination and perseverance to meet all the goals that she set. As a student, she has consistently performed at the advanced level academically. But what truly makes her shine is the fact that she's such an amazing individual. She has a positive attitude and she cares and respects all the students and teachers and community members of our school. Izzy's teachers say that she has always been a great helper, an invaluable friend to all, and a superstar within and beyond the walls of the classroom. She truly wants to make the world a better place. And one thing that came out in the conversation we had is what she sees herself doing in the future. So I want to share that with you. What do you see yourself doing in the future? I want to become an infectious disease doctor. Why do you want to become an infectious disease doctor specifically? So I can find cures to diseases that are not curable yet. And why is that personal for you? Because my friend, she had a disease and so I want to have a cure for it. So you can see why we see her as having such a heart. She embodies the problem solving and respect and integrity that we look for in our students with our high pride. And that's why we're so honored to have her as our student of the year. She's a model citizen. Her hard work, kindness and positive attitude make it easy to believe that she will surely meet these goals and all goals that she sets for herself. So congratulations Izzy. Thank you. Isabelle, it is easy to see why you are so successful with you because of all your wonderful family here. Way to go, congratulations from all of us to you. This is just a, this is the award for the student of the year. Way to go, congratulations to all of you. So if you'd like to line up, maybe squish in a little bit. We're going to get a group photo for you and we can share that with you. Yeah, make sure Izzy's in the picture. Get cozy. Congratulations again. And our next student that we're going to recognize is from Valencia School, Hazel Gladish. Please come up. Okay, good evening President DeRose, Dr. Rodriguez, Board of Trustee members. My name is Karen Lane and I'm honored to be the principal of Valencia Elementary School and I'm thrilled to be here this evening with you to present our sixth grade student of the year, Miss Hazel Gladish. Yeah, Hazel. Hazel was selected by her peers as well as our staff as our sixth grade student of the year. And while Hazel has been in our school, she was fortunate enough to have one of our amazing and fabulous talented teachers, Miss Erin Farrar, as her fourth and fifth grade teacher. So when Hazel was chosen, I asked if Erin would reflect on her time with Hazel and write a statement about her because of their deep and lasting connection. So I'm going to pass it over to Erin and congratulations to Hazel. Thanks, Mrs. Lane. Thank you, Dr. Rodriguez and the Board for having me as well. This is the first year I have to wear reading glasses. Excuse me for a moment. And this is also the longer version of what I wrote when I reflected about Hazel. I had to narrow it down to about a hundred words for the newspaper and that was quite tough. So give me a moment here, please. Hazel Gladish beams like a ray of sunshine reaching beyond the surface and infusing deeply into the layers of our heart, mind and soul. She is genuine, positive, compassionate and enthusiastic about wanting to learn everything she can. Hazel, hi sweetie. Hazel is a leader of respectful communication, deep critical thinking and active engagement in the growth mindset. Hazel speaks eloquently about topics and themes and does not back away from social or academic challenges. She perceives challenges as interesting problems to solve. Hazel seems to have a unique knack for connecting with all types of people at various levels of understanding and achievement. She is an inspiration and model for implementing positive values in an inquisitive yet insightful outlook. In fourth grade, Hazel represented Valencia in the Santa Cruz County spelling knee and demonstrated advanced application of fourth and fifth grade standards in mathematics and reading. Fifth grade gave Hazel an opportunity to gain humble confidence and exploration of enrichment opportunities. While participating in the Santa Cruz County Trial Lawyers Association, thanks Mrs. Lane, the elementary law program, thank you so much, a local attorney stated he had never heard such rich vocabulary from a fifth grader when Hazel was engaged in a government type discussion with him in the class. Every school year Hazel reads over the goal of one million words and sets deeper goals for herself that includes books she is interested in combined with classics and various genres. As sixth grade rolls on, and I did write this in November, so there's a little more that's happened since. As sixth grade rolls on, Hazel is a member of the leadership team and continues to participate in local organizations and opportunities like submitting baked goods in the Santa Cruz County Fair and earning PBUSD's second place with her green collaborative team for the Worldwide Peace Poster Competition. Hazel also volunteers to work with younger children at Valencia in any capacity needed. Hazel is a stellar role model and leader. It is with great pleasure that we at Valencia Elementary award Hazel the honor of Valencia's student of the year. Congratulations Hazel. Hi Hazel, my name is Kim DeSerpa and I'm one of the board members. And both of my kids went to Valencia and when they started there there wasn't a whole lot going on so I got to work and did a lot of improvements to your school. One of the really cool things about Valencia and what I'd like to see at every school is that they have a science classroom and Valencia is very, very special because you have a fantastic science teacher in a science classroom. So congratulations on every superb thing that you've done so far and we expect big things from you and we know that you're going to go on to be a giant success and make everybody even prouder than they are today. Congratulations. I will add that Hazel was one of our top ten science projects and is heading to the county fair in a couple of weeks to submit her project and share what she learned so congratulations on that as well. I want to scoot in for a picture. Thank you again for being here and congratulations. Okay, so on to item 3.5 and that is governing board comments reports on standing committees. I'll start with Will if you have anything. No? Kim, do you have anything? Automatically on. Oh, so I went to my D-LAC meeting which is District English Language Advisory Committee for the two years and they did a whole bunch of work about thinking about, you know, well, I'm trying to think about. There was a lot of things that they did yesterday and I'll hopefully give everybody a report later but it was really great all the work they did last night. And I also went to the Adult Education Advisory Committee which was this morning and I think that's what I was, the committees I've been able to be on. Thanks. Okay, thank you, Karen. Okay, item 4.0 is approval of the agenda and we actually have an item, I'm calling it a ghost item. It got dropped into the Consent Agenda Call to Order which should not be there. So if someone would like to make a motion with the removal of 11.27 from the Consent Agenda. Making a motion to approve our agenda with the following changes. Removal of item 11.7? 27. 27, thank you. I'll second that motion. Okay, all those in favor? Aye. Any opposed? Hearing none, item passes 6-0-1. 5-0-2, I'm sorry. I can't start doing math right now. Okay. Item 5 is approval of minutes 5.1 is the minutes of January 24th. Does anyone? I'll move approval of the minutes from January 24th, 2018. Thank you. I will second that motion. Okay, all those in favor? Aye. Any opposed? Item passes 5-0-2. And one of our favorite items is our high school board representative reports, which is item 6. Do we have anybody we do? And are you both from Aptos? Yes. Okay, and do we have anyone from any of our other high schools? It was just scheduled to be Diamond Tech and Aptos today, Diamond Tech did not come. Okay. Okay, Aptos, welcome. Thank you for hosting us. And we have a presentation. Are we set up for that? David, are you ready? We are set up for that. I'm going towards the booth. Oh, unfortunately, we have to turn around. Make sure the microphone is on and you state your names, please. Hi, my name is Caitlin. And my name is Becca. We're both seniors at Aptos. And this presentation is going to focus on the 4A's beginning with academics. There we go. So right now our AP classes are preparing our students for all of our AP tests in this upcoming May. And our seniors are starting to get back their letters from colleges and really focusing on scholarships right now. And we're holding a bunch of meetings around campus to help inform students about how to apply to scholarships and which scholarships to apply to. Our College and Career Center is being extremely helpful with this. Both personally and myself, I've dealt with them. And a lot of my friends have, they're very personal and they help you understand exactly what you need to do to apply for these scholarships. Also, our WASC program will be visiting us this March to a accredited school. And right now in athletics, all of our spring sports have begun and that includes lacrosse, track and field, baseball, swimming, and boys' tennis. And our boys' basketball team has fought hard and so we have our first CCS playoff game tomorrow here. And dance team in their last competition won six medals and they have another one coming up this Saturday and hopefully we're going to do pretty good at that one. And cheer actually leaving tomorrow is headed to nationals in Disneyland to perform. The drama department is putting on Richard Rogers' version of Cinderella. It's opening April 12th and they've been working super hard. It's going to be an amazing show. We've been working since before winter break so I suggest everyone comes and watches it. And photography has printed their first round of pictures so that's exciting, everyone's learning how to do that. And we started a bullet journaling club and I don't know if anyone knows what that is but it's basically like you make a journal of everything and you get to decorate it and there are really cool, a lot of calligraphy in them. And there's a choir performance here in the PAC on March 17th. As for activities right now, ASB is planning our spring spirit week which is five days of dress-up days and the week we're holding a rally including student games and even a band performance by one of our own teachers and we're holding a dance that same Friday and all students are welcome and it should be a really great turnout. Also on that Friday we're having a club carnival to improve our club involvement on campus to let students become a part of the community. We're also having our annual community service fair happening in I think April and right now we're working with the administration on sending letters of support to Parkland and make our campus safer and more knowledgeable about what to do in the case of an emergency. Thank you. Thank you very much. Okay, moving on we're at item 7.1, public comment, visitor non-agenda items and it looks like we might have a couple or three speakers and then we have three minutes each for speakers and Maria will call you up. Okay, the first speaker is Laura followed by Bill Beecher. Such a different setup. Anyway, good evening board members, cabinet, Dr. Rodriguez, Alicia and Eva. Okay, I want to talk about just about three things. We've talked about this before. We have a hard time attracting teachers and keeping them and I'm just going to talk about special ed. I love my special ed colleagues. I love my administrators, love the kids but it's very hard to get people to come and do jobs that are sometimes very difficult and one, some news we got recently is that Duncan Holbert, you know, our preschool is, they like to say they're bursting at the seams. They have so many preschoolers that will be coming into the elementary level. So we've been told that we'll have 15 new kindergartners coming next year which will mean for the first time since anyone remembers instead of having a kinder second class and a third fifth class at Hyde we would also have an entire kinder class because, and we'd still be too large, right? We can have 15 in a classroom but that's quite shocking to have that many coming in which means we're just going to be, well, growing by one class if not two classes and we already have a hard time to get sped teachers. For instance, in Lakeview as you all know, at the beginning of the year the autism class had a series of substitutes and we finally did get a very good teacher apparently. I talked to one of the parents and they're very happy with him but we had a couple, three months of substitutes. There's the other mild-moderate at Lakeview that apparently has had substitutes for a long time and now at Starlight, one of our great mild-moderate class they've had a substitute also since the beginning of the year. So it does come down to a question of money and what I would like to suggest is that you all think really seriously that the board thinks seriously about not having 6% reserve, right? Because we only need a 3% by law. And early in the year you all voted to put an extra 3% in the reserve and it's a big reserve. I mean, we can argue numbers, what? We think it's 57 million, even if it's 40 million. Take half of that out. All we need is the 3%. It's perfectly legal to have 3% in the reserve and we could use that money to put a raise, even a small raise, on the salary schedule because that is how