 Good evening and Welcome to the PBSD board meeting. We have translation in Spanish if you need that support Please see Euronia Lopez. Bienvenidos a la reunión de la Juente Directiva de PBSD Disponemos de tradición en español si necesita esa apoyo consulte a Llorena Lopez Okay, and I'd like to take a moment to share that if someone would like to speak to an item on the agenda They must complete a speaker card and hand it to Eva renteria prior to the agenda item and each speaker will have two minutes and Although I see a lot of new faces here tonight. I would like to take a moment to establish some ground rules There may be differences of opinion sometimes strong differences Please give those speaking the same respect that you would like to receive when you are speaking This will allow everyone to be heard and the president and the board to conduct its necessary business and now I will ask trustee de serpa To lead us in the pledge of legions as soon as she could set her stuff down. Thank you trustee de serpa and Now we will move to item 3.3 our Superintendent comments our superintendent Marie Shackman will make a few comments Thank You president Acosta welcome everybody. Sorry. We were a little delayed tonight I want to report on a couple things tonight. There's a fun theme Career technical Ed we're gonna have a board report about the program in general in our school We're gonna honor career technical Ed with a resolution and then we're gonna have a teacher Whom is Acosta saw teach and invited him to come up and talk about his program Because he was at a CTE conference sponsored by AFT in New York City So we'll hear that so it's kind of a CTE theme tonight the second thing on February 24th if you have kids who want books for free The PVFT and our district administration are sponsoring a book giveaway Thank you to the AFT for providing 30 to 40,000 books We have lots of volunteers that are helping to get that day ready So that's 10 to 3 on Saturday the 24th at Watsonville High in the cafeteria And at the same time You can have your teeth cleaned right next door for free Now if you work for the district you have good coverage But we're working with an organization called California Heels. They have 30 volunteer dentists We do need another optometrist or several because they wanted to give away They want to do free vision February 24th at Watsonville High. Thank you Thank you superintendent checkman. Now we will move to governing board comments And this is the opportunity for each board member to make a few comments And we are gonna start with our student trustee Ruby Thank You president Acosta Good evening and happy Valentine's Day to everyone I would like to use my time today to say that I've witnessed firsthand community members and students actively participating in late board meetings to voice their concerns and thus far the board has demonstrated a commitment to actively listening And making decisions that align with the express needs and opinions and with that I would like to strongly recommend bringing the CRE contract back on the agenda and Renewing it to continue to support ethnic studies teams and students. Thank you Thank you to our student trustee and trustee Balano scowl. Thank you president Acosta Thank you everybody for being here and watching us. I'm gonna keep it really brief I just want to thank all the parents teachers community members who have been in touch with me about several Important items before this school board Helps me do a better job. I'll keep it moving. We're a little late. Thank you so much keep being in touch It's very important for everybody to be in touch with the board More communication is better than less communication. Thank you Thank you trustee Balano scowl and now trustee dr. Holm I attended the district benefits committee meetings some highlights that that they're working on an updated FAQ page Get good information out to district employees Switching to a more user-friendly retirement manager system in the next fiscal year, and I also wanted to mention PVFT I'll be hosting several CalSTRS workshops. So thank you PVFT for supporting your members Um, I also attended the power of alley education foundation meeting just a reminder that we will be having a fundraiser Event at Jalisco's on April 18th at 6 p.m. And there will be a great there will be great auction items So that'll be a lot of fun I also attended the agenda setting committee meeting, of course And I I want to say that while we have not come to a resolution about bringing back the cre contract I did reach out to dr. Alice and tintiago kobalas last weekend and had a phone conversation with her There have been many so many comments about her viewpoints and motivations I wanted to take a moment and talk to her directly And you know hear what her viewpoint was from her Um, I basically go to the source. I I hold five science degrees for related to nursing And one of the basic tenants of research is to use primary sources if they're available um, so And she's available so Um, I would encourage the board to consider best practices when it comes to gathering and evaluating evidence So thank you. Thank you trustee. Dr. Holman trustee to surpa Thank you I look forward to this weekend when we will be reviewing superintendent candidates and hopefully find the great next fit for our district We'll be doing that on saturday and sunday I wanted to wish all of our staff And cabinet and everybody out here tonight who is attending. I have very happy valentine's day I know many of you have taken time away from the person that you love tonight And so I thank you for being here and happy valentine's day to everybody And I echo trustee scowl's comments about Correspondence received much correspondence from parents And i'm glad they have feedback for us. We're working on it. Thank you Thank you trustee to surpa and vice president silto I good evening everybody. Thank you for attending tonight. Happy valentine's day to everybody out there um Yeah, like reiterate with uh, trustee to surpa stated regarding the search for the superintendent uh, looking forward to that this weekend and uh, hopefully we find the right candidate to To continue to lead us in the proper direction. Thank you Thank you, vice president silto Um, I am going to keep my comments brief and again. I will echo what a superintendent Sheckman said sorry that we were starting late this evening. Um, we had much to unpack in closed session And I also just want to state for the public record that trustee floris. She does have an excused absence from this evening's meeting um I will also echo um the same as both vice president silto and trustee to surpa said We are looking forward to a very packed weekend. Um, so far we have one of those meetings scheduled for saturday 17th We do have a vote for the sunday the 18th. I'm not going to presume to count the vote till we're there Um, but seeing such we looks like we will probably have two meetings this weekend for that Um, I also wanted to again also thank community input for what we're receiving from y'all We do appreciate that. We are taking that into consideration and looking at that going forward Um in the process of everything that we are going through as a board I also wanted to take a quick brief moment To thank superintendent schekman for joining me on a tour at acquittal school with principal milburn We had a wonderful tour there and also Principal gregorio for the tour at watsonville high. We had a wonderful tour there as well Was really enjoyable to go to all the different classrooms and also to see what's happening at both schools And also more specifically to watsonville high with some improvements to a field That they're doing there and want to give a shout out to driskels to thank them for their financial support To watsonville high school and supporting those endeavors for the field replenishment. They're doing there Now I will move to item 3.5 high school student board representatives report Do we have any student representatives from renaissance high school this evening? Welcome, please come on up Hi, my name is gia silva and my name is rodrigo marquez And we're here to talk about renaissance high school and the quarter three update For the student of the month the school and the teachers get to vote on a student And that student has to go to the rotary meeting to give a speech about the school And how it benefited them and get a certificate at the end as you can see the the month of january It was me and brian gonzalez renaissance high school had 86 percent past passing rate for quarter two meaning 86 students passed all of their five classes 15 15 students graduated early five students returned to their school residence and we welcomed 28 new students for quarter three field trips Students went to henry cowell park state park and toured The park for sports. We have volleyball basketball and soccer this This quarter is a basketball Team and we have a boys team which i am on and a co-ed team For college trips on friday. We were able to tour the heart and now college And yesterday we went to the gavelin college I went to the gavelin college and I got to talk to the students at the college and tour the campus This was definitely an amazing opportunity This was the gavelin college from yesterday A couple of a couple of colleges firemen and marines come to the school and host an orientation for the students and teach us More about the opportunities they offer for us After every quarter the students who pass all their classes Get placed in a raffle to win a smart tv Which our principal provides for us the school hosts is a The school also hosts a pizza party for the students who had perfect attendance last quarter for motivation We want to thank our principal mr. Wilson for making all this happen and for bettering our school Thank you for having us Thank you Thank you And do we have any student representatives here this evening from aftos high school? Is it video? Okay, we have a video Let's take a look at some awesome activities that i've heard of for the last couple of years In mid-november we did our empty bowls fundraiser Everyone's efforts allowed us to raise enough money to generate 7,068 healthy meals for our families in our community Also in the fall we did our annual driver's fundraiser where aftos high students raised $19,117 For their clubs and organizations a huge shout out to the following organizations who raise the most money In first place raising $5,720 goes to our dance team in second place raising $1,885 Goes to our pool ball team and in third place raising $1,425 goes to our flag football team It is still amazing to see mariners raising money for their causes and the things that we have in it Towards the end of november we celebrated our students accomplishments during five star fest More students got involved for five star fest than any other event this year including homecoming We had hundreds of students redeemed for prizes Thank you to all the staff who worked on getting donations And thank you to our generous parents and thank you to boasters for your support We hope you enjoy your prizes and keep up those positive behaviors mariners Last weekend was the annual dance showcase. It was such a fun day full of support and entertainment We are all so impressed by all the dancers at the showcase way to represent aftos high well Here are some footage of this epic day Of these issues they'd like to try and address this school year The main issues student senators are concerned about is the misuse of bathrooms such as vaping and vandalism Vandalism costs our school so much time and money and results in bathrooms being unusable and closed This presents an issue for the rest of us. It has become a huge school life problem Vaping is illegal for teenagers and can lead to lifelong health problems. It can also lead to suspension from school We could do way better mariners and we need to think about how our actions impact other people The student senators are working on solutions to make sure these problems go away Well, and I believe we have a video from new school. Is it dti or new school? Okay, no worries. Okay diamond tech Institute, sorry, that's okay So we have Anniversary celebration of new school community day school on march 1st 2024 from 4 to 7 p.m So please feel free to join them to item 4.1. I need an approval of the agenda Can I have an emotion to approve the agenda so move all second? I have a first and I have a second all those in favor The motion carries 5 0 2 Thank you Um, next I have a 5.1 approval of the january 24th 2024 board meeting minutes. I need a motion to approve Thank you. I have a first and a second all those in favor Hi, and that motion will carry 5 0 2 as well And next we will be moving to our public hearing Um for item 6.1 expanded school year general waiver request I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve I have a motion to approve to the CDE so the purpose of the waiver so this will allow special education students oh good evening president Acosta sorry was gonna president Acosta board of trustees interim superintendent checkmen I'm Heather Gorman the SELPA director so I'll get to this now so the waiver is going to allow our special education students to attend the summer school program for the same hours as our general education students will be attending their program the program will be about 6.5 hours for our students the dates are that are proposed will be June 11th through June 28th which is 13 days and 84.5 hours and then also in July I'm working with Jen Bruno you'll see a presentation later about additional activities that students can attend so we'll be talking about that so the current state minimum requirements for extended school year for students with special needs we are required to have a four-week program minus our holidays four hours per day is the minimum it's for students who qualify for extended school year and currently we have 382 students in PBUSD who qualify and then the total days and hours which are would be 17 days and 68 hours so as you can see even though we're shortening that that to three weeks we're actually going to have more teaching time with the students so the waiver requirements that we have to do we have to have a public hearing which is what's happening right now and then hopefully we will get board approval later tonight I will be bringing this to our community advisory committee for any parent feedback on February 27th so parents can ask questions we can talk about what what this would look like then we did have to take this to our bargaining units and Mr. Saxton did that for me and you were looking for either a positive a neutral or a negative response and we did get a positive response and then I submit the waiver to CDE for the final approval and the benefits of this waiver so if we actually do the same hours and times as general education there's more benefits for inclusion or time for inclusion and we're always trying to entice staff our regular staff to work summer school so we're hoping that this will be a positive in having time off in July it has additional teaching time so we can have more project based learning opportunities there's going to be additional enrichment opportunities for our students alongside of our general education students and then overall we have the benefit of district construction having that time in July where we won't have students in our school so that we can do the deep cleaning we can do the projects that need to get done and be ready for our school in August and so that is the general waiver if you have any questions thank you Heather do we have any public speakers to this item we do not okay see none I will bring it back to the board the board anyone have any questions comments do you need a motion no this is not yet I'll be back later I don't have any questions okay I will close public hearing thank you miss Gorman and now we will move on to item 7.1 public comment this is an opportunity for members of the public to address issues that are not on our agenda for this evening please know that through the Brown the Brown Act prohibits the board from engaging in discussion for non-agendized items but we are listening do we have any public comments yes we do we have 17 speakers tonight and I will call you up three at a time and forgive me if I mispronounce your name and feel free to correct me the first three will be Raddy Kirkman Nat Lowe and Eli Davies come on up and again I'll just take this moment to remind everyone that all speakers have two minutes good evening everybody so this is the time of year where our probationary colleagues will start receiving notices of what is referred to as a non-reelect meaning that they are not invited back with a position next year this is a right of the administration provided an ed code and teaching is a very very difficult job and there is a purpose for this process right not everybody is cut out for these positions but what I want to speak to you tonight is what I have seen this year has been nothing I have seen in previous years and and it's honest to God disheartening disheartening in a time when we are at such a lack of teachers there's such a teacher shortage across the across the nation these are just there's no other word abysmal evaluations that are being shared with me and they're not reflections of the teachers that they are being provided to they're a direct reflection of poor administration I'm seeing what amounts to essentially a copy and paste on evaluations in some case the pronouns are incorrect for the individuals what that tells me is that they're not looking at what this teacher is doing what they're providing to students in the classroom there has been not one positive thing written not one piece of actual evidence provided to these members and what I what I want to share with the board is this this often reflects on not not the quality of the individual but on whether or not they have been outspoken and advocated for their students and their site and I hope you take that seriously good evening board of trustees superintendent checkmen my name is Nat Lowe I'm an Aptos resident and I'm here once again to ask you to bring back the CRE contract and renew it it's been five months since you chose to throw away a two-year investment of public funds and teachers time and efforts by not renewing the final year of the CRE contract and put up for the past five months members of the community have been tirelessly speaking up and asking you to reconsider you've heard from the students who spoke here last meeting you've heard from your own student trustee who speaks on behalf of students in support of bringing back the CRE contract you've heard from the teachers who wrote you a letter and have spoken up at these meetings in support of the CRE contract you've heard from parents in support of the CRE contract you've heard from our local experts in ethnic studies and education from UCSC in support of the CRE contract you've heard from community members in your district who have spoken up in support of the CRE contract you've heard from Watsonville in the heart which has invested heavily in a partnership with PVUSD in support of the CRE contract and you've heard from over 1,700 individuals and 65 organizations who signed the public petition in support of restating the CRE contract so it's really hard for me to understand what else you might need to hear from you know who else you might need to hear from in order to reconsider the hasty and unfortunate decision from last September as elected boards or elected officials on the school board your highest responsibility is to serve the students the teachers and then finally the community and you've heard overwhelmingly from all of these people asking you to bring back the CRE contract because that's what's best for the students and if you refuse to hear all of these voices especially the voices of your students then who is it that you're actually serving and why you're here on this board I'm asking you once again to listen to your students listen to your teachers put their best interest first and bring back the CRE contract so that the students can have