PGUSD Board Meeting August 7, 2025

001on August 7th and I'm opening this regular board meeting of the Pacific Grove Unified School District, welcoming back a lot of familiar faces in the room. So with this call to order um being done, I'll now read our land acknowledgement. Good evening. As we begin this meeting, it's important to pay respect to and acknowledge that we are on the traditional land of the Aloney Costanan and Eselin people and additionally pay respect to elders both past and present. So with that, Dr. Dr. Adamson, would you mind leading a roll call? >> Absolutely. And good evening. President Dr. Hazen >> here. >> McNary >> here. Trusty Utmar >> here. >> Trusty Shamas >> here. >> And Trusty Wax >> here. Excellent. We have a full quorum which is awesome. Thank you all on this third day of

002school. Um so with that, we're now on to the adoption of the agenda. So this is where we have room for the public to comment if there's anything they want to say about our agenda. So we look online seeing any I think we might also have one walk-on item if I remember correctly. So no comment from the public. Um do you want to mention that that we can >> Yes please. As you said one walk-on item. This is specific for a contract for services with with Rat First uh USA and this is for a vendor uh that uh PTA at RHD has requested for their back to school night event next week and I'm proposing that we add that it'll be a consent agenda item and that will add it as item uh number uh

003V under consent >> or do we have any discussion on the agenda? around. Not seeing anyone jumping for their mics. So, with that, I think this would be the time to go ahead and make a motion to adopt the agenda with the walk-on items. I'll make that motion. Can I get a second? >> I'll second. >> Okay. Motion was made by myself, seconded by Clerk McNary. All in favor, please say I. >> I. >> Any opposed? That passes 5-0. So, now we're going to go into close session. So, I will read our close session topics. Um there's going to be negotiations uh collective bargaining session planning and prep with PGTA 2526 government code 35491 3549.1 negotiations collective bargaining session planning and prep with the CSEA for 2526 same government code and then a public employee

004dis discipline dismissal release leave complaint government code 54957. So with that, I'll look to the public, see if there's anyone that would like to comment on the closed agenda, close session items. If not, I will go ahead and adjourn us to close session at 5:33. I'm gathering us in at 6:30 after closed session and I'll read a quick update on our topics. Negotiations for items one and two. both information was received and then we had three items under number three public employee discipline dismissal release leave complaint and information also was received. So now we are to the pledge of allegiance. So I will ask Dr. Adamson, would you be willing to lead us in the pledge? Now I will hand over the mic to you, Dr. Adamson to kick us off with one of my

005favorite parts of the night. >> My favorite part, too. Well, good evening everyone. We are very fortunate to have two different presentations this evening. Uh and the first is coming from our middle school. This is a tradition that you will see uh at the beginning of each of our meetings. Uh and this year we've really asked for all of our schools to be represented. And so, you know, you'll see sort of a sprinkling um of them throughout the year. I'm thrilled that principal Roach was the first to volunteer to go first at the beginning of the year. And so tonight, he's going to be sharing a little about the magic of student registration roundup day and a little bit of positivity about what the new school year how it's begun already. And here we'll be

006hearing from one of our students as well. So, it's my pleasure to welcome you to the front. Let's put our hands together for Principal Roach and Scarlet Gamble. Good evening everyone. I hope you all had a wonderful summer. It's wonderful to see you guys. Um my name is Sean Roach and I'm the proud principal of Pacific Grove Middle School. I'm joined by one of our seventh grade representatives, Scout Gamble. And we are going to talk a little bit about I I really like doing this early, too, because it really shines a light on the work that's done before school. And I think that's really important to get every everything ready to give you guys a really good view of of what's going on. So, uh we began with a registration roundup which was prior to

007the school year and it is a wonderful community event. It's where families get to come uh with their students and walk the school kind of find out a little bit more about the school before day one. Um so that day one really actually is more routine than anything else. So it's something that we continue to do. Like I said, it's our our job at that time, you guys, is for us to really lower the anxiety for students, but really for parents as well. So, lovely to do that. Go ahead and hit that next slide. Okay. So, during that time, um we uh do a orientation for our students um our sixth grade students who are new students as well as students new to the district and we go over kind of the logistics and the

008nuts and the bolts and that kind of stuff. Um but it's also an opportunity for us to field a lot of questions and so one question from one student or one family um really informs everybody there and so it's a nice time and then of course there's a lot of uh personal contact afterwards which I really really enjoy. I know Mr. Tavani does as well. This is actually the second time that we've hosted this. We also ho host this um at openhouse night at the end. So again, our goal is to quell all those fears. Um, let them know that middle school at Pacific Grove is not like it is in the movies. Um, and just really kind of lower that effective filter cuz students can't learn when they're a little bit frightened or have

009anxiety. So that that on the far right, that's myself, Mr. George, who is our mental health therapist, Mr. Tavani, myself, and Miss Janess, she's our academic counselor. She's doing a wonderful job. This is in action where we're talking a little bit about the logistics and clarifying any questions that we have. Um you can see all the smiling faces in the top right. Everybody's quite happy to be there and um and again you guys the vast majority of the questions came from the students which is exactly what we want. We got a chance for them to feel like hey you know what your principal and your assistant principal aren't scary people and they're people that you can come and ask questions to. and the cloud thing. I'm not entirely sure what that is, but just assume

010there's smiles underneath that. Go and hit the next one, please. It's also an opportunity to partner with our community partners as well. Top right is our field of dreams. They handle our PE equipment and some of our campus swag. Um they're very philanthropic as well. They donate um a sizable amount to students who can afford those type of things. And so, uh the McLarens, that family there, both of those students came through the district. I actually coached with uh Mr. McLaren up there and just a wonderful family. So, somebody we're very lucky to have. We also partner with the city of Pacific Grove who's we've been doing this for about 5 years now. Um and they've got a lot of neat stuff going on that the community doesn't necessarily know about and we're really postco

011rebuilding that relationship about going downtown a safe place for students to hang out, do homework, um and just hang out with each other. uh top right and the middle right those are some of our alumni who come back and volunteer their time. So it's wonderful because kids obviously would rather speak to kids than they would adults. Um but these are kids that have gone through the school and can answer those questions. Um you know how to do your locker right all that kind of stuff. And bottom right um they are few but they are mighty. That is our PTA. They do so much in support of our school. um things that we really normally would not be able to do on our own. These parents work full-time jobs. They have kids at home. Um and

012they still donate large amounts of their time to support the school. So, I encourage everybody listening and everybody here this evening to join your PTSA, please. Uh this is top right. We could not do this without those guys. So, while everybody's gallivanting around having a wonderful summer, these guys are hard at work fixing everything up. We're not quite there yet, but we're we're really close. Um, but you can see Mr. Kota, Greg, and Thomas up there. They worked their tails off during the summer to make that a really wonderful transition back into school. There's Mr. Tavani with his hands rolled behind his head or I'm sorry, behind his back and um, greeting one of our students. And that's our counseling team down there. We wanted to make sure that families could come and appreciate and

013learn more about the counseling opportunities um at the middle school. Uh the gentleman on the far right is Brian BS. He is from Ohana and of course Ohana is with us uh one day a week and they run mental fitness groups and so those are self-identified students that might need some help kind of navigating not only the academic component but also the social emotional component as well. and the office staff. I mean, I don't need to say anything about them. They really run the place. They are vital. They're lovely. They are caring. They're loving human beings. Um, and in the middle in the back is Patula Lee. Uh, she continues to volunteer for us even though she hasn't had a student with us for six or seven years. Um, wonderful thing. It's an event, you

014guys, that is so fun. the excitement, uh, even the little anxiousness. It's it's a really it's a time for us to make headway into that so that we understand like it's not going to be scary and we're here to support you. Oh, this was our PD day. Um, so we as a staff had the wonderful opportunity and thank you Dr. Hegis um for us to begin to kick off our professional learning for the uh for the year. One of the things that we're going to be studying is high impact feedback and how to create students who are intrinsically motivated by learning rather than learning for grades or numbers or something like that. So, um it's not going to be a one-year fix, but it's something that we're definitely going to work on. We really want

015them to see it as a long-term journey rather than kind of a a finish line to learning once you get that grade. Um there here's the staff. There's a lot of smiles. It could have been a lot crankier, but it was not. They I I've got the best staff absolutely in the world. Um another thing we're going to be doing is working on our um professional learning communities. We do a really good job at PGMS, but we could get better. So, we will get better. And then we uh took an opportunity towards the end of the day, Dr. Hagus had the opportunity to join us for that where we articulate between the grade levels. So, our sixth grade teachers would talk to our seventh grade teachers, seventh would talk to eighth grade, and let them

016know who's going to be in their class before they even arrive. Um, it's a powerful practice, so it's something that we really take to heart. Um, we want to give these guys the absolute best opportunity to succeed. Here's some of the quotes from kitties that we asked in the first three days of school. You can see there's a little bit of an economy of words. Grace said it was pretty good. Um, Senor Clark, Spanish teacher, first day of school went great. It was awesome to see the kids. Excited to be back. Miss Parsons, it was really great to see all the students. I don't know who the poet was from the office, but they said it felt like sunshine and motion, smooth rhythms, vibrant colors, and joyful pulses. Uh, one of our eighth grade students,

017Charlotte, said it was a lot of fun because I have a lot of friends in my classes and I have a lot of good teachers and it was fun talking to them. One of our brand new sixth graders named Lucas remarked it was fun and a lot of lectures. Uh, second day quote, "There was no apple pie." Just saying, Robert. Just saying. Um, and another sixth grader, Ellie said, "First day it was fun." And finally, Beck had said, "It was pretty good. I'm happy with my schedule." So, right in the middle, if you want to look at this as a straw poll, but we have a resident expert with us today, Scout Gamble. And I'm just going to ask Scout just a couple of questions and I'm going to get out of your way so

018you can get up here. So Scout, what was something that surprised you in a good way during your first week back at school? >> Um, something that surprised me in a good way was how nice all of my teachers were. They were mellow and just chill. And one of them even let us sit on our desks. >> That's great. Who was that teacher? Oh, >> we'll talk about it later. Uh, did you feel welcomed and supported by your teachers, your classmates or staff during the first few days? Everybody was really welcoming. All of the teachers like did games so that we all knew everybody which was very helpful because a lot of kids in my class I didn't know. And all the students were welcoming and saying kind words and everybody was incredibly nice to

019each other and the staff was just showing people where things were, how to open lockers and just directing us to classes which was very helpful. >> Awesome. Finally, what is one goal you have for yourself this year and how did the first week help you towards starting that goal? >> Um, I guess to just get better at um just learning and I think all my teachers really helped by giving us a strong start and a good introduction to how their classes will be taught. >> Can we please give it up for Scout Gam? So y'all, that is a uh the middle school update. I really appreciate um letting us talk to you guys this evening, let you know how the first day goes and and also the work that kind of goes into starting the

020first day. There's a lot that happens behind the scenes. Um very quickly, um I'd like to provide the board and everyone else an update on the student that was struck by a vehicle. Um I've spoken with the mother. I spoke with the mother fairly recently and um the young man is out of surgery and convolesing at the hospital. It should be a couple more days um until he gets to come home. Um mom and dad were extremely extremely um happy with how things have gone so far. Uh the doctor did mention that the helmet most likely saved this individual's life. And so I think this is a vital thing for us to hit as a district. I think we need to partner as much as we can with anybody we can to educate students because

021um this could have been a big-time tragedy. So we continue to be in in touch with the family. They feel an enormous amount of love from everybody and they wanted me to thank everyone for their support and love on their behalf. Thank you very much for your time. Are there any questions? They probably would be, but in this presentation we don't do questions for it. So yes, well done, Principal. >> I was ready though. I was ready. Okay. Thank you guys. Thank you so much. >> Principal Roach, thank you so much for not only agreeing to uh represent the middle school this evening, but also hitting us off with our first meeting for the for the year. So, thank you for that. And we do have a culture of wei certificate that we would love

022to give uh to scout. I was calling you Scarlet. I love the fact that that's your that's your name. Uh and so this is really our certificate that we do that highlights our three core values uh which essentially drive all the work we do. Belonging, safety, and prosperity. And so thank you for being here this evening and sharing a little bit of your experience. I think what resonated for me, Scout, from everything that you shared was there was a strong sense of your feeling a strong connection and a sense of you feeling safe and a sense of belonging so early on in the school year. So, if you would please come up and accept the certificate on behalf of the board. Thank you for everything. >> Thank you. >> Okay, just a quick photo with

023the board, which we always do, and you principal wrote up at the front uh before we go into our second presentation. So, just come straight up to the front. I'm going to join you. Well, it is my pleasure to uh introduce the next presentation that we have this evening. Uh and this is something we do at the beginning of each uh every year uh for our first board meeting uh to introduce who our student representative uh is going to be to serve on our board for the school year. Uh typically we have one student. Uh this year we are incredibly fortunate uh to be introducing four student reps who will be rotating uh throughout the year. Uh what we realized uh last year is that given uh our students schedules because they are enrolled in

024so many different after-school uh activities and sports uh that it's really hard for this to fall on just one student. The benefit of having multiple students is that we get more students who get to uh really uh experience uh the advantage of serving as a leader representative and representing the student body. So not only do we have you know typically that would mean two but we have four students who all serve on the ASB board this year. So it's my pleasure to introduce them. Uh you know the role of the student uh the student representative is essentially to serve as a bridge to bridge that gap between the administration between the staff uh and and and the student body. And so essentially these four students are signing up to serve and advocate uh for our

025students to serve as the as their voice. Uh and I think the what they learn through that process is going to be invaluable. I had a chance along with our president and our clerk on the board to uh sit with three of the students. One of them was on was we're still on vacation at the time. So we're going to be making that up uh but with at least three of them to uh really do an orientation. And we spent a good two hours uh being able to talk about what student leadership means. And all I can say is how impressed I already am by not only their confidence uh the courage with which they uh just carry themselves and approach uh questioning uh but also their insight uh and this this takes courage. uh

026they are going to be sitting here and being and participating in some very important decisions and ultimately we talked a lot about their role as serving as as the student their student body voice and they are excited uh and the amount the level of questions they've already brought forward just shows me how lucky we are to have these four individuals who are going to be serving this year. Uh so I'm going to ask each of them to come up to the front to accept their plaque. I'm going to have all four of them come up and I'll present them. Then we're going to do a photo opportunity and then we'll be seating uh our first student represent representative who actually is our president of ASB uh to will be serving as the representative this evening.

