 Okay, welcome everybody. Is this on? Okay, I can't hear me. Welcome to the November 14th regular board meeting for Howe Valley Unified School District. And I'm not seeing any speakers to our closed session agenda. So we will be leaving for closed session where we will be discussing public, certificated public employee appointments, employment and leaves, classified public employee appointment, employment and leaves, public employee discipline dismissal releases and leaves existing anticipated or pending litigation and real property. And we will return at seven o'clock. Thank you. We have trustees come up to the table. We're going to go ahead and open the meeting. Welcome and thank you for being here. Welcome to the November 14th, 2018 PVUSD board meeting. Nice to see all of the faces here. And we'll go ahead and we'll get seated and then we will start with the Pledge of Allegiance. And I will ask Trustee Acosta, would you like to lead us in the pledge? Okay. Everybody rise please. Thank you. Okay, again, I'd like to welcome everybody. And if anybody would like to speak to an agenda item, we do have speaker cards on the back. We would like you to fill those out prior to that item number being called. And you can bring them right up here to Ava. And if anybody would like translation services, you can share a translator over here and she'll fit you with an earpiece. Okay. And would you like to translate that for me? Thank you. We want to inform you that we have translation services. If you want to use those services, you can come with us. Thank you. Okay. Item 3.3 is Superintendent Comments. Thank you. So on Tuesday, October 30th, I held my monthly day in the life event as a lead custodian at PVHS with Randy Murillo. And I was able to see the new lead in action. So here we are. The new lead in action as we as he supported student staff and teachers. So we started the morning early, opening up the site, cleaning the locker rooms and preparing for a blood food drive. We cleaned the whole campus, cleaned up after break and lunch. And last we went into all the classrooms to check with the teachers on the cleanliness of their rooms. And so it was a great day. So on Tuesday, October 30th, I held my life day in a lead custodian at Pajaro Valley with Randy Murillo. And I was able to see the new lead in action as I was able to see the new lead in action. And so in April 30th, I held my monthly day in the life event as a lead custodian and now I'm going to see the new lead in action with Randy Murillo. I came home on Thursday. And on Tuesday, November 30th, I had my monthly day in the life event as a lead custodian. And on Tuesday, August 20th, I had my monthly day in the life event as a lead custodian and now I'm la limpieza de sus salones y fue un gran día. So one of my priorities is to visit each school in our district at least four times a year. So I go into the classroom and see instruction and action and I've been asked repeatedly to provide feedback directly to staff. So in the spirit of recognizing the hard work of our staff, next week I will begin handing out notes of gratitude where I'll write positive affirmations for some of the classrooms after my visits and hopefully this will reinforce our core values and provide feedback. So one of my priorities is visit each school in the district at least four times a year to enter the salones and see the instruction and action. So they have asked repeatedly to give direct comments to staff. In the spirit of recognizing the hard work of our staff, next week I will begin to give these cards of gratitude to the students I'm visiting. I hope this will reinforce our core values and also give the comments of support. So thank you. Thank you. Okay, item 3.4 is for comments. I'll start with Trustee Ursino. Thank you. Thank you, Leslie. Good evening, everybody. You know, a couple of things I want to mention. First, I want to thank publicly Dr. Rodriguez. Dr. Rodriguez and I went to Monivista Christian on Halloween to see how the district and the school can work together. And I thought it was a great meeting. They were really open to talking about things that they're doing extremely well and frankly things that were doing extremely well. And I know that in talking to you after, we talked about some of the things that we can do together to help better prepare our students across the board. Again, at the end of the day, we're all here to educate our students. So thank you for taking the time to go. The second thing I wanted to talk about very quickly is today is National Diabetes Day. My son is a type 1 diabetic. So I am well aware of the challenges that come with diabetes. Today is National Diabetes Day. So as you go out and enjoy your evening, keep that in mind. There are kids suffering with that and adults, frankly. And finally I wanted to say, and I hope this is appropriate, but as most of you know, I did not, I have, this will be one of my last meetings on the board. So I decided not to run for re-election a while back and my replacement is here tonight. So I want to say congratulations to Jennifer publicly. I know you didn't expect to say something, but I got the chance to meet with Jennifer before she decided to run. And I am very, very excited for the good work that she is going to do on the board. So congratulations. It's definitely a step up. Thank you. Trustee Costa. Yes, so last Wednesday, I had the privilege of attending our migrant head starts annual closing out luncheon where they got to celebrate a lot of their staff and the support staff and the in-home care providers for the program. And it was just a really wonderful afternoon of celebration, also great food. But I really wanted to commend, and I know she's going to hate me for it, on Helika Renteria. I received so many, there she is. I received so much feedback and so many positive, good comments about her and the work that she is doing in the program. And I just say thank you on Helika. You are really a huge part of that program and a significant impact for all those families. So thank you for your work. Karen? So I just want to say, I screwed up and didn't go to it. I mean, I go to their meetings. I've been going to migrant head start meetings for the last 14 years of my time here, every single time. And I was thinking that their program was this Thursday, not last 30, I screwed up. But I am always with you, as you well know. And it will continue to be with you. The only thing I can think of I did was, I went to the, I go to the art center in Watsonville that they have next to the YMCA and it's a beautiful place. And every two months they do a new show and I always go there. So I went there this time and they had presentations for kind of like a Dia de los Muertos kind of a presentations altars and somebody who's been there, all kinds of things like that. And there was some really great stuff from our schools. EA Hall had a wonderful presentation and Lakeview Middle School had a wonderful presentation there as well. So our schools were there as well in the art center. And what? And Cesar Chavez did too, yes. Okay, I forgot them. And Cesar Chavez had something there in the art center too. Thank you for telling me. They all three, all three of those schools were there in that art center. I didn't see Watsonville school. I mean, but were they at the, they were had a production at the art center? Thank you to all the schools that have been there. I thought I was there and I saw everything. You usually do. You usually do. All right. Well, sorry for my mistakes and I should go back and look at all of them again. Sounds like it's still open. Thank you. You know, I want to acknowledge the fires up in the Paradise and Chico area and our hearts and minds go out to everybody, including all the students and teachers and staff up there that were affected. I know down here because our air quality is so poor, many of our CCS championship and championship games have been deferred until we have better air quality. And that's is causing problems for our kids because they have other sports starting up and coaches are kind of fighting over the kids. So I just, you know, it's just a difficult situation. So I'm very, very sorry for the families that lost their homes there and their lives. On another note, we recently had an election and I want to thank board members, Leslie DuRose for her 12 years of service and Jefferson for his eight years of service. It's been a wonderful opportunity and privilege to serve with both of you. And we'll say more about that later, but I want to welcome our two new board members, Jennifer Holm and Jennifer Shocker. Hope I said that right. Looking forward to working with you. In the past month, I attended the Aptos Chamber of Commerce dinner, which I'm not sure I talked about last time, but our illustrious athletic director at Aptos High was presented with the Lifetime Achievement Award and we're very, very proud and honored to have him as part of our staff. So congratulations to Mark Dorfman for that amazing honor. And I want to thank one last time, our superintendent, Dr. Michelle Rodriguez for her state of the district. It's not a performance, what do we call it? An event presentation. It just really blew my socks off and I hope it, for those of you who attended, you were impressed with the forward and positive things, the motion that our district has underway and I want to thank her for her leadership. It was a wonderful, wonderful day. It was. Thank you. Every year too. Maria. So I have continued to visit a couple of schools. So in the last two weeks, I visited Rowley Hills Middle School Freedom Elementary and Alianza Charter School. So next up, I hope to be able to visit our high schools. So looking forward to that, I also attended the Padcake Breakfast at Applebee's in support of Rowley Hills Middle Schools attending DC. And so far, from what I've heard, they fundraise quite a bit. So I'm really excited that they get the opportunity to go. In addition to that, I do have the D-LAC meeting next Tuesday. And I also want to publicly congratulate one of our partners, Digital Nest, on their fourth year anniversary. They've done fantastic, amazing work for our students and it's just been such a great experience collaborating with them. And I also got the opportunity to attend the State of the District Breakfast a couple of weeks back. And I just look forward to more to come. Thank you. Thank you. Willie. Okay. So I just wanted to let people know our student trustee, Rosalie Jimenez, expressed her regrets at having to miss the board meeting tonight, due to family commitments. She's been great about coming and staying for every board meeting and we're really thrilled to have her. College and Career Night was recently held at Cabrillo College and I just, I wanted to acknowledge the high schools in our district who arranged for transportation. So the students and families could attend that. And I believe there were over 500 students and families. And I also saw several teachers and counselors with groups of kids. So I know they most likely arranged for other transportation as well. So it was really nice to see a lot of people there. Also about the fires, I'm wondering if maybe I can work with Dr. Rodriguez over and the other board members over the next week or so. I'd like to find out about if we can do something for the school district up there, send a care package or start brainstorming about something we can do because the fires were in Santa Rosa last year, Cabrillo College worked with Santa Rosa Junior College and other community colleges to offer their support. So I think it would be good for our district to do something like that. Okay, and that's it for me. So thank you to the board members. And now we have our high school student board representatives are here and which schools are you representing? I think we've got. Pajaro. Pajaro, let's start with Pajaro. Good evening, president. Leslie DeRoz, Dr. Rodriguez and fellow board members. My name is Daniel Rocha and I hope you guys had a good weekend. Starting off with our academics with the CSU app and UC application now open, the senior class has been working extremely hard to get those applications done. The college centers been open all week. They usually are not that busy, but now it's really packed during lunch and break in even after school. My total of 55 seniors have already submitted their applications to both the UC and CSU colleges. So far the school year we have had a total of 23 college visits and powerhouses such as UCLA and UC San Diego have had to come two times because of the interest that our students have in them for athletics. Our girls volleyball team ended up in fourth place in their league and we had two of our players end up in first team while American. Our girls basketball team had a first game on Monday and unfortunately they lost, but they're working hard for activities. Last month we had homecoming. Our theme was under the sea. We had our dance on Saturday night and there was about 350 to 365 people attend, which was a really big number. We also had an activities there where we brought multiple jumping houses and we had other things going on at our school that definitely raised the bar for us. So we've been pushing to try to do better. We also had national coming out day and the GSA club hosted an amazing activity during lunch. They set up a tunnel and door and we had at least 100 students and staff come out as supporters and allies of the LGBTQ community. That's all I have to say. Thank you. Thank you so much. Thanks for being here. Renaissance High and then we'll go to Aptos High. Good night. My name is Denise Gonzalez and I come representing Renaissance High. Some activities and things that have been going on are the volleyball team. That's the only team in sports we have active right now and they practice Tuesday and Thursdays and they're not doing so good but they're trying to get better. We had an assembly of awards and almost 80% of the students got one so that's very good compared to the last times. The Rotary Club honored some of the students too for this past month for student of the month. We had two students get elected. For special activities, we had the Dia de los Muertos Altar too and a lot of people participated and now we had candles and calavera arts going on around school. On Halloween we had the costume contest and a lot of games like the donut game and horseshoe throwing. And then after school we have the girls group which is meeting around the community and they go around and see what the community needs and trying to clean the beaches and stuff like that trying to improve community health. And upcoming we have basketball which is trying to get organized and we also had the WASC visit and I heard from my teachers that it was a very positive review after that and everyone's just really proud and happy to know that we got a good report on that. Great, thank you very much. And welcome to Aptos, hi. Everyone, hi, we've had a few more colleges visit in the College and Career Center and okay, so lately we've had a couple more colleges visit in the College and Career Center which has been nice and then we've had our first College and Career Week and every student in staff was very well pleased with how it all went down. And then on November 3rd Aptos, hi, hosted the ACT and the warmer damn gym and it helped kids prepare for the ACT as well as clear some absences for them. So the ceramics, ASB and choir classes are all continuing preparations for our empty bowls fundraiser. Ceramic students will be making the bowls to be auctioned off, choir will be performing and ASB will be working at the event. If you guys can come, you definitely should if you need to be fun. It's November 10th, 7th, 5th, 7th and 8th after you. And then also theater finished their shows for the Adams family earlier this month. The seniors were pretty bummed that it was their last musical but they were definitely proud of all their hard work and the show was really good. So a couple of weeks ago we had a fun Halloween week in which we had dress-up days and activities at lunch. A club also put on an activity for deals of mortals and we just had a fun activity at lunchtime. Our community service fair was today and we invited non-profit events such as Teen Kitchen, Red Cross and Second Harvest Food Bank. We are also selling winter ball bids and our winter ball this year will take place on January 26th at Seascape Golf Club. Our football team has just started CTS but due to the fires, their game has been postponed till Friday or possibly Saturday at Watsonville High. Our girls' volleyball team made it to the first round of NorCal but unfortunately lost. Our girls' water polo team made it to CTS and they lost to Menlo. And then our winter sports have started so we have boys and girls basketball, boys and girls soccer and wrestling and our cheerleading team has a competition this weekend. Thank you. Thank you. And New School, do you have a report for us as well? Thanks for being here. My name is Karina. New School finally has, I mean, we have a new schedule. It began last week on Wednesday, November 7th. Students who arrive on time at school and in class will be released early. On normal days, we will be released at two and on Wednesdays, we will be released at one. Each student who arrived on time receives a green card. If students don't have their green cards, they're gonna have to stay an extra 45 minutes. We also have a new bus which picks us up in three different locations, at Alexander Street, Las Lomas and Murphy Camp. Earlier or in mid-October, we had college and career week where students and staff were able to have college wear such as like sweaters and shirts and we also were able to have door decorating where each student chose community college or university logos to draw them out and decorate each other doors. And yeah, that's one of our teachers' voice. And then last week, we were able to create TCC accounts for some of the seniors and we were able to complete some applications. All we have to do now is just wait for our online orientations and then later on, choose our units for the classes we will be taking in fall of 2019. So, Presenter gave us information and pamphlets containing the suicide hotline and the signs of suicidal thinking. Little leaders, and they gave us information about the programs and hands-on training about the different fields such as business, culinary, medical and welding fields. And they also told us that we would be able to earn like $200 every two weeks, such as gas money or bus transportation or anything other we could need. So, Chief Warrant, too, Miller shared the opportunities of this camp, such as receiving 70 credits and 40 community hours in the span of five months. And we were able to go through the school's nursery department where we would be able to go into the key houses to see how they fertilize their plants before they actually plant them. And then we went to their molecular and entomology labs where they talked about how they're trying to create a pineapple strawberry and how they succeeded in creating a golden grass berry. And in their entomology labs, they taught us about the harmful insects that they find in the fields and the not so harmful ones. We were also able to see examples of how they package the strawberries and the raspberries and the other berries. And we went to the freezer, really the cold. And that's the first picture shows like the little kindness before they turn into the golden plants. And the second picture is the students in the freezer area. So we went to the West Trips Hilltrip and we all had the opportunity to help the community by pulling out certain plants by their roots and we also planted seeds. So on Halloween, we had our first party where we had stations such as pumpkin carving, apple bobbing, hand readings. We played with the Oluji board, but we couldn't really see anything. No. We also, early in the morning, we had a door decorating competition with the class of 2021. And we took pictures of the class. And this is a picture that we took in the photo booth and we were, yeah, that's us in our classrooms holding zombie babies. And then that's our teacher, Miss Jones. Carving pumpkins, yeah, on the first picture. And then the second picture is one of our students, Brian and his classroom, doing the game all the time. So on Tuesday, we will be having a Thanksgiving celebration where our families will be invited and they can bring a food and we can just celebrate and have them eat. So Karina and I were chosen to be students of the month. We gave a speech at the Rotary where we were able to talk about how we got to new school and how we want our features to look like. Esmeralda Garcia, she was student of the year. Thank you very much. And we're gonna be seeing Esmeralda again in a moment too. Good. So, is anyone here from Watsonville High? Nope. Okay, well thanks to all of you who came and presented. We love hearing what's going on. Thanks a lot. So, item 3.6 is student recognition. So we're gonna start with Cesar Chavez Middle School, Paula Camacho and family and friends. Please come on up. Thank you Board President DeRose, Superintendent Rodriguez and members of the board. My name is Ben Benavides. I'm the principal of Cesar Chavez Middle School and I'm here tonight with our school English language specialist, Miss Karen Manriquez and our school art teacher, Ms. Patricia Sotorello and we're here to honor Paula Camacho as our CCMS student of the year. And Paula is here tonight with her parents, Diana and Gabriel and her younger sister, Carla. To begin, I asked Paula whom she would like to think and Paula wrote the following. I would like to thank my parents for their support and effort in helping me succeed in school. My parents have worked hard to help me achieve many goals and have given me access to all the supplies and materials I need in school. I'd also like to thank the many teachers that have supported me in school. Academically and artistically gifted, Paula is our top student. She's not only our top student in our regular classes, but also in our after school program, Philip Chavez. She's an amazing student in so many ways. And I'd like to share with you one story from Ms. Sotorello, her art teacher. I've known Paula since last year as a seventh grader in beginning art. Paula, the most quiet and shy student in class was the first one that came up to me after my slideshow about fashion team Santa Cruz with a very low but determined voice, she said. I liked the slide you showed about recycled water bottles. I want to do something with that. I thought to myself, yes, I have one hook. So for an entire semester, Paula arrived early in the morning during our zero period advanced art class, even though as a seventh grader she was not registered for the class in order to work on her project. She designed her outfit, she worked out design problems with two other classmates, and she modeled her outfit at the Civic Auditorium. She showed determination, dedication, grit, and more for showing up early every morning. Today Paula is still the first person waiting and greeting me every morning and is now enrolled in my advanced art class. She's also the president of our first CCMS art club. Very good things do come in small packages. You don't need to be loud to be noticed. I know that Paula will