the ethnic studies program that they deserve thank you in the spirit of Valentine's Day I have a kind of sort of love song hey there the school board what's it like to keep on hearing all of us that came to see we want CRE on the meeting yes we do that's what five months will do to you you know it's true hey there the school board don't you worry about the optics you can still change your mind just like you've done on other topics I sympathize listen to the students and allies be on their side oh bring back CRE bring back CRE oh vote for CRE do it for Bobby please put the CRE on the meeting and vote on the renewal contract thank you all right thank you the next three speakers Vincent Sanford Carroll Sean Henry Chris Webb I'm speaking on behalf of renewing the CRE contract I'm Vincent I go to Aptos High I'm a junior I took ethnic literature studies one my freshman year and I think literature studies to my this year my junior year and I have achieved eight pluses and both those glasses would show I adequately comprehend the curriculum that they have I've learned nothing but encouraging topics in these classes it's made me a better person I would say I think of other people more and what situations they may be in and it's taught me to be less selfish and less judgmental to people it also teaches about the history of the US and its oppression sadly the oppression that's happened and that also teaches more importantly about how we can fix this oppression and how we can undo it through positive change throughout our communities also there's allegations that it's anti-Semitic and in both my years of taking that I've never I don't even recall it having anything against the Jewish community and I'm curious to know about how it is I would like to know how I believe that's as serious as renewing this contract for I don't why should we put down Jewish people there if everyone's equal and that's it thank you hello Sean Henry I'm actually glad to be back here I spoke in June and I'm very happy that the there's very efficiently working on the superintendent process great to have retiree back Murray covering when I spoke last I thought it probably last time I'd be speaking here because I kind of threw a little bombshell in there and let people know that I had stage 4 cancer I was not looking as good as I am today but I wanted to speak a little about that for my colleagues as well 1.9 million people are diagnosed with cancer every year so basically in the U.S. it's about 1 in 77 and my stage 4 cancer was pancreatic cancer and they gave me six to eight months to live and so yesterday I got to enjoy my son who's now at Watsonville High School playing baseball and it dawned on me that I've already passed eight months I have a rare form of neuro and doctrine that's only 2% about 38,000 because it was pancreatic 7% 2600 and the doctor said there's about 151 flavors kind of like a Baskin Robbins and so there's only about 718 of me in the U.S. every year so if I was a class you know my cognitive impairments and some of the things and the reason why I'm not back working I'd be one of the worst students that you have to deal with but the biggest thing you know I really wanted to say is among our our staff we have about 2400 staff so that would mean 13 to 14 of our of our at least our staff members are probably gonna get cancer every year and unfortunately maybe in our area about 25 or so of their family members so cancer is just one of the medical things that actually our community faces and we are blessed to be in an area that has great Stanford and a couple different things and we have PEMP and I just wanted to again thank our union for continuing to make sure that this is a desired place and I ran into someone on the plane the other day who was flying in from Florida to go to USF and comes here for Stanford and he was amazed at the care I was getting thank you very much good evening in light of you know how how leadership can change I wanted to just lay it on a couple things that I think are best practices and the first one is teacher work days when our union works with the district to have those flexible and like opt-in type things that's that's really great and I know my students feel it like if I don't do it and I have like a misfire I am I'm no like oh if only I could have you know taken that time so that's that's really great I hope that that just continues it through the years teacher work days optional the second best practice is related to how we handle electronics so I in my history I know like when when the teachers and the admin are working well together it's where I can call and have a phone be removed if it has to be that's that's great and like if it's has like a three tiered system where okay the first time it's like just a period second time the day third time we're calling your parents that kind of system where maybe it even results in a contract if a kid's like addicted or something like I think we need to get real serious about that I don't if you notice in the since the last meeting the the Congress has called big tech before them again about the seriousness of social media and some of the issues with it one way I've tried to support school electronics policies is with social dilemma that movie I don't know if we've seen it there's a good quote it's on Netflix at the end and the quote that I want to share with everyone is that in likes the people who are the true optimists are the the critics and I think we need to keep that in mind and not just be quick to dismiss somebody as complaining or anything but realize that like the people who are really trying to make change in a positive way they they may bring up an issue but if you just ignore issues they don't they don't get better I broke my hand one time had I ignored it I would be crippled in this hand instead I went to therapy and a doctor and a surgery and it's better now so thank you thanks again next three Evan Jacques mains Lourdes Barraza Maximiliano Barraza hello my name is Evan Jacques mains and I am currently in my third course of ethnic studies classes at Aptos high school since my first introduction to ethnic studies I have fallen in love with these classes they teach a multitude of essential parts to being to becoming a kind and understanding person but mainly they teach us critical thinking skills when I heard about the decision to not renew CRE I was appalled by the ability of the board to make this decision with no evidence to back up the claims of antisemitism I come from a Jewish family and in my two years of taking these classes I have seen zero instances of antisemitism in ethnic studies it is our rights as students to have access to quality education so I urge the board to bring the topic of CRE back to the vote and approve it thank you good evening I'm Dr. Barraza and unfortunately trustee Flores isn't here today I'm her constituent I'm very disappointed that I've had to come a second time because clearly the first time my concerns were ignored trustee I spoke with trustee Flores yesterday she told me that she didn't support CRE this year putting the CRE contract back on the agenda because it would cost the district too much money and I told her that I would check this and I did I reached out to Superintendent Checkman who made it you know who basically told me it's not going to cost any money because there's a grant for it so that should not be an excuse so I wonder why she felt the need to lie to me because she was told the same information I don't know why she lied to me and I hope that's not how she's representing her constituents by lying to them because that's not okay so you know I hope she looks at the video of this or she's watching it live because I want her to know that when when constituents are ignored and lied to we will work hard to make sure they're not sitting there because that's not the kind of representation that we want and I do want to thank those board members that I reached out to that took the time to talk to me I really appreciated that some of you didn't respond to me but those of you that did I really appreciate that because that is what makes us be engaged in this process and trustee disorba I'm most disappointed in you because I never imagined that you would fall for right wing talking points but you did you based your decisions on false accusations instead of actual evidence true progressive Jewish people saw right through the lies and objected to nuisance rejection of the of dr. Allison and her colleagues work I think you should understand that criticizing the Israeli government doesn't make you or their policies doesn't make you anti-Semitic just like criticizing the American government and their policies doesn't make you anti-American so I hope that you understand the difference in those things lastly trustee Acosta I wonder why what I wonder most is why you're so afraid to add this back onto the agenda is it that you know that you will be voted out I mean that you will be outvoted or is it that you know that most of the community doesn't agree with you thank you good evening word of trustees my name is Maximiano but I said none this and I'm a student Bajaro Valley High School I am a constituent of trustee Olivia Flores who unfortunately isn't here today it saddens me that this is my second time coming here for the same issue I thought my voice would be heard and valued by the board but I was wrong I thought that if I spoke up you would understand how important this issue is to me I thought that since 12 of us came you would understand how important this issue is to us your constituents however it seems that the two elderly Aptos constituents that came were the ones that mattered instead of us how does ignoring your constituents encourage us to be involved my mother told me that Olivia Flores lied to her about Sierra E costing the district any money and I am appalled knowing that trustee Flores is okay with lying to her constituents I'm wondering why the board is so scared to add this issue back on the agenda who or what is behind the sphere I implore you for the second time for you to put this item back on the agenda and this is a message to trustee Flores who unfortunately isn't here today but I want you to know that by the time that you're up for reelection I will be old enough to vote and so will my friends so please keep that in mind and thank you right next three it's cell Barasa Gabriel Barasa and Alyssa shook and I live in area five trustee Flores is supposed to be representing my concerns because you do me a favor could you pull the mic down thank you so we could get you thank you hello my name is he should and I live in area five trustee Flores is supposed to be representing my concerns because I am her constituent but she is instead ignoring them this is my second time coming I am an eighth grader at rolling Hills Middle School and as a future PV high student I'm upset that you decided to ignore me and not add this back to the agenda as this takes away a great opportunity for me and my classmates again my great is always the one getting cheated out of everything it upsets me that when we have a chance at an engaging activity or class it gets taken away or changed in a way that lessons the enrichment or causes inconvenience rather than enjoyment please add this back to the agenda and allow my classmates this opportunity thank you good evening my name is Gabriel Barasa and I live in area five and Olivia Flores is supposed to be representing us the last time I came here I gave some information about what I thought was a reason why the board decided hastily to remove or to not renew the contract this time my message is a lot more simple I'll tell you a little bit about myself first I have inherited from my mother a very long memory I remember what people say and what they do and what they don't say and don't do for my father I inherited the desire never to quit until a job is completed now you trustees are supposed to be representing the community and doing what's in the best interests of the students so I have made it my job to make sure that we have trustees that do represent the students and the community that they're serving and so this is just saying that you know that's going to be my job is to make sure that the people sitting here the trustees table will represent the needs and the desires of the community and you've heard that the desires of the community is to have the CRE contract renewed so that we can get the ethnic studies that we deserve thank you hello my name is Alyssa Shook and I'm a first year student teacher teaching ethnic literature to honors at Aptos High School I'm also a local journalist so I love my job right I love teaching ethnic studies because it is representative of who I am as a Hispanic Native American and white woman right so and who my students are as members of a multi-ethnic learning community what I don't love is having the rigorous curriculum and professional development I was promised when I took this job swept from under my feet trustees you failed my students when you tore the rug from under our feet by nixing the CRE contract with no legitimate reasoning or evidence to quote a student of mine when we learn to make claims we learn that we need to back that up with evidence and reasoning we call those CERs to Serpa and Acosta where's your evidence and reasoning because of your negligence our students are getting a watered down version of what they deserve and that's constantly what they're getting here at PVSD a watered down version of what they deserve if you're not here to serve our students who are you here to serve yourself you have the chance to make it right so do it come to our classes bring this to a vote do right by our teachers and above all do right by our students thank you my next three no ememunios Bobby peltz Takashi miss you know my name is no emunios a 17-year-old junior at Aptos high school I'm here to support the CRE contract which influences the ethnic studies curriculum that had that have taken for two years from what I understood from the issue is that ethnic studies curriculum is accused of being anti-Jewish because there's more more focused on the issues that black Latino Asian and Pacific Islanders indigenous people faced in the Jewish although it is true that the curriculum doesn't really touch on a topic of Jewish oppression that is not proof that the curriculum is anti-Semitic by the logic does that mean that the regular mandatory curriculum is anti-Semitic because it also doesn't really highlight their oppression since that curriculum is Eurocentric since I haven't heard that argument being made that evidence is baseless this argument in general takes away the whole point of ethnic studies which strengthens the bond between people of color who share a connection of being oppressed in a society that they all live in but instead it fits the Jewish minority against other minorities ethnic studies is the escapism that many people of color wanted it is the way out of the sugarcoated history that have been forced to learn where white people never did know wrong and skipped important parts of history where minorities were oppressed this experience doesn't only apply to blacks and Latinos but also to Jewish people all minorities deserve to have a place in ethnic studies so I suggest to slightly alter the CRE contract to include more Jewish studies lessons but the board members against this contract has no right to take it away and knowing that as two board members are Jewish I would like to say one last thing you as a minority know the oppressions that you face now that you have the power to vote please consider the impact of your decisions on other minorities even if you don't identify as them we're all cut from the same cloths thank you good evening Bobby Bells Watsonville high I'm here once again to speak on the CRE contract recently I asked my students how it made them feel that you have not renewed the contract and tonight I'd like to use my time to amplify their words and Amelia said the board always preaches that PVUS D cares and that student voices are always heard however there are multiple instances and this situation especially that make ethnic study students feel unheard. Lisa Beth said I feel that before deciding not to bring back the CRE contract the school board should come to our classes and see what is really taught really taught and not just assume. Mariana said some families may think that taking this class is harmful to students but they're wrong instead this class will motivate and encourage you to do better. Angela said it is without a doubt one of the most interesting and informative classes I've ever taken. Jasmine said as a student the only time I have ever felt proud of my background and my culture was once I began learning ethnic studies. Damien said this class changed my perspective in every way and allowed me to find a reason to find an education more than just high school. Julie said this class has definitely impacted me to become a leader in my community because it's actions like this that force us the students to use our voices for better representation. Renee asked if the entire program can be cut off when a small group of people do not like it then why can't why can't it be renewed when the students themselves the people who teach it and the creators of the program are asking for it to be brought back. Beatrice says it is us who want this and I thought it was us you're supposed to listen to. Alejandro said this just goes to show how people at the top of the education system do not pay attention to the teachers and students feelings. And Miguel summed it up best when he said they need to be taught about ethnic studies more than we do. I could not have said it any better. Bring the contact back. Thank you. Konban wa. Nihongo dehanasara donna ni. Racka tomorimasu. A good evening. I wish I could speak in Japanese. So that I could express my feeling from my hearts. But I need to use English to communicate with you. And I have not met our professor Allison in person yet, but I am very much interested in meeting with her and talking with her and one of my best friends is our professor Allison's colleague and he's a chair of Asian American Studies of College of Ethnic Studies at San Francisco State University. And I took him and several of my friends, including two former career or career college faculty. I took them last May to see the site we are forming where I was killed. It was near Murphy Crossing Bridge. And one of my friends, you know, he's a respected teacher of American Indian literature. He read one of the poems of Jeff Tangamy. He's a former painter of Watsonville High School. He's a Filipino American poet and educator. And in the process of preparing for that journey, I found that one one paper in that I found this great grandfather was the one who found one of the students of the suspects eight eight high school students from Watsonville. They shot and they killed Farming Tobela in January of 1930. It was in the middle of 1930 race riot in Watsonville. Oh, the time is up. Anyway, you need it's time. The time has come to put this issue on the agenda. Thank you. What's up? It's your job. Those last two Stephanie Pomplin wrote public. So I'm assuming you're speaking on 7.1. I'm speaking as a taxpayer who's passionate about a bilingual education in area five. I just want to clarify what item you're speaking on it because it's written. It says public. I'm just under 7.1 public comment about belief into a dual language. One second, please. Bill Beecher here. Last but not least as well. Thank you. Okay, Stephanie. I've heard that there's local Cabe or California Association of bilingual teachers meeting with concerns about the definitions by the state of one way two way dual language programs and the PBS USD definitions and about how that might limit mixed take a language students from dual language program entry. But our definitions in the PV USD district are from the California Department of Ed which defines hide MSD freedom star lights programs as a developmental bilingual program yet to find as providing instruction for English learners utilizing English and a