027But I'm also excited the fact that we'll have photos of each of you that are going to then be on our our website. So that's good. All right. So the first student if you could please help me congratulate and welcome to the front is our ASB president this year and that is Jasmine Booker. Our second student is Paige Syla Sulu Gurum and Paige Houston. Again, thank you for for signing up and being willing to step into this role. We are beyond excited about what you're going to bring, what you're going to learn through the process, but more importantly, uh the value that you will serve in in in standing in this role. Another round of applause for all four of them. Please, I'm going to invite you to the front and we're going to take

028a photo first with the entire board and then I'm going to do individual photos with all of you at the dis. Uh so if the board would come up to the front and let's do another photo. remind you kind of a post office Let's have a great loop. Go ahead. Thank you. >> Another round of applause for the four of them. Thank you to all of you. And well, this is a session now. So, Jasmine, if you want to come on up and take your seat and I will place your plaque for you. I present to you this year's and our first in a rotation uh student board representative Jasmine Booker, >> which is perfect timing because the next item on our to-do list is uh item 4 a communications from the student representative. So,

029Jasmine, please go ahead. Hello, good evening. Here are some highlights from the student report. Um, Pacific Grove High School is offering the PSAT this year to 10th and 11th graders on octo on Saturday, October 11th. This is the first time they are doing this. Um, we are working on painting our parking spots for senior and senior lot. We are working with Mr. and the facilities department to explore environmentally friendly ways to decorate our senior parking spots. Also using this as a senior class fundraiser. On Monday we had student orientation. Breaker buddies was a huge success both AM and PM sessions. Lunch was provided and we also did play games. Made great connections with older stu older students and did tours on campus to meet the staff. There were about 140 freshmen. On Tuesday, we had

030senior sunrise. It was at Lover's Point and was very well attended. Sports triyouts are coming up. All fall sports have kicked off with practices and tryyous. Cheer dance, girls and boys water polo, football, cross country, girls volleyball, girls tennis, and girls golf. The back to school dance is next Friday, August 15th. And at the community high school, there is a garden which many community volunteers, Miss Monty Piper and Miss Pam Weaver, have worked all summer and have the garden looking great. The community high school staff will be offering agricultural and environmental education again in 2526. Students began also students began classes this week right along with Pacific Grove High School. Thank you. Very good. >> Thank you so much for those updates. And now we're going on to the next item which is board member

031comments and written communications. So one of the things I'll do I'll start with myself and go around since we I guess we started with Jasmine. And just a reminder I'll try to either on some things do that and do the goound or if not and you really want to speak just grab that mic let me know you want to say something and I'll do my best to make sure we are all have the chance to speak including yourself Jasmine. So with that let me go to my notes quickly. Um, I received two emails about enrollment in class sizes of the elementary school, one about personnel matters, and one about the Ocean Guardians program um, at Forest Grove. So, in terms of my comments, it's not just the first board meeting, but it's like a welcome

032back board meeting tonight. Um, and important to note though, not everyone in the district had a break. So, we should take a moment and we'll hear more about it later to acknowledge all the hard work and dedication that continued throughout the break, whether professional development, whether teams upgrading our facilities or teachers and administrators participating in summer learning and enrichment programs as many summers, but this has been a summer of preparation and progress, which sets the stage for the strong academic year ahead. After the welcome back breakfast, it really made it apparent that there's a real sense of energy and optimism across our schools. It was nice to be reminded again of the growth we've seen, ensuring that the students are feeling seen, supported, and inspired to learn. So really excited again welcoming folks back, the

033students, teachers, staff, and building on the momentum of what we accomplished last year. I love the way Principal Roach said it is we're doing great, but we can always again look for those ways to do better. So, thank you for everyone here in the community for the continued partnership and I'm really excited to see what PGUSD can do this year. And I got two quick messages from my kids. One a sixth grader and once one a 10th grader from the sixth grader to PGMS. Thanks for being welcoming to the PGMS teachers and staff such as Principal Roach and Vice Principal Tavani. And then from the 10th grader, I guess the free food giveaways at lunch have been very well liked by the students at the high school. So, nice job on that. I'll finish with

034a little more of a somber note. It was talked already about for the update, but we had what I would say is probably every parent's nightmare happen on the first day of classes where a student had an accident with a car on the way to school. and we as a board have discussed ideas and frankly wish that we had put something into place already, but we're lucky that this was while it was a major event was not worse than it could have been. So programs like Monterey County Safe Routes to School is focused on provide providing solutions and preventing incidents like this, dramatically reducing the goal of dramatically reducing student collisions by improving dropoff zones, expanding crosswalks and sidewalks, signage, and supporting safety education initiatives. So I think that's something I hope we can bring

035up as a board in a future agenda item potentially. That said, I am really happy to hear that the student is recovering and I am very proud as I've heard through the grapevine of how PGUSD community and beyond really rallied behind the family. So that's again about the best we can do given the circumstances. So with that I will pass the mic down the way to clerk Mary. >> Thank you. Um I was going to make similar comments so I will just say well stated and thank you. Um, welcome back. Mr. Roach already plugged it, but I was going to mention to anybody who's listening to please, please, please join your PTA, PTSA. It is such an incredible community of people to be a part of in a really great way to just like foster

036community within the schools and um, you are needed um, badly. I'm at majority of the sites. Um, the other comments I was going to make, you covered around safety. I think we've got work to do in advocacy and education and regulation and I don't know what exactly what it looks like but we're committed. Um kind of in that same vein but adjacent um my family has recently engaged with Ohana mental health services and um it is an incredible family centered program that provides individualized care. they are covered by a lot of insurance plans and the issue had been that there were really long wait times and I can say now that there are very very short wait times that has shifted. So um if you need support as a family or if your student needs

037support like they are actively open and available and wait times are short and there is there are so many services that are offered there. So just put that out there. Um, and then thank you to the Kowanas for their wonderful pancakes and sausage on the welcome back breakfast. And I actually got to meet uh Mike Nikham, a former board member that morning. So that was really cool to have that connection and just hear about the bond that was passed um to build the stadium when from that board and just to hear about the community support that's been so ongoing for our schools. So that's all. Thank you. >> Just outline. Thank you. Um well, welcome back. Um so it felt like a really quick summer, but here we are. Um thank you Elliot for um

038talking about safety. That was definitely on my mind. One of the things I wanted to bring up is um it would be great to see PGUSD really partner with the city um specifically to just look at safe paths to schools. Um, and um, I did want to just um, kind of address the fact that I have been away for a few meetings. I know that's not gone unnoticed. Um I and I think everyone's aware because Superintendent um Adamson had discussed it previously, but I did have um a pretty severe back injury and I had to take some time to heal away from um kind of daily life. So, uh it was tough to do, but I had to prioritize my health so that I could attempt to avoid surgery. And I'm still doing that. And

039thank you, Buck, for the pillow. he ran home and got me a pillow. Um, so I just wanted to uh say that I'm glad to be back and I have realized through my time away from the board that as I was rep prioritizing things in my life that and learning to say no to things uh that I was overextending myself with that this is one of the things that I wholeheartedly say yes to and that is why I'm here. So, I may be standing up and moving around throughout this meeting. I hope that's not distracting. But, um, I also want to say thank you to everybody that reached out and for the support that I received. Um, and I'm glad to be back. So, let's do this. >> We're so happy to have you back

040as well. So, thank you for that update. And Jesse Schmas, >> yes, welcome back, Laura. >> Thank you. >> Um, I just want to do a special thank you to Lucero. Maybe she's she's gone already. Okay. Because during the break, our break, she's working as many of the other ones are, but she has a lot on her plate and and I just want her to know that she's appreciated and and it's a tough job. Um and then I want to talk to the student reps because um just for you to know that you can bring forward some ideas, you know. So, you don't have to just read a report of what has happened at school. If there's something that you feel um needs to be changed or you want some attention paid to it, you

041know, that's something that you can bring forward. Um as an example, um the reason you have open campus is because a student rep requested that happen. So that was a big deal back then. I voted no by the way. But so not always outvoted. So but just to give you an example of you know that some one of the student reps back then you know made a really good argument for it and convinced the board members to go with it. So so don't think that you're just you know um a pretty face up there. you know, you're you have a a role to play and um you know, we want to it's important to hear from you and your own experience just like we're talking about the safety. You know, what do you guys think

042about safety? You're how do you get to school every day or how about on your campus? what do you see as uh problem areas or you know these are things that we want to hear and if you're interested we're interested so thank you >> said again trusty wax you have a lot of tough acts to follow >> I do have no comment >> um yeah besides echoing what everyone has said about um welcoming back to the school year um I just wanted to give some anecdotal reports I guess to add on uh my daughter entered middle school and um with the registration roundup and um walking the campus before and everything leading up to it, it's been a very easy transition and she was very impressed by like a slide in move that Principal Roach

043did. She said it was magical. Um, and then my son at Forest Grove, um, the first year that he was there, uh, his kindergarten teacher will attest, he literally like had to be led in with like chocolate kisses cuz he was, uh, hysterical like going in and now every day he's been so far he's been like, "Yeah, I mean, pretty fantastic." Uh, so second grade is off to a good start. Um, and let's see, to echo trustee outer's comments, a couple of us are meeting with the city as a subcommittee next month. And yeah, so safety will very much be on our minds and I know at least a while ago complete streets was kind of at least a goal for the city and I'd like to see that. So that's like crosswalks, but also

044bike lanes and everything else. And then um I'm very glad the student is doing well. I appreciate uh PGPD kind of giving more eyes to the situation especially this first week about everyone getting safe. And then I don't know the full story actually, but uh while kids should wear helmets and respect the laws of rule, I believe the driver went away, right? No, never mind. I would not I was not gonna shame that person that Well then good job citizens of Pacific Grove. Um that's awesome to hear. Um and I'm really looking forward to this year and I will also third or fourth uh the plea to join the PTA. Um, oh, and the other thing is, I know it's not an official, uh, you know, it's kind of ancillary related, but the Wave program

045was amazing and our schools are are just amazing sites uh, for kids in the community all throughout the year. So, um, very appreciative of everyone who works here and makes this a community. So, thanks. >> Well said everybody. Thank you so much. And now we go to our superintendent report from Dr. Adams. Well, thank you all for highlighting so many wonderful things, not only through the summer, but yes, from our first, you know, week of school. I've just got three uh key, you know, topics that I'm going to include in my report uh which is going to include maybe just a few little slides, a very brief summary of what I presented at our welcome back breakfast. Uh which thank you, you know, President Hazen for referring to it. really was just a wonderful energized

046event uh attended by you know members of our board, members of our of our city uh and of course all of our staff uh and yes thank you to uh Kowani's club for uh share being you know donating uh breakfast and being there that morning to kick us off. Uh and so just a few you know uh highlights I really want I feel are appropriate uh for us as we you know head off into the beginning of a new year. All right. So, the first one I really just want to um target and and and talk to is what I refer to as the the magic and the miracle of the first day of school. And it truly is when you think about everything that has to go into uh us our schools being ready

047and open to welcome those uh joyful students. And really a number we're looking at is you know just uh very close to 1700 students who are arriving on that first day of school. Uh so as I said I referred to as the magic and the miracle and it really can be compared to a symphony. Uh when you think about everything and the community and the teamwork that goes into a few highlights I think of our maintenance and grounds team preparing through the summer uh ensuring that every space sparkles on that first day. Our bus drivers navigating those bustling routes. Our office staff who are orchestrating the enrollment and welcoming valet we could refer to it as our pick up and drop off supervisors managing the bustling hells and goodbyes. administrators coordinating those lastm minute challenges

048and requests and our teachers welcoming classrooms uh and our custodians right ensuring that everything is ready and prepared and safe for our students. Every one of those roles plays a critical piece in the entire team that becomes that symphony and I think the reward that we have right is those smiling faces of our students and yes definitely our parents is uh they will get to drop off their students. So I think I really want to acknowledge that and just a very warm and heartfelt thank you to our entire team uh who did their part who really we can't do this alone. Uh everyone coming together to be ready and have a successful first day. The second part of what I want to highlight is something that you know each of you have already you know

049just addressed and principal wrote you know shared you know some information some good news you know on that incident that occurred. I think you know our safety is at the priority of everything that we do right and that starts when our students get up in the morning to head over and and to arrive safely at school is always our goal. Uh and on that first day that we you know truly did experience something that really you know served as a stark reminder I think for all of us about that importance of safety. I I really just, you know, want to, you know, start by acknowledging uh the immediate uh and quick response time of uh not only PGPD but our emergency services who were on the scene within minutes. We had several members of our

050district office staff who it was, you know, really almost right outside the district office who were there, you know, on the scene immediately to provide support as well. Uh and I think in those critical, you know, first minutes, you know, those those every minute counts. So again you know thank you uh to everyone and those individuals and teams who were there to provide that immediate support. Uh as principal wrote shared it is looking you know very promising. I too had a chance to you know speak with the students you know mother. Um and again just that that that gratitude from the family on the outreach of support you know has been really important. Um I think it's critical that you know everyone knows that yes you know I'm so grateful for the staff at the

051the middle school that you all reach out in being able to ensure that you know the student and the family have everything that they need in these coming days you know as he continues to recover. And that's what we do when we talk about our culture of we when we talk about you know our being able to wrap around that support around every single one of our students and families when something like this happens to one it happens to us all. And so on that note, I'm just grateful for the commitment and the collaboration, the support that we received from the city that we received from PGPD. Even prior to the first day of school, PGPD had already committed to having additional patrols and presence and visibility at all of our schools throughout this first

052week of school to begin uh as families and students, you know, um familiarize themselves, right, with those routes to school. Uh we have an ongoing commitment. I was able to meet with our city manager and our chief of police uh the day that that event occurred uh to really talk about what our next steps are. We have, as trustee Wax mentioned, our uh next joint subcommittee with the with the city uh that will take place at the end of August and one of those topics on that agenda is safe routes to school. uh and I've already connected with our chief of police about immediate next steps that we can also put into place prior to that on the education of with our families and our students about uh the safety of uh ebikes uh e

053scooters right I think but really just you know the walking and and and riding regular bikes to school I think that's a priority along with that absolutely working with our city but I I want everyone to know that is a commitment we have that support and that shared collaboration with the city in moving forward so There will be more to come on that. Um, and then really I think my last item really that I want to share is a little bit of what I highlighted at our welcome back school. It really is as we're starting out a new school year to 2025 2026. I want to share a little with everyone on what our focus is going to be. And I'd like to start with a student video. Uh, you know, this is a video

054that was put together in collaboration with our our school site staff at the end of last year. We uh had really wanted to hear from our students and hear about their stories. We kicked off the beginning of last year with a strong commitment to building a culture of we which is rooted uh within our three core values of safety, belonging and prosperity. Uh we had identified and really looped in each of those core values into our three-year plan, our LCAP. uh and we uh assigned four goals to our commitment to building that culture of we uh that really has built in accountability and actions that we as a district are required to take that we report out on and intend to and need to see progress on. But when we ask the question, how do

055we know what we're doing is working? It truly comes back to asking our students and our families are what we are doing does it matter and are we seeing the progress with it? And so this v video truly highlights the voices of our students and their shared stories on what their firsthand experiences are. And so I'd like for us to go ahead and just sit back to listen and watch. [Music] It's really cool to see my home life and like places that I go and like things that I do are also being included in school. >> Can you tell me about this book? >> It helps me understand people without autism. the inclusivity of like, you know, LGBTQ people has been a lot more represented throughout our campus. One of my biggest things that I

056truly believe in is that people of color should be represented. Even if there's not many people of color at our school, but they're still people and they deserve to be represented. [Music] There's been situations where I went to him and like everything was going away ASAP. A lot of the staff that I truly believe in and they deserve to be represented. [Music] Like everything was squared away ASAP. A lot of the staff is like really good and on top of that stuff. >> She talked with that person. Did she do the right thing in problem solving? >> Yes. >> How did that make you feel? >> Happy. >> We share not only about the class, we share about the life stories. Every staff and the teacher here is so welcome and warm. >> I've never

057felt like I've had to sit there in my sorrow. Like I've felt I've always felt like there's been staff here to comfort me. [Music] When I first got here, it was like I did see like some stuff in the staff or whatever where I felt like I was being treated differently. And now a lot in the staff, I've seen like more like equality or whatever and like I felt better treated. >> So we are friends. I made a lot of friends um with my classmates and my teacher too because we can have different opinions about the issue but we all respect of others opinions and of the background and the religions. The moment you enter the school you feel so welcomed by the staff and so supported by your teachers and I have never skipped

058a class and I never wanted to. You said that you were part of that conversation with that student. >> It's really nice to be able to heal with another person. >> I keep working on like the community like trying to bring everyone together. [Music] We just have so many amazing people in the school district and if only we could reach out to the youth part of of the schools and like make like a bigger change and I know we can but like [Music] to answer that question. How do we know what we're doing is working? There it is directly from our students and that doesn't mean that we have reached where we need to go. We know we have still a lot of work to do as that last student mentioned, right? But again, I

059think it's important that we take the time to stop and reflect on the progress that we are making and give that renewed commitment at the beginning of a new school year to double down on continuing building that culture of we and continuing to put into action. uh everything that we worked on and have worked on so hard last year, but ultimately in the last four to five years as this district uh five years ago began that priority with uh working on cultural proficiency and embedding and implementing the practices uh that that surround that approach. Um so I think when we think about uh on the next slide, you know, looking at data and looking at what was highlighted in that video, uh looking at the data we were able to collect last year as part

060of our LCAP, which is our three-year district plan, you know, there's some huge highlights that, you know, we need to take the time to celebrate. Uh in the area of academics, right, we continue to see our students outperforming county and state averages in both English language arts and math. uh significant areas of improvement across various grade levels and demographic groups. Uh and that's in the area of what we would refer to as prosperity as our you know third core value. Uh for belonging and safety the significant improvements some of which were highlighted in the video. Student belonging is up from 65 to 83%. Racial bullying reports have dropped with only 94 with 94% of students saying never or really that they've experienced it. Parent beliefs that school care increased went from 88 to 93%. Parent

061beliefs that teachers are responsive to students social and emotional needs increased from 79 to 87 and we saw an increase to 95% of students who feel they are respected at school. So really when we you know talked about that last year it really was when we're talking about belonging and safety. It's about ensuring that every student has at minimum of one adult at their school that school site that cares about them. So encouraging to see that. Do we still have work to do? Absolutely. And we are committed to continuing uh to double down on those efforts. I think when we're talking about um and this is a slide that I'd shared at the beginning of last year, but really alignment comes into play right for to ensure that all of our efforts are aligned towards

062the same goal. Everything goes back and and can be referenced back and directed to our LCAP. That drives everything we do. when we're talking about alignment, our strategic, our district, our school site plans are all in alignment with our board goals, right? And all of that uh you can point back and is referenced back to the goals uh that are defined in our LCAP. Uh it is for this reason as well on this next slide that we organized our efforts last year around five key district priorities. I want to give uh credit to Dr. HQ who really used this as an opportunity for us to highlight what those initiatives were and put this visual together for us. You can actually see this uh in an enlarged version outside in the hallway and at all of

