 We have corn, so I'm going to go ahead and start. Good evening, everyone. So welcome to our PVSD board meeting. We do have translation available in Spanish. So if you need that support, please see Oranía López. Tenemos traducción en español. Si necesita de este servicio, por favor pase con Oranía López. And if you would like to speak to an item on the agenda, please complete a speaker card and hand it to Eva Oranía prior to the agenda item. Each speaker will have two minutes. So we'll move on to item 3.2, our Pledge of Allegiance. And I will ask Vice President Acosta to lead us in the pledge. To the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible with liberty and justice for all. All right. So moving on to item 3.3, instead of our usual superintendent comments, Dr. Rodriguez, let me know that there were some folks here from assembly member Rivas and Addis's office and supervisor Hernandez is here and Mayor Montesino. So if you wanted to come and speak, come up to the podium and speak, too. Someone coordinate. So it's always good to be here. And we're going to miss Michelle, of course. And we got this proclamation from the Board of Supervisors that I want to read a little bit of. I won't read it all, but I'll read a little bit of it. Well, I might read it all. It's not that long. Whereas Dr. Michelle Rodriguez was hired on August 2016 as superintendent of schools for the Power Valley Unified School District. And during her time at PBUSD, she has proved to be an educational leader with deep integrity who consistently uses her equity lens. And whereas Dr. Rodriguez launched the framework of whole child and whole family, whole community, as well as multiple measures of student success to accelerate change, address structural inequities, and ignite learning driven by students, passion, and interest. Whereas Dr. Rodriguez brought innovative educational practices and research, including systemic instruction and phenom awareness, phonics and sight words, sips and footsteps to brilliance, which has led to growing and increase in student achievement in many areas of PBUSD. Whereas Dr. Rodriguez helped bring in the district's first multilingual, multicultural, and multi-agency family engagement and wellness center, offering after school and weekend hours to ensure vulnerable students and families, physical, mental health, and social services needs were being met throughout through direct services. Dr. Rodriguez, along with school site leadership, school families, community members, donors, foundations, and community partner organizations in agriculture, culinary, and health sectors invested and built one of the only five specialized garden and culinary education installations in the entire United States, catalyzed by a grant by the Emeril Lagasse Foundation, Emeril Culinary Garden and Teaching Kitchen at Starlight Elementary, which serves as the central hub for large-scale rollout of 16 elementary schools in collaboration with Life Lab. Dr. Rodriguez developed important relationships with the community, government, and nonprofit leaders to build community partnerships of 96 organizations and agencies that uplift PBUSD and district priorities at the local and county, regional, state, and national arenas to advocate for equity of outcomes in education and for the most vulnerable students. Now, therefore, I, Felipe Hernandez, Santa Cruz County Fourth District Supervisor, hereby honored Dr. Michelle Rodriguez for her educational leadership, innovative, new educational programs, and for developing a strong relationship with the community to benefit PBUSD students and their families. Yes. Okay. Yeah, I was just looking at, you know, you have lots of accomplishment because they're not the same. Ha, ha, ha, ha. So, whereas Dr. Michelle Rodriguez who pretended as a school for the Faroe Valley Unified School District has been a remarkable leader possessing rare talents, deep integrity, and persistent equity lens. And whereas Dr. Rodriguez has been dedicated to student in urban, rural, low socioeconomic districts for over 30 years where they focus on vulnerable student population and whereas Dr. Rodriguez launched the framework of whole child, whole family, and whole community to express the concentric and connected layers of work and transform PBUSD student, family, and community systems initiatives to accelerate change. And whereas in 2016, PBUSD has witnessed remarkable growth and achievement in many areas as Dr. Rodriguez brought perspective and awareness of innovative and forward-facing educational practices and research, including systematic construction of phonemic awareness, phonics and sight words and footprints and brilliance. And whereas additionally, the district's full multi-lingual, multicultural and multi-agency family engagement and wellness center open, offering the after-school and weekend hours to ensure vulnerable students and families, physical and mental and social service need are being met. And whereas in recent years, PBUSD has achieved steadily increased reclassification rates for PBUSD English learners. And in 2023, graduate rates of all three, comprehensive high schools was the highest ever achieved in the district. Optus High, high school, 97%, Pajaro Valley, high school, 95%, and Watsonville High School, 94%. And whereas Dr. Rodriguez has been recognized for excellence in leadership through 2022, ACA, say, Superintendent of the Year for 2020, Community Health Trust, Rather Awards 2019, United Way Community Hero Award in 2019, Broad Fellowship in 2020 CDE, Community Engagement Initiative Selection. And whereas Dr. Rodriguez, they developed important relationships with community, government, and nonprofit leaders to build a community partner ecosystem of 90 cents organizations, agencies that uplifted students and enable PBGD to educate for the future they deserve. Now, therefore, I, Doral Montecino, the mayor of the city of Watsonville and the state of California on behalf of the city council and do hereby wish Dr. Rodriguez the best in her future endeavors. So thank you. I just want to say, I mean, you created a lot of partnerships over the years with all the community. So I just want to thank you for all of what you're doing it. And especially during the pandemic years, which was a challenge and getting everyone, you know, laptops, getting all that organized and a lot of people that did not have access to Wi-Fi if you provided that access. And just want to thank you on behalf of the community. Okay, my turn. I'll skip the warehouses. You know, thinking back to elementary years, you know, there was oftentimes on that first day a task students would sometimes get. You get a piece of paper and you write down where you see yourself in five years, 10 years, 20 years. I'm sure on your first day, if you had had a piece of paper, you never could have imagined the roller coaster you were about to endure. You know, you may have been familiar with the digital divide, but you probably couldn't have foreseen the impact it was about to have as you took on this role in the coming years. You certainly couldn't have foreseen a pandemic that comes, flips school districts overnight upside down. Couldn't have realized that with the effects of climate change, you'd see orange skies that would even lead to days where sometimes students would have to stay home. Floods, there's no way on that first day you could have ever recorded that, but you still had to help navigate that. And it truly is a testament to not only your leadership and the team that you helped lead and build, that you've been able to get through this. And while I'm sure people are disappointed that you may be leaving today, there is at least one silver lining. It's when people come to a place like Pajaro, they can certainly take the lessons learned here and share them in other regions, but also let people know that in rural areas like ours that face so many challenges, we can surely succeed. And so as you go on to new and other exciting adventures, hopefully not as momentous, please let them know that communities like this certainly can thrive, and please don't forget what it is that was learned here. So on behalf of the state delegation, assembly members, Robert Rivas, Don Addis, Gail Pellerin, Senators Caballero and Laird, we would just like to present you with this resolution recognizing your work. Thank you for that. President Holm, we have one public speaker to this item. Okay. Leslie DeRose. Hi, Dr. Rodriguez on board. Leslie DeRose, former trustee. Sorry, I was unable to make your celebration last night. So I thought I would just come and just express my thoughts personally about my time working with you here at PVUSD. I'm glad these proclamations came forward because I couldn't remember everything. I knew the list was huge and long. So I just wanted to say I was very honored to be on the board with Kim as the board that hired you. And I just, I reflect back on when we did the site visit in Santa Ana, I will never forget interviewing your former board members and community members. And many people had tears that they were losing you. And I'm sure that's happened here. So I just wanted to say thank you for always, always, always putting students first. There's many voices we know that need to be heard. Sometimes conflicting, but you had an amazing talent of putting student achievement first, even when it was really tough and maybe not popular with groups, but you did it. And it was just amazing to watch how those decisions rolled out into increasing student achievement more than I had ever seen. And probably many of our community members had seen. So I just want to say thank you. You will be missed, but the work that you put into this district will have a very long lasting effect, whether people know it or not, it's because of the work that you did. Thank you very much. We'll move on to governing board comments, reports on standing committee meetings. So this is our opportunity for board members to make a few comments. And we'll start with Trustee Dodge Jr. And then we have a long meeting. I just wanted to say that July 8th, at Montsville High School, we're having a car show. Coach Gangoro in the Montsville High Administration is putting a car show. All types of cars are invited. They're raising money for new Montsville High School football uniforms and there'll be barbecue for sale and music. And hopefully you can come out to Montsville High on Saturday and support Montsville High School football. Thank you. Thank you. Trustee Flores? Hello everyone. Thank you for coming out tonight. I don't have much to say. I had, oh actually I do, I'm sorry. We did have an intergovernmental meeting. It was cut a little short. We did intend to speak about our SRO program here and it was proff until the next meeting. So hopefully I will have some more information for you guys at our next quarterly meeting regarding that. And also I wanna say thank you again to Clint and his team for the amazing budget meeting that we were able to have last weekend. I hope if you haven't been able to watch it that you have a chance to watch it. It was very informative. Thank you. Vice President Acosta? Yes, we do have a very packed agenda and have to return to closed session this evening. So I'm for the most part gonna just yield my comments. I will just say yes, thank you to our CBO Clint Rucker and his team for the meeting, the special study session on the 17th. Appreciative of that and IT for the help. We were having some major sound issues but we got through it. And on that I hope everybody's having a great summer. Trustee Dacerpa? Thank you. Yesterday I attended the Pajaro Valley Prevention and Student Assistance meeting and we participated in an evaluation of our current executive and it went very well. And so I'm very pleased and proud to be to serve on that board which helps with mental health needs of children and youth and families in the Pajaro Valley. I've already I think made remarks about Dr. Rodriguez but I'll just say briefly that we're really gonna miss you and I am one of those people with tears in my eyes. You did a great job and I'm just excited for you to do your thing in Stockton and congratulations to Stockton Unified. And I'm an optimist always and so I look forward to another wonderful person in your seat to help build on the progress that you've made. So thank you so much, Michelle. Trustee Sato? Hey, good evening everybody. Thank you once again for attending tonight. I'll keep my comments brief as well. I just wanna wish Dr. Rodriguez a hearty adieu. Best of luck in your endeavors. You leave us with a void but with some cooperation and maybe some good applicants or someone will be able to fill your shoes is gonna be a tough one. I don't think they make shoes big enough for that person coming in. But at the same time, good luck to you and I hope you do for Stockton what you were able to do for Watsonville. Thank you. Trustee Scott? Yes, good evening everybody and to everybody watching us on the YouTube. Another great meeting ahead of us. Couple notes, I do wanna note that the Watsonville City Council has unanimously endorsed a resolution that farmland near our city and schools go organic which is a very positive thing for those of us who are concerned about pesticide exposure. So I'm excited about that and at some point I'd like to bring that to the school board to discuss that. Also wanna thank Dr. Rodriguez, wish you well. Thank you for all your great work here. I know you're an arts advocate. As am I, and this Friday I wanted to invite everybody. I've been coaching the Summer Orchestra Intensive at Watsonville High School for PVSD kids and we're gonna have a show on Friday at 4.30 p.m. at the Watsonville City Library. That's this Friday at 4.30 p.m. Thank you. So this is our last board meeting together. And in the over five years that I've been coming to these meetings I have watched you grow as a leader and you are a force to be reckoned with and that is not always easy for a woman in our society. But you're not somebody who looks for the easy way, you're somebody who looks for the best in the right way. And we don't have to agree on what that right best way is for me to honor and respect that. A good leader is irreplaceable. A great leader leaves behind a strong platform for others to build on what comes next. And you've done that. And I wish you and the Stockton Unified School District community, you know, all the very best in the chapter that is ahead of you. And thank you very much. All right, we will move on to item 4.1, approval of the agenda. My understanding is that staff is requesting to pull item 9.15 for further review. So can I have a motion to approve the agenda removing item 9.1? I'll make a motion to approve the agenda removing item 9.15. I second that. All those in favor? Aye. Any opposed? Motion carries 7-0. Going on to item 5.1, approval of the June 14th, 2023 board meeting minutes. Can I have a motion? All right, I have a motion. Second. First and a second. All those in favor? Aye. Any opposed? Motion carries 7-0. All right, we will move on to our action items. The first is our superintendent search firm presentations for permanent superintendent by leadership associates in McPherson and Jacobson, LLC. So the report will be presented by Mr. McPherson and Mr. McPherson and Mr. McPherson and Mr. McPherson. So we'll move on to item 5.2, approval of the June 17th, 2023 board meeting minutes. Can I have a motion? Motion to approve. Second. First and second. We'll be presented by Dr. Michelle Rodriguez. And let's see, which one are we doing? McPherson and Jacobson will be first. So before the board tonight, you will be hearing two of the top superintendent search firms. So the first that we'll be presenting is McPherson and Jacobson. They will have approximately 20 minutes to engage with you all. And then there will be a second presentation. And then there will be time for discussion as well. We do have the two firms separated. So at this point, only McPherson and Jacobson are in the room and I will allow them to introduce themselves. So thank you. Thank you very much. And we'd like to open up with our congratulations to you, Dr. Rodriguez. And it sounds like your tenure here and the footsteps you're leaving behind are really powerful, so congratulations to you. I'm Daniel Moreo and my partner is Penny Bigleon. And we will introduce more of ourselves in just a moment, but we do represent McPherson and Jacobson. Do I? Am I? Yes, I am. So McPherson and Jacobson is very proud to be endorsed by the California School Boards Association. And as you can see here is the executive director Vernon Billy and that means a lot to us. CSBA is a trusted leader for school boards up and down the state of California. So to have their endorsement is meaningful to us. So thank you for that. And then I'm next. And then just wanted to share with you our belief statement. We truly do believe that every student is entitled to a high quality education, the very best education we can possibly give them as educators. And in order to do that, we absolutely believe that you must have a high quality leader. So our mission in McPherson and Jacobson is to ensure that the results of the search will yield a high quality leader in outstanding and transformational leader for Pajaro Valley, since you do have such big shoes to fill. As I've already mentioned, I'm Daniel Moreo. I would be one of your consultants representing you with the search. My history is that I've been a superintendent in a variety of districts. I've been in suburban, urban, and rural school districts. Myself, matter of fact, I was the state administrator in the South Monterey County school district a number of years ago before we were able to return local control to them. I've been doing searches now with McPherson and Jacobson for about four years. I've done about 12 searches myself. So it feels somewhat conversant. Hello, I'm Dr. Penelope De Leon. I'm very pleased to present to you this evening. I have 30 years as a public school educator going up through the ranks from teacher all the way through superintendent. This is my seventh year as a seated superintendent. And my first superintendency was actually many years in the Oxnard Union High School District, which is also an agricultural community. And so I very deeply understand the uniquities of your community and very thrilled to be here tonight to present to you. The two of us together will be your main consultants, although we have access to a nationwide set of consultants. One of the couple of pieces about us is that we are, in fact, a leading national firm. By default, if we become your consultants of choice, you will automatically get national exposure because McPherson and Jacobs is a national firm. And as a result, we also have consultants across the country. Many here in California, but we also have folks across the country that we're able to tap into and talk about as candidates come forward. We typically do get candidates from other states. Actually, the last search I did, we actually had a few from Canada. So we get them from across the globe, I guess. We've got a variety of background qualifications. Most of us have been superintendents or are superintendents. And we have several current school board members who also serve on our team of consultants as well. So they see it from your side as well. And then we are selected, and Penny referred to this, as selected by CSBA to be their representative search firm, or their go-to firm. Our consultants have extensive background in public service. As I've already mentioned, current and former superintendents, we also have a number of assistant superintendents, university professors, and school board members. We're rather proud that our consultants, particularly here in California, do represent the diversity of the state across the country. So you'll see a variety of different places in front of you in terms of ethnic background, gender, et cetera. And 65% of us have doctorate degrees. Now, we do not hire the superintendent. Our role is we work for you, and we recruit talent for you to consider. That's what we want to do, bring the best. Once we identify criteria, we look for folks who match that criteria, look for the pieces that you are hoping in your next superintendent. And we represent you and work strictly for you. We will have a point of contact within your district, but we are your employees, once you hire us as the consulting firm. We really pride ourselves on being transparent through the process. One of the pieces, the last two searches I've been on, both in the post-session, the board, and then our stakeholder groups both were very complimentary about how involved they felt in the process and how they really felt they had a word in the process itself. And so we pride ourselves on being transparent. We involve stakeholders. And we'll talk about that a little bit more in a few moments. And we have a very solid reputation of sustaining superintendents. There's nothing more disruptive to a system than to keep hiring new superintendents. The other day I was traveling down the road by my home, trying to get to the freeway. And it's just laden with stoplights. There are days I can go through those stoplights. And there are other days where it seems like I hit every mile. And when you keep changing leaders, it's like hitting stoplights each and every time. And it does impact the system. OK. So according to the National Boards Association and Council of Greater City Schools, the average 10-year for superintendents across the nation is 3.2 to 4.6. Part of that has to do with election cycles, et cetera. But we at McPherson and Jacobson pride ourselves in the percentage of superintendents who we have that remain in their positions with the district five years or over. So if you'd go to the next slide. Oh, there we go. 85% of the superintendents we've recruited have lasted over five years and currently sit in their position. Over 60% have lasted for 10 years. And nearly 50% for 15. And we feel that that's important. And it's a result of the process, which we'll talk to you about in a minute. And which I've participated in myself as a seated superintendent. So I know personally the difference between the McPherson way of conducting the recruitment process and others. So I'll point that out as we go. You have at your table, you should have gotten a folder. And in that folder is a booklet that looks like this. This page is in there. And I'm not going to try to read it to you from here. I just wanted to give you a point of reference. But this is essentially what's on that chart. Our process is five phases. And we start off, if in fact we're selected, we will be immediately contacting you to set up a meeting to determine what criteria do you want in your next superintendent or hope board. Establish our timeline. And also establish where do you want to advertise. As part of the contract, there are certain locations already. Many boards choose to go beyond that. And as I mentioned earlier, by default, you're going to be on the McPherson Jacobson website, which is a national website. The second phase is where we meet with stakeholders, your community associates. And we get input from them. And yeah, we have a series of interviews. It says on the contract, typically two days, I haven't yet to get that done in two days. So it's typically much more than that. We'll work with you in developing the application and all the advertising material. And then we will certainly recruit and advertise. The third phase is we go through and evaluate reference checks. Now, you know as a candidate, you're only going to put the people that you know will speak well of you on your application. We go beyond that. And because of our widespread of consultants, we have access to each other as well as on a national level. And oftentimes, we'll get an applicant. And we'll be looking at their resume and say, oh, that person was in such and such a district. I know somebody in that district. I'm going to reach out. So you're not just getting the feedback of those that they refer on their application. We really go very deep with all of this. And we do the home, the social network as well. We're looking for things there. And that's where we have found more things in paperwork. With you, we will develop the interview questions. The fourth phase is, and this is a long meeting. That's typically about four to five hours. We sit down with you, go through every applicant that was had applied. We had kind of sorted them based on those who fit the criteria you want and those who don't. But we share all that information with you. We propose five to 10 people you may want to give serious consideration. We also then have that group do a video interview that you will be able to see before you decide who you want to interview. So you will have met them virtually, so to speak, before any interviews. And then, in fact, we go to the interview process. Let me actually interview. If you choose to have a stakeholder group, what we will typically do is we try to do the interviews back to back two days in a row. And while you're interviewing a candidate, the stakeholders are interviewing another candidate. And again, and we would sit down and work this out, you may want what we call a social time with a candidate. And it's really an informal time for you just to sit and chat and get to know the candidate on a different level. It's one thing to interview and what have you. And as I often used to say, it's the person who you interviewed and hired isn't always the