 not out there. This is the board meeting for Wednesday, October 9th, 2019. And when we go back in to our closed session, we will do 2.1 expulsion referral. We have 3. 2.2 certificate of public employment appointment by 4957. 2.3 class of public employment appointment appointment 54957 again. 2.4 negotiations update. 2.5 public employee discipline dismissal release leaves. 2.6 existing pending anticipated litigation. And that's it. What is this? American School Board Journal. Wow, I've never seen this thing before. Wow. Hello! Hello everyone. Welcome to our board meeting for October 9th, 2019. Bienvenidos a la junta de nuestra mesa directiva para el 9 de octubre 2019. So I'm going to ask our new, our new representative on the board, student representative Renee, Stella Renee to lead us on Pledge of Allegiance. It's right here this day. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Okay, este, we have a translator here, Virginia Gonzales. Tenemos una traductora aquí, se llama Virginia Gonzales. So if you need translation, see her. Si necesitas que ella le ayuda con las traducciones, se puede hablar con ella. So if someone would like to speak on an item in the agenda, we have quite a few of them already here. They just need to get a speaker card and they are yellow tonight. You need to get a yellow speaker card and hand it to Eva Renteria. There she is. And each speaker will have two minutes. Este, si quieres hablar en la agenda, tienes que conseguir una tarjetita a Maria y poner lo que quieres decir y dálo a Eva. Y tiene dos minutos para hablar. Okay. Before I, oh, I have a new one. Before I have Dr. Rodriguez speak, I wanted to tell you that I wanted to invite all of you, if you could come, to, there's going to be a fundraiser at Caramones in Watsonville. Everybody knows where that is, right? Caramones is a wonderful place over on Eastlake. They're going to have a fundraiser for the Pato Valley High School sports teams, I think we'll see women too, in order to buy new jerseys. Their jerseys are very old. And it's going to be from 7 o'clock until 10 o'clock. So all of these, all of you who are able to come and benefit Pato Valley High School, please do. Tomorrow. It's tomorrow, Thursday. Tomorrow, Thursday. Okay. Sorry if I didn't say that. It's tomorrow, Thursday. Sorry. The superintendent is going to have comments, but she's also going to have a very special guest here with her tonight, with us tonight. And I want to say to you that he is here because of his deep support for Dr. Rodriguez, Dr. Michelle Rodriguez. He's here because of that. So Dr. Rodriguez, your turn. Thank you. So we've had a busy couple of weeks. So as you know, I hold a day in the life each month. So I held another day in the life on September 17th. And there I am as a food service worker at MSD Elementary. So it's always wonderful to see the connection that Maria Rodriguez has with her students. They love her and know that she's there for them. Not only to provide healthy food, but also a loving hug. And so thank you to Maria for her dedication. So we've had a couple of very busy weeks. As you know, I hold a day in the life each month. And on September 17th, I had the opportunity to have another day in the life as a food service worker. And I was at the MSD school. It was wonderful to see the connection that Maria Rodriguez has with her students. They love her and know that she doesn't only provide healthy food to them, but also a loving hug. So thank you to Maria for her dedication. So yesterday we began our monthly celebration of staff that is showing their school and our community that they're all in every day. So we celebrated, and there she is, if you can do the next picture, celebrated Ronnie De La Peña, who is a 2-3 combination teacher at Starlight Elementary. And we recognize her in front of her class with a flowering plant and also an all in every day shirt. So yesterday we began our weekly celebration of staff that is showing their school and also the community that is present every day. We celebrated Ronnie De La Peña, a teacher with a 2-3 combination teacher at Starlight Elementary. So we recognize her in front of her class with a flowering plant and also a shirt that all in every day. And so now I'd like to introduce a very special guest, Edward James Olmos, who really needs no introduction. But he's going to say a few words regarding our partnership with the district on our initiative Youth Cinema Project. So, Eddie James Olmos. So he's going to say a few words regarding our partnership with the district on our initiative Youth Cinema Project. So Eddie James Olmos. So Eddie James Olmos. So Eddie James Olmos. So Eddie James Olmos. So Eddie James Olmos. So Eddie James Olmos. Thank you very much. It's an honor and a pleasure to be here with all of you. We know your taste, the pride that I have here. Especially Dr. Rodriguez, thank you very much for everything that you do for the community, but especially for the children. Every single one of you. I'm going to start crying, okay? I'm going to start crying. It's the point of crying. No, I'm emotional because you're doing things here that you must know, the impact that it's had. And you must know how incredible this has been for your kids in a way that it's unprecedented. I know that a lot of you have received this, but I'm going to give it to you at a hard copy. Bodie, would you do me a favor and pass them out real quick along the top? Bodie, my son, will be passing out this... Oh, nice to meet you. Yes, this is my son Bodie Olmos. He's also the manager of the Youth Cinema Project. And he's the one that everybody really knows. No. The reason I have these to you is because don't try to read them right now, but take them with you and just know. This is the brief assessment of the Youth Cinema Project from your schools. And they are the most unprecedented assessments done on 21st century teaching that Stanford University has presented. I didn't say that, they said it in the book, all right? And I said, yeah, I would applaud that too, honestly. Because they come from your children. They come from your schools. This has been an unbelievable moment in time. And I will say this right now. I'd like to bring up Principal Jacqueline Medina, who is the principal of Starlight. And I'd like to bring up also Lucy Bassar, who's one of the great teachers there. And Angela Taigon stand over here with me. Angela and Francesca Chavez Middle School. All I will say is these people are the ones who deserve our thanks. They're the ones who make it possible for us to understand this moment in time. Because what I'm telling you right now is something that nowhere else in the United States of America are they experiencing this moment. Just in the state of California, there are 1400 kids that are involved in the program as of right now. It's been going on since 1998 and we've slowly rolled it out. And now we are in here with you and moving forward very strongly. I want to thank every single one of you for giving the opportunity for your kids to understand what this is all about. The Youth Cinema Project brings about a total understanding of communication, collaboration, critical thinking, and creativity to the highest level. We start in the fourth grade, don't we? And what happens to the children when they get into this program quickly? It's just a really exciting opportunity for them to learn in a different way. It's true project-based learning. It gives access to students from all different backgrounds and different strengths and challenges. Everybody is able to come together and really grow throughout this program and learn. And I've just seen a lot of growth from students who, you know, the quietest students be able to step up and grow and end up creating a short film by the end of the year. Special. And the problems that they face going into the fourth grade are monumental. Every single one of you remembers the fourth grade, even though you don't really remember it. Because why? Because coming out of the third grade, most of us were not ready for the fourth grade. We weren't up to the reading capacity or mathematics capacity or whatever study we were doing in the third grade, and so we were really scared when we walked into the fourth grade. Well, this program attacks them in a way that allows them to become filled with self-esteem, self-respect, and self-worth to the highest level. If we only did it in the fourth grade, it would be monumental, and we have to do it. We are determined to get this into every single fourth grade in public schools in the United States of America. And if we can do what you're doing, which is now you have it in grammar school, you have it in junior high, and God willing you will understand what Santa Ana Unified School District understood. They put it into their high school. So we went from fourth grade to fifth, and now you're teaching sixth. Come here and tell them what happened to the students that you got that had been in the program before. So this year I have students who half of them have done YCP for three years, or this is their third year, and I'm finding that they're stepping up being leaders to the students who haven't done it yet. So for the first year students they're getting a lot of help and advice. I have two students that are mine this year that were fourth, one did it in fourth and fifth grade, and one first year student this year. And it's really awesome to see them step up and share their ideas, their background, their knowledge, but also learn so many life skills. How to work as a team, how to cooperate through the ups and the downs. So it's just awesome to see them grow throughout the year. Like Ms. Tygan said, you know, kind of get out of their shell, but also build that self-confidence in something that isn't just academics. The key to the whole thing is who administers the coordination and the understanding. And this woman, I honestly tell you, Jacqueline, deserves our strongest thank you because she's the principal of the grammar school. Please come over here and say what happened to these kids. You're so sweet. Well one thing I want to comment on is we're all in every day, right? That's our theme. And we've noticed that the authentic learning experiences that Dr. Rodriguez has supported and the work that Mr. Olmos is bringing to our district is bringing kids every day. We were talking earlier how kids will come to their film class and then make their dentist appointments afterwards and we're like, we still want them there all day. But this is one of the draws that's bringing them there and we see the benefit every day. So thank you. We went from six, we were losing 400 students and five years ago we lost up to 400 students in Santa Ana Unified School District. We placed the program in there. Within three years, 600 returned. That is what the public school systems need. That's what we represent, life, liberty, happiness. We can only get it if we're educated and you are giving us that opportunity. You gave it to us in such a strong way. The Stanford University's assessment program is the strongest assessment program for PhDs in the world. Read what you guys did. Read it and understand it and marry it and understand what Santa Ana did. Santa Ana turned around and brought it into the high school and what happened when they brought it into the high school? From grammar school, junior high and high school, the kids were so well prepared that a university named Chapman, Chapman University in Santa Ana is giving 10 scholarships per year, full ride scholarships, not that they have to be filmmakers, no, no, in anything they want to be in. It's the student that gets out of this program. The self-esteem, self-respect and self-worth is so high. Their ability to communicate, their ability to understand, watch this. This was not expected. Watch this. Come here. Come here. Come here. Come here. Just tell them what you do in that class. What do you do? We write our script. We write our stories and hopefully you will get chosen one day. What happens to the chosen one? They film it. They get that opportunity. What did you do in the class? What was your position in the group? It's my first year. What do you want to do? Have you landed in the system? Yes. What was your occupation? The producer. Ladies and gentlemen, you're seeing a producer. Now, I don't know much about anything. I really don't. I wish I did. But I can honestly tell you right now. I do understand human behavior. And I understand what this means. I understand what this means. I understand what this means. And I understand what this means. Con la baba cayéndose la boca. Every single one of us exposes ourselves every single minute. We look at each other and we're giving everything and we don't even know it. So I say to all of you, always give the best of yourself. Especially when it comes to our children. I love you, Dr. Rodriguez. You've come a long way with me and I tell you right now. I'm sorry I took so much time, but I gotta tell you, you are all very, very fortunate to live in this community. And you better pray that you can get them to advance in every single fourth grade in all of your schools, in all of the district, into your classrooms. Because this makes the biggest difference in the history of teaching in the 21st century. There's nothing like it. That's what not me saying it. That's what Stanford Assessment Program stated. God bless you all for doing this for the children. Thank you. Okay. What we should go up to here. So I'm going to do the Oath of Office for Stella Renee Sierra. Okay. So I, Karen Osmussen, President of the Board of Trustees of PVUSD, do hereby certify that Miss Sierra was officially selected among many, I will say. As Student Trustee, as the October 9th meeting of the Board. Okay. Here's your oath. Ready? Yes. Okay. I, Stella Renee Sierra, do solemnly swear. I, Stella Renee Sierra, do solemnly swear. That I will defend the Constitution of the United States and the Constitution of the State of California. That I defend the Constitution of the State and the United States and of California. Correct. Against all enemies, foreign and domestic. Against all enemies, foreign and domestic. That I will be, that I will bear true faith and allegiance to the Constitution. That I will bear true allegiance and. In faith. True faith. To the Constitution. That's okay. Sorry. Of the United States and the Constitution of the State of California. Of the Constitution and the United States. And the State of California. That I take this obligation freely. That I take this obligation freely. Without any mental reservation. Without any mental reservation. Or purpose of evasion. Or purpose of evasion. And that I will well faithfully discharge the duties. I can help you with that. And that I will well and faithfully. That I will well and faithfully discharge the duties. Upon which I am about to enter. Upon which I am about to enter. Okay. Present at this day, October 9th. Okay. Now we have our board comments. Do you want to start with Georgia? Thank you, Karen. That was a hard act to follow with Sir Senior Amos, but I'm going to just comment on this because I get to, I recall being at a CSBA conference with our superintendent, Dr. Michelle Rodriguez, and we got to witness a performance from students from another school district in the state from his program. And after it was over, I just turned to her and I looked at her and go, man, we need to get that. And she's like, I'm working on it. And so I just like to commend her for her work and getting that and bringing that to our district and expanding it. And hopefully it does continue to expand. Great job, Dr. Rodriguez with that. Thank you. Just a few other quick comments from me. I want to thank our PV high students. A few weekends ago, my family and I were out and we did the second annual little wharf race. And PV high students were out there volunteering, helping set up that race at 5.30 in the morning and helping to break it down. And so many of these races go back into our local community and to our programs and our high schools and our junior highs and with our sports programs. And honestly, these races could not happen without the volunteers. And for a bunch of high school students to show up at 5.30 a.m. to work on a Saturday morning, I just have to say kudos to you guys, all of you, thank you for doing that. I just also want to acknowledge that one of my colleague, Daniel Dodge Jr. and I, earlier this evening, we were a bit tardy because we were at an event tonight that we were requested to be at to honor one of our own former governing board members, a former teacher for our school district, a former PVFT president for our school district, who also served on numerous committees and adult-ed, migrant-ed, just to name a few in the district. And up until her passing just in August, she also served on numerous commissions with the city of Watsonville, was actually serving on the library commission up to her passing in August. So I just want to recognize and thank Rhea DeHart for her countless years of service to our community. Just last night, the city council approved a proclamation unanimously, noting October 9th, Rhea DeHart's birthday, she would have been 97 today, as Rhea DeHart did in Watsonville. I would like to charge this governing board and our district's administration that we look to do something within our district, giving her countless years of service to this district specifically, to recognize her. Whether it be through adult-ed, through migrant-ed, through Watsonville High, and I would certainly appreciate being a part of that conversation to decide what that be and that we do something officially to honor and recognize her and her legacy that she left behind in this community, particularly maintaining so many young women in our community. Thank you. So Jennifer, Dr. So it's been a busy few weeks. I was able to go to the youth climate strike in the city of Watsonville. I spoke to numerous students who participated in the strike, as well as some teachers who helped the students put on the strike and I applaud their efforts that they made in trying to change the world that we live in. A lot of young people have a lot of good ideas and I will continue corresponding with them. Also school visits have started. I always give teachers and students a little while to get used to the school year before I go out doing some site visits. So you will be seeing me around your school campuses soon visiting the teachers, administrations, and students. I've also been talking to the city of Watsonville. We've had meetings with them about issues that pertain to both the city and to the school. We're taking on the vaping issue. As you know, there's a presentation last board meeting about the vaping issue. So that is something that we take seriously as well as educating the youth about vaping. So there's a lot of things to look forward to coming up. We also have the state of the district breakfast on Friday that I will be going to and so I hope to see some of you there also. Thank you. Good evening. So I also started my site visits as school is kind of settling in. This week I did a site visit to Watsonville Prep to see how the school was developing their program. I also attended our community advisory committee for SELPA, and we heard from the Special Parents Information Network from Easter Seals and the San Andreas Regional Center. And they discussed many of the services that are available to our special needs families. And I encourage community members to come to these meetings because there's a wealth of information. And even if you don't have a special needs child in your life currently, there are resources for supporting those members of our community that do. I also had an opportunity to attend a school nurses meeting as a nurse myself. It was really special to see how our school nurses are supporting our kids in our schools. And I'm starting to learn a little bit more about what they're dealing with. So that's it for now. Medea. Thank you, Karen. And welcome everyone. Thank you for joining us at tonight's meeting. I would like to start my comments by thanking the Watsonville City Council for unanimously passing a local ordinance on the sale of flavored tobacco products and tobacco products from our local pharmacies. So congratulations to PBPSA in a job well done and for the amazing work that you're doing around in partnership with our district around this issue. We also had our Paral Value Education Foundation meeting about two weeks ago. And we're in the process of brainstorming for future fundraisers in addition to the development and launching of our foundation's website. We tuned for more details. We're very excited about keeping off a strong year and we're looking forward to garnering additional community support and partnerships. Also, AB Assembly Bill 1505 was signed by our governor. This piece of legislation empowers communities to