 I'm going to call to order our regular board meeting for Wednesday, July 28th, 2021. How about now? Okay. So welcome. We do have a translation in Spanish, or do we have? We do not currently have a translation in Spanish? Okay. If someone would like to speak to an item on the agenda, they must complete a speaker card and hand that to Eva Renteria prior to the agenda item. Each speaker will have two minutes. So I will move on to item 3.2, the pledge of allegiance. Thank you. Item 3.3, Superintendent Commons. Dr. Rodriguez, do you have any comments for us this evening? Yes, thank you so much. So if you could put up the two flyers for me. So this week is actually a national reading week. So it's the literacy reading week. Most people are here, but especially the board is aware that we for the last five years have been doing a significant push on literacy and making significant gains. And so if you look over here, not there for some reason, but if you look over here, you'll see that our district was actually highlighted on Monday. As one of the districts that is doing significant work on literacy around for us is around 5th. And so I spoke on this panel. We were in really great company. So we had LA County was there as well as the superintendent from Oakland and some consultants. And so we were we were there really highlighting the good work that we're doing. So thank you to the board for supporting that effort. We now are at 17 all 17 schools and impacting almost 7000 children with the work that we're doing every year. So and then on the other one, I just want to note we're going to be doing rally in the valley. So we have all the nonprofits and our major partners. We have about 60 of our major partners. We're all going to be engaging in some softball. A couple of weekends from now. So we have about 30 of us that are going to be participating in this fundraiser. And all the organizations got together and voted and all proceeds are going to be going to Aslan sector. And that's a really great program that supports our students here within the district. And so we hope that you can come out and see us. It will be at Watsonville High. And we are being supported. And so I appreciate the Fajardo Valley Education Foundation is supporting the purchase of our shirts. So they're sponsoring the team and we intend to win. So thank you very much. Thank you. We'll move on to item 3.4 our governing board comments and our report on standing committee meetings. This is the opportunity for each board member to make a few comments. We will start with Trustee D'Sirpa. I'll defer my comments. Trustee Sotka. Aye, as well. Thank you. Thank you, Trustee Holm. It's been a busy last month or so. I was able to visit Camp Canat at Cesar Chavez School to see all the kids back on campus and excited to be there. I was also able to go out to Pajaro Park with the Library Book Mobile, which PBSD did sponsor through their extended learning program, the summer reading program for the kids. We passed out food also through community bridges to children in our community. I also attended the Azteca Soccer Program put on by Dina Castaneda, who is working with Pajaro Valley Sports Foundation at Freedom Elementary. It's a wonderful program to support youth and highly encouraged to be involved at Freedom Elementary and help them get some kids out on the field there to play soccer and other fun activities. And I've been working with Trustee Orozco on some of tonight's items to make some positive. Trustee Orozco. So I also, in addition to the items, the oxen items that we have on tonight, I did give you opportunity to attend Cesar Chavez Valley Sports Week. And our Board of Directors are very happy to announce that we will focus on our funds for families and students to apply starting next month. This fund is meant to assist families financially for education, family, if they need money for friends, groceries. We will provide more information as soon as we open. We also have a couple fundraiser events coming up, including our Pajaro Valley Sports Foundation, 1K 5K, annual turkey trot, in benefit of our PVUS community. This event will be held November 20th, 2021, along with our Innovator Care, Save the Treat. Our Innovator of the Year will be held June 2nd, 2022 at 8 p.m. and our oxen, other talks will follow that. In addition to that, I'm looking forward to school visits starting with only Hillsville tomorrow morning. Thank you so much for joining us. I can't really have a conversation with you right now, but it is, yeah, the Pajaro Valley Education Foundation is the non-profit dedicated. Trustee Acosta? I will defer in light of our pretty quick... Trustee Dazcuny? Thank you. Good evening, everybody. Just quickly, I was able to visit the migrant and summer education program at Holland Elementary School. Thank you, PVUSD, and the migrant and program for putting on the summer program. It was great, and a lot of kids enjoyed all the time they had out there. We have a joint city of Waterville PVUSD Mellow Center and JPA coming up soon. I'll report back on what's happening with the Mellow Center. I also like to thank the district and the city of Waterville for repairing the streets in front of Waterville High School. Hopefully we can get cars to slow down right there, so I'd just like to thank the city and the Pajaro Valley Unified School District. I'd also like to thank Barbie Gomez, who currently is raising money to buy the rings for the Waterville High School Girl Softball Team of Champions again this year. So, I'd like to say thank you, Barbie, and go Kat, thank you, Girl Softball Team. And I also like to say thank you, PVUSD, for working on E-Haul. If you pass by E-Haul, you see there's a lot of construction going on, so I'm excited for all the things that are happening at E-Haul. Thank you very much. Thank you. I wanted to acknowledge a few of the following donations. They're listed in our Consent Agenda items, but I just wanted to bring the public attention to them. Ooh, GinnySelara Masri for the Emeril Lagasse Culinary Garden and Teaching Kitchen Project for 10,000 dollars. Janice Oost for the Emeril Lagasse Culinary Garden and Teaching Kitchen Project, also 10,000 dollars. Kimberly Topper for the Emeril Lagasse Culinary Garden and Teaching Kitchen Project, $1,000. Nayan Sharad for the same Emeril Lagasse Culinary Garden and Kitchen financing project $500. Um, Claudia M. Crosetti for $500 and Mel's Colonial Chapel for $2,000, um, for the, uh, uh, Teaching Kitchen Project and Andrea and Bruce Wiley for the Emeril Agassi Culinary Garden and Teaching Kitchen Project for $500 and Keith Severinson for the Emeril Agassi Culinary Garden and Teaching Kitchen Project for $500 and the community support for this project is incredible. It's a wonderful opportunity for our community and that we will move on to item 4, 4.1, approval of the agenda. Uh, can I have a motion to approve the agenda? Second. All right. Got a first and a second. I'll vote. All those in favor? Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. There is a motion to approve. Second. All those in favor? Aye. Aye. Any opposed? No.jobs. Move to approve. All those in favor? Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. We'll move on to section 6, so item 6.1 is a public hearing for the California School Employees Association Chapter 132, our Sunshine Proposal for the 2020-2021 school year to the Parro Valley Unified School. The report will be presented by Brian Saxon and our Certificate Director of Human Resources. All right. Good evening, President Holm, Board of Trustees, and Dr. Rodriguez. My name's Brian Saxon. I'm the Director of Certificate of Personnel and I'm here to discuss our Sunshine Proposal. First I just need to note that there is a typo, the word to, and that proposal should be changed to from. All right. So in order to discuss anything in negotiations, the district must sunshine the necessary articles first in a public hearing and then with approval of the Board. In negotiations with CSEA, we collectively found value in opening or sunshining Article 12 entitled Vacation. By opening this article for negotiations, it allows us flexibility in what we can offer to CSEA. It is recommended that the Board of Trustees accepts the Sunshine Proposal from PVUSD to CSEA for the 2021 school year for the following article from the Master Contract, Article 12 titled Vacation. So thank you for your time and that is the information. Are there any public speakers for this item? Any questions or comments from the Board? So we will move on to Section 7, our visitor non-agenda items for Item 7.1, public comment. Do we have any public comments? Yes, we do. President Holm? So I'm going to call three people up to the podium if you could line up and then you each have two minutes to speak. Okay. So the first, please forgive me if I mispronounce the name, Carol Bjorn, Julie, Dr. Deena Riggins. Dr. Deena Riggins, how many cards do you have? Right now, 14. And just to clarify, you say right now, 14, but all cards to be in prior to public comment speak, right? So 14 should be the total. Good evening. My name is Carol Bjorn. Numerous studies and the CDC confirm that children are at an incredibly low risk of severe disease, long-term side effects, and even death from COVID-19 with a mortality risk substantially less than that from influenza, or even common activities such as riding in a car or swimming. Numerous studies found low case rates in countries where schools did not require masks, and studies published by the CDC and the COVID-19 school response dashboard found no difference in case rates between schools with and without student mask mandates. In the past, we did not require any kind of masks, quarantines, testing, vaccination, or any significant measures for flu season. And it turns out that during the 2017 through 2018 flu season, it was very deadly for children. There were 600 children that passed away from the flu during that year, yet we did not have any kind of draconian measures like we have today. As I talked last month to you all, masks actually promote bacterial infection, and that was noted in a report by Dr. Fauci, if you guys remember my public comment last month. I would like to ask for you all to have masks choice for all the students K through 12 at PVUSD this fall and continuing. And just please be aware that any kind of mask requirement is going to affect, it's going to impact the child's language development, emotional development, interpersonal communication, and overall well-being of the students in their physiological and psychological health. So it really isn't the best interest of all the kids to have mask choice. It's everybody's individual choice. Every family can choose what they would like to do. Thank you very much. Before my timer starts, I have a stack of copies, just single copies from the Children's Health Defense. I invite you all to look at that because I'm going to be referring to that. Thank you. Okay, good evening. My name is Dr. Deena Riggins. Thank you for allowing me to speak tonight. I've been a healthcare provider, healthcare professional for over 20 years, and I have heard the mantra, follow the science so adamantly shouted while simultaneously being ignored. We have a virus with a 99.997% survival rate with children under the age of 18. With little or no risk of transmission and yet you continue to say that this must be worn. There is no law that dictates the districts in the California that they must obey the CDC or State Department of Health guidelines. In fact, I would like to see this in written format under a legal statute for California. You will find the notice that I was referring to that it maps out that this is a violation of federal law. All masks, no matter what kind, are not approved or licensed by the federal government. These are emergency use authorization products and are by definition experimental and thus require the right for refusal. Under the Nuremberg Code, which is the foundation of ethical medicine, no one may be coerced to participate in a medical experiment that also includes the jab. There is no evidence that the mask works against the viral spread. It increases their breathing resistance, our CO2 rates. Your heart rate, it increases your blood pressure, respiratory rate. Blood oxygen saturation is decreased even more so in children. Decrease in cardiopulmonary capacity, that's heart and lung. Ability to concentrate and the ability to think, why would we want to do this to our children? In addition to side effects, and I've noted in my private practice alone, increase in headache, shortness of breath, dizziness, skin problems, and in particular and most important in my opinion is the psychological mind mess of humans and our babies. That WHO admitted in 2020 that the mask policy was not due to any scientific evidence. It was only for politics. I recommend that we keep our children out of the politics and beware that your school is going to be empty and you're not going to make any money. Hi, my name is Julie Skelton and I'm very nervous. I've never had to speak out like this for my children, but I feel like now's my time. I've lived in Santa Cruz for 30 years and I'm here to speak on behalf of my two sons and all the parents who feel like they've lost their rights, freedom, and control over their children's health. We say that kids are resilient and adaptive and while they are, they are also impressionable, sensitive, and prone to anxiety and depression more than ever. During this pandemic, children have become anxious, confused, and depressed. I've seen it firsthand. And for what reason? Why have we roped children into this mess of a virus that doesn't affect them? The COVID child mortality rate is at a zero to 0.26% in the USA. While we all acknowledge that the death of a child is terribly sad, it's also a very low number and it doesn't justify these strict protocols for children. The temperatures, the sanitizer, the constant reminder to keep distance from friends, the mask. Little kids don't understand this and shouldn't need to. My six-year-old son tried out summer camp this year. I came to pick him up after his first day and he was in tears. Said he was forced to wear a mask outdoors when they said that wouldn't be required and to stay three feet away from his friends. I'm concerned for the unknown impact this has on early childhood social development. Please show me the science that says the virus spreads rapidly outdoors and among children. You can't. You really can't. My older son, who had to start seeing a therapist last spring, he had to start seeing a therapist last spring when he was seven because he was ripped out of school and church and was told he needed to cover up his face because he might have a virus that could kill someone. This is fear-driven and we need to finally look at the science and free these children of confusion and lies. Let's let the children be children. Masks are silently taking a mental and emotional toll on our kids. So let's be their advocates and fight for their rights and bring their smiles back. I will call the next three people. Yes! Okay? The next three speakers. Yes! Okay? Please. So everybody can hear. So I'm going to call the next three speakers. David Berepa, Dr. Krista Healy, and Matt Montgomery. Please come to the podium. Gary Richard Arnold, man. Sorry, we're going. I'm going in order. So I'm calling people to the podium. Oh, okay. They're under 7-2. I thought you'd just name four people. Okay, no. I had to call out. No. No problem. Can you guys hear me? Yes. Okay. I could start by telling you how the guidance provided by the state and the federal government is flawed and urge you to reevaluate your stance. But that would be futile as it seems you have already made your mind up. Come to your determination and hide behind deflection, finger pointing, and Gail Newell's skirt. Instead, I will direct your attention to two vocabulary words and one universal truth throughout human history. Tyranny, unjust or oppressive governmental power. Despot, a person who wields power oppressively. Tyranny never lasts and despots are inevitably deposed. Those of us that are paying attention know exactly where this leads. After the masks come the vaccines. A vaccine that is poisoned, untested, and not a vaccine as the general public has come to understand them from years past. We risk poisoning the future generations by allowing our personal fears of adult health to run them up. While there is a litany of historical analogies I can draw from, the most appropriate in my estimation is that of Horatius. In ancient Rome, Horatius, along with two other friends, defended the narrow end of a bridge from an advancing and overwhelming army so that his brothers and sisters could destroy the bridge behind him and stop the advance of the invading horde. The abuse of our children and the tyrannical overreach of government officials is what we will make our stand against. Together with other parents and like-minded individuals, we will defend the well-being of our children. I will leave you with this final thought. As Horatius faced the advancing army with friends by his side, the lays of ancient Rome record him as saying, To every man upon earth death cometh sooner late and how can man die better than facing fearful odds for the ashes of his fathers and the temples of his gods. There is no greater and more worthy fight to be had than for our children. We will face the odds and we will do what we must. Escape is never the safest plan. Hi, I'm Dr. Christi Healy. I'm a care factor and I have a bachelor's degree in science. I have two girls at PVUSD and I'm a health advocate for them and my patients and my friends and family. I'm happy that things are a lot different than they were this time last year. We now have preventative treatment, early treatment and a vaccine. Although early treatment is still political and if none is given to you, I encourage all of you to get a second opinion. Seek care from a holistic MD, DO, or natural path. But I do have some issues coming up with school year besides masks. One is water. When they did hybrid, they had no access to water. You guys closed down all the fountain. Please bring them back. Two, food. I'm happy to hear that your menu has changed, looked way better, but I wish there was ingredients on the website. I really hope you got rid of those microwaved and plastic mystery food. It's disgusting. Number three, exercise. These kids are so out of shape. Please make sure they get PE with no masks. They need to work out. They're so out of shape. And everyone knows that COVID, one of the pre-consisting conditions is obesity and our kids are fat right now. Number four, fresh air. I really hope you can convince Gail Newell that we don't have to remast a school like all the other districts that are happening in California that have opted out. And the 41 states that have opted out of masks, please give them more time outside. Give them a place if you're not going to give us a mask choice to go if they have a headache or brain fog or skin issues or start to feel overheated because of the side effects from breathing too much CO2. I feel masks were handle learning. They will impair linguistic skills, harm the heart of feeling and kids with glasses who can't see because they're constantly fogged up and make it difficult for kids to read facial cues. That's an important thing. Like you guys are up here and I can't even tell who's talking. Psychology. Our kids are messed up right now. They're so depressed. They have so much anxiety. My niece can't even leave the house without having a panic attack and cry. Okay. My kids have had to go to therapy because I think if they hug their grandma, they're going to give her COVID. They think that their teacher who's retiring a year early is going to die if she stays an extra year. You said time and that. Good evening. Thank you for listening to us speak. My name is Matt Montgomery. My oldest child is five years old and entering kindergarten this year. Unlike me, he will not be attending Rio Del Mar Elementary or any public school this year. The reason is that we are opposed to the state and districts embrace of pseudoscience and hysteria with this mask requirement. Let's dispel the notion that this is in any way necessary to protect kids. Children are at lower risk for this virus than the flu. You know it. We know it. The next excuse we hear is that we must mandate masks to protect the adults around the children. At this point, every adult who could possibly want a vaccine has been afforded that opportunity. There is no longer an excuse for imposing a burden on children. Mask proponents cannot point to a single randomized controlled trial showing masks have any protective effect for the wearer or for those around them. Such evidence does not exist. Every randomized controlled trial for masks, whether with COVID in Denmark or with the CDC's own study on influenza prior to 2020, showed no detectable effect. None. Let's look to the real world. Governor Newsom implements the statewide mask mandate on June 18th of 2020 when our state reported an average of 3,347 