make a strong and bold positive impact in the world, whatever she decides to do. But congratulations Paula. Southern Travis Middle School is very proud to recognize you as a CCMS student of the year, thank you. So if there's a photograph floating around about the outfit that you made, that will be, I'm sure the board would love to see that. Great, congratulations. Okay, next up we have the A. Hall Middle Schools, Samantha Rubio Campos and can family, friends, and all supporters come up. Good evening, Board President DeRose and Superintendent Dr. Rodriguez and Board of Trustees. I'm Principal Adelina Cervero and I am here with Samantha Rubio, our no contest student of the month and student of the year. She is our stellar eighth grader. Teachers had a number of students as candidates and as soon as her name was mentioned, everybody dropped their candidates and voted for Samantha, sixth, seventh, and eighth grade teachers. She's here with her mom Araceli, her sister Anna who promoted last year to high school is also here. And Anna was great in taking leadership roles at E.A. Hall. Her sister is definitely, you know, fast at her heels. Samantha has gone through an incredible transformation at E.A. Hall. She used to be very shy, shy no longer. And you see her confidence, you see her confidence as a young lady, you see her confidence as a scholar. And an example of that is last year she was an accelerated math. This summer, the American Association of University Women invited her to Stanford to be part of a STEM project. After that, she participated also this summer in the Algebra Academy. And her dream of becoming a coding engineer is, you know, well on its way. She's doing very, very well at our school. Everybody's in awe of her and including the adults. So congratulations to Samantha. Yes. Congratulations. Okay. And next up we have New Schools Esmeralda Garcia. Come on up with your supporters, all your fans. Is this on? Is this on? Good evening board members. Thank you very much for having us tonight. I am Rafael Ramirez and I am the new and proud principal of New School Community Day School. And I am here today to introduce one of our social, our only social studies teacher, Wendy Sigmund who's going to be speaking on behalf of our wonderful student of the year Esmeralda Garcia. Thank you very much. Having us here tonight, my name is Wendy Sigmund. I, like you were just told, I'm the social studies teacher at New School Community Day School. Community school is a very special place. Students that arrive with us generally have obstacles to whatever growth that they are setting out to be, whether it be academic or just social. These obstacles are overcome with the help of their families with the staff and that's what we do at New School. But never has that been so proficient as the student I would like to introduce to you tonight. The student has overcome obstacles of attendance and she didn't really have an academic issue. She came to us as a shy sophomore where she would sit in the corner and read her book and what she has bloomed into now is this amazing, articulate, wonderful student who is able to graduate early actually from New School and she's planning on continuing her education at Cabrillo and is hoping to go into some sort of law whether that be enforcement or legal system. So we are super proud to introduce you to Esmeralda Garcia. Good evening, everyone, board members and superintendent Rodriguez. Thank you for having me here today. I would like to thank my principal, Mr. Amaris and also my principal from last year, Ms. Cortez for letting me come to New School. I would also like to thank all my teachers for picking me to be the student of the year and for my family for supporting me through this journey of coming to New School. New School for me was a good opportunity to get all my credits and to improve my attendance. This school has helped me to become a better student and come out of my shy shell to be more confident and be more talkative to other students and teachers. Again, thank you for having me here today. I'm really grateful for New School for supporting me and picking me a student of the year. Thank you. Okay, and next we have Pajaro Middle School's Florence Swindle. Come on up with your supporters, please. Good evening, President DeRose, members of the board, superintendent Rodriguez. My name is Christopher Harris. I'm the principal at Pajaro Middle School. Florence Swindle, I have a few things to say about her. Speaking academically, Florence demonstrates her love of learning daily. In her academic career at Pajaro Middle, she's held over a 3.0 GPA. Florence is also widely recognized for her positive interactions with all members of the schoolhouse and her consistent demonstration of character, leadership, and achievement. Words that students use to describe Florence Swindle. Kind, reliable, smart, trustworthy, honest. Words that teachers use to describe Florence. Hardworking, adaptable, diligent, intelligent, respectful, responsible. One of her teachers took it so far as to say that if I need something done, I talk to Florence. If I'm not sure how to proceed, I talk to Florence. If I'm not sure what to do, I talk to Florence. Now I'm not certain of the industry that Florence will find herself in as she continues to excel in our school and in our community. But I am certain that Pajaro Middle School is delighted to have her as a scholar athlete. And we are also very proud to name Florence Swindle as 2018-2019 Pajaro Middle School Student of the Year. Congratulations. And they know how to like stack them up. They're so proud. Thank you and congratulations to everybody. Any students who are here, we understand if you need to go home because you have school tomorrow so don't feel like you have to stay but you're certainly welcome to. So thanks again and congratulations to everybody. Oh, now it's empty. No, stay. No, I'm kidding. On second thought, you can stay. Yeah, he's got a minute. Okay, all righty, so we're gonna go ahead and move on to the item 4.1 and that's approval of tonight's agenda. So one of the board members has a motion. Move approval, I'll second. Okay, so it's Willie and Maria. All those in favor? Aye. Any opposed? Motion passes 7-0, thank you. Item 5.1, or 5.0 is approval of the minutes. 5.1 as of our October 24th board meeting. Is there a motion? I'll move to approve. I'll second. It's okay. All those in favor? Aye. Aye, any opposed? Okay, motion passes 7-0. Abstain. Okay, with one abstention. Approval of the special board meeting of October 24th. Is there a motion? Move approval. Second. All those in favor? Aye. Aye. Any opposed? Abstention. Are you, you were here for that one, right? So 7-0, thank you. And now item 6.1, I'm gonna close our regular meeting. And open a public hearing. And this is on Pacific Coast Charter's, Charter Renewal Petition. Hi Andrew. Hello, how are you? Good, you can just state your name so we can get that in for the record. Good evening, my name is Drew Singleton and I am the Interim Principal of Pacific Coast Charter. And I'd like to begin by thanking our superintendent, Dr. Rodriguez, our board president, Leslie DeRose, the esteemed members of the Give U.S.D. Board of Trustees for allowing us this time to be able to present our Charter Renewal for Pacific Coast Charter School. Our PCCS Charter expires in January of 2019. So we are here this evening to request a five-year renewal of our Charter from January of 2019, January of 2024. I'd like to begin by giving you a brief overview of the school. PCCS is a unique charter school that serves students from grades K-12 that for one reason or another just did not fit into the mold of the traditional school. PCCS combines homeschooling and independent studies with on-site classes and workshops. Each student is assigned a supervising teacher that works with a parent and student to develop a personalized learning plan that is specifically designed to fit the individual needs of each student. The supervising teacher meets with a student and parent on a regular basis to ensure that the student's academic and social-emotional needs are being met. And the high school teachers also work closely with our academic counselor in order to ensure that the student has a clear path to being college and career-ready. PCCS is primarily homeschooling for the K-8 students and independent studies for the high school students, but there are also workshops available for K-8 and on-site classes for the high schoolers. These classes and workshops are held several times a week and the small class sizes allow students to learn in a group setting but still receive more individualized attention that is available to them at a more traditional school. As of October 30th, there were 218 students enrolled at PCCS, 47 of those were K-8 students and 171 of them were high school students. Our staff is comprised of principal, counselor, administrative assistant, registrar, and librarian. And now we have a part-time PVPSA mental health counselor, school nurse, health clerk, and we have tech support. Our students with special needs also have access to a resource specialist, speech therapist, school psychologist, and other supports that are stipulated in their individualized education plans. The school also has nine credential teachers, nine awesome credential teachers that provide differentiated curriculum to each student on their case load. We'd just like to share a few achievements. PCCS recently received its WASC accreditation through 2023. We met the California Charter School Association renewal criteria. We participate in on-site collaboration with the district staff. And technology is used on a daily place, it's including but not limited to Alex at Genuity, School Loop, Google Drive, Google Docs, and Google Classroom. It's a lot of Google. Out of our graduating class of 2018 last year, 65% of our students plan to attend college. 16% of those were accepted to a four-year university and 49% of them plan to attend a local community college. PCCS does offer a full list of A through G courses for those students that are interested in attending a four-year university. As you can see from the California Dashboard Report, the suspension rate is very low for PCCS. This has been historically true for Pacific Coast Charter School. The school provides a very safe and secure learning environment for the students. And we believe that also having the classes held here at the district offices helps to contribute to the professional and respectful behavior of the students. Math is an area that the school has targeted for improvement. Staff has identified new common core curriculum and teaching strategies for that. And we've also introduced increased the tutoring opportunities that we have for the students and offered an introduction to high school math class. The graduation that you see up there is a challenge for PCCS, it always has been. We enroll a large number of 11th and 12th graders at PCCS and they come to us usually in their credit deficient, which sometimes makes it pretty challenging to get those students caught up for graduation on time. One of the things that's taken into consideration with the dashboard slide is the dashboard does not factor in for five-year grads that we do graduate. As of now, you'll notice the blank ones, the NAs. The dashboard does not provide school data on chronic absenteeism, English learner progress, or college and career readiness. The reason behind this is usually that the sample size is too small for it to port out. What we are looking at is this, the C.A. Charter School Association. In the fall of 2017, PCCS joined the California Charter Schools Association, which allows us to compare our student's academic growth with other students and schools in both the district and the state. There's a state of California requirement for charter renewal and it's that the student's academic performance is at least equal to other students and schools in the state. The California Charter Schools Association states that the Charter School needs to show academic progress that's at or above the range and at least one of these rankings. PCCS has been above in two of these three areas for the past three years, so we PCCS meets the CCSA criteria for renewal. PCCS provides its students with a very unique learning experience, as I mentioned earlier. It allows students to work independently and become self-directed learners, but on-strike workshops allow the students to explore the world around them with their peers. Here's a picture of some of our elementary students working together. During workshops, the students are exposed to a variety of topics including science and art. We have actually hired a professional spectra artist this year to run workshops with the elementary students one day a week. The middle school students are also offered an art workshop with that same spectra artist on Mondays. Wednesdays for them is usually used for academic enrichment and collaboration. These enrichment workshops help to build a sense of connection to the school and provide the students with an opportunity to feel like they're part of the learning community. The sense of being connected can make the transition to high school more comfortable for these students in the future. Also, building a collegiate atmosphere leads to increased student collaboration, trust building, and it allows the students to feel safe to explore and share new ideas. High school classes also allow for student collaboration and tutoring classes help provide students with academic support in the subjects that they might be struggling with. All high school classes are conducive to providing students with a self-paced environment that encourages self-directed learning. Small class sizes and customized instruction gives those students the opportunity to pursue their individual interests while finding common ground with their friends and their classmates. High school students are also given the opportunity to participate in art and drama through classes that are taught on Fridays. PCCS also provides students with the opportunity to learn in an environment and community they live in every day through educational field trips. These slides show a recent field trip organized by the science department to the Elkhorn slough. This kind of exposure to the environment that surrounds them provides the students with a sense of connectedness to the home and their community, and it opens them up to a larger world beyond the classroom and textbooks. School site goals for the upcoming years are gonna focus on students demonstrating academic progress in language arts, focusing on reading comprehension and non-fiction writing across content areas. We also want students to be able to show academic progress in the areas of mathematics, and we want students to be able to take ownership of their futures and give them tools to create their own educational and personal goals, including the development of their own college and career plans. Some of the additional goals that we're working on at PCCS, continuing to build a strong family and community relationships, continuing to foster collaborative learning opportunities within the district, community, and county, providing professional development opportunities that will encourage the use of best practices for staff members, and continuing to provide our students with a unique and comprehensive educational experience for those students that were not finding success in a traditional school setting. I would now like to introduce some parent and student guests that would like to share their PCCS experience with you, so if you would please welcome Rosalia Sappington and her daughter, Ramona Vols. Hello. Give me one moment here. Hi, my name is Rosalia Sappington. I grew up in the Midwest, and I am a recent transplant, say like five or six years ago here to California. I actually went to college in San Diego, and this is my daughter, Ramona. So growing up, I was grateful for my private school education. My primary and high schooling were in institutions that taught me plenty of information with an emphasis on college prep. I went to a Catholic school for about 12 years. But plenty of that information that I had received lacked content as well, as well as on things such as trivial as not having my questions answered when I was in class because there was only one standardized way of getting the information into my cortex. The manner of traditional teaching was something that I was not responsive to that discouraged my style of learning. More often than not, my class moved on even if I was lost in the sauce, so to speak. I, like most kids, learned differently from my peers. I was not the standard. I was the square peg trying to fit into a circular hole. What Pacific Coast Charter has offered or afforded my daughter is the ability to be able to learn subjects in ways where she can comprehend them thoroughly because she does have one-on-one attention that each child vitally needs. I have the time to teach her and many ways to solve such things as a mathematical equation that she may be flustered about. She works at her own pace but goes above and beyond the average expectancies since she is able to retain what it is that she has been taught and has been thoroughly immersed in the subject. That to me makes her lucky and speaks volumes for this type of learning. What makes her even stronger in her studies is the enthusiasm and drive of the faculty at Pacific Coast Charter. They willingly and excitedly give me the tools to share with her to make her education successful as well as having workshops where I see her diving into such things as science experiments with gusto or taking me by the hand to show me her drawings in our class. They understand that not every child learns the same. They modify their learning plans to suit every child while maintaining constructive communication with both parent and child to make sure that standards are met. They care. She looks forward to coming to school. She's engaged and smiles when she leaves all because she has afforded a unique way of learning that goes beyond the parameters of a traditional institution. Having the freedom and flexibility to delve into subjects that enthuse her helps her focus more. It makes such matters as state standards fun and less like a chore. Not to mention, I get to participate which helps to maintain a bond with her. So all in all, I know that PCCS works for me and my kiddo because I see it in her happiness and her overall every day being a fifth grader and being enthusiastic about learning. Thank you. Hi, my name is Jermana Volz and I'm a fourth grader at PCCS. Okay, fine, fifth grader. Yes, I am a fifth grader. Older as I don't want to. But I like PCCS because they push me and I learn a lot of things and it's easy for me to comprehend because I have my own teacher that focuses on me and they're really caring and they teach you really well and if you don't understand something, they'll explain it. I hope PCCS keeps going and is as great as they are. Thank you so much. And now just one more group. I've got please welcome Christine Hernandez and her son, Antonio. Good evening, I'm Christine Hernandez and I just want to tell you a little short story about why we love Pacific Coast Charter School and why we're so thankful to the district, the administrators, the teachers, the staff and everybody who helped make it possible for us. I'm Antonio here to attend. From the beginning we could tell Antonio was a different type of learner. He was very self-directed, very kinesthetic and when other kids were playing with the toys, he was actually taking them apart to see how they worked and Buzz Lightyear was never the same after that. He also taught himself to read by the time he was three years old. Still, because we are big proponents of public education in our home, we thought we would enroll him in our excellent neighborhood school and we did. He was there from kindergarten to second grade but we noticed that it just wasn't quite the right fit for him. He wasn't happy there, he wasn't learning what he needed even though he had wonderful teachers. So then we moved him to a private school where he could have private instructions, smaller class sizes, a little more outdoor learning and that worked well, third through fifth grade but then again, it wasn't quite the right fit we decided middle school wouldn't work. So I homeschooled him. Chose a program that was all homeschool, it really wasn't exactly what we needed though. He didn't have that group learning and so I was so thankful when we found CCCS for his high school years. It's provided kind of the best of both worlds where he gets to come to school, he gets to have friends, he learns from excellent teachers and still he can learn at his own pace. He can take it home with him. He's already finished, what was that, you finished the econ? And he started on government now because he can. He built chain mail. He's able to work and get credit for using tools at home. So we're just thrilled and he's going to graduate on time. He's a senior this year. We're just couldn't be more proud of him and more thrilled. So please consider and do renew the charter for PCCS. Thank you. So that is the end of our presentation. Did I come in at the 15 minutes? I was trying. You did good, you did good. All right, great. So do we have public comment on this item? We do not. Okay, so we can go to item 6.3. This is where the board has an opportunity to ask questions, clarifications and then later on in the agenda, it will be an action item. So this is our discussion part and then later we'll come back for about. Oh, next month, sorry, sorry. I see Willie, do you have a question? Yes, hi. What is your annual budget for 200 and some odd children? About, I don't have the annual budget numbers if I didn't bring the budget with me. I'm not exactly sure how much it is because there's a rollover from the year before. So we pay rent, I'm sorry, I don't have those. Okay, so I noticed in the backup there is no mention of a board, of a parent board. We have a governing council that runs all ideas through it. So it's kind of like the site council but it's not in the charter. Am I missing it somewhere? Yeah, I'm looking at it. Okay, okay. Thank you, those are my questions. We're answered you have a question. I did, so I'm just trying to find the slide. So the school's performing above in two areas but not the A through G section. Am I reading that correctly? Yes, you are, yes you're reading that correctly. So what steps are you taking to ensure that you are meeting that requirement? The A through G requirement I think just started in 2017. So we came up with that. We are making sure that we implement that we've purchasing curriculum and the teachers are researching curriculum that's going to be able to make sure that we get all of that. And I think we're actually at that point now that this was taken out of last year's snapshot. Okay, thank you. That's it for now. Karen? I mean I have to admit, I just don't know how this kind of school that you have works. And I was gonna, and I have one comment to make too. But so, I mean I don't even know how do students decide to come and which days they come. I mean do all the students, I don't know about elementary school, do they come, is there just certain days that they come to