student's native language for literacy and academic instruction. So the program models designed for students who mark on the federally required home language survey predominantly Spanish is spoken at home. But sometimes we've accepted in the district enrollment request from families that are English only or predominantly English or students enrolled as mixed take a dominant. However, all of the scientific studies are done with Spanish only participants in program success. And I'm not aware that the district has ever pulled study on how the success or outcomes academically is for our mixed take over English only students. So I would encourage the district to do that. So I therefore pose these questions out loud. Should anyone recommend a one way program to home language parents mixed take a parents or home language English dominant parents until we gather any data and isn't the best thing for secondary students and their graduation rates. The most important points we should consider. So I question if the district could consider public notification to all stakeholders about the importance of promoting two way dual language immersion programs who've been proven statistically to have success long term for students of all late races, inclusive of all home languages and ethnicities. Thank you. Oscar, thank you for letting me be last. The gods have spoken. In a future agenda this school year it is requested that an item be included to change the district's bylaws regarding agenda participation under B.B. 939 free 2 to A. It requests that the agenda committee notify requesters about their decision and if rejected why. It also requires that the agenda committee accept at least three appropriate requests be accepted in a given school year. Why do this? I've been coming here for over 16 years. I've made numerous requests written most of them to have things put on the agenda. People from the public have also come before this board. None of those requests were ever implemented. That de facto is in violation of the Brown act. The intent for public involvement. You've cut off the the people tonight is a great example of that you have an obligation to tell these people that all that came up here is verbal requests are not accepted by this board. It has to be done in written. So all of you guys send letters in to the superintendent which is what is required in this bylaw. Consequences of not doing implementing putting this on the agenda is I will file a brown act violation because I've got 16 years of history that says you don't listen to the people. Secondly in a future agenda this school year is requested and item be included to study the school structure in five or 10 years. With the shortage of teachers and declining graduation of new teachers with declining enrollment and birth rates with the upcoming closure of schools in the advance of newer teaching aids and equipment. It's imperative to consider what the school of the future looks like. I have asked for this in the past and been rejected. A study group should be made and done. So with that thank you very much. There is a written copy for all of you. I followed your rules and we will now be moving on to item 8 employee organization comments. This is the time that we hear from our employee organizations and each will have five minutes and we will start with 8.1. Do we have anyone here from PBFT? Good evening board. President Acosta, Mr. Shekman and Ruby. I want to start off with happy Valentine's Day, happy counselors week and also just a wonderful month of celebrating the CTE programs that we have here in the district. So as Roddy mentioned we're at the point in the school year in which we are hearing from some of our members who have been non-reelected. And those are really tough, they're really hard conversations. And so I don't want to reiterate all that she said but basically it is that lack of support and clear guidance that we have seen most prevalent in this year. Evaluations especially. Especially with, as even Mr. Beecher mentioned, we have fewer people going into credentialing programs. According to the California Department of Ed, there are more than, in 21, 22 school year there were more than 10,000 teacher vacancies across the state of California. And in that year there was a 16% reduction of new teacher credentials. One of the highest areas of need is special education and then math and science. Those are some of the higher needs positions. So when we look at the people that are being not invited back for this following year and we look at the very unprofessional evaluations they received, sometimes not even evaluated properly according to contract. And a lot of times, really it is an obvious personality difference and not really a teacher who is truly struggling with being an academic, guiding a student through academics. But it is a lack of resources that they have available to them. The supports are so critical, especially when we are in a time in education where we see a lot of student behaviors. So safety has been an issue across our school sites this school year more than ever. So that's a concern that the consistency of maintaining safe environments has been a struggle for our sites. But we do look forward to continuing to collaborate with the district and trying to figure out ways to work with the items, with the people that we have available, with the systems that we have in place right now. Because I know we can't go back and reinvent the wheel. It's just a lot of work. So what do we have in place right now to help begin problem solving? We do appreciate when the district works with us, when they collaborated with us, partnered with us and they covered the substitutes for our members that we were able to send to New York to attend the Center for School Improvement Leadership Institute that was hosted by the United Federation of Teachers in New York City. And that was a CTE theme. We appreciate those types of opportunities. We appreciate the district choosing to partner with us as we bring 40,000 books to the community to give away next week. And to work with us to work on an agenda for activities for that day. Those are the things that we look forward to to build that partnership between labor and our employer. Because it helps us not only highlight what we can do for what our district does for our students, but how we as educators are an important aspect in the school system. When I taught seventh grade science and we taught about keystone species, my seventh grade students were able to make a connection of wow, teachers are the keystone species in education. If you don't have a teacher, you have a revolving door of substitutes and you have the potential of a person who isn't credentialed in that subject matter to guide the student in their learning for that school year. You have students. I loved hearing from all the students who have come before you tonight to advocate for their educational rights. And that's a brave thing to do. That's they're courageous in standing up and being advocates for their learning. And I stand with them. The PBFT stands with them. And I really do hope that you will consider bringing back that the contract. Because part of that contract is for the training of our administrators to understand that program. That's critical. That's part of our support system for all the practitioners and our support staff. If our administrators don't get it, they don't have that proper training. Things fall apart. And we're seeing that in their lack of training for actually doing proper evaluations. Thank you. Thank you, Mr. Kedavages. Next, 8.2, California School Employee Association. Do we have anyone from CSEA here this evening? Looks like we do not. 8.3, Pajaro Valley Association of Managers. Do we have anyone here this evening from PIVAM? Good evening, Board President Acosta, Interim Superintendent, Mr. Schekman, Board of Trustees and Cabinet. I'm Julie Edwards. I'm the PVUSD CTE coordinator. And tonight, representing PIVAM with me is Peggy Pugh, our Executive Director of Teaching and Learning. Next slide or here, sorry. Okay. As you will see, the work of PVUSD managers is in our schools, in our classrooms, at the district office and in the community, leading the way in service of our students. You will also see in presentations tonight that our PVUSD managers build and foster the strength and interconnected nature of relationships within the district and positive programs on dynamic curriculum we deliver to our students, resulting from the work of the managers throughout PVUSD. Later this evening, we look forward to sharing more information about the CTE program and the support managers provide to our site administrators, teachers and staff to implement these stellar programs in service of our students, families and community. And lastly, we are extremely grateful to the leadership of our Board of Trustees for recognizing the important work our certificated staff and PVFT and our classified staff and CSCA do each day. We look forward to the Board honoring the collective work of each group, including the Pajaro Valley Association of managers as together we collectively and faithfully serve our students, families and the community you represent in each of your areas. Thank you very much. Thank you, Ms. Edwards and Ms. Pugh. Do we have anyone here from Communication Workers of America? CWA. Seeing none. Okay, we will move forward to our action items. First action item 9.1 resolution celebration celebrating National Career Technical Education Month. This report will be presented by Julie Edwards, our PVUSD Career Technical Education Coordinator. And welcome back. Good evening, Board President Acosta, Interim Superintendent Mr. Schekman, Board Trustees, I am Julie Edwards, a PVSD CT coordinator. And tonight with Peggy Pugh, our Executive Director of Teaching and Learning, I would like to bring to you a resolution for your consideration. February is National CTE Month, which is also celebrated in PVSD. This month we honor the PVSD team supporting our CTE program, our highly skilled and dedicated educators, our district team and leaders who contribute to all aspects of providing a program of which we can all be proud. This proclamation is brought forward to honor and recognize the richness that is PVSD CTE, its educators, staff and students. Whereas the month of February 2024 has been designated National Career Technical Education Month and whereas more than 3,800 students in PVSD secondary schools are now participating in career technical education pathways, providing rigorous academic courses and real-world experiences that improve the quality of their education and increase engagement, achievement and high school completion and post-secondary transition and whereas leaders from business and industry here in nationwide report increasing challenges and finding qualified employees for high-skill careers in critical and growing CTE-related fields, including biotechnology, environmental science, energy, sustainable agriculture, healthcare, business and finance, engineering and whereas the board of the PVSD is committed to educational equity and excellence in our schools to prepare students for living wage careers that support their families and meet the needs of local employers. Whereas PVSD will continue to support career technical education to advance excellence in education, contribute to the development of a flourishing workforce and improve the quality of life in the city and communities of the Pajaro Valley. I respectfully request your recognition of CTE Month. Thank you. Do we have any public speakers to this item? Yes, I believe we have two. 9.1. Chris Webb and Sean Henry. Yes, I had the pleasure of touring with a group of freshmen, the CTE programming and just overall programs at Watsonville High and I was very impressed with over not just the CTE stuff, everything was good, but the two that were my favorite did happen to be CTE programs and it turns out they're popular with the students as well and like auto tech was one of them and I understand that that's a program where there's, they're basically they don't have enough capacity to meet the interest and so that had me thinking that you know at Renaissance there was a lot of interest in that too and there actually is a latent auto shop in the back that maybe that would be a good way to, if you happen to go to Renaissance from Watsonville, you could still continue with your pathway and maybe you could even enhance it. I just got an email in my school email about this grant for hundreds of thousands of dollars for green bussing and great like EVs basically and maybe that could be the avenue that happens with the Renaissance auto shop is that you work in some kind of hybrid technology, electric vehicle technology angle there, there's also seems like you could use a body shop and that and if you do the body shop angle maybe we get into applying the graphic design work that's already at Renaissance and then capitalize on some prop 39 arts money to revitalize that. Also I'll just note that at the last student leadership survey that was done in the fall, the auto shop was one of the top priorities of the students. So I feel like there's a good opportunity there and that we could really capitalize, we can get money from a number of sources, CTE money, prop 39 money and then this EV type monies and also maybe if you do have that you can support some of your other, if we go to like EV buses, you could service them in the evenings, thank you. Hello, this is the item that I really wanted that I came in today to talk about, I mentioned very quickly I'm very happy that my son transferred to Watsonville High School this year in 12th grade and I actually have a potential project for Mr. Petino and some of the kids. So my son does a lot of different things and we're very happy with A through G and everything like that but one of the things I brought over here is my cousin's actually a master welder and I was gonna have some pictures of that. That's actually called the rocket stove and it burns very efficiently and that's actually, I brought it to Mr. Petino after what he made it because I took some shop classes actually and I had done welding and some different things but one of the reasons why I wanted to come to speak to this is that while my son was at Salinas High we did a chaperone to a visit to the East Campus and it's amazing and one of the first things that came up is when the students were talking, I remember that the first student was a welder and he's like after two years I will make $60,000 and in this area our teachers is very expensive and that's a starting pay and when they talked about mechanics it was like once we get some certifications, once we get this it was $60,000 and I told the students in this area that's a great way to start. The need is there, the desire is there and one of the things that I really like to pitch to the school is that I took some shop classes when I was in junior high and I think that really opened up things and we have a lot of at-risk students in junior high that really are already kinda tuning in and tuning out and before they even get to high school and I think a trip to open up their eyes about some of the possibilities and then actually having classes where I commend all of you for actually investing and going out and getting training people and pooling people so thank you very much. Thank you. Yeah, thanks Sean, that's nice. Last of our public speakers on this. All right, I will bring it back to the board. Any comments, discussion from the board? Trustee Villano-Scau. I know we're gonna have a report on this so I'll just make a motion, I have a lot of comments and questions but I'll save them for the agenda item so happy to support it, make a motion. Oh, you wanna save it for the report and discussion? Yeah, I'll save my stuff anyways. Okay, so I have a motion from you? I'll second. And I have a second. Trustee Dr. Holm, did you have any comments or questions? I'll follow my colleague and save them for the reports later. Okay, Trustee D'Sirpa. I fully support, this is great, you've done great work and we're very happy with the programs and congratulations to all of the teachers that you've brought in to help teach our kids how to work in the world. It's great. Vice President Soto. I know it's good to see the tangible results of skills. Sean's example there, that's the product of having skills and working with your hands, you actually produce a product and I've been a tradesman all my life and it's good to see that there's a want, there a desire to get back to that. So thank you. And I'm gonna pretty much echo most of what I've heard and I was, we were just sharing on my tour at Watsonville High my pleasure that it was for me to be able to be our advocate, advocating for continuing support for CTE and got to travel back to DC and speak with our elected leaders back there to continue to support this and so I'm glad that we have that funding and support as well to help support it. I do believe in the value and importance of it for a variety of reasons, benefits to students who go to college or even choose not to go to college and I likewise have many family members who have been recipients and benefits of this and also from the Fajaro Valley Unified School District and beyond so I'm gonna ask Sylvester to leave the resolution up for a second but I do have a first and I have a second so at this time unless there's any further discussion from the board I'll go ahead and call for a vote and all those in favor? Aye. Aye. Okay and any opposed? Seeing none, so Superintendent Schechman had offered me to read this last paragraph which is actually my pleasure to read. So now therefore I, Georgia Costa President of the Board of Fajaro Valley Unified School District in the state of California on behalf of the PBUSD board hereby recognized February 2024 as National Career Technical Education Month and encourage all citizens, businesses and community organizations to support and engage with the career technical education to help prepare students for success in college, career, leadership and in life for the betterment of our community. This was passed and adopted by the Fajaro Valley Board Unified School District Board of Education on this 14th day of February 2024 by a vote of 502. Thank you ladies for your time and we'll see you again, don't go anywhere. Thank you. All right and moving on to item 9.2, Summer School Programming for 2024 and this report will be presented by our very own Assistant Superintendent of Secondary Education, Lisa Aguirre and Heather Gorman and Luis Medino and Michael Berman and Jennifer Little Bruno. Sorry if I get all your titles in there. Please take it away, Lisa. Good evening President Acosta, Board of Trustees and Interim Superintendent, Mr. Schechman, I'm honored to present our comprehensive and collaborative summer programming initiative. The summer programming endeavors are rooted in a commitment to an inclusive and robust education. It is imperative that learning doesn't pause when the school year ends, which is why the PVUSD program will address academic, social and social-emotional needs during the summer months. Collaboration lies at the core of our approach and planning. Staff and I have actively engaged with community partners, local businesses, and all respected departments to create a network of support that extends beyond the classroom walls. Together, we've developed a diverse array of programs that cater to the interests and needs to each and every one of our students. As we move forward, I ask the Board to continue supporting these initiatives, recognizing the profound impact on our students' academic success and overall well-being. By investing in comprehensive summer programming, we are investing in the future of our community. Alongside me is the core team who helped plan and develop and get the summer robust program together. At this time, I'm gonna hand it over to our Director of Expanded Learning, Ms. Jen Littleton Bruno. Good evening, Board. I'm so excited to be here with my colleagues and to share this new idea of summer learning, which I think teachers, students, and