001Thank you very much. All right. Over to you, Mr. Superintendent for an overview of the day. >> All right. Thank you very much. Looking forward to a very interesting day for sure. Uh we will uh kick off with the second of three um presentations that we have uh put together for the board for multi-tered systems of support. So, uh, great opportunity to dig into, uh, the next level. Um, and, uh, we will work through that and make sure we have a nice presentation for you, Dr. Collier and the team. I see some team, uh, in the back will, uh, will be here to, uh, to help us with that. And then we will have the, uh, long and awaited and anticipated conversation with regards to uh, uh, project labor agreements. um and we will uh
002do an overview um of the of what they are trying to help make sure the board has a clear understanding of the uh of what what the process is and um obviously we'll have some public comment with regards to that uh today as well. And then um really the the cabinet team is going to really put their listening ears on um when we u have the opportunity for the board to share uh their thoughts with regards to uh PLA's and it'll be information that's missing um that the board may need u more information about um and any other questions. So, um, presentation in the beginning, but then cabinet will really have our listening ears on to get a feel for where the where the board is and what would be some logical next steps and
003the rest of the, uh, [clears throat] head into close session. We have some interesting topics to deal with within close session as well. So, it should be, uh, should be a nice day. Thanks. >> All right. Wonderful. So, for our uh, first presentation on multi-tered systems of support, Dr. Collier Okay, good morning um President Vargas, Governor Board, Superintendent Hoffman, Mr. Avalos, community and colleagues. I am uh super excited today to uh have the MTSS spotlight number two. it is uh presented by members of different departments and uh I think it's an emphasis on MTSS that oftent times we miss uh oftentimes we tend to go to the tier two and tier three what are the interventions what are the things we're doing for children who are who are not doing well but it is vital
004that we pay attention to tier one tier one is uh sometimes we say on the academic side good first teaching and it is uh where we have a universal uh application of how we reach students and so today we'll dive in into what is tier one into all domains of the MTSS and I think it'll be interactive informative and I think we'll set the ground and the foundation for how MTSS operates in our schools so uh hopefully you'll enjoy it have great questions and interaction with a very talented uh members of our staff so without further ado I'll call up first uh uh director and career curriculum, professional learning. Uh she is she is from Michigan State and uh she does not look like Magic Johnson, but she is definitely an MVP and a allstar
005on our team. So, I'll have Laray Bloomquist come up. >> Aren't you happy you're in Big 10 now, UCLA guy? >> All right. Good morning, everybody. Okay. Um this all right so this is our our goal for spotlight number two is to understand the critical nature of MTSS foundations for tier one we want to understand how students families and sites experience MTSS I think with the very first one you got more of an overview and it's more theoretical so we want to dive into maybe something a little bit more um practical and then preview the next steps for moving to tier one and or tier three. So when we look at just reviewing the spotlight on spotlight number one, we talked about and actually we I say we but it was um on behalf of
006us uh Mr. David Riley, he talked about MTSS as both a system and a process. And if you look at the triangle, I'm going to um look at the system and process through the graphic. If you look at the vertical lines and you see academic, social, emotional, and behavioral, those are those three domains, we define them separately, but they aren't separate. And that's what I think we're really intending to to show today. And then when we talk about it from a process perspective, I'd like to draw your attention to the horizontal lines that they are um tier one, tier two, and tier three. The idea of we have to have a process. if if things aren't working at tier one for all of our students, what's that process for getting kids tier 2 supports or
007tier three supports. So, there has to be something in place. Who's involved? When does it happen? How does it happen? So, that's where both that system and that process happens. In the very first spotlight for MTSS, there were specific questions around um history and data. And that's another thing that we paid attention to. So, we want to make sure we're bringing you back the information that you were asking for. Um, to make this more authentic, we want to take take a look at um just putting it into the classroom perspective. So, Bethany Hancock, we had two teachers of the year. Bethany Hancock is a third grade teacher. She is one of our teachers of the year. She also won Sacramento County Teacher of the Year. So, that's awesome, right? And so we're really highlighting on
008um authentic teaching, great teaching. Her platform that she interviewed for was MTSS. And so I think that this makes a and what you're going to see, we're going to watch a video of her. This is the video of that our communications department took. It was part of her interview process for the Sacramento County Teacher of the Year. And so we're going to kind of ground our work again more authentically in the classroom. There's supposed to be a She's awesome. She's talking. Uh, let me see. Don't know if Okay. Okay. We're going to play it from Katie's laptop right here. Thank you for doing great work. Teamwork and a tech expert is the key to that. >> If that's going to happen with all the videos, maybe just play. Hello, my name is Bethany Hancock and
009I am a 2026 teacher of the year candidate from Sacramento County. I teach third grade in the esteemed Elkrove Unified School District. I teach because I want to have an impact on the world. Teaching third graders to be literate and respectful learners who love to learn and love to be challenged creates the foundation for their future successes [music] in secondary, middle, high school, and beyond. Do not underestimate the power of a highly effective [music] elementary teacher. My strength as a teacher is seamlessly integrating high quality instruction [music] with MTSS tier 1 supports and interventions when needed with high expectations, [music] creating a rigorous and inclusive classroom environment where all of my students have access to the curriculum and are challenged to achieve through crafted lessons, social emotional learning, targeted student collaboration, [music] meaningful tasks, and
010strong behavior supports. I allow every student who enters my [music] classroom to feel that they can succeed. Every year of my career, I have reflected on my craft and strive to do [music] more for my students to make learning both attainable and challenging. I have designed a way to seamlessly [music] weave together highlevel academics with behavior supports and social emotional learning, making our classroom a place where [music] students feel safe, supported, challenged, and heard. I make sure my students understand why Every subject I teach is [music] important and necessary to understanding the others. I therefore create the foundation they need to excel the rest of their [music] lives. For example, the superintendent's initiative to have all students reading by [music] third grade is imperative to them being successful in mathematics, science, social studies, [music] and
011writing. Each student that comes through my classroom learns how to be kind to others, how to challenge themselves to think, how to work together, [music] how to persevere when things get hard, and how to use growth mindset to improve their skills [music] and achieve things they didn't think were possible. In this way, year after year, I can have an impact [music] on the future. Thank you. >> How do I get it to go back to unextended. Thanks for your patience. Okay. Got it. All right. Okay. So, that was she she wasn't part of, you know, preparing um for a board meeting or anything like that. she was she was just being her authentic self and she talking about how MTSS is part of just how she does school. Um you heard her speaking to academics,
012the the reading initiative. You heard her talking about being kind um and and how kids are behaving. So she's wrapping all these um the three domains into one in how she is an effective teacher. So for all of our presentations, we ground it in our learning vision. And uh today we're actually going to address all four of the strategic goals. When we're talking about MTS, MTSS, it really is the framework for how we realize that goal that that E4, the idea that every student is learning in every classroom, in every subject, every day to prepare college, career, and life ready graduates. We don't want it to be just a motto. We want to realize that. That's our goal. We don't want we want E4. We don't want S4 some students in some classes. we want
013for all kids because that's what our goal is. So, I want you to take a look at this graphic and see from a um just from a visual point of view, think about what stands out to you and then turn to a partner. We we mentioned this would be interactive um trying to model the very things that we're expecting in our classroom. What do you notice about the graphic? Ignore the words. What do you notice about the graphic? >> Just turn part is the biggest. >> Okay. >> The bottom, the base, all of that. >> I was actually giving you oral rehearsal time, too, to talk with one each one one another. You don't even have to do it in the mic. It's very safe. I'm creating a safe environment for you. Chances are some
014of your conversations again trying to make this safe but also model what we're talking about. You mentioned proportionately that the bottom part is the biggest from a triangular point of view. It's a solid base, right? If you tip it on its side, then it kind of teeters if it it's the pointing down. Um that's the point of MTSS that tier one is for everybody and 85% of the time that's all students will need that and and again all students get tier one um instruction high quality instruction involving social emotional learning uh behavior but sometimes things don't um what kids offered in class sometimes they need something else. Maybe a student is going through a loss of a parent, something devastating, right? They're going to need something else to help them through that moment. And so
015at that point, we're looking at 10% of other services might be needed by some of our kids. So that's where that tier 2, that process of figuring out what is that other piece, that other the part of the puzzle that will help kids be successful in school. And sometimes it's even a little bit more intensive. So 5% of the rest of the time there might be something really intensive, maybe more individualized that kids need. But when we're looking at MTSS, really we want to focus on tier one because that's where um we can make the most change. And when you have tier one instruction and and add two and three, it doesn't mean that now they move to a different tier. Everybody is always getting tier one. And I keep saying instruction tier one. um
016services um in addition to tier 2 and tier three. So when um we're going through the rest of this presentation, we're going to look at each of these categories taking in mind what you mentioned questionwise um during MTSS spotlight number one. We're going to look at the definition overview. You asked for history of. So when we go through each of the domains, we're going to talk about the history of. We're going to also talk about what is the supporting staff in PD look and sound like and then also what is the data that we can bring you to support it. At this point I'm going to turn it over to my colleague Katie Thomas about morning everyone. It's good to see you again. So we have talked about a few times now some of us
017more than a few. Mr. Vargas, I teased you last time that you were going to do the presentation this time. So, are you ready? Awesome. So, SEAL is defined by an organization called the Collaborative for Academic, Social, and Emotional Learning, Castle. Uh they identify five core competencies. Just like Lori, I'm going to ask you all to turn and talk with each other. What do you remember about the five core competencies and what they mean? They're up there for reminder sake. So go ahead and talk about what you remember about each of the five core competencies. Thank you for indulging me. I try to keep it simple when I define the five core competencies. Self-awareness, how I understand myself. Self-management, what do I do with that information? social awareness, how do I understand other people? Relationship
018skills, what do I do with that information? And the five uh the responsible decision- making kind of puts the rest together. How do I use all that information to interact with the world? Now, I just want to give you a couple of examples as we move through the grade levels and through the ages because unlike some other concepts that we teach in school, we're never done learning about social emotional well-being. I still am working on understanding myself and how to manage all the different responsibilities that are on my plate. Right? It's just that no longer am I learning about what I like and dislike, but I'm more learning about my values and the way I was raised and the privileges that I was given and how that impacts the way I interact with the world.