cases per day. Six months later, on December 22nd, our daily average peaked at over 44,000 cases per day. An increase of 1,232% with masks mandated the entire time. If masks work to such a degree that we must force them on for our children's faces for eight hours per day, shouldn't we expect actual studies in real world results to back them up? Masks are nothing more than the talisman designed to give people a false sense of control in the face of a scary natural phenomenon. Please at least make them optional. Thank you. Okay. Next speakers, Christina Morgan, Kristen Hurley, and Matt Rhett. Good evening, respected members of the board. My name is Christina Morgan, and I have served as a reading intervention teacher at McQuitty for the past 10 years. I'm here to advocate for my students as well as my own two children attending McQuitty this August. First of all, thank you so much for hearing teacher and parent concerns about learning law and hiring an additional intervention teacher at each site. That is awesome. Thank you so much. The majority of my students, those with the greatest need for reading support, who were already a year or more behind in reading, were unable to access consistent SIPPS instruction online. These students have effectively missed a year and a half of reading instruction, and they need clear modeling and corrective feedback. So I tell them to watch my mouth, and they need to hear the difference between and or and I don't know if you could hear me, but my students can't. In turn, I need to be able to see their mouths to ensure that they are learning correctly. So to me, it is lappable to imagine a scenario in which I can successfully support my students while we all have our mouths muffled in this way. Reading is hard enough and the masks add yet another barrier to learning. Now, I do not take health and safety lightly. I rely on data, the way the risks and benefits of the choices I make daily as a parent. As you've heard, the data is overwhelming, overwhelmingly showing that children under 18 have an extremely low risk of dying from COVID. And then a recent Johns Hopkins study, there was not one single case of death and otherwise healthy children from COVID. So I believe parents should have the choice of whether or not to mask their child. I certainly sympathize with other communities around the world who are truly struggling to fight the spread of COVID. But the reality here in Santa Cruz is, okay, for the past six months, we've had a running average seven day zero deaths since March. Thank you. Hi guys, I'm Kristen Hurley. And I'm here tonight knowing that every single one of you guys wants to do the right thing. And we're all here tonight to help achieve that for everyone, for our students in our community. And something I've heard a lot of, we've all been at other district meetings and the county office of education meetings this summer and the last month or two. And we hear a lot of, it's out of our hands. And we don't have any say in the matter with respect to masks or certain COVID guidelines locally. Oh, it's the state and I've heard reference to hiding behind skirts of local health officers and or the California Department of Public Health. And that is just not true. In fact, the CDPH did come out and say that enforcement of their guidelines, guidelines, not law, right, is going to be left up to the local district. So we're here to advocate for that. And I want to let you guys know that you're not alone in wanting to do the right thing. You guys still hear me in that. There are other districts around California that are already making the choice to allow masks to be recommended but not required in their in their schools. And I just want to quote a few things. So this is Corona Norco District, which is Riverside County. This is from a recent board meeting. The board's deciding all five CNUSD trustees want mask wearing to be a matter of individual choice. A decision to be made by staff and parents of whether or not to face, to wear face coverings. Furthermore, this unified school district staff was instructed to reach out to other districts locally in other counties to form a coalition of districts supporting a mask policy of choice. We see the same thing out of Tulare County and the district there. They commented, students have been attending gatherings, engaging in organizing an unorganized sporting and play events, dining out with family and friends, interacting daily without masks in their lives. Why are we bringing it back for school? And I could go on. I think there's. Thank you. Yeah, I'd like you guys to join forces with those other districts that are making the right decision on it. Hello, my name is Matthew Renda and I live here in Watsonville. I want to express my appreciation for you allowing us to come here show up in person. There are a lot of public bodies across the state of California that aren't allowing people to show up and, you know, express their desires. So I am appreciative. I'm here to ask you to give us the choice to mask or unmask our children. I was prepared to read a litany of statistics, but I think that they've already been gone over. I do think that I would like to point you to maybe an article that you could read that was entitled the kids were safe the whole time. It's by David Wallace Wells, who's a writer of the New York magazine, and he writes to children COVID-19 represented only a vanishingly, timely threat of disease of death, hospitalization or severe disease. Yet for a year and a half we have been largely unwilling to fully believe it. And I believe that masks on children in K through 12 is reflective of an unwillingness to believe the science rather than a full engagement with the science. And I also want to point to three Boston based doctors. All right, these are not political actors. These are medical health professionals who said the insistence on universal mask wearing is not an evidence based approach. This has been, I think, well-trouted and ground by previous speakers, so I'm not going to go over it. But I do want to say that California is a rarity in the United States of America in terms of this approach. I have a friend, my college friend lives in Boston. He lives in Massachusetts. His sister lives in Vermont. These are democratic liberal strongholds. And his children are going to school without masks in a couple of weeks. And I think that it's really important to recognize that, you know, forcing our children to wear masks at this point in the pandemic. I think it's a very radical and anti science approach. And I think it's also important to recognize where we are in the phase of this pandemic. This pandemic is no longer in an acute emergency phase, thankfully, because of vaccines on July 24th. You can look up the data. There was one death in the state of California, one in a state of 60 million to 60 million people. So this this pandemic is over and I would, you know, encourage you to have your policies reflect that. Thank you. Our next speakers and Swetlberg, Gary Richard Arnold and Bill Beecher. Gary Richard Arnold. I believe this is actually treasonous. You know, Dr. Charles Lieber was a man from Harvard, a virologist went to Wuhan University. I read a 19 page affidavit where he's getting millions of dollars from the red Chinese. He only got six months in prison. He's already released. Just like Diane Feinstein's so called cabbie. He's speaking over here at UCSC. And I don't know if you know, because most of the papers were bought by a cabal here with Bill Gates, etc. The Mercury, the Sentinel, the Monterey Herald, and they are all controlled. Have you ever heard of Panetta Gate? Leon Panetta gave military and policy information to the communist Chinese and there are two monuments on the on the courthouse steps right now dedicated to that communist by Bruce McPherson received $30,000 from Katrina Lung front page of US News and World Report, a Chinese communist by the person that shut down the various businesses and dictated all the policy in the central Bay Area came from the community foundation by David Packard. Trilateralist who funded Gary Patton who advocated that we don't defend Grenada and that the communist bill the submarine place in a airport there. There are communist roots to this, including the red Chinese, including the Republican Central Committee here, which is controlled by Leon Panetta and other globalist people have no place to go because they're so damn clueless. You need to look up also because it's just about cut off here but I see you've got some one of your 60 partners here. It says a national supporter wants to harness your children right here to accomplish his stakeholder perceptions. And I see it's you're not training the individual for the individual. It's for the global community. You got America wrong. You should be replaced. Hi, I'm Anne Swedberg and I'm a retired PBS teacher and I just wanted to weigh in on the mass. I really feel that very strongly that children could not be masked. I think that the mass decrease, of course, decrease the amount of oxygen that the student can breathe, thereby reducing the amount of learning that the child will take in. And the mass themselves have significant health and safety issues, not much less having trying to keep them on little five-inch victory. But more than that, I think the psychological effect on children is so great. The depression, the anxiety, the fear that masks give children. This very, I think it is the long-term effect that we really should think of. So I would really ask you to consider allowing parents and children to decide if they want to be masked. Thank you. Good evening. I'm here to give you a break. I'm here also to make a request for an agenda item, a formal request. Each school year for the last several years, I've asked that a review of our healthcare plan be done. Nothing's happened. This has never been put on the agenda in spite of the $60 million that we spend each year. That is more than 20% of your budget. The Brown Act calls out that individuals can request the board for agenda items and that the board, the district, is supposed to put some of these requests on the agenda at a future time. In 14 years, I have not seen either my request or those of prestige put on the agenda. You disregard the spirit of the Brown Act. At my age, I cannot wait any longer. So I've got six things that I have asked in the past. I'm not going to go over them other than the sixth one, which is why aren't we self-insured? There's a lot of data that large organizations greater than a thousand are much better off self-insured. They save a lot of money. We have over 3,000 in our plan. In the past, the agenda committee has not responded to the requests for agenda items. You should change that in the future. People deserve a response even if it's negative. The change of subject, Trustee Daniel Dodge, ran on a platform that the incumbent had old outdated ideas. He had new ones. If today includes being involved in two Brown Act violations and a recent embezzlement charge, then bring back the past. I was judged on leading by example. Trustee Dodge fails this and set the poor example for our students. What are you thinking? Do you want your children to follow in your example? I would ask that you resign from the board. Thank you for your time. Last speaker, Erica Stenojoy. Thank you for your time tonight. So you guys have heard a lot from all the speakers tonight, and I think it's just very clear. I'm sorry, we're recording and it's streaming live. Yeah, it was just hard to, it feels like it's not. I'm sorry, but people want to hear you are watching at home. So there's a lot of districts around the state that are not choosing to enforce mask policy, and that's the choice that you have. So basically, you can simply say that the district will not choose to enforce it and that will actually help protect you guys legally because there's so much evidence that masks are not actually necessarily safe for children. And that's really what this comes down to. In the end, there's a lot of studies that show potential harm for people who are wearing masks for extended periods. And there's not evidence that there's safety for those same people. More than that, schools have not been shown ever to be a hot spot of transmission. And so there's not danger to the community. So we know there's not danger to the community. We know there's not danger to our children. So why do we persist in having an activity, having them cover their face, which may be harmful to the children themselves? It simply doesn't make sense. And I know that you guys want to make the right choice and you guys have that before you. The choice is pretty simple. Have masks choice be not enforced. So the policy is just you don't enforce it. Very simple. And the last thing I'll just say is, you know, there's just so much different evidence of different things. So right here is this little graph you can maybe see. The blue ones are student infection rates where forced wear masks, where children are forced to wear masks. And it's much higher infection rates of COVID than in areas where they're not forced to wear masks because of course, guess what? Children get them dirty. It's just not actually safe policy. And you guys all know that you know what's true in your hearts. So we just ask the simple choice make, you know what's right in your hearts. You do. I know you do. So simply ask to make the policy. And once you guys joined other districts in the state and around the country. Thank you. All right. Thank you, everyone. So we'll move on to section eight employee organization comments. Now is the time that we hear from our employee organizations. People have five minutes. We'll start with PVF eight. I'm just to let you know, we can't engage in conversation because of the Brown act. Not an agenda item. Good evening board. I don't know if I might just wait a minute. I was really relying on this audience. Good evening board president home VP shocker and Dr. Rodriguez. It has been nice to have these meetings in person as opposed to zoom. We would again like to commend all educators who have helped transform and transition their practice to a virtual setting. At a quick pace and despite some having a few more challenges and others. They demonstrated to their students how to overcome fear, learn new modalities and improve their practice to ensure they deliver daily lessons. We always commend our support staff to who were not able to go remote or not to go remote or not missing a beat and continuing to support transport feed check in on and support students who presented at school sites. These are strong examples. Our students benefit in witnessing the confrontation of a threat to our public health by collaborating and finding solutions to overcome and persevere. The risk to public health is still present and we are all tasked with a call to work together to combat the virus. While our younger students are not yet able to be vaccinated, it is on us all to ensure the safety of everyone by wearing a mask. Do teachers want to spend a day in a mask? Absolutely not. But the lives of our students are precious to us. And we already have a lot to grieve over. The state is requiring masks. This is not a conversation of negotiations between ourselves and the district. The districts who are choosing to opt out of this mask mandate will go to court. It is a mandatory requirement. It is for the right reasons, public health, despite what any individual may personally believe. We request the energy and passion for the best public school experience for our students to be focused on funding public education. Without highly qualified educators in our classrooms and in professional service positions, your student is missing out on consistent learning experience or specialized care. Many districts are vying for the same small pool of education professionals and we are losing teachers due to cost of living in this area. I would like to thank the district for reinstating the $125 stipend to educators to purchase classroom materials. This is helpful. But please consider applying the cost of living allotment to the salary schedule so we can slow the loss of staff due to pay. Do so without going on about the cost of health care. We understand premiums and how they have increased by just about 2% for this coming year. Our students need fully credentialed teachers and professional staff. Making the argument for a raise on administrative salaries which includes benefits to attract and retain district admin is not only for that tier of professionals who make a tier whom already make a pretty sustainable wage to live in this area. It is detrimental to our students that they have teachers and professional staff working directly with them daily. Finally, thank you trustees for the environmental sustainability resolution. This first step to commemorate the promise by the district to take action is good. We hope to see the committee work with the ag commissioner to protect school sites from pesticide drift. And hopefully every elementary school will have the opportunity to go to science camp without having to spend all year raising funds or then potentially missing out. Which is what happened to my fifth grade students in my first year of teaching in this district. It was devastating for them after an entire year of fundraising. We look forward to working with the district as we enter a new school year. Thank you. Next up is CSEA. Do we have any representatives to speak tonight? Do we have anyone from PIVAM? I thought I was last. I didn't realize it was going to be. Good evening President Holm, Board of Trustees and Dr. Rodriguez. My name is Brian Saxon. It's my pleasure to present these remarks on behalf of PIVAM. This summer many administrators and managers have been continuing their effort to mitigate learning loss by working a variety of different summer sessions. In addition to finalizing the school year or preparing for the upcoming year, these administrators serve the summer school principals and enrichment program directors and much more. Working with teachers to ensure that students have every opportunity to grow and succeed, they are helping to ensure success for all students. Currently we are running summer school at almost all of our elementary and secondary sites. Most of these schools are being led by a PIVAM administrator. Assistant superintendents, directors, coordinators and site administrators have all stepped up for this final push before the new school year begins. Some of these people are first year principals or they are new to their site or even new to the district. Regardless they have all committed to being there each day for their students. The students who are attending our summer session will be able to head into the new year on solid footing thanks to these administrators. Speaking of the new year, I'm sure that you have seen the new theme for the year, PVUSD CARES. District administrators will play a vital role in making sure that this motto is fulfilled. Having worked with the majority of PIVAM members, I can truly say that they care. I'm excited to see our administrators meet the whole child, whole family and whole community. This challenge will include all of our PIVAM members, not just at the site. As Katie in transportation noted, her staff is often the first and last PVUSD staff member that students see each day. How vital for Katie to work with her staff on whole child, whole family and whole community. Linda in food services will need to ensure that her staff understands social and emotional learning as they hand out meals to our students. How does what they serve affect each student and how do they serve it affect each student? Casey, Lisa, Chris, Clint, Allison will need to continue to support their admin at the site and their staff at various levels as we return to full-time learning after a year and a half away. I could go on and on, but I'm sure you get the point. All of PVAM is vital to making sure that our students and staff get the resources they need and that the planned restorative start is indeed restorative. Also, it is important for all PVAM to remember that we too need support and to know that we can all lean on each other. PVUSD cares. Thank you. Do we have anyone from CWA? We'll move on to Section 9. So 9.1, Resolution 21-22-04, Environmental Sustainability. The report will be presented by Jennifer Shocker, our Board Vice President, and Maria Orozco, our Board Trustee. Okay, we're tagged. In accordance with PV9130, the governing board may establish a committee whenever it's determined. Yeah, you're under. Okay, let's put the glasses. Okay. Sorry about that. The Parho Valley Unified School District has the responsibility to minimize its greenhouse gas emissions, demonstrate leadership, and provide education and accountable solutions for children. Therefore, the following resolution has been brought forward to highlight PVUSD's commitment to wisely using limited resources and avoiding environmental damage, restating the region's economy, helping to reduce greenhouse gas emissions in the future, implementing