families are going to love and benefit from. So what you'll see here is a totally new model of summer learning. And in June, we are proposing to have summer school from June 11th to the 28th, so not taking a break. We normally have a week break, and so we're just gonna jump right into summer school. We hear from our families that childcare is a huge concern during that time and that they really need the support during that time. And so during June, we will offer academics, enrichment on sites. We hope to offer 18 summer school site locations and in addition to that, two camp locations. So 20 PVUSD school sites open in the month of June. We've never done this as a district and we are super excited to offer this to our families. So students, most students will be able to be at their own school sites this summer. In July and August, until we start, we are reimagining what summer learning looks like. And we just found out this last week, we got a Essar Summer Learning Fund, so we have an additional $1,400,000 for summer learning and for a different kind of summer learning. And so we're super excited to be able to support our students in camps, classes. We hope to even be able to, we're working with organizations. We hope to be able to send students to DC this summer. So we're really reimagining where learning can happen. And so the month of July, we're gonna lean into our community partners and we're gonna lean into others that do enrichment services so that our students have that time. Summer school will be June, as I spoke about. You'll be able to see the 20 school sites that we hope to open. This is still tentative. I'm working really closely with Hurley and Sergio and the M&O team to be able to ensure that those sites are able to. So the site is still a little fluid. And we will have Watsonville High School open for our high school, one middle school location and the rest will be TK through sixth grade or fifth grade, depending on the school site. What our summer school day looks like, we're gonna be adding to the instructional day an additional 30 minutes. So it will be a six and a half hour instructional day. The really cool thing about this is that we also allow students to have their breakfast during this day. So sometimes our students arrive late because of busing, students, just so many different things that happen in the morning. And so we work closely with Jeanie and the nutrition and food service team. So our students have breakfast 15 minutes after the school day starts. And so we have a huge breakfast program and we're really excited to be able to support families like that. We also, in addition to the six and a half hour instructional day, we do a breakfast club and an after school program. And so students have a minimum of a nine hour day offerings to them to be able to help our working families. And in our continued recognition of the whole child, we're really excited about the offerings that we have, specifically around the rigorous and exploratory and engaging realms of academics. We have the STEAM, Language Arts and Math. We'll really be focused on those collaborative structures to get students wrestling with the concepts but in a way that they're engaged with students. It's collaborative. It's really built around getting kids talking and identifying priority standards within those content areas. We're gonna be expanding our dual language summer options at the sites that are doing our dual language classes. And again, really focusing on the academic discourse. So in all realms, getting students talking and doing the thinking and demonstrating their knowledge and justifying their thinking. We're also gonna be adding, and it's not on here, ELD in middle school and then you'll hear more from Louise about what we got high school-wise for ELD and English. And again, continuing with the whole child. We have the social-emotional learning. We're gonna be continuing with the zone to grow and being responsive there and also the restorative circles that more and more teachers are practicing in our classrooms to really build up and support our students. And again, physical education, fitness and a lot of engagement opportunities. Good evening again. And so you can see why I am going through the process of putting the waiver in with CDE because this is an exciting opportunity. And I love that special education is not siloed in this process in summer school that we are included, that we are working side by side with our general education peers and having all of these wonderful opportunities which we didn't always have. And so I think that's really important. So as I said before, we do serve our students really to look at how do we support them with maintaining goals and making sure that they don't have a learning loss over the summer, but this summer it's gonna be so much more than that and really having that opportunity to join general education programs. And even in July, the programs that are being offered then. And so I already went over this slide also about the waiver and what we're looking forward to and some of the benefits of doing this. So I'm excited about this program this summer. Good afternoon. With my grant education, we're gonna continue offering summer classes throughout the summer program. Thanks to Jen, we're able to actually collaborate with them and be able to actually open up some classes and not be supplanting the program. The we're gonna be having ALMAS, which ALMAS means the Academic of Language Music, Arts and Social Studies. We're gonna be incorporating the arts, the music, the social studies within the classes, hoping to find the right staff members that can actually teach the classes. Aside from that, like Mike just mentioned, we've been working with Cabrillo Community College and in the last 40 years we've been offering a class of six week program at Cabrillo for high school students, EL students that actually get a high school credit. Mike and Lisa asked in the past the possibility of opening up an additional class through Cabrillo. We've been working and meeting the last few weeks and we'll have two classes being offered, two cohorts, combination of migrant students and ELs. And actually there's a possibility that we might have a third cohort which will be a math class. And the positive things that in the past, migrant net pay for half of the professors at Cabrillo through an MOU. This year they'll pay for 100% of the professors. Our only responsibility will be to pay for the books. Also for summer school, I know that the not all migrant students can attend summer school because of the daycare, the migrant students might have to work. So we're gonna be actually creating a digital program that students can log in and actually do some work through the computer. And for those students that do not have access to computers or internet, we're actually gonna be creating packages that students can pick up at the site or we can actually deliver them to them. The other program that we've been offering is the Boys and Girls in Engineering. That's for middle school students. It's a week for boys and a week for girls. It's a collaboration through Cabrillo as well. A professor actually teaches that class and it's for middle school. So we're still in the planning stages and hopefully that will come through as well. And I think that's it for our program. These are the themes of the ALMAS program that the students will be engaging in. We also partner with CTE and Expanded Learning's high school program to offer summer in the city in partnership with the city of Watsonville. And so we're really thrilled for the opportunities this allows for our students. It's a great program. And again, this is in partnership with CTE and these students get internships over the summer. The success and the feedback we've gotten from the past last couple summers has been great. Students really enjoyed this and it's very engaging. At the high school level, we offer a lot of different types of programs. On the school sites, we offer a credit recovery program. We typically enroll anywhere from five to 700 high school students in our credit recovery program. We also partner with a lot of enrichment programs. So we partner with Studio Judy G. We do field trips. We employ high school students. This is really one of my favorite parts of the summer program is that students can apply to work with PVOSD. There's a job announcement. They apply, they get their work permit, and then they're working in our elementary schools as role models and assisting teachers, helping with snack. It's really a beautiful piece of mentorship that we're able to do during the summer. This is a little bit more information of some of the partnerships that we are now working with. We work with Life Lab for the Simea's program for points, the city of Watsonville. Camp WoW is one of our most successful programs. We often, we sell them out or buy them out for 60 spaces of our students. They go on field trips. It's a lot of activities. Watsonville Wetlands Watch does a camp for us. And these are all free to our families. And what a great way if you are a parent, like me, I'm a parent of four young kids, right? Like, I am so excited that my students are PVOSD students because they get these opportunities. The opportunities that we're gonna offer in July to our families are the same that families are accessing for paid in affluent areas. And so I'm just so excited to give our students not just a summer school program, but summer school and. And our students deserve this. And so these are really, really great opportunities. This is all very, very young. We're meeting with all of these folks that I believe that this is really going to support our families. We will still have opportunities over nine hours a day. So please, if you're worried about any of our migrant families or families that are working, we have the YMCA. We have the ACE program. We have Camp Wow. Those programs run anywhere from nine to 11 hours a day. So we will still have programs for families that are gonna need to drop their students off at 8 AM. And some of those pick up at 6 PM. So those opportunities will still be there for our families. The last piece that I wanna make sure that the board is aware of is this is no cost to our general fund. We are utilizing multiple funding sources that expanded learning has. So this is ASIS, which is our state grant. 21st century, which is our federal grant. This is the ESSER summer learning relief funding. And also our expanded learning opportunities funding. And so we're able to really leverage these different funding sources so that we can ensure our students have access to great programming. So we kindly, as a collaborative team, ask you to approve this item. Thank you. Do we have any public speakers to this item? We do not. All right, seeing none, I will bring it back to the board for discussion, comments, questions. Trustee Bellano-Skow. I just wanna thank everybody on the team for their great work. This is super exciting. It's very impressive. And I think it's something that, it's obviously something that excites our families and our kids. And it's so, and it's, there's a lesson there, I think, for how we program school. Cause everybody, when I hear kids go to summer school, they're like, this is what regular school should be like. They're like, they're having fun, they're learning. And then we're having problems with attendance and ADA and losing funding. So maybe there's a lesson there. Thank you for all your work. It's great. I'm gonna abstain. Thank you, Trustee Bellano-Skow. Anyone else? Trustee Dr. Holm? Curious about the Washington DC aspect of things. Cause I know a lot of kids when the DC trips for like the middle schools got canceled. Yeah. Because of COVID. You know, is this an opportunity for kids to participate? We are looking, we are. So Nancy Zuniga, our assistant director of expanded learning is taking on July. And so she is working with, let me make sure I'm telling you the correct information. She's looking with Overland and a couple other providers of camps. And we are asking how many spaces, what could we be able to do? And so when we're looking at who we will be able to provide these to, we'll likely target a specific grade level or grade levels. We may look at either students who are participating in summer school or in after school program because our programs focus on the unduplicated students. And so the difference of these programs than when you would typically do them in a middle school would be that these would be free. And so this kind of goes into the same programming that we've done with Science Camp for our fifth grade and our sixth graders at the school sites. Great, thank you. Thank you, Trustee Dr. Holm. Trustee D'Sirpa, did you have any questions or comments? Super fun. When my daughter was a middle schooler, all her friends got to go to Washington, not all, but many of them went to Washington, D.C. and we couldn't afford it, right? So my kids couldn't go because I couldn't afford it. I was a single mom at the time. So I think this is really a special opportunity. So thank you for putting all of it together. Can you, I think it was in your presentation, but can you come to the mic again and tell me how much, because this set of programming programs brings in tremendous amount of money. What is your budget every year for putting all of this after school and summer together? Our operating budget, take a deep breath. I know. Is $36 million. It's unbelievable. It's unbelievable, yeah, kind of makes me, yeah. So our summer programming goes about 7 million. And of that money, how much of it do you have to go after and actually seek out the grants as opposed to the money just comes to us automatically because of our population? Okay, so give me one moment because I wanna give you the correct information. So expanded learning opportunities funding, which is our newest funding to our district. It's about three years old. That one is an entitlement to our district, much like title one funds. And so that comes to our district based on our unduplicated students. It comes to us, however, we will lose it if we do not get our attendance and our enrollment. So we don't have to go over, go after the funds and apply for them. However, we have regulations that we have to meet, attendance that we need to meet and enrollment numbers that we need to meet for TK through sixth graders. The ESSER funding that I mentioned, that was ESSER summer relief funding. So we applied for that funding in November. And so we were awarded 1,400,000. So we apply for that. That will be likely one-time funding. ASIS, we apply every five years for. And 21st century is a highly competitive grant. So those, we have different cohorts and we have to apply for those regularly. They sunset every three years. That's great. One of the things I love is that these, the compliment of programming happens across our district at all campuses because that wasn't always the case. So the campuses in the north part of our district didn't have after-school programming. Correct. We actually don't get specific funding for our Aptos school sites. They don't qualify. One of the beautiful things about the new funding, our expanded learning opportunity funds is if we are meeting our enrollment and our attendance for our TK through sixth grade unduplicated students at our Title I school sites, we then are able to offer those services at other schools. So that's how we're able to offer Marvista, Rio, Bradley and Valencia additional programming. It also, once we're able to ensure we're offering those across the board, it allows us to offer funding and use it for high school and middle school students as well. That's great. So in addition to being super fun, all of these activities, there is an enrichment piece, correct? Like kids are getting some type of academic. Oh, academic piece? Enrichment, yeah. Academic enrichment. For math and literacy. Yes, so for summer school, we are partnering just in the back of the classroom with Rich, Moran, Mr. Berman. And so we are really looking at and very excited to look at read-alouds for our teachers this summer and looking at priority standards and collaborative structures so that it doesn't matter what actual curriculum they're using. They can use books that are for summer school or for the school year. It's the same structures. It's still practicing the same discourse, the same sentence frames. And so for math, we are also working with our math director to be able to ensure that we're doing the same thing. He built really great math games last year. And so our teachers got PowerPoints. Our teachers go through training. We actually do one to two days of teacher trainings of our curriculum for summer school and then they get prep time and then they're teaching it. That's great. Maybe in the future, because I'll stop asking questions now because I don't wanna take up any more time, but maybe in the future, you could come back with a report because I know historically, starting out around middle school, we see some of the achievement scores. They had been going historically up, up, up. We see them kind of leveling out or actually going down. Maybe we could talk about some of the strategies and programming that we're doing to address that. So you're right. Across the nation, once students hit middle school, they start disengaging. And so there's a lot of strategies that we try to employ and we look at different research-based strategies across the district. One of the things is that we're looking at how we leverage our resources that we have. And so with the expanded learning and the resources that they have, this is the beginning of a partnership on how do we, what board member Melania Scow said, how do we have the regular school day where students are engaged just as they are in summer school? So you're absolutely correct. And we are looking at, and it is through the partnership and coming together with all of our departments throughout the district so that we are serving our students and it's not in silos. Thank you, Lisa. Appreciate it. Any other questions or comments from the board? Our student trustee, Ruby. I just had one question. So thank you for this presentation. It's so cool and everything that you guys are doing. So I know that we have amazing partnerships and at the elementary level. And I was wondering, are there certain like enrichment programs that are only available to certain grades or is there like access to a span? So we offer a variety of enrichment programs, two different grades. So we have partnerships. So if you were a high school student, you could go to the digital nest, gorilla, gym and fitness. We have specific ones, UDG, to target different grade levels. And so what we're able to see is where we get a lot of attendance and enrollment. And we're always looking for new partners. So we have high school students that actually recommend different activities they would like to see. Middle school students let us know where they would like to go. And so they vote with their attendance, right? And so we're able to change our partnerships fluidly by doing a site service contract. And so it's always changing. Thank you. Thank you. And I just wanted to thank all of you for the collective work you're doing with this and for our students. I think it's very enriching and rewarding. So thank you. So I'm gonna ask for a motion. I do not have a motion yet. I'll make a motion to approve. Thank you. And can I have a second? I'll second. I have a first and a second. All those in favor? Aye. And a post? Abstaining. I was gonna get you. Abstaining? Abstaining? Yeah. Okay. The vote carries 4-0-1-2. Thank you. Thank you. Thank you. Okay, moving to item 9.3. This expanded, is it expanded or extended? Extended. Extended, school year, general waiver requests. This report will be presented by our Director of Special Services, Heather Gorman. Well, good evening again, President Acosta, Board of Trustees and Interim Superintendent, Mr. Schechtman. Get that all out in one breath, but I'll say it right this time. So basically this is the public hearing was earlier tonight and this is the time that