 Okay, so I'm going to head and start and we're going to be going into closed session we're going to discuss 2.1 one expulsion referral 2.2 certificated public employee appointment employee blah blah blah government so section 54957 classified public employee appointment employment government code section 54957 2.4 public employee this one dismissal release leaves 2.5 existing pending anticipated litigation and that's what we're doing in closed session boom boom I'm say I'm supposed to talk on the mic sorry then I'll do this again we are opening our meeting for July 10th 2019 here this evening and I'm gonna do the pledge of allegiance Danny ready is Virginia okay bueno lo siento mucho pero esta noche no vamos a tener un traductor si eso va a ser la primera vez siempre tenemos un traductor para poder ayudar a todos que necesiten traducción este si quieres hablar con la agenda hay que conseguir una tarjetita para poder hablar dos minutos if you need a car to speak on the agenda you can get one with Alicia gonna get one tonight with Alicia not ever okay we're gonna have right now the superintendent comments with dr. Rodriguez yes well good evening well the PVUSD team is excited to introduce our 2019-20 theme all in every day so it show up connect and learn so behind us you will see a banner promoting the campaign PVUSD recently collaborated collaborated with Kailin and tell him mundo to promote the team and more importantly to share with the community the services program and make PVUSD a wonderful place to learn and work so after I say in Spanish we will show you the commercial so well the PVUSD team is excited to introduce our theme for the year 2009-19-20 with desire every day so you can connect and learn and behind us you can see our banner promoting the campaign the district recently collaborated with Kailin and tell him mundo para promover el tema y lo que es más importante es estamos compartiendo con la comunidad todos los servicios y el program en los programas que hacen nuestro distrito un lugar maravilloso para aprender y trabajar y aquí está el comercial y flexible learning classrooms PVUSD also recognizes the value that music and the arts brings to students with our el sistema music program band and choral in all secondary schools and Latino youth film Institute PVUSD all in every day but you may be thinking well what does all in mean for our staff and all of us that we have a relentless advocacy and service as the PVUSD family to engage in work that accepts and supports a belief a commitment and a passion that all students can once again at one school begin students will have the opportunity to reflect on what all in every day means to them pero tal vez está pensando que significa con ganas todos días para el personal estamos en pacla en paclamente hablo a bogar y dar servicios como una familia de distrito de participar en trabajo que excepta y apoya una creencia con permiso y pasión para todos los estudiantes que puedan una vez que comienza la escuela los estudiantes van a tener la oportunidad de reflexionar sobre lo que significa para ellos de estar con ganas todos días so as a community we are also coming together for common causes in powerful ways the district has established a team to participate in this weekend's relay for life the PVUSD pirates of the Caribbean to support the fundraising event and to come together to celebrate and honor the lives of cancer survivors assistant superintendent Kristen Chaus is the district's team captain relay for life last 24 hours and will begin Saturday July 13th at 9 a.m. and end on Sunday 10 a.m. we do need support in covering some shifts Kristen and I are walking from midnight to 3 a.m. but there are also places available for you from anywhere from 6 p.m. to 3 a.m. and if you're able to participate please contact Kristen to sign up so the district of también estamos trabajando juntos para una causa comunes de nuestra poder de no manera poderoso esta hemos establecido un equipo para participar in a relay for life este fin de semana para apoyar un evento de recaudación de fondos para reunirse y celebrar la vida de los sobrevivientes de cancer la asistente superintendente Kristen Chaus que está y es la capitana de nuestro equipo de distrito relay for life si dura 24 horas y comienza el sábado 13 de julio a la las 9 de la mañana y termina el domingo 14 a las 10 de la mañana como expliqué nosotros dos vamos a caminar empezando a las 2 de la noche hasta las 3 de la madrugada pero también necesitamos personas para cubrir los otros turnos empezando a 6 de la noche hasta 3 de la mañana si puede participar por favor de hablar con Kristen and have a good night okay we're gonna have governing board comments so do you want to start Georgia we're not doing too much this summer okay Jennifer um hi so I was able to go to a couple of the 4th of July parades and it was really special to really see the community coming together in celebration and it was that was delightful I'm also trusty or Oscar and I met with pastor Robin Matthew Johnson of Watsonville First United Methodist Church about ways that we could potentially partner for backpack drives it's a little close for it for this year but we thought with enough planning and you know conversation that we could you know look at the future future years just to ensure that our students have the supplies they need to start the school year properly and then I just I wanted to I was at the Watsonville City Council meeting last night I wanted to extend a thank you to them they honored several of our migrant education students for their stellar work in the speech and debate for competition and these students work really hard we recognize that and it just meant a lot to me to see the wider community honoring these students good evening thanks everybody for being here like Jennifer I marched proudly in both parades the Aptos parade and then we raced down to Watsonville where we walked and marched in front of the PBUSD school bus and it was it's always like one of the wasn't it fun one of the best days of the year to see all the kids in the crowd and people who love PBUSD lots of former employees waving and running out to give hugs and it's just a really beautiful day so thank you I encourage all the other board members to try it it's really great oh Aptos High School robotics team won the international competition and again and so we're as a district very very proud to support their efforts and congratulations I'd like those kids and those families to come and give us a presentation they're scheduled okay great I'd like to celebrate them at the board thank you good evening everybody good to see everybody here during vacation time I just like to say thank you PBUSD for all the new construction that's going on I live by Watsonville High E Hall many way hopefully we can get a progress update on the dirt that's at EA Hall and hopefully we could get some progress about some of the portables that many way I attended a Watsonville soccer clinic which was held at Ramsey some friends I went to high school with this is their second year they put the clinic together for free they took about 50 60 kids from all over the city just give them the fundamentals of soccer and I just want to say thank you to my friends that put that together I also attended the city council meeting early yesterday I couldn't make the 6 30 but I think it's important that us as trustees we already we know it's already but it's important that I think we attend these meetings we want them to know that we have a voice to we want them to hear our voices this weekend there's a lot of things going on this weekend on this Friday they're having the lights for Liberty to end child prisons I'm pretty sure what's been here and what's going on there's an it's a nationwide event this Friday so if you're anywhere near the placenta and you're against of what's going on we're locking the children up they're having something over there Saturday Sunday relay for life at the high school and Ms. trusty home forgot to talk about her town hall that's this Sunday I'm pretty sure everybody knows that Watsonville community hospitals for sale and not everything's good you know so I encourage people to show up this Sunday at the what's the city council chambers and listen what's going on this is our hospital and it's important that we keep the jobs we you know we keep the those doors open so thank you very much yes so I was in the parade to with Jennifer and Kim and myself and Dr. Rodriguez what I do is I watch the parade I don't want to get in the bus early I watch the parade and then I wait till the bus passes by and then I go out there and walk and wait for the rest of the time and then I come back to see the horses and actually who rode my bicycle to meet with Dr. Rodriguez and then I rode it to the Sierra Seoul to see all the sculptures there there's probably about 60 or more sculptures is incredible and there there was an adult education sculpture and last year I went as well and and I always ride my bike and there was more than one adult education sculpture there that was pretty cool so I went to the GPA meeting which is a meeting we're doing in order to promote and maintain the mellow center so I'm on that committee and so so is Danny and we just did it today we just had a meeting today and the thing that I liked about it afterwards is that I had never seen all of the student art that's in the administration building because you know it's been always closed when I've been able to try to go there so I was able to walk around and see all the incredible student art that's inside where the administration office is it's super fabulous and while I was at it I went down to the library to see the rest of the art that's their student art that's in the library so that was cool and tomorrow I'm going to the migrant head start I have a committee that's the one committee most people have committees but I do have that committee migrant head start because obviously that's when the migrants are working and it's their beginning of their big meetings where they have at least 30 or more people from all the daycare centers and I'm not sure about daycare homes but there's lots of people there and they're they're always so great to hear them because they have parent meetings where they literally have parents that are working in the fields up to 30 or 40 parents come to their meetings amazing so that's tomorrow thanks now the approval of the agenda can I have a motion making a motion to approve tonight's agenda second second okay um before we take a vote I wanted to see if we can move close session item 13 to before 6.1 before 6.1 yeah closed session oh okay no okay I'll amend my motion to include that change okay all those in favor I all those opposed so today it's okay next it's going to be the approval of the minutes for June 26 can I have a motion second okay all those in favor I all those opposed it's five okay what's four zero two four zero one two okay some of these these are kind of things that I he's kind of both things okay so we're on public comment oh we're doing 6.1 before we do it yeah we're doing it okay we're gonna do close session now motion number one closed session item 2.1 I moved to approve the certificate in person on report as presented by district administration on July 10th 2019 with 39 and 6 additional action items okay yeah we have to have a second second only he motioned we have a second yeah all those in favor I motion number two closed session item 2.2 I moved to approve the classified personnel report as presented by district administration on July 10th 2019 with 124 and 2 additional action items second I'm gonna second okay I second it all those in favor I here we go announcement number one the power of Valley Unified School District is pleased to announce the selection of Ivan like Alcaraz as the new principal of Rowland Hills Middle School Mr. Alcaraz has been serving the power the students of Power Valleys since 2013 as an intervention counselor before becoming an assistant principal at Watsonville High School Mr. Alcaraz is a local resident of Watsonville and a former student PVUSD he obtained his bachelor's of art in business management economics and UCSC his master's in education and counseling and student personnel master's of education and administration and supervision and currently earning his doctorate in educational leadership we are proud to welcome this highly accomplished educator to his new administrative. Ivan you want to come up and say a few words. Good evening Madam President Board of Trustees Dr. Rodriguez it's kind of an honor for me to actually you know accept this position and be part again still of this district and sort of the community that raised me and educated me so it's quite an honor I know there is great work that has been doing that's been happening at Rowland Hills and I'm you know excited to pick up that baton and continue that work so thank you very much for this opportunity greatly appreciated. I just want to say also congratulations Ivan you know I before I was a trustee I ran into you in the community and I I know you love this community I know you're dedicated this community to the students to the parents and congratulations and I'll see you out in the community. Thank you. So announcement number two the Pajaro Valley Infant School District is pleased to announce the selection of Mara Yussoi. Yussoi? How do you say her name? Yeah. As a new coordinator of English learner programs. Mara has been serving students since 2007 as an elementary teacher in Ural Unified. She received her bachelors in liberal studies, master's in education and multiple subject teaching credential from UC Riverside. She earned her administrative service credential from National University. Mara has currently been serving the students of Oak Grove School District as an instructional coach as well as curriculum developer for the Silicon Valley Education Foundation. Mara brings a wealth of knowledge and providing professional development to teachers and administrators. Developing curriculum focused on literacy