we will attract people, not with bonuses. As our science say, we don't want a strike and if we don't get a raise on the salary schedule we're saying it, we will do it. We don't want to do it but we will strike and this is the first time in my experience we've talked about strikes. Strikes are serious business, no one does it lightly. I know my labor history. I've been in the labor movement. I was a teamster when I was 19. No union and no worker wants to strike. The community will support us. You've seen all the signs out there that say support teachers and when we walk precincts families always say we're right behind you, et cetera. We believe you, we believe the money's there. We believe the money's there for the teachers and for the kids. So it would not be pleasant in terms of how the district is perceived, how the administration is perceived if we do go on strike and in any rate for attracting other people strikes are not pleasant. It's not fun, it's not something people want to do. There's going to be divisiveness and we don't want to go through that. So what we'll do is the best we can to not go on strike but we need you to help us and really to make a decision to fight for us to get us raised on the salary schedule so that we don't have to take that very big and very serious step, okay? And I know y'all can do it. I know that all the board members, you are allies, consider you all allies. I know it's hard to be the first person or the first two or three people who say, okay, let's take that 3% out of the reserve. Let's make sure we don't have to go on strike. It's hard to be that person but I know you're all allies of the students and of the teachers and of the community and you want to do the right thing and that's why you're here. So I hope that can happen. Thank you. Good evening. Last night at the Citizens' Oversight Committee meeting, a teacher brought up a question at their school and I thought I would share that with you because I think it has some relevance looking forward and the issue was they've got teachers and there's not enough classrooms at their school so they have to, for VAPA and for science classes, they're putting their materials on a cart and they run it around the school looking for classrooms. Now I know this is true at other schools because I've gotten similar feedback and so I think there's an unintended consequence that started when we did class size reduction that put a squeeze on classrooms. Then we added VAPA and we've been pushing STEM and you go, we need some classrooms. We're having to bust students out of Radcliffe over to other schools because there's not enough classrooms. Now Measurelle, which I'm involved with, doesn't cover new classrooms but I think we as a district have to think about that. Now if the rumors are right that Governor Brown has some money in his pocket, you've got several choices that you have, one of which would be you use that money to put in some new classrooms. They're very much needed. On the other hand, you could increase the heating budget so that you could heat this room up. On the other hand, it's a well-known fact that administrative circles that if you keep the room cold the meetings run much faster. Thank you. Okay, thank you very much. I thought we had three, we had two. Let's see where we are. Okay, we're at item 8.0, employee organization comments. We will go with 8.1 PVFT and these are five minutes each. Looks like Francisco Rodriguez is here. Hi, thank you Francisco Rodriguez. It's been a while. I don't think I've had a chance to say happy new year yet. But the previous speaker mentioned Governor Brown's budget. Let me reassure you, it's not a rumor. It's true. I sent you an email in November saying that the expectation was that the 2018 was going to be a very good budget for California. And in January, I again sent you another email noting that there is a really good budget in California. And you have an opportunity to solve the problem that we have. We both have. You and I and our members. It is possible to solve it. Now, I do want to also add a few other comments regarding information that has been going out from various sources. The first one is on salary comparisons. As you know, there is this forms that districts voluntarily fill called the J90 forms. And they are useful in comparing districts. But those districts that you compare, those have to be comparable districts. It can't be, for example, all districts in Santa Cruz County because our district encompasses, I think over 50% of the student enrollment, whereas Happy Valley may have like, I think it's seven teachers, maybe, FDEs. So it's not a comparable comparison. What we need to do is compare ourselves with districts that have similar ADA and similar demographics. Because remember, we now have funding based on your number of unduplicated English language learners and low social economic students. The other thing that's been going around is the so-called silent increases due to the increased cost of stares that have been mentioning. Unfortunately, you don't mention that your employees are getting a silent pay cut as well because their contributions have also increased. So the so-called 11% raise in 11 years, it's not really 11% because, as I said, we are paying more out of pocket for those stares' contributions. The other is benefit costs. So you've had presentations about how our costs for benefits are 200 and something, I don't even remember the number, but higher than other districts. But even when you take the cost of benefits and you do the comparable districts, we are still below the average. And in addition, I want to point out to you that every time that you have followed the contract, it has resulted in a lowering of the cost of benefits. As an example, when we moved from being self-insured to SIS, the district followed the contract and it resulted in a savings. When you wanted to add additional lower cost plans, you followed the contract and it resulted in savings for both the district and the employees. Compare that with last spring, when you ignored the contract and you tried to implement a cap on your contributions to our benefits and it resulted in the mess that we are in now. In 2009, the same thing happened. We also went to mediation. Fortunately, we were able to resolve our differences there. But it was for the same cause. You tried to implement a cap by ignoring the contract. So what we would like to see is a movement on your side to allow for increases on the salary schedule for all of our members going back to 2016-17. And we hope that the members that have come in previous meetings have made that clear. And that soon, when we meet with our mediator, we can come to an agreement. Thank you. Do we have anyone here from CSCA? CWA. So we're going to move to item nine and that is action items. And our first item is 9.1 and this is a resolution acknowledging February as Black History Month. And we have a resolution here and there's a couple, a little bit of it that I would like to read in recognition of this month. Yes. Oh, here you go. Is it okay that I stay? Yes, yes. Please. So good evening, President D'Serba, Dr. Rodriguez and Board of Trustees. Thank you for this opportunity for the Acknowledgment Black History Month, resolution 17-18-20. The resolution was put together by me but also the Ethnic Studies Committee, the big point being that we would really like to take this opportunity to recognize this month as well as continued study throughout the year with the Ethnic Studies. We're really trying to push that all Ethnic Studies, regardless of race, religion should be done throughout the year, not just in the specific time period where it is recognized in our country. So with that, whereas Pajaro Valley Unified School District recognizes that Black History Month is an opportunity to promote and foster cultural relevance in our schools and enrich the educational experiences of our students who deepen their understanding of the different perspectives of American history. Also, Pajaro Valley Unified School District encourages PVUSD educators to celebrate, honor, and study the contributions of African-Americans throughout the year and to include the lived experiences every month. Therefore, be it resolved that Pajaro Valley Board of Trustees acknowledges February 2018 as Black History Month and recognizes the significance of Black History Month as an important time to acknowledge and celebrate the contributions of African-Americans in the nation's history and that the Board of Trustees encourages the continued celebration of the month to provide an opportunity for all members of the district to learn more about the past and to better understand the experiences that have shaped the nation and the world. And with that, we are asking for your passing of the resolution. Thank you, Lisa. Do I have a motion? Do I make a motion? To approve the resolution? In a second. I'll take it. Okay, Kim and Willie seconded. All those in favor? I was just going to say something. Actually, I was hoping that it would say a little bit more about African-Americans because when we do resolutions on people, we talk about all the great stuff that they've done and how much we appreciate all the stuff that they've done. So I was looking at it and I thought, whoa, there should be more about actually African-Americans and what they have done for us in our history and whatever. So that's what I thought. I thought there should be more said about them. Thanks. So we talked about in the beginning how it came to be and some of the things, but the thing is that it's not such a small piece. It's a huge piece of history and if we just put in the small things that people know, we want everybody to go in and actually teach it within the classrooms and do their research. And so what it is, it's every month and we don't want it just to be one month. We want it to be a lived curriculum throughout the year. Okay, thank you. So with that, I will ask for a vote. All of those in favor? I. Thank you very much. Thank you, Lisa. Thank you. And item 9.2, school accountability report cards and this is a presentation by it says prepared. Is it presented by you as well? Yes. Yes. Thank you. Good evening, President DeRose, Dr. Rodriguez and board members. Every year we are required to report and post for each of our school sites a school accountability report card or SARC. These SARCs are while they are published in the current year they are based on information from the prior year. So the SARCs that we put together and published a couple of months ago are based on data from 1617 and in some cases, 1516. So as we go through the various components of oh dear of the SARC what we want to point out is that while the SARC itself is old data most of the SARC is actually very much aligned with our LCAP which is based on current information and establishes current goals. So there are 5 different components to each SARC a first section that just is basic descriptions conditions of learning people outcomes, engagements and other SARC information is a final section that has a mixed of items but what you will see as we go through this is that those the center three are actually in fact the last one is well completely aligned to our LCAP. So the first section about the school is just basically that of the school some demographic, school mission and just a narrative description of the school a lot of the same information that is in the opening section of each school's school plan the second section which is called conditions of learning includes teacher credentials textbooks and instructional materials and school facilities this is exactly what we report out in our Williams visits in the fall which is what we have in our LCAP under high quality learning environments which is described in goal four the next sections of the SARC called pupil outcomes includes information on previous year CASP scores on the physical fitness test and the high school level career technical education programs this is addressed in what we call the 21st century learning portion of our LCAP the next section of the SARC which is referred to as the engagement section includes information on parental involvement dropout and graduation rates suspensions and expulsions and school safety plan information and that is directly aligned to what we call our connectedness goals that address culture and climate those are both goals six and seven in our LCAP so again what I want to point out to you is that almost everything that is in the SARC is also in our LCAP in our LCAP and in our school plans and then the very last section which is called other information includes some information about a federal program interventions, class size support staff funding advanced placement at the high school level and professional development the majority of this is also included in our LCAP under goals one and six so the SARCs need to be posted every year in February we have posted them on all of our school websites they are posted in both English and Spanish I included examples from one elementary and one high school SARC for your information in the board packet and at this point I can address questions but what we need for you to do is approve the posting of the SARCs onto the various websites thank you Susan we do have a speaker to this item so we'll go ahead and take this speaker and then open up to board comments and questions do we have Bill Beechard Susan has to click last month at the previous meeting I spoke about our academic performance and how disappointed I was with it I'm also disappointed in this presentation because there's real no analysis on if you were to look at the SARCs each one of them what did we learn from it, how are