Pajaro Valley Unified School District 09/16/2026

Good evening and welcome. I'd like to call the meeting of the board of trustees a part to order. Thank you for being here this evening with us. I want to begin by acknowledging that this meeting will be livereamed and recorded. Whether you were here in person or watching online, we're glad that you were here. Um, the purpose of this meeting is a meeting of the board of trustees convened to conduct official business on behalf of our district and the students we serve. While we deeply value community participation, this is a working session of the board. Our focus tonight is on the items before us and on the outcomes that matter most for our students. One of our core values is ensuring that the voices of our community and each board member are heard, respected, and given meaningful space in this room. Everything we do tonight is grounded in that commitment. Our protocols are not barriers. They are the structure that ensures every voice has a fair and appropriate opportunity to be heard. Um, so as each item on the agenda is called, folks who have turned in speaker cards for that item will be called. We generally call in groups of 10. When you hear your name, please make your way to the podium. Please include your name on the card and please state your name when you are at the podium. I will ask for a motion, a second on each item after the public speaking piece is done. Um, if a motion is not made and seconded, then the item dies and we won't discuss it. Um, staff or board members, um, actually that's reversed. Staff or board members will make their their comments or make their presentation and then we'll ask for a motion in a second. Um, then board members will each have three minutes times to speak on each one of the items. Um and if a board member or some board members have want to speak more than the three, we'll go on and finish the round. Um and then if the board collectively decides that we want to have another round, then we will do that. And then the superintendent may respond to board comments after that and then we'll call for the vote. Speaking on an agenda item, members of the public are welcome to address the board on any items on tonight's agenda. Each speaker will have two minutes unless otherwise announced. Once an item has been called, cards will no longer be accepted for that item. The board will limit total public comment on each agenda item to 30 minutes unless we collectively decide to do something different. >> If you would like to speak about a district related matter that is not on tonight's agenda, please do so under 6.1 visitor non-aggenda. Items on the agenda may be addressed in one of two ways. Option one, if the speaker wishes to speak on an agenda item during 6.2, they may do so, but then give up the opportunity to speak at the time at the time when the individual item is called, or you can wait until the individual item is called and then make your comments at that time. Um, we ask that students or recommend that students fill out the peach colored cards and we do give priorities so we can get you up and and off so you can get a good night's sleep and be ready for school tomorrow. Uh, we ask that you stay on topic and complete your comments within the allowed time. It is helpful to us if you state your name at the beginning of the for the record. You're not required to, but it's helpful helpful to us. In order for the board to conduct its business, we ask that all attendees refrain from shouting out or holding side conversations during the meeting. We generally want to hear from you, but we can't hear the person at the podium when others are talking. At least I can't. If there are disruptions, I will issue warnings. If disrupt disruptions continue, I will recess the meeting. Um ask that those causing the disruption be removed and if necessary, clear the room. Um the board's focus is on student outcomes. We know that this is important to each person who is here and we appreciate your presence and participation. Um I would like to note that trustees Navaro and Flynn had other obligations and won't be here. Trustee Dodge um advised that he will be late this evening. That brings us to 3.2 pledge of allegiance. Trustee Krasco, would you lead us, please? I should also note that there are four trustees plus our student trustee All Trustee Allen is here. Um but if any one of the four trustees leaves the room, we will have to recess for until that person comes back. Um, so if we need to take breaks, we will likely do that as a recess. On to 3.3 governing board comments, reports on standing committee meetings. Um, would you like to start, Trustee Medina? >> Sure. Um, I don't have much, but um, other than happy Mexican Independence Day. Um to my family that's out there, please save me a playada for when I get home. Thank you. And with that, I'll go ahead and pass my >> Thank you, Trusty Cross. >> Um I don't have any comments. Um I'll just save them for the agenda. >> Thank you, Trusty Florence. >> Thank you everyone and welcome. Thank you for being here with us tonight. Um, happy Hispanic Heritage Month and I was able since our last board meeting to participate in a couple um, Zoom sessions. Uh, one was for our goals and guardrails. I want to thank the parents who participated in that. Um, we love getting more feedback. Um, and also I was with uh, Trustee Turley um, for this week's pre-board meeting listening session. Um, I love that they do that and give an extra opportunity to hear more voices. Unfortunately, we didn't have anyone show up, but I'm happy that they keep doing it and I would take ask the community to take advantage of that because we're able to have more of a conversation in that setting um and not just give you two minutes. Um so, um that's it for this for right now. Thank you. Thank you for my comments. I'd like to address my lack of action at the last meeting when Trusty Navaro promoted her campaign from the dis which is a violation of government code 8314 use of public resources used for campaigns and ED code 7054 disallows use of district supplies resources meetings to promote a board member's candidacy. Trustee Nabaro has been counseledled about the violation. I encourage all candidates to read the Fair Political Practices Act and related Gov and ED codes that relate to campaigns as well as the Calrans form that candidates are required to sign and send to Calr saying you understand where you can put signs and where you cannot. Um candidates are responsible for the actions of volunteers on their campaign. Um, and in the future I will do what I can in the moment when things like that happen. With that, we will move on to 3 point. Oh, I should ask, do we have I am so sorry. Um, Trusty Allen, >> thank you. Okay, I have some updates from our schools that was able to join us on our in high meeting. My inner high meeting is basically me meeting with a bunch of the ASP students from each school that are able to join and they give me updates on each school. It's kind of a happy update, I think. So, I was able to meet with uh Pave, Renaissance, and Apptos. They all had super successful back to school nights. Um Pave finished their first rally and they had a super fun water balloon rally. Renaissance um won their game for their co-ed volleyball and they had like an all-in spirit day where it was um Hispanic or Latin American jerseys. ABTOS had uh a has a formal clothing drive coming up. So students who can't afford like formal clothing for the homecoming dance can go there and get cheap or free formal clothing. Um moving past those updates, I'm trying super hard to get student feedback for these meetings. Um, I've been making Google forms that kind of uh summarize the action items and the consent items so students can read them and try to give me feedback. I've been struggling a lot with communication through like my student trustee email. So once I figure that out, those would be able to be spread more widely throughout the student population. And then along with those Google forms will come um board meeting summaries just for my notes that I'm taking. Just in case students don't have the time to watch these um often lengthy meetings, they can try to read the notes and make some more sense about what's going on in the district. >> Thank you, >> Trusty Turley. >> Trusty Medina. >> Yeah. Point of information. Um last week on Wednesday, did you cancel our agenda setting meeting? I didn't schedule it, but I didn't actually cancel it. >> So, was there a meeting? >> Um, I I met with um the superintendent, but we did not have a group meeting as we have. >> Okay. In the future, are you going to notify the agenda setting when you're >> I will do that >> because this is >> about the fifth time this has happened. So, if we need to redo the rules so we're consistent. >> I think we also need a different time because Trustee Flynn isn't available at that time, but let's >> Okay. Yeah. But, um, that's your meeting, which us two are in. So, that's why I'm really worried about this agenda because you didn't get any of our input for that. So, I just wanted to put that on the record. Thank you. >> And that moves us to 3.4. Superintendent comments. Are there any public comments on this item? No. Okay. >> Thank you, Sylvest. Um, so first I'd like to say that on Sunday I went to um Watsonville Plaza where we celebrated uh Mexican Independence Day and we had a lot of people who helped to organize a really exceptional event and u me and my family had a really great time. Uh Oscar Rios I think was the um organizer and it was really well done and we had some of our students who got to be backup dancers for Los Fuos and it was really fun to watch and there were some great pictures um that were in the Paharonian uh this week. So great event and it was really great to see a lot of people celebrating Mexican independence this weekend. Um so for my superintendent's comments, the data that we are sharing um this time is the reclassification rate of our English learners. Uh our English learners reclassification is assessment that they take called the ELPAC. The ELPAC assessment assesses students on their progress acquiring English and the goal is to reclassify showing that they have the command of the English language. And what is on this chart right now is showing um threeyear or fouryear longitudinal data. The bars show the numbers of students who reclassified each year at each school. And so what you see there in the blue bar is the numbers of students who reclassified uh in the 2526 school year. And you'll notice, I'm not going to call out percentages or numbers, but I think the bar, the blue bar speaks for itself that we had a very high number of students who reclassified, and that is a great source of pride. um students when they reclassify and have a great command of the English language do better in school and uh go on to do better in their next phases of um education hopefully going on to uh junior college, college or success in the trades. So we're really proud of that data. Uh what is also noteworthy is we always examine so what what happened there? What did we do to get these results? One thing is it's not that we had more students because we've been in declining enrollment. Um and so that is not what accounted for that. We had some very intentional strategies that we engaged in and English language development has been something that we've been working towards over the last couple years uh to ensure that our students are progressing. So we're proud of this data and uh that's the data we wanted to celebrate uh this evening. There's just a little bit of a closer zoomin look for you so that you could see uh the schools and uh their success rate at each of them and the numbers of students that we're looking at for uh reclassification. I'll let you look at that for one minute. Sylvester, can you go back one more just so everyone can look at it a little bit closer? Yeah, there you go. Just so people can see and have a moment to do some I notices and I wonders. And the next slide, there's a more of our elementary schools, but also into our middle schools and high schools. And you can see uh Watsonville High School and PB High School done an exceptional job. Um our students who um go into high school need still needing to take English language development usually then don't get to take an elective. And so when we are able to reclassify them in high school, that frees up their schedule to take an elective. And so that's a really positive um accomplishment when we see those numbers improve to that extent. So we're really excited, great hard work by our schools to get this type of results. So great job um administrators and teachers and instructional aids who have gotten those results. >> Thank you. That moves us on to 4.1, approval of agenda. Are there any public speaker cards? >> No, there are not. >> Thank you. Can I have a motion to approve the agenda? >> Trusty Turley. >> Trusty Media. >> Um, I have a question for um 8. Where is it at? It's the Prop 28 report. Is that an action? Okay, cool. Um, >> okay, got it. So, I would like Oh, yeah. So, a question that I had before we approve, um, is there a presentation attached to item 8.3 other than a single document? >> There should be. >> Yep. Y >> was that supposed to be attached to this It should be attached. >> Huh? >> It wasn't attached. >> There was only a single document. There was no detailed numbers how we've been doing. So, >> Veronica, do you know about that? >> Um, it was not attached, but she will be doing a presentation. >> Okay. >> I can attach that if you would like. >> I would actually like to remove that from the agenda. So people could actually look at that presentation and they could come with questions if they need to um opposed to just having that here because that has been something that this community has really wanted a deep report on. So I don't feel comfortable moving forward with that. So I'd like to remove 8.3 or is it 8.3? Yes, 8.3. Um until that presentation is attached and then also I would like to move up 8.5 to the beginning. um of action items. >> Okay. Um for future items, I'd like to have a motion, a second, and then the discussion. >> Um >> you want me to understand Understand what you're saying. Is there a pressing reason why we need to approve 8.3 tonight? 8.3 is the required annual report by CDE and that is the only template that CDE provides to for approval by the board which is required and mandated by September 30th. If we don't then we will have to return the money back to CDE. >> What did I ask you last meeting? It is a presentation that is because that that is an action item. The presentation we have added the presentation but the action report is not the presentation is not required. So I'm bringing that presentation. It is when I come. >> This is my question. Was the presentation attached to the agenda so the public can see. >> We've already identified that it's not. So I' I'd like to move on. >> So I I'm I'm not going to vote for this if that doesn't get moved. and we have a special meeting because I want the community to be able to see that presentation. >> I hear what you're saying. >> Point of order. I don't think somebody should be speaking. >> I call on um I I just want to clarify deep the report that needs to be submit approved and submitted to the California Department of Education was included in the board documents at the time of the posting of this agenda for review by the public. Correct. >> Yes. >> So that was posted on Friday. The public had five days to review the actual report that gets submitted and the presentation is >> is an added additional document to help with the presentation for the public. Right. >> Correct. >> So in order for the agenda to pass, we need to have four four votes, which means now Now we can talk about what are the dates when we could have a special meeting to talk about Prop 28 that comes before September 30th. Anybody want to look at their calendars? >> I don't know what else. Yeah, Trusty Medina, we we really have fulfilled the legal obligation and you can see all of the budgeting, everything that has happened with Prop 28 in what was attached on Friday. >> How many times have I asked you to bring us a Prop 28 report? >> That is what is was attached on Friday. That is the Proposition 28 report. No, I wanted a slide deck of the information of what we are doing with our arts within our community with Prop 28 that has been emailed to you that has been asked of you by this community >> and you have not presented it to us. >> So, you ask for a report. So, you were unable to read the report California Department of Education. >> I did and you could go around all you want, but right now I'm the hold out vote. So unless you guys meet my standards, I'm going to vote no. >> Okay. So that leads me back to what is the date where we're going to have a special meeting to talk about this because we have to get it done by September 30th. Are we giving all that money back? I don't think we want to give all that money back. Um, next week is staff is not available. Next week, >> yes, it reported That's what I asked you last week and you told me with clarity that yes, we will bring you back that presentation. >> I'm bringing and the presentation. I am going to do the presentation >> and it wasn't attached to the agenda item so the community could see that and ask questions about it. >> Um, it was that this is an action item. >> I think I've stated what I stated already. So, I think we need to find a date. I I think it's clear that we're not going to change Trustee Medina's position. I think our only alternative right now is to schedule a meeting when we're going to talk about it prior to September 30th. And it's sounding like September 30th is our only option for that. Of course, there is the option of we take a pause until Trusty Dodge arrives. And you know what? Let's try that. We're going to take a fiveinut recess. We will be back soon. >> We're back. Thank you for your patience. I appreciate it. Um, do trustees Allan Flores or Carrasco have any suggestions? Would you like to move on with the motion that we believe Trustee Medina will make so we can at least take care of the items we're able to take care of? >> Okay. It's a shame we would have to potentially lose funds for our students. >> But if that's um >> what we have to do, then yes, we do have other important business to handle. >> Um if I would like I I would just like to make a quick statement. Had you met with me last Wednesday, we could have ironed this out and got it attached. So I'm putting this on you for not doing your due diligence and meeting up with the agenda setting team to get this completed. So my motion is to remove item 8.3 and move item 8.5 up in the action item. >> 8.5 already is an action item. >> I said move it up. >> Oh, okay. >> To the beginning. >> So it's 8.1 >> 8.5 then 8.1. >> Okay. >> Then it continues from there. >> I understand the motion. Is there a second to the motion? The motion is to adopt the agenda by removing 8.3 and moving 8.5 before 8.1, but after public comment and all that kind of stuff. >> I'll second that. >> Okay. I have a motion and a second. All those in favor signify by saying I. I see one, two, three, four. Would you like to vote on this? You can if you want. Okay, that >> could have done this 5 minutes ago. >> I know that is 50-0. So, we are now moving on to action item on close session. We did not have a quorum for close session. So, there were no actions. Um, do I need to still read the items? Should I still read the items? Okay. So, I don't need to read them out. All right. Okay. Visitor public comment 6.1. So, these are items that relate to the school district but are not on this agenda. Do we have any speaker cards? >> Okay. Jocelyn, Omar Diez, Chris Webb, Tekashi Mazuno, Brandon Denise. Haku. Haku is a chumash greeting word. Its meaning is hello. Oh, I'm wearing this necklace tonight. This necklace is a gift of one of my Chumash friends. Their Chimash ancestors started to live and work as a farmworker family in Paharabari in the 1850s. They are one of the oldest families in Pahari. When I told my to my friends, Amst Elementary School, which was established in 1879 and the oldest elementary school of PBUSD, might be threatened to be considered for closing by the sustainable school advisory committee. They said that their family members went to Amesty School. As I said in one of the previous board meetings in April, there are several murals in the school. The old oldest one was painted by Mr. Lar and the fifth grade students with the support of art council of Santa Cruz County and Co's family foundation. Mr. a lot of has too much cultural root as well as Mexican cultural root and there there will be an indigenous people's day celebration at Sand City on October 12th. The celebration has been organized by their cousin, Chumash cousin and one of my Chumash friends, dear friend, Miss Mary Anabon. She's a Chumash elder and mayor of Sand City. It was she Marian Cabon that initiated to change Columbus Day to indigenous people's day in Montre County, Santa Cruz County and beyond. So let's honor history and culture of Chumach people in Parabari including at Amst Elementary School by protecting ASD school from closing. Thank you. Thank you. >> I'm I'm here as a Watsonville Brown Beret and I'm here to tell you a story of a mother um who you're going to hear from right now. Uh she's also a Brown Beret and her son is a Watson of a Brown Beret at the age of six. She's our youngest bra and we see her come to our meetings every week walking from work and shows up with her son and there's a moment in our meetings where we always ask what is important to you what do you want to talk about and her story or her concerns are always I want to talk about the lack of resources for my son who's on the spectrum at schools she always is is is wants to talk about the same thing because it's a big concern to her. She wants to know what's happening. She wants to know how her son is going to be given the resources for him to be successful. She wants to know how his IP IEP is going to be met. She wants to know where she could turn for help. She's been giving many, many different stories of people that are not even qualified that are going to come in to work with her son, you know. So, this is a this is a reality of what the cuts is is doing to our community. And and to have a school board member that's not even here today to say that those students are an expensive babysitting uh is is a disgrace because when I see a mother showing up to my meetings, to our meetings, crying, looking for answers, that's not funny at all. That's that's that should be on everybody's