063our school sites. But ultimately these five initiatives drive the work that that we do. Uh you can see our core values right which we mention and we sure are embedded and implemented in everything that we all of our actions that they are lived each and every day. Cultural proficiency has been a shared focus for several years now. Uh we continue to build and grow in that area. Last year we highlighted restorative justice and that will be something we continue to build on this year. Professional learning communities. Principal wrote shared that a little bit of the professional development that he and our at all at both our secondary sites, the middle and our high school are focused on as a staff. Uh and then you know really showing that as an integrated approach, right? It's about

064ensuring that alignment that we continue working towards that same shared vision of student success. Our LCAP itself and I'm going to ask um Mr. Algazi just to do you thank you to click on that and that's really it's a two-page summary. I mean our LCAP is a significant document but really this highlights uh the four goals uh that really make up you know what what that plan is. Uh and each of the goals again are uh are rooted in one of the the core values. Goal one is academic uh and really aligns to belonging and prosperity. Goal two is specific to social and emotional learning uh and that aligns to belonging and safety. Goal three aligns to prosperity where we're focused on targeted academic support for students needing additional support. And goal four, belonging, safety,

065prosperity, which is our cultural proficiency goal, which when we built our LCAP last year, we made that as one of those goals to ensure that that was an continued area of focus. Uh the next slide just shows one of our posters that really identifies our core values. And this is something that you will see around our our district in every space and place at all of our school sites and district office to remind us of what we stand for and what we value. Um you know our shared value on the next slide on our shared focus on professional development uh which really was aligned in that first visual. We're going to be focusing this year on building and continuing uh to build that growth in cultural proficiency specifically focused on restorative practices. Number two, professional

066learning communities. And number three, our new adopted curriculum for English language arts at the uh elementary level will be an area of focus for our teachers. And really the last two slides with this just talk about how the importance of leadership when we're talking about building a positive culture. uh we know that that starts with the leaders who are really driving the bus so to speak uh when it comes to you know how we are going about building that and that is the reason we've selected uh the energy bus uh which is a book study that we'll be uh studying at the district office and with our leadership team this year that quote by John Gordon the author of the book culture drives expectations and beliefs expectations and beliefs drive behaviors behaviors drive habits and

067habits create the future that essentially gives the the the foundation upon which this book is written and really it ties in closely to what our focus is. Um on the next slide it really just highlights some of the the key themes of the book. Uh we were going to be focusing on positivity being a choice. Uh if we're following the 10 rules within the book that we're leading with purpose and energy and surrounding ourselves with the right people. So really on that last slide, I think my commitment that I made to our staff at our welcome back that is going to be something either, you know, I will be made accountable for this year and that is a picture of my 10-year-old self. Uh and I think that's important because we all need to remember

068right as educators that we are serving as students for important for us to remember ourselves at that same age. So I share that picture uh with my two little pigtails in what we would call plats. I know it's braids but plats in South Africa. uh that I'm going to serve as as your my commitment to serve as your CEO, which is not the traditional acronym. It is your chief energy officer coming from our energy buffs to love every single one of my passengers and to keep on showing up and driving with purpose so that we can continue our goal on that last last slide of driving with purpose, ensuring that we have alignment and cohesion, building drivers of our culture of we, belonging, safety and prosperity, our three core values. And the important piece on

069this is that everything we do here impacts every single person in this room. We talk about culture of we everything we do, you each play a significant role. Um, and I'm excited about where this year is going to take us. With that, I turn it back to you, President Hasten. >> Thank you so much for the report. It was fun being reminded of that presentation from the welcome back breakfast as well and the silence during that video in particular of everyone paying attention. Um, we're on to now the safety report. Um our president >> uh so I'm going to cover tonight uh quite a few items so bear with me. I don't have the slides but try to track along some of the highlights for 2025's uh district was our district-wide safety training. Our big

070five protocols staff orientation was held um on July 30th with our safety director and adult school principal Miss Barbara Martinez. uh where she presented a comprehensive look at our big five protocols and other safety trainings uh for staff. PGUSD intends this year to train all staff and students uh on standard reunification process. The re uh reunification process follows the national incident management system that's NIMS and trains our staff on complete accountability of students during any form of a crisis. stites sites have collaborated with the district uh leadership team to build a look ahead for the year for all campus drills to be delivered at each school site. As a reminder, these include the five big five protocols which are the evacuation drill this year with reunification, secure campus, drop, cover, and hold discussion on lockdown

071drills, shelter in place. Also, some new additions this year uh the we've got your back in-classroom training to students um on active crisis response. We'll be training staff and and uh on the illness injury prevention plan, workplace violence prevention plans, the incident command system structure, ICS 100 through 300, and finally refreshing student training on the Sandy Hook Promise Anonymous reporting tool. Some of the facility infrastructure projects that uh have occurred over the summer and then some that will be discussed later on uh when Director Anderson goes over his presentation. Uh we have a new service provider with Otis Elevator. They've inspected, made repairs, uh, and service and load tested all five wheelchair lifts and three elevators districtwide. As of this morning, I can report that we have the high school stadium chairlift and the RHD

072auditorium chairlift uh, with a posted certification notice. We have temporary conveyance permits on all of the other uh, equipments at all other sites. So, that's really good news to report. That's been a heavy lift from our facilities department working with the state of California and the Department of Industrial Relations. So, kudos to the crew for getting that accomplished. Uh, and as I mentioned, a lot of the summer projects that we will be discussed later in Director Anderson's presentation. One just to highlight over at the middle school. Uh, for you middle schoolers and staff, you'll see that we now have 6T fencing all the way around the lower half of the middle school. That's the entire uh northeast section. Uh, that covers rooms 31 through 39. So, where our our um u what used to be

073the wood shop, it's now the flex lab. as one highlight. Some of the goals for 2526, uh, we've got quite a few goals. Uh, continue to develop a multi- agency safety protocol for health and safety issues. This is also tying back into our joint venture with the city. Update the PGUSD website to include all new health and safety related materials. We do have a brand new website for those of you that haven't uh surfed it lately, but um, we're working on the safety page as well, but there's a lot of comprehensive information on there. uh training to implement the Monterey County Office of Education countywide safety data sharing agreement. That's another uh goal for this year. Begin to build a level two behavioral threat assessment team. Last year, the entire district went through building of

074level one threat assessment team. So, we're working towards the behavioral threat assessment teams on level two, which broadens our scope beyond our school district and involves our our county and and uh city stakeholders. Uh offer training on post reunification. I mentioned that previously. raise awareness about online safety, continue to raise awareness about human trafficking, and finally, um, we're going to develop a safety corner update, which is, uh, going to be embedded in all of our school site safety newsletters that will highlight safety updates that are shared here at this board meeting and address any safety concerns that are a priority to specific sites. And with that, that's the end of my report for the night, Dr. Hazen. >> Awesome. Thank you so much. And so we're now on to item five, which is the individuals

075desiring to address the board. And I'll make a just I'll repeat this comment, but just to make another point. This initial period is for items that do not appear on the agenda. So there's something you'd like to say that does not appear on the agenda. This is the time to say it. Read my little spiel. Uh public comment on any item of interest to the public that is within the board's jurisdiction will be heard. The board will also take public comment on each specific action item prior to board action on each item. Any individual wishing to comment on a specific item on the current agenda are kindly asked to wait until that item is being discussed. The board will allow a reasonable amount of time for public comment on each agenda item, not to exceed

0763 minutes per speaker and no more than 20 minutes per agenda item pursuant to board policy 9323. Speakers will be called on sequentially, usually one online, one in the room, uh, until no speaker is coming forward or the time allotted to each agenda item as elapsed, whichever comes first. Also, an important reminder that this meeting is a business meeting of the board of education conducted in public. So, the Brown Act limits the board's ability to respond to public comment, whether it's verbal or and wavy. The board may choose to direct items to the administration for action or place an item on a future agenda. And then the last one just echoing some of the culture of Wii points is a reminder that our shared commitment to fostering a safe, respectful, and inclusive space both here

077in the boardroom and beyond. To support this environment, we ask that attendees refrain from applause, finger clicking, or any form of acknowledgement in response to a speaker's viewpoint. Again, this does not apply to great presentations like we had earlier today. This ensures all individuals feel comfortable sharing their perspectives without fear of judgment or retaliation during meeting in online spaces spaces. So, thank you for helping us create a space where all voices are respected. So, after that long uh reading, we now have time for the community member to come community members to come up and speak on non-aggenda items. So, do we have any in the room or anybody online? Seeing none, just pausing again just to be sure. Um, we now go on to PGUSD staff comments. Okay, this is looking like a short sess

078part of the session. Um, so now we're going to move on to Oh, bathroom. Okay. >> Air condition. Um we have now a presentation from John Anderson fixing our air conditioning. Um now we're moving to the consent agenda item which and these are considered to be routine may have been discussed at a previous board meeting. So we're not going to discuss these items prior to the board vote unless a member of the board including our student trustee requests specific items be discussed or removed from the consent agenda. So these are items A now through V with a walk-on item. And so I will open the consent agenda to public comment. Seeing none online and none in the room, I'll now look to our board including the student trustee if anyone would like to have anything.

079I see trusty opar please. Actually, just um it was just a question, not anything specific on the consent agenda, but on our >> um on our contracts for individual um or independent con consultants. My question is about the DOJ clearance. um how often we have a box that marks previously received DOJ clearance and I'm wondering how often we're repeating the clearance. Is it annually? Is it every time the contract comes up? And is it for every employee that is going to be coming to the facility along with that contractor? Like if it's for example V the add-on the bratwurst mobile or whatever it is >> broughtwurst USA. So I understand or brought worst USA. So my question is, is everybody that comes with that business or with that um truck, do they all have DOJ

080clearance? And then how often is that DOJ clearance repeated? >> And I think this this covers multiple consent items, but >> just sort of as a blanket >> as a blanket rather than not specifically, but just in general. >> Sure. Um the intent of the contract is that we get a current status of uh the you know employees that are fing fingerprinted. So as they renew every year then they are stating when they check that box that their employees have been cleared by the DOJ and once they are cleared by the DOJ if uh they do something um subsequent to their initial clearance then they get flagged and then it's up to the employer to remove them from the employment. Okay. And that's every employee. It's not just the contractor themselves, but every employee that

081comes onto campus for an event has DOJ clearance. >> That is what that check box is for. Yeah. >> Perfect. >> Thank you for that. That's great. >> Excellent. And just to double check, do we have someone from the the public wanted to comment on consent? You want to unmute and we can see uh looks like Miss Miss Pratt, Mr. Mrs. Brad wanted to comment on something on the consent agenda. >> Hi, sorry. I was trying to make a comment earlier and I couldn't figure out how to raise my hand, so I I'm not sure if you guys will allow it, but I did um miss my uh my window. >> It's okay. It's the first day back in school, so I think we can allow, but yeah, good learning experience for us all because

082I know it can be tricky. So, yeah, please go ahead. >> Okay, great. Okay. Um my comments are uh regarding the disparity in the um class sizes in the fifth grades. The disparity interrupts quickly. I really apologize. That is something we're actually going to have enrollment discussion coming later. So we would love if you could stick around and comment to that. >> No, that's totally fine. I didn't I didn't see it on the agenda. I will go ahead and wait. Thank you so much. >> No, thank you very much and I appreciate you joining our meeting. So that's I think that one is going to be item D under our discussion. Um so we will bring that back up. Okay. Thank you so much. And we're now moving on to board discussion again or back

083to board discussion. And anyone else want to comment on consent. >> Um just that kind of related to how um Laura was bringing up the question on uh the yearly eval of um DOJ. I mentioned to Linda when we had a meeting that uh because we talked about having a policy on evaluations and so this is one place that be easy to start with is just like when you are uh approving these contracts you know we want to have maybe a year-end eval on the contracts and it doesn't have to be complicated or anything but you know were we satisfied with it, you know, is there any problems with it? Just that kind of a thing. And we have a record of yes, we used this contractor was good, it was so so or we

084shouldn't use it again. So something like that. I'm going to I told her I would u look for the research on on uh verbiage for this policy, but I'm just bringing that up that this is a good place to to you know be um using it. Yep. Great trial for the policy committee again starting off the year. So, thanks both. Okay. Any other consent? If not, I would look for a motion to approve the consent items A through V. >> I'll second. >> Okay. And can I get a second? >> I'll second. >> And I should say now we go first to student vote. I or sorry >> I. >> And then all on the board. >> I. That passes one zero from student vote and 5-0 from the board. Motion made by Trusty Otar

085and seconded by Trusty Schmas. I think I remember correctly. >> So now we're on to action discussion section 7A. We have resolution 1161 that is going to be presented by Dr. Adamson, but I think we'll have trustee Wax giving us a reading tonight on it. Yes. Well, this September, we'll be taking time across our district to recognize and honor National Hispanic Heritage Month. Recognizing National Hispanic Heritage Month is one way we can re reinforce our commitment to a culture of we to remind you to our students and families that they matter, that their stories are part of the American story, and that our schools are better, stronger, and more vibrant because of their presence. It is my pleasure to now ask Trusty Wax to read resolution 1161 for us. Thank you, Trusty Wax. >> All

086right. Resolution number 1161. Resolution recognizing October 15th, 2025 through October 15th, 2026, I presume, as National Hispanic Heritage Month. Whereas National Hispanic Heritage Month is celebrated every year from September 15th. Oh. Let me go back on this. Yeah. So, this is September 15th in the header of this. It's labeled with >> So, we can amend that as we >> Okay. When we approve. So, let's Yeah. >> So, resolution recognizing September 15th, 2025 through October 15th, 2025 as National Hispanic Heritage Month. Whereas National Hispanic Heritage Month is celebrated every year from September 15th to October 15th across the United States, honoring the rich heritage, history, traditions, contributions, and cultural diversity of American citizens who came from Mexico, Spain, the Caribbean, and South and Central America. These citizens roots trace back to Spain and 19 countries, including

087Mexico, Central, and South American nations, and Caribbean territories like Puerto Rico and Cuba. And whereas this month-long celebration starts in midepptember to coincide with the independence anniversaries of several Latin American countries. On September 15th, Costa Rica, El Salvador, Nicaragua, Guatemala, and Honduras commemorate their independence from Spain, followed by Mexico on September 16th and Chile on September 18th. The period also includes Columbus Day/Indigenous People's Day, also known as Dia Raza, in mid-occtober. And whereas this year's theme, collective heritage, honoring the past, inspiring the future, deeply resonates with Pacific Grove Uni Unified School District's three core values of belonging, safety, and prosperity while encompassing the culture of Wii. Thus emphasizing the importance of both preserving and celebrating the rich traditions of the Hispanic community while also looking forward to the future and the contributions that will continue

088to shape American culture. Whereas there is no collaboration more vital to the success of PGUSD students than that between our family and staff and the community at large. By embracing this collaboration, we build a stronger, more resilient education community that recognizes the profound impact of Hispanic pioneers, past, present, and future on our shared journey toward excellence. Together, we honor the legacy of those who have come before us and continue to inspire the leaders and change makers of tomorrow. And in the Pacific Grove Unified School District, Hispanic students make up 20.9% of the population. And whereas the word Hispanic is typically used to describe people with a heritage rooted in Spanish-sp speakaking Latin America, the word Latino typically refers to people of Latin American, Mexico, South, and Central America, the Caribbean origin or descent. And whereas

089the Hispanic Heritage Month was first introduced by Congressman George E. Brown in 1968. With the civil rights movement, the need to recognize the contributions of the Latin community gained traction in the 1960s and awareness of the multicultural groups living in the United States was simultaneously growing. And now, therefore, be it resolved that the board of education of the Pacific Grove Unified School District hereby honors National Hispanic Heritage Month and recognizes that Hispanic Americans have been integral to the prosperity of the United States. Their contributions to the nation are immeasurable and they embody the best of American values. The Hispanic American community has left an indelible mark on the US culture and economy. Thank you so much. And we now will open up for public comment on this resolution. No one online and no one in

090the room. I will come back to the board and student trustee if there's anyone that would like to make a comment. Um just that you know I I mentioned this before I was on the board but we play a lot of teams from South Monterey County and um I know that when they come here they feel somewhat tentative and so I just want us to be so aware of what we can do to make them feel welcome, make sure that we are Um just maybe doing something small as if we have either sign some signs in Spanish, whatever we can do that is um making them feel like they're not coming to a place that uh doesn't know them, you know. So, um it it's just something that I know I have experience with. Um,

091and so you'd be surprised how many of those families don't feel comfortable coming to Pacific Grove. So that's just something we can do like just with the athletic or other events, you know, it's something that we can put these kind of um values into action. >> Yeah, it's a good reminder that these resolutions are not just, >> you know, for show that we're actually putting these into pra practices and actionable outcomes. If no other comment, um, would anyone like to make a motion? >> I um I uh move to move the resolution number 1161 >> and I'll make a friendly amendment with just the change of September 15th to October 15th that you caught as well, Trusty Wax. That's okay, folks. And I will go ahead and second it while making that friendly motion as