person. Who shows up to work. And what you want to make sure, and what we're trying to do is make sure you've got a pretty good handle of who this person is. And then interview the candidates, stakeholder interviews, and then on that day, the end of that day with you, we'll have a long conversation about who do you want to hire, from who we have brought forward. We're not done there, though. You will go off and you will negotiate a contract. You will set a date to formalize the contract. But we will come back and work with you and the new superintendent to establish some objectives for that successful launch, as well as we have a guarantee that if the board composition doesn't change significantly in the first two years and something goes awry, we will come back and do the search again. The only cost to you would be the cost of our mileage and anything like that. But it's not a homey contract that you would have to deal with. May I add something on this slide? So if you look at phase four under the stakeholder interview, I can tell you as a candidate, myself in the past, that is something that is unique to McPherson and Jacobson. When I interviewed for one of my first superintendency, which I had already mentioned in Oxnard, when one of the first interviews was a stakeholder interview and there were probably, and now I know this sounds daunting, but there were probably, I want to say about 15 people there. They represented all facets of the community. And why am I even bringing that up? Why is that important? Even though as a candidate that was daunting, I had the opportunity to meet all of the important wonderful connections and stakeholders in the community. They felt like they knew me and it really gave me an absolute wonderful foundation with which to start within the community. It included labor partners. It included the president of the local university, community college dean was there, members of local advocacy groups were there. And it felt like I already knew them and they already knew me. So it also gives your community an opportunity to be part of the process if that's what you'd like. And so I just wanted you to know, having been through that process, that I really felt that it helped me have a great foundation in the beginning of my superintendency. So I just wanted to mention that. Thank you. And if I could just add on a little bit to that. We get, we do these stakeholder interviews and we put together a report of almost everything that has been said. The only time we redact anything is if it's real foul language or something like that. And we do it both face-to-face as well as online version. It's typically on the online version we get some things that are really appropriate for a superintendent's search. But you will then, we will then present that report to you. Now what we have found, it then becomes a public document. And what we have found is the candidates combed through that document. Like you wouldn't believe because it really gives them some other insights beyond the criteria that you will establish. And so we find that is, when we see candidates the edges are worn on their papers and things like that because they've been through it so many times. And this is a listing of just a few of the associations mostly here in California that we are members of either individually or collectively. And some of us are officers in these associations as well. And this is also part of our resource when we're looking for a new superintendent. I can tell you in one search I did, it was a small school district and we weren't getting the application. So I called the director of the Small School Board Association between him and I, we ended up having a candidate pool of 35 people in a very small school district. So we use these resources to your advantage. And so me, huh? This is based on information our office received, put together this timeline. And again, this is something that can be modified. This isn't written in gold, but just based on the information the office had as you notice there right away we'd be meeting with you in that first step to establish that criteria, set the dates, et cetera. We're on the 14th, if we go with this timeline, we would post the position. We'd start a few days later with the stakeholder meetings. And then during the week of August 7th, when we identified a specific date, we would have a second meeting with you. And this is where we share the stakeholder input with you. We talk about the interview process and I'll go over that in just a moment and identify the interview questions you'd like to use. Then during the week of September 7th, we review the candidates and select the finalists you want to interview. Depending on, and we're running into some religious holidays and things like that in September, I think the eighth and ninth, I think the ninth is Roschanzana. And so, that may be a complex, but again, that's something we would work out if we finalize a timeline. So that by September 27th, if this is the timeline you want to use, you would be appointed. And you have to appoint to interview candidates at a regularly scheduled board meeting. It cannot be a discussion meeting. And so we've got three ways that we look at interviews. There's the traditional interview, whereas you as a board interview the finalists. And you may want to call back one or two for more information. Another one is where you as a board interview, you have that social interaction. And that's really where a couple of you at a time, again trying to honor the brownout, but a couple of you at a time meet with individual candidates and have an informal conversation with who they may be. And then also you get the input from the stakeholder panel. Now, the stakeholder panel, we do not allow them to rank for the candidates. When they interview the candidates, and after they do that, we then talk about what are the strengths that you got from this candidate? What are the questions you have about this candidate? You could bring that information back to you so that it's your dream as a liberation. You can see what your stakeholder groups are working against. Some districts had chosen to have multiple stakeholder panels. And it gets a little complex, but it's another way to add on to the process. Okay, so equity in our policy and practice is extremely important to us. First of all, you have to ensure that every single search is that people are treated not only with respect, which is important to the district and also to us, but that we uphold all of the tenets of equity. Each person is treated with the utmost respect and dignity. And fair and equitable treatment of all applicants. And though we do not represent technically the candidates, we ensure that they are all fairly represented. And also, it's important that we're falling all codes, ed codes, labor codes, and all of those things. And so that to us is really important. And I can confirm that I always felt very well respected with McPherson and Jacobson. The next is your investment. Okay, so let's talk dollars and cents. So all five stages would be $24,000, not to exceed 29.8. And within this amount is four weeks of print advertising, 60 days forward at 40 word ad, 60 days of advertising in adjoin. That's really, as I'm sure you all know, the big job board where everybody goes. The equivalent of two days of in-person stakeholder meetings coming here and really interviewing various community members and anybody who would like to participate in that according to the board's desire. Online stakeholder input surveys, video interviews of the candidates, criminal, financial, and credential verification background for the finalist, travel expenses for consultants, to travel back and forth to the district and office expenses. Okay, that is that it? Thank you, and we're back there. I don't know if that's our bill to our hook to get on stage here, but the last couple here is what we will also do is assist you in updating your job description if you want that. In fact, helping you develop an effective contract is typically you doing that with your legal counsel. And then if the board chooses to make a visit to the finalist home district, we would help you coordinate that. Our differences, we've tried ourselves on being transparent. You, as well as your community, know where we are, our sustainability of leadership, the involvement of stakeholders, and our commitment to our positive, quick, and inclusive. So with that, we'll end the question. I think we're gonna ask questions. If you'd made one of these, that's what it is. Oh. If you'd made one of these, that's what it is. No, okay. Does anyone have questions? Are there any speakers to this item? Well, and that's the issue. We do have public speakers to this, so the other... We'd be able to wait for the public speakers out. Yeah, okay. About questions from the board. Can we do that part now? I think we'd have them swap in again, if you can please. All right, I think that's more fair and balanced. That was, yeah. And I thought that was a very comprehensive presentation. So thank you. Thank you. Okay. So if you can give us just a time for the other presentation, then swap it. Yes. I'm good? Oh, perfect. Thank you so much for having leadership associates here to present. We're very, very excited to be a part of your search process. And we're going to go through our search and talk a little bit about why we believe that we are the firm that will help bring the type of superintendent that you would like for your district along the way. A few things I wanna talk about, first of all, is looking at our tagline, Achieving Excellence by Nurturing a Love of Learning. I say that to you because having listened to the number of people here today from your community, we wanna ensure that not only are students learning, we wanna ensure your parents and guardians are learning, we wanna make sure that your community members and partners are learning, and we wanna make sure that you as a board are learning because we are continuous learners and we do believe in that. We will talk tonight about our process, what we do overall and how we do it. We'll talk a little bit about why we believe we are the firm for you and we'll go from there. I'll start off by saying that my name is Eric Andrew, I'm the retired superintendent of the Campbell Union School District, was there seven and a half years. I've been with leadership associates for the last six years. During that period of time, I completed about 30 different searches successfully. In addition to that, I've been a coach for superintendents and cabinet level members. I also run what's called our superintendent's leadership series and superintendent networks in which I work with several superintendents throughout the state and talk about some of the issues that are going on today in education. And that's important for us because we as a search firm want to ensure that we are really understand what's going on in districts, both from the federal perspective, the state perspective, but also here at the local level. And so this is how we stay on top of the game overall. So my partner and I have done that. We continue to do that. In fact, I just got a call while I was sitting in your parking lot. I got here a little early from a superintendent who wanted me to do a board workshop for them coming up in a couple of weeks and so on. I turned it down, just for the record, time crunch. Now with that being said, I like for my partner to introduce herself and tell you a little bit about herself. I'm a little shorter than he is, but I'm Blanca Cavazos and I am the retired superintendent from the Taft Union High School District in the Southern San Joaquin Valley. I was a superintendent for eight and a half years. And prior to that, I also worked at a Kern County Superintendent of Schools, the County Office of Ed. And also in a large high school district for a little over 22 years, I've been in pretty much every grade level or grade span I should say, including working with adults and adult in. Currently, I sit on the board of the Association of California School Administrators, ACSA. And I also sit on board of Youth to Leaders, which is a group that provides scholarship and college preparation for primarily migrant students. So with that. Thank you. And in addition, I'd like to add a little bit of my background. I'm a product of the Compton Union High School, Union School District. So that's where I grew up. I'm proud of that. I think people should know, although I've worked in Campbell, which is actually a bifurcated district which has one high end, as well as students who are lower socioeconomically disadvantaged in those cases. Well, I don't call it disadvantaged, which is differently resourced, and so that's what we do. One of the aspects that distinguishes us is that we also have people that are working in the background to make the search successful and that work hand in hand, not only with us, but also with your executive assistant. Each one of these ladies has been an executive assistant to a superintendent, so they know exactly what it is that it takes to make this happen, and then they know how it should be posted, how to put that on the website, et cetera. And so they really are available to your executive assistant, to you, to us, 24 seven, and they are assigned to a search, and so generally we will be working with one of those individuals that will facilitate the posting of the position, the application, everything which we handle. Another unique thing about leadership associates is that we are all, first of all, retired, and we're not doing it well, superintendents, every single one of us, and so we stay in the game, we know the work of the superintendent. In addition to that, although Blanca and I will be your search consultants, if we are granted the search, we have meetings every other Tuesday with all the partners that you see there up and down the state, and so we talk about each of the searches that we have within our firm, and one of the advantages you would have with leadership would be, once we've had the community input where the board has had a chance to say, here are the characteristics we wanna see in a superintendent, we've gone out to your community, and they will have a couple of opportunities to say, here are the characteristics we wanna see in the superintendent, we will then go back to our firm and say, here's what the Apollo Valley School District said, they wanna see in their next superintendent. So we don't have a stable, we don't have people that we automatically think we're gonna put into position because every search is different. Every search is different, and so the characteristics that you have here are the types of people that we're going to screen in order to put as candidates for it with you along the way. These ladies and gentlemen here, they have membership in almost every state and national organization, everything from being executive directors. As Blanca says, she's currently on the state board of ACSA, which is Association of California School Administrators. I've been on the state board, we belong to CalSA, which is the California Association of Latino School Administrators, CASSA, which is the California Association of African American School Administrators. We are part of AASA, which is the national organization. And although I'm gonna talk a little bit later about our statewide reach, the reality of it is we also have a national presence. I don't know any searches that I've been on in which we have not had people nationally from across the US and in some cases foreign countries who have at least requested an application for us. So this is our process, and one of the most important things is that the search begins and ends with you. We start with you asking you, what is it that you are looking for? And as Eric said, we don't start even thinking about anyone until we know what it is that you want, that you need for this community. And then it comes back to you, you're the one that makes the decision as to who the candidate is that is the best fit. Once we meet with you and you give us that direction of what it is that you're looking for, then we move on to meeting with our, your stakeholders and you tell us who it is that you want us to meet. We don't know who the stakeholders are in your community. As Eric said, every community is unique and you have groups and partnerships that others do not. And so we will listen to you and you tell us who it is that you want us to get input from and we will ask them the same questions that we're asking you, what is it that you are looking for in the next superintendent? We also have an online survey that people can fill out and those are becoming, I think because of the COVID age when people went online and more people know how to navigate online, those are becoming more and more popular and with stakeholders filling those out, completing those because they can do that at any time. They can do that in the middle of the night. But we also then meet with those stakeholders and you tell us whether you want those to be in person, whether you want them to be via Zoom, for example, or a hybrid, we've done those as well and we get that information from you. We meet with your bargaining units. We meet with your parents. I am bilingual Spanish speaker and so I am able and often I'm the one that is meeting with those, the parents, your D-LAC, ELAC or any other groups that you wish. And with your community leaders as well. When we start that outreach, we are looking for those characteristics that you want and we do a broad advertisement as soon as we are notified that we have a contract. We send out that notification to over 1,100 people that are on our distribution list and that goes out immediately. We also advertise on EDCAL as well and as a member of AXA and sitting on the state board, I can tell you that any administrator who's an AXA member, the first thing that they read is the job listings. Before they read anything in the front, they go to the back and look at those job listings and so we advertise there as well. We then, once we have the application, we do extensive vetting. The candidates are asked to complete in the application. There's a little box that says, may we contact people outside of the references that you've given. Most candidates say yes. If they say no, there's a very, very specific reason why they've said no and we share that with you. We are very, very transparent with you. That network that you saw on that map, we are asking our partners, if we don't know someone, we ask them, do you know someone from XYZ district or that work there and what do you know about this candidate? And so we don't necessarily just stick to those references that they've provided but we also talk to other individuals to find out about these candidates. So we do an extensive reference and background checking as well. And then we present the candidates to you. We rank them as far as whether they, in basically three categories, they meet all of the criteria that you have set. They meet most of the criteria that you have set or they really are not there yet. And we share that with you. And then you tell us who it is that you want to interview and you may want to interview someone that we don't necessarily put in that top tier. That is your prerogative and we will follow that. We work with you to, we set up the interviews, we make all the contacts with, we talk to every single candidate. And we share with you the information. We are, as I mentioned, we're very transparent in sharing with you what we have learned about the candidates. We attend and are there, we facilitate the interviews for you and then we contact the candidates as to whether they are invited to a second round or not. And so we make all of that contact and so then it comes back to you. And once you decide on who that finalist is, we also work with you on possibly going to make a visit to that person's district or office or wherever it is if that's something that you wish to do. So we work with you from beginning to end and at the end of the day, this is your search and we don't ever forget that it is your search. One of the other things we ensure is that at least every two weeks, we're gonna send you some information. Information for you to use either as talking points to your community to update you. Here's what's happening with the search at this particular point. We'll say things such as we've got 25 candidates who've requested applications. We have 10 who submitted applications. Here are the number of people so far who's filled out the online survey. Here are some of the things that we're finding out about the online survey. So you'll be in constant communication if we're the firm that you select. So why us? As we mentioned before, we are all partners. We're not consultants. We all work for the same firm. The people you see in front of you will be the people who you'll see in front of us throughout the search if we're the firm that you select. It is our job. We stay abreast of what's happening currently by working with current superintendents so we know what's happening in the field. Also, we talked a little bit about the administrative assistance, and that's important work because there are things that need to be posted on the website so we'll be working with your administrative assistant as well as your tech people in order to make sure things are posted appropriately, illegally as well as timely for you. Customizing, it's your search. We can't emphasize that enough. We have a very broad pool of candidates. We always bring forward candidates of color, of various backgrounds who meet the criteria that you said you wanted to see in the next superintendent. So our job is to make it difficult for you. Just to have several candidates that you have to have some inward fighting about to say, no, I like this candidate because they meet the criteria, so that's our role. And we feel like we've done a good job when we've done that. In addition to that, I would say, mention the number of searches that we've done as a firm. And you notice that it says that a superintendent's place remaining in the district after three years. We used to be able to say five years up until about two years ago. And things have shifted. The climate has changed. I know you've seen in the newspapers different situations that are occurring out there. So right now it's probably gonna be about four and a half but we put three because that is a safe number. And so we wanna be open and honest with you about, no, it's shifted. It has changed. Looking at the finalist, 63% women, people of color, we've made a very direct effort in order to look for women and look for people of color and it does not exclude anyone else. We just wanna ensure that we have a diverse pool that we're looking very intently and intentionally at the center of our folks. And then the other thing is there are no hidden fees. The price is the price. Also that we quoted to you includes, if we have to come out an extra day, come out an extra day. We don't charge you for that extra day. If it requires us to do a little more paperwork, we do that. We don't charge you for anything related to the search other than what we've listed in our contract along the way. So with that being said, we're here to answer any questions or comments or discussions that you may have. So we're gonna hear from our public comments and is there a place that- You can probably make a question for that and then we can ask questions if the other. Okay. So do we have any public speakers to this item? We do. I do have a clarifying speaker card. Martha Flores, are you in the room? Martha Flores, I just need to clarify what, because you don't have the number of what item you wanna speak to. Is it 9.3? The budget, 9.3? Yes, okay, I just needed to clarify. That's right. Is it the district's overall general budget, which is action item? 9.3 or is it the SELPA local plan budget and service plan 9.4? The first one? Okay, thank you. I just needed to clarify before we moved forward. We're not having that right now, but I needed to clarify which one you wanna speak to. So we do have two speakers. Again, a reminder that all speakers are allotted two minutes to each item. Those speaker cards do need to be in before the item is brought up. I will call names by three. Please come up by those three names in that order. Bill Beecher and Sean Henry. Good evening. There's a few major decisions we have to make in our lifetime. One of them is figuring out what you wanna do work-wise. Another one is picking a spouse. And by the way, you also have to remember what the spouse's birthday is. But lastly, another important decision, which is one for you guys is that you have to pick a superintendent. And that's not a, well, we're missing my presentation, but I'll go on. You saw in the first presentation, there's a turnover of about every three and a half years here in California of superintendents. Why? A lot of them are just administrators. And they turn over because, yeah, they can run the system, but they don't know how to improve it or add to it. So they just keep moving on. So many of the candidates you're gonna see are of that type. You don't wanna hire them. Because our future of this community and of our children is you want the best superintendent, the best educational system we've got. And with that in mind, we are also plagued with some potential issues. This is the wrong presentation. This is nine one. So I'll carry on without the slides. So you don't wanna hire an administrator. You