001Okay. Good evening. I'd like to call this meeting to order at 5:00 and announce that the board will meet in close session to address items 1 through 4. Are there any public comments on closed session items? >> Madame President, there are no blue cards. I will close public comment and recess into close session. Thank you. Robert, >> good evening everyone. We can get the board to the dis please. Do you know where Sean is? >> All right. Good evening and welcome to the Elkrove Unified School District board meeting. >> Excuse me. >> Thank you. Live streaming of full in-person board meetings is available to the public using the link located on the district website. Today's meeting is being video recorded and will be available on the district's YouTube channel. We encourage you to attend the
002meetings and share your feedback with the board. Your active participation is valued and contributes to the decision-making process. During regular board meetings, the public may make public comment for items on the agenda or items not on the agenda. Requests to make public comment will be accepted for an item up until the board president introduces the item. Generally, members of the public will be given three minutes to address the board. If there are 15 or more comments on a specific item, the board will reduce individual comment time to two minutes each. If there are 30 or more comments on an item, the board will reduce individual comments to one minute each. Individuals may not defer their time to another individual speaker to increase their total speaking time. Please mindful that the district students are watching. You
003are encouraged to address the board in the public in a respectful manner such that all those observing from children to adults are made to feel welcome, safe, and valued. The board shall not permit any disturbances or willful interruption of board meetings. Persistent disruption by an individual or group shall be grounds for the board president to provide a warning and then to terminate the individual's privilege of addressing the board. We always start with our land acknowledgement. We'd like to be led by our student board member. We acknowledge that the Elkrove Unified School District administrative facilities and schools occupy the unseated territory of the Miwok, the original people of the skies, land, and waters where we lurk work and learn from. The Miwok have cared for these lands since time immemorial. They continue to teach their traditional
004knowledge that comes from and responds to the needs of the land and people who share it. May our daily lives and work, teaching, learning, leadership, and community engagement support the evolving vision of the Miwok for their community and these lands. May we strive to acknowledge the past for the betterment of our future generations. May we look to our tribal partners, the Wilton Rancheria, the descendants of the original people of this land to assist with the successful education of our community. >> Thank you. Next item is our pledge of allegiance for Toby Johnson Middle School today. Miss Ballerini. Yes. All right. Mr. Yang's really excited about it today. He jumped up first. Okay. Um he's trying to be ready. There we go. Well, I I just met Miss Smolden over there and um we've got a
005little bit of a thing to say about you. So, I'm going to read this and then we'll do the pledge of allegiance. Tonight, we are pleased to recognize Toby Johnson Middle School parent Sarah Smolden along with her husband Jeremy and their three children, Jaden, Lucy, and Caitlyn, currently in 10th, 8th, and fifth grade. The Smolden family moved to the Elk to Elkrove in 2018 for its strong schools and community, and they were welcomed immediately. At Stone Lake Elementary, Sarah volunteered in classrooms, served as PTO president for two years, founded the seven-year running bingo night, coached basketball and track, and helped start field day. Across Stone Lake, Toby Johnson and Franklin High, the Smolden children have been active in a wide range of programs, and Sarah and Jeremy are there supporting them. Yes, you have one
006at each one of those schools. Great. That's a lot of fun. Three years ago, when Toby Johnson Middle School could not find a cross-country coach, Sarah stepped up, emphasizing discipline, sportsmanship, and perseverance. Sarah is someone we can always count on, whether it is bringing supplies for activities or hosting French exchange students. Ooh, she brings energy, generosity, and heart to everything she does, and our community is stronger for it. We honor Sarah Smolden for her commitment and contributions to Toby Johnson Middle School and the Franklin region. And I appreciate you being here. Thank you very much. Please join us in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >>
007You may be seated. >> And I will be right down there to take a picture with you. Let's give her another round of applause. Thank you. Our next item is our student regional report. Tonight we have the Pleasant Grove region. Good evening board members, superintendent Riley, cabinet, staff, families, and community members. I am a student from Katherine Albiani Middle School. My name is Laya Cartner and I am in 8th grade at Albiani. I am also the ASB president. I am honored to be here tonight to represent the Pleasant Grove region. I am also joined tonight by two students from Edna Batty Elementary School, Maya Carr and Aisha Carbo, who will share part of their student leadership experience with us. >> Good evening. I am Maya Carr. I'm a student at Enab Elementary School. >> Good
008evening. My name is Aisha Carbo and I'm also a student at um Enaby Elementary School. The Pleasant Grove region includes Pleasant Grove High School, Katherine Albani Middle School and our regional elementary schools. Arnold Adriani, Edna Batty, Consumnis River, CW Dillard, Robert J. McGarvey, Pleasant Grove, Sierra Enterprise, and Sunrise Elementary Schools. In the 2026 to 2027 school year, our region would also like to welcome Sir Price Elgrove Elementary School. Their motto is jets are rooted to rise. Across our region, schools work together to support students from elementary school to middle school to high school. Staff articulates across grade levels so students are prepared for their next stage in education and life. Tonight, because it is teacher appreciation week, our presentation is focused on the teachers who helped make that possible. We would like to begin by
009recognizing teachers who have greatly affected us in a possible way. We will share who we are recognizing and why at Katherine Albiani Middle School. I would like to recognize Miss Lassur because this teacher specifically I know has prepared me for high school and beyond. Her teaching style and kind attitude make me excited to learn and know more. Overall, she's inspired me to work hard and be positive toward others. At Anna Batty Elementary School, I would like to recognize Miss Ruff because she always makes hard school work fun and easy to do. I would like to recognize Miss Janera because she taught me how to dance and made me improve on what I like doing most. Thank you to these teachers and to all the teachers across the Pleasant Grove region who have helped students feel
010seen, supported, and ready for what is to come next. Aisha and I both had the privilege as serving as vice principal for the day at Edna Batty Elementary School. We earned this opportunity through Batty's PBIS system by showing the Bobcat Pact being safe, responsible, respectful, and resourceful. As part of that experience, we have created business cards to introduce ourselves as student leaders. At that at this time, we would like to introduce ourselves to the board and hand out our business cards. Thank you Maya and Aisha for sharing that leadership experience with us. Next, we are proud to welcome Pleasant Grove Elementary School. They are here to introduce a student author and share more about the book being featured here tonight. Okay. Hello, my name is Isel San. I'm in fifth grade and the school I
011go to is Pleasant Grove Elementary School. I am the author of my self-published book, Skye's Wacky Raindrop Rescue. It all started one rainy day when I was looking outside the window. Then the thought occurred to me, what if raindrops had families? I want to share my imagination with the world and publishing my book Sky Vaky Ranger Rescue helped do so. I hope that when people read my book, they get inspired and use that inspiration to inspire others as well. I would like to thank two people. The first one is my second grade teacher. Her name is Miss Harris. She encouraged us to write short stories about anything we wanted. It truly expanded my horizon. I would also like to thank my principal, Miss McCartney, for nominating me for the California Department of Education recognition. Now,
012I would like to read you a couple pages from my book. Skies wacky raindrop rescue. Adventure begins where imagination splashes, reminding us that even the smallest ripples can make the world shine. Sky the raindrop was eager for adventure and bouncier than a rubber ball on a trampoline. She lived in a rusty, leaky garden hose with a million other raindrops, all nestled together like wet sardines. The garden hose was home, but Skye was on a mission. Her parents, Mike and Jesse, had disappeared months ago. One minute they were there, the next, poof. Everyone said they'd evaporated or gotten slurped up by a thirsty snail. Nope, Skye said. They're out there, probably stuck in a puddle trying to get out. One sunny afternoon, Skye zoomed to Grandma's corner of the hose, slipping and sliding like a water
013balloon on roller skates. What do you think happens next in Skye's Adventure? Well, you'll just have to read it to find out. Thank you all for listening. Luckily, we are providing signed copies to all the board members. Superintendent Riley Chad Sweiser, Assistant Superintendent of Secondary Education. Jennifer Ay, Assistant Superintendent of Elementary Education. Next, we will continue celebrating student voice through performing arts. Please welcome the Pleasant Grove High School Musical Theater Troop. >> Um, I'm the president of the Pleasure Grove Theater Company. And um, before we perform, we'd like to recognize our director, Mishapiro. Um she just always is supporting us and is helping us to become the better versions of ourselves not only in acting but in our personal lives as well. And um good evening all. Um Pleasant Grove Theater Company is proud to
014present two featured scenes from the beloved musical Danny. After successful run of six performances, we are honored to have been invited to share a piece of our production with you here tonight. You'll enjoy the mischievous and energetic Easy Street followed by the heartwarming and hopeful A New Deal for Christmas. Remember the way our saint mother and crew She'd say, "Kids, there's a place that's like no other. You got to get there before you die. >> You don't get there by playing by the rule book." Uh-uh. NO. YOU SUCK THE >> YOU LOAD THE DICE. >> Mother dear. Oh, we know you're down there. Easy street where you sleep. >> Yeah. Yeah. Yeah. Yeah. Yeah. >> She repeats a street. better. Look like she have a couple of dollars. She works for Oliver Warbucks. >> See
015Oliver Warbucks. >> Not a billionaire, you dumb ho. Tell she works for him up in his mansion on Fifth Avenue. Fifth Avenue? He don't live on Fifth Avenue? But where does he live? Easy street. Easy street where the rich folks play >> where they play all day. Move and be easy to repeat when you get there. >> And to bring you the wonderful news that Danny, one of the orphans here, Annie, IS ADOPTED BY ELMER WARLOCK. That stupid is going to have everything. Come little luxury. IT AIN'T FAIR. >> IT ain't fair how we scrouch for three of four bucks while she gets war. >> Oh, the little rat. >> It ain't fair. This life is driving us while we get penis. She's living. >> Maybe she likes to keep that little baby. They're getting
016more >> instead of less. >> Maybe we fix the game with something. >> I'll tell >> give you one guess. >> Yes. >> Easy street. And he is the king. >> YES, SIR. YEAH. But we'll get a new Christmas bringing a new deal for Christmas. on Nikki's and Burgundy at video every city. We have enough room for any more >> and shine across the land. >> Tomorrow's at hand. And those happy days that we were promised >> are finally here. >> We're getting a new deal for Christmas. We're getting a new for Christmas. For getting a new for Christmas Thank you to the Pleasant Grove High School theater troop for sharing your talents with us tonight. As we close, we want to return the reason why we are here. Teacher Appreciation Week. The Pleasant Grove
017region is the region where teachers help students rise, lead, belong, and prepare for the future. Our schools work hard to connect families to the educational experience. From fun runs and harvest festivals to picnic parents and parent picnics and our open houses, our campuses create opportunities for families to be a part of our school life. They also make sure students have opportunities to shine through academics, leadership, athletics, the art, and programs that help students feel connected to school. Across the Pleasant Grove region, each school has its own pride, identity, and tradition. For many of our schools, every day is a great day. It's a great day to be a road runner at Consumus River, a Bobcat at Batty, a wild hawk at Adriani, a Spartan at Sunrise, a tiger at Pleasant Grove Elementary, and an eagle
018at Sierra Enterprise. Across our region, strength is a part of who we are. Dillard is Pioneer strong, and McGarvey is Griffin strong. all day long. Together, our elementary schools help students build the foundation they need before becoming a Elbiani Falcon and eventually a Present Grove High School Eagles. And in the 2026 2027 school year, we will welcome Cypress Grove Elementary School where Jets are rooted to rise. across our region. We are committed to ensuring that every student learns in every classroom and every subject every day so that students are prepared to become college, career, and life ready graduates. >> So tonight during teacher appreciation week, we say thank you to the teachers who make those words true. >> Thank you to the teachers who help students feel seen, supported, and ready for what comes next.
019>> Thank you. And every day is a great day in the Pleasant Grove region. Thank you very much for an excellent presentation. We'd also like to say thank you to our principles. We have Omar Keran from Pleasant Grove High School, Christopher Rashenfelds from Katherine L. Albiani Middle School. Laura Smatc Buck from Adri Arnold Adriani Elementary School. Will Jones from Edna Batty Elementary School. Ashley Hannon from Consumnness River Elementary School. Trina Keading from CW Dillard Elementary School. Carrie Mitchell from Robert J. McGarvey Elementary School. Tara McCartney from Pleasant Grove Elementary School. Josephine Petria Lal from Sierra Enterprise Elementary School. Diane Stanridge from Sunrise Elementary School. And thank you to Marty Hawk from Cypress Grove for being here tonight as well. Thank you students and parents for supporting and bringing your students tonight. Everyone's excused from that
020part. Thanks. Our next item on our agenda is the student board member recognition. Mr. Schwitzer. I'm waiting and they've been the quietest region leaving since. >> Oh, so polite. Thank you. >> So polite. >> All right, go ahead and get started. Good evening, Board President Albani, members of the board, Superintendent Riley and Miss Avalos. We're here this evening to honor and recognize student board member Z Swan Jang. We know the next few months are about to get very busy with you with graduations and the end of the year. So, we take this opportunity to recognize him tonight. As the student board member, Z acted as a student adviser on the superintendent and the board of trustees, holding a preferential vote on district matters and bridging the gap between district leadership and the student body by
021sharing peers perspectives and ensuring district programs stay relevant and effective. Student board member Jeang has been instrumental this year in working with the student voice committee, student equity councils, collaborating with students on the stu uh superintendent student advisory council. We'd be honored this evening to have the board take the opportunity to recognize student board member Jeang and wish him the best in the coming years. Uh we do have a plaque for you and hopefully after comment we can get together and take a picture. All right. Um I think the board we could make some comments and then we'll go down forward and give a um a plaque. Do you want to know if there's any blue cards? >> Doesn't say this on here. Do we have blue cards? >> Oh, I thought it did. Right
022here. No, >> we're on number two. >> Oh, okay. Good. >> Um, thank you, Mr. Yang. >> Yeah. Uh, good evening. I just wanted to say that uh, you know, I remember him coming in to our first, uh, school board meeting. He was very shy and uh as he uh started to attend more and more of our uh schoolboard meetings uh I have heard many many uh comments and recommendation that he made that shown to me that he has grown as a person and uh and understanding our school district and especially his peers that he represent. Um so I'm just very proud of you um the person that you have grown um in a year and uh I uh truly believe that you going to be phenomenal going in the going in the future. So
023congratulation and thank you for your service. You've done a really great job. Thank you. >> Thank you Mr. Yang. >> Miss Davis. >> I've enjoyed our year together. Um, I've been privileged to have a little extra of your time every after every meeting on our rides home. I'm going to miss those conversations. They've been really great ones. Um, you've enlightened me. I didn't even know what a liaboo was, much less how to turn it into a pumpkin racer. Um, but I appreciated that opportunity with you and getting to know you better that way. Uh, you've done a great job representing Floren High, my region, and all of the schools here. So, keep up the good work. You're you're going to go uses places. >> Thank you, Miss Bowwin >> Z. Just so proud to have
024you on up here with us and speaking so much truth to the decisions that we have to make. I think we've learned so much from you and it's really been a privilege to serve with you. Um, I just want to share with you that this is just the beginning. You have so much ahead of you and despite challenges like you have already achieved so much and you will continue to do so and we're really we're always going to be here for you. So if you ever need anybody you always know that you have this group of people that are rooting for you want to support you. All you have to do is reach out. Okay. So good luck to you. It's been a privilege and an honor to serve and very proud to see you
025grow into your leadership. Miss Moore. >> Yes. I just want to say thank you for your um your service. I know you put in a lot of hours and that's difficult on top of um you know your school load and other activities you might have. Um and your voice is valuable as a student representative. So I really appreciate all the all of your time and um your your voice um for our students. So thank you. >> Thank you Mr. Vargas. Um I will echo some of what my colleague said. Um it's been wonderful having you up here. Um you know I was privileged to be in the center chair and have you on uh my side um for half of the term and so that was wonderful getting to know you getting to chat with
026you. Um and I think your perspective all of our student board members have such a wonderful and unique perspective but yours has been really refreshing. um you know every time that you have something to say it has been so thoughtful um and really profound and helped us make our decision. So um I appreciate it and we will we will miss you. >> Well, I'm a crier so I'm gonna be short. So we're very proud of you. You've done good work. You know how to do good work and we all have faith in you and you bring to this board something no one else could bring that we've needed in this past year and that a student board member is to be and you have fulfilled that role wonderfully. I'm very proud of you. I appreciate
027the times we've been able to spend together, the lunches we've had and your willingness to share your story with me and I will support you and you have my number. Okay. All right. Let's give this man a plaque. All right. Our next item is our student board member recommendation from Miss Hubbert. All right, Sue is on vacation, so I'll stick around for this one, too. Uh, good evening again. The Elkrove Unified School District Board of Education has placed a high priority on engaging students and leveraging student voice in input, feedback, and decision-making opportunities. The seating of a student board member is in direct alignment with this priority. A little bit about the process. To be considered for student board member position, interested students complete a comprehensive application and campaign process held at each school. Schools
028then hold an election and move one candidate forward for a second round of interviews. Formal interviews will were held here at the district office. Trustees Davis and Ballerini uh were involved in the process. Thank you very much. Each candidate was given up to 10 minutes to answer five questions. Uh they were all commonly scored and one candidate was selected to move forward. The candidate being recommended for our student board member for 2026 27 is Anoska Vio. Anoska is currently a junior at Franklin High School. She brings with her extensive leadership and community experience. Uh she is the founding executive director of the Sacramento Valley Model UN Conference here in El Grove. In this role, she works with several schools in the greater Sacramento region to educate students about global initiatives and engage them in problem
029solving process. Other leadership experience includes the Franklin debate team, computer science, president of mathletes. She's on the superintendent, student advisory, student voice committee. She's the captain of the tennis team. She is their DAC and DAC student representative. She is a my Vang for Congress student organizer. And she's on the National Honor Society. And with that, I'd like to introduce Anoska Vio. Good evening, President Albiani, members of the board, Superintendent Riley, Miss Abalos, and members of the community. I'm grateful to be here tonight with the goal of representing over 64,000 of my peers. Originally, I pursued this role last year because as a student, I had no idea how else to bring my perspective to the district. So, last year, I actually served on our student voice committee supporting Z and his endeavors as student board
030member. But since then, I've also tested the limits of student agency in our district by starting intradistrict initiatives amongst other things. However, I know most students who also have valuable perspectives to share won't have those same entry points. Being a student of EJSD for nearly half my life, I've had the privilege to connect with other amazing students, teachers, and community members across Oakrove. Each of them has shaped how I see the district and my role in it. I've seen student voices come to life on the Monoya floors, witnessed the camaraderie built amongst my tennis teammates, and coached middle school debaters as they discovered their own confidence. As a student board member, I plan to continue standing at the forefront of increasing student engagement. Not only seeking to represent the youth population, but also amplify the
031voices that often go unheard. After all, each student brings a unique story and perspective, one that only they can truly give voice to. Thus, if selected as student board member, my main goal this term is to strengthen district transparency, student engagement, and resource accessibility. I plan to do that by making sure students know about the educational opportunities available to them, and understanding how new EGSD policies work, by strengthening the student voice committee and improving how we communicate with students, and by making sure that everyone has access to the resources they need to succeed in our district. Ultimately, I hope to bridge the gap between district policy and student outreach by getting more students involved in public comments, sharing important resources like the student bill of rights, and going out and ta talking to students across
032the district to hear their input. As a student board member, I would stay active in subcommittee meetings, provide regular briefings to board members on student perspectives and continue pushing the boundaries of student representation, ensuring that student voices reach new spaces in EUSD decision-making. If selected, I would prioritize the needs of our 62 public schools, five alternative education schools, charter schools, and virtual academy. I hope my term would serve as a catalyst for furthering youth engagement well beyond my this upcoming term. Thank you. >> Thank you, Anashka. With that, we uh request the board to give consideration for the approval of Anashka Vio as the 202627 Elkrove Unified School District student board member. >> So, >> thank you. Are there any blue cards on this item? >> Madame President, there are no blue cards on this
033item. >> Thank you. I'd like to call for a motion to approve the recommended student board member, Anoska Vas. >> So move >> Vas who will officially be seated on July 1st, 2026. Mr. Yang, >> I move the motion. >> Seconded by Miss Baldwin. All in favor? >> I. >> Any opposed? You're approved unanimously. Welcome to the the board. We'll see you in July. >> Yes, we we'll be happy to come down and take a picture. >> Gio family is here. Can we get a picture? >> Oh, of course. They're just It's All right. Our next is our resolutions. Our first resolution tonight is classified school employees week. Mr. Sink. >> Good evening, Madame Board President, Miss Albiani, members of the board, superintendent rally, Miss Avlos, and colleagues. Uh before I present the resolution, I
034would like to have my classified colleagues join me if they would like. Please give it a minute for all our class. >> Come on now. >> Thank you. CSEA asks me anybody else. We have eight of you out there. >> Thank you for joining me. Uh it is my honor to request the board to adopt resolution number 93 uh for the 2526 school year that will don't be shy that will be recognizing May 17th uh to the 23rd for uh for 2026 as the classified school employees week in Elgroveve Unified School District. The California State Legislature passed a measure in 1986 which established classified school employees week to recognize the valuable contribution and meaningful services that classified employees make to our schools. To recognize the event locally, the Elgrove Unified School District Board of Education
035is asked to approve the resolution that will commemorate May 17th to the 23rd, 2026 as the classified school employees week in Elgrove Unified School District. >> Thank you, Mr. Singh. Are there any blue cards on this item? >> Yes, and I want to see how she's going to do this. I have a blue card from Diane Campbell. She's going to race across to the other podium. And there she is. Okay. >> Hi, my name is Diane Campbell. I am president of ASME Local 258, one of the uh classified bargaining units within the district. So, good evening, President Abani, Superintendent Riley, Miss Avalos, board members, cabinet, and public. Um, I just want to say how proud I have been to be the president for Ask Me Local 258 for the past five years. I'm entering year
036number six. So, ASME is the largest bargaining unit. I am so happy that I am able to serve 1,300 of my members, but I also want to stand with my brothers and sisters, with the other classified unions to say how great we truly make EGUSD. One week is not enough time to show your appreciation for classified staff, but we do appreciate it. But I also just want to encourage the trustees as you are out there visiting the sites to not only just thank the classified staff during the appreciation week but throughout the year and also don't forget that there's also classified staff that are not at school sites. We exist here in the trig center in various departments whether it's facilities and planning or uh payroll accounting you know our um office assistants or sas
037that might be in um early early ed early and um elementary uh departments secondary school department special ed all that kind of stuff we classified exist here in the trig center as well as our support um sites as well the maintenance and operations food nutrition warehouse purchasing safety and security you know Gerber Road as it's known but classified exist everywhere we're not just at the school sites we are the backbone we we are everywhere so thank you so very much um for having this resolution and and acknowledging the all the work that the classified employees do so thank you let them let them approve >> all right I would like to call for a motion to adopt resolution 93 recognizing May 17th through 23rd, 2026 as classified school employees week in the Elkrove Unified School
038District. >> So moved. >> Second. >> By Miss Ballerini, seconded by Miss Davis. >> All in favor? >> I >> opposed. Motion passes unanimously. >> Thank you for what you do. Thank you. Thank you. Our next item is Mong American Day by Mr. Collier. >> Good evening, President Albiani, board members, Superintendent Riley, Miss Avalos, colleagues, and community members. I'm bringing forth resolution number 88, uh, designated May 14th, 2026 as M American Day as a time to remember and honor M people's history, stories, and contributions in the Vietnam War. May 14th, M American Day, is a time to remember and honor M people's history, stories, and contributions to the Vietnam War. May 14th, 1975 was the day of the last airlift evacuation of the M soldiers and families from Laos to a refugee camp in Thailand.