you get to decide on whether or not I can move forward and present the waiver to CDE. So if you have any questions about that or hopefully we will just pass that on so I can move forward with it and join this exciting team and everything that we're doing for expanded learning. Thank you. And do we have any public speakers to this item? Oh, we do not. Okay. We already had the report and discussion earlier, but is there any continued discussion or questions that anyone has? I'll move to approve. I'll second. Okay, I have a first and a second. All those in favor? Aye. And the motion, any opposed? Any abstaining? And then the motion carries five, zero, two. Wonderful, thank you so much. Thank you. Moving to item 9.4, approve appointment of teacher, a teacher on a provisional internship permit, a PIP. This report will be presented by Brian Saxon, our Interim Assistant Superintendent of HR. Good evening, President Acosta, Vice President Soto, Board of Trustees and Interim Superintendent, Murray Stockman. I am the Interim Assistant Superintendent of HR. So I'm here tonight to ask for you to approve this provisional internship permit for Casey Neely. He's a teacher over at PV High School. He currently is on a short-term staff permit which expires and this will allow him to continue teaching and give him some extended time to get his preliminary credential. So with that, I would ask for your approval. Excuse me, thank you. Do we have any public speakers to this item? We do not. Okay, I'll bring it back to the board. Any questions or comments for the board? I have just a quick comment. I see that he started as a behavioral tech here with us. And so is he on a program where he earned his bachelors and credential? Like through our district, like helping out? No, he started as a behavior tech. He worked for us last year on this particular step as a ELD teacher and he's now working in getting his degree and teaching credential in physical education. Okay, because I know we do have some pathways. We do, we have a classified grant pathway. Not anymore? Okay, that's all right. We'll discuss it later. Okay. Yeah, there is a pathway for classified but we do not have one first like certificated teachers to pay for their credentials. We should probably look at that in the future but I'll make a motion to approve. Thank you, I have a motion. Any further discussion from the board? I'll second. Okay, so I have a, sorry, a first and a second and I'm sorry, Trustee Villano-Scones? No, no, I'm just gonna second, so second. Okay. I'm the third, I'm the third. Okay, so I have a first, a second and a third. No further discussion, no further discussion from the board. Okay, then I'll call for a vote. All those in favor? Aye. Aye. Any opposed? Seeing none, the motion carries a five, zero, two. Thank you. Thank you. And moving on to our next item, nine point five. Election of a representative to the CSBA, California School Board Association Delegate Assembly and this report will be presented by our superintendent, Marie Scheckman. You've already elected Kim D'Serpa to be a representative and this is in accordance with the CSBA bylaws. We now want to formalize that appointment. Would you like to ask Ms. D'Serpa to add any comments? We've never had a delegate hailing from PVUSD and ever, I don't think. And so I was very, had a lot of gratitude that I was appointed to this position last year and so this is just now the formalized election of the position from PVUSD to the delegation for CSBA. It's super interesting. I went to the conference last year and I learned quite a lot and brought it back so I'd love to do it again. And I just want to add the CSBA has been a very effective organization for all boards. I was very pleased that some of our new board members were able to attend their annual conference and one of them came back, I won't say who it was, that individual called me from his car with such ideas and enthusiasm so CSBA really does a good job for the board and I'm really happy that I assume the board will approve Kim's representation and they can vote for two so thank you, thank you. Okay, any public comment on this? None. None, okay therefore I will bring it back to the board for any further discussion. I'm curious because there are, we can vote for up to two and there's two names on there and do you know the other, like Patricia, Mimi? I'll say that we have a delegation leader named Roger Schneider, hailing from Scotts Valley and he recruits delegates and so if Patricia's on the ballot, I'm sure she's been carefully vetted already by Roger and her board but I don't know her directly. She's on the ballot. Yeah, yes. We've got a statement, I just was, I want, sorry, we have our statement in the board packet, I just wanted to know if you had, okay. Yes, yes, staff has clarified that both names, both Trustee D'Sirpa and Patricia are on the ballot and that's what we're being asked to vote for tonight. Having reviewed both the statements, I would like to make a motion to vote for both. Okay, I have a motion from Trustee Dr. Holm, thank you. Can I have a second? Thank you, I think there's a first and a second. There we go, we have a first and a second. All those in favor? Aye. Any opposed? Any abstaining? Okay, the motion carries 502. Congratulations, Trustee D'Sirpa. Congratulations. Thank you. Okay, and the next item we will be moving to, I'm sorry, did I not say that 502? Yes, that motion carries 502. Thank you for catching me. Next item we are moving to is 9.6. This is an additional meeting to hold superintendent interviews. This report will be presented by our superintendent, Murray Sheckman. Excuse me, thank you, President Acosta. The board made a decision with leadership and associates to interview on Saturday and invite finalists back on Sunday in order to have a board meeting on Sunday. The board needs to approve that. So this is simply an action item to have the board approve a meeting for the 17th of this month. That's the report, pretty basic. Thank you, Superintendent Sheckman. Do we have any public speakers to this item? Sorry, I was distracted, no. No, seeing none, I'll bring it back to the board for discussion and comments. I'll make a motion to approve our meeting, extra meeting on Sunday for superintendent finalists. I'll second. I have a first and a second. Are there any other questions or comments from the board? Seeing none, I'll move it to a vote. All those in favor? Aye. Any opposed? The motion carries 502. I wanna point out on, just because we're on TV and some of you may be interested, on Saturday we'll start at eight, on Sunday we'll start at nine. FYI. Yes, thank you for that clarification, Superintendent Sheckman. Now we will move to our report and discussion items. We have, our first is 10.1, Career, Technical, Education, Presentation and Staff Development. This report will be presented by our president of PBFT, Nellie Vaketa-Box, and David Petino, our Watsonville High School CTE teacher. Thank you and welcome both. Good evening board, President Acosta. Thank you for giving us the opportunity to share out on the great experience that we had in New York with the AFT's CSI 2024 conference, Leadership Conference with the CTE focus. David Petino was gracious enough to accept the invitation. So thankful I've known David for years. And I do wanna add that his brother endured, he endured having my son as one of his math students. So a lot of gratitude for the Petino family. And so I'm gonna hand over the mic to him because this is really about the practitioners, but one of the things, I will add this. The AFT partners with the New York Federation every year and they hold this leadership institute. And it's really open to not only to labor to us as the Federation, but we can invite a trustee and administrators. So we did invite Julie and she couldn't, it conflicted with her schedule. But this is something where there were school districts that the table was their practitioners with their labor leader and maybe a trustee and some of the administration. Because it's the hope, the objective is for a district to walk away with a plan, the beginnings of a plan. Or ways to maybe improve what they have going on. So thank you, this is something for the future. This last year when I attended it was for community schools. So we'll see what this next year holds and we'll make sure to bring it to you and hopefully we can do this again, thanks. Good evening. Ladies and gentlemen of the board and Superintendent Sheckman, I am David Petino, 14 year employee, CTE teacher with the PVSD and I'm a part of a family that has served the PVSD as teachers for over a hundred years of service. I have three CTE teaching credentials and I've taught at three high schools within the PVSD. All students benefit from CTE, career technical education. On January 18th through the 20th I attended the Center for School Improvement Leadership Institute at the United Federation of Teachers Headquarters in New York City. The most important thing I learned on this valuable trip is that PVSD continues providing CTE pathways within schools and we have advocated for CTE education throughout the decades. Many other places have gone to separate CTE only schools or CTE magnet schools. Because of CTE's PVSD's commitment to embedded CTE within schools, we serve more students have broader reach and create more opportunities for applied learning of knowledge for all of our students. Our first session was the evolution of CTE from a vocational education pathway to what it exists as today. The core takeaway is how the perception of CTE is changing. It can be used to enrich core academics rather than segmenting the core academics. For instance, I as the construction teacher, partner with a physics teacher to help students build their physics projects ranging from simple machines to musical instruments. Julie Edwards, PVSD CTE coordinator has created the infrastructure to support the entire continuum of CTE support services which is a best practice. This includes admin support, pathway lead, work-based learning coordinator, CTE counselors and a college and career coordinator and of course the students themselves. At the plenary session, we learned about engaging students in their own future by exposing students to careers early. They can save time and money on their education and career journey and find career fulfillment. We had a showcase from the Brooklyn Steam Center which is a magnet high school that eight high schools feed into. These eight high schools have the same bell schedule to allow for transportation. Steam is science, technology, engineering, art and math. They were just focusing on getting students paid work experiences. The juniors start the school in the afternoon and the seniors attend class in the morning so they can work at paid work-based learning experiences in the afternoon. They have the goal of one parent interaction per month and the school puts on parent education classes in the evenings and weekends on topics such as real estate financial aid. Their next goal is to co-locate a school inside of a hospital to provide healthcare workers. I attended a session titled The Effective Communication Builds Collaboration and that focuses on our mission at our own individual high schools. So the Watsonville High School Mission statement is Watsonville High School Community is committed to offer rigorous academic and vocational opportunities for multiple career and college pathways beyond graduation. And in this session we verified that our Watsonville High School Mission statement is aligned with CTE education. When I learned about data informed decision making, my takeaway is that the data must be used in a way that is relevant to the stakeholders and we discussed that data collection must have the students at its center. The next plenary session was stunning to me because I now understand CTE isn't just part of schools but it can be considered part of society, wide workforce initiative. The following people spoke to us about a new concept called braided funding. Amy Lloyd, Assistant Secretary Office of Career Education and Adult Education from the US Department of Education. Manny Lamar, Senior Advisor of Workforce Development in US Labor. Scott Jensen, Director of Workforce Strategy, CHIP's Office of the US Department of Commerce. All these departments are working together to reinforce the educational spending and backfill the spending that's going on in education. So sometimes when there's not enough money they are injecting their own funds where work-based, more labor-based solutions can exist. We all know that educational funding is limited but we can look at these different departments because there are many overlapping objectives of these departments. Paid work-based learning experiences should be part of a robust CTE program. This opens up a whole new funding source for strengthening our students' work-based learning experiences. The Assistant Director of the Department of Education was talking about Perkins funding and said in a direct quote, unless we say don't do it, dream big. We had another CTE program showcase on food and finance program where they combine culinary skills and entrepreneurship. They learned hospitality, cooking, bookkeeping and continued to learn examples of, we continued to learn examples of successful CTE programs, schools and the schools that showcased thousands and thousands of applicants for their programs for only hundreds of spots. They are specialized CTE schools where the curriculum teachers, for example math and social science, support the main career outcomes of the students rather than vice versa. My biggest takeaway from the School of Art and Design was that they emphasize an alumni network. The graduates contribute greatly back to the school through volunteerism and job offerings. They track students for two years after high school and they are track persistence rates to understand not just who is matriculating into college and careers, but who is understanding, who is, but to understand the journey after that point, a post high school moment. I plan to track my own students who decide to opt in and I can support them on their post secondary trajectory. While this seems like a large initiative, I believe that it would make the course curriculum stay relevant. Robust CTE programs need to have curriculum refreshes every several years and having this immediate and regular feedback from alumni will benefit current and future students. In conclusion, CTE programs should be on site and site specific and relevant to the needs of that population. We do this here. We have pathways embedded in all of our high schools. CTE can help students feel welcome and at home with like-minded students and create a sense of belonging and connection for students whose interests fall outside the mainstream academia. Finally, I think that we can improve our CTE curriculum by engaging recent graduates from our pathways. I propose an alumni network using the existing CALPADs, statewide student ID numbers, ID numbers. Students who choose to opt in would return as an alumni and check in in six month intervals after completing the program. There's a significant value in program graduates returning and sharing their work experience. They could provide feedback regarding program relevancy and any place to evolve the curriculum to meet workforce needs. It has been my great honor to represent our school district and the state of California in this, a first of its kind CTE focused national conference. I thank Nelly Vicarobogs for inviting me and Mr. Scheckman for authorizing my leave to attend and learn at this national event. I hope the ideas I've shared with you increase student and learning at career outcomes. Thank you. Thank you. And do we have any public speakers to this item? We do not. All right, seeing none, I will bring it back to the board for comments and discussion. Let's trust you to serve it. That was awesome. Oh, thank you. I'm glad you got a lot out of the conference and the ideas that you just listed out are really cool. I'm wondering if, I don't know if you have a copy of what you just presented but I would love to read it again and take a look at some of the ideas that you brought forward. I can forward that to the board. That'd be great. My speech, yes. Thank you. Good job. Thank you, Chesty. You're very welcome. Thank you. Chesty, Dr. Holm? Yeah, I'm echoing what she's like because I want to hear those ideas again because it's like just kind of, get to absorb them a little bit more because I thought they were fascinating. The ideas I presented are a summary of each successive session and a summary of each session, how they're pertinent to our development and our robust programs that we offer here in CTE. And I just, it seemed to touch on so many areas that students are interested in and just that connection between what they're doing here in our district and how that can carry on. And I just think about how many of our programs are like the agriculture programs that we have here. And it's like, where do they kind of go on to horticulture at some other locations? But I think about just how it ties into so many different areas. And it touches on so many things that our students are interested in and where they can be passionate about and just invested in and find what they love. Yes. To connect the students with the love of learning through this experiential educational process really makes them buy into being part of the workforce and looking forward to waking up and wanting to do whatever that is that they find a connection with. And we're connecting our students with that here. And I'm so very appreciative that it's, it used to be, for so long, it was career or college. And I love that our modern, career and technical education is and. I think that's so important, so, yeah. I believe the on-brand message that we were told to bring back was CTE benefits all students. Thank you, trustee. You're very welcome. Thank you. Trustee Bolano-Skow. Yeah, I have a few questions. When, if I'm mistaken, you went to middle school at rolling E.A. Hall Middle School. E.A. Hall. South Cipuethas, E.A. Hall. And did we offer any CTE classes back when you were at middle school? At that point, I do not believe that that was called CTE. It might have been called something else, but at middle, at the middle school age level, I do not believe that there were those offerings. I believe that in the R.O.P. structure that existed at that time, we could only engage 10th graders and above. There was a drafting class or what? Oh, yes, they did have a drafting class, which I took from Mr. Sultana. They had, excuse me, a woodshop class from Mr. Sultana and a drafting class from Mr. Hughes. Yes, I took those classes. Are those classes still offered in our middle school and our middle schools today? Not at E.A. Hall. E.A. Hall's woodshop was converted into a fab lab digital fabrication space, and I do not believe they have a digital drafting or which would be the evolution of hand drafting. So some of us who come from higher ed backgrounds are in these communities, and from my opinion, there's a devaluing of skilled labor and hand labor, and just knowing our community in Watsonville, we're a very working class and a ton of skilled labor, and we also have heard some stats about kids starting to plateau in middle school, and so do you think it would be a good idea to bring those, whether or not they were called CTE classes and how does it work? I believe at this point, CTE has become inclusive of middle school programs, and we are pushing down into middle school. I know that one of the delegates who went to the conference with me, Mona Mon, who teaches currently at PV High School, she used to teach at Cesar Chavez Middle School. So there has been injections of CTE into the middle school level, and the more that we can create those initial introductions to those types of skill sets and applied learning experiences, the students may want to continue their education, and it may be a way we convince students not to drop out. I'd like to add that you're gonna have a district report. Oh, yeah, yeah, yeah, yeah, yeah, yeah, yeah. Yes, yes. And