consider the fiscal impact of new charter schools and existing schools in the neighborhood, increases accountability and transparency for all charter schools, and ensures that high quality charter schools continue to thrive. It's a huge victory for public education. I want to recognize our teachers who are here tonight and everyone who has been part of those efforts in making sure that this piece of legislation was passed. I know there was a lot of advocacy from not only board members, but also the larger community in getting this passed. I'm also looking forward to the state of the district breakfast on Friday and the special needs conference that will be happening at Yale Hall. Thank you. Go ahead if you want to say something. Hi, I don't have anything for today, but I'm just very honored to be on this board and I think that this is a really good opportunity for me and I'm just very excited. So that's all. Thank you. Thank you, Karen. And welcome to everybody. I'm really pleased to have you as a student representative. I still get texts and phone calls from former student representatives who are now finished in their senior year in college and getting ready to apply to graduate schools. So we're very pleased and it is a great opportunity. It's going to look great on your resume to apply to schools. So thank you for volunteering and stepping up and I know it was sort of a rigorous process to get here. So congratulations. In the past two weeks, I've been to the Pajaro Valley Prevention Meeting. That's a standalone nonprofit dedicated to the mental health and wellness of students and families in our district. Tomorrow night, they're having an annual soup for a cause fundraiser and I'm sorry it's going to compete with the Pajaro Valley Football Jersey event, but there'll be a lot of guest servers including Dr. Rodriguez, former congressman, Sam Farr, and other dignitaries serving soup, fresh bread and desserts to all of us. So I'll be there tomorrow night. Thank you all for being here. Oh, sorry. It's at the Civic Plaza room. Is that it? Yeah, it's a city. Yeah. Fourth floor. Thanks. Good evening everybody. Glad everybody made it tonight. Even though with all these blackouts they're affecting all of us somehow some way, but thank you for coming. I know we have a busy agenda, so I just want to real quickly echo what Trustee Acosta said. We should definitely follow what she proposed. October 19th is a special needs conference in E Hall, as Trustee Roscoe said. I also attended the climate strike a couple weeks ago with Trustee Shocker. Regardless what some people may say, climate change is real, so we need to keep working on that. Last Saturday I attended the Queer Trans Allied Straight Conference at Watsable High School with Mayor Paco Estrada and Ferro Sabá. They gave me a couple minutes to speak and I said that Pajaro Valley Unified School District will always be a safe space for everybody. And I also attended the Watsable City Council meeting last night where they passed ordinance and flavored tobacco in e-signants and vaping machines. So thank you. Well, I didn't do as much last week, but I have quite a few meetings next week. I have the Adult Education Advisory Committee, the District English Language Advisory Committee, and the Migrant Head Start Advisory Committee. Plus, I have lots of meetings next week. I just want to make sure that all of you as well are invited to our state of the district breakfast. That's this Friday and it starts at 8.30. 8.30 this Friday and we're going to have all a lot of fabulous speakers there, including this special one that we had tonight. It can be there again. And it's going to be very inspiring to hear what we've accomplished in the last year and where we're going this year and in the future. So I hope as many of you can come, should come. And that you all go to... I don't know if you can go to both of the events, the Karmona event and the one on the fourth floor. I don't know. Anyways, thank you. We're going to have the, not as exciting, the approval of the agenda. Oh, where are we? Where are we? President Trustee Osmondson, can you just restate where the state of the district breakfast is being held on Friday at 8.30? Yeah. Oh, sorry. I do need to tell you that it's going to be where their event is going to be tomorrow. It's going to be on the fourth floor in the community room at the City Plaza. City Plaza, fourth floor community room. That's where it's going to be. There you go. Thank you. Thank you, Georgia. So I have, we have usually have student representatives and tonight we are going to have Paddle Valley High School student representatives here to tell us what they're doing and what their plans are in the future. Paddle Valley High School. Good evening, board members, fellow students, parents and peers. My name's Angel Larenta, the AUSB Vice President. And I'm Adam Tengoden, the AUSB President and we are the student representatives of Paddle Valley High School. For our activities, the most previous spirit week we had was the Pink Out Week, which lasted all of last week. It stood for breast cancer awareness and during lunch, we would sell cups that had a shirt, pump pumps and bracelets that would be used for Pink Out games. Since we also sold food during lunch, students had the choice to use the five-star app to purchase the snow cones and con candy. They had 50 points or four a few bucks, not the animal or things you read, but the actual money that would be used to support AUSB for events. During the youth climate change strike at our school, we witnessed an outstanding group of students voicing their concerns about the environment. Some of our peers even marched to the plaza to show how serious we are about change. Last Tuesday, we attended a leadership conference, Castle Cafe and Salinas with a bunch of other leadership students from various schools. The experience was extremely fun and even competitive. We, Grizzlies, had a chance to express our pride even with the risk of losing our voice since we would chant against other schools. Unfortunately, we initially sat next to the loudest group in the room and we were diminished. However, we showed them what we really got when it came to dancing since we were the last group of people dancing on the dance floor. Even Miss Bruza, our activities director who's pregnant, danced the Caballo Dorado and was one of the last ones remaining. Good job, Miss Bruza. Furthermore, to express our support for the breast cancer awareness this month, we amplified the importance of each sports game last week. There was a volleyball ping-a-wag game, a tennis ping-a-wag game, and a football ping-a-wag game. Even though some of the teams such as that of volleyball and football were losing during their games, they maintained a positive spirit and behavior as they showed an immense amount of grit until the end. These losses remained to be used as fuel to boost the morale of each team. However, our ghost tennis team has been doing amazing performances this year. Not only did they win under a ping-a-wag game, but they have been impressive overall. During each ping-a-wag game, it was also significant to have teachers recognized by the senior athletes of the each team, showing how much they appreciated their chosen teachers. As a result, we were able to see extra join their faces through these specific athletic sports games of the pink-out week. We know it was genuine spirit from every student, including the fact that several of them were able to clear a Saturday school for attending the games. And for academics, the Watsonville Ivy League program tour was a success as the entire trip immensely domestified the Ivy League universities for all the PV and Watsonville High students that attended. But one of the 14 students, actually like New York, since the rest of us hated the unhealthy smells and they won't go too in-depth with what they were. And only a few of the tours we had were insightful and intriguing because the others were mediocre or lacked the enthusiasm to sell the true remark of the school's significance. And for many of the schools, we were able to face a powerful first-hand experience when it came to speaking to people who shared similar backgrounds as us, especially when we went to certain Latinx community housing areas. And with the help of Mr. Jones from Watsonville High, a mock trial club is now established in both PVHS and Watsonville High, starting with 11 members at our site. Our senior class vice president, Anna Chow, took the initiative to recruit students who are interested in tackling interesting cases, which resulted to a great finish of the first meeting yesterday. And for debates, they continue to be prominent for Parr Valley High School classes. Specifically with the juniors, the AP Spanish class has a debate project with topics added by the teacher, and additionally, the classic Hamilton versus Jefferson debate of loose and strict interpretation of the Constitution occurred a few weeks ago for the AP U.S. History class. Another highlight is a teacher for the school's AP English class who assigns a needed and sane amount of essays to pass the class, and one of our buildings is actually named after him. His name is Jim, so the basketball and volleyball players get to have fun in his building much of the time. And then furthermore, college applications have started and it has caused growing stress. That was already terrible from the start of many of our junior year AP classes. Some of the students have had workshops regarding FAFSA and various CSU and U.C. applications by the EAP program and the upper bound program. Once again, thank you all for listening. It was fun to have an adrenaline rush up here again, and I hope you all have a good night. Thank you all. Wow, you guys were great. So now I'm starting over. We're in part of the agenda. So I'm going to do the approval of the agenda kind of emotion. I'd like to make a motion to approve the agenda, but with consideration of the audience we have particularly on item 9.2, I'd like to move that up to before our action items, before starting items 8. I was also going to move if I could. I'll second that, but I'd like to also move 8.1 up as well. To before that, or because it would be 9.2 and then 8.1, or you want 8.1 to go before 9.2. Or did you want to move them up before public comment in employee organization? Yeah. So do you want to move all of it up then? Those two items. Move it all up before public comment? Yeah. Do you think if I make it? I'm almost concerned that maybe we should hear public comment and put it in between public comment and employee organizations. That's something to say. I just want to let the board know we have lots of public comment. And that all I'm sure pertains to non-agenda items, correct? Yes. So what are you requesting, Kim? Would you use saying you would like to move it before public comment then? I would. So I'm going to amend my emotion that I will approve the agenda and that we move action item 8.1 and report in discussion item 9.2 to before public comment, which is 6.1. I'll second. All those in favor? Aye. Okay. I'm going to do 5.1 which is approval of September 25, board meeting minutes. Can I have a motion? Motion. Second. All those in favor? Aye. All those opposed? There's going to be people that weren't there, right? Upstain. Okay. Now we're doing is it 8.1 or 9.2? Okay. So now we're going to do 8.1 which is resolution declaration of cooperative support and collaboration between Pato Valley Unified School District and the Aptos Sports Foundation by Dr. Rodriguez. Michelle Rodriguez, superintendent. So as I'm speaking and talking about the declaration I can if I can ask the members of the Aptos Sports Foundation that are here if they can come on up towards the podium that would be great. So as you all know we had a presentation by the Aptos Sports Foundation previously and one of the requests was that we reaffirm the commitment of collaboration that we have and so at that board meeting they spoke to the great work that they've done and that they continue to do as they're moving forward for the community as a whole. So this resolution it just reaffirms that cooperation and our willingness to really be open minded to think about possibilities of how we can get facilities for our students. Specifically since it's Aptos Sports Foundation they specifically support Bradley Elementary, Marvis Elementary, Valencia, Aptos Junior and Aptos High and they're really working on fostering the well-being, health, community engagement and other benefits that local athletic activities can do and support and if you'd like to thank you. I'm John Morinovich. I'm a director on the Aptos Sports Foundation. First of all I want to say congratulations on your appointment. It's fantastic. So I'm Paul Bailey, who's the founder of The Foundation Cannot Be Here Tonight. He's in Iowa Shocking Corn. He's actually at a real estate seminar and I'm just going to give you a brief overview. I won't be long. The foundation was founded by Paul Bailey over 40 years ago. It's comprised of alumni, community members. We are a nonprofit. Over the years we've raised more than 1,000 plus and that continues to grow for Aptos High and the other Mid-County entities. We are an independent organization. We're dedicated to improving the lives of students and the facilities at these places in Mid-County. I'm the project coordinator basically for the things that we do for facilities. In my private life I'm self-employed in the athletic industry. I deal with districts and facilities all over the state of California. And I also deal extensively with DSA, Division of State Architects. So I'm familiar with the way things work. We've had a good relationship with the district for many years. We've gotten a lot done and we want to continue in that mode. We do want to maintain our independence standing with the Aptos Sports Foundation and we want to work with the district in tandem to improve the student experience facilities and it would be a mutually beneficial relationship, obviously. Joe, we can help fund your projects. That's what we're here to do and get things done for you, help facilitate and we really thank you. I know you have your plate is full. You have a ton of projects going on and we're here to help. So we're grateful for the proclamation and the continued support of the district and the trustees and we look forward to working with you. One thing I do want to mention real quick, we do have a 50th Aptos High Anniversary Gala at the Seascape Resort. I brought a couple of flyers that Dr. Rodriguez, I know you can't attend. We've already talked about that. Exactly. I don't think so. I think it's San Diego, isn't it? Oh, yeah. Right. Anyway, so thanks again for your support and that's it. Thank you. So we're actually voting on this found wonderful foundation that we have for Aptos Mid County So President Osmondson, if there are no further comments I'd like to move that we approve this resolution and show our support for the Aptos Sports Foundation and all that they've done. Thank you. Did I get a second? Okay, so all those in favor All those in favor again. Okay. All those opposed. Thank you very much. We appreciate it. Thank you. Thank you so much. Now we're going to do the 9.21 that was asked to move up to before the comments and that is in regards to PVUSD special services mental health services presentation by Heather Gorman. So good evening President Osmondson Board of Trustees Dr. Rodriguez, I'm happy to be here again tonight and I brought along Lauren Fine and she can introduce herself. Hi, so my name is Lauren Fine. I'm a program manager at Children's Behavioral Health and working with Heather and her wonderful team over in Selpa. So we've been working together for over four years now and I need to find this remote to make sure I can do that and with County Behavioral Health to support our students with IEPs that have mental health needs. So I'll go through this. So we had a question about four years ago now or three and a half years ago about where some funds were going that were restricted funds in our budget and it came from the board and so we were looking at how those funds were being spent and it was basically the mental health funds and so I put together a three-year plan and this is a plan that I, the same one that I presented on twice now as moving forward and so last year was the last year of that three-year plan and how we were spending that money and as you can see we're strengthening remaining missing components of our RISE Academy. We had worked with Diana Browning-Rite to put that together but then in collaboration with County Behavioral Health we also provide mental health services to all of our students that qualify for those services and that's basically where we've been working since that and looking at how we are using those funds. So our main goal is to address the needs of the whole child to ensure they are college and career ready by increasing resiliency, well-being and the ability to cope with life stressors both in school and at home. So our target population more than 20% of children and adolescents have mental health problems. Schools must address these issue in order to graduate students that are contributing adults. School-based mental health services are evolving as a strategy to address the needs of students by removing barriers to accessing mental health services. We're providing where we are provided restricted funds to support students with mental health needs. PVUSD target population are students K through 12 with IEPs and identified mental health issues. PVUSD has implemented a 3-prong approach to increase support and this also goes back to what I mentioned in our 3-year plan it's the same thing I've made it look a little bit different in some of these slides. So really we're looking at parents and families, students and staff and our behaviorists. So when we work with county behavioral health and our own mental health clinicians they don't just serve our students they serve our parents and families also in supporting them. They work in the classroom and they support staff in the classroom and they work in groups and then they also work individually with students. So these the students that are receiving this type of support are our highest need students for mental health. Just in our high school area we at Watsonville High, PV High, Aftos High and other we have our RISE Academy students and how many students are receiving services and then in the orange you're seeing the outpatient services. So these outpatient services are still given to students that have IEPs and they're still a high need they have to have an emotional disturbance and then they receive services too. And Lauren has a little bit more information about K-12 which we didn't get on here so you can talk to that. Yeah, so basically the clinicians from Children's Behavioral Health provide the educationally related mental health services between kindergarten 8th grade and I have what I'm passing around is our equivalent to this graph and basically from K through 8 we serve 23 kids in the middle school and that's a combination of both RISE and outpatient and then we serve 28 in elementary and the major difference between RISE and outpatient just to clarify is that the RISE clinicians are in the RISE Academy classroom and really part of the therapeutic environment whereas our outpatient kiddos are being served at school usually pulled out of the classroom but in both situations we work with families in the home, in the community, in our offices, whatever makes sense for that family we also have access to psychiatric services if that's appropriate and really just have a whatever it takes attitude to wrap each kid with whatever services they need so they can access their education. So moving forward so we put together a three-year plan that has come through but now we're looking at how do we move our programs forward. So comprehensive school mental health systems provide an array of support and we're working with a variety of people for our next steps and how we're going to support and look at it so creating a comprehensive school mental health system working with PVPSA our nurses, county behavioral health student services, social emotional counselors and school psychologists just to name a few of the groups that I think we need to really get together to start this process of how do we build tiers of supports for our students that start with students that have a less need and then all the way up to students that qualify for educationally related mental health services. So we really kind of as I was saying we really want to promote a positive social emotional and behavioral skills and overall wellness for all students at the base. That's where we want everybody to be. And then supporting an early intervention for students identified through a needs assessment as being at risk for mental health concerns and then targeted intervention for students with serious concerns that impact daily functioning. So looking again is where are we at in all of these areas and how are we supporting our students throughout our school district. A couple of things that we're doing this year to move our program forward is that we're teaming with it's called teams and they're really looking to support our clinicians and how to help students with Aspergers or not Aspergers, ASD Autism Spectrum Disorder and how do you work with students that have two different disabilities that need the support because it's not always the same and sometimes it can be challenging. So we've worked with teams that's looking at a better way to support therapist and helping children with ASD and then AIME High is an intervention to reduce challenging behaviors in children with autism spectrum disorders ages 5 through 13 within mental health services and the study may help us understand how to best help therapists work with children with ASD. So we have a group of therapists right now that are identified that are getting this support and training so that they can work with students with ASD. And another thing that we are looking at and working with is a curriculum to help support students that have school phobia and school refusal, they're not coming to school so we have we went to a conference and they presented on this and we brought it here to our school district so we're teaming with different people so we have a team of three school psychologists, mental health clinicians alternative education teacher to team with student services on an eight week parenting class based on a cognitive behavioral therapy CVT approach using a guided curriculum that came recommended by a district who presented on it last year at every child counts conference and so I the name of that curriculum and I'm sorry I didn't put it up here was when children refuse school and it's like I said a cognitive behavioral approach. So it's looking at how are we working not just with the children but with the families to support them to get their children to school. So those are some of the new things that we're doing this year and I think that's it. Thank you. Is there any comments from the board? There's no speakers right? Oh there's one. One speaker. 