school? Yes, high school students have classes on Tuesdays, Thursdays and Fridays. Okay. And that's when they operate. And then the K through eight has two separate blocks of time on Monday and Wednesday. And the teachers go with the K through fives for two of those hours and then two of the hours is dedicated to the sixth through eight, the middle schoolers. Okay, I have a few questions. So the supervising teachers are considered, every teacher is considered a supervising teacher? Yes, correct. Every single teacher is a supervising teacher so they have a caseload of students that they work with and then on those other days when they're not working one-on-one with their students they teach various classes based on what their credential is. Okay. Just a couple more questions. No, I know it's a little confusing. So you talked about doing a newsletter all the time but your newsletter is bilingual, right? It is. That's why I thought, I mean, but you didn't say that. Okay. So when you teach the elementary school students since there's a small group of them, do you, if they're together, do you teach more than one grade together? Yes, because the K through eight are not actually considered classes, they're considered workshops. They're like enrichment workshops. So they'll cover a variety of subjects and then the lessons are aimed, well not K through eight, it'll be K through, K is separate and then there's first through fifth and then there's the middle school, six through eight. Okay. So they're all done separately but they're basically done with, like I said, enrichment courses so they'll be doing science, like right now they're doing a deep science study on roundworms and their effect on the environment. So. Which ones are doing that one? The K five, the one five. One through five, that's what they're doing. Okay, so they come and they work together and then they do little projects together and stuff like that when they're in school. Okay, cool. The only other thing I wanted to say is that when you were talking about your racial, ethnic or admissions, one thing you didn't, maybe forgot to say, you didn't say anything about LGBTQ students. I mean, I noticed that the Diamond Tech had a very extensive report on them. They said gender identity, gender expression, sexual orientation, gender identity students. They had all these things that they put in theirs but I noticed when you were talking about the type of students and everything, you didn't mention that part. The LGBT students, you didn't say anything about them. No, you're right. In the charter renewal itself? Yeah. Yeah, I didn't write this charter renewal. I just saw you know it was the previous administrator I was just the one supposed to run it through but I agreed it should be in there. We do have triangle speakers coming in actually next week that are gonna be coming in and speaking to the students about those issues. Oh, that's fabulous. Yeah, because I was thinking, oh wow, they have all this stuff they didn't put that. Yeah, you're right. It should be in there. No, I agree with you. That should be in there. It should be one of the demographics but we do address it. All of the teachers have safe space, you know, stickers up on their doors and signs up in their walls. Because you forgot to put that. I did forget. Or somebody forgot. Last year, you forgot to put that last year. All right, thanks. Okay. Thank you. Do you have any comments? Yes, I do. So, Andrew, could you tell me, what is your current student body total? They have a smaller now. The student body. It fluctuates because people kind of they come and go. Of course. So right now we have 218. Okay, and can you break that up for me like? 47K through eight and 171 high school. Okay. And so, I heard your concerns even that you had voiced about the high school retention rate and the graduation rate. What could you say is in comparison with the K-8 and the high school, are you getting for parental involvement with these students? We have a lot of parental involvement with the students. Parents are very involved. You're gonna say that's equal across the board, whether it's K-8 or high school? Yeah, yeah. Well, I'd say it's maybe a little bit more with K-8 because K is homeschool. So they actually, the parents are the teachers. So they have to come in to the meetings with the K-8 students when they meet with their supervising teachers on a regular basis. With the high school students, the parents tend to kind of want to back off a little bit and when it's time for those meetings, they allow the students to go in and have those meetings on their own. Doesn't mean that parents don't come in and they're not involved, but just by its nature, the ones that are K-8 have to be a lot more involved because they've got, they're the teachers. So they have to come in and get the curriculum and they have to teach their own child. And I know this goes back to before you were there, but at the school's inception, the vision of this charter school was more of a homeschooling-based program and the high schools become more of, if you will, an independent study-type program. So do you think that if you had more of a focus that geared back towards the parental involvement as part of the requirement in the program that you could change that, what you're seeing for the graduation rate at the high school level? And I mean, especially since that's the vast majority of your body. Right, well it's, like I said, it's not that we don't graduate them, it's a lot of them graduate in the fifth year, which doesn't show up on the dashboard. And it's because they come into us from 11th grade, so it's kind of a mad dash to the finish line with these guys to try and get their credits in time. So most of the times they'll graduate, but they won't graduate until the next year. And the dashboard doesn't count that. It has to be before the end of the school year. Okay, congratulations on your WASC accreditation. I was there as chair of the governing council when we carried it through it's very successful. So I know how much work it is, congratulations. Thank you. Thank you. Hi, thanks for being here. Thank you. So on this slide where you talked about the percentage of students who plan to go to college, I'm wondering do you have the data that shows how many actually did go? No, we don't. I'm talking to our academic counselor. We have a new academic counselor this year and we're gonna try and set up a system where we can track that beyond our school. So I don't believe we have that data, but we are working on getting that. I believe it does exist. It escapes me what is called right now. But you can track that and you can track them into jobs as well. So it would be good to have those numbers. I mean, that's really important. And I know one of your goals is to increase that, you know, the college and career readiness and goal setting. So that would be good to know. Anyway, thank you very much again for coming and thanks to the families who came and shared. Oh, I'm so sorry. Kim, go ahead. She's so quiet. Sorry, you are almost off the hook there. Okay. So I understand the importance of a program like this. So I just wanna start out by saying that I'm in complete support of continuing the program. I'm clear about the data that you presented in terms of achievement for these kids. And I don't know if maybe the next time you come, you could make that more clear. These, I can't see them very well. I can't even really see them. Honestly, even with my magnifying cheaters on this screen, I have no idea what this means. And I'm looking, you know, I've read all through this charter as well. And I'm concerned that you are just passing this through that you didn't actually have any part in writing this with your staff. I took it up to them before the last governing council passed. So who actually wrote this charter? Kim or who? I believe it was Kim with Vicky Carr. Okay. Charred on Vicky Carr to help do it. Okay. Because when I got here, there was still another governing council that had to go past in front of before it came to board. Right. And so I'd like to see the parts about achievement teeth out a little bit. Yeah. We're having, we're discussing that. We're looking for data analysis. It's very difficult with our population to be able to figure out because a lot of the times, especially like this, the Charter School Association takes this from like SBAC data, you know, the CASP data. Yeah. We look at those data points all the time. And that's why I'm concerned for not seeing them here. Yeah. It's difficult for us because our sample sizes are so small that sometimes it's like four kids or three kids that took it in that grade level. So it's, we're... They don't report any of the tests. Right. And we're really working, we're really trying to tackle how we can get some kind of system in place where we can compile the data that we can actually use because we're just not getting, the SBAC data is not reflective of what's going on, even if it's good, you know. So because we might get a kid that comes into us that year and then takes the test and does really well. And this small group of kids do really well and then it looks like we did great but it's not really reflective of what we did because they just came from somewhere else. Right. So we're trying to figure out a way that we can, because we have a kind of migratory population that are in and out. So get something where we can get students coming in, where are you at right now and then see how they do after they've been with us for a little while and get more data points off of that. We're just trying to figure out what that system will be right now. Okay, so that's all I would say about that is that I feel like we don't really know what the outcomes are, even though I know the importance and I know it keeps kids in school and gets kids to graduation. Right. I'd like to see a little bit more. Right, and the reason I didn't put the SBAC data in the presentation is just because I felt like I'd just be making excuses for why it's not valid. And then your fifth year kids, like I totally get that too. And I'd like to know on that fifth year how many kids are you graduating with. How many are we getting? That's so important. Are they going into, you know. Different programs, where are they going? And that seems like an easy thing with the small population that you have. Right, it is. And it's things like I said, the new counselor is already starting to work on so that we could be tracking this information. Yeah, okay. Thanks, Lee. Thank you. Willard. Thank you. Years ago, we were losing families to the COE program because they had the homeschooling program and we didn't. And so we started our own charter. Well, the home program was not a charter until later, I think, but it's been a very successful option for families that want to do the homeschooling. And I fully support it. We just need to just to make sure that everything is run properly and it sounds like it is. So we're supportive of this whole program. Thank you. Thank you very much. Can I make one? I just wanted to give, and Trustee DeRoz-Kim could also validate this, I'm sure, just to give you a little reassurance. I mean, we did have an administrative change at Pacific Coast Charter School, which was to no fault of Navandru. And also this last WASCA predication that they went through, they did bring Vicki Carr back in who was the founding principal of this school who has in-depth knowledge in and out of the school, even though she's retired. So, I mean, just- She's still a part of our governing council. Yeah, and if that could give you any reassurance, I would have full confidence in Vicki Carr. She's been amazingly supportive of me as well coming in, because I was kind of new to this place. When I came in and I didn't know what things were, she's gave me her phone number the first day and she's part of our governing council, so. She's amazing. She's been a great support. Say hi. I will. Thank you. So I didn't have any concerns, just so you know. I just wanted to know what that data is. Right, and we are looking for a way that we can actually- Do we want to see it too? The staff wants to know what's going on so we can take direction. And I love the fact that there is alternative programs for students who don't, I mean, your parents, but exactly what this is about. It's about giving those students the opportunity that they're not finding elsewhere. It's not necessarily because they're credit deficient. No. So it's not a credit recovery school, but you happen to serve that population too, right? Okay. Okay, well, thanks again for coming. Thank you all very much. Thank you for your time. Thank you. And thank you for your support. I appreciate it. Thank you. Okay, so I'll close this public hearing and open our next public hearing. And this is the Charter Petition Renewal for Diamond Technology Institute. And I believe we have Principal Marcy Keller here. And probably a support system as well. I just want to, is there a sound on the, okay. Yeah, that's fine. Go ahead and, it's not the slide yet, just, I got, I think I got it. Good evening, everyone. President DeRose, Dr. Rodriguez and Board of Trustees. We are very excited to be here to present our renewal petition for beginning January all the way to June 20 of 24. So there's a few things that we're gonna talk about. But first I'd like to say my name's Marcy Keller and I am lucky enough to be the leader of an amazing group of staff and students and parents. So I wanted to say thank you to all of our supporters that are here in the audience with us tonight, if you'd like to stand. And we have, is there a way to, can you all hear me? Okay, there we go. That's better. So I wanted to also introduce the presenters for tonight. So here we have 20 Tappies. He was our site council president for two years and his son is a junior at our school. I have Jasmine Zamora, who actually is a student of ours who graduated early and she's now as an instructional assistant at our site. Yeah, I know, right? And we have Ryan Richards, who is our AME Arts, Media and Entertainment Halfway Teacher. So for lack of listening to us speak, we'd like to show you a little video about our educational program and then we'll get, go from there. Okay. If Susan could pull it up on her Google Drive, then we can, if she has it, then I'll just keep going and we'll come back to that since we're on a time crunch. Okay. Or, right. I think we could pull it up on Google Drive. I'm sorry, everyone. Technology problems. We deal with it all the time at school. We're not going to ding you for time. Okay, I'm sorry. It's a near fault. I'm sorry. We'll do your presentation again. So while we're waiting, what I'd like to do, and this was not because of our last presentation, but I forgot to mention, I did want the board to hold their questions till last so you can get through your presentation. Okay. And we don't, what was, I don't know. Yeah, I know you didn't, and I acknowledge that. Was I going to go to, we're all going to take a part of it. We all have. So as soon as they can get the, they're working on the video. So it doesn't really go in line now, but that's okay. So what we'd like to talk about are some of the significant changes that this, our charter school has been through from the previous charter term. So one of the biggest changes has been a school-wide redefining, restructuring, and rebranding. So we have taken a pretty basic program and expanded it into a full A through G and CTE career pathway program where all of our students take all four of the pathways in agri-science, engineering, digital media, and business technology, sorry, business technology. And so now I'm going to turn this over to, hello, okay. So one of the important things that Diamond Tech likes to focus on is to make sure that our teachers are well-trained in modern technology and make sure that they're up to date on all the new resources and tools that are being used so they can implement them into our classrooms. Over the past couple years, Diamond Tech has also increased enrollments and attendance rates. When we also have improved learning spaces, we have updated our classrooms into 21st century collaborative learning spaces. So these are the new tables that you see here that we're able to move around from groups into larger groups. And we are also adding two new classrooms, which is a huge deal right now at our school. This is gonna be our engineering and studio room. And we're hoping to be moved into these classrooms by the end of the semester. We have also increased technology for all students. Here we see one of our students coding an app using the MIT App Inventor. We have also been learning how to code Raspberry Pis. We've also bought some new 3D printers. And over here we have a new poster printer that we're using to print our students' work. So these two photos are actually some of our past student works. This has probably been one of the biggest change is the school culture and climate. These are just some of the activities, but there's many that our school offers. Last year, we were able to finally have a soccer team, which we see here, which the students are really supportive about, and trying to start another team this year. We also have some new lunchtime activities where students play Connect 4 or some other games that we have provided for them. We also have that they just started a GSA Alliance Club that are hosting some activities. They even did a presentation on genders and labels. And our ASB is also helping with all of this. We also have a balanced college and career education program. So we have a built-in, as she mentioned, four pathways that all students take. So they don't just choose one pathway, they take off for agri-science, business, digital media, and engineering. We have also school, white college, and exploration. So we have implemented a mentorship and internship program, and have tools that students take to help them plan their future. We also have an addition of our counselor, Bertosa Mora, which is here somewhere. He has been amazing in helping students get registered for Cabrillo, helping with their FAFSA, and any questions that they have, college, and career. And now, Tony is gonna talk a little bit more. So, again, my name is Tony DeCise, and I'm the past site council president. And both, Rubis Aglegio and I, we wanna support my learner in reaching his highest potential. So whatever it takes, whatever Marcy has asked of me, I've done it, okay? I've chaperoned, I literally repeated ninth grade at Diamond Tech, and I'm a little more tech savvy because of it. And I'm just very proud to be a part of this organization. And I'm reminded that diamonds don't start out as this pristine gem, they start out as a lump of coal, and due to pressures and a lot of other factors exerted, they turn into this beautiful stone that the whole world really seeks to have. And that's how I feel my son is progressing and flourishing. And so, you know, so, good job, lump of coal. So, our graduation requirements, like they mirror most of what PVUSD in general does. You'll notice some differences, mainly in physical education and health. It's very hard for our students to participate in physical education. We don't have the facilities, we don't have the staff, or even the student body to support a lot of these. The soccer team is a big deal, and but, you know, that's only so many students. So, you'll see that we have 15 credits in order to graduate from Diamond Tech. And then, you'll notice down in the CTE and Applied Arts, actually, there's this interesting 20 credits in order to graduate, which is double the district-wide requirement. And then, the biggest difference you'll see is in our elective courses because of the CTE pathways, you'll see that it's, you know, 50% higher than the district-wide standard. So, sorry to say, kids, but in order to graduate, you do need 240 credits. Okay, so every five years, a charter is required to submit a petition, and there are five categories that a charter must look at and to see if they meet at least one of those criteria. The criteria that we are presenting that we meet today is criteria number four, which basically states that the student, the academic performance of students that attend our school is equal or just as equal or greater than the academic performance of the school that they would normally attend as their home school. So, we're gonna go through just a little bit of the data and then take a look at what's going on here. So, these are our CAS results, which is our state test, which our 11 freighters take every year. Our data is school-wide, our subgroups Latino and economically disadvantaged students. So, if you can see, in 2015, only 18% of our students school-wide in ELA were meeting standards or exceeding standards, math zero. And if you kind of follow that all the way down, the numbers don't look so great, obviously. We've kind of done a lot of hard work, a lot of reframing our curriculum, going A through G, focusing on the learner individually. So, by 2018, you can see in that column, we've increased our percentage of students who are meeting or exceeding standards met on the CASP. So, in green, on the right, shows our percentage of growth over four years. Thank you. Thank you. The next slide basically is the comparison schools, because that's what number four requires us to do, is to compare. Again, this is just comparison schools, what other schools that students could be attending in the district. 2015 numbers compared to 2018 numbers and the growth. This is for ELA all students, and compared to other schools in the district, and our percentage of growth over those four years, and for math as well. And lastly, the comparison of schools in their subgroups. I don't know if you can read that very well, but it's just broken down into our Latino population and our economically disadvantaged population and their percentage of growth between 2015 and 2018. The other way that we measure success at our school is through our map testing data. And we've been, we're in our third year of map testing. I'm gonna kind of go over here though to talk about this. So basically, what we're looking at here is conditional growth percentile. The national average for a conditional growth percentile is 50%. 