 Good evening, ladies and gentlemen. We have a new microphone set up here. So we're going to bear with us as we work out the kinks. Can everyone hear me OK? Yeah, it sounds pretty loud to me up here. OK, so welcome to the board meeting for June 22, 2022 for Pajaro Valley Unified School District. I'm Kim DeSerpa, and I welcome you tonight. If you need translation services, we do have translation over here. So make sure you see that nice lady. She'll give you a translation kit. We're going to start out tonight with the Pledge of Allegiance and Trustee Costa, will you lead us tonight? Thank you. Next up is item 3.3, our superintendent comments from Dr. Michelle Rodriguez. Yeah, thanks so much. So we are so very fortunate that we have an ever-expanding career technical education program. One of the things that Julie Edwards has been able to do is, in a recent partnership, is work with our local airport. And so what you're going to be seeing in a couple of minutes is a video which was taken of our fourth grade students. So we had about 500 of our fourth grade students that was able to go to the Watsonville Airport. You'll see some things going on on there, but they were able to see planes and helicopters taking off and landing. They were able to go inside cockpits, talk to our aviation staff, and learn about ways in which they can, when they're older, be part of the aviation career. And so I want to be able to show you this is Amesti Bradley-Minty White-Colombasas Freedom and Radcliffe students. And so here they are. We appreciate the opportunity to partner with the school district. So we thought, let's reach out to the kids. And so what about field trips? When I was a kid, I remember going to the airport and grabbing the fence and looking at the planes and putting together model aircraft. Who here knows who Neil Armstrong is? What did he do? First person on the move? First person on the move. Neil Armstrong learned to fly in an airport like this. So as these kids come out here, what they're seeing is the medical portion. They're going to see what it's like to pack parachutes. They're also going to look at the science of flying, lift, weight, drag, et cetera. So there's a lot of opportunity for kids to come and try to determine what a future for them could be in aviation. And I want to reach however many students we can early on that way they know that flying for them and maybe in the future becoming pilots, even going to Mars is an opportunity here. And getting them out of the classroom and having them experience something new is great to be able to ask questions and just experiencing the landing and departure of some of our aircraft here is also great. Thank you. That's very inspirational. Next up we have governing board comments, item 3.4. We'll start at this end of the table with Trustee Holm. Thank you. So I attended our Paro Valley Education Foundation meeting and it's so good to see our foundation grow and develop. I also attended the Esperanza de Valle performance last week and we are so fortunate with our partners in the arts and their dancing was a gift to the community and it was just a joy to see. So that's it for me. Trustee Soto. Yeah, you held my comments this evening, thank you. Thank you. Trustee Roscoe. Got the opportunity to attend the Paro Valley Education Foundation meeting as well. We're getting ready for our fight K-rays which will be taking place October 30th. So more information to come on that. And thank you for being here tonight. Trustee Costa. Thank you. I just want to extend a happy belated father's day to all the fathers of our PBUSD community and beyond including and also not limited to our two very trustees, Trustee Soto and Trustee Dodge Jr. And as well I just want to wish everyone beyond tonight. It'll be about a month before we see each other so enjoy your summer. And I just hope you have a very enjoyable and safe summer. Thank you. Trustee Dodge Jr. Thank you very much. I just wanted to briefly say the name Mas Hashimoto who recently passed. He was a veteran, a soldier, a long time PBUSD teacher, a union leader, a historian, a human rights advocate, a defender of civil rights, a leader of the Japanese American Citizens League, somebody who taught me that children don't belong in cages, no human being is illegal and he was a watchable legend. So I wanted to say thank you Mas for teaching us history a lot of us didn't know about. You taught us about how Japanese Americans were taken away during World War II but they still came back and defended our country. And so I just wanted to say thank you for all the history lessons that you taught me and the city of Watsonville, thank you. Thank you. I myself attended the Pahoa Valley Health Trust event which honored Catherine Rockwood, a long time RN and lactation consultant at Watsonville Hospital. And also honored our colleagues over at the Community Action Board. I think I can't remember the name of the group. I think it's like Proyecto or something like that. But they are doing wonderful things in the community to advance health for vulnerable populations. And then, oh my gosh, I'm blinking on who else was honored, I'll come up with it later. Castaneda. Oh Gina, how can I forget? She gets honored everywhere. Gina Castaneda, our wonderful colleague and probation officer who formed and founded the Aztecas Soccer Program. So thank you Gina for all the work that you do in the community to help vulnerable children. I've also attended two PVPSA, Pahoa Valley Prevention and Student Assistance, meetings, we are actively getting ready to search for a new executive director with the loss of Erika Padilla Chavez. We won't try to replace her because she's pretty irreplaceable but we thank her for the years of service that she gave to PVPSA, bringing it from a $2 million organization to a $7 million organization providing mental health services for kids and families in the community. So we're actively starting the process of looking for a new executive director and I am on the subcommittee helping to find the right person. So with that, if there's anyone out in the community tonight who would like to make a public comment, make sure you get your yellow card in the back of the room addressed and signed in over to Ava before your agenda item comes up and we'll be happy to have you come and speak at the podium. So with that we'll move on to item 4.1, approval of an agenda. I'd like to move to approve the agenda with one change. I'd like to move item 9.6 before 9.1 to accommodate our presenters. And before we vote, we do have a speaker to decide on. Oh, okay, great. Thank you. Chris Webb. Here, we might make a public comment. Press the button. Okay, thank you. Just wondering if we might make one other change that would be to move item 9.13 to follow 9.4, if not, I understand, thank you. Chris, I think we're gonna leave it the way it is. Oops, sorry. Thank you. I think we're gonna, yeah, I think we'll leave the Selpa plan till after the budget because I think the budget helps and the LCAP plan helps to inform that. 9.13 renaissance mural. Oh, I'm so sorry. Go away to the bottom. I thought it was 9.3. 1.3. 13 to after 9.4. I'm okay with that, yeah. Do you wanna amend your motion, Jen? I'll amend it to reflect that. Okay, first, and do we have a second? I'll second. Okay, all those in favor? Aye. Aye, anyone opposed or abstaining? Okay, great, thank you. Next, we'll have the approval of the minutes from June 8th, 2022. Looking for a motion? I move to approve. I'll second. All those in favor? Aye. Anyone opposed or abstaining? Motion carries unanimously, thank you. Item 6.1, public comments. Do we have any speakers? We do, we have three speakers to this item. So we're gonna start with John Sims, followed by Laura Settle and Chris Webb. And I'm gonna give you an extra 20 seconds, okay? Hi, Mr. Sims. Good evening. Good evening to the board, yeah, push the button. Good evening to the board of trustees, President Diserpa and Dr. Rodriguez. I appreciate the opportunity to speak with you tonight. My name is John Sims and I'm a teacher at Aptos Junior High School. When teachers and other site staff are asked to participate on an interview panel, current practice of PVUSD is to ask these stakeholders to volunteer as a member. This means teachers and other site staff are not compensated while assisting PVUSD to hire new staff. I believe this practice should be revisited to recognize the value and the time commitment that teachers and other site staff make to this hiring process. By extending an invitation to volunteer, PVUSD demonstrates that teachers and other site staff add value to the hiring process. This value deserves just compensation. By asking for volunteers, I believe PVUSD takes advantage of the teachers and other site staff that simply want the best outcome for their school community. Furthermore, district administrators participating in the hiring process are not asked to volunteer. To my knowledge, interviews are scheduled during the regular work calendar set for the administrator participating in the interview process. Yet the current practice is still to ask teachers and other site staff to volunteer during their unpaid vacation time. In my opinion, compensating the administrative members of an interview panel, while simultaneously asking that others volunteer does not demonstrates PVUSD's respect for the time of everyone involved in the hiring process. Teachers and other site staff deserve to be treated with respect. This means that they are compensated for the value added to and the time they commit to the hiring process. I'm here tonight to encourage the board to ask administrative staff to review this practice so a more equitable solution is available to all stakeholders with an interest in participating. Thank you. Thank you. Because that would have saddle here. Hi, we're becoming old friends. It's so good to see you again. Okay, so I'm here to address the possibility of the intervention teachers being temporarily moved to other sites for next year if we don't have enough new hires to fill the vacancies. I totally understand why that came up. I do, it's an option, however, the irony of that is that you are all getting ready to approve the LCAP plan, which involves intervention teachers in a very integral way to support our students in learning early literacy foundational skills at the elementary level. And I also read ahead in the agenda that Mr. Klappenback is going to be discussing and talking about the block grant. $2 million block grant to help support our students in early literacy. That involves intervention teachers working tightly and collaboratively with the other teachers at those school sites. So I know you understand the irony that it would be to pull existing reading intervention teachers or regular intervention teachers from other sites to go fill vacancies. Our students have all been below. Most of them have been below literacy. They've been below everything for years. A lot of them have. And everything that we've done the last five years, six years to bring those scores up to get those kids more literate is working the MTSS plans, the intervention teachers, more classified staff. We don't just do reading intervention. We don't just implement SIPs. We support teachers in learning SIPs. We provide coaching for classified staff who is learning SIPs. We also have been part of the rotating sub list. We go and sub when teachers don't show up. Thank you. Anyway, just think about Jenga. Think about all those little interlocking pieces. You pulled too many of those out and everything goes to heck. Thank you. Thank you for that to happen. At the last meeting, Nellie's comments really resonated with me after the school year that I had. And this last year was harder than it should have been. And it wasn't because of COVID or learning loss or the students, but just the way that policies were changed and they weren't communicated. And the way stakeholders didn't seem to be as involved anymore. And I think this led to some dysfunction. And I think it's a factor in why some teachers may not return. But I wanted to echo Nellie's call for anti-bias training. I know she was talking mostly to ECE, but I would say it's something to consider at the secondary level as well. And another thing that I think might help, too, would be if we're going to have a restorative justice push, then let's have a coordinator. And let's be really serious about doing that and institutionalizing practices. And then on the non-fiscal cost front, some things that we might do would be going into negotiations, think about with our contract. How can we ensure that sites are clearly communicating policies and that those policies are consistently enforced? I think if we do these things, we can not only mitigate some of the teacher retention issue, but then we could also increase student achievement. So it's something to think about. Thank you. Thank you. Are those all the speakers tonight? Yes. OK. Next up, we have employee organization comments. And we're starting tonight with 7.1, PBFT, Aharo Valley Federation of Teachers. Good evening, board. Dr. Rodriguez and President DeSerpa. My name is Mindy DuMont. I don't mean to interrupt you. It's going to beep right now. Oh, OK. Thank you. And I don't want to. Thank you so much. So I'll be timing you on my phone because we can't adjust it to five minutes. OK. So we're ready. Thank you. My name is Mindy DuMont. I'm here to represent the PBFT. I'm the VP of membership and a fourth grade teacher at Aloni Elementary. I've been a teacher in PBUSD for 21 years, and this past year was by far the most challenging year ever. It was wonderful returning to in-person learning. Being back in the classroom was so beneficial for our students, social, emotional, and physical health, and of course, their increased learning. But it was difficult and frustrating to not have enough substitute teachers and to constantly lose prep time. It's strenuous to meet our students' needs and be able to communicate with families when our workday is pushed to our limits. One of the challenges we are concerned with is the continued lack of instructional aides, DIS service personnel, and classroom teachers. We especially see a huge need at the secondary level. The PBFT has broached the subject of retention bonus, but it was a lackluster response. This district commonly experiences a loss of teachers just after they earn tenure, who leave the district for better pay elsewhere. By doing more to offer retention bonus, you can help solve that issue. You'll hear about the need to hire agency personnel to fill the gaps in our SELPA because this district constantly struggles to hire credential teachers and DIS service personnel. These personnel who will not build connections with their students, who may not be competent enough to fulfill all the duties of the position, such as writing educationally relevant and meaningful IEPs, putting that task on another member to take on and who can and do quit whenever they please. Although many districts are experiencing a staffing crisis, is that the reason to give up on retaining the professional educators we currently have? Is it a good enough argument to not invest in the people we have right now? The time for making excuses and relying on agency personnel is over. It is time to be proactive, to show teachers that you do care and to start finding solutions. Education is students plus educators. You can't put students first if you put educators last. Thank you. Thank you, Mindy. And thank you for representing PBFT. Is there anyone here tonight from CSEA? Our California School Employees Association? Oh, good. Richard Martin. Great. Hi, Richard. Hello, how you doing? Good, thank you. Board of Trustees, Michelle Rodriguez, and the Board of Trustees, our cabinet, my bad. I just looked at Clint, he messed me up. So, here we are at the end of the year. You know, we worked hard and we do our jobs and we try to represent our district, our community. A lot of my members, a lot of the people in CSEA feel like we don't get respected enough. We don't get the pat on the backs, not that we're looking for it, but just a simple thank you. And the district does not provide that. We have people, administrators, that will walk by a classified employee and not show them any respect. These are the people that open the doors. These are the people that lock the doors. You gotta respect the people that take care of you. They pave the road for you to do your job and make you look good. I get tons of emails constantly, whether if they're good or bad, about what goes on in this district, what happens in departments. And I could ramble off about those departments and I'm not gonna say anybody, I'm not gonna throw anybody under the car right now, but for the most part, I'm asking the Board of Trustees, Dr. Michelle Rodriguez to point to your directors and have them reach out to me and talk to me. I need better communication and I think we got a little lack of that. I do talk to Michelle, I do talk to Allison a lot, but it's everybody else that give direction. And that's where it falls off. There is no respect. We're going into negotiations here soon. I hope it's a good negotiations and I wanna see where that respect lies. All right, thank you. Thank you. Is there anyone here tonight from the Pajaravelle Association of Managers? Hello, good evening. Good evening, President Disurpa, Superintendent Rodriguez and members of the Board. I'm Carol Ortiz, Director of Extended Learning here in PVUSD, representing PAVAM today. Today we completed day eight of our summer school program. We have over 2,000 students participating in TK to 12th grade and over nine sites. And these students have been attending consistently since day one. I just wanna thank our site administrators at the summer school programs for being present, for taking care of hiring, for dealing with staff issues, student hiring, student health issues that we had an issue happen today and our said administrator did a wonderful job taking care of that emergency. Daily supervision of multiple programs. We have some schools starting as early as 7.30 for the before school programs and some schools ending as late as 4.30 for the after school programs. So we do have our nine hour programs happening this summer and so far they're very successful. I look forward to sharing more details of the summer program at an upcoming B2B. I'd also like to acknowledge all of the interdepartmental planning and collaboration that has occurred behind the scenes this summer in order for us to have very successful programs. This includes collaboration with migrant, transportation, food services, maintenance, HR, payroll, purchasing, SELPA, and I hope I didn't miss anyone. But I really appreciate the collaboration and communication with the district directors in order to make our summer school programs very successful. Thank you. Thank you, Carol. That was a nice positive report. Next up is item 8.1, our report and discussion items and this will be an update from Climate Tech Infrastructure Modernization and Utility Savings Program. Good evening, President Dusserba, Board of Trustees and Dr. Rodriguez. I'm here tonight to follow up on a meeting we actually have back in October, October 27th of last year. I know it seems like forever ago now. We actually had an RFP that was finished and completed that Climate Tech was selected as a partner to do some infrastructure changes. You may all remember that Bradley and Calabasas were the two that we focused on initially as well as the district office where we have some certificate of participation or COPS funding specifically for the district office. So unfortunately, once again, I don't get to do the fun informative presentation. I get to pass it off to Climate Tech, but I'm happy to pass it off to Climate Tech and allow them to introduce themselves. Thank you, Clint. Madam President, Superintendent Rodriguez, Board of Trustees, staff, community, thank you very much for the opportunity to be here tonight and share the information that we've been collaborating with staff on over the past many months. And to, you know, we're really looking forward to sharing this comprehensive infrastructure renewal program and helping the district further its sustainability goals, its green initiatives, while addressing some critical infrastructure and saving operational expenses. So just to back up and Clint mentioned this a little bit, there was a competitive RFP solicitation back in the fall of 2021. On October 27th, 2021, Climate Tech was fortunate enough to be selected by the Board to be your partner, not only for potentially this phase, but also future phases as well. And we developed the utility baseline with our engineers, which is the cost that it takes to operate your facilities, looking at engineering and site assessments, so walking the sites as well, and then verifying the scope and funding with staff. So multiple meetings, collaborative in terms of prioritization on that. And tonight we're looking for your feedback and input as well as we progress in this process. Excellent. As was mentioned by Clint, the focus off the bat here is a couple of key priorities for the district. First of all, looking at Calabasas and Bradley Elementary Schools, providing some permanent power resiliency solutions as a backup power. And then looking at the district office as well, taking some of those restricted COPs that are only allowed to be used as facility, addressing one of your highest energy users. In fact, 25% of your utility bill per year is used at this campus itself, trying to create some general fund relief that can be applied to different programs for students out of those funds restricted to be used here. There's a lot here on this matrix. The next few slides are gonna kind of break down category by category. If you move, you got that perfect. So first off is building automation systems. So these are the controls, effectively set point schedules within your buildings. At Bradley, we're gonna be continuing on what's already been done by the district and wrapping up that campus. And then really the focus here is at the district office. You've got a 1950s type technology of a pneumatic system here. It's one of the oldest systems we've seen in a long time. So looking at upgrading that, if you go to the next slide here with newer modern technology and controls. So again, remotely accessible by the team here, operations, diagnosing equipment, and then allowing you to have some different more energy focus technologies and systems and programs in there as well. Here, major upgrades needed to the district offices campus as well. Looking at the AC and the heating systems, the chiller, the cooling tower here, very old systems. The heating system, the technology is actually relatively newer, but it's running simultaneously with the cooling. So you're heating and cooling the building at the same time in a lot of spaces. Looking at a lot of constant speed equipment as well. It can't be ramped down when there's only partial staff in the building or different programs going on. Some leaking duct work on the roof, as well as nearly 200 individual controllers throughout the building that are again, through that pneumatic system, older equipment. And again, this is a campus that houses about 200 certificated and classified employees, as well as a school site itself. So it's not just administrators here, it's comfort issues for a lot of staff throughout the district. And then looking at some modernized technology here, replacing that chiller and cooling tower, we're recommissioning that boiler. Looking again in concert with those new control systems, some variable speed pumping and air handling technology, sealing up the duct work on the roof, and then really providing increased comfort throughout this building campus. LED lighting, it's pretty self-explanatory. Those three campuses all have a mixture of different fixtures and different technologies. Gonna be standardizing those on LED technology, both to help with replacement of equipment longer lifetimes and obviously the energy savings. About 3,400 individual fixtures will be upgraded through this program. And then really the focus as well is that backup power solution for Bradley and Calabasas campuses. Currently the way the systems are set up, you can't just plug and play backup power. Effectively an electrician has to come in, open up the panels, disconnect the existing service, integrate in the