9.2 we have Anilu Betancourt. Thank you for giving me the opportunity to speak to you. I'm here because of a recent incident at my son's school but before I get to that I would like to give you a little background on his education history. Aiden has been at a messy since Kinder. His previous teacher Ms. Munoz and her team worked with Aiden for four years. The first two years were the hardest since Aiden was young and lacked the coping skills he needed to deal with frustration and anger. So he often became angry and aggressive towards his teachers. However, Ms. Munoz and her team worked hard developing a relationship with Aiden and creating a safe place within the classroom for him. When Aiden became aggressive with them and they had to use a restraint to keep him and everyone safe, no bruises were left on his body. If anything, Aiden would leave bite marks and bruises on them. I never felt my child was being mistreated. During this time with Ms. Munoz, Aiden made a significant amount of progress both emotionally and academically. Just last year Ms. Munoz, his county mental health counselor and I had conversations about the possibility of moving him out of the ed class. Based on his progress this last year, his counseling services were adjusted so that he was not receiving them as often as before. As Aiden had developed coping skills and was using them appropriately. Aiden went over a year without having incidents at school that required any type of hope. He consistently earned his reward time at school every day based on his good behavior at school. My child would beg to go to school because for him this was a safe place. He knew his teachers cared about him and he enjoyed being there. At the end of the school year Aiden found out Ms. Munoz and everyone in the classroom was not going to be at a messy this year. I still understand how an entire team that was so successful with my child moved out of a messy and the class is still there with new staff. I understand that kids need to be able to adjust to change but for students such as my child who have a difficult time with change this has created a situation where he has regressed behaviorally and emotionally which brings me to the reason why I'm here talking to you. On September 16th my son was sent out of a classroom for a timeout. He was left unsupervised even though my child tends to elope when he is agitated. When Aiden was hiding from staff at school but once the behaviorist realized he was missing she went to look at the cameras and located him. When she tried to approach him Aiden began to walk away from her this is probably due to the fact that she has not developed a relationship with my child. And so instead of listening to her she made his way to the street. I understand that leaving campus is a safe concern especially because it is a busy street but what I am trying to understand is why the behaviorist the one who is dealing with the situation and not the teacher or the staff in the classroom. Ms. Bancourt that was 2 minutes so if you just wanted to okay sorry teacher staff in the classroom are the ones who are supposed to have a relationship with him. The way I see it the behaviorist my child is the point where he felt he needed to leave campus but the biggest concern is that my child was left with big bruises next to his wrist by his joint. I am not a trained person in restraining but it is very clear to me that holding a child near a joint when they are trying to escape is not the best as it could really hurt them. I am also concerned at the amount of force he would was used to restrain my child leaving such big bruises and when I met with Selpa administration to create a plan for Aiden I brought up the bruises that were left on my child and the answer I got from them in certain cases it happens and she says she was sorry well sorry is not good enough for me and this is why I reached out to Dr. Rodriguez as a parent and I am extremely concerned with what is going on in my child's class how could he have been having an extreme successful year from being held 5150 twice since Ms. Buñoz left amasty having since how much progress he has made in the last couple of years I am extremely concerned of his reaggression I am looking for answers and a plan to help my child receive the education that he is entitled in a safe and healthy environment thank you any comments from the board Heather I have some questions for you so thank you for the presentation what I I am not sure I saw in your presentation was any data about outcomes or numbers I think there was a little bit of that right right so do we have any findings yet even if they are preliminary about these the money being spent is actually impacting kids' time in school or their progress and success we do have some findings for students that have graduated from our RISE Academy program can you do me one favor just for the public who doesn't know what the RISE Academy is do you mind just like two sentences about what it is and what the purpose so we met and we built the program to support our students with emotional disturbances within the district so our classrooms that support our students are named the RISE Academy program this was something that students actually helped us build the name and came up with made a logo for it but really the focus is on evidence-based program to support students with emotional disturbances so within that program and just from last year looking at our data that we had four students graduate from our middle school program the year before that we only had two so if you're looking at the fact that we're doubling our numbers in students that are going through the program and actually graduating out into general education classes or a less restrictive environment because at times too they may still need support with academics in RSP or a mild moderate program so we're seeing this in middle school because I think some of the things that we have come across in our elementary schools are starting to help us progress and students are actually being able to follow through and graduate once they get to the middle school program and the particular program and the other services that you detail prevented any students from being leaving the district on their own accord or being expelled or for behavior issues yeah I can and what I can come back with is just some information for you because what we're looking at is really how many behavior incidents we have which they have decreased and I have I can gather those numbers for you but I don't have them at the top of my head but we do have a decreased number of incidences where students have had severe behaviors and I'm sorry if I missed this in the presentation is the rights program at is there a classroom in every school or just select schools there are just select schools we have two classes out of MESTI elementary school we have two classes at Rowling Hills middle school and we have two classes at Watsonville high school that helps me understand the mental health chart because I was unsure about why we had such a spike at MESTI and Rowling Hills so I'm sorry MESTI Rowling Hills and what's the third? Watsonville high school so we have K through 12 support and so do kids from other schools that need these services then their bus to these locations we do have other students from a different school district that are bus that come in that's our district and then if they're within our district they are bused within and how many children do you like to or students do you target per classroom? like what's the maximum? we do really try to keep our classrooms small and so you wouldn't want more than 10 students in a classroom but we do have less in that most of the time with our classrooms because you want to have that ratio of probably two students to one adult if that, I mean when needed and sometimes you need one to one support sometimes you can work in small groups and sometimes you can actually work in larger groups with the whole class and then we're also working on students graduating up and mainstreaming out to general education classrooms and so that's a big focus in the elementary and do we have one psychologist dedicated to this entire program or is it multiple? psychologist, yes any social workers yet in the programs? no social workers yet that's what Kim is that would be my goal that would be Kim and if you had a magic wand and needed more resources to support this program what would you need? I have people here what would we I actually do think more behaviorist support would be if I had a magic wand thank you and we feel like we are well staffed with county behavioral health and mental health services I know at the high school level the numbers have grown this year that means there are more students that are qualifying so the high school does tend to because we have group homes in our area so they can get an influx because the students will move away so then you need more support behaviorally and with mental health services thank you Kim thank you for your presentation Ms. Gorman I have been here this long I've only been here for almost a year and we've done many presentations on self I've attended schools I'm not with in my district but the other trustees share knowledge and information and I don't understand how we get these presentations and it looks like we are doing well but when I'm in the community with the teachers and the parents and some of the workers my question is are these parents wrong? are these teachers wrong about these concerns here every so often? I don't mean to put you on the spot but I'm here to ask the questions where the community and the teachers and the students aren't they're afraid as we heard many times before and are they wrong when they speak about these issues I would never stand up here and say parents are wrong I think there are lots of things to look at and if they happen to somebody in an instance there is what happened and how the parent feels and how the child feels and that is very that's how it is for them that's their feeling and what they want to say about it there is also what happens in the classroom with the teacher and the back history and so there's always a lot more when you're talking about what is happening and so we are presenting what we're seeing in a lot of instances but I'm not saying in any way that special services is running smoothly we have a task force we're working on issues and I want to listen and hear issues so it's good for me to be here and listen to what's going on and what people come up here to say because it doesn't fall on deaf ears it's not that I'm sitting here I want to hear it and I want to try to help and improve it and so things that I'm doing and talking about are the things that I'm putting into place or we're as a team putting into place to help support and programs that we're finding that are evidence based and ways that we can help support and move forward so there's a lot of change and growing when things like that happen and sometimes it's difficult we're hearing issues that we're bringing things forward and we're doing this I've been researching this a lot I know a lot of us have and I know we have an organizational chart on the PVSD website but I've looked into what San Diego Unified School District and I looked at their organizational chart and I wanted to see if we could kind of match the structure of theirs I wanted to see if that's possible but theirs is kind of like side to side so it's kind of complicated I was at in Sacramento and I talked to the director of San Diego because we were all at a meeting together and it is very different because we're a single SELPA and there are multi-district SELPAs and so we can look at how we can match this but there are those differences that single SELPA districts have a different makeup or our own SELPA we take over all of our students I understand that but they have 100,000 students and we have 20,000 I think that's simple for us to kind of look and understand I know it's different but I'm just trying to find ways where we can look at things and try to see where we need more people in the classrooms and we talked about this and I just want to be able to talk back to my community and try to figure things out and I think ours is kind of complicated so we can look at ways to make it more simpler thank you I know that SELPA has been a topic of discussion a lot lately but we also know that it's an area that has been overlooked and needs a lot of support I do appreciate your presentations but I would like more of a true presentation that goes over SELPA's challenges my colleague Ms. Deserpa gave a perfect opportunity for you when she asked if you had a magic wand what would you do and you kind of floundered a little bit with that was saying I would like more behaviorist I know that we need a lot more than just behaviorist sorry and I was thinking specifically just for this program not overall because there's a lot so I would just in the future just try and also be more honest with yourself and the board about what really needs that you have what are your true needs that you're having what are your true challenges you're having because we're here to support you and help you and we can't make changes without people coming to us and telling us what they truly need thank you just for all of us we've talked about having continued presentations and discussions about this and this clearly is a key issue for all aspects of our community for superintendent for Heather for our parents, for our teachers and I hope that we continue to have these discussions so that we can collaboratively work together towards solutions that help our kids I just have one comment I know that we're going to be bringing special ed as a study session I believe in December so I think that would be the perfect opportunity for you to bring all that data that we're looking forward as we invest in new programs improving initiatives we also want to see what those results are looking like how many special ed students are actually being able to transition into a mainstream environment the initiatives being effective how can we get more parent involvement around their child's needs so I'm looking forward to that presentation and the hope that we have that data but also a plan moving forward for the department not only addressing the needs of the child but also the structural issues within the department you know I think when you came in it was a mess so I recognize that you've done a tremendous amount of work and improvements but like anything else you know like everything else when we're trying to change a department that has been not working as well as we expected it to it takes time so I also want to recognize your efforts and to the larger community it's like we're listening we're having those discussions but we're listening to a lot of things that you want to see changed and hopefully that information is being given to you Heather so that as you and your team work together on that task force we're able to really build a strong foundation moving forward for this department and really with a focus on the well-being of every child and also the parent component so thank you so much for this presentation and hopefully in December we'll get the information that we're looking for thank you can you bring back up the slide that you had with the RISE program and our three contemporary high schools that one yep so can you identify what other is for us Lauren do you want to speak to that so other could be possibly Pacific Coast Charter it could be the bridge, it could be home and hospital and not necessarily at one of those three comprehensive high schools that are still getting mental health services so that we could bridge them back to a school it also could be kids that are going to an all dead school through county office of ed that are in this district so it could be Sequoia or renaissance in your district but schools like that so it's not one of the three comprehensive schools but definitely all 9th through 12th grade oh yeah okay exclusively alright I'm going to address this I'm not going to just put you on this I'm going to also address it to the superintendent Dr. Regas because really she's the only one we can charge with a duty I'm concerned that when I see this that from this one parent that came tonight to speak that a behaviorist was not capable, able or what how a situation with a vulnerable student, a special needs child without it getting to the point of physically harming the child that is extremely concerning to me and it certainly should be to my other six colleagues I hear what you're saying about the December special studies session and also you know trustee and trustee trustee dodge junior I heard your comments and we've heard this about wanting this to come back and come back but here's one thing we don't get back in life, we don't get time back that is one thing in life we do not get back I can work and I can make more money I can earn more money but we don't get time back these students, their families our teachers they don't get time back whatever harm and damage happens in the interim that's not repairable that's not recoverable so you know we have a superintendent who was brought on in this district in the school year of 2016-17 we're now at 2019-20 and now we're just saying okay come December we'll have a special study session and we're doing these things and I understand the efforts but it's not I think enough so I think that the charge here needs to be to the superintendent you from her direction it's got to be more I mean we're just reacting and at times I don't even know that we're reacting to this so we need to do something to be proactive and not constantly on the reactive side that just doesn't make any logical sense to me so I think that the charge that needs to come to the superintendent is before coming to this December meeting that there's more done on a proactive level to start addressing this and it's not enough to just say you got dumped a bad department I get it and you know in this she inherited this but you know here we are four years later and something needs to be done and just to say well we're going to have a special study session and we're going to sit around and discuss it and December is not enough what are we doing on a proactive level to start addressing these issues we've heard them time and time again I mean two board meetings ago four and a half on a presentation that was supposed to be not even 30 minutes and I'm not but I'm saying that's the charge that's coming from the community to us and in your department so it's