50% equals one year of growth, basically. National average of growth in that grade level. So for our ninth grade, last year's ninth graders, because it takes a year of data to get this, it takes a year, three tests to get this data. Our freshmen in reading were in the 72nd percentile. So clearly above national average in reading. Our ninth grade in math was at the 99th percentile. Almost 50% over national average for growth in math. Our 10th grade cohort was also above national average, coming at a 7% tile and 84 for math. And again, bigger than the national average. Can you click the percentile? For growth, this is all for growth. The next piece of data you're looking at right here is called the conditional growth index. This particular piece of information tells us, so if zero, this bottom line is zero. Zero is national average. It equals one year of growth. Zero means one year of growth, okay? So when we're taking a look at anything that's above zero, means that they've grown a year, like a traditional year of learning, plus whatever this percentage is, or this definite number is. So basically, this is saying it's one year and a year and a half worth of growth in reading. This is saying a year plus two, so that's three and a half years of growth in math for ninth grade in one year, okay? This means two years of growth in reading and two years of growth in math for our 10th grade cohort in one year. So we're pretty proud of that. Thank you. We're gonna have Ryan come and talk to you about. As the video teacher, I would prefer. Welcome to Diamond Technology Institute, a shining gem in Fajro Valley Unified School District. Diamond Technology Institute is a fully accredited high school. Unlike traditional high schools, our classes are only 25 students per grade level for a total of 100 students. Because we are a small school, our teachers have the opportunity to work closely with us and give us individual support so we can be successful. The 21st century is already here and Diamond Technology Institute is preparing us for our futures, whether it is a four year university or a career out of high school. Using science, technology, engineering, arts and math, we learn how to work collaboratively. To contemplate, to innovate and to create through design thinking and project-based learning. Our school exposes us to the real world experiences in environmental science, art, media and entertainment, business and finance, and engineering, design and technology. Our high school wants to put the latest technology into students' hands so we become the experts. Diamond Technology Institute encourages us to move forward in our learning and advance when we are ready through the specialty programs offered at the school, online or in concurrent college enrollment. So if you wanna challenge and if you wanna be a part of an innovative school with a specialty educational program, then it is time to join the 100 with the strength of 1,000. Learning is an adventure and we would like to share our adventures with you. Was that done by students? Very professional. That was really, really impressive. You didn't have a professional work with us. Yeah, but that was impressive in itself, but you go. We got something for our next year if you guys are interested in coming back to ninth grade. Academy Award. Right. Go ahead. So as you can see, our students spend a lot of time creating and building and thinking and doing lots of projects, but also achieving that really high academic results that you were seeing before. Some of the things that we're planning on doing is what's known as the senior defense or a digital portfolio where they are gonna have a website that they upload all the projects and things they do through the four pathways at Diamond Tech and then in senior year, they're going to present that as kind of a dissertation or a reason why they are going to graduate, what they learned here and reflect on that learning, what skills did I develop at this school that I can apply to my future career? Like you saw before, we're going into articulation. We're trying to work with Cabrillo College to get college credit for some of the classes that are taking. We're looking into things like digital mess, working with all our community partners in order to get them certification or articulation in those pathways. We want them to think about their careers. What do you want to do with all these skills and apply and get the education you need to get to that career? We're going to keep continuing to get technology into students' hands. As you can see, we get to use lots of cameras and 3D printers and actual stuff that the industry is using and we want to keep putting our funding towards that. We're also going to keep doing different field trips and getting kids into that whole college and career mind. We adopted what's known as career choices or get focused, stay focused as an overall school plan and then implementing that over the last couple of years. And we hope to keep doing that professional development and pass it back to Marty. Say thank you to the PVUSD board for all your past support of our school and the present support that you give us on a daily basis as we move forward into our future. And we're very excited about the work we've done during the past five years and we're really looking forward to continuing that work for the next five, 10, 15 minutes as we move forward. So thank you for your time. Thank you so much. So as with our last hearing, this is where we will see if there are comments from the public and then ask any board questions, clarify anything and then this will come back to the board at a later date too for approval. Are there any speakers? And Willie, you have a question. How do you see Diamond Tech being part of the overall district drive for CTE and occupations careers rather than just one little piece of the puzzle? What's your vision as a district-wide program? How do you see yourself fitting in? Diamond Tech, so I kind of in some ways see ourselves fitting in by basically calling us the research and development stage. We're gonna research and develop and try things and see what works for the students in this community and then hopefully if we can help to duplicate some of the things that we're creating on our microcosm level and help support to bring it to the macrocosm like the development of the mentorship program, we've developed something that could be recreated very easily just change the name and the school basically. And talking about implementing CTE has to have a leadership component involved or be a member of what's called a CTSO for CTE for personal funding, it's a little bit complicated but the point is we've been, I'm very close and talk to Rob Hoffman a lot about CTE and we throw our ideas back and forth and we talk about, hey, how can I support you? How could you support me? And we move forward and one of the ideas that I've been tossing around is creating some kind of an overarching leadership program for the CTE pathways which is a requirement for a high quality CTE program. So those are just some of the ideas that have been coming out of our work together and I'm sure that there's gonna be more. I'd say that too fast, I talk really fast. I'm sorry. Okay. Go ahead Karen. Hi, I just want to say, you have made such a big difference for diamond technology, I have to say that to you. Big difference woman. I am so glad that you're there. Me too. Well it's my passion and I think it's the passion of everyone standing here in this room that's here to support us here tonight too. So, thank you. So, and I wanted to say a couple things. I'm gonna say something, and a couple comments too. So I just wanna ask you, you've done such great work so I think what you're doing is fabulous. But I mean, for example, if a student really loves engineering but they don't love, I know all the things that you do, one of the other ones, one of the other pathways. But they're going through all of them. And so they, I mean, they obviously love it because they're doing, they're happy there. But I'm just saying, so how is it that, I mean, you know, at one point you looked at a student that they were going to be there, they were gonna go there because they wanted to do agri-science or something. And that's what they wanted to do, so they were gonna go there for that. But they ended up finding out they're gonna go through all of the pathways. So how does that work for students so you can tell me that, how does it work for students? I know when I first started going there, I went mainly for the engineering thing. That's what I thought my career, I wanted to be a mechanical engineer. But when I went through the business thing, their business pathway, I found that more interesting. And going through that course really helped me see that maybe engineering isn't really right for me. I'm more of a leader, I'm more of a business person. So I found it really helpful going through everything. I found my passion in everything. I love taking photography, I love Photoshop, I love editing, I'm not the best at science, but I still enjoyed the experiments that we went, the field trips that we went. I found it personally all of, I found it helpful going through everything to really explore and see what you find helpful and what you're passionate about. You know what, that has to be so accurate, thank you. That's exactly why people need to do that. Okay, I am satisfied. Now you don't have to answer, I'm satisfied with your answer, yeah. Okay, and then this is what I just want to say, I mean, because I read all this stuff. I mean, I read everything for the Pacifico stuff. So anyways, here's my couple of comments. So when you were talking about being a dependent charter school and this and that, and you were talking about, I thought maybe because they said it too, that you should probably say that your teachers are whatever connected to PVFT. Your teachers are actually part of, and I didn't say that, I didn't see that in there that you didn't say anything about the fact that your teachers are in the union. Your teachers are in the union, yeah. I mean, they're part of PVFT. Okay. Yes, no, I think it's in there. It might be a little more general language, I think it is actually, no, it's in there, someone. Really, because I was looking for it. Okay. And then the other thing. I can find it. Okay. You might be able to. I kind of wanted to see that, and maybe it's in there too, I have no idea, that you would talk about that the students need to understand and care and wanna be involved in the environment for ecology reasons, for our climate, whatever. And that something that they do, I mean, I'm not saying that that needs to be a pathway, I'm just saying there needs to be something that they do in the classroom, or what they're, you know what I'm saying? To look out for the fact that we need, all of us need to look at dealing with the fact that our climate and ecology and the environment, whatever, yeah. I totally agree. In my video class right now, we're doing a public service announcement videos where students are educating an audience on how different agriculture topics, for example, like animal cruelty, for example, I think it was Prop 12, was about enlarging more space. So they took on that topic and then are presenting information on it. We also have with Mr. Tenet, the World Series of Innovation, where they get some sort of social issue, which they tried to solve. It's basically based on the United Nations initiatives, and so environmental issues are definitely part of that, part of that curriculum. I don't remember anything. I mean, maybe it's, I was reading it all, and I didn't find where it said that. It's just a lot of stuff. Yeah, where it said that, it's something about, you know, that you were whatever. You know what I'm saying? Yes. Okay. I'm just saying, you know, so I'm admitting that, you know, maybe I don't read it so well that, but I didn't find it anywhere in there. I didn't find it in there. It's a big document. I don't mind you. Yeah. All right. Yes. Hi, Marcy. Hi. I really enjoyed our conversation that we had at Inside Ed last year, and a big part of, you know, the development of going through that program is, and a focus that they had is also learning on how they alternate of education programs, and especially what you're doing with the CTEs, particularly in your program, that exposure, as your former student just said, is you're getting exposed like you'll come in and you think this is me and this is what I'm gonna do, and then maybe you go there, maybe that's not really what I wanna do, and that exposure really starts to help go through that process before we're sending them, they're going off to Cabrillo or university. So, I mean, kudos to you for that, right there in and of itself. I mean, that's huge. I think you know, I think you're great, and what you presented here tonight just shows how amazing you and your staff are and what you're doing there, so I'm fully supportive of your program as always. Thank you. Congratulations, guys. Thank you. Maria and then Willie have a follow up. So one of the things that stands out about Diamond Tech to me is the project-based learning. I think in more traditional schools, it's just what the teacher says, what the book says, but then you have the experimental component that I think is really amazing. I do have a question for you. Do you have a special ed population? We do. In fact, my son, Aiden, he's on the autism spectrum, and we felt that the least restrictive environment for him was not gonna be PB High, but it was gonna be Diamond Tech, and it was a struggle, and we went rounds on his placement there, and that is the reason why I was his aide for ninth grade because the district chose not to provide one, and he wants to be there, and we were going over inside council a lot of the scores from a lot of the testing, and this was the first time where we didn't have the opt-out of testing for Aiden, and he came home and said, he felt he was very encouraged by the testing, and he's flourishing there, so. And in fact, for the last 10 years, I've been involved with the community advisory committee for SELPA last few years as the chair, and every May we have a resource fair, and that's how we found Marcy. She came to our resource fair, and my wife spoke with her, and we were encouraged by what she told us about the school, and she invited him to come shadow students for two days, which he did, and he told us, that's where I wanna go. That's the school where I wanna be, and so he's a junior now, and we couldn't be any happier with placing him there. I'm also the parent of a specialist, and I'm a student at Diamond Tech. Diamond Tech has over 10% special education, so a lot of us are out there looking for alternatives, and it's been really great. Thank you. Yes, have you seen any of your graduates go on to jobs in the Watsonville community in mental shop or whatever you guys have been doing, leading out to, one of the objectives here, as I think is not only college, but to be able to find people that would like to work in an occupation right away. Right, so many of our students actually do go directly into the field. Some of them work part-time while going to college, they've decided to go to college or not, either way we have, actually we have quite a few students who go to trade schools. So, is it UTI, UTI, yeah, and so we've had quite a few become mechanics for semi-trucks and come back and share their experience. We've even had some of our graduates go off and do the mechanical trucking, fixing stuff in overseas. And so, and we have quite a few students who are even here that, we give our students opportunities for internships while they're in high school. And so they kind of tend to carry on in some of the fields that they start to explore and they continue to find out who they are. But our very first graduating cohort that is A through G approved is this year's graduating class. So, most of our schools, our students previously, a lot of them went to Caprio to probably get certified or to continue their post-secondary education. They either went to Caprio or another or a couple went to MPC as long as I've been there and then a few have gone to the trade schools. Also. Yes, yeah. Also, some of your classes were at Watsonville High School. How is that working out using facilities elsewhere? So, we're still at Watsonville High School. We're going to be hopefully moving on to our one campus beginning at the end of this semester. And so, really, we really have an offered metal shop. It's been kind of morphed into for a while so we don't really need the metal shop facilities any longer. It's morphed into computer aided design and computer aided manufacturing which they can still learn the skills they need even though it's not specifically in welding. We could not as a site maintain a welding program when we don't have a metal shop. And as much as I love to keep that program and it's a very near and dear to my heart, we have to get our campus on one site. Just, it's a transportation nightmare. Just a comment. I don't think that every school needs a metal shop. Right. It's a waste of facilities actually so that you can have a center. You can have a center where everybody goes to and back to your school. So, that has not been a problem, right? Good, good. In fact, we're really excited about having it all in one space. There's a big portion of one of the buildings is going to be kind of what you would consider kind of a maker space area application lab. Maria. Kim. How many kids do you guys have? Yes. 100? Not quite yet. That's the plan as we move forward. We have gone from 44 in 2015. We're now up to 75. And so next year we're looking at being definitely at the 85-90 hump. And hopefully, as we move forward, we'll get that done. What's your eventual goal? Like how many kids would you like to have enrolled? We'd like to have 100. 100? Yes. Do you guys have capacity for more than that? No. Do you do marketing to other districts that have kids that might be interested in? Yes. We have quite a few students who are attending from Santa Cruz area now who were previously going to other schools in. Well, actually they're all over from the Tri-County area. So we have students from North Monterey, Hollister, and Santa Cruz area who are starting to come into our district where that wasn't the case before. So the word is spreading. It's taken a while. We do recruitment. We invite middle schools to come and do an activity day at our school. We go out and we present to the middle schools in our area and other schools around the county to do kind of drone up business, I guess, for lack of better words. So I'm wondering from our cabinet or Dr. Rodriguez, do we have any good ideas for helping to build the capacity there? Because there's like, I'm thinking just even at the Cabrio site, they have Delta. I mean, there's just a lot of, there's Monarch up in Santa Cruz, a lot of kids that are just kind of sitting doing independent study that really end up dropping out sometimes that I think would be very engaged with this type of a program. So first and foremost, that would have to be something that would be in their charter because there's actually a charter expectation limit in that, so that's one. One thing that we did do that I believe was a significant support is we gave them two of our portables. So we actually added significant space to their facilities this year and that's what they're referring to. So we had additional portables that we were no longer needing to use and so we gave them two-diamond tech so that they would be able to have their entire campus in one location and not have to have the fragmentation that was happening. So we're definitely supportive of the work. I think the main point is to get them to 100 and maintain the excellence in which they have and then at that point, if we feel that we can expand further we'll do so but we need to get them first to the 100 and make sure that they can exponentially grow to that and still be as successful as they are. And did we provide a social-emotional counselor this year or academic counselor or no? I can't remember. So we purchased with grant monies for the CTIG it's a CTE grant but that grant is going away and so we are going to be in need of a more sustainable counselor, CTE academic counselor for our program. So we're still looking into continuing applying for grants to try to make that happen and also get up our enrollments. More importantly is to increase our ADA. So even though our enrollments have increased our ADA has increased actually to 66 which means we're looking at over 96% attendance rate on a daily basis at this point, which is helpful for supporting the program financially. So I have been here for, I'm going into my ninth year and I think the last time this charter came up for renewal it was a little bit, we weren't sure if we were going to renew because the outcomes were not so good and I think like you said there were 44 kids. And so I just want to commend you on your leadership because I think that's breathed some new life into the program. You're really, your affect is very contagious and it's nice to see that and I'm guessing that your staff and your kids really benefit from that. So congratulations on a job well done. Leslie, can I ask? Just to sort of maybe follow up with what you, the conversation you were having with William maybe to ask you Michelle. So is it possible for the district to maybe help support to facilitate transportation from students that they at least got to the Diamond Tech site to Watsonville High to continue the collaboration with the shops there? Is that a possibility? So it's definitely a possibility. I think the reason why we didn't do that, the continued it and we maintain, our goodness start to maintain it on one campus. Is it really limited what the staff could do with the students as a whole? Because when they were off site, it was not only travel time, but it was also kind of a logistic nightmare for the teachers. So it was the reason why we did it was in an effort to streamline their program and help support it. So it's definitely not a financial impact concern. It's more just, it was about academic impact and their programmatic impact. And so if we, once they're there full time, if we find that it actually, we need to do some return back to Watsonville High School for whatever reason, we can definitely support that. Thank you for being here. You know how much I support your program. I've been in your office several times and she works at a capacity that is just beyond. And I'm seeing all the heads shake. Yes, and I've been in the classrooms and I've seen them too. So I know that you're using get focused, stay focused. Is that fully implemented? So this year's seniors will be the first ones that have piloted the program. So it is a four year they keep evolving and looking into it. So sort of, we have tried and we're gonna keep using the program. Okay, so the current seniors started it in ninth grade? Oh, okay, good. So I don't know if the public and the board knows but this is a program that, a curriculum that has students look at what career they want first. Yes, instead of I wanna go to that college and then decide, oh, what do I wanna study? And then just have to write code. Anyway, it flips it around. So it's what career and then find the college that matches and then work your way to get there. And it's just a really innovative way to think about it and it keeps kids on a path but also allows some flexibility, correct? So I went to a training before and, yeah, I did drink the water. And I think a couple of your teachers are coming to Cabrillo on the seventh for another training. Yeah. So anyway, that's great. And I'm just wondering what's your feedback on what you've seen from this cohort of students that have piloted the program? We're still in process of learning and fine tuning how it blends into some of our other programs like the senior defense and our digital portfolio. So we're still getting better at it, but we love the curriculum and it's, and we've really got a great plan to do it with fidelity as we continue to move forward. Good, good. Okay, well thank you again very much for being here, great presentation. Thank you so much. Okay, so I'll close this public hearing and open our regular meeting again. And now we are on item eight and this is visitor non-agenda items. Do