019Right? And as far as self-management, I'm not just um keeping my hands to myself. I'm also managing responsibilities in my professional life, in my personal life, and making sure I find time for joy as well. Right? And as far as social awareness, I'm not just learning about the fact that when someone's smiling, it means they're happy. And when they're frowning, it means they're sad. I'm also learning how to read the room and notice when my colleague needs a little bit of help, right? And then to provide that help [snorts] with relationship skills. Instead of just taking turns and sharing, I might be setting healthy boundaries or having really hard conversations with people I love when they've disappointed me or when I've disappointed them and knowing that we still love each other anyways, right? And then
020I put it all together to make responsible decisions so that instead of going home every night and reading my book and eating grilled cheese sandwiches, which I want to do when it's, you know, cold and dreary like this, I still take good care of myself. I stop at the gym on the way home sometimes. I have a salad every now and then. That kind of thing, right? So, we're never done learning about this. And as Laorray said, we're also not just talking about instruction when we're talking about learning. We're talking about three different ways of supporting our students social emotional well-being. Really important is not just the direct instruction through Character Strong or Second Step, our our curricula. It's also creating this really supportive environment in which students feel comfortable making mistakes and taking risks
021because learning doesn't happen without those two things, right? And a one way to make sure we have that supportive environment is to start with an inclusive welcome to connect with people as human beings before we start interacting with them with all the information we want to fill them with. Right? And then throughout the presentation or the uh instructional period, we want to use engaging strategies so that folks are really using their brain and interacting with one another. Learning is social in its core. And then finally, we're going to end with an intentional close so that students know that I'm not just rushing through the material and getting them out the door to their next class, but I'm saying goodbye or wrapping up that opportunity that they were learning about, giving them a chance to share
022one thing that they're going to take away with them or one person they appreciate it. Right? That's social emotional learning in that we're creating this environment that allows students to be their whole selves when they walk into our classrooms. And then we're also integrating social emotional learning throughout our academic instruction. I think I've shared this story with you a million times because when I was a fifth grade teacher, I taught double-digit long division and it still makes me want to tear my hair out thinking about how hard that was, right? We none of us do that anymore. And yet we're teaching 10-year-olds how to do it. And so they have to learn, I have to learn how to manage our frustration around that, how to persevere through really hard things, right? And then maybe in
023a history class, we're debating whether or not Martin Luther King or Malcolm X was a more effective leader and why. And having those hard conversations, being able to make space for no right answer, but having collaborative discussions with our classmates, that's all social emotional learning. So, as I've shared this with you before, but the question came up at the first MTSS spotlight of the history of the different areas of um MTSS. And so the history of SEAL, just to remind you, starts ages ago in the dawn of time. Truly, we didn't call it social emotional learning, but we've always acknowledged that students show up in our classrooms as their whole selves. They don't leave their personalities at the door or the worries of their family system. So, we want to make sure we're interacting with
024them in a way that makes them feel seen and valued. And we've been doing that forever. And just by interacting with students, we're teaching them some of our own values, right? Students learn from watching us as much as they learn from listening to us. And so that is social emotional learning. I'm always influencing the people around me and I have to be mindful of that. We had things called character education and second step to support those. But we never had at that time we didn't have a district-wide efforts. It was just kind of here and there as sites chose to bring on those programs. Right. But the pandemic helped us realize we got to do something districtwide because our students, our staff, they were struggling. We were struggling, right? So we really started to see
025the need to acknowledge and support those struggles at school so they could then set aside those worries and concerns and learn. So we started the social emotional learning steering committee which is representatives from across the district helping us decide how we want to do this thing called in the district. And we also started doing a lot of professional development for teachers because this is not something the majority of our um more established staff learned about in their credential programs. Some of our newer staff have started to learn about that. It's really exciting stuff. Uh we also provided universal curriculum second step and character strong and we continue to provide professional development because our teachers are not done learning about how to support the social emotional well-being of our students. In fact, we've only just begun,
026only just scratched the surface. So, here's what we're doing for all of our staff, not just our teachers. They're not the only ones um supporting our students social emotional well-being. Our transportation staff are often the first people our students see. The office staff are very supportive of our students because that's where they go when they're struggling or when they're sick, right? The people in the cafeteria are sometimes our kids' best friends, right? Or the adults who notice that they're not having the best of days. and same with our custodial staff. So, we make sure to provide this professional development not just to our uh classroom staff but to all staff. So, the pre-ervice opportunities we've had over the last few years have really focused on building community. And then we've done restorative practices workshops. Our
027educational equity department has done workshops on community building circles, effective statements, that's the I feel when you because I would like you to. and then empathic listening so that I'm really listening to understand my classmates rather than to argue back and then authentic relationships. We also have offer offered a lot of different uh trainings for salary credit advancement such as innovating education through social emotional learning where we discussed traumainformed education where we talked about adult self-care because we cannot support the social emotional well-being of our students if we're not doing that for ourselves and we've talked about um we've done peace corner trainings for people whoop my apologies for people throughout the district as well so they can create a space in their classroom where students can go take a little break if they need
028it without having to leave their community. We've also provided access to the curriculum. Again, that's new in the last few years. It used to be sightbased decision. And we've provided ongoing support for implementing that curriculum. Handing someone a curriculum is really not um effective if we want them to be using it. So, here and there, we've been able to provide professional development about how to use that curriculum. We're lucky enough that both of our publishers offer that as part of our contracts uh free of charge. And any anytime a site says we need a little bit more training on Character Strong or Second Step, I call up those publishers and they provide it within the next couple weeks usually. And then we have coaching from our wellness providers. So although we don't call our elementary
029counselors seal coaches, that is some of the work that they do, right? Same with our mental health therapists, our social workers, and our behavior support specialists because they know that social emotional learning and behavior are really two sides of the same coin. So with that, I will turn it over to my uh colleague Jeremy to talk a little bit about the data around SEAL because he's much better at that than I am. >> Thank you, Katie. So programming decisions are rooted in research-based practices which come to us from experts in education and social science research. These researchers provide us with strong evidence and high that highquality schoolwide tier one instruction in social emotional learning has been associated with more favorable self-reported social emotional competencies and attitudes, more favorable more favorable behavioral outcomes and higher academic
030achievement. The Derlac study cited below is one of the landmark studies in the literature which has been cited by more than 5,000 other articles and publications. This study used a metaanalytical approach to synthesize findings across 213 school-based programs in total involving 270,034 K12 students. Durlac study is concerned with effect sizes related to an intervention that was used to develop student skills comparing student outcomes between those who got the intervention with those who didn't. So the effect size represents the counterfactual of getting theCCL programming versus not in terms of outcomes six months after the intervention ended. What Derlac did was calculate mean effect sizes reported across all these studies after controlling for a wide variety of formats or or factors like intervention format features and implementation. Of note, studies were only included in the analysis if
031they targeted a general population of students and not students with identified adjustment or learning problems which might be more characteristic of tier 2 or tier three programming. In all, the general finding was that tier one interventions were associated with effect sizes of 0.57 for skills, 0.24 for conduct problems, 0.28 for emotional distress, and 0.28 28 for academic performance which were all found to be statistically significant from zero. The study also reported or found that reported implementation was associated with impact and found that implementation issues were associated with lower impact. So the authors recognized that we can't just assume curricula or interventions are implemented because they were purchased or people were trained to deliver them. We need to monitor imple implementation and likely adjust in order to achieve the kind of impacts that they're finding. When
032we conduct impact evaluations of the largest and most important programs in our district like SE like tier one, we do our best to examine impact through the lens of implementation. As Duracle found that program effects were greater as participants more closely adhered to the best practices of the program as outlined, we monitor or excuse me, uh we monitor implementation of the tier one program at each of our district schools according to a set of measures that are aligned to the castle guide for schoolwide or these measures are sourced from student and staff surveys. We use their survey responses to create ratings of implementation at each school. We place those ratings of implementation on a universal four-point scale where level one, [clears throat] pardon me represents the lowest level of implementation and level four is the
033highest. The most recent complete district-wide evaluation of the tier one program found that 18% of our schools were implementing tier 1CAL instruction with fidelity in 2324, which would mean implementing at a level three or four. Average implementation across schools in 2324 was measured to be 1.9 on our 1 to4 scale which was lower than the historical high point which was 2.2 in 2223 but was consistent with implementation as measured in 2122 at 19 1.9 as well. So thus far we found that as a district in many ways we have yet to truly implement tier 1CL. We've been conducting impact evaluations of how our tier 1CL program has been working locally here in Elkrove since 2122. As I mentioned before, whenever possible, we evaluate key district programs through the lens of implementation because we know from
034the literature and I think more importantly through our own common sense that if we don't enact a program according to the best practices or even possibly at all, we are not going to find the kind of impact that we hope for. Our district is a large and complex place. So, it's natural that we might expect that if we supply resources or program inputs like curricula or training, we might expect to find that people are using those resources differently across our 68 schools. In some places, they might be using them consistently in the ways for which they were designed and in other places they might not be used at all. We often refer to these differences in program fidelity as implementation or program fidelity as variation in implementation. And as we just saw, we measure this
035at our schools, we find that substantial variation in implementation exists across our schools. However, because this natural variation exists, it affords us an opportunity to study if that variation in implementation is associated with variation in outcomes. So, this is the primary way we evaluate tier 1CAL. Essentially, our research question that we're looking to answer is that if implementation increases at a school, can we expect better outcomes? And throughout throughout our analyses that we used to analyze this question, we found consistent significant evidence that school level implementation is associated with higher achievement in mathematics, lower suspension rates, and higher ratings of connectedness and belonging among our students. Specifically, when we look at how school level implementation is associated with achievement in math math, we find statistically significant correlations that range from 0.32 to 0.62 62 between
036implementation and estimated marginal means of math ESPback scores that have been adjust adjusted to balance for baseline performance in math and other student demographics. We find that increasing a level of implementation is associated with effect sizes that range from 0.43 to 0.84 which have all found to be statistically significant. Pardon me again. Similarly for suspension rates we find that implementation is significantly and favorably associated with lower suspension rates. Correlations range from negative.72 to negative.35 and effect sizes range from negative.97 to negative.48. Finally for student ratings of school connectedness we find significant favorable positive correlations ranging from 47 to 83 and effect sizes that range from 63 to 1.12. So to reiterate, even though the district has yet to implement SEAL tier 1 with uniform fidelity, the data gathered thus far suggests that as more schools
037implement with fidelity, these outcomes will approve will improve according to the associations that we've studied. And now I will throw it back to Katie Thomas to talk about tier 1 PBIS. Oh, excuse me. No, I'm not. Oh, I am. Yes. >> All right. So, uh, SEAL is, uh, one side of the coin as we talked about, but positive behavior instructional supports is another. So, in order to help our students understand uh exactly what we want from them in the school system, we've implemented a program called PBIS, which I'm sure you're very familiar with. PBIS has a team of people working together to define schoolwide rules so that there's no hidden agenda. So, we all agree to what respect looks like in the classroom versus in the library versus at a sports ball game, as I
038call it, because I don't watch very many sports. Uh, so always we're interacting with each other in different ways in different environments. And making sure we have culturally responsive expectations is the heart of PBIS. We also make sure to kick off PBIS every year, so we're always reviewing these expectations and no one ever feels caught up for something that they didn't know was an expectation or a rule. We also make sure to acknowledge our students for their positive behaviors rather than only correcting their inappropriate behaviors. But just because we're focusing on positive acknowledgement doesn't mean we're not also providing logical consequences that help students shape their behaviors. One of the quotes that's uh used in the PBIS trainings is something along the lines of when a student makes a mistake in math we teach. When
039a student makes a mistake in reading we teach. So when a student makes a mistake in behavior we should teach. Right? And that doesn't mean we're not punishing. Logical consequences are an important part of teaching, right? I know I learn a lot from my mistakes. And even though I haven't gotten quote unquote in trouble in many years, there's a lot of logical consequences that have come my way as a result of those mistakes I've made, right? And we learn from that. But we also want students to know when they're doing well. And so we make sure to acknowledge that with tickets, with words, um, and all kinds of other things. And then we measure the fidelity of our implementation. One thing I really like about PBIS is it very clearly defines what it means to
040be implementing PBIS. Well, I would say we're still working towards that with SEAL. What does it mean to be implementing it well? But PBIS has a long list with scores. How well are we implementing this? And a rubric on those scores. what does it mean to be not implementing it versus moderately implementing it versus uh implementing with fidelity and those scores are how we determine or how the state of California I should say determines who gets bronze, silver, gold, etc. So we um show students something along these lines in our PBIS kickoff. Again, what location are you in? What schoolwide expectation are we looking at? Because if a student sees that achieving is one of our schoolwide expectations because we're the sukumoto sharks, they don't necessarily know what that looks like in the cafeteria, right,
041versus at an assembly. And so we make sure to help students and adults, frankly, understand what these expectations look like in each setting. And often students are given a different tour of the school uh in the first week or two of school where they go into the office and they learn about the expectations there and then they go into the cafeteria and so forth. Here are some examples of our positive acknowledgements. Even at the high school level, even at my age, people still want to be not acknowledged positively. Right now, it might look different in elementary school than it looks at uh secondary school site. So maybe they don't want a little fidget toy. Well, actually, I still really love fidget toys, but that's me. Uh maybe they'd rather have a first in line at
042lunch pass because I don't know if you have high schoolers at home, but often the best stuff is gone if you're not first in lunch, right? So that can be very motivating. Uh this is a fighter dragon. Just making sure we're acknowledging our students. And you'll see here it's really important to tell them what we're acknowledging them for. Just saying good job or nice work isn't actually all that helpful. It might make them feel good for a second, but doesn't help them know what behaviors they should be repeating in the future. And then here's one from one of our middle schools, a smybuck. All right. So, the history of PBIS in Elkrove Unified. So, uh, for those of you who have been around a while, you might remember in the early 2000s, we were found
043to be disproportionately, um, engaging in exclusionary discipline for some of our population, some of our subgroups, right? So, a root cause analysis was done into why that might be happening. Really some deep conversations about what was going on there so we could then pick the most appropriate solution. And PBIS was one of those solutions. And we implemented PBIS with relatively low levels of fidelity, I would say, for the first five, six years because we allowed folks to take their time to learn it, right? Learning something new takes a ton of time, especially when it's not the only new thing you're learning, right? We ask so much of our site staff. And so, it took time for PBIS to really be fully implemented appropriately, much like where we are with SEAL right now. And the first