039The Elgroveve Unified School District in partnership with Sacramento Educational Cable Consortium has a collection of stories from M and Men, survivors of the secret war that is maintained on the time of remembrance Elkrove Unified School District oral history project web page. They share their stories so that teachers and their students can learn about a hidden or undertold history still missing from our textbooks. Their interviews also provide invaluable insights to understanding the challenges faced by refugees such as language barriers, cultural differences, huge shifts in geography, and loss of homeland and heritage. Several of the interviews are from refugees who served in the secret war as soldiers or even as robins, also known as backseaters to raven pilots. Since then, M Americans have helped build a vibrant and diverse California, contributing socially, politically, and economically to our
040state. Many have become true American success stories, rising from humble beginnings to become teachers, engineers, doctors, lawyers, elected officials, and more. Once again, I am bringing forth this adopted resolution to the board to to approve uh designating May 14th, 20126 as M American Day. >> Thank you. I'm going to get a first and a second and then I think someone will want to speak. So, I'd like to call for a motion to adopt resolution number 88 designating May 14th, 2026 as Mong American Day as a time to remember and honor Mong's people's history, stories, and contributions in the Vietnam War. >> I would like to move that motion. >> Second. >> Moved by Mr. Yang, seconded by Mr. Vargas. Mr. Yang, did you want to speak? >> Sure. Good evening community colleagues. I would like
041to start saying I'm honored and very grateful for all your support uh from day one since we adopted Mong American Day uh back in 2022. uh we have celebrated and honor the veterans and the among individuals who play a role for all among American to be here. So thank you. We have celebrated four years since 2022. I would like to read um this for all of us to hear. Uh because the resolution did point out um some of the key point but did not really specifies the key responsibility and some of the key that I would like all of us to hear and record it um on record. With that said, um I want to start saying that the Mong soldiers uh were known as Mong Special Guerilla aka um SGU were led by Jan
042Wangpow. Mong Special Guerilla Units, SGU, were a force trained and support by CIA in Laos from roughly 1961 to 1975 to assist the US in the Vietnam War. Their tasks and responsibilities focus on disrupt enemy supplies, protecting US assets, and recruiting American personnel. Military task and responsibility. Recruiting down pilot. A primary mission was locating and recruiting American airmen shot down over Laos. Disrupting the Ho Chi Min trail. SGU soldiers fought against the North Vietnamese army and Tedla forces to stop the flow of supplies into South Vietnam. Intelligent gathering, conducting meetings to monitor enemy troops movements, defending local villages, protecting their fam communities and families for advancing communism forces impact and sacrifice. high casualty rate. Of the roughly 50,000 Mong soldiers recruited by the US, a estimated 35,000 were killed. Life saving role. Former CIA director
043William Cosby stated that the Mong saved over 50,000 American lives, significantly reducing the death toll of the Vietnam War. And today the Mong veterans has received a burial rights um to be buried in the US National Cemetery and unfortunately that is the only um veteran rights. they haven't got any VA or any other benefits as uh US veterans um supposed to get and you know a lot of them already pass away you know it's been a long time but um a lot of us um especially in Minnesota where there are a lot of more um these veterans um still fighting for the benefits that they so deserve it. So I just want to share with you all thank you for supporting us. I just want to say that we are here to be a part
044of this great country, the United States of America and this is our country now. Thank you. >> Thank you. >> Now vote all those in favor >> I >> opposed passes unanimously. Thank you. Thank you. >> Our next item is student expulsion involuntary transfer recommendations. Request for student expulsion. Is there a parent or guardian of a student recommended for expulsion or involuntary transfer wishes who wishes to involuntary transfer who wishes to address the board in close session? Seeing none, I'll call for a motion to approve the recommendations for student expulsion. >> So moved. >> Second. Moved by Miss Ballerini, seconded by Mr. Yang. All those in favor? >> I >> opposed. Motion passes unanimously. Our next item is public comment for items not on the agenda. Are there any blue cards for items not on
045the agenda, Miss Ballerini? Madame President, there are five blue cards for items not on the agenda. And because there are five requests for public comment on items not on the agenda, you will each have three minutes to speak. Please understand that the board cannot take action or discuss the public comments made about items not on the published agenda. It would be a violation of the Brown Act. And my first card I'm going to call on Loren Prior and after Loren I have uh Ferrer is the last name for the second one. Loren in here. Oh, there you are. Over here. Thank you. Good after or good evening. I wasn't expected to be called that quickly. Um Loren Prior with Black Youth Leadership Project. I just wanted to come and once again say hello to you
046all. I know I haven't been here in quite some time, but that is not on purpose. Um, there's a lot going on. Uh, what I wanted to bring to your attention, and I don't know who has John Heart in their district. Oh, you do? Oh, fantastic. Great. So, listen. There's this adult on campus who works at the school who's been intimidating an 11-year-old girl. Now, the only reason I have not gotten involved officially is because the parent has not filled out a complaint. That does not mean I don't know about it. So, I'm giving you all a heads up before things get nasty uh with the parent because I've heard different things going back and forth. The parent is ready to go physical and so I need someone to intervene. This person has already been
047placed on um leave and for two weeks this person was not on campus. When the person came back on campus, she was immediately upset with the child and we cannot have that. The child does not want to go to school because this person who is not her teacher, who should not be in contact with her, is in contact with her. Yesterday, she hit the child in the back with her purse. So, I need you all to put some attention onto that school. you can call the administrators before I have to get involved um to kind of rectify that because I do not want to see the parent get physical because the school is not keeping her baby safe. Okay, great. Um the other thing I wanted to tell you is we have celebration weekend coming
048up next month, June 19th through the 21st. You all are invited to attend. Matter of fact, you're encouraged to attend. Uh we are honoring and recognizing our black grads from throughout this region. um and the surrounding school districts. So, if you have time, you will get official emails or invitations from me, but I wanted to put you on notice. If you have students from your BSU that are graduating, we would love for you to forward them our way. Thank you very much. >> Thank you. And so, the next person up is Ferrer. Kevin Ferrer, correct? >> Yeah. Excuse me. Um, I made a mistake on that card. I'm actually speaking on an item on the agenda. So, is it okay if I come back when that item is brought up? >> Which item do you
049>> The project labor agreement item. >> So, it is on that >> 83. Yeah. >> Okay. I will put you back down there. >> Okay. Thank you. >> Thank you. Okay. So, we need Cheryl Grace and Orlando Cast Castalone. Castion. Cheryl first. Yes, over here. And so Orlando is next. After that, I have Ian Vanderindon. If you guys want to go ahead and line up, there you go. Okay, before I start, this is in regard to the Elkro Spring Palooa event that was this last weekend. And um it we had a poster contest and um and one of the winners. Is he here? Oh, good. Okay, >> there's your poster. >> Okay. Good evening, Superintendent uh David Riley, uh Vice President Beth Albiani and uh right and board members. My name is Cheryl Grace and
050I am here on behalf of the Oakrove Spring Palooa organization as a board member and also the poster contest uh chairperson. Since co the uh former western festival, which I'm sure a lot of people still remember, has been cancelled for a few years. So this year, we decided to create a new festival for 2026, hence Elkrove Spring Palooa. And we invited district high school art students to create a poster depicting the theme title, Be a Pollinator. So I'd like to uh these are the two winners. Um, >> yeah, I'm kind of >> hold them up so they can see. Yeah. And the first is uh Lucian Tran. He's the first place winner from Elkrove High School. The second place winner, Natalia. It's hard to pronounce, but well anyway. Um, all right. Excuse me. and she's
051from Pleasant Grove High School. These two students did an outstanding job creating posters depicting the theme be a poll pollinator. Also, I commend their teachers, Jennifer Moore of Elkrove High School and Angelia uh Borugard of Pleasant Grove High School for giving them instruction and opportunity to express themselves. Um so uh our board President Lyndon um King would like to congratulate the winners and give them their reward uh checks. >> Go ahead. >> As the president of the Oakrove Spring Palooa, I'd like to con congratulate you and we do have prize money for your your efforts. So, we have $150 for the first place. And we have a $100 for second place. And they each get a t-shirt with the Oakrove Spring Palooa. first. It's the first time that this event's been uh you know, it
052was last weekend. So, if anybody came out there, I hope you had a good time. >> Thank you for that. >> Okay. And I'd just like to thank the family members, friends, and community members for attending this presentation. >> Thank you. Thank you. Okay, we have Orlando Castion and I in Vanderland and up. Orlando, you're next. >> Sure. >> Hi, my name is Orlando and I just uh I'm also too coming to speak on the project labor agreement. Um I'm not sure if I'm going to stay because I have to be in back in the city tomorrow about 5:00 in the morning. So, I'm going to do the best I can to stay and speak my peace to you guys. But you know, as an Elgo resident, it's a long drive to cross those bridges.
053So, I'll do the best I can to wait. So, you see the hard hat and the safety vest, that means the guy is still here. I appreciate your time. So, if I fall asleep back here, somebody just wake me up. >> Let's see. Okay, so Ian Vanderindon is up next. >> I did a similar thing to the other gentleman. I put it in the wrong box. I'm here for the PLA comment as well. That is all of the public comments on items not on the agenda. Thank you. Um our next item is our consent agenda. Are there any um blue cards related to the consent agenda, Miss Ballerin? There are not. Thank you. I would like to call for a motion to approve items 1 through 13 on the consent agenda. >> So move second.
054>> Moved by Mr. Yang, seconded by Mr. Vargas. All those in favor? >> All those opposed? Motion passes unanimously. Um bargaining units. Did any of the bargaining units want to come speak? I I see you. All right. Good evening, Board President Albiani, members of the board, Superintendent Riley, and Miss Avalos. I'm here this evening as the associate director for special education for EGA. At the last board meeting, the district presented the special education department's annual update. During that presentation, a question was raised regarding why only a portion of sites in our district are currently implementing co-eing. I appreciate that question because it gets at the heart of both opportunity and challenge within our system. Before I go further, I want to be clear that I'm a strong advocate for co-eing. I've co-taught for 12 years,
055including the past 10 years with my current co-eing partner. I've seen firsthand the impact that effective co-eing can have on student access, engagement, and outcomes. It has only uh has also significantly strengthened my own teaching practice as well as that of my co-eing partner as we continuously refine our our instruction and practice through collaboration. I'm here today to offer a broader perspective on co-eing specifically from the lens of the educators who are implementing it or in many cases being asked to imp implement it. The sites identified in the district presentation appear to reflect those that participated in district provided training this year. In addition to those sites, Kerr Middle School has been implementing co-eing for the past 12 years. Because I'm so closely connected to that work, I can speak to both its longevity and
056impact. At Kerr co-eing extends beyond the courses listed in the presentation and it also includes English language arts 7, science 7 and 8 and social science 8. This suggests that co-eing is occurring beyond current uh the current training participation though not yet consistently at all across all sites. Co-eing when done well is a powerful instructional model. It is also a research-based instructional methodology grounded in inclusive practices that increase access, strengthen engagement, and improve outcomes for students with disabilities while benefiting all learners in the classroom. However, it is also a complex model that requires intentional structures, adequate resources, and ongoing support to be successful. From the teacher perspective, co-eing is not simply placing two adults in a classroom. It requires shared planning time, clarity of roles and responsibilities, professional development and co-eing models, and administrative support
057that prioritizes collaboration. In sites where co-eing is thriving, those elements are in place. Teachers have time to plan together, they have received training, and there's a shared understanding of how to effectively deliver instruction as a team. In sites where co-eing is not currently in place or has been difficult to sustain, it's often due to a lack of willing. It it is not often due to a lack of willingness on the part of educators. Rather, it reflects systemic barriers such as limited common prep time, staffing constraints, competing case load demands, and the absence of structured support for implementation. It's also important to acknowledge that in some cases, outdated or inaccurate beliefs about students with disabilities, particularly assumptions about their ability to engage with grade level content, can act as an additional barrier to expanding co-eing practices.
058It's also important to recognize that co-eing cannot be implemented in a one-sizefits-all across all sites. Each school has unique staffing patterns, student needs, and master schedule limitations that impact what is feasible. As educators, we're committed to inclusive practices, and to improving outcomes for students with disabilities. We want co-eing to be successful where it is implemented. To move toward that goal, it's critical that we approach expansion thoughtfully, ensuring that the necessary conditions are in place before expecting consistent implementation. From our perspective, that means investing in dedicated and protected common planning time, ongoing job embedded professional development, clear expectations and guidance around co-eing models, staffing structures that allow for sustainable collaboration and continued collaboration with educators in designing sight specific approaches. We appreciate the district's efforts to expand inclusive practices and look forward to continuing to partners
059in this work. When co-eing is implemented with fidelity and support, it can be transformative. When those supports are not in place, though, it can lead to frustration for staff and inconsistent outcomes for students. I appreciate the opportunity to share this today and I welcome any follow-up conversation and invite you to reach out if there's any additional information I can provide. Thank you. Okay, our next item will be a large item. So, I'm going to call for a fivem minute break and then we'll start the project labor agreement update with Dr. Coats. If we can get our board members back to the dis please. Are we ready? No. >> Can we get our board members back to the dis please would like to begin? We know where you Thank you. We're gonna um we'll go ahead
060and get started. I am sure Mr. Yang will be right here. Um Dr. Coats. All right. Well, good evening uh Madame President, members of the board, Superintendent Riley, Miss Avalos, uh the community that's come out tonight, and those that might be watching online. Tonight's presentation is an update on the project labor agreement or PLA subcommittee process. It's an update from December 9th. Uh tonight is not a decision item. Um the purpose tonight is to share where we are in the process, ground conversation in the interests that should guide our work and begin organizing the questions and considerations that will help shape the next phase of analysis. PLA's are a complex issue with long-term implications for construction delivery, contractor participation, workforce development, cost schedule, and the district's ability to sustain a strong facilities program over time.
061This is not a union or nonUN discussion. Uh it's a the question tonight is whether a PLA is good in the abstract um for Elkrove Unified um or if another policy tool best advances Elkrove Unifi's interest given our contractor landscape facilities program student pathways and responsibility to maximize bond dollars. Before I fully get started, I want to thank um those on the subcommittee process. We spent a lot of time together going over a lot of data uh with still more to share. I also want to thank the numerous individuals, many who are here that allowed us to come into their spaces, tour their apprenticeship programs um and continue discussions. Many of that much of that work is ongoing. And before we get into the PLA specific content, I want to anchor this conversation in the
062district's core values and learning vision. While this topic is technical, it connects directly to fiscal stewardship and operational excellence. Our facilities program exists to support students, schools, and communities. So the question is not simply whether a PLA can work somewhere. The question is whether any approach the district considers helps us deliver safe, highquality, well-maintained facilities in a fiscally responsible and operationally sustainable way. This also connects to our learning vision. We have students in career technical education pathways including construction, engineering, automotive, manufacturing, energy and related fields. So workforce development is not separate from the district's mission. It's part of how we prepare students for college, career, and life. So, this is the frame we've tried to hold throughout the subcommittee process. Tonight, we'll walk through five areas. First, the process and purpose of the subcommittee work.
063Second, the board interests that should anchor the work and analysis moving forward. Third, contractor perspectives. Fourth, our current practices and facility program. And finally, potential decision pathways and next steps. Again, tonight is about information, interest, and the direction for continued analysis, not intended to move the board to a final decision. Tonight at the So, what is a project labor agreement? At the most basic level, a project labor agreement is a contract between a project owner, us, the district, uh, and multiple building trades. It's typically designed to govern employer employee labor relations for the general contractor and subcontractors working on a covered project. You may also hear similar agreements referred to as project stabilization agreements, community workforce agreements, or prehire agreements. The specific terms matter, but for tonight's conversation, the key point is that a PLA
064establishes labor related requirements for covered construction work before the project begins. This matters to Elkrove because a PLA is not just a labor document. It can affect the operating conditions around a project, who chooses to bid, how contractors staff the work, what administrative obligations are created, how labor issues are resolved, and how the district protects cost, schedule, and quality. It may affect contractor participation, cost structure, workforce pipeline, product delivery, and administrative oversight. Those are not small considerations for a district our size. Elkrove Unified has a significant facilities program. On average, $115 million spent per year. and decisions in this space can influence our ability to maximize bond dollars, keep projects on schedule, maintain competition, support workforce development, and manage staff capacity. It's also important to say that the district is not starting from a place
065of failure. In fact, the opposite, a place of success. We have an established facilities program, a pre-qualified contractor base, multiple delivery methods, and strong internal oversight. So the question is, do we not need to do we need to fix a broken system? The question is, would a PLA or other policy approach improve outcomes beyond what our current system is already producing and at what cost or trade-off? This is why we are looking at potential benefits and potential risks together. So our process through the subcommittee um our our group has met four times. You can see the dates there. We've approached this work using an interestbased problem-solving frame, something very familiar and foundational to Elkrove Unified. That means that we started with interest and questions rather than beginning with a predetermined outcome. The subcommittee's work has
066focused on factf finding. We reviewed our current practices and delivery methods, comparative district approaches, uh, career technical education and apprenticeship connections, cost structures, and legal and statutory frameworks. We also began field engagement, including union and merit shop visits and industry conversations. The goal has been to better understand the landscape before asking the full board to consider any specific direction. As part of the process, we engaged with both union and merit perspectives. On the union side, we visited or engaged with sheet metal training center, NorCal Carpenters and plumbers and pipe fitters. On the merit side, we visited or engaged with Royal Electric and Western Electrical Contractors Association. Those visits have been important because this issue can easily be framed as one side versus another. That is not the frame that we are using. The better frame
067is that there are different workforce models, different business models, and different impacts depending on how a PLA is structured and applied. Both systems include skilled workers. Both systems can include state approved apprenticeship programs and both systems currently participate in public works construction in different ways. So our work is to understand the implications clearly, not to reduce the issue again as a simple union versus non-union discussion. And those field visits are ongoing. So how we're going to move through this is going to be intentional because it is a complex topic. Um we're going to start with board interest, something that the subcommittee started as well. Then we'll ground the discussion in facts, current practice, and multiple perspectives. We'll identify a range of options, but again, no decision tonight. As we move through this, we are going
068to avoid a simple proa or anti-PLA frame. The more useful frame is this. What problem are we trying to solve? What interest are we trying to protect? And which tool best advances those interests? A PLA may offer potential benefits around labor stability, apprenticeship access, local workforce development, and standardization. At the same time, it may raise concerns about contractor participation, competition, workforce flexibility, administrative capacity, and implementation complexity. Both sides of that analysis are important. Tonight is about making sure the board's interests are clear before staff comes back with any recommended pathway. At this point, I want to slow down and make sure the board has an opportunity to shape the interest that will guide the next phase of work. phase of work. This slide is intended to help frame the board's discussion. The questions are what
069outcomes matter the most in this decision? What concern should we ensure we address? What would success look like? Um what outcomes matter the most in this decision or sorry, what would success look like in three to five years? and what problem are we trying to solve? These questions are important because they help us move from a general discussion of a PLA to a governness governance level discussion and about what the board wants protected, advanced, or better understood. At this point, I'm going to turn it over to President Alviani to help facilitate the board's discussion on the next two slides. Okay, if everybody will fill out the paper you have that's on the screen. and we don't want you have to read it off the screen. Um, subcommittee interests. Um, this slide reflects the initial interest
070that surfaced through the subcommittee process. And I will say I think this was prior to us determining the better questions and started from a a purely start spot. And then we talked about IBB and what this meant more and have come more to the um the items that are suggested and the questions we had. How does this decision make things better for our students and schools? What problems are we trying to solve? Those questions on page nine. So, um I think even as a subcommittee group, these these might um it's a it's a changing list. It's a working list and we didn't feel comfortable saying that we had all the questions and interests and and this is our chance to bring it back to the whole board for yours. So, I'm going to go through
071the three questions and ask Kristen to capture the full board's thoughts on the following slide. um you have a copy for your reference and the first question is what on this list resonates with you and um we'll give you guys just a minute to look this over and I think I'll just keep going through the list like I call on usually I'll just use the same process and you can tell me um our first question is what on this list resonated with you and and we're talking about what are we going to keep on our board interests um maybe there's things that that don't need to be here or things we would like to add and that's the third question. So let's start first with what on this list resonated with you. Um Miss Davis.