we doing there's no comment on that so let's take a look at the two that they included I've got Anne Saldo first um gee the English language and the math year to year there's basically no change which was my comment at the previous meeting but in science it did make improvement and I think that's great but it goes along with my comment that kids are doing better at science let's peel it down because I think this is germane English learners which is over a third of our students and students with disabilities which is a seventh of our students their scores suck and if you look at the migrant education that's even worse I'm embarrassed the same story it's even worse than the English language arts let's look at aptos here you see our best high school but no improvement nothing's changing if I look at science, again they score very high but if I peel the onion English learners and this is at our best high school less than 19% a sixth or so actually meet the standard that's not very good students with disabilities actually do much better at aptos than at the other schools if I look at math same issues whether it's unsolved or aptos that English learners and students with disabilities do not do well so what happened to Common Core Common Core was ruled out several years ago as a way for us to improve our performance our performance hasn't improved so is the issue is it what we teach rather than how we teach and students do better at science and math why? I suggest that the board and the administration should go around to the school and talk to the kids and talk to the teachers which I have and you get some pretty clear answers on why kids like science not because I say it now my issue here tonight is special needs in migrant students it's not a problem just for our school district it's true across the state these kids are doomed when they come out of our school system they aren't ready for anything they're not ready for college they're not ready for jobs we haven't done them a job we've buried them and we don't pay attention we spend more time talking about VAPA you had a teacher up earlier who talked about special needs it's a tough job we've got to do a better job those same special need kids a third of them are above the state standard in science they can do that why can't they do it in math in English think about that so when the board is going to hold when is the board going to hold the district accountable for poor performance when you see no improvement why aren't you asking the questions that I'm asking my wife beats me up over dinner because she says why aren't you guys actively involved asking these kind of questions I have no answers for so thank you for your time thank you Mr. Beecher okay I'll open it up to questions from the board or comments Kim so this is perhaps a question for Dr. Rodriguez we've been on the board long enough we know what the SARC report is why do we get a presentation that just tells us the components of the SARC instead of actually discussing the results well the main reason why we do that is because the SARC is based on old data and so having a conversation a really thorough conversation on trends and patterns about old data is frankly useless the reason why we do this SARC and the reason why we have the template for the SARC that we do is because it's district it's state mandated what you're going to see a little bit later tonight is the analysis that we're doing with our map data which has a high correlation with our SBAC data or our CAS data so for me I find no reason for us to actually spend significant time on SARC and for me it's just a mandated report that's out there so that parents have a good comprehensive view of what's happening at multiple levels for the site but as was mentioned in some cases that data is almost two years old so looking at attendance data that's two years old really won't provide as much information but looking at data which we're going to do tonight which is about three months old two months old will tell us a lot about what's happening is it mandated that this particular topic come before the board yes you must approve it to go on the website okay I know you were not here two years ago and I understand that talking about the data potentially from a year ago or two years ago might not be valuable for you but those of us who have been sitting here in these seats sort of demanding action and hoping for outcomes it is interesting and important for us to know what happened so from year to year we just kind of brush it under the carpet like oh it doesn't matter it doesn't matter but it kind of does matter so I don't know so most school districts have this item under consent it's just a pure consent item most school districts don't actually do a presentation on this I agree that looking at trajectory data is important but what I want to say is since that data is not representative of what we've done in the last 18 months that for me I'm not going to spend much cognitive energy on it yeah I guess I would like to see the trajectory just year to year to year I think that would be helpful just every year to see that so we'll definitely do that with the CAS data and we're going to be showing you some of that today on map anybody else at Bill's point we are hoping to have a study session around the results so that we as a board can really look at what's going on and really focus on the areas of need moving forward okay so you know my question is a broader question it's about why are we mandated to put old data on our websites if it really serves us no purpose you know in terms of where we've gone what we've seen the positive changes that we've seen in the last 18 months doesn't seem like it serves this district or any district well when you're making positive change and then you're mandated to post old data that you're trying and are improving on so I don't think that's good for the community or the district or the students to make the students feel horrible about you know their day to day classroom experience so the SARC was done in an effort for transparency with the community and making sure that the parents knew all these different elements right knew all about the credentialing and their teachers the pay of the teachers all the adoptions that are done unfortunately sometimes when people when legislators do they don't necessarily talk to the people on the ground that are doing the work and so they mandate legislation that is such we've had recommendations of we should make the data look differently we're not allowed to do that it's a structured template and so we can't just change the SARC template it's actually a mandated template and so as I mentioned before most school districts have it under consent so it's really something that they're really truly looking at but rather at their own dashboards which we currently do not have a data dashboard a district data dashboard other than illuminate and so that's something else that we need to do within the next couple of years as well okay well I think that we should use our voices as a district and talk to our legislative representatives about amending legislation so it's more accurate and more telling of what is actually going on I'm sure other districts aren't pleased with this either so as board members this is part of where we have our strength as we do have a voice for our district so we have the ability to get in contact with those representatives and ask for change if that's what we want so I would encourage anybody to do that and even the community as well so thank you Willie would it be possible to have have the second board meeting of each month centered upon a study session just on academic stuff this setting is very hard to discuss problems in math science and so forth so if we have one meeting the first meeting to handle the business end of the district and the second meeting every month to really focus in on probably the most important thing is the academic achievement would that be possible we can definitely do additional presentations and we try to do that every time that we have a data set for us not to be able to do any consent items other than once a month is challenging I'll have to say that when we only have one board meeting in July sometimes it's difficult on staff because we have things that need more urgent attention than just a month from then we can of course during agenda setting we can talk about how we can rearrange our time to try to do the best that we can do and continue to focus I think I've demonstrated that my key focus is always the academics of our students so we just need to continue to do those presentations for you all okay so will I think that's a great idea and it's something that we talk about but I think getting a regular study session on the tickler maybe something that you want to do where we do it quarterly or something like that so we know we're going to do it on a regular basis and that way we're staying on top of things and we can look at trends and react when we need to react okay are there any other comments okay this is an action item so I need a motion to approve the posting of the SARC reports on the school websites make a motion to approve the SARC websites or so I'm sorry SARC school accountability report card being posted on all of our websites okay Maria seconded and all those in favor any opposed motion passes five zero two thank you and our next item is nine point three this is a UCSC EAOP early access opportunity program I believe service agreement and this report is by Dr. Rodriguez okay so good evening so as you know this past year we no longer had and it's really hard to see you guys I'm sorry as you know we no longer had the gear up grant so this year we no longer had the gear up grant but we did have still the EAOP grant next year we will have neither and so last year or last year the board I asked the board to make a commitment to continue the college and career centers as you heard from our students today they didn't have a college and career center here at Aptos high until this year this is the first year and so this is a three year agreement the reason why we're doing the three year agreement is to lock in the price so to speak because what has happened is as UCSC is receiving more increases as they're receiving more raises then those costs get transplanted to us we are the other reason why we're doing the three years is because we still are in the process of trying to regain the gear up money for the middle school level and be successful in doing that which we believe that we will we've already resubmitted is that then that would be three years and would be back to the high school at that point as you may remember the gear up grant goes by a cohort so it would be sixth graders seventh graders eighth graders and then it would go back to the high school level so this would allow us to sustain the college and career centers for the three years until the gear up grant hopefully is back and so I really encourage you as the heart of what we're doing whether it's LCAP or our target for student success is college and career readiness and so I believe that our actions need to be directed towards support for the students to get there speakers okay so I'll open it up if there's questions or comments from the board doing this since we don't have the gear up grant and because there's so many ways that they benefit students including helping them with scholarships finding scholarships and seeing them all the way through their time whether it be in high school or whatever middle school hopefully too and just giving them the support they need to do better I guess and pursue a college career too can you explain what happened with the loss of both those grants EOP and gear up well what had happened is they transitioned out of the high school so regardless we weren't going to have it at the high school level it was going to go back to sixth grade so because it goes up the cohort then it went to the twelfth grade got to the twelfth grade and it was going to go back to sixth grade so no matter what we weren't going to have it at the high school level the problem was is that we did not we're not the one that actually submit so UCSC does it for us but UCSC submitted the grant paperwork they submitted almost identical proposals for Monterey and for us Monterey got funded we did not get funded because it was based on subjective score we can't challenge it we did get information back of why we got the low score and it was actually in our proposal what they said was missing was in our proposal but because it was the subjective part we couldn't we couldn't challenge it and so we are resubmitting more monies came out and we're resubmitting it what would have happened before if we would have got it from the start we would have only had to have done two years of a renewal and not three basically we lost an extra year but we feel like we're going to resubmit we made some minor tweaks and we hope to be funded but it was due to that the EOP was on a different grant cycle we got an extra year of funding because we asked for it an extra transition year so that's why we had a little bit of extra funding from EOP this year so we're resubmitting on the middle school is that right? so if that gets resubmitted will it lower the dollar cost of this particular contract no so this is a 1.4 million dollar contract so it's about a half a million dollars every year for this program that is correct and do you know what the percentage that UCSE takes out for administrative overhead so if you look at it it is actually very low they have so many much of their overhead is not being it's not being tasked to us because they want us to continue with the program