risen to this level so it needs to be addressed is what I'm saying thank you now it's a 15 minute discussion okay I mean I just want to say I mean obviously a lot of the issues with mental healers coming in from the state for your or any mental health any SELPA department in the state so that's a big issue obviously and you know I've been here for a long time on the board and I know how it was before you were here and I'm really glad you're here I'm also really hopeful that the task force that's I'm really hopeful for the task force I will say and that the task force will be something that can do all the things she's Georgia just talked about they can be there to you know provide well even provide more data about things to be able to provide more ideas and ways to solve things and you know whatever I mean all the stuff that I'm really hoping that this task force can make a big difference and it is and it is meeting how often once a month once a month we already had our first meeting and it was very successful and I think very solution oriented that's what I'm thinking it should be solution oriented so I'm really hopeful for the task for it to make a big difference so Heather just so for the larger public can you just elaborate on what task force like the mission behind the task force are what areas it will be focusing on because I think that addresses many of our concerns including what trustee Georgia brought up so it's a group and Casey back and I are running this and we had our first meeting it's made up of administration general education special education teachers we have speech and language pathologist so there's a wide range of people that are involved with the task force so it's not just a very close group and so we are taking our direction at this point really looking at information that has come to us from PBFT and issues that have come to them so we started with looking at that we've looked at our within things that have come to me just from different teachers and looking at how we're supporting that so we are gathering information from the community and then we're also looking at you know what's coming from the state and where we need to improve in that area too and so we're taking those issues and we have to take them one at a time of course and problem solving and looking at coming up with solutions did I miss one? anything Casey? Sure I just wanted to say that we're also working on building that community with multiple perspectives and bringing in an array of experts that are out there in the classrooms and the fields from the general education special education and building that community so we can actually problem solve together and learn how to respect different ideas and bringing them in a safe community support and take solutions back to the classrooms Can I just add one comment Casey? I think I'm concerned that really at this point with how long of a trauma this issue has been and how much there is to go in and try to repair and fix and also to strategize for going forward meeting once a month I don't know if that like really cuts it with this I mean this almost seems like this needs to be something that's maybe met at a minimum by monthly twice a month I mean because you're dealing with recovery and repair and strategic planning going forward you got these two huge components I just don't I mean I couldn't imagine right if we met once a month to handle all the districts board meeting I mean all the districts business it wouldn't work right and we're mostly dealing with the now and going forward so I would really suggest to you both and the superintendent that maybe to reevaluate that that it should be meeting especially right now and if you're going into a big strategy meeting for December then you're talking you're going to have two more meetings I don't think it's enough I think you really should look at that but you work at the direction of the superintendent so take what she tells you thank you now we can look at that right thank you now we're in the area of visitor non-agenda items so we have quite a few already to talk tonight so Danny is going to be calling you by threes at least by threes and so all three of you need to be ready to get up or already up ready to go to the microphone so we can move along and get you know get our two minutes in there and speak to what we have whatever we need to speak about thanks thank you Cameron we got Stacy Dietrich Marcy Mach and Laura Zucker first three my name is Stacy Dietrich I'm a speech language pathologist with the district I've been here about ten years and I just wanted to share a story about one of my students he is a non-verbal child and he just wants to use his speech generating device to be able to talk this is what his parents want and just want him to be successful his original IEP team worked to get him a speech generating device in 2015 he obtained the device through MediCal so the student now owns it he was successful using the device to communicate his wants and needs with the device through the 2017-18 year and when I spoke to his previous SLP to get his history once I acquired this student she said he was the best student one of the best students he had working the device in June 2018 the speech pathologist at the time was given a document to sign stating that she would not be allowed to work on the device that only the augmentative and alternative communication specialist or the AESC specialist with an artistic would be the only one allowed to touch the device this is the SLP at the time argued against that because she was not able to add vocabulary and things as the student needs it the following year he had a new SLP at that time the SLP did not want to get involved with the politics of the device so he stopped using the device with the student this year the student is with me at Eloni when I found out he had device I was thrilled I wanted to use it I talked to the parent the mom was on board he's got a good home health team that really want to use it so I talked to the AESC specialist again about getting training for all of us involved they said that we should attend one of the two trainings put on by Prentie Romach I was able to attend the training but the parent and the home aids were not able to attend and then the teacher later received an email stating that no other trainings would be given so the parents didn't get trained time to get through my time so I have now approached the AESC specialist again asking for to have him put on their case load as well to help him with the device the response I got from the specialist was that he should never have received the device he was not a good candidate which we have proven that he was able to use the device in the past as it stands now the student is not receiving support from the specialist so myself and the teacher Miss Mach are doing our best to support the student but I am not trained on how to program it so the student is left with the vocabulary that's on the device currently so I would like to finish making two things clear number one the research now supports the candidacy model which the specialist is quoting is no longer a valid participation it's now a participation model is what's being promoted through ASHA which is our state our national board and that the student should not be denied service because he was not a good candidate and number two it is not legal for one member of an IEP team to make a decision that involves the student it should be a team decision and in this case it's going against the parent's wishes and it's very concerning to me thank you next we have Laura Zucker hi Laura Zucker also speech language pathologist this is a speech generating device I really wanted to know I was going to be working with kids with autism and other kids and I bought one myself and matches my glasses because I wanted to be able to learn the language because you all know I like languages and I thought this is how I can be the best teacher also because I was on a hard time even getting a device to show to children which again is not what we do anymore we don't keep children from seeing a device until they've met certain prerequisites and I have what she was talking about that's called the candidacy model which was changed in the ASHA our organization our professional organization said we don't do the candidacy model anymore that's from the 70s and the 80s we officially changed that and said that we were going to be doing the participation model in 2004 that's a long document our professional organization documents I just have two things I put in the back which talk about the myths about augmentative and communication and say that no we now believe in the participation model give them the device and teach it to them as opposed to making them jump through hoops to prove that they can use one okay so briefly let's clarify some other issues by the way in SGD so you know the speech generating device is acquired from MediCal by a team not by an individual as apparently the AAC specialist said that it had been acquired by the previous SLP and that's not true it's acquired by the team the teacher, the OT, the child's doctor and the parent write the request now the only person who actually signs a speech generator SGD funding request or a talker funding request is actually the speech language pathologist so what is the AAC specialist then the AAC specialist is a speech language pathologist all speech language pathologists have this and other methods of alternative communication within our scope of practice AAC specialist is not a separate degree it's not a separate credential and so what we had actually argued against when we decided to make a specialist position we said well you know that could be helpful but we could also just just all learn more and then we all know more a lot of us already do know are already specialists in this but they made this position and fortunately they came up with the idea or what we're seeing is there's this idea where they're the only person this is a document that is written that I received that said only the so called so named speech I mean speech generating device specialist will have anything to do with these and that's simply not what we know that's not what best past practice says sorry always a team decision so that's all I have to say so yeah Casey Cavendlack has been very good about saying let's have professional discussions right we get to disagree and not be afraid of retaliation so I say pick these up read them interesting reading about children's rights to have a talker it's and we should be able to say these things say we disagree with a so named specialist who is supposedly our peer without fear of getting in trouble in order to support children's rights thank you Mrs. Zuckerman did you have something to pass out to the board I just have these things in the back but I thought also the audience might like them so the next three speakers we have are Andy by George Chen by and John Sims good evening President Osmondson Board of Trustees and Dr. Rodriguez my name is Andy by a and I am a rice teacher at a messy elementary I'm in my third year of being a rice teacher in this district prior to teaching in the program I was a BT in the PVSD working in the ED program before it became rice as someone who has worked for the better part of a decade with the ED population I can easily say that we've come such a long way in addition to working with students with emotional disturbances I am the parent of a child who has emotional disturbances I think that this affords me the unique perspective of understanding this population and their families from multiple angles sorry I'm really nervous I have dedicated my life to better understanding where these kids come from the trauma that they endure and the way that it impacts their families as well as how it plays out in the classroom setting I know the perception of these at-risk kiddos from multiple points of view and I am not without some awareness as to the beliefs that many hold about their futures and the program that I run itself working as an aid I saw many of my students come in and out of the elementary level with successful graduation from a student in the program knowing that I had a responsibility to my child and the students that I serve I did my very best that I can with them and decided to become a special education teacher and work with the students that hold such a very special place in my heart when I was hired to be an ED teacher with PVUSD I was told that I'd be implementing a new evidence-based program called RISE this was unfamiliar to me because as I was an aid in the program that was not adopted by the school district at the time but I was hired for a specific job so I was flexible and worked very closely with the behaviorists and program specialists to make it the best that it could be this is not to say that it wasn't without its challenges as with any new program things got worse before they got better we worked on how to roll out a new program to Fidelity when the old one was operated for so long in isolation questions arose such as how do we fit in with inclusion and the rest of the school how do we keep students safe and how do we align the side expectations to our own rules but with significant support and fortitude we figured it out and little by little went obstacle at a time we found a place in special education and even better we found one at a place in our school in the past two years I have been teaching RISE we have graduated more students from the RISE program than I saw in the nearly 10 years I worked as an aid I know my time is very very short so I will just skip ahead sorry I work with the difficult group of kids incredibly misunderstood I work in a new program in which many do not understand and the information surrounding it is more recognized for the negative rather than the positive I work with the kids and their families that often have significant trauma this work is hard and challenging and I would not change it for the world I am privileged to say that my son has success X and that's because I fought for him and as a teacher I am going to fight for these students as well thank you my name is Jorge I work at Salud para la Gente I am a community health outreach worker Salud para la Gente for those of you who do not know it's a community health clinic here in Watsonville we serve about 27,000 patients we offer medical, vision, dental, behavioral health all in one place I am here because we were invited to talk on the issue of chromium and water so we just want to say that Salud wants to advocate for patients in the community and we want to work with whoever is working on this to know the best strategies that Salud can take to educate the community we are also here to help and support any way we can help with advocacy or support policy making our stance is basically clean water for the community and that's all thank you good evening my name is John Sims I am a parent with two students in PVSD schools I work as a math teacher at Eftos Junior High School and I live in the community I'm here tonight to speak to you about a key piece of communication between parents staff and students and that's websites have you ever noticed that some websites like the DMV, the Treasury with San Cruz Jurors Commission are slow outdated and difficult to use now compare those experiences with those from Amazon, Apple, Facebook and some of the other big tech companies today those firms have developed sites that make complicated tasks easy to use and quick to do at one time PVSD had contracted with a site for students, families and teachers that was easy to use school loop made it easy to understand really complicated things like grades due dates and assignments however since Synergy has been adopted our website now embodies the qualities associated with some of those others as a parent the grade pronounced from Synergy are very difficult to understand I left my son's social studies grade printout for you to look at I challenge each of you to manually calculate the percentage that is shown at the top it's very difficult to do and we'll take college level linear algebra because the grade printout emits important information that would be required to calculate at the level of a junior high school student as a math teacher I think about the minutes I lose each day waiting for different screens and Synergy to load Synergy routinely takes over a minute for difference to save students work and frustrating random errors can cause me to start over at any time as a community member I appreciate PVSD's history of holding vendors and contractors accountable for services rendered the error screens I mentioned earlier have been described to me as a known bug yet over a month into school I continue to see these same screens each and every day it appears to me that we've paid for hardware with bugs is not being quickly corrected by the vendor I'd like to suggest that PVSD should give the best tools to students, teachers, and families and we may not have done that we walked away from a fast, efficient, easy to understand website provided by School Loop and as a result we're now responsible for another frustrating, difficult to use website. Thank you very much. The next three speakers we have are Myra Hernandez, Woody Roharic and George Feldman Hello, my name is Myra Hernandez and I am a community organizer with Community Water Center. Hello to some of the faces that I already know so just a little background before I was an organizer I was actually an academic advisor at Watsonville High with the EALP program that the students mentioned earlier so I have some experience working with students at the high school level and with me here today are my colleagues Cesar and Natalie and Cesar will be passing out some FAQs about the situation that I will not be talking about today but rather the goal is to let you all know who we are and the work that we do. So as some of you may know we have been meeting with staff, parents, teachers district staff about Chromium 6 at Eloni Elementary and Renaissance High and so we are here to let you all know that we are here as a resource and we are here to partner with you to better the situation. So Community Water Center acts as a catalyst for community driven water solutions and we do that with organizing education and advocacy so we've been working with communities for over 14 years now in the Central Valley and we focus on drinking water issues specifically those that pose a health risk to people and now I forgot that I had a presentation so if that can be up there please. Alright so you can see there our mission and so sorry I talked about that and so there are a lot of resources available for water needs in California and PVSD is eligible to obtain those resources now and so we believe that the district can start working on solutions for both schools now and like I said we are here as a resource and to partner with you all to better the situation now CWC opened its Central Coast office about a year ago now and we have been helping community members we help them obtain a free bottled water delivery service that goes to their home due to high levels of contamination that is found in their water in their community and so with that we have worked with other school districts like the Arvin Unified School District who had arsenic in their water and so we help them connect to other resources we help them with education materials fact sheets about the contaminates and so we are very knowledgeable on these water issues and we want to partner with PVSD to help you like we helped Arvin obtain safe water for the schools, for the students for the teachers and the staff everyone that is potentially at risk at the schools and so like I said we are here to be a partner and we hope that we can better the situation thank you hello thank you for having me my name is Woody Rehanak I'm a retired special education teacher with the district I taught for 18 years and retired 2 years ago and then I joined an organization called Safe Ag Safe Schools my one 25 words or last advice to reforming special education would be more teacher support having behavior texts who can pop into the classroom at any time when things get rough because with a broad spectrum of children with different qualifying conditions things that don't always work smoothly especially with large numbers like 16 in a mild moderate special class so teacher support and behavior texts I would highly recommend in my 18 years but I'm here to talk about not about that or about the two students of the year from Freedom Elementary who I was brought before the board to talk about Safe Ag Safe Schools and how we're looking at certain schools like Aloni which has elevated Chromium 6 levels but also has pesticides being applied in the square mile that covers Aloni elementary in 2017 according to the Tracking California applied mapping