wanna get the best person available and you've gotta be willing to pay. And on the pay part, some of you may think, geez, we can save $100,000 on the superintendent's salary. Well, that amounts to $100 raised for our teachers, which is insignificant, especially in line that they just got a 10% raise. So some of you are thinking, we'll save some money for our teachers. Don't go there. You're hurting our kids. We need the best system we could get. A little over seven years ago, we were 12th percentile in performance. We're now at 50 percentile because we hired a great, great superintendent. You need another one. Don't be cheap. Pay for what you need. Thank you. Hello, my name's Sean Henry. I'm a school psychologist here. And so I'm here to talk and I very much appreciate a chance to get to listen to both of the presentations. Hopefully the other group is here as well because it's kind of a weird thing. Ultimately, with the limited amount of time, the first presenters, very polished, basically have the red check from every different group. And I had a few questions that I wanted to have the board follow up with them. And hopefully you're going to do that as well. The LA leadership group, I don't want to say it, but I was just blown away. The questions that I had that I'm not going to spend as much time with, they kind of answered. And I think one of the questions to ask McPherson is, do you have a stable? Are you kind of a recruiting agency as a superintendent that you have certain candidates that you kind of want to get because you've collected them? And so that's, I love to hear that. And when you talked about the five year thing, one of the impressive things was yes, one of the first things we need to acknowledge is that we want consistency and sometimes don't have a chance to say that, but Dr. Rodriguez brought a lot of great things to the district and did a lot of great things. And a lot of times when you're in the board here, you're here just to talk about like, what do we need to improve upon? So I don't want to get that lost. So we definitely want to find somebody that's going to give us the consistency because McPherson's 3.2 to 4.6 average for school district superintendents is a very important one. But the knowledge of what was being said and the personability, and I just trust that they know what they're doing. And I'm glad you're not voting on this today because you need to trust but verify, okay? But one of the things was when you basically said the five year average thing, because everything can be done, McPherson said they have 50% of the people for the last 15 years. You might be looking at certain candidates very young to say I want somebody here for the next 15 to 20 years and you may overlook for ageism somebody that might be the right person for the next five, six, seven years. Thank you very much. All right, does the board have any questions for? But no, so let's see. So for leadership associates, does the board have any questions? Trustee D'Sirpa? It's more of a, it's not really a question, more of a comment. I believe you were the search firm that we used the last time that we did a superintendent search and you did a great job. You brought us Dr. Rodriguez when she was an assistant superintendent. So I really like that you don't overlook people maybe in the assistant superintendent areas that if there's somebody who's a rising star that you do recognize that and bring them forward. So thank you very much for bringing Dr. Rodriguez here. We really, our kids really benefited from that. You did a great job. Thank you. And I know for me, you talked about the diversity of your candidates and I appreciated that statement. A previous assistant superintendent once said that PVSD was the first district where they felt safe to be out as a member of the LGBT plus community. And how does your firm assist districts in ensuring that candidates from other historically marginalized communities are welcomed and encouraged to imply? Sure, we are members of several different groups and we have members who belong to the community. And so we look everywhere and we talk to everyone and encourage them to apply again based upon what you have here. And so there's not a group from a white male to LGBTQIA that we don't look for if it says here's the right person for this particular job. The other thing in closing for myself, I forgot to do this and I'm embarrassed to do this and that is we're in it for the kids and I should have started with that. And I appreciate the work that you guys have done for the kids overall. And I was reminded of that when I looked over there and saw them and thought, this is why we do it. This is why we do it for our students along the way. But back to your question. Now, we have zero boundaries, zero boundaries in terms of who we identify as would be the perfect fitter. Any further questions? All right, thank you very much. Sorry, I do. I was just trying to be courteous. Eric, thank you. And Blanca. A couple of questions I do have because it might be a backup but can we just have point of reference here because the other search firm did post their fee in the PowerPoint slide. What is the fee? You kind of alluded to it at the end but it wasn't actually on the slide. Well, you guys can just remember that. I think it's at 26.5? 26.5? I believe. And you're saying that's that, right? Yes, all inclusive. Okay. And then I'm as pretty much, I think at least six of my colleagues, this is gonna be our first time going through this and only one has the experience of going through it once. So maybe just for a little bit of elaboration for how the search firms work because the way I think the image I'm getting in my mind based off the sound of both your presentation and the previous presentation, which I know you weren't in here for, it's sort of sounding like the search firms and maybe you could speak, obviously speak to this for your firm specifically, maybe you could speak for it how this really kind of works in today's time as a whole. And I do think I'm grateful that our board has selected to use a search firm versus doing this in-house. I do think that's a wise decision. But it sounds sort of like the imagery I'm getting in my mind is that it's sort of like a club, like an inclusive club, like it's our members, our people, that's who we bring forward. I kind of like an association or a club, an organization of sort where you have members of superintendents, perhaps assistant superintendents, maybe some other community members. And those are the people that are being pushed and brought forward. No, I want to make clear, we put out an application and we put it out far and wide. And that's how we get to know everyone. We call every single candidate and get to know them. And that's how we get an idea of is this person going to be a good fit or are they not? Do they have the experiences and the characteristics and the background, the proven track record that you're looking for? Whatever it is that you're looking for, do they have that? There is, I would say there's not a club because we don't even know who's going to apply. As Eric said, we get people from out of state and out of the country that apply. I'm finishing up a search right now where there's a person that has applied that is in Galveston. There is a person that's in Seattle. And there's a person that is in Hong Kong that has applied for the search. Didn't know them before this. And so, no, it really is not a club. We do know a lot of people because we also do executive leadership training. And so, the assistant principals and superintendents that attend that, we get to know them as well. And they get to know us. But as far as a club, I think it's the furthest from that because we go by who applies and we advertise, really, we advertise on Ed Cal which is where most superintendents, if they're not looking there, they don't deserve to be looking, period, I think. Because that's where everyone, administrators are looking if they're looking for a job in California. And to that point of where you just said where they're looking to apply, so that's really an open access? Yes. Okay. Anybody can apply. Like Ed Join. It is like Ed Join but superintendents use Ed Cal more than Ed Join. Ed Join usually is for other administrative positions in addition to classified and certificated, other certificated positions. But yes, we do advertise far and wide. We also take a look at people who may be in the nonprofit space as CEOs who may have been in the educational field at some point but have just decided to go a different direction. None of that matters until we find out what your community says they want to see in the next superintendent. But if that's the case, then we're open. I mean, we've had those types of people. My wife was a former superintendent who's now a CEO. And so I know her kind of realm of people who are out there that have been in education before have run educational nonprofits. So depending on the leadership qualities that you as a board and your community says they want then that will help us do our outreach as well. Because it's not only people coming into us, it's us going out to other people too who we look at and say, hey, you'd be a great candidate for this particular position based upon what we've learned from the community. And what we say is apply, you know, apply. And because you're the ones that are going to make that selection. You know, a previous speaker said, this is one of the most important decisions. We believe it is the most important decision that you make as a board. And we take that extremely seriously because that person needs to be a good fit because we plan for them to be here for a long time. You know, just as your current superintendent. And frankly, she has set a foundation that it's going to be an attractive position for people to apply to because they're going to want to continue that at that level of work. And so, you know, you've had that experience. And even though most of you are new and have not done, or I shouldn't say new, but have not done a superintendent search before, we walk you through that process. And as Eric said, we are continuously giving all of you updates on where we are in the search so that if somebody catches you at the local grocery store and asks you, so what's going on? You know, because we've kept you up to date all along. And then you can share that with your stakeholders, where we are. And I'm gonna ask a question of Dr. Rodriguez, but to just sort of end point on this with y'all, you kind of listed three categories that you rank. Meets all qualifications because there could also be minimum qualifications, preferred qualifications. Then meet some, does it mean enough? Are you bringing forward all applicants to the board or are you streaming out some just saying, no, this doesn't make the cut or for whatever? Two things we'll do. Ever reason. One, we will give you a portal before we do the candidate selection. That portal has every single application in it. But it also has it ranked where we say, based on the information we've gathered, here or who we believe are the top layer. Here's the next layer and here's the third layer. And we will caution you. And whether you go with us or the other firm, and that is this. When we give you that information before we have the selection committee meeting, you're gonna find people in there, ooh, I really like this person. I think this person's a top candidate. We will have done the research and the reference checks to be able to come to you and say, yes, on paper they look great and the references look great. But what we do in our reference checks is we find who's the person that we know personally. Even if they've written a letter of recommendation for that person, we call them and say, okay, offline, now tell me what you think of that person. But that's what we do in order to try to get a sense of, no, this person's the right person for us, for you guys. The other thing I will say is, we chose this district as putting it a bit. Because for leadership associates, you get to pick. You do, you get to pick to say, hey, yeah, I want that one or now I pass. We literally decided, no, this is one we want. So just know that's our commitment to you. We believe in our own integrity. We're not going to bring you people who we believe are going to embarrass you because that embarrasses us. So we will work hard to gain your trust and let you verify our trust with us. Okay, thank you, Eric and Longa. Dr. Rodriguez, I guess I wanted to bring a question back to you if you don't mind. Don't mean to put you in the hot seat. You did it to yourself. But I mean, as a person who has gone through this, right twice with two different firms, I mean, is there anything you could speak to, to us, to the community, to us, your board? Sure, so I have done one of each. So with leadership associates, I was in San Ana very happy, was not applying and they reached out to me and said, we think that you're a good fit. Do you want to apply? And then I went through the process and I got it. I was not looking in newspapers because I wasn't planning on it. That's actually happened twice now. So I would say they're very comparable. The thing that I would say that with McPherson, I just was there, I did appreciate the social time that they had me do with the board. It was a full day interview. So it was from eight in the morning, so six at night. And it was, I had 22 people that were on the community panel and all those people have since emailed me and said, we're glad to have you as the superintendent. We were really excited seeing you in the interview. So I would say I appreciated that and that was different than here. I think regardless, both groups are going to give you the best of the best candidates and then it will be up to you guys to really know. And I strongly think that they would change their format if you ask them to change their format too. So I think it's just whoever, really it's whoever you want to work with if you want to work with these two or you want to work with the other two because these are the people that you're going to be working with. So I would say whoever you feel you connect with better. I'm thinking just before we start getting into general discussion, we need to bring back McPherson to have their questions. So. I guess that would just be that tag question to what Dr. Rodriguez said that can I just ask that elaborating question to what Dr. Rodriguez said you could modify the format if we wanted to include something such as what she just spoke to about the her leading difference between working with you all and working with McPherson. It's your search. Okay. We've done it both ways. We've done it where in some cases the board says we want to break bread and have a meal with our candidates. We've done it where we have the community meeting, community group as a part of the process. We've done it where it's been exclusively the board. Each one of those has their advantages and disadvantages and we'll talk to you about that if we're selected to be the group. Thank you. Thank you again. Thank you. And you'll go with Alicia and your new team. I'm just going to interject here for a quick moment. Gil Stein and Raj Shorenstein, are you still in the room? Did they leave? Okay, just wanted to clarify. I just wanted to make sure. The public comments were before the board started asking questions after the two presentations and before the board started asking questions. Thank you. Hello. Hello, thank you. Thank you for your patience and for waiting. I know I had one question and that was basically that I mentioned that a previous assistant superintendent had said that PVSD was one of the first districts they had ever worked at where they felt safe to be out as a member of the LGBT plus community. And I just wanted to know how you're firm, assist districts in ensuring that candidates from historically marginalized communities know that they're welcome to apply to our district. Well, we do spend a lot of time and we wanna make sure the candidates we bring forward all represent a whole variety of different groups, including LGBTQ plus. Folks from that, not always will they tell us that up front, which is fine, but we have no reason to deny somebody and in a few searches I've done, we have had candidates before the board. That's where the respect and equity piece comes in, right? That's right. That's a huge part of just our entire ideology in Nick Therson and Jacobson. So, golly, yes, I mean, we welcome everybody. It's just, yeah. Which is part of the reason in our most recent, our own recruiting of our own consultants who are really conscientious about making sure we find a diversity amongst us. And I'm remembering quickly from your proposal that you don't, like, poach from your own districts. Oh, no. Yeah. No, no, no. No, no. We won't do that to a school board. And even if we haven't placed that superintendent, they've only been there a year or two, we know, because we truly believe. It goes back to my analogy of driving down the road and then you keep hitting stop signs how it becomes disruptive. Yeah, we won't do that. Trustee Flores? On one of your slides, you, on the slide where you mentioned, you know, the timeline and you had specific dates and I think that's great. And I think, you know, ideally we would love to have found our future superintendent by September, but what if we don't have any candidates in mind and it drags out a little longer? Does the contract price change? No, it's the whole search. Yes. However long. I'm sorry. Well, I'm sorry. No, no. One of the things when we sit down and do the timeline with you is that's one of the pieces we wrestle out. You know, how long do you want? And if, it's interesting, it's usually the last two days that we get bombarded with applicants. But we don't wait because it's like, I'm not gonna hold my breath for that. So we're on the phone getting people there, if for whatever reason, and I can't believe this would be true at Pajaro Valley, we'd have a low application group. We would, and I have not had to do this, but we would talk to you about extending the timeline and there is no changing the context. Anyone else? Thanks for the great presentation. You guys did a great job. I love the timeline. I'd like to get a candidate actually hired before October 1st would be great. And then I just came from our office, got it from somewhere, because I called him and I said, is this the time that you wanna follow? And they said, they'd talk to somebody about it, I don't know, thank you. What's that? Oh, did they? Okay, they didn't tell me who. Thank you. Thanks for coming. Trustee Scott. Thank you for the materials. I'm just curious, who are McPherson and Jacobson? Were you all based and what's that? We were in Minneapolis actually. Yes, Minneapolis, everything was back in the Midwest there. Sadly, both McPherson and Jacobson have passed. And so we're now a little more of an independent contracting group because the original founders are no longer with us. Anyone else? Going once, going twice? I knew there was a question I did. I saw it. I'm seriously trying to articulate this. With regards to timeline, because I have heard different things like with ideal times for this type of search, can you speak to that? That typically these searches do start to gear up after the first of the year, January sometime into the spring, prime time, most people at this level of a position looking to move to a different district are typically looking similar to our superintendent to make that transition in the summer months, not in the midst of an academic year. Could you speak to that? That is, you want to speak? No, it's okay. We're trying to be polite. That is typically true. The month of January seems to be the surge when you see a lot of people who have considered and are ready to make a move. But at the same time, we've done searches almost any time of the year. The big issue about this time of year right now is much more for the stakeholder needs because trying to reach out to your certificate and classify those who are on Zoom are great. And we would talk to you about, let's push it back so that we can get them involved as well. But we have not had a real issue fighting candidates at this different time. And there's a variety of reasons that candidates will move at different times. And sometimes it's the district itself. How the Valley opens up and they heard good things. And again, the footsteps that Michelle's leaving, they can say, I want to be a part of that. I want to build on that. So you'll have people at an interest of your district. Yeah, so I and one of my other colleagues, we both work in higher ed. I work for the CSU system, California State University system, and we do not do this at this time of year whatsoever. Even if it's a dean of a college, which is the highest ranking administrator of that given college, because of that. Because we have so many of our stakeholders that are on break and legally and lawfully and by contract. And so we would not even start having this conversation until September. I mean, and we've returned in August. So I mean, it's just, yeah. A part of what we would probably want to have a conversation with you is, are you comfortable going with an interim for a little longer time and doing the search in January? That's what you choose. And again, there's no change in the contract once we've got a contract, we're going. And quite frankly, if we were selected now, we would start some of the background stuff already. So that in January, we just sail. And also speaking to just that point on the background search, you do the full vetting background search before there. I mean, we don't want to find out something horrific. I mean, at least all the legal stuff for sure, right? Absolutely, and the web searches, the Google search, everything under the sun, because you just never know what exactly is out there. And you would present that to the board that they, this is this, okay. And we do criminal investigations, financial investigations. So what if I just go blank on the third one? And don't we do those two, a two, two, blank on the other one we do, but we do comb social media, pretty, it's kind of intriguing to read about people's spectrums and you're like, what, did you really read the post there? But I can confirm that the vetting process is extremely thorough. They call, as Daniel said earlier, they call people, having gone through this, they call people that from districts, three, four, however long ago, from when you were a teacher or when you were an assistant principal 15 years ago, they'll call and say, because they know people. That's the one thing about a firm that has so many really great people who've been in the business for such a long time as they know people everywhere. And so they call and you'll get a call from a friend that you haven't seen in maybe 10 years and they'll say, oh, we just got a call from someone. So about, you know, so there is a very thorough vetting of not just the people that are on the reference, but others, and it says that I think on the application, may we call people outside of this application and it's really important. That's a really important part of vetting as well. And we've had candidates ask us not to call the board members and things like that. And if we get to a point where it looks like this is a promising candidate, we will say we're now ready to talk to the board. You told them you're out looking at this point because we think it's important to get the current board's impression of them also. And just some of you asked me about where we're located. Even though we're in the Midwest, we are California bound and here in California. And we have four staff members who support us in a lot of the paperwork that we do today. Thank you. Thank you, Bratz. Going to replay this part for my students where you talked about the social media and how you do look at that, because I do tell them that all the time and they don't believe me. So I'm gonna rewind this and replay it for them. Thank you. Absolutely. They don't. Ha ha ha. Anyone else? If I may ask, is your timeline pretty, but your next meeting, you're gonna decide who or what? Or time. I believe on the 12th, right? Our next meeting is on the 12th and we're hoping to make a decision by then. Yeah. I think also it might be important too that if the board were to decide to delay because I've seen this situation many times and say, you know, let's do an interim for a couple months and or whatever till we can get to a time where we feel we might get a better pool. Although Pajaro Valley does have an amazing reputation. So I think you're gonna get a pretty solid pool. But if you were to delay, I do know that McPherson and Jacobson, we will help you find an interim as well as part of all of that and help fit an interim if you were to need an interim. So. I think you're in that process already. Oh, are you? Oh, I'm sorry. Thank you very much. You're most welcome. All right. Are there any other questions or comments from the board? In terms of, so any discussion about providing direction for the July 12th meeting? I'd like to provide some direction. I think we need to choose a search firm buying until July 12th and vote on it and let's go. I think what they said is really valid. I feel like Michelle, when was your recruitment? I feel like it was over the summer and into the fall. Yeah. So I didn't come until, well, I needed to stay longer in Santa Ana. So I actually did similar to what I'm doing now. I came here several