072Okay. Um Miss Bowwin, you guys want a few more minutes? Okay. Okay. Miss Bowwin, we'll start. uh opportunities for our students and staff um is a big one that stands out for me. And then also I believe it's worded here protecting our local workforce. Okay. Thank you, Miss Moore. What resonates with you on this list? I had a excuse me I had a few um having qualified workers that are union or non-union. Okay. >> Uh being fiscally responsible. >> Okay. >> Maximizing our bond dollars. Receiving the best product. >> Hold on. >> Uh hold on one sec. >> Oh, sorry. Am I going too fast? >> Yeah. Yeah. I just can't find receiving. >> No, just best product. >> Okay. >> Sorry. Best product. I'll I'll just read it as it says on the >>
073Yep. Thank you. >> And then best price and maximize competition. >> Okay. >> Protecting our local workforce. >> Mhm. >> Projects done on time. >> Okay. >> Valuing relationships uh from the past, but obviously under that there's some bullets that are important as well. Um competitive bidding. >> Okay. sustainable for EGUSD staff, net costs of impact and imple implementation, and a clear understanding. >> All right, Mr. Vargas, >> um, real quick, can can we maybe flesh out fiscal responsible fiscally responsible because I feel like it could go in a couple different directions. So, can you guys tell us a little more about what is meant by what the subcommittee meant putting that here? >> Um, um, it could have been me who put it on the list. Um, one of the four items that we
074are responsible for as a board, we really have four charges and one employee, which you have to keep remembering, is um, to be fiscally responsible with our money. And so, um, to get the best value for our dollar to, and I think it ties into maximizing bond dollars, we've we've asked a lot of staff. Um, our original, uh, measure M, I made phone calls, hundreds of staff members made phone calls to get those dollars from our public. So, um, I would think of it in like kind of how you think in your board role to be fiscally responsible. That's how I I see it. >> I think to add to that too would be um fair to um add that we're we have a responsibility of the taxpayers and to make sure that we are
075um utilizing the funds in a way that benefits the community um and our district and so I think I would want that. >> Okay. Um can you write that down and we're in our last one we're going to put what is missing and we'll put it there. Okay. Just because we're doing it in colors, so we kind of have them in categories. >> I think that captured it too in the different colors. So, back to >> All right. Um, >> seems like Dr. Coats is doing a good job of following us even when we go off. >> Capture it to uh to make sure I captured everything, but all right, Mr. Vargas. >> Um, I agree with, you know, most of what's been said. All right. uh for me uh fiscal responsibility for a lot
076of the same reasons um that I'm going to put forward. I would agree with Miss Bowwin that we should take a broad view of what it means to be fiscally responsible. Um you know, I think especially in the work that I do, you know, responsibility is not always measured in dollars and cents. Uh and what in what we do, it is often measured in what we deliver and how we deliver it. And so um you know taking when we look at that looking at that more holistically um valuing I think for me another one is valuing relationships. Um I think we as a district have a lot of relationships and I think it's important that we continue to you know facilitate and grow those relationships. Um and along with that what are the positives that
077can come from this because I think that that is tied to relationships. Um, also sort of tied to those as well is opportunities for students and staff. Um, I think, you know, more of a procedural piece that's in here is, um, you know, this as we're as we're doing this that it's under net costs and impact of implement impact and implementation, right? Relying on facts. Um, rely as we're having this conversation um, you know, rooting oursel in facts. It's we're getting a lot of information thrown at us. Um I'm sure Dr. Coats knows that better than anybody right now. um you know and so going through that figuring out okay you know um where what if this is rhetoric what if this is fact what if this is studies what if this is anecdotes what
078if this is examples right and really kind of going through and figuring out like what are all these little pieces and how do they fit into the broader puzzle puzzle um because you know anecdotes are great you know but they don't tell us a full picture they're great at describing something but they don't give us the full picture of what's going on. So, as we're as we're doing that, I think it will be important um you know to to root ourselves in in facts. Um and then the last one that I would that sort of resonated me in part because uh of what's on the previous slide is um just because we haven't doesn't mean we shouldn't. Um and I think that that for me kind of goes and sort of plays with this idea
079of what problem are we trying to solve. And I think as you pointed out, we're not necessarily trying to solve a problem. Um and so I think that dichotomy here is important. um is you know that question what problem are we trying to solve is a little bit you know is a question but it's part of a question right you know we should be thinking about is does this can this benefit us benefit us what are the benefits what are the drawbacks how are we measuring and balancing those things it's not necessarily a problem to solve it's you know how are we does this improve what we're doing does this improve the product that we're delivering Um, and yeah, I think I'll I'll leave it at that. >> Thank you, Mr. Zong. >> I think
080um like an overlying concern that we've had as a district throughout this whole year is being um finance-wise and moneywise. So, I think one of the most um one of the bullet points here that resonate most with me is being physically responsible. In addition to that, I also am looking into how to how does this benefit our students in El Growth. So, um bullet points that resonate with that is to is how this is protecting our local workforce, our how this is positively influencing our direct community and to use less outsourcing from outside communities. >> Thank you. Miss Ballerini. Oh, I was on the committee, so a lot of these are mine already. Um that I do I do want to change uh the first one on there, having union workers do all of our
081work. That's what I said right at the beginning. I realize that that's not necessarily what we need to do because there are other there are are laws about certain things that I've learned along the way. And maybe we could do have union workers do a large portion of the work or a majority of the work, something like that. The word all is probably not the best answer for that. Um, and other than that, um, I I agree with all of them on there. Sounds good, Mr. Yang. >> Yeah. Um, thank thank you for the presentation, uh, Dr. Coat. Um, yeah, I I uh these are really good bullet points already. Um I would like to say this before I um uh share my bullet points is that yeah I think um for us as a
082uh school district to have subcommittee that look deeper into this. It it is a uh a uh sign of showing that we care and we are carefully um analyze it and processing it through um the best that we can to make sure that we make the best decision for our school district that will impact our staff, our students, and our community and the folks that uh help us build our buildings. So, thank you for doing that to our team. Um, yeah, a lot of things that I want to choose um that I think is important um already said and I'm just going to keep it to five points because there's a lot of good stuff in there. Um I mean all of these are great, right? So, I could have choose all of them too,
083but my my top five. >> Okay, great. >> My top five would be physical responsible. >> Mhm. And that is obviously the biggest thing because uh if we're not responsible about our money then uh you know everything will fall fall into pieces and that's not a good thing. Second thing will be best delivery model for the project targeted to the needs of the project. Third thing would be valuing relationships from the past existing and new relationships. Fourth thing would be opportunities for students and staff. And the fifth uh bullet point I have is um are there positives that come there are there positives that could come apprenticeships and local workers. And in a nutshell, I think this is um what's most important. And I think these things to me kind of fall into other bullet
084points that are already on here. But if you focus on those things in my opinion, uh it tackles the other bullet points here for the most part. So that's why I just want to choose those five for um you know easy um I guess identifying the most important things on this list but they're all pretty important. Thank you. >> Mr. Yang, can I just clarify? So you had protecting our local workforce, correct? And then um opportunities for students and staffs and you were meaning internships and stuff, right? >> Let's see here. No, I have u no I have uh physical responsibility best delivery model for the project >> value relationship from the past. Got it. >> Four is opportunities for students and staff. And five is are there positive that could come that could come
085at the top right there? You see it right there on your left side, your left hand. >> Oh, okay. Thank you. >> You're welcome. I just I'll take this back when we go to the committee. Miss Davis, >> thank you for giving me the extra time. >> Of course, >> I have a few more than everybody. Um I agree with Mr. Vargas on just because we haven't doesn't mean we shouldn't. >> Okay. >> We should always be looking um to see if we could do things better. So I I I feel that one. I think are there positives that could come ties down into opportunities for students and staff as um apprenticehips, local workers that also ties into protecting our local workforce um and less outsourcing from outside communities um because we could be able
086to determine the percent of local workforce. Uh so those a lot of these go together. Um I'd like to see the projects done on time. um fewer change orders. Uh in the the presentation, there's a page that says we had $8.9 million in change orders. I you didn't list the amount of time that was over. Um but that seems like a lot of >> it's a three-year period, just so you know. >> Pardon? >> It's a we're looking at a three year or the last three years, just so you know. >> So that was 8.9 over three years then. That's that's quite a bit of over what we were expecting. Um, I did have a question on the net cost of impact and implementation. You had a bullet point of factual. I wasn't understanding what
087that meant. Um, I think it speaks to what Mr. Vargas was saying is that we're all receiving a lot of information from a lot of different places and and we're very very focused on fact things. What can we say? Where did it come from? What can be a fact? and and we're trying to be very clear. >> Okay. >> And that is our goal is to not bring any hearsay, but to bring facts forward to make decisions based on >> I'd also our projects done on time and I would like to add a couple that were not on here. >> Okay. You know what? I'm going to get that on number three. So, um we're going to >> Okay. Okay. Then I'll be back around. >> Okay. Thank you. Um, okay. So, are you caught
088up, Miss Dr. Coat? >> If you could just look at it and then if you had any to weigh in on yourself. >> Oh, um, okay. I believe, um, fiscally responsible is very strong for me personally. Um, it's something I've always worked hard on this. I believe very strongly in protecting our local workforce. Um I believe as we present these things you'll find some of these things are already true to our district. So um I think um okay I like Mr. Yang's idea like five. So, that's two for me. Um, and I am going to go with sustainable for staff. Um, I think we we need to make sure we're doing something that um that works for our district and and our district is made up of staff and I think that's the way to
089respect that. So, those are my top three. Obviously, I'm on the committee. I I agree with a lot of these. Um, and tonight really in my mind is to get more input from you guys than us because we have more time. We we've already spent a whopping six hours together. So, um, the second question, and we're going to do this in a different color. What needs clarification? And I have already heard fiscally responsible. We would like to to delve into that a little bit more. Um, and what it delivers, not just dollars. Would that be um is that fair of what you're saying, Mr. Vargas? Is that fair? Okay. Um then I'm just going to run down. Did anybody have um we are on Okay. What needs clarification? And then the third thing will be
090what is missing. So that's coming. But what needs clarification? Miss Moore, I think you you don't need that. You you don't have anything for clarification, do you? Oh, okay. >> Uh, I think it's important to, uh, understand our current policy, >> okay, >> regarding this matter. >> Is that on here? >> You've jumped to number three. >> I'm sorry. Um, yes, >> you're good with number two. Okay, we're focused on number two. What needs clarification, Mr. Vargas? Um, so I would one thing that I think is clear in here but is not quite clear on the screen is the valuing relationships. I think is all relationships. You know, part of that is the relationships we've had in the past, but part of that is um the new relationships, new relationships that we can potentially build
091on this. >> Um, and I think that's that's on here, but I just want to make sure. >> Okay. >> Um, let me see. That's it for now, but I'll keep thinking. Good. >> This one, we just didn't want to have anything out there. So, u Mr. Z, >> um something that I think um could use some more clar clarification is how it is going to be sustainable for the outgrowth staff. >> Okay. And also I would like to clarify the opportunities for students and staff >> to be very um um I want to say crystal clear but that's not the right word to be very specific. >> Would that be the right word is what you're thinking. >> Yes. >> Okay. Thanks. >> Okay Miss Ballerini. So, the first two on the list, having
092union workers do most of our work, having qualified workers that are union or non-un um maybe clarify what the laws are around that. >> Okay. Um let's see what else currently in law, >> right? Okay. >> Um like I said, if I had questions, we got to ask them, didn't we? >> Yeah, I got to ask him. So, I already did. I don't want to waste time. >> Thank you, Mr. Yang. on the >> take your mic. Okay. >> Yeah, I do agree on the part that uh uh Jennifer just mentioned. Um having union workers do all of our work. Qualif having qualified workers that are union or non-union. I think that is a very important uh two bullet points that we need to make sure that we understand it thoroughly what they are. So
093So I I just wanted to uh yeah second that. >> Okay. And then um I also wanted to say um s did someone say sustaining and improving on the facility programs? >> No. >> Okay. Yeah. Just Yeah. Just wanted to know that. And then the third thing is um fewer change orders. Yeah. That sounds uh kind of a very simple thing but I think it's there's so much in there that could expand it so much for um us to understand what really involved in that. >> Yeah. And industry standards and and stuff like that that there's definitely a way we can go deeper with that information I've even seen. So thank you. >> Yeah that looks very easy. I mean it sounds very simple but it I know that it's deeper in there. So, uh,
094yeah, those are, uh, kind of what's stood because my colleagues already share a lot of good points. So, those are mines. >> Sounds great. Miss Davis, >> I'd like to um know a little bit more on the what are the positives and opportunities for students and staff. >> Yes. Like Mr. Yeah. >> flushed out a little bit more. >> I would like a little more information also on the change orders. I'd like to know what the percentage of union non-union um requested the change orders. I think that would be important to look at. >> Um we should be able to tell that by the paperwork that's submitted for change orders. >> I will continue to look into that and then I will contact you if I need um have staff contact you if we need
095something further. I can't contact you. >> Thank you, >> Miss Blet. Uh I think I'm good on the what I already contributed um in terms of the responsibility to the taxpayers under uh fiscally responsible. >> All right. Okay. And our last question. >> Oh, before we move on, I >> Yep. >> Um one one point or since it was brought up by a couple of people is having qualified workers that are union and non-un. Um, you know, I think that the interest there, and I'm curious what my colleagues think. I think the interest there is really having qualified workers. And, you know, I think the minute we start saying having qualified unions that are or having qualified workers that are union and non-union, we're basically just having the PLA discussion. And so if if we
096>> okay >> having qualified workers that are union or non-un then we're basically saying no to a PLA. So >> okay so qualified workers >> I think that's >> there is an industry term for that we will get to and um yeah excellent can I add one more thing? >> Yes. >> Um I lost my thought. >> Okay write it down. There's no reason we can't come back. Travis Davis. Okay. >> I have one more to add since we're talking about the laws. I think that's important. We understand the laws and then more about uh prevailing wage as well. >> Okay. I I think there's a lot >> Oh, you've jumped. >> Well, I'm 100% but I see how you're tying it in, but I'm going to add it as a whole bullet because it's
097it's not something simple. >> Okay. >> So, we're going to put prevailing wage. you started. Um, Miss Bowwin, you got to speak correctly. Okay. Um, so what's missing? Miss Moore. Um, Miss B. Hold on. I'm trying to stay in order. Okay. We're going to we're going to come to you two. We're starting with Mr. Vargas this time. >> Um, I >> Who do you think is missing, sir? >> Oh, hold on. Miss Davis remembered. >> I got you. Um, I would like us to define what is considered local. >> Oh, okay. Very good point. Local workforce, >> what is that defined as? Excellent. Okay. Um, hold on one second, Michael, please. >> That pen ended up being blue, too, which didn't work. Okay, I'm ready now. I'm good. What is missing is the question and
098Mr. Vargas is first. >> Uh I think this kind of goes as both a clarification and potential what's missing is really the the student impact um piece here seems pretty empty. There are I think opportunities like talking about opportunities really fleshes that out. Um I think we could if we if we take a really broad view of opportunities we could flesh out uh and and we'll find a lot of areas for addition I would imagine but um you know I think part of that conversation is going to be broadly you know things like our pathways and CTE things like internships and things like pipway pipelines to apprenticeship programs um and things like that. So, I think like um I don't have a specific addition, but I think fleshing out what opportunities means um you know,
099>> student impact possibilities. More on that. That's what I I've Is that fair? >> Yeah. >> Okay. Are you done? >> Okay. Mr. Zong, did you have anything you think is missing on here? Um I think some I think this also sort of goes along like um it's adjacent to the bullet point on here where it says less outsourcing from outside communities. Okay. I think a bullet point adjacent to that could be where where where so are we sourcing >> um >> where are we sourcing now >> sourcing from and also like what Miss um Miss Davis said earlier I just lost my train of thought too >> that's okay cuz we we're happy to circle back. We've proven it. >> Yeah. >> Okay. We're coming back. You just let me know. Miss Valerie, >>
100I'm good with what we've got so far. Thank you, Mr. Yang. >> Well, I think uh you know, I I see uh apprenticeship and I don't see internship, right? So, to me, apprenticeship is really um when you actually doing the work, you you are you're being trained, but you're being paid. Kind of like a uh you know, a a probation period, you know, um in my mind. But then internship is not necessarily that. Internship is more like training you the skill set to to learn that uh that field and then you can make decision whether you were interested to go into that field or not. So it's two different things and and for me personally I would like to see more internship because that is a um a tool that really prep our students the
101skill set and still have time to determine if that's something they wanted to do as a career. Right. >> Okay. >> I've added apprenticeship and internship. >> Yes. So, internship is what I'm interested to see on there also. U Thank you, >> Miss Davis. Um what I would like on there is to see work um that's done at the other end that's costing us more money. um information from our maintenance department of how often they have to go out on a new build or a remodel and fix something that wasn't done correctly. I would like to know are we um incurring those costs. >> And then um >> and then our district is almost 100% union district. Not quite because we have our small group that can't be unionized. And I would like to hear
102from our union unions in the district on how they feel about supporting union brothers and sisters. >> Okay. Um >> Okay, Miss Bowwin. Yeah, I think in kind of in um along the lines of what Miss Davis just mentioned, I do believe that engaging in a partnership with um the uh construction labor unions is aligned to who we are as a district in terms of um how we have our own bargaining units and that there's um you know, Arbinger seeing people as people and valuing them and what they offer us and making sure that there's appropriate safety nets that we can invest in to make sure that we're taking care of our workers. And I think that that speaks a lot um that alignment to who we are as a district and what we value
103and our own workforce. Um I think that that's something that needs to be um kept in mind as we look at this because you know it is something you know to mention in terms of you know who we are and who we choose to do business with in terms of how they take care of their workers. So >> okay so um how the how workers are cared for. Okay, Miss Moore, >> thank you. I I think that um you know to to maybe counter what was just said regarding um valuing unions part of you know we are a community and we I think it's important to value our community and all you know that's all of our contractors that add value to our to our district and our community and so I think that's important
104and if we're going to seek um feedback from our labor unions I think We need to do it in a nonbiased way. Not just do you support union brothers and sisters, but do you believe this is the best um option >> the actual question to our interest based bargaining? Will this support our students? Those kind of things. >> Not we can't just ask them one >> yeah you know question. Um so >> if we're going to seek that that input then we need to >> do it in such a way um that we um do it in you know um to elicit non-bias perspectives or um feedback. >> Okay. And um I just want to clarify that well I'm not finished yet but I just want to go back because in the beginning I said
105that um valuing past relationships but I did want to clarify that I also do value um current and new relationships um just because I didn't say that I wanted to make sure. >> Okay. Um and then I want I wanted going back to what is missing um what is the impact on students, families, staff, budget, community, taxpayers, local workforce. Um again, many of our local workforce are um loyal, valued partners that are part of our community. So, um, and then I also going back to the student impact >> and opportunities, I I agree that I, you know, I would love to see if we can um look at apprenticeship opportunities or ways that um our local workforce can support our students. But in addition, I think it's important to recognize that um that these apprenticeship
106programs, both union and non-union, are offering opportunities, important career opportunities for our students beyond high school that we need to value. And so I think that's, you know, something really important because I've mentioned many times that we need to make sure we're not just offering, I mean, college is important, but it's not the right path for everyone. So these apprenticeship programs um both merit and union offer um important opportunities for our kids, our students. >> Thank you. You wanted to add something, Mr. Vargas? >> Yes. Um I think one thing that was just bouncing around in my mind is, you know, we are a one of the most diverse community or diverse school districts in the state and communities in the state. So trying to figure out the right language, but you know, I think
107we have an an interest in ensuring that our that pipelines are open to diverse communities. Is that kind of the right way of making sure that apprenticeship programs are, you know, or places that we are sending students are going to be places where they can succeed regardless of the their particular background. So ensuring that they're going to have equal opportunity and um wherever they go. >> Like I said, >> there is no shortening that is there, Mr. Vargas. That was kind of my I was like um >> opportunities without discrimination. >> Yeah. And I think that goes to like may that may go to student impact, right? Because we're sending students out into this world, but it also goes to workforce and community, I think. So, >> okay. >> Um >> Beth, >> yes. I'm
108just curious this fall into uh this uh space or not but um like the data that shows our past projects um what like who who took it you know who who won the bid and so forth do we have um I mean can we show that so that uh we will have better understanding of who's been taking the jobs or helping us you Yes, 100%. We will we will get there, Mr. Yang. >> Um, >> are we going there? >> We're we're going part of that way there today. >> Okay. >> Um, and and I just want to say that this step is the most important step was the chance for all of you to do this input. So, we ground our work in this work right here. And and as a subcommittee, um, we
109ground our work in in what the whole board looks. And so this will be our guiding our guiding thing and it is not uncommon that they don't all agree like there there are differences on them and so there will be opportunities to to what what rose is most important what satisfies the most of these. So it it's the interestbased bargaining pro process which some um most of us have been trained in many of us have have worked through. So that's what this piece is about for the public or anybody who's wondering. Um, thank you so much for your thoughtful contributions. Um, staff is going to work to update this slide so it reflects the interests of the full board and as this complex works continues, these interests will remain in the forefront and help guide
110the next steps in the process. Um, back to you, Dr. Coats. >> All right. Thank you. Just one last look to make sure I um captured and I will cross reference with your notes as well. Perfect. All right. Everyone almost got an orange at the deis. And if you've been through interestbased bargaining training, you would know why. That'll be a cliffhanger for everyone who hasn't. Okay. So, now we're going to start to unfold um some of the data. We had really rich questions from the December 9th presentation. And over the last five months, staff has really worked to try to um gather all the information from December 9th. We are still um extracting information, going on those visits. Um but one of the calls to action was to understand the contractor um perspective. So we
111did send out a survey to our contractors. We received 64 total survey responses. Of those, 29 were union affiliated and 35 were merit contractors. The survey reflected a mix of business models and a range of perspectives. The key factors influencing contractor participation included workforce flexibility, cost predictability, administrative requirements, project size, and delivery method. The key factors influencing contractor participation. Oh, sorry. The contractor feedback helps us understand the difference between legal eligibility and practical participation. It may be true that contractors are allowed to bid under a PLA if they agree to the terms, but the district also needs to understand whether contracts would choose to bid, how they would word uh how they would price the work, whether they could staff the work under the agreement, and whether the bidder pool would remain strong enough to
112protect competition. That distinction matters for Elkrove. Our obligation is not only to create a legally available process. It's to maintain a part a practically competitive process that supports quality schedule and the best use of dawn uh bond dollars. The main takeaway is that participation varies. There's not one single contractor perspective. A PLA may affect the bidder pool and competition differently depending on the contractor's business model, the project type, and specific terms of the agreement. So, some core findings. The survey results showed strong alignment by the contractor model. Union contractors expressed strong support for PLA's. Merit contractors express strong concern or opposition. That alignment is important. It tells us that the impacts are not theoretical. Contractors view this issue through the lens of how their workforce is organized, how they bid the work, how they manage
113labor, and how administrative requirements affect their ability or willingness to participate. for the district that means we need to look at the impact of on the actual contractor landscape not just the language of a potential agreement. So what we heard from union affiliated contractors centered centered on stability workforce quality standardization apprenticeship access and the ability to create a more formal connection between public construction dollars and local workforce development. What we heard from the merit contractors centered on competition, costs, participation barriers, work force flexibility, and concern that a PLA could change the way they manage uh their employees and subcontractors. Both perspectives are relevant because both speak to core district interests as we just um went through. Uh we need qualified labor and reliable project delivery. Uh we also need strong competitive contractor pool. The question
114for the board is not which group has the better argument. It's what set of conditions would best protect students, taxpayers and long-term strengths of the facilities program. So um the workforce reality there are two similar systems um and both include training and apprenticeship pathways. So union and merit models both include skilled workers, active training programs, and state approved apprentice programs through the division of apprenticeship standards. The difference is often in structure. The merit model generally relies on direct employer-based hiring and more flexible workforce management. The union model generally relies on structured apprenticeship pipeline, centralized hiring, and formalized training and progression. It's an important point because the conversation can sometimes sound like one side has training and the other does not and that is not accurate. Both union and merit models can use skilled workers, state
115approved apprentice programs and meaningful workforce development. And again, it's how the workforce is organized, dispatched, supervised, and sustained over time. So as we continue the analysis, we need to be precise. If our interest is apprenticeship access, we should look at all apprenticeship pathways. Um, if it's local hire, we should examine what tools can meaningly advance local participation. And if it's workforce quality, we should compare how different models demonstrate and verify that quality. So we talked a bit about highquality workers and so skilled and trained is defined by public contract code. It's a workforce requirement that ensures a certain percentage of workers on certain public works projects are experienced and formally trained through apprenticeship programs for Elkrove Unifi. This is especially relevant in lease leaseback delivery where the district monitors skilled and trained compliance for all
116contractors when that requirement applies. This is a separate but related issue. Um a PLA is one possible labor framework. Skilled and trained workforce compliance is a statutory requirement that already applies in certain delivery contexts. Understanding the relationship between the two is important because some potential benefits of a PLA may relate to skilled and trained workforce access or compliance. But we also need to understand what we what Elkrove Unified is already required to do, what contracts are already doing, and what would actually change under different options. So in practice, skilled and trade requirements include several components. Workers must have sufficient experience in their trade and ability to perform work independently and competently. A required percentage of journey persons must be graduates of state approved apprenticeship programs. Those percentages percentages vary by trade and have increased over
117time. For lease leaseback projects, this means contractors must track workforce composition, verify apprenticeship status, and ensure compliance by trade. The district's role is to monitor and enforce compliance. Uh, one potential argument in favor of a PLA that it may help contractors access workers who meet skilled and trained workforce requirements, particularly on delivery methods where those requirements apply. This is a valid area for analysis. At the same time, Elkrove Unified already monitors skilled and trained compliance in context where it applies. in both union and merit pathways can include state approved apprentice programs. So the next question is practical. Would a PLA reduce compliance burden, increase the number of contractors able to meet the requirement or create other obligations that offset those benefits? Again, this is a level of analysis we still need before drawing a conclusion.