we have any speakers? None. Okay, so we'll move to employee organization comments, item nine and 9.1 is PVFT. No comments. Do we have anyone from CSEA? No, okay, no comments. Pavem, CWA, it's Pavem, we have Pavem, welcome. It's Pavem, she's here for Pavem. I was just walking off the door. I was gonna go look for CSEA. Are you here for CSEA or Pavem? Okay, great. CSEA, right now we're working on a few items we're dealing with, but we're working it out. We're looking forward to negotiating, coming back from winter break for the new year. Other than that, everything's been going quite well. Happy holidays to all of you. Thank you. And Pavem, nobody from Pavem, CWA, no, okay. No, okay, more on to action items. And item 11.1 is, oh, I flipped my mousepad net. Sorry about that. Report and discussion items. Our first item is migrant and seasonal Head Start Board Training and Angelica Renteria, the Director of Migrant Seasonal Head Start. Good evening, can you hear me? President DeRose, board members, Dr. Rodriguez, cabinet. We appreciate the opportunity to offer the Chair of Governance tonight. Last year, we were officially notified that we were eligible for a non-competing continuation grant for the next five years. So as we enter the next five years, this is the perfect opportunity to do this training. It's just an opportunity to get refreshed on our roles and responsibilities with Head Start. So I have with me Jerry Gomes. He's gonna be the trainer tonight. He's been supporting the program at bringing procedures and processes up to speed with new regulations. Jerry is the former associate director of the Federal Office of Head Start in Region 9, San Francisco. For almost three decades, he was responsible for administering and monitoring more than 200 Head Start and early Head Start programs in California and other states. For the last 13 years, he served as a management consultant and trainer for many programs focusing on management and governance systems. So we don't have a lot of time, but please keep your questions and comments for the end so we can. Make sure that we cover all the components. Thank you. Good evening. I'm Jerry Gomes and I just wanna thank you board members for putting this on your agenda for the next 15, 20 minutes and for your support and thank you for your support of your children and families in the Migrant and Seasonal Head Start program. I've been with Head Start for most of Head Start's life, which is 53 years, their life, not my work life, but most of those years and have seen a number of Head Start programs and have been honored to work with this program because one of the things Angelica asked me to do before doing some training with you all was to look at your procedures and your systems for governance. And I was very pleased to look at that and thought they were top notch and I've reviewed hundreds of programs over the some 40 years in Head Start. The one thing I noted that needed to be done had to do with the impact procedure, which I notice is on your agenda tonight. And so with that being done, hopefully tonight, I would give you a really good grade on your governance systems. So I just wanna say that before I start. These are the topics that we talked about and Dr. Rodriguez, I appreciate your input when we taught recently in terms of Head Start's governance requirements. Head Start has changed a lot over the 53 years, but one thing that has stayed with us for some time is this shared governance approach of a board and a policy committee, policy council, policy committee, where parents, the clients themselves make up a board and vote on many of the same things that you vote on. So we wanna discuss that a little bit in terms of roles and responsibilities. The oversight capacity screener, I'll talk about that when we get to that. That's a requirement that all Head Start grantees and subgrantees are responsible for completing as they move into their new project period. The new Head Start performance standards, these are the third time, this is the third time that our standards have been revised in our 53 year history and I just want to kind of update you on a couple of things as they have come up and then talk about the importance of planning because you will be going into your next five years of funding through the Stanislaus County Office of Education who is the grantee for the program, you are the delegate agency and talk about some of the things related to that as you go into your first year of your five year project period. I would like to start with the funding of Head Start because I think it gives you an overview of where we've come. I'm always happy to say that Head Start has never received a cut in its 53 year history except for the one year of sequester in 2013 when everybody took a 5% cut, right? And then we got it back in 2014 and so we've been on an upward and ascending graph in terms of funding but you see in the 90s we expanded dramatically, we're expanding less dramatically over the last several years. The good news is we've not had a cut. The bad news I would say in terms of funding is that the increases have not kept up with the cost of living for our programs, particularly in California and other high cost states that you know that the cost of facilities, personnel are increasing and you wanna know that because programs and Helica, other directors are constantly trying to make the budget work and need to come before the board to the policy committee to make adjustments in order to meet the budget, right? This is our organizational structure and has been for almost our entire history. It's different from most organizations or corporations where you have a board of directors, board of education. Here we have another board if you will. We call it the policy council if you're a grantee or policy committee if you're a delegate agency like you are and there are a number of things that need to be coordinated between the board and the policy committee. And I wanna talk about some of those things as we get into this. The Head Start Law, and this is the first handout that I've shared with you. I believe it's on your screen or a hard copy called Public Law 110-134. And I like to tell boards and policy councils that I have six pieces of paper for you and if you keep an eye on these six pieces of paper, you'll be in good stead in terms of Head Start's federal requirements. So that first handout has to do with the Head Start Law. It talks about things like the composition of boards and that's for nonprofits. Governmental agencies are exempted from the requirements in terms of having to have a financial person, an early childhood education person and a lawyer on their board. So that's for nonprofits. You don't have to worry about that. Talks about things that I know as a governmental organization you're fully aware of, not having conflicts of interest and a number of responsibilities that you need to carry out. On page four, and I'm gonna talk about some of the responsibilities of boards in another slide, on page three, it has the requirements for policy councils or policy committees and it's something you wanna be aware of as well. And I heard you talk, Maria, I think you said you were the liaison to the policy committee. Was that right? Oh, I'm sorry. Karen. You were, yeah, that's right. You were the liaison. So you certainly wanna be familiar with some of the requirements they have in terms of operations and the things that they're required to approve. It goes on page four and I'll cover those in a couple of slides. But anyway, there's four pages from the law which took place in 2007 and included significant changes for boards. Most of our history and Head Start had a lot of requirements for policy committees and councils and in 2007, there was a big shift and the Congress said there need to be additional requirements for boards of directors, boards of educations, boards of regents, whoever had the Head Start grant. And part of this stemmed from some issues at the time in terms of oversight and governance of our programs and so some of the things I'm gonna discuss are fairly recent at least in the last 10 years of Head Start's history. These are the general responsibilities that you see for Head Start boards and basically the number one thing that occurs throughout the reading of the law and the regulations that boards are the corporate overseers of the program. They have legal and financial responsibilities of the grant. The policy committee, policy council does not have that responsibility. You assure, as I'm sure you do for your other programs, you assure compliance with federal laws and regulations and the financial integrity of the agency. And again, as a governmental organization, I know you have a number of controls and systems in place to assure that financial integrity. Boards must be willing to share governance with an elected policy council or committee. That's not an issue today. I would say in the 80s and 90s, sometimes school systems did not want to share that authority with an elected body of parent representatives in terms of voting on personnel and on budgets. That we don't see so much anymore, but that's included in the law and is a requirement for any grantee or sub-grantee. And then there are a number of items that you must approve or disapprove and they include these things that are on the screen and I won't go through each one of those, but you can see the kinds of things that you may have seen over the years that come before you and I understand some of these things are coming before you tonight, such as criteria for enrolling families aside from the government-issued criteria of meeting age and income, you can establish other criteria in terms of who gets priority for enrollment in your program and so on, the annual funding application, personnel policies and procedures, et cetera. Here are the general responsibilities of your policy committee. They are advocates on behalf of parents and senators. They work in partnership with management staff and they also approve or disapprove a number of items like you do and they provide guidance and decisions and the general direction of the program and make their recommendations to the board of directors, the board of trustees, whoever the board is for the organization. These are some of their specific responsibilities of the policy committee and you can see some of those are very similar to the things that you as the board of trustees for the organization also are approving. The second handout I have for you is called the governance, the Head Start Governance Matrix and basically what I did was take all of the requirements in the law and in the regulation and put them on one sheet for you. Looks like this and if you looked at it, you will see under board of directors, board of trustees or the policy council, policy committee, if there is an X under any one of those listed items requiring approval, that's something you need to do or the policy committee needs to do. You can see in the right hand column that the frequency of approval varies and actually on an annual basis there are only about a half dozen items that you need to be approved every year. Some things like first and now policies or some things are only need to be approved once unless they're changed, like you do with the number of other things. So that kind of arrays the list of requirements in terms of approvals that board members and policy council members need to address in a given year and over a project period. The second page of this handout includes the reports that are required by the law that must go to the board and the policy council and that is page two, I don't have that up here but on the second page it shows the same requirement for both boards and policy committees including budget financial reports, which I've looked at and I thought were very good, credit card expense reports, the USDA meals and snacks where programs receive reimbursements through the state for food, snacks, lunches that are served to children and enrollment and attendance reports. All of those come to you on a monthly basis and those are required by the law in terms of good oversight by head start grantees and sub-grantees. And then in the last thoughts on that second page are other things that must come to you as board members as well as to the policy committee that includes things like the financial audit, the annual self-calculation year that you do as a program, communications from the federal government, the program information report which I see is on the agenda tonight and the one that I've underlined, the third bullet down in that second box talks about the results of ongoing monitoring, data on school readiness goals and adherence to data procedures. This is a new requirement and one that programs are adopting now that in terms of how your program is monitored, what the results look like needs to come to the board and it should be in data format much like the reports we were saying earlier so that you can see the accomplishments of your program. Some of this has been done, I know I saw those in terms of child outcomes and in terms of working with children in terms of safety on your playgrounds and a number of other reports. This has now been formalized as a head start required. Two minutes. All right, okay, I'll just make a brief mention. This shows you the actual format that the Office of Head Start has given programs. You basically need to go through my governance matrix. They have a little different format and decide, do we have this practice in place? Do we have it almost in place or do we need some help? And then this goes in to your grantees, Stanislaus and then they turn it into the federal government. So I want to make mention that this is coming up for you. And then we are entering the five-year grant so we have to complete it and submit it to the grantee within 60 days after the beginning of the budget cycle, the five-year cycle. Based on my review of these things, I think you're in really good shape. Okay, okay, I'm gonna skip over the standards. The copy of the standards, two pages, that's the last, six pages I mentioned earlier are in your packet, a little information about the standards, some key changes in governance, and then the planning process. And I know Angelica wants me to mention this because this is coming up right now. You're going to enter the first year of your five-year project period, March 1st, 2019. And so you're leading up to that process and you want to accomplish working with the program, being involved, and being in a position to talk to federal reviewers next year about how you were involved, how do you use data to make decisions, how do you establish your goal, how the board was involved, how your policy committee was involved. So this is a part of Head Start, it's very important, it shows the cycle, starting with your roadmap, collecting data, prioritizing those issues, establishing your goals for a five-year period, your plans, your budget, and ultimately approval. The system that we implement and a few years back, the board decided to have liaisons and the liaisons are responsible to be part of all that process, the planning and the decision-making and development of goals and objectives. But everything comes to you because you have the final responsibility. Any questions? Let me see, do we have any speakers to this item? None. Okay. And any board comments, questions? Go ahead. It's Kim and then Willie. So I know Stanislaus serves as our grantee agency. And I know that they take an administrative cut of all the monies that come into the district which are considerable. So what are the monies that come in? How much is that? Like what's the Head Start budget that comes into our district through these grants? Seven and a half million. Okay. So seeing as that, what is the cut? Well, they take an administrative fee to monitor and we get a reimbursement rate for child. So we don't know how much they pay. So how... So has there ever been any discussion at the administrative level of us becoming our own grantee? Do we have to run it through Stanislaus? We haven't had the discussion. We don't have to run it through Stanislaus. Okay. I'd like us to have that discussion at some point. I mean, I know it's like they're taking on a gigantic chunk and they're good at it and they do it for many school districts. But I do think that we're... There's escaped money there that if we could do it ourselves, it would be good to bring it in-house. We are the largest delegate agency for Stanislaus County Office of Education for Migrant and Seasonal Head Start services. In terms of becoming a grantee, because they are the current grantee for this area of the Migrant and Seasonal program, you could only apply if they were to relinquish the grant. Ever? Or like in the next five, after the five-year period? Yeah, once they did something wrong and they had their pre-compete for their grant. So once they get grantee status, there's no changing it from the federal government? It's pretty much continuous as long as they're performing. So... Okay, so maybe it's not possible. Okay, I think there are expansion opportunities and sometimes you can be a sub-grantee or a delegate and a grantee, you've seen that. So if there were expansion opportunities, you could apply directly if that came available. There aren't as many expansion opportunities as I showed on the graph as it used to be, but if you become a grantee, they have to give up their territory or lose some of those grants. Okay, it's complicated. And it's able to use the grant. Okay. It's just the reality. So you know, most of us on this board have sat through this training multiple times, like yearly, as a matter of fact. So we're pretty well unversed in Head Start rules and regulations. Procedure is important. Thank you. Thanks for coming. Willie. Thank you. The definition, so the grantee is the a status loss. So it's not us. But on your diagram, the board, that's us, that has to approve the budget. Now, somewhere I saw the budget and is it on the agenda tonight? So it's later on that we'll go into the budget basically itself, right? So that our board serves as the oversight for $7 million, right? Okay, thank you. An incomplete package for the refunding application includes the budgets, training and technical assistance plan and community assessment. Are there any other comments or questions? I just want to say I'm really pleased to hear your positive comments about our district and our program. Obviously there was great leadership there. And I mean, that says a lot. You said you've seen hundreds. And for us to get high book me up to it. Well, I can tell right away as an old war horse in monitoring when things look good. That's great. Where someone has a steady eye on quality and it's committed to it. So I have to hand it to Angelica. It's been a real joy to work in programs like that. And so congratulations. Well, great. And I just want to recognize your work for that. So congratulations. Okay, thanks for being here. Okay, our next item is our annual Williams monitoring report. Tom Dunks is leading this report. Welcome. I hope that means it's good news. Okay, good. Our portion of what probably comes to about 60 or 70 people so it's a large document. No need to say it, unless there's something alarming in there I would play with you about that. With that, I just wanted to say that Would you mind talking into the mic? Thank you. You're watching so much. I will say that this year was an amazing, I shouldn't say surprise, but it was a delight to see how your district and your leadership staff and your maintenance professionals took spent bond and state resources to completely overhaul in a short amount of time the district to beautiful status. And I've been personally visiting the schools for over a dozen years and we've seen incremental improvements but it was always under the umbrella of well it's deferred maintenance. That's the only budget we have. We'll get to it on the cycle and every 30 years we'll put a new roof on that we faced in our small school district in Soquel Capitola area. It was always waiting for some sort of windfall and then money would come and it would be spent maybe not as wisely as possible but the things we saw were deep corrections in infrastructure, great paint jobs everywhere but what they did was they did all kinds of massive amounts of repair to timbers and to sewer lines and buildings. I mean complete wings were replaced with that had been, had downspouts rotting and drainage problems that just wasn't funding for it. And so I just really commend the leadership of the district, the trustees to oversee this process and be aware of it. Dr. Rodriguez's mandate that this would be done properly just ripples throughout everything. People feel the leadership and it's there and the, as I say, the site principles are have been devoted to making sure their schools are safe, making sure that students have the materials they need. The whole other two pillars that aren't really known much about this program are the fact that there is a need to communicate. So the whole, the item you're coming up to next with uniform complaint procedures is a big part of it and that visibility is everywhere and bilingually the notices are virtually, almost 100% in every classroom that we've seen and that was just not the case over a long period of time. And the other is the credentialing requirement and this is, we've talked for decades in education about waivers and having people teaching, having to teach outside of their credentialed area and this focus has really come to fruition in Tahiro and it's just, it's not an issue. And the only issues that come are in vacancies that are there on opening day and the mandate is they have to be filled within 30 days and we haven't seen any exception to that, meaning that standard. And the others, if there's a vacancy that comes about, there is a longer period of time to take care of that but it's always remedied. So we give you, embedded in this, these documents is a verification that all of that has been done to in compliance and that's all been remedied. But I could go on and on, I'm just proud to be a part of the Santa Cruz County. Keep going, I'm not kidding. But you know, I mean, in my role for a few decades as an elementary school principal in the Capitola Soquel School District, we had our problems, we were low income districts. But it's just, you get in a little bubble and you see things from your own district and Tahiro is the big district, it's the big model and we could see, I could see differences between the North and the South in your district. My assignment when I first left the principal ship and came to the county was to do the distinguished schools tours. Never came down to the South County but we did the schools in the North half of your district. And those were the facilities I was seeing. So when I came here 12 or 13 years ago on an annual basis, I just went, this is not right and I understood the real heart and soul of why Williams' legislation did pass. There was an institution, I'm not saying that this is, there's an institutional handicap throughout probably the whole country of between haves and have nots, between schools that are highly visible that have highly active parent populations and the variation is quite a bit. I have just seen remarkable things happen