092well. I think I'm allowed to do that. So with that um student trustee vote >> I >> the remainder of the board I >> I >> So the vote passes 5-0 on the resolution. So we're now on to item B our last action item of the night which is our proposed board calendar. So Dr. Adamson you're in charge again. Of course >> I do not have any proposed changes to what is uh there. Uh nothing has changed since we brought this forward at our last meeting. Again, the opportunity is here for a public comment. Are there anyone from the public would like to talk about the board calendar that shows up line or in the room? Not we go to the board. See if there's anyone student trustee or the rest of the board that

093would like to comment on this item. Being nothing, I think we can look for a motion. Anyone like to make? Actually, we don't need to because nothing's been been changed. So, we can just move on from that since it is the same as it was, same as it ever was. Um, now we're going to the information discussion items and we have a presentation from PGHs on our very exciting dual enrollment program. So, thank you so much for coming and I think this will be kicked off by our teacher this program. as they come up. I just want to, you know, just say some words of thanks to Mrs. Groen, who is joined by Mr. Letham uh on, you know, the work that they've put into uh preparing for this evening. This was something that they

094had actually reached out to me at the end of last year on and that we had hoped to maybe be able to fit into our last meeting in May, but we had such a full agenda. Um so I think this has given me the opportunity to even you know add more information more excitement uh and more exciting um you know data to be able to share on the success of the program uh over the past few years. So again just grateful that you can both be here tonight to highlight some of the uh incredible things we're offering our students. Thank you both. >> Thanks Linda. I should have double checked because this meeting is during the first week of school and I am really tired but it's okay. Hi, I'm Jessica Grogan. I am an

095English teacher at Pacific Grove High School. >> I'm Kent Laam. I'm the college and career coordinator technician at Pacific Grove High School. >> And we're here we're going to talk to you about um the dual enrollment program and really highlight the success of the class of 2025. It's really, this is really like a celebratory presentation to celebrate um the success of the class of 2025 and um where they gone to college and how well they did. Okay, so first off, I think it's been some time since I talked about dual enrollment with the board and I think we have like a couple new board members, so I did just want to do like a little basic history lesson and definitions as one as a teacher would. Um, so what is dual enrollment? Um, dual enrollment

096courses allow high school students to earn both high school credit and college credit at the same time. So they are dual enrolled in college and in high school. Um, so I teach the English dual enrollment to seniors at Pacific Grove High School. Um, I have 85 86 students this year. So super exciting. Um, we also have Jenna who teaches psychology and sociology. We have Sally who is like, you know, a triple threat and is doing computer science and um, engineering. And we have, um, Chef Ericson who's doing the culinary arts. Um, did I get I think I got everyone. Um, so these are part of our CCAP program. So, college and career access pathway. And um we're super lucky to have, you know, these opportunities available to students. Okay. Oh my gosh, here I got

097ahead of myself, but here it is. So, we have hospitality and culinary arts. Jen teaches several dual enrollment classes um to her culinary arts students. We have several engineering options. This year, we've added speech. We've added sociology. This year, we also have computer science. In the past, we've had photography, we have English, we have psychology, and then this year for the first time, we're having counseling as well. Um, so a little history lesson. So, Chef Ericson was really the first teacher to bring dual enrollment to our campus and that happened in 2017 2018 um with uh culinary arts and hospitality um courses. Um we also had photography courses as well. in 2021 2023 that's when Sally Richmond started building her computer science and engineering program and um at you know that program has built up

098over several years and really the class of 20 25 was like the first class that was able to take full advantage of that growing program. Um, and then last year, uh, we added English and I added English and then Jenna came with psychology and then this year we're able to add, um, sociology, speech, and counseling. And it's the the program is it's growing. So, you can see that through this history lesson, we've just added more and more um, and added more value to this program for our students. That was a a quick overview of kind of the history of CCAP dual enrollment at Pacific Grove High School. Um we also wanted to locate us in um the context of our community of the peninsula um and the kind of the larger school districts around us

099um to see not only how things have kind of lined up in parallel with each other but how well we are doing as this program grows and thrives in PG. Um you can see the you know very very kind of similar like Seaside High 155 students, Carmel 186, PG 2011, Monterey 286. Again this was from kind of the fall the entry to fall last fall 24 uh enrollment for those classes. But also looking at the school sizes, we are exceeding in proportion statistically most of our counterparts with the exception of uh Marina High who has had a much longer and much closer um kind of coordinated relationship with NPCs as dual enrollment. So like they you know they got to kind of be the pilot program school for this program on the peninsula. as it's

100expanded, we have really stepped up here kind of at the at the tip of the peninsula um and really really raised our game and it shows, you know, the numbers the numbers don't lie. Um with that thriving growth, we're looking at this school year 3 days in um to some fantastic classes um both uh this fall and in the spring because all of dual enrollment coursework is on the semester community college schedule. Um that means that students will reapply, re-register, reenroll for a slightly different class or course or version of a theme each semester. Um so for example, English 1A in the fall, English 1B in the spring, psychology 1, psychology 3, sociology 1, sociology 11, right? They they get to kind of do these like almost crash course, you know, intense college, not just

101college level, but actual college courses. um and really get a wider range of what those programs can offer than a single extended regular, you know, PG high class. Um so it's not just college prep, but it's a whole college buffet uh that can that can uh you know, be expanded for them. Um again with the hospitality, culinary arts, we didn't list the course numbers because there are many within each one. They kind of have micro courses that go for like four to eight weeks and you know pies and tarts and then French pastries. I mean it's you want you want to be there. Um also mentioning that we do have the two new classes um in addition to sociology um from MPC faculty that are coming to our campus to teach. Right? There's still CCAP

102which means our students don't have to leave our campus. They don't have to commute. They don't have to get parking permits. They don't have to go online, you know, for for after school coursework. They're in our classrooms at our school sites, you know, going through a regular schedule. They happen to have a few extra faculty members this year uh in addition to our regular core staff. And then uh the really beautiful thing that we've noticed and Jessica mentioned, you know, especially with like engineering, getting to see kids grow, you know, a whole a whole class of students 21 to 25, right? they got to go through some of these programs. Um, we see that it's uh a beautiful feedback loop that popular classes at PG High that happen to be dual enrollment equal and mirror

103and mutually benefit popular majors in college that students consistently are applying for and getting accepted for and thriving in and majoring in. Um, and so, you know, these were the little little word cloud of the most common uh classes that students took and loved and applied to as majors. And you can see how closely they align with our dual enrollment program, right? Engineering is huge because it has been one of the strongest courses we have for dual enrollment that fits into that really popular, often impacted major, right? But the more impacted it is, the more our students are still able to get in because they have this advanced track of credits and knowledge on their resume, on their transcript. Um, again, psychology, same thing. You know, one year of psychology and that really popular major

104has just bloomed with our students preparation for it. Um, and on and on. We'll see English grow. We'll see English get bigger. >> Lots of engineering majors out there. It's okay. Um, we need those, too. Um, okay. So, students um here's here's the benefits of um dual enrollment. So, students receive um transferable college credit. So, they transfer to the UC andor the CSU, which is where most of our students are going to be applying. So, it allows them to get some courses done before they even step foot onto, you know, their life after high school, onto the college campus after high school. Um, it also, um, earns them like an extra grade point, okay? Like just like an EP class. So, it gets them that grade bump. Um, so it'll help their GPA as well.

105Um, and when they put these classes on their college transcript or their college application, they are more competitive for college. Um, for example, students usually take four years of English in high school, but with dual enrollment English, they're able to put that they took five years of English in high school, and that they're going to be part of a very small percentage of students in California that are applying to California schools that can do that. So, that kind of thing makes them more competitive. Um, of course, adding the engineering classes and the culinary arts classes and the psychology and sociology is also going to look really good and just add to their um to a robust uh college resume. >> And you know, as we all know, especially those of us who are in college

106counseling, um, college in America these days is increasingly competitive and increasingly expensive. And dual enrollment helps our students, you know, prepare and succeed at both of those uh directions. Many students are increasingly considering two years of community college before transferring simply to avoid the price tag of four years at even a CSU, even a UC, not to mention the private schools. They get more and more expensive. Um, so just looking at the transfer path from a California community college like NPC for most of our local students, uh, to a UC or a CSU with these guaranteed transfer credits, right? The credits, all of dual enrollment classes get college credit. No matter what the class is, how you know core or elective or whatever, not all of those classes translate into transfer equivalent, you know, like

107you don't have to you don't get to skip freshman comp because you took culinary. You might get to skip freshman comp because you took English 1B, right? That's nothing against culinary. They're still getting college credit. They're still college prep, CTE prep, right? It's it's all valuable. We're simply highlighting the uh transfer path here because to show how much it continues to help students save time, save money uh and succeed. The Calgetty um formerly known as the I gety uh now it's the California kind of gen, you know, gened transfer credit. Think think of it that way, right? Think of think through the acronym. Um, these are the courses, the GE courses that students have to take at a community college in order to be transferable to a four-year UC or CSU. Um, the Calgetti says

108you have to have three required courses of area 1 English communication. If you take English 1A and something like speech at PGI this year, you've got two of your three at MPC area 1 courses already done, right? You only have to take one. Maybe that saves you a semester. Um, if you take arts and human uh, I'm sorry, English 1B, area 3, arts and humanities, right? There's another credit that you get guaranteed. Social behavioral sciences, psych, psych, so, right, and so on. Um, again, not all of the dual enrollment classes fit directly into this like kind of core GE alignment. They're all credit, they're all beneficial, and they all help build those transcripts. this just expedites the process even more so for our students. >> Okay. So, one thing that Linda talked about earlier was

109like the importance of alignment and trying to like make sure everything's aligned. So, I I put these goals up here um the high schools was goals um our SIPs goals and our LCAP goal um to show that the dual enrollment program is aligned with all of these other goals district-wide goals that we have, schoolwide goals that we have. Um, our WAS goals, we're in year two. Next year, we're going to be visited. So, got to start talking about the WAS goals again. Um, so the dual enrollment program directly aligns with one of our WAS goals. We there's actually more even more specific language that one of our W goals was to increase dual enrollment options for students. Um we also at the PD day we went over the SIPA goals and that was all about

110equitable academic outcomes for um college and to make our our students more college and career ready. So the dual enrollment program also fulfills that goal. Um, and then the LCAP goal, um, where just our overall academic program, the dual enrollment program is included in that and it's just part of like building this culture of we and making sure our students are successful. Um, and the dual enrollment program also fits in with belonging, safety, and prosperity. Yeah, >> these next two slides are my personal favorite because I crunched all the numbers through our senior survey and you know lots of lots of data collating. Who doesn't love that, right? Most most of us we don't we wouldn't be here if we didn't love data or at least trust it. Um the really fun thing about these

111this slide and the next one is that they're again they're celebratory. The emphasis is on the celebration. Not every correlation depends on a causation, but they all feed into each other through the same overall student experience, right? The same culture. Um, and so what we noticed in the class of 25, our successful results were not just an increase in students taking dual enrollment courses, right? 110 students, 78% took an average of three dual enrollment courses. Three multiple credit college classes that were on their transcript permanently, right? no matter where they went, they had that transcript credit. You know, um increase of students getting into four-year college colleges that we noticed. 97 students applied to four-year college or university. That was 69% of our total seniors. 96 out of 97 were accepted to a 4-year college

112or university. And I don't remember who the one was, but it was someone who probably just didn't apply to enough schools. You know, they're like, "Oh, well, we'll just do Harvard and stop it." Okay. um 99% of our students who applied were accepted. Dual enrollment was part of that, right? We can't say it wasn't. Um their transcripts looked really good. Their preparedness was really good. Um the increase in students attending four-year colleges, right? Not just the ones who were applied and accepted, but the ones who then committed to go to those schools that accepted them. 81 students committed to a four-year college or university. 57% of our total seniors, 84% of the applicants. Again, this was a 19% increase from 2024. That happened to be in a year that we offered an expanded more dual

113enrollment programming. I'll let you make the judgment of how that causation correlation happens to, you know, tie together, but it's it's data. Um, we were also really excited just just regardless of cause that this was the highest percentage of students committing to go to a four-year college since the pandemic, since 2020. Um, we are roaring back. Things are going well. They are growing well. PG High is is, you know, is is making it happen. Um, of those seniors going to college, 31 students committed to a CSU. Again, compared to only 19 in 2024, the the the schools speak for themselves. Got seven to go to Calpali. Previous students were like, "Wait, wait, there's seven this time?" Yeah. >> Calpali is the most popular school. >> Most popular and most competitive of the CSUs >> and

114they >> Yeah, >> they were so sad before and then last year they were happy. >> So stoked. Um the seven that chose to go and that's just a fraction of the ones who were accepted, right? uh 24 students committed to a UC compared to 10 in 2024. Um you know UCLA, UC Berkeley, Irvine, Davis, I mean you know great great schools and again great state schools that you know that we are you know we're kind of this you know this California pipeline that we're really proud to send students to these places. Um private out of state and international colleges 27 of our seniors committed to a private out of state or international school. Um, again, just really, really great competitive preparedness coming out of programs like these. So, in conclusion, you know, dual enrollment

115um, at PJHS, it provides something really valuable for students. Um, they are yes and opportunities. Um, and thank you for listening and celebrating um, this program success. And really, it's our student success. They are the ones that did the work and did so well and worked so hard to, you know, get where they were going. Thanks. >> Going to sit on that a little bit. Those numbers, those data and numbers were great. Thank you so much. Um, yeah, you guys might need to stay close just in case, but you might get bailed out by Dr. Hatquist, too, with those really tough questions. But the now we're opening it up for the public comment portion of this if there's anyone from the public that would like to speak. Looks like we have one person online. Um,

116Casey, please go right ahead. >> Good evening, everyone. I just wanted to say thank you for that in-depth presentation. It was all very valuable information. I am a parent of a current senior this year who for the last two years has been taking dual enrollment courses. Um, she's completed 27 units through MPC u by the time she's starting her senior year. um some through MPC directly on their campus and some through uh PG high dual enrollment. Um overall it has been a it's been a learning experience. Um there are a lot of beneficial uh additionalformational things we found out along the way and only a handful of hiccups. um the hiccups we experienced. I'm I'm that's the only reason why I'm um commenting right now is that as the as this program expands um it

117may impact others. It's nothing that anybody at at PG High probably could help with cuz it's on the MPC side of it. One of them being the technological assistance if they're if the students are locked out of Canvas because the students while the courses are taught at PG High, they're utilizing the MPC Canvas portal for all the assignments and um submissions, uploads. Um, and so if the students are locked out, uh, a lot of times the technological help center is not available to them at night and when they're at school during the day or on the weekends, um, they're just kind of waiting. They can't turn things in or they can't access um, you know, pertinent needed information. So, that's something that I've I've reached out with MPC to to kind of get around. The

118other the other problem is that when you have a young student that's a minor and they're taking a dual enrollment class, technically the instructors, whether they're at PG High or at NPC, aren't allowed to like communicate with the parents. So, that's hard when you have a younger student and they need help and they can't, you know, pick up the phone during the day at school and call the help desk or if you email a a help ticket. Typically what the help de the help desk does is they will call the students phone number when they have time to help them and if the students at school and their phone's off then they miss the call. So there's just a handful of things that I think that can be approved upon for dual enrollment um students

119as far as assistance. There's also only one MPC counselor that's assigned to dual enrollment students. So, uh, it's somewhat timeconuming and a long wait to make an appointment and be seen by them for like an academic counseling appointment or educational planning. So, that's just my only feedback. I don't know if other people would experience any of that. Um, and it's all, you know, new and expanding and I think that there's definitely room for improvement, but overall it's been a really good experience and I'm very grateful and happy that, um, it is expanding. >> Thank you so much for the comments you hit right at 3 minutes. good timing as well. Um, any other public comments here in the room or online? >> Seeing none, I will go to the board. See if there's anyone from

120the board that would like to make a comment. I see Clary. >> I have a question and perhaps you all stated, but what grade levels are at what grade levels can you take dual enrollment courses at the high school? Because I heard her I heard the commenter talk about various years of taking. So I was just curious. >> So legally in the c in state of California you can start taking dual enrollment classes in sixth grade. >> Okay. >> Yeah. At the high school the seniors take English psychology is open to 10th 11th and 12th graders. Sociology. No only 11th and 12th. 11th and 12th graders for psychology and sociology. Engineering I think everyone. >> Okay. Okay. So, computer science 9 through 12 and engineering 10 through >> 12th. Okay. Culinary. >> Yeah. >> Again,

121there's there's prerexs, but you know, as long as you get into the >> the course. Yeah. Thank you. That was helpful for me. Um, love the presentation and all the data. I think that was something the board has been curious about is where are our students ending up and what do the numbers look like and your feedback loop with the classes that they're taking and the majors was a really great visual for us to kind of gauge like where people are at. Um curious from our student rep if you've had any exposure or experience with the program and yeah >> yes this is my first year taking two dual enrollments. I'm taking speech and then I'm taking English 1A and 1B. And I'm very excited. I'm very happy that uh us as students get the