118So moving into our current practice uh and how we deliver projects today um we use Elkrove staff um for oversight, a competitive bidding framework, multiple delivery methods and established contractor base, strong internal controls, and a focus on efficiency and measurable results. This matters because the district's current system is already producing measurable results. We have a competitive bidding process, multiple delivery methods, pre-qualification, contractor accountability, and staff oversight. We also have existing union participation in our projects today, including signatory contractors on recent major school construction. So, a PLA should not be evaluated as the only way to bring skilled labor or union participation into Elkrove work. that already occurs. It's whether a formal labor agreement would add value beyond the current model and whether that value is worth the potential trade-offs. This slide shows our staffing model
119that supports our facilities program primarily working with construction. It's managed by a chief facilities officer, directors, managers, construction technicians, development and planning technicians, and we have facilities accounting support. Administrative impact is an area where we need to be careful and factual. Some PLA models may be designed to streamline certain labor management issues or create dispute resolution processes outside of district staff. At the same time, adopting, negotiating, implementing, monitoring, and reporting on a PLA would still require district capacity. That could include legal support, public meeting um preparation, contractor coordination, compliance tracking, project by project, applicability determinations, and ongoing communication with multiple parties. So, it's not whether a PLA creates more or less work. It's what work shifts, who performs it, what expertise is required and whether the model is sustainable for our staff. We use currently
120uh multiple project delivery methods. Design bid build is the traditional hard bid model. Design the project, bid the project, build the project, and award to the lowest responsive responsible bidder. Lease leaseback which we've you've heard today allows contractor selection based on qualifications and supports early collaboration and constructibility input or CASS provides pre-negotiated pricing structures through the department of general services. Cupka, sorry I'm not reading the entire thing. Cupa gives the district additional flexibility for smaller public works projects within statutory thresholds. Uh this matters because a PLA could interact differently with different delivery methods. A one-sizefits-all approach may have different impacts depending on whether the project is new construction, modernization, smaller work uh or larger bond funded project. Just sharing um we use all of these in some of our uh new schools. Um in fact
121more recently we've used the lease leaseback approach. Um and you know in two schools we've done a uh the design bid build and we've had the lease lease back um with varying results. The question has come up it came back up in December. It's come up through the subcommittee on um what you know a school being built was union and one was non-union and we don't track it that way because whether a general contractor is a is union um or merit subcontractors are union as well. So it is every project is a mix. What we learned through two schools that had differing results um is that the extra time, the early collaboration that a lease leaseback affords um can mitigate any potential issues that come that we aren't always afforded with a design bid build.
122So we have those examples and so the the question again isn't really union non-union. It's what's the best delivery method for the project um that we have at hand. This slide has come up already. Um it gives a three-year look at cost performance. Um the simple message is this that over time additive and deductive change orders have essentially balanced out. The final contract total was very close to the award contract total. It's meaningful data point because it shows that the current facilities program is managing scope change orders and project delivery with strong discipline. The cost performance slide gives us a bi baseline. It doesn't show that a PLA would increase cost and it does not show that it would reduce costs. What it shows is that our current project delivery system has been disciplined in
123managing scope and change orders. Um that means any proposed change would be evaluated against a real baseline, not a theoretical one. If a PLA is proposed as a way to improve cost certainty, schedule or label labor stability, we need to compare those potential benefits to our current performance and to any potential impact on bid participation and pricing. So, just thinking about the staffing model that we had and the number of contracts that we had, various contracts in all of those different delivery methods that you saw, um we've had 155 projects and have completed nearly $417 million worth of um awarded contracts with, you know, basically a net return um coming back with those. So, change orders can be again additive or deductive. So this is a slide that may be familiar um to you because
124it came from a recent board presentation. Um this slide uses the recent bond sale for measure N as a parallel. If you recall at the April 7th board meeting, Lori Reeri presented on the bond results uh bond sale results which reinforced the value of competition. Had the district used a negotiated sale, one rate could have looked like a strong outcome. But the competitive process produced a better result for the district. The point of this slide is not that construction bidding and bond sales are the same. They are not. The point is that the process design matters. When public agencies structure competition well, they can improve outcomes and protect public resources. In the PLA context, that means that we need to look carefully at whether the structure preserves meaningful competition. It's not enough to ask whether
125contractors are technically eligible to bid. We need to ask whether qualified contractors from different business models are likely to participate, whether bids remain competitive, and whether the district continues to maximize its bond dollars. So, student impact came up. Um, this slide shows the number of Elkrove Unified students currently participating in trade related CTE pathways. Across the listed pathways, we have more than 1,500 students in grades 10 through 12 with 475 seniors. Uh, this is an important connection point as we just came up with our interest. Workforce development is not separate from our district mission. If there are ways to strengthen pathways for students into construction, engineering, energy, automotive, manufacturing, and related fields, that is a meaningful interest. The workforce development connection is real and important, but we should be thoughtful about the tool. Student opportunity
126can potentially be advanced through a PLA, through board policy, through administrative regulation, through project requirements, through partnerships, or through targeted agreements with apprenticeship programs and industry partners. So the next phase should help the board understand which option most directly creates student benefit, not just which option sounds most aligned to workforce development. We already have a range of student partnerships with public agencies, higher education, industry, and workforce partners. Uh we it's important because we're not starting from zero. The district already has relationships that support students in career pathways. As we continue the PLA analysis, one question is whether there are additional partnership opportunities that could be strengthened through policy, administrative regulation, project requirements, or PLA structure. The goal should be to identify which approach creates the clearest, most reliable pathway for students and how we would
127measure whether it's working. This is our current uh Elkrove contractor landscape. We currently have 138 pre-qualified contractors. Approximately 70% are located within a 70 mile radius and about 56% are located within a 56 mile rad or 50 mile radius. We also have a mix of union and merit business models. Some contract contractors are signatory to one or more trades, meaning they participate in a collective bargaining agreement um for those trades. It's also important to note that the last three schools built by the district were built with signatory contractors. The slide's important because Elkrove has a strong mix of contractor environment. It gives us two important points. First, the current system does not exclude union contractors. Second, any new model should be evaluated evaluated for how it affects the full contractor landscape, including local contractors, small
128contractors, signatory contractors, merit contractors, and contractors who may be signatory to some trades but not to others. So, the question is whether the district can preserve a strong contractor pool while also advancing any additional workforce or community benefits the board identifies. As a board, this decision touches many groups, students and families, Elgroveve staff, taxpayers, workforce, industry partners, and the broader construction market. It also touches project costs, schedule, and delivery. It's why a thoughtful process matters. A PLA decision should not be made solely based on preference or pressure. It should be evaluated through the board's interests, the district's current performance, legal considerations, contractor participation, staff capacity, and long-term facilities needs. There are potential benefits to understand, and there are potential risks to understand, and both should be treated seriously. This slide shows a continuum of options.
129On one end, it's status quo. It's what we're currently doing now, what we started to describe tonight. From there, the board could consider updates to administrative regulations and board policy. The board could also consider a pilot project, a pilot PLA, or a broader district PLA. Each option has design choices, dollar threshold, delivery method, new construction versus modernization, geographic area representation at the table, whether the approach applies to one project or whether it sunsets after a set period. These would all be considerations to make. This continuum is important because the board is not limited to an all or nothing decision. If the board wants to strengthen workforce development, there may be policy options short of a PLA. If we want to test the impact of a PLA, there may be a pilot option. If we want
130to if we want broader standardization, there may be a programmatic option with thresholds and conditions. Each option would need to answer the same core questions. What projects does it apply to? What problem would it solve? What would it cost? How would it affect competition? How would it affect students in workforce pathways? How would it be administrator administered? And how would the board know whether it worked? Uh it's why I recommend that the next round of analysis compare options against the board's interest um rather than going down just one path. There is also a governance consideration. uh negotiations may not occur in open session and they're not eligible for close session. So what could this mean and what could this look like? This could be um potentially negotiated with an ad hoc committee of the board
131such as the the subcommittee. But any parameters um desired by the full board would need to be discussed in open session or be um uh provided staff having authority or the subcommittee having authority to do those negotiations. It is not protected by the Brown Act in close session similar to how we currently do negotiations with our own labor groups. So it could be a visible and potentially extended process. So where are we now? No decision tonight. uh initial information and perspectives have been shared. Um board interests are being identified and that gives the staff and the subcommittee clear direction for the next stage of work. At this point um it's not to uh to decide whether a PLA should be adopted. It's to understand what we want to accomplish, what problem the we want to
132solve and which options best align with those interests. So in closing, uh this is a complex issue with long-term implications. Um we should have a meaningful understanding before moving to action. Includes potential un um understanding the potential benefits, the potential risks, administrative requirements, cost and schedule impacts, contractor participation, workforce development opportunities, and governance considerations. Um you've heard some potential benefits. labor stability, apprenticeship access, local hire, workforce development, and project standardization, but also some potential trade-offs, cost, competition, contractor participation, staff capacity, capacity, uh, governance, complexity, and impacts to existing delivery methods. Our next task is to bring those issues back in a structured way so the board can compare options against its own interest and allow us to make a decision based on evidence um on local conditions not assumptions and what best serves our students,
133schools and taxpayers. So we propose the next steps to continue working with the subcommittee, continue synthesizing the data and return uh with additional analysis. Um, the next round would focus on apprenticeship program data, impacts of potential approaches, schedule impact, additional questions raised tonight, and input from other districts and public entities. And our goal is to keep this process transparent, fact-based, and anchored in the board's interests. With that, we'll take any questions. Thank you. Um, are there any blue cards on this item? Madame President, I have 11 blue cards on this item. So that means we didn't we didn't make it to the 15th. So everybody will get three minutes. Um and I'm going to read off the first two. I have Aaron Peritus and Matthew Beaston right off the bat. There you go. and go
134ahead and tell us your name when you come up to the podium and go ahead and speak. Thank you. >> Uh hello, good evening board members. Uh my name is Aaron Perez. I'm with KS Telecom and um I just wanted to show my support for the private contractors. I know my company KS Telecom does a lot of work with you guys and um I just personally believe a PLA would reduce a lot of work, especially locally. And um it's not necessarily a bad thing for unions. I just think that we do the same skill and train the workforce. Um so to kind of minimize that pool, I believe be shooting yourself in the foot. That's just my own thoughts. Um that's it. I >> All right. Thank you. I have Matthew Beaston and after that
135I have Rexheim. Good evening, uh, President Alani, Superintendent Riley, members of the board. My name is Matthew Beaston. I am a representative of the North Coast States Carpenters Union. Um, that was a fantastic presentation, Dr. Coats. Thank you so much. That was a lot packed into there. Um, so I'm going to hit on two different topics here. Uh I was hoping to follow my colleague uh who will give a kind of a comment on negotiation without representation. The same message that you all heard last month. Um but just keep in mind, right, that having the carpenters included in APLA negotiation is truly a simple and fair ask, right? Um it was included in the presentation that we were part of the field engagement. Therefore, we're already being considered, right? So us having our name on
136the mast head, being a part of the negotiations, representing our membership that works on the projects is a simple and fair ask. Um and uh to that point, right, uh facts was something that y'all were interested in. So fact is that on your consent agenda today, there were four projects that were recommended for award that you all uh awarded. All four of those went to Carpenter Signatory General Contractors, right? um your projects are consistently carpenter signatory general contractors building those projects. Therefore, our membership is consistently working on your projects. Therefore, we should be included in the negotiations. I'm sorry to sound redundant, but again, it's a very simple and fair ask, right, that we are on the mast head part of the negotiations. Uh we do build 60 to 70% of everything that gets built.
137Um so then let's go to uh valuing relationships, right? Actually, I think I just hit on that. Um, and I did want to dispel a couple myths here, right, that if we are included in the negotiations, um, I don't want to speak for any other representatives in the room. However, that has never led to the breakdown of a PLA negotiation. Right? So, us being at the table and on the mast head has not ever led to that completely dissolving a PLA firstly. And secondly, we have never come to a point when we are negotiating together that we hit a stalemate and things break down at that point. So, I just wanted to get those out of the way. Uh, we do play well together in the sandbox when we're both invited. Um, so then I
138I'm going to go to the second point here, right, which is coming from a place of success. Um, like I mentioned, our carpenters do a lot of work on your projects. Uh, very happy to to say that proudly, right? And a lot of that means that our signatory contractors, they are utilizing local workforce. Um, so coming from that place of success, preference or pressure. I love that phrase, right? Don't make this decision based on preference or pressure. You have other options, and I'd love to discuss those options with you, whether it be board policy for local hire. Uh maybe um redoing some of your pre-qualification requirements for the contractors in the district. So, I'll just close by saying, please respond to my outreach. I have gotten limited response from board members. I would love to
139demonstrate to you what our training program looks like so that we can talk about the opportunities for your students because truthfully that is the most important thing. Thank you. >> Thank you. >> Okay, I have Rexheim and Kevin Ferrer. >> Good evening. My name is Rexheim with the Western Electrical Contractors Association who after that I think it's another good idea for us to be involved in negotiations uh going forward as we have many contractors who've done a lot of work for the district. Uh Elgroveve Unified has a great facilities program as it is currently everyone in this room has a fair chance at working on some of your projects. That won't be the same under a PLA. Uh and all workers in this room aligns with the beginning of all of your district's core values
140that begin with all students, not some students depending on affiliation. We contractors have had a great relationship with your district, offering internships, employment, apprenticeships, career fairs, all things that help benefit all students in your district. I want to thank the board for their great governance on this issue so far. Uh the contractor survey, field surveys, this presentation tonight. This is one of the most in-depth conversations I've seen on PLA's and I want to thank all of you and your staff for doing so. I also want to thank the board members who've taken the time to come out and visit WEA's apprentichip training facility and see the great work that we're doing to help benefit uh your graduates of your district uh and constituents and taxpayers. Uh and I want to extend that invitation to those
141of you who have not had the chance yet right here. PLA's decrease contractor participation in bids on your project due to the discriminatory nature of PLA's. Fact, not a single WA apprentice, whether they are graduates of your district, live in the district, are a constituent or a taxpayer, will be allowed to work on any of your projects under a PLA. 85% of California's construction workforce is non-union. So when you exclude them from your projects, costs are going to go up from what we've seen about 20%. That's 20% of your bond that when passed was passed without a PLA that you're now going to go back to the voters and say, "Oh, I think we might know how to do this better than you do if we want to put a PLA on." Now, a recent
142local example is the I Street Bridge in Sacramento, which has a PLA on it. The recent bid came in hundreds of millions of dollars over the engineers estimate, and the bridge will probably be delayed a year. These are signs of what you problems you may have to deal with if you have a PLA that you don't have to deal with. Now, everyone here speaking in support will benefit from PLA due to the fact that many local contractors in their workforce will be excluded from working under a PLA. We will never support an idea that discriminates against apprentices due to their affiliation. We believe in competition in the construction industry because true competition benefits all involved, not just some. Thank you very much for the diligent work you're doing on this and looking forward to more
143of it in the future. Have a great night. >> Thank you. All right, I've got Kevin Ferrer and after that, Will McKe. >> Good evening, Kevin Ferrer, executive director of the Sacramento Building Construction Trades Council. First, I'd like to address the uh tradesmen who were here with the council. I know some have left, but I would like to recognize them before I get going with our comments here. Would you please stand? I know some of went home already. All right. Thank you. Okay. um with this presentation uh the thing the key takeaways for me to try to talk to very quickly is opportunity workforce development and local hire opportunity the Sacramento Sier building construction trade council has 30 apprentichip programs represented by 21 trade unions uh there's no intern with our apprenticeship program um we
144believe that if someone is working and wearing a tool belt they should get paid and that they can quit anytime they would like. If they are if they're a first period apprentice or anytime in the apprentichip program, if they feel like that particular trade or apprentichip program is not for them, they can walk away at any time. We are not hotel California, right? So they can move on. Secondly, um workforce development and local hire. Uh the definition of local hire depends really on you. The most strict local hire language in a PLA or CWTA around here in this region is the city of Sacramento where uh it's typically in tiers city of Sacramento County and then the uh seven county re uh seven city region. However, Sacramento goes a little more because they have designated
14516 zip codes of economically challenged zip codes. And so they would they actually asked for hiring commitments from those zip codes, which we have delivered on. The overall local hire percentages of local hire for the first 5-year term with the city of Sacramento is 76%. It's over it's over 25% for the 16 zip codes. And so we deliver what we say we're going to deliver. Now, um, for demographics, um, our our number one demographic is Hispanic, number two is Caucasian, number three is African-American, number four is women and Asians. And so, uh, we are diverse. And so, uh, and we welcome anybody to be a part of our program. And so um now with the um the workforce development is also we all have pre-apprenticeship programs which is the pipeline to feed into the workforce
146so to speak and so um with us our MC3 program multicraft core curriculum with the building trades program that we have we have a 76% placement rate and getting them into the apprenticeship program. >> Sorry, your time is up. >> Okay. All right. Thank you. >> Thank you. >> Okay. I have Will McKe and Reed Jackson is after him. >> Hi. Good evening, trustees. Thank you so much for your time. Um I'd also like to say hello to the people that are watching online, especially if they're students. That's uh really cool to see that they're involved. And thank you for your term as as a student chair as well. That's really great. Um, my name is Will McKe. Um, I've been an electrician for 11 years. Uh, this program changed my life. Uh, I'm with
147IBW Local 340 and I had the, uh, benefit of being a teacher now. Uh, being able to teach apprentices. It's just such a such a big gift, especially during teacher appreciation week, which is so nice. Um, I want to share an opportunity that can change lives for Elkrove students. Um, when I was in high school, nobody talked about the trades. There's a very different world today where that is a viable path for so many people and so many young people are learning about it that didn't know about it before. It's a really nice time to be in that place. Um when your graduates leave high school, many are looking for a path that offers stability, growth, and a future they can count on. Construction apprenticeship programs provide exactly that. These programs are recognized statewide nationally
148for producing a highly skilled workforce while maintaining strong safety standards that reduce workplace injuries. Uh they're run by joint apprenticeship training committees, JATC's, which means they're not just jobs. They're investments and the trades make uh they make in careers. Apprentices learn while they uh earn while they learn, gaining hands-on experience in the field at no cost. Uh all while receiving a living wage and health benefits. And I had the benefit of of uh introducing some of you to our uh facility, our union facility uh when you got a chance to look at at some of our program. Uh a recent report by NorCal Construction Industry Compliance shows that union apprentichip programs have higher participation rates among women and minorities. In fact, our union has a women's committee and an electrical worker minority caucus specifically for
149those purposes. Uh and graduates earn wages above industry averages. These programs often open doors for students who might not otherwise have access to these opportunities. But for apprentices to succeed, they need local projects. Local work allows them to gain the hours and experience required to complete their training while staying close to home. Local projects make it easier for apprentices to balance school work and family commitments. It is for these reasons I ask the board to support continued learning for Elkrove students by directing your staff to negotiate a labor agreement with the building trades council. Please help us make a future brighter for your students. Uh thank you very much for your time and for your commitment to the future of Elkrove students. >> Thank you. Next I have Reed Jackson and then Neielen Charles Nelden.