generator, and then power everything back up. So a little bit of a time consuming and energy intensive process. There's various solutions that are out there to provide backup power as many of you know. Really the two major considerations are how long is the power out for, and what are the cost implications of the different technologies. Things like battery storage are great for only a couple hour shutoffs, but looking at how the district's facing power shutoffs there, it's not really a viable solution. Plus there's five different electrical services across the two campuses. So you'd have to put batteries on each individual service. Looking at permanent generators, they're very costly. They're obviously fixed in location there. And if you're looking out right now at lead times in the marketplace, it's about a year to get a permanent generator. So you're gonna have a whole other academic year of facing power shutoffs and issues there. So what we've looked at here is a plug and play type system using docking stations. So effectively there's gonna be hardwired connections ready at each meter for the two campuses to allow you to bring in a portable generator and immediately plug it in and have power ready to go. And as part of this program, we're gonna have two portable generators included to power the main meters at each site. So you can start off with those permanently docked there. And then as years go on, and this could be a technology to expand other campuses, providing docking stations there, those generators can be moved to whatever sites have outages for a relatively cost effective solution for all your campuses. And then solar PV as well. Looking at adding that to Calabasas. Here's an example of just kind of a typical shade structure. If you move to the next slide, that's where we're looking at positioning that solar array at Calabasas. This will effectively offset about 85% of the energy use at the campus. And then overall big picture kind of on the program, a few things to consider. We touch on market volatility. It's big issues out there with the supply chain right now looking at between materials, equipment, labor costs. Typically we see those go up 10 to 12% year over year. We're seeing that in some instances, quarterly uncertain materials and equipment. On the utility increase side, so PG&E has already been approved for a 13% rate increase next year alone. So looking at getting ahead of a lot of the energy use of the district, again, 25% of it here at the district office. Getting that taken care of ahead of that big cost increase. And then NEM 3.0, that's the net energy metering. The public utilities commission is looking at changing that later this year, greatly affecting the economics of solar. So again, getting another campus out in front of that change here later this year. Looking at the preliminary phase one program financials. So turnkey price of $6.4 million includes engineering equipment, labor. Again, turnkey number there. The procurement has already occurred through your previous RFP. Life cycle savings. So this is the savings over the life of the equipment. So 15 years for energy efficiency and infrastructure and 30 years for solar PV for the life. And that would be $10.5 million of savings over the life of the equipment. The funding sources would be from PG&E utility incentives, minimal there, restricted district office COPs, similar to what Clinton mentioned. Again, the restricted funds for this property to really alleviate and change it into unrestricted general fund relief for the rest of your campuses and lowering your overall utility operation here at the site. And then state prop 51 funds, if you recall the board actually passed a resolution in support of the bond dollars coming from the state and you'd be receiving funds back from prop 51 that would actually be able to contribute to the facility improvements here as well. Beyond just the savings and the cost savings of the project and the critical needs, there's also environmental benefits to this program. And again, furthering the green initiatives of the district, just for example, on an annual basis, powering 80 homes here in Watsonville is the equivalent of the savings that you're going to be achieving through this phase one program. And then a lot of the improvements that are done through this program are on top of a roof or behind a wall or in a space that's not necessarily seen by the community. So it's about sharing that story and sharing the success of the program. So working in coordination with your PIO to actually share those stories, take pictures, drone shots, et cetera, depending on what the district would wanna have happen but telling that success story as part of the program. And these are examples of what other districts have done as well. One key piece on that too is a part of the solar PV program. There's educational materials for the kids as well. And so they would get a standalone solar PV demonstration and be able to have curriculum and other educational elements a part of that as well for Calabasas. So the next steps, obviously, we've accomplished quite a bit here tonight given a board information item obtaining your feedback. Obviously, moving forward, we'd finalize the program with your feedback in mind and then a potential board consideration in August 24th and then 12 to 18 months is the typical implementation pending market volatility on that as well. But those are the next steps in terms of this type of program. And with that, we'll take any questions. Do we have any speakers to this item? We do not. Okay. Are there any questions from the board on this project? Daniel. Thank you for the presentation. It was good and easy to understand, easy to read. I saw you guys are planning a new solar project, I believe, at Bradley said? At Calabasas. Calabasas. So my question is, I know Watson will hire to have solar panels. Are we seeing any type of results? Are we seeing any type of net gain from those solar panels at Watsonville High? Yeah, in terms of Watsonville High, this system is operating. We've taken a look at it. And also as part of additional phases that we're working with the district, we're looking at other enhancements at other sites, such as Watsonville High meant to LED lighting, things along those lines, as part of utilizing some other state funding and other funding available to look at some, even enhancing some of the energy savings at sites like Watsonville High School. Are we seeing any types of savings at Watsonville High School? As part of your existing solar PV, we can get you the exact numbers on that in terms of that review, in terms of what the other company installed those panels years ago and share that information with you. It'd be nice because I remember, I think, Clint, then we were talking about seeing what kind of energy or savings that we could get and putting, whether it's rebates or cost savings, I think that'd be something, I'm not sure, but I think it'd be something interesting that we could see so we could keep supporting projects like this instead of building it, but we're not seeing any results. Yeah, absolutely. So I can speak briefly for this building, for example, and Tyler can correct me if I get it completely wrong, but we actually, shockingly, after this project with this building, we'll save almost around $300,000 annually on this building alone. So the upgrades that would go into this building, you'd actually see immediate savings. And as Tyler mentioned, the solar PV at Calabasas would save about 85% so that we could get the numbers on as well of what they're currently paying versus what we would see post-solar. One of the key things here is what you mentioned is proving the savings. So at multiple other districts, even at Santa Cruz City Schools, phase four, Roland, phase six, and what that means is over multiple years, not only implementing projects, but showing the savings is actually occurring and happening for the district. And so part of our job is after this phase one, if we're fortunate enough to implement that, is to show that savings to the board and have reports, et cetera, as part of the program. Thank you very much. Trustee Hulme. Couple of comments and a question. One, thank you for explaining the funding for the district office. Projects comes out of that certificate of participation funds. I know we've had a lot of comments in the past from stakeholders expressing concerns about using general funds for a district office improvement. So I'm hoping that we'll reassure people that we're not using the general funds for that. And I had also heard from many, many folks about the Bradley and Calabasas outages when that was happening. So I really appreciate the opportunity this project provides for solutions to this issue. And thank you for the slide with information about the net savings. I also know that the economy is a bit volatile right now. However, do you happen to have a projection for when we'll hit the point at which the changes will have paid for themselves? Yeah, so the lifetime cycle savings of 10 million is over 30 years, I believe. So for that six million, it's gonna take roughly about 20 years to get that six million where it will have paid for itself. But again, part of the money we'll be using for Calabasas and Bradley is actually coming from a state reimbursement that's intended to be used on facilities and construction projects like this. And then of course our cops, which is really what we're doing in this building is the majority of the savings we see annually, which is about that 300,000 ongoing. Thank you. Of course. Trustee Soto. Yeah, thanks for the information and the presentation, like Trustee Dodd says, it's pretty clear from a, I'm just saying from my standpoint, having the background and the trades and stuff. My question is, what's lead time on implementation on these systems by the time they're up and running? I mean, I know we're going through an assessment portion and developing a scope. I'm in planning and community development and I know that the time people submit an application for a permit, it takes several reviews, several departments, and just as an example, it's not like going to the grocery store and picking up a piece of meat and taking it home and cooking it that night. The Cal has to be born, has to be raised, has to reach a certain age before it's ready for market, right? So construction is kind of the same way when you're trying to develop these types of programs. So just back to my question, just for clarification for the community and how long before we actually physically see the system up and running. Good question on that, and you definitely know the background in terms of planning and how that works. So if we're fortunate enough to move forward in August on the project, we'd begin the DSA elements, the Department of State Architect and PG&E and working with them to go through those types of processes and engineering and then actually start that implementation and ordering of equipment. In the normal days, it was four to six weeks of heating and cooling equipment in terms of lead time. Now it's up to 20 to 24 weeks of lead time. So it's about making sure that we order that as soon as we feel comfortable with the design and the approvals from DSA and going back to the implementation period. It's typically taking 12 to 18 months to implement similar programs like this from the start date in August to actually implement the program and see the results. And there'll be certain measures that'll be installed earlier than others such as heating, cooling, building automation and lighting. Those are typically installed sooner, but when it comes to solar PV, those items are typically later because of the interface with PG&E and other state departments. And one more piece, just Oscar, along your questions I know, of course when we think about projects being delayed in the time is the increase, as Tyler mentioned of the 12% we see quarterly. One of the nice things about partnering with Climatech is the quote that they give us in terms of materials, construction costs, the pieces that they're quoting us of what will happen. Now this doesn't include unforeseen costs like DSA or PG&E had unforeseen costs on their end, but in terms of what Climatech will quote you at the following board meeting, that would actually be the price we pay. So you would actually see a price, there would not be change orders that go along with that saying, well the price of this went up or the price of that went up. Climatech actually takes on that risk when we do the contract with them. I have a question for you. Well, a comment and a question. So it's nice to see that we're putting this together for Bradley and Calabasas families. I know that they struggled, or they have struggled with going without power for what felt like weeks at a time. So that's exciting, but given that it is gonna take anything between 12 to 18 months for the full thing to be implemented, what's our backup plan in the meantime? So again, we'll be, we did in the past when we happened with Calabasas and Bradley. When it happened early on, we actually found that there was some problems with our UPSs, our universal power supplies over at Calabasas and Bradley, which Dan Weiser did work with his team to get those actually up and running properly. They actually rerouted their infrastructure system to those power pieces. At this time, as kind of was noted by Climate Tech, unfortunately, there is no plug and play system that we can just kind of go in and plug in a generator to power a school site. It just doesn't work as you would at your home and maybe attach a small generator. What we have to actually do is do infrastructure changes to their actual, to the actual electrical grid there to actually be able to do a plug and play, which is what they'll be working on. So I know I've expressed to Tyler and the team that Calabasas and Bradley, we want up and running as soon as possible. That is our focus. I do believe that hopefully in the upcoming months, one is that we have done some changes on our end. And number two is PG&E has improved their process. We actually saw a lot of power outages, as you may have heard, due to squirrels being on the lines. And PG&E has assured us that they've actually fixed that ongoing problem. Thank you. To Mr. Acosta. Do you want to go before me? So I actually, and I think I'm going to direct this question to Dr. Rodriguez because I think this results on a decision that was made by about two boards back in November of 2018. And maybe trustee to Serpa and Arosco and I were here, but I'll direct the question specifically to Dr. Rodriguez. When the then board had voted to approve the purchase of the building, the DO, the towers. We had, at that time, that board had also committed some money towards these upgrades that we're talking about now, right? With the boiler system, the heating, the cooling of that stay specific just to the DO, if we could. That's the way I recollect. And I see trustee to Serpa's taking her head. Do we have that money to go towards this? So what they're referring to, the money that's being used is the cops money. So what we did is we were able to purchase, so for what we used to spend in rent, we were able to purchase, have a monthly payment and have about $5 million worth of cops money that were all part of then the overall costs of the mortgage, so to speak. Of the then purchase. Of the then purchase. So we were, for, I think it was 24, 25, I'd have to double check. But so what we did is we did a cost, it was a little bit of a savings, but I'll just call it cost neutral, but I do believe it was a little bit of a savings. We were able, instead of just renting as we had for 15 years, we purchased and then was able to do this $5 million as well. We never spent that $5 million, and now we're gonna use this $5 million to then help alleviate other costs that then means that our general fund won't have to be charged. For this building, for part of this, of what we're discussing this evening. Okay, good. So 4.7 million of the cops of the $5 million in cops is gonna go towards this. And I just think that's an important point to bring out about a decision that was made. I mean, because, you know, short term, that seems, I know 2018 was a million years ago, but it wasn't. But that's an important point to make. And also to note, I think it was noted in the presentation that we have one school site here at the DO, we actually have two school sites correct, located at the DO. So it's important to note, it's not just, and I think that was part of that, it's not just administrative personnel. We have many classified and certificated personnel, as well as students on this campus here. Yeah, we only have about 25 administrators in this building, then we have 200 staff members in this building. And that 200 was total, I think, classified, certificated administrative, right? Yes, mm-hmm, yeah. And that includes the two school sites. Or no, that's just probably DO. That's just DO staff. Yeah, okay. So, and then I just wanted to sort of piggyback on something, I'm not, I think it's where trustee Orozco was going, I'm not sure if I felt it got fully answered for me. So I'll just ask it with regards to this implementation process, the 12 to 18 months. And, you know, it's a concern here too, of course, because we care about our employees and those that are here in our two school sites here, but also at Bradley and Calabasas. We went through a very unfortunate situation not that long ago, where we had a school site that went without heating and hot water during winter months, which should always be considered a totally unacceptable situation. So what are we, what in this process of being that long of a period of time, what assurances do we have that we're not going to have those problems for staff, teachers, our students, right, on these sites? Because we're talking three campuses, but also a total of at least four school sites. So the issues that occur, you know, like if there is a disruption, I'm saying. Yeah, so the issues that occurred at Calabasas and Bradley, most of them were under 24 hours. So the reason why it felt poorly was because it happened one day and then a couple of days later, it would happen again. And so I believe it was six, but it was a while ago, so my memory may not serve me right, but it was around six days that we had within about a 20 day period. So it was pretty consecutive, so it felt challenging. During that time, we were fortunate because most of those happened during warmer weather. And so we were able to be outside. We did purchase lanterns for classrooms. We also purchased specific lighting for the bathrooms so that the students could continue to go to the restroom because the water, although the pump is motivated by electricity, it has, I think, a three day or something process, meaning it will continue to run for a pretty significant time. And so I think what happened with PG&E is they had recalibrated right before school started. And so that caused the whole thing with the chipmunks and the squirrels and all that, that then were making the power go off. After they recalibrated it, we didn't have one shut off after that. So I'm hoping that we won't. Now, fire season could be bad, and then that is when we would do it. The reason why we didn't close prior, going, I'm trying to get to your point of being cold, we didn't close prior is because if we couldn't prove that we could have maintained open, we would have had to have done that day at the end of the school year. So we were required by law to do 180 school days. So unless we can get a waiver that says that we, without a doubt, were unable to remain open, then we have to make up that day. And so that's why we kind of continued to muddle through and keep school open because of that. But if it was to happen in January, February, or sometime when it was very cold, we would have to make that determination and hope that we could get a waiver. And if we couldn't get a waiver, staff and students would have to know, they would have to do it after school ended, which is never what people want. And so we will take it day by day. As they mentioned, if the board, if we move forward and we approve this on the board on August 24th, then those are our priority sites. That's why we selected Bradley and Calabasas. And they'll be able to do it before the 18 months because the 18 month lead time is the solar. That's what's gonna take us the longest. And so hopefully we'll be able to have it in place before we start having the shutoffs. But to be transparent, it's possible that we could have a shutoff, a PG&E shutoff before this is in place, it is possible. And we'll have to consider current conditions and then decide if we're gonna close down the school and then possibly have to remake up that day. So, because this will be brought back August 24th meeting, not the next one in July. So, we wouldn't be looking then to delay this to the next summer, if for summer projects when students. Oh, no. So there's, sorry, I think I get what Justina talked about. There won't be any downtime due to the projects being run at the site. So they won't be taking an hour down or anything due to the projects being run. But it's also the what if. I mean, I know we could all live in a what if land forever. But, so we wouldn't be looking at this as being a summer project for the summer of 2023. No, we would be looking at starting as soon as possible. And also, again, part of the reason of being here tonight is for climate tech to kind of hear the board's concerns. So it's definitely something that either of these teams can look at in terms of providing the board with some assurities of this is what the project would look like, here's the stages we'll do it in to try and have the decent amount of impact on the site as well as potentially making sure that the power pieces for CalVas is as badly are done as soon as possible. So that's what we'll be hearing in August. Okay, thank you. Thank you. Okay, so the COPs are like getting extra money. It's like a mortgage, right? It got folded in and we had the extra money to make improvements here at the towers. So what am I hearing that we're gonna take the money that is designated for the towers improvement and use it at CalVas this? I'm probably no. Okay, so yeah, let's- Yeah, so the COPs of about 4.7 million is what the this building will cost. And to trust the Acosta's question, to be very clear, the money that we are using for the district office can only be used for the district office, because it is the COPs. The prop- That's what I thought, yeah. That's the additional funding that the board had supported that resolution to support the bond, the statewide bond. We did get some reimbursement from that. That is what I wanna know. So did we get reimbursement on PB High and all of the other projects that we've done already? Yeah, we have not done it on all of our projects. So far we've had two of our measure L projects that we've seen reimbursements for, which is Valencia and Acosta Junior at this time. So those are the two that we've seen that we've actually been able to reimburse. Now, some of our projects were because they weren't eligible. So it wasn't necessarily that every site would get reimbursed as the ones that were eligible. So we picked projects where we thought we could get the most money back on our eligibility. And that's what we worked with. School facility consultants to try and find that biggest thing for our buck. Last I actually saw, it's up to about $4 million that we may get in state in Prop 51. So we'll actually have some more money from that as well to be utilizing at some of our sites. The COPs also, the board may remember not too long ago, a few months back, we actually refinanced our COPs as well, which actually saved us some money ongoing as well on our COPs that actually allowed us to take what was originally there back in 2018 and actually improve upon how much we're actually receiving for this building. Okay, what I'd like you to do is come back with a report on all of the reimbursements that we're getting from measure, or sorry, from Prop 51. And then we, even before Prop 51 passed, there was other things that we had put in for that was supposed to, right? And we were waiting and waiting, and we were on the list for, I think, PBI and some other things. I can definitely check on PBI. I know that we had, as I know, as Goenze and Athos Jr., and those two, even though they