so this was a perfect, I don't know if it's segue, but David got to experience it. Thank you. It was a very powerful experience, and I hope to only contribute to the conversation of a robust learning environment for our students, and the most engagement that we can offer our students will keep them from dropping out, and will keep them in school and be lifelong learners and lifelong earners. Thank you, Trustee Blanow-Skrill. Vice President Sulta. Thanks, David, for the information. That's good stuff. I just have a question in regards to employment. Do you have a percentage or an idea of how many students or direct hires out of high school with some type of training or skill if you have a rough estimate? I do not have a rough estimate, and that's why I noticed immediately that we have a blind spot, and in my opinion, the School of Art and Design in New York, they do not have that blind spot because they have a two-year tracking program. That two-year tracking program could be invaluable to us as we look at our data to validate our programs and find those numbers for exactly what is happening. For instance, I just did an experiential thing. At the bank earlier this week, I ran into one of my former students from two years ago, Rogelio. He's finally enrolled in a pre-apprenticeship program with CET, which is a construction, it's a statewide construction training program, so he's just finished his pre-apprenticeship, and he's ready to start his actual apprenticeship. I asked him if he would want to be a guest speaker in my class, he agreed, and we need this data. I believe that that is a robust way for us to maintain the validity of our programs and make sure that we are getting student skills that are relevant, and then I could easily answer that type of question. Yeah, and part of the reason why I'm asking is, I know a lot of contractors in the area, being in the business, and you talk to them and they're always talking about, I can't find guys to work, I can't find good guys or people that know something or even want to work for that matter, so that's what I'm saying, if this could be an avenue for them to get into our workforce here locally, if they can read a tape measure and have some simple tool identification and get on the job and get going. I agree with the need to connect the work labor force, the employers with the students and the students who are 18 years old in graduates of our programs, and I would love to see a better connection as we are launching them. A lot of my former students, excuse me, return to me and they're confused about their class offerings at Cabrillo and then I try to connect them with the Cabrillo counselors or with different apprenticeship programs or pre-apprenticeship programs. This is something that I do because I feel it's important to our community and our workforce here, but I don't think it's something that we really have a good mechanism for and I would love to see it developed more. Yeah, that would be good, but good job, keep it up. Thank you. Just a quick ad on that, I hear that some of the admin at PV High is interested in doing a CTE career fair and bringing employers to the high school there, so just an idea that comes to fruition. Thank you. Thank you, Vice President Soto and thank you, Trustee Villanueva-Scau. David, I'm just gonna add, I want to start with thanking you for actually going to the conference because that was also your sacrifice of your time and giving up time with your family to make the trip and travel, so thank you, we're appreciative of that and all you've brought back to the district and to your students, our community. I also want to thank you for inviting us in and allowing us to come into your classroom and getting to see your students work with their models for the tiny home and everything they're doing there. It was just, that was really an awesome time in your students' interaction with us and their conversations and we could just really see the active engagement in that classroom. Also speaking to the continuation, from there went down a couple of doors to the old machine shop, which is now a storage unit, sadly, but Superintendent Shackman and I had also conversations with your principal, Principal Gregorio, about getting that up and running and I think that's another added part to also continue to look to do that because we had this conversation, now that equipment in there is still relevant. Yes, I agree, it's still relevant and I taught in that room for four years and I am looking forward to bringing that space back online for whatever teacher we're hiring, I believe it is for the engineering pathway that Julie is bringing to Watsonville High School. So a very exciting space. Yes, it is and it's sad to be seen what it's being used for right now, but we're working on it, we're getting there. Yes. Thank you again, David and thank you for coming and staying with us. Sorry I got to be so late but I think this was an important presentation for all of us to be able to hear and again thank you for inviting us into your classroom, it was a pleasure. You are always welcome, thank you. Thank you and Nellie and Mona, she wasn't here tonight. Thank you, thank you, yes and yes. Okay, moving to item, yes, 10.2, the 2324 CTE, if nobody knows what that means yet tonight, that's Career Technical Education Program Update, this report will be presented by our very own PVUSD Career Technical Education Coordinator, Ms. Julie Edwards. Good evening, Board President Acosta, Interim Superintendent, Mr. Schekman, Board Trustees and Cabinet. I'm Julie Edwards, PVUSD CTE Coordinator and tonight I'm excited and happy to bring on Valentine's Day some really good news from the CTE program and I'm gonna start a timer so I don't go too long, which is what I'm doing now, there it goes. So over the last, since 2019, when the district brought the CTE program back under our own leadership, we've gone through a pretty extensive deep and wide process of understanding our program, where the needs were, what the market needs are and what the CTE in the US as David referred to has transformed and evolved over time and how we could take our program and get in alignment with that. So without further ado, we'll just dive right in. So we aspired to create a program that's really reflective of our community, of the needs of our community and that serves our students at the center. We came up with our theory of action because our CTE program didn't have a vision or a particular focus or purpose and I'm not gonna read this, but I will emphasize that we set out to address inequities and affirm the strengths and resilience of our students' families and community to empower and resource them to realize their aspirations and mitigate the impact of disproportionate consequences that befall communities like PVSD. So to do that, we came up with a vision and a mission for our program and in the packet that I gave you, there's documents around that so you will have that. And we've, I would say, successfully made the transition from vocational education as we used to know it to today's CTE with A through G pathways. All of our courses are now able to be reflected on a college application if the student earns a C or better and therefore we've opened the doors with all of our CTE programs to college, four year, two year transfer, two year technical training and straight to the workforce. So we do not presume to make decisions on behalf of our students. We lay the table and help them understand what their options are, what they look like, with the different choices that they would make and we make sure that the courses that they have give them all of those choices. We have quality programs now, super proud to feel like I can say that with confidence. We have amazing teachers, many are strategically placed so they can teach in multiple pathways because they're multi-talented people and our staff development and our CTE teacher community of practice is very much goal aligned. So we have over the last, like I said, four and a half years gone from something that was pretty undefinable to something that's pretty tight in terms of our direction. So inspiring us are the 3,800 students that are currently enrolled in our program. We have 48 teachers, currently we have 78 A3G courses that cover 26 pathways and I've dropped a few hearts in the slide deck because it's Valentine's Day but 70% of our high school students are currently in a CTE pathway so that's like that blew my mind when I calculated that. Our program in PVUSD represents 14 of the 15 California industries that have been identified by the state and we have CTE programming at six high schools. 15 honors courses and courses that are articulated with Cabrio College which means that our students are earning concurrent college credit should they get a B or better and with their teacher's recommendation. So in all of those concurrent college credit courses also get the UCCSU honors bump on the transcript. So students are getting the same kind of a bump as a student in an AP course that earns the same type of a grade. As of this year we have four dual enrollment classes with Cabrio College which means our students are enrolled in a college class where they are in a full section of high school students. So it's not one high school student in a C of adults, it's 25 students taking American Sign Language or they're taking medical terminology and getting a jump start on their prerequisites because they're headed into a health career, things like that. And since we started tracking our students 428 students completed a pathway meaning they took two courses in the same pathway and that's a 12% increase from the prior year. This board heard about the Seal of Civic Engagement. In the past we're folding the Seal of Civic Engagement into CTE pathways as part of a focus area to help our students become community ready. So and their projects that they do in their CTE classes can be organized around their achievement of the Seal of Civic Engagement. This is the constellation of partners. There are more than this but we have lots of amazing partners. These are destinations for field trips. These individuals serve on our advisory which I'll talk about in a moment and they provide a lot of support to our program. So I just wanted to show you that that's a growing swath of different organizations across different industries. Our CTE advisory is something that we are required to have and it's amazing. This year we finished a cycle where our 40 plus advisors that include teachers, staff, different district departments, board trustees, parents and professionals from industry, hire ed in the community meet three times a year to look at the data from the program and make sure that our program is aligning with the high quality jobs in a five county region, not too far from home and they provide feedback and direction to us as we form our program. So this next slide just gives you an idea of the organizations that those who serve on our advisory are from. We are required to have one advisor from each industry that we have a pathway in and so that gives you an array of who those individuals are. And then this is a super interesting slide. I wanted to share this with you because this is something that the advisory engaged with. You can see on the left there's a little green arrow next to $54,986. That is considered to be a one working adult with no children. That is the living annual income required for the five county region that we live in. And so I wanted to point that out because as we look at pathways for our students and building pathways, we wanna be sure that all of the pathways we offer are leading to a living wage quality career. Whether the student goes straight into the workforce or whether they go for your college or Cabrillo and transfer, that is kind of our metric. And then on the right, that data is also from our region and all the little green check marks are where we have a pathway where it meets or exceeds the one adult zero children sort of threshold. So you can see that we have a broad range of career pathways in those coming right out. Sorry, didn't have dinner, so my little... So anyway, this is the kind of data that the advisory engages with and we dive deep into occupational labor market data and this was a summary I wanted to share with the board because it is the kind of thing that guides the work of the direction of the program. And so this will be in your packets as well but our advisory shares feedback, they give affirmations like they let us know, okay, you're doing this well. This looks good, this is in alignment, they give feedback for improvement ideas and they also provide some recommendations. So this will also be, like I said, you've got access to that information. This is the other slide that I'm super, was super excited to share with you. One of the things that's happening in the United States and in particular in the state of California right now is that CTE funding is robust. The state of California knows that it needs a skilled workforce and they're putting money behind that and you can see down the left, those are different sources of money, those are grant areas. The color boxes across the top, healthcare, engineering, computing, education, and climate and STEM, the latest large sources of grant funding for CTE are centering on those industries. They are requiring that the pathways that we apply for funding for fall within those categories. And I wanted to show you what's coming up. The K-16 Collaborative is a large regional grant from Santa Cruz County down through Ventura County. The Central Coast Region, which we are a part of, received an $18 million award and we will be applying as a K-12 district within that region for a portion of that. We actually have a program that is in good enough shape to apply for cycle one funding and I think we're the only K-12 in Santa Cruz County that is eligible to apply based on the metrics that are part of that criteria. So we will apply that, those deadlines are coming up. The Golden State Pathways Program is from the California Department of Ed. It's a $500 million pot, one-time money. We will be applying for that for multiple pathways. And something that somebody mentioned earlier, one of the pathways that we are going to apply for implementation and planning dollars for is the auto shop at Watsonville High School to renovate it and to bring it into a hybrid environment where it has electric vehicles as well as combustion. And so, and I've been working with the teacher and we're looking forward to getting, hopefully accessing that funding because it will be an expensive transformation but a really exciting one that our students deserve. There are other pathways that we're focusing on. Health careers is a big focus and you can see all across the board, the areas that the career, the dollars that are coming from the state are centered around some really exciting things for kids. So we're looking forward to that. So you can see then our strong workforce was a $28 million pot this year in the Bay Area. We got awarded a $600,000. That supports the College and Career Specialists and our College and Career Centers that are Kerberio employees that are supporting our students with their applications and with getting enrolled in the dual enrollment courses. That's funding that work, which is for all students in high school. And then there's the CTIG, it's long name is Career Technical Education Incentive Grant. We got an $842,000 award for that. That was just about a month ago. And then we have an annual award for Perkins, which is this year, it keeps going up a little every year because as our program gets better and our data that they require us to provide, it shows improvement, they inch that dollar amount up every year. And then California Serves is a grant we're going to apply for. It's a $500,000 or it's a $5 million pot, but it's $500,000 over two years to support the implementation of the state seal of civic engagement. So super stoked about that. So we're living in a time where CTE is being highly valued across the country and in particular in California. And so we are really excited to apply for those dollars, work hard on those applications and then just wait for the results and hope that we achieve the goals that we have for our program and the funding that will support it. So as far as our school's going, I'm gonna check my time really quick here. Okay, that was it. Okay, that was 13 minutes. So just very quickly, I'm just gonna page through these. This is at a glance each school. So Aptos High with the pathways, the highlights and partnerships. PV High, similar number of pathways, two new pathways at PV High this year. Public and community health and web and social media programming and design will be in the fall. Adding to PV High, Aptos High has a new engineering pathway. I think as David mentioned, and we're gonna be scaling that to Watsonville High in the fall. This is Watsonville High 19 pathways, six California partnership academies that all have a CTE pathway running through them and they're building tiny homes as is Aptos High in the building and construction trades program, which is a really exciting program. New school, amazing. You heard the music earlier tonight. The entrepreneurship music production and recording arts course is going gangbusters and the students love it and the teachers incredible and the partnership with El Sistema is just really enriching every aspect of that implementation and we're delighted to have a authentic CTE pathway at New School. And then Renaissance has three pathways that work together. There's an ag pathway, graphic design and product innovation and design and incredible educators there as well and with honors and articulated credit for the students at Renaissance too. And in summary, 3,800 students, 26 pathways, 100% A through G and building skills, empowering futures. That's what we're about. This guy does deserve a round of applause. Thank you. Do we have any public speakers to this item? We do not. All right, seeing none, I will bring it back to the board for questions, comments, discussion. Trustee Dr. Holm, you would help if I have that? Thank you very much for that presentation. And it's just, again, seeing these pathways is just so exciting. It's like what I said to Mr. Fentina, it's just like, it's delightful. I'm curious about some of the skills, because I know there's the careers, the ones that are specific to various careers, but I know working in a CTE career pathway for Cabrillo, oftentimes our students struggle with some of the career skills, the basic ones like resumes, interview skills, writing cover letters, like the ones that actually, they can do the job, but the skills to acquire the job are sometimes a challenge. How do our CTE pathways support the job acquisition skills or the career acquisition skills? That's a great question. Thank you. I like to say that CTE is a vehicle by which to teach the things we need to know about work and the world of work by virtue of whatever that topic area is, and the student, that may be their passion and what they decide they wanna do, but if it isn't, they've learned to acquire a level of competency that hopefully gives them self-efficacy, and at the same time, they've had the chance to acquire soft skills, which we've been calling human skills, but that has been the primary focus of our community of practices. How do we teach and coach the kinds of skills that are predominantly required and needed to be successful in the workplace? So initiative, integrity, critical thinking, being a good team player, having to have a difficult conversation, conflict management, even those kinds of things. So we're working in our community of practice with teachers and collaborating around how does that happen in a project-based environment, and the answer is it's a perfect environment for that because it just generates all of those needs to interact from a human standpoint, and as far as the kind of core career documents, resume, letter of introduction, those kinds of things, those are part of a student portfolio, and it's one aspect of our program