044really um push we had to submit for recognition was in 2017. And at that time we had 34 silver awarded schools and 29 bronze awarded schools. Fast forward to now just about a couple weeks ago we awarded 17 platinum. Uh we didn't award it again. The state of California did but we recognized that here. And 43 gold and five silver and one bronze. And it's important to remember that each of those is a wonderful recognition. Right. So although all of our schools are looking for platinum to be recognized at all is a huge accomplishment. So we've made a lot of progress. All right. So how do we support our staff so that they too can do well in PBIS? Well, we do that annual training. So each school site and each team has the opportunity
045to come to a training every year. They might choose to come to a tier one refresh because they're doing pretty well with tier tier one, but they might need a few reminders. Or they might go to a comprehensive training because they have a bunch of new team members. Same with tier two and tier three. It's up to the site to choose what they need or I shouldn't say to choose, but to use their own data to decide what they need. We also have site coordinators at every single secondary school site that are paid a stipen to organize PBIS at that level. We have behavior support specialists who provide coaching support in PBIS, helping sites make adjustments here and there. Because again, even when we're platinum, we're not done getting better at supporting our students. Something
046I think about all the time is we could all work 24 hours a day, seven days a week, and we still would have unmet student needs, right? That's one of the hard parts about working in education. So, we have our coaches there just helping us make the slow but steady steps forward despite um how well we're already doing. we could always be doing better. We also provide the board is kind enough to provide the sites with an annual budget so they can purchase site materials like signs like um supplies for recognition etc. And then our restorative practices workshops also really support the work of PBIS through teaching school staff about restorative circles so that when a student or a group of students has engaged in inappropriate behavior, they can still come to the table and
047talk about that, learn from that and reconnect as a community. Similar with restorative dialogue, simply a smaller group of kiddos and a re-entry circle as well. All right, so Jeremy's back up on talking about the data for PBIS. Thank you, Katie. So, as Katie mentioned, tier one uh PBIS is somewhat different from tier 1CL. It's much more monolithic. As a program, tier one schoolwide PBIS has been around for quite a long time and is widely implemented. The center on PBIS reports that 27,759 schools in the United States were using PBIS in 2024. And so as it's been around so long, it's been implemented so widely, it's also very well studied. Uh the center on PBIS tracks 223 published studies regarding PBIS and its impact. Uh we cite this particular study here by Bradshaw because it's
048utili it utilized a random control design and is among the most wells cited articles in the literature. But it and the vast majority of similar studies provide strong evidence that implementation of school one tier or schoolwide tier one PBIS contributes to reductions in problematic student behavior and suspensions. We've been monitoring and evaluating tier 1 PBIS within Elkrove since 23 or since 1314 and our approach to measuring implementation has evolved substantially over time. In 2324, we measured school level implementation of PBIS through a variety of instruments and sources, including the TFI 2.1 uh supplemented with student, staff, and parent survey responses. We combine all this data into a single rating for each school just like we did for SEAL. And we place that rating on a 1 to four level where level one is the lowest
049level of implementation and four is the highest. Looking at the most recent implementation data for which we've completed an evaluation cycle, we find that nearly all schools are implementing PBIS at a level three or higher, which would be which we would consider to be at fidelity. And from our local impact evaluations of PBIS over the years, we have found that increased implementation of the program has been significantly associated with lower suspension rates, reduced disciplinary infractions, and more favorable ratings of student climate related to connectedness and belonging. And now I will throw it over to our uh one of our coordinators in curriculum professional learning, Patty Tong. >> Good morning. We've taken a deep dive into SEAL and behavior and now we're going to be moving into looking at academics. And so in tier one uh
050instruction for academics, we have at its core our EGUSD instructional framework. And I know that all of you have received that framework, a hard copy of that last week. Um and so you Yeah, thank you. You've got it here today. Great. And um we wanted to be clear that um this is the foundation but there are other things that are involved in highquality instruction. I think for the first time I've been in this district for over 35 years and it's the first time we have clearly defined what does high quality instruction look like and how can you see where you are and where you need to be to provide that high quality instruction. And that's encapsulated in our instructional framework. But in tier one academics, we have high quality instruction that's provided both in the
051whole group setting and in the small groupoup setting, a targeted instruction for additional practice or a reteing of specific skills. We also scaffold and differentiate instruction so that the students in front of us can learn what they need to learn. So we need to watch and provide formative um direct instruction um for that small group as needed. We also are following our state frameworks and our standards within each content area and we have implementmentation of integration within academics of our PBIS and our SEAL. Um, in addition, we are aligned to our California standards for the teaching profession. So, those all go into our high quality instruction. Now, what the history of our instructional framework is really important. Um, it started at a coach meeting in 2014 with our CPL instructional coaches and our MLE instructional
052coaches. We found that sites were um engaging in different um pre professional learning around instruction, but there were different terms being used for the same thing. And so in an effort to standardize the vocabulary and the language that we were using around different instructional parts or pieces to our lessons, um we began a deep dive into the research around instruction. what makes high quality instruction and how are these terms defined in research and what what terms are being used? And so we settled on specific terms and that's where the domain of lesson planning for student success came in in into the picture. And you can see in 2017 to 2019, we were working on really developing a common language across the dis the district for learning targets and success criteria, student talk, formative assessment and
053feedback as well as active participation within lessons. So all of that was developed and formulated in that period of time. And then in 2020, as uh Katie alluded to earlier, we brought in social emotional learning as another domain and it was based on the the castle's core competencies that she had mentioned earlier. And then in this year, we refined all of that into the three domains and added um moved things around a bit and added uh universal access. So those that is the history of where the instructional framework um has come to today and we are still in the process of implement implementing that. We have a lot of supporting staff from multiple departments that come together to provide professional learning. We have program specialists who are administrators who specialize in specific areas, content areas
054such as math or ELA, but also um in educational equity or multilingual education. We have instructional coaches who they uh supervise and support who provide that support to teachers at school sites. And we also have technology integration specialists that help us um integrate our curriculum and um and technology into our lessons as well as curriculum specialists, curriculum specialists in arts ed um and uh other areas. Um we have one for induction as well and then directors and coordinators that support all of that work. So there are a lot of staff behind uh the uh tier one instruction. There have been a lot of different professional learning opportunities that we've provided as well. Um you can see um on the screen that we have devoted pre-ervice to the instructional framework. Um and the themes and breakout
055sessions were around um this year in particular around the instructional framework. Administrators have been receiving instruction for many years on um what it sounds like and looks like so that when they go into classrooms, they know what they're looking for and they know how to provide actionable feedback to move forward instruction across the district. In the past two years, we've been providing regional walkthroughs where administrators from a region, both elementary and secondary, come together and they walk through an elementary school's classrooms and look at the framework for high quality instruction. There's a p maybe a specific principle they're looking at and to see how how is that showing up in the classroom? What evidence do they notice? and what feedback might they provide to the teacher that's actionable to continue their growth in providing that
056high quality instruction. Um, this year we're adding um to the walkthroughs the vice principles and also doing some strategic types of walkthroughs with administrators. There are also various trainings that we're offering um in the district to build content knowledge for teachers and there's some examples of them on the screen. One of them is letters, language essentials for teachers of reading and spelling. And this is a two-year intensive program where teachers learn more about how to provide that targeted instruction and really strong whole group instruction around literacy. We have provided take K2 um release days for teachers um two of them per year last year and this year where we're building their numeracy and literacy knowledge but also we've brought in our occupational therapists to help with gross and fine motor development and our speech therapists
057to to really help teachers identify when students are having um a a a need in language early on. what can they do in tier one instruction? No need to move it forward, but in the classroom in that tier one instruction, how can they support? And then we've also provided um some training around building secondary literacy. We have students that are in need of literacy instruction at the secondary level and how can we provide that um for them there as well as oral discourse and science. We know that oral discourse is important not only in ELA but in science in social science in all subject areas building that oral language and then also we have been providing um for in restorative practices workshops one through four there have been some restorative circles that revolve around content
058area as well as the social discipline window. So those are just a few of the many uh supporting uh professional learning we've provided to our staff around tier one instruction. Our we had mentioned earlier about pre-ervice and we have again we focused on our um instructional framework in pre-ervice but when we think about the lesson planning for student success domain uh we implemented that by sending teams from multiple departments out to the school site to provide that initial training to every school site in the district. And then we've also provided opportunities on Saturdays or during the workday for teachers that may be new or did not have an opportunity to attend with their school site. So we have been able to really provide that first instruction around the instructional framework for staff. We have built
059into several of our pre-ervices the domain of uh social emotional learning. And this last pre-ervice um this past July and August was on the universal access domain both in the um keynote as well as in breakout sessions. So we have done a lot of professional learning around uh the instructional framework. I'm going to turn it over to Jeremy to give you a little bit of research around academics. >> Thanks Petty. Of course, highquality first instruction designed to meet learner academic needs is the cornerstone of education. Naturally, approaches vary, but a consensus of the research shows that highquality first instruction is significantly associated with improved academic achievement for all students in Elkrove, [clears throat] pardon me. Uh we monitor implementation of our tier one academic supports through the lens of the instructional framework. We measure implementation
060via a combination of student and staff surveys and classroom observation data. From our last complete evaluation cycle of the district's teaching and learning program, which corresponded to the 23 24 school year, we find that 58% of our schools are implementing the instructional framework at level one and 42% are implementing at level two. No schools were found to be implementing at a level three or four, which we would consider to be at fidelity. That said, implementation did increase in the prior year as more schools moved up to level two from level one and preliminary 2425 data shows that trend continuing. Additionally, a supplementary analysis of individual classrooms found that increased uptake of the three professional development modules for teachers regarding the instructional framework was associated with higher ratings of implementation from students. In total, all the
061evidence we've gathered thus far suggests that the work being done is moving the needle on implementation at our schools in the right direction. We've been conducting impact evaluations of the instructional framework in Elkrove since 2122 and the results consistently find that as schools embed the principles of the instructional framework more deeply into their classrooms, we see significantly higher academic achievement, lower suspension rates, more favorable ratings of school climate, and higher self-reported social emotional competencies from students. and I will turn it over to Laorray to finish up. >> All right. So, just like I mentioned before, we're looking at the kind of more definition more than just an overview. You got some historical perspective. You got some data and what we're doing with staff. And now we're looking at maybe getting more um concrete and giving
062you some more examples. So, looking at the student, family, and staff experience of tier one. What does it feel like when you're coming from that perspective for our staff and we're talking about both classified and certificated. So we've been looking at we we rolled out the MTSS module in 2023. It talked about the why of MTSS and its connection to EGUSD's learning vision. We talked about the scope of what MTSS covers, how each employee, and it was great because we were able to represent people from different um areas of of school. wasn't just teachers because it's not just a teacher thing. It's it's a whole team and how each employee um supports MTSS MTSS and students. Um I guess I got ahead of myself. So we have examples across um the settings on school campuses
063and and then we also had an overview view of tier 2 and three. So um Patty mentioned we gave you a hard copy of the instructional framework handbook. While that's connected to academics, again, we kind of blur the lines a lot because you can't have high quality instruction without some of these other pieces. So, we have the lesson planning elements of lesson planning for student success, but as part of our instructional framework with academics, we we literally have a section that calls out the SEAL competencies because we need those for our students. And we'll be showing you examples of this. And then universal access, we really refined that this year. We talked about inclusive practices, cognitive demand because when we don't have attention to standards, and we don't have rigor, we create system uh systemically
064opportunity gaps and achievement gaps. So, we need to make sure that we're thinking about the cognitive demand. We're paying attention to the standards and we're not um lowering expectations. and phases of instruction is really important for us to model for kids um and and give them opportunities to collaborate. So those are key pieces and it makes sense that behavior problems would go down when we have really high quality um instruction. So here's an example. This was taken from a Laguna Creek high school. Um, when you look at this, you actually have on one one high school teacher's board all three of those MTSS domains. Hey, we're BFFs Wednesday. And so there's going to be a a greeting. Um, this hearkens back to what Katie was talking about as far as a warm welcome. So there's
065an activity. There's an academic objective or learning target. I will be able to explain the economic impacts of World War II on the US and Canada. And then we also have PBIS um reflected there with respectful, engaged, and dedicated. And what that looks and sounds like in this teacher's classroom. So this is an idea that these while we define them in three domains, they are constant. Oops, I'm not Italian, but I should be with all all that I talk with my hands. Um but they be they become very integrated. So, I'm we're going to show you a couple videos and then you're not done getting chance to have a opportunity to participate yourself. So, this one this video we're going to look at it is a 12th grade AP literature class. Um well, you'll have
066three then we're going to look at a sixth grade academic restorative circle and then we'll have an activity for you. So, for the AP lit class, here's what you're going to see and hear. and they were discussing Ralph Ellison's the invisible man and there was a focus on symbolism having to do with partial blindness. The teacher is highlighting the importance of preparing students for engaging in hard conversations, exploring their ideas in small groups and being comfortable with taking risks and making mistakes. So, as you listen to her, think about what we've talked about already through the lens of academic, social, emotional learning, and behavior, and see how you um can can pick up pieces of that in in just her the way she's um discussing their their class. I always try to give them a
067heads up and [music] and say that we don't avoid hard things in here. It's about learning how to face and deal with challenging [music] topics. I keep them moving pretty quickly in here. There's not a lot of downtime and so I frequently give them less time than they need with the understanding that if they want more, they can always ask for [music] more. >> How much time? Show me with hands. How many minutes? >> In all my classes, it's really important for kids to know that they can take risks and know that this is the [music] safe place to do that. One of the things I yell at the kids all the time is that if you're going to be wrong, be wrong in a blaze of glory, [music] right? Commit to something. we can
068then discuss and if if if your idea needs to go in a different direction then we can work that out together. It's always exciting when you have a kid that has felt [music] they're anxious about raising their hand and they have an idea and want to share. Um I think you get more of that when they're in groups [music] because they they feel safe talking to a few people and and flushing out ideas before they share with the class. >> Is there anyone that we learned something specifically about in the brotherhood as a result Oh, light bulb go. Let's hear it. That brother Jack has a glass eye. >> Boom. Why is that important? >> He's half blind. >> It is. He's half blind. But how many eyes does he have? >> One. Just like