days prior to officially being here, but I didn't officially start until the end of August, but I was here for the first days of school and came. But I came here in August. So the direction is that we'll have an agenda setting committee will put an action item to choose between or do it because we're going to vote on a contract. We need to. Yeah, so the direction is actually, yeah. You would, you can't, you can't do it at the same time. So because public has to be able to determine and speak to who you're choosing. So you would need, you have the ability. I would suggest that you have the conversation and decide tonight so that then you can put it on the agenda because you can't speak about it with each other now that we've done it in open session. You would have a Brown-ack violation if you did that. So you could have that conversation on the 12th and bring it to the 26th if that's what you would like to do, but you can't discuss it in between now and the 12th because you'd be having a Brown-ack violation if you discussed it outside of here now that you've all had engaged in it. So okay, with that I have a question then. So the first, the McPherson proposal was how much? 24 with a max of 29.8. And yeah, they're about comparable and then leadership was 26.5. Yeah, so I'm actually okay with either firm. I think they're both great. They brought us, leadership brought us Michelle the first time and I felt like they were essentially equivalent. So it's up to you guys all support. Remember the board majority films like they'd like to do. Any other thoughts or comments? Yeah, I agree. We need to make a decision, move forward. Maybe we can't agenadize this for the next meeting or the 12th so that we can make a decision on this and get the ball rolling. I know for me, yeah, so Trustee Soto, did you have any preference between the two? I think I want to stay neutral in that conversation but they're both pretty bilateral as far as their abilities and what they presented and so I think I'd feel better letting this brood a little bit until our next meeting. I was just going to say that. I mean, this was under report and discussion. I was not looking, I mean, basically stating that is sort of like stating a vote. The vote would just then be a formality. Me personally, I would really and professionally would rather have more time as an individual to sort of absorb the information received tonight just sort of like we do anytime. We had a report and discussion item on the budget. You know, at our last regular board meeting, we're going to vote on it tonight. We did not vote on that in the same time and essentially moving forward with saying this is the firm we're going to, it's like we're saying we're voting that way. It's just we're rubber stamping at the next meeting. I would really like time to absorb the information I heard tonight, bring it back at the next board meeting for that, I guess that would be further discussion to move forward with what the recommendation will be for the next meeting at the July, sorry, what day is that? 26th, thank you for the July 26th and that gives us all time just to really decompress the information received tonight, absorb it, have that conversation at the next board meeting and then move forward with who we want and we should hopefully have, hopefully we'll have an interim in place by then to help be part of that process as well. Trustees, is okay, trustees? I think I agree with that as well. I really want to read this beautiful presentation and absorb it some more as well and I have family and friends who are administrators around the state and I'd like to check consult with them as well and I think I don't feel like I could go either way right now but I don't really feel like I can make a super informed decision right now so I think discussing it at an open session on the 12th is a good idea. Trustee Dodger. I agree because I came in as a important discussion. I heard some good points on both sides but I want to be able to read more and I wanted to follow up on one of the other ones. I have somebody that I got some good points on but I still want to see how the other one measures up. Thank you. Anything to add? Okay. So it sounds like the direction that I'm hearing from the board is that on the direction is to the agenda setting committee will add an action item to choose between the two firms on the July 12th meeting and bringing the contract from that selection forward to the July 26th meeting. We will move on to item 6.2, our Early Literacy Support Block Grant Annual Update and that will be presented by Casey Kloppenback. Good evening, President Holm, Board of Trustees and Dr. Rodriguez. It is my privilege tonight to provide our annual update on the Early Literacy Support Block Grant. And so just for those of you who have joined us on the board and for the audience, our Early Literacy Support Block Grant actually is not for all schools. It's actually only for the 75 schools that have the highest percentage of students in grade three scoring at the lowest achievement standard level on our SBAC in language arts, right? So, and the whole goal of the grant is to make sure that we have sound literacy instruction that actually impacts student learning outcomes. So as we're moving on, our three schools that qualify for it, so this is a multi-year grant. This is year three, or year two, we had a planning year and next year will be the final year. So it encompasses Amesti, Calabasas and Radcliffe and these sites have been working hard. So tonight I'm gonna just touch base on the four categories that the grant focuses on the accomplishments and some of our smarty goal results and revisions and next steps. So looking at our four buckets, right? It's that access to high quality literacy instruction from the classroom teacher, the support for literacy learning on the campus, pupil supports and then family and community supports as well. And so this is a great success from all three sites. They have been able to have multiple family literacy nights due to their literacy coaches and their family engagement specialists on their sites that were hitting over 200 family members on some of those occasions and events, which is huge. And so when we're looking at the beginning of the grant, all of those three sites had to do a needs assessment and then come up with a plan with smarty goals and they have three main smarty goals and as you can see, the smarty goals specific, measurable, attainable, relevant, time bound and equitable, right? Making sure that all students have that access to that literacy instruction and achievement. And so the first one is really making sure that we have a universal screener, right? And literacy and making sure that we are looking at that data so we can make informed decisions across the tiers. And so looking at that, one of the accomplishments has been that we have our dibbles and edel data three times a year and we were able to hit that last year and then also have data review team meetings where teachers are looking collaboratively at that data with their coaches because each one of those sites has a coach. And then looking at the students that really need the most support and seeing if the intervention is working for those students through progress monitoring. And goal number two is really looking at distributed practice opportunities, making sure that our students have the opportunity to practice what they need the most support in in literacy. So I always explain it in terms of athletics, like in soccer, right? We use the screener to see what our students need or our players need. So if they need more support in dribbling, we're gonna make sure that we give them that support in dribbling with that feedback. And so our smarty goal number two, the implementation, we really looked at making sure that phonemic awareness was addressed through Hegerty this last year, which was huge. I have teachers actually asking their administrators to make sure they bring me into their classroom when I'm visiting because they're so proud of the phonemic awareness work through Hegerty. We also have the differentiated professional learning by the site literacy coach. So all three of those sites have a site literacy coach and then our continued work through SIPs and making sure that we're using that to provide those extra opportunities. And then goal number three is really about the instruction, the literacy instruction implementation. So we have our core program benchmark. It's making sure that we're actually utilizing it the way that it was intended to make sure that all of our students have access to complex texts and the instruction that will help them be successful. All right, so part of those actions this year, we had work around and we had somebody come out and work with them and expert in literacy, working with all three sites in the implementation of benchmark with through demonstration lessons, planning and lesson study process. And you see a picture of Nicole Marsh, our early literacy coordinator who was really leading those efforts with those site coaches. And so now to our early literacy data, our dibbles, which is our screener, our universal screener that all of our students from K3 are given. And so as you're looking at that, we see the students that need the most intensive support are in red, that's the percentages. And you can see on the left column too, that we have kinder first, second and third. And we want to make sure that we are decreasing the red and we are increasing the green and the blue. That means that those students really just need that core instruction and support at that level. And so we want to, so as looking at, we're going to look at a messy first. And I just want to bring your attention to the decrease in the intensive supports that are needed from 65 to 40% at the end of the year, highlighting some of the success in second grade too. We continue, their site continues to reduce the intensive needs in second grade. Right, and also increasing the core, right? By 10% by the end of the year. And then again, third grade, decreasing those number of students that need the intensive support by at least 12%. Moving on to Calabasas, you're going to continue to see the decrease in intensive support needed in kindergarten, look at that. Kindergarten decreased the number of students in need of intensive support by 60% and increased the core by 45%. That's what we should be seeing if what we're doing is working, right? You're going to continue to see that in kindergarten. First grade also decreased the number of students in need of intensive support by 21% and core by 9%. Third grade also decreased the number of students in need of that intensive support by 19% and increased core by 20. And I'm a few circles behind. All right, so moving on to our third site is Radcliffe Elementary. And you will see some differences. Each side is a little bit of different results. We do see that continued acceleration in kindergarten, right? You see that decrease again by 32% in intensive and then 19% in core that we're increasing. So that will help us as we're moving kids along. And then first grade decreased the number of students in need of intensive by 17 and increased core by the same, right? So we're getting rid of those gaps. Hopefully we're doing that early on and we'll start seeing the second and third start moving them as well. So now we're moving on to our map. So this is just a snapshot too. We use map to measure growth, right? As students are getting better at their foundational skills reading, they should be able to apply it now to map and comprehension. And then there's a correlation between our map, right? Results and then how our students are performing on SBAC as well, the state assessment. So as we're looking at our assessments, we were looking at those diamonds. That shows that about when they hit that diamond that means that about 50% of the students are making their projected growth, right? And so what I did is I gave you a snapshot because we wanna look at multiple years. So you can look at a MST there in second grade. Last year, the percentage of students that met their growth projection was 25%. And now this year they moved up to 37%, right? As we're moving the students forward. Third grade from 21% meeting their growth projection to 34. And so you see that at each of those sites or you see the lack of it in certain areas. So that's when their early literacy team, they look at their data, they make adjustments for the next year, and then those inform our next steps. So looking at next year, we obviously we learned quite a lot this year. So we know that Hegerty, if you noticed in kindergarten and first grade we had great growth. That's because we added that Hegerty piece and trained our teachers to be able to provide the additional phonemic awareness for all students because we knew that was an area of need. We will continue to do our lesson study cycles focused on integrated ELD in writing with the coaches supporting those efforts too on those sites. And then that continued work with fluency strategies and interventions for second and, or techniques, not interventions for second and third grade students as well. All right, so thank you for your time. Are there any questions for me? Thank you, Casey. Are there any public speakers to this item? We do. We have one. Marilyn. I want to. Yeah, me too. Okay. So I taught 20 years in this district primary grade and course reading and reading is for meaning and enjoyment and my mother used to teach and she would get children in her room who she referred to as being phonic to death. Phonics really comes in when you're writing. This is a longer discussion. But what was interesting is I taught at a Mestian Calibas of schools. And these are two schools I noticed who also have cruise ships. Who also have cruise IO broadband, which is 5G, which is a heck of a lot of radiation. And I have a quote from a pediatrician, Dr. Helen Caldecott. Radio frequencies emitted from mobile telephone towers will have deleterious medical effects to people within the near vicinity according to a large body of scientific literature. Babies and children will be particularly sensitive to the mutagenic and carcinogenic effects of this radio frequency radiation. It is therefore criminal to place one of these aerials on or near a school. So you have Wi-Fi, you have the so-called broadband 5G antennas. This is a quote from Dr. Helen Caldecott, medical doctor, pediatrician, co-founder of Physicians for Social Responsibility, quoted in an article, Telecom Tower Tsunami from the New Mill Ford Times of Connecticut of March 2000. What should happen is that all the internet should be wired. The microwave radiation and the elephant in the room, Wi-Fi needs to be removed. Thank you very much. Children need to be. Thank you, that was two minutes. All right, do we have any other speakers to the side of? All right, do we have any discussion from the board? Questions or comments? Can you just describe how the block grant funding is, how that is disseminated through the budget or into the school site specifically? Yeah, so it's a grant and so a certain amount was allocated to each one of the sites based on the population of students, the number of students that were enrolled during the last year when they're using the assessment data from. And this state has a formula for each one of those schools, I would have to look at that exact formula, but they're actually given a budget string which is attached to their literacy action plan that is reviewed and that we have to give every little update and revision based on what the team from that site gives. And you know how much money it is per site? No, it's different. I know Radcliffe and Calabasas are about the same. And then Amesti has less because they have less students at that time. But it's about, the total grant is just over two and a half million dollars. I wanna say it's probably between like 2.65 or something. Anything else? Tosti? Do you mind going back to the slide for Calabasas? So that first point, kindergarten decrease, the number of students in need of intensive support by 60%, that's unbelievable. It is, when I'm talking about the teachers that are pulling me in, it was actually at multiple sites for different reasons. But the kindergarten first grade teachers were pulling me in to see that work because they were so proud of it. They know it's working. So as we go up through the grades, is it normal to have smaller percentage improvement? Just because it's harder to reach the goals or can you talk a little bit about what we're saying here? Our goal actually is to decrease it right away for early intervention, right? So we don't have those big gaps later on. So if we reduce it, it should actually be less in first grade, right? The following year. So we will be looking at the longitudinal data and as we're looking at the whole district, right? We have actually been increasing in kindergarten and first grade, we've been doing that decrease across the district and increasing the core. So for the new board members, something that I've learned and I'd like you to speak to it is that if this early literacy piece is not, if we don't do well with early literacy with our students, it's almost impossible to catch them up later. And then you see huge numbers of school dropouts, et cetera. So can you talk a little bit about that case? Exactly. That's why we want to get them reading. I know our LCAP is all about making sure our students are successful for college and career later on, but we want them reading at grade level by third grade, right? And so once we hit fourth grade, the students actually, it takes so much extra effort on their part and instructionally to make those gains the rate of improvement. It takes twice as much work to do it. So exactly, we want to be able to eliminate the gaps, give the students like that core, we always call it core plus, core plus more, that's what we're trying to do in kindergarten and then we won't have those gaps later on. We'll have less students and then how you were, you were asking that question about second and third grade. Yes, our goal now is to target that second and third grade so we can clean up those gaps even more there too. Prevention is much better than having to intervene later on when they feel unsuccessful. And so just in like just one, two, three, the bullet points for how we're doing this are Paso-O-Paso, right? The early literacy apps that we roll out into the community. It's phonemic awareness with Hegerty, is that it? Hegerty is one of that we're working on here with doing the phonemic awareness. Sips. What else? And then our benchmark. So actually what you heard, we need the phonics piece, right? That left side of reading, and then we need to build their comprehension at the same time and the background knowledge and that's the other side of the literacy framework. And that's where a benchmark comes in so we need to be doing it together. And the way we know that it's working is by using these systems that track kids' progress. Multiple measures, right? Because we never want to just look at one piece. So when we're looking at early literacy, we're looking at their dibbles, we're looking at some of our diagnostic assessments to help them, we're looking at our Sips placement and progress monitoring there, we're looking at map, we're looking at writing pieces and multiple measures all the time. And so the data helps us formulate plans to help the kids that are struggling. Yep. Or help all kids probably. All students so they have time for distributed practices. Great, thank you. Thank you, anyone else? Thank you, Casey. And I would just like to congratulate all three schools for their hard work. They've really worked hard. Thank you. All right, we will go on to item 6.3, our local performance indicator reflection report that will be presented by Lisa Aguirre, our Assistant Superintendent of Secondary. Good evening, President Holm, Board of Trustees and Dr. Rodriguez. This evening I'm presenting the local indicator report. Thank you. The local indicators are measures that are used at the LEA level and that are placed on the estate dashboard. Additionally, the local indicators are, you can find them in the LCAP. It's one of the things that we look at to determine where we have needs and decide on action steps. The state has data for us, which includes suspensions, attendance, et cetera. These are not reported by the state and that's why they're called local indicators. The local indicators that we're gonna be looking at is the basic conditions at school, implementation of state standards, parent engagement, school climate, and access to a broad course of study. All LEAs have the same exact local indicators and as I said, they will be placed on the California dashboard. So Vestra, can you help me out? Okay, so for the basic conditions at school, I would look at teacher placements, the facilities, as well as whether students have access to our curriculum. And so in this past year, we had 2.5% of teacher vacancy positions, appropriately assigned teachers, which means they had the appropriate credentials to be inside the classroom, especially with our English learners, was 100%. And then access to a state board approved, local board approved curriculum was 100% for all of our students. For our facilities, we had all of our facilities that were in fair or above conditions. We had no schools that were in the poor condition. From looking at last year as compared to this year, we had more schools that moved up from fair to good or good to exemplary. Last year, we did not have any schools in the exemplary category and this year we had five schools. So that's a great tribute to our facilities department. Implementation of state standards, there are five subsections that are looked at that are rated between a one and five. All of this information is in detail in the report that was attached. And this is just a summary. The majority of the subsections, we had the full implementation, which is a four, which is not a five as full implementation, as well as sustainable. And so we're not quite there yet. Our science is one of the lower ones that are rated. It's the next generation science standards. And the reason if you recall throughout this past year, we've had a lot of new textbook adoptions for our science curriculum. So next year that will be bumped up and including just the elementary, which has been a long time waiting. For parent engagement, this is definitely a strength of Potto Valley Unified School District. Our parent engagement office does an amazing job in making sure that our parents' voices are heard. In looking at and reviewing it, some of the areas that were mentioned that where we can strengthen for our growth opportunities is developing the capacity of staff to build trusting and respectful relationships with families. And then also working with sites to determine the strengths that our families bring to the table and not always having the assumption of the strengths that are brought. And then providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. This is something that we are working on and that includes the family engagement plan where we're asking all school sites to develop a plan that helps to provide this interaction between parents and then the school site. For school climate, school climate, we look at the student perception of school safety and connectedness. This is something that you have seen before. This is through our youth truth survey. And so listed there is the school safety engagement and belonging as our students view it. And there's different questions that are asked. If you see an asterisk, that means that our school, our students rated this category of percent positive, which means it's higher than the California average. So the majority of the areas there, we are higher than the California average. But still in looking at it, in the reflection we do have areas of growth. First I wanted to highlight the strengths. The first thing is the amount of social emotional health that we have for our students. Our students with a very high rating and percent positive where students feel that our schools have the necessary help that's needed and know where to find it. Our English language learner students had a higher percent positive than our non-English language learner students. As well as our students with IEPs had a higher percent positive rating than students without IEPs. And then our LGBTQ plus students was at par with non-LGBTQ plus students, which is phenomenal in the state of California and this is not something that you see across the state. So opportunities for growth, relationships, students connectedness with the adults on campus, as well as school safety with students. Access to a broad course of study looks at items such as CTE, looks at items such as science, looks at items such as the visual and performing arts, as well as whether our courses are A through G aligned and different opportunities for our students. And so all elementary students have access to a broad course of study that includes district adopted curriculum, as well as all students have access to visual and performing arts and physical education. All middle school students or all middle schools have visual and performing arts offered on their campus. All high school core subjects are A through G approved. There are 72 high school courses that are career technical education with 26 different pathways that we offer now. So that is great kudos to Julie Edwards. She's still