strategies and programs at the regional and local level to tackle environmental, social, and economic challenges, and supporting the region's unique biotech. To accomplish this goal, PVUSD will work with paper's residents to partner together to unify original plans, policies, and programs that result in our health, livable, sustainable, and two major action items to create solutions called PVUSD to work on projects, including but not limited to each plastic, providing reusable water bottles encouraging side beautification and cleanup, and becoming the second ocean-orientation researcher that our students are of this profession. Because it is fairly long. The global impact on the health and safety of the society, all institutions, all elections, and whereas access to public and needs of the health environment, as well as that access to health, health, health, and social and economic security, whereas our changing climate represents the responsibility of health and wellness, transportation, natural system, and quality of life, and whereas science documents the cost of natural areas of wildlife. As the third national climate assessment found that climate change is reduced to the ability to provide clean water, regulate water flows, is limiting the ability for buffer communities to have access to water. It is having a far-reaching impact on marine and terrestrial wildlife, including by altering habitat, sources of bacteria patterns, and also, while other systems are set. Whereas to confront the situation of natural systems that lost biodiversity around the world, and to maintain below a 1.5 degree Celsius average global temperature, that goal of some scientists recommended that all countries fit to conserving and protecting at 30% of land, 30% of the ocean, countries by 2030, with a long-term goal of serving staff. Whereas impact from climate change to U.S.D. will be most particularly helpful to children who are slowing from poverty to communities of color and residents with on-site problems and disruptions for climate impacts, marine development, health, vulnerable populations, autonomy at the least. Built environment, transportation, housing, water supplies, utility, and whereas conserving and restoring nature is one of the most efficient possible strategies for fighting climate change. Whereas the Parle Valley Unified Food District is committed to YC using limited resources, including public health, and whereas our two local, communities, natural and working lands, forest, range lands, farms, but social, disasters, urban, green, and distribution economy, help to reduce greenhouse gas emissions for the region's needs while diversity, and whereas the Parle Valley Unified Food District has responsibilities as greenhouse gas emissions, and whereas the Parle Valley Unified School District will work with diverse residents and local partners together with unifying regional plans, policies and programs that result in more healthy, livable, sustainable and economically resilient communities, and whereas the Parle Valley Unified School District will need to adapt and become more resilient for the impact of climate change and implementing strategies and programs at the regional and local level to tackle environmental, social, and economic challenges, and whereas we work to ensure that all Parle Valley Unified School District students graduate as globally-minded citizens. Now therefore, be it resolved, Parle Valley Unified School District will work with state and private land workers at the place to improve access to needs of all communities of color. We'll prohibit all balloons from the district's property or in construction, including, but not limited due to the defense for some reason established a new district-wide committee called the U.S. Department of Projects, including, but not limited due to the possibility of providing reusable water bottles for instance, for instance, for future cleanups. This committee will provide a process of supporting non-agestrian education programs to promote appropriate science projects that enhance biologurgical climate resources. Become an ocean-garden district ensuring that our students are aware of the sorry, and ensuring affordable access to electricity, upgrading all existing buildings in the Carhoe Valley Unified School District, and new buildings to achieve maximum energy efficiency, water efficiency, safety, affordability, comfort and durability, including through electrification, overhauling transportation systems in the U.S. to remove pollution, greenhouse gas emissions from the transportation sector as much as tax laws are feasible, including through investment in zero-emission vehicle and non-motorized alternative modes of transportation, infrastructure and manufacturing, identifying other emissions, and pollution sources, and creating solutions to remove them, providing resources, training, and high-quality education. Continue to explore community gardens as well as provide gardens based at school sites to continue education and sustainable farming, land use practices that increase soil health and build a more sustainable food system to serve access to healthy food. Mitigate and manage the long-term adverse health, economic, and other effects of pollution and climate change by seeking grants and for providing funding for community-defined projects and strategies and working with community partners to maximize them. Thank you. Do we have any public speakers? There are none. Do we have any discussion? Can I make a motion to support this resolution? Thank you for putting it. May I have a first? Do I have a second? So I've got a comment. So I think that both resolutions I think are quite good. Very good. But I press concern, and I've pressed concern in the past that in any one or more springing an active item before the board be voted on, I just have great concerns that I do believe that these recommendations are stemming staff, same as public, bringing them to the level of staff to recognize the agenda setting. And as we've seen in the past, we've had board members spring resolution items to the board who were not on the agenda setting yet have three members on the agenda committee. So when it gets to that level, we clearly have a violation of the Brown Act. So I think we're skirting the law in one way, here, too close. And I just find it to be inappropriate for them on the title, drop special. So, and all right, I will be abstaining from these items tonight. I'm uncertain of that. I'm not comfortable with asking the board in the future. And on their own right, I think they're great, but please do hear me. They are. But I just really believe from the staff. First, second? I guess I'll just comment. So, you know, items before us, three items before us, actually stem from presentation that we received from the start line and staff as elementary students. So, I believe it is the role of the board to take into account those types of questions. And then make sure that I assure the community that I have trustee software myself served on the setting committee. And this was not discussed at any of the four members. This is something that we both said once before. Right, and I'm not meaning to suggest that either one of them were or not, but has happened in the past. And the other being, again, stemming from real expertise and their expertise, almost the level of skill, of a sense of balance of power, for none of the staff in the next year. Not even the board president. I mean, her or his job at that seat is to run the meetings before. So, it just stems as an imbalance of power. That's what I'm prepared for. And so, I would just refer to the staff to talk about it, that, I think that just goes here. Again, it's themselves, and alone are great. But to clarify, this was presented to us at a former board meeting. And it was mentioned during that board meeting that the children and the teachers working on the environmental sustainability project wish for a balloon van, wish to have some sort of just a wide green team. They were also an ocean guardian school and wished to see us move forward in that. So, we did take into consideration these requests that were made at a public meeting. And we talked with Dr. Rodriguez about the possibilities and put a report together. I have no problem if Dr. Rodriguez wants to present the next two items. We have a first and second. And with regards to that, I just think that it's already agendized. I'm sorry, it's already agendized. So, it is going forward as it is. So, I'm just, I was speaking to the future. And I recall that meeting. You've made a point, you're repeating it. And thank you. Let's move on. I just made your point, and you're repeating it. Let's move on. And my point has been tried to be rebuted. So, I have a right to speak back to it. So, thank you. So, this nice agenda has already been agendized. We're gonna move on. It's already been voted on. So, we've had a first and a second. I've made my point about what they'd like to be going forward in the future. Am I concerned? Thank you. All those in favor? Aye. Any opposed? Any abstentions? That's the same. All right. So, we are moving on to item 9.2. Resolution 21, 2205, banning the use of balloons. The report will be presented by Jennifer Shocker, Board Vice President and Maria Roscoe, Board President. I have no issue for a sentence. It's a banning of balloons resolution. This item before you was inspired by our very own stance from the green calabasca, sorry, the elements. And here's the short video that's at the school. Okay, one. Go starts from the very start. Okay, ready? Easy. That's like the share post. No one knows who it is. Yeah. So, can you hear? I share a system. A school that guards, protects, serves. Watersheds, ocean, and special areas like national marine sanctuaries. The Spela Guardián de los Siano. Es una escuela que vigila, protege y preserva nuestras cuencas, los Siano, y áreas especiales como el santuario nacional de la Bahía. But, with our sources, año pasado, the animals, if they get balloons in their stomach fail. Animals when they... Yes, yes, Sophia, here's an idea for a table definition by Maria. You're gonna see a rocket ship by Abraham. Thank you. And I wanna let you know we've had some parts that it's hard to hear on the microphones. So if everyone, when you are speaking, if you can be close to the microphone so that the public who is listening to the streaming broadcast can hear well. As noted by the resolution on environmental sustainability, Carho Valley Unified School District is committed to wisely using limited resources and avoiding environmental damage as much as possible. Availability of helium is vitally important to scientific and medical advances and is a non-renewable resource given current technology in addition. Balloons have been shown to travel long distances and remain intact when landing with the remains of balloons and their strings have deadly effects on wildlife. Therefore, PVU has been able to educate students in our community about how to provide environmentally and its resolution to prevent all balloons from being utilized in a wide area. Do we have any public speakers on this item? No speaker. Do we have any discussion from the board? Make a motion. The first and the second. And for the same reasons I previously cited, we also like to note that both those items are important. We have a first and a second. All those in favor? All those opposed? And one abstention is to move. All right. We're going to move on to item 9.3, PVUSD Districtwide Green Team Board Committee. Report will be presented by Dr. Michelle Rodriguez, our superintendent of the board. Yeah, thank you. I'll get it started. So our board policy allows us, as you know, every December at our organizational meeting, we establish committees in which our board members are part of. We are able to continue to establish additional committees. In this case, we have, and I know that Vice President Schocher and Trustee Roscoe will go over them, but we have complied with our board policy. Within the board policy, we're required to identify certain things, including the committee purpose, our timeline for completion of assigned responsibilities, the links of the time that committee members are expected to serve, and also the expectations for reporting out. And so I will pass it off to the fellow trustees. Thank you, Dr. Rodriguez. I'd also like to thank two of our teachers that brought this to our attention. You saw them in the video. Thank you, Erin Levy from Starlight, and thank you to Laura Arnoux from Calabasas. So thank you for your hard work. In accordance with B.B. 913A, the governing board may establish a committee whenever it determines that such a committee would benefit the district by providing diverse viewpoint, specialized knowledge, or expertise, or increased efficiency. Such committees may be subcommittees of the board or committees that include members of the community, staff, or other stakeholder groups. In this case, the governing board is recommending the establishment of a PVUSD district-wide green team. B.B. 913A states that upon establishing a committee, the board shall clearly define the committee's purpose, any timeline for completion of assigned responsibilities, any stakeholder groups or individuals to be represented on the committee, length of time the committee members are expected to serve and expectations for reporting to the board and or the superintendent or designee. The committee's purpose, the PVUSD green team will be to work on projects including but not limited to reducing plastic use, providing reusable water bottles and water filling stations, encouraging site beautification and cleanup. This committee will help in restoring and protecting threatened, endangered, and fragile ecosystems through locally appropriate and science-based projects that enhance biodiversity and support climate resiliency. Timeline for completion of assigned responsibilities, the committee will meet monthly to identify and create action steps aligned with established goals. The committee will use community input to identify topics of environmental justice to be addressed. Several methods will be used to gather input, including thought exchanges, Google surveys, and in-person focus groups. These are equal representation for a committee's support and appointed by the board president's subgroup that's been intended for designee to provide committee members with these targets and may serve as Tom Voting Advice of the three board members, the superintendent or designee to elementary, to second, to classify staff members for community members, the studio was staffed for three students, stakeholders interested in being part of the green team may apply through our group in addition because we recognize that not all individuals interested with these two are taking this committee. We do plan to provide opportunities for feedback as far as the length of time of representation takes culture, including board members of the committee. And the expectation of reporting on the board, the superintendent or representatives of the superintendent will speak to update progress towards the conference. In addition, actions and items will be brought forward to future board meetings unless it's specifically authorized by the board to act on behalf of the committee's staff, advice to staff, whatever so charged, please act on behalf of the committee's staff, community, students, so with that, we're tribal. Pardon me. Do we have any public speakers for this item? No, public speakers present at home. Any discussion from them? It's a great initiative. Many other districts around Arconi putting together green teams. I'm glad to see that we're doing the same. I'll make a motion to support. Thank you for bringing it. Second. For the same reasons previously cited on 9.192. All right. We have a first and a second. All those in favor? I. Hi. Any opposed? And then the one. So item 9.4, my on reader report was to be presented by Lisa Aguirre. Lewis, a superintendent of curriculum and inspection. It is there. I was wondering if it was going to appear on that screen. All right. Good evening, president, home board of trustees and Dr. Rod Radcliffe. I'm here this evening to ask for approval, the purchase of Mayan for the upcoming year, the 2021-22 full year. So what is Mayan? Mayan consists of 13,000 interactive digital books. It's part of Renaissance learning, and so it aligns with accelerated reader and also the star reading assessment. It has fiction, nonfiction books that are both in Spanish and in English. How does it work? Well, it happens that students can choose. Teachers can push out certain books to students or students can choose which ones that they will want to read and based off of their likings, topics or different genres. At the end of each book, students can take a short quiz to check their comprehension. They can rate the book and they can also write a review that other students will be able to read in the future. And so in grades, the first and second grade, the digital resources that support the skills students are learning and bridges. For example, students can take their book that's online and they can actually annotate it and that's what makes the digital book interactive. Teachers are able to track progress of students as their reading book. And so here it goes through a lot of it. So if we look, grades three through five is very similar to grades one the first and second grade. They have the digital tools where they can do things like the annotations, the topics that they're interested in and it helps them build vocabulary around that topic that they are studying. The report that the teachers receive, it gives the teacher information on the number of books that students have opened, the number of books that the students have completely read, the number of pages that the students have read, and also things like reading habits that our students opening the book in the morning, in the evening, on weekends, during the school day. So then it helps the teacher understand more of the reading habits. The other parts of it is that the teachers can get reports where they can build lessons, whether it's in small group or whole group class lessons based on the information that they're receiving on Myon. So last year, we piloted Myon in two schools and we used it within the library and also in the classroom. And the librarians, the library media tech, this was one of the things that they really pushed for was having digital access for our students. And the digital access is 24-7 and it's available both online and offline so the students never lose access to the book. And so with the survey we sent out, we asked if they wanted to continue the Myon for the following school year and we had 95.7 said yes, please, let's do continue. Some of the surveys, so some of that we asked them like, what do you like best about it? One of the respondents said, I would incorporate it into research projects as a source of information as well as into homework assignments. It could also be a listening station in the benchmark station so they can integrate it with our benchmark adoption. The second thing or another quote from one of the respondents, oh my gosh, I use it during AR reading time, students use it after school to read as well. He uses a reference material to supplement topics. Can be used for research and reports, the more I learn about Myon, the more I like it, prioritize it over other online book resources. I'm not the one, I am not one to want a bunch of new adoptions for the sake of having them. This is definitely worth adopting and financing. Love it, love it, love it. And so we want to do a couple quick things and with that, that's a quick preview of the Myon. So it is a digital library access for our students that is aligned with already, with what the programs that we use, the accelerated reader and the star set. And so with that, staff is asking for the approval of the purchase of Myon for the 2021-22 school year. Thank you. Do we have any public speakers? No, public speakers. Do we have any discussion from the board? I'd like to make a motion to the board. Purchase the news online. Do we have a platform? A second. All those in favor? Aye. Any opposed? Motion carries unanimously. Thank you. And we will move on to item 9.5, 2021-22. So it's time to grow goal setting and reflection platform. It's still you. Anyway. Thank you, President Home Board of Trustees and Dr. Rodriguez. On May 12, 2021, I brought to you the SoN to Grow platform to use with our summer session number two. And tonight I'm just going to give a little update and then ask for the implementation for the upcoming school year. So when I went, when I was here on May 12th, I went through the platform and the different functionalities and the uses of it where students do an SEL check-in and they have little social emotional learnings. And so what we found out right now for this summer session, when I first did the presentation, I was trying to hold off because many numbers is up to date, numbers are possible last Friday. We had 1,136 students in grades three