069a >> single story. >> No. [laughter] >> All right. So, um it was just a a quick clip and actually that was actually part of the MTSS presentation that was done that we referenced earlier. But when you look through the academics academic lens um from our instructional framework you see evidence of active participation and student talk and norms being set up for that you see standards line instruction there's a speaking listening standard one there's um reading literature standard one actually there's a little bit of l there's another one language standard five um when we look at seal and we look at the relationships and and the skills that that her classroom builds um this mutual ual respect that that awareness uh self-awareness and and um making things safe for students to talk. Um self-management, figuring
070out ways to make sure that students feel um encouraged to take a risk and that the worst thing that happens is you um successfully eliminate a wrong answer, right? If you're wrong, it's the idea of risk takingaking is how we learn. And then she's got behavioral pieces in there. She's got effective comm u for Sheldon High School and that's where she's from. Um effective communicators who demonstrate effective speaking and listening skills specific to classroom and real world. That was part of that activity. Um they also call out on their PBIS collaborative and productive workers who manage time effectively. You heard it um a reference to pacing and regard reflection and effective questioning as tools for success. So, in that one quick little snippet, you see all these pieces and and that's why it's we wanted
071to get um more in depth and and showing classroom activities because otherwise MTSS sounds like a theoretical kind of like umbrella, but it lives and breathes in all of our classrooms. So, our next one we're going to look at is sixth grade. And this was part of a a restorative it's an academic restorative listening circle. And you're going to hear kids reflecting on um what they were talking about from the bear that wasn't that was the film that they read. Okay. They didn't It's just me slideshow. There we go. All right. So, back to um students. You're going to hear students making connections to their own identity. So, this is sixth grade. >> After reading the That wasn't. We discussed what problems did the bear face. After reading the bear that wasn't, we discussed that
072the society can affect the way you think about yourself. >> After reading The Bear That Wasn't, we discussed how society can affect your opinion on yourself and your identity. >> After reading The Bear That Wasn't, we discussed how society can affect your opinion about yourself and it can affect the way you live. In the listening circle we had after reading the story, we practiced listening to each other. Miss Moslin helped us learn empathy. >> Miss Mauslin helped us learn to never like listen to what society says about yourself. >> If you listen to what other people thinks about you, it makes the other person feel like you have more like they have more power than you do over yourself. We also completed our own identity flags because we wanted to tell and show about our
073identity. We wanted to show our classmates [music] stuff about ourselves. For example, I put down these stuff. This one I put it down because I love my family and my pets. And I put this flag down because this is the country my dad is from. I put San Rio down because it's my favorite characters. >> I want people to know that other people's opinions don't matter. Just be yourself. just say like to trust in yourself like just believe and don't don't believe what other people say about them. Just be yourself. I want to [music] but know that um it's okay to be you. >> I want people to know that you shouldn't let society tell you who you are because you can lose yourself in the process. >> Cuz before this, I used to think
074that I was like trash at basketball or cuz other people would tell me that. And I learned I can't listen to other people tell me. that I think about myself >> in my own life. I used [music] to think that um I used to put society's opinions over my own and I would be scared to wear the clothes I wanted [music] to wear that had a lot of color in it for fear that I would get judged and be called childish. I want people to know to never listen to the society because if you do it will just affect your life [music] and all you'll be thinking about is that think positive ideas not negative. So pretty hopeful words from some sixth graders. Although the poor child who's supporting the Kings right now is probably
075having a tough year. Um but he's I'm just saying he's having a tough year. I feel for him. There's it's I'm empathetic. Um so because I'm self-aware and I'm managing my emotions. So there we go. It's constantly learning, right? So when we look at that little clip, um the focus while there was it was there was a book being read, right? Um but it it it transcended just the academic column. Academically, we were talking about active participation student talk. Again, we were focused on um standards instruction with both speaking and listening and reading literature. Standard two has to do with a theme. Um you you saw self-awareness specifically about identity being highlighted there. There was definitely social awareness. Um understanding that the world might try to tell you some things, but you got to believe
076in yourself. And then at Raymond Case, their PBIS focuses on one of their things focuses on respectful. So we'll listen while others speak and we will speak courteously. Curtis courteously that's part of how that that gets integrated. All right. Now we come to the active participation area and I'm going to call up my colleagues to help me with this. Um, so we have an activity for you and we will I'm gonna ask will you um there happen to be nine of you on the board and so we're going to ask you to be in groups of three and so if you will help pass that out. We'll just each person take a color. So you'll you'll have one color only of blocks. So this is an activity. This is something we that came from um
077I think it was one of our mass generation um strategies. This from years ago, but this activity itself, it's going to focus on supporting participation of all members of the group because we want to make sure that all students are talking. Um we don't want to make volunt um education voluntary. We want to make sure education is for E4, not S4. Um, we're going to encourage building ideas upon each other's ideas and we're really developing equity of voice and discussion, but um, and we'll we'll be asking you, we'll give you some prompts related to MTSS, related to things that you've heard. You can bring in your prior knowledge, but we want to make sure that you feel safe. So, part of phases of instruction is modeling. So, the four of us are going to model
078first what we're going to ask you to do. So, it's a color cube protocol. So everybody has a single color cube. We're going to ask each person to participate. And when you participate, you're going to either put a cube on um on top of somebody else's or next to somebody else's. It's if you are commenting and building on the conversation um that came before you, you're going to stack it on top of their block. If you are um adding a new idea, starting a new kind of thread of conversation, you're going to set it to the side. Everyone must have add one cube before members add their second cube. So, we make sure everybody has a conversation. We are going to model with a nonMTSS topic. Um but I'm going to, like I said, give
079you a precursor that yours will have um based on MTSS. So our topic is using our knowledge of daylight savings time discuss should we continue the practice of changing clocks? Why or why not? So I think the best way I'm going to ask us to maybe right here since you can't see and can we just talk loudly? I don't think we'll be able to get the All right. So should we continue daylight savings time? Any ideas? Anybody want to start? You all know I have strong feelings about this because I do not like morning times and it's even harder for me when it's dark. So, I prefer we stay on Pacific Daylight Time when it's lighter than later. I don't care what system we're on, but I don't think we should be changing especially in
080the spring because that's often times associated with excess mortality. So, killing people. >> Well, so I heard stay the same. We don't care. I think I would prefer to stay with the rest of the country like we our own two states don't participate. So I think it'd be easier for travel. So I'm going to go with the >> I agree with Katie. I I don't like daylight savings time. It messes up my sleep schedule and I just rather have more light in the in the evening after work. So I'm I'm kind of on against one. I went just kidding. That's not >> I don't I don't think it's winning. So, could I propose that maybe it wasn't about keeping score? >> Sorry. >> Okay. >> All right. Again, I just really like daylight in the
081evening, too. >> Okay. So, that's just a little piece, right? You're building either building on ideas or there's an idea adjacent to what's being said. That's how you're going to build your blocks. Have I created or have we created through our modeling any questions for you? Okay. So, you don't have to do this. We're not asking you to do this with microphones or anything like this. We're going to ask you just to participate in this activity. So, here is your prompt. Using your knowledge of the MTSS tier one systems and interventions, please discuss one of the following. Um, or more than one, your choice. Something I heard that squares with what I already know. Dad joke, but I'm not a dad. Um, questionings I have circling in my head or three points I want to
082remember. Go ahead and have a conversation around MTSS with one of those prompts. Yes. About 30 more seconds. Um, when you haven't built on somebody's idea but offered like a like taking the conversation maybe a different path. I'm going to ask that you draw your conversations to a close. And I hate interrupting because you are clearly still talking. Go ahead and thank your partners for your conversation. Everybody else, this is a beautiful example of engagement that we love. Okay. So, I'm going to bring us back together, please. Thank you so much for your engagement. Really, really appreciate that. Um if we were in a classroom part of this activity we would be debriefing the conversation itself because on the one hand we we want student talk because student talk any talk actually I'll just talk
083about learner talk um when we produce language when we talk it helps solidify our learning and so um you are always a lovely audience but you sit for a long time and don't get to participate very often so this is this is an opportunity um to try and take something that's so important for our district and and um and own it in a different kind of way. So, like I said, in classroom, we would be debriefing. We'd be calling out specific things having to do with um good good um uh behaviors, norms, that kind of thing. Um as far as debriefing this activity, you just engaged in uh speaking listening standard one which is engage effectively in a range of collaborative discussions building on one others ideas and expressing their own clearly. The blocks visually
084represent that. So the blocks help with that seal aspect that self-awareness because I don't know about you um it might shock you but as a child I was a yapper. Like I I love to talk and when I when I wasn't talking I was just waiting for people to quiet so I can get my idea in there. I don't know if any of you like that but um I wasn't a good listener. And so now really that self-awareness and then self-management being being aware that I need to respond and listen to other people's ideas instead of listening for silence as my opening. Um it affects relationships that way. Um if we were using our PBIS from uh Toby Johnson, the idea of being respectful, being respectful and being kind. Um that turn taking makes a
085big difference. So when we we we just mentioned the staff, we've mentioned kids and kind of what they experience. Our families, this is how they might experience tier one. family, teacher, academic team, they might be involved in in coming in for that part of a wellness series. We have that happening at schools. Um the different communications that come out through our district office or sites back to school night. Um they're invited to be part of that process. Uh parent teacher conferences, communication of progress reports, report cards, parent phone calls, newsletters, even interactions about drop off and pickup. Those are kind of um what we were looking at from the family experience of MTSS because for the most part it's our students who are in our class. And so now we we'll pick up the blocks
086later. Um but now I'd like to go back to Patty to bring us home. So this morning you've had an opportunity to do a deep dive into SEAL into behavior and academics in the tier one setting. you had an opportunity to see and experience how the three come together when we talk about highquality instruction. And we're going to talk right now about the tier one review process. So, how can we be assured that all students have what they need with tier one? What does that look like? Um, one of the things that people might mistake is that MTSS is for students who are not thriving in school, but really MTSS is for all students. Day one, when students go to school on that first day of class, they're experiencing tier one instruction, MTSS. And we've
087hopefully gave you a good picture of what that looks like today. um with both small and group whole group um instruction as well as um differentiation. But this is where tier one review comes into play. When um what we what a tier one review is is an opportunity to look back at um what is happening with tier one instruction. And let me give you a very clear definition of what happens in a tier one review. A tier one review is where there may be a concern for a student and it's clearly identified in that tier one review. There may be some interventions, tier one interventions that have happened over the last six weeks. So we talk about what were the things that were tried, what were those interventions that we did within the classroom and
088how did the student respond to those interventions and then we want to make sure that we've involved the parents in that concern and that they're aware of that. So those are the four main things that happen at in a tier one review. Now, as we've gone to elementary schools to talk about MTSS, and we will soon be going to secondary schools to really talk about processes for MTSS, we've tried to do two things. One, to standardize specific things around our district and to personalize some things um in around our district. And so one of the things that's going to be standardized is that we want every school site to have a tier one review at some point if a student's not thriving. But what's personalized is how that might look at each site. How does
089this tier one review look? And so I'm going to give you some examples of that. A tier one review at an elementary school might look like a co-op cast meeting. This is a meeting that happens um at different times during the year where a teacher comes and shares their concerns about students or things that are going well with their students um with a team of people at the school site. That could involve an administrator, an instructional coach, specialists, education specialists perhaps an SLP perhaps um uh any wellness provider perhaps um whoever is on that team and they might share um with the they might have conversations about students about what their concerns might be and the team might ask give them some other tier one interventions that they might want to try or um that
090the team might have some other suggestions for them. So the other uh example is at a middle school. Some middle schools might have team meetings on a weekly basis. This is where teachers see the same group of students in different periods during the day. And so they all know the same group of students. And so a counselor might join them and they may have conversations about students that they're noticing are having some struggles with progress in their in their class and they're wondering does is anyone else noticing this and they might together brainstorm some tier one in um interventions that they might be um that might be happening um with that student. Um, it might be at a school site where the tier one review is done by a single point person. Um, maybe it's
091a wellness provider, maybe it's an administrator, maybe it's an education specialist, whoever it might be that the site designates for them to have this conversation with. Again, the four things they will talk about what their concern is, what interventions have been tried over the past six or so weeks, how did the student respond, how did we involve the parent in this concern? So that's an example of um those are examples of the team of um how that tier one re review um looks. Now again the tier one review might be here are some strategies try these or have you tried small group that that sort of thing. Here are some examples of um tier one instructional strategies. We've talked about some of them today already but it might be that targeted small groupoup instruction. It
092might be that um extra time to complete an assignment in academics, but in SEAL, it might be a community circle or a peace corner. We've talked about peace corners today. For behavior, it might be that conscious effort to provide a 5:1 ratio between positive cor and corrective comments. So, you can see um how that additional strategies might work. But there might be a time where in that tier one review we can see that the teacher has tried everything anything and everything we can think of and now we need to go to a broader group of experts to provide um some other interventions for that student. And that is where a request for assistance comes into play. And this in this request for assistance, the teacher would show the tier one interventions that were tried, how
093the student responded, and the tier 2 team then would take a look at that student carefully and see if they could suggest perhaps some tier 2 or three interventions that would support um that particular student. And that brings us to spotlight number three which will be coming your way in the future where we want to give some examples of tier 2 and three support. We want to show how does a student how would a student move into tier 2 and tier three services and what does that is is that experience like for the family in terms of tier 2 and tier three interventions. So with that, um, we want to invite you to ask any questions that we might have created for you. >> Excellent. Thank you very much. U Mr. Yang, before we get
094to that, Mr. Yang, do we have any blue cards on this item? >> Yeah, good morning. We don't have any blue card in this item. >> Very well. Then board members, uh, questions and comments. I'll start with Miss Bowwin. So, we just came back from um our conference which was really helpful and um had a great opportunity to sit in on some sessions regarding special education and have some meaningful conversations with staff. Um just looking at how do we make some um you know movement in special education to create more meaningful opportunities for um the the tier one, right? that we have um a lot of I think of the things that you presented on and and shared with my small group up here is that to be really successful in that tier one, it
095really requires you to be able to engage in a very neurotypical way in our neurode divergent kids have to really um they need some additional support. So, I know that that bumps them in the tier two, but how do we find more opportunities for them to utilize their two tier 2 supports, but keep them in that high quality instruction um piece of um what's really foundational in MTSS um uh model here so that it it's a it's very inclusive, it's very meaningful, and it still allows for neurodeivergent kids to be their authentic authentic self. >> Excellent question. And I want to um emphasize that a student isn't always, in fact, very rarely um fully in tier 2 or tier three, right? they have some needs in tier 2 and some needs in tier three, but