here in this district for leveling that and the kids. As we go, I'm opening a couple weeks of school and the kids are just real high spirits who anxious to get back to school or I see the superintendent walking around taking tours all around, you know, greeting everybody at the beginning of the year. It's really a, it's a wonderful environment. So congratulations to you and thumbs up on your Williams report, it's looking good. Thank you so much, I really appreciate it. Are there any questions or comments from the board? Was that a yes? Kim? I'm wondering if, is Todd, are you still here from the Registered Pajoronian? I think this is a notable story, the history that he just set out and the differences that he's seen, so I'm hoping we get some good media about the district. Thank you for coming and thank you for sharing your long history because it is meaningful, yeah. Thanks for your service. Is the final meeting here? Yeah, Willie? And I'll be presenting to our board tomorrow and somewhat abbreviated. Trustee Hero has a question. Thank you, yes. Yes, so I just wanted to add, thank you very much sir and everyone here has worked so hard to upgrade everything. And if you'd like to put that in writing on, take it tonight. Oh, you have a tape? Yeah. You can read it and make it. Thank you very much, sir. Okay, thank you. The other document we have here is a lot of contentation that every little detail and number needs to be correct after all the inspections but that's not real good if that's the reason that it's there. Thank you. Thank you. We also have to recognize the voters who voted for the bond because this wouldn't happen without the support of that bond. So, and of course with the hard work of the administration and staff but the bond is what really got this work off the ground. Well, and we, this board allocated 17 or $19 million to assist with bond activities in terms of roofs and gutters and all of that stuff too. So I feel very proud that, and I wish we could allocate more, honestly. We're still waiting on the state to release the moneys. We've been waiting a long time for that. Now I'm over my five minutes but I will say one thing that does come up because there's a lot of focus on the facilities that there's procedures now that are in place. Fire extinguishers are getting inspected monthly. Loose walls that are seismic problems that are bolted to the walls now. High overhead, there's all kinds of things that cost no money but the awareness in this district about safety and health and safety of your buildings and the well-being of your students and your staff is really a zero cost thing and you have put absolute practice in place. I mean, you just, you walk in and they go, oh yeah, I know, I got this. And people are aware of the daisy chaining of computers that are really fire hazards. So things are looking good. Great, thank you so much. Okay, so next we have our first reading of revisions to board policy and administrative regulation uniform complaint procedures and this is a report by Dr. Colleen. Thank you, President DeRose, board trustees. Dr. Rodriguez, I'll try to be short. Well, I am short, but I'll try to be brief. For your review, as mentioned by our previous speaker, this is the first reading of revisions to board policy and administrative regulations governing uniform complaint procedures. This is critical as a board adoptive uniform system of processes required to enable staff, students, parents and community members to voice their concerns, have their issues investigated towards a timely and appropriate resolution. The revisions reflect the new California school board's associations recommended policy updates in an anticipation of our federal progress monitoring. The revisions ensure compliance with education code as well as state and federal laws. The main modifications as highlighted in red include expanded list of programs covered, bullying, unlawful discrimination, retaliation, accommodating, lactating, and foster youth and homeless youth. We have no speaker cards whatsoever, correct? That's correct. Okay, thank you. Are there any comments or questions from the board? No? Okay, so this is a first reading, correct? And when will that be coming back? December 12th board meeting, okay. Thank you. Trying to look at the podium there. Okay, and our next item is updates to our LCAP, Local Control Accountability Plan, and this is a report by Susan Perez. Good evening, President DeRose, Dr. Rodriguez, members of the board. I am here this evening bringing back some updates to our Local Control Accountability Plan. We brought this plan to you in June for approval. This is our 17 through 20 plan, but we have made some updates to it since we brought it to you in June. I mentioned at that point in time that the county had informed us they wanted a different process used going forward where any data that we did not have available in June we needed to write in will be returned to the board in the fall once we have the data. So I am coming back to you now with that data. I also have a couple of other updates. So first of all, we have taken the goals, the seven goals that were in the LCAP, revised them a little bit since you last saw them. We have some updated results from 2017-18, and then we have something new which is called the LCAP addendum that we are bringing forward. So those are the additions to the LCAP that you saw last June. These are the new goals in content. They are very, very similar to the other goals. We didn't vary from any of the topics. However, some of the goals that we had prior, we've already reached. And so these are just taking them to the next level. For example, the VAPA goal, which is the first one, our last goal was simply to increase access to VAPA. We have increased access. This is now getting at not only the access but the quality and the choices for students. So it's that kind of change that the topics are identical to what we had before. We have our CASP results now. And so you can see the difference between 2016-17 and 2018-19. This is English language arts and our scores did go up a little bit for our student groups. The one student group that's always difficult to monitor through CASP is foster youth because it is very often just a couple of students. And so you can have one or two students either do well or poor and it's skews the scores, which is why, although we report our foster youth in this data, what we're really looking at for our progress with foster youth are those individual learning plans that we put in place via the LCAP several years back. Mathematics, again, we saw a little bit of an increase here in our various groups as well as all students. And now the categories that are coming after this, we found out when we went to pull new data this year that in these categories due to some problems with our upload into CASP last year that the data that we received last year was incorrect. And so rather than showing you the incorrect 2016-17 data that we put in the LCAP last year, we worked to try to get updated data for all students. We were not able to pull the subgroup data for last year corrected. We tried to work with CalPADs for that but they did not have the ability to do that for us. So we did find out all students and then we have for 17-18 all of our subgroups. So moving forward, we will have this information and you can see with UCCSU completion rates we had a slight drop and this is something that we are addressing through the roadmap that's a result of the audit we did and really putting a lot of time and effort into this area. Just for clarity, what is that last slide? UCCSU completion rates refers to students who are completing A to G requirements when they graduate. Thank you. Graduation rates, you can see that we had improvement there. Again, the 2016-17, the reason the asterisk is there is because that is updated from what we had last year in the LCAP. This is corrected and you can see that we had an increase in graduation rate. Our dropout rate, again, corrected and you can see we had an increase. We actually want that to go down. So it's going in the right direction. So both of these, the last two, will show up on our dashboard as improvement. Our attendance rates, a slight drop in these and I believe that this is an area that Joe and Suzanne Smith are working very diligently on. We've been having a lot of efforts made to improve attendance this year. Suspension and expulsion rates, our suspension rate went up just slightly. Our expulsion rate is the same. So those are the updates to data that we indicated in our LCAP last spring. We needed to in June that we were going to update for you. Long-term English, I'm sorry, we had one more long-term English learners. We want that number to go down and it is going in the right direction. So we did have a decrease in our percentage of long-term English learners from 16, 17, 17, 18. Now the other addition to our LCAP this year is something that's new, that's required now in our state and I am going to introduce to you Michael Berman, our Director of Equity in English Learner Services to explain the LCAP addendum. Hi, so we now have the LCAP and the LCAP addendum. The LCAP addendum is the mechanism to satisfy the provisions of ESSA. Basically what you have is you have the LCAP, as you know, satisfies the requirements of LCFF. The LCAP addendum is now in combination with the consolidated application set up to meet the requirements for the federal government requirements and both are connected to funding. To put it in as a visual, the district plan requires the LCAP and then in conjunction with the CONAP and the federal addendum. To be brief, it asks to create a strategy and an alignment to the LCAP. So basically whatever resources and research and data that we use to define our strategies to implement for the LCAP, we then align that with our LCAP addendum and that's based on the federal funds that we have. The provisions that aren't meant in LCAP for cars are then addressed in the LCAP addendum, specifically Title I, Part A, Title II, Part A, Title III, Part A, and Title IV, Part A. This is a new item and so the state isn't very clear with their criteria nor does it give a whole lot of guidance. We work with the county to put our LCAP addendum together and one thing that is pretty clear is that for the districts that create theirs, the state will kind of look at them, figure out what their criteria is via the process of looking at them and then respond and let us know what corrections we need to make. So those are the updates that we're bringing to you this evening to our local control accountability plan. So we can take questions. Thank you, Suzanne. So we do not have any speakers. So I'll bring it back to the board. Do we have any comments or questions? Willie? Thank you, I'm just really pleased with the progress that we saw tonight and keep it rolling. You guys are doing wonderful things and this is something that we've waited for for a while to see the progress. Way to go. Thank you. Congratulations. Anyone else? I'd like the agenda committee to think about putting on the dropout information for a future board meeting. We haven't had an update on that in a long time and I saw that we had a drop there and I know it's from time to time there's people who... The dropout rate dropped but that's what we want. It was in the right place. So I want to hear more about that in an expanded way. Like how are we mitigating the dropout rate? I just want to be sure I didn't... Well, because there's some kids that drop out in the junior high time too and that's what we're trying to prevent. So I'd like to know what we're doing and I know there's a ton of work going on. I know Michelle made a beautiful... Dr. Rodriguez made a nice presentation to the dropout committee recently and from all accounts, it was like a phenomenal presentation. So I would like to hear that here at the board. Karen? I'm just so surprised that the attendance is down a little bit because I mean, now there are students who are in music and band and art and all those things that you would think that would just totally motivate them to really, really, really want to be here. You know, just like... Diamond technology, they have a super high attendance rate because people feel really good being there. I mean, I just thought, you know... I would think that our attendance would be up, not down. That's what I would think. That's why I can't understand why it would be down a little bit when students should be more motivated than they have been before. So, what? Yeah, so I think that there's multiple factors that we're trying to mitigate through the Saturday school and expanding Saturday school. What we have noticed is because of various political activities that our students have engaged in or our parents are engaging in, we have had days at times where we had 10,000 of our students actually absent in one day. And so because of that, if you don't have a mechanism to actually gain that money back, it can have a significant impact. And so it was half of a percent, but a half a percent for us is pretty substantial money. And so I don't really think it's about a lack of students not wanting to come to school. I think it's been more activities that have deterred students from coming at four particular days. We did though show a document that does show that we do have a challenge with getting our students to school. So for instance, even though we do a three week break, we do have significantly bad attendance coming back from the winter break regardless of the fact that we have three weeks off. We do have also dips on Mondays and Fridays. And so we're trying things like having fun spirit days, having things going on on Mondays and Fridays for students to want to come to school. But I think if you looked at our pattern, a lot of what dropped our attendance was particular days in which the community chose to engage in activities. Yeah, I'll have a follow up to that really quick. So for parents going and students going on a vacation during winter break and then either leaving early or coming later, the students do end up doing additional work before they leave. Is there any way that that can be counted for ADA funding? Sure, so Watsonville High School, and I don't remember the number, but it was in the hundreds. They actually gave out hundreds of independent study packets for the students as they left. And they did do some makeup, but what I will say is that's contingent on the kids returning those packets. So we only get the ADA on that if they actually return them. And so one thing that is a challenge is can we do something that's more virtual for them and where they can just take their Chromebook and do it, but then at that point, how do we send them with a hotspot, right? So that they can in turn do the work. So especially, well, especially our high schools are very, very diligent, I'm sure elementary too, but are very diligent on making sure that those kids have the packets, but it's also contingent on having the kids return the packets in order to be able to do it. So is there any way that we can make that a requirement as in if you don't do the work, you're behind? Well, I think kids do get behind and it does affect their grades when they don't do those packets. And so it's something that we're definitely investigating and when, I know she's back there, when we get our new assistant superintendent of secondary, that will be something, especially with her skill set, that will be a good investigation for her. Right, thank you. So one other thing I was just gonna say, so our Saturday schools really were such a great, idea and a really wonderful way to get back that ADA, do we need to do better at Saturday schools? I mean, do we need to get, you know what I'm saying, do we need to make sure that students that miss go to Saturday schools or how do we make sure that we're getting that ADA in Saturday schools as opposed to, you know, student, you know what I'm saying? You know that they, I mean, in fact, even when they're gone from the three week things, that if they're gone a little bit more days and they go to Saturday schools, Saturday, Saturday, Saturday schools or whatever, you know what I'm saying? Well, the schools, so that was one of the focuses. So we had the Saturday Academy gentlemen here and they were talking with Joe. One thing that we did this year is we expanded the number of school sites that was actually implementing Saturday school or Saturday Academy. And so we're definitely looking to recapture that. I can't remember the exact percentage where we were significantly lower than what we could get to. And so that's one of our focus. Our three high schools have done a good job in the past. I mean, Watsonville High School, I think got $41,000 back from their portion of Saturday school. And so the schools get a portion of that ADA back so it motivates them to want to be part of it. It just, it wasn't as structured as probably we should have had it. And so it's very similar to what we've been doing the last two, some years that I've been here, right? And that staff has been doing on cabinet is how can we increase efficiencies and how can we increase our results? And so we anticipate to do that this year with Saturday school. Okay, Michelle. Any other questions from the board? I'm just to comment, thank you. Years ago after heated arguments, we changed the calendar, remember? And we thought it was gonna work and then we thought it was going to help youngsters come back on leave on time and come back on time. And boy, that was a heated change. So maybe it's time to look at that again. I don't know, you know, I think that we need to look at some of the structures and see maybe it's time to alter something again. I don't know, I have no idea except we ought to look at it. Just a little bit. Thank you, Willie. So before we move on to the next agenda item, I do like the board to make a motion to extend the meeting to 1130 since we have plenty to cover. So move. Can we get a second? Second. All those in favor? Aye. All those opposed? Aye. Motion carries with one absence and one no. Motion items, 11.1 approve revisions to the 1720 local control cannability plan. And the report will be given by Susan. Actually I'm not going to give you another report, but the report you received during report and discussion, this is an item where we need a vote to approve these additions or modifications to the act. I will move to approve the revisions to the 2017-2020 local control cannability plan. Second. All those in favor? Aye. Aye. All those opposed? Aye. Motion carries with one absence. All right. Item 11.2, we're also just approving since we already had the discussion. I so move to approve the LCAP addendum. Can we get a second? Second. All those in favor? Aye. All those opposed? Very motion carries with one absence. 11, thank you Susan. 11.3, history, social studies, curriculum, adoption. The report will be given by Susan. Have new votes. Good evening again. And we are coming to you this evening as we have done several times over the past couple of years with recommendations for new adoptions which is very exciting as we have slowly over the years since we adopted common four begun to bring our new adoptions in. So the opening slide on the PowerPoint just is a recap of the timeline. We, in addition to, this is the highlight, the history, social science, highlight, recommendation. So that's okay. I will begin. I am assuming you all have it on your, or looking at it. We're looking at it, yep. And so I just wanna let you know that in addition to the ELA pilot process that we're embarking in right now at the elementary level, we also have a secondary history, social science adoption process going on. We have been following the state's requirements and the second slide or third slide in that you have shows that we are doing this process with sixth through eighth grade teachers after they go through the process of the publishers there they narrow down, the teachers narrow down to publishers that they want to actually pilot. So you can see that the sixth or eighth graders piloted a curriculum called TCI which is history alive as well as discovery education. Okay, thank you very much. It's gonna be like, it's just not a hard point. Okay, so the, that's a little bit weird. Okay, thank you. So where's the next one? Yes, so the 11th grade piloted, chose to pilot National Geographic and McGraw Hill and then if, I think 12th grade is next. We can go to the next one. And then 12th grade which is Econ Gov selected, actually went ahead and selected this particular program which is McGraw Hill. I am going to introduce to you, Guadalupe Aras, who is our new- That's huge. ELA, Ministry of Social Sciences, director. Oh, wow. She will walk you through the process but I wanted to give you an example. These two books, Econ Gov is a one year course. There's one semester of economics, one semester of government. These are the teachers editions. Each one is one semester. So you can see what the teachers opted to take and look at and get an idea of what they did. Oh, that is so huge. They are monstrous. The students, as she is not quite happy. This is one semester? That is one semester for seniors, yes. So we're going to have some very strong teachers? We are going to have some very strong teachers. Very good. So good evening, I'm apologizing for my throat. Last night my body decided to lose its voice all of a sudden, I'm like, great, of course. But I do want to, if we can go to the next slide on there. So the participants in the process, we had six through eighth grade teachers and we had some 11th grade teachers. There were about a total of 15 people. We had over 1,000 students in grade six through eight and over 140 in 11th grade. We also had an observation group which consisted of classroom teachers and our coaches. And then we had a curriculum analysis group which was also teachers and coaches. On the next slide it does talk about how we have two pilot to the program. It looks like this. And these areas that are on the slide right here are areas that we were looking for while using the curriculum. Okay, so data collection. We use the adoption toolkit as our guideline and that's what helped guide us with our observation group and our curriculum analysis group. The difference between those two is in the observation group. That was when we went in and got student feedback which I know they're super small in there but I just wanted you to kind of see the form that the teachers used and the coaches used when they went in and asked the students what they thought about the curriculum. And then there's the curriculum analysis group which is actually the part where teachers and coaches go in and analyze and review the curriculum. So they weren't necessarily piloting like hands on in the classroom but they actually went through and did them all. And then on November 6th from about 8.30 in the morning to three o'clock in the afternoon we had the teachers come together and it took all day and three rounds of voting before they were able to make a decision. All those areas that were on the previous slide that teachers were looking at were actually compiled into four different areas in the toolkit which are program organization, assessment, differentiated instruction and then instructional planning and support. So teachers had an