here. We've had increased number of advanced place courses that students can take on the high schools, as well as increased number of ethnic studies courses on our high school. And with that, that ends the local indicator report. Thank you. Thank you. Do we have any public speakers to this item? We do not. Any questions, comments from the board? All right, great presentation. Thank you very much. Thank you. All right. We'll move on to item 6.4, virtual academy reorganization, the report we presented by Dr. Michelle Rodriguez. Yeah, thank you so much. So there has, I know there's been some conversation regarding the virtual academy reorganization. And so this will provide the board just with some additional updates on what is occurring with that. So I'm gonna be providing an overview of the virtual academy, the reasons behind the changes. What are those changes? What was the timing of that? And then also the transfers back and then some of the options for homeschooling. So we did start. So as COVID-19 hit us, we had a subset of families that weren't ready to come back at the time. And so because of that, we worked swiftly in order to create an additional school, which we called the virtual academy. So we have been using ESSER funding in order to maintain that school open because it has not been self-sustaining. And you can see that it's been on a steady decline, specifically at the elementary level. So we started out with 223 students, 94 of which were elementary, then it went to 47. And let me explain the three numbers after for 2223. So in December, when we were making the decision, we were at 41 students. By February 15th, which was the day in which we released the information to the parents, we were already down to 37 students. And then by May 31st, there were 33 students within that school. And so definitely the reduction to the February 15th was not due to any information because that's when we disclosed it was on February 15th. We did tell them, tell the parents at that time that the K-5 students were gonna be going back to their home school, or if they selected to, they could go to PCCS. And that we would be maintaining grade six to 11 to remain for the upcoming school year. And their physical location would change to Renaissance High School. And the seventh through 12th grade students would be overseen by Renaissance High School principal. And something that was important to the seniors that the seniors would continue to graduate from virtual academy, and not from necessarily Renaissance. So all the current activities and staffing continued throughout the school year. All the changes are slated to happen this upcoming school year. So to facilitate the process, Student Services Department did automatically assign those students to their neighborhood school. We asked the families after March 13th to go to their neighborhood school to fill out any necessary forms. We also made a concession for them and we reopened the window so that they could go to a different school other than their home school if they so chose because at that time the window was already closed. And that we would allow them to have priority placement as a concession. So we did give them the option of going to Pacific Coast Charter School, which is actually here in this facility. And generally there's about 30 spaces available. And we provided them the information on how often they actually have educational activities happen and how the middle schools have workshop classes, opportunities as well. So I wanted to note that the numbers actually didn't shift too much for us. So out of the 33 students, 27 of those elementary students are going back home. Four of those elementary students went to PCCS. And we did have two confirmed elementary students go out of the district. And you can also see that for the following grade seven through 12, it remained fairly consistent. It did go down as well. So for those students that went from 125 students to 110, however, you will notice that they lost the sixth grade. And then we had 11 students that went back to their home school. And so because of that, we didn't necessarily lose any students going out of the district. But we did have some that went back to their home school. And that is the presentation and just some information and update on virtual Academy. Thank you. Do we have any public speakers to this item? Yes, we do. We have one, Marilyn. How does this, I'd like to read something on here. I don't, I'd like to read something here about COVID-19. By the way, they've never isolated this virus ever. All the countries who've been out show its evidence of the isolation of this virus, not. Dr. Thomas Cowen wrote a book called The Contagent Myth, I recommend. But people are getting sick. What are they getting sick from? Well, we have pesticide poisoning here in Pajaro Valley for radiation, malnutrition, et cetera. And this was like a great takeover of the schools, I think, and great sales for the telecom industry, right? All these toxic Wi-Fi radiation emitting computers, laptops given to people, the kids. Oh, I have a few copies of this, so stand together for our freedoms. Marilyn, is this specific to virtual Academy? Yes, it's talking about COVID-19, which is why you had this. Our freedoms are under threat if we do not act now, Fourth of July is coming up, right? There are nefarious global agendas behind the declaration of the COVID-19 pandemic, mandates and policies. These damaging actions were designed to financially benefit a certain small number of billionaires and corporations and to gain control over populations. COVID-19 was long preplanned in the documents and simulation exercises emanating from Bill Gates and BlackRock giant foundations and governments. This gives some good reading materials that you are educators and you study different sources of information to find out all you can about the truth. Thank you. I'm sure some of you who would like this. I'm one of the two of you. Thank you, that was two minutes. If you're gonna throw it out. All right, any other questions, comments from the board? Thank you for the presentation. All right, then we will move on to item 7.1, our visitor non-agenda items or public comments. This is an opportunity for the members of the public to address issues that aren't on our agenda for the evening and just know that although we can't engage in discussion, we are listening. So do we have any public comments? Yes, we do, we have three and I'll call you up in that order. Sean, Marilyn and Christina. Thank you for letting me speak. There's a lot of things that I wanna say, so I kinda have to separate and I have two more cards in and I don't know if I'll make it through to the two other items. So I wanted to speak about a couple things with the other questions, but maybe I can't do that. But I'm just gonna go ahead and say it. One of the questions I wanted you all to ask and I'm pretty sure both of them will do it. But I think it's really, and I wanna commend actually the board because you did the right thing. The biggest thing for these two groups is to vet them and to make sure that you make sure that you do the background on them to make sure the choices that they made and the first thing I would say would be, obviously that was a good thing that the LA leadership group brought us Dr. Rodriguez. But the question I'd wanna know is, were either of them the ones that actually were the search agents for the one that they just hired at Stockton who she's taken over? Because those background checks and making sure you get it right is really important because the person that Dr. Rodriguez is following is really screwed it up in one year, basically embezzled in a whole bunch of different things. And that person was right here in this area at Alisal and they tried to pass them off at Salinas City Elementary School District and we said no way. So there was plenty of information or data. So one of the things is every good golfer can have a mulligan, but if either of those two have the mulligan and why Dr. Rodriguez is leaving is they were the ones because if either of them, I would basically say that would be the one you need to go with the other one. And I only have 15 seconds to go. I am looking great, I'm sexy. Unfortunately, I am sick and I have been diagnosed with stage four pancreatic cancer. And so I wanna speak about healthcare and I wanna speak about the budget and I'm gonna go. Thank you for not cutting me off for a second. I'm gonna basically go and I may be back, but this will probably be the last time I'm speaking. So I'm hoping to be back to talk about a couple more important things. So thank you very much for your time. Sorry to hear about your health. By the way, statistically it's a very high rate of cancer developing after the COVID shots, very high and a galloping rate of cancer. It's even on the various report. So I feel like I'm a health advocate and trying to sound the alarm. There's a problem here with the radiation. When you know there's a problem if we had common sense and weren't inundated by corporate propaganda, the common sense response would be, I didn't know that was a problem. Thank you for telling me that. What can I read about it? I don't want my children to be in harm's way, but I don't hear that from people. And the evidence is huge. Bioinitiative.org is one source, cell phone, taskforce.org is another. And westinaprice.org is another. Here's just something brief from their publication-wise traditions from spring of this year. It's called the graphene age. Graphene oxide is a compound of carbon, oxygen, and hydrogen in variable ratios, which can be formed into ultra-thin layers about one nanometer thick. Graphene's high conductivity and flexibility make it the linchpin of 5G wireless technology, which is the broadband, as it is a super absorber of microwaves. Graphene oxide transistors are an every 5G transmission device. Wi-Fi microwave frequency bands range from 2.4 to 5 gigahertz. Gigahertz frequencies in the 5G range to operate at more potent power densities than those in 4G. Marilyn, that was two minutes. Okay, it tells the adverse effects. Thank you. And links to why young men are dying of mightial carditis on the athletic fields after the shot. Thank you, that was two minutes. Good evening. So I am C.C. Colinda. I teach at the RISE program at a MST Elementary. RISE, in case you don't know, is our therapeutic program for students with emotional dysregulation. And I just wanted to speak with you guys tonight because I have concerns about next year and then also to re-invite everyone to come and visit our program. So my concerns, next year I will be teaching grades first through fifth in my classroom. That's first, second, third, fourth, and fifth grade all in one classroom. What this means for our classroom is that we're gonna be running three different schedules so that students can go to lunch and recess with their grade level peers. And I will also be teaching five different grade levels of curriculum. So I'm a really, really good teacher, you guys, but I'm not that good of a teacher. And I'm worried that I'm gonna need to drastically reduce the amount of academic material that I give students and that's a disservice to them. Not only is that a disservice to them academically, but I'm worried about the developmental levels in my classroom. I mean, the social, the emotional, the physical, like the PE standards from first to fifth grade, it's gonna be impossible for me to hit all of them. And that's not good for my students. I'm also worried about myself, like how I can keep up with the workload, how I can lesson plan, and then how I can implement those lessons in a way that's meaningful to my students. And I'm worried about my staff because the reality is that we already have a challenging population and we love the work that we do, but we're gonna be juggling intense behaviors and three schedules. And I'm just, I'm worried about burnout. And I want us to continue to love what we do and to really serve our students in the best way possible. Switching. I would like to once again invite you guys to come visit my program. I just talked to you about some of the struggles that we're gonna be facing, but we have so many successes. And if memory serves me right, Dr. Rodriguez visited us three times, at least last year, but I don't think I saw anybody else in our classroom. And while we are housed at Amesti, we are the elementary program that serves students with emotional dysregulation. So I guarantee that probably at least four of you have students from in your area in my classroom. And I would love for you to come and show their support and get to know them and get to know what we do. Thank you so much. Is that it for our public? All right. So we'll move on to our employee organizations. And so each will have five minutes and we'll start with PVFT. Good evening. As a union, we believe that strong educational leadership must be grounded in a comprehensive understanding of the challenges and realities faced by teachers and students in the classroom. It is through this lens that effective policies and decisions are made and sharing the best possible outcome for our educational community. So choosing to put a person in a position for any length of time, regardless of how you phrase the temporary position, who does not fully grasp the needs and concerns of our educators and students is sending a message. And that message is that the district's values of the role of our educators and the importance of classroom expertise doesn't matter. So we ask that while you are looking for somebody to be acting or interim, be a person who can, that you make a decision that reflects the shared value that we have for our students and our school's employees. So that's, I just wanted to start with that. And I then want to, I wasn't here, I was out of the country the last meeting and I know that my colleague was here to represent us. But I wanted to personally say thank you, Dr. Rodriguez, for your years of service in our district. We wish you well and stopped in. And what I am grateful for, I don't know if you all know that, but Dr. Rodriguez and I come from the same program. So we had the same professors. And we value bilingual education. And so one of the things that Dr. Rodriguez did in our district was establish a really build on our bilingual program. And that's what we're hoping that whomever steps into this position, they continue with that. But what she also made very clear in the connection that she had with our community is that in this district, it is really important that our superintendent be bilingual. That really brought families to our sites. She was present and you just had a teacher testify to that, that she was present at sites. She did go to classrooms. She went into mine when I was in the classroom. So these are some of the elements, the qualities that we would want in a superintendent who is coming in. And so the most foundational aspect of that is that they themselves have been an educator in the classroom or an educator who worked directly with students and the families. It dilutes the importance of this position when the person who is installed in there, regardless of the amount of time, does not have that foundational aspect. So thank you for your years of service. We wish you good luck in Stockton. And I am not going, I need to leave early tonight because I'm jet lagged, but I do want to, I spoke at the May board meeting regarding the visual arts, I think it was May, sometime in May, and what has been presented to us in regards to having teachers split sites. This is really difficult for an art teacher, for any kind of, any teacher in the classroom who is working with a community of students, it's very difficult to be split amongst various sites. But the challenge of, or the service to our learning community to take away visual arts and eventually phase it out in elementary is wrong. I already shared with you as a English language learner, the arts was very helpful in helping me build language and also to write it and as an educator, a bilingual educator, I used the arts in teaching English. So let's be creative, if we are a district that speaks to being innovative, let's be innovative in how we make sure that all of our elementary students receive arts education, visual arts education. But also remember that visual arts education really does help with art, with literacy. Thank you. Thank you. Do we have anyone from CSEA? Oh, sorry, do we have any public speakers? Yes, we do, we have one, Mr. Beecher. Oh wait, 9.1, yeah, sorry. But thank you for the knowledge. All right, do we have anyone from CSEA? All right, anyone from PIVAM? All right, good evening, President Holm, Board of Trustees, Dr. Rodriguez, I'm Brian Saxton, the Director of HR and it's my pleasure to present these remarks on behalf of PIVAM. This summer, administrators working in conjunction with Expanded Learning, shout out to JLB. And her Expanded Learning team have been continuing their efforts to ensure that our students are afforded the best education on the Central Coast. Currently, we are running summer school at a number of our elementary and secondary sites. PIVAM members are vital to the success of summer school, ensuring students arrive, get fed, have a clean and functioning campus and continue to learn. This past school year, administrators and managers rose to the challenge of another year filled with adventure. We started off the year still dealing with COVID and then had a record-setting winner complete with flooding school shutdowns and one school site having to be moved entirely to a different location. Through it all, PIVAM members stood tall and continued to encourage each other and ensure that their students and staff were safe and taken care of. As we move through the summer and catch our breath, we cannot help but think of next year. PIVAM members are busy hiring staff, planning relevant and important professional development for new staff as well as our continuing staff, working to make sure sites, buses, technology and everything else is ready to go for the upcoming year. And as always, all of us are focused on ensuring staff and students have what they need to succeed. It will be a different start to the new school year as for the first time in seven years, Dr. Rodriguez will not be there to set the tone during leadership advance. Not the leadership retreat, it is the leadership advance. We will miss her leadership and wish her the best in her new district, but rest assured, she has empowered us and created a team of leaders who will carry on what she has started and who will continue to do the vital and important work that needs to be done. Her leadership has been impactful while she was here and will continue to be impactful long after she has gone. PIVAM thanks you, Dr. Rodriguez, for encouraging us to be the best that we can be. Lastly, I would like to say that as I entered the last half of my third year of director of HR, I cannot help but think what amazing people I get to work with. I'm in contact with all of our administrators and managers and it is a talented group of individuals. Being able to work with all of them is such a great benefit of my position. To be able to see the work that they all put in to ensure that their schools and departments run smoothly and that students, family, and community members and staff feel welcome is a sight to behold. I know that Dr. Rodriguez is leaving, but if our next superintendent happens to be watching, just know that she has left you a team of amazing people who are ready to take on any task and do the hard work that needs to be done. Thank you. Thank you. Thank you. Any public speakers? All right. Do we have anybody from CWA? Not today. All right. So we'll move on to our action items and I'm noting that it is 948 and we still have all our action items and we need to go back into a closed session to finish that up. Can I get a motion to extend our meeting? Make a motion to extend till midnight, but I think we can get through these very quickly. Thank you. All those in favor? Aye. Any opposed? All right, motion carries 7-0. All right. Item 9.1, appointment of acting superintendent. The report will be presented by Dr. Michelle Rodriguez. Yes, thank you very much. Although I always try to be very present over these last seven years and specifically these last four years, when I am not here, second command has been Clint Rucker, specifically the last two years and so I'd encourage the board to appoint him as acting superintendent until the interim superintendent is selected. As is noted, a school district must have a superintendent and my last day, my last physical day will be today. However, my last technical day is Friday, so of course if something was to happen, I would come back. However, today is my last physical day and Friday is the last day of my contract. So I request that you place Clint Rucker as our acting superintendent. Do we have any public speakers to this item? Yes, we do now, Mr. Reacher. Who ran off with the clicker though? Who ran off with the clicker? Oh, it's on the backside. I'd like to kind of put it in a different context. I appreciate the suggestion and I've worked with Clint, great guy. But I think the district needs continuity and why. COVID-19 and our teacher shortages have put our school system under tremendous stress and this coming year is not gonna be any better, it'll be worse, because we'll lose more teachers, which will create even more turmoil and you heard it all year from PVFT and the other groups. And Dr. Rodriguez is leaving, so that leadership is gonna be gone. So until a replacement is found, we need stable continuity for our students. A temporary outsider will not provide that. And so I think having Clint as the potential solve that issue, don't go outside because whoever comes in will be an administrator and they just won't be able to handle the issues. However, we had complexity that's been put into our system using Google Classroom and other methods that got us through COVID-19 and our teacher shortages this last year. It gets worse next year. And so what I would suggest that we do is you pick somebody internally who understands and has had their hands on that system over time. And so my recommendation is I would have Lisa be the interim because she ran the programs. She knows how they work. She worked with Dr. Rodriguez. Our students need to have that kind of continuity. Now, there might be a hybrid approach, but we gotta recognize the job that she's done over the last couple of years. So my recommendation is I would have Lisa be your interim. Thank you. Thank you. Any other speakers? Any questions or comments from the board? All right, it's an action item. I'll entertain a motion. I'll make a motion to approve Clint Rucker. I didn't wanna say it wrong. Clint Rucker has her acting superintendent. Do I have a second? I'll second. I have a first and a second. All those in favor? Aye. Any opposed? Motion carries. Well, shouldn't we ask Clint if he opposes? No. No. Does he wanna make any comments? I appreciate that, Trustee Acosta. All I would say is I love this district. This is my home and I'm happy to help out until we can find an excellent superintendent. So thank you all. All right, moving on to item 9.2. Approval of the 2023 Local Control Accountability Plan, the report presented by Lisa Aguirre, our Assistant Superintendent of Secondary Education. Good evening again, President Holm, Board of Trustees, and for the last time, final Dr. Rodriguez. So this evening I'm asking for the approval of the LCAP. It was presented in a public hearing on June 14th, two weeks ago. The revisions to this LCAP, so this is the third year or three year where we completely rewrite it next year. But the revisions were at the helm of over 1,200 stakeholders who had input into the revisions. And with that, I ask for the approval of the LCAP for the 23-24 school year. Thank you. Thank you. Do you have any public speakers to this item? We do not. Any discussion from the board? I'll make a motion to approve. I have a first and a second. All those in favor? Aye. Any opposed? Motion carries, 7-0. Thank you. Thank you. All right, moving on to item 9.3, the 2022-23 budget. So I have it done. So 23-24 budget and the actuals. So the report will be presented by Clint Rucker. Thank you, President Holm, Dr. Rodriguez and Board of Trustees. Yeah, so as you are all here, last board meeting, and we presented in our public hearing the budget, we are now coming back with that budget with no changes to what was presented to the board and shown to the public. Do you want to just take the couple minutes to thank both Colleen Boogianna and Jenny M for coming and joining myself and the board on Saturday? I actually really enjoyed it. It's weird. My wife asked me when I got home, she's like, how was it? Was it okay? I'm like, I got to talk about budget for a few hours. Like of course it was fun. But so again, thank you for the opportunity. I do think in the spirit of education, educating on the budget is very important. And I know it's something that Jenny, myself, and Colleen have talked about doing in the future and how we can better create fiscal transparency. So thank you all. And with that, I just ask that you approve our budget for the 23, 24 fiscal year, as well as our estimated actuals from the prior year. Any public speakers to this item? Yes, we do. We have two, Sean and Martha. All right, so seat six, tweet. Okay, all right, perfect. So, all right. So, about the budget, before I go to that, I