122opportunity to do this and we get like college credits and high school credits and I think it just helps our future and where to begin. >> You um awesome. I think you said it from the parent perspective. It's less expensive if our kids are continuing on to a four-year and as a myself as a student, it makes us more competitive. So, I can't wait to see how it grows more and thank you all for your contributions and getting it off the ground. Thank you. >> I'll jump in quickly. Um, following on that, you took one of my questions, clerk, about the age, but you also, I think, brought up a good point. One of the things again it's in our ELCAP goals directly you know ELAP goal three about the students needing extra you know

123target intervention but I think what's really exciting about dual enrollment is it's also providing those these opportunities for those higher performing kids that may be hitting ceilings and so one of the things I wanted to bring up was the exactly what you mentioned about the middle school to above is what do we have in place for those students that do want to take the dual enrollment courses like maybe they want to take ASL which we don't offer at high school. How do they find out about that from as early as sixth grade maybe if they're the really gung-ho students which I know I was not um to even through high school? Like is that part because it doesn't seem like it falls under the CCAP, right? So >> would you like a response? Um so

124as the CCAP courses again are specifically the courses that are offered on our campus, right, with like completely free of charge, no other bells or whistles. students show up, they they go to class, they happen to be taking a college class for that that's uh that period that semester. Um there is simultaneously also still a thriving presence of traditional dual enrollment um at PG High, which is students taking college classes, community college classes at community colleges, whether at their campuses or online. We have a um kind of a a statewide umbrella program where if MPC doesn't offer a class or the section is full or the student can't fit that schedule or it's not online, we can find a section for them anywhere at a community college in California that works for them. So any

125student that comes to their academic counselors to their uh their adviserss, you know, their their all of their staff resources, myself included, and says, "I'd like to take Latin or ASL." I worked with a kid this morning for ASL. um at NPC or anywhere else, we say absolutely, let's figure out, you know, what's going to fit your schedule most effectively. Make sure that you're getting passing classes for those college credits on your permanent record, your permanent transcript. Um but making sure that every door is open, every opportunity for success so that students can graduate with associates degrees as high schoolers, as teenagers, right? We we have a few on that track right now. um and you know saying to nobody that just because we don't happen to teach it now or yet or ever that

126it's not an option for you. Um so yeah absolutely traditional dual enrollment continues as as it hopefully always has and and always will and CCAP is growing. >> Thank you. That was I mean you nailed it. I'll just say it again for the people in the back. Right. So it's that the college and career counselors and academic counselors that's what students should go to if they're interested because that's one that there's so much information out there. It's sometimes hard to figure out where to get it. So, thank you. That was my question. >> And you, I think, took part of my question. So did you, Jen. Um, so a student would go to their career counselor. How is that communicated to the student? Is it through announcements? Is it through you know it like how

127is the message being delivered to the students so that they know what's available beyond just hey go to your guidance counselor and >> yes >> um I would say that there's again kind of a multi a multi-pronged multi-tiered uh level of of encouragement and access with the recognition kind of always first and foremost that dual enrollment is an advant advanced track, a college prep program. So, we're not going to just say, "Hey, anybody in the world who wants to take bad mitten, put that grade on your permanent college transcript in advance as a freshman or an eighth grader or a sixth grader." Um, we're going to say to, you know, any students who are looking for a course, but also who are feeling driven, feeling like they are looking for that next level of challenge

128and opportunity. Um so the the kind of the the the marketing the promotion of it is coming from college career center from counsel the academic adviserss counselors um from the dual enrollment teachers who are saying hey you know here's the thing if you would like to you know if you loved psychology this year there's more psychology out there you don't have to stop just because you've taken psych 1 and psych 3 at PG high um and and then also just the students interested who come up to me and say I want to take a class in something. I I want to learn a subject. Do we offer it? Is it, you know, is it in a rotation that I've missed? Well, no. We actually haven't offered that previously. Let's see if we can find it

129for you in a dual enrollment opportunity somewhere. >> Cool. Thanks for that. Um, and I'm wondering too how um how does this align with AP classes as far as if somebody's taking AP in addition to dual enrollment or does a dual enrollment enrollment substitute as an AP course for GPA? How does how does that work itself out? >> Is that a legitimate question or am I complicating it? >> Most students take both dual enrollment classes and AP classes. It's a combination. >> Okay. To boost their GPA and get >> Absolutely. Okay. >> And and what we, you know, we've been trying in terms of scheduling and curriculum not to offer redundant courses. You know, it's not like you're taking this as an AP class, you're taking the same thing as a dual enrollment class. That

130would start to get complicated on their transcripts. Colleges would say, well, why did you take the same thing in two different flavors? Um, that's why we wanted to end that our the official presentation slide with the yes and emphasis because what's happening is we're seeing growth in our AP program. Again, I I don't have that data tonight. We can bring that sometime later maybe. Um, but the AP program at PG High is strong and thriving. We had more students take AP classes and AP exams and pass them last year than in previous years. Um, and so, you know, they're getting those credits and they're getting the dual enrollment credits again as a as a yes and opportunity. Um, they we we hope that they will not ever feel forced to choose between one or the

131other or feel like they were held back from an opportunity just because one one was offered. >> Yeah, I think that's kind of what I was I was thinking about when I was looking at it. Um, you know, if if somebody wanted to take a dual enrollment for English, but also wanted to have an AP English to get their GPA up, you know, to give them an edge to get in. Go for it. Yeah. I wanted to give you the computer science um take on this. So, I used to teach AP computer science and then uh when I started the dual enrollment, they wanted me to cover everything in one semester as dual enrollment, but I felt like it was really a year-long class. And so, what I did was the first semester is a

132AP high school class and then the second semester we covered the entirety of the curriculum. So, I can has spread it out over a full year. um the first semester is high school only credit, second semester is the dual enrollment credit, and then I always encourage the students, even if they're taking it as dual enrollment, to take the AP exam as well because that's something that's standardized across the nation, across the world. And so we don't have to just um say, well, this is an MPC grade. They're proving their competency uh through the AP exam. >> Oh, that's so cool. Very cool. Okay, and I think that's all my questions. This is awesome. >> And just a quick comment on that. My understanding is any student can take an AP exam after dual enrollment if

133they wanted, right? It's not you don't have to take the AP course to take the AP. So, >> they're really not separate. I mean, they can be >> as AP coordinator, we have plenty of students who request exam only testing where they haven't sat through the class, you know, at our school or anywhere for the whole the whole year. So, yeah. >> Very cool. Thank you so much for what you're doing and just for sharing all this. This is great. Appreciate it. Um I have a question about maturity. Do the counselors look at you know you can have a very motivated competition driven student that maybe could do the work. that when I think about the difference between a college age student taking a particular psychology class, let's say, and maybe a sophomore in high

134school taking it. That age difference is a lot of experience that one person has as a 20 or as a 19-year-old versus maybe the other one as a 15year-old. So, I'm just cons It concerns me a little bit that um there is that I know PG High has that culture of you know we're all going to college, we're all going to you know we're going to do all these things and we're going to get ahead. So, but I know that's also stressful and I'm just wondering if the counselors um try to bring a reality to some students. Yeah, I think we have tried to put some guard rails in place by offering English to seniors, offering sociology and psychology to juniors and seniors um in our CCAP courses that we teach. Um I'll also say

135that Jenna and myself and Sally and um Chef, we send home a letter, a very strongly worded letter about how dual enrollment classes are rigorous and they al that we're not allowed to talk to their parents and that they're on their own. So I feel like we frontload a lot. We we let students know students don't know are not unaware that they are on their own for the college class. Um and that it's going to be advanced and rigorous. I mean we in English we talked about semiotic analysis today. So like they know they're I think they're I feel like we're informing them very well that these are advanced classes that these are um classes where they will have less parental support than usual. the other the other side of that kind of the the

136you know that's what the teachers are doing a you know as the students have enrolled in their class and started their classes you know or the letters prior to um but on the counseling end of things no student can enroll in a dual enrollment class without their counselor's permission without a signature without forms being submitted on our end and MPC or whoever's end um whichever other schools and so every single student even if taking an online class at 8:00 p.m. on Friday nights from Orange County Community College has to have one of their academic counselors at PG High sit down with them first and say, "Are you sure about this? >> Are you you know what's what's your reason for choosing it? >> Let's look at your GPA. Let's look at your transcript. Let's make

137sure that you're not double dipping, that you're not skipping a prerequisite, that you have proven yourself worthy and a capable of succeeding in this level of a class. Okay, sign off. Let's go." or you know what, let's look at something else. Let's look at a different option. Let's look at a way that you could get the same results through a different pathway so that we're not saying no to anybody, but we're making sure that they are prepared and and responsibly informed >> and they can drop a dual enrollment class if they >> Yeah. Just like just like any >> without a penalty or >> Well, they they have to drop it by the drop date just like any other college student. >> So then there's a you know, if they do that then they there's

138no penalty. Okay, um thank you so much for the presentation and the work. Um that's great. Um is the curriculum decided by the teachers or is is there a little bit more I guess direction from the state or less direction from the state? So, so each um dual enrollment MPC dual enrollment class um has student learning outcomes and um they give that to us and then we meet it. But we get to decide the curriculum, the the teachers. >> As long as we're meeting the the student learning outcomes, yeah, then we're good to go. >> Okay. And then besides um kind of signaling their interest in doing a dual enrollment, is there an application process at least >> to take the dual enrollment class? >> Yeah, like because you're Yeah, I guess. >> Okay. So,

139is your question more like do they have to get like a B in the previous class or something like a prerequisite that they have to? So, no, not right now. There is no like like right now we don't have you have to get for the English for example you don't have to get a B in your previous English class to take the class. >> Okay. >> But there I mean the the process for taking a dual enrollment class they all students have to apply to MPC and then fill out all that paperwork >> and then then they can take the dual enrollment class. >> Okay. >> Yeah. >> And I would no go for it. I would just add that the the benefit to not having just kind of a an automatic knee-jerk prerec access

140like you if you get a B you get dual enrollment you know access or opportunity without that it encouraged them or almost basically requires them to sit down and have one-on-one human customized conversations with their adviserss with their counselors right so instead of just saying oh you automatically qualify for this it's saying you probably do qualify but let's talk onetoone about why this is right for you, this student and maybe not the next person or maybe three more, >> right? >> Yeah, I will just to add to that. I will say that um I talked to a lot with the junior English teachers to talk about the students that would be a good fit for dual enrollment in their senior year and just to make sure that we're setting students up for success and we're

141not setting them up for failure. >> Okay. And then um this is this is a question I guess about the numbers but kind of goes beyond very nicely designed file folder thing. So like do you happen to know 110 students took an took a dual enrollment course um but not Oh I see. So they don't have to be seniors. I guess I was asking not every Okay, never mind. I I take out that question. And then I am kind of confused. Speaking of numbers on the next slide, the numbers add up to 82, but then 81 students committed. Um I was just curious about that. There's something. But then actually this is my real question. Sorry. 97 students applied. 96 got in and then 81 students committed. Do we know or do do you have

142like anecdotal info about like was it a money thing about why they weren't going or >> location location? >> Yeah. And >> a lot of our students who choose to go to MPC do it either because it's more affordable, either because they get to stay, you know, closer to home and they love it here. um and they have family here and because um California community colleges have almost all of them and NBC certainly does have a tag program which is a transfer automatically guaranteed to the UC's to you know like MPC guarantees transfer to six UC campuses and so a lot of students who are saying look I have the grades I have the credits I have the dual enrollment AP all the transferability empowerment still will choose to go not to a four-year school

143first as that data would show And you know, so it's not like the other uh 43% of our students are just saying, "Yeah, this is not for me and I wasn't prepared by PG High." They're saying, "I'm still going to Berkeley or UCLA or slow, just maybe not quite yet." >> Okay, gotcha. Um and then the Oh, go for it. >> Sorry, just anecdotally, yes, some students do choose to go to MPC because even though they get into that four-year, it still costs a lot of money. >> Yeah. Yeah. Yeah. Okay, that makes sense. And then also just in terms of the colleges, it it is crazy that or crazy in a great way about how many amazing schools um graduates got into. So, thanks for all your work. Again, >> I'll just wrap that

144up too with again another thank you that everyone said. This is so cool to see the growth and I remember the last time you presented and it seems like numbers have courses have almost doubled if not more. So, it's again a real testament to the curriculum and the teachers and counselors that have made that happen. So, thank you guys so much. With that, at 8:27, I'm going to suggest we have a quick 8 Oh yeah, we can do a quick round of applause. That was >> quick 8 minute break for um those that need it. And we'll be back at 8:35. campus area. There was this beautiful magnolia tree that unfortunately was causing a huge trip hazard for us. Unfortunately, the tree had to go and the trip hazard has been repaired. Um, one of

145the things that we're getting feedback on is there was a little bench around it and the kids called it the buddy bench. So, we've already had a discussion internally and our crew is going to make a new buddy bench. So, we got to return that for the kids. It's it's for we um and then uh another thing I'm very proud of is in uh building G4 we had a little termite activity and again we used 1/ half of 1 ounce of a very you know non well it's it's it's a EPA registered um item but it's not very toxic and so when we think about it for our our pest control management that makes we've used 1 ounce of of pest control items since I've been here in 3 years. I'm very proud of that

146track record. We're going to keep that up. Uh what we do is we use a thing called the electrostatic gun that actually shoots u an electric charge into the termites and zaps them that way. And then we use a little bit of poison to follow up. So that was of course done when there was no no kids around on campus. And I'm again I'm very proud of the fact that we're using almost zero on campus over the last three years. Um the playground is on its way. Hey, it actually is in my in our warehouse yard right now and that's due to be installed beginning on the 18th. It is a there's a representation down in the bottom right corner and it's going to be gorgeous. I cannot wait. And again, this is a good

147news story because our kids last year selected this playground. So, um part of the bid process involved our children actually picking the playground. Okay. Um we um internally our our crew did some deep cleaning. Um we relocated a lot of classrooms, a lot of movements happening over at Forest Grove. And also we did some fence repair and upgrades there and all the little benches and everything else as well. Next slide, please. Oh, and I I guess I'm remiss if I don't also discuss a little bit of the things that will go on in the future at Forest Grove. Things that are in the midst of doing all the projects. I was also working with our architect of record and um also our construction management firm and coming up with um some stuff that we're going

148to be submitting to DSA which involves path of travel and making the entire play area uh safer. So all the asphalt play area at Forest Grove is in in the works to take to DSA to increase path of travel, drainage, etc. And just a complete improvement there. Okay, now on to Robert Down. So, Robert Down, uh, one of the biggest things we've done there is we removed a modular classroom that was beyond its serviceable life. Um, we completed the liquid applied roof like we've been putting on all the other roofs for the main building and building A. So, those original structures at Robert Down are now completely weathered in uh, with our building envelope. Uh, huge progress there. Uh, it's one of the things that when I got here 3 years ago, I promised we

149would do and we're doing it. So, uh, thank you for the bond measure to be able to make those things happen. Uh, interior upgrades. Um, we last year we did half of the BAS SRP, the before and after school program. Uh, we did about half of it because we had a major plumbing issue under the floor there. This year we dug up the other half to replace the plumbing and now we're going to be upgrading all the finishes on the inside of the other half. So, and probably right around September 1st, we'll have the entire BASRP in the basement of Robert Down completed, and it's going to be gorgeous. Um, also, when we were doing our deep cleaning, we discovered that room 6, the carpet in that in particular room was quite compromised, and so

150we decided to go ahead and replace that carpeting. Uh, unfortunately, the carpet mill did the run and it was not perfect. So, uh, they're doing the carpet run again, so we will be installing that carpet when it arrives. couldn't quite get it done in time for summer, but we're committed to changing it at our first opportunity. Again, the the custodial staff there did a great job of comprehensive cleaning. Um the place structure is in process now, a little bit behind schedule, unfortunately. Um but it'll be finished, knock on wood, by the 19th. um engineered wood chips in the existing playgrounds were refreshed and that's for for part of our safety that's required by um the DSA and also um Kenan likes to see that we do that every other year so we did that um

151and again already in process at Robert Down is the asphalt area there we did some preventative uh work a year ago to start to cut off that water from the field and we found that we we cut off a significant amount of it and now with a little redesigning for uh both path to travel and ADA. Uh we're also going to incorporate some uh getting the water the rest of the way off that asphalt and that design will be ready pretty soon to go to DSA which means by next year we'll be doing that project. Very excited about that as well. Okay, Pacific Grove Middle School. We're doing some rather significant renovations to the middle school right now. Um we had some weather delays and some material delays on the roofing. Uh we're probably about

152two weeks away from being completed with the roofing project. Uh but we took care of some major wood rot. Uh we have new gutters now. Uh one of the exciting thing about the gutters that we did and and and the trimming of the wood rot is now the gutters on building A which is attached to building B pretty much matches the old cornice and and uh trim work that was there that you could see that in slide number three or image number three. Um, so it has a lot better of aesthetic appeal and I think it looks better on the curb side when you're driving by. Um, classroom uh number one was probably when I did a walk with our custodial staff, I said, "This building, this room's got to be painted." So, we took