through nine in our summer session number two that are active. The number on the bottom represents the update yesterday, which was 1,195. And as of today, we're up to 1,209. So with each day, there were some teachers that were, they were getting a little more comfortable letting their colleagues do it before they were implementing it. Active teachers, 59 were up to 60. We've had the most current number for today is 4,936 student reflections. That means students have written 4,936 different reasons of different things as such as, I am happy today was a great day. I passed a test. I am sad because my turtle didn't do something, just various, various reasons from more alarming things that are like, I'm really sad because somebody in my family passed away or I'm very happy because, and so they're all over the place. We've had up to date today. So that number 496 was from last Friday. As of today, 1,166 individual reflections given back to students from teachers. So what the students are writing teachers are also able to give reflections back and the students are feeling. So the last time there was a question about the letter, whether we received, we send out a letter to parents. This is the letter that is sent to parents as both in Spanish and English. It explains the program and this was sent home with all of our students who are using the program. And it talks about they're going to do a daily reflection that asks about their feelings and that they will learn some social emotional competencies. This once again is a dashboard that if we look at it, what we see on the left is the condense and the little phone icon. It's students put in there, how are you feeling today? They click on a face. This is just going to remind her what happened. And then it tell me how your week went well or how your week went, what went well, what are you going to try next week? And that's where the students write the reflection. And then it comes into a dashboard on the bottom. This is sample data. This is not real data because we don't want for the privacy of our own students. What we do see, though, is that in the left-hand side that is real data from last Friday, our students were at 3.9, which is in the happy ring, the blue. So that is from actual summer school data. And then on the right, the bar graph, the line graph, you can see that was from last year for all of our students and then where they are now. The last dot was 3.99, which was from last week on overall average of the students. The bottom comes up when an admin or a counselor sees the view. The most alarming things come up first and they're on the top. So you can see it goes from very sad to sad to okay. And so that's the view that counselors and admins see. There is an alert system and from last Friday, we already had five alerts. These are ones that are more serious that need immediate attention. So we are alerted for it and then we automatically immediately engage with the family to make sure that we take care of it. First we read it, see what's going on, and then we sort it. And that alert is set up so you can actually control that to who sees the alert. Just like you can control of who sees the student reflection, whether it is just the teacher and the admin or who has access. Some of the voices from this summer, this is secondary. A student put, I really liked expressing how I felt and it feel and feel like someone is listening is great for mental and emotional health. A middle school teacher, the student reflections provide space for a deeper conversation where we are more connected and a quicker connection allows me to initiate and guide classroom conversations based on what students have written. So the teacher looking at what the students write kind of gives sense for how the classroom is doing and can base different conversations on that without the students openly talking about how they feel. Elementary, we have two students and then we have a principal and a teacher. One of the students that I feel good about sown to grow because of the faces we get to use, I want to use it during summer break and next year when the school year comes. Elementary principal said sown to grow offers dynamic SEL. There are not only opportunities for students to become reflective learners, but aids the teachers and admin to identify and address needs with and for individuals or whole class. And so this is from our elementary voices here. And with that, thank you very much for listening. We've had great implementation and staff is asking for the approval of the purchase of sown to grow for the 2021-22 school year so that we can monitor the social and emotional health of our students. Thank you. Do we have any public speakers item? No public speakers present at home. Do we have any discussion from the board? All entertain a motion? Almost approved. A second. I have a first and a second. All those in favor? Aye. Aye. Any opposed? Motion carries. unanimous. Thank you. All right. Moving on to item 9.6, approved program facilities and services agreement between PBSD and Tahoe Valley Prevention and Student Assistance, PVPSA 2021-22. Report will be presented by Kristen Schaus, Assistant Superintendent of Secondary Education. Good evening, President Holm, Board of Trustees, and Dr. Rodriguez. We will keep the social and emotional supports rolling this evening with the contract in front of you for PVPSA. They have been a long-standing partner with us during COVID pandemic. We're able to pivot a lot of the supports that they are offering to our students, continuing even to the level of being able to do our home visits and the outreach pieces that we were greatly missing. In front of you, you'll see a contract for three licensed crisis support therapists, as well as two therapists in any payer system, which has been really integral in getting the needs of our folks without medical need. So what that means is any kid in the district, any family in the district, can still obtain services through PVPSA, regardless of their insurance level. In addition, you'll see attached to it the tobacco use grant, which allows for a pass-through to happen for them to continue to do our tobacco prevention support and classes for our students in regards to reducing tobacco use. You'll also see a pass-through, which they took the lead on a grant with, in combination with PVSD to supply supports through play groups and first five, which is also attached to the contract. And with that, staff recommends support of that in alignment with the May 26th approval at the board meeting for our extended learning opportunities grant. There is no impact to general fund. Thank you. Public speakers? No public speakers present home. Any discussion from the board? I'd like to make a motion to approve. I'll second. I have a first and a second. All those in favor? Aye. Aye. Any opposed? Both in carries. Thank you. All right. Item 9.7, agreement between Pajaro Valley Unified School District and the Latino Film Institute Youth Cinema Project. The report will be presented by Dr. Michelle Rodriguez for intended. Yes. Thank you very much. So as you know, we for the last three years have been partnering with the Latino Youth Film Institute in order to continue to provide enrichment to our students. We had this program evaluated by Stanford Scale Project, and it found to have significantly high impact on those students. We're lucky to continue to be able to fund that partnership. You'll notice that the last several contracts, this contract and the next contract, are all funded out of our expanded learning opportunities grant. So we're definitely being thoughtful and leveraging that money well. This program will continue to fund the schools that it's currently at. So it currently is at 4th and 5th grade at Starlight Elementary, 6th, 7th, and 8th at César Chavez Middle School, a first course and a second course at TV High, and at CMS, Pajaro Middle School. What this contract will do is it will extend it to two additional schools. So we will now have it at Hall District. So there will be a pathway on the south zone. So from a Pajaro school to a Pajaro Middle School to PVHS. And then we're also going to be doing some after school classes with Virtual Academy. Virtual Academy with the changes to independent study, you now are required to have synchronous learning time. And so they will be providing synchronous learning time to students throughout the Virtual Academy. And so I encourage you to support this effort. It not only will not affect the general fund, it will support general. Thanks. No public speaker. Any discussion from the board? How did we select? So the schools was it, well the schools originally, it was based on principals who wanted the program. And so that is how it went to Starlight and then César Chavez. And then CMS was because of the pathway. So that's where those students go because we're trying to create K-12 CTE pathways alignment. And CMS was because Proteras was vocal and wanted it at his school. And so we were able to do it with the discount that they gave us. We were able to do it for free. So if you look at the budget, what you'll see is they're constantly discounting us because we're a good partner. So we were able to do that. What we noticed is that we didn't have the elementary version of that. So that's how we chose Hall District. We had to choose between Hall District and Eloni. We chose Hall just because they're a project-based school and have been for several years, so it makes sense. And then Virtual Academy, it was an extension of the new bill, assembly bill that came out, which required synchronous learning for students. And so we needed to add on additional enrichment in order to fulfill those new requirements. The reason why I'm asking is that's a question that I asked. Why is it possible that anybody will help on the committee's sitter to bring back what initiatives across that other community that we're- Do you have any other questions? First, do you have a second? Second, I just like to thank the Foundation is that Edward for bringing this to our district. It's been a game changer for so many kids and it's so much fun and it really engages them and the work that's coming out of this initiative is beautiful. So thank you, the Foundation for funding this. We have a first and a second. All those in favor? Any opposed? Motion carries. All right. Item 9.8, our agreement between Parro Valley Unified School District and Life Lab. The report will be presented by Dr. Michelle Rodriguez. Yeah, so we have had- We had a presentation a while back from with Life Lab. So you're able to hear the great work. I do have Donna and Hoody here because they can answer specific questions, but I'll just kind of stage it and then I'll ask you to come up to kind of speak to the expansion. So as you all know, when we did the expanded learning opportunities grant, one of the things that we heard when we listened to parents and staff was that they wanted to have extended opportunities for a couple of things. One, enrichment from our current partners and also outdoor learning. And we have been having Saturday and Thursday tours of Starlight and we've been fortunate to have Donna and Hoody there every time to really speak to the program. And I think what we've learned is that we are finally aligning our district vision with really our community's vision for where we should be. And so one thing that we heard loud and clear was we wish we could have this at each and every school site. So why can't we? So together we are putting together a plan to make that happen. And again, leveraging expanded learning opportunities grant monies so that we don't wind up affecting the general fund. And so I know that there was some specific questions about the conversion. And so Don and Hoody, if you can come up and just speak to some of the changes and why those changes are selected. Buenas noches. Good evening. President Holm, Dr. Rodriguez, trustees, thank you for inviting us to partner and strengthen this partnership. It is many years in the making. You might all know that life has been around 42 years. And during that time, we've had many different opportunities to collaborate from a lasers program back in the 90s, which was language acquisition for science, education and rural schools to our most current partnership, which is really working with the schools in what is both next generation science in the garden and kids program. And we are super excited that we could actually bring this opportunity to all the students. So over the last several years, we've grown to partner with seven schools in the district. And previously we were working with AmeriCorps fellows. In fact, you all helped us to double our number of AmeriCorps fellows. What we know and people around the country know that in order to continue to support a integrated garden-based learning program that includes both the learning science, that includes the nutrition piece, which we partner really strongly with food and nutrition services here at TVUSD. And to also have the environmental connection for the students to be able to have that, to really develop that space and the partnership with teachers and the entire district. It's going to require some staff that we can continue to work with year after year, rather than having to rotate with AmeriCorps fellows every year. And so this opportunity is allowing us to really envision a robust program that will be at all of the schools. And in addition to that, to be able to work with the science metric with the social-emotional metrics as well. In fact, we want to read to you a beautiful letter that we received from a student this last week. And they gave us permission because originally this letter was written to the garden. And our instructor, who is Lila Simpson, she's one of our AmeriCorps fellows, that I need to first ask the students if I have the permission to share it. So she has the permission and the note says, Hi, garden. I love to be here when I am mad or sad. And to see you make me good. The students are connecting with the space, and we have an opportunity to have the space available now also during recess. And the expanded staff will allow us, again, to be fully integrated into this school and into the community. So thank you. Good evening, President Holm. Thank you so much for having us here and for the leadership work. We have the privilege of working now with our time filled with the other work that we do beyond time. And as many of you know, bringing what we learned there to bear on how we hold this program with you all. And also sharing out the models, cereals, curriculum, pilots here. And we're very excited to take on this new upgraded school with you and with all of you guys, and study it to share that out, broader moves, fields, and support of other districts where it fits their needs well. Just want to note, I think there was a particular question about the big shift. And this has been a really open up for us, for our students, from with you all and with the staff trying to get through this year, to then have this opportunity to engage with this and it really created a new dialogue for our students around the possibility. So we had been starting with AmeriCorps as a way to scale opportunities. But we've gone through four different AmeriCorps. So the move to permanent or longer term staff has a lot of obvious that the site level students or the teachers and their families that have continuity here, but it also just is more fun. It is hard to have these great relationships with their garden and for one or two years, while they're still going through their years. We love their energy as they bring, but we are very excited to have this staff model where we suggest long term, not screening, but improve practices, thoughtful. So we're excited about this and also the shift is really to having an educator and instructor at the site, which will allow us to go beyond the two levels where we do garden, on up into five, just a space, three units already available to the pilot build out. So it really upgrades what we can direct also with the development. He said be there and so can have these miniature parks, full sites available to students involved. And then ideally where it works, sites, two families help. We're excited. Thank you. Do we have any public speakers to cite them? No public speakers. Do we have any discussion from the board? Go ahead, Mr. Junior. Me again, Daniel Don Junior. Thank you for always answering my emails. Minnie White has a great pot of land. I have a garden. I hope to bring what you guys do to their school, McQuady, beautiful garden. Calabasas, do you guys at Calabasas? We aren't currently a four-partner. They're not a partner in our current program, but they do have a robust garden site and great community. Yes, Calabasas has a garden. I know all of Calabasas garden and it'd be nice to be able to come to Minnie White. And we have been involved in Calabasas summer. It's amazing, you know, the K-35 pool, that letter that you got. I mean, just, you know, when I was there, I mean, just that little garden could be a part like that. You know, you can get lost and look for ladybugs and it just kind of takes your mind away from whatever it can be. So, I'd also like to make a motion to the part where I didn't add everything. I'd like to expect that comment. Pre-COVID, George Junior and I, we're at the end of the course. I hope that we get back to something of that this school year. That would be wonderful. Could you cite, Chris, not to crawl towards the public. How many of our for PBUS? Yes, we are currently at seven schools. And so, we're at a MESTI and Solgo, Starlight, Paul District, McQuitty, Bologna, and I do have to say that Starlight is particularly, I think, a North Star for what we can all envision as possible in a community. And so, I think the other beautiful thing about this partnership is that we are also having opportunities to bridges between the student and the family and to really be able to value the work that is done and to recognize that, you know, feeding the world is perhaps one of the most important things and that this community both contributes to and that children now can begin to have more conversations and even learn from parents so that school and home become part of that greater community. Well, and you said that well about feeding the world and recognizing the very realistic challenges with that, that being expressed is really the age of the work that parents agree with. Thank you for the work. I thank you. Mine's just more of a clarifying question because it was a little unclear going through the report. Are these going to be PVUSB teachers or are these going to be teachers from that life lab? They are life lab instructors so they go through their protocols and their curriculum. Okay, because I know right now the gardens at Starlight, H.A. Hyde, Montpel Prater School of the Arts, and Cesar Chavez, which you are at two of, that extended learning maintains those gardens. There is extended learning going to be still maintaining those gardens. What's going on with that aspect? We definitely look forward to continue close partnership with extended learning around the garden program. And in fact, we're very close to a state grant that will fund I believe was 1,500 hours of extended learning positions at Starlight to accomplish what we're going to be doing today with that. But we are really excited about a number of different elements of this and one of them is allow us to provide more care along the way to relieve them a little bit. They've been really working over those starting gardens to be having, but then also maintaining them, especially through critical times, again through our cycles with AmeriCorps. We have downtime for a month and a half summer, right, and there's a need for a lot of care. And so our folks will be leaving, but it would be on the morning to do that. So we're excited that this new model allows us also to be good partners all the way through and to help really these garden classrooms. So right now, it's still extended learning, but you will be working alongside extended learning at those sites. Very much. Okay. And then what's happening with our other partner sites? Are we planning on trying to get life back in there? I know it's called UCSC, Rolling Hills, Community Bridges. Well, I think that's why we're going to, as we've done with other things, we'll start with schools that don't necessarily have a partnership. And then what we didn't only do is we fold them in and Don can speak to, but he actually is already an active partner of UCSC. So like, for example, the partnership with Calabasas, I think will be seamless because they already have the partnership established with UCSC. What we've found through our Greater Pajaro Valley Talent Compact is all of our partners are extremely willing to work together and we see this synergy of working together. So it hasn't been really necessarily, this is what we, this is what I do, don't engage with me, but rather we have seen there's so much need that it's really just a transformative like gift that we wind up finding where we can