wanted to speak to a couple items and so I kind of threw something out there, not knowing if I'd be able to say it, so it wasn't to come to say, hey, I have cancer. So, and we just have so many dedicated professionals that I even got an email from somebody who's retired and I won't say their name, but I appreciate what they said. So, the reason why I wanted to talk about the budget and related to that was, Dr. Rodriguez, you've done a lot of really good things here, but I'll always remember what I think was one of your first mistakes and that was trying to put a cap on our medical benefits and we were told that we could not afford them and so I want to point out with this budget, seven years later, we don't have caps on our budget, caps on our medical. We get to go to somebody like Pamph or Stanford to get the care that we need, whether we are a custodian, a teacher, a cabinet member, a psychologist and we get to have some more choices in the decisions that we make and so one of the decisions I may be making is whether it's worth to do chemo or not, but that should be my decision because someone could basically take a look at that and a graph and a spreadsheet and say it's not worth it. He's gonna die because that's what they basically tell you. I have six to eight months and I might live a year or more if I got the typical pancreatic cancer so what I wanna say is I'm proud of this district, I'm proud of my union for fighting to have quality healthcare. It's not that we're one of the few ones that still have it and I know that we don't get the pay that we have because we're paying so much for that, but I as a person who would never go to the doctor until I was in my late 30s or 40s, my wife would tell me you need to go, you need to go, you need to go. My pay, my retirement, my plans, they don't mean anything if I don't have my health and we should be proud of the healthcare that we have and we should be a model to get it back for everyone, not be the last bastions of holding on to quality healthcare, thank you. Thank you. I was at the last meeting for the budget and when I went home I wanted to, I reflected and I wanted to see the end product. I wanna call you to the celebration of our students. I wanna give you an example of our bilingual newcomer Jasmine Garbillo, former E.A. Hall Middle School student, Watsonville High School student, went all the way to law school and graduated this May. That's the product that I want to see through our budget. Stakeholders, her parents and obviously her. The parents were our great example of parenting involvement, ELAC, school site and that's where we need the transparency and access to the budget. They were involved in many services at our schools and she's an example of our student achievement. Thank you for that. Scaffolding and chunking of the budget, I was impressed. Now, again, I wanna add to that but what are the services for our staff? We need a space for staff wellness. Please note, as it has been said, we went through COVID and the floods. We are in urgent need for the following. Teacher and staff deserve to have a positive workplace where our well-being is honored, not judged. A confidential and non-judgmental place. A place to refocus, reset. A calm place. A place to vent, breathe. We need 100% support for our well-being. Nuestro bienestar. In return we can be at our 100% for our students and our parents and our community. Please disclaimer, this wellness support should not be interpreted with our employer rights and I bring this to attention having gone through some situations where I needed a place to go where, because there was limits that I could not use the health office at our site. Thank you. And Dr. Rodriguez. I'm sorry if I really bug the heck out of you during the COVID pandemic. When I would call your regards to parents and our students who couldn't have access to the virtual learning but I thank you for always having an answer. Not even really quickly, less than 12 hours. Thank you so much for your service to this community. Inesitamos a alguien que hable español as our next superintendent. We need a bilingual person or a multilingual. Thank you. Anyone else? Is that it? Any discussion from the board? I'll make a motion to approve. I have a question for point out. Sure. I noticed in the budget on the salaries classified certificate understanding we combine administration because we have certificate management and classified management and you put them in to those two. What is the, if you excluded, if we just took the administration management excluding CSEA and PVFT members, what is an approximate ballpark figure, annual cost of administration to our district? Annual cost, I would have to look for annual cost. It is broken out in the budget. So if you look at the object codes while 1000s and 2000s do roll up when we look at certificate and classified salaries, you'll notice that in those categories, 1300 is actually split out to certificate administration and 2300 is classified administration. So they are actually split out into the budget, just not in the overall classified and certificate salaries when we look at that piece. But yeah, Dr. Rodriguez can show you where it's split out. In the past, you've done pie charts that actually will show the percentage of the budget and with a dollar amount, that would be, I think, helpful maybe in a bid to be moving forward. Yeah, and it's still just around just under 6%, so that's still around the percentage, but dollar amount, unfortunately, trying to do 6% with just salaries in my head is, and benefits, benefits are a little harder to break out because unfortunately they don't code out separately, but we can definitely do a B2B on that, that would be possible. So it is in our state of the district, so 2% of district certificated management is 2%, so about 5.2 if we're doing that, and then classified management is another 2% of the budget. It'd be great in the future, I love the exact figure, but thank you for those helpful. Thank you. Of course. I'll second the motion. I have more questions. No worries. Again, I wanna thank you and your team for putting that together, and also your openness to considering to do that again in the future. I think that it is something good to do at a minimum every other year, and that kind of times with election cycles and potential new board members, and I think the timing of that is excellent, and it was great transparency. And I'm sorry that there was some audio connection issues. The one thing I would say, and I even went back to watch it on Rewind because it was very hard for me to hear, and then at the point I couldn't be heard, and it was still hard on our YouTube channel to hear because it's not the setup from here, and I think having the setup at the deal, and there could have been a similar setup. Right, and I think maybe there was anticipation we might have more of a crowd than we did, but I think that would be possible, and we could even have an overflow room if we really had a packed room here, and it would just help with that audio, and also because when we have these off-site, any board meeting, it's not live in real time for the community, so just a thought with that and the consideration for that going forward, but the other, oh, now to my question, so praise, thanks, my comment. My question with regards to the mandatory 3% and the additional 3% reserves, where specifically is that money held? Are we able to hold it in some sort of investment where we're getting the effects of compounding interest to it? That's a fantastic question. I'm gonna defer to Colleen if she doesn't mind because she's, again, more of the accounting background, I'm sure Colleen, and again, 30 years in the district, might have an answer. I know it's a little bit trickier because, again, ending fund balance isn't necessarily equivalent to cash, right? It's an estimate of budget, what we'll end up with, so it's not necessarily cash, again, we like to, Colleen always likes to clarify for me when I look at ending fund balance, she's like, we don't have $40 million sitting in a bank right now. Correct, cash flows is entirely different. Absolutely, so. Yes, the accounting nerds get that, and it's okay for you to self-proclaim about how you enjoyed the meeting myself. I mean, as I tell my students, you know, as budget and finance people, we're self-proclaimed nerds, right? You don't have to self-proclaim as a nerd as I do, more than happy to self-proclaim as a budget nerd. Numbers are a lot of fun. Exactly, so, but that is, you know, and I do get, so everybody is understanding that the difference, Colleen could probably speak to it, how it is not necessarily representative cash on hand that we could just run down to the bank and pull out, but so where does it sit, how does it sit, and because there is a difference between the mandatory and the additional, and is there a way to put that where it can be invested so we could reap the benefits of compounding interest, even if it's just held for the additional. So we had, the cash that we have right now is in Cashing County, so it is at the county treasure, and we do get interest on that, on the cash, yeah. Budget we can't really get interest on because it's anticipated money, we don't always get the funding like we will get, let's just say $46 million in an apportionment, but that comes monthly and we have monthly payroll, so that amount that we set aside is money that we're not spending in the budget, but that we don't necessarily have in cash, and the only thing that we can compound interest on is cash that we actually have, and that is in the Cashing County, and we do get interest on that. So even with the additional, it's not what we can really do. Right, it's more budget than it is cash. But cash we do get interest on. Perfect, thank you so much. And I just wanted to add I've had a lot of people reach out, not just from our district, but you know, or who have a vested interest in it, but just talk about the quality of that presentation and the deeper dive, and I just wanna thank our staff for doing their best to accommodate the Board's request to have that at the ultimate location. So we have a first and a second. All those in favor? Aye. Any opposed? All right, motion carries 7-0. Thank you all so much. All right, moving on to item 9.4, SELPA Local Plan Budget and Service Plan, represented by Heather Gorman. Good evening, President Holm, Board of Trustees. And again, for the last time, Dr. Rodriguez, thank you. So as the last two people presented on June 14th, there was a public hearing. The last public hearing was for the Special Education Local Plan and Local Budget. I come tonight to ask that you approve the budget and the service plan. There were no changes made to what was presented on June 14th, and all of the information is attached to the agenda. It's getting late. Thank you. All right, do we have any public speakers to this item? We do, we have one, Sean. So I guess you could say I'm making the last day count, I'm still here. So again, my name's Sean Henry, I'm a school psychologist. Very much a long time school psychologist here. Very much value things. And again, it might just be the cancer me, but I want to give out shout outs, I was going to say for Casey. It was great, it was great to ask the questions, Mr. Serpa. Sometimes you ask questions, it's like a softball to show what's known there. And so Casey really showed an understanding of the, not just the importance of the data of what it meant, is that obviously everything is about early intervention. But also showed that the importance of the data early on and why later on it's a good sign that we're not having a problem there. And this goes under special education, so I'm not just talking about something else, because early intervention for special education is if a child is not reading by third or fourth grade, we can go into data and stats galore about prison and all these different things. And so we need to identify special education or children with disabilities at an earlier age, but the way to do that is not to test every single kid. The way to do that is to provide quality interventions because what we need to do is sort out from the low achieving students and the at-risk students from the ones that truly have a disability. So if we do earlier interventions and we put the things into place, we can provide every kid the reading instruction that they need. And when we don't see the response to intervention, when we don't see what we should expect to see, then we can start to tailor it in terms of doing true empirical MTSS where you start giving more interventions at an earlier age. And by the time we've done all those different things, we know the kids that really have a disability and we test the kids and get them the services earlier that they need. And we don't do a whole bunch of testing for students that don't need it and needed quality instruction or quality interventions, but did not get it. So that's my time here and I'll come back for something else. Yeah, there you go. Any questions or comments from the board? Trustee DeSerpa? I'll make a motion to approve. Sure, go ahead. I think we have to have a second first on the discussion at the point of order. If somebody could second and then we'll have further discussion. We've allowed discussion in between the first and second. Just a few questions and comments. Thank you for coming up on the budget. I know we have a lot of questions about SELPA and the inner workings, but just quick questions. What are we doing to support programs like the Rise Program? Getting more assistance for special ed E-Haul. I know I've been in discussions with constituents regarding the need for more instructional aids at Radcliffe to help out the Rise Program at Watsonville High School. And I heard from a constituent in my area that his son was going to Rolling Hills and he said that there's been instances when they're trying to cut IEP times from an hour to 45 minutes. How do we plan in the future to address these kind of issues? Okay, so there's a lot of questions that are rolled into one, I think. So one of the things I believe you asked about was how are we supporting with personnel for some of our programs? I think this year in particular, we've worked really closely with HR and we've had several job fairs that have been very successful. Brian has talked about them a few times up here. Just yesterday or the day before, I think we interviewed six, either IAs or BTs and we have been hiring people as quickly as we can and making sure that they're qualified and getting them into place. So I think we've made a very huge dent, not that we've totally filled everything, but we've made a huge dent in some of our classified vacancies. So I think that's been really good. I do know that with programs like the RISE program, we have an excellent teacher in CC over there and we have three behavior technicians that work with her program. And I understand as a teacher, I taught for 16 years that it's challenging when you have a grades band first through fifth grade. And even though her numbers are lower, if she has seven to eight students and three BTs in herself, looking at how do we support that and all of the kids curriculum and their recess time and PEs. So really looking to be creative with her. I know I've talked a lot with Heather Moran who oversees that program about what different things that we can do within staff at the site. There is a mild moderate program over there. So looking at are there ways to separate students out and support some of that grade span. Thank you. Any further? Trustee Scow? Yeah, can you explain, is it policy to reassign aides to different schools? Like I've heard one of our aides is going from one school to another and she doesn't wanna leave that school because she's developing. What's the rationale? Why is it that way? So all of our instructional assistants are assigned to special services as a department because we do have a variety of needs with both students and program. So as students move from one grade level to the next or if there are one-to-one aides or students move out of the district, numbers change within the classrooms. We have to look at the programs as a whole and our personnel and cover the entire district. So we're not just a site. We have all of the sites within the district. So we have to be looking at who is the best fit and what is going to be the best service for the students. That's really our focus. So as we make decisions, that's what we're thinking about and we're trying to make sure that we're covering the student needs and sometimes that does mean that we have to move personnel. Anyone else? I have a motion. Do I have a second? Oh, second. You have a first and a second? My microphone was set in my very close time. All those in favor? Aye. Aye. The decision carries 7-0. Thank you. All right. Going on to item 9.5, expanded learning 23-24, school year budget, contracts and site services agreement. The report will be presented by JBL or JLB, I guess. Good evening, President Holm, Dr. Rodriguez, and Board of Trustees. Apparently, I'm JLB, Director of Expanded Learning and I'm pleased to present to you tonight our Expanded Learning 23-24, school year budget, contracts and site agreements all at one time. So I don't say JLB to you six times back to back to back. So for Expanded Learning opportunities, guiding principles, we have our principles that we are looking at and I'm just noticing for some reason they all say one now. So providing a quality access and opportunity, ensuring engaging academics and social emotional learning, prioritizing cultural, specific and culturally responsive programming, commitment to youth voice leadership and value to build upon students, staff and family community partner. And this year I've had the privilege to come up and share with you guys many of the things that we're doing in these guiding principles. So if we wanna look at our timeline last year at this time, Dr. Rodriguez presented on our timeline, I think at the same meeting in June. And so we will be going into phase three, the green phase. And so what we plan to do is offer the same programming that you have seen this year, doing breakfast club, our TKK early programs, intersession, summer school and after school programs. We also hope to continuously expand our morning breakfast club programs that have been successful at our elementary schools and move those into our middle schools and high schools as we're able to with staffing. This is a little tidbit of our budget. And so what this breaks out is the different programs that we use our funding for. And so what I want to remind everybody is that our funding is ESSER, which is one time funds, 21st century, ELOP, ASUS and assets. So none of these programs pull any funding from general funds. Actually, we're trying to work closely to see where we can help with things that may have used to been used in general funds that actually happened after school program. And so I'm really excited that we're able to do that and work closely. This is a snapshot of the programming that we propose to do this school year. So these are the same programs that you saw this year all year long our after school program, our breakfast club, our intersessions, credit recovery, summer school, PAHRO passport. In addition, there's some programs that I have not talked to you guys about this year such as our MESA program or our Aptos Junior High drama program, our Kiwi Kits, CKC at Valencia and outdoor science school. And so these are just a snippet of the different programs that we hope to utilize our funding for to ensure that we are making the guiding principles and also the ELOP program, it's not a grant, has compliance regulations. And so these programs ensure that we are creating a nine hour day. Actually, this last year, most of our sites ran 11 hours a day of programming and we were required to have 30 intersession days. I believe right now we're at 60 intersession days and so we have really ensured that we are doing not the bare minimum, we are rising above and beyond what most other districts are doing right now. And so I ask that you approve our program plan so that we can ensure that we are able to offer these same services and beyond next school year. Thank you. Do we have any public speakers to this item? Yes, we do, we have one, Sean. So again, my name's Sean Henry. I wasn't planning on actually being here still at this point and I wasn't planning on speaking to these different things, but one of the things that's been a benefit or a good thing is that when I come to these things, I learn and I listen. And so even though I may have an idea of what I wanna say, I've been blessed to have the opportunity to basically integrate what I'm hearing and it's not just for me to come and be heard, it's to listen. And so I just wanna say how great this is to see and something for our district that we're bringing in extra resources for students and these things are badly needed and that's what we really need to be talking about is with our limited funds, how do we best spend them? In the general budget and how can we get more funds? And if anybody knows having a family budget, you can only get more resources by doing extra jobs and different things. So you have to figure out how to spend the money in the best way and get the most bang buck for the buck. And so for this district, it's about getting quality people and keeping quality people. And so this is all really, really good because this is what our community needs. We need extra opportunities after school. We need different things, but we also need to have and make sure we have the backup and I'm not saying that they're not doing this but just the scientific mind that I have of making sure that sometimes these programs aren't just babysitting or different things that we actually do really, really quality things because when we have the kids in there, they're gonna keep coming back. And sometimes you have programs where the kids and the families don't use them because they're not actually doing what they're saying they're supposed to do. And so that's what we talk about like efficacy of like, are you doing what you say you're doing? And all these things, and I'm not questioning any of these. I know these are all great. And so I've seen some of the high school different things like that. And so as the board, that's where you guys come in and you ask those questions. Those questions are really, really important because then the community knows what's important and also becomes more aware. So sometimes when you're voting, if you have no questions to ask, that's okay. Just like me, you shouldn't be talking seven or eight times at one board meeting. But you should have questions because that's your role, thank you. Any discussion from the board? All right, can I have a motion? I'll make a motion to approve. I have a motion to approve. Do I have a second? A second. All those in favor? I have one abstention. Any opposed? Motion carries. I think a moment, 6-0-1. Okay. Thank you. All right, moving on to item 9.6, visual and performing arts at elementary level. The report will be presented by Dr. Michelle Rodriguez and Allison Niezawa, our assistant superintendent of Human Resources. Thank you, President Holm, Board of Trustees, Dr. Rodriguez. I'm, oh, what? Oh, yeah, no. That was too much of an achievement for me. It should be on, yeah. So I'm gonna kick things off with the, with the, Sylvester, this slide. Yeah, so as we continue the discussion about our VAPR program, I think some things we wanna highlight that we discussed that I know are at our special board meeting. So I'm gonna re-emphasize them again for you tonight, but also key in some other points. Oh, power point thing, here, yes. Is that our intention for our visual and performing arts program is to have music for 45 minutes for all students, either K5 or K12, or K12, K5 or K6, as well as visual arts for our K2 to K3 and continuing our science release at the elementary level. So as we talked about at the special board meeting, how that breaks down when we take our total enrollment of our students and how we kinda come up with our formulas for how much staff we need at the sites. We start with the number of students and then we break it down based on grade level spans, right? So we have Kinder through third that are 24 to one and then we have four through fifth or six at 34 to one. And so you can kinda see as the examples we've provided previously, but again for everyone here tonight in public, that when we break down the student enrollment, it gives us a 15.8, 13.58, 12.3. We can't always run a program. Kids don't come in perfect packages of 24 or 34 in the different grade level. So what we do is then we, based on the grade levels and based on the way that the students kind of at their ages work out numbers, we then allocate FTE for staff. Once we've determined what their total staff allocation is for the classroom, we then break it down a little bit further and that is what we need for release. So in the contract we have a CBA, in the contract that has how many minutes per week the different grade level spans receive. And so then we take that number. So like for example, Amesti, we have Amesti, McQuitty and Rio. So Amesti's gonna have 18 teachers next year, which equates to 1.8 FTE. What they're currently staffed at is 2.8. So you can see we have a whole extra FTE of a teacher there at that site. Same with McQuitty, they're over and same with Rio. So what we are trying to do for the