and coordinated alignment of curriculum to SBAC interim assessments. We are proud to welcome this highly accomplished educator to a new administrative role. Thank you. So I'm going to put it as 6.2 now for public comments. Do we have any public comments? Do you have any? Oh there is none. Okay. Employee organization comments. Do we have a PVFT person? We do. There you go. You're here. Thank you. Good to see you. Is that working? Okay. Whoa. That's a lot louder. All right. My name is Kate Freels. I'm the secretary of the Pajaro Valley Federation of Teachers and I'm also a teacher here. I've been teaching at Minty White Elementary for the past 10 years and recently accepted a position as a district technology innovation coach. I'm here tonight just to speak on behalf of the PVFT, our union. I wanted to speak in regards to item 8.9, the assistant superintendent salary schedule adjustment. The PVFT is in agreement that this change should never have happened in the past and we're glad the district is acknowledging the mistake. We think it's fair that Dr. Rodriguez also acknowledged that a pay reduction is necessary in order to reintroduce health benefits as part of the assistant superintendent total compensation package, although the reduction should have been closer to $14,000. The repeated attempts made to include health and welfare benefits to the total compensation package of the assistant superintendents demonstrates that Dr. Rodriguez absolutely understands the importance of health care for PVSD employees and that's one of the things that unionism has meant for me in my 10 years here at the district. Having a union to negotiate fair wages and health benefits for us as well as good working conditions which are good learning conditions for our students. So I hope that you all understand the importance of getting back to negotiations promptly and we look forward to that. Thank you for your time. Okay, do I have any more of the unions here? I don't think we do to be honest with you. So let's see, where am I? So there's not any more unions, CSCA, any of the other unions. Okay, so 8.1 and we're going to do action items. So 8.1 is the approval of Renaissance Learning Contract by Susan Perez. Good evening President Osmondson, members of the board, Dr. Rodriguez. This is a contract that we, it is not a new contract. We've had Renaissance Learning for a number of years but wanted to highlight this particular contract and share with you a little bit about how it is used in the district. So Renaissance Learning is a company, a software company that has a number of products. Two that we use and that are included in this contract. One is Accelerated Reader and the other is Star Assessment. So just very briefly, our Star Assessment that we use through Renaissance Learning is a reading test. It is optional. Our teachers use it primarily as an interim assessment to monitor reading in between our map tests which are given three times a year. What we'd like to highlight this evening is Accelerated Reader and I asked Claudia and Monjaras, our director of ELA and History Social Science, to share with you just a little bit more about Accelerated Reader. Good evening President Osmondson, board of trustees and Dr. Rodriguez. So I'm gonna quickly just go through a little bit, kind of I'm sure you've heard about AR before but I want to kind of do a little bit of a refresher and like Susan said it is a program that we have teachers using in the district to help students set goals around reading and monitor progress and be able to have conferences with students. So basically how it works is that teachers are able to have those guiding conferences with kids where they're able to run the reports. After taking the star test then they can talk to kids about the reading levels, set some goals like how many books do you want to be reading, what level should those books be and then the kids are able to take quizzes at their level based on books that they're reading and they can be from anywhere, they can be books from home, they can be books from the school libraries, public libraries, wherever it is that they can get their reading and even classroom books. So it offers them a lot of opportunities to practice, there's actually over 200,000 quizzes available in the program so it offers them a wide range of opportunities and then the piece about the growth, teachers are able to monitor that and have those conversations with the kids and be able to set a range of different goals. I wanted to kind of quickly point out that we have about 8,742 students that are actively using the accelerated reader program and that's across all of our schools. We have that's predominantly in the elementaries but we do have kids in middle school who access it and we have kids at the high school level who do access it as well and then we broke it down and I'm sure you probably had an opportunity to look at this but we did break it down in terms of ethnicity groups, participation levels. The one up on top if you look at the total number of kids participating that 8,742 over 3,000 of those kids are actually averaging at a 67 percent so that means we have a range of comprehension percentage going on with the students so and a lot of that I mean we have kids that are even using it during the day and after school so there's a wide range of that use going on. So the purple ones they keep it, I'm not the same, there's ones really long and there's ones really short, those are explained to me, I looked at them. Yeah I know and it's kind of small on the screen there so the groups down at the bottom are the ethnicity groups so it's a matter of how many how many kids I tried to put the numbers a little bit bigger on the side the fractions so like our largest group the Hispanic group down there there's a total of 10,636 students but out of that 10,000 we have 6,993 who are actually participating using AR so that's what those bottom fractions are and then the top one just shows what their average comprehension percent is for the students who are using the program. All right so is there any questions? Yes. When you're saying the total is that K through 12 population? Yes, okay yeah it is a much smaller percentage of students at the high school level that are using it it's predominantly at our elementaries. Any more questions? Okay so can I have a motion? I'll make the motion, there's no speakers at all. Second? Okay all those in favor? Aye. All those opposed? 5-0-2. All right thank you Susan. I know she's got more than just one, excuse me. So 8.2 is the approval of contract for the NWEA map. And this once again is not a new contract this is something that we have been using for three years now but I wanted to just highlight a little bit the work that's going on with map and make sure that everybody is familiar with it. So map which is measures of academic progress is our interim assessment that we use three times a year it's provided by the Northwest Evaluation Association and I think the one piece I'd like to highlight on this slide are the number of students nationwide who are using this assessment and I'm going to come back to that a little later on. But map basically is given three times a year we use it for language arts and math or in excuse me reading language arts and map. The language arts is optional for schools but we do have a number primarily we focus on reading and math and we are using it in second grade through high school. What's really nice about map is that it monitors progress over time and provides teachers with information about what students are ready to learn next so that they can use it as a strong instructional tool. Map is aligned to California standards and it is entirely computer-scored and it is a computer adaptive assessment which means that it is unique every single student if you're sitting in a room with 25 students every student is going to be having a little bit different assessment even though they're all taking map. And if the assessment if students answer a question right the next question is going to be harder. If they answer a question wrong the next question is going to be easier and what it's going to provide teachers then is accurate information about what each student is ready to learn next regardless of whether the student is several years below grade level or actually advanced and beyond grade level which is one of the things that is really powerful with this tool. It uses a RIT score which is just an acronym from Roush unit and it is something like a yard stick and I'm hoping I can show you how this works with an example I have on the next couple of slides. So one of the things that is really great about this tool is that it measures progress over time. It does not matter grade or age. It has nothing to do with greater age. It's really measuring a student's growth from beginning of literacy and numeracy through adult letter of literacy and numeracy. So here's my comparison if you think about a child and I'm sure we've all done this with our own kids or had this as kids you stand up against the wall you get your height marked and regardless of your age your height is monitored over time. Well you can think of the RIT sort of as a growth chart but around learning where you're getting those incremental measures over time and just like a pediatrician uses that height chart uses norm measures to tell parents how their students growth compares with other students their same age. Teachers can use grade level norms to be able to tell how their students compare with other students nationwide and that's why those that large number of students I pointed out earlier is so important. So the way we use map in this little diagram is a little bit hard to read but you can see at the beginning of the year map is given teachers get a lot of information from that then there is several months where instruction is happening assessments are being given in the classroom and then another map is assessment is given mid-year same information is gathered what's powerful about that mid-year is that it gives good information so that teachers can make mid-course corrections prior to the state tests in the spring similar pattern instruction and classroom assessment and at the end of the year there is a third map assessment which provides information that can help determine placement and good information for the following school year because we don't get state tests back until August and I'm happy to take any questions it's less a question than a comment and I'm familiar with adaptive testing through my work as a nursing instructor and I hadn't known that map testing is the adaptive quizzing model and I was I was just very pleased because I know that for as an instructor I use that as a formative assessment for guiding my own students work so I just wanted to express that I was great thank you so I was hoping that you know with those of map assessments and we've talked about it before that each student is you know this you can work with each student and talk about their growth with them and you know they can feel good about where they've grown or they can actually say them to myself or to whoever I'm gonna I'm gonna read more books from this time to the next time I'm gonna read this many more books or I'm gonna in the math part I'm gonna figure out how to do the multiplication you know I'm gonna work on whatever but you know in other words to the students can feel good about what they've done well and they can figure out what they need to do to do better so it's really important you know that every teacher is working with each and every student so that they know exactly what they've done well and what they need to do better so they can feel good about it and they can feel they can tell themselves I'm gonna do better I'm gonna do this or that whatever so it's it's one that I hope that a single is that happening yeah when I go into classrooms I very often have teachers who will ask their students to show me their their goals for map and there I think more and more as we continue to use this it has gone from teachers looking at the assessment results to sharing with students and now students being more and more involved in their own goal setting and understanding what the reports are sharing about their growth yeah that's that's for me really important to have so for the kids that are falling behind or maybe not doing as well as we'd hoped on map when do interventions begin interventions are ongoing throughout the school year but certainly at the beginning of the year after the first map assessment schools are taking a look at that those map scores in the fall we use them for a number of different things but absolutely determining whether interventions are appropriate or more interventions are needed is something that takes place after that initial map in the fall and then I know that schools also use the spring map scores to determine whether students need to start out getting additional support in the fall and by additional support can you just articulate with that for some parts of the their academic day it can include some leveling not a lot I think that at the elementary level it this the tests are reading and math so the reading scores can show certain aspects of reading that needs support and so for a portion of the reading block students may receive intervention that's specific to what their map scores are indicating they need support for but our interventions look different at each school depending upon the needs at that school site can you articulate or just name a few of the interventions in some cases if they're different at every school I'm not sure how we're measuring each school well the map scores help measure that there are other tools that schools are using if we're talking about the early grades we have different assessments for reading in the primary grades in the upper grades there are also the in addition to these periodic benchmarks we also have curriculum embedded assessments and then for reading the star assessment that I just mentioned that teachers can use in between those map