just serve more children more time versus worrying necessarily which partner is doing which part. Do you want to speak for the UCSC? Yes, we've been really excited about the new opportunity, the education part there. So, and we're here as well as Dean and we look forward to deeper partnerships each in touch with the community that's involved with Calabasas. We're very happy even before we bring our able to talk about part of the school. And the other thing I want to say thinking about that array of partnerships, we've also been really excited by each other part to consider ways to do this. So Erica from CBPSA of course spoke up immediately which is great for all the reasons that so we look forward to the integration. No, I'm definitely a proponent of getting gardens at all of our sites and we all know the psychological benefits of children getting their hands into the dirt and what it can do for the mind and spirit. So I just wanted to address those concerns. My only other concern is that you know that we're not cycling through a bunch of instructors because kids need continuity and we do want to build like you mentioned that relationship with the children at the site. And I think it's also important to have people look at opportunities to hire people from the community that know our community, that work from our community. I know there's been previous concerns of you had students working at the people working that they don't want to drive just to watch the bill. So just taking those things to make sure that it's the right fit for the school site and the right fit for the children. After all the the children are the ones who are going to for if they're constantly recycling when they're going to benefit the most. I absolutely agree with all of that. That is another reason that we're we're really didn't move away from the model as before. Because we've seen now we've had enough years to see the impact of different economic cycles. So last year we were able to this group of fellows has job care. This year as the economy backs harder. Well that tends to then they're already equity. The opportunity that Air Force is beautiful program in many ways but it's from an equity. That's just why you don't already live. Even even wonderful educators have to live here and live at home and save housing costs are worth expecting. So so that's a big part of that. It's an emergency emergency model generally has very much finding those tasks. And this last question is just more of an update question. I know we had state structure on our list of things. We talked about that previous. What's the status? We actually will have the update for you in the Friday. But what you will find is that we already have many of the sites already have the slabs laid. And so and we even have the post up for some as was mentioned previously. It was just last week. It feels like a lot longer than that. But it was just last week that Ryan mentioned. We are still having materials issues. Right. So whether it's the steel or the wood. So we are doing everything that that they can with the materials that they have. And we have seen progress already this past week. But you will see on Friday you'll see the official update. And thank you for coming. I'm moving in really exciting. I like to touch on the therapy aspect. I'm an avid gardener myself. Nowhere near an expert novice. I try. I admire driving by all the sites and seeing all the gardens. They give me ideas. They inspire me in different ways. The same thing. You know, I work in the city of Santa Cruz and there's a lot of community gardens. There's the Holiness Garden Project at the Long Marine Lab. That's a huge project. The purpose is great. It's good to see that the children are learning. Not only part of it. It's also the the nurturing of the plant. Taking it from a seed to the finished product. You know, I'm waiting on about 20 pounds of neck greens home. I know that feeling that, you know, I'm bringing stuff in the house all the time. My wife, what do you got now? Fresh food, you know, makes a big difference. Thank you for the work. I love to see this program and even further. Did we have a motion? We have a motion first and second. Did you have a comment? No, just it's great. I think one of the first life life lab sites was at Valencia Elementary and they still have a beautiful thriving garden there. Anyway, great. We'd like to see you guys come up. I think we have a lot there that need up. And thank you. I was going to ask about the transition from America. I knew that presentation, so I appreciate that. But the continuity totally makes sense. And I just want to say, you know, also just from a health perspective, you know, as a nurse, it's like, you know, introducing kids, giving them an opportunity to have these fresh foods, vegetables, fruit, Dave, to feed it in is tremendous. Like I got to do a site, one of the, this cool boy, it's like taking his kid as a kale. And then he's like, afterwards they put together the salad down and he's like, I never thought I'd eat kale. Bite after bite after bite after bite, you know, and he's like, that was good. And I'm like, yes. So, you know, full enthusiasm. So thank you. So we have a first and a second. Ah, yes. So, Trustee Dodge Jr. made the motion and Trustee Acosta seconded. And with that, I'll call for the vote. All those in favor? Aye. Aye. Aye. Aye. Any opposed? Motion carries unanimous. So item 9.9, California School Employees Association Chapter 132, Sunshine Proposal for the 2020-2021 school year to the Faroe Valley Unified School District, Brian Saxton. Good evening, President Holm, Board of Trustees, Dr. Rodriguez. First, I want to point out again that there is a typo in this, that word to should be changed to from. And then this item was previously discussed in the public hearing just a little while ago. And it is recommended that the Board of Trustees accepts the Sunshine Proposal from PVUSD2CSEA for the 2021 school year of the 2021 school year for the following article from the Master Contract, Article 12, entitled Vacation. So, thank you. Do we have any public speakers to this item? No public speakers. Do we have any discussion from the Board? Almost. I've got a motion. Second from Voco. With that, I'll call for the vote. All those in favor, say aye. Aye. Aye. Any opposed? Motion carries unanimous. All right. So 9.10, Approved Job Description and Salary Schedule, Coordinator Child Development and Coordinator Teen Parent Program, Brian Saxton. All right. So good evening again, President Holm, Board of Trustees, Dr. Rodriguez. As you may or may not know, Lisa Sandoval has moved into Kathy Lathrop's position as the Director of Early Childhood Education after Kathy retired after serving the district for so many years. This has allowed us to have some fresh eyes on the coordinator position that Lisa vacated, as well as another position that was vacated by another staff member. In doing this, we reviewed the work that was being done by the Child and Development Coordinator and the Teen Parent Program Coordinator and realigned the salary schedules and workloads to more accurately meet the needs of the Child Development Program. Please note that we are not adding or subtracting any management positions. We have three coordinator positions and will continue to have those same three positions. Additionally, the one staff member currently in their position will not be taking a reduction in pay. We have reduced the Teen Parent Program Coordinator position to a range 20 and increased the Child and Development Coordinator position, which there are two, to a range 30. These changes have now put the salary and duties in alignment. This change is cost-neutral to the district as the reduction of the one allowed for an increase to the other two positions. We respectfully ask for your approval of the job description and salary scheduled as presented. Thank you. Do we have any public? No public. Any discussion on the board? Mr. Dessert? Hi, Brian. Hi. Can you explain why coordinator used range 20? Why was that? The workload is commiserate with a range 20 on our management scale versus the Child and Development Coordinators that are working with a broader range of locations, people, and assignments, whereas the Teen Program is solely based in one location. Oh, no, he's right there. Do you remember what it was? 27? It was 27. Okay, so I would argue that that's a very complex program you're dealing with that all kinds of health issues, issues with their boyfriends, domestic, et cetera. I think it's like maybe even a more complex position, so I don't understand. What I'll do is I'll ask Lisa to come speak to that because she was in that position and she's going to be overseeing the position, so Lisa's going to come forward to speak to the change and why she feels that it can be successful for her program. Good evening, Ms. Hall. Good evening, President Holm, Dr. Rodriguez and Trustees. To answer your question, the Team Parent Coordinator is the position I actually held for 16 years and it originally was at a range 20 and then I took on additional duties overseeing multiple sites. So it was moved to a range 27 and with redistributing that work according to the way after I had been doing it and the other coordinators, it actually is fitting to make that more of just Team Parent Focus and supporting the Team Parent Center district. Yes, I just worry that we won't find like a super competent, excellent employee at that salary range that's so much lower now. And what credentials are you looking for for that particular position? So that position can have a teaching credential and administrative credential as I do or it could have a child development teacher permit and that would be acceptable and even with the lower range, I believe that we would be able to fulfill that position. For the comment, I understand emotion. I've got a first and a second. I'll put all those in favor to aye. Aye. Any opposed? Motion carries unanimously. Thank you. Item 9.11 agreement between the county of Santa Cruz and the Pajaro Valley Unified School District report will be presented by... Good evening, President Holm, Board of Trustees and Dr. Rodriguez. Before you tonight, we have an agreement with the county of Santa Cruz to do some work actually at one of our near one of our schools, Rio del Mar Elementary. It's actually stated in highway codes and California street codes that the public who owns the property shall maintain the adjacent sidewalk directly in front of that property. So for those of you who are familiar with Rio, there's a very small sidewalk leading to our school that is not the safest for students. For a long time, the county has been trying to gather enough money to be able to do this project. However, again, the actual sidewalk piece is our responsibility. Through collaboration and a partnership with the county, we've actually found a way to kind of complete two projects in one, which is both extending that sidewalk for our students to provide a safer path to school, as well as kind of fix the road and the crosswalk that, again, for those of you familiar, doesn't really lead directly to another sidewalk. They're not ADA compliant sidewalks. They don't have the actual bumpers to go down. So there's a lot of problems with that section, especially at Pinehurst right there. So we have been in works with the county to provide $100,000 towards this project or 50% of the project, whichever is less, because originally they asked us they thought they would need about 100,000. I did want to ensure that we are paying our half of the project, not anymore. The county has been very cooperative in showing us the plans and working with us. The great thing about this is by coming into this agreement, we're able to kind of piggyback onto the work they're already doing. So they're already going to be tearing up part of that street and kind of repairing it. We've also worked with the county, with Steve Weisner, to talk about the fact that we need to ensure that students have a safe path to school, even while construction is going on, as well as ensure that our bus transportation, as well as parent drop-off is unaffected by the construction. So they are working with that site to ensure that they look at the time of day when they can do construction and when they have to stop construction. So at this point staff would recommend that we approve the agreement with the county of Santa Cruz to provide $100,000 towards this improvement for our students. Thank you. Do we have any public speakers? No public speakers. I'm going to speak first on this one because it's like this, I, you know, having been a re-apparent for 17 years with, you know, the age span of my kids and having to navigate that walkway, this, I am so delighted. It's like this is, this is such, and this is just such a wonderful opportunity to collaborate with the county in the work that we're already doing. It's, so I'm going to, you know, I'm going to make the motion so that we approve this item, but I'd like to hear other discussions on the board. Great. I'll second. Great. Thank you. I have a first in this. I made a first. Got a second. I'll call for the vote. All those in favor? Aye. Aye. Any opposed? Motion carries unanimous. So item 9.12 are use agreement between the Parro Valley Unified School District and the Community Agroecology Network fiscal agent of Harris-Mills-Captes. Thank you. Thank you, President Holm, Board of Trustees, and Dr. Rodriguez. I have here before you an agreement that back in 2015, we actually began working with Mesa Verde Gardens to construct community gardens at three of our sites. We continue, have continued to do that work through 2020. Now we are approaching, now we're in 2021, we'd like to extend that agreement with them for another three years till 2024. This is providing great support to our communities, providing over 80 families utilize these community gardens. They do utilize an undeveloped property that the district currently not using. And rather than me speak too much about it, I would actually like to invite some of the individuals who actually work with the farms up to speak about their experiences and the importance of these community gardens. So, Pugo, if you wouldn't mind? A platicales con poquito de las experiencias que tengo para, para poder cultivar a las tierras milteras. So briefly about de cómo sembrar a toda clase de semillas, cómo podemos cultivar, mover la tierra y cómo podemos sembrarla. A platicar un poquito de las experiencias de mis abuelos que me enseñaron a trabajar las tierras. Desde cuando tenía como ocho años pues mis padres me enseñaron también, verdad, cómo trabajar las tierras con bueyes, con caballos y cómo mover la tierra para tener una cosecha mejor. So I was taught how to use hogs for the land that to harvest that. Puede enterrar y ya cuando se va a sembrar, se saca y este es el abuelo que se saca para ponerle la planta. Very important for us to work with compost so that when we are ready to use it we can make, that we use it in the soil and get much better crop. El espacio y toda la hierbita que se echa, mucha persona la sacan para afuera y eso no hay que sacarlo, eso se encierran al mismo lugar para que poner una planta allí y eso es lo que vamos a comer cosas orgánicas. Very important that we actually follow compost power a lot. Ah pues eso es lo que lo que estamos haciendo por ahorita en la Sierra Milperas. Estamos, ya tenemos la cosecha del maíz, ya se le lote, el tomate, el chile. Right now in the garden is corn. Calabaza. Pumpkin. Ay, verede. Mucho. Chile. Eso es lo que las experiencias que me dieron mis padres, mis abuelos y eso es lo que estoy compartiendo con los jóvenes, porque ellos necesitan porque ellos son pues a lo que después de nosotros ellos vienen a esta nueva generación. That is the experience that my parents taught me very much. Y esta esta joven tú pues necesitas de de compartir con ellos las experiencias que nosotros tenemos para sembrar la semilla. It is very important that we share with our experiences. Tipos de que estas son mis experiencias y que pues ten buenas noches. These are my experiences and I wish you all. Thank you. Gracias, senor. Pues primero que nada quisiéramos agradecerles por su apoyo y soporte durante todos estos años. I want to thank you for your support about this many years. Y como ven pues venimos de una comunidad muy variada que pues para nosotros incluso el inglés la lenguas se nos dificulta un poco. We are from a very diverse background. As a matter of fact English is a very language. Y como pueden ver pues venimos de muchísimas generaciones de sembrar pues de esta manera la milpa miles y miles de años. We have come with many generations of how to harvest corn. Por thousands and thousands of years. It is extremely important. Exacto y bueno y pues quizá esto no se comprende porque pues estamos normalizando día a día el sistema que pues ahorita decimos dos mil veintiuno después de Cristo. This may not be understood because right now we are we are really normalizing the system that now we act a twenty twenty one act right. So when we see all generations teaching us how they used to live in this world. The global south for also thousands of years. And also that they still live like in that way. Entonces como que no se comprende esto que menciona Catarino no estamos sembrando de manera natural y sin ningún químico en una zona industrial no que produce billones y billones de doler. Kind of difficult to understand that we are harvesting in this area this very organic area for art and we are acting in an area that yields and billions of dollars. Desplazada desde hace más de quinientos años. Have been working these last few years with a group of people who have been displaced for over over five hundred years. Currently we have some challenges to face. Pero creemos que lo más importante pues naturalmente es nuestra comunidad que nunca ha sido escuchada. But we believe that the most important thing is our community who has really never been heard. Entonces ahora que nos liberamos de la industria de las nonprofits del complejo industrial de las nonprofit. Now that we are free from the nonprofit from the businesses for profit. From the nonprofit nonprofit industrial complex estamos intentando pues hacer todo lo como todo lo que la comunidad siempre ha querido. We are trying to accomplish everything that the community has ever wanted y debido a eso pues también sabiendo que hemos colaborado con ustedes durante tantos años nos gustaría también que pudieran apoyarnos para pues continuar como ven ustedes con esta tarea tan importante. Having worked with you so many years before we would really appreciate if you continue your support so that we could continue to do this good work. La membresía pizca en fresas y moras y manzana. You can see this is a very responsible community. The majority of our members actually work in the very field. Some of our members also have to live in other areas like Salinas. Una comunidad que es ha sido constantemente desplazada por la gentrificación. Again this is one community has been always this this place because of gentrification. También la experiencia laboral que produce estos billones de dólares en la industria agrícola. So we know that we are also counting with the experience of the community. Entonces pues hicieramos su apoyo para llevar a cabo ciertos proyectos que esa comunidad pues nunca podido realizar por estar dependiendo de este non-profit industrial complex. We would like your support to continue with these projects that we have not been able to fulfill because we have been under the non-profit industrial complex. Entonces de nuevo pues muchísimas gracias por su apoyo y esperamos pues su resolución muy atentamente. Thank you again for your support and we look forward to your approval very soon. So again I would like staff would like to request the approval of the extension of this use agreement with the community agroecology network and their fiscal agent for PRS Milpeva. Do we have any public speaker? No public speaker. I'd just like to help put these four men out of their misery and make a motion to approve this. And I would that I'd like to add a comment you know with respect to our community partners yes they're coming to speak to either action items or report suggestion items on our agenda. Going forward in the future to know the agenda is made to publish Friday before but going forward if we know that we have community members are here whether snack item or report session item if the board president or board member or superintendent or cabinet member staff member recognizes that here maybe that could be brought to the attention to the board president the board before the approval of the agenda so we can move that because our life lab partners have to sit here for nearly two hours or they can send wonderful gentlemen that here for two and a half hours. So thank you back fully if we can talk about that for sure of our one and I just want to thank you for being here for Friday. How many locations do we have? So we currently have three locations one is at Starlight one is at Rolling Hills and