096they also have some areas in which they can be very successful in tier one with the right accommodations and supports just as you pointed out. So, what we do is strive to see the varying needs of students and make sure we're not wholly putting them into one tier and so that we're moving them in and out of environments with those different levels of support. So, um, we might be able to provide accommodations in the general education setting for a student in the area of social emotional learning or behavior. Um, but in academics, they need a higher level of support. So, they're typically in a self-contained classroom, but for u activities such as PE or art or band where it's um less academic rigor, we can have them come back to the tier one environment with
097the right supports. Uh we also are working really hard with our self-contained classrooms and the teachers and staff in there to identify exactly what is tier one in those classrooms because those classrooms should also have universal supports and clear expectations and positive acknowledgements and social emotional learning opportunities. Does that answer your question? >> I think um it's a good start. Um, I'm just really excited for us to see how far we can go with um, looking at really supporting our our kiddos with that have a hard time with the social, right? The SEAL part really requires you to be able to be aware of body language, be aware of social settings that are not for a neurotypical um brain essentially like those it's not as you know black and white um it's not as clear
098and so being able to navigate those spaces and I um I think I love that we're taking an approach where we're really looking at providing um support and training to the adults in our system so that they um because oftentimes what I find is it's just kind of like almost like you feel like you you have to be a rocket science to really work with kids with special needs and you don't. At the end of the day they're kids. Um and there's uh sometimes I think a lacking of confidence at times. Um but really, you know, if you have a heart for kids, you're going to have a heart for these kiddos, too. And um just because they present differently because um of their you know whatever their needs are it it doesn't take away
099from the fact that they too are highly capable of learning um and giving giving them an opportunity to like engage in that um high quality instruction really um really blows people away. And so I'm really excited for to see that development of um CL and um our our tiered system to really support holistically, you know, adults and kiddos. Um the other thing that I um find really interesting is this still relatively new to us it seems like and so we do see from a data perspective um that um it's we have lower percentage of um implementation with fidelity but comparing that to where we started with PBIS um it took five to six years to really kind of like take time learn it um and I imagine And that's what it's going to take with
100MTSS. And so, um, in three years, four years from now, I think we're really going to start to see some great data on how this approach to supporting all kids. Um, is really going to um give us some really good ideas of where we go next. Um, I'm really excited for our our young ones. Um, I think they're really going to show us um what this um investment has um is doing for them. And um you know, I I I love when we talk about MTSS to because I do see this as like our first approach to really supporting all kids and how you wrap around services that will allow the kiddos that need that little bit extra support to really engage um with their peers in a very meaningful way. Um, I think that's
101all I have for now. Um, really excited to keep learning on this um, and particularly how we support our adults in the system with it. >> Thank you very much, Miss Moore. >> Thank you. Uh in the last presentation on MTSS um it was mentioned that we implemented um this system because it was evidence-based but we did not um share um you know specific data to our district as to um if the MTSS has improved student outcomes and so forth. Um and I feel that today um the the attempt to share data was very vague. Um and and that is concerning to me. Um I you know it was shared from multiple studies um general studies of again why we implement it seemed why we implemented these programs. Um and then the you know the
102um when it was at the end of each um section you know you gave some general outcomes without specific data and so um I was just wondering if you could share some of that data. I think um page 17 to start with onCL I think that's what I wrote down for like do you have some schools that um you know you share the different levels of fidelity do you have page page 19 for example um the higher academic achievements in mathematics do we have any schools that you could share examples of that please >> so I don't have like at hand the specific schools that are in the like the levels that we delineated. Um we could I could look into ways that we could get like a full report of their outcomes and levels
103of implementation. That would be helpful. >> Yeah, absolutely. Because you know um if we're going to say that we have higher academic achievements in mathematics and I want to see that. I want to see examples of that. So I know that it's effective. Um and um and then with PBIS the same I think with PBIS there weren't given specific academic um outcome or that that was not one of the um the the data points that were shared. But with the instructional framework, it was shared that we had improved outcomes with um I think ELA and math. Do we have data for that examples? So the way that we analyze the effectiveness in our local impact evaluations um is that we're measuring implementation every school, right? Because it's not like turning on a light switch where
104like a program comes on or off. It's more like a dimmer switch where you know through significant investment in resources we steadily increase implementation from having nothing to hopefully a program where everybody's implementing with fidelity. And so because not everybody's doing that, we've got variation in the degree to which people are implementing these programs within our schools within a given year. What we're doing is we're looking at those differences in implementation and seeing if they're associated with differences in outcome. And so we talk about it being associated with higher academic achievement and ELA and math. What we're doing is we're looking at the ELA outcomes for all of our schools. We're looking at the implementation from the teaching and learning program at those schools. We're seeing if an association exists. And so when we confirm
105that there's a significant association there that that's those were the effect sizes of the correlations that I was reporting out in um the slides. Uh so that's the the type of evidence that we have when we're making these claims about the relationship between implementation of program and outcomes. >> Okay. So you don't have actual data then supporting that the instructional framework is um >> is producing higher academic achievements for us. So for for a clarification the the idea that student achievement data uh and then it that's then we look at the implementation and the level of implementation and what Jeremy's speaking to is and we can we can do at least it gives us this this breaks this down because then uh when you talk about effect sizes and those kind of things they're they're
106difficult things to understand but what he's showing is a where we have high implementation we have higher performance that that that exists that it's early for the framework as opposed to PBIS because it's been in place longer. Uh but developers speak to effect sizes and those kinds of things. They're challenging to speak to but we can provide that information but those uh uh those relationships exist. So we do I I want you to say we don't have the data. We do have the data. >> Yeah. And if if just for a second because the question is a good one. um the how do we know what we're doing and how do we know what we're doing is working that that's those are really important questions and part of the challenge we have we're not hiding
107data we have the data Katie was just going to stand up because Miwok Village is an example um we look at their uh their implementation their uh instructional framework uh implementation and then we look at their uh ESPback score or their um their test scores and they're higher than state averages. And so what does that mean? The other piece of this is that we're we're relatively early on, for example, in the SEAL world. PBIS has been around for a while. So we're looking at those correlation coefficients. We can be increasingly comfortable and confident in the the in the relationship, the R factor. My reason actually for standing up is because part of the challenge for us is what information do we provide in roughly 90 minutes to give enough questions and enough information. And I
108say this respectfully, it's not as if we're we're splitting atoms. It's not that. But it can be rather complex and we can fill slides with data. Um and I welcome the board. There are some board members here. Miss Albiani for example. um she's spent time, not saying others haven't, but we would welcome opportunities to meet with us and we'll then take the time. We can sit down and show you exactly because when we talk about the relationships and how we're evaluating programs, we refer to program implementation continuum, a pick. We don't say it's an evaluation. What we do is we look at the level of implementation and then we lay that over. So PBIS will lay that data over the top of of uh exclusionary discip suspension data. Our theory of action is increased levels
109of implementation of PBIS should reduce the number of disciplinary uh infractions in a school and we map that out. What we haven't shared with you is exactly what are those components? How are we breaking down those programs? We welcome the opportunity to sit down with any of you and show you exactly how we break those down, exactly what that data is and how we go about doing that. And so, it's a great question, but part of the reason that we aren't filling up these slides with data is because we'd be here all day long and it could get very, very confusing. But we welcome the opportunity to uh demonstrate how we're evaluating programs and then how those programs are being implemented and the relationship between those programs and student outcomes. >> Okay. Well, I've been
110on the board for a year and that this is something I continue to ask for is that when when we present um on our instructional framework and and these the MTSS when we present on these things that we have we should be able to have data um to show that these are effective because um student outcomes are important and um and like I said I asked for that in the last presentation and I'm disappointed that it was not included in this uh presentation. Um, I'll come back to that in a minute, but I did just want to talk for a minute about PBIS. Um, I I know that positive reinforcements are important for students. um they go a long way. But I do want to say um that I think we need to be careful
111that we're not shying away from proper consequences for students because as it was mentioned, consequences help students to learn from their mistakes. And so we need to be careful that we're not um decreasing consequences and in turn um imposing um consequences on other students. And some examples of that are with bullying um which can turn to violence um disruption in classrooms which has been shared with me by um you know students, parents and staff that that is a real um issue. Um disruption in classrooms um Vaping in our restrooms is not properly addressed. Um vandalizing in our restrooms is not possibly or properly addressed. And again, when we when we don't properly address these issues, we're punishing everyone. Um with with disruptive classrooms, with closing our restrooms, um when when bullying isn't properly addressed, um
112it can be very violent and we've seen um instances of that. So, we just have to be really careful. Yes, positive reinforcement is a good thing, but consequences have their place in our schools to um help students learn effectively, to help um teachers um effectively run their classrooms and to keep our our campuses safe and and restrooms open um because kids deserve that. So, um I just wanted to touch on that for a moment. And then, you know, just coming back to what I was originally saying, you talked about um you know, we are investing a significant amount of um resources into this into the MTSS. And so, that's why it's important to me that we do have data and it it should be presented. This is a public meeting, not just for the board,
113but for the public. They deserve to know that what the way we're spending their tax dollars is um effective for their students. Um and as Dillia mentioned, I we recently had the CSBA conference and one of the workshops that I attended was focused on improving student outcomes and they specifically highlighted districts and schools that uh and they shared real data and evidence to prove that their methods were effective. Um, for example, one school improved their math CAT scores by 17% in only three years. Um, and these were just that's just one example. Um, they also um talked about graduation rates um CAT scores at all the schools that they um highlighted and um and absenteeism rates. Those are real data points that showed that their the way they were implementing um their instructional framework was
114effective. and that is what I would like to see. Um, so again, I respectfully ask that we share specific data and metrics to indicate the success of these programs. Um, and if they're effective, um, then the data the data should speak for itself. Um, again, we are an academic institution, so we should have real data to support the effectiveness of this program. Um, so thank you. >> Thank you very much, Miss Bowwin. Miss Ballerini, [laughter] >> good morning. Baldwin Ballerini, whatever. Um, first of all, I want to thank you for including classified staff in all of these trainings because you're right, sometimes the most important person to the one child in the school is the custodian or the library tech or somebody in the office. and it's important or maybe even the yard duty. I,
115you know, they're all out there. Whatever works to get the kids to feel connected to the school is what's important and for them to understand that they're included in the training kind of helps them with their self-esteem as well. So, that's that's that. Um, and on page 32, you talked you don't have to scr scroll to it, it's okay. Um, you talked about the regional walkthrough calibration that you guys do. Um, so I was at Franklin picking up my grandkids one day and I heard some teachers talking um about the next day that there were going to be a group of administrators coming through and and seeing all of the different things that that all of the administrators from like my specific area, area six were going to tour different schools. And I was like,
116"Oh my god, I would love to be a part of that." So, I'm putting that out there. Some of us may want to be a part of that. Some of us may not. But it would be wonderful to know. And if if you planned it, you know, a year in advance, that's even better because then I can put it on my calendar and know what what I want. I would love to see through other administrator eyes what they're seeing and to hear their comments because when I go to tour school, it's me seeing seeing. See, I'm Italian. I really am Italian. So whatever. Um I see what I what I think I see, but I like to see what other people are thinking as well. So there's that. Um let's see. Oh, the last thing
117is um we were also handed out the tier one interventions checklist. And on there it says uh these are these are interventions that are expected to be tried for at least four to six weeks prior to submitting a request for assistance. Now, um, it used to be kindergarten was our first look at the kids, at the students when they come to the school. Now, we've got TK. We've got some three-year-olds out there. Mind you, my daughter's a TK teacher, so my Do I hear this a lot? Yes. So, just understand where my knowledge base is. Um, I just know that sometimes uh four to six weeks for a kid to have in in TK when they are just [snorts] disrupting the classroom all the time or they they're just not sure about what's going on
118is a that's a long time. Um, is there any way to like speed that type of work up? I think we're going to get to it in in number three, but there is there are exceptions, right? You have a child that transfers into the school and after the first day you realize we need to put things in place right now or this child is not going to be successful. So, you call a team together and you have um an SST meeting immediately. So, while we're going to be talking about the process because every student's different, every situation is different and we talked about perhaps a death in the family, we're not going to wait four to six weeks for that. We're going to immediately have support out, you know, and provide. So, we'll talk more
119about it in um spotlight number three, but um that's pretty much um what will happen. So, don't think that a TKER is going to sit there for six weeks if they need support right away. We have mechanisms in place for that. >> Perfect. I I will partake that information out there. >> I'm just going to add to that awesome response and say that they can ask the teachers can ask for coaching at any time as well. So, a request for assistance is the specific process we'll get into next time. But if they want coaching from the behavior support specialist, from the counselor, from the instructional coach, that is available on day one to implement some of those tier one practices that you see on that list. >> Okay, perfect. Thank you. Um, and I was
120at the um the dinner where Bethany Hancock was named teacher of the year. And it it's funny when she got up and made her speech, she [laughter] poor Mr. Hoffman, she she said um that to her the most important thing in the classroom is the social emotional learning stuff. That the kids being kind to one another, understanding how to work together, all of that is the most important thing. And I know this is going to be a surprise to everyone in here, but that's always been my thing way back when. Uh that they can learn math, they can learn all of those things or not. But if they feel safe in the classroom, if they understand how to interact with others, they're going to get much further in life. if they understand how it works
121that if you don't do your homework, you're not going to make honoral things like that that are explained. I I've I've seen some really awesome teachers out there do some awesome things. And I just I just think it's important for them to have the base to know that it is important that you are kind to that student on the playground, that the ball went by you and you stopped it and handed it back rather than going, "Oh, sucks to be you. You got to chase the bull. You know, they're like that sometimes and you think, "What? Why can't you just be nice to one another?" Anyway, there's that. Um I think Let's see. You want to do Yep. That's all my all my lovely highlighted things. So, I'm gonna let Michael take over. >> Thank
122you very much, Mr. Yang. >> Good morning to everyone here. I want to start by saying that um to do anything that is this significant it start with the vision and uh we hope to get really good uh student outcome but in between those two there's a lot of work and continue improvement work and sometime it's going to feel like it's regressing and then we're going to make more progress. So with that said, um thank you for the presentation. Um I want to start with uh giving you you and the team some kudos and then I will give some recommendations. So I wanted to start saying thank you for um the team to present this uh comprehensive presentation um that shows a lot of good work in there. Um but before I start further, I