to online the latest year for which we have data 17,488 pounds of carcinogens were applied in the square mile of which Aloni forms the eastern boundary and Karen that's your district and I'm sure you're familiar with some of that fortunately through the hard work of a Melissa Dennis and other Aloni teachers the immediate adjacent farmland has gone organic and that's a real in what Melissa called suggested as a zone of innovation nonetheless, T-loan which is 1,3-dichloropropene a gas pumped in to kill every living thing in the soil, a fumigant and then when the tarpage removed those gases travel long distances that was number one of the carcinogens applied in that block on an organophosphate related to chlorpyrifos which we've worked to get Governor Neusen to rescind the registration on is number three and our old friend glyphosate which has been banned by the district and and by the city of Watsonville on city property roundup was number four of carcinogens in that block Mr. Ray does two minutes thank you, okay Governor Lees has high levels of pesticide so what we're trying to do is reduce those pesticide exposures carcinogenic in particular and also chromium-6 in drinking water in support of of the community water service, thank you very much so I would if you could pull up the Krishna slide yep so I'm George Feldman I am a teacher at Aloni and a local resident and one of the people who's inhaling and drinking everything in the system out at Aloni I wanted to thank the district because the district is moving forward we're seeing movement from Mr. Dominguez, we're seeing movement from Dr. Rodriguez, we're seeing support on the board from Board Member Amundsen and also Mr. Rose was here earlier from the water board we're getting support we need to push forward though with this and we need to push forward with family communication this weekend my special project will be to spend the day changing the plumbing and add a filter that will pull out the chromium-6 from our kitchen sink my kids need that too they need that at their place of education it's a toxin, not one of the huge ones that we're getting but it is one that we can control and we can decrease the graph here has the list at ten of the historically the historic limit and at the red line you will see the average levels at Aloni right now and the green line on the bottom is the medically safe level so I hope we can all push forward I hope we can get meetings with ELAC at Aloni to inform the parents and move forward the situation with them and also frequent communication with Mr. Dominguez and the other members of the board and the school community who are pushing this forward I'm looking forward to cooperating with you thank you there's a Christian Christiana Feldman that is correct so hello my name is Christiana Feldman I'm a librarian at Aloni elementary school I also have a master's degree in environmental science and when I found out that we have chromium 6 in our well water that's given to Aloni I was disturbed and I started delving into it and I did all this background research and I went into the scientific data of studies that they did and it's like yes this is an issue it's not the biggest issue that's facing us but it's something that we can tackle now by bringing in safe drinking water bottled water because there is a grant for that and I actually looked at pure water and I looked at their water quality and they're good so it's like okay we can move forward with this I think we can get a free grant so as George pointed out the in 2000 I believe the California EPA came up with the green line which is the healthy level which you have graphs of this on your second page that you should have received the board members a picture of the graph and that is the public health goal and that's where you expect no problems from it and then later, three years later they developed the 10 parts per billion for chromium 6 and that's based more on economics and feasibility and that sort of thing unfortunately it was thrown out after three years so we only have three years of data the reason why they threw out that maximum contaminant level the legal limit was because of they didn't dot all their I's and cross all their T's with an economic analysis to show economic feasibility but the court that threw it out said please come up with another MCL soon you have background information from the water companies that did change over to be accountable and hopefully you can come up with one soon but it's been two years nothing yet maybe in two more years they'll come up with it but that is one of the long term goals that I hope the board can help push forward is that we can help the state put this max back in place because when that happens we can move forward with the long term plan which is to maybe mingle our water with the power water so that we don't have to bring in bottled water again our average is 13 parts per billion at a lonely when we were measuring it and this is a long term problem it's not going to go away and I would encourage us to get this water to us because we're trying to help our students I feel a moral obligation to make sure that the 10 parts per billion or the 50 parts per billion that is currently in place for total chromium isn't a level for health it's an economic level and I think we can do better than that especially when we're being offered a free grant and I thank you so much Karen Almondson and Dr. Rodriguez and my friend Joe who is working on this issue and I would like clarity maybe a monthly update about what's going on and thank you very much so the next three speakers we have Melissa Dennis Chris Webb and Josepina Rodriguez I think that that talk we just had about special ed is actually a perfect segue into this discussion about water just because of what my colleagues said earlier and thank you for you want to leave the graph up? We do have a lot of students with cancer I think we counted in the last four years about five students who have cancer this last week we've had two kids that had doctor's appointments related to their cancer last year I had a student who was blind because she had cancer now I don't know why we have so many students with cancer but these are just things that weigh on us and when we hear that there's other contaminants we want to deal with it with a sense of consistency because it connects to all these problems that we're talking about it connects to the special ed it connects to our health and it connects to our learning so as you know I teach it alone and my biggest concern today is that we let the parents know because as soon as we heard that there was a problem with the water some staff decided to stop drinking the water but the parents haven't had that opportunity to make that decision for themselves yet I'm drinking it as long as my students are drinking it but I do respect my colleagues who've decided to stop drinking it Joe and Ruth came to our staff meeting a couple weeks ago and they said they're dedicated to transparency and I think that's great and I think that's what we need to do and I think transparency means letting the parents know our portables already receive good quality water and dispensers that's delivered regularly and we found out that it's good water we already pay for that from our district if we were to get this grant that would actually save our district money because it's money we're already spending and then it would be a cost saving measure and the service would be expanded to all the classrooms not just the classrooms that don't have sinks and we know that our chromium 6 levels are consistently higher than the previous MCL so I just believe despite the fact that we don't have the obligation to do anything we do have a moral obligation to do something and we have to do whatever is in our power to inform all parties to work to correct the problem as soon as possible. Thank you. Thank you. Hi I'm Chris Webb I'm from Renaissance and I want to just echo some of the comments I've heard I want to thank Joe and Ruth for coming by and bringing a level of transparency to this issue to our staff they presented us with the consumer confidence report and we have 20 parts per billion so we're above Eloni with the chromium and I think one thing that would make me more confident and would improve transparency is because we're going on this legal limbo there's not a distinguishing between chromium 6 and chromium 3 in the report I feel like that would be a big improvement also the reports informed by monthly tests and you know we get an annual report hopefully we'll continue to get an annual report at least but I think it'd be good to have monthly data as well and then maybe we could start looking into like where is this coming from and if perhaps this is an economic problem wherein like local industry is responsible in that case the district shouldn't be obligated to pay it should be those industries that should be funding perhaps a long-term solution for Renaissance and I'm glad too that with Joe and Ruth we do have the bottle service that Eloni's seeking and we're having an improved distribution of that I think it would have been a real inequity if we would have had to keep paying for that out of site discretionary it would have been wrong for our kids so I'm really glad that we got that much at least so if we could get a little bit more transparency just on distinguishing and then distinguishing between 6 and 3 and then getting those monthly reports so thank you thank you Eloni I'm very worried about the quality of the water for my children and my nephews I want our children to have good health so water is very important for the health and I want to ask for good health for all the children of Eloni and thank you very much for your attention all right the final three speakers are Sara Ait Martinez Kathleen Kilpatrick and Jeremy Montes Sr Hello everyone, good night I am Erika Reola the community organizer for StayVac State Schools StayVac State Schools the state coalition of more than 50 organizations and it was mostly funded by PVFT teachers community members, parents and students worried about pesticide exposure around their schools and today I want to say thank you to the board for allowing me the space and more than anything I want to say that I'm proud to be working with this community and I want to say thank you to the district because they have lead the way on studying an example at the state level thanks to your leadership we are supporting buffer sounds, there is also notifications going on and of course the cancellation of chlorpia for state brain damage and pesticide and tonight I am here to support our community center water because it's important that our students have clean water and therefore I ask for you tonight it's welcome the board provide us with short and long term solutions to contribute to the health of our children and our community when it comes to water safety thank you am I next Kathleen Kilpatrick retired school nurse I haven't been here for a while you know it's really important that our families know that their tap water is safe to drink a lot of people come from Mexico they drink out of the big gallon jug I drink out of the big five gallon jug because the water doesn't taste so great but they don't really even know that the tap water is safe and they need to know that because hydration of our children is really important I was invited by the community water center to attend a meeting with superintendent Rod Riegers but I was not allowed to attend and so I wanted to address some of the issues that came up out of that meeting that I felt like were misperceptions also I was invited to the meeting at Aloni and I was not allowed to ask questions so we do need more transparency so the district is technically not out of compliance because there is no level but in those three years when the level was in effect the water at Renaissance and Aloni was higher than the level it's not the district's fault per se because the water systems are high but as people have said both schools would qualify for free water through this grant program and they don't have to admit any guilt it's free money and no guilt the superintendent said that water distribution at Renaissance was not going well it's going better now thank you for that and it's also working well in the portables at Aloni and I'm really grateful that after all those years we didn't even have drinking water in the portables that it's available now but I think that the rest of the kids deserve to have good water as well and the water from the company has been shown to be better than the water out of the tap I know both the superintendent and Mr. Dominguez talked about parity as an issue that why shouldn't the other schools also have access to this water because it is true that there are high levels in some of the Watsonville wells but we know that parity is a theory but in schools that happen and not all the schools get the same thing so I think it would be good to consider this a pilot level and also to collaborate with the city of Watsonville and the neighboring water districts to make sure that those long term solutions are being worked on and one of the ways that that can be done is for the board and the school to come out in support of that level of 10 parts per million for the maximum contaminant level which is being installed at the state but you have as elected officials power to say hey what's going on with that and to put your voice forth because we want not just short term solutions but long term solutions so that we can all drink out of the tap okay thank you thank you for your years as a service as a school nurse and next Jeremy, good evening I've heard a lot about Chrome 6 my name is Jeremy Montes Sr and I'm a water operator distribution operator and a treatment operator here in the south county I'm very familiar with a lot of the sites that they're talking about and with these numbers let's just take a second to understand the federal government has set a total chromium number and that number is if we followed that graph it would be somewhere around that light and that would be 100 so some of the questions were what's the difference between hexchrome and trivalent chrome and the differences are what we've sampled out here we've seen that 95% of the total chromium is hexchrome and 5% is trivalent chrome so then if we look at the federal government's number of 100 and historically California wanted to do better than that and so they put it at 50 what would that number be but what we're looking at is 10 and it doesn't matter how we feel about it when that MCL is set we all have to get to work on it and we have to meet these things we have to be compliant and that's what I've seen happen a lot at Renaissance High School when they were near the MCL nitrates right away, a new well went in to care of that but a lot of these things are going to keep popping up one of them is there was talk about fumigants one, two, three TCP PFAS this is a molecule that was used a lot in fire retardants so these things are constantly being monitored quarterly monitoring and things like that and action plans are being put in place but right now there is no MCL for it the district is in full compliance as are the areas all along Santa Grace Road that will be around 20 that would include Soquel Creek and that would also include City of Watsonville everybody has to make a move to become compliant once the MCL is set so what's going to be happening we're all going to be acting but we have to do it once the MCL is set and until then there won't be any success to say to get a grant if you're not out of compliance the grant is set there for being out of compliance so let's just be aware of that and that the district is doing a wonderful job of staying in compliance and all that's a matter of public record thank you very much for everyone that came up spoke to us, thank you and so now we're actually going on to the unions to have them come up if they would like to do that Pottle Valley Federation of Teachers good evening hi Nellie good evening Dr. Rodriguez Maria, thank you for acknowledging the tireless work teachers invested in advocating for the transparency with private charter schools I do want to make that clear that it is for those private charter schools because dependent charters are already transparent because you're the board and it comes from our from our elected community so recently our CFT president wrote that when labor unions fight for education we also fight for social justice and tonight I think a lot has been mentioned in regards to social justice we fight for social justice, racial justice gender equity, LGBTQ rights and climate justice thus we rally to improve the lives of our youth educators and community so thank you to Daniel Dodge to Jennifer Holm and to Jennifer Shocker I know you guys show up I know you do a lot with the nurses as well but you are role models for our youth and showing up to rallies is important we are all educators so PBFT has aided in the growth of two social justice community organizations they were mentioned safe bags, safe schools teachers teachers being organized and aided with the help of an advocate like Sada'it in safe bags, safe schools and we have spoken with, we have spoken public hearings in regards to pesticides near our schools so SAS is something that has done a lot of good for our community and we also have Reheneracion another organization that's grown out of PBFT that's Nancy Faustich who was also in our district and that is for climate justice and so we had she was a big part of our local organization for the youth climate justice rally that we had so and educators help out a lot and that again was mentioned that teachers were seeing with their students at these rallies so again tonight we've heard the urgency of need for clean water for our students and the community as well and so the district has been invited and I know that I've met with Joe and Ruth and I went to Oloni and I saw their presentation and I've met with the community water center several times but so really the conversation is now at the table at the district and so the district has been invited to join the social justice cause because that's what it is and we hope that you show up and that's pretty much it on the social justice piece and so board we are in negotiations some of the areas that are really important to PBFT is SELPA and as well as wages safety and health and welfare benefits so we hope that when you are informed of where we're at that you maybe learn more about budgets and you know ask questions so you can ask us too, thank you thank you so the California school employees association union they're here how about the pattle valley association of managers nobody wants to come up and then lastly of course I've never seen them here before communication workers of America so we've done that one 8.1 okay now we're on 8.2 so we've done 8.1 and so we're going to do 9.2 which is the PG and EV fleet electrification program invitation with Katie Pau our transportation director nice to see you good evening president here tonight to seek approval for us to join partnership with PG&E and the make ready incentive option that they've offered us for our infrastructure for our electric buses that we were awarded in our CEC grant this is the preliminary steps that we need to take so that we can get everything ready for those buses to be deployed and so I'm just seeking your approval to move forward with PG&E yes so yeah comments so these are new buses that will be purchased no eventually we will be awarded grant buses but new electric buses with grant money yes but the buses they're going to use they're going to be using buses that we have and convert them to electricity right we've been awarded new buses this backup was very it wasn't very clear so can you just explain what's happening and what you're asking us to vote on tonight sure we have a grant application with California Energy Commission and we were awarded eight electric buses so what that means is they've awarded us $2.9 million for buses and $480,000 for infrastructure since we have zero infrastructure we need to start from the ground up literally putting that infrastructure in so what I did was I reached out to EV Fleet Ready when they were doing onboarding to see if they could help us and offset the cost of that infrastructure and what they've offered is to bring to the meter is what it's called so from the power supply to the meter and then what we would do is from the meter to the charging point with the grant money that was awarded through the CEC so that's what we're doing thank you that answered the second part of my question Kim okay so where is this is this going to be at the district office where we have our bus yard the bus yard so do we have any solar arrays there would that be helpful because we're going to have to pay for all this electricity we