150Okay. Good evening, trustees. And again, any students that are still here or watching, good for you. First of all, I want to say awesome performance earlier. Having those students here really like warmed my heart. I wasn't really expecting that. It actually almost made me a little tearyeyed. Really, really proud of Elkrove. Part of the reason I'm here today is because in some ways I kind of encapsulate Elkrove. Um, my name is Reed Jackson. I'm a fifth year uh electrician apprentice uh through IBW Local 340 here in Sacramento. But I live in Elkrove. I'm a resident of Elkrove. My sister-in-law goes to school right around the corner at Joseph Kerr. Um my uh aunt spent many decades as a teacher here in Elkrove. Her daughter followed her path and I'm happy to say that my beautiful
151wife is actually an educator at Sunrise Elementary in Elkrove as well. We kind of keep it, you know, in this area. I wanted to speak tonight to show that a project labor agreement not only re reinvest your tax dollar tax dollars locally but will also employ local union workers like myself. I have personal ties to the community as I uh as I told you um and people like myself, the men and women of IBW340 and all the union workers here in Sacramento area will be very dedicated workers that will make sure that the projects get finished right. I love Elgroveve. I have pride in the fact that one day my future children may get the education that they deserve in schools and facilities that I help build myself. That makes me so happy. I've gotten
152to work in a few schools here putting lights up and every time you flick that switch and the light comes on, you feel really good about yourself. And I I hope that this PLA uh moves forward and uh we discuss it here again in the future. And I just want to thank you all so very much for having us. And I'm sure I'll see you around town. >> Thank you. Okay, Nelen. Is that correct? >> Yes, you got the first name right. >> And after that, I have Kathleen. Oh, Kathleen Galini. >> Okay. So, this was a test for you on my last name, by the way. >> All right. Good evening, board members. My name is Nan John Charles. I'm the senior field representative for the North Coast states uh capitals union covering the
153Sacramento region. Um the last few meetings we've had um we did mention that we represent 70 to 75% of the construction work taking place on the project. Well, this time around we brought uh some handouts. I hope that you do have it in front of you. Um which shows the 10 principal craft that we have um on the carpenter umbrella. Keep in mind um it doesn't show all of the crafts that we have. Some of those that's not mentioned in there is the uh like the concrete formwork, the toilet petition, the doors and hardware, right? Um but I do I do not want to sound like a broken record. Um there is one point I want to make tonight. We are not against u a PLA, right? Just want to make sure that we're clear
154on this one. But however um I do know that this is a discussion item and there's no no um action is going to be taking place tonight. But however it if at any point in time you do decide to move forward with a PLA the capitals have to be part of the negotiation given that we're the largest largest construction trade in the construction industry. And for the record I am a Sacramento I am an Elgroveve resident. Family and kids are here. School goes to um to school in Elgrove. So looking forward to um mirror my colleague Matthew Bon's point. Um I'm looking forward to working with the uh trustees that we have not sat down and met with. So thank you. Thank you. And Kathleen is up there. And then I have the the the
155other gentleman that was up before Ian Vanderindon. And after that Orlando is up. >> Thank you. and I'm here on behalf of the local dollars local jobs coalition and I want to start by thanking you for such a wonderful deliberative process that allows for input from all of the board members and really challenges everyone to be very thoughtful about this entire process. Our coalition is comprised of local contractors who support an open bidding process that allows both non-union and union shops to be able to compete and bid on local school construction projects. We appreciate that tonight's presentation has focused on apprenticeship opportunities. We also thank you for including a list of high schools that provide career technical education offerings in the trades and the number of students who are participating in each school. Clearly, Elgroveve
156Unified has made significant investments in these pathways. Our coalition believes that an open competi competitive bidding process rather than a PLA will maximize these investments by ensuring that all students can continue their training in local community college apprenticeship programs, non-union merit projects, uh, P programs approved by the federal government in the state of California, and union sponsored joint apprenticeship and training programs. However, under a PLA, apprentices must graduate from a union sponsored apprenticeship program, leaving the majority of local apprentices behind. Not all districts that have done PLA's have reviewed their results. However, there are lessons to be learned from the City of Fresno Community Workforce Agreement. PLA supporters agreed to exert their utmost efforts to achieve local hire and local apprenticeship goals for City of Fresno students. However, a recent report concluded that the results
157fell well below agreed upon goals in all areas. For example, between February 2023 and January of 2024, they had a goal of a minimum of 50% resident journeyman hours. The actual result was 26%. A minimum of 55% of resident apprenticeship hours, the actual result was 25% and the minimum 30% of resident new apprentice hours, the actual was 21%. It is unknown whether the city of Fresno considered local statistics on the number of both non-union and union apprenticeship programs before deciding to move forward with a PLA. The results from the report may signify that the city did not have enough union-only apprenticeship programs to be able to meet the local apprenticeship goals. However, this body does have the ability to determine in advance of making any decisions what the current capacity is for union and non-union
158and community college apprenticeship programs. We urge you to seek input from other districts as earlier suggested. Thank you. Thank you. So I have Ian Vander Lindon and after that Orlando. >> Hello again. Uh thank you for your time. Thank you for that amazing presentation. Uh to to state it again that was that was one of the best I've best and most most thorough I've seen. Um I'm with KS Telecom. We're a local company. We've been in business for 31 years here locally. We've served your district for over two decades. I've got friends on both sides of this equation on the union and non-union side. Um but the unions will laugh at us um when politicians vote for PLA because that's the way that they can beat us because we both pay the statemade mandated prevailing
159wages. We both provide healthcare and retirement and volunteering. Um I was in I was at um at Sheldon High School last week for a career fair. Um I don't recall seeing the majority of the people in the room here there. Um but I was there volunteering my time. Royal Electric which is another uh non-UN contractor was there. WA which is a non-union apprentichip was there. I was lucky enough to sit down with an uh employee from Royal Electric, brand new. Um he got hired with them last year. And the reason that he got hired was that Royal Electric spent time to go into the shop classes and talk to the kids about the trades. and that's the path that he wanted to go and he's going to head into the apprenticeship program. So, that was
160cool to meet him. You guys have a pay uh a bond out there. The bond was passed without a PLA on it. Now, the unions want that money. They want to discriminate discriminate against the non-UN uh workforce and that that's what we're part of. Um we work on a lot of projects in SAK City recently. um the obviously the under the PLA amount. So when we're on those projects, we beat the union contractors by 20 plus percent on the projects that we were discriminated from, those were at least 100% over budget. Um those are facts. Um, if that same reasoning of 20% goes into this and applies to your bond, that's $ 108 million that you guys wouldn't have that goes to unions and not the community that funded it. That's about 2.5 elementary schools
161that wouldn't be built. It's a middle school that wouldn't be built because of a discriminatory PLA. You guys have a fiduciary duty to your district and your community. Why entertain a PLA that discriminates against so many? uh last uh the first two um last meetings, first two hours was talking about inclusion. Um the last part of it was PLA related and that was discrimination. You can feel the distance on the room. I don't believe your staff wants this. They've got a situation that works here. It's worked for, like I said, over two decades and we've been a part of it. Your IT staff doesn't want it. We're a preferred contractor here. I doubt your community wants it. They didn't vote for it and you should lose sleep if you entertain the idea of voting for
162it because it steals from the community. >> Thank you. Orlando, did you not want need to speak? >> Yes. >> Okay, perfect. Just making sure. >> All righty. So, short and sweet. I'm Orlando Castillo and I'm with the Rivers and Waterproofers Local 81. And uh just right on for your time. I appreciate you guys you letting me come last because the last shall be first. I'm just going to share with you guys. Um you somebody said something about 60s something thousand students, right? I thought I heard that one of the students had talked about that. >> So just think of the pathway for the some of those students to become to be part of working on Algo Unified School District buildings and properties and new construction sites. Just stick with that. That's really good. Um,
163I also want to just mention to you guys that there was something like 1300 members. I thought somebody said that were union members. So, solidarity. Stick with that. It's good. I think that the PLA is positive. It's it's very productive. You know, I'm going to take off and go home and get to sleep and get up and I'm going to head back over in the Bay Area. And, you know, it'd be nice to stay here sometimes and work here. So, if you guys could do anything in your hearts to help a brother out, help the I'll speak on behalf of other guys that I know that are also on the road with me too. It's a tough commute to cross the Elimon Pass and then head over the bridges too. It's very cost effective. I
164mean, it's costly. It's not cost effective. It's gas is high. You know, it's a lot of time away from our family. So, whatever you guys could do to help us out, we appreciate it. Uh I know I do. I'll talk about it tomorrow and I'll say that, hey, I got the chance to speak up. I mean, I might add something to it, but you know what? At at the very uh when you guys do decide what you want to do, we trust you guys. It's in your hands. Uh PLA is good for us. I mean, I've worked a lot in the Bay Area's. Um really never in out here in in the valley. Sometimes in Sacramento every now and then, but you guys could be the first. Just open the door. Like brother Vargas has
165said, just you guys got to do it. Mr. Yang, we appreciate you, man. Your thoughts. I mean, uh, everybody else that's here, Miss Davis, it's positive. Just do the best you can to, uh, just think about, you know, PLA is going to be good. It's going to be a good thing. You just got to give it a shot. And I'll put a good roof on for you guys if I ever get to come out here. That's a promise. >> Thank you. >> And that is the last of our blue cards on this item. >> All right. Thank you. Thank you to everybody who's come out tonight. Um, we'll go for board member comments or questions. I think we did quite a bit of that with our practice, but um, Mr. Miss Ballerini, did you have
166anything else you wanted to add? >> Uh, no, not right now. Thank you, Mr. Yang. No, >> I just wanted to say thank you to uh, Dr. Co and the public's comment. I think all the comments are well taken and uh we'll definitely have our subcommittee and our staff look into it and then we as board we will also uh collectively uh continue to um think it through and you know we'll see what comes next and I I truly uh believe in the process that we are taking on and um we'll see what happens. Thank you. >> Thank you, Miss Davis. >> Yeah, I have a few questions. Um, if we go to page 15, um, on the workforce reality, two similar systems, um, do we know where the apprenticeship programs are located for the
167non-union shops? >> Uh, some of them, yes. Okay. Are they local or do we have ones that are out of Mantika? Well, what I can I'm going to jump a slide so I get the name right. Um, the sheet metal training center and the Western Electrical Contractors Association are next door to each other. >> Okay. They're local. >> Yeah. >> But ACTA, is that local or is that out of Manta? >> What is which one? I'm sorry. >> Acta. I'm not familiar with that one. And is there training hours similar? Because from what I understand, the non-UN do 96 hours of training where the union shops do 200 hours worth of training per year. To truth be told, I don't know the answers to those questions. What I do, the standardization is through the um
168division of apprenticeship standards, but that could be certainly something that we explore with the subcommittee. >> Okay. Um, page 23, when we talk about our career technical education, do we ever reach out to our students to find out where they went after this >> after our training programs for to Mr. Schwitzer? >> Yeah, we do senior um surveys to find out where if they've gone to college, trades, military to learn more about what they're doing after they leave us. Okay. >> Is that something you could share with us? >> Okay, thank you. Um, on page 24, looking at the current partnerships for our students, I'm not seeing non-union shops in here. Do we not participate in current partnerships for our students with non-union businesses? >> These are uh some of the examples of some of
169the partnerships that we have and they provide a wide variety of support to students. They provide guest speakers, their industry adviserss, um career opportunities, internships, etc. So, this is a a sampling. We can get you a complete list. >> Do we have a full list of them? Could we also get that list, please? Um let me see. I'm sorry, a little over all over the place here. Um page 25. want to go down to um where it says 70 mile radius is 56% or um 70% are located within a 70 mile radius. Is 70 miles actually what we consider local? >> That's no it's just within the 70 miles. So some some districts look at 100 miles, some districts look at um 70 miles, 50 miles, 10 miles. They look by county, they look by
170zip code. And so we were just taking a look at the pre-qual pre pre-qualified list that we have and this is what it looks like and you have the results by county. >> Okay. Because I just had a conversation just within the last few days with a business out of Modesto who feels they're local just because they have a couple employees that live here. Do that 70 mi seems like a bit far to be considered local. that business is taking those dollars to that community and not spending them in our community. Um, all that our community is going to see is the couple workers who live in this area. So, I'd like this to really look into what we consider local. >> We we can certainly do that. This slide was not to represent what
171we considered local, but just who we're currently working with. >> Okay. But I think earlier we were talking about trying to define what local is um on the previous on the board interest ones. We wanted to know what you considered was local. And so this really kind of stood out at me that 70 miles was um let's see here. Sorry I got a lot to say today on the page 28 on the PLA negotiations. I don't believe um in the Brown Act consideration that we have to do full negotiations in front of the board. Um see here unlike labor agreements with district's own employees, the discussion of a PLA by a quorum of the board must be done in open session, but there's no requirement that negotiations be conducted at an open board meeting. Um,
172public PLA's are always negotiated outside of a public hearing context, usually in closed negotiations between staff or a board subcommittee, small enough not to trigger the Brown Act and the building and construction trades. So, I I think that was a little >> Well, I think it's what I described um during the presentation, which is um it it can happen in a lot of different ways. So typically there are terms that we would start with and that could be conducted by an ad hoc committee of the board like the subcommittee that has been doing the work but any parameters that the board might have for staff for um would need to be done in open session. Um so so the example with the Brown Act is we we don't have it doesn't fall under the Brown
173Act of close session where we could talk through par parameters with the full board to understand um what are the terms that are aligned with the interest of of the full board. So that would have to be you would have to either um provide that authority to either the subcommittee to staff or it would have to be done in open session. >> Okay. But stating it must occur, I think, was a little disingenuous. Um, let's see here. On page 27, it's just a little thing that stood out at me. Um, the bolding that it really stood out on the bolding that one of them was bolded more. That's almost subliminal. And I'd like us that if we're using fonts and bold that we use them equally across all of the circles because I think if
174you notice one looks way darker than the other. And that you know if you read up on the eyes go to where where it's darker. Um let's see just to to talk to the gentleman who who spoke. Um, I've been asking if we've been inviting trade unions to our career fairs and to our organizations, things that we have for people to attend, our students to attend. They're not getting the invitations. So, I'm wondering if we could improve that. Um, I think we we're giving everybody an equal say here. We should also give our students equal access at our career fairs. Um, let me see if that was it. I think that's and I would just um like to comment, you know, we have 15,000 construction workers that live, work, and raise their families in the
175city of Elro and the surrounding region. It's not not a we have a lot of union workers here. >> So, but thank you for the presentation. >> Thank you, Miss Bowwin. So I feel like um one I want to thank Dr. Coats for the presentation. I know that was a lot um to share with us um and the community. I think it's really helpful to kind of um better understand where um we are with the subcommittee. Um I do feel however that this is taking quite a long time and a lot of the hypotheticals that we're talking in can be addressed if we were to just have a conversation with um you know the the union trades and to ask them directly and say what would a PLA look like for the district but we
176can't do that if we keep kind of staying in this very hype hypothetical space. And so I really feel like tonight we're considering whether a project labor agreement is the right tool to support our upcoming construction and modernization work. For me, the question is simple. How do we ensure our schools are built safely, efficiently, and with the highest level of craftsmanship to our students and staff while valuing the workforce? At this point, we are having a very hypothetical discussion. And it makes sense to me that we move out of that space by going to the source and having a meaningful discussion on what a PLA could look like with our local union building trades. A PLA can help us continue to have success in our projects. It guarantees access to a skilled, trained workforce, people
177who are certified, um, experienced and prepared for the complexities of school construction. These are projects that involve seismic safety, electrical upgrades, HVAC modernization, and specialized learning spaces. We cannot afford shortcuts or delays. A PLA also brings stability. It includes no strike and no lockout provisions, which means our projects are protected from labor disruptions when we're managing multiple trades and tight timelines. That stability matters. It keeps projects on schedule and helps us avoid the cost escalations that come with delays. Just as important, a PLA aligns with our values as a public school district. It supports local hiring, apprenticeship programs, and pathways into the trades for underrepresented workers who will be likely our students. In it creates opportunities for our own students, especially those in CTE programs, to step into real careers with family sustaining wages. And
178finally, a PLA gives us predictable, consistent standards across all contractors, clear rules, clear expectations, and a shared commitment to safety and quality. At the end of the day, this is about stewardship. Stewardship of taxpayer dollars, stewardship of our facilities, and stewardship of the learning environment our students deserve. A project labor agreement is a responsible strategic way to deliver the safe, modern schools our community expects. So with that, I would like to motion to add the following as an action item to the next board agenda to direct our district leadership to meet with our local union building trades to discuss what a PLA will look like for Elkrove Unified School District. is not in line with our board agree to handbook. The handbook you signed when you came on says um request for board agenda items
179come through to the dis to the president and then to the superintendent and we will meet and talk about when it can be scheduled and get back to you and then if we you are not happy with that process then you can bring it back up. We'll put it on the agenda and we'll put it on the agenda and you can call for a vote at that point. So is that based on our um our own >> our own board handbook that everybody signed when they came on the board? >> Okay. >> Our process. >> So I will take that as a notification. You would like to do that. >> Okay. >> And um one of us will follow up with the details and then we'll meet and get back to you. >> Miss Moore.
180>> Thank you. I do have a few comments. Um, I was one of the board members that served on the project labor agreement subcommittee and I would like to thank Dr. Coats and her team for the hours of work they have already put in to gather um information and guide this subcommittee in preparation for this presentation and discussion. um being on the subcommittee um helped me better understand our facilities team current practices and also better understand the pros and cons and possible implica imp implications of implementing APLA. Um, I would also like to thank those who have made public comment and the dozens of um, local contractors and workers who have sent emails um, over the last several months. I um, have read those emails and I I appreciate your input. Um on on page
181nine, we have two very important questions that I believe should shape our thought process and decision making when it comes to this topic of project labor agreements. Number one, how how does this decision make things better for our students and schools? And number two, what problem are we trying to solve? Um on page 19 um it was dis shared our our current staff. Um in in the PLA subcommittee we did stuff uh discuss in more depth um the potential increased staff workload if a PLA was implemented and possible um the possibility of adding uh a new staff position which is obvious obviously um is cost money. it's not it has a physical impact. Um on so I just wanted to I wanted to say that on page 21 um that slide illustrates um the efficiency
182and effectiveness of our current system and practices as um was discussed in depth by Dr. Coats and again this goes back to the question what problem are we trying to solve? Page 22. This slide is important because it illustrates the importance of competitive bidding to maximize our bond dollars. Um, and page 25. Um, I know that one of the concerns shared by a few board members was hiring local contractors. And, uh, I'm grateful for the staff for compiling this information because it is valuable to see that 56% of our contractors are located within 50 miles and 70% are located within a 70 mile radius. Um and I also think that before we as a board um define what is local, we need to we need to ask for feedback from the facilities team. Um because
183there beyond the subcommittee I we were able to get further insight about um the importance of that radius and possible considerations. So I think that's an important consideration. Um, and I I know that one local school district implemented a policy that required 25% of their contractors to be local, and we are well above 25%. So, again, I ask, what problem are we trying to solve? Um, page 26 highlights who this decision touches, but it does not emphasize the magnitude of this decision. Implementing a PLA reduces competition, um, potentially increases staff workload and adds potential increased costs and additional staff positions. Uh, as a district and as board members, we have ongoing budget constraints, the responsibility to maximize our tax dollars, a responsibility to ensure our students learn in the best possible facilities, and a responsibility
184to be inclusive and fair to our local workforce and industry partners. I don't believe implementing a PLA is responsible or fair to any of our stakeholders. Page 28 highlights the complexity and extended timeline of potential negotiations of a PLA which is can be an important consideration. Uh I would also like to point out that our non-UN employees are still paid prevailing wage and I've received many communications indicating that these employees are happy with their compensation and benefits. Additionally, implementing a PLA not only reduces competitive bidding, but it's a very exclusionary process. I've received dozens of emails from contractors, and it's clear this discussion is not only creating conflict between union uh or non-union and union contractors, but it's even creating conflict between local unions. One local union even shared with me that they believe our
185district's current system seems to be functioning well. I would also like to share that I have visited one union and one non-union apprenticeship facility so far and I was able to see firsthand the value that both facilities add to our community and the amazing opportunities they can both provide for our students to have a promising and successful career. They both also shared that they have served high school students in various ways. We need more partners, not less. We need more opportunities for our students, not less. And uh to Miss Bowwin's point, if we are going to go directly to the source when discussing a PLA, we need to include non-UN contractors as well. They are partners. They are and they are our community members. Um in closing, our current practices are fair and inclusive, highly
186efficient, fiscally responsible, and we pull from a largely local workforce. both union and non-union contractors add value to our district and to our community. Neither are currently being excluded. So again, I ask, what problem are we trying to solve? Thanks. Thank you, Miss Moore. Mr. Vargas, >> thank you. Um, I want to start by uh saying I appreciate everything you guys have done. This this is truly incredible. I think it's incredibly valuable that we have this baseline of knowledge. um you know all of us come to this discussion with a different level or came to this discussion with a different level of knowledge and so I think sort of creating that baseline for us is incredibly helpful. Um I know that you in particular Dr. Coats and your staff have spent an incredible amount of
187time on this outside of the work that you already have to do. Um, and so I want to make sure that we are acknowledging that and appreciating that because it is incredibly valuable to us and we are I know that we are asking you to do something um that is on top of what you're already doing. So we I I appreciate it. Um uh and I also want to appreciate that um that you're meeting with everybody and talking to everybody because I think it's incredibly important that we be doing that. Um you know I have met with everybody who asked me whether they are union or non-union. I think it's important that we do that. um regardless of what our particular beliefs are, regardless of what our particular votes are going to end up being.