scores to monitor reading as well is used so certain this is like the land that you live in so I know you know what you're talking about but I'm trying to get it like granular so that a layperson can understand so the people that are watching this on TV what are the interventions we're using if kids are not achieving well on the map score that anybody do you want to start I can add sure so I think since my arrival we have done a combination of digital embedded interventions and teacher-based interventions so for example in the area of mathematics we have three different types of intervention programs that we have in place so we have ST math which is a digital math program we have Alex which is part of our math labs we and we have those are digital to then we have non-digital like elevate math which is actually occurring as we speak which is an intervention for students who are not achieving at the appropriate levels in the area of mathematics and we have similar things for in literacy and literacy for the elementary level we have lexia which is a computer-based assessment and then we have three million dollars worth of intervention teachers in our school sites so what happens generally and we're working through sips so through sips one thing that we've done is we try to ensure that what we're doing in intervention is more tightly aligned with research and also with best practice so now at the K3 level our intervention teachers are doing what we call a double dose which means that they're doing a second layer of sips instruction it's not the same instruction there's actually a second set of lessons that the kids are doing so if they're not making enough growth then they are enduring the time in which the kids are leveled then they are taken out and they are given that double dose so those are some specific examples that we're doing for intervention. Thank you and I didn't mean any disrespect but I know it's like the place that you're in and you think about all the time but I think for people who don't know what that actually looks like that's what I was trying to get at. Thank you. You're welcome. Let's put this on. Okay so this is an action item so I need a motion. We'll make a motion to approve. I'll second. Okay. All those in favor aye. It's five zero two. Now the next one is incident action item two eight point three approval AP statistics adoption recommendation these are textbooks and all kinds of stuff. Yes and we don't typically bring AP books forward as adoptions but we have had a huge focus on mathematics and one of the reasons that we don't typically do a full adoption for AP courses is that we don't necessarily have the same AP courses at all high schools so it isn't unusual to have a singleton teacher who is teaching an AP physics or an AP Kim something like that but AP statistics we do have at our schools we had been concerned that we had very different curriculum at each of the high schools for AP statistics and as we were really trying to clean up mathematics we wanted to address this one. So this winter our assailant Mendez pulled in the three schools and began to recruit pilot teachers in February they began to really do the review process through February March in March they found out that the AP test for statistics was going to change for next year so they had originally reviewed four books these were the four that they really spent some time reviewing they used as we do for all of our adoptions a rubric and specific criteria that is comes through guidance from the state but then based on really taking a look at the changes that were coming with the AP statistics exam in the fall they did determine that this particular book the practice of statistics was the most closely aligned to the new test that was coming out and would be the most appropriate textbook for our AP statistics courses and this is the one that they are recommending and so I'm just here to bring that forward on their behalf and hopefully have you approve that recommendation okay it sounds like they picked the book okay do I have a motion for the selection a second all those in favor I all those opposed five zero two I do have a request though to the agenda committee I would like to see a report on our AP success or non-success how many kids took AP classes how many kids actually took the test and what the pass rate or at each school okay eight point four Luis Medina approval of migrant education 2019-20 CDE application funding and I know you've had this before this is I mean this is ongoing correct yes but this is the first time that I actually present this item oh I've been never been asked to but you've been getting it before thank you Lisa well good afternoon President Karen ausmelsen board trustees and Dr. Rodriguez my name is Luis Medina I'm the director of migrant education thank you for the opportunity to be here to provide a short overview of how migrant education regional living application is approved at the state level and for this body to approve our 2019-2020 budget of three million four hundred ninety three thousand four hundred seventy four I do have a disclosure to make in terms of the budget since the allocation of the budget the estate has added an additional two hundred and fifty eight thousand dollars to our budget which is not on not part of that so that's why I just didn't include it in there but just to let you know that it's in addition to our funding in short usually in March of every year CDE migrant education improves the 20 migrant migrant regional at the state level they give us our preliminary planning location for the next fiscal year the allocation is based on numbers from the previous year once we receive the preliminary funding allocation CDE opens the online application we are giving about a month to complete the process but before we start I meet with the pack migrant pack to let them up at the allocations if any changes need to be made to the application and if they want to add anything to the application also if there's going to be any changes to our personnel we do inform HR that the other there might be some changes to personnel the application the application is a number of categories that we must follow based on the guidelines that are outlined on the CDE migrant state service delivery plan these are nine categories that we must follow those are English language arts mathematics ELD high school graduation drop-up prevention school readiness out of school youth health parent and family engagement and student engagement if the it is the CDE's migrant education department's recommendation to highly qualified certificated personnel to provide supplemental service to migrant children during the after school and summer school programs for every program that we offer we must provide a detailed description of the program in a very detailed budget breakdown on how the funds will be used we're also under strict regulations by migrant CDE fiscal department that we must not use more than 15% of our allocation for administrative costs that goal is to use the funds for highly qualified supplemental services to our migrant students and their families some samples of the programs that we offer we have a pre-k program that is home-based and site-based and a Friday swimming class for the parents and the child we have an ROB program and the robotics the most middle schools participate we have a boys and girls in engineering for all middle schools we are make which is a migrant academic of knowledge and engineering and those are Saturday academies for all middle schools students migrant after school which is broken into three different components we have a K1 component we have a second and fifth math and science and a second and fifth picture writing component cyber high for high school students and we offer that at all high school levels including Renaissance and new school we have a speech and debate for middle school in high school among other programs that you have on your forms we also offer a few residential programs and long-term high school programs during the summer and those are Cal Poly epics 10 program which is a one week and students are will be going this week we have a CSU channel island leadership program that is a two-week residential program we are close up for new Americans which is one week for high school and five days from middle school we have Cabrillo English class English class that is a six-week program and they're going right now we also continue to cooperate with the with PBUSD adult education Salud per la gente Cabrillo Community College a stamp federal department for assistance on our parent component Jim Booth as swim school writer affiliated company Pajaro library and mid pen housing again to in conclusion once we submit the application our consultant at the state level gives us feedback on our application in our programs and if there any questions that they might have we keep going back and forth until the application is complete once the application is complete they do email us an approval letter and that's the letter that you have in front of you I do want to say that we submit reports to the state every quarter we do meet with our accountant my accountant at PBUSD accountant constantly just to make sure that we're spending our funds based on the on the application and that's it any questions so all these week and two weeks programs all during the summertime yes only one is doing what should be a boys and girls in engineering is not a residential program but it's a cabrillo and it's a week one week and the girls component happens during the winter and the boys during the summer the what is the girls girls and engineering is a collaboration between PBUSD migrant and cabrillo this is a program that they've been having for years at the main campus at Aftos Cabrillo Center and it's a program that the middle school students usually it's only for girls and it's the program that the parents have to pay to be parked they came to us saying that there was a need in Watsonville for a program such as that they talked to us we decided that it was a great component or addition to our program we spoke to the state they agreed that it would be okay to spend the funds so and we talked about having a voice component they agreed so we actually created instead just having a voice we have a voice and girls separate and every program is one-week long so when they were recognized for the speech and debate at the city council it was because the students had were awarded something someplace for doing it the yes the well the three of our students actually actually won a couple of competitions on the speech component the there were one kid from Eho actually one believe was a second place no first and third place in speech there was one student that actually a barra who's a senior of Watson boy he's in the nation that he's been here for a couple of years he was supposed to give the speech in Spanish but the there wasn't anybody that was gonna give it in English so even though he's been here for two years he's went through all the levels of ELB he's taking AP classes Watson boy I gave the speech in English and he took second place and there's one student from Pajaro High School who gave the speech in Spanish she earned first place the last year she was part of the debate team and I was able to see her performance at that level and she was amazing and that team took first place from and that was last year wow and it's been a transition the last three years the we started the the competitions be happening in for more than 10 years of the state level PVUSD never competed three years ago we decided that we're gonna be taking a team we took a team of eight it was just we just pulled kids that wanted to participate it was no training there was no setup and the following year the we took 32 kids the there was minimum training we were just going to transitional process this year we actually were able to hire Ramiro medrano we said he actually was a judge at the state level and he took it over and I'm sure the next year will be bringing a lot more traffic than just Wow building the team okay sounds great what are you saying and I'm glad yes I asked him questions so do I have a motion to make the motion to approve this agenda thank you exciting part because we're gonna see some videos this is the agreement between Pato Valley School District and Latino Film Institute youth cinema project and it's by dr. Rodriguez yeah so I will be short in in the response so that you can actually see some of our students work in action so two years ago we started this collaboration with the Latino Youth Film Institute because of the high level of scores of increases that we've seen at the two school sites in which we're implementing it so it's Starlight Elementary and Seca Chavez Middle School we actually had PACE which stands for the Policy Analyst for Public Education is now currently doing an audit of our program and so we should receive that in a couple of months so that we will have an outside source validating the good work that we're doing we do do an Oscars each night this is the Oscars from the other year so we had it again this past year and I wanted to show you a version of what our students do so the reason why this is so impactful is oftentimes writing becomes a laborious task that feels not authentic or has a real reason for why they're doing it a lot of times they feel that it's it's the teacher is asking me to do it and I'm doing it solely as an assignment in this case what it is is the kids get into teams they all have to write scripts then they have to pitch their their their scripts then through the student group not the teacher but the student group all the students choose one of the scripts those scripts are then together edited and amplified and then they get to this point and so you'll see at the end of the credit all the different jobs that the kids have I chose this one specifically because the last video that I showed you where you saw the you know cameras ready action cut this is actually the result of that short clip this is the video