concern. So, please give this parent some answers. Give this community and these students the answers that they are looking for. And on another note, um tomorrow I'll be taking off to New York, Albany, Albany, New York. And I will be participating in a conference where I'll be talking about the Baharo Valley and the pesticide use. And I'll be taking all our stories to to this conference. Thank you. >> Thank you. Okay. Hello everyone. Uh my name is Jocelyn um Silva. Um I'm a mother of a um stu of a student on the spectrum. And I just want to reflect a little bit about the first few weeks of school, how the um cuts have affected us. Um on the first day um just on the first day we had a BT or I'm not even sure what their title is or what their specific title is quit on the spot. Um I am concerned to the lack of with the lack of resources that our students have. I've seen unfortunately my son show a little bit more of aggressive behaviors. I don't know if he's um if it's due to the changes that his school has had. I did see that one of his favorite um BTS was laid off. Thankfully, she's back, which I'm I actually almost cried about it. Uh but yes, there is a lack of resources for our special ed schools, I mean students. Um I am concerned for his behavior. I did see that there's been more incidents reported among other parents that I've been talking to. So, it is really concerning. Please give our students the resources that they need. um they deserve better and they're not it's not glorified glorified babysitting. It's actually people students like them that deserve the opportunity to learn to be part of the community and um yeah please do better for our students. Thank you. >> Good evening. Reacting to broad district actions within the first week of the school year, one PBFT member asked me, "Does the district hate its teachers?" There are those who would claim they are prioritizing student outcomes and that the union presents false information. I would ask us to reflect on what we've seen the last year or so, then draw your own conclusions. Think back to when the superintendent gave herself a large raise, about 11%, which should have gone to her coaching, but went to her pocket. Then after approving reckless and destabilizing cuts to student services, this board approved new coaching money for her. Contrast this with the PVFT's actions. We've carried the weight of negligent and misguided cuts. Then when it was our time, we made sure to improve working conditions and codify enhancements to student services. In the process, the district insisted on us sacrificing a raise for settling for a nominal salary increase. remember who went to bat for our students and who appears to be here for themselves. In spite of TA ratification, I'm annoyed with the district because the current leadership has operated in a regressive manner. Annoyed because the district's negotiations team was enabled to waste so much of our time, so much of our tax dollars, and because the district team appeared to have zero concern for the time teachers were losing with their students to be there. annoyed because when I've served on that team, it impacted my relationships with people I care about and and those people deserve more. But I want to thank PVFT members for rallying for the TA even though they deserve more. I I thank you for proving that PVF has the integrity and is genuinely here to support student outcomes, proving that support for stu for teachers is support for students. It's not just a slogan. It's a deeply held value. I challenge this district to redeem itself. People expect you to further attack and undermine education. Change your behavior and thereby enhance student outcomes. Enhance equity and opportunity by bringing a collaboration period to all compies. Resin the sup premature, obscene, and fiscally irresponsible raise. Redistribute it as a onetime bonus to all staff. Do the same for the equivalent amount spent on lawyers for the district's negotiations team. Get on the PVFs level and prove with your actions that you are here to improve student outcomes. Hold up. Let me get my timer ready. I'll time myself and go. God, Chris, way to go. That was that was fine comments by Mr. Webb there. Um, I do I'm going to try to rapid fire get a couple things here. Prop three, we need to pass a resolution endorsing Prop Three. Prop 3 is an extension of the tax on the wealthy that we see in Prop 55. Since its inception in 2018, this district has realized $128 million from that proposition. And after this school year, we'll realize 144. That resolution brings about $18 million per school year. So, we need to be on the same page and fighting at the state level to get Prop 3 passed. Um, I also want to speak to um the concerns of our special ed programs. The layoffs of instructional aids and BTS have created so much chaos across this district. Last year, this board specifically asked if an audit was done into the amount of number of one-on-one IIIA minutes. And would we be able to meet those minutes post layoffs? You were told yes, and the community was led to believe that these cuts wouldn't harm students and we'd be be able to meet those minutes. Well, guess what? I know that the district's audit failed to account for some one-on-one minutes. So, part of the challenges we face now are due to instructional assistants being assigned who are assigned to classes who are being pulled to go serve as one-on ones because the district didn't do their diligence. And then even if the district made an honest honest mistake, you and weren't acting with mal intent, you all still made a decision that's harming students and you made it based off of inaccurate statements by district officials. That's abominable. Where is the accountability here? Um, we also let you know that the state was making more money available for SPED and despite that information, you still pushed through the cuts and now we're being told, don't worry, we're actually going to be able to improve our ratios of students to staff from last year because the state made this money available. And it's like, how are we going to improve on the ratios when we're still scrambling to fill positions? I just really hope that you learn your lesson and we back off of these layoffs because they're unnecessary. Thank you. Thank you. The next five speakers are Cassidy Sullivan, Cynthia Fernandez, Bobby Marsha Salt, Sammy Love, and Marilyn Garrett. Um, I'm Cassidy Sullivan, special education provider. After layoffs that disproportionately impact our special education programs, the remaining teachers, providers, and staff across the district are barely able to keep our programs safe and clean. Classes are running on skeleton crews and the staff go home exhausted and/or in tears every day. Despite the dire situation, there's no urgency to rectify the problems from HR or from the superintendent's office. Teachers have done everything that they can and everything that they've been told to do. They write their horror stories in calm, professional emails after long, hard days of kids not getting what they need. And the district still has not replaced the critical staff after four weeks of being told, "We are working on it. Students and staff are getting hurt. Students aren't getting their services. students are regressing. There are days where all we can hope for is to maintain safety and change everyone's diaper. The rest will require adequate staffing. Yesterday, we were told that there were four subs available for 24 absences. This is a staffing crisis and it's affecting the most vulnerable kids in Pave. The district also has not come clean to parents that the programs are ineffective and that IEPs are out of compliance. It turns out when a crisis occurs, communication is the first casualty. Isn't it reasonable to request the support that's prescribed in our students IEPs? We are asking that our programs be staffed enough so that we can provide instruction for our most complex learners. Will one of you trustees please ask the superintendent when our programs will be staffed and restored? Can you speak for the children that this district is underserving? Can you ask on behalf of the parents who may not be able to advocate for their child's right to a free and appropriate education under the law? Please ask these questions because when teachers and families are asking, we are not getting answers. Thank you. Good evening board. Uh good to see you all. As Brandon mentioned, I did want to mention that you got email today about I would love to see on the next agenda an endorsement of Prop 3. As he mentioned over $18 million every year that that brings in for our district. Um, Trusty Flores, one thing I've agreed with you on is that we all need to work more at the state level, right, to advocate. This is a great opportunity to do that. It is the business of the board. So, let's do that together. While I'm here also, and that would have been a great comment during employee organization. Um, I also will say I want to thank real quick Mr. Herbs for his help working on an issue at our school. Even after everything we went through last year, all of our teachers who do letters at WCSA were not paid for their time this past month. Uh, it was an error. It was tracked down. So, I appreciate your help on that and making that right. I will ask that I hope we can find a way to do that pronto, not wait another month because $1,500 is a lot of money that people expect and they budget for. And if that has to wait another month, it needs to come with uh daily legal interest. All right. Uh and last thing I'll say while I'm here because I have a moment. Um I understand some of you don't like the process or how it works, but I do have to admit that Trusty Medina is not wrong on 8.3. I tried to look at that item. I know other teachers who tried to look at that item. I know other arts advocates who tried to look at it and there was very very little information on there and there needed to be that presentation uploaded so that we can ask those questions. Um, so while I recognize it is very disappointing how it went down, that should have been there because I came to speak to that with ideas of what I wanted to ask but not really knowing what the information was because while you said you couldn't tell from those numbers, maybe you got more info, but the public info, very little on that. There's not much to speak of. So, thank you for your time. >> Good evening. My name is Cynthia Fernandez and I am a parent at a hy. I am deeply concerned and here to address a critical equity gap at our school. Twothirds of our students are enrolled in late exit dual language program. Yet the current support structure is mismatched to this reality. Hyde only has an Englishonly teacher for reading intervention. Kinder through second grade is a fundamental foundation of a child's education. When the school fails to provide targeted primary language intervention early on, we risk widening an achievement gap for the early learners. Our students deserve an intervention specialist who not only understands the linguistic nuances of their dual language instruction, but is also able to provide intervention support in their primary language. Please prioritize the allocation of funds for a full-time bilingual reading intervention teacher by investing here. We ensure that our staffing resources truly reflect the district's commitment to bilingual excellence. Thank you for your time and your dedication for our success as students. >> Hi, I'm Sammy Love. First time speaker, longtime listener. Uh, so I uh totally started the wrong stopwatch. Anyhow, um, hi. I'm an education specialist. Some of you know me, some of you don't. Uh, I like to believe that I am solutionoriented and I don't really make big complaints. I think anybody who knows me is like, Sammmyy's a cool cucumber. I do find this job hard without the right help. Uh some people know I have a nursing degree from s University of San Francisco. I used to work in tech. So when I say I'm solutionoriented and I am resourced. I mean I am a creative thinker. I like to get things done. I like to do it myself. I like to win. If I have what I need to do my job, even if I have most of what I need, I am almost always successful. And I I will say so far this year I have been bitten, stabbed, I've been hit with a trash can. That was yesterday. Broke my cell phone. Thank you, student. I have been kicked. I have had to stop a couple of stabbings, a couple of fist fights. Uh I've had to evacuate evacuate my room a couple times. I did not have a classroom aid for the first two and a half weeks. I would like to do my casework, but when am I supposed to do that? Do I keep my kids and they don't get art and music or do I go with them to art and music and help support? These are tough decisions. Guess what? They went to art and music and they had me there. Um yeah, I um I do appreciate the help that I do get. I do appreciate when I feel heard. Um my kids did get speech for the first time today, day 24. That person is going to be here on Wednesdays running a couple of sessions and then I'm going to have to help support them virtually on Friday because they don't come in. So, I'm going to have to run that for them in my classroom. And I guess that's my time. >> Thank you, >> Marilyn Garrett. advocating for a safe and healthy learning and working environment. We need education, not radiation. And personally, it's very painful for me here with all the Wi-Fi, cell phones, antennas on the roof, and I will not stay long for that reason. We all have symptoms of microwave radiation poisoning whether people are aware of it or not. I call to your attention a new document dated September 10th of this year. International Scientific Commission calls for urgent action to protect children's health from cell phone cell towers, power lines, and nonionizing electromagnetic field exposure. Drawing on decades of scientific research, the experts conclude that children's rapidly increasing exposure to cell phones, wireless networks like you have all over power lines and other sources of nonicing electromagnetic fields requires immediate public health action. The technology shaping our future should not compromise the health of the next generation. We need wired computers and not radiation exposure. This is harmful. You've been told this and supplied documents numerous times. Don't sit there and act like poisoning children with radiation is a good educational policy. Thank you, Mrs. Garrett. >> Next is 6.2 public comment on agenda items. So, these are people who don't want to stay for the rest of the meeting when your item comes up, but you want to be able to address the board. How many cards do we have? >> We have five. So I'll call all of you up at once. I have Chris Webb, Tekashi Mazuno, Mads Ramuo, Marilyn Garrett, and Bobby Marshaalt. >> Can I start? This will be my last public comment related to Sabre which I have been concerned about since I advocated in the Watsonville city council meetings in 2023 for Sabre to be to be able to continue to operate at the current place. I'm speaking tonight now to the students and the parents of Sabre. At first an idea to restructure saber did not come from myself. I heard an idea about an idea from a former teacher of Sabre. The previous interim superintendent of PBSD agreed with this idea. Since then I have communicated with the members of the board of both PBUSD and Sabre since early this year. Secondly, regarding the proposal which I made in the previous board meeting, it is not to force the current students of Sabre to switch to other schools of PBSC. It is to reduce the number of students whom Sabre will accept annually and gradually between 2027 and 2032 in order to help address the problem of declining enrollment in PBSD schools. I believe that it is time for saber to help students and parents as well as teachers and classified staff of other schools of PBSD. This is a practice of decipity is one of the core values of indigenous cultures. I remember saber is ingenious word for plant in El Salvador or Mexico. I'm not sure but please remember the name of Sabre students of parents of Sabre. Thank you. Thank you. uh regarding 10.5 and 10.7 I'm I'm concerned we might be supplanting the work of uh PVFT members and then uh also in light of an arrest that was made at Watsonville High between the last meeting and now I'm left wondering could we have prevented that negative student outcome had we still have our uh mental health conditions and our social emotional counselor at Watsonville High. Um, also for 92, um, I I just want to share something that, um, from from my time at the California Continuing Education Conference when, um, my favorite school got uh, awarded a model designation. U, one of the things they had said was with um, with continuation schools that it's appropriate like really well, always we should be you teach what you're credentialed for, right? That should be the rule. And like in the cituation world, the one area where they allowed some leeway was for art and PE. So I just want to make sure we're we're all schools that we always have people who are um qualified to teach what they're supposed to be teaching. Also for 9.4 um as just a one of the one of the standard protocols should just be that we we allow public if you put in a card you speak right the scout rule that we we established. Now maybe you got to restrict time fine but because of a vast number also if you got a lot of people coming probably you weren't doing enough outreach between meetings. Um also another just normal uh practice should be that really weekly but now we're we've we used to do it um where it was just before the board meeting but now we're we've strayed from that. So we're regressing even since this new era that the PVFT president and the superintendent should meet weekly. We're we're getting away from that. Lastly, I just want to say that for um 7.1 that uh the incumbent for uh Renaissance, they they lost my support by being a rubber stamp and for not really valuing that school enough. >> Thank you. >> Good evening, Mads Mutoo parent. Um maybe I'm going to start with um 9.1 extended learning summer program. Jen Bruno, I really want to compliment the work that's been done there by the extended learning program at the district and what a great example of working across departments at the district and the work that they've done with special education um both for the summer program and into the school year. I'm so appreciative of you and I hope other departments can find a way to follow that model. Um I also want to compliment and commend many of the our teachers and classified staff site administrators for going above and beyond at the beginning of this school year. Um you've got 9.2 Williams Act compliance. Um I submitted a request about three weeks ago um to understand um staffing for special education who's credentialed, what openings there are. Um HR has failed to get that back to me um since then. And um it was a legal request as well. So you're well past the 10 days. Um the school year's been off to a rough start. We really depended on teachers and educators, classified staff going above and beyond. I feel like we're taking advantage of them. Um, when 160 physicians were eliminated, we were told there would be a continu continuity of care plan. Clearly, there wasn't. Um, if you've visited any any of the sites and seen what this first month has been like, I've witnessed teachers breaking down and crying. I've watched administrators be more stressed than they ever have been. Um, and it it's really disheartening that that's how we're starting the school year. We already have a hard time recruiting um, especially for special ed to be burning them out in the first month um, is really poor practice. So, I am hopeful with this new team that you've got um, with SULPA. I just hope that um, we can listen to their recommendations going into next year. >> Thank you. I just wanted to speak to the um uh sustainable schools committee update that's coming up. Looking at the materials for last night's meeting, there is the slide deck on designing school systems, one that's been used in the past. If you look at slide 51 and 52, it shows a model and I'm just concerned about this. I hope you'll take a look. Um as it shows a model for middle schools, it shows over a thousand students at a middle school. And on the breakdown on the right, it says one FTE arts teacher with Prop 28. Want to remind you that is not how Prop 28 works. That would be a loss of arts for our students. So, please make sure you're looking at that because that information is faulty in there. I understand that this board actually or our staff applied for a CSBA award for our VAPA arts for all programs. Um, I would still like to know most of this board voted to get rid of a full-time theater teacher when we only had four in the district and that was never replaced. I don't believe the principles knew that was happening and we're the princ it was prop 28 funded which principles should be deciding where that goes because of that. For example, and sold to elementary, we talk about arts for all. All those students had arts last year. They all had music and most if not all had theater. This year only TK to second grade gets music. That is it at that school and that is because of that decision directly. Same thing happened at Lake View Middle where her other site was. There was less art when the year started. I know they hired an art teacher last week. I don't know where that's at, but these are things that you need to look at as you look at Prop 28. Why are we losing arts when this should be expanding? And we should not be given any awards because we have great teachers who are doing great things. But until the board and the district can support those things and that includes things like in that slide recognizing that we can't do a whole middle school with one arts teacher, we don't deserve an award for that. Okay. Thank you. want to speak to item 10.12, the proposal to put artificial turf at Rolling Hills Middle School. This is toxic turf. And at your December meeting, that's not funny, Superintendent Contraras. Not at all funny. I want to quote from Ralph Dater radio hour where he interviewed the author of Beyond Plastics and this is titled the problem with tra um plastic. Ralph Nater stated states I want to shake up our listeners because I was shaken when I read this. On page 135, you said under a subpar paragraph, artificial plastic turfs. Can you think of a sadder world than one where our green spaces are replaced with plastic artificial grass? We can't. Somehow the plastics industry has been able to convince an increasing number of communities, schools, businesses that they should