opportunity to go in and we used Google Forms to have them do their own documentation and kind of process out both curriculums on an individual basis and then we had time for everybody to come together. We reviewed, voted and you can see it was actually a very close numerical tie at the beginning where we had, this was a rating of a one, two, three but the teachers voting in that and the numbers were actually the same and then when we actually started going into and talking about okay overall which one would you prefer? Our first vote we were literally almost half of it. So it took a lot of discussion and they were troopers to this whole thing and eventually our final, that little graph right there that's our final majority. Literally at like two, three. All right, almost at the end of it. And so their recommendation is that by majority vote that they are recommending TCI, History Alive for six through eight national geographic America's Netherlands for 11 and then McGraw Hill which is the one that's in front of you guys for Principles of American Democracy and Principles of America. I am going to mention that we are beginning the pilot for 10th grade. So we know we did the process yet. We're meeting on December 5th. Thank you, we do not have any speakers to this item so I'll bring it back to the board. Do we have any questions? Kim? So you know, are these going to be an electronic form for the kids? Yeah, both. All of our curriculum are available in electronic as well as textbook and what we typically do with the textbooks is purchase one class set that the teacher keeps. The student has their textbook they take it home and keep it there for the year so that we're not, I'm very concerned about the weight of the heavy textbooks at the high school level. So we do everything we possibly can to make sure that students are not having to carry books back and forth by buying that class set and then having the kids keep those at home and then when they are at school, they do the majority of their work on the Chromebooks and with the digital version and then can reference the textbooks they need to in class. So, you know, I'm just kind of looking through here and I see just tons of pictures of men. So I was hoping with a new adoption that we would have some gender equity in these curriculums. Can either one of you speak about that? Because it seems like the same old history which leaves women's stories completely out. When the teachers looked at those last spring, those back curriculum was one of the one of five different ones that they looked at and they did look at one of those pieces being one of the criteria and this was the one that they did choose to employ. It still doesn't have it. My, I'm just scanning through it but it's just a lot of pictures of guys, white guys. White guys, too. Anyone else have any comments or questions? Willie? What is the source of the money for purchasing the books? We will be using lottery funds to do this adoption. So is that one time funding that we were questioned about before in this whole budget thing? No, these are lottery funds that we have set aside specifically for textbook adoptions. Okay, good. But that brings up a good point. We had a tremendous amount of money in a textbook fund which then we pushed back into the general fund. Is that money now spent on other things or I thought we had allocated money for these adoptions? Right, so there was a significant amount of money that was in the reserve at one time. That's where the majority of the resolution money that you mentioned previously came from. Now what we do is we budget yearly the amount and that allows us to control to make sure that we're using this year's monies on this year's students. Thank you. Anyone else? All right, then I am looking for a motion to approve this item. I so move. Are you at a second? I'll second. All those in favor? Aye. Aye. All those opposed? All right, motion carries with one absence. Thank you, Susan. All right, item 11.4, new CTE course proposals. And again, Susan. Oh, we're robbed, both. How will that rob take this? Okay. Good evening, Vice President Otosco and Dr. Rodriguez and Board of Trustees. As we're expanding CTE programs, I'm excited to propose three new CTE courses for the next school year. I think there was a typo that 18 says this school year but it's for the 1920 school year. So, auto body repair, level one, IT essentials plus course and computer science principles. The importance of these courses, looking at diversifying and expanding our CTE pathways to provide more options and personalized learning for students to choose, meeting the industry labor market demand, especially in the field of computer science and IT, as well as developing and building out those multiple course level pathways. Increasing are at least two course pathway sequences. So the first one is auto body repair and it's gonna be at Watsonville High. I'm working with the year long course. It is in collaboration with industry partner, FixAuto, that has not only a business in Watsonville but other surrounding cities. It is a gee elective pending approval in doorways. It'll be a level one, level one course in a two path sequence. And you can see there the unit of study in that course. So this will be another option in addition to their maintenance, light and repair transportation pathway. Second course proposal is information technology, IT essentials. This is based on the Cisco Networking Academy. The Cisco courses are gonna be offered at PV High and Watsonville High as well. Year long gee elective. It'll be also a level one in a two course pathway. That's the second course to be developed. And in collaboration with strong collaboration with Cabrio and their computer science and networking and cybersecurity department and trying to develop that. And this is kind of the first step in that I presented a couple of weeks ago at the NSF grant for computer science. Looking at that pathway and bringing Latina students population into computer science and field of IT. And the third one is computer science principles. This is a course using the curriculum of Project Lead the Way. And this will be at AppPosti. Also year long course. This will be a level two in a pathway that we've started also this year. The first course is computer science essentials. This is level two of principles. And yeah, this is also pending doorways for a gee elective. And that's last single to the end. Thank you Rob. So we don't have any speakers to this item. So we can get back to the board for any questions or comments. Rod, wonderful. Way to go. And the, you know, there's always something else to add out of this. We thought of a vocational counselor to help the kids that are in these classes to go on and get a job or go out and find jobs for youngsters to work in that area. So we have, we do have our own CTE counselor as all three high schools. So she is working in the class in developing their resumes, their portfolios and collaborating with the teachers in all three comprehensive high schools. We're also collaborating with Cabrio and they also have a dual enrollment coordinator that we're collaborating with them and expanding into what other workplace learning that we can find. So we're building kind of our industry representation and reps to give input on how to build those workplace learning and opportunities. Wonderful. Yeah. And also, because I asked this before, that's all, you know, I'll just keep asking it. Is there any movement towards combining the CTE with the language, the, what am I trying to say? The biliteracy? Biliteracy, CEO, biliteracy. Right, so that we bring those two together, that's a real marketable thing for someone to go on and get a job. So are we doing that? Yeah, we're doing those caminos. Good. And then, combining that with the chamber of commerce from Watsonville's passport to work. You haven't done that one? No, I haven't. Actually, I haven't, they're not following up on that anymore. Okay, great, wonderful, this is a wonderful start. Yeah. Thank you. Karen? I just want to say in terms of the computer, how important it is to have that, because I think I went to the California School Boys Association, the conference, and they talked about, and I went to a workshop on computer, blah, blah. And they talked about how many thousands and thousands of jobs there are, they can't find anybody to take them in computer. And you think about, you know, and you think about, oh my God, you know, I came back and talked to Michelle, whoa, we need more computer classes for students, because there's millions of jobs out there, whatever. But I mean, so to have a CTE pathway in computers is sounds really good. We started those in middle schools. Nephiles Jr. and Tifeshavez Middle School. So these will be feeding into these high school courses. Yeah, that sounds great, that's a really good idea. I think, trustee, a hero should make the motion on this action item, since this is your baby. Thank you, I'm honored to make the motion to approve these CTE classes courses. Can we get a second? All those in favor? Aye. All those opposed? Motion carries with one absence. Thank you, Rob. All right, item 11.5, approval of mathematics and during science achievement, MOU, and again, Susan. Science achievement program is not new in Colorado. This is a program for UCSD that we have been supporting for some time. We want to continue supporting that. And so, we are simply bringing forward an MOU for this year to continue to be able to provide this program at several of our schools, our secondary schools. Okay, do we get a second before we bring it back to discussion, if there's any? Okay, do we have any questions from the board or any comments? Okay, all those in favor? Aye. All those opposed? Right, motion carries. Thank you, with one absence. All right, item 11.6, approve agreement with consortium on reaching excellence in education. And we have the report by Heather Foreman. Sorry, it's been a long night. Good evening, Vice President Orozco, Dr. Rodriguez Ford. I am not short, but I will try to be brief. So, CVUSD would like to partner with CORE to support our middle school students with foundational reading expectations of the state standards. This series equips educators with knowledge and skills necessary to accelerate underperforming students, students with disabilities and struggling readers in general. The project will work with our middle schools, teachers, administration, and staff. The core specialist will focus her work on teachers and instructional programs, selection and implementation, and monitoring of the programs. We will provide support to the principals at the sites where this program will be. In addition, the core specialist will review IEP goals and help them be refined as needed. The instruction and curriculum, we will focus on instruction and curriculum. And the specialist will expect building administrators to participate in lessons, study, and walkthroughs to see the instruction for both special day and resource students on reading. So other principals may join in these discussions and we're hoping to spread this out through our middle school program just to support our struggling readers at that level. Do we know what schools will be offering this program? We will be working hopefully with all the middle schools at some point, but right now we don't have the ones that we're starting with. Okay. Oh, you don't have one? And is there a cost to the district? Yes. Where is that at? Oh, here we go. Where am I? I answered my question. Thank you. Do we have any questions from the board? Kim? So there's two core things on the agenda tonight. There's this core and then there's another core. In the consent, there's a core. So this is a computer program to help struggling. No, this is a- No, it's not a computer program. It's actually somebody that's coming in that will be working with our teachers and supporting not- Okay, I know you just said that. I'm sorry, I was reading the other contract. Okay. And what was the cost of this? 57,000, $258,000, 70 cents. And this will hopefully improve our specialist scores. That's what we're hoping. Right, so this is the same organization that has been supporting us through the SIPP's implementation. And so I did use them in the past as well for this. So what we find is a lot of times staff that's at the middle school level don't have the foundational literacy skill instructional necessary to improve scores. So they have students that are coming to them that are very low and deficit in reading, but that's not really what their credentialing has done. And so the goal of this is very similar to what we did with SIPP's. We believe that administrators must know what is supposed to be happening in the classrooms and they must be able to see and give feedback on that. At the same time, we believe in job embedded professional development for our teachers. So what we know is there's gonna be two components. One is the multi-day professional development and the other one is the job embedded professional development, very similar to what we do with SIPP's. When people are actually instructing and providing the language instruction, then we have people coming in modeling lessons, giving support. The reason why we have not selected the schools is because once this is approved, our goal is to work with the school sites to do exactly what we did with SIPP's. Find school sites and teachers that want to participate and want to learn about how to deal with adolescent literacy. Find those schools, provide intensive support, show great results, and then after that expand it to other sites. And so we didn't have the conversation yet with the school sites because we wanted to first make sure that the contract was approved, but the goal is to have that conversation between now and winter break, and then after coming back from winter break, start the process of the training of administrators and teachers that are wanting to participate in the pilot. Thank you for that further explanation. That makes a lot of sense. Anyone else? All right. Looking for a motion? Motion to approve the agreement with the consortium on reaching excellence in education. We'll get a second. All those in favor? Aye. All those opposed? Right, motion carries with one absence. Thank you, Heather. Thank you. Item 11.7, resolution of the Board of Trustees of the Parle Valley Unified School District adopting a debt management policy pursuant to the requirements of state law and adopting post issuance compliant policies and procedures. I'm sorry, my report will be given by Joe Dominguez. All right, good evening. Board President, members of the Board, Superintendent Dr. Rodriguez, members of the public. So this evening we have before you on this agenda item, we have a resolution that is procedural in allowing the district as to pursue a certificate of participation, the CLP, and the legislature this year passed state law effective this past January where districts have to update a resolution to make sure that they follow all the legalities, both financially and legally, in order to follow the process in implementing financing and or debt management. And so this allows the district to update our this resolution to meet the requirements by the state so that we can continue the process of obtaining CLP with the intent of the CLP, which is the next agenda item to acquire property and repair district property for the towers building, potentially in acquiring the property for both our adult education building, student services, Pacific Coast Charter, and admin services. So that's what this resolution is about. Explaining, and it gives an outline in your attachment. So this is very procedural, and our bond council, our facilities council, along with our fiscal advisor and our bond team work very diligently in making sure that we had our proper forms and requirements completed. So we had a very thorough review from our team, but this resolution provides us to move forward and making sure that we meet within our debt management. We also did receive positive approval from the Santa Cruz County Office of Education, and they reviewed the resolution and the attachments along with the following agenda item that I'll speak to here shortly. Thank you, Joe. Any questions from the board? Jeff? Joe, just for clarification, Todd, listen to this too, please. So we're looking at a purchase price of 10.4 million. The five, the 5.6 million, that is money we would have had to spend if we bought the building or not, is that correct? Correct, okay. So here in this graph, we'll go a little bit more detail, but the resolution allows me to pursue a COP for not to exceed amount, which is in the top right corner of 17.5 million. The purchase price approximately is at 10.4, with the maintenance and repair upgrades of 5.6, and those upgrades are fire, life, and safety for the buildings. So we would have had to make, if we bought it or not, those are things we would have had to do. Correct. So we're really only adding 10.4 million to our books, I guess, for lack of a better word. Correct, okay. And the way... And, no, I'm teasing you. And that is, we're not gonna be paying rent, we're gonna be paying, again, from a banker's perspective, we're not paying rent, we're paying a mortgage. And so this is really net zero on our budget. Correct. Okay, thank you. So you're welcome. So just to confirm the direction the board gave me, along with our superintendent, is to make sure that the resolution and the following agenda item for our COP financing terms, that is either a budget savings or budget neutral to the district. So this allows the district to continue this path, and what we are doing or planning to do is use our current rent payments of approximately 1.3 million a year and turn that into a mortgage payment so that we can obtain a physical asset and pay that off. And here in this graph, you show up to 16 years approximately. And then once it's paid off, we have an estimated approximately $28.6 million in savings over 30 years. And so what we're doing is a general fund liability that we're using to make a rental payment. And instead of using that from the general fund to make a rental payment, we're using the general fund dollars to make a mortgage payment. So in that outline, you have the various components that's included in that. We have Dale Scott from our financial team here this evening with us. We had a very successful call with our rating agency on Monday. And within that, we also have our cost of issuance or underwriters and the team is working very hard on putting that all together. But this is what this resolution is for. There's any other questions? Do we have any other comments? Okay. I'd like to make a motion to approve the resolution supporting the issuance of COPs on behalf of the purchase of the towers. All those in favor? Aye. All those opposed? Motion carries with one absence. Thank you, Joe. I'm moving on to 11.8. Again, Joe. The adoption of resolution to authorize agreements and documents for execution and delivery of the Parnell Valley Unified School District 2018 certificates of participation. So here you have the actual resolution and language specific to the certificate of participation. And it outlines on the cover page there on your parameters of the public and on the PowerPoint slide, which is attached. You see the breakdown of the not to exceed amount of 17.5 million and are anticipated approximately the need of 16.4. And that is going to give or take depending on our final rating from the rating agency and or taxes and transitional costs. But we do not foresee it to exceed 17.5. We will have more information within the next two weeks. Also included in here on the front is, as I mentioned, making sure it was cost neutral or it cost savings to the district. So that was the number one priority. Two was making sure that we were safe guarded as a district. So the timeline or safety net we have till December 4th of this year to confirm if the financing terms and the components within that are favorable for the district. If by December 4th, something comes up or our bond council or our disclosure council find something that within the transitional costs or something that is not favorable for the district, we can cancel and stop the financing component at no penalty to the district. So that is also being done. At the same period of time, we're also doing our due diligence period. And what that means is we are actually doing a physical review of the towers building. And with that, we review not only the space, the condition of the buildings, the deferred maintenance issues that I previously mentioned, capacity, all those items are being reviewed as we speak. And we have till December 10th to finalize our review of the physical structure and condition and making sure that it falls in alignment with our cost estimate. And I'm open to questions or further questions. Kim, I have a question about the COPs themselves. If the interest rates end up going down again, could the rate be converted and our actual payment then be less than how it starts? Or would we have to pay a refinancing on that? Or how will that work? I think stopping you from either refinancing on the new issuance, or if suddenly you're having a bond, $16 million, there's nothing about that. Is there a prepayment penalty? I know we do. Great, thank you. So we've worked really hard with our bond council to kind of set that up and with Dale and his team to making sure there's no prepayment penalty issues on that as well. Great. So that is a scenario of if everything stays constant. So if we just use our rental payment as a mortgage payment for the term of 16 years as we would have been if as we're renting the building. And that also includes the 2% increase, which is also similar to our 2% increase if we were paying rent. So that keeps them in very conservative and captures all those costs. Anyone else? Question. So this isn't a fixed rate we're doing. The COPs aren't fixed. They go up 2%? They have done the inflation of the 2% is built in within the term of it. Okay. It is, okay. Oh, like amortized or something, yeah. Okay. The $1 million, the $2 million, the $1 million, the $2 million, the $2 million, the next year I'm going to call it, so it's still going to go up in the 2% and that was how you could compress the number of years. And it gives the district the opportunity to shrink the time frame of the liability and align with what we currently have as far as the rent, so matching capital savings. Okay. Thank you. This table here that you see on the screen we had to stop it somewhere. But of course in 2047, 2048, it doesn't stop. You're still on the building. You're still going to not be paying rent. So this will not be, but this will go on in perpetuity as long as you're on the building. The green is, we're not paying. You're not paying, let's say. Yeah, the gray is, yeah, okay. I was wondering if there was a space, we had to stop it somewhere, but it continues to be savings to the district. Honour to you. Honour, can we go to the next slide please? And Dale and I will be very hard with the team. So this is the time frame that we have established on the financing. And so we have like 16, we are looking forward to hopefully going to see more waiting. And on the 19th is our district is, we have our follow-up due diligence call. I think that's