188Um I think that it's important that we hear everybody out. Um and you know, I think I' I've learned a lot through that process. Um and I it's been incredibly valuable to me. So um you know, regardless of where I might end up on the actual vote, um I appreciate everybody who has reached out and provided information. um you know that has been incredibly helpful to our process and I think you've you've seen how helpful that has been to our process not just in this in this presentation but also in the fact that the board has this baseline of knowledge now that that is going to help us make an informed decision. Um so I actually want to kind of pause and have a and step back and have a different conversation still on still
189on topic. Um you know we may not be able to vote right now. Um but it is still up to us to give guidance and I think that it is it is clear that in the past six months we have not given any um you know our the board has gave some guidance you know six six months ago when we initially did this um and then we have not touched on this topic since then um as a board in in open session um and I think it's important that we make clear where the majority is where the majority of the board is on this um and so I have three suggestions um in terms of process clarifying process on where we stand as a board. Um the first one is I think that we should
190make clear what our expectation is in terms of a timeline. Um and I have my my reasons for this are one we've seen we've seen delay to Miss Bowwin's point. Um I think I understand that delay. Um I understand because I've talked to the superintendent about it. Um, and so I understand where that delay comes from. Um, but I think the fact that we are just starting the interestbased bargaining process right now is still six months into the process. And so, um, you know, I support us being diligent on this. I actually support us using the IBB process. I think it's really it's interesting and I I appreciated our conversation earlier. Um, but we could have that started that process earlier and that process didn't require a subcommittee. Um and so another reason that I
191think we need a timeline is board accountability. Um the this process needs to be accountable to a board majority. And I think that one of the things that we saw is this we were supposed to have this conversation in March. That was when it was in initially agendaized. Um that was my understanding at the end of last year and the decision was made to delay this uh this conversation 2 months that decision was the board was informed of that decision. We were not asked about that decision. And to me that's a problem because the majority of the board still needs to be giving guidance. one member of the board and the superintendent shouldn't be running a process for six months without talking to the board and getting that guidance. And so I think it's important
192that we we as a board make clear what our timeline expectation is. That does not mean that that timeline cannot change. That does not mean that we cannot be flexible. Um, but I think we need a timeline that sets that out so that when changes to that timeline happen, it is the board making that decision and we are being accountable to ourselves, each other and the public. Um, and I think going along on that last point, I think transparency is important here, right? The public deserves to know what we're doing and when we are not addressing this issue in 6 months, we are not being transparent. And I have seen in the past 6 months an enormous amount of misinformation out there about what our process is and where we are and where it's going
193and who's running the process and all of that. And that is incredibly frustrating. Um, and I think the public deserves to actually have accurate information about where we are in this process. And so I think that when we have a timeline, everybody knows where we are. And when we're making adjustments, everybody knows why we're making those adjustments. And so my suggestion is that we adopt as as a group, we say what we think the timeline should be. Obviously, we are not taking action today. So we can't do any officially adopting, but I think making clear where the board believes this timeline should be will help guide staff in terms of making decisions um you know, going forward. And so I welcome, here's my suggestion, but I welcome input from my colleagues is I agree with
194Miss Bowwin. I think, you know, our next meeting should be our we should this should come up again in June with more information with answers to the questions that we brought forward. Um, and I know that there's still more work to do. So, let's set June as our expectation. if that needs to change, come talk to us and we'll make that change. Um, but I think that's a good timeline. Um, and then we should, my belief is that we should shoot for making a decision in August. I think that's reasonable. We have the summer to make a to have a conversation or to get various more information, whatever you want to do. Um, again, more time is okay, but I think needs to come back to us and tell us, okay, why why do we
195need more time? And I think part of my reasoning for think for believing that we can do this in a relatively expedited way is because I think I agree with what Miss Bowman said. I think the question before us is narrow. It's narrower than we're making it out to be. And I think the qu because the question is really whether to engage in negotiation. And a lot of the nuance that we're talking about, a lot of the structure that we're talking about, a lot of the additional information that we're looking for is things that can get worked out either in parallel or as part of that negotiation. And so that is my So anyway, that is the first thing. Um I want to say I have two other ones, but I kind of want to
196open it up to my colleagues for a conversation. I'll I'll lead your timeline when I do make my comments. Go ahead. >> Okay. Um I kind of want to open it up to my colleagues for a conversation about that because I think this is important and I'd like to know where other people are on this >> and Okay. Um June being a meeting does not seem unreasonable to me. The end of June, I'm not looking at an agenda, but does that doesn't seem unreasonable to me. Um, I I'm going to say it's a little it's a little um I think unfounded. I've sat in the seat for four months. You sat in the seat the two months prior to that when you talk about six months old. The superintendent sat in that seat for four
197months taking over an entire district. So, um it's it's offensive. And it's offensive in the point that I have spent over six hours in the month of April doing this. So maybe it took too long to start, but I mean this is when we could get to it. We're running a whole district and we're inviting an entire new system in. So I I think we can have strong feelings about this and we can have differing opinions but we need to show respect and and we can have frustration but um saying that it's just it it's come across not well. >> Well, you can you can disagree with it. You can disagree with the that I said we should have done this faster, but I don't think that was in any way offensive or even accusatory.
198I think that >> we should just move at a steady pace. And you know, if you I don't want I really don't want to get into the reasons why it took so long because that's a whole different can of worms. But >> okay, but um I I want to recognize that this committee has met four times in the month of April to get ready for an incredible presentation. So um June >> I want to make is around the committee but I want to hear from other people. So >> okay um June August seems reasonable. We've we've made a ton of progress in one month. Well, Beth, um, I wanted to say that this is nothing like typical of what we do as far as, you know, uh, what we have done before where everything is
199in the kind of a routine for us, right? So, this is kind of a new approach onto this whole um, POA. I don't think we have that. Um, >> do you not feel that when we make decisions as a board in the past, it has been >> very thoughtful. >> So, what >> we've dug into is that am I reading that wrong? Cuz I've obviously been >> Hello. >> testing. You're reading wrong. What I'm saying is I see where Michael is coming from, but at the same time, I remember what we talked about is making sure that, you know, we're taking this path of approaching the PLA in a very methodical way where it's kind of like a new avenue for us in a way and we have to be very considerate of, you know,
200folks that we already dealt with in the past and so forth. So, um I I think that where we at right now is is is a good place as as far as I could um see from where we came from to here. And yeah, it is a large school district and this is something that we want to make sure we get it right because this is going to impact a lot of people's lives, right? And so I I you know I I I think for me personally I think we should not rush it but of course setting a timeline is reasonable for me personally. It I think that that is you know um a form of transparency and a form of guidance that uh show that hey we do have a timeline. Um but I
201mean by any means we we have to be very careful of this process. So for me I rather be methodical and make sure that we get our data make sure that we get all the inputs that necessary and then we will make a final decision to it. I'm not in the rush. >> Okay. But the accountability of checking in every few months, having a presentation, making the progress, and having a schedule is Michael's. >> Yeah, it's fair decision. >> I'm not in the rush to get into an action item where we were going to make a decision. >> Okay. >> Yeah. Make sure that we do our homework >> and make sure that we got all the stuff that we needed to get to make that decision. >> Okay. Uh, Miss Davis. Oh, sorry. Yeah.
202Um th this is such a big subject and there are so many nuances in it that I personally wish we were doing this in open session and not in a committee because as Miss Moore stated that um she now has a better understanding of how this works and I don't feel that all is being shared with the board and because of the Brown Act we're not allowed to talk to each other about what's happening in the committee. or um the information that's being shared. Uh the presentation was a good presentation, but I am no more educated on our district's process and the involvement of union and non-union in our district than I was before this meeting. So, I personally, like I said, would rather have it done transparent and out in the open rather than
203in a subcommittee. Um I know we can't do that at this point but I would um I I I just feel that even the makeup of the committee we have a majority who have feels a certain way but on the committee it's the opposite. We we don't have a fair representation on the majority of the committee of the board on the committee. Um, so I I I would rather be out in the open and we talk about it here in front of everybody and learn together and have that conversation together. >> Okay. I would like to say that we are approaching this in the interestbased bargaining fashion. So it is not an us versus them or a PLA, not a PLA. And um and and we are learning a lot of stuff. And we met
204the fourth time to make sure we included everything we thought you would want to learn. And um as you ask questions, we are happy to bring them back and share the information with the entire board as that goes. And I think it's more meaty presentations like this that lead to conversations that might lead to more questions. Um, I don't feel like there's anything we hid from this. Um, I think it's incredibly transparent and and I will take that make sure um I don't know how to do that. We we do subcommittee work because it's six hours and and we don't have six hours to spend right here. >> Oh, no. I I I understand. And so I can I can I can understand your frustration, but I can tell you from a personal point of
205view, I I've not made a decision. >> And it's not a decision made a pro or con. It's it's an interestbased decision. >> And you've been trained on that and you know that as well as I do >> and practice that. And so that is >> and I think today coming to here to have everybody's interest seen is a sign that we are taking that responsibility seriously and including everybody. And as those steps move along, we we will not be doing them by ourselves or deciding to leave certain things out. I can make you that commitment. >> All the work, >> Miss Davis, >> I can make you that commitment. >> We don't plan to leave anything out um hide anything and we will continue bring back the process to you in a report format
206open to do and I can make that commitment. It's not and it's not being done. I will say it felt more proun non-union when we walked in the room and it is it is not the feeling of that committee at this moment. The feeling of the committee is what does a PT pla do for us and how does it work for our our school district and our students and that's the the genuine question at this point >> and I appreciate all the hard work. I really do. I and I do understand it's a lengthy process but we do have special board meetings that we could expand that time. I just feel that out of all the experiences up here um in our lives we might bring a different question a different view >> tonight you
207know that but over the whole process you know that someone might not have thought about so so that's why I'm just if it was all of us it might shorten the work to ask those questions there to then to have a meeting after meeting to gather our questions again where we could maybe hammer it out in an a special board meeting, >> but thank you for all the work. I know I know it is extensive, >> I'm I'm on Miss Banan. I'm just kind of going in the circle here. Did you have anything else you want to add at this point? >> I mean, I just I I'm really interested to hear what else Michael has to contribute. I think this is a great discussion and um I do still feel like we are working
208in hypotheticals and I agree with you Michael that if some of this work could be done in parallel but that would require us to begin a conversation with the building trades to ask what could this look like for us. And so I just I I understand that we are utilizing the subcommittee process and really trying to be extremely thoughtful, but a lot of this stuff it could be cleared up pretty easily if we just began a conversation. It wouldn't mean that we would end up with a PLA. It would mean that we would be better clearly positioned to understand what it could look like for us and whether or not it's something we want to do. And for now it seems like there's it feels like it's being prolonged for maybe other reasons that I
209don't know what they are. And so that perception makes it hard to continue down this road of hypotheticals and uncertainty and not being able to be clearly transparent on what exactly are we doing here. Honestly, for me, it would have been extremely valuable to have some pros, cons, and alternatives, but we've not gotten to any closer to that. >> Oh, I think we I I will say I think we are getting closer to that and we're in an information gathering point and once we had a lot of this information, we wanted to bring it to the whole board. >> Well, >> and so we're sharing the process >> and that we should be u mindful of the time at least and I agree with Mr. Vargas that a timeline should be implemented because then at
210least we have a better understanding of where we're at, what what time frame are we we working with so that we can, you know, really work on figuring out if this is what we're going to do. >> Okay. I haven't heard anybody speak against the the June August suggestion. Miss Moore. >> Uh I well I do believe we have on page 27 there were presented options. Um I think it's important to note that we don't have to there are a myriad of options. We can stay we can stay the status quo. We can do what we're doing. Um we or we can go all the way to the other side which is a district PLA. But there's also options in the middle. And one thing that I thought was really interesting is that we could
211update our administrative regulations and board policy. And that's why I think it would be important to bring back what our current policy is because within a board if we look at um at modifying our board policy, we could um we could include what we define as local, how many local what percentage of local workers we want. So there are ways that we can um that we can perhaps get the desired outcome that some board members might want without even uh implementing a PLA. Um, so I think that's why I personally think that we shouldn't um go move too quickly through this process because we we need to look at what our policy is and consider that as an option. And then of course there's two other options there in the middle. Um, and so I
212think that's important um to recognize that, you know, we don't just have to jump into a PLA like there's options in the middle. Um, so and I I guess I um I'm just curious why are we in such a hurry? I I that's what I don't understand. To me, this is a really big decision that could have huge implications for our district um in a variety of ways. So, I'm just trying to figure out why are we in a hurry to do this right now? Um, Mr. Zong, did you want to add anything? I'll get I'll come back to you, Michael. >> Well, right now it feels like it's it's a lot to digest. It's like for like my analogy, it's sort of like being served a piece of steak and you're trying to eat
213the steak without cutting it. So, I think it's I think it's more beneficial if we um I think I'll have more words to say as we continue down the discussion line because I'm sure there will be more and more varied and more um that's all I say. >> Okay. Um I was going to go back to Michael. Did you want to add something before that? >> Okay. Mr. Y. >> No, I was just going to say that to me personally, this is a normal conversation on the board. I mean, this is my fifth year here. This is normal. Normal meaning, you know, not everybody going to agree on something entirely. It's going to be, you know, um splits or you know u whatever the number may be for the board members. So, this is to
214me um this is very normal for me, right? So this is normal as in the fact that we are um asking our staff to do extra work and they are doing what they they could you know um the fact that we do have a large school district. Yeah. 64,000 students with what close to 6,000 staff now. So that we do have other things that we need to do and get it done. Uh with that said, yeah, I mean again I mean uh reiterate that yeah I mean a a a in general timeline it's okay you know but at the same time yeah this is a very important um work that has implication real imprecation you know and and we should not rush as uh as board member who is responsible for you know uh those
215implications right and and so to me it's but at the same time it's normal for people to have different opinion. No, I should say board members have different opinion. It's completely okay at but at the end of the day we still have to follow our policy which we normally go with subcommittee and subcommittee work with our staff and go along with that and with the timeline you know being implemented as a general guidance that's okay you know that's normal to me and uh so um yeah but at the same time we just have to uh make sure that if you feel like as an indivi individual board members including or student board if you wanted to know more about this information about you know POA and uh in um apprenticeships and whatever that you want
216to know. This is the time that you you know do your homework so that the next time we meet you know you will have better approach of what you really want to support and have some um data to to back your opinion on it because we speak and you know not just to oursel but to the public. So for me, I think this is a very good discussion where we at right now, but setting a timeline, I agree with Michael, setting a timeline, but again, by all means, I'm not in the rush to get it done as long as we do it methodically with the resource that we have, you know, cuz this is not like priorities over everything we got. We got to pri prioritize it according to our available resources, right? So anyways,
217uh I appreciate all the opinions that we have shared um right now. Thank you. >> Um I just want to say one quick thing. If you um have questions or comments or thoughts you want explored, it is Brown Act that we are not talking past the subcommittee but you have access to staff to contribute them and staff is can contribute them into the meetings and then we can build them into answers with the next presentation from the subcommittee. That's what I was referring to. >> Remember that. Mr. Riley, you want to speak? >> So, I want to seek clarification. First thing I want to say is I take full responsibility for this process. Um, first and foremost, um, I am just finishing my first four months. So, didn't have the luxury of the six months
218reference of this and how long people have been waiting to make this decision. Um, I will take direction from the board. So, you know, my impression as a new superintendent starting in January, there were clear priorities that we wanted to accomplish. And looking back in my first four months, it's been very busy and it's been very successful. We've taken care of some important business that I was told is a priority. So, we have a lot going on. This is a very timeconsuming process. So, first and foremost, I want to recognize the efforts of the staff and the facility uh department uh Dr. Coats and her staff because uh we're in the in the course of these considerations, we're also managing um a sizable construction bond um and construct construction projects. Um, meanwhile, and and I
219if if if I'm told tonight that this is a number one priority, then we'll we'll hit the gas and we'll do what we need to do. But I need some flexibility to adjust our timeline in terms of our agenda topics. We're currently going doing a a partnership with West Ed total overview of our special education program. I'm in the process of reviewing a 138page report on special education delivery model. That's my priority at the moment. So if I need to put that somewhere to put this in front, I will do so if that's the direction of the board. We're in the middle of core value work and action planning. So that is even a well-intended organization with as many departments we have. We're going in different directions meaning well but we're trying to organize our
220efforts towards some specific loadar to make an impact on student outcomes. That's my priority right now. Um we just went through and devised policies on artificial intelligence. That was complicated. and time consuming. Um, so I just need, you know, if I'm told that for, you know, I I'm thankful of the subcommittee process, like we need the subcommittee process because we tackle extremely complex issues that don't have clear answers. And because of the nature of the subcommittee being comprised of three board members on any given topic, it's going to be perceived as lopsided. You know, it's just the chances are because these are dilemmas. They're not problems with singular solutions. But I think the process has been clean. I will admit I've learned a great deal. This presentation, where we are and where we are in
221just 4 months, I'm in a better place than I was. And personally, I just have some apprehensions of rushing to a decision. But evidently, some folks have a better understanding of our current construction processes, all the different model, the the deliveries, um what a PLA looks like, what the negotiations. I'm still a little bit unclear and could use a little bit more time. So, I welcome a definition of a timeline. I just need a clear expectation set and what the board's priorities are in terms of giving me direction because I can't run I can't run this staff into the ground. Um I want some of my staff to take time off in in in June and and July. That's like our best opportunity. Um so I I I need to gauge. So if I get
222clear direction and expectation of a timeline, I will meet it. But I'm going to need some consideration on other fronts when we may fail to meet expectations because there's only a finite amount of resources and energy that we have and time in a day to do the work. So, I'm open to direction. I just need clarity in where we are right now. If if we're going to entertain if the board president and myself are going to entertain putting this on the next agenda, um we will do that. If we want to set a timeline here as to when to bring this back, I would ask at least August um just to give us time to finish out the timeline as it's been stated for the rest of the year and to be able to be
223thoughtful in the next presentation so I can prioritize this for August. Um so that's all I'll say for now. I'm just seeking direction to clarify. So you're you're saying because we have June August what you're saying is next presentation August decision unknown. My suggestion is that we do another presentation in August to answer questions, to flush out the options, um to address everyone's questions, and then from the August meeting, we can entertain a piece if we feel like we're more ready to have a decision ready. That seems reasonable. I mean, something this complex normally, and again, maybe I'm off to to have a process from start to finish in singledigit months seems a lot like out of the mouths of babes here. Like I like steak, but I don't like to swallow it whole either.