install this horrible stuff and it talks what it what it consists of. And I gave copies of this to the board members last December. Ralph Nater asks, I want to ask you what are the deadly cancercausing chemicals in synthetic turf? Well, there is a lot replies you to think benzene, arsenic, styrene. These are all known human carcinogens. We've got polyic aromic hydrocarbons, cadmium, a known carcinogen. Chromium. This just goes on and on and kids should not be playing with this. Thank you. Gave you a copy because you weren't here the last time. Thank you. Vote no on this. Don't poison children. >> Toxic turf. >> That's your time. Thank you. >> That moves us to 7.1. Parro Valley Federation of Teachers. All right. So, thank you to the board for giving us this time on the agenda. I want to congratulate and express my deep respect for the members of the PBFT. We fought hard for a fair contract with no benefits cap and we won. This victory is due to the hard work of our negotiations team, the actions of our organized membership, because it was the pressure that they put on this district that brought you back to the table. This victory took each and every one of us. This contract put students first across the entire district. Could we have gotten an extra 1% if we gave up the fight for two hours of instructional aid support for our kinder classes? Probably. But we aimed to negotiate for our students' learning conditions and not just our salary. The reality is that a benefits cap would have been devastating for our entire membership and the community. Our pay would have been cut and educators would have been forced out of this area, leaving students with empty classes. Our team prioritized members and students across the entire district over any one particular issue or school site. In this contract, we won no cap a 4% increase to our salary schedule, two hours of Kinder IIA time, a sped case management prep for our ED specialist at the secondary level, the ability to save 10 of our sick days when we take pregnancy or paternity leave, the palace stipen back, optional work days, limits on what department chairs can be asked to do, increasing union time and staff meetings by five minutes, and a whole host of other wins. The PVFT worked tirelessly over the last three weeks to engage in an open and honest ratification process. And at the end of the day, the proof is in the pudding and we have a ratified contract. The negotiations team was intentional about taking these agreements to our rep council for initial approval. The executive and site rep councils sought to empower and trust our members to ratify this agreement without us making a top- down endorsement and telling you how to vote. We uploaded all of the agreements onto our public website. We held a town hall online that was intended by over 260 members. We had three in-person town halls and we got out and visited most of our school sites. We followed our bylaws to a t. We had 693 members vote, up 11% over the last cycle and 20% over the cycle before that. We ratified this contract with an 85% majority yes vote. That is a mandate. Everyone, I will acknowledge that the 15% who voted no, you all matter and this is your union as much as it is the yes voters. I've been out to Aptas High School twice since reaching these tenative agreements and I know that we have a lot of work to do moving forward and building an equitable bell schedule. I know we have members who not only wanted no cap, but you wanted a big raise. I know we have members and leaders who take issue with representative democracy, our bylaws, and wanted to use a strike as a tool towards a better agreement instead of as a last resort. I would encourage all of you to lean in with us, keep organizing with us, together. We have so much work to do and we need to stay together as we move forward. If our job as unionists is to represent the will of our members over our own personal and political philosophies, then our members by and large have spoken. It is our duty to work on their behalf. Let us not be prisoners of the moment or let perfection be the enemy of progress. We all should be celebrating the progress that the PBFT has been making in developing an organizing culture. We will be launching an education campaign followed by an enforcement phase. So once these contracts or these agreements become contract, we are expecting the district to implement those changes. If you're not getting our kinder teachers two hours of IIA supports a day, we'll grieve that. If you're not fixing our schedules to give us that case management prep, we'll grieve that. So you all better be ready that when these contracts when you approve them at the next board meeting, we're ready to enforce those agreements. We also need to build out a better benefits committee. We need to get our secondary teachers together to fight for equitable bell schedules for all. We need to grow our bargaining team to include a member from each school site and each department because that's the path forward and it's going to take all of us working in solidarity together. This is only the beginning of this movement and come 2728 that 2829 school year when we're negotiating a new agreement we're going to be back bigger stronger and more prepared so that if we have to strike we will absolutely be ready. So let's work together PBFT and district because we have a lot of work to do and we can do it together. Thank you. California School Employees Association. >> It's It's public comment already. So, we don't allow >> You're not supposed to speak on this. It's public comment. >> Go ahead, please. Thank you. Good evening, President Turley. Trustee, Superintendent Conturus, staff and community. My name is Ashley Euro Flowers, president of CSEA Chapter 132, representing the classified professionals who keep PBSD operating every day. Tonight's agenda reflects several decisions that directly affect classified employees, our working conditions, and the services students receive. First, CSEA supports a com comprehensive classified classification and compensation study. We've been asking for it for 10 years. This review is overdue. Our employees duties have changed significantly because of technology, new legal requirements, staffing reductions, and duties added after positions were eliminated. However, this study must be more than a consult that we hire reviewing job descriptions from a desk. Right? CSEA must be included throughout the process. The employees must have a meaningful opportunity to explain the work they actually perform and not what their job description says. The study must examine the internal alignment, regional market competitiveness, recruitment and retention, bilingual and specialized responsibilities, and years of uncompensated duty growth. We also need safeguards against using this study to consolidate jobs. Eliminating classifications or justifying employees doing more with absolutely less. Classification accuracy is not just an efficiency exercise. It's about equid equity, legal compliance, and fair compensation. As the board reviews the unodudited actuals and receives the sustainable school updates, please remember that classified staffing cannot be treated as a number on a spreadsheet. We've learned the hard way that that is not the case. Following layoffs and reductions, we are already seeing the operational consequences and it is detrimental. My people are suffering. Offices are overwhelmed. Health offices and coverages are inconsistent. Employees are being asked to work outside of their classifications. Healthcare assistants are covering front offices during their breaks and lunches. Library media technicians are directed to cover things that they should not be directed to cover. Certificated substitutes have been used in special education settings to perform work aligned with classification study classifications that align with classified staff. These are not sustainable staffing solutions. Before considering further reductions, school consolidations or program restructuring, the board must require transparent staffing data provided. It needs to be provided by department classification and that review must be and must have actual vacancies, workload, student needs, legal requirements, if anybody working out of class, and the staffing lost through the most recent layoffs. The district cannot identify an optimal school model without first defining the classified staffing requirements that need and we need to operate schools safely and effectively. Tonight's agenda includes contracts for outside staffing for special services. CSEA understands the need to maintain student services with legitimate vacancy when legitimate vacancies cannot be filled. But contractors should never become a permanent solution for recruiting, retaining, scheduling, and fairly compensating district employees. We are drowning. The proposed Wolf School agreement raises important questions, but we want to know who's going to who's going to contract who's contracting this staff and this duties that these staff will perform. Uh what qualifications and supervision will be required? has the district offered those hours and opportunities to qualified bargaining unit employees. The agenda also includes additional instructional pay for certificated employees um supporting expanded learning. I love expanded learning, but CSCA supports employees being compensated for that additional work in the classified workforce. That same principle must apply to classified employees who operate, supervise, coordinate, deliver expanded ser service learning services every single day. We work until 6:30 7 8:00 at night. Grant funding does not erase bargaining unit work for the Jen has worked very hard to try to work with us and has met been met with many roadblocks. So we appreciate that opportunity, but we need to be able to operate in parody across all districts, not just expanded learning, not just SULPA. CSEA wants to be a partner in solving these challenges. We want timely consultation, accurate information, respect for our collective bargaining unit agreement, and meaningful involvement. Our classified professionals are not simply a cost to manage. We are the people that love our students and love our students fiercely. Thank you. Thank you. >> Next is 7.3 Communication Workers of America, the Substitutes. Is anyone here representing CWA? Okay. Okay. Not seeing anybody. We'll move on to action items. Um when we adopted the agenda, we said that we would take 8.5 first um approve the charter renewal petition for SA College Preparatory Academy for the period July 1st, 2027 through June 30th, 2023. Presentation will be by Chrissy Mlan, director of alternative education. Um we ask that you keep the report within five minutes as stated on the agenda. Good evening, President Turley, Superintendent Contes, Board of Trustees, and community. My name is Chrissy Mlan, and today I am here to bring forth the approval for the charter renewal petition for SAB. Um la in the last meeting we presented um the the petition and Sabre was able to come and present information to the board allowed you all to ask some questions and then um you received the um report the PBSD report um on the renewal petition and so you hopefully you've had been able to look over it. you had it I believe it we gave it to you about two weeks ago and so tonight we are asking you to approve that petition what's in line with our findings in the report. So with that we ask that you rep approve the charter charter renewal. >> Thank you. Are there any public speaker cards? There are and um we do have one that will require translation. Uh Cynthia Himenez notice. Okay. Hi. Um, I'm Christina. I'm proud I'm proud mom to two students at SA. and I'm here to ask for the approval um for the petition um for our school. Um really happy um to be here and advocate for this. My daughter um really wants to go to university. That's her goal right now. And as I'm mom, I firmly believe that education is the way, is the most important, and it's a nonnegotiable. And that's what SA is giving us, a really high quality education for our kids. And I speak for um all parents too. I believe we all think the same thing. We all want the best as um family members. Um we want the best for um our future, our children's future. And um I really don't see the point of being here and um trying to vote for the continuation of an excellent school. I think we should be voting for um opening more schools that are as excellent as SA is. So, please um approve um this item. >> And that's all. And we hope that you vote yes. Our next speaker is Fabian Lenor. Get my reading glasses. Good evening board of trustees. My name is Favonor and I'm a community advocate and also a SA parent and a proud graduate of SA College uh class of 2023. And then I have another son that's a junior now and he's graduating in 2029. Um the reason I'm here tonight is to express my strong support for uh for this reertification of Saba College Prep. This institution has been pivot a pivotal force in shaping the educational landscape in our community and its continued operations is essential for the success of our students for our student success and and and at large in our community. SA Prep has consistent consistently demonstrated a commitment to the academic excellence, empowering students to reach their full potential and school innovative curriculum and a dedicated staff has um that have fostered an environment where students not only thrive academically but also develop essential skills, life skills. The positive impact of SA extends beyond the classroom. Its students are engaged and res uh engaged responsible citizens who contribute to the strengthening and vibrancy of our community. By uh reertificating uh reertification of SA College Prep, you will uh you will be endorsing a model of education that prioritizes the the student success and community engagement. The school has built a strong foundation that supports our youth and is crucial that we sustain the momentum and the potential of future generations to benefit SA's unique approach and cannot be overstated. I urge you to vote yes on action item 8.5. Thank you. >> Thank you. That's it for cards. Um, can I have a motion to approve? >> I move to approve. >> I hear a motion to approve. Is there a second? >> I saw Trusty Medina's hand first, so Trusty Medina seconds. Um, are there any board comments? I'll start with Trustee Carrasco, Trustee Allen, Trustee Flores, and Trusty Medina. >> Of course, I got to say something. um this is in my area. So, um it looked like it's going to pass. And um I also just want to say too, you know, my sister attended Saba. Um it's a great school. She needed that small learning environment and it really benefited her. So, um it is a gem in our area. I wish it was at a better location. All right, I'm gonna say that. I wish it was at a better location. Um, and hopefully in the future we could kind of figure that out because I wanted to, you know, um, have more resources for the students, like a big field, um, where students could play and participate in sports, right? And it doesn't jam up that area in the morning. My grandma got stuck there one time, and she got a lot to say to you, Mr. Rip, but I'll keep her away for right now. Um, but other than that, uh, keep doing what you're doing. Improve those English scores. And also too, just remember too, the students and the staff are just as important. That culture there um also needs to expand itself to the staff that may be feeling a certain type of way, right? And every family, right, has its problems. Um but just navigate that as best you can so people feel heard. Um and I think um it it will be off to a really good start, you know, with the staff. So that would be my only comment. Congratulations on that. It looks like it's going to pass, but um we'll wait for the vote. Thank you. >> Thank you. >> All those in favor signify by saying I. >> One, two, three, four, five. Motion carries. 5 Z 3. >> And now we're back to 8.1 approve. Oh, I just uh I just want to thank the board of trustees, superintendent contraras for your time agenda us agendaizing us these last two meetings. The SA community means a lot to all of us, including me. I've been there 11 years. I'm really proud of what we've done, and I'm excited to see what we can do moving forward. Okay. Thank you. >> And with that, we move back to 8.1 approved 2025 26 unudited actual report. The report will be presented by Alexis Persley, director of fiscal services, and Douglas Craner, consultant. >> Maybe we'll pause for a minute while the kind of filtering out. Actually, I'm going Oh, do I do I >> cool? Thank you. It's not too bad. I'm going to apologize to you again. We're going to do one readout. Um, >> okay. Thank you. I should have done this earlier. Um, okay. Announcement number one and the only one. Nick Bach, coordinator, student services. Are you here with us, Nick? Hello, Nick. U PVUSD is pleased to announce the selection of Nick Beckage as the new coordinator of student services. >> Nick most recently served as vice principal of grades K through two at Navigator Schools where he led school culture operations and instructional improvement. After joining Navigator Schools in 2014, he progressed from teacher in training and classroom teacher to vice principal of culture and operations and grade level vice principal. His administrative experience in including implementing schoolwide positive behavior systems, supervising staff, overseeing daily operations, and leading multi-tered systems of support for academics, behavior, and social emotional development. Mr. Beckage earned a master's degree in education leadership and a preliminary administrative services credential from Brandman University. He also holds a bachelor of arts in history from Arizona State University and a California multiple subject teaching credential from Cal State Teach at California State University Mterrey Bay. He completed his credential clearance induction through the Santa Cruz Silicon Valley New Teacher Project. We are excited to welcome Nick to PBSD. Welcome Okay, now we're at 8.1 approved 202526 unodudited actuals. >> Great. >> Tell us where the money. >> Okay, there we go. Well, thank you board and superintendent, members of community and and staff. Thank you again. Um, tonight I will be presenting the un actuals for 2526. Um, it's I'd like to note that my involvement in the unodit actuals was significantly less than last last year. Miss Pley has done an excellent job learning what she needed to learn last year and she took it led her team and developed a great um product and then I came in just to kind of like review and follow questions which which that's the goal right to phase the consultant out and and so she did a lot of that by her by herself as well as with her um with her her staff. So I wanted to put that out there. So um good job Miss Pley. So, but tonight I'm just uh presenting it and um I'll be going just an overview. This is going to be like a similar presentation that that you've seen last year and it kind of follows the same theme as the um interims um financial highlights the I'll go be going over the general fund revenue and expenditure categories education protection account um contributions um from the unrestricted general fund um general fund activity reconciliation components in general fund balance fund group summaries next steps and of course address any questions but as usual if you have any questions um during the presentation feel free to ask and again this is just really just a summary of of the narrative and the financials that were that were uploaded. Um so the 2526 unodited actual go. So it reflects the um the um district activity and financial position through June June 30th of 2026 and also contains detailed supplemental information um education code requires the districts close their books um and adopt a report of financial um activities of positions by September 15th. Please note that even though the board is acting on it today, it was um sent to the county office um prior to the 15th and the um information of course is submitted to Santa Cruz can house of ed and forwarded to the California Department of Education for their review. So um here's some um financial highlights. The actual ADA for 2526 was um 13,550. However, due to declining enrollment, um the funded ADA was closer to to 14,000. Um and that was based on the average, there's a new rule that came into place a few years ago where um if you're declining enrollment, you either get the greater of the prior three averages or the or the last year. So, we took advantage of the prior three averages. Um, also it's important to note that the expand expanded learning implemented an expansive attendance recovery program which definitely did um increase the um the ADA. Now since we're declining ADA that that impact will be um seen in subsequent years um but um that would that played a key role in um in the multi-year projections at um at um at adopted budget and also at first um first interim for next year. Um during the fiscal year property taxes um we received aboutund 107.4 4 million, an increase of about 5 million from the prior year. And of that amount, approximately 11.3 represented property taxes net to the charter schools. So charter schools don't get property taxes. They it gets funneled through the um the parro valley um unified school district. And um that way there's more of a constant cash flow rather than um um intermittent. So it just helps with with cash flow. And then what's important to note that any amounts any property taxes forwarded to the charter schools, the the school district gets gets it back in state aid. So it's a balancing game. So, you know, the district will always get an X amount, but it's just made up of different different types of flowers. That's kind of like the analogy. You know, they're going to get 12 flowers, some will be tulips, some will be roses. If they give more tulips, they'll get more roses. Does that make sense? Okay. The district um recorded approximately 4.6 6 million um dollars um of district um operational support which includes oversight costs from the charter schools. So they um get um oversight cost as well as direct cost from them. Um lottery revenue was $200.41 $20041 per ADA for unrestricted purposes and $95 for restricted purposes. That resulted about 2.7 million um for unrestricted purposes and 1.2 for restricted. Um please note that the 2.7 does in encounter um any adjustments from the 24 2425 um projections done. Then the mandated block grant relating to school districts was $39 for um K8 ADA and $7648 for 912 ADA. And that's funded on the prior year ADA. was based actually on the 242588, not 2526. Um