next school year is to not have disproportionate amount of overages at all sites and we were trying to even them out to make sure that our programs are also equitably accessible to all of our students. So music, music, art, and then science or PE depending on the site. So if we were to keep our sites overstaffed, it would cause a little bit of an issue because we'd have too many people and not enough minutes for them to complete. So this broke down the minutes for Amesti so there are 1,525 instructional minutes available. And what teachers actually teach are 1,405 and then 120 minutes of release. So that's what the students would see. And then four through six, it's 1,375. So if you see then if we kept Amesti at the same FTE allocation and release, they would only be teaching about 868 minutes. So you can kind of just start to break down the numbers of where the overages are and what they would be doing. And then what that translates to in just a whole entire day. So you take those 1,525 minutes a week that students have for instruction. This is how it breaks down with all of the different subject areas. So if you'll see with all the language, arts, designated ELD, SIPS, math, science, PE, SEL, music, art, library, time, life lab, all the instructional program that we have for our students, that's what it looks like kind of within a day. So I know we've talked about having extra or having more lot for our students. It's gonna be a challenge because there's already so many other things competing for the same amount of time. So kind of breaking down the numbers in that way for you. And that also doesn't take into account as I noted like any transition time. So obviously kids are not jumping from like one subject to the next. There is some time in the day to like walk in and out or switching from ELA to math. Like there is transition time. So this is what it would be like if you had zero, which we know that doesn't happen. So that's that part. And then you talk about it. This is the last slide. You did one of my slides, thanks. Oh, I did, sorry, I was gonna go ahead. Yeah, so I think something that was mentioned, we just wanted to reiterate, but something that was mentioned before is we do have the possibility of needing to still identify if it is supplement or supplant. So that is still something that is very important because as was mentioned in the special board study session, I'm just mentioning again for just reminding people and then also some people may not have heard is that if we wind up having it stated that it would be supplanting by using that, that means that we would have to pay back that money. So then it would not be something that would be good. Our auditor said that it was possible that we could show that we were going to reduce and then use that money, but it doesn't actually take out the second portion, which is that the school site is required to do a plan and to have school site input, including school site council, ELAC site leadership. As was mentioned by Colleen, we don't even have it in the budget at this moment because we don't even have a line code for it, right? We don't have a funding code for it. And then one of the things that is required is that the people who are involved in the site understand that this funding is available for all the things that it's available for. Remember that this is just a small list of that. It's not an ongoing list. So the question is, can we eventually use Prop 28 in order to have these positions? One, it's gonna be where are we going to fit it in? One, but then two, the question is whether or not the site itself wants to, what it wants to choose. And most likely, as was mentioned before, that amount will not equate to a full-time position. So the concern about having two sites will continue throughout Prop 28 as well because except for the high schools which are receiving significant funds because it's by number of students, then most elementary schools are not getting enough, or I don't think there's any that are getting enough for a full-time person. But that might happen, but we do need to do it once the plans are released from the state and once we actually can put that within the budget. And so as requested, the board requested that we bring this back for action again. And so I continue to state that I believe that it is possible but that we are acting prematurely if we do not wait until Prop 28 is solidified. All right, do we have any public speakers to this item? Yes, we do. We have five, I'll call you up by three. Christina, Lucia, and Eileen. Good evening again. So I was here a couple of weeks ago and I'd like to address the use of the term buzzword equity, which is important, right? But I think it was being confused with equality. Equality means that each individual or group is given the same resources or opportunities. So for example, all schools would get a .5 art teacher or all schools get the same specialty teachers which is not something that I think is best at all. But equity recognizes that each person or group has different circumstances and allocates the resources and opportunities to reach an equal outcome. So I'm an Amesti teacher. For Amesti, equity would mean recognizing the importance of having bilingual arts teachers to support our K3 dual language program so that all students actually have access to the arts. Equity would also mean that we honor the community relationships that have been established between teachers like Lucia, students, and families because those community relationships are what sustain all of our passion for education whether you are an educator or a learner or really, we're all both. And additionally, this community relationship piece, I guess is an area of growth for us in the local performance indicator reflection report. So something to keep in mind. And lastly, our community is unique because as has been mentioned before tonight as well, we have both an SDC and the Rise Therapeutic Program on our campus and Lucia has taken the time to relationship, build with our students and to learn strategies to serve our special population. And I appreciate her for that beyond pressure, thank you. And splitting her time really is gonna take away all of the extra projects and family outreach and time with students that she is able to currently give to our students. So please consider equity when considering changes to our visual and performing arts programs. Thank you so much, you guys. One thing to remember is that not this year but the next year, we're gonna have four full day kinders. So keep that in mind. You're gonna take somebody and you're gonna have to put somebody back. Good evening, ward members, Superintendent Dr. Rodriguez. I don't know what is gonna happen with me and with my position for next year, but I want to thank you all for the time you spent listening and discussing this item, especially to board member Bolaño Scal for opening his eyes and ears to the community he represents. Thank you very much. I fight really hard for what I love and believe. And that is my family. First thing, my son, my immediate family and my extended family. That means amesty, dear students, their families and my amazing colleagues. I hope you understand that. You all understand that. Thank you, Dr. Rodriguez, for the times you have opened your door and for listening to me and listening to my request. I wish you with all my heart the best in your new year of me. Thank you very much, everybody. Good evening. My name is Eileen Clark-Nagoka. I'm a retired teacher and since retiring in 2020, I've continued to volunteer at HA Hyde and amesty in kindergarten this last year. So I am here to support keeping the arts fully funded, that visual art, rather. I'm sorry, I don't really understand. The budget, as it was just explained, it sounds like there's maybe a possibility of continuing art full-time in elementary and middle school. When I was teaching, and we got art teachers, I was so surprised, you know, I was pleasantly surprised that what the teachers were teaching was not what I was considering art at that time. You know, something that was easily reproduced and it followed a model. But they, but you know, art teachers know so much. They talk about techniques. They talk about color theory. They talk about art history. It really is an academic pursuit, academic subject. So I hope that you can find a way to continue to support full-time art in all the elementary and middle schools. And also, I had the opportunity to teach some art, simple art classes in kindergarten at Amesty this year. And it's just so, it's so powerful. It's so soothing and so engaging. And I really applaud the emphasis on mental health that PVSD has had the last few years. And if nothing else, it's a great investment in mental health for the students. So I just want to add my voice to please continue visual art fully. Thank you. Our next two speakers, Martha and Sean. Hello, my name is Martha Vega. I'm here to speak as a resident. I live in District 2. I wanted to thank you, Dr. Rodriguez, for your years of service to PVSD and to issue the best in Stockton. And my heart goes out to the board. You'll be making a decision on this action item. And so I wanted to thank you for being here and having this item being discussed. I was here at the last meeting and I was able to hear some of the speakers. And I'm here today to let you know I'm a product of the PVSD. I was able to be a student at McQuitty School and I played the saxophone. And I continued on into middle school at EA Hall with Mrs. Camacho and played the saxophone as well and went on to Watsonville High with Mr. Smith. And as I'm sitting here, I was like, I remember they made a positive impact in my life and I remember their names to today. And so when it comes to, I'm grateful that we have Proposition 28. And when it comes to save the music, I love music, right? But I also love art. And art started when I was in kindergarten in Santa Ana, which is where I was born. And I know that's where you came from, Dr. Rodriguez. And then we transitioned over to Watsonville when I was in second grade. But art comes in different forms, right? Dance. We did Bilefloclorico at McQuitty School. And as you're discussing the budget and I have 14 seconds, you indicated that there's no funding code. I don't know what funding code existed back then when I was growing up and coming to school here. So I love the array that Proposition has and I hope you somehow incorporate that in the schools. Thank you. I'm here again. Sean, again, wasn't planning on speaking to this. But actually, when you come and you listen, you learn. And the first thing I wanted, I think it was a student who came out and it was a couple of students. And I'm so glad that they got engaged and they came out. And the first student, I believe she was a student. I'm just, everyone looks young these days, so I'm sorry if you might be a teacher or not and young. But I believe it was a student or a college student or somebody young. Anyways, coming out and getting engaged and actually coming and speaking about different important things and different concepts. And other speakers, they spoke about fidelity. And so I thank all the trustees because you're in a really hard job because there is basically a smorgasbord of everything we want to do, we need to do and should do. And we have to figure out and you all have to make tough decisions. So one of the first things I appreciate is when you listen and everything. And there needs to be a little respect for even people that, I was going to give a compliment to Bill Beecher and he left and I was like, well, maybe he'll get it because other people saw my announcement. You got to, even though I disagree with him in a lot of ways and how information is presented and I think is really wrong a lot of times, I got to give it to him for the passion and the commitment to come out here every time. And the same thing with Marilyn. It's not just because I have cancer. I hope she's wrong because we live in this technological world and but if she's ever right, whether she's right or wrong, you got to give her respect for having that passion and continue to speak about what she believes and because she cares about the community. And so everybody that comes here deserves respect because they care about the community, whether they're students, parents, union members, administrators, whoever it is. We all are on one team and hopefully part of that team can have art because there's no, the science of art is basically, it actually creates neural transmitters. The research is really, really good and it's no coincidence that all geniuses almost always play music. So we need to teach every one of our children like their geniuses because it creates something in their mind and it connects to something and if we talk about their learning, their reading and their engagement, art gives a place for kids and it gives a place for my kid. He didn't get the talent for me, but I'm glad he can be nurtured. All right, any discussion from the board? Yeah, I want to thank the speakers who have come out and the concern from the community and also the passion for the arts and the visual arts. We've, I said before, and it's obvious, we have a very rich culture of visual arts in the Pajaro Valley and the community that's been leading that movement and it's growing, frankly, is not happy with the current plan and I'm not gonna stay here. I have the magic solution, it is obviously complicated and we wanna have music, certainly I wanna have music I'm a musician, but I don't wanna figure out a way to do it without coming at the expense of art. And so I know that the arts community has been deliberating solutions, trying to figure this out, understanding the complexity of release time and these other needs. So I don't pretend, I don't think we're gonna have that solution tonight, but I think that we should continue this and know we're gonna have an interim superintendent coming pretty soon, give that person the opportunity to work with the arts community to figure something out positive. So I just wanna thank everybody involved. I would make a motion that we continue this item and move it to July 26th so we can keep this dialogue going and give the opportunity to the new, of the interim superintendent to engage with this as well because it is complicated and it deserves a lot of input. Do we have any other discussion, Trustee Flores? I have really appreciated all of our discussion about this because it is such an important thing for us to really dive into. I agree that like what Dr. Rodriguez says, until we really know what's going on with Proposition 28, there's not a whole lot we can do as I don't feel like we should make any concrete decisions regarding those funds until we know how they could be allocated. I did, I know at the last time we discussed this, some items that came up was are there enough minutes in the day? So I did appreciate that slide that said, this many minutes for this, this, this. And so if that's one of the arguments, this is not enough minutes in the day, I know that art could be used to teach English, to teach social studies, to teach history, you can incorporate an art project in that. So you're still getting that subject but incorporating a visual art with it. So that's one way to incorporate those minutes. It doesn't have to be this or this, it could be together. Also with teacher release time, we heard that we're gonna have too much teacher release time teachers all will be working 800. There's nothing saying the teacher has to be released. The students can benefit with having the teacher there along with an art teacher or a music teacher or a science teacher. But all of this is of course, if we have the budget to do that. So ideally, yes, if we can find the budget, if Proposition 28 can help us with that, I think it would be amazing for our children to have all these opportunities. But again, until we know what we can do. I have a few questions. One, what are the schools that currently do not have an art instructor that would be getting art instruction through this plan? Rio and Marvista, okay. And what would be the impact? You know, I think she's asking which ones would be getting it that don't currently have it. Not which ones aren't going to have it. Yeah, sorry. Oh, I don't know that off the top of my head. I don't know that it's necessarily adding art. Let me get my phone, let me look at my paper. Yeah, I know it is. It's adding to schools that, just like where Lucia would be going doesn't currently have it. So that school is getting art and they wouldn't have it. Well, right, they did, and so it'll have art this past school and the person resigned, so we're, yes, so then they would have it back. Okay, correct. We want with just like trying to allocate the release based on like attrition, which is what we typically do with teachers and anything in general. They wouldn't have it for next year, you're right. But because we're splitting them and it does allow us, so yeah. What would the impact be of not, of tabling this for our future meeting? Impact like to the district, to me, to the department. To the programming. Oh, it's already been done. So we've already given assignment notices. The plan that we've talked about about reallocating our FTE as evenly as possible across all of our elementaries is in motion. So if the board chooses to wait till prop 28, gets more clarified, we're good. Like in terms of operation and in terms of programs moving forward, we've already, we had the MOU that we approved. Last board meeting on how to support the art teachers that are gonna be splitting. So we're good in that regard. All right, and when do we expect, do we have any expectation when we'll hear about prop 28? So in the budget, Newsom actually passed SB 115, which actually clarifies quite a bit of how to utilize prop 28, also how they will take back potentially prop 28, how the sites will need to administer the plan. So I haven't been able to dive into SB 115, but it sounds like that's some of it. The big piece we're waiting for is really CDE and then also as Colleen and I have noted the auditors because we can assume a lot of things, but if an auditor turns around and says, you didn't use these funds the way that CDE is now giving us in the audit, we potentially have to pay back those dollars and potentially lose the dollars that we would have had from prop 28. I think to Dr. Rodriguez's point, the biggest thing that we know for sure is that sites need to develop a plan. So each individual site needs to say and then to the piece that's on the screen now, that funding's available for all of those different items. So a site can choose that. They wanna try and add computer coding. They can add animation and prop 28 would support that. And if that's what their school and their community wants to do, it would be in the best interest to support that as that's what prop 28 was intended to do. So the acting superintendent, the interim superintendent would still have the discretion which is part of to make staffing decisions to proceed as normal, but we would be able to continue our discussion about the direction overall. It wouldn't have, by tabling it, it wouldn't have an impact on the functioning of the district. No, I mean, what that would mean is it would basically be status quo. So what was presented to the employee, their assignment would continue to be their assignment. What I will say is that I don't believe that we're gonna have much more information between now and the July 26th board meeting. I understand that there's urgency to keep the conversation going, but I do not believe that that would happen. And I will say that there is impact. That's why I was asking you to talk about staffing because if we don't move people and we still have to provide coverage for release. So that means we would need to hire more people. So you are putting, that's why I wanted to talk about staffing. So you are putting you in a bind if you make a decision late and close to when school starts and you move people, they are providing coverage which is a collective bargaining agreement requirement. It is going to cause some challenges. Now if you do it with foresight and you say, okay, we're gonna do it starting ex-date after we hire this person, then that's not a problem. But if you don't do it with foresight, then you will cause us to basically violate the contract because we will not have enough staff to provide the required minutes of release time. That's why I was very afraid to. Sorry, I thought you meant what we'd already done. We've already reallocated, so we're good that way. But if we don't do that, yes, that would be a problem for us. Okay. So any further? I guess in light of that information, I'd like to second Adam's motion. Trustee Acosta, did you have something to add? I think I'm more confused. Oh, help. Okay, a couple of clarifying questions I did have with regards to this Prop 28 monies and it being allocated based on ADA. And it's site-specific, right? This is the lumping of the three contemporary high schools together, the lumping of our middle schools, the lumping of our elementary schools together. But each school, so like, for instance, just in the agenda item says an example of 7,000 to new school, 405,000 to Watsonville High School. So the district can't take control and charge of that and lump it all together and disperse it across, right? So it is gonna be site-specific for sites to decide how they use that. And so I'm really confused now. I'm sorry about the, because assignments were given out, but are you saying if it goes forward with the motion that's on the table now, that we're not by delaying it, that we're putting our HR team in a position of not being able to hire and put people in rooms that they need to? So let's say on July 26th, you guys make the decision to change current staffing. Then that would mean that there are some elementary sites that do not have all of the coverage for release because you now have the current problem that we had this past year where you have some sites that have a lot of extra release time and you have some that are just skimping by. But if you were to take the example for example, the MSD example and keep that at MSD, so MSD has too much release time and you're taking from another site, the site that you're taking from that 0.5 would not have enough for release time. And so if on July 26th, if it's just moved forward to continue with it as planned, then there's no problem. Then there's no problem, but if there's a change to try to go back to what it once was or some other image, like 20 to 23 staffing, then it creates a problem. That's correct. And I also truly believe, I mean, I understand that it's good to have, continue the conversation. I do not believe that you're gonna know by July 26th. Also, we're gonna, we wanna hire a lot of music teachers. That's a great, we don't always know how hiring goes either. This is why I understand the mentee teacher was told one thing and then is now being told another thing. So we put things on paper and things change and adjustments are made at the last minutes. I happened at McQuitty last year to a kindergarten, to a fifth grade teacher. So I'm not saying all I would ask for and my motion is that we continue the conversation, see where we are. And I think the arts community is, there's no question, they're a little disappointed in how this is unfolded. I would just ask the board that we continue the conversation, keep it alive, keep it current and we'll figure out some, and we'll see what we figure out. Maybe nothing changes, maybe a small change happens. You know, I guess I'll, I mean we came in this district, the budgets were so bad, we had no art and no music. So it's just, it's hard for me to swallow down that like we have, we're giving both now and that's somehow wrong. Like we can't afford to have a full-time art and a full-time music teacher. We can't afford it and we can't afford the instructional minutes. Like where are we gonna put those extra minutes? And then what about science pull-out and release? Like science is really important people, super important. And for the fourth, fifth and sixth graders, at least a couple of my schools, they're getting science as their release. That's very important to me and to our society. So, I mean it's like, when I started this, I'm the board member that brought forward the release time. Those K, maybe not K, but first, second and third grade, teachers weren't getting any release time. Like I brought that forward because the Valencia teachers really felt like it was unfair that the upper grades got release time and they didn't. And so we fixed that with the help of the union. And so now we get to have both, but somehow that's not good enough. It's just like, it's amazing that we get music at every campus, it's unbelievable. Kids can't be in band unless they start in music in the early grade. But somehow this board has made it like it's wrong or something. So, and I will also say that it's not about just visual arts. Look at all this other arts up there. When I was the art coordinator for my kids' school, we did a lot of these things. We didn't just do visual arts. We did theater. We put on productions. We did dance. We did music. We did a lot of different things. So anyway. We have a first and a second and then we're at 11 o'clock and we have 14 more action items and we have consent and we have to go back into closed session. So is it a quick? Quick thing is we don't have art for most of our fourth and fifth graders