224Um, so yeah, I would say a presentation in August and let's check for understanding at that point and then make a plan moving forward. We might have a a longer day meeting too that we could we could tie into after August that could give us some more um time. Um these things do take time. Um I believe Miss Moore is on the school board due to the fact how long it took for us to come up with a book policy. >> Um I think it was over 12 months. And you know what it is? It's solid. It's solid. It works for all the people that came here and spoke because we took in all their information and the setup of how we're making this decision is what's important to me. The interestbased bargaining, the who's
225what are your interests and your interests carry as much weight in that subcommittee as every other interest on the list. And we will work to figure out what the real facts are and then we can weigh our interests against the facts and the options. And that's that's how interestbased bargaining goes. >> Well, I still think that the I still think that the proposal I made is reasonable. I think based on my conversations with the superintendent previously, um I think that a month and or month and a half to compile whatever additional information is required. um you know and then to at least put August on the agenda as a potential decision point with the understanding that if more time is needed you'll come back in August and tell us why. Um I still think that's
226reasonable and so >> okay so let's get some direction going. Um I think it is yeah Mr. Yang. >> Well for for me I think uh I I heard Mr. Riley, which is our um superintendent, you know, he he he's the one that is working with our uh resources, right? So for me, I re I relate to his um his knowledge as far as our available resources and and uh we do have um the voice to give directions. But I for me from what I heard from the priorities that he had listed to me those those are the ones that we prioritize him and our cabinet to to take on right and uh those have to take priority over this one for me personally. So um the fact that he knows about our resources, availability,
227our you know manpower um I I do agree to what he says that you know um giving the fact that we are going to the summer and that's typically you know folks going to take off vacation and so forth. It is a push. So bringing back um this to our um agenda in August and then reassess from there. I what I like to see is I like to see that hey if we go with this this is you know option one option two or option three this is how it looks like. I mean that is a possibility but it's it's not an action item yet. is for us to you know it's is to entertain us right so that we have um you know uh idea of what uh implication or impact that it's going
228to draw going forward maybe 3 to 5 years right and then we could think about it and then we could maybe um make a suggestion about either bringing more information to the next meeting put it on an agenda or we could say hey our next direction is to make this item a action item the next time it comes around. Right. I think that's that's reasonable for me as far as what I have heard uh this board um including Mr. Riley. That's that's my take on it. >> Okay. >> Miss Albiani. >> Yes. Um, I just want to add that I do think a the reason this is just like gone so long as well is because we I agree with Mr. Vargas that we haven't given clear direction and and I take responsibility for that
229as a board member because to me it this presentation and a lot of this conversation is centered around is a PLA good for the district? But I think there's enough consensus on this board that we are interested in looking at what it could look like and we can't we are nowhere close to that unless we start a conversation with the building trades. And I think that's where a lot of my frustration is coming from and the urgency to move away from trying to determine whether or not this is a good idea for the district. We don't know because we're not having the conversation about what it could look like. We're not saying that we're going to make a decision on a PLA like it. We we just want to see what it looks like and
230have a a thoughtful conversation with the partnerships um that we would be potentially formalizing an agreement with. But we can't do that if we keep circling around these hypotheticals that frankly I think that our staff know enough on. We don't need to be the experts on. We take their expertise. We give the direction. They present to us the pros, the cons, and then we make a decision. But we can't get there if we keep going back and forth on something. I think we already know that there's enough interest around. We just want to see what it looks like. So, if there's a way to get to that, I would really be in favor of that because right now there's just so much like whatifs and hypotheticals that make it really confusing as to where are
231we and how are we moving the needle on this. >> I think as a board um there was a definite interest in investigating whether we wanted to get into a PLA. And as you learn what a PLA is, I compared it to an amoeba because it can take all sorts of forms. It can do a million. It can it can be it's a negotiated thing and it can take a whole bunch of different forms. So I think our responsibility is to have enough knowledge to make a dis to to know what we want it to include or not include and to know where we're at like understanding where we are now then we can see what this does pro or con but and this is the basis of learning where we are now. So um
232I feel very strongly with Mr. Yang. It's a process and it and it takes time. And I also feel that students, direct services to students are what Mr. Riley has on his agenda, top of his agenda. And I don't believe when any of us take a breath that we feel those are the wrong things right now. And I'm I'm seeing people no one's I I I mean, I believe as a board direct services to students are our most important thing. And the idea that we are going to change a process that has been successful with less than 1% of offbudget. I mean just all the things we what we have now without deep thought consideration exploring things um would be a very big shift in how we have done this. Um, our district runs on
233process. I think anybody has watched me run a a board meeting, has watched what we've done for the last 12 years. It's about process. And that's how we've gotten through hard things. And that's how we've gotten through disagreements. And when a decision is made, it is a decision made with seven people. And everybody will stand up and be with it. And and it we're doing it in an interestbased way with a completely open mind. And we are cruise ship. And and I Miss Moore will probably roll her eyes as she has in the past at me once before, possibly when I told her we can't change things so fast. It's a cruise ship. It's not a speedboat and this is a change. But I do understand the frustration to not think work's happening and or
234that we're moving forward with it. And I've 100% heard it. And um I also think there is a consideration April, May um who doesn't have five events this week and every single person in the cabinet goes to them too. May, June, when do they have a chance to take vacation? June, July. It it's just a reality. Um and so I I feel very strongly August feel free to send in your questions, send in your comments, send them to staff and we will continue to meet and we will have another wonderful meaty presentation and at the end we will talk about where what we think we are where we are. We'll have the same hard conversation. Um I I don't want to not lean into these and we will we will decide as a board what
235we want to see next and we will um I think it could bring a sense of sturdiness or a steadiness if um when we come in August Mr. Riley and I will have proposed dates that we can go from that meeting. So, it won't be a whenever. We we'll work on knowing when the next meeting we can have that agenda topic and we can bring that to the board at the same time. >> Could I clarify two things? I just for the public want to clarify. No one takes June and July off. Like we don't get summers off. Like if you can get three days off and extend like you that's a win. But you know I'm just trying I just want for clarity just want to get people How was your summer vacation? What's
236that? Um, >> school. >> Year around school. Definitely. >> And and to, you know, as I stress to board members, any frustration you have, I'm available. You know, you know, I take calls on Saturdays, I take calls on Sundays, um, 11:00 at night on a Wednesday. Um, so if you're frustrated, I need to know and and I would appreciate the courtesy of giving an opportunity to do something about it rather than hearing about pentup frustration at a at a at a board meeting. But uh I'll work with you. I'll work with you and I listen. Um just we need reasonable timelines with clear expectations in terms of priorities. That's all I ask in this in this role. >> Miss Okay, Miss Davis and Miss Bellerini. >> Um I I understand and I've been some of
237those late night phone calls and I appreciate them uh being talked off the ledge sometimes. Um I agree though with Mr. Vargas. We we need that structure of knowing when it's going to come. What I would ask in agreement with Miss Bowwin is if we're going to put a four months between now and the next time we talk about this if we can sit down, not we, but the peoples in the district could sit down with some of our union leaders and and start working out some of the details of what it would look like. I think four months is a long enough time to fit a some of those conversations into a schedule so that we're not just coming back on in August getting answers to our questions from tonight, but we're actually getting
238some meat, >> some examples of what one might include or look like. >> What could be included? What could be negotiated? What would it look like? We're being brought lots of examples and being sent lots of examples of what it looked like in Fresno and everywhere else, but that doesn't mean what it would look like in Elkrove. So, I would like that time, even with vacations and things, I think sometime could be sat down with that group to hammer out some of the details of what that would look like. That way, we're not coming back just talking about hypocritic. Yeah. or you know what we don't know. So I would just like more detail for that August meeting if we're going to put it out to August. >> Okay. >> That we would have at
239least more of that information presented at that time. >> Okay. Miss Ballerini. >> Okay. So on page 30 we have next steps. Continued work with the subcommittee. Continue synthes Oh my god. Why did I try this? Synthesis of the data. Upcoming presentation focus apprenticeship program data impacts of potential approaches schedule impact additional questions from today seeking input from other districts and entities. Now that is our orders as a subcommittee what we're supposed to work on. If that's not what the board wants us to work on then we can do something different. This is this is suggestions for next steps. So, if there's something additional or something that they see on here that doesn't necessarily, you know, make sense, why are we looking into that, we should probably look at that and see if that's the
240direction they want the subcommittee to go. That's what I'm saying. Okay. Um, I'm hearing from Miss Davis that she would like more information of what ours would look like, >> possible PLA >> of whatever >> a of what for us of just like what items could be negotiated? Um, what do they consider local? how many what would be the would they hire more out of our school areas retro Cordova Sacramento El Grove um just looking deeper into what it would look like for us because from what I understand there's no cookie cutter version of a PLA. So a PLA in Fresno is not going to look like our PLA if we go forward. So, I would just like to see what the trades would be willing to agree to take some of our ideas of
241apprenticeships, um, rights for our kids to get into these trade schools. Maybe if they only take 25 people into a particular class, how many of those would be Elgroveve students would have the right to those spots? Things like that. I I mean, we don't have any of that kind of information on how that would look for us. >> Yep. And as a committee, I will be honest, we've not gotten there because we have been busy understanding the basis of and trying to understand where we are. >> And I think we're >> and and I have taken notes on what you're asking to have included in the next one and we can add that to our work. >> I appreciate it. >> Okay. Um that's an addition. Does anybody else have an addition? Miss Moore? Well,
242I guess I'm a little confused because we have some board members who are ready to jump right in. But does that I want I would like I think we need direction about for those members are are they ready to jump into the whole district PLA or because we have some options in between. So I feel like that needs to be discussed as well. You know there we have those options there. So I believe when we come back what I am hearing and let me know if I'm hearing wrong is we will bring options back and they would like a PLA option to include some examples and ideas of what it would look like here and and this is very hard because it's not apples to apples. So, and and that's always an annoying thing to
243try to work through and that's why the IBB process will bring us to how are we meeting our shared goals and how things don't add up and do add up and we'll we'll have to look at that. Should we maybe consider um having a special meeting based on what come what what we what the subcommittee comes back with and whether or not that would be a good use of the board's time to have a thought out conversation on what whatever comes back next. >> Um I I would like to think and I think there's a lot to to do like even just like the laws the stuff the stuff. So um I'm sorry say again Michael Oh, >> okay. Um, what I actually need is a motion to extend our meeting past 10 o'clock, please.
244So, moved. >> Second. >> All in favor? >> I I >> Thank you. Who seconded it? >> I did. >> She did. >> Be Oh, >> well, yes. I mean >> I I I would like to meet in August and based on that information um have available dates to be able to set the next commitment for the next meeting. Um as it is never a good idea to be presented something and vote on it on the same night. That is not the process we follow. That's not how we do things here. That's how um mistakes are made to be honest in my in my history. That's how you make a mistake. you need that time in between. So to meet in August and then as a board to talk about the next step at that
245point, but to have some um meeting dates available that we can make a a genuine discussion decision for the next meeting after that. That's my suggestion. Um that's my motion. Can I get a second? >> Second. >> Okay. All in favor? >> Taking motions. >> Wait, hold on. bad. That's guidance, right? Not most >> guidance. Sorry. Okay. Guidance. Does Does anybody else have an issue with that plan? >> I'm still a No. >> Okay. >> I think we should have a I think we should have a schedule that is that keeps us on schedule and is not open-ended. I just I don't see any value to that. >> Okay. So, if it's in August, >> what what schedule? >> We would meet Mike. >> September. We would meet in October at the latest. September October.
246and we could we'll have a date in September, October. >> Made the proposal. The proposal was we have this come back in June, which was part of my conversation with Mr. Riley, so I'm not sure where August is coming from, and then we would make a decision, we would tee up a decision for August, and then >> if we wanted to delay uh if we wanted to have everything come back in August with all of the options and we're set and then we want to kick another two weeks to make a decision, I think that's fine. If staff comes back and says, "Hey, we need a lot more time or we need more time," that's fine, but they have to come and tell us they need to do that. Um, and I think that's a
247very reasonable expectation. Uh, and again, if we get to mid June and other things have come up and we just cannot do it, that's fine. We can get a presentation with what we have in June and then ask for more time. So, I think this is a very reasonable proposal and that's what I would stick to. >> Well, I mean I I see where you're coming from, but I mean what I heard from the superintendent and the resources that we have, you know, it is we don't have that flexibility to put everything else, you know, aside and take this as a priority. the prior priorities that he had on the table that is following our guidance, you know, since he's been on the seat of superintendent. He's he's suggesting that with the resources with the
248priorities that we have prioritized him and the staff to do. He he made a recommendation for August given the fact that we are closing the school years you know with so many events and so many tasks on the plate. I think I think that is a little bit hard ass for you know bringing into a June um agenda and then action item in August. I think that is a little bit too much to ask. So I I I know where you're coming from, but I think >> let's take an informal poll. >> Yeah. So I agree. So can I just please >> I've got a June, August, and an August. >> Can I clarify, Michael? Your last suggestion was that August and then follow up >> June. >> You want you want the June meeting
249June presentation >> decision teed up for August with flexibility in there as needed when things come up. Can can I ask Michael what you would like to see in all in June? >> Yeah. >> Um >> all all these things. >> Yeah. Follow follow whatever follow-ups, whatever additional information is going to be presented. I remember from my conversation with Mr. Riley, you guys had um you guys wanted to explore apprenticeships and talk about apprenticeships. I think that'd be a great thing to talk about. um you know whatever additional information we need um you know or whatever additional information you want from us um or additional guidance you want from us you know would be that meeting and I would leave it up to you all to figure out you know what information to present and
250you know what you want from us um with the understanding that then we would take the summer to figure it out digest you guys can you know figure out any additional information you need you know whatever it is and then decision teed up in August with flexibility for if you guys discover you need more time anywhere in there. So you're looking for like a touch-in meeting just not going four months but let's connect and just discuss where we are >> whatever followup needs to happen you know would be the late June meeting early June late no June meeting whatever meeting in June and then decision in August >> okay um there's a June August and an August Mr. Vargas is June August. Um, Miss Bowen >> June August. >> Miss Moore. >> Augustine. >> June
251August. I think we can do it. >> Mr. Yang >> August >> and Miss Davis >> June August. Is there a possibility to add an additional me board meeting in June? >> Well, based on what Mr. Vargas is saying, it still sounds like there could be more time. We would just need that would need to be shared with the board during that June time frame. I >> I'm just saying cuz here we are. We're in May, May 5th, and we've got graduations, all those things set, and I'm pretty sure that the agenda for June 9th is probably set. I'm not positive, but I would think so. And then the 23rd, we've got that special meeting that day that's already >> 23rd will be a challenge. What we can do is um I'll make some adjustments
252um in priorities and we can do June 9th cuz we were going to do a facilities update. If the board isn't comfortable with that, we'll punt the facilities update and come back with this topic and then I might have suggestions to move some things back. um into the fall just to make adjustments. >> Okay, I see what you're saying. >> All day meeting needs to be on um the report. >> Give me directions. >> The special ed report. >> Can I just add on the June I'm sorry. Yeah, >> you know, I'm still here. Um on the June 9th meeting, we are also presenting our budget and our LCAP. So, just kind of full context of what's happening on that meeting. And then June 23rd is the adoption of the LCAP and the and the
253board meeting for context of >> well could we maybe schedule a June 16th meeting >> as an additional meeting just and have it be basically >> to be to be fair the final meeting in June tends to go relatively quickly because we're just approving a bunch of things. So cuz we had this last >> the final meeting in June is a workshop this time that is to go over the special ed report outward mindset and then yeah the special ed >> there's usually not a ton of comments on budget and LCAP but you know >> given but there's 138 page report. >> Okay well the board gave guidance so let's just move on for God's sake. >> Well I if we were to delay the facilities uh presentation how how far would we have to
254delay delay it then? Yeah, I'd have to look at I I'd have to look at things. Probably August. >> When do we meet next? >> Now. Next. >> Yeah. Like when's our next meeting? >> May 19th. The 19th. >> The 19th. >> June 19th. >> May 19th. Um there's just a lot of factors into deciding when to put something like this because as obvious it's not something short and simple. Um and I don't I don't have any issue bringing it back and I'm not trying to slowmo something. I think we met as a committee and we came as soon as it was done. Um, we will bring um, according to the will of the board, we will bring something in June. I I do not know what we'll be able to do, but you want
255to check in in June. So, we will do a check-in in June with where we are and the information we have. And there will probably still be a to-do list that may include these items. I I don't believe these items are doable by a June meeting, but we can show what's what what we have >> and um, >> have every faith. Great. You had two more items, Mr. Vargas. >> Yes. I didn't realize we were going to spend so much time on that. Um, so I also I actually wanted to I'm glad Susan brought it up. I wanted to raise the issue of the subcommittee because we this is something that we sort of threw out there as a placeholder in the at the December meeting and I remember initially trying to figure out what
256the subcommittee was going to do. You know in at the end of the year didn't really have much of a mission. It was kind of nebulous. You know we had kind of thrown around the idea of just not doing it. Um March rolls around and the subcommittee is now appearing still no real mission or agenda. Um and so and then we get to today and it's the um I think the the work product of the subcommittee um is the board interests which you know we could have easily done and in the four hours we've been sitting here we easily could have done that. Um, and so I don't I guess I'm just not seeing what the point of the subcommittee is. Um, I think based on what is in the presentation, um, subcommittee interests is
257the starting point. I think that's fine, but that could be could have been done with the entire board. Um, the focus of the subcommittee is factf finding. I'm not entirely sure what that means. I think everything I don't understand why there would be something that would go to the subcommittee that wouldn't go to the entire board. Um, and so I don't really see that as much of a, you know, much of a thing for it to be doing. Um, and I think that, you know, I don't see if if the subcommittee is then going to be coming back with recommendations. Um, I also share Miss Davis's concern that the subcommittee doesn't really reflect the views that were expressed by the board at the December meeting. There were at least four, if not five people on
258the board who expressed a desire to pursue or see about pursuing a PLA and the two people in the majority on the subcommittee are the two people who were the strongest against it. And so I think if if that if coming forward with recommendations is what the subcommittee is going to do then I don't really see that as being particularly helpful because I am going to look at those recommendations and say okay those are the recommendations the people who don't support PLA's and that doesn't really tell me all that much. Um, and I am more interested in the full board discussion around that. And so that would be my I I just don't really see what the subcommittee is going to do or what it is doing that the entire board can't do. Um, and
259so I my suggestion and again I think this is an issue of board guidance. The entire board should be giving this guidance. um is that we either shouldn't have a subcommittee and I genuinely don't think we should have this subcommittee. I think everything should just be done through the board because like you said right you know the subcommittee spent six hours getting on the same page and that's 6 hours that the rest of us did not have that's 6 hours of understanding that the rest of us did not get that's you know that's a all of that could have happened in this you know in this meeting right or a lot of that could have happened in this meeting so I think My suggestion would be that we set aside the subcommittee and do things
260through the through the board because I think having the board majority here setting giving guidance and setting the agenda is better. Um at the very very least we as a board need to be clear about what our expectation is about what the mandate of the subcommittee is. I am not comfortable with a subcommittee that is getting its mandate without a majority of this board on board. So that is my suggestion. >> If I may offer a staff perspective um as as we work with the subcommittee there is a tremendous amount of data that we've been capturing. So just um the purpose of the subcommittee for staff was how do we organize this in a meaningful way when not everyone gets to sit with it. This um presentation is what had seven versions. Um we went
261from 50 slides to 15 slides to what tonight's is 30 um in all the different variations and so as we're trying to um make a really complex issue, the subcommittee was pretty instrumental in giving us feedback on the presentation. So less about recommendations but more about how do we organize this information in a meaningful way. So, let me ask you a follow-up question then. Is there information that the subcommittee got that we did not? >> You got all of the highle information, but when you look at the contractor landscape, they would have contra all the the 138 individual contractors listed. >> So, I that would reinforce what I said, which is I think the subcommittee should not be getting information that we're not getting. And I recognize that it's a lot of information, but I
262think that we need to be getting that information as well. And I really don't think I really don't think especially a subcommittee that is comprised of the people this subcommittee is comprised of, I don't think they should be filtering information and I think that's a really really dangerous thing. So that is that is just my my view on it. I >> I don't have any issue with any paperwork or things we're given during our subcommittee meetings. we will include in a Friday email in a Friday BC. >> Then what's the point of the subcommittee if we're getting all of the information? >> What's the point? I don't know how to make you happy, Michael. Um I I have not made a decision. I I am very interested in interestbased decision and it will come with
263choices and the whole board will get to make choices and we've had subcommittees for 12 years. It's a process that works. It's a history that works. You've been on them. You've been on a subcommittee with yourself and Nancy Cherz and Carmine Fcina to decide something. Do you think Carmine felt like that was fair? >> You went through the process to get to a result. The >> majority was the majority from the board was also the majority that was on that subcommittee. And so it was fair to Carmen because I say yeah. Um, I agree on the part that Michael said, you know, the data that or information that's passed from our staff to you guys should be shared with all the board members. That I agree. But as far as having a subcommittee, what is
264the purpose? It's very clear that the subcommittee are the ones are working extra hours with the staff. So that we look at it, they already did all that work, right? We still on this dice talking about it for what a few hours already. So imagine if they didn't do those work. I mean, how long it will be, right? So, as far as being biased, Mike, I mean, it's easy for you to say when you're not you outside of the subcommittee, right? Other people feel the same way when you're in there. I just wanted to note that, right? So, so so, so it's very offensive to me personally that you say that cuz you don't look within yourself, right? So, that you you are to me that's out of line. Okay? So, so let me speak.