and here you go so you guys both want to change up the school programs yes we're both really interested in learning more about things okay I'll give you guys both will be try it out yes can I go for some fresh air it's just it this kid they're being me to me oh I'm sorry son you're very smart kid you should try talking to them okay it was it was pretty bad what do you mean it's pretty bad and I just don't want to talk about okay okay okay fine we don't need to talk about it but I'm here today I'm doing a presentation about in danger animal save the sea turtles because they they are going extinct please help anything can max this is a joke that's so inappropriate we need your help to find any information can help this is not good we've been looking for hours maybe we could look more tomorrow no we need to find today it's all our fault fine let's look more thank God we found you what's wrong with you max you guys want to help you so anyway that's one example of one of the videos that the group of students did what you'll notice in this is this is a two-year contract what that allows us so what it allows us to do is to lock in the price so that it doesn't continue to increase and we will we are expanding the program to 8th grade next year so it started at 6th grade went to 7th grade started at 4th grade went to 5th grade so now it's at 4th and 5th at Starlight it's not increasing at Starlight it started at 6th at Cesar Chavez went to 7th and now it's going to 8th grade so it'd be at 6 7th and 8th and then the following year we will take it to 9th grade and it will actually wind up being in 9th grade English film writing class elected or course so instead of 9th grade English they would be able to take a film writing class we are having our students will be on the red carpet at the Hollywood Chinese Theater on Wednesday July 31st and this film will be seen by actual actors and people in the industry and several of our other films as well and our students will be there and honored and on a panel discussion as well so I hope that you that you approve the action item thank you Michelle you said that in a couple months there will be an audit on it a third-party independent audit correct so after that's done and you have that information can you just bring that forward in a report item on our next agenda and I'm excited to see it do so well I was very supportive with you about this I know you it was implemented in the previous district you're at and we were at CSBA together when we saw it a performance of students throughout the state so I'm glad that it's doing so well and none of my colleagues have any other questions I'll make a motion to approve it it's a beautiful opportunity for the kids in the district to be able to participate in something that's special I saw so many values and really their strong voice I think permeated through that video so I think it's a beautiful way to learn so yeah I'm in full support and I'll second George's motion approve 8.6 provisional internship permits and that's in order to be fully staffed at special education for one thing thank you President Osmondson board trustees Dr. Rodriguez that was an awesome video to follow so I'm gonna need a little bit of help presenting this item so I'm gonna call on somebody very tall Allison to help me so this item is we continue to have a significant shortage of teachers nationwide although our district team aggressively engages in a myriad of recruitment strategies on the shortages of appropriately credentialed teachers still exists and similar to other districts we are submitting for review and approval by our governing board of trustees applications for provisional intern permits to meet our teacher needs and these meets the legal requirements delineated and that every student succeeds acts which replace the no child left behind legislation which to comply with the requirements from the county office and the Commission on teacher credentialing school districts must present a notice to the governing board in a public meeting with a signed statement from the superintendent or her designee and a verification that the item was acted favorably upon our HR director this tall person behind me Allison is our and our HR team have been really aggressively recruiting advertising searching far and wide to find the best educators for our students and Allison will do the honors of providing a background and the five candidates some of whom came out of state to join our PVSD family yes so we have five for you tonight so Louisa Arias also a former student of mine at PVHS throw that out there is a graduate of UCSC and she will be in she's being recommended as a mild moderate special education teacher at PV hi we have Rosie DeMoya she's graduate of Illinois State University so that was what he was talking about and she is right up being recommended as a mild moderate teacher for Watsonville high Christian Flores is a graduate of San Jose State University and she is being recommended for a PE teacher at Aptos high then we have Betsy Gladish out of San Francisco State University and she is being recommended for a mild moderate position at McQuitty Elementary and then we have Elizabeth Jensen out of Georgia Mason University in Virginia and she's a mile she'd be recommended as a mild moderate teacher at PDI so it does mean that we are pretty much fully staffed even though obviously they're not quite credentialed but in special education we haven't you talking about in total or oh really wow that's great for Selpa not oh for Selpa only but that's still still that's very hard one yeah it's a really hard good job so these are interns so they're not yet credentialed correct they're they're getting a pip so it's a waiver it's not even an intern it's a waiver before that being coming in intern so it's an emergency waiver for yeah it's an emergency credential correct so are they entered into a credential program these people that is what the goal is so they get on an emergency permit basically a paper a step for a year and while they're getting their prelims ready to get into an intern program because a lot of times there's classes and other pre-wax that they need to take in order to be eligible to get into an intern program so my guess is that they need extra support because these are challenging positions that we're asking them to do so can you explain a tiny bit what what that will look like so that we can support them to do a good job and serve our kids well yeah so we we you all approved a mentor program with that we did in conjunction with PVFT to offer stipends to our current teachers veteran teachers that we give to support our steps and tips because they're not a preliminary credential they don't go through NTP new teacher project sorry acronyms I know they don't go through the new teacher project so we have mentor stipends that were given to our veteran teachers to support them as well and we're also working with new teacher project with Selpa to have them train some of our TOSAs to support the special ed because they need a little bit just with all the IEPs and the meetings and everything they're needing just a little bit more support than a typical classroom teacher so it seems like would it be best to sort of like categorize this as more of like a fellowship I mean they're not working out working on their own with students they're working they are so it's not a fellowship partnership under an experienced teacher no in that program and the idea is that hopefully all these teachers will become credentialed teachers and here they're not going to go anywhere they're gonna stay here they're gonna work with us yeah they're gonna work with us they're gonna really like to work with us we're gonna be really making them feel good about what they're doing and give them you know all the assistance they need to be able to continue to do a great job and then they're gonna stay here yeah of the ones we had for this current school year we had I can't remember off the top of my head but about 40 we had about 60 total and not necessarily all pips and sips but of that 40 of them became interns within the year and then moving into their preliminary so they're definitely staying in the district and they're definitely moving forward with their education to get themselves into a preliminary which then puts them in the pipeline with NTP sounds good I'm sorry just something came so China is this how long do these people stay typically in this position is it like one school year two school years yeah for the provisional intern permit they can only do one year and they have to get into an intern program and then once they complete that program they will go through NTP which is the to clear their credential okay one more question you said to last year you said it was 60 and we retained 40 out of 60 we retained almost all of them I'm just saying in terms of that group of pips sips and interns the whole group yeah so we that was about our total and throughout the year we got over half of them were moved into like interns which then they're moving through the process so is this number of only five how did you derive at that number tone of needing the just five or did you need more and five was all you could get it's the latter yes okay so we're continuing to aggressively recruit to fill the positions and you could do that throughout the school year it doesn't have to be like they have to be hired before your begins okay okay I'm going to ask for a motion I'll move second all those in favor I opposed 502 okay we're now gonna have a this one's pretty exciting actually 8.7 new class description for alternative media specialist and I just want to say something you can say it too but she actually creates books worksheets and everything in Braille which is pretty amazing pretty incredible what we exciting to that she does all that yes she definitely needs a new classification yes so thank you our president osmondson board trustees dr. Rodriguez to present this item with me is somebody a little bit closer to my height my other director Pam shanks we had a classified employee that submitted a reclassification request which resulted in the development of a new class description the alternative media specialist and the classified employee submitted the request in a timely manner and provided information showing that there was a gradual increase or accretion of her duties over time that's necessitating the change HR director Pam will share the essential information regarding the new class description and the salary but we did have some an opportunity to spend some time with this employee and it is really incredible some of the work that she does for our district as president osmondson said she creates books with Braille and she does on these kits that are sent where there's different sensory where there's smells and touches and different things in the packet that provide things to students so that they can learn in different ways she creates these books that have large print so there's just there's a lot of variety of different things that she does and it was really incredible to watch what she does and so I am presenting this job description this evening so that we can get it approved by the board the commission did see the reclassification request and the new description last month that they're meeting and it did get approved by them so I'm just bringing it forward for the board to approve it this evening and of course hopefully she's getting a much higher rate the the salary range recommendation that was approved by the commission is commensurate with this kind of position out in the market so I think before she was about a range 38 and this is a range 42 so it's about a 34 range increase over what she was making before okay do I any more comments okay how many children in the district do we have that have low vision or vision impairment I think that if I recall when we met with her I want to say there was maybe 40 45 students that she works with it it's one of our low incidence disabilities so it is not a large number of students within our district we have two teachers and then we have this new position of the person that helps support with making the bill for the students they have about 20 so this is just a dumb question but do we really need somebody on staff to make braille stuff we have yes so that's what I want to hear like tell me why because it seems like it's something that can be easily contracted out it's very expensive to contract it out and we have students that are visually impaired that are taking regular general education classes and they need all of their books put into braille so this person is able to do that and do it in-house and that is quicker at times if they can get the material and turn it around and get it back to the students so they're working with teachers and knowing that okay we're doing this unit next I have to prepare this and get it ready and so they can access general education classes okay so it's something we have to have yes okay thank you so much and I'm and I'm very impressed with her I'll make a motion to approve this position all those in favor aye aye all those opposed 5 0 2 and this is now another 8.8 revised job description with dr. Chona clean again and this is the position that's going to become non-management so we're actually going to be saving some money with this position thank you President Osmondson board trustees dr. Rodriguez the school districts in Santa Cruz County transitioned their financial and business management systems from digital schools to escape on Jill and starting on July 1 2019 and this transition has required and will continue to require significant support to be provided to the school sites and departments to ensure a smooth transition this was previously a vacated position was a management position as president Osmondson had mentioned and as part of the restructuring for our business department this position will now be a classified non-management position and the revised class description reflects these changes I'm going to go ahead and let Ms. Shanks go ahead