at PVUSD. And it's another problem. All right, so we have a first and a second. This conversation, depending on how the motion goes, this conversation can continue. So we have a first and a second. All those in favor? Yes. So all those in favor of continuing the conversation at the July 26th board meeting? There. Aye. Any opposed? Aye. I'm not opposed. All right. Motion carries. Six one. All right. And staff, please be mindful that we have a lot to get through. And we only have an hour left. So 9.7 school plans for student achievement. Michael Berman. I have the opportunity to present the school plans for student achievement. To be brief, this is based on our cycle of continuous improvement with the ultimate goal of students achieving their greatest potentials, including reaching state academic standards. Started last year, where you approved the current SPSAs for all the schools, and it comes back after analysis, monitoring, and looking at data and making decisions about what that data says, creating next year's school plans. Goes through site leadership, the ELACs, the English Learner Advisory Committees, ultimately to school site councils, where they take the input from ELAC, and make a decision on what to amend, what to change, what to keep, and what to move forward in their school plans for the following year. The goals are tied to our LCAP goals. Every site has at least four. One is an achievement goal, one is an English learner progress goal, school culture and parent and family engagement goal. Next steps are to, you know, upon approval, to start implementing and then continue to monitor and look at data to see how our student achievement and our metrics go throughout the year. And, as has been requested, all schools have prepared a slide for you with actual growth data based on their current goals and the next steps that inform their follow-up goals or their goals for this current year. I'm not gonna go through them, but they are there for you all to check out. That's it for me, any questions? Thank you, Michael. We do have one speaker to this item, Sean. Again, this will actually be the last thing I did, so I've been up here seven times, so I've probably taken about 15 minutes of your time, but as Mr. Serpa said before this year, she hadn't seen me when we did the School Psychology Week and speak in a long time, and I hadn't been here for several years, and so I guess I'm gonna get all these out of my system. So, in terms of student achievement, one of the things is, and you can't pay for everything, you can't do everything, but on the budget, one of the things I was really coming to talk about was the budget, and especially I don't know the things, but it didn't happen. Anyways, because I listened and I hear what's going on here. Student achievement, it's always about the money. I mean, schools are always about the money, like what money do we have resources for? So on page one of 141 of the budget document, it shows that we're increasing, our total reserves are increasing from 59 million to 76 million this year, and 3% is 10 million. Now, there might be a real big reason, like declining enrollment and all these different things, but I hope each one of you trustees know why we're not spending that money on some of these things that are time-sensitive in terms of small instruction, all these different interventions, because once that time passes for those kids, that's done. And so, to make sure you know exactly why and how much of that money we have, because we have 66 million dollars over the 10 million minimum reserve. Now, I'm not saying there's not rainy days gonna happen in the future, but in the past, we've been told the sky's falling, the sky's falling, the sky's falling. And then later on, it was a good fiscal decision to buy this building. But we were saving up for something bigger and the community didn't know why we were having these big reserves, and every year, as we were basically saying, we're having deficits, we're running in deficits, and every year, more money would go on reserve that wasn't used on students. So make sure you all know why you have a 66 million dollar thing, and some of the things we possibly could do, 10, 15 million dollars more spent could take care of some of these things, not everything, but make sure you know the finances. Thank you very much, God bless you, and carry on the good work. Do we have any public speakers to this end? I would guess that was the public speaker. All right, any questions or comments from the board? I just feel like I want to elaborate on that comment because I believe there's only two of us that are on this board that was part of that decision-making to buy this building, and I just want to address that in clarity that we did that at a cost-neutral situation with what we were paying in rent. That was definitely direction that we gave the superintendent and the then CBO, and I do believe it's just the two of us that are left that made that decision, and so I just want to make that sure. We weren't being fiscally irresponsible with that. We're actually being, I think, little more fiscally responsible. So with that, nothing else. I just wanted to provide clarification on that, and I'll make a motion to approve. Oh, first and second. All those in favor? Aye. Aye. Thank you all. Motion carries 601. Item 9.8, resolution 22, 2359, regarding the 2324 Education Protection Account, EPA. Clint, it's you. Thank you, President Holm, Dr. Rodriguez, Board of Trustees. I will try and go quick as I know we're time-sensitive and Yvonne's already trying to kick me off the podium, so yes, I have the resolution for our Education Protection Account. Unfortunately, as much as this sounds like, this is additional funding for school districts, once again, the state has found a clever way to say we give you additional money solely from this Education Protection Account, which came from Prop 30 and actually came from the additional increase to taxes, but really all it does is it's an offset to our LCFF. So they still determine, here's the amount you get because you got this money from EPA, we just lower the amount we will give you from the LCFF calculation. So unfortunately, this is not additional money, but it is money that has to be spent on specific uses. For our district, what we have done for now about eight years plus is we use it on certificated salaries and benefits. So this resolution is for the Board to see that that is where we're spending the dollars to confirm with the state that that's where the EPA money will be spent. So with that said, I would like the Board to approve this resolution. Do we have any public speakers to this item? We do not. I'll make a motion to approve. I'll second. I have a first and a second. All those in favor? Aye. Any opposed? Motion carries 601. Thank you so much. All right, item 9.9, J13A, request for allowance due to emergency condition school closure due to state of emergency. Good evening, President Holm, Board of Trustees, and Dr. Rodriguez. I'm Dr. Ivana Caras, the Director of Student Services. So as a district, we are expected to have 180 days of instruction anytime that the district has to have some dates closed because of an emergency. As you recall, we did have some of our campuses closed in the month of March due to the floods that affected and impacted the schools. So some of the conditions that were actually caused closures were the county or city evacuation orders, the county or city evacuation warnings for roads of restriction access, as well as national weather service flash warnings. So what this form does allow us is allow us to actually receive the funds for the days that we were actually closed. And so I kindly request that you approve the J13 form as presented to the board. Thank you. Do we have any public speakers? We do not. Any questions or comments from the board? Make a motion to approve. Oh, second. I have a first and a second. All those in favor? Aye. Any opposed? Motion carries, 601. Next up will be at 9.10, approve a side letter between PVSD and PVFT regarding Delta Dental. That's Allison. Yes, thank you, President Holm, Board of Trustees. Dr. Rodriguez, so I have a side letter tonight for you in collaboration with PVFT. So as you all know, we've closed negotiations. So a side letter is kind of making an agreement after the fact. We experienced some, we'll see some savings for our dental plan. The premiums are actually going to go down. And so what we're going to do is take that savings and we're going to buy up the plans for all of our employees. So as you can see right now, the annual maximums are in the black for all the different Delta Dental plans we have and they will be moved to the green with the savings we're seeing because of our premiums going down. So I respectfully request that you approve this side letter. Any public speakers? We have none. Any questions or comments from the board? I have a motion. Do I have a second? I'll second. All those in favor? Aye. Any opposed? Motion carries 601. And moving on to item 9.11, approved side letter between PVFT and CSCA also regarding Delta Dental. Yes, thank you, President Holm, Board of Trustees. Dr. Rodriguez, this is the exact same side letter for our other bargaining unit. As you know, we've also closed negotiations with them, which is what warrants a side letter. So it's the same thing, same annual maximum and I request that you approve this side letter. All right. Any public speakers? We have none. Questions or comments from the board? I'll make a motion to approve. First, I have a second. All those in favor? Aye. Any opposed? Motion carries 601. And continuing our Groundhog theme. 9.12, approved Delta Dental annual maximum increase for professional services confidential and represented and management employees. Yes, thank you again, President Holm, Board of Trustees. Dr. Rodriguez, this is then the same annual maximum for all of our professional services confidential employees, unrepresentative management. So I request that you approve this as well. Any public speakers? We have none. Discussion from the board? I'll make a motion to approve. I have a first, first and second. All those in favor? Aye. Any opposed? Motion carries 601. What? Item 9.13, approved job description early start teacher. Allison, it's still here. Yes, thank you again. So this is a job description for you. If you'll recall when we settled negotiations with PVFT, for our early start teachers, we negotiated additional days because the program that they offer runs into the summer. In order to do that, we also needed to do a job description. So that is what is before you tonight is a job description for the early start teachers that work at Duncan that provide the in-home services because their program extends into the summer months. And therefore, we needed a separate job description to denote that. So this is kind of the tail end of that piece of negotiation. So I respectfully request that you approve this job description. Any public speakers? We have none. Discussion from the board? I'll make a motion to approve. I have a first. Second. I have a second. All those in favor? Aye. Any opposed? Motion carries 701. All right, going on to 914, approved job description Instructional Coach, dual language. Yes, thank you again, President Holm, Board of Trustees, Dr. Rodriguez. This is a new position to the district. We have curriculum or instructional coaches. This one is now going to be in Michael Berman's department, working specifically with our dual language program. So we don't have an instructional coach currently that is dedicated to dual language. As you know, we're expanding our dual language program to Rolling Hills, and we're planning on expanding that beyond in the district. So this position will be very integral in that support. So we respectfully request that you approve this new job description. Thank you, public speakers. We have none. Discussion from the board? I'll make a motion to approve. I have a motion and a second. All those in favor? Aye. Hi. Any opposed? Motion carries 701. We pulled item 9.15, so we'll move on to 916, approved resolution 222360, CalShape program. And Clint, we're back to you. Thank you, President Holm, Board of Trustees, and for the last time I'll ever say Dr. Rodriguez. I actually almost forgot I had this item, but then I realized I was able to save this for the last one. So not my slide, but yeah. No, no, not this time. 916, perfect. So many of you may have heard about AB 841. I know I've been asked about it quite a bit for about the past year. This is the assembly bill that actually was established in conjunction with PG&E to establish and the California Energy Consortium to actually establish ways that districts can utilize grant funding from the state to fund specific energy projects. One of the big ones was HVAC. At the time, we were hoping that we'd be able to actually install new HVAC. That has not been the case up until just about now. They're moving into their next phase, which is going to actually allow the installation of HVAC and being able to actually go after those dollars and go after those grant dollars. Those grant dollars will be up to $6 million for our district. So it's definitely something we want to pursue. In order to do that, we have to have done assessments and we have to actually have CO2 monitors in the sites in which we would look at doing HVAC improvements. So what we're asking for tonight is a resolution. That states we will actually go after the assessment part of the grant, which will include a vendor coming in and doing assessments of those sites, all of the HVAC, as well as installing additional CO2 sensors for all of those rooms in which we'd be providing new HVAC. This is not a contract at this moment. This is just the ability to allow us to go after the grant. So with that being said, I ask the board to approve this resolution. Thank you. Public speakers? We have none. Discussion from the board? I'll make a motion to approve. Second. All those in favor? Aye. Any opposed? Motion carries, 7-0. Thank you so much. All right. Item 9.17, approve EB Design Studio, architect agreement for the MSD Elementary School NPR Siding Replacement Project, 2020-2006. Good evening, President Holm, Dr. Rodriguez, board of trustees, cabinet. My name is Alendo Fernandez, and I'm here to ask for the approval of these architect agreement for the MSD Elementary School NPR Siding Replacement. This is an ESSER project. The project is estimated at $500,000. And I'm asking for the approval of $72,500 to go into contract with EB Designed Architects for their help on designing a biddable set of drawings so we can go out to bid for the MSD Siding NPR project. Thank you. Any public speakers? We have none. Any discussion from the board? Let me make a motion to approve. A second. All those in favor? Aye. Any opposed? Motion carries, 7-0. Item 9.18, approve 19-6 Architects Agreement for the MSD Elementary School Studio Project. Alendo, it's still you. Good evening, once again. For this project, this is for MSD Elementary Studio Project. This is a majorial project. This project is estimated at $100,000. And I'm asking for the approval to go with MATI 19-6 Architects so they could do a biddable set to go out to bid for the Anseldo Studios. The amount of this project for their work would be $15,000. So I'm asking for the approval to continue the project. Thank you. Public speakers? We have none. Discussion from the board? I'll make a motion to approve. All those in favor? Aye. Any opposed? Motion carries, 7-0. Item 9.19, approve EB Design Studio, Architect Agreement for the Diamond Technology Institute Roof Coating and Auning Project, 22311. And report, still. Good evening, once again. This is the agreement for the EB Design Architects. This project is estimated at $115,000 for their work. It would be $16,675. And this is an ESSER funded project. And I'm asking for the approval so we could continue with this architect with EB Design so they could help us with the biddable set to go out to bid for this project. Public speakers? We have none. Discussion from the board? I'll entertain a motion. I'll make a motion to approve. Second. I've got a first and second. All those in favor? Aye. Any opposed? Motion carries, 7-0. Going on to item 9-20, approve EB Design Studio, Inc. Architect Agreement for the McQuitty Elementary School NPR and Sighting Replacement Project, 2024-007. Good evening, once again. This is an architect agreement that we want to go into with EB Design so they could help us with the design of the NPR Replacement Sighting Project. This project is estimated at $500,000 and for their work would be $78,000. This is an ESSER funded project. I'm asking for the approval so we could continue the agreement with EB Designs to help us with this project. Thank you. Any public speakers? We have none. Any discussion from the board? I'll make a motion to approve. Sorry, trust you this is your first question. Second, but I do have a question. Why do we need an architect to replace Sighting? So they could come up with the scope that we're replacing this Sighting. We could encounter a lot of dry rod. We don't know what we're going to encounter once we open it up. All right, first and second. Quick question or comment. Are they going back with, are they going to speck out Hardybacker or what kind of site are they going back with? Yes, we're going back with Hardybork now. No wood. Get rid of the wood. Yep, correct. Thank you. And I just also want to add that I appreciate you saying where the funding comes. That's great for having all that on the public record. So thank you. You're welcome. All right, we have a first and a second. All those in favor? Aye. Aye. Any opposed? Motion carries, 7-0. Item 921, approved notice of award for the Bajaro Middle School HVAC replacement project 2023-0022. Take it away. Good evening once again for this last project that I'm wanting to approve for. This is for the Bajaro HVAC middle school replacement. This is an ESSER funded project. This project is estimated at, oh, sorry. This is a notice of award for Bajaro Middle School HVAC project. This project was on February 10 and February 17. The district advertised this project for the Bajaro Middle School HVAC replacement. A mandatory bid work was held on February 21, 2023 to contract for president on March 16, 2022. The district received one sealed bill from the following contractor, Premier Builders, for the amount of $323,382. I'm asking for the approval to continue with the contract with Premier Builders for this project. Thank you. Public speakers? None. Discussion from the board? Just a quick question. So is Premier HVAC contractor or the general? They're a general contractor. So it's an HVAC project. So do they have three or more trades to cover the bid? Correct. They do. Yeah. OK. Sad emotion? And with that, I'll approve it. I have a first to have a second. I'll second. All those in favor? Aye. Any opposed? Motion carries 7-0. I just wish Herlindo and his team a very wonderful, busy summer. Yes. Thank you. Thank you very much for all those reports. Thanks. Thank you. All right. Item 9.22, amendment number two to joint powers agreement with Santa Cruz County and Rio del Mar Playground Project proposal. That will be presented by Rich Haryano. All right. Good evening, President Holm, Board of Trustees, and Dr. Rodriguez. Two parts to my item this evening. The first part is amendment number two to the joint powers agreement that was originally approved back in 1978. Amendment number one was approved in 1994 to renovate the playground. Amendment number two will allow Santa Cruz County to contribute $50,000 to the second renovation of the shared or the recreation and playground space that's on campus at Rio del Mar Elementary School. Included in the item is the renderings of the playground and aspirator pool. Do we have any public speakers to this item? We have none. Any discussion from the board? Is it going to be wood chips? Yes. Yes. OK. Is there any thought? I put in the playground for kids with disabilities and I was hopeful that we could continue to do that. What was that? That was the agreement. It was supposed to be the rubber. It was not the wood chip. Was not wood. So this agreement is just for the playground structure. Wood chips just consist in a crush. So maybe install will come later or something? Yeah, that would be separate from. Yeah, because we'd like kids in military to build a roll right up to that playground. I'd also like us as a district to think about putting adaptive equipment there. So ADA approved playground structures. That was my request 13 years ago after. Yeah, so if you look at it, it does have some landings that are available to that, but that was something specifically we talked about having it be. And now I can't remember the name of the material. At the bottom, but we had talked about doing that because it's also safer than the wood chips. And it is then commensurate with what is happening up top. So I didn't check this part because that was what was agreed upon and was in the original documents that I sent to you. Was that, it's not after a trip, but anyway, so if it's not that, then I think we should pull this item yet again, because that is not, it's not what we had agreed upon with the county. So I'm sorry, I will request that we pull this item. It's not the conditions that we had agreed upon. Do you want a motion to that effect? If we could table it until the next board meeting, please, on the 26th, we'll need it for the 26th. I'll make the motion to table this to our July 26th meeting to get that clarification. And I think the clarification is just about the surfacing, the surfacing. Right, if it's, if there are two different things, unless it's a mishap and what it is, right. I need a second. I'll second. All those in favor? Aye. Any opposed? Motion carries, seven, zero. Okay, consent agenda. Do we have any public speakers to consent agenda? We do not. We do not. Are there any items that the board wishes to defer? All right, can I have a motion? I'll make a motion to approve consent agenda as is presented. Do I have a second? I have a second. All those in favor? Aye. Any opposed? Motion carries, seven, zero. And we will close our open session and return to closed session to finish up those items. All right, I'm reconvening our open session and we'll go on to item 13, our action report on closed session. Are there any items to report from closed session? Yes, we do have some items to report out of closed session. So on closed session, item 2.3, I moved to approve the Certificated Personnel Report as presented by District Administration on June 28th, 2023 with 34 and six additional action items and I need a second. All those in favor? Aye. Any opposed? Motion carries, seven, zero. On closed session, item 2.4, I moved to approve the Classified Personnel Report as presented by District Administration on June 28th, 2023 with seven and three additional action items and I need a second. All those in favor? Aye. Any opposed? Motion carries, seven, zero. Okay. Oh yes. And then we have three announcements. Bahara Valley Unified School District is pleased to announce the selection of Dalialia Hernandez to the position of Assistant Principal at Bahara Valley High School. Dalialia has been working as an administrator since 2005 in a variety of capacities. She has served as an assistant principal, summer school principal, and dean of students. She holds a BA in liberal studies with a bilingual education emphasis, a single subject credential in Spanish, a master's of arts and education, and an administrative credential. All these degrees and credentials were obtained from California State University, Stan Salas, we are pleased to welcome this highly qualified administrative PVUSD, Go Grizzlies. Welcome. Announcement number two, Bahara Valley Unified School District is pleased to announce the selection of Daniel Andres as the new principal of Bahara Valley High School. Dan started his career as an English and Spanish teacher at Paso Robles High School and has since served as an assistant principal, director and high school principal. Dan holds a Bachelor of Arts in, I'm sorry, Dan holds a Bachelor of Arts in English secondary education with a Spanish teaching minor from Brigham Young University as well as a master of arts in education from Cal Poly, San Luis Obispo. He also holds an administrative service credential, a bilingual authorization in Spanish and a single subject teaching credential in both English and world languages. We are excited to welcome this highly qualified administrator to PVUSD, Go Grizzlies. And our last announcement, Bahara Valley Unified School District is pleased to announce the selection of Dennis Todd Wilson as the new principal of Renaissance High School. Todd started his education career at Rolling Hills Middle School as a language arts social studies teacher. He has worked at Lakeview as a PE teacher and most recently at PV High as an assistant principal. Todd holds a Bachelor's of Science degree in physical education from Fresno State and a master's of arts in educational administration from Concordia University. He also holds an administrative credential, a single subject PE credential and a multiple subject credential. Todd is a graduate of Watsonville High School and has spent his entire career in PVUSD schools. We are excited to have him move home into his new role, Go Dragons. All right, so our next meeting is a regular board meeting on July 12th. And with that, the meeting is adjourned at 11.43. Go team.