were in before Prop 51, what Prop 51 allowed was for the state to be able to fund their hundreds of millions of unfunded projects, those two being two of them. Okay, because I know that we had put in for a whole lot of different things under measure L that we were waiting for in back of like a really long list. Yeah, and so what ends up happening, unfortunately, is as we get, as we don't receive approval on those, the state continues to re-evaluate projects and say, now is this something that meets the criteria? We found that quite a few projects did not end up meeting the criteria that you can put in for. I can definitely work with the school facilities they're in there. Yeah, have them maybe come and talk about the criteria to us so I can understand that because we were waiting and waiting. Well, it's good to know we have, is it four million in our pocket or we're waiting? Not yet, we're calling and I keep watching and waiting for it. Tell us if they told us about four to six weeks but to me it feels like that was four to six weeks ago but I think in reality it was about two weeks ago. I'm just being in peace. Okay, so that's all good news. So here in the towers, I know we were gonna replace the roof, the HVAC, do some remodeling and secure all our entryways. Which of those things have been done? So we actually, thankfully, Herlindo worked pretty diligently to get a hold of our door people. They actually have now implemented some of the new locks on the I've kept doors as well as the special education doors as well as our kind of side doors in this hallway right here. So that project is still moving forward. And then we have been doing minor repairs across the building using some of our cops when we have leaks on the roof. But the other big piece would be this, which would be the HVAC, the controllers repairing the duct work as well as upgrading the boiler and the AC. Okay. And the big piece which is what, in looking at what we had an allocated for cops was the largest purchase that this building was made. Okay. And normally Steve Acomodo would come, I hope I said his name right, come and give us an overview of how much money was saved because of all the solar we've already put in, et cetera, and all the monitoring of the school sites. Who's gonna be giving those reports now? I can work with climate back at Herlindo to make sure that reports, one of those reports of where the savings we're seeing from our solar as well as, especially from this project as noted by Tyler, part of the requirement of this project is for climate tech to show that we actually are receiving savings, which is how we were able to. Right, because I don't want it to just, I mean, if there are savings and we're seeing that to the general fund, then the board should reprioritize some of some things that are important. Okay, and then I'll just say one more thing, which is recently I had a cabinet about this big put in front of my property, and it's through utilities, it's battery backup so that if all of the electricity goes down, I'll have 72 hours of battery backup, and I guess that's a new mandate from the CPUC. I think I said that right. I didn't approve it, it just went in, so I was mad about it at first, but I understand why it's going in all over the county now. So will the batteries, it sounds like you're going to have battery backup then at Calabasas and at Bradley. There'll be mobile generators, they won't be battery backup because the mobile, the battery backup as Tyler had mentioned, in looking at it, to actually power that large of a site with all of the facilities that site has would not be viable through battery backup. It was effectively very cost prohibitive. We wouldn't be able to actually power, and as they noted, it would require multiple batteries because there are actually multiple lines there that would need to be connected. So we aren't doing battery, we went with mobile, and to the point that was made, we had actually talked, Tyler and I sat down about doing a permanent solution versus a mobile. We thought the mobile made more sense because if Calabasas and Bradley started seeing less power outages, but we were able to do some of our other sites that have power outages, we wouldn't have to necessarily buy another mobile generator because we could have our maintenance crew pick it up, take it over to a site, plug it in, once those sites have been... So both of those sites will have solar, Bradley has it already and Calabasas will get it. So what about doing like a Tesla Powerwall situation so that you don't have to have a generator like dealing with carbon footprint, that kind of thing. I don't really love the idea of having a generator run a school. Right, and so when you're looking at overall cost, so battery storage is still a newer technology, and when you're looking at the size of the battery storage that's required for the loads of the proper 160KW type for just one meter, and then you're going and you add the other meters, it does get cost prohibitive, especially when you're looking at whole site solutions and connecting all the meters together if you wanted to consolidate it, starts creating a microgrid and that can get very costly. The incentives from the state have ran down to very little for these types of programs. It's called the self-generation incentive program, which is very little or is already having on a wait list for that type of funding, so it's not subsidizing the batteries as much. And again, cost and where the market is, it's a very costly solution versus the portable temporary or portable solution right now. Okay, I would like you guys, if you could investigate that and see if there's any companies that are willing to do rebates for school systems. I think it's a better idea than a generator, and if we're gonna spend the money, I'd rather spend it once than have to go back and put something else in later. Yeah, we'll do more research in terms of where the funding is, but the main pod is the SGIP program for public schools, and so there's really limited to no funding in that pod. We'll see if there's anything else. That's great, because I think with those solar arrays, we're putting energy back into the grid when we could be saving it and using it when we need it. Right, and one of the key things with solar power is when the power outages do occur from PG&E, it actually shuts off the solar PV system for safety reasons. And so again, looking at that microgrid infrastructure, bringing in the other two meters, let's say at Calabasas where there's three. So we'll take a look at that and come back with some information and share that with staff. Okay, thank you. President, Trustee D'Souza, I just had one quick question that came up to my mind based on something you had said. I wanted to just ask Dr. Rodriguez real quick. So because we are talking about three different campus site locations, will this be broken down financially for the board's approval to each site location for the transparency to say that, yes, what we're using, which was agreed on back in 2018 on the purchase of the towers is being used there, not being used at Bradley, not being used at Calabasas, and also of course the warrants to match with that when the payments are made. Yeah, we'll be over there. Great question, absolutely. We will break down when they actually go through and we do the finalizing the scope and the funding, we'll break it out by each site of what the cost will be. And then when we present it to the board in August, I can also make sure that we attach the funding source to each of those dollars so that it's very clear to the public and the board what we're using to fund each of those projects. I appreciate that, thank you. Of course. Okay, thank you very much. Thank you. Um, make a motion. Yeah, I'd like to do something that we have some guest speakers that are here tonight. I don't want them to wait any longer. So I'm gonna make a motion to move up next on our agenda, item 9.6, which is the Bruce W. Wilpert Algebra Academy. Looking for a second? I'll second. Thank you. All those in favor? Aye. Aye. Anyone abstention or opposed? Thank you. Next up, we have item 9.6. Yeah, so I'd like to ask up to the podium. Christy Sessions, who's the executive director of the Wilpert Algebra Academy and also Ms. Rose Ann Wilpert, who is the founder of that Academy. So for many, many years, we've been very fortunate to be able to have a really incredible partnership, which allows our eighth grade students from Wixas, Esarchabas, E-Hall, Lakeview, Pajaro, and Rolling Hills be able to be part of this Academy. And so because it's such a unique process and a unique partnership with Granite Rock and CSUMB and UCSC, we've asked them to come and just really highlight and put a spotlight on this incredible program. So thank you for being here tonight. Thank you. Thank you so much. Do you want to start with Ann or do you want me to? Sure. Well, thank you for your invitation. It's really an appropriate week to be here because it was 10 years ago on Friday that Watsonville lost a tremendous supporter of public education. So Bruce Wolpert was born in Watsonville, Watsonville Hospital. He was a student at McQuitty School. He went to E-A Hall and graduated from Watsonville High, went on to UCLA and Stanford. He was a math major at UCLA and loved mathematics. And he used to talk all the time about his experiences in schools in Watsonville. So after he graduated from Stanford, he went on to work for Hewlett-Packard and eventually came back to the family business, Granite Rock. He was CEO there for 25 years. And while he was CEO, he did everything he could to support the education in this Valley. And one of those things was 12 years ago, he invited the eighth graders from Rolling Hills Middle School to come to Granite Rock and have professors from CSUMB come and tutor them in mathematics. So when Bruce died, we decided that there was no better way to remember him. A building made no sense for Bruce Wolpert. It was education. So that's when we decided to incorporate the Bruce W. Wolpert Algebra Academy, expand it, hire an executive director, and collaborate with CSUMB, UCSC. San Pino County is also involved in this, but this district has been a major collaborator with, also I wouldn't mention it was not just Granite Rock, it's also Driscoll's Berries has been involved in the program as well. So it's a really a unique and tremendous collaboration on all levels. And over these last 12 years, I don't know, it's been over a thousand students have gone through this program. And what is really exciting for us at Granite Rock is that we're starting to hire graduates of this program. They've come back and working for us. And that is really one of the, a major objective is that we want local kids to get a good education and be able to come back and work in good paying jobs right here in our communities. So really appreciate this district's support of the program and it's, we're looking forward to it. And I just want to make a plug for Christie, who as we all know, these last two years have been tremendously challenging. Christie had to learn a whole new way of teaching, just all of it, like your educators did. And she's been able to pull it off. And this August, we're gonna be back in person again. And we hope that that will continue over the next, who knows how many years. So anyway, just a little bit of background, hopefully not too verbose. No, that's wonderful. I don't know how I can possibly expand on what she said. So eloquent and speaking of the history, I joined the Algebra Academy in 2016. And since then we've been able to expand to 15 schools and four local school districts. And I'll give you just a little bit more detail about what it is that we specifically do. We do partner with the universities, CSUMB and UC Santa Cruz. And one of the main components of our program is that those university professors come and they teach our students. So they're exposed to university level instruction. They bring TAs from the universities as well. And they get that exposure, which is really important. So they have the business exposure, they have the university exposure. And they are in groups of like-minded kids. So if I can back up, our program is an enrichment program. So we recruit the highest performing, most highly motivated math students in your district. And those students are recommended by your seventh grade teachers, by the principals. And those students all come together and we're able to give them an opportunity that they can't get in the normal classroom. They have professors, TAs. We invite the eighth grade teachers as well. We have high school alumni that come and work for us as well. So in a classroom of maybe 25 students, all learning intensive math, they might have eight or nine adults who are in that classroom with them supporting them. And that's just not something that they can get in a classroom. As much as we would all love that, it's just not possible. So we're able to give that to these kids and it's something that we are so, so proud of. So they get to be around other kids like them. They love math. They're good at math. And we get to show them that this is what you can do. This is what you can be. We have people who come and they speak from Granite Rock. They speak from Driscoll's and they talk about their experiences in school and how math led them to where they are. And it's just a really neat immersive experience that we are so proud of. And so we're very grateful to be able to come here tonight and share with you. I don't know that we've been to one of your board meetings to share about our program. But here we are in your- It's been several years. Several years ago. Has it? Before my time. Yeah. But we're in program year number 13. So this is a celebration for us too. Again, to be back in person. But thank you again for the opportunity to come and speak. And we look forward to another great year. Thank you. Thank you. If you'll stand for questions, that would be great. Do we have any speakers to this item? Anyone else? Do you need the number 9.6? No. No speakers to this item. Okay. Or do we have any comments or questions from the board? Daniel? I would just like to thank both of you for what you do for putting this academy together. Thank you Bruce Wolpert for being a visionary. You know, it's easy, you know to put a name on a wall, but it takes a vision to keep your legacy alive. And no better way to support where you went to schools than giving a lifeline for our children. So I just wanted to say, you know, thank you Rose and Bruce for being a visionary for our children. And also given our children, I would say like a heads up. Like, you take these children for Watsonville, these schools where math isn't always cool but you give them a safe place to say, hey, come here. Like, we support what you're doing. And by the way, keep pursuing education. We might have something for you here that will help you, your family, when you, if you ever have one, but come back and we'll be here. So thank you very much. Thank you. I just wanted to add one aspect that we forgot to mention about the program. And that is that we, some of the schools have been able to put together math festivals in the schools. And I guess I would have to say Rolling Hills has been really the model for that. And what these eighth grade students do is teach the younger students about math and play games with them that encourage math. And as you said, it makes math cool. And so that's just icing on the cake. Yes. Thank you. This had been in a consent agenda and I actually pulled it up and wanted it to be heard live because there's a lot of people that watch this out in the community. Bruce was a friend to me personally. If you wanted to be on the school board in the day, you had to go in front of Bruce and a cadre of Watsonville's finest and they would ask you a million questions, right? There was former superintendents on there and prominent business people from all walks of life. And you had to go in front of them, answer a lot of questions and then get an endorsement. And after that event happened, I did get their endorsement. I'm very proud to say. But after that event, Bruce and I would meet probably quarterly for breakfast. And I would invite other people to come to those meetings, including Mr. Beecher, who's also sort of a watchdog for public education. And I just, Roseanne, I really miss him. He was a wonderful human being and this legacy is quite amazing. Thank you. Yeah. So thank you for caring about our kids and I'm glad to see you tonight. I do have a question. Are any of these students followed longitudinally to see if they're going to college or what's happening? That's a great question. And that's something that we were looking into pretty heavily right before COVID happened and how we can look at our monitoring longterm. As of this point, no, but that is something that's definitely been on my radar because I think that would be incredible to be able to see. Yeah. One of the things that was really important about having this algebra academy is that the professors have come here in the past. I've been on the board 12 years now, had come here in the past and told us that the kids that were coming out of PBUSD were not ready for college in math. And they gave us a wake up call and we started really working on that. And part of the working on it wasn't just for the kids that are high flyers but for all kids. So anyway, so that was a consequence or a realization that this particular program brought to us. So anyway, thank you. Thank you for that. I would just let people know if they're not aware that we've also established scholarships in Bruce's name at CSUMB for, and high priority, number one priority is Algebra Academy graduates. Number two is Pajaro Valley students. Scholarships are available and I hope that we have more and more take advantage of those. Thank you both for coming tonight. Can I just say a comment? Sure, yeah. Trustee Ross. I just want to thank Mbatha Mia for coming tonight. My nephew actually was part of the Algebra Academy. He just graduated from PB High School and moving on to UC Santa Cruz. And so I just remember him really excited, feeling excited because he was going to be buzzed to a location with everyone else who was part of his cohort. So I know he benefited tremendously from the Algebra Academy and I think it just opened opportunities for him and opened his eyes to the possibilities. And for sure encourage him to continue on to higher ed. So thank you so much for doing that and then for also establishing that scholarship. I think, I think oftentimes families are really unaware of how affordable college can be. It would just take a little bit of time to do that extra research and as applied to as many as college as possible. So thank you for the opportunity. And I just am excited to see it continue to grow. Thank you. Thank you. Thank you very much. Okay. You're the first and the second. Okay. I need a motion to approve. Move for approval. I'll second. All those in favor? Aye. Aye. Motion carries unanimously. Thank you. Thank you. Thanks so much. Okay moving back up to item 8.2, our ELSB grant annual report and update. Evening President Deserpa, Board of Trustees and Dr. Rodriguez. Tonight I am here to provide the annual report and update on the implementation of the literacy action plan that follows the ELSB grant. And so as you may recall, the grant was not intended for all schools. It actually required the CDE to fund and award funds to the 75 schools with the highest number of third grade students at the lowest achievement level on our standardized tests in language arts, right? And so really the goal of the grant was to make sure that we are developing and implementing instructional practices that are sound for literacy and those support structures in place for TK third. And as far as a lead educational agency, we have been supported by the Sacramento County Department of Education along with their partners, Pivot and Core. So as you can recall, the three sites that received this funding, the three that were approved for it and awarded a Mestee Elementary, Calabasas and Radcliffe. So as we're looking at this, tonight I will cover the four categories of the grant. So the funds can only be used on certain things that were identified in their literacy action plan, which you reviewed last year. And then tonight I will quickly go through the accomplished actions from the literacy action plan. I will also cover the SMARTY goals that their leadership teams from each one of the three sites actually developed. During their planning year last year and the results. And then we will review next steps and revisions to continue the work based on the data. All right, so the three categories, the first one is access to high-quality literacy instruction, making sure that that core instruction is taking place from evidence-based instructional practices and curriculum. Number two is that support to make sure that is happening in the classroom and we're having that ongoing professional development and support and then again, pupil supports. And that's how can we best utilize the day and support our students in a variety of ways. And then number four, we know how important that family and community piece of it is. And so as we move on, we will cover the first these. I'm gonna cover each one of those categories and really the actions that the team had committed to. So that first one is making sure that we hired curriculum coaches or literacy coaches for all three of the sites. And so that was done and their focus, the actions for them were to make sure that we really focused on the data analysis and looking at where our students are at all of those levels, meaning the core area, the students that need more support and even the students that need additional. And also providing additional professional development in that early literacy piece with foundational skills. And that could be phonetica or SPS phonetica would be supporting that dual language piece at a site like Amesti along with SPS. And then the third piece of it really is those intentional learning communities where the focus really is on instruction in a collaborative model with the grade level teachers and teams where they're looking at how our students are doing based on data and going through a protocol, looking at student artifacts and really using an IPP, which is known as our intellectual preparation protocol with the curriculum. And then fourth is that really important piece of going through that plan do study act model of really looking at the lessons and the purpose and supporting all learners, especially our English learners and making sure that that ongoing modeling and demonstration lesson study is happening. And so number two, we have support for literacy and learning. So first of all, as you can see, we really focused on intervention teachers and instructional assistance, especially the new ones that we added to make sure that we are providing, they are providing distributed practices, right? So we're using our intervention teachers a different way to be able to more efficiently and inside the classroom often to really focus on specific areas of need and being extremely intentional. And so the next one is providing professional development, building that capacity and sustainability, which is really important and is really the essence of this grant too, right? And so we also provided that professional development on the science of reading. So we have the best strategies in place. And number three is now using those, being able to supplement and add additional materials for intervention to support practicing and fluency, right? And so now we have category three, we have pupil support. So we really focused on making sure that we reached out and continued that continuity of learning throughout the day, which extended into extended learning. So we did partner with extended learning, Nicole Marsh, who is our early literacy coordinator, really partnered with the site coaches and were able to train the extended learning staff in some of these distributed practices with literacy. So if students needed after school some additional support with phonological awareness, they're gonna pull them and give them that support. If they need a little bit of extra help with fluency, they're gonna pull them. And we really focused on just one or two strategies and we'll be continuing the work next year. And then second is