153it took advantage of it being empty and painted. It looks gorgeous. Um, these are some colors that we're trying to make uh we're trying to standardize colors throughout the campuses so you feel feel good about when you go from one campus to the other has some continuity. I think that's important for our children as it is for our staff as well. So, it's kind of a pilot room, if you will. Um, and if you see in the very first uh picture there, that is the bathroom that we promised to remodel. Um, unfortunately, we kind of opened Pandora's box there with some plumbing issues. It's put us a little bit behind. Uh, but again, we hope to have that not finished by the end of next week. Um, knock on wood. Again, it this very unfortunate

154we've had some delays this year, but the bottom line is we're coming out with some really, really great projects and I'm very excited about them. Of course, we have that safety fencing that was put in. Uh, very successful project that was done on time. Very happy of that. Um, we did some major tree trimming that I'm sure made our neighbors happy as well as increases our safety and visibility. There's less places for people to hide and our neighbors get to get a little view, too. That's not why we trimmed them, but we trimmed them for for safety and it just has multiple benefits. And again, comprehensive uh cleaning throughout the summer places is looking great. Okay, next slide. Pacific Grove High School. So, um with the high school, we refinished the dance room floor and

155the the coating that we put on the dance room floor is not just a typical floor covering. This is a a product that is designed specifically for dancing. So, I'm sure our dance students are going to enjoy that. um it's you know kind of that has the right amount of friction and and you know so that the dancers don't slip. Um we also removed some trees and restored the outdoor benches. Uh we have plans to refinish uh two of the tennis courts. Um the gym floor was planned to be retouched this this year and we did that. Um again comprehensive uh cleaning and then we had some uh infrastructure items that we had to take care of. Um, we did a gas survey, um, but where we had a I hired a company to come

156in with some very sophisticated pieces of equipment and they did a full survey of the campus because it's one of our older campuses and we found um, as we had previously mentioned, three level one gas leaks. Unfortunately, when we turned all the gas off to make the repairs, the pool boilers decided to die on us. So, we had an emergency um success story, if you will, uh where we were able to locate the replacement boiler that we desired. They actually had one available down in Orange County. Uh we had it rapid shipped to us and installed within a week. Um so, we didn't skip a beat. We were able to have our summer programs um and nice warm water. And this is a very much more energyefficient boiler. It also uh one of the things

157I had discussed long ago when we talked about replacing the bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo boilers in the future the pool boiler would be an indirect heating boiler. It heats the water through what's called a heat exchanger. So the water in the pool never actually touches the boiler. This should extend the life of the boiler tremendously. Um, luckily I had uh talked to our finance department about putting some money aside for that because I felt it was coming and it was very exciting to have it die and have the money there already planned. So, um, an ounce of prevention and ounce of planning really paid off in this one and we were able

158to get that boiler and it's it's a big beautiful boiler. I'd love to take you on a field trip to see it. It's um I almost wish it had glass on the side so people could walk by and look at it and see it run. Um anyway, so uh the switch gear, electrical switch gear is something we've been in planning and working through with PG&E and DSA. Um I have had several meetings with PG& several meetings with um with our uh people at ABM group. Uh we have another field precon meeting in in about a week and hopefully by October um DSA and PG& and everybody will agree to let us go ahead and go forward with the project and that's very important to our electrical infrastructure at the high school. And um almost two

159years in the works and I can't wait to actually see the the switch gear which has arrived go in. Um and then I'm going to sleep a lot better at night knowing that we're going to have good power to our facilities. Um okay, next slide. the adult school. So, at the adult school, we refreshed the wood chips out at the the play school playground. Um, building F uh is the old nurses annex. Uh, we're we're going through u the planning phases of relocating all the utilities and eliminating that building. Um, it it's going to require some extensive abatement before we take it down. Um, but, you know, it's going to free up a piece of property there. And, uh, so we're going through the final DSA approval stages. the plans have been submitted, so we're

160just waiting for the process to run out so we can get to work. Um projects in Divi design phase. Uh we're work we're working with our architect of record to design and redesign the parking lot structures there. It's there's there's kind of a slope that comes out of the dance studio we want to address and some drainage issues uh as well as some path of travel. Um and this this parking lot I think was last done in 2002. So it's time. it it's um really showing it's where it's got some potholes and very excited about taking care of it. But we want to do it the right way. Want to make sure the base is appropriate and that we take care of all those proposal trip hazards and make sure we have good good path

161to travel for the the adults that go there. Um the butterfly room has had a kind of a continuous problem with the windows there. So, we're going through a design there to make a more comprehensive window that will keep the weather out, but still allow to you have that same feel for that room, which is mostly windows. Uh, we're working on HVAC system upgrades and in the future relocating um the community high school to the adult education campus. Next slide. So, here's some exciting news. So, David Avenue campus is it it provides a lot of important areas for our community. We we have the charter school there currently housed at CHS. It was formerly where our our state preschool was. It is an excellent facility that is due its it's its its time for it

162to be uh freshened up both for our community and for our neighbors. Um, so what you see in the center picture is the abatement in process of of removing a lot of the red paint that's loose and peeling um the lead based paint and underneath it actual the original color was kind of a barn red and so we put it back to the original color. If you drive by David Avenue, you'll see it's a gorgeous building. We did the first two buildings out front. Uh that is only the third time that building's been painted since 1950. So, um, heavy lift there and a lot of prep work to make it look good. Um, so the bathroom that you see in this picture on the left, that is our color scheme that we're using. Um, it's

163actually very pretty when you see it on on site. And, uh, the way we selected the colors is we actually took a tour of all of our campuses, not just one, but we walked all of our campuses and we kind of found colors that were reoccurring over and over again. So, we picked up those colors and we put them into the tile pattern. And we also selected a floor that was non-slip and would not we selected a floor that's kind of a grayish brown color so it wouldn't would hide dirt really well. Um, I think we also need to take a field trip and go see that sometime soon. Uh, they're gorgeous. And this this same motif is what we're going to use in the middle school bathroom that's under construction now. Um, this does

164a couple of things. It it it's also it's not only is it picking up all the colors and things of our schools and carrying those color schemes forward, but if we take every school and kind of carry that theme through. So imagine you eventually you go to school at Robert Down, you end up at the middle school, then you go to high school, you're going to have those same colors and themes throughout the district. And this is also beneficial for us in the maintenance department. So if if in the future somebody breaks a tile or we have to cut open a wall, we're using the same material over and over again. Um the the school bathroom in the basement at uh at the middle school literally had five different types of tile in it. It

165was quite an eyesore. So we're trying to avoid that so that in the future when we repair these things, we could have that continuity and that's why we're using the white subway tile. That's basic. Um okay. So, um, you know, other things that are in the plans for, uh, the the school on David Avenue is more HVAC work to make those, uh, buildings more comfortable, more efficient. Um, and again, uh, to continue with the other two buildings to get them painted and new gutters on, rain gutters, etc. Okay. So, other maintenance that work that occurred outside of projects, um, we repaired and serviced the fire sprinkler systems at Robert Down and PG Middle School. Um, out on the table I have in in the lobby. Unfortunately, our people online can't see that, but I invite

166you all to go by and take a look of our kind of a display of things that we found over the summer. Um, so we did some uh repairs and 5-year service on our two sprinkler systems. They're up and ready to go. Uh we located and repaired three major water leaks at PG High School. Um that's going to help us on our utility bill. Uh we located and repaired uh three level one natural gas leaks at PG High School. Um that's going to save us on our utilities and make it more safe. Um we all of our buses were deep cleaned this year. So historically we've been understaffed in our with our bus drivers and therefore it's been very difficult to keep all of our buses nice and clean. and they were all washed, waxed,

167and detailed this summer by our bus drivers. Huge lift. They're really big, and they look beautiful now. Um, all of our buses in the district were and all of our district vehicles were serviced. We got a lot of new tires, oil changes, all that stuff to make sure they're safe. Um, throughout all the campuses, we're replacing broken windows. Uh, we've located and identified, I think, 23 windows to be replaced. Again, just trying to keep up the good looks of our campuses. Um, we completed uh the new air purifier deployment in those areas that we were putting them. Uh, we refreshed all the park benches on the campuses. Uh, we replaced some termite damage uh structural posts at Robert Down on the A-wing. There's three posts there that had some termite damage we replaced. And again,

168as reported earlier, uh, districtwide, we've had all the elevators serviced, serviced, and load tested and ready for permitting. Uh, that was 3 years in the making. It's a huge lift. Um there's a real big backstory on that, but the good news is that it's they're ready to be permitted. Next slide, please. So, here we're talking about what we did on measure D. Uh we're again, if you look at the bottom figure there, we're talking about $2.92 million. So, just under $3 million worth of work done this summer. Um, some of the stuff is still a little bit in process, but the good news is that we are, every summer since I've been here, we've been chasing a lot of work and getting a ton done. And our campuses are really starting to show it. And

169I could not be more proud of our citizens for supplying the funds to do so, our contractors that are executing it, and and our own internal team for making it all happen. Okay, final slide. So, in the midst of all the summer projects, I've been walking with um ABM Group um our Yeah. Aonio, who is our uh construction management firm, DNB, right? Yeah. And and so anyways, I've been walking with all these folks to come up with some of our projects that are on our facilities master plan and and we identified priority one and two projects as what we're calling our quick start projects. These are the items that are going to need engineering and design to be to allow us to be able to take them through DSA to get get them permitted and

170take them out to bid. Um this is a really huge lift and um quite a bit of time has been involved. Uh Josh himself has been involved. Lots of discussions, lot of design ideas and and throwing things around what's going to get how we're going to get the most bang for our buck. Uh what's going to give us the best air quality? um what's going to be the best design and idea for us to be able to get outside air in for our uh six air exchanges we'd like per Ashra. Um so anyways at the PG adult center again we talked about the parking parking lot resurfacing again those AD upgrades are really important to us to make sure there's good path of travel. We're looking at HVAC. We're looking at roof replacement and again

171we're looking at some more lead based paint um abatement and painting at the adult school. uh PG Middle School. Um we're looking at HVAC upgrades. Um interior modernization. Uh again, that's going to be flooring, paint, um and hopefully some uh you know, some finishes on the walls and stuff. I'm upgrading I'm going to be doing some work on the stairs in there. Um and additional feeling, uh fencing to surround the rest of the the campus. Uh Robert Down Elementary, we're looking at additional sewer repairs. Um, we've got one half of the building done as of this summer. So, next year we're going to do the other half of the main uh building. Uh, again, the playyard resurfacing is in uh the whole design of that is near completion and almost ready to submit to DSA.

172Very excited about that. I saw the preliminary drawings and it's going to be fantastic. Um, uh, again, we're looking some more HVAC upgrades to get some more interior air coming from outdoors. um Forest Grove. Uh again, we're going to work look at the ADA path travel that's going to get us up to the second tier and up to the baseball area um and make a safe path out the back gate. Uh very happy about that. We have a section of sewer line that needs to be repaired there. Um and it's unfortunately it's in what's called a shared trench. So what does that mean? That means it's in the same trench with a gas line and electric line. So it's basically we have to perform surgery there. So it's going to take a design firm to

173figure out how to exactly pull that off. Um, and again, the the playyard surface is is getting redesigned. Um, David Avenue, again, we're going to continue with more of the work we did this year. And, uh, PG High School, um, we have some more path of travel like down to the baseball field, path of travel all the way down to the football field. Um, there's an area of water intrusion underneath the library, and that's going to involve uh, taking out a portion of the patio behind the library. So, we're going to take an opportunity to work with uh Robert Saria and um and uh and our other design folks to design at the same time we go to cut off the water. We're going to make the patio a very useful area for lunchtime. Um

174and let me see what else. And then we're of course we're going to do more of the roofs and gutters. And I think I'm almost out of breath. Um but that's it. We've we've done a lot and we're planning even more and very excited to continue with our bond measure work and u I'm available for questions. >> Thank you so much for the very thorough work and presentation looking around to the board. I might make a quick comment. It looks like Okay, do you mind if I go first? >> No, go ahead. >> Okay. just on the positive side is, you know, there are at least three items that I've been hearing about since I think even before I was on the board. The boys middle school bathrooms, the elevators, I think we've had a

175nonfunctional elevator for a while, and the pool boiler we know is one of these sticky wickets that it's so exciting to hear being addressed. So, like it's amazing that we were able to get to those three. And I don't know what is necessarily next on my like complaint list that we're hearing about from the public. So it's and students it's really exciting to hear that work is getting done. Thank you. >> Um do we have a plan to plant new trees when we take trees out? >> Um actually uh one of our middle school students uh got us some trees donated last year, some oaks which we planted. U I actually have been growing some oaks at my home and bringing them in. And so, yes, we're we're planting new trees, but we're trying to

176plant them um in a positive way, in a way that we know they will not impact a future structure >> and and we're trying to put more native oaks in, >> right? >> That's a good idea. Yeah. >> Okay. Um also, um you know, I'm not I'm not on board with moving community high school, but I want to know if there's what is the costbenefit analysis of moving community high school over to the adult school. Have we done that? >> I'll let Josh step in here. >> So, you know, I think in talking to the community high staff and the adult school staff, one of the advantages is providing more pathways for our students that are accessible at one campus that they don't have access to right now. That was like one of the main

177themes in talking to our community high school staff. um you know potentially outgrowing the ex existing space but also giving them the opportunity to utilize adjacent spaces or classes like we're working through construction trades and some of the other pathways at the adult school that would be accessible to students. So I know it didn't answer your question related to costbenefit analysis uh but that was the impetus for the discussion. Um costbenefit analysis we haven't ran that yet. We're in the preliminary uh schematic design phases, right, which we're going to bring to this body through the approval process through our facilities subcommittee as well. Um, but I think that it was important for John to highlight this as something that we're looking at for the future because that was kind of a request that came out

178of community high and the partnership with the adult school uh providing more access for student pathways. Did I cover that? So, we haven't done a a costbenefit analysis. What we are looking at is is modular, not portable design. Right? So that's uh much much cheaper than stick belt design. Um the community high school doesn't need a lot of space, probably two classrooms, 960 ft² per classroom because they have the adult school to use as well. So that was kind of the thought process on it, which we're continuing to explore. >> Okay. Well, the thing is that I love where the community high school is right now that I mean when we moved it there, it was such a positive thing for them. Um they have a lot of space there. They have um you know,

179like an easy access. It's not that far from the high school. Um it there's just in my opinion, there's a lot of positives on the site that they're at. Um, but I would really want to see a costbenefit analysis because I really I mean we already poured money into um making that wing, you know, a feasible place for community high school. So, um, you know, we did that and now you're talking about, you know, moving them again and, um, that would cost more. And I just I'm not sold yet on on, uh, the reasons for that. >> And it sounds like it'll be coming back to us. So, we'll have good discussion on that when it comes, >> but it it is going to cost I'd like to see what's the cost of all that.

180And um and then the other thing on the adult school the are you saying that when you say the nurs's annex are you talking about what we used to call the boneyard? >> Yes. >> Okay. So that's coming down. >> Yes. >> Okay. All right. And is that where the the CHS would go? >> Not necessarily. >> Oh. See that's the other thing you know community or the campus of the adult school. it doesn't have a lot of options for community high school in my just in in terms of placement. You know, you got all this other uh activities happening at at the adult school. Um and all of the places are being used, you know. I mean anyway and and the other thing about the adult school and not just the adult school but

181other possible classrooms on other sites. Should we also be looking at the cost benefit of fixing up some of these when maybe they should just be torn down and replaced because in the long run um like the adult schools I mean that is a really old old main building really old. Now we're talking about putting a new roof on, but what about everything else underneath it, you know? I mean, it to me it's it's I don't know if it's shortsighted, let's put it that way. We like that side for the adult school. Good. Do we want to um make it a better facility rather than just piecing it together um as as we go? And that's just something that I think we should think about, you know, um think a little bit bigger than than

182just um you know, patching up things. Um at the high school um there we have, you know, wings in the far in the back that um really I think we should replace. I don't think we should try to fix those up. They're they're they're really not very good quality. and you know the the I forget what letters they are in the back but the ones that are closer to uh the parking lot in the back um just >> building I know >> yeah okay so just I just feel that a lot of times in our district we don't think big we we think small um and I just would like to at least have a discussion about can we think of it being a better uh building a newer building rather than patching up something.