the district's food service program was self-sufficient. I mean, it did deficit spend a little bit, but it went into its own um savings account to absorb that that small deficit spending. So, um the the uh the general fund wasn't required to um give any food food service assistance to the the cafeteria program. So, they're for all intent purposes acting like a business, right? So, they're self-sufficient. Um and except for all um except for what I'll be going over on the contributions to research programs, all the other um federal and state categorical programs were self-unded. Here's just a snapshot of the general fund revenue combined. It was um 66% for general purpose. That's pretty much your your your money from your ADA, the local control funding formula. um federal revenues um 7% and other state revenues 24 and other local at 3%. There's just a little short little description of what comprises of all those for general fund expenditures. Um here's just a graphical representation of how that was spent. Um approximately 89% of general fund expenditures was comprised of salary and benefits. And when you look at um combined it was 81%. A little bit less because there's more um contracted services in the in the programs that um that are grant funded. And here's a snapshot of the education protection account. Um the actually when it was all said and done based on calculations the district received um about the the general fund received 6.6 6 million and spent 6.4 with a carryover of 654 for total 790. You'll note that there were various um that's right doesn't work on these screens. Um there were various amounts with zeros because what happened was the pro the initial um education protection account revenues were a lot higher during that we were getting from from the from the state. But then when everything was tabulated they're like okay actually you're not getting you know 14 million you're actually getting six. Now again, that wasn't a reduction of our gross revenues. It goes back to the flower example. You know, since we went from 18 roses to six roses, then we were just back filled with with some tulips. So, it's just so that's why we didn't there there are no there's zeros in various um um categories because there wasn't enough to do that. Oops. There we go. Um, earlier I said that most of the programs were self-funded except for a few. Here's the handful. Um, there was a district portion relating to the local electric vehicle infrastructure grant, restricted maintenance account, and other facilities. we actually have to by by law contribute 3% of total general fund um expenditures and alco to restricted maintenance because the state says well if we're going to give you funds for your buildings you're going to have to be able to upkeep them and by doing that we have to make sure that you put funds into that special account. So that's what that is and then special education was 30.2 for a total of 41.4 million. Here's just the snapshot of the general fund summary. Notice um kind of like in the kind of green. It's kind of light, but um the actual the um district unrestricted general fund deficit spent by about 2.5 million. Restricted was um 3.4 for a total of six um about $6 million which resulted in an ending general fund balance of um of 100 million. So um and that um let me go back a million and then the 2.5. So at estimated actuals um it was projected at to deficit spend by 11.5 million um and it was 2 point we ended up deficit spending by 2.6 so for a difference of around $9 million. And on page u page five it here's just a summary of what was in page five. So interest related and other local revenue accounted for about 1.8. Um during the the last part of 2526 um it was district administration was going to contribute um additional funds to the retirey benefit fund because that trust is actually significantly underfunded. >> Yeah. So, um, eventually we're going to want to start doing something and actually funding that because right now there's enough pretty much money goes into the trust to pay for current retirees then it kind kind of comes out but eventually want to um want to want to increase that but that was deferred just based on um projections and once you put it in the trust you can't take it out for any other purposes except for paying for retirey benefits. So that decision was deferred and it'll be um looked at again in 2627. Um there are operating cost savings relating to the following utilities, bus repairs and other operating um activities um legal and other administrative costs utilizing one-time restricted resources and other contracts um not expended as projected. So, um that will definitely be a goal of next year to limit that that variance. Um probably the one that would be um not limited would be like utilizing one time restricted resources because as you're closing your books, you see what those balances are. You see what you can shift over to those restricted funds to free up that unrestricted. That happens every year. But um with utilities and other other contracts kind of like you know you have your plan at the beginning of the year and then during the year you just want to just kind of chew those up a little bit more. So then you have just not as a big variance at the end of the year um where there are less contributions to special education restricted maintenance count than was projected. And because the restricted general fund spent less than projected, that resulted in the unrestricted general fund receiving less um less indirect cost support, which is normal and other net adjustments of 181. So that total the 8.9 million. And again on five of five of 34, each item is detailed out with a specific number. Before I um I explained that we ended up with an ending fund balance of 100 100 million. Here's the components of that 100 million. So 250 is revolving cash. We had stores of 31,000, prepaid expenditures of 21, legally restricted of 40.7, stabilization commitment 15.2, assignments 33, and um your economic uncertainty reserve of 10.4 for an unassigned general of 464. and the specific amounts like that 40 40.7 is detailed in the in that packet. I just figure we don't want to waste this evening just to read the packet, right? Um and really just to address any questions. And then the um assignments, the same thing. It's assignments by by category. Oops. And then here's just the um just a quick summary of the fund groups. So the special revenue funds which includes like food services, deferred maintenance and so forth ended with um 33 million um capital project funds 81 um debt service funds at 27. Um please note that the debt service funds is really it's primarily relates to um bonds that were issued and that we're paying back. So really the board really can't go oh 27 million let's spend that for this. Well, it's really just a pass through because they are the district's bonds. So, we have to record that in our um financial activity, but it's really not at the board's discretion on how to spend because they've already been sold. The money collect the taxes are collected, put into the district account, and then it gets paid through there. So, really, it's a big pass through account. That's majority of it. And then proprietary funds at 10 and fiduciary funds at 2.6 for a total of 256. So the next steps are um every school district must conduct a independent audit. So they'll be out here in the fall to audit the unodudited actuals and then they'll render opinion. And then um at first interim the new balances will be incorporated in that first interim. And actually when I wrote this I forgot about the AB1200. So next month you will um get a public disclosure of the agreement with the district and PVFD. We will have those new numbers in that since we have it we're going to use that that amount. So even though I don't know if you remember but at budget adoption we were looking at significant deficit spending in the future years. So right now closing up 9 million higher just kind of helps with time to to help um um address that deficit. that didn't change the full year deficits or the subsequent year deficits. It just it's just really increased the floor to give us more time to um to address that situation. And one thing that will be part of that is going back and and analyzing the the four the four million in operating costs. So we know that a portion of that was one time like utilizing onetime restricted resources. But what we're going to need to do is look at utilities. Is that constantly always being um overbudgeted or not? So is, you know, is it a onetime savings, a one time anomaly, or is it something that we just have to just sharpen the pencil and bring that budget down? So that that that's what's going to be done at at first interm so we don't have those swings. I know last year we didn't have as high of swings, but um we were looking at more of a of a hole. So that's the task for for first interim preparation already. Okay. Are there any questions? >> I'm going to ask first for a motion and a sec. Oh um public comment. >> How many public comment? >> We have three. Bill Beecher, Chris Webb, and Brandon Denise. >> Thank you. >> Thank you, Bill Beecher. Glad to be back. Uh I'm going to talk about page 18 and 25 of the handout. There are some questions on page 18. The certificated salaries does not show that reduction of 60 teachers that happened when we did the class size reduction. Were they reassigned or did we forget to show that deduction? On page 25, stirs and purr are up seven and a half and 11.7% respectfully. Do we expect this to continue in the future? Health and welfare are up 12.1. Benefits are now 80% of wages. In 2010, they were 48%. And in 2029, they'll be 90%. And if you use the rule of 72, in less than seven years, we will have doubled the benefits. Then there's a question about the unemployment insurance. It dropped 27%. Is that real or a mistake? Without school closures, the district will file a negative first interim and all will be lost for the students, teachers, and the district. PBFT may have won the battle but lost the war. The district took actions to keep the schools open. And how do you reward the district? No cap. That was a mistake. >> Mr. Denise, >> uh, a couple of questions that I have. um how much did we spend on lawyers specifically for the negotiations team for this cycle? And then also because the cycle was so long, it was drug out um artificially because basically they they came for our benefits and um when that wasn't going to be a thing, when they finally decided to play ball, we got things done pretty quick, right? So how much did we spend for the district negotiations team like their perdm total to be at those meetings? um how much have we spent on overages payments to teachers who we've overfilled their classes and like basically had we followed the contract the plan for language we could have prevented that also um something to think about is that when you do things like that that negatively affects the community like I know um if I had to move my child three weeks into school um especially if it's a kindergartener who's like this is their very first school experience that would leave a bad taste in my mouth and um that might contribute to declining enrollment. Um also with respect to recouping ADA through after school programs I I still would just like to see like for Renaissance in particular like did we recoup any money on ADA their after school program this last year for that site and then compare it to 1819 the model continuation year. And then just one last thing, I'll just say that um at the health and welfare benefits committee last year, I thought our presenter here made a very good point when he spoke to how the district should lead by example. So when they're talking about cutting our benefits, if cabinet and the soup were to cut their benefits first and kind of show us how it's done and how that is, that's a better cell. Also, I think just uh generally speaking, um you if you want more people to switch over plans, try increasing the rebate. Let's think about adding carrots and not just sticks. Thank you. Okay. So, I want to point out that the slides that we just saw aren't on the agenda and not made public. So, I don't know if that's a Brown Act violation, but we don't have access to those slides via the agenda. I want to thank Radika Kirkman, Amy Shrek, and Jason Chin for helping me learn how to read these budgets. I've heard this board on a number of occasions state that we need to trust the experts. But when the experts or people like Bill Maguire or a CBO who told us that this community was their home only to leave to go back to Sacramento, maybe we should learn how to read these budgets for ourselves. I sat down earlier today and compared the adopted 2526 budget that was approved back in June of 25 to these unodudited actuals you're seeing today. Um, and comparing these has led me to have some questions that I hope can be asked on the record. How can the district account for or explain the fact that the combined ending fund balance grew by $39 million from the adopted budget to the unodited actuals? Did we get an increase in grant funding or discretionary funds? And what are these funds earmarked for? Next question. The district did revise the unrestricted ending fund balance from the adopted amount of 45.2 million to 56.7 at second interim, but still the ending fund reserve has grown from the second interim by $3.2 million. How does the district account for that growth? Next question. The district spent $3.8 million less on certificated salaries than they projected at the adoption of the budget. Where does that money go and why can't it be used to bring back some of the counselors that our students and staff desperately need? In the current budget, we are spending 2.6 million less on certificated salaries, equating for 6 million less from the previous year. Where's this money going? Um, last year the in the estimated actuals, the district projected total general fund expenditures on benefits at $15.9 million. According to these united actuals, we spent $116 million. We're often told that the cost of benefits goes up 10% every year, but the math doesn't show that the district is actually spending 10% more year in this budget. The district is projecting to spend $128 million on benefits this year. How can we trust you when your numbers vary year after year? Thank you. >> Thank you. >> Is there a motion to approve? >> I move to approve. Is there a second? Um, we'll start with board comment with Trusty Ellen. Trusty Flores. >> I don't have any right now. I have >> because if I don't vote on this, it doesn't get approved. So, give me a second. You got something to say, Miss Contas? You can say it on the mic. All right. Um, so did the district revise the unrestricted um ending fund balance from the adopted amount of 45.2 million to 56.7 million at a second interim. Is that true? I'd have to go look, but at adopted budget, that's at adopted budget in for 2526, you don't have you haven't closed out in 2425. So that does change. That does that always changes because you're going off of an estimated beginning balance. And then once you close at first interim, then you incorporate those actual ending fund balances. kind of like how I said in in today's presentation where in 26 for the 2627 first interim we'll will reflect the actual fund balances and not the projected. >> Got it. >> Yes. So yes, there are variances but because we just don't know where where exactly where we're going to land but I do remember at um when I was presented last year I did that reconciliation that similar reconciliation between um estimated and um and um urine closing. So yes, there are variances on that. >> Okay. Um, another question I have is how much did PBUSD pay teachers during uh 202526 for class size overages or overloaded classes and how many teachers, classrooms, and students were involved and how would that cost compare with um opening additional sections or hiring staffing required by the contract? >> I I do not know that. >> You don't know that? Okay. >> No, that would take some a lot of research on that one. >> Okay. Um the district projects certificated and classified salaries to decline. Um yet es um esters as um Mr. Beer said rises 7.5, PERS rises 11.7 and health and um welfare rate rises 12.1. Um what specific rates staffing levels and enrollment assumptions explain benefits increasing while wage decrease? >> I have to I have to look at those. I don't >> look at that. Okay. >> I'd have to look at that. I I don't >> All right. Sorry I'm putting you on the spot. I'm just curious. Yeah. >> No, no, that's all right. Now, with the health and welfare when we say like 12% because or any percent that you say it's not going to be reflected in that fiscal year because because health and welfare rates don't change July 1. They I believe they change October. So, there's going to be that pration effect. Yes. >> Got it. And then do you know um what is the increase that we're going to be receiving for ADA for the 26 27 year because it changed from 2526 like you stated correct? Yes. So um right now let's see here I'd have to look at the LCFF calculator in terms of what that funded ADA would would be. um it probably won't vary a whole a whole bunch because when the adopted budget was adopted in June, we already had our um P1 which are I mean our P2 numbers which is 88 through through April and then but we just didn't have annual because right because you present the budget in June but you don't finish up calculating so those those will change but the primary of the funding is actually on P2 but it shouldn't be a significant variance. The only way that there'd be like a significant variance, which I'm not sure if enrollment speaks, is like for example, let's say that our enrollment just shot up, right? Then yes, then that's a big game changer and that changes everything because then we would be funded on current year ADA and not the prior year. So, but if but if we're declining to that point, but if we don't decline as much, well, then we may be funded on the prior year ADA and not the prior three-year ADA. So it's it's all depending on what the 26 27 actual ADA is. So yeah, so it's but I can definitely you know bring up the LCFF calculator and go okay this is what we're be projected to be funding on. But really first interim that's the story that's the main story because that's where budget world and actual world come together and then you have to sort all that out. You know, it's it's just like we we we had projected sections, we had projected FTEES, now we have the the staffing and making for all those staffing adjustments. So, you you'd see all those changes in first interim and that's why there's so much there's a big difference between adopted budget and first interim because budget is just that it's just a projection. There's no actuals. I mean, you use act, you know, past trends for the actuals and to get your budget, but it's just okay, we have Um, a person in position 1, two, three, four, five. Did that person leave? Okay. Are we filling back back filling the position? Okay. Well, maybe they're coming in at 34,000, whatever. 34,000 less or 34,000 more. It's all different. So, I definitely see what um what the what what he was talking about in terms of all those variances and then and they're very very good questions. Thank you. Um but that's it's just really um we would probably make like a budget study to go into those into those details. Yeah. >> Yeah. I mean I I wish we had more transparency with the budget um from the district, but it doesn't really come that way. Um another thing that I would like to state is I I remember at one point um when the superintendent came in, she stated that we weren't going to hire any more admin positions and all this stuff because we had a smaller amount. Do you know how much the cabinet level was um in that year compared to the previous year? >> No, but we have that information available because it's on a separate salary schedule and they're separate positions. >> Okay. Would you say it increased or decreased? >> Well, let's see. From from 2425 to 2526. >> Yes. >> I would probably say well maybe even decrease only because of the vacancies, right? Mhm. >> So, >> cabinet level positions. >> Yeah. Yeah. Like for example, you didn't have a you didn't have a CEO for >> Yep. Yep. >> Yeah. And um >> and who was brought in there? I don't >> Well, we added a deputy superintendent. We moved director up to a a cabinet level position for no reason. So, I'm just curious what the impact of that is on the budget um from the prior years because like I said, it was stated in public that we were not going to be expanding the cabinet level or admin positions that we were going to reduce it and it looks like we just expanded it. So, I'm just curious how much that was that we're putting towards people instead of our students. >> That's very especially definitely on the volume and the way the position controls coded. We can find that out. >> Okay, cool. Trusty Medina, that was your time and I'd like to >> Well, until I get an answer, I'm not going to approve this. >> Okay. I'd like to give trust answer about the cabinet level position. >> It's okay. I'm good. Thank you though. >> No, I'll answer it because you're putting false things on the record. And >> do do you want to go about false things on the record? Because I could pull up that video clip right for you because you have a history of being dishonest while you're making public comments. >> That's not accurate. >> That's very accurate. >> Trusty, Medina. So, some of the uh directors that you're saying of pulling up to cabinet didn't mean that they were cabinet level positions. They sat on cabinet so we could gather more information and have different input. >> Your CTO, was that moved from a director to a cabinet level position? Yes or no? >> I'm sorry. Please let me finish. I'm >> Well, I know. But whenever you speak, it's just >> curving everything and we all know that. So, okay. Go ahead. Let's hear the lies. So several cabinet level positions went unfilled for two years >> and so definitely cabinet level positions were underfunded and we did not spend as much money on cabinet level positions over the last two years. >> It's interesting because I remember this district was doing so well with only three cabinet level positions at one point >> and now we're staffing more. Okay, go ahead. I will vote. I don't know how I'm going to vote. >> If the board wants to do another round, we'll do that. >> Trusty Crosswell, >> I don't have any questions. >> Would the board like to have another round of three? >> I'm feeling that they're not wanting to have another round of three. Recognizing