implementing it, right? It's one thing to train and then it's a second thing to make sure we're implementing and providing the coaching too. So that's where the site literacy coaches come into play. As you can see, our coaches are up there in that picture with some of our intervention teachers and IA is supporting that work. And then lastly, since it is pupil support, it does go into social emotional learning and behavior too because we know that they go hand in hand with academics. So one of the strategies, it's a tier two approach. It's called check in and check out to support our students and making sure that they have an adult on campus to check in and to support a specific need or a behavior. And our fourth category is that family and community support piece, right? To make sure we're engaging our parents. And so we are so thrilled that we have three, we've hired three family or parent, I have family engagement specialists, but they're parent engagement specialists up there that are supporting the sites. And so all, one of the goals or one of the actions they said that they were going to do is make sure that they are hosting family literacy nights and events and they were able to host in person, literacy nights this year, which is a huge success. And then also we have been, they have been utilizing the parent engagement specialists to also partner with families in an area of really connecting with them and MTSS, being able to call them and make sure that they're coming to the MTSS improvement plan meetings or to partner with them to see what some of those obstacles are that are getting in the way of our students being successful at school. And so here I love this as a quick little collage from all three of the sites and they all hosted it in their different ways. And then that's the power of that collaborative piece too because now they were able to share out their best practices and findings in what worked the best for our parents. So now we're moving on. So again, those were the actions, the key actions that they really committed to and they were successful implementing them even coming back, right? Our first year back from the pandemic and in-person, which is a great success. And so now we had, they had to also as part of their literacy action plan come up with two to three smarty goals, right? And you're wondering, what is a smarty goal? Well, the smarty goals stand for this specific. So we wanna make sure their goals are very specific. It will help them know when they've reached them, measurable, right? We wanna be able to measure the progress so we don't have, we wait until the end and we're like, oh, we're not getting the results or able to step in and support. And then attainable, we wanna make sure that the goals are stretch goals, right? But that they are attainable. And then relevant, we wanna make sure that they are important and most critical for our students, time-bound, right? And then equitable. We wanna make sure that it enhances the equity for our students so they have access to being able to achieve. So looking at the first smarty goal that was developed by the teams, they came up with one that really focused on the collection of making sure we had a universal screener. So we had reliable data that often that would also match some of our diagnostic data or map data. So we had different measurements and metrics and that we were able to administer them, right? And we were also able to calendar them ahead of time and collect that data and have conferences. So as we're thinking about that, we were able to accomplish that this year. Each one of the sites, we're able to administer Dibbles three times a year, our universal screener in fall, winter, and spring. And so this is one of the overall reports as a sample. They were also able to hold data review and analysis team meetings, looking at that data in their grade levels, with their coaches and their administrators, really looking at how they can step in and do next steps and be responsive. And we followed a protocol which was called the DRT or the data review team meeting that really helped us look and ask ourselves those questions and being really curious and then coming up with practical action plans that can be measured for all levels of students. And then the assessment calendar and collection forms were also being able to, they were implemented. So everyone knew when things were happening, right? They had those templates and forms that were uniform. Number two, we also really focused again around that distributed practice, right? You can start seeing the actions matching the smarty goals too. So the smarty goal too really centered around improving their skills in distributed practice and interventions in each tier. So that means even the classroom teacher being able to know what that quick distributed practice when you're done with one group, then you're helping a couple of the kids or a few kids with something they're immediate need with a little bit extra practice. If you think of it as terms of like soccer, right? You know that the coach is playing or coaching the whole team at the same time and mixing in different drills, but then they're noticing that one of their, one of the members on the team, right? That their coaching needs a little bit extra help with dribbling, right? So they're gonna give, provide the extra practice in dribbling throughout the day or just pulling them over for a few minutes, but you're not taking away the rest of the practice, right? Or the instruction that the coach would give to their students. And so really we focused on all the areas of reading there in different ways depending on what those students needed and really focusing on using those artifacts as intentional with their intentional learning communities, the grade levels that are working on planning next steps for their students and also with their site leadership team as well. And they were able to accomplish that. And so you can see just some examples of our literacy coaches who were modeling some of these distributed practices and also sometimes we were video, they were being videoed so then they could also expand, write those best practices for intervention teachers or for classroom teachers. And those are our wonderful coaches. We have Kat Bermudas at Amesti. We have Elizabeth Turnbull at Calabasas and Jennifer Connery over at Radcliffe. And then smarty goal number three, we have that focus on improving student comprehension instruction using high quality, right? Grade level complex text by receiving training on strong tier one implementation of benchmark, which is our core program. And then measured by our results on our map data, our Dibbles, our Edel, and then other formative assessments throughout the year. And so we were able to do that as we're looking at some of the results you're going to see just a quick snapshot from each one of the sites on their overall kindergarten through third grade results on their Dibbles to show just that indicator of growth and then next steps also. So again, this is our first year with full implementation of using Dibbles. And so if you're looking up at this one, this gives you three different times of year. On the left it starts with, and this is combining again kindergarten through third, so it's just a quick snapshot. And so you can see the number of students that entered this year that needed intensive support, right? Which is the red, the yellow is strategic support. And then the core and the core plus or core negligible, those are the students that are where we want them to be, right, where they're gonna be the least at risk. And so right now the good thing is being able to look at this data and be like, okay, so let's look deeper. So there's different levels to look at to see what the students need and to make sure they are growing when we give them what they need. And so you will see at the left side it's fall, the winter is in the middle and our spring is on the right side. So as you're looking at, here are some of the key findings as the teams went through the data. We did notice overall when it's broken up into groups that K through three decreased students need a need of intensive support by 12 to 27% from fall to spring, meaning some grade levels, right? We're able to reduce that number of students that needed intensive support from 12 and some did it by 18 and some even did it by 27. So if you're thinking about anything more than 10%, I know it looks like we need a lot of work to do we do, but anything over 10% is huge, right? It means it's or it's significant, right? It means what we're doing is helping. And then of course we have next steps. The next one is our first grade at the school site. They were able to decrease students needing intensive support by 27% so that's huge if we're thinking about last year, these are the students that were online, right? In kindergarten coming into first grade and we were able to decrease that. So those are good is steady gains that we want to continue. What they are doing is working and then as you're looking at that overall K three, we reduced they were able to reduce students in need of intensive support by 16% and then we're able to also increase core plus by 9% as an overall, right? So that's the combination of the green and the blue, right? Needs. And then as we're moving on to Colobassus, now you understand a little bit how to read it. So I'll go a little quicker. You can see some of the highlights where K three grade levels all decrease the number of students needing intensive support by at least 10% or more. We also found that first grade decreased the number of students needing intensive support from 87 to 47, right? So that's huge again, that first grade, they're really in part of that is they're getting the SIPs but then since we got the, we looked at, they looked at the data and analyzed it early on from fall. They said, you know what, we have this many students. This is a huge amount that need more than just the regular core. We need to look and see as a class, what do they need by 10 minutes more of instructionally? And then we'll see who needs a smaller group instruction. And then when we're looking at number three, overall decreased students in need of intensive support by 17% and increase their core by 11%. And then we're moving on to lastly our Radcliffe. So kinder first and third grades were able to decrease the number of students in need of intensive support by at least 20%. So we have a lot of the grade levels that are going way beyond that 10 and then reducing the intensive number of students by 2%. So this is one of the grade levels, it was second grade. And so that tells us, okay, there's something that the students are coming into and at that grade level that need more support and how do we dig deeper with diagnostic and see what they need. And then lastly, if you're looking at the overall decrease of students in need of intensive support by 15% and they were able to increase students at core by 6%. So the schools are moving forward, but they all have their own obstacles and plans. So their teams came together and they developed their smart goals and metrics for next year as they're moving forward. So as you're looking at this, this is a quick glimpse at their map data. So this is again, this is our first year back in person since the pandemic. So this is kind of like our baseline again, right? Because we wanna see growth for the next couple of years and moving our students forward. The same thing with the Divils. So we see a messy there. We have 25% of the students in second grade met their growth target. That's what that means. Wherever they came in, 25% of them met it. In third grade, we have that, the 21% again. And as we're moving to Calabasas, we see 44% in second grade and 33 in third. So one of the patterns that we did notice, right, is that our third graders, right, they were the ones again, that were, if we're thinking about the pandemic, they were originally kindergarteners, right, too. And so that has been the grade level that we know that we're going to continue to need to support as the second graders are moving on. And then our Radcliffe, we have our 30% that met their growth target and in third grade, 34. And then so for this next upcoming year, the learnings revisions and next steps, they're going to focus on that phonological awareness, phonemic awareness piece to be able to really work on their oral language development with a supplemental piece that will be provided. It takes about 10 or 12 minutes and they will be looking at this piece to help support the students. And that's really what we found the last couple years on our diagnostic assessments and from Dibbles. And then, of course, we will be having demonstration lessons and lesson studies around our benchmark advanced in Aralante and it will really be a focus on the sites have really wanting to focus on this core piece because again, coming back from the pandemic, some of those pieces look different, right? When it's in person and to really focus on that ELD piece of our core curriculum too. And lastly is what we've noticed putting in systematic fluency routines to build up the automaticity of our students. So when they do get to complex texts, they are able to focus on comprehension, right? All right, so that concludes my report. Are there any questions? We have no speakers to decide on. Any questions? That was a very comprehensive report. We thank you. It's good to see what's happening out there actually to help our earliest students get ahead. Isn't it true that if kids aren't reading by like second grade, they have a very difficult time? Or third grade? So this is really, really important. And the intervention teachers that we saw there, those are intervention teachers, correct? Those were intervention teachers with our literacy coaches. With literacy coaches. So it's part of building the capacity so our sites can do the work when the grants no longer there so we're not relying on systems that we can't sustain. And just remind me again, this is a three year grant. Okay, so we're going into year two now. Yep. Okay. And then will we have like some actual results at the end? Are we gonna follow the kids through to? Yeah. Every year I'll come back and continue updating you every single year on their actions, their goals and their results. Great, thank you. I have a comment just really quickly. It was great to see the double digit growth. I know that's hard. So it tells me that it's working and it takes really a village, right? I guess just one, something to think about. It will be great if some of this work could start at the preschool level. So I don't know how we can make that happen. But it is, you know, I think if the earlier we start this type of work, I think the more prepared students are gonna be by the time they hit Kinder. I'm so glad you said that. That'll come up a little bit later. So please, please consider that. I know, thank you. Okay, next we have under action items item 9.1, the approval of our 2022 local control accountability plan or otherwise known as the LCAP. Yes, thank you. Good evening, President D'Serpa, Board of Trustees and Dr. Rodriguez. To last morning, Board meeting, I presented the draft 2022-23 local control accountability plan. It was also placed on the district website for public questions or comments. And as of this evening, that there were no comments or questions from the public. And so with that, I'm staff is asking that you approve the 2022-23 local control accountability plan for approval. Any speakers? No speakers to this item. Okay, any comments or questions from the Board about the LCAP that was presented? No, I'm all moved to approve. A second. Okay, all those in favor? Aye. Any one opposed? We're abstaining. Thank you. Okay, thank you. Item 9.2, the 2022-2023 proposed budget and the 2021-2022 estimated actuals. Thank you, President D'Serpa, Board of Trustees and Dr. Rodriguez. As was presented at our last Board meeting, you did see the budget for the 22-23 school year as along with our estimated actuals. This is the time now that we ask the Board to approve these in accordance with EGCO to have a balanced budget by June 30th before the start of the new year. I'd also like to take just a couple of minutes. I know I have three, but I'll keep it under. To just say thank you so much to the finance staff. They do so much hard work during this time. I know that they don't come up here and speak and you don't get to see them, but they do a lot of work and that's, of course, Colleen Boogian and her department, which consists of Olga Castro, Teresa Battle, Carmen Calderon, Sherry Bowers, Vicky. Oh, excuse me. We also have Marguerita Ponte and Erica Padilla. They are all great staff accountants. All of them do a lot of hard work to get this budget done and it's unfortunately, as you all saw in May, we get a May revise and then we have to kind of build a budget off that. So they really do work very, very hard. I mean, all year long, but really April through May, they're really cracking down and they put in a lot of effort to make sure this happens. So, and sorry, it was Vicky Davis. I coughed and didn't get to get her name out. So anyway, I asked board for approval of the budget for the 22, 23 school year, as well as our estimated actuals. The motion. Oh, are we, okay. Does anyone have, there's no speakers. No speakers. Anyone have questions about the budget? Jen? Are there any updates on the legislature and the governor? No, so the governor technically has, as we always know, he has 12 days, which should have been actually around today that he's supposed to sign. They always find a way in the law to allow him not to sign and to be able to delay it just a little bit longer. So we expect still prior to June 30th because legislature always finds a way to get themselves paid, so they always end up signing before June 30th. No, I'm good. Thank you. Okay. Trustee Dutch Jr. Thank you, Clayton Colleen and your team for putting these budgets together. I know it's hard, but I know you guys do your best that you can. Just quickly, when do you think we'll start seeing the effects of declining enrollment? So as I kind of presented at the last board meeting, the state has recognized declining enrollment. So we're actually seeing it now. We're seeing it just from each year that we go down. We're able to have an average of our ADA now, assuming that does pass, which it seems like it will, which slows it down a little bit, but the fourth year out, we'll still really start to see it again, because then we won't have those kind of years of protection that we're gonna use as higher ADA. So I would say third or fourth year out. So probably the first time we'll see a bigger dip is 24, 25. Like two years, you would say? Yeah, I would say sorry. This year, not the following year, it's that third year, I consider it the third year out, but yes, two actual years out. Thank you that way. The community knows what's going on, and we're just trying to get ahead of the curve of something slowly. Okay, I'm looking for a motion. Did we didn't have one yet? I'll make a motion to approve. Okay. I'll second. We have a first and second. All those in favor? Aye. Aye. Anyone opposed? Aye. Okay, anyone else abstain? Okay, motion carries seven. Oh, sorry, six, one. Thank you. Thank you. Item 9.3 or SELPA local plan budget and service. Yes. It's presented by Heather Gorman. Good evening, President Acerpa, Board of Trustees, Dr. Rodriguez. I here also to for approval of the local plan and the service plan for special services. I presented at the board meeting on June 8th, and today I am asking that you approve the budget and service plan. Any speakers? We have one speaker, Brandon, Denise. Greetings to the board, and thank you for allowing me to speak here today. Actually, the first time speaking during summer break. So just letting you know that where PVFT isn't going anywhere. I want to speak tonight on behalf of our fantastic and dedicated special education teachers and service personnel that we do have. We often hear a lot about how special education encroaches upon the general education budget, but I want to remind you that special education issues are general education issues as well, especially identifying those students in the early years, and we should really be investing more into our special ed students, service personnel, and teachers, who are going to be the ones that are actually implementing the goals and the vision for the SELPA. Is it going to be a centralized administration that's distanced to the classroom and not able to jump in and support when the kids need it? Is it going to be agency personnel who lack the overall skills of a credentialed teacher or service personnel, or will it be the underpaid and underappreciated teachers who have been shouldering the burden for too long? So hopefully we can address some of those issues and have a great school year supporting our most vulnerable learners. Thank you. Thank you, Brandon. Okay, any questions or discussion from the board on the SELPA plan as presented last board meeting? Okay, I'd like to make a motion to approve this item. One second. All those in favor? Aye. Aye. Anyone opposed? Abstention. Okay, motion carries unanimously. Thank you. Next is item 9.4, Approval of a Universal PK Plan. This is a report by Casey Klappenback. I approve. Good evening once again, President DeSerpa, Board of Trustees and Dr. Rodriguez. So tonight it is my pleasure to present our Universal PK Implementation Plan and we'll also be asking for your approval later this evening. So as we're thinking about it, we know that our state stole whole child, whole family, whole community from us, but these just show you how the themes, state of investments, they really are focusing on the same thing and how the Universal PK Plan aligns with other monies. So you'll see how the ELOP is also connected to this too and other initiatives from the state. So as we're thinking about it, right, just like Trustee Orozco was asking earlier, connecting that piece from PK to third so we can actually really support our students earlier and have that alignment with our preschools all the way up. So we do have readers by third grade. And so as we were working on our plan, we had our guiding principles and these are our five guiding principles, high expectations for all of our students. We wanna make sure that our students have that developmentally informed environments, inclusive environments, right? And we're focusing on that language development and SEL along with academics. We have that 21st century, those learning environments for our youngest students and they are developing their identity, belonging and agency and that connection to our whole family and whole community, right? That engagement piece and centering around our parents as our partners in education. And so as you're thinking about it, you probably hear UPK a lot and you're thinking what does that entail? Well, really it is an umbrella for all of our preschool programs, right? And an effort to ensure our students and our families have access to early learning. So you can see it encompasses our state preschool which is CSPP when you see that, transitional kindergarten and it goes all the way down to expanding learning options to support our students, giving them access for full day services, whether it's a full day TK or kindergarten model or an expanded learning opportunity in another way. So what is the UPK goal? It's really to provide more services for our younger students from three to four year old, statewide giving them access to TK, right? Which is early learning for all and still giving them the options of all the other early learning programs out there. And then secondly, it is linked to legislature that really is part of that TK implementation plan moving the birthday along. So in a few years by 25, 26, the age for students to qualify for TK they will be able to just turned four years old, all right? As opposed to just about turning five. So it will gradually move that birthday you'll see in a little bit. So as we're thinking about that purpose it's really about as we know early learning matters, right? The brain development that is going on during that time and we know that our most vulnerable students often whether it's low income, right? If it's an English learner, right? Don't always have the advantages or even students with disabilities. And so this is really meant to clean up that gap. So as