the other one is at Aharo Middle. And the Starlight one kind of expands towards Diamond Tech. I have a question for the gentleman in the back. How many types of foreign do you guys have back there? I heard about this program. He said that there are many of the members bring their own seeds from their own countries for example he brought some seeds from El Salvador and there's some other seeds that they bring and to work in those gardens. I heard about this program. He was the migrant ed teacher at all schools. I remember his name around the back but he was coming about this program and he was telling me about the different types of foreign keyless and all these countries and all these places from Central South America how they're allowed to plant and he was telling me the story so I wholeheartedly. Any other comments? I just want to say I know that many of the families at Starlight depend on this garden as a source of food for people so for Hugo back there. Mucho familiar as Starlight and I also want to say Lu. Siento lobo. Paseo. We have a first and a second. All those in favor? Aye. Any opposed? Motion carries unanimous. All right. Item. President Holmes may interrupt. I'd like to make a motion to extend our meeting for midnight. All right. Do we have a motion to extend the meeting for midnight? All second. Your first and second. All those in favor? Aye. Any opposed? Motion carries six one. So item 9.13 youth through survey agreement 2021-24 our report will be. Thank you very much. So for the last three years we have been engaging with youth through survey each year we've been successful in increasing the numbers. So last year even during a pandemic we had 18,676 responses between student staff and families. We believe that it's something one it's anonymous so it's really that's really great for us. It also provides us longitudinal data so we can look over things that across time you'll actually see us use this data within our restorative start which we're going to be talking about a little bit later this evening. We want to continue that effort so that we have the longitudinal data and so I request the approval of this agenda. Any public speakers? Okay. Any discussion from the board? Hearing none I'll entertain a motion. I'll make the motion to support this agenda. Second. Your first and second. All those in favor? Aye. All those opposed? Motion carries unanimously. Item 9.14 classroom supplies for certificated staff. Report will be presented by Dr. Shullard. Yeah. So two years ago Trustee Roscoe had asked for us to begin this special fund for teachers where we were able to provide $125 to all certificated staff. What we're able to do with this is we're able to provide okay so how we're going to be doing is we'll be able to provide a purchase order for each teacher. We're going to be able teachers will be able to do it in multiple ways they will be able to either do online orders which will be delivered to the school site at their requesters attention or they'll actually be able to go into the palace. The reason why we did this was because we wanted to make sure that we would be able to provide a funding source to teachers that was easier for them than having to go through like a department department budget or a school site budget and so we're we have already trained and supported the purchasing department in order to be able to do this. Palace last year was fantastic in ensuring cost control so they made sure that teachers weren't able to go over their amount and also allowed hold this the teachers who didn't spend their amount last two years ago with about a month left we still had significant teachers not use the funding and we were able to re-engage them and in the end almost every teacher was able to do it. Tell us also it's awesome because they provide us next day delivery because they're local and so we request that you support this effort. Great so do we have any public speakers to this side? No public speakers. Any discussion from the board? I'm just really happy that we're able to continue this moving from the emails I received they were very helpful for the thing to purchase their materials so that they don't have to get money out of their own pocket. So I mean full support this item please continue. Do you have any further comments? First and the second. All those in favor? Aye. Aye. Aye. Any opposed? Motion carries. So item 10 we're going to go on to our report and discussion items. Item 10.1 our 45-day revised budget update. Good evening President Holm, Board of Trustees and Dr. Rodriguez. As is required by EG code no later than 45 days after the governor actually signs his finalized budget we are required to provide a 45-day revision to our budget if there are material changes to the budget so this isn't something you typically will always see it depends on really what changes in that last signing of that and the blue income paper by the governor. So for this year we did actually see some one major change that impacted our district from the governor's budget so I just want to go through that briefly. And what is the 45-day revision? This is an update for the Board of Trustees to see how the governor's final budget impacted our district. This is not any revenue changes or expenditure changes based on our assumptions. This is only changes that come from the governor's budget. So this isn't a correction to our budget based on something we didn't do it's only new information that we're adding to the budget. And so what is it not again it's not a new budget this is not our brand new budget it's only a change based on what was signed and it is also not an update on our priorities or where we're spending our money and just really looking at what change due to that governor's budget. So what is new? So as you may remember from our July adopt we talked or I talked a lot about concentration funding and how it was currently actually in the Senate wanting to be put to supplemental funding which actually wouldn't have helped our district as much. Thankfully governor Newsom pushed back and did want to continue his support of those highly vulnerable students so he pushed back and did say that there would be a 15% increase to concentration funding which for us is about 5.64 million dollars. So we also saw our slight reduction in unemployment insurance you won't see that in our 45 day revised as that number is not finalized but we did hear that coming as well. So very briefly how does our budget change you'll see that the only change really is in our revenue so we do not have those expenditures booked yet because it is new revenue you will see at the bottom though our ending fund balance there is one major change and that's the assigned fund balance. So one of the tricky parts about this this specific piece of budget that came from governor Newsom is it concentration funding which is used really for our highly vulnerable students and specifically with this information or with this money governor Newsom stated that you have to utilize it on your schools that have 55% or higher unduplicated countless students and really that's what the concentration funding is again concentration funding is dollars for those students above and beyond the 55% mark. So one of the reasons you'll see this is as assigned this is not money we can spend on anything we do have to target those specific schools so we do know it'll be targeted for those schools it's not something we can use to offset any other additional costs at this time because the CDE is going to actually require us to identify how we supported those 55% and over so while we did get 5.64 million in new dollars which is great it really needs to be focused on those students and spent to add above and beyond and to close that learning gap for those so with that that is the only really changes for our 45 day revised and I'm happy to take any questions again because it's an update of the budget that the governor signed this is not something we take action on it's just an update to the board. Any questions or comments from the board? Like me. We don't have to. We don't have to. Yeah. All right. Thank you. Thank you. We'll move on to item 10.2 first reading of board policy B123 promotion exploration Uh are we presented by Dr. Scholler? Yeah thank you. So you are going to see two additional two first readings so we'll have it put up for you in in just a second. AB1 um AB104 came into effect and it required us to make these changes um prior to um July of um of the 31st for this current school year um and then we're making these changes in board policy for until it's changed so for imperfectuities um are you able to get that PDF up there or no? Okay so that would be great so they can see the red line. So what you'll notice on both of these board policies is um that it was just additions so these again there isn't much leeway because what happened is education code changed so this is AB so assembly bill um 104 and what it requires is what you see here in red so it speaks to traditional kindergarten so when this board policy was actually put together transitional kindergarten wasn't even um saying yet um and so it just does note that transitional kindergarten actually is a two-year instructional program it's not meant actually for a child to go into TK and then go straight into first grade um there is the ability um in rare cases for students to accelerate to first grade but it needs to be based on academic behavioral and social and emotional competencies um and then it also speaks to if a child does not attend transitional kindergarten in PVUSD therefore we have not been able to observe that child should be evaluated in a kinder classroom in our school district for at least the first two weeks before determining acceleration um and then what you'll see is the changes that continue on um so there was some that was struck out because it is actually old language um and so you'll see um the new language there and the progress that needs to be made and then you'll see notice of the monitoring through our MTSS team so assistant superintendent clapping back spoke to MTSS and the student success team improvement plan a while back we did need to specifically talk about our English learners because we want to we need to make sure that they are meeting criterion and so it speaks to them ensuring that they can increase at least one of those levels a year or maintain the criterion um in order to be able to meet those promotions um and so as with all first readings this isn't for afternoon today um but um what we did is we took the requirements of AB 104 and we implemented it in here um so revisions can be slightly tweaked um but most of these revisions are required by AB 101 um and I'll take any questions and then I'll go to the next one. Any questions or comments from the board? Um going back to the I'm up for students um didn't get a chance to enter uh but they are above level allow that first I would I would say because in less well it's all according to if they went to summer school um because the whole key is we want to actually see them in person working within the classroom prior to accelerating them as a principal I have unfortunately seen children accelerated that it later on backfires on us in like fourth and fifth grade because they really didn't have them at 30 level that we wanted them to have and then they also didn't have the academic acceleration that we thought that they had so if the child never showed up in person and we never saw that child I would highly I would we'll actually in the next one we'll talk about parent notification um and having to have a timeline on that but I would suggest that we would view them in person for the two weeks prior to acceleration. I just wanted to clarify whether it was yeah and in the next one we'll talk exactly to your point. All right we'll move on to item 10.3 our first reading of board policy 51 to communication so we'll put that up so here you'll see the communication with parents so this is a little bit of dressing for Seiros goes question about whether you have you have a parent who is feeling as if their child needs to either be retained or accelerated and what do we do in that case so one we just updated the email and digital platforms because we now communicate with parents in those ways and then if you scroll down what you'll see is now what's required of us so this is AB 104 of what's required of us so when a parent requests to have a consultation then we need to be able to do that during that time we're required to give them a special discussion of all learning recovery options and also the courses if they're high schoolers or middle schoolers the courses that they received a D or F in and their forms of recovery or other support and we do have to consider their academic data and other relevant data and retention whether it's in their best interest both academically and socially most well not as many people in this school district know but my doctorate is actually on pupil retention and and what we know is that the grand majority of students 90 98 percent of students by 13 have lost all benefits of pupil retention and so we have one thing that we're required to do actually within this within this AB 104 is to tell the parents about that research so we're required to tell them about those effects because a lot of people see the short term effect as being beneficial but they don't realize the negative effects that generally kick in after the age of 13 and then we're required to tell them about the types of interventions and then we have to make if they're a special education student we have to do it consistent with their individualized education plan and we must tell them the final determination within 10 days so we have to meet with them within 30 days and tell them the determination within 10 days of the console and so again this is our first reading of the parent communication questions or comments move on hearing men will move on to item 10.4 our restorative start family engagement and wellness and that will be by Dr. Rodriguez our superintendent of schools and us our right and that's right so we're going to go ahead in and put up put up the power point so that you guys can see that the great work that we're doing I think this is whether it's because we had so many months of of distance learning or just because we're super excited about about this this free about our restorative start and I think the energy is really probable and we're so ready for for where we're we're going so um we'll leave it um this is what happens when you do google find oh so the pdf is correct but anyways um so we um this year as you know today was actually fantastic day I went home in change midday because if you would have seen us earlier we are all in mostly jeans and our brand new shirt that is the noting the pvusd cares alicia has it on um and we're because we did a video today so we did a video with um with multiple departments multiple staff members that we're going to share at the um at the breakfast focusing on pvusd cares whole child whole family whole community so nino completo a milia completa en comunidad completa um and so we listened to the voices our student staff families and community partners so something that we've been doing is having consistent input from our families and what we know and I mentioned it at the last meeting is that we are hearing the exact same thing every time so we had 3122 responses in may we asked them about how they were not only feeling about returning to pre-covid activities where you can see that we have a large portion of students who are feeling extreme anxiety that would be the 14 15 I would count as also being high level of anxiety and then you have that 27 that still has a fairly high level of anxiety and then we asked them all the different things about how did covid impact their health and their emotional functioning if they had enough support in their current system and then what they needed from us right and so we listened to that we also listened through our partner ecosystem so I keep mentioning this partner ecosystem I meet with our partners about every six weeks and we do have over 60 partners and that we engage with regularly and this one happened on June 21st and we asked the question of what's your greatest hope for the upcoming school year and what you'll hear you'll see from them is they'll talk they're talking about support for students support for family social emotional support through our PVUSD thought exchange we had 455 participants and I know I presented this already but you'll see that they were asking for social emotional support for us right making sure that we were hiring people that we were supporting what they needed um today I was speaking to kio in about safety and I was talking about not only physical safety but social and emotional safety and how we're going to do the restorative start and all these other mitigation factors to support both of those and so um I had mentioned before that we were going to be talking about youth truth um so what we heard from youth truth which is on the right what we heard from youth truth is actually our students which was fairly amazing shows the great support that our staff did for our students it actually went up over a pandemic so our students felt more connected than ever before and so we're proud of that but we also want you to look at the high school and the middle school went up tremendously but look at the high school you still have 50 50 percent of your students that don't feel supported right you still have almost 40 percent of your middle schoolers that still don't feel support right so what we know is we have work to do in order to continue and then you look at what our our district wellness teams found that we have significant numbers that is that number is accurate 800 800 units expressed stress anxiety over this last year right and that was stress and anxiety to a level that it necessitated them going through a wellness team it wasn't just stress and anxiety and I feel it but I can function but that's 800 children that really weren't functioning because of that we talked about grief and loss look at that that's 500 over 550 students had engaged with the wellness team just on grief and loss right um and so what we knew is that we weren't going to be able to stand by um I'm presenting down in San Diego on the 10th on this very thing because now everyone is burning to get this done and guess what we had this plan since March we had this plan since April and so we really have expanded our focus to whole child whole family whole community so we always like to say how much ahead we are this talks about how ahead we are now everybody is talking about whole child we were talking in 2019 our state of a district if you reread it we were talking about the whole child approach in 2020 we were talking about checking on the whole child now everybody else is talking about whole child and we're like no we moved on we know that it's not just full child what we know is a full child whole family and now that's focused for these couple of years and so we're we're laying the groundwork for really trans systematic systemic transformation what we keep hearing is we don't have to go back to having things be like it used to be we can actually have things change and create a safer more caring equitable learning environment and so you'll see these guiding principles we always develop these guiding principles um and this was done with staff so Chris will talk about it in a minute this wasn't just done at the administrative level we had teachers we had um staff that was helping social emotional counselors that was helping with this but we believe in the guiding principles because we're not always going to during this whole year that we focus on this we're not always going to agree on how we should get there but if we have these guiding principles then we can go back to these guiding principles and say let's reground ourselves in what we believe and then make a good decision off that and so you'll see the guiding principles which I will let you see illustrated in what Chris is going to talk about one by one. Good evening once again a huge thank you to the amount of teachers, behaviorists, psychologists, TOSAs our coordinator of student services the amount of hours that went into what you're about to see to really prepare for our kids and prepare for our staff um was tremendous over the summer so you know again can't say enough about their work and what we've been able to pull together in terms of looking at our adults as well so one of the things noted and you can see within that is we have really two fold pieces within the restorative start preparing student preparing for the student which means making sure that we're seeing our adults and their needs within our scl system as well as training our adults to be prepared for our students to come back the other pieces that we really looked at was how do we support students directly through explicit lessons as well as school-wide activities so tonight I'll be going through some of those pieces and showing you samples