183>> I make a quick comment on that. That's okay because I I agree with you completely that I but I think that's why we have the facilities master plan process coming forth and I think there's probably some patching that has to be done just to make it borderline habitable. But I agree. I mean this is what FMP should be is we should be evaluating which buildings we need to take down and replace and can and should to modernize and you know maximize the space. But so I I do think that I'd like to folks I think that is coming right as part of the FMP process. >> Well, I'm just saying that that in the facilities master plan they're not recommending any new buildings. I I thought that facilities master plan was >> well this

184is the beginning. So I mean >> again this is the beginning of it is my understanding because I thought I don't disagree with you like I think this is the kind of input that we want to be giving as part of the FMP this >> of course >> this should be maybe INL will be our new flagship buildings you know on the high school campus and we that's a priority we want to make but sorry >> I mean assistant John Young maybe to talk a little about the committee that we'll be putting together. So, so what we're talking about tonight are priority one projects. Those are projects that are immediate need that are in the design process for this school year, this fiscal year to execute those projects over the summer of 2026. So, those

185are the immediate like ADA, path of travel, fire alarm, HVAC things, right? >> Um, there are certainly uh uh modernization versus new construction uh considerations in the FMP. For example, we have an uh we have a cost estimate in the FMP to replace the adult school completely and we have one to modernize the adult school. So they did give us those options similar to um the culinary and uh engineering robotics wings at the high school in O. Yes. Right. Uh they gave us a couple of um scenarios associated with those. But so back to what Dr. Adamson just mentioned we're doing we're developing this the facility subcommittee to take a look at all of the the kind of half of the priority 2 and all of priority three projects. So that means everything I just

186mentioned those are priority three educational adequacy and some of the priority two projects uh that will be considered by the facility subcommittee. So, first and foremost, priority one. We need to address priority 1, which will draw down uh you know, the remaining uh authorization of measure D. We're going to issue measure D, series D this fall. Uh and then we're going to begin to tackle some of the uh priority one projects through measure B as we progress through the next three years while we have a program manager, construction manager, and an architect of record. Uh but but yeah, the the forum for this discussion will be a subcommittee to make some decisions, informed decisions, then then bring those decisions as recommendations to the board uh before we pursue any design concepts or or anything associated

187with um architectural fees and so forth. I agree. It's our opportunity to think big and I I will be with you making sure we don't miss that opportunity. um a much more specific comment. Thank you for uh installing the nogate at Forest Grove. Excited about that. And then I also um just appreciate your kind of thoughtfulness around many things about but specific to tonight's presentation kind of the the aesthetics of the color scheme and kind of building unity throughout people graduating but also like the very real uh money saving part of it. It's a good blood. So appreciate that. Thanks. >> Thank you for the presentation. Oh, thanks. >> Um, I kind of in similar to what Beth said, but I just I noticed most of the projects are like actual construction projects that were

188doing, you know, roof, scutters, and then there's like designing a campus relocation. So, that did stand out to me as something I would like to know more about. Um, and I think personally I appreciate that we are going to have a facility subcommittee, but what I what I want is for the board to feel informed throughout the process so um we can know like what's being proposed to the facility subcommittee um if campuses are being moved so that we're not coming in on maybe the tail end of a process and we can feel like we've been um fully informed. Um bathrooms at the middle school. Thank you. And it's a really rough time to to have a bathroom situation um as I've heard from both of my students. Um about the new safety fencing at

189the middle school. I was glad to see that. Does the new gate lock? >> Yes, we're actually having to order some parts. They it literally got finished the day before school started >> and so we're we're having to order some parts to actually make the physical locks on them. But they they are lockable now. Uh but we need to get them keyed alike. So, >> got it. >> Thank you. Um, and really glad to see all the work being done on ADA paths of travel and accessibility for our campuses because that's another one of the things that we've talked about for years is >> making our campuses actually walkable. And >> so, I'm glad to see we're moving that way. >> I think it's also notable to to say that, you know, each year Keenan,

190our insurance, comes out and does an inspection. And a lot of these things that I'm tackling are also on that Keenan, I'll call it the Kenan report. Um, and since I've been here, we've been using that also to plan a lot of our summer projects. So, some of these things seem like, why would you do that? But it's because we really want to bring down our insurance overhead and and show that we actually care about our students and their safety. >> In addition to reduce liability and risk for the district, all of the above. So, I do appreciate the approach and um how you're tackling it. And thank you again for the presentation. >> Thank you. >> And I was reminded very kindly that I forgot public comments. If there is anyone from the public

191that wanted to comment on this construction or work I'm making trying to make sure that is not lost. No one in the room and no one raising their hand online. So we will move on to item C an update on the world language and vapor programs by Dr. Hugest. Check. Check. >> All right. Good evening board. Larry Hagquist, executive director of educational services here to provide the board an update on our world language and VAPA programs. Uh this item uh came as a prior board request and so my presentation tonight is recognizing that request. I would also like to remind board members that um a full written report is available on page 222 of your board packet. So these slides are just a brief version of that that written report. And I'd like to start

192with a little bit of background information. The way that the report is presented is it looks at the program planning through the lens of backward mapping. And what backward mapping is, it's really a term that we use as teachers when we are designing curriculum. Jessica Grogan talked a little bit earlier tonight about student outcomes and looking at how MP MPC they give her the outcomes and then she has uh to design the curriculum from that. So really that's the way that uh curriculum design works is that you start with the outcomes and then you build the steps that are going to help students achieve those outcomes. Well, the same goes for uh thinking about our program. We want our students to have all the steps in place so they can be successful at the highest

193level. So the way that uh this report is presented is it starts with the high school and then it back maps through the middle school and the elementary program. So you can see how there is alignment uh of these curriculums and how we build uh progressive skill development and uh we offer students exposure to early exploration of the arts uh through VAPA and and world languages. Uh so starting with the high school, we've got the world language program. Uh we have two languages at the high school, Spanish and French. And we have all levels of those programs. uh Spanish uh and French 1 through 4 as well as AP. Uh you will also see that we for our VAPA offerings uh quite robust offerings. I think that's the theme of the day. You heard about

194that in the dual enrollment presentation that we have robust AP offerings as well as dual enrollment offerings. look at the visual and performing arts offerings that we can offer in our district. Uh um with you know 1,700 or so students we have 2D and 3D art uh all three levels beginner, intermediate and advanced and AP. Uh photography we have photography 1, 2, and AP photography uh offered at the high school. Uh some of the music offerings include jazz band, concert, marching band, orchestra, guitar, and you heard earlier tonight about the culinary arts program that also has dual enrollment uh options, and you see that in the additional notes here on this slide. Um, finally, we have uh drama and play production uh offered at the high school. We do have musical inquir uh musical and

195choir offered as clubs uh after school clubs. Um and just for that backward mapping effect I included the um graduation requirements of the high school for world language and VAPA as well as the UCSU um requirements, the A throughG requirements um related to world language and VAPA. Moving down to the middle school, um you can see how these programs merge. At the middle school, we have um an interesting, we call it the uh the wheel, the elective wheel, and that starts in sixth grade where you have four electives. You've got homec, Spanish, art, and technology. So when you're looking at the language program, we're talking about Spanish at the sixth grade level that they uh get to take as one of their four elective courses in that sixth grade wheel. And so they take it

196one of the four quarters. Um and then as they move on, they have an opportunity to take it at the seventh and eighth grade level as a standalone fullyear elective for those who choose that path and who are interested. Um, and then it's similar in the VAPA at at the middle school because you have art uh offered in the elective wheel as well as home eC which aligns well with uh like our culinary program at the high school. Um, and then again as they graduate from that they during seventh and ethalone elective and then we also have music available to students all um three grades at the middle school 6th through 8th. Some of those classes include um beginning instruments, symphonic band, concert band, chamber orchestra, string orchestra, and jazz combo. Uh there's also an

197afterchool musical theater club um that meets February through March with the full production typically at the end of March, early April. Um that's a little bit about the middle school. Moving down to the elementary program, we've got uh we're excited to announce that we've got Spanish uh offered two through f five, grades 2 through 5. Um it's offered once per week to all students in grades 2 through 5. Uh formerly, it was offered twice per week for grades four and five only. And this kind of created a uh an an issue with timing available for core class presentation. We learned a lot about this when we were trying to implement our EEL education curriculum that they c they came to us and they said, "Well, what is what is your English language arts block look

198like?" And uh the teachers were really struggling to um have core time because we had a lot of time uh in what was called the specials. So students being pulled for specials and uh so um our principles were able to collaborate on building the schedule. And this is something that we're excited about offering is u Spanish grades two through five. Uh we have general music offered TK through five. And then in a similar vein to kind of uh creating time in the schedule. Uh we will be uh we are looking forward to offering instrumental music uh down to grade three as well. So we'll have instrumental music 3, four, and five pending a new hire that's going to be able to teach those positions. Uh finally we have visual arts uh available in TK through

1995. Uh we have a curriculum called art in action where the classroom teachers are uh given um lesson plans, prepackaged lesson plans that are not just the lesson plans but also uh the materials that are associated with those art lessons. And so our multiple subject credential teachers uh are able to implement that art and action curriculum in their classes. And lastly, a summary slide. I always like to address the why, the how, and the what. And so why do we have these programs? I think that's pretty simple. We want to maintain a robust enrichment program in our district. We believe in student centered uh learning um whole child instruction. uh we believe that students excelling or being prosperous even in their core classes involves you know um learning with their whole brain right so music

200and world language and exposure to things and practice uh with those types of um skills is going to help develop their whole brain and it's going to help them uh overall it's supported by neuroscience and it's something that we strongly believe in uh the How um do we build this? Uh well, we like to look at presentations like this. We like to look at the way our program uh aligns and coordinates and and helps to scaffold the learning through the different levels and uh while also this offering students an opportunity to try new things. Always having an opportunity to try something new. Um and so having robust offerings facilitates that. And finally, the what uh what is the outcome? Well, the outcome is a well-developed program that challenges students with engaging and rigorous coursework and

201prepares them for college, career, and life. And um that's my presentation on music and vapa and Pacific Grove Unified. Welcome any questions. >> Thank you so much. uh look to the public first to see if there's anyone online and anyone in the room that would like to make a comment about Dr. Heckler's presentation. Seeing none, I will go to the board. Yes, Trusty Shamas and then Trusty Wax. >> I love it. Um, especially I mean I've said this before, but there's something about music and PG that goes way back. >> Mhm. >> And it and it just doesn't die even when it's been hanging by a thread because we just didn't have enough support or something. that parents come through. And so there's there's something there that's cultural to this district. So by expanding it,

202I think we're just we're embracing it and and making it really uh a core component of our education. And not to slight art because I was art. I love art. But but you know, sometimes you can't do both at the same level. that we we can still offer art, but the music is something I think we recognize as um a specialty to PG. So, I love it and I love that it's going down to the elementary level and good luck finding a teacher. >> Yeah, absolutely. I I agree. I when you look at some of the outcomes, when you look when you hear PG will shine tonight, I mean, it is classy, right? And also with the the art that we see on display from uh Mr. Kelly like at PG Art Center, it's just

203it's kind of it's incredible work that the students produce. And I don't think that that kind of work comes from like one or two years of >> development. Yeah. >> Wax. Um yeah, in the high school there's photography. Does that class incorporate video as well or is it strictly >> It hasn't. I mean, I was there for a long time and it it did not uh incorporate video. Um I'm not sure it's only been we have a teacher that's been teaching it for one year now and um I'm not certain if that if there's been a video element added. I'm presuming that it's kind of the same. I don't know if you could speak to that. video bulletin and we have we have a video component of our communications but it's not incorporated into the

204photography. >> Just repeat video bulletin. >> Yeah. So, principal Omira just uh mentioned that we have a video bulletin but it's not incorporated into the the photography class >> and the video bulletin is like a a class credit. Sorry. Good evening. Greg Omero, principal of all all high schools in in Pacific Grove. Um yes, the the the the video bulletin is something that is produced by uh English teacher um and and her and her crew uh Katie Selfridge. And um it is it's it's a supplement to our overall curricular program, but it's not included in the actual photography. Uh the photography program is is strictly um um two uh two dimensional. >> Okay. Thanks. Great. I I have a comment from trusty and then I'll start and then I'll go to mine. Um just saying

205that the once per week does not seem like enough and so the amount of time you know if it can be increased the repetition is clearly key especially during these early learning music and language um periods. So something to again as a challenge recognizing I'm adding this part but recognizing the budget difficulties but uh is there a way to offer music and language more than just once a week. um you know move back to potentially twice while expanding. So that that's the comment that was made um by Trusty Oddbar. Nothing to I think respond to on that unless you want to >> thank you um for that. One of the things that we would have to consider and addressing questions like that is just uh the time you know as we talked about with specials

206and the budget. So those are two of those considerations. So, >> um, another point that I saw from your presentation that I didn't catch earlier, it looked like instrumental was four to five with three to come, but then there's general music K through five. Does instrumental sub for general music if you sign up for that, or do you have both up? Like, do you have both general and instrumental music if you choose both? >> It sounds like the answer might be one of the experts on her way up here. Good evening. Emily Tai Brownfield, principal at Robert Town. So, all our students receive general music. Instrumental music is a choice. Students may choose an instrument that they would like to take. Um and so it would be a different time of the a different day.

207In fact, our music teacher and our instrumental music teacher, they share a classroom. And so um the days that the general music teacher is there, they are teaching every single class TK through 5th during the days that that individual is there. And then for instrumental music, the students would opt in and it would be a portion of their regular instructional day that they would be pulled out from. >> That's perfect. It's one of the reason I bring that up is that is basically twice a week then for those issues. So that is an option. And but then at the same time, if there is this programming issue, I could I could see a situation if there's a kid really interested in instrumental, maybe they would have the opportunity to opt out of general if I

208mean, again, not currently, but long-term planning for scheduling if that is the ultimate factor. Thank you. You're welcome. >> The only other thing I was going to say is I think I mentioned last year when there was the VAP week presentations how ex how popular those were at the high school and just wanted to kind of just challenge the district and uh principal mirror maybe a little more than most to are there ways to do that more often because I think that's also a nice way to kind of give back to the school community. So just another thought out there recognizing we're always asking you guys to do more. Thank you. >> I think with that we will move on to item D um which is the review of district enrollment for the first day

209of school and overall projections. This is assistant superintendent Jordan your item. >> Thank you President Dr. Hazen. um getting loose pulling the slides up and really does. Uh so tonight we're going to review enrollment for uh data for PG Unified uh and then looking ahead into 2526 school year. Some of the key points uh that I'll cover tonight are the current active enrollment on the first day of school and how this may be uh different from the projected enrollment numbers. Uh by the end of the presentation, you'll have a clear understanding of where our current enrollment stands and what we can expect going forward into 2526. Let's dive into the data. Okay, taking a look here. So, the current enrollment data shows uh 1673 active students. This is as of uh the this is as

210of the 25th of the July when I pulled the data from our synergy SIS. So, active means fully enrolled and placed on school site rosters. Okay. Uh we have projection data of 171 students. You can see that there. Uh and what that means is this includes students who have not been fully enrolled due to factors such as completion of all associated paperwork and parent view. Those parents in the room understand that that does take some time to get all of the paperwork and especially for our new students. Uh or they're starting later in the semester as we see often with the military population in our community. So they might be a late start. Some of them start in the uh the middle of August, some come in in October. So again, active versus projected. Uh

211we are projected at 1,7001 students this year. Uh uh let's see here. Sorry, notes here. So it's routine for our class sizes and our enrollment to remain in flux right up to the first day of school. Uh this is because families are still finalizing their plans. Some students uh who pre-registered may have moved out of our district over the summer. Uh some of those families may have decided to enroll elsewhere. There are other, you know, private school offerings nearby. Again, we we look at pre-registered numbers and then actual active enrollment on day of. So, those shifts can impact many things such as class size, uh class placement decisions. And uh these are kind of a normal part of what we go through in our school district. That is why um when we make projections in

212January and we look at enrollment uh and staffing and class size ratios in in the spring, we don't finalize that data. We don't finalize intra or interd district transfers until right before school starts because of what I'm showing you here right now. Uh as you can see the average elementary class size across our two elementary campuses is 21.9 students. Forest Grove Elementary uh has 320 total students across 15 classes which includes this year a UPK class. Uh that's UPK through fifth grade. Robert Down you can see 427 uh students that is 19 classes from TK through 5th. Pacific Grove Middle School we have 417 students enrolled grades 6th through 8th. Pacific Grove High School 530 students enrolled grades 9 through 12. And then at community high school we have seven students enrolled uh 10th through

21312th grade but I will tell you that it looks like we may have some additional students uh moving forward. So I'll keep you updated on that. Next slide, Lewis. So this slide does uh provide a detailed breakdown of our enrollment numbers uh for the district's two primary and two secondary schools. For the elementary schools uh you can see the enrollment numbers for Forest Grove and Robert Down including the number of students in UPKTK K through 3rd and fourth through 5th as well as the average class sizes on this slide that I showed you on the previous slide. the secondary school enrollments broke down by grade level for the middle school and the high school uh showing the number of students in each grade and by high school I mean both high schools are combined there

214you can see so please note that the fiscal impact uh associated with enrollment really has no there's no real significant fiscal impact for the district as it relates to declining enrollment or ADA and that's simply because uh predominantly most of our our property realizes through property tax revenue and then before I finish. Uh the key takeaways from the slide uh that you're that you'll see here tonight is that the district is on target with its 2526 enrollment projections. Uh I did bring this to the board January 9th of 2025. At that time, enrollment was projected at 171 students. Uh and we are on target with 171 students uh enrolled. Again, active versus enrolled. We anticipate all 171 students will be active. Uh and this does when I did the projection modeling uh follow our roll

215forward or carry forward cohort model meaning that we're just tracking the students through the cohort uh with the anticipation of some drop off uh percentages depending on like I've mentioned before grades 5 to six or grades uh 8 to 9. This year we did not see much drop off it if at all. uh some of the changes uh related to enrollment in our classrooms at our elementary school. Uh similarly, last summer we went through uh we had 8 to nine students kind of drop off enrollment and and this year uh uh we're in the neighborhood of around six or seven between the two elementary schools. Um so projections versus active. And that is the last slide I have. I'll open it up for questions. >> Okay. Um I thank you so much for the presentation.