you're looking at the implementation timeline from the state, I do wanna highlight this is an implementation plan. So this year we had a planning year which will move us forward next year. The only change there are a couple of changes I wanna highlight its birthday will keep changing and allowing younger students to enter TK. And it also changes the ratio of adults to children. So this next year the biggest change those are the two changes again the birth date changes and allows for students from the range to go from September 2nd through February 2nd to enter and qualify for TK, the transitional kindergarten and it calls for providing for every 12 students another an additional adult in the classroom. And so you see that trend each year it goes to the following year 23, 24 it will move to a ratio of one adult per 10 students and then you see that birth date change and then we get to 25, 26 and that full implementation piece. So districts are expected to be able to based on student need to give access throughout their district for TK classrooms. So there are five areas of focus. So my presentation will go through those five areas, right? And you can see them all up here. And so as we're moving through this our vision of coherence and bringing everything together is really providing a robust and inclusive and culturally responsive early childhood learning program options. So the keyword is options, right? Aligned with PK3, so that's third grade focused on meeting the diverse needs of again whole child, whole family and whole community in which we serve, right? That's why we have our own plan. And so as you're looking at the different models keep each one of these in mind because they are different. So the first one that we have that we can offer are TK offered at some sites with the possibility of expanding to all. So the all means eventually as we're phasing in you'll see it will be based on needs, right? And as we're moving along. And so this would be offered at some and then grows as we're changing in age requirements meeting the needs of our community. And then again, TK and kindergarten combination classes. So in some settings we may have to have this set up but we of course would have to be supporting them with that ratio, right? As it changes for a TK classroom. And then we will continue to have state preschool but as we see on some sites we may be able to in the future have a state preschool and a TK combination class. So this doesn't mean that they're in the same classroom together. This means that students could be attending TK in the morning and state preschool in the afternoon if they're qualifying for that. So it isn't restrictive of those programs meaning if they qualify for TK it doesn't mean that they can't qualify for another program entity. And then we have our state preschool which is CSPP standalone classes which will continue. So we have students that qualify parents prefer that and we will continue to follow licensing and our procedures there. The same with our Head Start. We have a robust migrant seasonal Head Start and Head Start programs which will also continue to meet the needs of the different populations of families that we have also. And then again, we will also continue with our CSPP, our programs that are supported in family childcare homes because sometimes that fits the need of our parents and families, right? Delivery models again just saying they will change as based on enrollment projections and the needs at the sites as we expand. So as we're looking at current programs you're going to see this next year we are implementing our full day kindergarten pilot and we also have two sites that have that pilot for TK also. We will continue with our part day kindergarten programs too. And then if you're looking at it look at the students that we're serving already and from our special services at Duncan Holbert to our migrant seasonal Head Start to our family childcare homes to child development. So we do have robust systems that some districts do not have already in place. And then we will continue to make sure students have opportunities of inclusion and mainstream opportunities too. So as we're looking at this right now currently we are good because we have already we have been providing access to at least nine TK sites throughout our district. And as we've actually in the past had low enrollment in some of them and we have been working to really gain attendance in those in enrollment. As we're looking at 2324 based on past enrollment and numbers we've been given from the state and just requests for TK we have two sites that would be possibly expanding to and again it's based on need at that time. So we will be looking at that every year as we're moving forward. And then again as need as need persists and dictates we will also be adding on three additional sites. And then if again it need as the birth date is changing and younger students we want to give access to we would be expanding out. All right so that would be by 2526. And so again those are just the factors that are continuously being taken into consideration too. As we're looking at our early childhood educators they attend and are part of a lot of community leadership programs and networks out there. So there are always collaborating and working with them. And so these are just a few of the ones that they are part of. And then it is a consortia effort right of our departments that are looking at needs. And so we have had an early learning team with multiple departments for the last few years that have been working together. Again seeing if we can align those early indicators so our kids are more ready for kindergarten and first grade and they have that early advantage. Next year we will be partnering and adding we've been partnering with them at the end of this year but continuing with the stronger partnerships with EL programs and family engagement. So how have we so far engaged with our community? We partners to get information for this implementation plan. I don't know why it's connecting to Zoom. But we have conducted staff surveys. We have also needs surveys that our early childhood programs have been giving out for years. Seeing what our four-year-olds, our parents of four-year-olds are asking for and their needs are. And so there we have our early learning collaborative which Dr. Rodriguez leads to and we speak with them across the way. And then we have other surveys that we hand out at different times with our programs also. And then as we're looking at how will we continue? Because we always wanna get better. So as we're expanding to other school sites our goal is to be able to increase our ECE and migrant seasonal head start parent meetings talking about this. So they really understand at that time where what offerings we have, especially for TK and the different language programs and the things that will meet their needs. We also will be having UPK parent meetings at designated sites. So you saw that we had that timeline. We're gonna be meeting with parents at those upcoming sites this next year. So we have moving data. So we have more accurate data moving along. And then especially coming back from the pandemic, right? A lot of our parents have kept their kids home out of some of our early childhood programs. And then of course we wanna also have those meetings at sites and support principals at their ELAC meetings. We also want to expand our collaboration with Monterey County Child Development Programs in first five. We have that partnership in Santa Cruz right now. So what do our families value most? So at a glimpse really the need that we saw when we asked our parents that were going into TK or kindergarten, 83% of the families have a need for a full day program out of the ones that we surveyed. And so 75% of them felt that it was important for it to be close to their home, neighborhood school, right? And then 90% felt it was important for them to have maintained social relationships, right? So you'll see that's a focus of ours too. And then 15% of parents noted that their child either had an IEP already or they were getting some sort of early support, okay? So that also helps us to plan ahead also because we know that early support makes the difference. And then you will keep hearing the blending and braiding of programs, right? And funding sources. And so we're gonna give you a couple examples of this. So one example might be if the conditions are right and we have a specific program like that state preschool, we might on a campus. So I'm gonna use Calabasas for example, right? They have a TK at their school already. They could have TK in the morning and for students who qualify and are eligible, they could have state preschool in the PM to support those needs. So that's one area where we're able to meet it in an innovative fashion. And then this might be a different one as we're blending and working with our ELOP plan and team. This might be a different option, right? So eventually when we have that before school care, you, parents might be able to have that support in the morning before school, then they go to their full day kindergarten, instructional day and then they have an ELOP funded extended learning program in the afternoon. So that would be those extended, that extended day for them in those hours. So these are just some of the possibilities and you will hear a little bit later about the ELOP efforts. But again, this part of our plan is in alignment. So when that, it will have those pieces and be aligned together. And so again, you saw some of those opportunities to give that extended nine hour day to our students. And as we're looking at some of the possibilities, one might be to make sure that overlap time that our students are being cared for if they don't have a full day kindergarten program, that they would have that ELOP time, right? From additional instructional assistance or support staff until the after school program started if they were an AM kindergarten. And then our full day kindergarten, they would just follow our first grade through fifth or sixth grade expanded learning opportunities. And then again, all of our sites will get all of our support staff as the birth dates are changing. We'll continue to get professional development making sure that they are equipped to work with our youngest students. So as we are working with recruitment, right? We know that we need to recruit the staff because requirements are changing, right? And we are expanding services for our families. So this is also one of those pieces where it's connected to another grant that we applied for. We applied for an early educator teacher development grant to help support those pathways. And if we get it, it may provide up to 600,000 additional dollars for us at the most. And so we have reached out and we have confirmed partnerships with CSUMB, Cabrio College and San Jose State in different ways, but to support building that pathway or pipeline to support growing our staff. So for instance, Cabrio College really, we want to make sure that we are helping our IAs who may need, who may want to become an early childhood teacher, right? A TK teacher to really move up and maybe get their teaching credential. It may also be able to support getting them their ECE units or additional teachers that don't have those ECE units as we're expanding TK because there will be a requirement of 24 ECE units for teachers to be having the four year olds in their classes. And so we also, as we're looking at that, we surveyed our early childhood educators, our ECE and migrant seasonal head start departments, and really to look at where they come in with their education. So this is just a quick glimpse that we do have 64% current ECE staff. They have an AA already or a higher degree. We also have 30% of our ECE teachers who would like to pursue a teaching credential. So that's really important too, because we can help fund some of their education and completion through this grant or this planning piece and then if we get the other grant too. And so we want to also make sure we continue to increase regular staff needs assessment. But then we looked and we saw the overall barrier for a higher level degree or credential was financial. So this might be a great way to bring up our own, right? And so as we're developing our workforce, we also, thanks to Julie Edwards, our coordinator of CTE, right? She has been working. We know that we have our Watsonville High School on the right, that education academy and really want to build in the opportunities for our students to be able to get the dual opportunities and college credit for those courses, right? As they're taking them as high school students. And then on the left, you'll also see that she is working on maximizing and expanding another grant and a pathway to Cabrillo to make sure to enable our students to actually do the work in high school in our classrooms and get paid for it, right? And to also be able to get them units for not only high school and college, which would be really great. And so they can be in college and they go off to college and they have a job with us and they're getting credit for it and getting paid, which is really phenomenal because we're, again, we're building, we're growing our own and empowering our community. And then these are just a few of really the professional learning that we will be offering and supporting as we're building out and expanding, right? Because we're gonna have younger students in our classrooms too. And that alignment, again, with the pre-K three. And one thing I would like to call out is that the implicit bias training does go on in our early learning programs. And so it will continue as we are supporting our teachers and that professional development. We also will continue with our SEL as you saw that was important for our parents and really highlighting, creating developmentally informed environments, right? Because we know that a four-year-old is way different than a student that's about to turn five, right? That year is important. And then again, how will we offer professional learning and job-invented coaching, mentoring? We will continue with our TK collaborative meetings and partnerships. And then again, maximizing and collaborating between our elementary PD and some of our early learning also in mixed groups. So our language models, as we expand into TK, we do wanna make sure that we are providing opportunities for multilingual dual programs. And so as we expand, we will be vertically aligned with our English learner programs at the elementary schools. So as we expand to a school that has a bilingual or a dual program, the TK will be a dual program that we offer, okay? And so they have that continuum. We will also continue, we do have programs right now that will continue to offer the English only with home language support. This is what we have and then structured English immersion. And so as we continue to develop, we will align with it at the earliest levels too. As we're talking about curriculum instruction and assessment, assessment does look a little bit different when we're thinking about an instruction at those lowest levels. So our TK class or earliest levels does, they are informed not by standards, but by the California preschool foundations and framework, which is currently being updated. So some of this plan will be updated along with that framework. And we will be working with a team of our TK teachers and ECE to analyze developmentally appropriate assessments because we will have to be using them for the whole child in our early ages, just like our ECE programs. And then we wanna make sure that we have ensure alignment, that all of our programs have those same metrics that we can look at and improve upon and meet the needs of our community better. So just a range of how we will continue to support is we have mental health clinicians and our ECE and migrant seasonal headstart programs. Some of that we can also combine and support our TK classes at the same time. We will also continue to focus on our teaching pyramid, which is used at the earliest levels. And then our next one is, as we're building our facilities, services and operations, we have to make sure that we have the facilities and classrooms. So right now we have things that we're looking at. We are focusing on this currently with our master plan which is being updated and included. We will also continue to look at that declining enrollment, which is opening up space for our students, right? And then ensuring classrooms follow ED code requirements, more making sure that they have the right space, they're close to the restrooms and meeting all of those. And then something we are proud of is RTK students are already given transportation to their sites that they need it. And then also, so as we're looking at our planning budget, this is a planning budget to help us start with that implementation and continue some of these areas that we need to get into place as we expand. So the total funding piece is $330,435 and you can see it is allocated in those areas to really get us moving forward. As you can see, we do have that piece of that in the middle, that recruitment piece of $50,000 that is there to that may increase or decrease based on us getting the other grant, the EETD grant. And then what you may be wondering, right? While participation in UPK and choice of which program is optional, TK is the only option which is within the broader UPK framework that will be universal, right? So this one is at no cost to our parents, we are rolling it out, so all of the eligible students have it, but parents still have that choice, right? So we're not, if a parent would rather have them participate in state preschool, they still have that option. If migrant seasonal headstart is meeting their needs at that age requirement, then that also is fine. Or if TK does, then it's accessible to them also. And then what does this mean this upcoming year for our families? It's a continuation of services for things we are already providing. So we're not going to stop some parents maybe asking, oh, do I have to go to TK? Do I have to? No, if you're in another program, that is still your option for your students, for your student. And then the expansion of course of the school day, right? We know that with the ELOP that will be coming up, which will be presented later, that we have offerings for days. And then we also have full day and full day TK and kindergarten pilots going on this year. And then the last one is that birth date, right? So we are going to make sure that our parents know that as that birth date timeline changes, right? It opens up and we will be expanding the sites based on need. So now it's time for questions. Are there any speakers to this item? We have one speaker, Chris Webb. Okay, just give me like a 30 second cue. I just want to say I fully support this item and I just wish it comes sooner because I have a four year old who just turned four this month and it seems like he's not going to be able to enjoy PVSD, PVSD TK next year. And that's disappointing, not just because PVSD has a lot to offer, but because he's still going to go to TK anyway, it's just going to be in another district that I'm less happy with. And knowing that it seems to me like it's less about the state law and more about maybe it's just the capacity issues here or something or some policy thing, but it's a little disappointing for me because I'd want him to be able to come here. And I'm hearing all the enrollment, low enrollment things and I'm feeling like missing out. And also that kind of thing of where we're like, I'd like to see PVSD lead the state law sometimes. I understand if it's like a funding thing, but like I think of how like at my site, Renaissance, we had feminine hygiene products out in the bathrooms before the law required it. I like to see PVSD leading in that way. And also I just want to say yeah, I'm that parent who would want full day and also I would want value building and maintaining social relationships and bilingual education also. And also kind of going back to earlier in the year where we had like teachers with childcare issues. I had 30 seconds. I see that part about the Watsonville High School and using that to develop teachers in house. I feel like that'd be a perfect compliment to helping staff with their childcare needs, especially if we're not gonna do alternative measures to deal with that issue. Also, I appreciate the implicit bias training within this program. And I got that at Soundsley State and I feel like it's very valuable. Thank you. Thank you. Thank you. Any questions or comments from the board? So I'm sorry if I missed it, that was a very long presentation because it was super, there's a lot to say about this topic. So PK starts when? So PK has started already because we have preschool. So PK just stands for. The preschools we already have running. Yes. Oh, okay. I thought it was maybe something. Well, you said something about four year olds will be eligible. Yeah, so the PK is really expanding. It's that umbrella, right? So it's the TK that's actually expanding. So the birthday is changing, but the PK is, it's like a overall umbrella for all those early learning programs. So four year olds. For four. Four year olds and up can now be in TK. Sorry, it's confusing to me. I'm sure it's confusing to the public. I'll put it back. Okay. Actually, go back to slide number eight. The blue slide that has the dates. So that she can see it. There we are. There you go. See it changes. So next year, it's September 2nd to February 2nd. They have to turn five between September 2nd and February 2nd. And then each year it grows. Okay. Then it goes to April 2nd, then June 2nd. So we have to follow this calendar. We don't get ADA. Unless we do. I see. Okay. Yeah, so for fiscal reasons, because the ratio is one to 12 or one to 10, we wouldn't do students that are not within this range. Okay. Because fiscally it wouldn't make sense for us to do so. So when we talk about expanding our curricula to our preschools, setting this aside, setting the TK expansion aside to all the preschools that we have running in the district, including the family home care programs, are we expanding new curriculum in those areas then? So we will be looking at it. Right now, we do have creative curriculum and it is aligned with our ECE program and our migrant seasonal headstart and why we utilize it, because it goes all the way down. We actually have toddlers and two-year-olds and one-year-olds that actually it hits the whole gamut and it's one of the best that's out there. So we try to align it with our home childcare providers also. That's great. Thank you. Okay. Just to be back on that question, can you expand a little bit on the alignment of metrics? Yes, I would love to. So right now we have been working with the DRDP, which is a developmental test that's looking at the whole child and where they are in our early learning programs. And so our early learning team has actually picked key metrics to be able to look at. So they have an early learning metric that they're looking at to see gaps and how good our students are, how well they're doing and then where do we need to enhance our program? They also have a numeracy one that we're looking at. And then we also have a social-emotional piece and we're just taking a piece of the DRDP because it is a very comprehensive assessment. And so that's how we're trying to align those measures. So it feeds into what we're working on also at TK and kindergarten. Okay. So when we identify through those metrics areas of growth within the child, are we also then following up with additional supports in those areas? So right now, as we're looking as a team, it is a very new thing the last two years where we're trying to really look at the most important things that matter. Our ECE programs are able to do that now. They actually use it to be able to provide informed instruction. They also have coaching from their mental health clinicians and other supports for those environments that are developmentally appropriate and next steps for teachers. So as far as TK, so we have students who either are receiving special education services through SARC or other other agencies who then are referred to Duncan Holverd for an assessment. And from there, they either determined that the child remains at Duncan Holverd or that they would do well in a less restrictive environment. So when that transition happens