and share the the changes in the job description so primarily the changes are that the position is non-management now so the parts about supervising employees has been removed and this position will assist with our implementation of our escape database and providing a lot of end-user support and training and that's really where this position is going to be focused it's a pretty big learning curve for quite a number of staff throughout the district to learn our new system so having that person that they can go to with support in learning our new system is going to be very critical and important the other piece on minimum qualifications is typically our management positions we would require a bachelor's degree and some years of experience and in our non-management bargaining unit positions we typically don't require a bachelor's degree so that the minimum qualifications have been changed slightly to require high school diploma and more years of experience so we have somebody with that actual like hands-on experience and that's typically what we hire with our classified positions and other than that but those are the major changes that have been made oh and then the salary is being recommended at a range 57 which is also commensurate with that scope of work that is done by this kind of position and then also the position will be brought to the personnel commission at their meeting next week for approval as well okay do I have a motion I'm making a motion all those in favor I I all those opposed 5 0 2 okay the last one is the approval of the revised salary schedule and in case benefits for our assistant superintendent contracts yes thank you very much so as mentioned earlier tonight that what the intention of this action item is to currently there are no other certificated or classified employees full-time employees in the entire district that do not receive health benefits other than our assistant superintendents so in 2006 there was a decision at that time to remove the health benefits for them to forgo their health benefits and to add ten thousand eight hundred and forty dollars on to their salary schedule this is taking off that ten thousand eight hundred and forty dollars so the attachments that you see one is the proof that it actually is in fact the ten thousand eight hundred and forty dollars and the other is the new salary schedule so you see in when you it's in an excel when you click at the bottom you will be able to see the 1819 shows the higher salary when you click at the 1920 proposed you'll see that that ten thousand eight hundred and forty dollars has been removed from each cell on there what the approval of this item is is the approval of the five different contracts and you'll note in the narrative that except for Susan Perez all of them have only two changes one is their change in salary which is aligned to the new salary schedule and then to that they now receive benefits because in their previous contract it stated specifically that they did not all other terms have stayed the same so they have not been extended nothing else no other terms have changed for Susan there was a slight change because she is retiring and so because of that her in date did change and it changed to the last date that she is going to be with us which is August 13th so she had three slight changes on hers because we're going to be celebrating her retirement soon and so we do have the support of the two union groups and so we are happy that we are able to provide this benefit to all of our employees here at PVUSD okay no speakers of course so can I get a motion I have a question before I remember seeing there's different levels and I noticed a lot of assistant superintendents on level seven how did they get from one to seven so most of them were at seven prior to their prior to this change so when you look at their previous contract they were already at level seven and there was two there are two employees that were not at level seven that did go up one level because it was after July 1st and so they have step and column I do I personally do not have step and column but our cabinet does and let if they unless they're at step seven and so two two of our members did go up in step and column meaning because it was after July 1st under the question why is Chona's contract on here so Chona was originally brought in with benefits so that is why the salary schedule is different because she was with she was brought in with benefits originally there was the desire of the board at that time and my desire as well to provide benefits to all employees when she was brought in it was flown with benefits and so because of that she continues to receive benefits I have a question for Chona if she can answer questions on May 14th on social media the Merced City School District it was shown that you accept the position and you were to start July 1st can you tell us what happened and why you decided to rescind that when I had applied to Merced there was a family issue that we needed to take care of and when I came to this district a couple of years ago you know I I chose to come to this district because I love working with a student population and I didn't want to leave the district and it was a very difficult decision and so I went from and the the salary over in the other school district was enticing but I was able to take care of the family situation that I had and I was not ready to leave our district because there's a lot of work to do I truly believe in Dr. Rodriguez's vision for the district and all the hard work and I want to be part of the team that continues to move forward with that and move forward with the students and you know and and there are board members that were here when I first arrived and you know very supportive you know ask good questions and you know wanting to move forward with the kids and who doesn't want to be staying here and with regard to Merced they were not happy with me I did rescind my acceptance because this is my priority and since I was able to take care of the family situation I got the best of both worlds which is taking care of my family and staying in a district that I love I didn't mean to bring it up to be you know a jerk or anything but you know it kind of made people in the community question and I'm I'm just here in this seat because people believed in me and I have to ask hard questions you know because I go to 7-eleven I see teachers you know I see Mr. Sundin and all the time and I just want to be able to go back to my district and give them answers you know I'm not here just the you know dilly-dally I want to be able to look teachers and parents and students I want to be able to look in the eye and give them an answer otherwise I don't think that deserved to be here so thank you. Okay so we haven't voted on that yet have we? So do we get a did we get a motion? I think I think I think we already did. No I'll make a motion to approve this change. I'll second. Okay all those in favor? Aye. Aye. All those opposed? Aye. Oh she's opposing. Okay five no four four zero one one two. Four one two. Okay four one two. Okay the next one is report and discussion items we don't have to be voting again so this one's from the 9.1 Soquel Creek Water District report. Hi good evening thank you President Osmondson, Dr. Rodriguez and the Board of Trustees. My name is Melanie Maus Schumacher I'm the Special Project Communications Manager at Soquel Creek Water District. We have asked to be on the agenda tonight to give a quick presentation on the water issues in the Mid County area which I think trustee home represents. Soquel Creek Water District. Soquel Creek Water District is the water provider from 41st Avenue down to La Selva Beach so we provide about 3,000 acre feet per year to customers in Capitola, Soquel, Aptos, Rio del Mar, La Selva Beach area. A hundred percent of our water is groundwater. We do groundwater resources. We provide customer service. We do a lot of outreach and conservation. We do provide water to over 18,000 jobs, 22 parks and 18 schools. Some of your schools are part of our community. One of the things that we're very very proud of is the education and outreach that we do to schools. Unfortunately tonight by Dehi Campbell who is our communication specialist and she has headed our youth outreach and education program for over 10 years is with her family at Big Sur. So she apologizes for not being here. This is one that she really wanted to be at. So I hope to represent all that she does tonight which is a lot. Just in these next two slides here I did want to show that we do offer school assembly shows which many of the schools in your school district do take us up on. They are free and we also provide grade level material both in English and Spanish and she does do a very good job at classroom presentations from preschool all the way through high school. That's by Dehi on the left. She also helps and coordinates and participates with Project WET with other youth educators in Watsonville and Santa Cruz. The list of schools there are the ones that we do offer our outreach to specifically for the part of Valley School District. We also do education for the Soquel Union School District as well as the Santa Cruz City Schools and we're also going to be doing some outreach to the Live Oak School District. So it is a very high priority for us by Dehi has been doing it for so long that the children that she started with are now voting and so that kind of education has grown with them in terms of what's important for water in terms of water policy and water conservation. It was really interesting to see tonight the video that you did. We also partner with Monterey County and Santa Cruz County on doing save water video contests and this year there were quite a few winners through that program from Aptos High. You have the video and graphic design department there really does support that. So if you're interested in watching any more videos we do have those on the watersavingtips.org website watersavingtips.org and this is an educational trailer. So we do do a lot of outreach. We do host a lot of meetings but one of the missions of our board is to get out to the people. So we do like to go and you know ask to be on different board meetings. We take our trailer to events. We are just trying to spread water awareness. What I want to focus on tonight just in case you aren't aware of the water situation that is affecting many of your schools up in our mid-county area is the water situation. So the Santa Cruz Mid-County Groundwater Agency is served by a basin called the Mid-County Groundwater Agency and that basin is in critically overdrafted designation. What does that mean? Very similar probably to this area as well because seawater intrusion is occurring from the pleasure point area all the way down to the Monterey Carmel area along the Monterey Bay Coast. But that's because we have depressed groundwater levels meaning that there isn't enough fresh water to keep the water table high enough that seawater intrusion is coming in. And unfortunately what that means when that seawater intrusion comes in is that it's contaminating our groundwater resources underneath. For our area groundwater is the only source of supply so it's a misnomer that we're called Soquel Creek because we don't get any water from the creek. It was a name a long time ago we were going to I guess the agency was going to develop a project along Soquel Creek that project didn't go anywhere and then from as history it's been told it's then just became a groundwater management agency. So it's kind of deceiving but all of our water is from groundwater. As I mentioned the basin is designated as critically overdrafted so we are one of 21 basins in California that have this scarlet letter of being critically overdrafted. So what that means for your school district is that all of your schools are in two of the 21 basins that are critically overdrafted. And what that means for our region is that the state has mandated that the groundwater basins need to be brought back into sustainability by 2040. That's the hammer that has been imposed and so all of the pink basins on that left hand map are working diligently to become sustainable. The picture on the right is just you know groundwater is very hard to understand it's not like a creek that goes dry and seawater intrusion and what that does is is real. That is a customer and a farmer on the right he has a private well and his well got salty so he was unable to farm that. That is just one of the the customers in our area in the Bahara Valley area that is already happening quite a bit. In 2017 and 2018 we did some very exciting and scientific data collection where we flew that basket on the left hand side which is an electromagnetic device all along the coastline. You can see those flight lines to detect exactly where was that freshwater seawater interface. We knew from water quality sampling that we had active seawater intrusion on land in the Pleasure Point, Live Oak area we were also detecting it in the Aptos La Selva Beach area but we didn't know was how close that wedge was along the entire coastline. When we when we say we detect seawater intrusion the level that is considered still safe to drink for water is 250 parts per million of chloride. Anything above that exceeds the secondary MCL or the maximum contaminant level. In the Aptos and the La Selva Beach monitoring wells we were reaching levels of 18,000 parts per million and that's about half of seawater so that is very brackish. We are trying to detect where it was on the entire coastline. So we did this fly over it was peer reviewed by the USGS in Stanford University and the results did show that we have seawater basically knocking at the door for the entire service area. Those purple triangles above on land are where all of our production wells are and those are the wells that we want to keep safe. Those are the wells we want to keep with fresh drinking water to serve. The red dots on the land show those are the monitoring wells that I was just talking about and the red and