123wanted to read this slide uh slide nine and I think this is the most important slide to start this whole thing here. So, EGUSD learning vision, every student learning is in every student learning in every classroom in every subject every day to prepare college, career and life ready graduates. MTSS is the framework for how we realize that goal. I mean, that sums it all, right? So, um I I love that you guys uh laid it out. Um they're very obvious on the different tiers, which is three tiers. Um the percentage uh from one tier to the next. Um obviously the first tier is a lot of students getting help and with it and then um the intensive tier which is tier three uh a lot less which is a good thing. Um so so thank
124you for that. I I love the fact that um the team presented uh some videos from the teachers and then also the students in the classroom. And uh what what I love um most um was that the students provided interviews um testimonies just to um really identify their issues and what they learned from this program and uh what they're going to carry on forward to to better themsel. And one of the ones that uh I wrote it down is um self identity, right? And I think that is um it's the most important for younger students because with that awareness of who they are as far as their background, their culture, uh their language and their identity, right? Um I think that is uh sets a concrete foundation for them. Um so I think that that
125is great because a lot of them could be very confusing and I think that itself it creates that internal fights internal um kind of scarcity of this and that and uh it just creates that battle of instead of absorbing information you have that internal battle. So that's great work. Um so so with that said um there's a lot of great thing here. I I really do appreciate you all and you know to to really close that gap you know it's not so much of um what we haven't done only but what we are doing but how could we improve on it right so how how could we do it in a larger scale how could we do it more how could it affect more people I think that's very critical too so it's not always
126just about the thing that we haven't done you So, so the thing that we already done that I think that could um scale on it and and make it more even efficient. So, this comes to my recommendation to make things better. So, let's talk about that video, right? Those videos. So, for me, you know, because we are helping um all students uh in elementary, middle school, and high school. Um I would love to see in the future to include um the students in middle school, high school as well because the previous or the videos I will show were elementary, right? >> Correct. >> When was an AP English high school pre? >> Okay, great. So So yeah, so just be a little bit more inclusive. So that falls into do it more because it's really
127good, right? So, so that's one of them. Um, and really for me, I just like it to uh stretch out um in that sense of, you know, from the beginning of the students that took the program to the middle of it and at the end. So, it could be senior, right? So whatever um earliest grades that they they took this program or or knowing that they take this program all the way to the middle and you know at the end which is senior years just wanted to see that and I also wanted to see um be inclusive as far as the tear tier one tier two tier three right so have those um testimony from students as well and I think that that is uh really um kind of um very transparent, you know, to
128to anybody really, you know, to the to the board members, to the parents, to the staff, and to whoever that sees it and hears it. Right. So, I want to see that. Right. So, um that to me is is being um inclusive. Now as far as the data go um yeah I think that we don't have to deep dive on the data um to every one of them but you know having a slide or two on the presentation it won't hurt um but I I do not recommend to deep dive on the data that will take uh you know hours and hours on it as well. So uh Mr. Rudy uh he he made his point. I heard him and uh of course you know I I too recommend for me and you know any
129uh of any one of my colleagues to talk to the team to really deep dive on it you know that I get it you know so so with that said um yeah I I just want to say thank you you know job well done and this is very important uh work um you know some students need more than others but we are very inclusive so I just want to say thank Thank you. Look forward to hearing more for from you all. Thank you. >> Thank you, Miss Alani. >> Thank you for the presentation. I think these have been excellent and a way of catching everybody up and getting us all on the same page, which is really important. Um, I just had a few comments about each section and SEAL. Um, during a a school
130visit this year, I was able to walk in on someone giving anal lesson and was just so impressed at the completely age appropriate kindness, empathy, teaching and the right language and the students focused and it it's just and the teachers in the classroom. So, um we talk about teaching our students and teaching our teachers and and they're paying attention and and I think we're just we're catching that wave and it's really exciting and it was so great to to happen to see it just in a visit. So, um of course I'm concerned I want those numbers to grow. Um I also often say we're not a speedboat, we're a cruise ship and so it takes us a long time to turn and I have had to sit through the PBIS growth and that was hard
131to watch and grow as well because I saw how good it is. So I know it will come and anything we can do to help get that there. I I appreciate I encourage teachers um whatever it takes. Um, EBIS, I love the point that we're a teaching institution and we're not a punishment institution and um, appropriate consequences are important and that is why we have a discipline matrix and and the and that separates teaching from discipline and I think if anything is a concern that's where you go back to look at a discipline matrix and we don't change what we're doing to love to to love on kids and make them feel included in their classrooms. I think um that is in a separate place and it has been put there on purpose due to
132some things that have happened in the past and I think it's the right place right now. Um the instructional framework when I taught I would have loved this. Oh my gosh, this is fantastic. Like how do you succeed? You know what you're after and and we give kids learning targets and we're giving adults learning targets and the supports to get there. And so I really appreciate that. um as part of SEAL teaching I think teaching an understanding of neurodiversity um I I imagine there's a thread of that in what we're teaching and is an important factor um I have a child that was in a school that was small enough everybody knew him and he he did things a little differently and he would if things got stressful he would speak in an English accent
133and so like some people thought that was disrespectful some people did not and it was a a lot about understanding. And so, um, to have a teacher punish him and yell at him for it instead of understand them is a different game. Sorry. I think um bringing OT and speech into release days is amazing because you teach Thanks. You teach people um what how to to see what needs help and what doesn't need help. And as adults, we have to be better for that. Um listening to hear not to answer, contradict, or oneup somebody is a skill um I imagine a lot of us in this room can learn. Um I love how when we look at each one of these, two result in higher achievement, three result in lower ex um exclusion and three
134result in better climate because once we accomplish that, the academics will follow. I I 100% believe um I want to caution we don't want to call out specific schools. Um calling out a specific school in public is damaging to the students. It's damaging to the staff. It's damaging to morale. It is um as a board we are looking at a hole and and I encourage board members if you want to know about a specific school go visit it. No one's hiding anything from you but we are not here to call people out in public and that's really a concern. Um, I have talked to schools and as they bring up their reading, their math comes up. I mean, it's just it all comes together. Um, and so we might be focusing on learning on on
135tracking math right now, but it's if if they're getting better at that, they're getting better at everything. And I think that's really I know that as a teacher. I think a challenge is to always get enough time with staff. Um, PLC's are a great asset we have for our teachers. pre-ervice. I wish pre-ervice could be a week long. I mean, we just trying to get this all in and teachers also doing all their work. I I can't discredit how much that is. But I hope they see the value as when they get better with these, as our students get better with these and they get better with these, teaching becomes easier and and teaching becomes more exciting and then as a teacher, teaching becomes more fun and everybody likes that because school should be fun.
136Um, the videos are great. I agree. Um, they're great examples and let us see real things. Um, oh, when I was visiting principles this year, they talked about their walkthroughs and I think having um I love the process we've gone through to make sure that our principles are well trained in these things so they can be the first resource on site and you talk about needing something and then they can help bring in other resources to support what's needed. And I I know those those principles and vice principles are making those walks and and watching and looking and we're going to learn to get better together. I've always said um we're not out there to to catch a teacher or get a got you on anybody. We're out there to find out what you need
137and and so please as a teacher ask for help. I asked for help as a teacher when I was one. When you first start, you definitely need it. Um I think that's all my notes. Thank you very much. >> Thank you, Miss Davis. >> Yeah, thank you for presentation. Um, you said the classified staff are getting training. Can you explain where and when they get this training? >> So, for the MTSS overview training, the hour-long video where everyone sees where they fit into MTSS and then kind of understands the basics was a video presentation that was done via Zoom. who was part of the DEI required courses. Uh the other courses we offer that are optional for salary credit or advancement um I think that's the same thing actually um are also often via Zoom
138simply because the district is so large that getting somewhere can be difficult but we do have we've hosted Saturday trainings here in the boardroom. Our trauma informed education for example that's open to all staff members on a Saturday uh for um compensation because of the grant we got. So we do the best we can to meet people where they are literally and figuratively. >> I just keep in mind we do have a group of um staff that doesn't get salary credit or you know we need to find ways to encourage them to be a part of it. Also we held um also for the instructional framework we held um modules where it was specifically para educators who came and so it was nice to have kind of job alike where we could address given their
139role um how do they fit into the instructional framework when they're not doing the lesson planning too. So, I wanted to add that. >> But if we could just also include like reach out to our custodians, office staff, there there's a lot of people on campuses that kids connect with that will need this training to and might not realize this training is available. So, I'd like that. Um, one statement that came out of our activity was regard regarding fidelity to the process and it being done uniformally and you did answer that at one point. Um, and while we're measuring the results of the different ways they're being implemented and what comes out of that, the data that comes out of that, do we have a plan to try to pull it together and create uniformity
140across our schools? Because sometimes I know our schools go in different ways and it's taught different ways and if we move students around, it can be confusing or we can lose them totally. >> I'm sorry, I need clarification. uniformity in terms of that we're doing it all the same way that different schools aren't >> we're working on that. So that's where that implementation because we're in a continuum where some have um implemented more deeply and across um their their site more effectively than others. And so that's part of it that's part of the goal. It's even um I believe Patty when she was talking about historical talked about like standardization of language and um so that that we keep our eye on the scale the 1 to4 scale for implementation for that very reason because
141when we have more uniformity we're better at uh more effectively using our resources our limited resources um we speak the same language instructionally that's better for students it's better for staff uh we can support with our professional development more effectively with that. So, that is our goal. >> Um, do we ever explain or teach our parents about the MTSS process and how they could participate or support it? Um, and are they ever part of any of the tier one type reviews when it pertains to their child? Um, they might we we include parent phone calls. Um, that was part of that list of how family there was um I don't know it was toward the end. um where family we also have while Lette Lame who is the director of um face uh family and
142community engagement is not here today we have ongoing meetings with uh with her and her department looking at um like one of the things that we're working on right now is how do we provide user friendly language for parents to ask their teachers so that they can be advocates for their children in in asking about um Do you on a daily basis, do you provide my students with learning targets? You make it clear what success looks and sounds like. So, we're working on um a partnership with with face for that very reason so that we have that kind of language. We wanted to make sure we trained our staff first before we brought it to families. Um and and so that is part of the plan. >> Okay. Miss Davis, if I may, over here.
143[laughter] >> I just wanted to add to um Thank you, Laray. That's correct. But also, uh the wellness series this year and last year and will continue to provide uh different workshops to families that focus on different aspects of MTSS. >> Okay. Thank you. And um the last is just a statement that we need to remember that we're at the beginning of this work. Um there there will be issues until all of our kids are taught and using this effectively and it's being modeled in all of our schools. Um we're working at giving our students tools that, you know, they've never had available before, tools that their parents have never had. Um we're teaching them how to navigate life basically. And working at a school site, I got to see this in work and I
144knew it was working. One day I it was just I clicked at the hey this is working when I had a group of third graders come up and want to be put on the principal's calendar because they wanted to have a restorative chat regarding recess issues that they were having. I wish all of us could could resolve all our issues that way. But it is working and as those kids grow up we're going to see less issues uh that were brought up that that need discipline. I I think we're giving them great tools that are going to go into their adulthood. So, thank you for the work. >> Excellent. Thank you very much. Um so, thank you for the presentation. Since we are already half an hour off schedule, I will condense my uh comments
145to just a few. Um one of the big things that I noticed uh that I did want to sort of pull out is um the implementation of the instructional framework. Um that has definitely been something that you know since I joined the board uh has been something we've been keeping an eye on. Um I ask uh our principles every time I go out you know how's that going? And you know for some of them they say great for some of them they kind of give me a sideways look like okay we're doing okay. Um which is fine everybody you know rollouts take time. Um but I do want to continue to push that to the surface. Um you know I we are getting to the point with PBIS and uh SEAL that the implementation is
146seems to be moving a pace and is uh and in is in a good place as you know for where we are um and I see you know that in in the numbers that you gave uh where the implement we have a number of schools that are starting to enter you know higher stages of implementation um and we don't have that yet uh with instructional frameworks so um to the I don't want to rush it but to the extent we can continue to do so. Let's do it. Um, let's see. Uh, beyond that, I do want to just call out this uh this difference as we're talking about data and we're talking about evidence supported uh, you know, programs. I think we kind of we tend to kind of collapse all these things down into
147one thing. Um, we do this on lots of different things, but for this particular as we're talking about data, um, you know, there is pre-implementation data and post-implementation data. there is the data that we use to design the uh you know what we're trying to do here right so the the evidence-based data and the studies and things that tell us uh student talk is a good thing right in general student talk is a good thing the the evidence that tells us in general uh active partic participation is a good thing um and so you know that is part of the conversation around data the other side of the conversation around data is postimplementation data. How are these how are these programs that we are implementing? How is that implementation impacting our students specifically? Right? And
148so to some extent I think it's worth sort of pulling out those pulling apart those two things um because they are separate right how we design something versus how we implement and what are the results of the implementation are slightly different things um and so you know if we if we want information about uh the evidence behind how we designed something right that's information we can generally find you know on Google or you provided some of it uh in this presentation with citations, right? Which is great. Um I recognize that the postimplementation data is a different animal. Um that is something that we're only going to get over time. Um I am not uh I am understanding of the frustration uh around we want this data and we want it now. Um and I also
149understanding of the fact that it sometimes it takes a decade to get good accurate data on these the implementation of these things. Um and so I want to say you know thank you for every time over the past three years we've gotten a presentation. It has gotten better. There has been more you know uh information about where we are in that process. There's been more information about what we're seeing. uh and even if there isn't concrete data attached to it yet um and I appreciate that process and I will continue to nudge that as as these presentations continue to come I want to see more and more and more I want it to get better every time so that eventually we are looking at real numbers how how do we know that these things are
150connected how do we know that the you know implementation of these um you know programs are having the outcomes uh or driving the outcomes that we want to see. So acknowledging that that's a process. Uh all right, that is all I have. So thank you very much for the presentation. Um board members, I need a comfort break. So we're going to take a couple of minutes comfort break and then we're going to move on to our next item. All right, everyone. Let's return to our seats. >> Give it a few people a couple seconds. >> All right, we got it. All right, everybody. >> Let's end our conversations and get back to our seats, please. >> Thank you very much. All right, our next item is an overview of a project labor agreement. Dr. Coats.