that we are continuing to invest in. We have a CTE counselor who is full-time, and she does resume workshops, she will work with students, she'll sit with them one-on-one, but one of the things that we're building into our program, we have a platform we've built on top of a really incredible piece of technology, Salesforce, and we're building a resume tool into that, and every student has access throughout high school. So it is a generator, a resume generator, much like it's modeled after a LinkedIn environment, but it's a safe environment, and so the answer is yes, we are doing that, and we'll be doing more and better, and yeah, thank you, that was a great question. And just point of order, I noticed that it's 1013, so I just wanted to make a motion just because I know we have a presentation after this, I just wanna move to extend the meeting to 1130 just to be on the safe side. A second. Okay, I have a motion in a second to extend the meeting to 1130, all those in favor? Aye. Any opposed? Okay, the motion carries five, zero, two. Thank you, that's my comment. And that's it, Trustee Dr. Holm. Thank you, Trustee Dr. Holm. Trustee Villano-Skow. Yeah, thank you for this presentation. There's a lot of great things happening. Pahota Valley High School, I'm close to, and if I'm understanding this correctly, and I forgot to compliment him, but David Petino is obviously one of the best teachers in the district, and he's really resonating, so many kids are resonating with his class. I don't think we offer a construction class or a trades class at PB High, am I mistaken? No, you're not mistaken. Is there a plan to give the 1,400 kids at that campus a similar opportunity if not quite as good as the one Watsonville High is getting, the chance to learn trades work? There are a number of pathways at PB High. If you look at that list, there's incredible teachers and incredible programs going on at PB High right now. A building and construction trades program is a facilities endeavor in terms of it, you know, a facility would have to be built for that. But, you know, I mean, I hear you, and one of the things that we've entertained over time has been if there was a way to move students around for certain to access certain programs, and that's something that we're still thinking about how that could work. So the answer is PB High has amazing pathways. Their entrepreneurship pathway is incredible, and the programming and all the, you know, the arts that are there, it's a great, there's great offerings. No, thank you, and yeah, I mean, this isn't, it's not just my opinion, that's what I'm hearing. And just in terms of we have, many kids have that skill set or that talent, but if we don't offer them the opportunity to explore it and learn in a classroom, then I feel that we're doing a disservice to those kids. I hear what you're saying, we have other pathways. It gets to a second question, when we've had these questions about verb superintendent Sheckman taught me, consistification. Every, and there's different things happening at different high schools, and I'm not necessarily being critical, but if it's not always, if we don't have certain things the same, how is it, how is it, how are you taking that into your thinking? Like, okay, we have this at Watsonville High, we have this at Aptos, not some things there. How are you planning around that, or is it a matter of grant funding? Actually, so what we do is when they first go in, we look at what is in the local environment and the facilities. So a great CTE program takes a lot of money. So one of the things that, and it happens more often for our secondary students, are called intra-district transfers. So if I'm a student where I'm zoned to go to Pahoa Valley High School, but I'm really interested in being, going to the construction and trades, building a tiny home, I can apply for an intra to go to Watsonville High, or Aptos High, they have there as well, and say the reason why I want that intra-district transfer. And so by, if we had the great CTE programs at every single school site, it would take up too much money and resources, and it would be watered down. So if we put and build up great CTE programs specialized at our high schools, then they can be state-of-the-art where our students are getting the best. And so that was the thinking that we have in building the CTE programs. And are there certain core programs, pathways that you agree on are the top priorities that all of our kids should have access to throughout the district? Is that? I would say that confidently that each school has a core of pathways that all students deserve, for sure. But as Ms. Gary has said, it's near-unimpossible to fund and manage, replicate everything everywhere, but we make sure that there's high value, high interest pathways at all schools. And then knowing that, as she mentioned, students can move around, so. Okay, thank you. Next question would be about middle schools. We heard from our esteemed teacher, and we all know that there was very cool. And those of us from the older generation, I say that as one of the youngest member on the board, had woodshop classes, auto shop classes, and middle school. As a way to get, and this is as an arts and music teacher, this is for those who don't, who thinks art and music is just some novel thing, actually we're connecting with a bunch of kids who actually get excited to come to school and will actually keep up their GPA to do arts and music, or some people that's football and sports. So I'm also wondering similarly about these kind of CTE hands-on classes, wouldn't it be great to bring them back to our middle schools? To get, because we're getting kids excited about something there to go to high school and keeping up their ADA and all those wonderful things that we had at EA Hall when Superintendent Sheppin was principal there. So just, is there any discussion about bringing more of these classes to our middle schools? I would say that middle school electives may or may not be CTE, but they may look, resemble that, and some of our schools do have some classes like that, that are not CTE specific, but that are electives where programming class or something like an invention-based class, we have an invention-based programming class at Hall District right now. So definitely it's CTE or CTE-like is something that is happening. Thank you, I just got my last comment and point and thinking about the newer generation, many of whom are not going to college because they don't think it's financially worth it or of the economy right now, but many of us people have multiple gifts and I think we've been taught you can only do one career and that's all you're gonna do. Some of us have multiple jobs, multiple gifts and that's when some of our students and my peers, we talk about that, being able to do a variety of things is while challenging from the way this country treats benefits is actually very rewarding and liberating. So I just think we might wanna bring that into our thinking about career path, well this person's just gonna do one thing their whole life and that is the old school way of thinking, but that is changing rapidly. And many of us and one of the best things about our country is that many of us are self-employed and are finding ways to do multiple things. So I just hope that we can bring that into our thinking. Thank you. Thank you, Trustee Blanow-Skow. Anyone else? Trustee Dusserba? Your mic. I put up a slide that had, maybe you could go through a moment. It was about the government identifying like sustained, high paid. Oh, this one. The one before this one. That one? Yeah. This is local labor market and different. And after this maybe. So it's probably that one. No, it's not that one, that's all the grants. Anyway, the point I wanted to make is that we had, before Dr. Rodriguez came to the district, we had some pathways that didn't really lead to high paying jobs. Right. So you mentioned that California has earmarked 14 or something, or maybe 16. Some high paying pathways that will culminate in a high paying job. Well, California has a structure with 15 industry sectors, and there are jobs within each of those sectors from the low paying all the way up to high paying. So we just happen to have a program where we have 14 of those sectors are represented in our program. 14 of the 15. That's what I want to focus on. Yeah, that's very cool. Yeah, it's a lot of breadth. That's a change actually from past practice. We are actually focusing on pathways that do lead to high paying jobs. Yeah, our grants require us to. It's great. Yeah. Thank you. Yeah. Thank you, Trustee DeServer. Vice President Soto. Yeah, once again, speaking from my construction background, this is good to see, especially for the industry because I was at a time when the bottom kind of fell out and I had to switch gears and now the bottom's back on and things are looking good. And if you look around our area, just in general, I mean, look at what's going on with Highway 1. I mean, that's construction work what they recently did on Freedom Boulevard with the water system that's being put in from Hulahann out to Paro River. So there's a lot of major infrastructure going on. So that's just an indication that development's gonna follow. Those are the precursors to developing an area. You need those infrastructure pieces for homes and shopping centers and things to function. So I think there's a wave coming and the trades are gonna be in demand. So that's good to see that kids are getting involved with this and we need that labor force. So thank you. Yeah. Thank you, Vice President Soto. Could you go back, I think also for the, you had a slide with the community partners. This one or the one like that? Yeah, I like that. Okay. And that is a lot. And so I commend you and your team, that's good work. I mean, because none of us in this community we're not in a silo, we're not an island into ourselves, right? And I'm also seeing some of the ones, right, for a lot of my students right feed into Watsonville High School and the engineering and technology and the airspace grabbed also my attention and I'm seeing the Watsonville Municipal Airport up there and Superintendent Shekin and I just recently listened to a very wonderful presentation by the director of the Watsonville Airport, Rayvon Williams. So I'm just really glad to see the collaboration you're doing, right, with the whole community as a whole. Yeah, and I don't know if Rayvon mentioned or not, but for the last two years we've had upwards of five or 600 of our fourth graders spend a day at the airport and we just booked the next five schools to go this spring to spend a day at the airport. He did speak to that. Yeah. And then the program for the youth of the certain ages, right? So thank you for that. And for the great presentation, and thanks. Yeah, it was a great presentation. Thank you so much. Yeah, thank you very much. It was the CTE board meeting. President Acosta, I have one more comment. Julie. Sure. I've spent some time with the trades in Castorville at their training center, and are we partnered with them in any shape, form, or fashion? We have conversations with them. They are typically 18 and older, but we make sure that our students in the programs that are related to the trades know about those opportunities. It seems like there's a lot of opportunity there for partnering with them, if we could. Yeah, and for example, the California Homebuilding Foundation is like a legit partner. We have a contractual, non-monetary relationship, but they provide all of our construction students with the OSHA certification. They pay for it for our kids to earn that certification every year. We would get a grant to do that, but they're providing it, and we're looking at those kinds of relationships with other organizations too. Yeah, thank you. Thank you, Trustee Siffin. Thank you again, Julie. Moving on to item 10.3, Adult Education Annual Report. This report will be presented by a director of Watsonville Aptos Santa Cruz Adult Education, Dr. Nancy Bielicic. Welcome. Well, President Acosta, Vice President Soto. Trustees, Interim Superintendent Sheckman, cabinet. We are grateful to be here tonight to present all about our school. And we started with the first slide, which is our leadership team, and the assistant director, Eric Sevedra, I don't know that you've had an opportunity to meet him. Where are you? Right here. Right here. And I wanted him to be part of this presentation to at least be here so you would see who he is. Now, our department chairs are really important in our school. We meet with them at least once a month. We talk to them probably once a week to find out what the needs are in the school. And the office manager, she is incredible. We couldn't do things without her. And then we have a community advisory council president. That's Susan Brucci. And Susan was going to come tonight, but she couldn't quite make it. That's all right. She'll be here next week at our community advisory meeting that we're having. So if we go on to our theme this year, we had a school theme. And Maria Elena de la Garza came and did a presentation for us. She's the director of CAB. She did a presentation on August 10th. And we kind of talked about the butterfly effect and how your life matters. You know, sometimes when the staff is there, they think about the students all the time, but what about their worth and what about them and how they make a difference every day. And that living a life of permanent purpose, everything matters. And deciding to do something different will make a difference. So it kind of put people in a great mood because they started to feel how everything they did mattered and that we're all one of a kind and that we have the power to change the world. And in our world, we can make changes for our students and all kinds of things like that. It's really, really a powerful tool as a teacher with your students. So our agenda, I kind of went over, this is what we're gonna talk about, the background history, the governance. This is just an overview. And so let's go on to the background. So 1928. I wasn't quite born then, but that's when they started the school as an evening high school and that's what it was. And basically for immigrants, Croatians were here, the Portuguese, the Italian, Japanese, Chinese, Filipinos, Latinx, Hispanic. We've had probably more nationalities in any community and they've evolved over the years. Well, in 1998, the adult school was feeling really great because we made a final payment on Radcliffe School and that was our adult school. But then in 1999, the district came and said, hey, we need the elementary school back. So we'll give you $800,000 and we're taking the school and they did and we went to the Porter Building. And then we plan to purchase the downtown center which is the Watsonville Downtown Center. It was an old red store, Langondorf Red Store. Then Siba came and when Siba got here and they said, you know what, you need to give up your school because we need a place to put them. So they put them in the Watsonville Downtown Center and we shared part of Cabrillo's facilities for a couple of years. And then they said, well, we'd like to do it another year and I said, no, our staffs had enough. We need to go back. So we got back and then in 2015, Santa Cruz decided they wanted to merge with us because they wanted to keep an adult school and so we have the adult school in the county really. So they merged with us and we have a new name. We were Watsonville Aptos and we added a name Santa Cruz and thus we have Watsonville Aptos, Santa Cruz Adult Education, our long wasque name. And the three major sites are right here at the district office on the other end, Green Valley Center. The Santa Cruz Center is on La Fonda and then the Watsonville Downtown Center is the old Langondorf building. We've had numerous additional sites throughout. Sometimes we'll go to New Brighton. We might go to Live Oak. We might go to a school in our community Starlight or a Loni. We go to different various sites. Sometimes we go out to like Lakeside Organic may say we want you to come and offer English classes to our students. So then we'll go there, you know, wherever the demand is, we try to meet it. And then COVID hit and what was gonna happen to the adult school with COVID? Well, our teachers really did a fantastic job because they had to pivot to online instruction. You have to remember that adult schools, students don't have to come. We have to make it inviting and enticing for them. But in 2021, we went back to in-person, but we still have a couple of online classes because we found that there is a need. People, some people wanna learn online through online. So we have some of those too. And then last year, we gotta catch up. There we go. Last year we have 95 years of adult education and so in December, we started talking about that and we're hoping that to have a school-wide celebration, hopefully in April of this year celebrating 95 years. So it was kind of exciting that we've been going that long. And the governance piece. What do you know about governance? Well, we have a thing called a consortium. And Dr. Ferrisabaugh is the chair and he works for the Santa Cruz County. He's the superintendent, the COE. And Matt Weinstein, Dr. Wetstein. He is the vice chair. Michelle was on this panel, but now I am. Chris Monroe from Santa Cruz City. Andy Stone and Linda Bernabe. So those are the people that are involved in the governance of the consortium that distributes funds, although we are directly funded, which is a good thing. But then we also have another piece of governance. We have you, the Power of Alley Unified School District Board. And you're very important to us. But we also have Santa Cruz City Schools. Chris Monroe is a member of the consortium and sometimes these people come to join our community advisory council. They wanna know what's going on at their piece of the pie. What's happening with La Fonda. Even though they're not involved because they have contributed no funds, they still are very much interested in what is happening at the school. So we end up talking to both boards. I work with both maintenance staffs. There's a lot because it's different. They're not part of us. You can ask our maintenance people, something happens and the custodian needs to clean and it's like, well, who's gonna drive to Santa Cruz? And we say, well, Santa Cruz, how about you? You wanna help us out? Well, no, you're supposed to take care of it. These are your employees. So there's just a lot of things that are challenges and you never know what's gonna happen, but it's fun. You know, it's a challenge, but it's fun. Then we get into our funding. We have what's called CAPE. That's the California Adult Education Program. That's state funding. Then we have WIOA. That's the Workforce Innovation and Opportunity Act, Title II, federal based on payment points, pre and post tests. So when a student comes to our school, they are given a pre-test, all of them. It's called a COSIS test. And what we do, then we figure out what class to put them in, what level of ESL do they need, what level, so we place them. Then we have a post test because that's how our funding is given. So we have to find out, did they make progress? How much progress? We could not do this without our classified staff. We were talking about it today with the teachers because the teachers used to have to come in and we have a new student and they test them. But they have all these students over here where they had to teach. So how do they test and teach at the same time? It's a challenge. So our classified staff now, it's part of the registration process. When they come in, sign up, they know what to do. They get them ready to get them tested. So that's another part. We're an intro grid. Our team is so interrelated. The teachers, the classified, everybody is really important in this whole process. The Workforce Development Board, Eric sits on that board because that had to be a Board of Supervisors appointment and we wanted to make sure it was our school that was represented in the assistant director position as the one that