yellow is the freshwater seawater interface that we want to keep at bay. Again as I mentioned this is not just happening in our area it's happening all the way down to Salinas and Marina in fact it's all the way seven miles inland. So in our service area we developed the community water plan. It is a combination of maximizing conservation, doing adaptive groundwater management meaning we're trying to pump wells more inland than coastal and we're developing new supplies. Some of the three water supply options that we're really focusing on right now is advanced water purification or a pure water soquel project. We're also looking at getting water transfers from the city of Santa Cruz when they have excess river water and we're also looking at developing stormwater capture projects in areas that the geology is conducive so we are looking at possibly doing that at the golf course, the seascape golf course. The projects all have various yields to them. We do have a supply need of about 1500 acre feet per year so we do feel that the projects will be a multitude combination. But our primary project that we're focusing on right now in a couple slides that I want to share with you is the pure water soquel project. So the pure water soquel project is very similar if you've ever heard of the pure water Monterey project down in Monterey. There's also the pure water San Diego. It's taking and recycling treated wastewater secondary effluent that is currently being discharged out to the Monterey Bay and we'd be taking about 25% of that water and doing water treatment to it. First we take it to tertiary levels. Tertiary levels is what creates kind of purple pipe water. That's non potable irrigation water. That's what they do a lot here in the Paro Valley for irrigation and crops. Many schools probably go and tour that down in Watsonville. We would be taking that water doing it to tertiary levels and then through advanced water purification so that would go through reverse osmosis hit it with some UV light, advanced oxidation and it creates this water. This is advanced water that's been treated from Orange County. They've been doing this since the 1970s to fight off seawater intrusion and and create a local water supply and they've created over 200 billion gallons since they've been online. For us soquel Creek Water District is the lead agency but we're also partnering and working with others such as the city of Capitola, the county, the city of Santa Cruz and the RTC along with our project being identified in the Mid County groundwater area's groundwater sustainability plan. Our project does span nine miles of pipeline. We'd be collecting and taking water from the Santa Cruz wastewater treatment plant over by neary lagoon. Treating that water to tertiary level, that water then would be used to irrigate a nearby park as well as create a construction station. Then it would go four and a half miles over to a property on Chanticleer Avenue right near West Marine and Staples. That's the location that we're proposing to do the advanced water purification and then that water would go out to three strategically placed seawater intrusion prevention wells. One would be near Twin Lakes Church, one at Willowbrook Avenue and another one at Monterey. So in the vicinity kind of of where your Marvista school is. These are just some renderings of what the facility would look like. This is the tertiary facility that would be co-located at the Santa Cruz wastewater treatment facility and this is a conceptual artistic rendering of the water purification facility that would be located on Chanticleer. What's interesting to note in this image as well is that the Regional Transportation Commission is proposing a bike pedestrian bridge overcrossing. So there's a lot of nexuses related to water and sustainable transportation with biking and walking. Ms. Malthus, 10 minutes. I'm on the last slide. Thank you. I'm so sorry. I will skip to the last part. Just in conclusion, sorry, thank you. The project does cost about 90 million dollars and we are actively seeking grants and low-interest loans. That's why we're going out to so many people in the community. I would like to request that maybe on a future agenda, you would agendize to take action to support this effort. A sustainable water supply is very important to our community and to our schools. Just to list just a few of our supporters, we have a list that I can provide to Superintendent Rodriguez, Jimmy Panetta, Kimo Harris, Diane Feinstein, Bill Monning, Mark Stone, all of the municipal agencies in our area of many local officials, environmental groups, we would like to add to our list the various school districts that we serve. And just in conclusion, our goal is to have the project online and providing water to replenish the groundwater basin in 2022 to meet the state's mandate by 2040. Just when I know that there sometimes tends to be a visceral reaction to like, oh, reclaimed wastewater, but I know when I've been, I'd like to check my understanding, but the processes that are involved are essentially an accelerated version of what happens in nature anyway. Is that accurate? Right, yes. This process is actually creates water that's cleaner than the treated surface water or groundwater that is served in California. So a few years back, we had replaced all of the toilets in that area with low flow. And then the next year, you told us that we had to replace them again with like super low flow and it ended up costing our district like almost $400,000 to again go out and replace all the toilets that we just replaced. Was that because of some construction, you had to meet a green business school? I'm not part of the conservation. That's okay. I just was frustrated with your agency because of the extra money that it cost our district, which I understand why. I mean, my family's in farming and I manage my ranch and we have all the wells and the Slings Valley have been taken offline, as you know, near the ocean. And so my well is still in operation, but it is a little bit brackish, so I have to mix it with a different way. So and I'm on the coalition over there, so I get all the minutes and yeah, I understand this very well. So it looks like that are they recharging wells that you're setting up? Yes. Okay, so they seem really close together considering it's such a large, so can you just tell me why they're so close together? Sure, I'm so sorry that I didn't acknowledge that. No, that's okay. Thank you guys for your service, all of you. They are strategically placed, that is where most of our active and most productive wells are in that area. And so by creating seawater intrusion prevention and recharge well there, we're able to pump those wells behind them a little bit more and then rest other wells. So we would be able to kind of what they call do passive recharge in other areas to maximize the benefits of using as little of injection wells as possible. In Southern California what they typically do is they'll have injection wells and they'll put like 20 or 40 together because they don't manage the wells behind them. So the people behind pump what they pump. For us what we're able to do is pump less in say, Aptos and the Selva Beach area, pump more in those wells behind those seawater intrusion wells and then serve it through our network of pipes. So it's the hope that we can stop this? Yes. Okay, the intrusion? Yeah, it's not just the hope and it's not just a goal, it's a mandate that we have to raise protective water levels such that we're not doing any more harm in the future to the groundwater basin. As a whole, SoCal Creek Water District is just one of four different other municipal water providers as well as over a thousand private wells. So collectively that region we want to stop that. Our project not only helps our wells but it also helps other wells and that's why in that area the Mid County Ground Water Agency has identified this project as a way to meet that sustainability mandate. And in super rainy years like the last two that we've had, does that help to recharge any of the water tables? Rainfall does help, definitely. Unfortunately what is happening with climate change, the more intense rain and it's less frequent, we get less recharge. And the recharging of the groundwater basin going into the deep layers of our aquifer can take many many years. So when there is excess rainfall, we do want to try to capture it through the storm water projects. Also if the City of Santa Cruz is able to transfer water to us in those wet years, that means that we don't have to pump as much. Unfortunately with the with droughts and with sometimes excess rain, there's more requirements on surface water in terms of fish flows and others so it's not as reliable. One thing I will say for the schools, the grounds themselves, like we've tried to do a lot of conservation, but the truth is is that if we don't irrigate our fields, kids get injured because the ground gets too hard and when they fall down they break bones. So we have to keep, so just if you could take that back, we need to be able to irrigate our fields so that our kids don't get injured. I'm going to take that back as well as your comment about the retrofit. Thank you. Just to remind ourselves if I have any discussion. I have a quick question and this might actually be probably more directed to our superintendent because this is here as a report and discussion item, but it's sounding to me like this is coming back on a future agenda as a potential asked and the partnership that was mentioned, that other elective bodies have partnered with SoCal Water Creek, is that correct? So this was a request of SoCal Creek Water to do this presentation, so the request that she made was the first time that I've heard the request. So they asked to do this presentation, I did not ask them to do this presentation. Yes, SoCal Creek Water District did ask that request is just if you guys would like to agendize for a future, we are asking other agencies and it's not necessarily to partner with us. When we apply for grants, they do ask for as their regional support and so we do submit when we apply for grants, those that do support us. Okay, so I guess just if it does go that way in the future and it's brought back as an action item for us to partner or show support or whatever terminology you're wanting to put, I'd like to just have it really outlined what that entails for our district, what it looks like and you said you had a list of other agencies throughout the county that you've partnered with including it, sound like even across moderate county and you could provide, have someone in your staff provide that to us to have, where is Cabrio College with partnering with you and the Santa Cruz County Office of Ed? We have not asked anybody yet, you guys, Vidahee does a lot of efforts with the school district and so she reached out to you and she reached out to Soquel Union Elementary School District. We will be reaching out to the other school districts as well and what the ask is is just a letter of support that says we support a sustainable water supply or the community water plan or Soquel Creek Water District's efforts in creating a reliable water supply. That's pretty much the ask. We're not asking for money, we're just asking for local community support and I can definitely provide you the list as well as the, it's just like a little form where there's a checkbox if you so are so inclined to support us. Thank you. Thank you. So 9.2 is PVUSD Instructional Technology Insights for the Right Bites Survey and that's reported to be present by Dan Weiser. There you go. Hi. Here I am. Hi. Good evening, President Poznitsyn, Dr. Rodriguez, members of the board. Tonight we're here to present some of the results of our annual Bright Bites Survey. With me I have Nicole Calise for Bright Bites and I also have Courtney Rudd, one of our district technology coaches. This survey, this is the fourth year that we completed the survey and the data that we get back helps us to kind of, you know, understand exactly where some of our efforts are impacting instruction, engage instructional technology initiatives. It also gives us info about access to devices, network, internet connectivity access and then technical support and professional development. So Nicole's going to go through some of the data and then we'll answer questions. All right. Here's your quick. Good afternoon. Thank you so much for having me. So as Dan mentioned, I had the pleasure of working with Courtney and your schools and Dan, of course, over the past four years. You can pull down your mic. Yeah, I'm not used to it. Thank you so much. We communicate via WebEx most of the time. And the data on our side is all research based. It's a survey that's administered once a year or twice a year depending on the goals of your district when it comes to collection. I really intended to answer how is technology being used at the classroom level and how can we better support our students and teachers when it comes to using technology to best prepare them for that 21st century world of work in school. And so I'm missing one icon there. For your participation rates this year, again, this was your fourth collection period. This year, the district chose to collect in the spring. So unlike its previous years that collected in the fall, you had about 8500 students that participated in the questionnaire. It takes about 15 minutes in grades three through 12, almost 800 teachers and administrators and about 1500 parents that participated. A Web based questionnaire is sent out and that's how the collection responses are elicited. Okay. This is where I come in. So once the data is collected, it is visualized in a dashboard. And one thing that's neat about the dashboard is that you can view the data at a very high level. It will go very granular and view it at individual data points. There's over 200 data points that are a mass that may speak to different facets of technology teams. So for example, Dan's team works more on the IT side and Courtney's team works more on the instructional