the grand majority of it is there is some administrative cost because we're paying for a portion of Sophia's pay but she also is doing all three sites overview of all three sites and it's only a portion of her pay most of it is actual tutors and people that are at the site every single day is there any alternative bunnies that could be found in other state or federal areas to supplement? so we're receiving a lot of grants we just received another grant today for our project lead the way so we just received another 30,000 dollar grant what we're trying to do is actually take those grants and use it for and push it into different areas so that we have money for other things right now there are no monies out there for college and career centers there's a lot out there for BAPA for foster youth and for CTE pathways and so we're going after those monies that's great and this is a worthy program and I'm in support of this contract one more thing Melody's name is on this contract thank you for that thank you for catching that Kim any other comments? Maria or Willie? well I too am in full support of this my ears did perk up when our Aptos High students talked about their college and career center and how much it helped them I was really happy to hear that I haven't seen it yet but I'll definitely come back and take a look so again this is an action item we're looking for a motion to approve the service agreement with UCSC Willie made a motion do you want a second? I'll second so motion by Willie second by Karen all those in favor? I any opposed? motion passes 502 thank you and item 9.4 is election of a representative of the district association delegate assembly and this also is a presentation by Dr. Rodriguez yes thank you so we have the opportunity to select some regional representatives as our CSBA delegates and so this year previously there was a request for delegate nominations these delegates will serve at two year terms and it will begin April 1st 2020 there are some requirements of the people that are attending they must attend the legislative action conference in Sacramento and they must also go to the annual conference in December so CSBA doesn't pay for travel expenses associated with it if you look at the attachment you will see that we are being asked to vote on two candidates there are currently three candidates that are up for nomination so it's Donna Jones from Mountain Elementary School District Phil Rodriguez from SoCal Union and Deborah Tracy from Prulix I don't know I would say it's Prulix from Santa Cruz City Schools and so we would like if you would like to nominate any of them we need to vote on only two candidates or up to two candidates you should do a nomination and then a vote one at a time so are there any nominations from the board on the delegate assembly members for CSBA my first nomination would be for Deborah Tracy from Santa Cruz City is there a second all second so vote on each one separately so all those in favor do you want me to say anything about her first so I don't know if you guys know her but she sits with me on the school board association she's very sharp and she has served in this capacity I think once already and she's been really good at bringing important issues to the forefront of the school board association things that we should work on which I've been either forward to you all or passed on to you I think she would be a good candidate okay thank you so all of those in favor aye any opposed motion passes by 0-2 and are there any other nominations I'll nominate I guess from the Soquel district okay and is there a second second nomination second by Maria and is there any discussion I don't know they're great both Donna and Phil are great people and long-serving board members both of them so is there anything else that you can share with us just for more information for board members who may not know I think he's served a long time and he's really a very nice person I think he would do a fine job and he's also from you know the last one is from such a tiny district so I'm glad he's from a little bit bigger district too so I'll go ahead and call for a vote then all those in favor aye I don't know I'm sure that he has a very fine reputation I believe with any of this so motion passes yes one abstention and two absent item 9.5 is ratification of an MOU with San Diego County Office of Education for Career and Technical Education clear credentialing assistance that was a mouthful and thanks Pam Shanks is here to give us that I'm going to present this information I do apologize I don't know a whole lot about this information I'm presenting on behalf of Chona this evening our school district does work closely with our county office of education and Santa Cruz on recruitment efforts to fill various different teaching positions and this MOU that's going to be able to provide a partnership and support for our teachers that we are recruiting for in specialized areas such as career technical fields so this partnership will involve providing support for applicants and possibly our current teachers who are working towards their credential in designated subjects of adult and career technical education as they work in their credential program so the memorandum of understanding will be effective from 2017 through 2022 so I'm just asking for the board to approve this tonight and do we have any speakers to this item none and questions, comments from the board Willie what help can we expect from this partnership so you will see on the item there's an attachment that talks about the scope of services that the county agrees to acting as the LEA so it goes through various different supports working as a liaison with the commission on teacher credentialing and so forth so it outlines it on the back there and then letter B under the scope of services is what we as a district will provide to these teachers by supporting this partnership are we going to be at the on the list for future graduates to be able to come here for future what I'm sorry we're trying to expand our CTE program is this program going to help us get people here teachers here I think that this MOU would provide another agency to help provide support for those teachers I don't know if it's really recruiting effort but it's more if we are recruiting folks with these types of credentials that they would help provide that support so they could finish their credential and continue their education in that credential area I would hope that if we support this program we will be able to get some POR value in being able to recruit graduates from from these universities that are qualified to be CTE leaders here and I'm not really quite sure if there's any recruitment efforts being done in San Diego for teachers I'm not familiar with which places we're going exactly but that's definitely something I can relate to Chona as there are some efforts to recruit in these fields so essentially this part of what this partnership is doing so I'm clear is not for recruitment purposes but essentially they're providing training on this area of need to the teachers that we're hiring either teachers that we're hiring or teachers who are working towards their credential in these career technical fields we're helping provide support with kind of as I mentioned as a liaison with the commission on teacher credentialing so that they can complete their credential in that area but those are for current teachers that we have right so they're for teachers who are currently do not fit within the CTE requirements but we want them to so that we can actually include it in our CTE pathways and use Perkins funds we can't use Perkin funds on non CTE credential teachers thank you any other questions is there a dollar amount associated with this MOU I don't believe so so we'll pay as we go or this I don't understand this is the backup for this was not robust like I'm confused about this whole agenda item so okay I have another question which is so does our COE know that we're doing this and do they give us permission yes we were requested by them actually to bring this MOU forward from the Santa Cruz County Office of Education okay so San Diego must have a special specialization in CTE credentialing great thank you I can find out about that I don't think that there is I will double check for you and we can get back to you on that so in case someone heard me I actually had something different open and you may have heard me say $81,000 that did not apply to this this item but usually so before we move to board docs on our agendas it would have a line where it said is there a budget implication yes or no much it's still there it's up top it says budget source which says NA so I believe that it is my understanding is that there is no cost okay that would make sense somebody has to be paying though is it our COEs well not always because of agreements that the COEs have between themselves and just money that they receive sometimes in turn they're doing it in an effort to provide technical assistance of the money that they receive from the state so most of the time the money doesn't have to come from us but it actually comes from the state okay thank you okay so that is an action item so I'm looking for a motion to approve the MOU I'll so move second okay that's Kim and Maria and all those in favor aye any opposed none opposed so motion passes 5-0-2 thank you and item 10.0 report and discussion items the first item is the instructional cycle summits and map growth data and this is also by assistant superintendent Agary it will actually be by all three of us okay great alright once again good evening president DeRose Dr. Rodriguez and board members do we have oops I don't think I have the clicker any longer and we have a power point for this but to begin with some background last year we put in place for the first time a new assessment system in place of our old benchmarks called NWA majors of progress academic progress or map and this was a new assessment that we put in place to be able to more closely monitor our students academic progress in language arts and mathematics so that we were not waiting until the end of the year and looking in the fall at CASP scores from the prior spring so beginning last fall when we put map in place we also put in place an instructional cycle that would allow us to work closely with school sites to monitor the map data and to ensure that teachers were responding to that data and that plans were in place to utilize the data and supports in a positive progressive manner so we have a process that starts with our school sites taking the map assessment in the fall in both language arts and mathematics to get a baseline that analysis takes place and our schools also are looking at their CASP scores at that time moving forward to a first summit where principals present to cabinet their instructional plans to address areas of growth based on those baseline map scores in language arts and math and they do that in September in October cabinet visits each school site doing collaborative visits we go in classrooms with staff and gather data on the evidence of the goals that they are working towards and then we report that information is reported out to the entire staff mid-year for K-8 in December and then for high schools in actually January and February students take a mid-year map assessment in both language arts and mathematics again and at this point we are closely monitoring growth from fall to winter so certain schools are invited to a second summit that takes place in January February as those map scores come in and those schools are selected based on lack of growth from fall to winter with their map scores at that mid-year summit principles are expected to present a very specific plan of action to address those areas where there was lack of growth from fall to spring although it is not up here there is also a second collaborative visit that takes place during the spring to be monitoring those actions that principles established mid-year to address areas of growth at the end of the year that entire instructional plan is reviewed by the assistant soup of elementary and secondary in their end of year reflective consultations with principles at the second summit which and those second summits have been taking place and are continuing to take place those involve a discussion about the area of growth plans to address those areas of growth and how they will be measured and those are very powerful conversations there is a lot discussed principles are sharing ideas, concerns and innovative strategies that they are trying and we had an example last year at Bradley Elementary when as a result of this process they put in place a literacy summit and Elise will describe that a little bit more in detail and take you through the next part of our presentation so last year what Bradley put in place is he had a conversation with some of his teachers to look at the lack of growth and the staff decided that they would have literacy summits twice a year and the literacy summits take a look at the data that teachers give or different assessments and they discuss strategies that they can do in the classroom to see whether it's working or not they've also set a school-wide goal where 90 percent their school-wide goal, this is based on the whole community is that 90 percent of all students will be reading at grade level by third grade by the June of 2019 they also have goals with each of their grade levels and these were set by the grade level teams when they're looking at their data and so that was an example of something that came out from last year one of the things before we go on to the to looking at how oh wait it's this how schools