and we're looking at expanding TK, then those special education services would also transfer to the classroom. Is that correct? So there's, okay. So I just want to make sure that that's also being aligned. And I'm assuming the same goes for services received by a child through our ECE programs. Yes. Okay. Well, this is exciting. I've been asking for this for such a long time, I feel. This is nice to see that we're finally moving in the direction of aligning our program so that we really focus on helping students, you know, at the earlier age. And so as we go through this transition and this implementation, is there's also room for us to begin thinking about or collaborating with community partners for a cradle to college and career support program in the future? So, yes. So we are, so statewide, there are 13 what they call SURF regions that are formulating a PTK through 20 consortium. We are currently one of the only K-12 districts that is on the consortium for our SURF area. Our SURF area actually starts in San Cruz County and goes all the way down to Santa Barbara. So we were just on a two-hour call today and that will provide us millions of dollars in order to be able to do the cradle to career initiative. That's amazing to hear. And because each of the 13 SURFs are guaranteed the money because we are part of that collaboration and I actually, we need to get other K-12s on there but currently we're the one that they've been reaching out to. And so we're guaranteed that money and so we'll be able to for sure do the cradle to career and have it sustained for at least five years through that SURF funding. That's great. Yeah. So the answer is yes, yes, and yes. We're ahead of the curve. Thank you. So I would like to request approval of our UPK implementation plan. I would like to make a motion to provide them. That's great. I'll second. You'll second. Okay. All those in favor? Aye. Aye. Anyone opposed or abstaining? Thank you. Motion passes unanimously. Thank you. That was a great presentation, Casey. Leave, we moved up an item, which is item 9.13. I'd also move, this is sort of unprecedented but I'd also like to make a motion to move 9.12 up after 9.13 because I know we have people here who have been waiting to speak to that. So I'll make a motion if I can have a second. I'll second. All those in favor? Aye. Aye. Thank you. Okay, item 9.13, the painting of murals at Renaissance High School. All right, thank you. Good evening, President, to serve up our trustees and Dr. Rodriguez. This evening I'm here to ask for approval for the murals, the painting of the murals at Renaissance High School. With their measure L funds, Renaissance High School is due for an upgrade in their painting, as some people are aware that when you live by the sea, the salt and the air does damage to paint and to structures. And so because of this, the school is overdue for a painting job. While the contractors were out there for the bidding, they noted that originally the murals were not in the plan and they noted that if the murals remain on the walls, that the murals themselves with the peeling would damage the walls behind it if painting was not done. There are currently eight murals at Renaissance High School that are involved within the painting project. Five are removable and three are non-removable. And so on this website, and what took place is that the pieces and the project was placed on the website for public information to find if we could locate any of the original artists so that they can work with the murals and as of this date, no artists have come forward. So what we're looking at here is that on the top left, that is a non-removable mural, which means it's painted directly on the wall. That's behind classrooms seven and eight. So that's one of the murals that would be painted over. The next two under that are removable murals, which means that they would actually come off and then the murals will be restored, they'll be placed and then those murals will be placed back on the wall once the painting is done. The mural on the bottom left-hand side is outside the restroom by room two. This is also on the wall, so this is one of the ones that will be painted over. And then the last one that would be painted over that is non-removable is the one in the center on the bottom, the under the water theme. This is also on the wall, which would be painted over. The mural up on the right-hand top side is actually not gonna be touched and then the next three are all removable murals that will be taken off, restored and then placed back on the wall when it is completed. And so if any of the artists come forward in the future, the school site and the district will work with the artist to restore the original murals and work with them, whether it's on the removable or the non-removable sides. And with that, staff is asking for approval to move forward with the painting at the campus at Renaissance High School and working with the murals. Speakers? Yes, we have three speakers to this item. We have Chris Webb, followed by Jen Laskin and Graciela Vega. As a Renaissance teacher, I had inquired about this issue earlier in the year and I kind of got like, oh, we've documented them, it's handled. But then this on Friday, when I saw the agenda and I saw like, oh, well, we put out a notice on the website and we sent out synergy emails. I was real troubled by that because I feel like people should know our community and that's not the way to reach out. And it makes me wonder why it was done in that way. So I have reached out and I have some information about these, but I was real concerned about that because I saw what happened with Watsonville and I didn't wanna see the same thing happened to Renaissance. And I think that we're missing a real opportunity to really include the students. And I'm not sure if there is a full appreciation for just the level of building of community that these murals have brought. And I say this as somebody who wasn't even around when these are first brought, but I know the students appreciate them. I know they mean a lot to a lot of people and they were by students for students. I'm gonna flip to, if I can, to who did some of them. I know the one on room two, which is to do to be painted over, literally white wash, because I saw the paint now is gonna be white. It was by Victor Carrillo. This would be the one outside room two. And another one, the painter of the woman mural is by Jose Sanchez, graduated from Renaissance High School in late 90s, early 2000s, he works as a car painter and does airbrush work. That was brought to me by Graciela Vega. For Jennifer Laskin, my name is Jennifer Laskin. I was a teacher at Renaissance High School from 2003 to 2012. Teaching at Renaissance was one of the best experiences of my entire career. I miss it every day. I was one of the organizers of the mural set for removal restoration. We worked with several students after school. We did the mural with the pyramid, the dragon is a school mascot and the many hands making the circle of peace. We used the students themselves to trace their hands for that mural. We worked with Santa Cruz artist, Elijah Votenhauer, P-F-O-T-E-N-H-A-U-E-R, who was the main artist on the project. The mural was a symbol for our collective efforts, peaceful intentions and love of culture with the beautiful pyramid. I sincerely hope that now you know the history and the name of the original artist, the school administration and school board leadership will ensure the mural is preserved, renovated and replaced after the painting of the school is complete. Thank you for your time, Jen Laskin. I thought Jen Laskin was gonna be here in person. Chris. Yeah, that's what I thought. I thought, I didn't see her here earlier. Well, I appreciate Jen's weighing in on the matter. I think in the future, Chris, that we're gonna need to not read people's cards that aren't actually present. Thank you, Jen, for weighing in. Okay, who's next? Graciela Vega. Graciela, for the first minute, I'm gonna time you on my phone and then I'm gonna start that one after, okay? So it's two minutes? It's two minutes. Okay, I'm gonna take a deep breath. Can we not time me when I take a deep breath, please? Because I'm gonna take three restorative breaths. You can take it with me, compañeros, because you've been sitting there a long time. I think it's oxygen to our brain. I just wanna ground myself. So my name is Graciela Vega. I'm coming here as a community member and I'm also an artist with Bajaro Valley Arts Council and a multicultural artist here in the community. So if you have something for Dia de los Muertos, I will be curating that show. Please submit. So top left, Elijah Fautenhower. That was a collaborative effort. That was part of social emotional. So if you're seeing, we're all about social emotional and the city of Watsonville just passed a proposal to send monies to the residents of Watsonville through the arts. And that didn't happen last month. So all of this artwork is a form of engaging the students in social emotional. The one on the bottom is a really tiny mural. That's Elijah. The one with the dragon. That was a collective effort from our students to restore that mural. The one on the bottom, one of our students passed away. So that was to bring the community together and to mourn the student. So I don't know how we could redo that. Santos is the one in the middle because the Renaissance is so close to the ocean. We had echo stewards that were caring for the environment. And so we received a grant. And so Santos did that mural. So that was with grant money. Once again, Elijah was done. Jose Sanchez was already mentioned. So I come here because I have memory, historical memory, like as being a community member here in Watsonville. If you have any questions, you can talk to me later on. I'm teaching kindergarten right now for extended learning. So anyways. Thank you, Graciela. I hope this helps solve the puzzle. Definitely. Thank you. Jen Shocker, do you have a question? Is she putting it in the chat or is she gonna say it out loud? She's talking, she's gonna say it out loud now. She's out of the way. Okay. Can you hear me? Yes. Sorry, I know we're having some sound issues. In light of what was brought forth at this meeting, I think that we need to rethink a plan of what is going to happen with these murals. And get in touch with these artists and students and have a plan in place to repaint or do something honoring them in a different area or once the exterior's painted, make a plan to repaint. I'm not comfortable moving forward without contacting some of the students and artists that worked on these murals. So it is the three murals that are permanent and with the information, if we can, with the principle now on summer break, we can work, both Clint Rucker and I will work to contact the artists to move forward with it because as stated, if we found out who the artists were, that we would work with them to make sure that we are honoring the work and the history at Renaissance. Okay, any other questions or discussion from the board? I think we are going to be reaching out to the artists, which we should. I would want to reach out to them first before this process begins. So we can do that. Okay. That would be great. Thank you. Twistie Dodge, Jr. So what I'm hearing this evening was you're trying, some of the people that are here, and I'm going to say that does work and she's having an event about art, right here at the Art Center. So what I'm hearing is to wait before going over some of these murals. Is that what I'm hearing from the public? I think within the board policy, what we do is that we do have to work with the school sites to reach out to the original artists of the murals. Before we had come this evening, thank you community members who now have the information available to reach out to the artists. We didn't have any information as to who the artists were and who we would contact to try to get it on. And so with that, we will contact the artists before we move forward. What I would ask is just for the board to provide direction and approval to remove the removable ones that are not going to be damaged. They're going to be removed so that then we can paint over that location. And then we will then on the three that are non-removable, it's the ones that will work on that piece. But I don't, I hate to put them on the spot because I'm not sure. I don't know. Hurley, do you know the timeline of when this is supposed to start? Herlindo, do you know or a claim? Yeah, I can respond to that. So the painters already out there working on areas that are not the murals at the moment. This again, it's because it's a full painting project of the entire site needs to be done during summertime because it can't be done obviously while students are present with them spraying and the way that they're painting. We did, as Lisa mentioned, reach out to the painting contractors and asked, would we be able to just leave the murals up and not paint them? And they said that they could leave them up, but they do believe there will be damage to the walls behind them and that continued damage will continue to occur because you can't simply just put a coat on them to protect them. You would need to actually repaint the mural. So they recommended to us to repaint them, to paint over them and then have the original artists if available, repaint the mural. So Jen Chakor, because of the tech issue, she's been texting me, so if people wonder why I'm on my phone, it's because of that. But she said that she would like to amend the item to not paint over the permanent murals. So I'm reading that text, that is her request. Trustee Yellen? So we've been talking about the damage if it's not painted, like, what are we talking about? Like what would happen to the walls if we didn't do the restoration that is recommended? So some of those murals already have a little bit of damage just from paint, of course, as it chips away. The contractor mentioned that you could just have damage to the walls, such as, again, in the sea, whether you end up getting water in the walls, you get it in the wood, starts to rattle away the actual interior of the wall. So that's, again, when you paint any wall, you're actually protecting the innards of that wall as well, not just putting a nice coat of paint for look. So again, this wasn't necessarily, their painting project wasn't just to make the school look nicer, which, of course, is always a benefit. It was also to protect the structures of the building. So I don't know that we would be able to identify exactly what the damage would be if we didn't paint over them. This was the recommendation of the contractor. We could absolutely check in with him and ask if he has an estimate. I don't know if it's available without trying to, again, somehow get behind the wall and look at if there's damage already. And for, if, you know, as a board, we determined that we need to maintain the structure of our buildings and we would look where contact the artists in order to either redo or can we set it up so that they are removable so we don't have this problem in the future, is that an option? Yes, I think that's a good idea that we can look into. So would it be possible for tonight for the board just to approve the ones that are removable and then we can place back on? Yes, so they are removable or they come off and they'll be stored in a location and then they'll be placed back on. Yeah. So could we vote on that tonight? And then we will meet with the artists and then come back with the plan for the ones that are permanent on the wall. Yes. Can we do that tonight? Since the contractor is out there, are we able to do that? So I just want to make sure that we guys have all the full information because I would assume if they're out there with the crew, I'm not saying it's a wrong decision, I just want us to know, if they're out there with the crew, then it's probably better to either say tape it up and do everything but those three locations and well, whatever happens to the walls happen or because if we come back in July, remember we don't have a meeting for a month, then that means likely they would have to come back. So they have all their crew and supplies out there. So likely that when it happened without a change order, I would assume. So I mean, it's fine if that's what we want to do because it costs us additional money to also restore murals. I know we did it, especially with the one at Watsonville High because of just the significance of that, but it was not not costly. It was a costly restoration. And so I just want to make sure that you guys are making the decision with full information that it would be a change order. They're not just going to leave and then come back for a free. Oh, trustee Costa. So, and I just wanted to clarify, these are all exterior walls. Yes, correct. So it is possible to have, and I absolutely agree with Dr. Rodriguez and I saw Clint, you were shaking your head. Yes, to what she was saying. It will most likely include a change order will be an accrued cost, additional cost to this district to have a paint crew come back, but they are exterior walls. So we shouldn't see too much disruption to student life if the students should start up in August, would we? It depends on the equipment that's being used for the painting. And I was, I haven't visited the site to see what, if it's full spraying or. Okay. So if we voted no on this tonight, the painting would still happen. The murals would be preserved for now until another plan was put into place, correct? If you vote no tonight, then any of the walls that have removable and non-removable murals will not be touched. So why can't you remove the murals that are removable? Because you need to amend the motion and go. We do. That doesn't make any, well, she did, but I didn't understand why we were doing that. Why can't we just move the murals so that we could paint behind them? Because part of the new board policy is you would have to approve that. So we would have to ask you, which is what my request was. And it was also Jennifer Shocker's request is to allow us to at least remove the removable ones so that we could paint where the removable was. And then, for me, the three I would either rather, I'd rather you either say, tape it up and paint around it and just get the whole thing done so that then we don't have a change order or work with the artist and then decide what the decision is, but. And it's three that are not removable? Three are not removable. It's the top left, the one in the middle on the bottom and then the other one is the bottom left. So top left, bottom left, and then the one in the middle. Top left, bottom left, and then the one in the middle, the bottom middle. So I'm gonna recommend to the board that we do what Dr. Rodriguez said is tape them up and paint around them. In terms of murals, I know something about them because I led a mural program at Valencia with Guillermo Aranda. So he put a bunch of murals up with the kids. So those murals, if they need to be repainted, can be restored. And the cost, I think, for Guillermo Aranda to do it was his time really was probably the most expensive thing and I'm sure the paint was too, but the Arts Council has money that could probably we could write grants to get some money to help with this. But then also we could put a clear coat over them too to help protect the wall behind. There's many ways that we could do this. So I think tonight we should continue with the painting but protecting the murals that are in place and removing the murals that can be removed and painting behind. Does that make sense? Okay, so that's my motion if that's clear enough. So is that your motion or Shopper's motion? She made one amendment and then I added to it, so I don't know. President, Trustee Duster, but one thing I'd also like to add is something that Trustee Holm mentioned and I think it's great. And I don't know that this is the place to put that but the suggestion that going forward any murals including when these are put back or anywhere that they'd be removable murals going forward. So maybe we need to amend that item about where it was brought to be brought to the board. Maybe make a new policy at a soon upcoming future board meeting that all murals, whether they're replaced or being put back or new that they'd be removable. So this board and other boards going forward in the future are not in this predicament as well as the community. It's not just us, it's the community because it's affecting clearly community members who have concerns over it. Okay. So I think we've gotten word from Jen Shocker that she's approving the motion that I made which I don't know if it's clear enough. Do you want me to say it again? It is clear. It is where you're gonna cover up the non-removable murals, paint around them and the removable murals will take them off carefully and place them aside, paint those walls and then place them back. Okay. Yeah. I need a second. I'll second. Thank you. All those in favor? Aye. Aye. Anyone opposed? Or abstain? I vote yes. Thank you. Thank you. Okay, and next up is item 9.12, approve the mural of freedom elementary. All right, good evening once again, President DeSerpa, Board of Trustees and Dr. Rodriguez. So tonight our team is requesting an approval for the mural at Freedom Elementary and I have three gentlemen here who will describe the mural and give you a little background and we have Mr. Herrardo Morales, the principal at Freedom Elementary. We have Mr. Tom House and we also have Kyle Goder. President DeSerpa, the board and Dr. Rodriguez, my first time I get to come up here at 10 o'clock at night, it's pretty cool. But I inherited this project that are at our site in that first it was like whoa and then now I'm worried after now that we get to enjoy the field with our students it's been such a blessing to have one of the nicest fields in the district and but with it came also an opportunity to enhance our school with the beautiful mural representing acknowledging the hard work of that field and what it represents and so we have two gentlemen here who are gonna continue to give us more information on it who are much more indebted in the process than I was. I just got on so I'll let them speak. Sure. Hi, I'm Tom House. I got involved with this by being in the Watsonville Rotary Club which spawned the Harle Valley Sports Foundation. This is our first project. This whole idea of a mural came up because there was a graffiti wall on Dr. Suzuki's office that showed up from everywhere in the field and we thought well why don't we put a mural on that and get rid of the graffiti and maintain it and that'll enhance the whole area and we got the mural all together and sent it to Dr. Suzuki who is about to retire and wants to sell his building and he said I don't think I wanna put a mural on it might wreck my sale so we approached the school to see if they would like to put the mural on a portable classroom building right next to the field right in the corner by where you enter the parking lot for the field brand new 48 space parking lot that we put in and so we thought we could shrink the mural down to half its size and put it on that building to beautify the field and Kyle Kotler also a Rotary member has been dealing with the artist, Brittany Costanzo to do that and our plan is we have a 10 year lease with a 10 year option which we plan to exercise our plan is to put it on there and to maintain it to put an anthraic of 3D coating over the top of it and as needed to update the mural to keep it in good shape throughout our tenure and if the building has to go away well the mural's gonna have to go with it we have to deal with the artist if the mural needs to go it will go so Kyle did you wanna say anything? Sure Yeah so I've been working probably about a year now with local artist Brittany Costanzo she's an Aptos high school alumni and a CSUMB student as well and she had come up with I don't know probably a dozen different renditions over the past year between the two buildings that we've looked at this is the most recent one that we're looking at and the main project for this field is to benefit the Azteca's soccer club and the PV United soccer club so we also had large donations from Driscoll so that's kind of the main vision of the field is the kind of the we wanted to give recognition to the Driscoll's employees that made these donations in the history of Driscoll's and then also give some credit to the PV United and Azteca's soccer clubs that will be using the fields for the most part as well as the students at Freedom Elementary and that's about the most of it I think it's gonna be a nice mural when all done I believe she'll be doing a primer-based coat on the building as well as a graffiti coat and the soccer field and the teams will be kind of maintaining the longevity of the project One other note, if you look in the bottom left-hand corner you'd have the district logo down there too Did you see me? Did you hear me? Just ask about that, yeah Thank you, it looks great We love it. Do we have any speakers? No speakers, citizens Okay, any comments or discussion? Questions from the board? It's beautiful. Trustee Dodge Jr. I would just like to say thank you, Mr. House. I know it's been a couple of years. You along with Mr. Skinner, Gina Castaneda, Jennifer Nning and Urien Mendoza all this didn't happen overnight. It's been years. You guys got out there with tools the community came together with someone about a backhoe and PVC pipes and it's a beautiful place but it came with a lot of hard work, a lot of time and I just wanted to say thank you for the community, the rotary, just the volunteers you know, I was there a couple of times in the mornings on Saturdays and you guys had coffee and food and everybody was ready to go to work and tear up that field and they put it together so I just wanted to say thank you and if you need to fix another field we have Minnie White and Ratcliffe if you're looking to fix up any other field, so thank you. We would like to do more but we want to get this one finished we still have to put in a scoreboard and some nets so the balls when we play sideways with the youth teams don't go over into the mobile home parks and we may be coming back to you on that to get approval to amendment of the lease to allow the scoreboard. Well this is just great. We really appreciate the community involvement from the Rotary Club, we can't do it without our community partners and we really appreciate your interest in freedom, elementary school. So I'd like to make a motion to approve this mural. I'll second. All those in favor? Aye. Aye. Anyone opposed or abstained? I vote yes. Great, thanks Jen. Okay, thank you and thank you for waiting. I'm sorry, I didn't realize you guys were all here waiting but I'm sure it was a very interesting meeting for you tonight. I have a two and four year old so I was taking that from the mural. Yeah, great. I got a little concerned about the mural part from before so I'm going to a little hesitant here but no, thank you so much. Yeah, thank you. Take care. Thank you. President Dessert, point of order. I'd like to move to extend our meeting till midnight. That's great, thank you. I'll second. All those in favor? Aye. Aye. Anyone opposed? Aye. Okay, we have everyone in agreement and Trustee Acosta opposed. I lost my place, now I don't know where I am. 9.7. 