ed tech side. And so there'll be different avenues that each team can look at. What we see here is at the high level in which the data is organized. So everything within the dashboard is color coded according to the case core legend. In layman's terms, what we see as blue and pink are below average. Orange indicates proficiency for average and advanced or exemplary are blue and green. Those are our ideal colors. A district that has achieved blue and green is one that's fully one to one. Teachers and students are actively and regularly using technology with their instruction. There's a supportive environment when it comes to both developing teacher skills and the culture around encouraging the use of technology there. And so I want to point out the difference this year. So what you see in the top row is the overall dials in which the data is organized. So classroom access skills and environment from May 2019. So this year's data and then from your previous academic year in October of 2017. And what's really exciting for this year is that you see color changes in access in classroom. I really want to call out the classroom domain shift. So we see it shifting from emerging to proficient, which is a huge success. I do work with districts and county offices across the state of California along the West Coast. And this is a huge celebration, except especially for a district of your size. So to gain more insight into what that means, here's a different way to view your data. So you can view it at the color view or the high level view. It also allows you to compare your data to the California aggregate. So how are other districts in the state performing? Currently we are partnered with 159 districts across the state of California, as well as the international aggregate there. And excitingly we see that Pajaro Valley, PVUSD, is above the state aggregate in three of the four categories. You also will notice that the inner two domains, so access and skills, tend to be higher performing overall in both your district's data, the state, and then the international aggregate. That's a very common trend we're seeing. Whereas the outer two, the classroom and environment domains, is where that change tends to occur at a much slower rate when it comes to shifting in the positive direction, as well as tend to be at a lower proficiency level. I do want to call out, though, as you can see in its previous three years, that Pajaro Valley was pink or emerging in the classroom. So this is where you're getting a better sense of how often our teachers teaching or using technology with the four seeds. And then this is reducing that shift to proficient, which again I want to call out there. And so kind of zooming in on the classroom, and we tend to see growth in the classroom domain usually about three years into an implementation of a one-to-one. And so this is pretty in line of what I typically see with districts that I work in. And so zooming in within the classroom domain itself, there are specific standards, what we call success indicators on the right side, that helps you understand, okay, within the classroom, where exactly are we seeing growth? And so for this academic year, I wanted to highlight growth in student use of the four seeds, teacher digital citizenship and student digital citizenship. So the following slides will show specific areas within those standards that exemplified this growth. Just kind of want to review what the four C's are for those folks who may need a refresher. Everything within the questionnaire asks around teachers' activities within their instruction that use the four C's in conjunction with technology. So it's going to be very explicit there. Interestingly, I did see the four C's on the art wall over there, but just want to be specific then for this questionnaire, it's only with technology. And so when it comes to those four C's, what exactly are they? So how are students and teachers collaborating using their devices? Courtney, Dan, and I collaborate off or online all the time. I work remotely at Las Vegas, and so that's how we communicate and work together. How are students using their devices to be creative? So maybe as we saw with Dr. Rodriguez's presentations to synthesize the materials they're learning and then create videos and things like that. How are they communicating in different ways? So perhaps using them to communicate with outside audiences, last but not least most importantly for some, let's say, how are they using them to develop critical thinking skills? And so we'll delve a little bit more into that. So this is pertinent to the creativity component of the four C's. I almost wanted to call this out and just to be explicit on what you're seeing here. So the data or the platform allows you to compare your data from previous years to help you identify areas of growth as well as perhaps areas to improve. What we're seeing here, the solid bars represent feedback from your students related to the top skills. So how easy is it for them, their perception, to record and edit digital content compared to last year? What is always exciting for me to see from the data side is growth in the columns on the left as we see here. So increases there of kids that are saying it's very easy and easy for them to do this as well as decreases on the right side. So kids who thought it was impossible last year and have shifted somewhere to the left side there. And then why is this important? You always will see a research citation below each data point indicating why we've included this within our framework and then how it ultimately be valuable to students' learning. So we can see here a little bit small but children who are engaged with interactive technology can learn new skills even though they're unaware of this learning because they're so involved. We can see that from the video before. And this is a data point specifically from the classroom domain and so it gives feedback around how often kids are asked to take digital photos or videos within their classroom. Again, a huge celebration as well in that you're seeing growth on the left side. And so this is from the student perspective. So how often are my teachers asking me to do this particular skill with my technology device? So we're seeing at least weekly and monthly increasing. I always want to call this out when you see the amount of kids that were never asked to do this last year and the amount that's decreased this year. Here's a similar example as well related to those previous data points. So again, we're in the nitty gritty right here, the deepest levels of the data points. And how often students are asked to develop or present multimedia presentations. This could be any type of media here. As you can see you're seeing growth on the left side and then decreases on the right. Here's another example of a foresees that we've also seen growth within PVUSD. And so this one is how often students are asked to choose digital tools to help complete their work and communicate findings. And so we're seeing that more than half of your students in grades three through 12 are saying they're asked to do this for their teachers at least monthly. In a related vein, and we'll see some other related data points after this, but does that a high level? How often are students asked to use the internet to receive information? So kind of a very basic 21st century skill. We're seeing a huge drop in never as well as a huge surge in weekly, which is exciting. But in conjunction with this, it's important to recognize that due to the wealth of information that's available online, there's a lot that's credible and also a lot that's not credible. So often our kids in conduction with being asked to use internet to receive information are taught to evaluate the credibility of sources. I myself have to double check. I'm a huge offside story killer whales fan and there was a really interesting story how this Japanese whaling ship was, the sailors fell off into the ocean and got eaten by the whales like yes. But it was a fake article, right? And I'm an adult, right? And I have a master's degree and I still wasn't able to do that. So imagine our students who don't have that life experience to teach them that. So it's important to keep those in conjunction. It's exciting to see that over half or almost half are taught this at least monthly. Likewise, so for students personal safety, how are they taught to check that websites are safe? If they're being asked to go online for instruction, it's important to make sure they're safe there as well. So exciting to again celebrate these areas of growth within the classroom domain. It is important though to recognize that there are opportunities within the district as we chatted with Courtney and Dan to continue professional learning opportunities to support teachers. So we saw in the previous data points there how can we best support or ask these questions on how can we best support our teachers with their skills so then when it comes to applying these types of activity in the classroom they can feel well supported. We do see that the top three interests for next year as reported by teachers this year are multimedia skills, classroom management with technology and then online tools for critical thinking. So for next steps again kind of just looking at the data where we're headed for next year, the team has agreed to increase frequency of digit instruction by embedding it into the curriculum. So setting of having it aside subject kind of interweaving the two. Increase the quantities of four C's of targeted ed tech professional development opportunities for teachers. And the last one kind of goes aligned with increase the quality as well in addition to quantity of instructional ed tech support provided to teachers to pack their online skills, build those up, use of the four C's in the classroom and their digital citizenship skills. Any questions? Okay comments so it's questions. So in the past this is dating myself a little bit so when I first came to the district with my kids there was like only one working computer and it was in the office to take enrollment and and so that we rolled up our sleeves and got computer labs on the campus. So when that happened we were excited but again it was really rough because a lot of the teachers were in their some of them were in their 70s and didn't really understand how to use technology. So the parents ended up hiring somebody who was a district teacher to come in and help them build their skills and make sure that every single classroom was rotating into that computer lab at least one hour a week which seems crazy right. So then we moved to smart boards as a teaching tool. What are we at now? Like if a teacher wants to present a a lesson to the whole class at the same time like what are what are they using? So specifically the tools that they're using? Yeah like I don't think smart boards are a thing anymore right? So we've we've implemented mostly their LCD displays so you know the smart boards the projectors and the fans and the support it took and the cost it was is and continues to be not really worth it in terms of the impact that it has so bond funds were used about two three years ago to outfit every classroom with a set group of teacher tools which included a display document camera and then there's the microphones that they wear with the the audio system. So as far as what they're displaying though that's constantly changing too in terms of you know instructional tools that they're using and then internet content all that kind of stuff. But there's been a great effort to make sure that there is consistent access to teacher technology to display content. Like equity in every school because a lot of the schools were already outfitted and then North Sun didn't have them. So the measure all bond funds allowed us to do to make sure that all classrooms had equal access to those types of tools. And is there anything newer and more exciting than that? Or is that like the IT technology? No there is definitely and Courtney can speak a little bit to the tech academies that we've been doing so the tech coaches have been working with schools and classrooms and specific teachers doing training in the class and working with their students and bringing kind of innovative technologies into those classrooms. So you could talk a little bit about some of those projects. And also I'm sure you probably already know that the sites are one-to-one Chromebooks so that there are Chromebooks available for every student in the classroom when they need them. Via the carts you mean? Via the carts and at most of the secondary sites they're also take home. So the kids have them they take them home they bring them to class just like they're backpack. Okay great. So with the tech academies we also provide PD opportunities for teachers to sign up for like a video academy where they would get a lot of the same equipment that's provided through the Latino film festival organization. We provide high quality training that's you know pretty intensive it's about 12 hours of training for the teachers to participate in that academy. We also have our coding academy which provides different types of robots where students learn how to manipulate robots via coding on the Chromebooks. We have a VR kit which is virtual reality where students can actually go on virtual field trips that are available globally. We also provide a lot of other training around multimedia and different tools that they can use for students to create presentations or create documents or do some website analysis and different tools such as that. That's part of our PD. Is the training because I know that there is like a resistant group of teachers sometimes who weren't really interested in learning new technology things. Is there a way where making sure that it's not just like the same group volunteering for these trainings over and over are we I guess what's the plan for like a rollout so that everybody has some. We provide training for teachers that are from what we call the novice level all the way