did there we go is that not only do we look at the lack of growth where we come in and where principals come in and they talk to their staff to look at where they discuss their plans to address the growth there's also bright spots that are pulled out so it's also looking at wow look at this school, look at second grade reading at this school what is going on in those classrooms let's have a conversation what could be something that we can look at and possibly replicate so the data is looked at from both sides as well before we look at the I want to get up but I'm not going to so before we look at each individual school what we're going to look at is the gap closure which means if you look at the blue line which is a normed growth say for a fourth grade reading classroom in the fall we were reading about 195 0.7 and then they grew 5.4 growth points that was for an at grade level fourth grade okay and reading if we look at the red and orange lines it's two examples it's a school that started about 194 and the orange line the school grew their growth was more than the normed okay so they grew 6.3 points versus a 5.4 so if you look the gap is closing the second example is a school who did not have as much growth as the blue line so the gap actually widened between fall and winter so when we go and look at individual schools what we want to look at is looking at math and reading for the different grade levels if the bar is below it means that they did not grow as much as a grade on track grade level student so that grade so what we want to see is we want to see positive growth which means they're closing the gap additionally the colors below the orange represents that they are two years behind in grade level as a grade and red means that they're more than two grade levels behind so if you're at a grade level second grade math you're already two grade levels behind you want to increase and have a higher growth rate than what is expected so that you can close the gap okay so this is a messy math and reading go ahead above that means it's positive and they're closing the gap they're getting closer to the grade level okay so they're closing the gap we want them to have positive growth so the numbers below represent the grade the colors represent how far below those grade levels are so second so for example let's see let's go fifth grade math on the left hand side okay you're with me so there are two grade levels below I know I feel weird okay so there are two grade levels below already in fifth grade math we want them to have positive growth so they can start decreasing the gap to get closer to at grade level but in this case they did not have positive growth they may have some growth but not as we needed for them to close the gap to get closer to that so not only are they two grade levels behind they're falling even further behind okay and soldo the yellow represents that they're one grade level behind orange represents that grade level is two grade levels behind and we want positive growth so if you look at reading for and soldo they had positive growth which means that in reading they're closing the gap in second third fourth and fifth they're getting closer and eventually the oranges will turn to if they continue this trajectory then the oranges will turn to yellow which then they'll turn to green which means they're on grade level Bradley the math they didn't do as well but if you look at reading they had positive growth they really focus on their literacy summits and so it's showing positive growth in reading across the board except for fourth grade which was they had the exact same growth as so it didn't change the gap so just so that we talk a lot about one year's growth so what this is saying is anytime it's above the line that they're making more than one year's growth right so we talk about closing the gap and making more than one year's growth so it becomes very important for our students to do that Calabasas Calabasas has done really focused and if you go there in terms of their reading and it's showing even though they are still behind that they have a lot of catch up to do but they are making more than a year's growth which means that if they continue this trajectory they will catch up in reading freedom H.A. Hyde Hall district flat lined which means that the gap did not widen or decrease so they are making years growth we aren't showing it but what I want you to know is that last year when we looked at the map data at this time almost all the schools were not making at least one year's growth so what was happening is before it was actually in the negatives meaning that gap was widening versus this year this year what we are seeing is really when take reading for Hall you may be well that's not really that great but in reality it is because for second, fourth, and fifth not as much for fourth but definitely second and fifth they are making exactly one year's growth which is good right because our students are behind we want them to go even further than that but they are at least making at least one year's growth so it's not that when we say they haven't flat lined in that they haven't made growth they have actually just they have made one year's growth but they are not closing the gap Landmark and when we meet to look at the data we are going to go more in depth of looking at how they did the year prior this year there has been like Dr. Rodriguez said there has been a lot of growth at the schools it definitely looks better than last year and I'm not sure why some came out blurry I apologize for that Marvista so the green means that they are at grade level yellow still means they are a year's grade level behind as compared to a nationwide and then the orange is that they are two grade levels behind that is determined in terms of right here in terms of the grade level it's looking at they take the NWA takes a thousand schools from a pool of 6,000 districts and 23,000 public schools and that's how it's determined what is grade level Mid-T-White so last year Mid-T-White did not have as much while they were more than a year's growth so they've done a great job in the reading and also math Eloni the staff really looks at the data and determines what their next steps are going to be Radcliffe Rio so the purple is the first one this purple color here means that they are performing above grade level so not only is the sixth grade above grade level in reading they're also making the students are making more than a year's growth in the sixth grade Starlight was the only elementary school in the district that had that's making more than a year's growth in both math and reading in all grade levels so we actually went and talked to the staff and congratulated them and we were really looking at what they're doing on their school site so we can learn from what the teachers are doing what are they doing Lisa they're being very strategic with their data and their individual students they're also goal setting so every third through fifth the first between the fall and winter every student looked at their math data to figure out where their strengths were where they needed to improve and set goals and it showed a tremendous difference and the students loved it so now between winter and the spring they're including also the second graders so the second graders are really owning their own education their own goals and their own data Valencia so for an example Valencia I was going to show you one with Valencia is that I believe it is in the reading in the fourth and fifth grade they were a year below at the fall but because of the positive growth that they had making more than a year's growth they're now fourth and fifth grades now at grade level so that's an example of how it does yeah and so and then if you look the sixth grade is performing in reading above grade level and then we're going to go on to the middle schools so we have Aptos Junior you can see here they're again making good progress in math good in seventh grade they're reading eighth grade kind of flat and a little behind so teachers are talking especially in reading where you have discrepancies like this they're talking about what are they doing differently with seventh and eighth graders around reading that cause the growth in seventh grade that maybe they're missing in eighth so it'll help them close the gap moving forward next school Cesar Chavez you can see they did they started to produce some good growth in math in eighth grade there's a great trend pretty flat in sixth and seventh but again we're looking at why did that occur versus eighth grade versus the other two grade levels what happened with the teachers and what was going on in their reading they did well they're going in a positive direction sixth, seven and eight in the school so they're working to close the gap and get students closer to grade level part of the work with math that we're undergoing right now that you'll see in the future as we close the gap at elementary we'll start having cohorts of students that enter sixth grade at grade level right now we have students that enter sixth and enter ninth that are just below grade level so the work we do in the progress we see in math needs to be greater in order to close the gap but over time the use of math you'll see in our system will cause this trend to change and you'll see kids starting to grow all the way across the board the gap will start to close for all students next one is EA Hall Middle School again EA Hall did well in reading they're going in the right direction still flat in math and not seeing the growth we want to see Lakeview Middle Lakeview Middle did an excellent job in mathematics we're seeing great growth in seventh and eighth again teachers are talking about what happened with sixth grade what were they doing currently in sixth grade that wasn't occurring that did occur in seventh and eighth grade math that caused the growth to occur they did tremendous in seventh grade reading and again the site and the principal and the teachers are talking about why is there this discrepancy what did they do in seventh grade to cause that kind of growth that's different from what the teachers did in sixth and eighth grade so these are great conversations and collaborations in order to improve student learning the school's Pajaro Middle Pajaro Middle math is not growing they actually are just below flat lines so they're not closing the gap right now but six, seven and eight they're showing improvement in reading so kids are closing the gap and reading at a higher level then we go to rolling hills our last school rolling hills again kind of mixed for them they had good some positive growth in eighth grade not so much in sixth and seventh with math but in reading same thing sixth and seventh not as much growth similar trend to what happened in math which is an interesting correlation and then we had some growth in eighth grade which was good so that we're closing the gap a little bit on reading what's that both in eighth grade yes the eighth grade cohort produced and showed more growth so as we continue with using math and utilizing the tools and getting into goal setting and teachers to use the data remember this is our fifth administration to test so we're learning as we go I'm excited to see what we're seeing because we're seeing better growth this year than we did last and we're seeing the gap close this year better than it did last year so we're K-12 going in the right direction I don't have high school right now because they just finished up they test later for their second administration so I'll bring that data back to you probably at the time we have our conversation about student growth and data and as we're getting more proficient with the with the NWA map one of the things everybody is learning together some are in different parts of the spectrum which includes teachers there's very powerful tools on there where it allows teachers to differentiate instruction for students based on where they are because of each individual student's test scores last year as we're rolling it out and teachers just becoming familiar with it and administrators as many tools were not utilized and as we're getting better with the goal setting and differentiation the positive scores will continue to increase the main I think one of the main features of the programs that we really want not only the students to own their data but also the teachers to utilize the data to provide the differentiated instruction within the classroom that's not the the cast into the year so the final process step is that students do take the test again in the spring and so we look at growth for the entire year to see the students if they're making at least a year's growth and then based on that information as well as different assessments that are used on the school site the principals come in and we have a discussion on the goal attainment at the beginning of the year and possibly the mid-year correction that they did on the summit number two we look at whether the goal attainment occurred for their ELA and their math we review the mid-summit action plan and then the reflection of the instructional practices that happen inside the classroom and their focus for the school so at the beginning of the year each administration should have instructional goals and focus and keep that focus so we talk about whether we believe that those instructional practices worked or they didn't work or what needs to change and how often and what type of data was presented to the staff and how much the staff had the buy-in or was it just the administration team what we like to see is that we find that schools that do better includes the entire community which