are so the $480,000 for infrastructure could any of that be used for solar arrays or is that only going to cover the cost of bringing the electricity to the meters no I believe that we can look into getting solar with that as well okay I'd like to do that if we can look into that that way it would be no cost or cost neutral to the district thank you alright we're going to vote on it I'll make a second okay I will call for a vote all in the favor hi hi hi so that now it's one two three four five you have to go over here are you voting we quickly go over here six it's going to be six zero one okay so we did it six zero one thank you thank you Katie that's very exciting thank you alright this is kind of exciting too this is the agreement with code to the future also for a lone elementary we have it in one other school with the Lone report by Michelle Rodriguez doctor Michelle Rodriguez yeah so thank you so as you know we started now a year and a half ago we started the first computer science immersion school elementary computer science immersion school at Valenti elementary part of the pilot to scale process that we use is once we feel like a pilot is solidified and we've worked out we need to work out, then we expand or what's called the scale part. So as a form of equity, we always try to have a balance to where we have both a North and South Zone component. This is not a program because of the cost and just the uniqueness of it. It's not a program that we will scale at 100%. When you say scale, it doesn't mean that it would go to every school, but it will increase it will specifically build towards our computer science pathway that we now have at both sixth grade and that we have now, and you heard from our students at PVHS that we now have at the high school level. So the goal of this is for Eloni Elementary. So what we did is we had a meeting with all the elementary principals. Eloni stepped forward as wanting to do that. She had conversations with their leadership team and they wanted to move forward. So this would allow them to begin the training. They would actually be trained the two days before we come back from winter break. So we have a three week break. So it would be the Thursday and Friday before the winter break ends. They would be doing one to two of, so there's actually three different components. They would start with the scratch epic build. So each unit ends in an epic build. If you have a chance to go, Valencia and we'll put it in our weekly communication but Valencia has their epic build coming up, their first epic build and that's with scratch. So basically what the students do is they take a program, they learn the program scratch and they make their own video game. The second one is always Lego Robotics and third is Minecraft. This year Valencia will do all three of the epic builds. This year Eloni will do at least one epic build with a scratch and then they will build on to that as the years move forward. So their team is really excited about it. We're excited to have this opportunity for our South Zone Schools. Once it's really well known, we will wind up having students that want to through school choice to go to those schools and they're able to. So because of California law, they're able to do that. So I'm hoping to get your approval. You'll see that this is a much less cost than the previous one and that's because we're capitalizing on the current partnership. Any comments? That's an exciting opportunity for the kids at Eloni. How many more schools will we be rolling out to in the future? Well, we know we wanna do at least two more because we wanna look at feeder patterns going in. So we definitely need to do an elementary school that has a feeder pattern going into Cesar Chavez. And so we don't have, we haven't worked through with the staff but it would be something like an HA Hyde that has a direct connection with Cesar Chavez Middle School. And then we would most likely want to do one more in the North Zone as well, or at least the Central. That's great. I'll make a motion to support. Second. All those in favor? Aye. All those opposed? So the 601. Okay. Last is, so we're still, are we? 8.4. I mean, I'm just saying we're still on time. 8.4, approved member random understanding between PVUSD and Ventura County Office of Education and that would be by Dr. Chonika-Lean. Yes, thank you, Assistant Superintendent. Thank you, President Osmondson, Board Trustees, Dr. Rodriguez. This is a state approved induction program for teachers in specialized areas such as career technical education and adult education so that they can clear their preliminary designated subjects credentials. It's similar to BITSA, beginning teacher support and assessment that we do with the new teacher project for general education K-12 teachers to provide a systematic structure of support. And some of the program highlights that include Ventura County Office of Education providing job embedded local context application in program design, promoting professional practice among candidates, coaches and all stakeholders, providing online and face to face and online coursework for CTC approved programs, providing qualified instructions for classes and coursework, providing distance support to all mentors and field-based supervisors, phone, email, monthly updates and communicating with directors about candidate completion data among many other responsibilities. In exchange for us, our role is in addition to paying the fees of about 2,850 per teacher to help the teacher clear their credential, we will also provide a site mentor for local support of the candidate. Okay, any comments from the board? You have one, Jennifer. I have two questions. One, how many teachers do we expect to participate in this? We're looking at about up to 10 teachers. Okay. Yeah, we have currently two because we did this year pilot taking over the career technical CTE for our district. And I saw that we are paying a big chunk of the fees. There is a smaller chunk that the teachers are responsible for. Yes. Do they pay all of that at once and has there been any indication that that's a hardship? We've not had any indication that it's a hardship and some of the fees, it can be broken down. Like for example, if they took a health class, somewhere else, that's $123 that's taken off the 695 fee that they have to take. But the vast majority of the fees involve for the teachers to pay for clearing their credential, which is a normal fee that teachers pay. Thank you. Any other comments? I have a question. So I'm looking at this contract and that's where the fees are. So what is the total to clear each teacher? Our total is 2850. 2850, yes. And Ventura has like just, they've just honed the process of getting these teachers through. So it's a way for them to generate revenue for their districts. Yes. It's the COE or it's the actual? It's the county office of education. Yeah. So this is not something we would want to do ourselves? We have to go through a special licensing process, which takes quite a while to do. And they're doing the same thing that the new teacher project is doing for our general education teachers. And it is a very complicated, complex licensing endeavor to be able to provide this kind of service. Okay. I'm just always trying to think of ways to generate revenue so that we have a more richer budget so that we could pay our teachers more. Yes. And our share. Thank you. So if we do anything really, really well and you can think of ways that we could actually do some business. Bring it forward, please. Maybe for other places. Yes. You can do it for other places. Yeah. Okay. I would like to make a motion to approve this if there's no further questions. Second. Question. Georgia has one. Chana, so I'm just curious why is it that we are working with an affiliate so far away from our county? We are going with Ventura because Ventura has the program because these are specialized credentials. They're designated subjects, credentials, not the typical credential that we have for our K-12 and even our special education teachers. So these are specialized credentials and they're the ones with the license to be able to meet the state requirements to be able to clear the credentials. And so are you saying that our neighboring tri counties between Santa Clara, San Benito, and Monterey County and even our own county, Santa Cruz County, this is nonexistent and the best and closest that we get is Ventura? Yes, is Ventura is where we're going through. I understand where you're going through, but I'm saying are you saying that is the absolute closest to us? Yes, so that even Santa Cruz County Office of Education, this is who they went through for their CTE program. So even when we had, even when we were through COE, they went through Ventura for their CTE program. And so it's a very specialized service and so we just continue to maintain. We of course can continue to look for different places. This is who we have been using for the last five years as we were using the Santa Cruz County Office of Ed. But we can definitely look to make sure. I will say that although to her chagrin, eventually we want to take in at least our BITSA, which is our regular general education teachers just because of the cost of expense. And so this is something for us to consider. CTE credentialing is really challenging just because of all the different waivers and the different requirements that they're required to have. And so currently you've elaborate on Santa Cruz County, Santa Clara County Office of Ed, San Benito County Office of Ed, Monterey County Office of Ed, none of us four County, and then the four County Office of Eds have this. So I did not actually say that. What I said was the Santa Cruz County Office of Education, that is who they have directed us to for the last five years. So what we did in an effort to be efficient is we went with them to develop this MOU. We can definitely look at the other regions and confirm that they are in fact the best. I know when we worked with the COE, this is who they said, this is where you should send your teachers. And so we just continued with that pathway. So it is possible that those other counties have it. I'm not going to say that for sure definitively, they don't, but there was a reason why the Santa Cruz COE used them for the last multiple years. And if I remember reading correctly in the backup, this MOU is just for the 2019-2020 school year. Yes. So we can look at that going forward. Yeah, and we definitely can. All right, thank you for answering the questions. And I'd certainly like to have that investigated a little further. Thank you. Already a motion and a second. Correct. Already a motion and a second. All those in favor? Aye. All those opposed? Six zero, no, seven zero one. Seven zero. Seven zero, I mean not one. Seven zero. Okay. So we're now doing 8.5. We're going to prove the member of understanding between Santa Cruz, Silicon Valley, new teacher project with us. So Dr. Chona Killeen, Assistant Superintendent of Human Resources. Thank you, President Osmondson, board trustees, Dr. Rodriguez. We have a great many teachers at our district and very proud to be part of that. And many organizations wanna take our teachers for mentoring and coaching responsibilities for their own organizations. Currently there are four PVUSD teachers that are certificated employees in our districts that's on loaner and who are currently working with the Santa Cruz, Silicon Valley, new teacher project as full release mentors. And they have caseloads of up to 18 participating teachers for whom responsibilities include weekly coaching. And the mentors also attend forums twice a month, attend professional development training when appropriate and facilitate collaborative learning communities. In addition, the mentors meet with site administrators on a quarterly basis to review site goals and implement each teacher's induction plan. In exchange for these services, the Santa Cruz, Silicon Valley, new teacher project agrees to pay us $60,000 per release teacher towards the cost of replacement for a total reimbursement of $240,000. And there was a little bit of an error that it's to Pajaro, not to Santa Cruz City Schools that they're paying for us to loan the teachers. So pardon the error. And you'll note, because it wasn't a material change, that contract has been updated to have the correct label. Just have one question, if I may. So I'm assuming that we have built enough capacity within our district to be able to provide this service to an outside organization. So that's what I was speaking to prior that we would have to get the proper licensing in order to be able to do this. So our teachers definitely have enough skill for it. What we have to do is we have to go through the certification process. And so that's what I was meaning for the general education teachers. I would like us to have our own BITSA program. I think we're at the cusp of a normal school district that would either do it or not do it. We're right about at that area. So some our size choose definitely not to do it. And some of our size choose to do it. As you all know from the contract, we pay a significant, in this case it's the reverse, but we pay, you saw the significant contract that we have with new teacher project. It's a requirement for our teachers that we don't have a choice but to do it. But I think taking it in house would be good. It would mean, I just want to point out, it would mean more an administrator. So very similar to when we took over CTE, we added an administrator. It would require us to take back the program, which costs us like 600 and some thousand dollars for a new teacher project. So it would mean a full-time person that that's what that administrator did. But in the end, it would wind up saving us money. And I think the benefit of doing this is we do get them back well trained first of right now while we don't have our own BITSA program. For instance, I probably shouldn't use the name, but our, so our coordinator of gifted and talented was one of our teachers went, got highly trained as a coach for those two years, came back and is now doing exceptional work for us, right? So we get our teachers back and are more highly trained in coaching than we had in the past. But eventually we do want to do that, but it would require us to bring on more admin staff because we're dealing with the credentials of teachers. It's not something that we can make as somebody else's job description. It would have to be someone that that's what they do and that's what they focus on. But it could eventually save us money to be able to do that. Thank you. Any more comments? Okay. I would like to move approval. I'll second. All those in favor? Aye. Aye. Seven zero. Okay. 8.6. And this is approval of independent contract agreement for facilities master planning services. And this is presented by Joe Dominguez, our CBO. All right. Good evening, board president, members of the board, superintendent, Dr. Rodriguez. This evening I'm pleased to provide some really strategic planning and foresight on behalf of our purchasing procurement department of facilities and planning division. There was a lot of work that went in through this process and I'd like to commend the team, Richard Ariano and Ryan Block for their efforts. So tonight we have a contract for Maddie Architects and Planning to assist the district in completing and updating and revising a district wide facilities master plan. The difference from this plan to the previous, I believe 2012 master plan is that we will also look at infrastructure and facility needs, but this plan will also be centered on our district vision and mission and our target for student success. So we will actually look at the program needs, whether that's career tech education, dual immersion, Latino film institute, et cetera, and making sure that we have the right space and or facilities available to have these programs successful. And that's something that the previous plan did not capture and or special programs that we discussed in a previous board meeting which are our SELPA and other programs that we have for our students. Our previous plan is approximately nine years old, best practices which we are implementing throughout the district. Districts should revise every five years and then districts are required to provide a current facilities master plan within two years when we go out for a bond election. So this master plan will be completed mid next year. And so this would position the district if we choose to in the next two years or actually two outgoing years, if we were to go and pursue a bond election, we meet that requirement. The other component that we were just recently informed is Governor Newsom signed in recently of this year to move forward for a March 2020 $15 billion statewide school bond legislation. So the state is gonna move forward in March 2020 with their school statewide bond. And so we wanna make sure that our master plan is updated and we have the support of the current needs. With that being said, we have Maddie Architects planning here with us this evening. And I'd like to invite Mariana, Andrew and Presley to come up to the podium and they have a presentation for us. And we'll also take questions. Good evening. Here you go. Thank you Board of Trustees, Superintendent, Assistant Superintendents. I'm honored to be here and having the time in this busy night to introduce myself and the team and get to know you and talk a little bit about what we do. Again, Presley is a project coordinator, is one of the key members of the work that we do, as well as Andrew Fullerton, he's project manager, excellent communicator, and he'll be part of our efforts. So I'll go fast through these. I just wanted to tell you a little bit about what we do. We are architects, we do everything from planning from the very beginning through construction and we do this through trust-based relationships. This is not only in-house, but with our team of consultants and obviously with our clients. Our values are, you know, to give exceptional service. We are passionate about what we do and one of our values is that we own it. I like what you have that is all in, is very similar. So we value everybody's work and that's how we translate it into our job. All the services that we do, but I'm not gonna bore you with that, but basically in a nutshell, we work from small modernizations to full construction of school replacement. We've done modernization of portable buildings and we've done brand new buildings from scratch, as well as working on master planning and that's why we're here tonight. We are local, we have offices in Santa Cruz, an office in San Jose and we recently opened one in Sacramento. The company was founded in 2005 and we have covered the footprint that is showing here, but in the last few years, we've been very active in Santa Cruz County, covering a lot of work in master planning and new projects such as a Soquel School District, Santa Cruz City Schools, Mountain Elementary, Live Oak and we're already doing some projects with Pajaro Valley. Some of our team members, Ralph Le Roux is one of the co-founders and he couldn't come here tonight. He's enjoying a very well-deserved vacation and we also have other staff that is supporting all the work that we do and we're very proud of it. Really quickly, this is kind of an organization of how we would work. We have a team of consultants from civil engineers, mechanical, electrical engineers that would become verifying and helping us study the master plans that Joe Dominguez was mentioning and we're gonna be verifying and see what's the status, what has happened in these last nine years and moving forward to creating the master plan. These are all the people that are in our team. They are local, we again, through that trust-based relationships that I mentioned, we work with these consultants many years and we know each other, we know when we can have clear communication. We don't like something we are very honest and we say it, so we trust that. And here is how we would start. The target that the district has put so much effort into developing and understanding what's important is what's gonna be the driver of our evaluation and put into the master plan. So when we assess the facilities and the spaces on the outdoor areas and everything that each site has, we will have in mind the target that the district has. In fact, we're gonna print a poster of it and put it on our office while we work on this. Again, it's the driver for creating the document such as creating a high-quality learning environment. The collaboration is very important and also the meaningful relationships that you have identified in these targets. So how the process will be, we're collecting the data. We already have received a lot of documentation that has been provided to us. We're sorting through it, we can evaluate, we're studying already