9.7? No, we're on 9.5. I'm sorry. Right, I knew it. Okay, 9.5, expanded learning opportunity plan. Well thank you so much. So we are going to have another presentation of a wonderful plan. So we have, we had a committee worth of 20 employees, 20 staff members who came to support this plan so I just want to recognize six of them that are in the room right now and hopefully I have a poll so hopefully I'm not missing anyone but Peggy, Carol, Angelica, Colleen, Brian and Heather we're all part of this committee. We met for about five weeks to come up with a lot of the logistics and the work behind this plan. So we always, when we're looking at any program one thing that we're looking at is trying and trying to expand it is making sure that we are aligning it to what's happening during the school day. So when we first got together we re-looked at our expanded definition of student success, our LCAP goals, what some of our core values are. We also reminded ourselves about our commitment to whole child, whole family, whole community and how that is an approach that we are taking with everything that we're implementing from now. So we started doing guiding principles with the contingency plan. So when we were doing the contingency plan for the closure of schools I developed the idea of having these guiding principles. The guiding principles actually are really helpful for us because when we have a disagreement on how we're going to implement something then we wind up going back to these guiding principles and then these guiding principles really help us to know what the answer is to that question. And so I'm not going to read them all but I will read the highlighted. So provide equity of access and equity of opportunity to ensure that we're engaging both academic and social emotional learning that it's culturally specific and culturally responsive that we have a commitment to youth voice and leadership and that we're valuing and building on our staff, students, families and community partner, ecosystem assets and aspirations. And so we did a lot of work on this to try to find out what people wanted and needed so I do something called conversations with the superintendent and so every week I do a conversation with a different staff and then we do a collaborative activity. So we had a total of 922 responses that you'll see here and this is just the top responses and you could see the top response with sports and extracurricular for this time and then you can go on down. The reason why I highlight this is one, it allowed for around 12 different staffs to have a lot of time on this topic but these responses here are actually how we came up with responses that you're gonna see in a minute that were in the Google survey. So we asked parents and students and we also asked staff these questions. The parents and staff we had 915 responses which is about common for us, we're usually about a thousand, we tried to be at about a thousand and what you can see is we had about a third of our families that said that they wanted either before school or before and after school. So that's gonna be important to see in a minute why we're showing that. When we look at staff results, you see we ask them if they would be willing to support and you can see that we had a pretty good portion of our staff that said that they'd be willing to help one or both times and so that's a positive. So then we have, if you look at the actual proposal that is in onboard docs which we are gonna have to submit to the state, we were required to ask about specific content areas. So that is why the survey looks this way. So you may say, oh, it looks redundant but it's different at the top. So if you read the top portion, that top portion is what changes. If you look at these options, if you're like, well, how do you come up with these options? That was from the conversations with the superintendent. So we didn't just make those up, we actually sorted what people said from conversations with the superintendent and that's how we came up with these. What you'll find is we had very much alignment and we did with our contingency planning too which is actually a positive for us is we had a lot of alignment between what our parents and students wanted and what our staff wanted. So when we look at parents and students when it comes to active and engaged learning, they wanted STEAM activities and math tutoring and homework support as their top three areas. When we look at staff, we see fairly similar. We see a little bit of shift. So STEAM is still number one. They instead wanted career technical education as a focus but you can see homework support and math tutoring was still very high for those areas. When we were looking at skill building, athletic programs and VAPA was the top two responses for parents and students and you can see that was mirrored in staff as well. Staff wanted those same things. When we're looking at how can we engage in youth voice and leadership, you'll see that field trips was by far the number one educational field trips and that's what our staff said as well. So we're gonna show you how we're gonna integrate this feedback into our plan in a couple of minutes. When we talk about closer and linguistic diversity, social-emotional learning, access and equity, you'll see again educational field trips was by far number one followed by live music. When you look at our staff, they again had educational field trips as one. There's a little bit of variance here in that they then focus on mental health support and the needs for our students to receive that. And then when we're looking at collaborative partners, we ask them what type of partners would you like us to partner with? For parents, they focused on life skills, financial planning and gardening and then YMCA as the top three. For staff, life lab and gardening was number one. Again, life skills was two and YMCA was in this case four. Teen Kitchen came out a little bit higher for staff, but you can still see a lot of similarities there. So we are going to do a roll out plan. So just so that to provide the board a little bit of context, this money that's coming down is really targeting or meant for school districts that don't have a robust after-school program like we have. So we have a very robust extended learning program that Carol Ortiz has been leading for many years. Most school districts don't have as robust of a program as us. So we're fortunate because we're gonna be able to build off of the infrastructure that is already in place. So we are not required to do a morning program, but we are going to provide the morning program because of the data that I showed you earlier. But we are going to do it in a phased in approach. So this first phase, what you'll see is anything in bold is required by the grant. Anything that is italics is new to try to kind of orient you. So we are going to provide after-school hours. The change why it's italics is because currently we do not provide any support to TK Kinder versus grade students for the most part during the school day that is. And then we are going to be providing that. We're also going to be providing a before-school program for PM, TK and Kinder students, which I'll go into specifics in a little bit. We will continue our regular offerings for grades seven through 12. So we do have some current offerings for students seven through 12. This grant is specifically for TK through sixth grade students. Phase two will continue, but you'll see, which is italics, but not bold because we're not required to do it. We will basically after winter break, we're going to start the before-school program for at all of our elementary sites. We also believe in iterating, so we will start the evaluation process as well with our families to say what's going well, what is it, and start making changes and pivots to that. The rest underneath is all the same, so I won't review it. Phase three is where it's going to be basically the following school year, not this upcoming in two months, but the following, we will evaluate whether or not we fiscally can provide expansion of the seven through 12, because this grant is not meant for those grades, and so we're required to spend the money first on our TK through sixth grade, so it all is about how many parents really want it. So if we have a large amount of parents that want it, it's possible that we will spend all that money yearly on the TK through sixth grade program, and then we'll be serving and moving that through. This is our major change. So our major change is what are we going to do for our TK and Kinder families? So we have three different situations because of three different types of schools. So we have some schools that have both AM and PM Kinder, and that is those five schools that you see there, so Highland, Mark, Marvis, Radcliffe, and Starlight. Then you have some school sites, it's seven of them, and you can see the listing that have already transitioned to all AM Kinder. They have no PM Kinder. And then you have six that are in the pilot that Casey was talking about that already are doing full day Kinder. So we have to have three different ways of supporting families. So for PM Kinder, we are gonna be working with our community organizations. CKC is already in some of our North Zones, YMCA and Parks and Rec have already expressed interest in wanting to provide support to basically possible as a max 180 students because it's nine classes, which is about 180 students. What they would do is they would provide the before school programming. The reason why we're thinking about this is because it would provide ultimate flexibility to a family. If they were to drop off their student at an elementary site, they would have to do it at a particular time just because of traffic flows and all that supervision. We couldn't have them randomly dropping students off. So we would have to say, you have to drop off your child every day at eight AM or whatever time was selected. With this model, they'd actually be given a window and be told anytime between eight to 11, you can drop your child off at YMCA or Parks and Rec. We will sign them, right? It won't be either or because of transportation. So it may be Hyde and Landmark, you're gonna go to YMCA, Radcliffe and Starlight, you're gonna go to Parks and Rec, right? Or it may be just one. But what it would allow is if you have a parent who is off that day, they could take their child at 10 o'clock and say, I'm gonna drop him off at 10. Or if they have something that they need to do, they can do eight o'clock, there's some flex there. For AM Kinder, what would happen is they'd go to school and then we would hire or extend instructional assistance to basically do the time between when they get out of school and extended learning starts. So I didn't put the times because it varies. But approximately it's about 1130 to two is when they would be with instructional assistance, they would be provided program opportunities during that time and then they would go to the after school program after that. For our full day case sites, they would just simply follow the first through fifth, sixth grade schedule that was mentioned. And so this is an example of how it currently looks in the after school program for right now. So right now we have students that are in kindergarten, that are in our summer program, that are doing a seven through 30 to 430 program. And so you can see it's a combination of multiple activities that are developmentally appropriate for our TK and Kinder students and are engaging at the same time and also utilize some of our partners. This is a sample first through fifth grade program option. This is currently what it looks like in our after school program that we are extending to 6.6 PM. And so you can see how there has to be two elements. So part of this program were required to do two elements. We must do an academic support element and we must do an enrichment element. And so you can see both of those elements are within this schedule and this would be similar to what would happen at every single elementary school going back to the guiding principle of equity of access and equity of opportunity. This is what a middle school, so we aren't going to be focusing as much on the seventh and eighth graders because it's not required, but we are focusing on all the sixth graders. And so you can see this is what would be provided to all of our sixth graders that wish to be part of the programming. And again, starting as soon as school gets out and providing them support up to six o'clock. So another element of this program is we have to provide an additional 30 days of non-instructional days. So just like we are now, we're offering nine hours. We will continue to offer the grand majority of those days during summer school and we will offer a short portion of them during winter inter-session. We chose Saturdays because this will allow us to feed off of the requests for the field trips. So during this, what will happen is during these times we will tell the parents where these locations are. They will be able to drop their children off at various locations throughout the community. It could be community partners, it could be our sites, it could be a combination. And some of those students, so it wouldn't be every child but we would say, so I'm making this up, this is an example, September 24th we would have all of our fourth graders going to Monterey Bay Aquarium, right? Or we would have on October 22nd, everybody going to a field trip to UCSC, right? And so this would allow us to be able to do that and we will make sure and provide those locations prior to the first day. So you probably, especially as board members, people are gonna ask you, how do I get hold of this program? And so registration for current second through sixth grade students that have an after-school program, that already occurred in spring. So that already occurred if they have extended learning program at their site, which is most of our sites except for in the north zone. And that was a paper application. We're actually going to be having live registration for our TK through first grade students who never have not had the opportunity to register and also any additional second through sixth grade students starting July 1st. And that's this Friday. So our next Friday, it's online and it will be both online and paper applications. That registration will close July 20th. You may say, well, why do you have to do that? If we are gonna provide transportation, which is a priority so that there's equity of access, we have to know who needs that transportation and we have to know their address to create a bus stop. We also know that families need support. And so families will be able to do it online. If they have challenges, they will be able to go to our wellness center daily for support or Tuesday through Saturday. We also will have additional support on those two days noted and also have Meseco Bajo support on those two days. So if a parent needs support, they can do that. We also are gonna have staff at the summer school sites, which is basically throughout the district from July 11th to the 15th so that if parents need that additional support, they can do that. There is continuous enrollment when it comes to expanded learning opportunities program, but it's until filled. So basically that means that it is 50% is our target. 50% of all students grades TK through sixth grade. So it will be about 4,000 students. So if I am a school of 400, my target will be 200 students will be in this program. And the first day of the program will be as it has been in the past, which is the first day of school, it will start. And so that is our goal. And so I will open it up for questions from you. Are there any speakers to this item? None. Okay, any discussion or questions from the board? Trustee Dodge. I think it's a great idea for field trips on Saturdays. I think it gives parents an opportunity and oh, well, there's not enough field trips. Well, here you go. Now it's providing the field trips. Now it's up to you to complete the last. I think that's a great idea. Thank you very much. No other questions? Oh, Jen Holm. I just wanted to say that I'm in full support of this. It's like, you know, when knowing how much need there was when my kids were younger and how much of a difference that would have made to our family. I can only imagine how much of a difference it would make to other families in our district. And so this is exciting. And I just want to thank everybody who has put work in on this. It's gonna be a big help. So in the past with certain programs, we've had some trouble criminally with people that potentially aren't properly vetted. So to the extent that we're gonna have tremendous amounts of kids and using some outside vendors to provide the care, what will be the safeguards? So, I mean, it is about 180 students. If every student went forward. We currently use YMCA and have used YMCA and Parks and Rec for many years. I think it's specifically expanded, especially with COVID because we did childcare through that. And then this year actually YMCA helps support us when we were downstaffed. So we were actually downstaffed for the summer school program until they came through. I mean, I feel like they have a pretty stringent process on who they employ and the way that they employ. So I feel pretty confident that because they're very solidified partners, we won't have a challenge. Everybody else will be our own staff. So it will really just be the PMTK students and kinder students that will be more with YMCA and Parks and Rec. But I hear you and we'll make sure that it's really clean. Yeah, I would, yeah. I just, we need two adults together. You know, I don't want just one adult. Well, it's a 10 to one ratio, so they'll have a lot of adults. That's great, excellent. Okay, any other questions or discussion? This is great. This is one clarification. So as far as how parents can apply, would these be available directly on the district side or individual schools? So we are going to release it very similar to how they released it for this summer. So there will be a QR code and we're gonna directly send that link to parents via Remind. So it will wind up on the first. So it'll wind up being on their phone with the link. And if they want paper, then they can go to any of these locations that we noted. They can also go to the extended learning, the extended learning department, but these are extra areas that are centralized for them. Great, thank you. Okay, I would like to make a motion to approve this item. Thank you. I'll second. First and second, all those in favor? Aye. Aye. Anyone opposed? Abstaining? Motion carries. Thank you. Okay, item 9.7 approval of the Edu Climber Data Management System. I was aghast and if you didn't hear me. Thanks, Jay. Good evening, President D'Sirpa, Board of Trustees and Dr. Rodriguez. I'm here this evening to show you Edu Climber Data Systems, the whole child data management system and ask for your approval for the purchase for the contract. So Edu Climber, what it is, is earlier you heard Mr. Clappenback talking about all the different data that we need for all the different grants. Edu Climber brings all that data into one platform and provides visualizations so we understand and get a whole picture of our students and it really helps us to build out our MTSS framework. And it's why Edu Climber, in our current system, what we have to do is we pull data from multiple systems, whether it's our SIS, Illuminate, MAP, the NWA growth and other systems and we look at them separately. Edu Climber pulls in the data all into one, puts it in one place, so we are able to have a whole picture of the students that are in our schools. There's multiple different platforms that we can use to look at that there. So there are different data charts and items for school and district admin, for school psychologists who are looking at if a child was referred for testing for special education, they have the opportunity to look at the different interventions that have been tried and the student as a whole child in one platform. Our intervention teachers can use it to look at for each of the students that they are working at, look at the strengths and weaknesses of each individual child, decide on what interventions or what programs that they're gonna be using with this child and monitor how it is working. For classroom teachers, it also provides a data snapshot of the students that are in their classroom. And then the student profile, really it gives the ability for us to look at the student and dig deeper to figure out the root cause analysis of what the student needs, whether it's behavior, social-emotional learning, or whether it's in reading, whether or math, and so it gives that ability to bring in all the data so that we can really understand and provide the resources needed for all of our individual students. There are different data walls and then charts, so it takes all the data and the information and it provides a visualization so that we can understand and look at trends over time. We can look at whether it's student trends, classroom trends, school trends, or even looking at data analysis of the different programs, instructional programs, or the social-emotional programs that we have in place to determine whether these programs are indeed working. The intervention model, modules, what this does is it allows when students are referred and need extra support, it allows us to monitor the effectiveness of the interventions