are all the teachers so that everybody can talk about what's happening inside the classroom and then we start looking at planning for the following year on what the goal should be and what changes instructional practices so that is the end. Thank you very much. Are there any speakers? There is not. Okay. Questions, comments from the board? I saw you writing notes furiously. If you don't have anything, that's okay. So as administrators who have seen many models of assessment I know that I think Mark I don't know if it was your idea or Susan's idea somebody brought this here as a team are you feeling like this is a successful assessment tool and helpful to school staff? I would say absolutely. I've had experience with it as well. I'll pass it on because not only does it give this you can do goal setting with students and students have the information teachers can use it to differentiate within the classroom and it gives the teacher the idea where the students really understand where the students are in terms of their math and their reading scores. And are teachers open to looking at this and really understanding because I mean I have to say it is a little bit hard to wrap my brain around the gap. As we move along teachers are learning they're learning together with their site administrators it's a new tool it's a tool I used in the past in school districts I worked in for many years and it can produce phenomenal results. I believe once we get better at learning together about how to use those tools and the goal setting and what RIT scores mean and how to interpret that data we will see that same growth in this district. One of the things that I worry about is it seems like it's normed I don't know if that's the right word against a national school system that is completely inequitable in terms of funding right so California is 46th in the nation for pupil funding and yet we're being these kids are being held to held against other kids that maybe have double the amount of money that we get to educate them so I'm just curious is there a way to extrapolate the data just against schools in California that are similar or do we they always are normed against these schools nationwide? I'm not sure we can look into whether there is a way to extrapolate the data but one thing that we do know is there's a strong correlation between CASP scores at the end of the year and how students perform the second thing is that when our students are graduating from high school they're placed up against the same students nationwide when they go to college and so we got to make sure that they are prepared as just as any other student across the nation I was just going to say I really think the whole idea of the student involvement in this map students just looking how they're doing making goals for themselves I mean what you're saying I forgot what school that was that did that Starlight I think it's Starlight I'm so pro having students involved in their own scores and thinking about them so I think student involvement throughout the whole district I think that's pretty great and it would be wonderful that students could be more involved in their own assessments and thinking about them and what they want to do to make a difference for themselves I like that Thank you Superintendent what do you need from the board to continue the process is there anything that you can think of I just say time right I think that we made great progress we didn't show it tonight just because it it becomes a little confusing so we want to do it in the special board study session on April 11th instead but if you look at the growth that occurred last year versus the growth that occurred this year we've like tripled the growth we literally the gap was widening for almost every single school last year because we weren't on track to make one year's growth this year not only do we have a lot of schools making at least one year's growth but you saw how many schools were making way over one year's growth you know we're going to look at more than just map on the 11th we're going to look at four other measures whether it's ACT SAT scores we're going to also be looking at Fontes and Penel scores and our performance task so we'll be looking at a little bit more data but you know we have to implement we have to monitor and we have to iterate and make sure we continue to make changes I am proud of all the staff for the work that they're doing I think you saw by how many schools have above it's not easy to make one year's growth that seems like it would be but we have fragile student populations and so it's not always easy to make one year's growth and they're not only doing that but they're beating the odds they're making more than one year's growth and that's what we need for our students so I think I know there's a sense of impatience the directors out there will say yeah Michelle's impatient as can be because I feel a huge sense of urgency as well but we have to I cannot change what has happened in the last 5-8 years I can only change what's happening now and we've implemented a lot of great programs this year and a lot of great work and our teachers have taken it on and it's shown in the data so we just need to celebrate that and continue to focus I think the instructional cycle is important because it includes every one of us whether it's the directors that are out here or the principals or the students themselves we're trying to get everybody involved in looking at the data all of the time Is there any collaboration happening between schools and their feeder schools? Yeah so what and it was kind of mentioned in the summits but what we've started to do is to have especially for the second summit they're not doing it originally the summits were done really one by one and now they're done in small pods and clusters where they're really able to build best practices within each other we are not doing because right now we're focusing mostly on on horizontal articulation so elementary across districts and not as much on the vertical but we will definitely get there right now we're I have the belief that we can only focus on so much at a time so right now we're really focusing on best practices and getting these cohorts together to learn from each other within elementary, middle and high eventually we will definitely do vertical articulation And is there a way that we can get data that's directly associated with our English language learners I think that will be helpful just to get a better understanding of how their students are doing and what we can do We'll definitely include that on April 11th we'll talk specifically about their growth Thank you Thank you I know I remember last year either you told us as a board or in the one on one with me that this was your goal was to get people to have one year's growth and I know that we're well on our way there and I'm glad that we did this presentation today for the public because I'm not just Bill but this was a member of the public gave us a presentation that we should be holding people accountable and ourselves from the board all the way down to the classroom I think we're all accountable so this is exciting news Thank you So that was a report and discussion item no action was necessary so we'll move on to thank you for the report all of you we'll move on to item 11 our consent agenda 10.2 oh my gosh I'm so sorry Erica I've been sitting here looking at it I'm so ready for you to come up here I guess I'm getting tired this is a report from Pajaro Valley Prevention and Student Assistance I'm even more embarrassed because I'm actually on that board as well so I'm sorry it's totally okay it's too cold in here so good evening President DeRose members of the board staff and a few community members that are still here my name is Erica Padilla Chavez and I'm the CEO of Pajaro Valley Prevention and Student Assistance and joining me is one of our fearless leaders at PVPSA Joaquin Castillo who is the Tobacco Use Prevention Education Coordinator for PVPSA who works hand in hand with many of your educators across the multiple schools next slide can you click for me? Thank you so we're here to talk to you about the California Healthy Kids Survey which is known as CHICS so I will actually be referencing it that way through this presentation so let me just give you an overview of what the CHICS is it is the largest statewide survey that measures protective factors in school climate it is a student survey so students are the participants in the survey it assesses various topics that relate to students health behaviors and academic performance it is used by state and local policymakers to advance school improvement efforts and for school districts it is often it often provides data that can be used for programmatic planning at PVPSA we like to reference the CHICS also for our own programmatic efforts so what is our role at PVPSA for many many years now we've been the administrator for the district for the tobacco use prevention education curriculum it is an evidence based curriculum that gets administered at middle and high schools middle and high schools we are also responsible for administering the CHICS when in every other year the CHICS gets surveyed, students get surveyed every other year so this year we're off the data that you're going to be seeing is 1617 data and we'll do this will be 1819 the CHICS data actually has some great data that correlates to goal six of your LCAP which is your promotion of safe, supportive and positive school environment so again these are what students are saying about those environments you'll get to see some data around that we also do act as liaisons with wested which is a statewide administrator for CHICS and we make sure that those reports get to you next slide so we survey 5th graders, 7th graders, 9th graders and 11th graders these are the 4 grades that get surveyed every other year these are known as major transition years you were supposed to do this I'm going to go ahead and finish it I'm just too cold and it's important to note that there's a particular reason for why these years were selected one thing I will let you know is that the module the modules for elementary grades which is your 5th graders and your secondary module which encompasses your middle and high school grades measure similar components the only thing that's a bit different is mental mental health and physical health assessment we don't necessarily measure that for 5th graders it has to do with the age appropriateness of the questions that are in the survey for example suicidality is one particular question that is asked of your middle and high school students we don't ask that for 5th graders nevertheless every 5th grader that participates does require a parental permission slip to be signed for them to participate so this is who participated I just want to walk you through the colors the dark purple represents the most current cohort of students who responded to the chicks last time we did this was 1415 so you have comparative data there the NT on your lower left corner there represents our alternative schools NT stands for non-traditional schools so this is the first year that we actually were inclusive of the renaissance community day school and those types of school we want to continue to include them for future years so you will see a lot of single bars for the NT but I think it's important for you to see that cumulatively we had 3708 students who participated this year as compared to 3520 last time for today's presentation and discussion these are the four areas that we're going to share with you we're going to share with you the data pertaining to school connectedness how did students perceive themselves connected to their school environment we're going to walk you through school safety and substance abuse data cigarette use of course because this funding supports the chicks administration and mental health so on school connectedness I do want to share with you that for purposes of comparison we included the county average data so the gray bar represents the data as a whole for the county so in the school connectedness category you will note slight variations both up and down between the last administered survey of 1415 to the most current 1617 the most notable change that we picked up is in the ninth graders this particular cohort of respondents felt 10% more connected to their school than the ninth grade cohort did a couple years ago similarly 11th graders felt 8% more connected than the prior cohort that took this survey questions in this area included questions such as I feel questions regarding why they tend to miss school questions regarding why they tend to cut class if they do cut class questions regarding qualifying statements such as I feel a part of the school community yes I do or no I don't teachers in the school communicate with my parents about my expectations yes they do or no they don't if I try hard to do good in school because I'm interested in my work yes I do or no I don't and so they self-evaluated themselves and essentially all of these questions result to the school connectedness assessment next slide if I could just add a comment on that the reason why school connectedness is so important if you look at any evidence-based program one of the biggest predictors of that program would actually be successful is how connected the students feel to their school as well as how connected the staff and the students and their administration in the school safety category you will see also slight variations both up and down between each year between the grades in this case we want to see of course the bar go up seventh graders were the only group of respondents that felt that