of that work it's nowhere in the entirety of what you actually would see but I will show those snippets and those pieces so you can get an idea of how deep the work really went over to the right hand side there you'll see those infamous acronyms that always pop up in education I did put them in the slide deck as well so that you could reference them none of the materials that you see were things that were just half hazard they were harvested from research and developed pieces that have been used within education most notable castle is at the top of the list there they are our most notable piece in terms of research and development for social emotional learning you'll also see the cde material just recently the ct cell which is really the transformative scl framework came out from a california department of education it was a little bit of a late arrival but we were able to get that in as well and crosswalk it to the five domains so we'll be able to show that in addition you are familiar with pbs at this point and then sandford harmony tci and cpi are both of our trauma pieces that we use within the district so we're also synthesizing to training that people have already had and then in addition west ed and our last piece which was the inequities group work during covet encompassed about 32 members within the district really published a piece on how do we create those connections and that student elevation of voice so those pieces that dr. Rodriguez talked about with that jump in connection was highly related to that work so they've also been involved in this process and with that really preparing ourselves for students you'll see the note within castle's argument of the need for adult scl if you research adult scl or go online and start to drop it into the websites you're not going to find much there is a need for it but there aren't a tremendous amount of resources for it what they're calling out for is the need to be able to have the conversations and give space to adults to make sense of what's occurred and to also be able to prepare for our students so how do we help heal our adults in the system as well in this particular case not just our certificated but our classified staff as well how do we bring people back in a safe environment and allow them to have voice of the journey that they've gone through that we've actually encompassed the five domains so at the center point of this graphic this you've seen within our pbis cycle as well you'll see those five major points self-awareness self-management responsible decision making relationship skills and then that social awareness part what we're focusing on and it won't be the first touch point or the end touch point for us but what we're going to look at is valuing the adult journey that's just happened so as our folks come back and our teachers and our classified are meeting with us on the ninth and tenth as we are joined back together it's about building out opportunities for their reflection acknowledging the experiences that they've all just gone through and really exploring what is the difference between the question of why and what so there is a piece within this that we walk through activities of looking at when we ask why what does that trigger us to do versus out asking what and really giving the folks time to be able to reflect on one moves us forward and one keeps us where we're at so how do we reflect on both and still be able to have conversations with each other about what we want to have on our campuses as adults in support of each other and in support of our students and then lastly an opportunity to really collaborate with their peers as well within that we also have training needs so within then what we know is that our part one of trauma last year left our teachers more hungry for what is trauma part two so give us more resources we want to use them for kids we want to be equipped with what we may be facing so within trauma part two what our folks will see and I'll pull out a couple of specific pieces here they're going to be able to see a really an emphasis and trauma is a large category as all of you guys know so what we did was break this into the second piece of it which focuses on classroom routines this goes for our adults as well you can imagine the impact of teaching virtually for the past year and a half and coming back and now having a seven-hour day in direct contact with kids where you can't walk out and use the restroom you can't push the pause button all of those things are very very different but they're very real and the impacts of everybody coming back and going the difference between you being on vacation in those first two days back you've just had a year and a half of people having an adjustment to their schedule and having to reorder themselves so we're going to focus on classroom routines that both help adults as well as our students be able to really look at the impacts that they've had and get acquainted and patient with each other we'll also take a look at classroom environments so perfect example of that was the information that you got on life lab we know that environment plays a role in how kids and adults respond so as we're going through these pieces with trauma we will be having conversations with our teachers we'll be reflecting on their classroom environments even having them reflect on how they feel within different environments is it a chaotic piece is it not so a lot of the experiential components that we typically would do with kids will also be done with the adults so that they can feel that and resonate with it in themselves we'll also look at that self-awareness piece which will be probably the the largest push can we be patient with each other administrators teachers students families we're all in a learning curve we're all coming back there's expectations there's high expectations to just make everything as normal as possible so how do we recognize that in each other and still give each other space to say we're going to be faulty at times we're going to blow things because we're not used to it and really get back to the idea of being able to give each other that gratitude and that grace so that we can recover together as a team too another example of a piece that we're going through with trauma is the de-escalation function so this is again preventative what are those pieces that we could do heavy note on the left hand side on the second bullet teaching and re-teaching those practices there's going to be frustrations the answer isn't taking kids out of class the answer isn't i'm going to get upset and my level rises because i can't take that break so things like tagging in other teachers what are your supports look like with your apes and your principles we're going to be able to provide supports on both levels to give folks that space to ask for help when things aren't okay other pieces that in the moment strategies being able to kind of reflect and stay calm we know that there are going to be things that go wrong that was a big push on why we did summer as well to transition kids back in an effective way we did see things at camp connect we did see things in second session and we worked through them the easy answer by all an office referral and let's send the kid home it's not the answer so i think what we did learn was let's have compassion for each other on both sides to be able to get through really a transition that's smooth for everybody supportive student experiences so when we talk about supportive student experiences we learned a lot we learned a tremendous amount during covet and some of these lessons that we learned really we don't want to forget so the data and what dr. Rodriguez indicated through the surveys of youth truth and other surveys that we ran last year was really indicative of what were we seeing we're seeing stress management we're seeing you know anxiety we're seeing kids not feel like they are seen during this time so what we've done is we've created six anchor strategies within those domains those you'll see up here in terms of where we're anchoring our restorative work so honoring identity creating that that positive relationship through belonging we'll be focusing on peer to peer because that is the area that has also been a little bit ruffled during the covet line managing stress developing empathy making responsible decisions through their agency so how do they use their voice both adults and kids to say I'm not okay or this is what's happening and I need to get some assistance here I'm struggling with and then last the cultivating of mind mindfulness are you aware of what your needs may be and have you really been able to sit in that and know what those are and for many of our folks we don't leave space for that voice to come out so we're going to take a look at is within those six strategies that last bucket down there kids will have two different experiences so this is really what do we want is the PVUSD experience to make sure that all of our kids have these healing opportunities as well two forms of that is really an explicit SEL lesson so that means we are actually teaching about the emotion we're actually teaching about the process we're teaching breathing techniques whatever that may look like for the lesson and I'm going to show you a couple of examples with that as well it also means that you have school-wide supportive activities that gain momentum around those things so as we teach self-management how do we practice that on the playground how do we go through helping kids to learn those pieces in live time as well so this is really where a large bucket of time was spent which was how do we assist teachers because if you were faced with and now SEL so we need you to develop lessons and they need to be research-based and hope for the best and by the way you may not have all the data go do it so what we do know is that not everybody is an expert at this and we have people at all different levels of engagement I could hand this to any one of us and we all have different levels of engagement with teaching adults teaching kids and then also that next level of saying is it even your wheelhouse and your expertise so how it reads to folks is imperative as to whether they got the message or not so what we are looking at is it can be haphazard where we choose we pick and choose whether students get the material so how do we make it meaningful for teachers to have options so one of the things that you see in front of you you will see the vertical alignment at the top up there those anchor pieces which is what we just kind of went through are those six anchors that we're tying the work to within it you'll see a lesson line so off to the side there your green arrow indicates the lessons that we're going through or what those title pieces are to the to the left you'll see the terminology menu of plug and play additional resources these are lessons that are already completed and already done for teachers but we also know that teachers like the freedom and the autonomy to be able to pick and choose resources as well so I'll show you a sample of the middle school breakout one as we move forward and then the bottom piece which we'll also cover is so what are some sample activities that are going to be happening on campuses so this is the middle school version of the layout this is an overview shot all of those pieces that you guys are currently seeing underlined are actually hyperlinked for teachers as well so as they get the overview they have options so they can clearly see our intent across the top with what those anchor pieces are that we want students to be able to interact with there's also the lesson in the activity that goes with that lesson they're designed to be 30 minutes 30 to 40 minutes uh two lessons per week for the first three weeks as we go through the process and look at what those outcomes are we have currently four teachers in the second session also using the materials and giving us feedback on if we need to shift things but the beauty of this is really in the additional resources and those that want to go further so if we have folks and we absolutely do have teachers that have been invested in SEL for quite some time and they want to move forward or faster or deeper they can do so all of the additional resources that you see up there are vetted within the companies that you saw initially with the research and developed pieces so anything within here a teacher can say I know you want me to be working on the identity piece here's a sample piece that you can use and it's plug-and-play so the slide decks are done the activities are done if they choose not to and they want to go to one of the other activities it still encompasses and hits the same framework piece that we're looking so certainly a lot of opportunities in the first two days of schools teachers will also have opportunities to be able to collaborate with each other whether that is in grade level span whether it's in departments but our our principals and folks will be giving them time to go through the resources as well so that they get comfortable with the material this is a restorative journal so we've even been able to go to the next place with the lesson which is really allow it to be interactive with our students every one of our secondary folks really felt like they've gotten used to the habit of having things in electronic format we'd really like the extensions to be there as well what you're seeing on the left hand side is really the six scope lessons this would actually get delivered through our gmail accounts to our students which means they actually can work interactively within these lessons as well and at the top you see activity one it included the video or whatever the main component of the lesson was hyperlinked for the student too so if there was a struggle or you needed to go back and listen to it yourself to kind of move through the material again you could so again another way for us to be able to go back and say you know I she may not be feeling well can we take a look let's see what's been been written to be able to allow us to get more insight as to how to help this piece is the schoolwide piece that I discussed earlier we had a first edition which really was that student connection and elevation of voice this really next edition dove much deeper into what did we need for that restorative piece you'll see it framed around the identity agency and belonging so those same six core values and anchors that we had previously these are all designed to be activities and I'm going to jump into one here so that you can see but a few of the pieces up here that you will see they are all aligned to activities that have either been done in our schools last year that got great remarks from our kids with connection or have the opportunity to be able to really explore a couple others that happen in other districts that got rezoning of it the cool part with these is that they're designed for the leadership as well as your ASB folks your activities folks lots of our sites have many people involved in this work including our PBIS teams the design of the actual guide allows them and this is one that's around the mindful card decks and the embedded SEL those sanford harmony and then the mindful games that we did during covid time it gives them just to orient you to what these look like it gives them the activity tile we put a virtual uh i'm sorry a visual sample in there so people could see and kind of have that reminder we also wrote down the purpose of why you would do that within your campus including the preparation within the preparation you'll also see those hyper links again so you're getting that plug-and-play model where if you are invested in that if your leadership team decides we want to go down this path and use this as one of our supporting materials they have access to it that includes also who may be doing it within our district so fa hall is doing something really really cool that we're highlighting you also have the contact information for those administrators to get more information as well and then the last piece we included a classroom extension that maybe your whole school isn't invested in just this one a teacher could use these pieces too and morph it into a classroom extension and last but not least pulling in the community aspect of how do we actually package that and assist our families in being part of the process so i would always pick up my daughter from school and i would say how was school and the answer was fine and that's where the conversation ended for the most part until i got better at realizing that i'm asking the wrong question so what we're really looking at and what we're trying to to elicit is how do parents play a part in this process so on the 12th we'll be hosting a zoom it will be completed with raffle prizes we will do it in both Spanish as well as English and we'll have breakout groups by secondary and elementary the idea behind it is to give parents an understanding of yes the overview of that restorative piece but also how do they play a role so as your kids are going through these six lessons and getting information about their belonging and their identity what are the things that i can now ask when i go pick up my daughter and say hey instead of how was your day and i get a fine i know you're doing one of the lessons on identity and you know what were some of the activities that you did now it's like wait you know what i did at school so what we're trying to do is really elicit the idea that our parents can absolutely be engaged in the process of healing and getting that smooth transition for our kids and definitely working closely with our parent engagement group but again that will be zoom both language as well as secondary and elementary and with that thank you thank you do we have any help you have any i know i just want to as a pro parent perspective i want to do for the parent workshop you know even as somebody who's experienced like i you know i've got three kids it's not my first radio but it's like i haven't been a parent global pandemic before you know so there's a lot to learn and and i just appreciate you know that completely i mean it's pressure that i do have a question for you don't focus where does every single department every single employee will be receiving the training and going through that on August 9th and 10th and every division and department including like our transportation is doing something with their with their staff so whether you are a two-year-old in our system or you are in adult education in our system you will wind up moving through this process so everyone's receiving that's tremendous um i really i have this site that i support you might know it would love to have something like that with all different columns but even like communication diversity probably you love you and there by the way they came and then suicide i have one question um so thank you i know this has been a lot of work that everybody's doing um don't mean to always ask about website are we going to have a space designated on our website to go about part of yeah so as chris was mentioning we're currently highlighting some of these items within with our students now and so once it's solidified um then um we will wind up um it already is on our website already in um underneath the return to school um but we will amplify that and we will wind up putting all this um all the translated items um we'll put in there in english but um yeah we will wind up giving it on our our tremendous presentation tremendous work hey we agree we just took the work done into it um i really have to say that you know some employers are really doing a good job getting it right on this trans back work having sensitivity with that sensitivity and unfortunately others but it is so um being one of large school districts in the state large in the region second largest employer in the county largest employer in the city of what um glad to see that the leadership is taking with some of that sensitivity and that training with our faculty others of course students the parents and families the with regards to that zoom workshop that's on the 12th um do you foresee that there might be some sort of a follow-up with that within like a week or two and that may not take long amounts of time but sort of either or well one i was thinking for also one parents that miss it inevitably but also sort of if you will like second one within a week or two or so is that yeah we're actually going to do a couple of things so we we certainly look at the numbers of the capacity of the folks that we do have show up at the end of the session we're actually going to build in a piece that allows for additional questions we're capturing all the questions to then feed what could come next so as we have more questions about how would i approach my student if i think they're going to be completing you know self harm or my students coming back but not doing so well as those things kind of come up when they get past the the tips and tricks so to speak of how to make that smooth transition with our parents we're