going to be a little bit of a call again, but we'll be prepared for that. And then as I mentioned, the key line that we're really keeping on within the timeline is the final district. So that is kind of the point of no return. As if, if we pass December 4th, we are moving forward. So we want to make sure prior to December 4th, if we have a decision to proceed or not to proceed. Anyone else? Okay, so this is an action item. Willie, do you have a question? Sure. Thank you. Years ago, we did not have the money to begin the Anseldoll School Project. So after, after another heated meeting, we decided to go with the COPs as the funding vehicle to get the plans going and all that. And that was later put on the bond to pay off the COPs. So I think that the idea of not having to pay rent anymore, but to actually buy the building makes a lot of sense to me now. Back when we rented this building, we didn't have the money to buy it. So you just have to do what you have to do. I make the motion to move on with this project. Thank you, Willie. Oh, I'm sorry. Do you want to make the motion? All those in favor? Aye. All those opposed, motion carries with one absence. Thank you, Joe. And so now moving on to item 11.9, call for nominations for CSBA's Delegate Assembly report by Dr. Michelle Rodriguez. So as a CSBA board member district, we have the ability to nominate our Delegate Assembly. And so there is a January 7th deadline. It allows, if you look, we are Region 9A. So there is one space that is coming open. And so the question is, is if we want to nominate someone to that board, to the Delegate Assembly. And if we do, then we need to vote on that. And then I would help if they wanted to to help them fill out the required paperwork, which is also attached. But we would need to make that, you know, make that recommendation. One of the requirements is that whoever we nominate has to say they would do it. And so it probably, that would mean it would need to be someone present at the moment unless we wanted to defer it to the next board meeting. It's two years. Kim, do you have questions? No. So this is an action item. We would have to nominate somebody tonight for this or when you, or defer it. Yeah, or you can defer it if you want. I wanted to bring it to you so that it wasn't on the very last board meeting. And then we had no choice but to either do it or it would go away. So if we wanted to defer it to the next board meeting, we definitely could. Yeah, we'd move to defer this. Okay. I would second that to move to defer it to the regular board meeting of December 12th. Sure. So that is a motion. And a second. If she's okay with that clarification of December 12th. Yeah, okay. I am in agreement with that. All those in favor? Aye. All those opposed? Our motion carries with one absence. Thank you, Michelle. Item 11.10. We have a second reading of article 3541.1A, Transportation for School Related Trips. And the report will be given by Chona Colleen. Thank you, Vice President Orozco, Board Trustees Dr. Rodriguez. With safety as a paramount concern, revisions for the second reading for this administrative regulation are submitted for your review. As per the administrative regulation, the superintendent or the designee determines the most appropriate mode of transportation for students, employees and other individuals for field trips and other school related trips. Making sure that we're ensuring maximum safety conditions. This revision is actually an expansion of our existing policy regarding transportation to facilitate student access. The additional modification incorporates the Board's direction to encourage, expand and promote student participation in our programs, balance with the need to comply with laws such as the explanation of the California good driver policy to protect staff and students and to ensure safeguards with regard to district liability. Thank you, Chona. Michelle, do you have something to add? Sure. So in response to the first reading we did some investigation. So one, we did confer with the CHP and with DMV requirements. And so because of that, we do need, we would not be able to do the carpooling requirement. What this does allow us to do is to expand access to students. And we did have Keenan out personally to have a conversation with them. And because of the DMV requirements of children under the age of 18, and we attached it for you so that you could see, it would, we would not be able to allow students under the age of 18 to carpool anyone that is not there, is not a relative. So they are able to do a relative. But what we also did in response to the question is we looked at the cost of actually transporting the students and just using our buses. So you can see the cost there for staff costs alone that doesn't include, and maybe I didn't word it perfectly because there is additional bus maintenance cost meaning the cost of gas and just upkeep of the buses. And then there's the staff costing as well. So what we were considering when we had worked with staff is trying to start small and have each high school, both comprehensive and alternative to choose one sport try to take it on. One sport that doesn't currently receive transportation try to take it on. The reason why we're wanting to start small is even at this point, we are using our trainers, our technicians, our mechanics to cover current field trips. So we at this point, we're not sure if we will have staff that wants to do the overtime required in order to facilitate it. So to not let students, families down and school sites down, we're wanting to start small and then add on as we know we have the capacity because it would be a much higher price exponentially would be much higher than the 132,000 to be able to take the student's location if we had to do additional staff that required additional health benefits as we're aware, especially for classified staff, their health benefits are at sometimes, 50% of their actual overall pay or our total compensation is their benefits because it can go up to 32,000 for a full family. And so we are, I bring that for your consideration. We did check and with current CHP laws, we're not able to encourage nor promote anyone under the age of 18 to drive anyone that's not their immediate family. Michelle, do you have any questions from the board? Well, Kim? Nope, okay. So it is an action item. So I am looking for a motion to approve. Okay, can we get a second? All those in favor? Aye. All those opposed? Motion carries with one absence and one no. 11.11. Approve memorandum of understanding between PVUSD and the Pajaro Valley Federation of Teachers regarding adult education teacher compensation for class coverage. And this item will be, again, will be made by Chona, Colleen. Thank you, Vice President Orozco, Board Trustees, Dr. Rodriguez. This memorandum of understanding with the Pajaro Valley Federation of Teachers provides clarification regarding compensation under Article 7 wages and substituting under our collective bargaining agreement. The MOU was developed as a current contract language applies only to our regular K-12 teachers since the adult ed schedule has a different salary schedule. And similar to our regular K-12 teachers, the higher rate of pay for our regular adult ed teachers serves as an incentive to help retain our dedicated regular teachers. We continue to be very grateful to our Board for their support of our efforts to provide the highest rate of substitute pay compared, which is the highest compared to all the districts in the entire county. Chona, do we have questions? No? Okay. I am looking for a motion. So move. Can we get a second? All second. All those in favor? Aye. Aye. All those opposed? Motion carries with one absence. Thank you, Chona. Item 11.12, approve memorandum of understanding between PVUSD and Paro Valley Federation of Teachers regarding weekly district-wide early dismissal days at new school, community day school. And again, report will be made by Chona Colleen. Yes, it's me again, Vice President Orozco, Board Trustees, Dr. Rodriguez. This is a project that Paro Valley Federation of Teachers' President, Francisco Rodriguez, has been working on for a few years, and we're glad that we finally got to a memorandum of understanding. And it was created to ensure compliance with Article 4, workload and hours of our collective bargaining agreement for the teachers at new school. Article 4 provides for release time for teachers to fulfill their professional responsibilities. The Human Resources Department, with support from our superintendent and cabinet, PVFT representatives and new school staff work collaboratively to develop a bell schedule that was aligned with instructional minutes requirements and complied with the provisions of the CPA with PVFT. We received positive feedback from the new school teachers because this will allow them time to have professional collaborations towards their efforts to create a viable network of support of instruction and social-emotional support for the students at new school. Kona, do we have any comments from the board? Looking for a motion? Making a motion to approve. We have a second. All those in favor? Aye. Aye. All those opposed? Your motion carries with one absence. Thank you, Kona. So item 11.13, approve appointment of teachers on provisional internship permit. Again? That's good to me. Again, thank you, Vice President Orozco, Board Trustees, Dr. Rodriguez. There's still a significant shortage of teachers nationwide and although our district team assertively engages in a myriad of recruitment activities, shortages of appropriately credentialed teachers still exists. Similar to other districts, we are submitting for review and approval applications for a provisional intern permit to meet our teacher needs, which do comply with the commission on teacher credentialing requirements. This one, this recommendation for the proposed appointment and provisional intern permit, I give with mixed emotion. While we are excited for Martha Garcia, the teacher and Minty White, this is the second human resources technician that we have lost since I started at PVUSD to promote, that promoted to a teaching position and another one that Francisco is taking away as a bargaining unit member. And Ms. Garcia received her bachelor's degree in 2012 and currently works as Human Resources Technician for us and she's a graduate of Cal State University Monterey Bay and a Human Communications major. Ms. Garcia expressed a high interest in obtaining her multiple subjects credential to teach in our community and she started the process by applying for the teaching credential programs and has focused some of her years in substitute teaching to familiarize herself with students and teaching methods. Her interaction with students in our community solidified her commitment and passion to work with our district. Thank you. Do we have any comments from the board? This is exactly what we hope for, is to take people who are in positions where their skill set is being underutilized and get them interested in teaching and staying with our district as part of our family. So congratulations to Martha Garcia. We're happy. Is she being offered one of the slots at Minty White but in one of the professional development slots so that we're helping to pay for her potential. She will be given a mentor. It's wonderful, it's exactly what we hope for. I'll make a motion to approve. We get a second. Okay, all those in favor? Aye. Aye. All those opposed? The motion carries with one absence. And last action item tonight, 11.14 again, report made by Shona to approve a contract of employment for assistant superintendent of secondary education. So thank you, Vice President Roscoe, board trustees Dr. Rodriguez, me closing it out for the action items. PBUSD is committed to supporting the sites and departments through experienced senior administrators with a record of success. The assistant superintendent of secondary education position was vacated in August, 2018. And after a thorough search and interview process, the district is pleased to present a contract of employment for assistant superintendent of education, Ms. Kristen Schaus for the board's consideration. The contract is for a two year term to June, 2020. And the compensation is salary and a master stipends only no health and welfare benefits. And I'm pleased to read a short biography as Ms. Kristen is coming up. And on behalf of our superintendent and district administration, we are pleased to recommend Ms. Kristen Schaus appointment to assistant superintendent of secondary education. Ms. Schaus has a wide breadth of experience in both the public and private sectors. She's the youngest staff members to be appointed to program director of any YMCA in Southern California while deputy probation counselor for Orange County, Ms. Schaus received two chiefs awards for creating and successfully implementing an intense education and vocation program. In 2004, she began her career as a teacher, literacy facilitator in Gilroy Unified, promoted to assistant principal, then administrator overseeing the secondary core curriculum. In 2015, she accepted a promotion to director of curriculum and instruction and has served as the director of student services and interim chief business officer with the Paso Robles Union School District where she is currently director of student services. And some of the career highlights include monitoring and improving EL programs resulting in overall self-scaled growth of 83% with 51% of the students moving up their proficiency ban. She implemented passports success that rewards positive behavior and reduced discipline by over 65% school-wide. She has trained teachers on student-led conferencing which resulted in 97%, 92% and 95% parent guardian attendance respectively over a three year span. Ms. Schaus has a bachelor's degree in criminal justice, masters in education and administrative credential which she earned at National University and she has participated in the access superintendents and personnel academies. And here is Ms. Schaus. Good evening, I'm showing you an amazing job at kind of summarizing some of those pieces. As she mentioned, I've had a large breadth of information and a lot of large breadth of experiences that also helps being well-rounded when you take on a position of an assistant superintendent especially a secondary, really is a dream job. There are obviously other jobs out there but when I kind of did the digging and I looked at what was going on here, it's hard to pass up an organization that has new leadership, change happening and really a momentum that's pretty incredible. From step one of walking into the HR office and watching how folks interact with each other and kind of looking at what that looked like to even walking in this evening. You know, I've had multiple people say, hey, welcome to the family type thing and that's exactly the kind of vibe that I'm looking for as well. So I think it's gonna be a positive fit by far and I really appreciate the opportunity to come here as well as have the opportunity to have my kids experience something that's gonna be incredible. The vision that's been set where you're headed with your L-CAP and the action steps feel like I can absolutely assist with that but also my kids will absolutely be able to reap the benefits of that as well. So I appreciate it. Thank you. Do we have any questions from the board? Comments? In Georgia? Go ahead. No. In Georgia, followed by Kim. Can you look at them all at the same time? Kristen, I'm getting to say welcome even though the vote hasn't taken place because I know how the vote's gonna go but I want to speak to that as well. There are some concerns that I have really about the administrative contracts at this level with the district that I think this governing board, the governing body needs to take a serious look at and for that reason I'm gonna vote no but I wanna assure you it has nothing to do with you. It has to do with contract and your resume is outstanding. And I look forward to you coming to this community. Your contract. Welcome to Pajaro Valley Unified School District. Much success to you in the future. Wait a second. All those in favor? Aye. Aye. All those opposed? Aye. Aye. Motion carries with one absence and one no. Congratulations. All right, moving right along. All right, now on to a consent agenda. I am looking for a motion. I'll make a motion to approve the consent agenda. I'd like to pull item 12.4 for a quick question. And I'd like to pull. Okay. Okay, is that a second, Willie? Is that a second, Willie? Do you second the motion? Yes. Okay, pulling item 12.4, 12.7. Okay. I'm calling for a vote. All those in favor? Aye. All those opposed? Okay, motion carries with one absence. So now moving on to item 12.4. You had some questions? Heather, so why are we contracting out our PT services? Yeah, it's very expensive rate. The service providers in our area and have not been able to find anybody for the last two years to work with us. We have IEPs that have PT services on them and we haven't been able to fulfill those, so that's why we're around. And like our local groups can't fulfill the PT requirements? We have to go to New Hampshire? Well, the person is actually local. They live here, but the agency, but the contract needs them. Okay, but so once we contract with this agency, can we continue to do a search? Do we have like a continuous recruitment? That's what we do with all of our, when we contract with any agency, we continue to do a search. We don't close the position. We're always looking to hire within the district because that's what we would like to have, so. Okay, thank you. Answered my question. Okay, any other questions? All right, so yeah, I'm looking for a motion. For that particular item. So I'll make a motion to approve item 12.4. Can we get a second? All those in favor? Aye. Aye, all those opposed? All right, motion carries with one absence. Moving to item 12.7. Willie, did you have some questions? Yes, there's another, it could have been. Is it the budget revision? Could have been 12.8, the actual budget. I'm awfully sorry, it's probably not. Maybe I can ask anyway. Number of children that you have, somewhere I read that you have about 720-something kids. 752. Thank you, and the actual revenue, something like 7. something million. And it actually comes out about $13,000 per child. And I was just questioning where that money's actually being used because I can see some of the management or teachers' salaries, and to me it seems to be very, very high, and it seems to be top-heavy versus actually inside the classroom. And I'm kind of concerned about we're always being accused of being top-heavy management, et cetera, et cetera. Can you respond to that? Yes, I can. So Head Start Requirements. Specify positions for management. And we need to make sure that we have staff that are responsible for the oversee, to oversee, responsible to oversee the different components of the program. So we need to have a program director. We need to have managers that have expertise and education related to the different components of Head Start. So if you see titles like Child Development Coordinator, Family Child Care Home Coordinator, Family and Community Services Coordinator, all of those positions are required by Head Start. Okay, so the positions are, but the amount of money that is actually used to pay each of those positions isn't. Is that right, is that right? That, who actually sets the salary ranges? Not us, but from the presentation that I heard tonight, is that we are responsible for funding and all that. So it seems to me that while those positions might be required, who sets the salary ranges for them? The district. Who? The district. We do. We do. We are part of the district salary schedule. I'd like to point out, we've got like eight minutes left before this is closed down. So, yeah. I just want to explain that when I became the director of early childhood and assumed responsibility for oversight, this was a question that was coming up a lot. And what I learned and what made me understand the balance between where the money is in classroom or in management is that Head Start was originally created to be a comprehensive program for family services. Actually, the early childhood component with the classroom teaching was added later. When we think Head Start or migrant Head Start, all of us think the classrooms. But that's part of what the management positions that are required are. On how it was naming some that actually served the classroom, the family child care home specialist and so forth. But there's a health and disability specialist. There's a health coordinator. There's a disabilities coordinator. There's a family service coordinator. There's a parent education coordinator. So it's those positions that serve the families that actually is where you see a lot of management. Well, but. And that's required in the federal in order to have the grant, you have to have those supports. Yes, but the taking Minty White School with over 700 kids, their top people don't get paid that much. They get paid a lot less. Yes, they get paid a lot less. 14 years, I always said they'll arrange 27 and the majority of them in there, it's quite, it's a question. And I also saw that parents get paid to come to these meetings. Paid 50-something dollars a meeting. For lost wages, for lost wages. And that's authorized by Head Start. That comes directly from the federal government. It comes directly from the federal government. But the source of the money, we are the federal government. We are the taxpayers. And whether it's, whether it's that that's the source or the state or whatever, you know, I think that we have to be cautious as to how we spend that money. So we have about 12 local committees in the program. And those 12 local committees have their group of representatives. They don't get paid for attending the meetings and running the meetings and all of that. The only parents that get an incentive for a stipend for lost wages are the members of the policy committee that are taking their roles and responsibilities on the chair governance. Thank you, Angelica. All right, so I need a motion to move this item forward for item 12.7. I'll make a motion to approve. All those in favor? Aye. Aye. All those opposed? Yes. No. Yes, no. Is it a no? Yes. Okay, motion carries with one absence. Okay. Thank you, Angelica. So now moving on to action on closed session. I move to approve the classified personnel report as presented by the district administration with the addition of two miscellaneous actions and two legal absences. All those in favor? Aye. All those in favor? Aye. All those opposed? All right, motion carries with one absence. I move to approve the Paro Valley Unified School District Certificate of Personnel report as presented by the district administration with the addition of one new hire, one legal absence, and one separation. All those in favor? Aye. All those opposed? All right, motion carries with one absence. So item 16.1, our next board meeting. So it will be November 28th. This is a special meeting on real property, the towers. And they follow up to that, December 12th, which is our annual organizational meeting, election year. And we will be approving our first interim report at that meeting. And with that, we adjourn tonight's meeting.