the school was a little less safe this particular time around a key note here to see though is it's interesting to see how the pattern tends to kind of curve down as you get into your freshman year and we were kind of hypothesizing well why is that why is that that that's happening perhaps it's that they are not assessing themselves a sense of authority at the new school right and that then weighs into the types of responses that they give to the survey but you do see somewhat of a pattern there some of the questions that get asked in this category include a question such as during the past 12 months how many times on school property have you been made fun of because of your looks have you been afraid of being beaten up have you been threatened with harm or injury and there's about 30 questions like that that comprises particular component so it's really the students perception of safety in relationship to their engagement with other peers and other adults on campus so for this slide we wanted to see of the substance abuse of alcohol and other drug use so we have all the grades here we also have the county data to compare we don't have that for fifth grade because county didn't take that data so we do see that the highest is here the fifth graders which might seem a little scary but one thing to note there is the fifth graders were asked if they had consumed any alcohol or other drugs not only at schools but as well as in our seventh, ninth, eleventh grade they were asked if they consumed alcohol in school and even then we are seeing a decrease in every or almost every area even if it's small 1% we still think that's very valuable now when we do see our biggest substance abuse is in our alternative schools like Erica mentioned that's up to 43 now while that is high it's still sort of compared to the county it's still right at the average but we do at PBPSA take that very seriously and we are implementing and adding more services to those schools not only in AOE but as well as preventive we are big believers in prevention you know it's cheaper to do prevention and work after the fact and we are working on that as well and as far as cigarettes as Erica mentioned this is funded through tobacco youth prevention so through Tupe and what we're seeing here is as well as an increase even though we're a decrease in fifth grade we see an increase in seventh, ninth, eleventh grade and we see a big use here and one of the reasons for that it might not be just tobacco use of cigarettes with a big sort of a popularity of electronic cigarettes being implemented and we know that's not just tobacco or nicotine we know that it's other substances as well that's what we're seeing sort of that increase there but we are big believers in PVPSA not only addressing this as well as fighting the normalization of tobacco or nicotine use again and we do that not only through prevention we also do that through policy work that we do working with our local governments on that and then the last topic we wanted to share with you is mental health and this particular category speaks to a lot of the work as substance abuse use does for PVPSA but in this particular category the question that students get asked is the following during the past 12 months did you ever feel so sad or hopeless almost every day for two weeks two weeks or more that you stopped doing some usual activities so persistence of sadness and hopelessness for at least two weeks is what the students are responding and so you'll see that in seventh grade you did see a little bit of an increase between this cohort and the prior cohort you can see how we compare to the county for that particular grade you see that for all the other grades we tend to have improved a sense of happiness I guess would be the opposite of hopelessness and sadness but we take this particular data very seriously at PVPSA it actually guides our implementation of where we need to focus where we need to deploy additional counselors what grades are the grades that need additional supports activities such as what you are doing and you have done adding those social emotional counselors to the various school sites those are all great initiatives that help address in particular this component we've been able to ensure that we have a kids corner counselor at every school that we're leveraging additional resources to bring in more therapeutic care because really if you think about what this slide is saying a quarter of each group of students that answered in each group is saying hey there are times where all I'm worried about is my emotional state that's all I am worried about so for us that means they may not be paying attention to the teacher and on the one hand the teacher is putting everything they have on the other hand the child has triggers that is causing them to not be able to pay attention to what is happening so at PVPSA we always say our job is to help these kids get to a place where they can go into a classroom and learn and we do that by addressing those issues that are causing some of this sadness or hopelessness and that concludes our presentation any questions thank you Erica so we don't have speakers to this item so I will ask if any board members have questions or comments I remember in the mental health issue it did ask you have you considered I don't know if it said have you considered suicide or have you felt suicidal I'm not sure how it said that but there was that question and when I was looking at the diagrams it made me feel like oh my gosh these kids yikes so suicidality is one of these sub questions that feeds up to this particular category and I'm happy to report that the number of respondents in that particular category as compared to state and even our county with data is really insignificant and half of what the county reports I think 10% of our students reported at one point feeling some level of suicidality as compared to 23% in the county it's much larger for the state of California so while there's a sense of sadness and hopelessness it tends to be at a point where we can manage it and it's not necessarily escalating to a more egregious situation yeah suicidal kind of thing I saw the difference between the alternative schools and here you're talking about way over 20% difference like gigantic I'm not sure what to attribute that to but one thing I can tell you that I hear frequently from staff that are assigned at these schools all of familial interaction that staff have with the students at these school sites there seems to be deep relationships at these school sites there's a almost a over focus in making sure that every student is feeling welcome at these school sites so I think the staff is doing a fabulous job in making sure that the students that are going to these alternative school sites are feeling connected are feeling welcomed at these school sites I'm absolutely sure that's because people feel like they really like their teachers at renaissance and they're kind of the teachers at renaissance are kind of counselors do their teachers and counselors there you know what I'm saying so they're really there for the students and of course the classes sizes are smaller and so they can really be there for them there too and then you know I know the teachers are really there for the kids at for example like twenty four seven I mean students can call them anytime a day or night pretty much in the teachers you know there for them so yeah there's a really wonderful connection we have here with alternative schools and in the teacher and staff yes really it's great yeah thank you will it thank you thank you Erica the tragedy in Florida a lot of the a lot of the comments coming out now are centered around mental health is there is there a way that you guys can work with all of the other agencies to translate these numbers down to a down to a youngster and help or pinpoint that one person that might you know do something so we have we have a lot of agencies is is there a plan to work with everybody to maybe prevent this from happening well you know we work really hard which is why we are so focused and started in the early years preventions in our name so we try to ensure that we're preventing any child from falling behind in any way in any form why our kids corner program is so popular is because one we're making ourselves accessible irregardless of pay or source for students who perhaps a teacher is signaling some issues that need some attention and some assessment there's a counselor there that's able to assess and determine whether or not the child needs more in-depth care and address is that I'm not sure that we're ever going to be able to say oh well this will never happen again through mental health care right but what I can tell you is that PVUSD is doing it right there are a lot of school districts that don't have the model that we have here at Parra Valley unified school district where there is a embedded school mental health practitioner and then you add the social emotional counselors that you have brought on board you have layers of support that a lot of school districts don't and I can say that from having worked at many school districts where this model is atypical this is not a model that you see frequently in other school districts across the state of California and I would bet the nation for that matter so yes so we're on to something okay so if if Suzanne brings to the board a youngster for expulsion have you already worked with her on possible preventive solutions and what's happening probably and if they come to you it's because we've exhausted every possible resource and we haven't been able to either get through the child or get to the family or get some sort of behavioral change but my bet is that yes there was probably a conversation I'm sure there are certain incidents that require strict discipline and in those cases that's really I think more regulatory issues that Suzanne and her team have to take into account but for the most part our attempt and our whole goal is to try to keep the kids within the school district learning and get them to graduate at the end of the day that's what our goal is but if it happens to be that a youth comes to you it's probably because we've tried the different modalities of care that we make available to students what plans if any are there for mental health programs to be expanded so you probably know that PVPSA is kind of in a footprint expansion mode we're doing that because we do need more therapists we're busting at the seams we're making do with what we have we are interested in expanding our substance abuse program we're actually right now in the process of seeking state approval to launch our drug medical program which will allow for us to almost triple the amount of substance abuse counselors that we're making available to the school district one thing we know for sure is that sometimes substance abuse is correlated with mental health issues substance abuse can be a form of self-medication and so more and more data is starting to come out that when a young person or an adult has an issue with substances one must assess their mental health situation because perhaps they've been self-medicating to try to address the behavioral issues that are impacting their lives so you saw the data on substance abuse and you saw where we are seeing some need for attention our interest is in expanding that particular program to address that particular need because we are seeing data that we want to see go the opposite way okay I think that you guys are doing a great job and I think that we have also a lot of agencies doing a fine job what I'd like to recommend is a study session for one night trying to bring everything together so that we all know what's going on and we tried this a couple years ago but I think we need to keep working on that just as a reminder to everyone that we have the services and maybe should even try to expand some of those services I don't know but maybe we can have the special a study session just on that thank you very much couple questions if I may so to your last point Erica just find it interesting how they're using a substance abuse to medicate themselves and that's usually correlated like you said with some sort of mental health issues so I'm actually surprised that the survey doesn't allow fifth graders to participate in that section so is there a talk about possibly modifying that part of the survey to fit fifth graders because those numbers were shocking to me and we know that by the time they hit seventh grade those numbers are looking probably far worse so one thing that the question for fifth graders asked around alcohol have you had a sip here and there at home and we know that a lot of the young people who come across our doors who are fifth graders who are younger sometimes that have you know either taken a drink of alcohol or are using alcohol it started at home so there's definitely some education and work that we're continuously doing to bring in the parents to make them understand that perhaps some ill-perceived notion that it's okay to share a little bit of a beer with your child to rectify that and correct that one thing I can tell you is that the school district can add any question to any of the modules we have to do it six months before we administer the test so that we can allow WestEd to shape the module for your particular school district we've sat down with Suzanne already to begin some preliminary discussions about questions that could help with other LCAP areas so that you can begin to use this tool that gets administered every other year it's paid for through 2-bay it's not even having to come out of your budget so that you can use that data so as