that we have in place. Right now, we are working with students. We look at it, we keep the information in a notebook or something else, pull data, this goes through and it allows us to look at the entire cycle of the interventions that were put in place and determine whether this is working for the individual child. It also follows the students, so as a student goes from grade to grade, the teacher can look back at what interventions I've done in the past did it work so that they don't repeat what has been done and did not work for students. The last thing that it provides are thresholds, where we set, it's connecting to Zoom again, we set different thresholds, and so it's an early warning system, so as students, if they pass a certain threshold, then the students pop up and say this student is past the threshold, it's a warning system, whether it's because of behaviors, social-emotional learning, or academics, so it brings that student to the surface for us so we can look at what we need to do to support the student. And with that, staff ask for our approval. Go ahead. Yeah, I just wanted to make one note, so you have, over this year, you've heard me talk about KPIs, key performance indicators. The dashboard currently is using edgy climber, but it's an internal-only dashboard. With this purchase, it would allow us to make an external dashboard, which we would be able to then show the public on a consistent basis, multiple of our measures, which I think our public has asked for on transparency on data, so I just wanted to add this for regarding the KPIs. Thank you, and with that, staff ask for the approval of the three-year contract for edgy climber. We do have one speaker. Great, Brandon Denise. Greetings again, I'm still hanging in here. I wanna speak on this item, because I feel like it would just be a complete waste. It looks beneficial in a fantasy land, but we don't live in a fantasy land. We live in a reality where teachers already have so much data coming at us from so many different angles and directions, but we don't have the time to interpret the data. We don't have the time to figure out how do we utilize this data effectively? So without this time, this is just throwing money at something that's not gonna be utilized by your teachers. Why don't we have that time? Because we have unfilled positions, we're constantly stubbing on our prep, and the same story that's been told. But I would also like to point out that last year was my first year teaching SDC, mild-moderate math, and I taught that without any other curriculum other than what the general education students use, and I had access to map accelerator, so there was no math program to help lift those students up to access those. I was on teachers pay teachers looking for stuff. I was adapting and accommodating big ideas, but when we have teachers that don't have a curriculum and don't have the time, we can't even put the data and notes into synergy for when a student is having behaviors or we need to let the other staff know because we hardly have time to breathe. So this money is just gonna go down a hole that is not gonna benefit your teachers. Hopefully it benefits those higher up than the teachers, but from my perspective as a special education teacher, this is really irrelevant to me and seems like a waste, so thank you. Thank you. Any comments, questions, discussion? I have a question for you. Would as a parent, would parents be able to access their student profile, their student data? They would access it through the school. They wouldn't have direct access where they could log on and see their student profile, but they could get it from the school site. Okay, thank you. Anyone else? Yeah, Jen Holm. So this looks a lot like the kind of the consolidation work that is similar to what we see with medical charts and all that. Can you tell me a little bit about how student data is protected? Yes, so with all of it, there are laws and regulations in terms of data with our students. So within when we reach, when we go in with the agreements, with any corporation that has the data, there are signed agreements that take place where the information on students, whether it's their ID or their birth date, is not allowed to exit the system and go into the external world where it is kept internal and in-house because of the privacy laws that do protect students. And did that answer your question? Yeah. So who's the end user of this data information? So there can be multiple end users. And so within this platform, the biggest piece is yes, it takes a lot of the different data points that we have with our students throughout the day, academic, social, emotional, and behavioral and puts it in one place. So it's a snapshot of the student or you can drill down and go more deep. Depending on the interface that you're using, it can be district school admin, it can be school psychologists when they are going before they go in to evaluate a student or determine whether a student needs an evaluation. It can be used by the intervention teachers who are working with 90 plus students or how many students that they're working in small groups with different teachers. It could also be used with the classroom teacher. And I believe I skipped one, but I think that's... And the wellness teams, it can be used wellness teams as well. So it takes data from multiple testing platforms that we currently have, yes, and yes. But it's hard to really know what's going on with the kid unless a psychologist gives them an assessment, right? Strengths and weaknesses. When you're looking at that, when you're thinking in that terms, that's for a specific reason. Why is a psychologist does that? When you have the data in front of you, you could look at it and look to determine within reading what is taking place where the student has a deficit. Okay, so then... Or could it be ineffective teaching also? I mean, does it pick up that maybe the classroom teacher is not the greatest? Or does that happens too? Yeah, so what it would do is if you have a whole entire classroom where students are not succeeding in a specific, let's just say a specific math area, that possible then it is within the teaching of that math concept or that might be ability. So there are different ways that the data can be used depending on the interface that you're using and the information you're seeking. The benefit to it is that all the data is pulled and then you can drill down to say, I'm curious about this. Or as an intervention teacher, I've been doing small groups. We've been working on reading fluency. I wanna see if for Clint that his reading fluency has indeed increased over the last three weeks and that will be able to tell me. If the other students within the group did see their increase based on the work that I'm directly doing, but Clint did not, Clint might need a different intervention. So I shouldn't continue that intervention for Clint. If all the students within my group are not increasing, then possible it is my teaching that I'm doing and then I may have to go back and reflect and look and try something different. Okay. I was just gonna say, I think as a former principal where I could see this would be the best would be what we call student study team so or our wellness teams, right? So we have a list of students that we're concerned about. We currently have to hunt and peck a whole bunch of different locations in order to get all this information. This would allow us to consolidate it into one location. Me personally what I am, the most excited about is our KPIs because we're using it at the district level to track how things are going. And I always have parents that are saying, well, how's the district doing? And I think it would be fantastic to have the A area that we find the most important. Anyone can look at a moment's notice and see and it changes as we input new scores. So it's not static. It's continually evolving. And I think with every system, there's a roll out to it, right? And so for every system, we generally start out at district with district site admin and then we move it to wellness and then we move it to SSTs, right? And we move it through and then we have some teachers that want to take it on before that and some that don't. But we do need a system that allows us to continue to look at data for multiple vantage points. And then are there any negative unintended consequences to using a platform like this? The only negative unintended consequences there is that it's not used enough. Any other questions? Discussion? Would anyone like to make a motion to approve this? Sure, I'll make a motion to approve. I'll second. Okay, all those in favor? Aye. Anyone opposed? Motion carries. Thank you. Okay, moving on to 9.8, a memorandum of understanding between PVFT and PVUSD for federally funded MSHS split shifts. Yes. Good evening, President Esserpa, Board of Trustees, Dr. Rodriguez. This is a renewal of a MOU you saw in August of this school year. The MOU is between us and PVFT and it's to identify a per diem amount for members in the Migrant Seasonal Head Start Program for working additional hours, which will help minimize the need for split shifts. Also language that we agreed upon was to outline how the hiring process and practices were going to work within the department for the split shifts as well as notification for the assignments ahead of time. And so something new to it, except for we are extending the years, so I request that you please approve the MOU as presented. We have no speakers. Thank you. Any questions or discussion? Okay, looking for a motion. We move to approve. I'll second. All those in favor? Aye. Aye. Anyone opposed? Motion carries. Thank you. Mm-hmm. Item 9.9, memorandum of understanding between PVFT and PVUSD for the Buena Vista Children's Center split shifts. Yes, again, thank you. President D'Serpa, Board of Trustees, and Dr. Rodriguez, this again is a renewal MOU that we presented in August. This again outlines the per diem amount for additional, up to additional hours for Buena Vista Children's Center employees in order to minimize split shifts. And then it outlines the hiring practices that have already been in place for that MOU. So again, the only differences were extending the MOU out a few years. So I request again that you approve this MOU. Any speakers? None. Okay, any discussion or questions? I'll move to approve. I'll second. All those in favor? Aye. Aye. Anyone opposed? Motion carries. Thank you. Mm-hmm. Is it you again, Allison? It is. It's actually Pam, but she got to go to Europe, so you get me. Item 9.10, Re-revised classification description, impact and resource development officer. Yes. So classified employees can go through a process if there are, the classified employees themselves or the district when needs of the district change. And what I mean by that is if we have, if we have positions in those classifications that work has shifted for numerous amount of reasons, there's a process where they can submit a request to have their position re-looked at and possibly reclassified. In some of the basic criteria, they need to be submitted between January and March. And if there's gonna be any changes or additional duties added to the classification, the employee needs to have been doing those duties for at least two years. So it's not stuff that just kind of comes on and off people's plates. It's something where, like I said, it's a district-wide change. So that process, it goes to Pam. She reviews the classification. She studies the job. The duties may revise a title, may revise a job description. And in some instances, depending on what the work is, there can be a salary change. So the process then is, once that's reviewed, it goes to the Personnel Commission for Recommendation and Approval. And the next step is that it comes to all of you for final approval. So this is Andrea Willys' position. So she was the district grant writer. She currently is the district grant writer. And the recommendation is for it to go to an Impact and Resource Development Officer. As you can imagine, she's a very ambitious employee and has taken on some work and really shifted and morphed the position. So that is the recommendation. Outlined in red are the additions that would, or changes to the job description. And then she would be moving from a 215 employee to a 12-month employee. So that's also what's concluded on, as the salary schedule. So I request that you please approve this classification change. Are there any speakers to this item? None. Okay, any questions? Jen Holm? Just as a reminder for the general public and for the board, in terms of, we're talking about the salary changes, but how much has the grants and things that she's written, how much has that brought into our district? 13 million in four years. There you go. And just to, I understand what you're asking and just to highlight too, it's also, she's gonna be working additional days. So even though the salary's going up a little bit, it's day's work. So we're getting more days out of her as well. I make a motion to approve. All second. All those in favor? Aye. Anyone opposed? Motion carries unanimously. Thank you. Okay, next is item 9.11, resolution 22-2302 regarding the Education Protection Account. Good evening, President D'Serpa, Board of Trustees and Dr. Rodriguez. I'm here to present to you resolution 22-2302. This is something we do annually per EG code, where we need to actually have the board approve a resolution that states that we are accepting the Education Protection Account funds and that we will be, what we will be using them for. As we have done in the prior years and every year, we use these funds to actually pay for certificated teachers' salaries and benefits. Unfortunately, while it sounds like the Education Protection Account would mean more revenue for the district, it actually is just offset by LCFF. So the more we get in EPA, the less we get in LCFF. So really it's washed and it's all been already presented in the budget. So this time I'd ask the board to approve this resolution. Are there any speakers to this item? None. Any comments or questions from the board? I'll move to approve. Okay, I'll second. All those in favor? Aye. Aye. Anyone opposed? Motion carries. Thank you, Clint. Thank you. Okay, we already covered 9.12 and 9.13. So next up we have our consent agenda. And I'd like to, before we approve our consent agenda, I'd like to acknowledge a donation for our Merrill Lagasse Culinary Garden and Teaching Kitchen from our friends Karen and Clint Miller, a $10,000 donation. Thank you so much. We do have two speakers in two different items. So we're gonna have to pull item 10.6 and item 10.7. So I'll make a motion to approve the consent agenda, pulling those two items. 10.6 and 10.7? Yes. Okay, I might like to continue before we talk more. Also acknowledging a donation for the Culinary Kitchen from Kurt and Carolyn Coleman. Thank you very, very much. Okay, we have a motion. Would anyone like to second? I'll second. All those in favor? Aye. Aye. So we have now item 10.6. Heather? So this is 2223 contracts for non-public agencies and PAs for special services under SELPA. Good evening, President Disciple Board of Trustees. Should I speak now for this? You're gonna bring the item. Okay, so this first one is the non-public staff agency agreement. So these are the agencies we've worked with with the past several years now. And we only go to agencies when we are at that point where we can't find staff to fill our positions where we've already worked with HR extensively to fill positions. And so they actually have been very helpful in the past in filling up, filling our positions where we would have had vacancies if we didn't have somebody from an agency to support. Hi, Brandon, Denise. So I just wanted to speak out when I was previewing the agenda. The word contract is used for the title of this agenda, but I believe contracts usually come with a cost or something more than just a list. So for me, I'm asking, where's the cost? Where's the accountability and where's the oversight? To me, it unfortunately seems like this district's reliance on agency personnel isn't just that last gas break in case of emergency, but it seems like a primary strategy. Students benefit most by having highly trained and capable credentialed teachers and service personnel who actually live in the area that they work. And for many teachers in this district, we can't afford to live in this area that we work and we lose out on many teachers every summer. When we're in negotiations, this district fights really hard against the PVFT, which you should, but when it comes to use agencies, it just seems like we give them a blank check when they're just a band-aid type of solution. I'm curious what a public record act request would reveal if we were to look at the numbers of agency personnel hired for SLPs, RSPs, psychologists, and nurses over the last five years. And that's actually a genuine question that I have. And I did fill out a speaker card for 10.7, but I kind of got them too mixed. So if it's okay with the board, I won't speak on 10.7, and instead use this time to wish everybody a good night's sleep, happy summer, hopefully you get some time with your families to enjoy the beach, because this is a really beautiful area to live and we do appreciate this. So thank you so much and have a good night. Thank you. Any other speakers to that item? None. And any questions or comments from the board? So Heather, I do have one question. So I know like, you know, I work for a hospital and I know that we have to have a master contract with multiple agencies that we may or may not be using currently, but every year they come up for re-renewal just in case we need to use them. Is that what I'm looking at here? Yes, so we do have a master contract that we get from the state and we look at using that and then if we do go with one of the agencies then we do an individualized contract for each person. Okay, great. I'll make a motion to approve this master list. Oh, second. All those in favor? Aye. Thank you. Anyone opposed, by the way? Motion carries unanimously, thank you. So do we have a speaker on 10.7 then? Not anymore, so I'll make a motion to approve 10.7. Okay, I'll second. All those in favor? Aye. Aye, and by the way, just for the public's record, 10.7 is the 2022-23 master contract for non-public schools and a list of NPS for special services department. And that passed, sounds like unanimously, thank you. Okay. Next we have item 13.1, action and report on closed session. All right, this one's a little lengthy tonight. Okay, under item closed, a session item 2.1, I move to approve the certificated person or report as presented by the district administration on June 22nd, 2022 with 21 and 15 additional auction items. I'll second. All those in favor? Aye. Aye. Anyone opposed or abstaining? Thank you. Under closed session item 2.2, I move to approve the classified personnel report as presented by the district administration on June 22nd, 2022 with eight and five additional auction items. I'll second. All those in favor? Aye. Aye. Anyone opposed? Okay, thank you. I'm sorry. I'm sorry. Oh, I'm so sorry. So we have sick, is Jen shocker even? She logged off, it's 511. Okay, 511. Okay. Under closed session item 2.3, the board approved a settlement agreement for classified employee 6726 with a zero, with a 70 vote. And we do have a couple of announcements. Announcement number one, the Parallel Valley Unified School District is pleased to announce the selection of Selena Muñoz-Casas as a new principal of Rolling Hills Middle School. Ms. Muñoz began her career in PVUSD as a behavior technician in the special education program. She moved into teaching special education in 2009 and taught in those programs till 2017. She has served as an assistant principal at both PV High School and Rolling Hills Middle School since 2017. She earned a bachelor's degree from UCS in history and her ed specialist credential from CSUMB. She's currently working on her doctorate at San Jose State. PVUSD is excited to welcome this highly accomplished educator to her new role. Announcement number two, the Parallel Valley Unified School District is pleased to announce a selection of the Roberto Garcia as a new principal of a Hall Middle School. Ms. Garcia has been working with students since 1997 as a kindergarten teacher and a fifth grade teacher. Additionally, he has been a special education teacher at both middle and elementary schools. Mr. Garcia has been an assistant principal, dean of students and a superintendent. Mr. Garcia obtained a bachelor's degree from UCS and he's teaching in admin credentials from Chapman University. He also earned a doctorate for University of the Pacific. His dissertation was on English Language Learner Parental Involvement. He is excited to join PVUSD as a principal and his years of experience will serve him well. Announcement number three, the Parallel Valley Unified School District is pleased to announce a selection of Heather Bailey as a new principal of Radcliffe Elementary. Ms. Bailey began working with students in 2006 as a second and third grade teacher. In 2013, she became the after school coordinator and assistant principal for freedom elementary and in 2018 moved to the position of academic coordinator at Radcliffe Elementary. She holds a master's degree in educational leadership from San Jose State University and a bachelor's degree from Bloomsburg University of Pennsylvania in elementary education. PVUSD is excited to welcome this highly accomplished educator to her new role. Announcement number four, the Parallel Valley Unified School District is pleased to announce a selection of Terence Redfern as a new director of mathematics for PVUSD. Mr. Redfern holds a bachelor's and a master's degree in mathematics from CSU Fullerton and UCSC respectively. He has been in education from 2009, working with students in a variety of roles. He has been an assistant principal and most recently the principal of San Lorenzo Valley Middle School. Mr. Redfern brings a wealth of math experience to his new position and PVUSD is excited for him to join our administrative team. Announcement number five, the Parallel Valley Unified School District is pleased to announce a selection of Juan Alcantar as a new principal of Parallel Middle School. Mr. Alcantar had been the assistant principal of Lakeview Middle School for the last seven years. Before that, he worked as an elementary school teacher at Alianza and was a migrant support teacher for PVUSD migrant education program. He holds a bachelor's degree in social sciences from CSU Sacramento and a master's in educational leadership from San Jose State University. We're excited for Mr. Alcantar to join the staff at Parallel Middle School in his new role. Announcement number six, the Parallel Valley Unified School District is pleased to announce a selection of Allison Hankslone as a new principal of Aptles High School. Mrs. Hankslone began her educational career in 1995 where she taught English and Ethiopia with the Peace Corp. She has also worked as a coordinator of English Language Learners, as a director of Teach and AmeriCorps, and most recently as a founding principal of the International High School at Largo and Maryland. She holds a doctorate degree in teaching and learning from University of Maryland, a master's of education, ESL from the Georgetown, George Washington University, and a bachelor's of arts in cultural anthropology from University of New Mexico and San Diego State. We're excited to welcome this highly accomplished educator to her new position. And lastly, announcement number seven, the Parallel Valley Unified School District is pleased to announce a selection of Kerry Learocks as a new principal of Aptles Uner High School. Mrs. Learocks began her career in 1994 in Cape Town, South Africa, and has been a teacher, a middle school assistant principal, a principal at an elementary school, and was recently the program director of special service in PVUSD. She holds a master's degree in administration as a provision from San Jose State University, and a bachelor's degree of education from the University of Cape Town, and a bachelor's of arts from Rhodes University in Grahamstown, South Africa. We're excited to welcome Mrs. Learocks to her new role, and that's all we have. Thank you. Item 14.1, our upcoming meeting will be held on July 27th, 2022, and with that, we are now adjourned. Thank you.