151>> All right. Well, good morning, President Vargas. Um members of the board, Superintendent Hoffman, Miss Avalos, um staff and the community that came out, thank you for joining us this morning. Uh today's item is anformational overview of a project labor agreement and what they are. Um the purpose today is to establish a shared understanding of what PLA's are, how they operate, and the considerations districts typically evaluate. Uh this morning there's no recommendation. This is just background information to support the board dialogue. All right. So we organized the presentation around questions trustees in general most frequently ask when PLA's are introduced. Uh we'll begin with the definition. Then we'll look at the national landscape, the core arguments on both sides. We'll take a look at CSBA framework for decision making and finally how this intersects with
152our current practices. Um, and the intent here is clarity, not advocacy in any way. So, a PLA is a prehire agreement between the project owner and the building trades. It governs labor conditions for a specific project or a bundle of pro of projects that includes hiring pathways, wage structures, dispute resolution, and union representation for all workers on the job. PLA's may appear under other names, project stabilization agreements or community workforce agreements, but the core structure is the same, a single labor framework that applies across all contractors and subcontractors. Federal policy on PLA's has shifted across administrations. Some presidents have restricted PLA use federal on federally funded construction. Others have encouraged or mandated them for largecale federal projects. This context doesn't dictate district action, but it does influence a broader labor environment and contractor expectations. Most
153PLA's include several shared elements, no strike and no lockout provisions, union representation for the duration of the project, hiring through union halls, standardized wage benefit and safety provisions. These features are designed to create labor stability particularly on complex or high value projects. A foundational uh excuse me slide. A foundational point in California prevailing wage requirements apply regardless of whether a PLA is in place. Uh certified payroll benefit contributions and apprenticeship participation are already required of all contractors on public works. Understanding that baseline helps distinguish what PLA's add and what the what's um state law already covers. So just for some local context, we have two Sacramento County districts who currently use PLA's. We have Nomus Unified School District and Sacramento City uh Unified School District. Uh when we get to the greater Sacramento, we have
154nearby Stockton Unified School District and Washington Unified School District have also implement them on [clears throat] larger or project specific efforts. Um and then the city of Elkrove also uses a PLA on qualifying projects. These examples provide just context of what's happening in our area. Um, but they may help illustrate how PLA's function in our region. Supporters of PLA's focus on stability, safety, and predictability. They argue that PLA's reduce the risk of labor disruption, streamline dispute resolution, and ensure consistent safety and workforce standards. Proponents also highlight apprenticeship opportunities and targeted high provisions that can open pathways for underrepresented groups. Another argument is administrative simplicity, a single set of labor terms across all contractors. The UC Berkeley Labor Center found no statistically significant impact on bid prices, positive or negative, when PLA's are used in California's
155prevailing wage environment. Their conclusion was the financial effects depend on the specific provisions negotiated, not the mere presence of a PLA. Opponents raise concerns about reduced competition if non-union contractors choose not to bid. Others question the incremental benefit given that prevailing wage and safety requirements already apply. There are also administrative workload considerations the district would be responsible for monitoring an additional layer of compliance. Statutory requirements around open bidding can also be part of the discussion. Some national organizations representing black and Hispanic contractors note that most minorityowned firms operate as non-union shops. Their concern is that PLA's may unintentionally reduce opportunities for minorityowned contractors or workers. This is a consideration within the broader equity conversation. The next two slides um come from CSBA construction management task force. Uh CSBA offers a balanced framework for evaluating PLA's.
156Key questions include will a PLA enhance the district's ability to deliver complex projects? Does the district have the internal capacity to negotiate and administer one? What measurable benefits would it provide? Costs, schedule, certainty, workforce development. What's the long-term impact on district operations and future capital programs? These questions are designed to guide thoughtful governance rather than a preferred outcome. And I want to move into um our current practices. We already use a range of delivery models, design, build, lease, leaseback, and others to secure best value. We meet all labor standards, prevailing wage requirements, and maintain strong inspection and oversight practices. Our contracts include protections such as liquidated damages to man uh manage contractor performance. These practices already provide a strong foundation for ensuring quality, consistency, and accountability. Some additional considerations. Uh districts have multiple tools to
157pursue local hire or community benefit goals without adopting a PLA. Bid specifications, contractor qualifications, criteria, and alternative delivery methods can all support workforce development or local participation targets. PLA's are one option, not the only option for advancing these priorities. And um and I guess what I'd like to say as as we close out the the presentation as you consider future conversation uh asking the question what outcomes matter most for Elkrove Unified cost predictability schedule certainty workforce development equity administrative simplicity uh we are ready to bring back any additional analis or scenarios um that we would like to explore into discussion. >> Thank you very much. Uh at this time we will welcome up the public for public comment if anybody has and looks like we do. Um so I believe do we still have more
158than >> Yeah. Good um good morning still to everybody. We actually have 17 17 18 blue cards. that meet their limits of 15 or more. >> So, consistent with our policy then since we have more than 15 blue cards, uh public comment will be limited to two minutes each. So, please adjust your comments accordingly and I'll hand it off to Mr. Yang. >> Yeah, just uh quickly explaining the two minutes. So, um the time the timer is set to two minutes. When it get to one minute, um, that will be a sum up, uh, LED, which is the yellow one. And when the red LED comes up, that means your time is up and I will let you know. So, um, first up, well, if I mispronounce your name, please correct me when you get
159to the podium. Thank you. Um, Kevin Doulson, followed by no painter. Thank you for having me here today. My name is Kevin Dobson. I'm the founder, executive director for Capitol College and Career Academy. Uh we are a free public charter high school that is a countywide charter located in Del Paso Heights. I'm also the executive director for the Del Paso Boulevard Partnership. Uh wanted to share my experience with the PLA. Uh we intentionally decided as a private developer uh to sign a project labor agreement uh for a number of reasons that again just wanted to use this as an opportunity to highlight. Uh first and foremost, El Paso Heights is an area uh that has struggled with economic vitality. And so the opportunity to uh hire from within the community and and ensure that uh
160the money for this project stayed within the community and then trickle down to the businesses on Del Paso Boulevard was something that was really important to me, not just uh within my role as the PBID director uh but also as a North Sacramento resident. Additionally, the wraparound support of the trades has been um incredible. Uh we have any given day individuals from a wide range of industry partners uh that come out provide mentorship to students, job shadow opportunities and internships uh and really provide a pathway into a living wage for our students in an area that uh sees some of the the you know most significant economic hardships in our city. Uh finally just to I think reiterate uh for us uh the the the benefit was uh multifaceted the opportunity one uh for the
161economic support in the community two to ensure the project was done on time uh at cost. Uh we contracted with FNH who I know does a significant number of projects for Elkrove Unified. Uh they came in and and just did a phenomenal job from start to finish. And then again uh the the current continuing we're three years into a school uh the continued support of the building trades in terms of mentorships and job shadows and internships for our students. >> Thank you. >> Calling on Noah Painter followed by Vince Jal. >> President Vargas trustees Noah Painter on behalf of IBW Local 340 want to speak about why community workforce training agreements are so important especially for our school districts. At their core, CWTAs are ensuring that people who build, modernize, and repair our schools are
162treated fairly and not exploited. You'll hear perspectives from some people who represent contractors. We're here on behalf of workers, the men and women who climb ladders, bend the pipe, pull the wire, and make these projects come to life. Our responsibility is to advocate for those people who labor whose labor makes this projects work every day. CWTAs prevent exploitation by establishing baseline standards, fair wages, healthcare, apprentichip training, and retirement security. These aren't luxuries. They're foundations of a stable local workforce. When workers can earn enough to live in the communities they serve, when they have access to health care for their families, when they can look forward to a dignified retirement, our schools and students benefit, too. And let's be clear, non-UN contractors can work under a CWTA. They have worked under a CWTA. In fact, as
163recently as two months ago, non-UN contractors successfully performed work on projects under a CWTA in place in SAK City Unified. The idea that these agreements shut out anyone is simply not true. This isn't about choosing union over non-UN. It's a policy decision about what kind of workforce you want building and repairing your schools. Do you want a system where contractors can compete by driving down labor standards? Or do you want one that lifts up workers, ensures quality, and strengthens the district's long-term investments in safe, reliable school facilities? CWTAs are a tool to ensure that every contractor, union and non-union, play by the same rules. I ask that you direct staff this afternoon to negotiate with the Sax Sierra Building Trades Council to begin negotiations on a district-wide PLA. Thank you. Thank you. Calling Vince Gerro
164followed by Fred Yasini. [clears throat] Good morning everybody. We're still there. Uh Vance Sherard with the North State Building Industry Association representing more than 500 member companies in the home building industry here in Northern California. Uh I am the uh first speaker this morning that will offer the uh other perspective on this item which is that we in general oppose the adoption of project labor agreements. Studies have shown that across jurisdictions and project types the result is an increase in project costs. Now you're probably wondering how does this uh impact the home building industry as the home building industry does not build schools. Uh builder impact fees are one of the three main ways that school districts fund new facilities. And as project costs increase, those impact fees increase as well. To put that into
165context, just last week we released our fee study which found that the average fees in the Sacramento region for a new home are $19,000 for me low density residential, $90,000 for medium density residential. In both of those categories, Elkrove was above the regional average, pushing them close to infeasibility for building new homes. So, as you move forward with this discussion, I would encourage you to think about the impact to the affordability crisis that we're seeing in the home industry. Thank you. >> Thank you. >> Next, Fred Yasini followed by Fmy Lincoln. [snorts] >> So, my name is FA Yini if you have that right. You had my last name right, but first name is Fay. >> Thank you. >> Okay. Good morning, trustees. My name is FA Yasini. I'm with Associated Builders and Contractors Northern
166California. ABC NorCal represents more than 73,000 construction professionals across all trades in Northern California. Uh we believe that construction projects should be awarded based on merit to the most qualified low biders who are responsible in conformance with California law. We oppose a project labor agreement. First of all, they increase costs as was mentioned in your um report. Numerous studies have shown that PLA's can raise costs by 12 to 20%. Even Governor Nuome vetoed a bill, a statewide PLA bill in 2024 because it raised costs. Under a PLA, contractors must pay union dues and union benefits in addition to what they already pay under California law. This extra payment discourages them from bidding on projects. It's not that they can't, they don't want to. This will bring down competition and hence rises prices will rise. A
167PLA also uh blocks some qualified apprentices from participating in public works projects. ABC NorCal's unilateral apprenticeship program is state and federally approved, but our apprentices will be excluded from working on projects. PLA's often are justified with local hire promises, but that's usually not the case because uh recruiting workers will be done through union halls. Those union halls are local, but the apprentices in it may not be. There's not enough union workforce here to be recruited on these projects. Less than 15% of California's construction workforce is union, and that's according to the US uh Bureau of Labor Statistics. On behalf of our members, I urge you to request data from the jurisdictions that you just mentioned and look at the real numbers on costs and local higher outcomes. >> Thank you. Up next, Frammy Lim followed
168by Eric Crystal. And friendly reminder, constituents, when you come up, if I mispronounce your name, feel free to correct me. Thank you. >> Like me, uh, my name is Fay Lampkins. Thank you. Good morning board members. Like I said, my name is F Lampkins. I'm uh here representing the NorCal Carpenters Union. Uh the NorCal Carpenters strength is our is you know lies in our highly skilled uh men and women carpenters, drywallers, scaffolders and all the rest. We firmly believe in the uh in the importance of being involved uh in the discussions of any PLA or community workforce agreement from the start. We cannot and will not support any agreement that is presented to us without our input. We've seen the promise of labor harmony used as leverage time and time again. But that promise only
169holds true when all the stakeholders including the carpenters have equal standing in the conversation. So today I respectfully urge you to understand that uh that our union won't sign on to any agreement unless we've been part of the process from the start. Only then can uh can we establish true labor harmony in Northern California. Thank you for your time. >> Thank you, Eric. Followed by Melissa Ratway. >> Thank you, Eric Christristen, executive director of the Coalition for Fair Employment and Construction. We were formed 27 years ago by union and non-UN construction firms solely to oppose discriminatory and divisive project labor agreements. Union contractors, who you will not see here today supporting a PLA, don't want them because they lose their non-union subcontractors who won't bid a project labor agreement. Non-union firms of course don't want
170their workers discriminated against, have wage theft engaged when they pay into a union trust fund they don't invest in and that money is lost to them. And their non-UN apprentichip programs, which are state approved, are explicitly forbidden from being used under a PLA. So, it's just explicit discrimination. Why you would be even considering in an era of macro inflation we haven't seen in 40 years be considering reducing your bidding pool and increasing your cost is somewhat striking and vexing. Um you should be seeking to expand your bidding pool not decrease it which you will with the PLA. I would encourage and I will send these questions to you since we only have two minutes only ask a few. What problems exist that this new layer of bureaucracy and this added cost are going to cure?