long as the school district states this is what we want to survey then we can include that this particular template was a template that is administered across the state but again you have the right to add questions if you still want to and I would just need to know probably within the next month or two so that we can put that in the queue and get that ready to WestEd thank you and the other thing I just wanted to pinpoint it seems to me that there's also a trend so we always see those numbers worse than for seventh graders like that area so I think that this should be an indicator for us as board members to really take a solid look at really what's going on and what services are needed for that specific population if not earlier so it's easier to intervene than prevention I'm going to be very curious to see what the 18-19 data is like because I think that will be the year when you will get to see the impact of the social emotional counselors because they will have been there what three years now, four years about so so I'm interested in seeing because these questions really do correlate to a lot of the work that the social emotional counselors are doing but thank you for that question hi there thank you for presenting the data I think I loved how you talked about that this data will drive some of your decision making about where to expand and where to put in extra help as a mental health professional myself certified in pediatrics I know how important this all is I want to commend PVPSA for your amazing successes in recent couple of years in procuring monies and grants to expand the services to the communities of the Pajaro Valley it's been very very exciting and we're very pleased I think as a board and as an administration I'll speak for them that we can provide these extra services not only to the kids in our district but to their families because it sounds like that's happening too so I also serve on a board called ETR and we're having one of our quarterly board meetings tomorrow if there's anything that you are interested in in terms of curriculum development in any area that you'd like to give me feedback can you bring it directly to the people doing the research there well funny you would offer because one particular pilot initiative that we are working on at Lakeview Middle School is a trauma informed culture of care at that site it's funded through a Kaiser grant that we received and what we are doing is we're working with the administrative team there who is involved in that workgroup as well to try to see if we can identify a model of care that addresses the trauma not just among the students but also your teaching community and we're one of 16 schools in northern California that Kaiser has funded for this initiative our goal is to use the next two years to really study and implement practices that we think could address the underlying causes of behavioral health issues which is often trauma related somebody suffered something when they were young and never addressed it or a as an adult our own trauma can sometimes impact how we carry ourselves in the classroom or with other peers to address that so that we can bring it to you as a board and share with you these are our learning lessons at Lakeview these are some of the promising practices that we have discovered that could be effective in other middle schools in your school district so there's all these little special initiatives that we get to work with your administrative teams at various school sites this particular one is very special to me because as we have been working with the youth the last couple of years trauma seems to be the underlying reason for a lot of these behavioral outbursts that we are seeing on resolved issues that are manifesting themselves in ways that could have been prevented so we're really really focused in addressing the trauma situation with our children and really as a society okay thank you Kim thank you Erica so I recall that it was one of these survey reports that really got the board discussing and moving forward with implementing social emotional counselors at the middle school level because I'm sure everybody noticed seventh grade is when these problems peak for those of us who have had kids that have gone through middle school you know I've seen it first we ourselves absolutely let's not go there anyway so I think this is so I just can't say how valuable it is and I'm glad to know that we can submit suggestions for new questions and really to build on that I started thinking about how when it comes to substance abuse how things change on what what kids are we're talking tide pods now so you go back way back in the day it was whipped cream all sorts of things so if you haven't already I would suggest that we have start that conversation with our local law enforcement to see what are they using what is coming up what are they using so we can start to ask those questions in the survey have you ever used a household product to get high things like that so we can get ahead of it or at least right there when it's go ahead so we do at PUPSA when we go into the schools to do our prevention programs we do our own small survey we have to do it related to tobacco what we expanded a little more and what we see is the vaping products and the marijuana products there's sort of a resistance to even before the lessons we do a pre-survey we ask a question like marijuana is safe to use because it is natural so we see a lot of true and then we go to the post-survey they don't go to false I don't know there's a resistance of actually recognizing the potential health issues with tobacco I'm sorry with marijuana a lot of the times it's marijuana and tobacco sometimes they're smoking blunts which is also tobacco and they don't recognize that they are actually consuming tobacco and nicotine as well as the vape pens is where you see the biggest increases at least in the schools that we survey so I'm glad you brought up marijuana or cannabis because now that's a whole new I mean it's not new but the availability is new the status in our community is new so I think really getting ahead of that also I mean we've seen since medical marijuana was legalized we've seen the overdoses with eating edibles at our schools I was going to say edibles happening so now I mean questions like do you feel like it's okay now just because it's legal well it's still mind-altering drug so anyway I think it's great but I think we need to look ahead and really start addressing issues that we see coming down the pipe with the help of our police also your work with our student services department but the reason why we have been able to reduce our expulsions by I think it's 50% or 60% over the last few years and that is huge that is something that we are so proud of the work that you're all doing together and we talk about it all the time go ahead I wanted to share with you that tomorrow I'm meeting with Sheriff Bernal who is the I guess the chief for the Pajaro Las Lomas area who live in that area and one of the things that we by looking at our internal data we realize that really we have no idea what happens to a high school or a middle schooler if he's picked up by the Monterey County Sheriff and then is dealing with the Monterey County juvenile justice system we have absolutely no way of reaching that student we do well in the Santa Cruz County side because of the partnership with Suzanne and our partnership with Santa Cruz probation so we've been flagging this for for a couple of months and tomorrow we'll have a meeting with the Sheriff to begin the discussion of having the County of Monterey also participate with Suzanne's team also participate with PVPSA to take care of that that large student population that we have over in that side of the river as well great that's good to know thank you are there any other comments I can say you know having social emotional counselors in the elementary school is pretty new so it will be really interesting to find if having them at the younger ages is making a difference for children in this case their feelings about you know themselves and feelings about their peers and feelings about whatever their teachers whatever so that's something we don't you know it's kind of new that parts that's fairly new the social emotional counselors that we have at the elementary school level so I'm interested in figuring out how that's what differences we can see in the future with that I'll just say one more comment I think we're seeing the difference in the data because we saw it up here like 43% of the county of kids say that they're feeling depressed more than two weeks and we're down in the 20s you're doing a great job incremental change by the way my cousin is Steve Bernal so if you have any thank you for letting me know that if you need help there thank you very much Erica and thank you for staying like we appreciate it good night okay so now we will go to the consent agenda item 11 and if anyone has a motion to approve the consent agenda I would like to just make mention of gratitude and I don't think I need to pull this to do this 11.29 the donation of $10,000 to the Hall Elementary School Library from Rita Tuzon I guess you say anyway I just wanted to make mention of that and I will entertain a motion I'd like to defer is there another donation thank you let me get back there 11.3 another $10,000 donation to Bradley Elementary School from Driscoll's on behalf of the Adopt a School program so thank you for both of those donations and go ahead yes I'd like to defer item 11.24 which is the Radcliffe School Safety Fence okay and would you like to make a motion with that I would like to make the motion to approve the consent deferring item 11.24 and a special recognition to 11.3 and the other 11.29 11.29 thank you is there a second second okay all those in favor aye any opposed motion passes 502 and now to deferred consent items and that was 11.24 so I just want to make a comment before we vote on this it was only just a couple of weeks ago that Bill Beecher and I as the chairman of the Bond Oversight Committee went on a tour of Radcliffe School and the concern there was the homeless people that were camping out around the school and we suggested that a fence be built and I'm just really happy to see the reaction has been fast and it's on the agenda tonight to approve the architectural amendment for the school safety and I just want to make a special note of this because sometimes you make a comment, concern, nothing happens so Victor Sandoval who is our facilities manager is here tonight and I just want to give a recognition to Victor and the superintendent for working on this and supporting this right away because the safety issue is so important. Thank you and with that I'd like to make a motion to approve 11.24 and is there a second? I'll second. Okay and before I call for the vote I just want to second what Willie said I see a trend of this district really jumping on items that really focus on student safety and that is the priority and I'm really, really pleased to see that so thank you to the administration including Victor and everybody who has taken that charge that student safety's got to be first. So with that I will call for a vote. All those in favor? Aye. Any opposed? Motion passes 502. Thank you so much. 403. 4012. Okay. We do not have to reconvene closed session. We were able to get all of our items completed so we don't have to visit item 13. Item 14 is action on closed session and that will start with expulsions and trustee Osmondson has agreed to read those out for us. Move to approve the recommendation of the district administration for a suspended expulsion for the remainder of 2016-2017 school year for 1718-021. Is there a second? Okay. All those in favor? Aye. Motion passes 502. I move to approve the recommendation of the district administration for a full expulsion for the remainder of the 2017-2018 school year for 1718-023. Second. All those in favor? Aye. Any opposed? Motion passes 502. I move to approve the recommendation of the district administration for a suspended expulsion for the remainder of 2017-2018 school year for 1718-024. All those in favor? Aye. Any opposed? Motion passes 502. And Maria is going to read out the remaining items. So under item 2.2 I move to approve the certificated personnel report as presented by the district administration with the addition of nine separations and two retirements. And is there a second? All those in favor? Aye. Any opposed? Motion passes 502. Under item 2.3 I move to approve the classified personnel report as presented by the district administration with the addition of three promotions, five new documents. All those in favor? Aye. Any opposed? Item passes 502. Under item 2.4 there was a separation settlement agreement for Casify Employee number 3052 and it was approved to add during closed session under that same item a separation settlement agreement for Casify Employee number 4247 was approved with a 502 boat. And that's all for closed session. Our next meeting is next week. So two back to back and that will be is that back at city council chambers? So that will be at the Watsonville city council chambers I believe we are scheduled to be there through the end of the academic year. President Lewis do you want to speak to the special board study session on April 11th? Do you want to vote on that yet? Or do you want to do that next week? Next week. Okay. So we are talking about a special study session in April that we'll address on next week's meeting. And so regular board meeting February 28th following that as March 14th is the approval of our second interim report. And with that I will adjourn tonight's meeting. Thank you.