the risk. Um, so we have a motion and a second. I'll call for the vote. All in favor signify by saying I. One, two, three. All those opposed. All those abstaining. Okay. So, the motion does not carry. Three 0 one three. >> I am willing to change my vote if um Brandon could field the questions to the superintendent. >> We're not going to do that. But thank you for this suggestion. Okay, 8.1 fails. So, we do not have adopted a budget and we have not met our obligation and I don't know what that means. But I think >> we'll contact the county because um we actually forwarded the um the >> Oh. Oh, wait. Was this signed already and you guys submitted it? >> Oh, no. No, we for we forwarded to the county. >> Okay. When's the deadline? Wasn't it the 15th? >> Yeah. >> Mhm. >> What's today? >> 16th, I think. Right. >> So, it was due yesterday. >> They gave us a two-day Okay. >> Yeah. >> Which would be >> tomorrow. We're not going to have a meeting tomorrow. >> All right. >> Well, the reason why it's a deadline to the county because the te county needs to review it so that they can make their deadline to the state. >> So, >> yeah, because because really it's they have a month to review it and they have to forward it to this to the state by the um October 15th. I am willing to change my vote if I send an email to the superintendent with questions that I would like answered within a week. And if they do not come in within a week, I'm going to come back and I'm going to change my vote. That's what's going to happen. So, I will make that stipulation if you want it to pass. >> Are they basically the questions you ask? Now, >> I I'll send her an email with the questions. Yes. >> Okay. But I mean, it's like things that are obtainable. >> Yeah. So, if she gives me those within two weeks and I'm going to hold it to that deadline, I will vote yes on this. And if no, we're gonna have to go back. I'm going to change my vote and you guys are going to have to deal with the county. >> Is there a reason why you couldn't have asked the questions >> cuz I need you to say them on paper so I could read them verbatim to you when you are being dishonest. That's why I want them written down in email from you and I would appreciate that. So if you want this to pass, that would be my amendment that I get that information within two weeks. >> Okay. So you're going to send in questions related to the presentation. We just had the budget that we're looking at the unodudited actuals and I don't think there's a reason why we shouldn't be able to give responses to those within two weeks. I know we don't have a CBO. I know we don't have a CVO but um it should >> I don't see that being a problem seeing as how other trustees were able to ask questions when we saw this report had our answers our questions answered >> before the board meeting so I don't think that would be a problem >> maybe the superintendent should meet with people how about that superintendent did you meet with me this week or reach out >> trusty medina let's let's move on >> soend or trusty floors whatever your name is you get your facts rightusty Carrasco has the floor question. >> Okay. So, >> Trustee Krasco has the floor. >> Um, >> Trustee Krasco has the floor. >> If if we are not able to move forward in two weeks, could you explain a little bit what will happen? >> I I don't I don't know. Actually, I don't know. I mean, they may suspend. They may I don't with a budget then you can't spend anything but with unauorit >> I'm giving you an ultimatum just to answer my questions. >> So then if for whatever reason this doesn't move forward because of what is being asked. Can we put it on the special meeting? >> If we're even able to get a special meeting on the 30th I think we may have a lack of staff but maybe we can find a way to make that happen. Are we a question? Sorry. Are we able to do an emergency meeting like within 48 hours? >> I don't think for something that's routine you can do that emergencies like something burned down. >> Well, this was an emergency. >> Just send me my questions. You guys are Why are you protecting the superintendent? That's what I want to know. She can answer questions by email >> and I'll pass it. >> Okay. >> No, my my question to that is not to protect the superintendent. It's to protect the district. So, I just want to clarify that >> the superintendent is supposed to be protecting it and she hasn't been doing that. >> I I believe that an audit actual report needs to be u approved in a regular board meeting. >> It can't be a special board meeting. It can't be an emergency board meeting. It would need to be in a regularly scheduled board meeting. And I'm happy to answer any questions that you have. >> I would like to rechange my vote. >> I'm not sure. >> I think it would be a new motion. >> Yeah, I'll make a new motion. Yeah. >> Right. Okay. I would like to make >> So, we had a motion that failed. Now, we could start with a new motion. >> I'll make a new motion to approve this item with the stipulation that the superintendent is to respond to my emails within two weeks of the date that it is sent. And that's my motion. >> Is there a second to that motion? >> I'll second that. >> Motion made by Trustee Medina, seconded by Trustee Krasco. All those in favor signify by saying I. One, two, three, four. And you can vote if you want, but you don't have to. Okay. So, that passes 4 0 03. Thank you. Well, you got to send it first, right? >> Okay, that's enough. That's enough. That's enough. Let's move on. We got other things to do. Let's move on. 8.2 to approve resolution 26 2702 GAN limits amendments for 2526 2627 prepared by Alexis Persley director of finance. >> Yes. So I'll be speaking on on that. It's kind of rolled up into the um un actual. So that's one portion of the um uned actuals is the GAN amendment. So it's really it just takes all the data that we have in the financial systems, puts it in there and it just says okay do we you know did are the revenues that we received exceed the the the growth and what is it? It's um um the prior year limit um percentage change in per capita personal income and average daily attendance. So, it's they look at how much money we're getting versus our growth. And if we have to and if our if we receive more money than our growth, then we would have to Well, back in the day, you'd actually had to contact the Department of Treasury and then they would adjust their appropriations limit in a in a similar in in a similar fashion, but now they just get it automatically. So, it's really statewide revenues can exceed growth. So, so the state if we had to adjust our appropriations limit say by $100,000 then the state would reduce theirs to be in balance to for all government agencies and vice versa. If we're below our appropriations limit then the state can maximize on that so it's all balanced out for the whole the whole state of California. And then actually school services has a really good article in terms of what it is where they just say think of it as bucket. So if one bucket is low then another agency can utilize that bucket. If the if another state agency has a too high of a bucket then then we utilize other buckets. Yes. It's kind of interesting. So, but it's just really just a um a resolution that has to be done saying that our bucket doesn't need to be adjusted or actually increased. >> Our bucket does not have a hole in it. >> No. >> Do we have any public comment cards? >> Okay. Um >> is there a motion? >> It came in after. Is there a motion to approve? >> We have a public comment. >> Okay. I've never had a public comment again. This is interesting. It didn't come in before the item was called, but go ahead. >> Sorry, the agenda was moved 500 times, so I don't know. It's hard to keep track. Um, so as you guys consider 8.2 and the district's fiscal position, CACA appreciates the work that has gone into stabilizing the district's finances. We understand that declining enrollment and long-term fiscal sustainability require difficult decisions, right? That's what we've been told. But financial sust sustainability also requires consistency in how we evaluate staffing over the same period that classified employees have experienced reductions. Um PBSD executive structures has also changed and in some argument might say that it grew that included the deputy superintendent and the designation of the chief technology officer as a cabinet level position. I'm not suggesting that those positions are unnecessary. However, it hurt. Um I'm asking that we apply the same analysis at every level in this organization when we look at budgeting approvals and um passing. What does the position cost? How does this um 8.2 or 8.1 right? How does it affect us in the long term? Is it an investment or does it ultimately, you know, not benefit students? Um, as we move into sustainable schoolworks, I want to talk about optimal staffing models. That's something that exists for a reason. Um, our district um and the work that we're doing on different um, you know, we we can't say what an optimal staffing model is, and that's scary. Thank you. >> Thank you. Is there a motion to approve? >> Move to approve. Is there a second? >> I'll second. >> Uh, comments from boards. I'll start with Trustee Flores. >> Trusty Medina, >> no comment. >> Trusty Carrasco, >> no comment. >> Trusty Allen. All right. Um, all those in favor signify by saying I. One, two, three. Motion carries for 0 03 and we pulled 8.3. That takes us to 8.4. Approve the issuance of a request for proposal for a comprehensive classified position classification and compensation study. Report will be given by Lisa Sandaval. Hello. Good evening, President Turley, board of trustees, Dr. Contrarus, cabinet, and our me or lovely audience. My name is Lisa Sandaval and I am your new director of classified for human resources. As I begin this role, one of my many priorities is making sure that our classified positions and compensation structures ac accurately reflect the work being performed across our district. Tonight, I'm asking for your approval to issue a request for information or an RFI or comprehensive classification and salary classification and salary study. PBUSD has a large and diverse classification structure spanning multiple job families and employee groups. The purpose of this study is to take a comprehensive look at those classifications, the duties currently being performed and the salary relationships across comparable positions. The study will provide an objective review of whether our job classifications accurately reflect the work being performed and how our salary ranges compare with similar positions in comparable school districts. Ultimately, this study will provide us with the information necessary to make informed, consistent, and responsible decisions regarding our classified workforce. Our last study was in 2013. This is not a request to approve salary increases. Rather, it's an opportunity to gather reliable, objective information that will help the district and personnel commission better understand where we are today and identify any areas that need to be addressed in the future. We will also be bringing this request to the personnel commission for their approval tomorrow as required in a merit system district. We I respectfully request approval this evening because the studies of this nature are time consuming and can take several months to complete. Beginning the process now will allow us sufficient time to conduct the study and present the findings to the board and the personnel commission within the school year. So I respectfully ask for approval. >> Are there any public comment cards? >> Okay. Yeah, we had a comment card. >> Oh, >> over here. >> Did it come? Did it? It came in after Lisa started. >> If you don't take the card, I will get up and leave this meeting and we will shut it down. >> No, you all hijack this board by the way you act on it and don't follow the rules. That's what's a hijacked board. What's the consensus? Go ahead. >> All right. Go ahead. >> Thank you. Um, CSEA just wants to say that we appreciate the collaborative work that we've been having with the district and Lisa, our new classified director. Um, we beg and plead for this to vote unanimously through. Please and thank you. We've been asking for this since the day I stepped foot in as CSEA president in February 2025. Thank you, Lisa, for making this happen. And CSA looks forward to collaborating and being at the table because that's what we've been promised and the work and the relationship that we're building is pretty amazing. And I think that we're going to do great work. So, we really really encourage a yes vote. Thank you. Thank you. Is there a motion to approve? >> I'll motion >> and a second. >> I'll second. >> All those Oh, wait. Um, comment board deliberations. We'll start this time with Trusty Medina. >> Lisa, I think they know if they put you in front of me, I'm going to vote for whatever you tell me. Um, just kidding. Um, no, but um, I'm really glad you're in this position, Lisa. Um, and you are just a wonderful person to work with. I've seen you in action especially what you did in Paharo um in being a part of that group. So I have really high hopes for you and I if you need any of us as trustees to come and support you in anything please do um so that way we could help you achieve what you need to especially for our classified staff and and did I get this right? We haven't done a study since 2013 >> 2016 started in 2013 and we uh finalized in 2016. Oh, that's like 10 years. >> Doesn't feel that long now. Okay. >> All right. Cool. Well, thank you, Lisa. I appreciate it. >> Trusty Krosco. >> No comment. >> Trustee Allen >> and Trusty Flores. >> What you had mentioned that you'll compare it us to other districts? Do you also compare us to like county? For example, when I first came on the board, we had a school bus driver shortage and I noticed Metro was hiring at a quite larger, you know, salary than we were with less, you know, training necessary. And so I had asked, you know, Dr. Rodriguez at the time, what do we need to do to be more competitive? and she mentioned something like this, a study like this that we would have to so does this study also look at compar like for example bus drivers not only school bus drivers but our county because we lose a lot of our potential school bus drivers to the county. >> Yeah. So um when I start going out um well in the district so we can't even um present an RFI but that can be something when we start asking companies and asking organizations as to what they do we can ask if that's something possible. >> Thank you and thank you for taking on this position. I think you're going to do wonders in this position. >> I hope I I hope I live up to everyone's expectations. >> I will call for the vote. All those in favor signify by saying I. I. >> One, two, three, four, five. Motion carries. 5 0 0 three. Uh, let's see. We already took care of 8.5. That brings us to public hearing 9.1. Report on expanded learning summer programming. Report by Jen Littleton Bruno. Good evening. I'm Jen Littleton Bruno. I'm so glad to be here. Thank you for having me, President Turley, Dr. Contras, and board of trustees. Tonight, I'm here to share about our summer programming in PBSD. There we go. This is our vision and our mission in expanded learning. We use the same vision and mission as our school district. Our programming that we're going to be covering tonight focuses on four of these goals. academic excellence, climate, culture and community, fiscal responsibility, and human resources, summer at a glance. So hopefully across our community, you were able to see our posters, our banners, our booklets that went to our students. And so this is a collective program. We engaged 6,400 students over the summer. We utilized $3.5 million of grant funding. No general funds were used. We thanks to our partners in CSEA and PVFT and CWA hired 446, yes 446 staff members had extra jobs over the summer making money. So when they would normally not be making money and working for a school district, 446 staff members were working with us and our students. Of that, that was 215 of Brandon's PVF staff members. teachers that are teaching with our students in the school day, making those relationships, working with us in summer school, keeping those relationships going. In addition, we had 35 unique summer camp programs. We ran from the first Monday we were out from school and we ran all the way until that last Tuesday. We were still running program. We also ran some night programs you're going to learn about and some weekend programs one coordinated summer system. Years ago, PBSD had many different programs from many different departments and they were scattered and littered all over Watsonville throughout the summer with no coordination. And so I'm so pleased to share with you that we really offer a comprehensive program where multiple departments are working together to ensure that our students and our community get the resources they need, that our funding is used the way it should be, and that we're not duplicating or competing against each other for services or students. The programs that we offered this summer is summer school TK through 12th grade extended school year with our special services for students who have ESY which is extended school year in their IEP. We work with those students and those staff at our same summer schools. We run the high school program which is credit attainment, credit recovery, dual enrollment, drivers education thanks to our partnership with Nancy in the back in adult ed and career exploration. We earlier you heard about our attendance recovery program and we had over 9,000 hours recovered in our summer program. So those are absences that we are making back the money that the students earlier you heard about P1, P2. And the great part about this attendance recovery program is we have so many high schoolers who end up with us during the summer. They may have had absences in October. They actually those July dates that they work with us backfill their absences. And so we're going back and we're getting those absences during that P2 time that counts the most. So we were able to recover where we had over 2,800 students participating in the attendance recovery summer programming. And then one of my favorite parts is our summer camps and family events. And those are the programs where we looked at what do we see in affluent areas? What do students who are able to off get access to programming because of funding? What are you know those are the barriers that our families are having. We are very aware that when they are paying for gas, rent and food and they have to decide which of those there's no way they can go horseback riding. They don't get to do swim classes and that's not okay. And so what we do, our programs offer these programs at no cost to our families. I'm really having a hard time with this little clicker here. Before I move on, I just want to really share with you what a collaborative program this is. For the summer programs to work this way, this is not just an expanded learning program. This is so many departments and so many staff. This is just a couple. As I was sitting thinking about what I was going to say and make sure I had all my notes, I'm like, "Oh, no. Purchasing isn't there." And they go through 40 contracts. They work with me for 40 contracts. You guys approved them all last, you know, February. Um, we work with M in planning and facilities to be able to offer both summer school at our school sites and then we have community partners who are still using our school sites so that Quicksilver can offer swimming to our students at no cost. They need to be able to access the pool and so the YMCA needs a playground to use so they access the playground at Radcliffe. We work very closely and Hurley and Sergio really help out our team in ensuring that we can coordinate services um to be able to keep things going and that schools can get clean before we go back. And so I just want to take a minute to think then we have special services, human resources. We are a huge push on human resources as they're getting ready to start the new school year and staffing. We're hiring 446 people for limited time positions. That's a huge partnership that we're really thankful for. In addition, transportation for summer school. We offer busing to our school sites and home for our families. And so that's often about 50 routes a day. And so transportation comes through. In addition, food service. Jeanie and her team, they make sure that we are giving out food to our students. Breakfast, fresh fruit during summer school, lunch, snacks. In addition, we partner with our contractors that we offer the summer camps and they can get food from our services so that we offer food during summer camps and lunch in our summer camp time as well. I keep doing this you guys. I'm so sorry. Okay, summer staffing creating learning and employment opportunities. Again, I just when I was running the data because I really wanted to bring you guys some data of numbers, I was like, "Wait, is this right? Did we really have 446 staff members?" That's bigger than many of our districts have, our neighboring districts have for their whole school district is what we have during summer. So, just think about that for a minute. Our summer program is bigger than and staffs more than many of our other school districts. That's amazing that we're able to do this. And so I just really want to thank CSEA and PVFT because those teachers, those instructional aids, those bus drivers, we could not offer this to our students, our families, and our communities if it wasn't for these staff members. The school sites that we offered at was Landmark, Hyde, Rio Delmare, Minty White, Aloney, and CCMS. Um, we worked very closely with Sergio and Hurley to see where we had projects going on and to be able to look at different regions to make sure that we were able to get feeder schools together. We ran into some issues. We have huge projects going on with Measure M right now, which is great and makes running summer school a little tricky. So this year we actually bust Calabasas students and Bradley students to the nearest school was Rio Delmare and it was beautiful. We had the largest aptise apttoass summer school program that we've ever had in PVUSD. We had over 300 students on some days. 240 was our average but there were days that we had over 300 students. I can tell you that normally we get 60 to 80 students in our ATS summer school program and the district loses money offering it because we can't get the number of students and so we were able to look critically at which students could we get there