goes through those meetings now. So we owe a Title I eligible training, the ETPL, that's a whole nother thing. Then we have scholarships in our community. People that really decide to support our school, Bay Federal Credit Union, Home Depot, Moss Mock, Martin Alley's, the Power of Alley Community Health Trust, Serotonous, Watsonville Rotary, and they're always here to help us out. If there's anything we need, they're right here. We call Martin Alley's and say, we're having a celebration, here's some cider. We call McDonald's, we say we're having a celebration, here's some food. I mean, people are really generous and really supportive of the school and the staff. Christmas time, McDonald's brought over some food for the staff, cookies, hamburgers, coupons, always giving us whatever, whenever they decide. Then we have the Sinus Grant. And this is something new, the citizenship instruction and naturalization application services. We applied for a grant, I think this is the third time, only this year, we got it. And it's with the Community Action Board of Santa Cruz County. We had to submit for this federal grant. We were only one of 65 to be awarded the grant nationwide. And the goal is to increase the number of citizenship students by 200 over two years. Will we meet that goal? I don't know, but we're certainly trying. And with CAB, they keep sending us students, so we're keep going with our citizenship classes and trying to build the program. Then we have state support. Well, at the California Department of Adult Education, they're there, Department of Education. We are in the adult education component. We have the California Adult Literacy Professional Development, CalPro, that we work with them. And then I told you about CASIS, the Comprehensive Adult Student Assessment System. And then Outreach and Technical Assistant Network, OTAN. There are so many acronyms in adult education. It takes you a year to figure all this out, but it's there. Our organizations, we're involved with ACSA. We're involved with the California Council for Adult Education, CCAE. And we have a chapter locally, the Steinbach chapter, that Monterey, Salinas, Watsonville, we're all involved in that chapter, the Steinbach chapter. Then we have CAIA, that's the California Adult Education Administrators Association. And COAB, that's a Coalition of Adult Basic Education, that's a nationwide one. And then we have our Local Community Advisory Council. And trying to keep all of these things going and hands in all the pots, you can learn something new every day. I'm telling you, there are changes all the time. So our spring classes have begun. We have ESL, we have the places that we're going, and our driver's training, I don't know if I mentioned it later, but I'll mention it right now. We are in a collaborative process with expanded learning, where we are hoping to have all high school students take driver's training at no cost. It'll be through them, through us, because I don't know about you, but when I was in high school, I wanted to know how to drive. And we took the class and everybody got through and everybody went to a driving class. And people knew how to drive. Well now, there is no driving class at the high school. So it's kind of like, well, how come? How do kids drive? When they come and they pay to go through adult aid, parents do it, but some, can they afford it? Well, then you just go out and drive. But this is going to be, I think, a really good collaboration for our district that expanded learning wants to do it. And I've talked to our teachers, and I think we can do it. The one drawback, just so you know, the adult education teachers, getting them credentialed in driving, they don't offer the programs. So we're trying to figure out how we can expand that piece. There are many challenges, but we will figure it out one at a time. So what are our programs? Adults with disabilities. English as a second language, including citizenship, career and technical education. The Learning Center. This is where we take people that can have very low skills, basic skills, but they can study and then progress and they're elementary and middle school. People maybe didn't have an opportunity to go to school, but now they come and they say, I want to go to school. And then they get their adult secondary education, whether it's the high school diploma or whether it's GED. One or the other, I had a student come in and she said, I brought my mom. And I said, your mom? She said, yep, she's going to get her GED. And I said, what about you? And she said, well, I finished college, but my mom didn't have time and she's gonna come back and she's gonna get her GED and she's gonna get to college too. And I thought, you know, that's, I mean, it's just, you never know what kind of stories you're gonna hear in adult ed. They're just so heartwarming. And then we have our adults in training for school child success, that's our parent education, vibrant program, and then fee support. So let's talk a little bit about adults with disabilities. We work with the Department of Rehabilitation. We offer the work keys curriculum. The assessment so far has mainly just been in truck driving school. And we, I would say this is not, we need to do more in this area. This is the area we need to grow in is with our adults with disabilities. Then we have our career technical education. We continue to expand in this program. We have the certified nursing assistant program, theory and clinical. They work in the convalescent homes. We have the CMA where they do theory and clinical medical assistance. Then we have an administrative medical assistant program, dental assisting program, EKG, certified home health aid, the caregivers, medical terminology, pharmacy technician, a lot of different options for different people. And we have a picture of the various people that were in the programs, the costs of the programs. And a lot of times in the past we've gotten help from the Workforce Development Board with funding for these students. However, right now they're saying they don't have money so we're looking at other options. And then more CTE areas. Well, you know that we opened the cosmetology program. And they have to do a prerequisite is they have to have their high school diploma. That's required by the state of California. So what we say is, hey, get your high school diploma and then get into cosmetology or get into the CNA or whatever your interests are. We try to build it. You have to have a thousand hours in order to take the state board exam. And we have computer and Chromebook skills with Spanish support. We have a pre-apprenticeship program with the building trades. We had that last year. They were very excited at graduation. And we were having it again this year. It's 144 hours to complete the course. We have Microsoft Office, our applications programs, Google applications, QuickBooks, WorkKeys, the National Career Readiness. This is a picture of our cosmetology students. And what, and let's go to the next one too. There they are. There's our lab. If you have been downtown, great. And if you haven't, you might wanna drop by sometime and see the students in action. We had to convert our lobby into a salon. So there we are. And couldn't have done it without maintenance. Maintenance, they've been great. So what about our students? Where have they gone? We're missing a slide. So let me talk first. There's a slide that talks about the cosmetology program. And it's an update of where the students are. So Hayley, this one Hayley, she's licensed. And she works in the field at Santa Cruz Thread Skincare on the west side. And there's Araceli, she's licensed. She works in the field at the color room in Watsonville. Zuli is licensed. She works at the field as an independent hair extensions, lash technician. Amanda, she works in the field at a hair salon in Capitola, Bridget. She works in the field as a receptionist, stylist at Ultra Beauty and Salinas. So what I'm saying is they've gotten jobs and they're really excited. We have a couple that have completed the course and they just haven't finished getting a job yet. But they are out there and they're working. And that's this slide that's kind of missing, but it's there. Okay, then we have our pre-apprenticeship program. Pre-apprenticeship, class of 2023. This is what we did. We're getting ready to start a new program. Go to the next one. We've got to move it. Pre-apprenticeship, here we go. We're getting ready February 21st. So it's coming up next week. It's on the consent agenda if that's providing you support it. And then we have, I think I'll skip some of this because I know we're running out of time. But we have our integrated education and training, the IET program. We have English learners, ESL, I kind of told you where they are. Our levels, all of the different levels that we have, and how those pre and post tests are so important. They get in, take a pre test. We need a post test after 40 hours, and that's the amount of money that we got last year, or this year. So we have some pictures that we showed our English learners, classes are full. People are busy, teachers love it. And I tell you, without the teachers, the school wouldn't go. We have the citizenship, you can see that we offer a couple of classes downtown. Here's the pictures of the citizenship students. We have the learning center where they get their high school diploma. They're working with Apex and Aztec. They get a GED. We're the only GED testing center in the county. So they come here and we do that Wednesday nights. Then we're in collaboration with Cabrillo College. We have a math class on their campus right now, but it's an adult ed class. And then we have our adult string with child success. We have the co-op with Lin Scott, we have Santa Cruz, three schools there. And then fee support, we have a birding class that's outstanding. People love it because we have the birds, ceramics, the community band, 77 years, the band. Drivers training, smart drivers art, foreign languages, Croatian, and culture. And we're hoping to add Spanish soon. You want me to quit, Marie? I was just going to say we're over five minutes and we do have public comment on it. So I'll need to ask you to wrap up. Okay. Everybody on task. That's all right. This is just more facts and more things, but you, we're good. And we have this in our backup. Okay, yes, you do. It's all attached to the agenda. Thank you so much, Dr. Vilsich. Thank you. And I know we have public comment. Yes, we do. We have one speaker. Okay. Ready, Kirkman. Go for it. Good evening again, trustees, superintendent. So, PBFT, we are extremely proud to represent our adult educators and counselors. We know that this program is one of the cornerstones of our district. So it's nice to honor all of the people that make it work. I do want to share some about our adult ed staff, as you saw in that presentation. There are ESL classes that are full, full, full, and are even weight listed. There is postings for ESL teachers, and we're just not getting anybody in. So those students are not getting into those classes. We have, the majority of our adult ed educators are part time. That means they work under 18 hours a week, and they have offered to take on those classes if they could split them up so that our students could be served. But they were denied that request because once they hit 18 hours, according to our contract, they get health benefits. And they do not want to pay them to have health benefits. I don't know if you know, but our adult ed staff do not have any prep time in their schedules. That means anything they prepare for their classes to teach that is done on their own personal time. They're paid only the hours weekly that they work. Our adult ed teachers, I think one of them came up. She had students on her caseload that were from 18. I think she said to 83. They serve our entire county. And these teachers, as Nancy mentioned, Miss Felicic-Menton, they actually are the ones who provide all of these services and make this program run. So we should be providing more to them because they are the ones who make it work. Thank you. Thank you, Roddy. And is that all of our public comment? Yes, that is all. Thank you. And now bring it back to the board. Questions, comments, discussion? Trustee Villano, Scow? Yes, thank you for that presentation. Cosmetology, I'm just curious, you know, people want to poo-poo that and sometimes think, oh, that's kind of, that ain't too glamorous. But actually, I know hairstyles don't make good money, but how did that program come to fruition and how's that program going? We had a teacher who wanted to do it and came to us with the idea. Actually, he was a friend of the previous assistant director, Todd Livingstone. We sat down and talked and figured out, could we do this? How would it work? We had to get, we had to have state approval to have the facility. So would they accept our design and our square footage? You had to go through a big thing to get that done. We had picked another site in the district office and it wasn't enough square footage. So we went downtown, and I think it's much better there because it's visible. People sometimes come in and say, can I get my haircut? You know, that kind of thing, it's, and the students are just excited. They need to go see. They're excited, they love it. Instruction is in one part where they do the hours and the book work. And then there's the lobby where they do the actual hair cutting and nails and everything there. I was going to ask the board member to have any privileges in getting a little trim, because I can't cut my hair back here ever since the pandemic. I just can't get behind myself, so can I? I bet if you dropped by, they would assist you. Okay. And is there like a cooking or a baking thing going on over there? Is that part of our offering? We used to have a cake decorating class. The lady retired, and we haven't found a replacement yet, but she was great. People loved her, and she mainly did it in Spanish, and people have left that her class. There was no stove or ovens, they bring in their cakes and do all the decorating, and then they go out and they have jobs. You need a birthday cake? Okay, I'll take care of it for you, that kind of thing. And some of them went to work in bakeries. Do we have any stoves or ovens or cooking facilities in our facilities? No, we do not. We talked about possibly putting one in room six, but we haven't pursued it. Because of the venting and everything else, but maybe, I don't know, someday. Thank you, no further questions. Thank you, Trustee Blanscoe. Anyone else? Trustee D'Sirpa? Thank you. This is one of the most joyous graduations that I go to, or that a trustee can go to at the end of the year. The graduation was amazing last year, and Marilena De La Garza did such an inspiring speech that I was crying actually at the end of it. She's amazing, so thank you for bringing her in to inspire the families. That was beautiful. It was, it was. She, well, we all are interactive someplace, and we meet each other and talk. And I asked her, I said, hey, how about this? She's good, she's very good. It was great, thank you. So I wanted to talk about one of the slides that you didn't actually get to. But is attendance up, the same, or down this year? Well, if you look at the attendance, it shows 19 something on a slide. But then you have one that shows where we are now is 18 something. So by the end of the year, we should probably be about the same. Okay, and is that from year to year? Is that about on par, or is that high year? Well, I would say since the pandemic, we're still building. But to have close to 2,000 students, it's great. And we can't, if we can find more teachers and hire more teachers, we will have more classes. That's great, thank you, Nancy. And thanks for all your work. We're all in it together. All these years, yeah. Yeah, thank you. Thank you, Trustee Dusserpe, anyone else? Welcome. The trades. Trustee Dr. Holm? I just want to express my thanks. It's the courses that you offer are a great service to the community. And it's like what Trustee Dusserpe said, the graduation was great. And it's like, cosmetology students, they had the best colored hair at the graduation. And their joy in it was so palpable. But it's like, but that visible connection, that sense of pride and look at what I did. It really is heartwarming to see that graduation because it's the cosmetology students, but then it's the pre-apprenticeship and then it's high school diploma. I mean, and they have the families, look what I did. Yeah, and it's like, and then the pre-apprenticeship, you know, like seeing, you know, folks. And it's like, you know, they're proud of their folks, you know, and it's like, all right. Yeah, it's great. It's great. Yes, thank you, Trustee Dr. Holman. Thank you, Vice President Soto, also for your gratitude to Dr. Bill Sitch and her work she's doing. So I'll just come in and with the same, you know, and thank you for what you've also, you know, I've said in the past for what you've done to take on with Santa Cruz because you are the largest adult Ed now in the county, right? Right. Probably the largest, one of the largest in the region probably. Yeah. Yeah. And so, and that's a lot of work to take that on county-wide. So appreciative of your willingness to support the county as a whole and not let that go. And thanks for your very thorough presentation and then I will see you next week at advisory. All right. Great. Adult Education Advisory Committee and have a good night. All right. Thank you so much. And you know, we can't do it without the board either. Your support means a lot to us. And when the teachers are talking, it's like, but we have the board, no matter what, we have the board behind us. And that makes a big difference. You are very important in your roles. So don't ever forget that. Thank you. Thank you, Dr. Vessels. We will move to Consent Agenda. These Consent items are routine items coming before the board. Are there any public speakers to the Consent Agenda? We have none. Okay. Any items that any board member would wish to defer? See none. Then can I have a motion? I'll make a motion to approve our Consent Agenda. Perfect. I'll second. Perfect. So I have a first and a second. All those in favor? Aye. Any opposed? Any abstaining? Okay. Motion carries 5-0-2. Thank you. And we'll scratch that. Yeah. Move to item 14.1, action on report on closed session. Are there any items to report from closed session? Yes, we have two. So as of tonight's meeting, February 14th, 2024, we have motion number one, which is closed session item 2.3. So I move to approve the certified personnel report as presented by district administration on February 14th with 10 and 16 additional action items. President Acosta, if I could ask for a second. I'll second. All those in favor? Aye. Any opposed? Okay. Motion carries 5-0-2. And motion number two, in connection with closed session item 2.4. So I move to approve the classified personnel report as presented by district administration on February 14th, 2024, Valentine's Day with 15 and 17 additional action items. President Acosta, if I could ask for a second. I'll second. All those in favor? Just clarification. 2.3, correct? I think I said 2.4 is what the, I have 2.3 and 2.4 on my list here. Oh, yeah. So sorry. So the first one would have actually been 2.2 just for clarification and the second is 2.3. Sorry. That's not your error. As presented. It was it. 2.2, 2.3. My mistake. Sorry. Okay. Brian. Thank you. So first, second, all those in favor? Aye. Aye. Any opposed? Seeing none, the motion will carry 5-0-2 announcement about our upcoming board meetings. Our next meetings are a special board meeting on February 17th at 8 a.m. and a special board meeting on February, February 17th at 8 a.m. and a special board meeting on February 18th at 9 a.m. to interview superintendent applicants. Our next regular board meeting is on February 28th, 2024, followed by a special board meeting on February 29th regarding declining enrollment. I will now adjourn this meeting at 11 o'clock p.m. Thank you all for spending your Valentine's Day with us.