the previous master plans and we're gonna have a series of meetings to develop some goals and then meet with each school site and have community meetings so we can also have consensus and input from them and put all this together and then developing the plan, of course, and prepare a document, a living document that can show what the priorities are. So that's what we do. We bring our consultants and check on things. We have experience in meetings, in facilitating community meetings. We have done it in Spanish as well so we try to communicate the work as we go and make sure that everybody's heard. Ralph always prides on the photo here, on the bottom left when we get the thumbs up after the meetings. So this is an example of one of the projects that we've done. We, for Live Oak School District, after identifying and gathering all the data, we work on the priorities as they were identified by the group. We develop a series of plans identifying those goals. We put along budgets per site. There's columns there that's showing the site. So if there's a site that is needing the fire alarm upgrades because another one was having it, it's an easy way of reading the charts to see what is missing on each of them. So budget on one side and then obviously the prioritization, as I mentioned earlier. More examples, this is for Santa Cruz City Schools. We develop the master plan and we are already completing some of the work that includes modernization and some infrastructure and also new construction. We've also prepared exhibits and support documentation for grants. So for example, if there's CTE grants that the district wants to apply, we have provided support for that. We have done some feasibility studies for other districts. So that's part of the work that we also do. This is a new utilization plan. Presley has been working a lot with the Santa Cruz City Schools in understanding what's where in each campus and understanding with the site administrators if that's what they want. So we need to group per grade or per subject, collaboration areas. So these are very important to have them coded and understand what works in each campus and also make sure that throughout the district is cohesive. More examples. We have also developed district standards in terms of materials from lighting to high efficiency mechanical equipment or how to upgrade existing systems. We also have an interior design department and since we started this department, it has helped us evaluate the classrooms from inside out starting from how students would move and then work our way out. So it's a good perspective that we're applying when we're doing our work. And finally, why us? We are local, we are vested, we have the experience, we have 20 years of experience in working in educational projects and we have worked with projects that were assigned to us based on a master plan done by other professionals and we've seen what works and what doesn't work. So when we're working on this one for this district, we can understand and make sure that we ask the right questions and address them in the master plan. And that's about it. Thank you very much. Did you say everything? We're good, okay. So with that, one of the other pieces that is critical to this facility master plan is we'll have approximately a minimum of 30 community outreach meetings per site and throughout the district as a whole. And then we're also including a landscape and looking at our sites and how water conservation and green space and play fields and hard scape. So we're also looking how to be more efficient as a district and then utilization of our prop 39 energy dollars. It's a broad big scope and go ahead and open it for questions. The cards are all gone. So is there any comments? Thank you guys for showing up. I'm always asking, we're always looking at consultants and I'm always asking, where's everybody at? So it's good to see people. Thank you. Thank you. So I do have a question. So are we looking to go after Yvonne in the near future? And if so, when we'll be the best, right? So I would say we have, what we have said is that we feel that we need to finish PBHS before we go out for another bond because that was a significant promise that was made. And so we at least need to finish the athletic field. I think that's a conversation that we need to have with the board. And if we want to move forward, then we need to start surveying and doing some polling and seeing how it goes. Regardless, one thing that I know the board has asked in terms of facilities is just being more proactive, knowing what is our highest level priority, whether it's using the money, the modernization money, whether it's using money for different maintenance that we now have to put aside. But what's our biggest priority so that we're not kind of always behind the eight ball? This would allow us to do that at the same token. If and when we feel that we're ready for a bond, then we would be primed to do that because we can't go after a bond with having a nine year old document. We wouldn't meet all the requirements. So I think it's a two-prong approach. It's trying to be more proactive and then also being ready when we feel the community is ready for another bond. But I've been pretty forward with saying, especially until we get the field completely done, I don't think that we've completed enough promises to the community to get another one passed. And so as part of this process, I'm assuming we're looking into developing new priorities, it's not just a matter of updating an old plan, it's looking at the needs at each school site and then determining what the community wants to see happen in addition to what's necessary, do we need new approves or whatever it may be? Yes, it'll have the nuts and bolts, infrastructure, code requirements component of it, but the centerpiece is the target for student success. So what is the program space and program need that we need to implement and move forward and support student achievement, student success? So for example, like career tech education or FAB Labs, collaboration space, so those are components that at different lens that we're gonna approach this a little different. So it's safely to say that it will be both, right? Correct. Both what we know schools needs to ensure that we move forward with certain programs or be able to expand those programs, but then also having the community input as to what they wanna see within their school sites. Correct. And it also take into consideration factual, so the age and condition of our facilities and or a great example that was talked about tonight are plumbing and our water fountains, for example. So things like that nature will also be looked at. Okay, one of the things that I would like to see as part of this plan is make sure that we have set aside some funding if we end up going after a bond to ensure that we deal with, we have that fund that we deal with on person situations where we don't have to take away money from a project to prioritize roofing or whatever it may be. And I know that's something that we had to do more than one time this time around. And so that sort of creates that distrust among the community and our constituents while we voted to do this in our school site, but you're taking money away now and investing it somewhere else. And so as much, you know, we're able to avoid that situation I think would be to our benefit to do so. Well, Mariana chime in a little bit, but the plan will have a cost estimating amounts associated with the different scopes. One of the areas that we're also addressing a weakness in the previous plan, it also take into consideration inflation. So whether when this plan is complete next year, if we go out for a bond two years down the road, what does that cost associate with that inflation? And so that we also have a contingency fund built and developed. So we have the priority projects and we have the funding available to complete and make it happen, but also a contingency fund. And I don't know if you want to touch on that. That's right. We have a professional estimator that will be working on that. We're not going to be doing the architects for magnitude to support that work. And our part, our efforts going to be trying to understand and identify all those items. So, you know, we prefer to give back news upfront than a surprise later on. So we would like to identify as much as we can what is needed. So then again, it's a full understanding of if we do this work, it triggers this other thing. And again, that is based on the lessons learned in all these years in working, both as receivers of a master plan and the ones generating it. Great. Thank you. Just a reminder, this is a five minute discussion. We still have one more presentation. I have a question. Joe, the panel consisting of seven PVUSD staff members, who were the seven staff members? So we had facilities and planning, one representative, so Ryan Block, Richard Ariano from Purchasing and Procurement, three principals, Watsonville High, Aptos Jr. And then we had student services because another portion of the scope is not only capacity, but also enrollment and attendance boundary. So it's a full loaded plan. And Richard, who else did we have on that panel? And then we, oh, actually this is another, we also had CSCA membership. So we had our boots or our staff in the trenches. So we had our HVAC and then we had a plumber and then we also had a, I believe someone from IT. That is exactly what I was hoping to hear. Thank you. You're welcome. And just to comment, Vice President Trustee Dodge and President Trustee Osmondson, the presentation on that went well over the time that was allotted for it. So while this was an important topic, so is everything else on our agenda? So I just, I don't know if that was a mishap on agenda setting committee staff or what, but just to keep the focus on that, that we're doing our due diligence to run these meetings on time. Well, I just want to ask. So when a Newsom is preparing to do a big, huge bond item on, I don't know if it's gonna be devoted on or whatever, but I mean, does it mean that we can apply for funds from that big, huge, gigantic bond proposal that he's gonna be putting forward? We can apply for funds from it, right? So if for March 2020, so if voters approve, yes, Pajaro Valley Unified School District, it'll prop $51 that the previous bond has already been allocated. And so this will replenish the bucket of funding. And so for districts that already been pre-approved or in line to get funding, which we are, we'll get those and hopefully get those projects funded. And then a new line forms with the additional funding. So we will submit for additional projects so we can continue getting funding. Oh, that sounds good. That sounds hopeful. All right. Okay, let's try to move on. Do you want one more question? I have a few more questions. Uh-oh. Okay, so the master plan that was put together in 2012 was incredibly extensive. Do you have a copy of that? Have you looked at right? So you can see how extensive it is. So is it something that you'll add on to or something that you have to completely redo because that was very extensive? Right, no, we're definitely not starting over. It's data heavy and has a lot of the physical parts and what buildings are owned, what buildings are leased. So we'll definitely start with that and we're gonna verify it. And again, the focus this time is to have community input consensus and adapt the educational program and the target for student success with what those facilities have right now and comparing with what has been done in the last nine years. But this is our starting point, definitely. So when we went out for the bond last time and we're preparing this from 2010 on, it was estimated by nine years ago, dollars that we would need more than 300 million just to complete basic needs to bring our facilities into basic repair. It didn't include any pie in the sky or enhancement to student learning or innovation or any of that. It was just the very bare basics because our facilities for so long had been left in disrepair because of the budgets, the devastating budgets that we all faced. So it's hard for me to think now because we only put in about 150 million, so that was less than half of what we needed to just do basic repairs. It's hard for me to understand how we can turn an eye towards innovation and spaces that are more creative when we have an incredible amount of basic repairs to do just to bring our facilities up. I mean, and we have our community college going out for a $220,000 or $30,000 bond right now. We already have multiple bonds on our taxes, multiple bonds from Cabrillo College and from Pajaro Valley. In my mind, just I'm gonna say this publicly, I've said it before, K through 12 comes first. Our little kids and our high schoolers matter if you're going to be pitting community college versus regular ed, I do feel like our kids, our little kids and our teenagers and middle schoolers deserve to have basic infrastructure in our facilities, so I'm gonna say publicly, I'm not gonna support a $230,000,000 bond for Cabrillo because I don't think it's fair when we have our kids in crumbling infrastructure still. So I'm not sure if they pass another bond or how we would ever get another one passed here. So I'd like to know, so I heard you say that every five years is sort of standard for districts to come up with a facility master plan. And that's good for me to know because I was kind of wondering what are we doing? If we don't go out for a bond, why is this information relevant? I think one of the primary components or another portion of the scope, it's a roadmap for your deferred maintenance plan. So right now, so another portion of implementing best practices, 0708 districts swept deferred maintenance funds into the general fund to deal with the layoffs and the recession. As time went on, you build up that fund and districts for us, for example, we do not have a deferred maintenance plan. So to your point, it addressed, the last plan addressed, well, this is your basic need but didn't have any financial forecasting associated with that. So this plan will have the deferred maintenance plan, what need the lifespan and you can speak more of the technical piece and I'll use like an HVAC air conditioning unit. The life of that is, is it 10 years? Is it 15 years? When should we replace it? You better have budget, allotment, set aside in every 10 years, for example. And so that's what we're also gonna complete in this process. And then also tee up and prepare the district if we were to go for a bond that we have the bond priority language and the bond and community buy-in. And I think that's real strategic of having the 30 plus meetings because it's the program need but also the community need and stakeholder need of our campuses. Sure, and we did that all before. We had multiple community stakeholder meetings and unfortunately some of the promises that were made were not kept. And so we don't have good community buy-in, I don't think at this point. But I could be wrong on that and I hope I am. However, the other thing that we had sort of talked about is having shovel ready projects so that we could get matching funds. I have not seen one matching fund delivered to this district since 2012. And I know apparently we're queued up for those things but we have not received a single dollar of state funds that we are entitled to. I think the depletion of the Prop 51 dollars, but yes, we have approved applications. Now it's just the state and I think that's why Governor Newsom and the legislature is pushing for the March 2020 so they could fund the rest of the list that has already been pre-approved. But I think even the 15 billion that he's planning on releasing is still not going to cover the need, the great need that's out there. It's only a fraction of what districts have already teed up so I don't know where we are in that queue. I'm not sure. I still would like to have a presentation about how many of our projects have already been delivered to the DSA to get into that queue and how much we will be getting back at some point. I still am very unclear about that and I feel like all of this board needs to know that information. Okay. Just to remind her that was five more minutes. Okay. This is a motion. I'd like to move approval. Second. All those in favor? Aye. All those opposed? Seven-zero. I would also like to make a motion to extend the meeting to 11 o'clock just in case we need that additional time. Yes. We need a second. I'll second. All those in favor, to 11 o'clock? Aye. Opposed? All right, thank you. Opposed? All those opposed. Okay, all those opposed. So, excuse me. Aye. So, that's six-zero-one. Oh, six-one. Okay, so we're going to try to move on as quick as we can to the nine-point- Thank you very much. Yeah, thank you. To the nine-point-one positive discipline community resources by Stephanie Barone. Turn on my mic. I'd love to take a brief moment and just ask if everyone can join me in taking three breaths in. Three breaths out. Three breaths in. Three breaths out. This is why we're important. Thank you all so much for all of your hard work tonight. The reason why positive discipline is really unique is because we provide adults an ability to make that conscious shift from dealing with and managing behavior as we hear so many of us are operating on that survival brain and really as to how to take moments as opportunities to learn and how to just be really mindful. We talk a lot about social-emotional learning. We toss that around a lot. But what is it that we're putting in place to be able to help children do better when they feel better? What is it that we're doing for ourselves as adults as parents, as educators, to be able to feel better and model that for our children? A little bit just about the way that I was able to really relate to Edward James Olmos when he was so passionately talking about the importance of self-esteem, self-worth. What does it, what does that mean? How is it that we're doing it? He talks about giving our children our best every day. Our motto here is we're all in every day, all of us, right? But how is it that we're doing that if we're not able to model the social and life skills that we're hoping for our children? Just a little bit about myself as a overworked, overstressed, young parent, it was not feeling great being with my son, right? I was dealing with him. And when I finally had the courage to seek parenting classes and find, wow, you know what? I don't yet have the skills and tools that I need to be the best parent that I can be. And finding that it was so much easier to label him as the terrible twos, he was the one with the problem. But in just a little bit of positive discipline, I was immediately able to see that it was more about me. It was more about not knowing what self-care was. It was more about not understanding what was developmentally appropriate. And so that's something that I'm just so passionate and I'm just continuously falling down the rabbit hole and using my positionality to really inform my work as the director of positive discipline. Our strength lies in the ability to help all adults understand the urgency to equip themselves, to model the behaviors, the social and life skills that we hope and pray that our children develop somewhere between the terrible twos and 18 years old. We really hope that in partnering with us, you let us breathe the joy and the understanding between the difference of punishment and discipline. Discipline is to guide, let us guide parents, let us help the educators to really breathe back in the respectful relationships and equitable relationships. We, PDCR promotes a model of interaction between children and adults that teaches respect and dignity, fosters a sense of belonging and significance, and brings more joy and compassion to family, schools and our community. Just briefly, I, if you can go on to our next slide here. You can, oh, it's okay, just, oh, oh. And so I'll just fast forward. This is just a little bit of how we try and demystify the brain science, demystify what it means for when we're caught in a power struggle with our teenager, when we're caught in a power struggle with our spouse, right, we're firing off those mirror neurons. So when my toddler is having problems tying his shoes or having problems with tantrums or getting into the car, just moving from one transition to another, I'm able to understand why it is that I needed to escalate to a punitive practice because we're escalating each other and we're firing off each other. When he's tantruming, I immediately want to start tantruming too. And that is something that positive discipline is able to take away that shame, that blame, that guilt from parents and really just understand what it means to take a deep breath, right? With understanding ways to really promote this into as young as three, four