Bradley Calabasas easily with transportation and we were able to then offer a summer program in Aptos without making it a deficit funding program. Um, those are our averages, our alignment to core day curriculum. Lisa Diamond really dove in and worked with our curriculum and instruction team asking, "What curriculum are we adopting in August? What are we going to be doing in the school year?" And so, um, we were able to do that in summer school. And the feedback that we got from teachers was incredible. Crystal Martin who teaches at Aloney was like, "Jen, I'm testing out what I have to do. You're paying me to work with the students I'm going to see next year. I get to sample the curriculum. This is awesome." So, we had some really good feedback with UFly and our other pieces that we were able to do. In the middle school, we tried out a book study and the students really enjoyed that. And then in the high school, we offered so many really fun things. Um the piece at the high school that I want to share that I'm really proud of Nancy uh Zuniga and Luis Medina and what they have done is at one point PvD started to offer just online credit uh recovery and that is not fair to our students. They don't get to engage in critical thinking. they don't get to talk to each other. And so we changed that two years ago and this was our second year. What we did was we made an AM wave and a PM wave. One wave had 700 students. The other wave 600 students and in the morning the AM wave is with teachers and they're engaging in instruction and then in the afternoon they go home and do that online learning so that we can make the minutes that are needed for them to actually get credit for what they are doing. So, they're doing 50 to 60 hours of instructional time. Half of that in person and half of that at home by themselves. So, here's a little bit more about our high school credit uh attainment and recovery program. I want to make sure that I give you guys the correct information. So, we offer um we've always offered credit recovery. And something that I think is really important and is important to Nancy and our whole team is that our students get access for those overachievers. What about those students who don't need to make up credit? Right? I remember Trusty Flores asking me, "What kind of credit uh attainment do you have?" This summer we had art, ethnic studies, elective work experience, folklorico dance, physical education and drivers education and those were credit attainment. So firsttime credit um getting and then we also offered so many A throughG credit recovery courses as well. One of my favorite and my pictures are not so great, but if you look on the far right side, those are chemistry labs. So, the students in summer school got to do six chemistry labs. In the school year, they get to do three chemistry labs in a semester. Our teacher, we were able to pay him extra hours to come and work and do have more time to do prep. And those students, we had a parent come talk to me and she said, "My student wanted to go to school. He loved doing it. It was fun. It was engaging. It was hands-on." And that's what we want summer learning to be. We want learning to occur, but we want it to occur with a big smile and enthusiasm because we understand students don't have to come to school in the summer. And we we want them to want to come to school and we are only funded when they do come to school with us. This is the number of credits that each um program each high school had for students. We had over 1,200 high schoolers attending our programming this summer. This is one of my favorite pieces of our summer program. We offer a graduation program. These are graduates that were not going to graduate with their class. We had our largest year. We had 41 students graduate. One of those students was an early graduate. She was supposed to be a 2027 graduate and she had one class she needed to do to graduate early. 40 of those did not get to graduate with their peers in June at the beginning. At the end of the June, they got to have a graduation ceremony at the Melo Center. It was beautiful. We had our students from summer school who would learn dances, dancing. Mr. Burman ran it for us. It was a great piece. And if you look, the picture shows up so dark here. The pride in joy in these students. They chose themselves and we chose to show up with them every day and they graduated and that just meant so much. And seeing their parents, it was a beautiful, beautiful ceremony and they really earned it. They dug in deep and they showed up with all the grit that they had. And our staff, Crystal and Thalia at the high school, they they kept on them. They every day. Where are you at? I don't see you. Where are you going? Hey, I don't see you. We want you here. Are you going to graduate? Let's come sit down. These lovely ladies were working 10 to 12 hour days. These are our CSEA staff that were committed. They went to our high schools and they're now they're showing up for their same students in their community. And because of them, these 41 students got to graduate. Summer camps is so much fun in our programs. Georgia, Karina, and Jackie run our summer camp programming and um we had over 4,23 students enrolled. We filled almost 9,000 spaces. Maybe I'll be back here next year saying we filled 10,000 spaces. Um, we had two 28,000 individual student days this summer. And we serve students TK through 12th grade. These are a couple pictures of our programming. We do swimming, we do soccer, we do martial arts, we do back writing, STEM, robotics, career exploration, film classes, theater, music, uh, family engagement. We offer 9-hour programs. We offer 4hour programs. We offer programs to meet our famil family's needs. We really, we don't want to be the ones deciding what families need, right? So, we want to be able to offer programs. Some families only want their students to go for three hours. Other families need nine hours. We also have program families that need 12 hours. So we have a wide range of programming. We offer breakfast and lunch in almost all of our camps. Many of our camps offer transportation from local school locations so that our students can access them. And we partner with over 35 local small businesses and nonprofits, bringing in pushing in $3.5 million into our local economy with contracts that you guys approved this spring. We really take feedback seriously in expanded learning and we have grown. Just a couple years ago, we our budget was 13 million. We now operate a budget of 32 to 35 million. We used to serve 2,000 students a year. On an average year now, we serve over 11 10,000 students. And one thing that we heard from our families after the first years of summer camps, they loved summer camps. So much fun. But our enrollment process was hard and difficult. And so we rolled out a new platform. Um it was called Inplay. And so when families before registering we launch online a magazine and we know that many of our families can't access online. So we have a Spanish English hard copy that are sent home to students. It's full of pictures and good information. And then we sent out a campaign on InPlay where we text families both through our parent square and with inplay asking them, letting them know about this. And it was a really cool pilot program because what we saw from our camps the last couple years was we were using them, families were using them, but were we when we dug into the data of which families were accessing them? Were our English language learners were were our students with IEPs? Were our migrant youth being able to access these programs? And I'll let you know the answer was no. Not at the numbers that we wanted to see. And so we ran a new program within play. And what you see the pictures, the red, orange, and green, those are our priority programming. And um we were able to see which students in our priorities that we set were registering. And every week I was bringing these to teaching and learning either weekly or bi-weekly and sharing, here's the information. I'm noticing that our priority one is way lower than our priority three, which is our general population. I'm concerned. This is not what we want. We want to make sure that those students who especially need it, who need this extra help, get resources, and our team every week made adjustments. We started going to markets, community events. We started calling families. We have a hub at Watsville High. Jackie and Karina, we call them our camp fairies. They have a parent hub and parents come in and it's beautiful. There's plants, there's chairs, it's very welcoming, beautiful pictures. I ask that all of you come by at some point and parents came to us and then they started calling families. All of our afterchool programs could register families. So, it was online registration. But what I really want to make clear is a parent could call us and we could register them online for them. They did not need to be the online and look at the data. We got our priority one students higher than our priority three. It took a lot of work and it was something so exciting in our priority two. So, we still have some struggles that we want to do because what we noticed when we dove deeper into this was that they signed up for summer school in one camp. Why didn't they sign up for eight to nine camps? And so we were calling and they were getting no we don't want anymore. Leave us alone. But this is, you know, pieces that we want to grow as a department because we really want to be open for all and making sure that students who need it the most, their parents are able to access it and know this information. The other piece that we heard from our community is we have really tried to strive to be an inclusive program. We in expanded learning believe that we are here for all students whether they have an IEP, they have different uh learning developments. We want to be able to offer programs to them. That's our responsibility as a district and in our community. And so I just cannot thank Georgia, our assistant director, Georgia enough. Um, we rolled this out last year where we could have we had a couple students who needed one-on-one aids to be able to access program and we had a couple and we used an outside agency and every day the student had a new provider. This is not this year, the year before and we were like, you know, um, a parent Mads was like, "This is great. you're you're really showing us that you care and you're providing it like you need to, but it's not really at the quality that we want it to be. And we heard that. And so what we were able to do is work with HR and we hired uh staff as enrichment specialists because they are actually accessing the enrichment programming. Like the staff aren't just normal BTS or IAS. They're not just with the students. they're actually participating in farm camp in doing enriching activities. And we had um on average 16 aids a week for our students to be able to access. We had 45 students with varying learning supports be able to access program this summer. So we were really really excited about this and we got great feedback from our parents. our community partners. We had three to 3.5 million 35 camp programs from different partnerships live live earths farm discovery quicks art day cortisone uh x academy we had so many the YMCA city of Watsonville so many programs that our students could access to be able to have a fun and engaging summer. We had three focuses that we felt that we really needed to work on this last year. Our first one was our registration and students who were accessing program. Our second was our inclusion model. And then our third was when we were looking at camps that you can we could contract with. There was nothing in uh North Monterey County for our paruro students. And we had looked every year and my grandma was a migrant farm worker and it killed me. Every year this is where she grew up and I like we are not doing our jobs. We're not offering the students who need it the most an opportunity. And so I was like you guys we have to find we were Google searching and there was no one. And so what we said was I called up Sergio and Hurley and I was like, can I use some closed down portables that we are not using anymore at Aloney because we need to find a way to offer a camp out here. And so as soon as summer school ended, we offered the first time ever North Monterey County camp. We heard from our migrant families that a 9-hour day would not work because they needed to be at the fields by 6:30. Our camp started at 6 and ended at six and we had 60 spa 60 spaces every day for families and it it was great. We found a provider who would come. Edmmo would come and provide the camp for our students. But this was a really big push for us because we really wanted to address those three areas. our inclusion, our North Monterey County, and our enrollment process of who we were being able to target to ensure the right students had access to these programs. I talk about a lot of our partners um and when we partner with organizations, the reason we do we always hire our PVF and our CSEA PVUSD staff members first. We don't have enough staff to work after school and summer school and so we have to partner with outside agencies such as America scores wolf school. The cool thing when we partner with these agencies is the resources they bring. America scores called me one day and they're like Jen this is going to be hard but Quaker just called us Quaker Oats and they want to bring your students to the World Cup. It's going to be hard. Can you do this? And I was like, and he's like, "And the game's going to be at 11:00, so they'll probably get home at like 3:00 in the morning." And I'm like, "I don't know. I don't think I can say no." I was like, "Ham, I don't think I can say no." Like, these students just got uh experience of a lifetime. And the organizations that we partner with, we use an RFP process, right? So, they have to apply to work with us. We do all the legal pieces, but they're invested in our community. And so it's almost like PVSUSD is our own community foundation because we're able to invest in them so that they can invest in our students. Um so this was just I mean this really was a special special piece to the summer was this cost the district nothing. They Quaker wanted to bring our students and so this was so exciting. Moving forward, we love our summer camps and we hear such great feedback and so we launched, you may have heard of it, Parero Pathways and so these are on these are during the school year beyond after school programs. So Elsa Mariachi, the orchestra program, Pacific Arts Council, wrestling with Becky with Grit and Grace, we have Quicksilver, we now have a swim team, a PBSD swim team. These programs are either reduced rates where we do a stipen if you're with PBUSD or we able to have it at no cost. And so as we have declining enrollment and families are choosing where they send their students, we're able to show families we choose you. We are offering after school program, free summer camps. One family let me know we probably save them $8,000 in child care because of the costs that they would normally pay as outside agencies. So, we are super excited for our summer program and how we're bridging that into the school year. Thank you for your time tonight. >> Thank you. Are there any public comment cards? >> Yes, we have Brandon, Denise, and uh Ashley. I don't think I'm going to need my whole two minutes, but I just wanted to congratulate Jen Bruno on the programs that she runs, be it summer school or ELOP. I feel like she is one of the absolute best administrators that we have in the entire district. Um, and an example that we can work together when there's mutual respect and the a shared purpose of putting students first. So, it's always a joy to work with Jen and I just want to find ways to keep these programs alive and continue to empower her. I know the ELOP program has lost some administrators over this year, which typically you'd hear me being like, "Yeah, that's a good thing." But I know those are from restricted funds and I know that those administrators overseen multiple school sites. And so we've been working together to come up with a job description for our program specialists who are going to kind of help fill that void. But why why do we cut her administrators and not some of Conterus's administrators? But don't want to get too sidetracked because this is about the programs that Jen runs and their effectiveness. And so it's really great to hear that our students in North County are getting those opportunities. And that is because of her determination and the determination of her team. It t takes those adults putting in that effort and making that sacrifice. And so I just want to shout out Jen and all the staff who serve these programs. >> Good evening board. Um, I just actually um speaking on behalf of CSA Chapter 132 and um I really wanted to take this opportunity and be here with bags under my eyes just to um recognize Jen for the amazing work that her and her team does. Um you've seen the numbers which are astounding. 6800 students had access to summer programming. Um 33 unique camps served 31 thou 3,100 students. That's amazing. And approximately 28 individual student days of enrichment. I I could cry because um those numbers don't fully capture the amazing work that this team does. Um, it was a a blow to to to hear that administration was cut for expanded learning. Like Brandon said, it made no sense to us. Um, but I I just want you to really digest what care and thought and every opportunity like what that looks like and what students first looks like. That is what students first looks like. that voice, that energy, that aura, she exudes that into the rest of the expanded learning team and that filters into our students and our parents. And we hear praise from and about Jen and expanded learning all day long. CSEA is proud to be a partner with expanded learning and I am proud to be an expanded learning employee but it's not my biased opinion that amazing work helps build classified and teaching workforce and that is what PBSD is about. Thank you. >> Thank you. That's the last comment on this one. Okay. Um I'll bring that to board comments then starting with Trusty Krosco. Um, okay. I just want to say that I am a little biased too because I used to work for some of these programs, but even when I was part of those programs, I have seen it evolved and get bigger. Um, especially with the Pajaro Valley Pathways. I'm hoping my daughter's in one of those swimming classes. Um, but I I've been seeing so many programs from when you all started to more and more hands-on learning. For example, the driving school, that's amazing. When I taught, a lot of students didn't even get their license until they were 18 because they didn't want to pay for the class. So, this is an amazing um hands-on learning um opportunity. I've gone to the American scores games and I've seen >> it's it's amazing because um by talking to some of the parents, not all of the kids either can afford or transportation or you know they're on specific parenting plans that cannot fulfill the entire season. So, um having this program allows a lot of children to be exposed to soccer because of, you know, whatever it is that they have going on. Um, the other thing is I I love that you had that really great idea of having camps during holidays. I always said this when I used to work for the city of Watsonville is why aren't we, you know, nobody has somebody to watch their kids on the days that there's no school and I love that you're incorporating that because a lot of our families need that as well. Uh, for example, camp while on Saturdays or those Mondays that we are off, parents still have to go to work. So, thank you for providing that. Um, I think it was about a year ago, I was working at Aliansa at a mural and I turned around and I saw kindergarteners do Zumba and I thought that was the cutest thing ever. their instructor had a little microphone and she was doing the whole thing and all these kids were just moving along with her and um I thought this is this is beautiful and this is what I wish more people would be able to see and the good things that are happening in the school district. Um I was very blessed to be part of the Monterey Bay Aquarium event that you guys had. I had a blast. Um, it was fun making jellyfish hats with all of the other parents and their, you know, their their children and eating all of the food and the orange juice. And I could hear, you know, kids saying, "The orange juice is really good. Go get more." And, you know, that was beautiful. I also I haven't been to the Gilary Gardens one, but I heard that one is awesome. Um, I know I can't make it, but please invite me. >> I can't make it, but I definitely would. If you have any more, invite me. And then um props on giving out the stainless steel water bottles for summer school. Um I had conversations with moms who were like, "Yeah, they just gave us these water bottles and they're great because they keep the water cool the entire time and there's no plastic." And um I thought I'm going to eventually tell Jim that. So >> thank you. It's great to hear. >> Trusty Ellen, >> Trusty Flores, thank you for this presentation. I'm always impressed every year with how much you just improve over each year and um this year I really was impressed with the booklet and the ability to register got easier. So, thank you for that. I'm sure I know you guys work really hard to make sure that we are accommodating, you know, any reasons that where the parent might not be able to sign their child up. Thank you so much for that and um yeah, I look forward to seeing you know what we what you keep doing with after school and um summer school and all of it. Thank you so much. >> Interesting Medina. >> Yeah. Um do you sleep? Like I don't know, man. You got so much going on. Um I know Jen, we started off on the wrong foot with Calto Media. That's done and over with. One thing that I heard from you that I have not heard from some people who are running this district is looking at North Monterey County and knowing that we don't get that attention that we deserve. I have yet to hear what you said from the superintendent and that bothers me so much. While I was sitting here because you actually recognize that we are left out, that nobody comes to us a whole lot and we don't get a lot of support out there. I had teachers hit me up from Maloney because you you guys ran like a food program with the students. I think >> community schools specialist did that. >> Okay, >> I won't take credit. It wasn't us. >> I don't know what it was, but to get students interested in just eating good, healthy