216I want to go first to the public, see if there's anyone online or in the room. I know we had one person from earlier, Shelley, I think it was. If you're still online, now would be the perfect time for you um to join in. So, I'll give it a bit of time recognizing. Excellent. Thank you so much for sticking around. I really appreciate it. Shelley, please go ahead. >> Hi. Okay, good. Can you guys hear me >> loud and clear? >> Okay, perfect. Okay, so I have just a little notes that I had put down. Um, the disparity in class sizes and teacher ratios between Robert Down and Forest Grove fifth grades highlights a significant inequity in educational opportunities within our district. The current fifth grade enrollment class sizes are as follows. Robert Down has

21761 students in three classes, averaging 19, 19, and 23, which is an average ratio of 20 students per class. Forest Grow has 58 in two classes. The class sizes are 29 and 29. This puts it at an average ratio of teacher to student for every 29 students. This is not a small difference. It's a 43% increase to the number of students at each for each teacher at Forest Grove that they are responsible compared to Robert Down. That means that fewer opportunities for individualized instruction, less time for struggling students to get help and fewer challenges for advanced learners. They are not abstract. These are not abstract numbers. They are representative of real children whose educational experiences are being shaped in some uh classes limited by the number of adults in the room. The lack of transparency

218from the district regarding actual enrollment numbers until now has been has deepened the frustration for families. We should not have to rely on word of mouth to try to understand the state of our children's classrooms. The district should be able to pro proactively ensure resources that are allocated equitably. I understand that many of these staffing decisions are made in March for the upcoming year. However, there must be a process to take adjustments later in the year when class sizes shifts in a way that creates such inequities. It is extremely unfair for one group of students to have significantly less access to teacher support than another when their families pay the same taxes and live in the same zip code. We're asking for a straight straightforward solution. Hire an aid for each of the two fifth

219grade classes at Forest Grove. This would not only ease the burden of the teachers but also ensure that all students receive the support that they need to thrive. Equity and education is not a privilege. It is a responsibility. Our district must act now and correct its imbalance and deliver its commitment to serve every student fairly. >> That's all. Thank you. I appreciate all of your guys' hard work. >> Thank you very much for the comments. Is there anyone else from the public online or in the room that would like to comment on this item? Seeing none, I will look to the board. See if there's anyone that'd like to speak and say anything. Go ahead, Trusty Wax first and then Trusty Schmatz. Um Josh, so the the active students are about like a percentage point

220and a half different than the projection. Is that true for most years? Is that kind of like right around the same range? So, I haven't looked at most years. Um, but I will tell you being here for three years that um, as I mentioned kind of at the tail of my presentation, there is quite a bit of movement in that last week prior to school starting. So, I would say that the trend has been uh, has been that, but I can bring back the data to the board if you'd like me to look at prior years. Certainly. >> Thanks, >> Jose. Um Josh, which campus between Forest Grove and Robert Down, which campus can hold or accommodate the most comfortably, including the cafeteria and the playards? >> Forests Grove is the larger campus. >> Yeah.

221So, but so is that a consideration when you're looking at distribution of, you know, trying to balance it? Um because especially like in the fifth grade, let's say, you got larger kids. So is that a consideration when you look at the play area uh for larger kids is bigger at Forest Grove than at Robert Down. I'm just curious that if that's a consideration. >> That's a great question and from my perspective it hasn't been a consideration. Um I I would you mentioned it so I'll bring it up again. you know, the classrooms at Robert Down are effectively 800 to 900 square feet where the classrooms at at Forest Grove are around 1,200 square feet. So, the classrooms are much bigger. Uh, but that that doesn't factor into the decision-m process that we have. Um, >>

222one thing to note, I mean, there is eb and flow to each grade cohort, >> right? Um, I can mention it now, last year we had very small TK classes at Forest Grove. We had very large fifth grade classes at Robert Downtown. So, it just depends on kind of following the cohort of students through their neighborhood school. Um, and it does it does unfortunately vary from year to year depending on a number of factors which I won't go into tonight. Birth rate and so forth like how they're coming up through our school district, the eb and flow of our transient population of students. I think I'm getting off topic from your question so I'll stop there. Well, just just that you know we uh put the preschool over at Forest Grove because there was room

223and um so there is some consideration about space. So I'm just throwing it out there that you know Forest Grove does have additional space um for playyards um and maybe even the cafeteria areas bigger than than Robert Downs. But just just those are some things, you know, versus um just maybe as an additional consideration when there's a a crowdedness in certain grade levels. >> I had a kind of quick followup to that. Um thank you for the comments as well. I was thinking similar the timing. I just you again not asking you for the explicit data but like I'm going to start with a guess cuz I may be completely wrong but I would guess you get a lot of enrollment at the beginning of the summer and at the end of the summer is

224I mean do you end up with like a peak at the beginning because you have the I assume like not the beginning of the summer but the first date available of enrollment because that's I know as a parent that's what I do is I have all my stuff ready once I can do it I throw it in but then I'm guessing at the end of the summer you're probably dealing with more people moving in. So that's I guess what I'm asking is is it kind of a biodal distribution there? Um which I could see would be very much harder for planning than if it were a nice even normal distribution. >> Yeah. So I would I would suggest that um the fact that we have pre-registration open-ended for our district makes it a little bit

225difficult to start the uh the enrollment process. I mean there's families that pre-register in December, right? They're not able to upload their documents until we open the parent view portal in May, which by the way has been moved up a month from prior years. it was the middle of June. Um, so to kind of get back to your question, um, I looked in May and you're right, there was like there was a there was a flood of families, especially in certain grade levels, that registered that uploaded all the pertinent docu documents, residency documents, so forth. And then there were families that just did not. I don't know if I can place my finger on the why rationale. Um certainly at the tail end of the summer um we are seeing more of the FL families

226that have held out because they're they're basically on the cusp of making a decision. Do I go to one of the elementary schools or middle school or high school here or do I send my child to X in the county somewhere else? Um or again on the same vein, families that are moving into our area from out of the country or out of the state um they have to secure residency. So it delays the process for active registration. >> And and just to follow up on that, when is the last time like and it might even be contractually, I don't know, but that you can switch teachers among sites. I mean, because I'm trying to just like I mean, could you do it the last day of summer and say, "Oh, okay." So that's what

227I say. When is when is the last date you can actually switch a teacher from one site to the other based on class sizes or whatnot? >> I'm going to ask chief programming to come up on that one. Everybody, everybody from the crowd come up tonight. We just want to see all of you guys smiling faces in front of us. >> GTA bar bargaining agreement that we have. However, there is the ability for the district to staff whenever um there's the demand for an involuntary transfer to take place, which is really what you're asking. So you could up to the very last minute do an involuntary transfer of one of the teachers. Um and uh that would make for an interesting start of the year for that for that teacher for sure. >> Right. >>

228And so we do try to um we try to notify the teachers of or we try to notify the teachers of their assignments by May 1st. That's that's that's what the contract calls calls for. It doesn't mean that we're excluded from being able to move a teacher out of their assignment. However, that's the goal is to try to assign by May 1st. I will say that some of those assignments were extended past that deadline this year as things kind of got settled in, but we worked with PGTA every step of the way as we were making making those assignments. Just trying to point out the point the fact that like right we have dates we are trying to meet again and sometimes these spikes in enrollment happen after the ideal time and again no not

229always anybody's fault it's just the way the cookie crumbles to use it childhood book that my kids loved okay so with that any last comments from the board >> can I just make one final comment to just in response to you know I think when we're talking about resources and additional supports I think that reminder that you know That's really something we look at closely at both of our elementary sites. Uh and that additional support is provided where the need is. So, you know, when we're talking about even no matter what grade level it is, right, that's something that, you know, Principal Arun looks at very closely with her support staff and if there are more needs at a particular grade level, uh that additional support and those additional resources will be assigned, you know,

230to that particular class. Uh, and that's, you know, when I'm talking support, I'm talking if there's, you know, we have aid support at both of our our elementary school sites that our site administration has the ability and flexibility to assign where there's a need. Um, we also this year we have hired an additional special education itinerant teacher who it looks like is actually going to be able to be um, as of today, you know, full-time at Forest Grove. Um, in addition to a, you know, behavior specialist that we've hired this year as well uh, to, you know, help support there. So I just make that point, you know, as a reminder that that's something we're looking at constantly. We're talking about, you know, how we're distributing our resources to ensure that the stu where the

231need is, that's where we direct those resources. And so uh you know, fifth grade is no different to any other grade level at each. I think we had an unusual circumstance over the summer where we had, you know, four open spaces at Forest Grove. We were able to offer those four open positions to four re-registered families of Forest Grove who were initially going to be force transferred to Robert Down. Our ability to be able to keep them uh and maintain those families who have siblings at the school and therefore not see a decrease in enrollment at those other grade levels. Uh what we're trying to do longterm here is also avoid a situation next year where we're maybe having to go ahead and reduce another class. Every time we make that decision to move a

232family to another school, that's something, you know, it's an impact. It's it's a wider impact, not just specific to that grade level. Um so again, you know, just unusual circumstances. Uh we're glad we're able to accommodate that, but when we're talking resources and support, that is something we're actively working on and and always consider. Wax. >> Sorry, one one other question, Josh. Are there classrooms not being used on the campuses? where where I guess I'm going is like we've talked about um declining enrollment and so if somehow we got back up to the peak of the numbers is that because the David Avenue campus is no longer being used by PGSD or are there available classrooms on our current campuses that we could open up? >> So there are certainly available rooms if we were

233going to expand u the number of classrooms at a particular site. Those rooms are also being used for uh the specials as Larry mentioned earlier right so music um uh flex lab CTE there's other components associated but so to answer your question yes >> great with that I think we will hopefully you got good direction from us on thank you for presenting this and the information we're interested in hearing so I really appreciate that and we will move on to item E I will note it is 948 eight. Do we have confidence that we can bang this out or should we Okay, so let's try and if we get right up to 10, we'll take that up as a board. >> All right. Um the last item information item we bring forward every year and

234this is covering PG property tax revenue actuals from 2425 and then the projections that we have built in of course to our adopted budget. Uh the takeaway from tonight is that was that slide's not showing everything. The takeaway from tonight is that the um the projections were relatively on target. I mean really within the margin of error. Next slide. Uh this slide shows the historical trend of property tax revenue in our district over the past few decades. Uh from 91 to 2009 we saw consistent growth in property tax revenue averaging just over 5.8% 5.85 to be exact. Uh however in 200910 and 1011 we experienced a downward trend with a decrease of property tax revenue um which is a pretty significant downturn as you can see uh 22 and uh 1.24%. That was significant. Uh

235since 2011, property tax revenue uh of of course has been on the rise uh averaging over 4.51% with uh within the past 10 years and then a consistent growth that we've been projecting of 5% year-over-year. You hear me say that every single year and I received that data from the county tax assessor's office. Next slide. Perfect. 2425 fiscal data realized uh property tax revenue of uh 30 37,442456 as shown on the slide which represents just over 5 or sorry just over 5.1 I rounded up it's it was 5.19% uh increase yearover uh that's just under 1.9 million over the prior uh fiscal year 2324 the revenue did exceed the 2425 adopted budget projections uh just by around 126,000 so very very nominal uh we We're pretty much on target as I mentioned in the beginning

236of the slide and again that's due to assessed valuation growth assessments being done by the county tax assessor's office that they track uh for decades and then give us their assumptions. Um property tax revenue is received throughout the fiscal year. You hear me tell you this all the time. December and April. Those are the two big dates for us where we receive uh quite a bit of our property tax revenue. But there is trickle in over the course of many of the other months. Uh just to give you an example last year we saw trickle in in the months of September October. hadn't seen that in the prior two fiscal years. This past year, we saw a substantial increase in property tax revenue in the month of June. Hadn't seen that over the past few

237fiscal years. So, predominantly December, April, but we do get trickle in over the course of the other months. Uh, and the data does demonstrate long uh strong performance of property tax revenue stream for our district. Next slide. And the final slide tonight covers the 2526 uh adopted budget which projects an increase of just under 1.5 million which represents 5% increase over 2425. Uh I would note that that that the 5% increase does not book certain things uh certain revenue projections such as delinquent taxes or or prior year tax receipts. So when we do the projections in the adopted budget, often times when I bring our audited actuals forward in September, you're going to see that wow, we had an increase over the adopted budget and the question is why? Well, delinquent tax receipts and prior

238year tax receipts are received. We don't book those in a in a projected budget because they just kind of we don't really know where they're going to fall. It doesn't fall within that 5%. Uh as of August 7th board meeting tonight, the projections remain unchanged. Uh as I mentioned multiple times, county tax assessor's office continues with a projected 5% increase yearover. Uh and then finally, you know, future tax assessments uh will reflect changes as we move forward. If we continue to see growth in home sales in our area, we'll see increase in assessed valuation. Uh mortgage rate fluctuations will help with that. If we see mortgage rates reduced, we're going to see more growth, more assessed valuation, which yields higher tax revenue. Uh and then as uh as I always mentioned at the end of

239this, we will share property tax projections as we move throughout the year. Uh the very first time you'll hear me talking about this again is in our first budget revision in October. We call that budget revision one, which basically replaces the adopted budget and it's 9:53. We'll stop there. >> Okay, we've got one person online it looks like. So I will go to them and then I will have a motion to make. And Jennifer, you are up. Thank you for >> Hey, good evening you guys. Um, so Jennifer Story here, mom of a fourth grade fifth grader. And I can guarantee you right now that 29 kids in those classrooms is not okay. Um, we went from 19 to 29. That's 10 extra desks, 10 extra kids that are growing. And um, it is beyond

240compact. And when you talk about Forest Grove having a larger campus, that may be true like acreage wise, but as far as interior spaces, I have a hard time believing that. And um also to say that we have room, you know, would mean to get rid of the computer lab or the music room. That's that's not having room to me. So I just wanted to say that. And really this 29 per class, it it we can't add any more people cuz there were four new students enrolled over the summer who were brand brand new to Forest Grove and we were told that we were going to be left alone after the no combo two class thing. Um and then we got four new students which we were under the impression would go straight to Robert

241Down from here out. >> Thank you. Thank you for the comments. Just a reminder, we closed that agenda item previously. Um, so we're not going to come back to that, but thank you for the comments. Um, actually, we have five minutes. Anyone here? Um, any other from the public, I should say, on this agenda item, the financials, projected revenue? If not, I'll go to the board. Any comments? And if there is, go ahead. >> Just one quick comment about if we're looking at um putting a certain percentage number to our reserves. Um, are is it reasonable to look at the property taxes uh increases as a way to start, you know, moving something into a reserve? So, um, great question and I would I would suggest that until until the district adopts a revenue neutral

242budget and we're We're continuing to deficit spend. Um having a conversation about building reserves is something I don't know if the business office is prepared to have a discussion on simply because um new property tax revenue uh I've shown this before and I did the budget study session. We we need around 3.8 to 4% new growth in property tax revenue just to sustain business in the new fiscal year step and column all of the increase costs. Right? So, um, we really need to see a revenue neutral budget and this year we have around a $ 1.3 million deficit again that we're looking at. But absolutely, uh, that would be what we would be looking at moving forward. >> So, we would need a surplus year. >> Yeah. But if we had a plan in place,

243because sometimes we don't know if we're going to get a surplus year, but if you have already made a decision that if we do come across a surplus year, that's where the money goes, you know, then you have you're not you're not thinking of other ways to spend it. Let's put it that way. >> Yep. That's a great again when we come back to the that is a policy update, something to address. Any other board comments? If not, we have one last quick item and I'm refusing to put up a extension to our time. So, we have the future agenda items. >> Don't think there's anything new unless someone wants to introduce. >> I do, but I'm happy to submit an electronic request. >> Perfect. You have one minute. You want to say it? >>

244No, I don't. >> Good. Okay. With that, we are adjourned. Thank you. At 9:57 p.m.