going to take note of those pieces develop something in alignment with those okay have those folks come back too but we don't see it as a one and done in terms of touch points i think what we have learned with even covid is we get a lot of parents that will join in zooms because it's so much more convenient um i did three myself last year because i was thinking i'll just jump jump into this one and be a parent on in the wall instead and it never ends that way for me because i end up getting pulled into the conversation but i think the the beauty of it is that it allows people to have more access to it so i don't think that what we will see is a return to that brick and mortar piece of once a year and gathering there's benefit to both so i do see it as part of a series of being able to be responsive to parents and say as we come out of one and we get this information of what their needs are again then we reboot and be able to offer a different one yeah i think a check definitely more than an annual not even six months i wasn't even thinking a month it's possible to do it i mean because all of us who've been parents and have kids in those first few weeks it's rough enough let alone all of this component and you know and also if we haven't i mean let's face it if we have teachers and faculty staff that are also going to throw them up i think that the second major part of that follow-up process and then it's meaningful um other part dr. Rodriguez i think just she touched on it briefly about that with regards to transportation department but i also wanted to be sure that because that was really directed towards their teachers journey and of course a majority of our classified employees have been the frontline workers keeping this district running during that 16 month period where we were out but i also want to make sure that they're not overlooked just well oh they've been here right but they've also been here in a lot of empty school houses and a lot of empty facilities and for that rush back in for them and the feelings and the anxieties things they could be filling in their work space i think that that needs to be recognized across just yeah no it will be in every single department so we're training all of our principals sorry in that week and yeah so we're training all of our leadership on august 6th um and then um they are doing it um during that first week 9th 10th yep okay so everybody will wind up being and this is an ongoing so it is we call it a restorative start the first three weeks but as our our our yearly theme denote um this is going to be something that is ongoing and then going back to one of my slides with the systemic transformation we really see this as being something that will then change uh permanently right um not even just for this year but as we learned to do better um we'll continue to do better right and i just also had a question on one of the slides that and on dr redrigas woman's a bar graph where the survey and you talked about eight students those different groups with the different things that were um noted about those different students were those all different students or were some of those 550 on that one bar graph they have been in that 800 bar graph as well you know favorite i do they they are duplicative in some cases so you will see somebody that may have anxiety but also one of the other factors that was up there as well that is true so you do you find any important practice we do we have it at a deeper level so one of the things that we will be doing as well is continuing to move forward with our wellness team so some of some of the the indicators that we're using in the metric that we're using going forward is to look at those four spans and add a two additional spans that when we come back would be relevant to us coming back so we are looking through that we're also looking deeper to subgroups and other folks as well to say can we track those and actually figure out which students may need kind of more of the wraparound service where there's multiple things going on or the anxiety is being triggered by one of the other pieces too I look forward to hopefully hearing a report back around September about how it's going if we we have established 8T we call them KPI which is performance indicators um and so we'll we'll present that support so they're able to see that I just also wanted to say thank you for the report you know it was easy to understand for the dashboard the colors it makes it easy for myself but also makes it easier to the community you know sometimes we have this report paper ordinary parents just just and but now with this people and parents can go back and tell me I can get this or if they have questions they can come back to us I also just want to say thank you too for going to the parents you know before COVID or also during COVID and I talked about many times I've joined Zoom you know many why and 30 40 50 people so us going to their you know going into their homes and trying to reach out to them say hey we're here here are these resources I think that's great I think it's coming Zoom informational meeting that you have and I just also wanted to say thank you Dr. Rodriguez and thank you cabinet for leading the way you know as you mentioned earlier that states are realizing they have to make this up and whereas you guys team are ahead of the game and now other districts are looking at you guys so I just wanted to thank you for putting us on the map that way thank you thank you thank you all right we'll move on to item 10.5 our update on alex and math accelerator the report will be presented by Araceli Mendez. Okay I'm gonna get situated with the with the microphone here and the clicker so good evening President Holm I know I'll greet her again Board of Trustees and Dr. Rodriguez thank you for having me back I was here with you in February and you requested an update on not only alex but map accelerator so I'll be presenting that to you tonight. As you might remember alex was used primarily at Fajaro Middle last year and so this slide here just presents you with the summary of you know reminder of what the program is and what what it helped how it helped our students learn and so we know that it's a web-based program and it's an and we call it an intelligent online program because it will adjust the learning path for students based on their performance and we you know the types of questions that students see are not only just multiple choice questions but also input types of questions where students can enter their response so and then another piece that's a reminder for alex is that it's periodically assessing students to ensure that they are retaining information and it does that through the knowledge text and so the topics are being moved from this learned section into a mastery section and that is what gives good progress on completing the course and so the first data set that we are going to examine is our usage for alex at all the grade levels that Fajaro Middle and so this pie graph um sorry the pie graph here presents us with the usage for all of the students at four different levels and so you might be wondering well how are those levels created so we are you are weekly usage goal that we established was 45 minutes per week and then we took that times the number of instructional weeks for the school year and came up with just the a distribution to be able to categorize the data and so ideally if students were meeting that 45 minute usage goal then we would see them in that level four right so over the span of the school year that 1486 minutes or higher a level three is pretty close right like the range of minutes it's wide so if if just because they're in a level three it doesn't mean that they weren't meeting the usage goal they were they could have been close um on the next slide we have this usage data by grade level and so sixth grade students um you've probably already you know creating some wondering questions about the data that you're seeing and so something to note is that this is the grade level that even in February when I was here we we saw that we were struggling right that to meet our usage and um although we see that high percentage of a level one I think you know a a piece of information to be aware of is that this grade level in particular did go through some staff changes in the middle of the school year um and so there was that and then the things that we discussed back in February is this where our young sixth graders right at doing middle school and distance learning um and then here we see our seventh grade data um and so we start to see how our percentages are shifting right so we really see 35 percent at a level four and then seven percent at a level three so our usage is improving and then this slide we have eighth grade and again we see that percentage got sorted for you um that green one is four percent um and so we see a nicer distribution across the levels here and then so this is the usage overall and so now that we know that students are using the program then we took a you know we examined uh what was the percent of topics you know of course completion that students actually achieved and so the next um slide you will see that distribution and so a note here is to note that everything is in percent and the final level it's representing the final level achieved by students and uh apologies that you can't see level four that is 70 percent or higher and so again this levels were once again just created to be able to categorize the data so we set those um ranges locally and the target goal is to have students be anywhere between a level two and a level three and that is true because alex was used as a supplemental program for instruction it was not our only means of for the students to learn right um so the first the first pie graph here that all of the students and then we see the data disaggregated by grade level um and the next slide we have um a comparison to our nwea map achievement level and what you are going to see is these bubble charts right and so they'll be on an x y axis so this you know i just want to summarize what we're about to see the x axis is our alex levels that forced percentage completion and then the y axis we're going to see our nwea map achievement levels and those are delineated based on the ranges of percentile achievements that you see here at the bottom and something got really um funky because they're not seeing colors so those bubbles are supposed to be in colors oh it's there they have it okay perfect perfect um so um so here what you are looking at and i'm going to look at my slide here just so that the colors because i'm making reference to them is we have all of the three grade levels and so the first statement that we see is 31 percent of students demonstrated average or better performance on nwea and so what that means is if we look at our our graph here the nwea levels the one and the two are coded over here and so those are up to the 40th percentile which based on the norm study that's not considered being you know performing at grade level so we really want to take a look at level three so level three here on nwea so from left to right um if we look across to imagine there's the line and then we look above at all those bubbles above the level three that is where that 31 percent is coming from and then we have it broken down by well if they were between a level two and a level three on the course completion right they were actually using the program how many of those students are performing average or better and so that's the breakdown here and then for the second statement 56 demonstrated low to low average performance on nwea those are the bubbles that you see the red and the orange on your screen and those are the ones below an imaginary line here across the two okay they're gonna switch it so that we can all look at the color um great yeah perfect and then so this um data set here is the same scenario right but now we're just looking at our sixth grader and so um we do see that if we think of it one way that i like to think about this data set is um thinking about a line here on the um on the nwea out of three because that is indicating that our students are performing above or close to grade level and then for alex progress we really wanted them between a level two and a level three because that means that they completed at least 50 of the course and so if we put a line here then we can have this quadrant chart that we can take a look at the data ultimately the goal is to get more of the bubbles to go up and to the right and so in the next slide for seventh grade um we start to see that increase and then definitely with eighth grade here eighth grade is the great visual for how that data is changing and how we are moving um ideally we want to see right like this eight the green bubbles of here on this upper quadrant and so then um one of the things that the last time there was the question about is well what does all this mean right like we're having the students use this program we have students who are not using the program so can we have some information as to what that data looks like and so the next set of um slide is what that's presented to you is a comparison of students who use alex on the left versus students who did not use alex and so again the percent below represent the final percentile band level on our nwea map our spring data and so for example what we would see is one percent of the students um ended up at a level five in achievement and that means that is the pretty um high percentile right greater than the 80th percentile so i really like to look at level three and level four on this data set because that means that we are looking at level three and four so the yellow and the green so those two here so that's 30 compared to 20 i should be able to do a math 25 on the um non-users of alex and so we go on to the next slide can i control it on the next slide oh the previous one there we go so here seventh grade and so with seventh grade again um the visual here is you know thinking about even the kids that use alex in the level one right like we have 43 percent in that level versus 47 at the district and then the next one is eighth grade and definitely we can see um the distribution of the percentage for eighth grade and um so this slide here concludes the information for alex um in terms of the course progress that students completed and the analysis on nwea math i can pause for questions on this section or should i move on to math accelerator any questions have any questions no i just most have a comment promise for but also it was easy year last thank you thank you for acknowledging that i appreciate it and and do know that it is the work in progress and so we continue to revisit with the school site and the team to improve okay so on to math accelerator you know let me see one more thing it's the eighth grade much better that's just yeah see where we're building or you had yes and so one thing that we plan to do with our um school team is really looking at what worked well in eighth grade so that we can spread it at the school right because it's the same as the math department and so um how can we foster those good things that that grade level did okay so that is not it so let's keep going oh i have it there we go there it is um okay so we are on to math accelerator and you guys all probably remember that we were one of four pilot districts in the nation two years ago and so that was the school year where schools closed so the implementation during the pilot right being a pilot itself it's a little rocky like everyone's learning we're learning the company's learning the developers are learning and then schools closed um and so with math accelerator as you might remember it is an online program that provides the personalized learning path for students based on their nwa math score and so every time that we receive that we administer the assessment the data gets sent to math accelerator and the learning path for students is readjusted based on those scores at the four different um instructional areas where we have the data point four and so for math accelerator um what we are going to look at is the end of your achievement level again for our spring data and we are going to have a um a comparison as well so we're going to begin by looking at third grade and so the percentile rank range here is at the bottom so when we're talking about well what are the levels right they're right here and again it's the same color coding as we saw in alex and so we're really targeting our attention to that level three i would say that's a good um way to to narrow the the focus here and so for third grade this represents the data set for students that use math accelerator in comparison to the non-user so those that did not use the program and how they did on maps um on our nwa map assessments and so you can see the other level three which is achieving pretty close or above two grade level between the 41st and 60th percentile we had 16 percent compared to 12 percent um and then you also see the level one out of 49 compared to 59 and then we have fourth grade um and the similar comparison right like 17 percent compared to 14 and then we have fifth grade here as well and that is the information that i have for you tonight and i will take any of them okay oh right reminder i appreciate that so i i know it's late i just want to make one comment what we know about digital programs is that they will only work if we are using them to the capacity and the usage in which they are intended for so just like the comment about eighth grade um in terms of alex you saw that was the group that you used it to its highest level and so we saw the highest impact so although this data is challenging um what i would say is is persistence pays off so we need to persist continue to change people's practices and include digital learning materials and do so when we are doing it in person because we are we were expecting children to independently self motivate to use these programs versus when we have them in front of us we can actually encourage them to use it so um i just want to say that because sometimes there's a reaction to say okay let's stop something that doesn't although this shows that it is working to a degree um is to stop something um when it hasn't yet been solidified and so i just encourage us to continue and persist um because anything in its first year um and is that going to have the impact that we want especially if we don't use it to the level in which it scientifically and um any other questions or comments in the future. I'm happy to be here because for the questions and comments we will move to second 11 our consent agenda items these are our routine items do we have any public speakers no public speakers are there any items that the board wishes to all right can i have a motion have a first and a second all those in favor any opposed motion carries unanimous and there are no for consent items so we will go on to our um we'll skip 13 because we don't have closed session to reconvene but we'll go on to 14 uh so our action report on item are there any items on closed session yeah i have closed session item 2.1 i moved to approve the certificated personnel report as presented by district administration on july 28th 2021 with six and five additional action items all those in favor i any opposed motion carries unanimous closed session item 2.2 i moved to approve the classified personnel report as presented by district administration on july 28th 2021 with zero and 32 additional action all those in favor i any opposed motion carries unanimous item 2.6 special education settlement for one student the board approved an agreement for a special education student with seven zero vote item 2.7 special education settlement for a student the board approved an agreement for a special education student with one vote i have one announcement on behalf of our superintendent and district administration we are pleased to announce mr gary vargas appointment supervisor maintenance operation mr vargas brings to the parter of valley unified school district a wide breadth of experience and facilities planning mechanic project management grounds maintenance mr vargas comes to the district from santa clara university where he built his career for 23 years in the various capacities of landscaping small engine and for the past 14 years the supervisor grounds maintenance mr vargas approaches his work with a gas mentality and always looks for student solutions to problems he's a communicative detailed oriented organized and fully committed to the work he looks forward to serving the student of the parter of valley unified school district and continuing the good work of improving district facilities we are proud to welcome mr vargas to our district as the new supervisor thank you all right our upcoming meetings our next meeting will be a special board meeting closed session regarding the superintendent's evaluation and our next regular board meeting will be on august 25th 2021 and with that the meeting is adjourned at 11.04