food is something that we should be doing across the district, not just during summertime, during the regular school year. And it it it's so amazing to me that instead of cutting jobs like the superintendent did, you're providing jobs. Instead of telling parents who have students with special needs like the superintendent does, you're telling them, "How could I help you and make sure that your student succeeds in this program?" Those are words that need I don't know why we're paying a consultant $188,000 when you are here and you are actually fulfilling all these goals that we want to achieve with our students. Well, these people up here have been meeting and talking around a table for almost two years at $188,000. When you just showed us in one presentation, what it means to actually listen to the community and be there for them and recognize that from north to south is completely different. And I really appreciate that that you did that. Um, another thing, do you remember the penny club? I actually went to some of the meetings when they were talking about remaking the penny club. >> Okay, this is crazy. I have a few family members who attended the um summer school programs and one of my cousins said she's a little older than me. She said, "This feels like Penny Club again. Like it feels like it's coming back to Watsonville." And when I heard that I was like, "Oh, dang. That's awesome." >> That's a great Yeah. >> Exactly. Because we've been wanting something like that for the longest time. And you know I why you're not running this school district. I don't know. It's beyond me. What you are doing is something that I cannot put into words because it is just such great programming. You're meeting families where they are. You're learning to say, you know what, it's not that we can't do it. Let's figure out how we could do it together. And that's what I need from some of these cabinet level people. And to hear that they slashed. How many administrators did they slash from um your department? >> Um so I wouldn't say slash. How many did they remove? >> We lost due to the um ratios. We lost eight administrators and then we got eight program specialists which are PBFT positions. And so we have the same number of staff. They're not administrators anymore due to some issues that were occurring with the ratios of administrators in PBSD. Well, it sounds like we need to beef your program up a lot more. And I think trading off a deputy superintendent to get you the staff that you need is something that we really need to consider coming into this new board because I want to get you that money that you need so we don't have these wasteful positions that we're seeing a whole lot of. So, um, that's going to be my commitment to make sure that you're going to get staff. >> I mean, I do want to say Mark's my boss and you know, the deputy superintendent. Like, >> I'm his boss, so it doesn't really matter. You're good. Support me, just so you know that. Um, and um, thank you for your kind words. We are just so grateful for the board support, Dr. Contrera's support, and cabinet support as we roll out our programs. >> Can um, also can I see your brochure? Like I I thought we had a copy, but >> I just wrote on this one. Oh, that's fine. I forgot to say when you said the food program, we did offer what you might be talking about is we run the CTE a science garden program. So, in addition to the afterchool programs, we run 19 school gardens where we are doing fresh produce cooking classes and those ran this summer and and into the school year. >> Okay. I mean, y'all are starting to look like a whole college community college with this book right here. That's awesome. >> But you did give out food uh like for the American school. >> We do. Yeah. And tonight in your consent um agenda, please vote yes. um is a contract with Second Harvest Food Bank because um we actually pay Second Harvest Food Bank. It's way cheaper to pay them with their subsidies of cost. And then every time we do a American scores game, which is on once a month and we get anywhere from 300 to 400 families, we give out produce bags because we understand that our families are making some really hard choices right now. Yeah. >> Rent, food, gas, and so we every family goes away with some perishable and non-p perishable items >> and books. >> And books. We love books. And we love anytime that we can stack function and expand in learning. If you're going to get parents out there, you might as well have a good time, give them some literacy, get some books, and give them some food. >> Yes. >> So, thank you. All right. So, um this is a report only. No action to be taken. Um And we'll move on to 9.2 report and update on the Williamson act compliance ensuring access equity and quality for every student 2026. Report will be by Deepipika Survastava. >> Good evening board members, Dr. Contreres and members of the community, it is my pleasure to provide an update on Bajaro Valley Unified School District compliance with Williams Act requirement for 2627 school year and the district's ongoing efforts to uh ensure all students have access to sufficient materials, qualified teachers and safe and clean and functional school facilities. Our work is grounded in PBSD's vision and William process supports this commitment by ensuring that all students have access to instructional materials, safe facilities, and qualified teachers they need to thrive. The William review process aligns with our district strategic goals and our commitment to equitable access and student success. William visits are statemandated compliance reviews established under the Williams act of 2004 and conducted by county office of education. The review focus on three essential areas. Ensuring students have sufficient standards aligned instructional material, verifying that school facilities are sla safe, clean and functional through the facility inspection to report and confirming that schools are staffed with appropriate credential teachers. The William process follows a consistent cycle beginning with county notifications, school selection followed by preparation at school sites ensuring department districts ensuring instructional materials, staffing information and facility records. During on-site visits, county representative review instructional materials and facility conditions through their fit report. This outlines the 26 27 Williams uh visits scheduled across elementary, middle and high schools. Visits are distributed throughout the month of April. We are still going through uh Aptas High tomorrow and then HA high will be next week and that would be our last. I just want to briefly describe that while it's just a compliance what goes into it 27 school sites 96 courses offered because Williams takes care of the core courses at K8 and then at high school it adds the uh physical uh education uh and uh health and sex ed and what it means is that we are ensuring that each of those 14,600 students have access to curriculum and good quality education and facilities. Also, what goes behind the scene to ensure that every classroom has sufficient instructional material is a collaborative process starting at the teachers because this year we started with two big adoptions at elementary level and high school level and then we have youly implementation. So it was first cleaning before the summer cleaning of the classroom so that we can move in new materials and starting from that to the district office where we were improve uh approving those wrecks going through our support staff who were placing the order business service uh services providing funding and then the purchasing department when they received all that curriculum and getting it to every school site every classroom and so it's just not one person there. So many people behind the scene working with our curriculum and instruction department and the business services to making sure that every student has access to uh curriculum. Uh facility reports uh it has every category on this is reviewed at each PVSD site to ensure the campuses are safe, clean and fully functional. And also once again what goes behind the scene. While most of us take summer break, our custodians went from school to school, every site to make sure every classroom was cleaned, the deep cleaning was provided. So many of our staff did not have that time off when most of us took some time off. Facility and maintenance making sure that every campus is fully functional. operation teams ensuring that every staff room, every restroom is completely stocked and business services coordinating the entire district-wide process. >> Are there any public comment cards? >> Yes. Um Ashley and Cassidy Sullivan. Um Cassidy um special ed again. So regarding qualified teachers um despite knowing of program needs and services documented in IEPs, our district waited until July to post over 20 special education jobs uh that were critically needed on the first day of school. So here are the vacancies. um I heard about from Sulpa employees in the first weeks of school. Um the Minty White Mild Mod SDC for kinder through 2 grade had no teacher. The Duncan Holbert extensive support needs SDC had no teacher. The landmark TK through K autism SDC, which we piloted this year and which was full, had no teacher. The EA Hall resource specialist um was not staffed. Pave High School didn't have a resource specialist or an STC teacher. PV Elevate didn't have a case manager for their special ed um students. Bradley didn't have a resource specialist. Radcliffe didn't have a research specialist. CCMS didn't have a special day class teacher. Hide didn't have a special day class teacher. McQuitty didn't have a research specialist. And Lake View was down two sped teachers. That's on the first day of school. So, that sounds like a violation of having qualified teachers to me. Um, we still don't have support at some sites from behavior specialists, from psychologists. Some kids are not getting AP. Some kids are not getting OT. We also are missing speech therapists except for now we're getting some virtual ones. So, these should have these jobs should have been posted back in the spring. These kids have IEPs. They were we they're on the record. We know that they were coming. Um the vacancies are now being filled by agency people and subs and like our friend earlier mentioned virtual therapists. Regarding safety, we don't have nurses or healthcare aids on campuses daily for students who have diabetes, students who have seizures, students who require tube feeding, and that's just at Duncan Hullbert. So the medical piece is super problematic for safety and for liability. Okay. Thanks. Thank you. Good evening, trustees. Ashley or Flowers, President CSA. Um, I need to address some important classified employee context to this report. Um, because what we're hearing tonight is that classrooms were cleaned, prepared, and ready for the first day. But CSEA uh represents those employees, and we know what actually happened. um our custodians were pushed to the brink of exhaustion. We were not ready for the first day of school. And so I am frustrated to hear such untrue reporting by Deepika. We began this school year following classified staffing reductions, including impacts to the workforce responsible for maintaining and cleaning our schools. But our people still showed up and they still tried. Our custodians did work incredibly hard, including additional hours and overtime overtime to get campuses ready by August 12th. Um, but we're saying that the classrooms received deep cleanings and full deep cleanings and have had um, you know, concerns with the character characterization of that report based on what not only I've heard, but I've seen. And just so you know, I deep cleaned two classrooms myself, including my office space. And that is just because that's what I do. I help. Um, this report raises so much important questions. Um, what exactly was the standard used to determine that our facilities were clean and compliant? And what documentation supports that determination? I'd like for maybe uh Deepika to go to each site and do that report. Um and um why isn't the Williams Act complete? We're It's September, midepptember. We should be done with this review. But you just heard it in this report that it's not. That is me speaking out of frustration for my people. Thank you. >> Thank you. We'll start with Trusty Ellen. >> Okay. Thank you for your presentation. Um I'm hearing a lot of concerns from the public comment in this meeting and in the last meeting about um people like kind of on the ground level feeling like there discrepancies in staffing. So, I'm wondering like what I guess because I'm not really clear on what the standards are. Um, so like what standards did you guys use for this report just because um I feel like that presentation was showing us that everything was like up to satisfaction. Um, and I'm just wondering where you think like the discrepancies lie from what like the people are saying that I'm hearing and then also like what the report says. So in this presentation I'm providing a update on the process. We are going from site to site and with our county uh partners and they are verifying the information that we are giving them. They're walking through the classroom checking the curriculum. They're walking through the restroom, libraries, uh, cafeterias. So, and gym and making sure that what we are telling them is true. And then they will come back. They're compiling a report in collaboration with our curriculum and instruction department, our facilities department, and our human resources. And they will come back to give us a report and we will bring that report back to the board. This was just a update on the process that is going through. Thank you, Trustee Flores. >> Thank you for this explanation because I know some people don't know what the Williams report really covers and so that's great that we have that and I look forward to seeing how we're going to pan out with all the once the report is done. >> Trusty Medina. >> Yeah, I'll direct this question at the superintendent. Um, do you feel like we're supporting our special needs students? So are you asking in relation to the Williams report? >> Interpret it however you want. I just want an answer. >> So this year as we started the school year, we were deficient in our staffing and we have been working to get our classrooms staffed. So right now I acknowledge that we have had classrooms that have been understaffed um as of Monday or Wednesday. And Mark, I might defer to you. >> Um I'm going to reclaim my time. Thank you. I want to know also Do you think that this pre this this presentation that was just given to us is honest and truthful? >> So the information that was presented here is information that is in tandem with our county uh people who are in who work in conjunction with us. So this isn't just our internal information. It's with outside people who help us with the Williams report to ensure that the information that's provided is honest and has integrity. >> I would think this is honest. >> I would believe that this is probably a very accurate report and the board will receive um a report that has any kind of findings to demonstrate if we have areas that are in need of of improvement. And that's actually why the Williams report was established. It actually was based on the Williams Act that was put into um into effect to keep districts accountable because there was back in the history of this deficiencies in districts where they weren't providing the right type of access for uh students. >> Have you apologized? Have you apologized to our parents, our community, our special needs students for what you did to them these first three weeks? Trustee Medina. >> That is a no. Got it. So th this is why we need new board members and I'm glad there's an election coming up because this board has not held this person accountable which is why your students are not getting the services that they need. Instead they put money into the cabinet level positions hiring people from Modesto self-s serving themselves by giving themselves 15K when we know that our special needs students need help. You should be ashamed of yourself, contradas, and you need to resign. That's what you need to do. Because every time that we get a report from one of your little goons over here, they spin it a certain way. >> Going way off, >> they spin it a certain way and it is not truthful. >> So, how can you explain that, Dr. Contas? >> I'm going to ask you a little more. >> No, no, no, no. You're not going to tell me how to act. Okay, >> this is my time. >> I've already told you. No, you like controlling people. I get it. But if the superintendent, when are you all going to hold her accountable for what has happened? How many more times does she need to do this? >> We'll move on to Trusty Krosco. >> You're such a waste. >> My question My question is um does this report have a due date or what where is it due to be completed? So the county is uh going to have aptas hide uh tomorrow and then HA height next week on September 22nd. They have until November to compile all the reports and they will put it together and they will send us the report and then we will bring it back to the board. >> So what you're saying is they go by campus, >> right? >> And then when that campus is done, then they check mark it and they go to the next one. When all campuses are done, then the report is completed. Yes. So the visitations are completed and then they compile their report. >> Okay. So and while they are doing it they have started emailing to the school sites what is working, what is not working and what they need to fix. >> Okay. >> So every >> this is an annual process too. It is an annual process and every day when we are at the Williams visit. So if it is an elementary school, our curriculum and instruction director Rich Moran is there with the facilities person Kevin Roth and the two people from Sanra County Office of Education and we and the with the principles and we walk every classroom to make sure that every grade level has English, math, science and social studies curriculum and all the classroom and the facilities, restrooms, cafeteria, any facilities they are all checked so that we are in compliance. Okay. >> And same thing when it is a middle school or high school, I am walking those uh schools with the county office of education with the facilities person Kevin Roth and uh with those two people and the principal. >> And then how many janitors do we need per campus? >> I can uh get the number. Uh I do not oversee that uh piece, but I can get you the number. >> Okay. So in in an email you could probably get that info because I know it varies because a campus like Watson Ohio is is very big compared to a smaller campus. I understand that. Um but could you get us that information? >> Okay. >> Trusty Krosco, there's a square footage formula on that u and and we can get that actually in my top of my inbox. Okay. >> All right. Thank you. Uh, okay. That concludes 9.2, the Williamson Act compliance report. That moves us on to 9.3, Sustainable Schools Advisory Update Report by Mark Herps, Deputy Superintendent. >> Well, thank you. Uh, good evening, President Shirley, trustees, Superintendent Contraras, members of the public. Uh, Mark Herps, deputy superintendent. Just want to say thank you for the opportunity to serve on the sustainable uh, schools advisory. It has been a learning experience for me. I have not had that experience in terms of the possibility of consolidating schools. So, it truly has been a great opportunity to hear perspectives and get to know members of the community, but also also navigate those challenging times. So, I appreciate that. Um, I want to start off with we met yesterday still a lot of discussion regarding the elementary optimal program design. And really what that's looking at is a certain number of teachers per grade level. they call it a cohort and different sizes whether it be a three cohort model, three TK, three kinder, nothing's quite that pure, but really analyzing that as well as a five cohort etc. So, a lot of discussion there and then some time devoted to different scenarios and scenarios were to if we were to look at consolidation, would a priority be the age of the facilities? Would it be disrupting the least amount and then looking longterm at our five-year forecast on what that does from an enrollment perspective and the impact it has on the enrollment uh uh based on the scenario. We also had a presentation from MGT. There's a link on our website to where it's it's a boundary analysis done by software. You can actually look at the software and see as you shift boundaries the impact it has on the number of individuals that would attend those region schools. So it's a very very cool tool open to the public. I I uh uh definitely advocate for anybody interested to take a look at that. And then finally, we spent a lot of time on the communication. We have a couple community um uh uh input sessions coming up in October. Also, a lot of feedback on surveying. So, we plan to survey and poll individuals and we are forming a small subcommittee of individuals to help draft that to make sure that we gather enough community input as we continue down this process. Um, I would like to say I truly appreciate the individuals who devote their time for that committee. It's a tough it's a it's a it's a tough job, but it's worth it. So, you know, with that, that's my report. >> Thank you. Are there any public comment? >> Yes. >> Chris, before that, um, I think our trustee might want to share because the students also met yesterday uh on this topic. >> Perfect. >> Yes, we did. I don't know the number on how many people ended up being here. Dr. T says 40. Um we had about 40 students. We had about um 40 students here. Um and with the help of two other superintendent core council members um me and them helped lead discussions on different topics regarding the sustainable schools update. We also all received a presentation from Dr. Contras around the information and like just a bunch of information about the advisory or about the sustainable uh schools kind of program and what was going on. The goal of that was to inform students and also gather opinions. We're going to be meeting in the future as well to gather more opinions because it was more of an informational meeting. We did have quality discussions, but we also got a presentation. We were able to like learn more about the advisory and about what was going on. Um, in addition to those meetings that will be going on in the future, if it is on any of the agendas in the future, which it will be, it'll be going out on the Google form. So, we'll be able