265Okay? So, so you got to be respectful that they have you know followed the policy based on the board policy and they bring it to us not making decision but based on what they have done as far as the resources that our staff have provided to them and they I don't see any biasy here okay I don't see any of that I don't sense any of that what I sense is a sense of um concern Earn that make sure that this sort of decision this sort of very very very important decision is make sure that we follow with information that we could collect it together and present it to us board members us seven right including u our board student but the way you make it sound it's like you don't trust them you were
266very suspicious you know it it's it's all of that together and and you share it with the public and to me that's offensive. >> You know, if we don't trust the process, then we need a vote to change the process. Right. But this one >> literally what I'm asking for. >> Yeah. So this one Yeah. So so so but what what you are asking for to me is it I I feel completely different from you. I trust I trust the process. I trust that they doing their due diligent as far as you know uh subcommittee members and they're working with our uh cabinet our staff right and to me if we don't trust that process then what do we trust >> okay >> so so I I just want to say that there because you
267know you you are attacking them and I think it's not fair because they're >> I appreciate we're done we're done >> want to say that because >> I we you've said it you've said it twice So, we got we got it and I appreciate it, Mr. Yang. I do. Um, Miss Ballerini against my agreement. Um, do uh would you please do you feel the committee has been unfair or hiding things from these people? Do you feel it is slighted to one way or the other? And I think we're we're all being quite honest. So, I I would appreciate your completely honest opinion. >> Okay. Well, I was just looking through my paperwork here to make sure. We h we have put together uh five board communications from the PLA to this point already, sharing information
268with you along the way that um that you guys have had the opportunity to look at, etc. And I truly believe that the way we were working the subcommittee, we needed to know what we do now to know if we need to change things. That's what we started with. I worked in facilities literally right there in facilities for eight years and I didn't know any of this that happened here because that wasn't the part of facilities I worked in. It's a whole it's it's like you know how when people talk about education having their own um their own um dialect or or whatever what they talk about in facilities is the same thing. It's it's all encompassing what they do. um the workers, the different PLA's, the merit this, the um they're all different words
269that we need to understand what they mean so we can see if we want to have that be part of of APLA or do we want to just change our board policy? That's another option that's there. And we we we were looking at different board policies out there to see if that's another option that doesn't tie us into a specific PLA or what PLA's are there. There's so many different things that it's hard to say. You know, I know where you're coming from and I know that you're you you are saying that yes, Jennifer is union. Duh. I was president of Aspie for 10 years. I ran on unions supporting me, etc. Does that mean that I think a PLA for our district is the right thing? I don't know yet. And I'm And um
270Beth actually at one point said that she didn't want to come into this with any biases, so she's trying to just clean her mind. and the rest of us do too because we don't know what's the best for the district, the students, and the staff. We don't know. And I I think it's a good idea to come back with what can a PLA look like? Yes, I do. I think that's great. But I don't think that we can get all of that figured out by June 9th. That's not going to happen, especially with a week worth of graduations there. And um and who do we even meet with? That's a whole another meeting to have over here. I personally feel that I understand what you were saying about biases going in and I was worried
271about the same thing. I truly was. Um, you know, I'm the lone one that that that loves the unions and I I don't feel that that's the way it was coming forward. We we looked at all the different ways of things coming through. We've shared them with you with um board communications. Um the only thing that you don't have is and I'm sure we can get it to them is the list of um this this huge paper here. Um contract summary for the last 3 years if you want to know what what contracts we've we've sent out. That's really the only other major thing that has come through. Other things um I mean you've gone to visit different um shops. Let's let's just say shops. I'm not going to say one way or the other.
272And there is a difference in them, but there's a difference in schools. You can go from Cassumnus Oaks and Floren, you're going to get different things. That's that's what part of our district is. So, if we're trying to do something that's going to run for the whole district, we've got to listen to all of you. I agree. Um, but I don't know that there's time to do what we did in those six hours here on the deis. And I I don't know that they all need to know what this is. I it the Brown Act really ties things up in a way that makes it very difficult. I agree. I I don't know what else to say. Miss Albiani, may I just say something short? as a member of the committee. I um as I
273mentioned, I did go visit a uh a union and a non-union apprenticeship program and that was important to me to have two different perspectives. Um and I feel like most of the questions or direction that I that I might have given in the committee was very much um asking for facts because as has been mentioned there's a lot of myths or things that we don't understand because we're getting you know dozens of emails and all these things and so that's what I was asking for is can we please have these facts so we can't so you know it's it's all in one place we have a source instead of just kind of these opinions and and very you know that was I felt like that was the perspective I tried to bring because I think
274information is important facts are important. So I just wanted to share that. Just if I can just add quickly that this conversation is clearly moving in a direction of like folks feeling like they have to defend themselves and I just don't think that that's necessary. It's pretty clear that this board does not clearly understand the direction of the subcommittee. And so if that's something we just need to clarify and and set some kind of timeline so we know like what to expect, what's going to come back to us, then we need to do that. But like >> I feel like we have page 30 of the presentation has listed next steps and Miss Davis added some things to that and we're now meeting in we're going to meet in June with what we can have
275together >> and then we will have what's left on our list and if we'll take any other questions and we will meet again in August. >> Right. And I just >> I think we've given the clearest direction yet. just reiterate that a big part of the confusion is not knowing like what could this PLA look like? Like that would require conversation with the building trades. A lot of your next steps like these should be questions that we should be asking them. But we can't do that because it's caught up in this minutia. We're in the weeds. But if we would just say, hey, let's sit down and have a conversation about what could this look like? Then the subcommittee would have some kind of foundation to say, "Okay, this is how it would impact our
276current process or this is what it could mean for us. Now we need to come together and make a decision or what could be a recommendation." But just starting in the weeds and staying there for this long of a time, that's where I think it's created so much tension here and not having a really clear understanding of what is our purpose, where are we going with it. We're still in this very hypothetical limbo space and I we need to move out of it so that we can be productive with this item. I'm not saying it needs to happen immediately, but we need to have clarity on what what are we doing with this? How where are we moving the needle? What is the expectation? What's manageable for staff? I think it is reasonable for David
277to go back take a look at all the priorities and see where this can fit in. And it's clear that's not going to happen right now. But what we know we have today, it's only it's just led to this conversation right now of people defending themselves, being offended. Like we shouldn't be wasting our time on that right now. We should be focusing on what can we do? What do we need to do? >> I feel like we've brought what we brought and we've made next steps and the the the board has reinforced or brought new attention. the subcommittee will go back and work on these things adding in all the input from the board and we're going to come back and bring it back. >> Could I ask just for clarification from Trusty Bowwin when
278you say get out of the hypothetical? So you'd like to see a sample of what a PLA would look like in Elkrove. Would you like So which which permutation of a PLA? So like on a certain scope of project in each of the four delivery models, what combination of a PL PLA would you like to see or any? >> Well, I think it's obvious that the board is interested in what could this look like? So if we started all the way at what a full-blown PLA would look like, that would give us a start of like, okay, is this something we really want to do? What are the consequences? What are the pros? What are the cons? What are some alternatives that we can then work from to say if that's not what we want
279to do then we will have a clear understanding of why because we have something to start with, right? But by starting in the weeds and then saying these are all the potential outlets we could go, it's creating this massive like very unorganized conversation. >> Yeah. not not to defend but we had to start somewhere cuz we had some colleague you know starting at ground zero in terms of understanding of even what a PLA was what the various methods of delivery are for construction etc. Um and then the other clarification is you referenced the builders. Are are is that direction to engage with the builders in this hypothetical or what about the carpenters? What about all the other unions? Is is there direction there? >> Yes. So I would like us to engage with all the
280trade unions. So including the carpenters till we can better understand how they fit into the mix. What what would a agreement look like? because we've been given a lot of sidebar conversations. So, we need to make it very clear this is what we could be working with. So, just in terms of clarifying direction, June 9th, we will replace the facilities update with returning this item on June 9th. And my takeaway is expediency is an interest. That's not been stated. So I one of my takeaways is we there's a there's a there's a will to do this quickly. Is that my understanding? >> I don't think it's a matter of getting it done quickly. It's just right now it feels like we're in limbo and we don't there's no light at the end of the tunnel.
281There doesn't feel like any progress has been made. And so if we can establish >> okay >> a timeline I I got it. I got the clear direction. We're going to move fast. No. Well, that's that's moving fast. I mean, well, >> in terms of bringing the information, >> Yeah. >> I mean, I'm I'm sensing there's a need to >> this is a priority. I get it. >> Well, I mean, again, >> I think that we need to be very uh focused on the next step, right? So, so Miss Bow, >> that is what the group will be. just put put the note in there and then whoever that want to add into the next step just add it into that and then you know we we have to be realistic about you know our
282resources again I think that this is not a uh action item this is not a uh a a motion item where we can make suggestion it's okay for Mike to make suggestion it's it's okay for Miss Mo to make suggestion I think it's it's okay you know the One thing that I I don't appreciate is when we start throwing ranches at our subcommittee or even our staff, you know, cuz they work really hard at it. Seriously. So, if we want to see something, it's okay to ask to say, "Hey, the next steps item, you know, I would like to add this and that." And what Miss Bowens stated is perfectly fine. >> She wants, you know, specific things on there and uh, you know, superintendent >> clarified that. So, I like that. And I think
283I think that's where we need to go. Beth, just list it what you want to see and then we'll take >> and please feel free to um reach out to staff if you think of something else. >> Yeah. Go from there. >> Yes. >> Are we only taking direction from Miss Ballin as far as the model of PLA we want to look at? >> Oh, I think I believe staff we will we will come back. I I I >> I actually think that that is a valid conversation to have is around what which of these because I think that what Miss Bowwin points out is that we're kind of in this we're we're trying to digest a lot and like I have we can talk more about the subcommittee issues, you know, but we're trying
284to digest a lot of information and I think what Miss Bowwin is trying to do is to put bumpers on it and say let's focus on this part of the conversation. If that doesn't go anywhere, then let's focus on another part of the conversation. Right? So rather than looking at a million different options, whatever those options might be, let's focus, we specifically asked what would a look what would a PLA look like. So let's have that conversation. And I we have a number of staff has suggested a number of potential options, right? So we have a pilot project, a pilot PLA, a pilot or a actual district PLA. What would those things look like? Let's look at that. That is what we asked for. I think the board policy administrative rags is an interesting piece.
285We can certainly talk about that. If the board decides the dangers of a PLA seem to be too much, the benefits are not there, we don't want to go that route, then offramp to a policy, right? But I think that what Miss Bowwin is saying that I agree with is let's focus and staff, our superintendent says he needs he needs time and that this is too much. So let's take some of the com let's take a piece out of it, right? Let's focus on pilot PLA or district PLA. What are the differences? What are the, you know, what are the problems? How do they fit into our interests? All we can go through the whole process focused on those two. If that doesn't work, if for whatever reason we don't want to go that route,
286we have an off-ramp with the other things. So, I agree with Miss Baldwin. I think we should focus. That helps us with timeline. That helps us with focus. That helps us digest and you know, Yeah. Well, I would like to see um I don't think it's just Miss Baldwin driving this conversation. I think there's several of us that that have been up here driving this conversation tonight, but I don't think we can even discuss the things the options in the middle until we know what a district PLA looks like. We can then take that if we don't like what that looks like, then we can break it down to the next step and to the next step. But until we have both ends of the spectrum with that information, we can't even choose which one
287of those options we want. >> I believe we can bring you back based on the interestbased bargaining process, which I I feel like we've gotten very far from at this point. um options that show where they serve those interests, what that interest looks like, and then we can make a decision based on a wide brand band of information. And and I don't under I don't understand and I and I agree with Mr. Yang that large decisions need to have time and I agree with Mr. Vargas that he feels this has been slow coming. I I feel like we're in it now and we're going forward and um um I disagree with the idea that anybody walked into that subcommittee and is doing work in a biased fashion. Um I I think we are holding true
288to the IBB lesson we took at the beginning. Um I think there's transparency and I believe we have a very clear direction and we will come back to it and we move on. >> Madam President, it's after 10:30. So we need another motion. >> Need a motion to continue. >> So moved. >> Second. moved by Miss Ballerini, seconded by Mr. Vargas. All in favor? >> I We have another item. >> So, um Well, we have we finished discussing. >> I thought we did. >> Every Well, no, that the PLA thing, the um PLA pilot was my third item. Um but we didn't we didn't resolve the subcommittee conversation. I'm still not famili I'm still not clear on what the mandate of the subcommittee is, assuming we're going to have it. Sounds like there are at
289least four people who want it. So what is the mandate? And then two, I think three of us talked about a pilot PLA or a full PLA or focus or not. And that's not a that's not anywhere near a majority. We didn't we didn't even agree among the three of us who talked about it. So shouldn't we provide guidance on these things? I believe the SC slide 30 had a list of things that were the next things to do and the board the committee will work on doing those things next. They will also work to start forming what the PLA looks like, what they include. I think it is that is the next step and at the next meeting we will take on what is what you would like the subcommittee to do. >> Fabulous.
290Do you have four people who three people who agree with you? Uh, Susan, I would like to start working on the learning what a PLA is sooner. I would like that to be at the top of the list of moving forward of because I agree with Miss Bowwin. We're dealing with hypotheticals and I would like us the so >> subcommittee to work towards gathering those facts. So you do not want us to look into apprenticeship program like what those would look like with each different option. The impacts of the different approaches. Well, I think the apprentice program would be a part of the PLA discussion. So I think those could go hand inand. I think the impacts of potential approaches. We can't talk about impacts until we have the information that we're requesting. Um, >>
291and as a board, we're not requesting information on on the all the options we have available to us as a school district. We are just requesting information on two options. Well, I think we have the status quo now. You have the information of working with non-union and union already. We don't have the information of what a PLA would look like. We have never been involved in one. We've never had access to one. We don't know what that would look like. So I think that we need to gather that before we can look at what the impacts of all of it is. >> Are you asking like a comparability? >> Well, I'm asking them to talk with the trades to look what a a PLA would look like for our our district and then we can
292then the impacts of potential approaches we could look at. Then we know what the status quo is. We can look at we have a broad history of working with not union and non-union but without a PLA. So I think that's the missing piece of information that before we can go forward with impacts is to have all that information. That's the missing piece. Yes. More information of a negotiation what it looks like for us what it could include. That's the notes I have for what you would like in the next presentation. >> Could I ask for clarification because I I just I know we have a legal resource in the room. I'm just a little it's unclear to me like this would be a hypothetical negotiation with without clear parameters in this hypothetical negotiation that we
293would bring back by June 9th in which is >> four weeks from now we would come back with a with a and meet with that I I just don't know the the legal implications of that Because if it's a hypothetical and then it becomes something we engage in, I just want to be clear on the regulations that guide that negotiation. Well, I think I understand your concern. Are you actually negotiating or not negotiating? And and the way that you typically enter the process is that the board would by majority vote say we're willing to negotiate. So this is some sort of a you know an in between space. I get I get the concern. Um that said perhaps there's some room for engaging and asking for their proposals on what it to use the term
294would look like. So I think there's room for both. in terms of timing, difficult to say how fruitful that that process would be uh before June 9th. >> Can I ask a quick clarifying question? Um if we if this board said today gave which we can't but hypothetically uh >> no more hypothes >> it's clear to me we're not we're not digging hypotheticals. Sorry, the curse of being a law professor. Um, uh, if we, if we entered into a negotiation, we said we want to enter into a negotiation, at any point after that, could the board say, "We're not getting what we want. We no longer want to negotiate this." >> Of course. >> So, I think, >> okay, so here's another thing. I'm not sure if anybody um I was made aware of and
295we would bring back as more information. Um there is a hard to define list of unions there. I mean you the builders are very active with us the carpenters. There's also there's there's there's a wide array of people to choose from. So are you looking for an example of what one might mean? Like is that's what we're trying to figure out. Right. >> To be clear m Miss Davis sorry if I can just step in really quick. My understanding, and anyone can correct me if I'm wrong, is that if we decided to do this, we would be talking to the building trades and the carpenters. And the other unions are represented by the building trades. So, those would be the two parties we'd be talking to. Unless I'm wrong, someone can correct me if they
296want. >> And and it's not like I said, we're looking >> negotiations. I'm looking for a proposal. what the gentleman recommended that we can't move forward without information. >> Well, I I I think that's a great question to get answered like I don't even know who we would want to talk to. Yes. >> May I say something? I mean to me I mean in my assessment is that we we are you know on a journey that is pretty new to a lot of us right maybe all of us. And from what I heard is we we wanted some we want some example for example if we would go with PLA like I would like to see um if we go with them how how do we uh who do we talk to right meaning like
297who do we negotiate with right uh who are our you know um future vendors are right and and the negotiation you know I think that part um because We are not in agreement yet to talk to them uh as far as I shouldn't say to talk to them but not in agreement to move forward yet. I mean we are not in the position to negotiate in terms of price and so forth but to ask if we can as far as law uh or or regulation or policy just to find out you know the process that we go about right and for me I would like to hear in a very simple fact who do we talk to you know what are the price range you know um and and does it save money for us
298>> I Yeah, >> that would be an example. I mean, I don't know exactly what Susan is looking for, but for me personally, I would like to see that. Right. >> So, a few things just to remind. Um, at the December 9th board meeting, we present we talked about local um districts and and municipalities that have engaged with PLA's and they all have different thresholds. Um, they've engaged with the building trades association. um some have and some haven't uh with the NorCal comp carpenters. I think we could pull those PLAs. I think that would be something that would um that we could share and provide um in an in an easy way to see different parameters and different terms across different thresholds and um things of that nature. I also want to say the apprenticeship
299program data. So we so we are talking to representatives from the building trades and NorCal Carpenters already. And so some of the questions consistent questions that we ask when we're out in the field engagement is if one of our interests is local hire. Um and local means in my mind um maybe not from a contractor lens, but who's living within an Elkrove Unified School District boundary. So crossing South Sacramento, unincorporated Sacramento County, city of Elkrove, city of Rancho Cordova, and they've all said, "We'll try to get you data on people in our apprenticeship programs that live within Elkrove. What they need from us is our zip codes." And so I don't know if we can if we provide those zip codes if they can turn that around. But um that was certainly an interest that
300we had talked about this evening. It's something that we had discussed in the subcommittee. So just knowing those we're already in contract with the building trades association and norcal carpenters among merit shops as well. So and and we can start pulling those different examples um because a a hypothetical negotiation we could we could start like through an interpace process what would their interests be similar to how we are engaging in our own process. So I mean I think we on this topic pretty long but it is an important topic but I think I mean if anybody wants to add anything you know just add it on there and let the staff work on it you know I think that's the best thing we could do right I I I don't know what else uh we
301could expect um as far as you know like I mean for me I I I don't like the word working fast you um because it's it's it's a very uh important u topic. Can >> I ask a question? So for me uh anyways so so I b as you as a chair I think let us identify if anything else on slide 30 right if any for the board member if you see like you want to ask something just like add on on there I think >> and I do have Miss Davis's things that that speak directly to PLA's >> I just wanted to clarify um how long would that take you to do Kristen what you just described could you have that ready for us in when we meet in June or no, you would
302need more time >> for the samples. >> Yeah, what you just described to us. >> I I think the samples are pretty like relatively easy to get. They're public information. We could get them from the entities. Um so Sacramento City Unified has one. Nomous Unified has one. Washington Unified School District is just finishing a a project specific PLA. Um City of Elkrove has one, CSD has one, Stockton has one, there's a federal one. I think those are relatively um easy things that we could bring back, but they're >> doing analysis of what it could look like for us, right? >> I could bring back samples. >> Samples. Okay. >> But I think bringing back samples would help us to flesh out what we would want to ask and then we could move forward asking our
303local people, >> could this be done? Could this be tweaked? Could we add this? But we've got to start somewhere because I don't feel I have enough information >> to make that decision without more. >> What could be interesting is the overlay of the interest tonight and how those align with the samples that are provided. >> And on a slide 30, it is it did say I mean it's on there additional questions from today, right? So I mean just add it on. Keep it simple, you know, add it on. So to tie off the loop, I think we're just waiting on do we want to focus in on pilot PLA, district PLA, or do we want to, you know, in the interest of time and all of that and energy or do we want to
304do the full paniply of options? Like do we want to focus have off-ramps paniply of options? I think I think three of us so far have said we're interested in focus. So, anyone else? >> I'm personally interested in seeing all of the options because I think um the I think a pilot program could be valuable um to see to to put it, you know, into play and see how it works for us. But I also really think that it could be interesting to look at our policy and examples of other districts who have updated their policy to get similar results without a PLA. So I that's why I think it's valuable to see all the options. Um that's just my opinion. So thanks. >> Okay. Uh, Miss Bellerini, >> I think it would be wonderful
305if you could bring back to us samples of what we're looking for. >> Miss Bellerini, do you want us to focus on just two things or would you like us to focus on the options and bringing back the how IBB lines up with the different options? >> Second one. >> Okay. How how it all lines up together? >> Yeah. Would like same for me. I >> So that's one, two, three, four. So I think that's where we're at. Okay. Are we finished? >> Thank you. Um, Dr. Coats, sorry to say you are still up. Um, we would like to do an adjustment to school facilities fees. >> Thank you to our legal expert for jumping up. >> Thank you, Dan, and to the facilities team who's been here on hand. So, appreciate that and and
306the time. Um this is a um public hearing. So um last board meeting we were here providing information on an adjustment to our school facilities um adjustment report and tonight the we're asking the board to conduct a public hearing to receive any oral and written comments regarding the adjustment to school facilities fees. Um, and then close the hearing. Uh, review, consider, and we're recommending adoption of the findings contained in resolution number 86, uh, 2526, adopting the increase in school facilities fees and resolution number 87 for 2025 26, adopting the alternative school facilities fees. Uh so pursuant to education code section 17620, government code section 65995 and government code section 6601, the Elkrove Unified School District is required to adopt a developer fees justification study in order to levy statutory level one school facilities fees on
307commercial and industrial development as recently authorized by the state allocation board. Additionally, pursuant to education code 17620 and government code section 65995, the Elkrove Unified School District must adopt a school facilities needs analysis to justify the imposition of alternative school uh facilities fees, commonly referred to as level two and level three fees on residential development. The March 2026 developer fee justification study and school facility needs analysis um prepared by school works demonstrates the district is justified in imposing level one commercial fee at 87 cents per square foot. Level one rental self- storage facilities at 18 per square foot. Level two fees at $723 per square foot on new residential construction. level three fees at $1446 per square foot of new residential construction. The proposed level two fee of $723 um cents per square foot represents
308a decrease of 9 cents from the current fee of $7.32 per square feet foot. The new rate will be effective July 1st, 2026. Level three fees may only be levied if the state allocation board determines that state funding for new school construction is no longer available and formally knows notifies the secretary of the Senate and the chief clerk of the assembly of that determination. Um our uh March 2026 developer fee justification study was distributed to all four local planning departments and the North State Building Industry Association on March 20th, 2026. and was made available for public review beginning April 3rd in compliance with statutory requirements. Um so uh with that I would ask you to open the public hearing. All right like to open a public hearing and ask if there are any blue cards
309related to this item. >> Madam President, there are no blue cards on this item. like to close the public hearing and call for a motion to adopt the findings contained in resolution number 86 adopting the increase in school facilities fees and resolution number 87 adopting the alternative school facilities fees. So moved >> second. >> All those in favor? >> I opposed. Um does the board member or superintendent need to make any reports? Seeing none, I'll call this meeting adjourned at 10:53 p.m.