to the high flyers and part of what we find with our trainings is that if teachers don't show up or they don't sign up it's the voice and choice philosophy that they tend to be resistant. But what we also see is that when we are training the high flyers and we're providing this type of professional development and students are starting to produce stuff digitally that other teachers within the site get excited or interested and they kind of come out of the woodwork. We also have done targeted PD before for novice teachers and we provide like for beginner teachers to use Google classroom which is just a digital learning platform where they can send out digital work. Students can submit it kind of the assignments and have communication going back and forth. Teachers get kind of excited about that because now they have the Chromebooks and they can do that kind of stuff. We should have sort of a training for parents and board members like available on the website or something because like my kids use the Google platform and I I mean I use it a little bit but like you know I was I grew up on the Microsoft and Mac so it's it is different and weird and I don't know how to use it that well. I don't know if I'm dating myself but I bet you there's a lot of parents out there that could use some training. I don't know if we could put something on the website some type of. We do we collaborate with the parent ed team and we've done sessions that like parent ed tech nights where we go out and show them some of those tools especially how students or parents can check in with their students work via school loop and now that that's changed over to Synergy there will be like teacher access or parent access portals and through that process we often have parents that have zero skills technology wise and we'll pull them aside and help them get on the internet get a Gmail account etc so we kind of do that in collaboration with the parent team but there's always room for more. This is great my last comment is just that some of the technology that's afforded us I think has caused a lot of problems in parent and kid relationships for example like school loops sometimes if work doesn't get graded and entered in it appears like there's zeros and then all of a sudden one day they have a B and the next day they have an F or you know in their grade and parents get very angry about that and I think it and sometimes it's because the teacher hasn't actually put in in the graded work yet and so I don't know if there we could figure out a way to have a disclaimer because I think it does cause problems and it makes kids very very anxious. So one of the things from the education equity audit one of the steps that the teachers themselves put in was to ensure that there was weekly grade checks so that the teachers are inputting them weekly I think where sometimes the rub comes is you have some teachers that are over achievers mean they do they're required to do it weekly or bi-weekly at this point and some teachers do it daily and so parents go on and in some cases they see daily updates and in other cases they see it at bi-weekly and so there's quite the the gamut um so we there is all we always can put some type of a disclaimer but what I would say of a parent of a parent who watched her son from afar for two years in high school and that's how I tracked him um it has to be about us engaging the parents on how to engage with the digital tool right because when I would see blanks I had to then have a conversation with him of just saying hey what happened um and so hopefully we can get to the point where we can help the parents know what questions to ask and what type of conversations to have um and um and also use in this case it was school loop but we'll have synergy soon um communicate with the teacher so the teacher knew exactly who I was because I would email them and say hey I don't see this um and sometimes that's the little extra prodding that they need so I encourage you we are working on them yeah so so why were some of our why did we look really good there in all those some some of those categories even a little bit higher than some of the other districts I mean you showed that we actually were on the what happened there so there has been a lot of work and support and funding dedicated to the infrastructure the devices uh coaches for teachers the implementation of a variety of digital tools and initiatives through partnerships with a whole bunch of different organizations to get our schools our classrooms our students great technology and great support for our teachers to make use of it in meaningful ways to enhance their instruction and we're starting to have been seeing uh trends that show that we're making great progress in those directions so that's that's what we want to see so exactly we do so I just want to say a note because I know that I spoke to the board about it at the last one um we did pass to the to the last stage of of the league of innovative schools so I have my final 15 minute making sure that I am who I say I am um because it's linked specifically the the honor is linked to the superintendent so if there was a new superintendent you'd have to reapply um and we have that on Friday so they it's it's fairly um cursory meaning it's just to make sure that um I'm not who I don't say I am but um we will be able to be part of and I know their group was also part of the digital promise um conference that they had but we will be part of the league of innovative schools starting next year so and that's because of the good work um that it's been happening and the innovation that we are taking on and our teachers and staff are taking on wow very cool really thank you to our community who supported measure l so that we would have the technology um what's it called not trust fund the endowment as well endowment that's what I was looking for yeah I wanted to mention a lot of the technologies that that Courtney was talking about that are supported by those tech academies have all been purchased with that endowment fund which was focused on innovation and continuing innovation as technology has changed so yeah it's the measure l funds that support the school sites the infrastructure and the buildings and the and the devices and the equity and the endowment funds have been really really critical too so the league of innovative schools does that um help us apply for grants that could yeah bring more money yeah exactly so the one reason I hope that's why I'm on tv but hopefully you don't see this before they talk to me on Friday um so part part of it is um that a lot of the endowments and the foundations look to that list um we as I had mentioned before we're on the short list for um for the Hewlett Packard grant and so they rely heavily on outside organizations validating the work of the organizations that they're supporting um so it will allow us um in Santa Ana specifically because I helped to get the designation there we got a Gates grant right after we were labeled a league of innovative schools so we were labeled a Gates promising district and then we received funding from that um and so we hope to um see the same Dan do we have any schools is that still a thing remember we're about EETT is that no remember the E matching monies like we E rate yes definitely a thing and all of our schools qualify for E rate um E rate funding goes in it the the rules for it changed so that the funding is over a five-year period and we we're coming to the end of this five-year period so all of the budgets for those schools will renew but every one of our schools has really cutting edge you know some of the the best possible network infrastructure and that's because the district as a whole qualifies at the highest level for E rate and then also the bond funds have helped support the the network infrastructure but yeah definitely E rate is definitely a thing and we will continue to apply for it we've been getting it I mean I've been here for quite a long time for a long lot of E rate funds like year after year a lot of E rate funds well and that's what's allowed us to maintain the infrastructure necessary to be able to do all this work so thank you good job and thank you to really everybody for rolling out of a really it's a developed program it's very exciting yeah can I just ask one more thing yes um so we've come a long way what's next like what are you hope what are you hoping so we're seeing great progress in so many different areas lately um and so the latest thing that we've been working on and talking about is collaborating with the extended learning program on some of their like their techno chicas grant that they have and incorporating a lot of the technology projects and programs into the extended learning program and then collaborating as well with the curriculum department curriculum coaches to integrate a lot of this kind of enhanced technology into the curriculum content itself um and then we've also been working on ways to get deeper into the classroom and be there with students and teachers so the training doesn't happen outside the classroom and we don't pull out teachers and have to get subs instead the coaches are in the rooms with teachers helping make the projects happen with students and then another part of that whole process that's really helpful and exciting and we're seeing progress is bringing the technicians in so every school site has dedicated technical staff and having them support the instructional content and the not just the technology itself but the staff and students that are making use that technology so and hopefully on those four C's you know you can really think of all these incredible new ways you know to think about the four C's you know whether it's creativity you know critical thinking all those kinds of things too right yeah and it's it's it's one of those things that really engages students and helps to take them deeper into the content they're studying so thank you thank you thank you thank you bright white person okay now we're gonna be hopefully almost done we're gonna do the consent agenda i'd like to pull an item from the consent agenda oh no we're gonna be finished okay um so 10.15 okay but i'm i usually do the motion first and then you pull so can i have a motion first i'll make a motion to approve the consent agenda deferring item 10.15 and staff would like to request to pull 10.21 as the vendor has not accepted the terms of the contract i'm ending my motion to also um pull not well remove um item 10.21 okay so go forward okay no wait i i'm sorry go ahead do we need a second yes yeah we need a motion a second and then we defer that's mostly what we're supposed to do yeah we haven't done a vote so we're gonna do a vote and then we're gonna do yours so um so we have a motion in a second can all in favor i i and then so chief business officer joe it looks like we just approved that new position but then i look at this consultation piece what is the difference between them the two and just looks like they're doing the same job yeah so um we currently have a management position they can see in our our fiscal services department so and this also assists with the transition of not only the oversight executive oversight of escape at the county level but also with our transition as a district with the vacancy and then the support for our department so we currently have a couple components the position of the new job description that was approved this evening was more of information system so more of the programming software financial system financial software training PD etc this the consultant is assisting us and it's actually an extension of a previous agreement that we had but to renew it to extend it for this current interim budgets that we're going through to support our department and then we will at a later point in time bring our management job description that we're re analyzing right now and we'll provide that to the board and that's also part of this transition as well and we we do also have some pending retirements at the end of the fiscal year so it's also to assist with that transition as a whole so just making sure that we have continuity and that we have the the support needed to make sure that we meet all our requirements but this will be something that we'll also build to have internally as well so this consultant will be making 30 to 40 thousand dollars for this one year alone for the end of the fiscal year yes would it be cheaper if we can you know hire a CPA or a part-time inside person to overlook or work with you we are in the process as I mentioned redeveloping a job description so we are in the process but in the meantime it's important to have the support as we have our upcoming budget reports and then also the escape transition with the county but to your answer to your question is yes and we are working in that process as we speak one of the other items is that the position is as required or the agreement is as required so it's not every day Monday through Friday from tomorrow for the end of the fiscal year it's on call and so we are also working if approved this evening on a schedule on the the different milestones or portions of the fiscal calendar that we're going to need the consultant and when we don't need the consultant we won't ask the consultant for assistance thank 10.15 okay so can I have a motion to approve 10.15 yeah go ahead and give a motion I'll make a motion I'll make a motion to approve item 10.15 okay second second okay all those in favor aye aye I oppose our upcoming meeting we're going to have a special board meeting which is the superintendent's evaluation scheduled for Wednesday August 10th at the I think it's it's not the district office board room I think it's going to be a human resources board room I'm pretty sure in our next regular board meeting will be on Wednesday August 2nd at the district office on the 21st which didn't say it right and I thought well that doesn't look right no yeah it's going to be August 21st at the district board room yeah August 21st is the next regular board meeting