to get a bunch of input and I'll share that. >> Thank you. Uh, we'll start with Trusty Florence. >> Hold on. I'm sorry. >> Uh, Chris Webb, Brandon, Denise, and Ashley Yuro. >> I have anything written down and you do. Um, yeah. I, as a member of this committee, like I still can't even tell you what we've been doing because we just get talked at the entire time. We get talked at. We sit there and we get talked at. and maybe we do a stupid little poster activity, but we just get talked at. And this committee in between these last two sessions, members of the committee put together a survey and sought to get community input. I'm being told that the superintendent may not believe that like that's our role to get community input, but when I have had conversations with certain trustees, they say, "No, your role is to go out and to engage in the community." So, we put together a survey and it should have been the first item of business in our last meeting. The members of the committee should have the latitude to steer this committee instead of it just being controlled by the consultants like that failure Bill Maguire. But instead of empowering the members of the committee, we sit there and we get talked at and we get, oh, this four cohort model that could see the closure of nine elementary schools with these cohort models we're looking at. I think that goes way too far and we should actually trust the people in that room to have conversations of how many schools should we close, what should the criteria be, but we haven't had any of those conversations because we just get talked at. And even with this last one where we came where members put together a survey, we were told by Mark that the district is actually going to put together a survey and if we want we could meet with him in between meetings and he can bring the survey that the district is putting together. That's the same crap you pulled with the sustainable budget team. Like if we're working as a committee to be empowered and we're coming up with surveys, empower us and adopt that as your survey. Don't say, "Oh yeah, cool. good job. But we're just going to brush that aside and do what we're going to do. And don't worry, we're going to have like three community listening sessions. Like this is a fraud. Well, as a fiscal responsibility matter, I think I should just take over for Mark and all these all these consultants. On January 14th, 2026, in the recording for these board meetings, at the 5 hour 23 minute 45 second mark, I made the first recommendations with the survey. I spoke to it again in on the 18th of March, on the 17th of June, and the 24th of June. And we also heard hero talk about it. It's been it's becoming a recurring theme. and by choosing not to do this. Um and and really if you look at just that last meeting um at the twoh hour 10 minute 16 second mark um the deputy superintendent kind of made clear that like um it's basically they're not interested in hearing from the community and that they it seemed like there's a predetermined um agenda from and that you will only survey in a way to get uh some type of result that you specifically want and I just don't think it's going to be a good result. It's so frustrating for me hearing about the optimum program model when you're you're going off the max class sizes and that's not optimum. That's like the most we'll legally tolerate. What you should be doing is looking at what did PBFT um first propose in our negotiations. That would be more optimal if you want to talk about like what's really what's best. Um also I think let me see here. uh it's we shouldn't do one-sizefits-all and in our models we should do a survey and in that survey should be a community focused model and also one of the things that's frustrating for me is like okay hey time to look at we got the data I'd say no you don't got the data because you also don't have adequate facility um data because you know what you didn't consider AC and then you didn't consider the fields and the if you're really interested in people coming to school you need to these things considered. Thank you. >> I want to speak I want to speak honestly tonight as we both um as as both a member of this committee and president of CSEA. Um CSEA came into the sustainable schools advisory process in good faith. We understand that declining enrollment and that this just district's fiscal realities require difficult conversations and decisions, right? Um we are not here pretending that that does not need to change. Um but we need to acknowledge where we're actually at in the process. Um according to the district's um SSA schedule, this committee, and according to my schedule, we've met 11 times since April. Um, after 11 meetings, we have not even had the substantiated like the conversation about middle schools or high schools. We've only spoke about elementary schools. Um, and that matters because we are being asked to develop an optimal program model or OPM for PBSD schools, right? Um and um I don't believe we have even been able to establish the OPM floor yet. Um so before we start deciding what can be consolidated, reduced, moved, organized, reorganized, um we need to establish what we believe every PBSD student should have access to. Um it cannot only be uh community- based, it has to be student focused. I'm glad that Natalie mentioned that that was what was happened the other day because actually I saw their notes on the wall and the notes were amazing. Why didn't we survey our student advisory team, our schools? And I'm sorry, I'm frustrated, but because it's really important to us, this work that we do that we're doing. Mark is right. It's hard. It's difficult. We're having very difficult discussions and for many of us, it it it is deeply rooted. Um I I just want to say really quick because I know my time is up. Um, but you know, we we do need to come up with an OPM and and we need to have this informed conversation on the backs of the students and their beautiful little sticky notes. Um, and the community and the survey and we shouldn't we should be there already. We should be there already. We've met 11 times. Natalie, we we would love we would love to hear what you guys have to say and we would love to come to your next pizza party because I like pizza. Um and and we would love to present to you guys and we would love to hear what you have to say because I think your voice matters more than just a pizza party and talking about ideas. We want to bring your brain to that room honestly. >> Thank you. I'll start board comments with Trustee Flores. >> Okay, Trusty Medina. >> Okay, this is interesting to me. So, just correct me if I'm wrong. Somebody who is not from this area is running the sustainable schools group, who did not grow up here, who has not worked here for more than a year, who doesn't know the ins and outs of this community. And now they're telling our group that we as a board gave directions and autonomy to, and now they're being roadblocked by the superintendent and her deputy superintendent. What could we do as a board in order to give them more power in that space? Because if they're just going to be directed, why do we have that group if the superintendent and her little buddy over there already know the direction that they want to go in for these schools? What's the point of having that group? I I you can't answer most of my questions. So that's why I'm looking at you. But what I'm trying to get at is these people that are in there are in our classrooms. They're in our community. They're not from somewhere else. They've been here for quite a long time and they need to have their voices heard. the superintendent should not be blocking them. Right? So I think we need to have a motion where we are giving that group more authority over the superintendent and the deputy superintendent. And um I know this is just discussion, but that's something that I think we need to talk about as a board preferably once these people are gone. That way we have a fresh board coming in who actually knows what they're doing and cares about our community. because I'm not seeing that from these people right here who are running this group. >> Trusty Krosco. >> Okay. Um I've actually have been keeping up with the um with the meetings. One suggestion that I have is um when you all split up in groups, I can't hear anything. Um so I really want to hear those conversations. Um because I see people pointing at the, you know, the the paper, but I don't know what's going on. >> I think it's a great suggestion. is tough from a live stream perspective. I've got Misty look look over here. We can discuss. Yeah, that the discussions in the small groups are rich and I understand it's live streamed whole whole room, not individual by group. So, yeah. >> And I can't be there. Huh? >> I just want to hear. Yeah, >> I just can't speak. >> Okay. >> Okay. Um my my other u my other question is um you said that you wanted to have um community input sessions. Those are awesome. Have we thought of also doing Zoom for people who can't make it to those? >> Yes, I believe one of the three is scheduled to be live via Zoom. >> Okay. And and and interpreters will be present through everything. Yes. Zoom and in person. >> Yes. >> Okay. Um my my other question is the surveys, will they also be in Spanish? >> Yes. >> Okay. Um, >> and how how will you get people to take the survey? Like how will you do your outreach? >> A lot of advertisement in terms of what we're going to do on on that end. We also uh plan to poll which is going to be a nice way of getting actual anecdotal feedback through conversation and make sure that that is diversified throughout Bajaro Valley. >> Okay. Okay. So, we're not not just capturing certain groups or whoever would just fill out a survey, but really going into the different regions of Pajaro to have authentic conversations with those individuals from those neighborhoods. >> Okay. Can I make some suggestions just because from what I've seen when I do my own outreach um some s I have seen many many people line up for the food distributions. Um they're waiting there to you know get their food but they're there have nothing else to do. That would be a great time to to get um people um farmers market on Fridays in downtown Watsonville. Set up a little table, bring some goodies, have people come in. You know, every time they get out of work, that's where we we go and we hang out and we buy produce and flowers and stuff like that. Um and also parent groups. Um because what I'm scared of is that we're not going to get um some of those parents who are working who are you know it I'm on the parent app and sometimes it's a little overwhelming with everything you know and sometimes I'm mentally not ready to do something. So I I just want there to be outreach for a lot of our Spanish speaking communities and I want you guys to be able to to get them. So that's why I'm just giving suggestions. Thank you, Trusty Ellen. >> Okay, I think I have three suggestions. Um, I like the suggestion of having um CSCA come in and present just because it seems like they do have a differing opinion and I think that having two perspectives would be helpful and just having a more well-rounded like education when the students do come in. Um, my second suggestion would be I think like it would be helpful I the timeline is, but I think it would be helpful to have some models just because I think the discussions that we were having last time were really valuable and they had like quality opinions from students, but I think it's hard to envision like taking those opinions and putting them into like what we're talking about here. Like I think that a lot of what people were saying was very agreeable and I think like they were saying like we want strong communities and we want well staffed schools but I think that transferring those opinions into like a plan of what it would actually end up being like for our district would be super helpful because I think it's hard at least for me to to envision like yeah I want a strong community but what is that going to look like in terms of like cutting elementary schools potentially? Um, and then I think my third suggestion would be having like with those models like for me at least it would be super helpful to have like super objective data on if this plan was to go through how would that be positive like it I know that that would be in the report but I think that like having that with the multiple models and saying like oh this is what's going to be positive this is what's going to be potentially negative and then in those models being able provide the students the opportunity to say, "Okay, this is what I like about this model. I think I like this model better because I value these things that it's going to benefit." So, I think that like the last meeting that we had was super beneficial, but I think that having like more um like I don't know like tangible things to see would be helpful. That moves us on to 9.4 for report on board listening sessions implementation timeline >> and next steps. >> I would like to make a motion to um table this item. >> Is there a second? >> It's gonna be really short. >> Okay. All right. All those in favor of tableabling 9.4 signify saying I reluctantly. >> Okay. >> Okay. Let's finish our agenda. So that's 900 Z or not nine four zero zero3. Okay. and that >> and we can't do anything. Okay, we're moving on to 10 consent agenda. Any public comment on consent? >> Okay, no comment on consent. Um >> I would like to make a motion. >> Okay, >> I would like to pull one second. 10.5 10.7 10 >> Slow down. Slow down. Slow down. 10 5 10 7 >> 1.12 >> 12 >> 10.9 >> backwards nine. >> There you go. >> Uh the items Trustee Medina would like to pull approve 2026 27 memorandum of understanding between PBSD and Santa Cruz City Schools, which as I understand provides um services for special needs students. 10.7 approve the addendum to non-public agencies and contracted service providers for special services. Uh 10.9 approve agreement for expanded learning wolf school after school staffing supports. >> Sorry, not 109. 1012. Approve resolution number 262703 authorizing the purchase of supplies, equipment, and services for Rolling Hills Middle School Field improvement project via cooperative agreements in California multiple award. Um, so there is a motion to adopt the consent agenda with pulling off three items to be deferred to 11 deferred consent items. Is there a second to that? >> Second. I hear a second. All those in favor signify by saying I. That's one, two, three, four. Okay. Uh four Z3 absent. All right. So everything passes. So now except three, we will move on to 10.5 under >> All right. >> 11. >> Trusty Charlie, I would like to move to suspend the rules. Uh yeah, we can do that if we have all four vote because three can't pass anything. Okay. Um >> I would like to move to suspend the rules so we could um talk about 10.5 and 10.7 together and vote on them together. >> Okay. Is there a second to that? Yeah. >> Was that okay? A second. Okay. So, there is a first and a second to suspend the rules and combine 105 and 107 in discussion and approval. All those in favor signify by saying I. One, two, three, four. Okay. Motion carries with our usual four Z003. Um >> okay. >> Okay. So that was just the suspense part. Okay. >> So now we can make a motion in a second on those two and then have discussion about it. Anybody want to make a motion? Um, I will make a motion with an um amendment that the superintendent come back to the next meeting with a detailed report on the first four weeks of what happened um during the school year uh the opening of this school year. So, as I understand it, the motion is to approve 10.5 and 10.7 with the stipulation that within two weeks >> at the next board meeting, the superintendent will give a detailed presentation on the roll out of the first four weeks of school. >> The next regular meeting, I believe, is 107. Are you able to do that in that timeline? >> I don't need to ask her. We're telling her. It's our directive. We need to make sure staff has I mean because I don't know exactly what's involved and what pieces she has already. Okay. >> Because she probably doesn't want to do it because it turned out so bad. >> We have a motion. Is there a second? Do we need another explanation of what the motion is? >> Pardon? >> You go for it. >> Sure. >> Yeah. I was just wondering what would be um expected in the presentation and I think like it would be a good idea but like what are you looking for and then what is that like what are you looking for to say like oh okay I see that in your presentation and I like what we approved last time. >> Yeah. So good question. I want clarity on um the amount of BTS IAS um that we did not have at the opening of the school year despite knowing that. I want to know how many parents put in a request because their needs weren't met with the students. And I also want a overview of um services or students that had to be transferred um despite their parents asking them to stay there. So, I just want a general overview of how um the first four weeks opened because it sounds like it was a huge mess um that we need to make sure doesn't happen again. >> Can you help me draw the conclusion that the request relates to the two items that we're talking about 105 and 107? >> What are we approving, Trusty Charlie, for 5.7 and 5 and the two items that we just did? What are we approving? >> I'm just asking you to help me understand your connection. I'm not going to help you do your homework. These are on special education. If you had listened to the public like they had asked us, they said, "This is something that we should approve now, but make sure that we're actually filling in these roles so we're not having to do outside contracts." >> Okay. So, the connection you're making is that they relate to special ed. You want to make sure we have a report and understanding of what's happened in the first four weeks, right? >> Did I get that? Just to clarify these two items, one is related specifically to speech pathologists and the other is related to a particular service for one particular child. >> Is it a special needs child? Is it a special needs child? Is it a special needs child? >> Thank you. That's what I was asking about. So I want a whole report on special education. If you want to keep talking over me, it's my time. So >> I give you your directions >> and I am trying to answer your question. You don't really answer my questions. >> Yes. You do. >> No, you don't. >> What you're asking is to give a report that is outside of these two items. The these two items are specific. >> Are these items dealing with services for special education? Yes or no? >> Two services >> for special education. Yes or no? >> Two services. Special education. >> People are watching this, you know, which is why people do not want you in this role. All right. If you want to keep spinning me around, go for it. But you are a dishonest person, so we don't want to listen to you. Okay. >> I would like to hear >> what I'm hearing in um >> the what I'm hearing is speech, right? So, a report on speech. >> No, I didn't ask for that. >> Well, that is on >> Do you guys not know what special education is? >> Yeah, I do. >> Okay, then. Yeah, >> I'm asking for a report on special education. Whatever she is trying to explain is that one of those services is only for one child. So, do you want a do you want a presentation on just that child? >> Did I ask that? >> That's what we're clarifying. >> I told you report on the first four weeks. How >> I'm relating your question for those services is through speech. Correct. >> What did I just tell you? I want a special education a general special education report. The concern here is related to Brown Act violations because you're pulling something off of the agenda and now you're bringing it back to something that's not related to that. >> So now I'm violating the Brown Act when she was violating it for seven months and you said nothing. So let's talk about the Brown Act. So this is what I'm asking you guys. I want a report on the first four weeks on our special education students and if they were giving the services that they needed. I believe that's a a valuable report and >> obviously you guys don't care about our special needs. >> See it connected to the items the two items that we have on the agenda. >> Look it y'all said trust us we know what we're doing and look what happened Jess we're in the gutter now. What I'm saying, Gabe, is I understand and like I agree with you, Professor Professor, um, Trusty Chirley, that that it is a valid report, but what we are trying to make you understand is that that report goes outside of these two agenda items. I'm trying to relate what you're asking through speech so that you could look at that report through speech because that is what you can ask. That's what I'm I'll have no stance in telling me the rules cuz you guys can't even follow them or know them. >> I'm not saying I'm letting you know that this is a stipulation that I want on the report. I just want a special education report >> and you can ask that. That's fine. Let's close this up. Get your speech report and then ask it later. I agree. I want to see it too. But we are trying to clarify because that is too broad and it's outside of this. I'm trying to help you and I'm trying to move forward as well and I would love to see that report but I don't ask for it. You guys have been in the majority and you haven't asked for it. >> That's exactly what I said. Let's move forward and get your speech report and and this students services and then ask for it. I would love to see it. I support you on that. >> Do you not hear my amendment? It's to approve these two items with that stipulation that we're going to get a presentation on our special needs the first four weeks. How is that hard to understand? I think what what everyone's trying to say, Trusty Medina, is we will I I will gladly >> No, I want it in writing. I because you have been dishonest. >> You do not say what you're You tell me you're going to give me a report and you don't give it to me. >> I don't think that's happened. >> Really? Where's Prop 28? Where's the SRO report you said you're going to bring back? >> We tried to give the prop report. >> We tried to give the report. >> Where is it? >> We couldn't get it approved. >> Okay. Anyway, can we can approve this. >> I will walk out of here. I want that stipulation in place. >> I don't think any of us, the three of us are willing to approve it with that stipulation because we can't see the >> nothing gets approved. >> It's just a presentation and y'all are dragging it on. We are adjourned at 10:02. Good night.