years old, as to what a flip lit is. This is brain science that we're able to bring to our classrooms. This is brain science we're able to bring to our parents to understand that when we're operating off of our big emotions and triggered from whatever it is that's happening at work, at school, in our life, is that we literally lose the ability to be in our thinking part of the brain, our prefrontal cortex. We're literally in the operating in that big emotion space and even more so for children who are not yet developed. When we're able to bring something as simple as this to a parent who's understanding that, they're able to have that conversation with their child in a non-verbal way to be like, this is what's happening at the grocery store, right? And helping to kind of bring that right back down is the simple tools that we're so excited to bring to families. We invite you to let us in, partner with us, support us. We're this little engine that could that's bringing these really great resources to our community, whether that's through promotional support or bringing us into your school sites. We offer parenting classes. We have topical workshops. We have downloadable parenting tip sheets available free in English and Spanish. We do an annual conference on special needs that's always affordable on a sliding scale fee with ASL and Spanish interpretation. We have trainings and professional development workshops that we offer annually. And we're just really excited to be here for our community because the goals that we all have, they don't have to be long-term. We can be working toward those every day. And just in the last couple of seconds that I have, I just wanted to practice an experiential activity that we do with our parents. So it's called do as I say. So if you all could please indulge me. So do as I say. Put your finger on your head. Put your finger on your chin. What did that elicit for you all? That I'm this crazy lady that's so stressed out that I don't know where my chin is or where my cheek is. No, it's that we're not modeling. We're saying don't text and drive. And what is it that we're doing? We're on the email. We're checking while we're in traffic, right? What is these mixed messages? What is this mixed parenting styles that we have? And so, again, it's just we're excited to be able to bring a little bit of that fun back and a little bit of that joy and that deeper understanding. So thank you all so much. And I hope you're able to all get home to your families on time. And I'll end there. Thank you. Well, thank you. I think, Bo, I have a couple of comments. What partnerships do we currently have with this organization, our school sites? Are there any? I'm not aware of any. So I know we have a positive discipline. I know at Calabasas. And maybe that's a little different than what your organization offers. But for me, I think this is an excellent opportunity to be more inclusive of our parents, right? So if there's a way for us to build a partnership with this organization, be it have them host a workshop during our annual parenting conference, I think would be very beneficial. Like little things like that, I think, can go a long way. So very much ways to get them involved with early childhood, our educators. I know Angelica has sent a couple of, right. And so how can we expand that partnership, right? I always say that that's always the second home for a child, our preschools, our teachers, and so forth. If they're also equipped, because I know you offer for parenting, but also a program for preschool teachers, early education, right? So in any way that we can partner for the benefit of our students, I think would go a long way. What else? Even classes offer through adult ed, you know? So things like that, because I think as a parent, I struggle like parenting is not easy. And you want the best for your child. And I think having access to those stools can positively impact their upbringing and also their educational experience. So I think everything's connected. And the more we can increase parent involvement, and the more tools we are able to provide to them, I think the better off our kids are going to be when they get into our schools. So thank you so much for staying this late. Unfortunately, we were thinking it was going to be a shorter meeting. But I know that you do have my full support, because I recognize the need for the services that you offer. And hopefully, by working with our director, we're able to expand and deliver the services to our parents. Thank you. I have a question for you. You base your philosophy off of Janet Lansbury, correct? Jane Nelson. Jane Nelson. Jane Nelson at Larian Psychology. OK. And so your philosophy is basically to teach the difference between discipline versus punishment. And correct? At its core, yeah. At its core. Yeah. OK. It's not for relationships. OK. And so does your method go into timeouts versus time-ins as well as? Definitely. OK. And so for us, it's more of like the cool-down space. So how to use it in a way that's actually a part of the self-regulation and a coping method instead of being directed there. So when we say, OK, do you need to go to your cool-down space? It's no longer a cool-down space. It's now used as a punitive method. But when it's part of like, what can help you cool down? Like, just really curiosity questions. And they're like, I could probably go sit over there. And they're like, yeah, OK, we could try that. And you're making them feel that they're capable, right? Like, we're able to really draw that out of our kids at such an early age that they're really getting that, as it's coined, gamayanshastafil, that social interest that they can really be capable and in charge of what happens with them. And problem-solving. My question is directed at our superintendent, Dr. Rodriguez. Can you please explain to us or me what was the purpose of bringing this forward tonight as a report and discussion item? Sure. So as board members, you have the opportunity to provide requests to the Agenda Setting Committee. So the request was brought to the Agenda Setting Committee. And it was approved. And so they are a community resource. And so they were here to explain the resource that they provide. So that is the process that we take here in the school district to get something on the agenda. This is also not the first time you've presented to us, because I do remember you presenting. Maybe. 2014. Yeah, I remember that presentation. Your hair was longer then. Yeah. Anyway, thank you. Because I heard in the presentation a few times about partnering with. And it's no criticism to your program, or whether I personally agree with it or disagree with it. And I totally respect my colleague, trustee Orozco's opinion on this. But I think it's a very thin and fine line for us as a public K-12 educational system to partner and make with some organizations and make it suggestive to our stakeholders in this community that we are suggesting to them how they should parent their children. I think there's a place for this. I don't believe that it's appropriate that it comes from a free public K-12 educational system if it were through something on the adult side, through pep classes, Cabrio College, community health trust, those types of things. I think that's more appropriately based. But coming from us as a free public K-12 educational system, it's crossing that very thin fine line for me that border is saying, we're telling parents in our community of how they should be parenting their children. I am not at all comfortable with that. Thank you so much. I just said just for a minute. I think that being able to be a part of the menu of services that's offered as we are not the funded program, we are not the free program. And so what parents are currently receiving are either really rewards-based or punitive practices and just as simple as the planned ignoring or the time out. And so we're kind of on the philosophy that it should be a buffet. It isn't eat this broccoli because it's centrician, but it's just how do we just support parents and the pieces that they're all struggling with that we even heard the desperation in the room and that we can be a partner in really just addressing some of that social, emotional, and just school community connectedness. And again, I'm not saying whether I agree or disagree with your program. I'm just saying to me for a free public K-12 educational system, this crosses a line to have a partnership when that could be facilitated through many other organizations in the community. So it does not come across to our parents of nearly 20,000 students. Realize how many parents that is, that we are all suggesting how they should be parenting their children. Well, I disagree because I think we have a duty to prevent child abuse and we're stewards of children in this district. And I thank you both, especially you. She's great, by the way. But for everything that you've done in our community to prevent child abuse, so thanks for the presentation. Good night. I just want to say thank you to you. She's a good friend of mine. She and her husband are good friends of mine. And when I was the director of a preschool center for more than one of them, I wanted people like you to be there for our parents. I wanted you to be there for our parents. Yeah. So I'm not sure exactly what makes this good. There we go. I just wanted to reiterate some of the principal's comments that I've experienced in this community is the challenge they have is engaging parents in the active life of encouraging their students. And when it becomes a power struggle, there's the resistance and the pushing away. When they feel they belong and can problem solve together, the parents feel more engaged in that community. And I know Todd Westfall at Calabasas felt pretty strongly that when you have parents involved, you have students involved, and you have the teachers involved, what you have is that triangulation so that it's a successful community that supports the students for their greatest learning, which is pretty helpful. And then they believe in themselves and they can achieve. So thank you again. Thank you. Thank you. Angelica, so have you used them? This particular? Uh-huh. Or and has our other chair, director of the town. We do not have a collaboration with this organization, but this organization has a lot of resources. I have a level for the community and for parents to be able to get ideas on positive discipline. I sent a couple of coordinators. Was the last month, I think, was a training. And they came really happy with the information they received. We haven't implemented anything. We're working at trying to put the framework we use for social-emotional development and some of these ideas together. So we can work with that. Yeah, sounds great. 10 minute discussion. Thank you. We're at the consent agenda, right? I'd like to make a motion to approve the consent agenda with deferring items 10.6, 10.11, 10.12, and 10.13. I like the second emotion. 10 point. So I can't remember all the ones we're deferring. Eba, do you need me to repeat that for you? Yeah. 10.6, 10.11, 10.12, and 10.13. 10.6. Eba's got it. OK, do I have a second? I second. OK. All those in favor? Aye. Aye. So start with, is it 10.6? Yeah, I think this falls under Chona. No? Oh, that's right. That's right. So I guess my question was, is that why are we looking to make this agreement with CSUF all the way over in Fresno instead of the Cal State systems that we have right here near us, particularly San Jose State? Because this is our, this is a school nursing agreement, so we need to have a preceptor for one of our school nurses that has their preliminary credential, and she's getting her preliminary credentials through this program. So we are partnering with them so that she can finish her school nursing credential. This for one employee? Yes. OK, so this isn't looking to be a partnership or an MOU agreement with the whole, this is just for one person who happens to be at that institution. Had she been at San Jose State, it would be, OK. We would be looking at it differently. OK, that was my only question. Thank you, Heather. So I'll make a motion to approve 10.6. Second. A second. We have second? OK. All those in favor? Aye. Aye. So now we're at 10.10, is that correct? 11. But 10.11. So my question with 10.11, and it's even, I don't know, Joe, you want me to just deal with 10.12, because it's pretty much a similar question, and avoid having to take the time to ask the same question twice. I looked at these both, and I'm wondering when did the district last look at other competitive pricing with this, and seeking, looking at bidding this out, and when was the last time? Let's just start with that. Yeah, the both agenda items are a renewal, and the rates were negotiated. The district, I believe it was approximately five months ago that we did a presentation on procurement process for legal services, and so we provided an outline to the board of our RFP and RFQ process, and so we did provide an RFQ process for legal services. And so for the first item of Fagment Freedmen, that is specific to our SELPA and special ed services. And then the Dennis Wallover Kelly is our Facilities Council and Purchasing Council. So that was completed approximately about five months ago, we presented it to the board, and we did an outline and a presentation on legal services. We also provided an assessment of other law firms that we contract with that were specific for other areas. Well, and so, but due to the specific nature how we have different law firms representing the district in different areas of specialties, so I guess the question comes down to, I mean, are you comfortable with saying that these are competitively priced pricing? And because like particularly in the one, not the Freedmen one, but the Dennis Wallover and Kelly one, I mean, those are huge ranges. So like with that one in particular, one of my more specific questions with that one is that, I mean, where are we falling in that range? Are we as a district constantly paying on the high end? Are we at the low end? Are we sometimes in the middle? I mean, what are you finding? It's because that's quite a range. It's actually in the average. So the rates are the norm for similar districts and the law firms are pretty much by region. So Bay Area, Central Coast, Southern California. So these are the rates that similar sized districts receive. I could try to negotiate a lower amount, but this is kind of the average what we see out there. One of the other things that we do as a district and I'll be following up with our self a department is when we have specialty counsel and there's a co-founder or a partner, it's a higher rate. But if you have a non-partner member of the law firm then it's a lower rate. And so we really try to guide the specialty services that we need to match the work. And so when we do need an additional expertise, then we'll call in a more experienced someone that's guided within the law overall. Well, for instance, the range that I'm speaking of, I understand what you're saying. Sure, if you have this level of counsel, you're paying this rate. If you have a special counsel or an associate or a clerk or a paralegal, you're paying this rate. But that's not the issue. For instance, the shareholders of counsel, that range is from 265 to 360. So my question to you was, are we constantly paying at that high rate? Are we sometimes at that low rate? Or are we sometimes landing in the middle? So just because I wanted to be accurate, I looked at the information we provided on June 26. So I do have the answer for you, the exact answer. So our average hourly for FF, triple F, which is the, is 271, which is our average hourly rate that we pay. DWK, which is the other contract in which you're referring to, is 259. But that's under an old contract? So that was last year's rates, yeah. So I guess that's not still really asking my question. When we're having this range, because I don't have previous years contract in front of me. So I don't know what that range was and how much it's changed to this one. So again, my question is, are we always at the highest end, at the lowest end, somewhere landing in the middle? Because I mean, this is a significant range. I would say we're on an hourly rate. On an average is in the middle. So we're not on the high end. And it's specific, it's case by case. But the presentation that we provided, it's a lower rate than what's in this show. And part of the reason I'm asking these questions, because it's, besides being a due diligence issue, it's, we don't want to have any vendor and even law firms, which are vendors of ours, getting complacent with us, that, that PVUSD, we could just charge them this because they don't even look outside of us and they're just gonna renew their contract with us. Correct. You understand what I'm saying? And one of the, one of the items that we presented to the board previous was that, for example, in procurement, the district lacked front end documents or procurement documents. We got the templates from Dennis Wallover Kelly. So now that we have those, we no longer need as much legal counsel to implement because that was a lot to take on. So as we move forward, we just need to have those revised templates and our staff are fully capable of now moving that forward. And then you're looking at other pricing. Correct. Got that proof. Okay, so President Trustee Osmondson, I don't know if you, it's okay if I could just adjoin it to approve 10.11 and 10.12 at the same time. Yeah, that sounds good. Let's just move on. Oh, you want to separate? Do it separate? Okay, so then I'll make a motion to approve 10.11. I'll second. All those in favor? Aye. Aye. All those opposed? Aye. I'll make a motion to approve 10.12. I'll second. All those in favor? Aye. Aye. Okay, and so the last one, 10.13. It's pretty much a similar question, Joe, with KPN. You know, in the wording of the body of that, I read that it was competitive pricing. So my question to you is just how are you assured of that they have competitive pricing because this is a renewal of joining, not again something that sounds like we went out and said, you know, put us your bids of what we're going to do. So how are you assured that this is competitive pricing? So we do analysis of pricing of similar equipment. I'll have Richard chime in as well. This is a JPA, so it's a pool of similar entities, districts and public entities that purchase the same type of material or equipment or office supplies. And so that's where we get the price point or the price break as a group. And so if you want to follow up on that, Richard. I think the only thing that I would add is that we just verify that when we go in with something like this, a piggyback with KPN that it was awarded in accordance with California laws and that it was bid out the way that we would do it ourselves if we were to do it. So yeah, it's just taking advantage of saving the time of us having to process the bid and the award. So you're not necessarily sure that the pricing of the equipment, you're just talking about that process, but I'm saying the competitive pricing with the equipment that we're purchasing. So we're not purchasing any equipment, it'd just be the supplies that are going. Or the supplies. Yeah, so yeah, we're sure that the process was competitive and that it was awarded so that it's the absolute lowest that we could get for our area. And packaging it this way actually avoids using legal counsel to assist the district in developing our own RFP. So this is a great example of not using legal counsel but using an established bid from another district or another entity to piggyback on and get the price point that we would like. Okay, thank you for the collaboration on it. So with that, I'll make a motion to approve item 10.13. Thank you. All those in favor? Aye. Okay, are we done now? So I wanna go to the deferred consent items. That was it. Oh, not deferred consent items, sorry. I don't know what I was talking about. I wanna go to closed session. Motion number one, closed session item 2.2. I move to approve the certificated personnel report as presented by district administration on October 9th, 2019 with 28 and three additional action items. Oh, those in favor? Aye. Motion number two, closed session item 2.3. I move to approve the classified personnel report as presented by district administration on October 9th, 2019 with two and five additional action items. Second. All those in favor? Aye. Is that it? All right, so we voted in doors, but we're reporting out. So the board approve full expulsion for the remainder of the 1920 school year with placement at another school outside the district on a strict behavior contract for the following students, 1920, 004, 1920, 005 and 1920, 006 with a 502 vote. Okay, upcoming meetings. Our next scheduled meeting is on Wednesday, October 23rd here.