171Have you conducted a study of your contractors to ask them what they think of project labor agreements? I received 21 pages of contractors that have done work for you in the last five years. Have you contacted them and done a survey of what it would mean to them? Would you lose any of them? When State Center Community College District did this a few months ago down in Fresno, they found that 163 of the 199 respondents said they would not bid a project labor agreement job. They were going to lose 163 of their 199 biders. Why would you consider losing one, let alone 163? Why are there no non-UN contractors here speaking up in favor of PLA's? Were you aware that 90% of the local construction workforce is union free? Men and women in today's environment
172choose to wait and work in a union free environment. They should not be punished for doing that. We need union and non-UN working together to build your projects and giving your biders the bid results that are required. Do your job. conduct a study of the contractors that do work for you and ask them what their thoughts are on PLA. Thank you very much. >> Thank you. Next, Melissa Ratway. All about Cal Swap Rinse. >> No. >> If you done you want to pass it up to us, feel free. >> Okay. >> Hello. My name is Melissa Bradway. I work for one of the largest uh merit shop electrical contractors here in Cal in Sacramento. Um we've been here for over a hundred years employing so many people and providing workforce um for so many critical
173infrastructures. I just want to read you we do work at Elkrove Unified School District. Um I want to re read you a letter um that one of your top level maintenance and operations people wrote to us. Um Deng Vang is one of our top foremen. Um yes, he is a minority. Um, and he's been with Rexmore for 25 years. Um, thank you Casey. She's one of our PMs. She lives here in Elkrove. Um, I already know you know this, but I want to say how great Deng is to work with. He is incredible. I was saddened to hear about his father. By the way, his father passed away in this letter a week ago, along with his wife. Deng even came in Wednesday, which is the day he was slated to take off. He did
174this because he wanted to make sure things were in order. We will not let your school um go not in order. That is the character of Ding. He cares and wants to make sure his customers are taken care of. You guys are the customer. He is a class act and Rex Moore is lucky to have him. We super appreciate the partnership. Thank you. Again, that was from one of your top um maintenance and operations person at Elkrove Unified School District. So, here it is if you guys want to see that. Um, another email that I have received questioning um you know why Merit Shop is good to work with came from Susan Davis. Um, thank you for reaching out regarding this issue. Could you please let me know how many minorities and woman women work
175for your company? Hi, I'm a woman. I work for Rexmore. I um I have a high level at Rexmore and Rexmore has given me the opportunity to make my life better. Um, and so many people at Rexmore and because of them there are a lot of good people that are able to provide for their families. Um, do you have training such as schools? Yes. Uh we have WEA we have ABC the same training um that the union goes to we take the same test the DIR um we take the same test and pass. Thank you. >> Thank you Kyle Sarrence followed by Tina. >> Morning board members. My name is Kyle Sworn. Um I've been a resident of Sacramento County for over 35 years. have a four-year-old son who I'm excited is about to get
176into the school districts and you know as a as a younger older father with a younger son I'm kind of excited to see where things go. But the reason I'm here today is because I have been a member of the Carpenters Union for 22 years. I went through my apprenticeship program right out of high school not knowing what I what I was going to be doing at in 03. So I'm here today want to make sure that carpenters are represented at the table. We represent over 34,000 members here in Northern California with thousands of workers that are trying to get into our apprentichip program. So, this myth of uh the lack of workforce out there, a lack of apprentices, it's it's it's there. And we need opportunities like this to be able to get jobs
177for these individuals to get into the construction trades into the unions. And the carpenters, we represent about 60 to 70% of the workforce on a typical project. So if you're not having the carpenters at the table when these are negotiated, you're not getting a large percentage of the workforce represented in these discussions. If I was to come and represent you, something I know nothing about. Um, how would you feel? So I'm asking you to please have the carpenters at the table so those workers can be represented. We are a large percentage of the workers out there. Thank you. >> Thank you. Up next, Tana Henry's followed by Kevin Brown. >> Hello everyone. Um, my name is Tana Harris and um, I am a 40-year operating engineer. I am currently a contractor. I am um, union
178contractor. Uh, also I'm a disabled veteran. Um, served in the California National Guard. I am from Sacramento and I do employ apprentices. I I employ um African-American and minority um men and women. Uh we have about 30 members right now on our staff. And I I just wanted to say it's important to it was important for me to join operating engineers over just under 40 years ago. Um go through the apprenticeship because I had no after I left the national guard I didn't have any um real idea of what I wanted to do but I fell in love with this. I was trained very well which also led me to becoming a contractor myself. Um and apprentices, giving them the opportunity. Some people are not willing or or have the ability to go to college.
179I I think that going through our apprenticeship and being trained and to be able to um earn a great living, I've had people on my team that never thought they would be able to own a home and now they're owning homes and women who are able to, you know, um take care of their families when the father is not present. So, I think all of those things are something that we should um really think about when we're saying that there are no minority or um womenowned businesses or contractors out there. We are here. We're present and we're interested and more women are interested and minorities and people who are not afforded the opportunity to go to college. Thank you. Thank you, Kevin Brown. Followed by John Hersy. >> Good afternoon. My name is Kevin Brown,
180CEO of People Working Together, which is a nonprofit that provides a state recognized pre-apprenticeship in partnership with the building trades. We have been doing such since the inception of the Golden One Arena. Uh we participated natural resources. So every CWTA that the building trades negotiates, our nonprofit partners with them to outreach and to source and take students through a 10-week state recognized pre-apprenticeship. And then we work with our affiliates to make certain that we connect each of these individuals accordingly, whether it be with uh justice involved, which was a large population uh that worked on the CWTA for the city of Sacramento, natural resource building, which is a state project, whether it be the airport. In essence, what I'm saying is is that we are that mechanism that ensures that local residents and those that
181have historically been excluded from these particular uh mo upward mobility type uh trades have opportunity through the readiness and the soft handoff uh the tours etc. Uh lastly, I will say we for the last two years have come to district 56, the aquatic center, and we facilitate the taking it to the streets job fair. Uh we work with Wendy Wisdom, Kai Welch, now Featherstone, or the other way around. But uh I think that the the CWTA uh conversation is a very unique conversation and to Miss Heidi Moore who mentioned the fiscal responsibility of taxpayers money. This would allow us to intentionally use those dollars uh to where you could potentially hire students that would metriculate through your construction program on these projects. Thank you. >> Thank you. Up next, John. followed by Matt Noin Brew.
182>> Hello chair and board members. My name is John Hershey. I'm with UA Local 447 plumbers, pipe fitters, and HVAC technicians. I'm our compliance officer, and we represent about 1,800 members in the Sacramento region, including many who live in your territory. Um, so I'd like to touch on some myths about community workforce training agreements, um, which are also known as PLA's. CWTA's emphasize local communities that would be covered by them. For instance, there is an enforceable agreement that contractors must hire hire or prioritize the employment of workers from the local area based on negotiated conditions to work on those projects. There are multiple criteria to meet to help bring people from lower income backgrounds, people from historically and presently marginalized communities, formerly incarcerated people, veterans, and women into highincome careers that support the local tax
183spaces and the economy generally. There's a claim that these types of agreements would discriminate against local community based uh the local uh community based contractors on bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bo bogus lo logic that can't be provable. In fact, opponents may argue that local non-un contractors are the subject of discrimination when the law expressly prohibits the exclusion of otherwise qualified contractors from bidding on projects covered by agreements like this. The only requirement p placed on non-union contractor that wins a bid on a CWTA covered project is that aside from a limited number of core non-UN employees, they must hire from a local union hall, which will guarantee that the workers on the project are skilled, trained, local, and qualified as
184uh there's a skilled and trained workforce requirements that would apply to a lot of these projects. some quick facts from a brand new study of 65 PLA and 248 nonPLA projects from 2019 to 2023 in the Sacramento region that was published in a scholarly journal which we can provide to you. Out of 219 projects by school districts including EGUSD, projects covered by PLA's had a 17% reduction in project duration compared to nonPLA projects. Additionally, PLA covered school projects were 75.7% more likely to be completed within the next year compared to their nonPLA counterparts. Union apprentichip program. Oh, my time is almost up. So, thank you very much. >> Thank you. Next, Matt Newtonboom, followed by Daniel Garcia. >> Good almost afternoon, if it's not there already. My name is Matt Newtonboom and I am a
185community member. I'm a union electrician. Um, and I'm a representative for IBW Local 340. However, all of this didn't just come to pass. Um when I graduated Valley High School in 1994, it was a significant challenge for me. I was son of a single mom, had very little framework in my life, no guidance towards college. And for almost a decade, I struggled really trying to get footing, trying to figure out how I was going to move through this little thing called life. Um through some fate and probably some grace, I stumbled my way into the union electrical apprenticeship. And in the course of five very short years, my life was transformed. I I cannot say that enough. Transformative change. I became a homeowner here in El Grove. My wife and I were suddenly able to
186purchase a house in uh Laguna Ridge. My wife could choose to take 10 years off of work and raise our kids instead of engaging in child care. My kids are graduating from Ksuma Oaks High School. we can afford to send them to university. Um, and all of this is due to the stable wages and benefits that a career in the union construction provides. This is multi-generational transformation and this is the promise of the union construction industry. It's not just the school jobs. It's not just the government jobs. It's any job that we work on. We want to provide that to your students and we would love to engage in a partnership with you. This is the American dream. It sounds odd. We've almost lost it, but I'm here today to talk to you with conviction
187that the American dream exists in the union construction industry. Thank you very much. >> Thank you. Calling Daniel Garcia, >> followed by Nell Dawn. >> Uh, good afternoon members of the board. My name is Daniel Garcia and I grew up in the Algrove Unified School District. I went to school here and I'm proud to say that my children also attended school districts which is why I'm here in support of the PLA's before joining the labors union I spent many years in a non-UN construction I worked hard and put in long hours but it often felt like no matter how much effort I got I gave I could never get ahead I didn't have a strong benefit consistent safety protection or a clear path towards building a secure future for my family staying in the community
188where I grew became harder to afford and I worried that whether I can give the same opportunities to my children. Joining the union changed that. I gained access to fair wages, healthcare, training and a real career path. That stability allowed me to stay here and outgrowth and send my children to the schools that helped shape me. Project labor agreements help make stories like mine possible. They ensure local projects hire local workers and create pathways for apprentices, veterans, and the young people in our neighborhoods. These agreements provide wages that allow us to live here, raise our families here, and reinvest in the communities that we care about. I'm living proof of what a career in the trades can accomplish. I urge you to continue supporting policies that empower local workers, strengthen our economy, and keep our
189district thriving. Thank you for your time. >> Thank you. >> Nailed followed by Robert Good morning, president and trustees. My name is Nan John Charles and I'm the senior field representative for the knockout Capitalist Union right here in Sacramento. I'm also a resident of El Grove with two of my own children attending um school here in Elgroveve. The Capitalist Union represent about 36,000 members in Northern California directly impacting Elgroveve Unified School District projects. Of those 4,000 members leave and work in Sacramento region, meaning that the they cannot no carpenters are not represented by the Sierra building trades, meaning that they cannot speak on behalf of the carpenters. Capitalists perform a substantial portion of work on any major project and excluding us from the discussion ignores the real workforce of those projects of the folks who
190is going to be building this project and maintaining these projects as well. By not including the carpenters, Elgo unified risk negotiating in bad faith. Exclusion jeopardizes the labor happening, increases the risk of strikes, delays or project disruptions, which could compromise project timelines, budget, and community trust. We are asking that any negotiation that's taking place, we should be part of the discussion from the very beginning. Inclusion ensures fair representation, smoother [snorts] negotiation, and stronger labor relations. Our presence will help protect Elgrove Unified interests and guarantee that projects move forward without any conflicts. The Carpenters are a vital part of the construction workforce. By including us in negotiation, you ensure fairness, avoid unnecessary risk, and secure labor harmony for the success of your projects. Thank you. >> Thank you, >> Robert Coops, followed by Mr. Fong. >>
191Good afternoon, trustees. Uh, thank you for allowing me to speak with you today. My name is Robert Cooks. I'm with the She metal workers union local 104 and I represent over 750 members in the Sacramento area. When your graduates are leaving high school, many of them are looking for a path that offers stability, growth, and a future they can count on. Union construction apprentichip programs provide exactly that. These programs are recognized statewide and nationally for producing a highly skilled workforce while maintaining strong safety standards and reducing workplace injuries. They're run by joint apprenticeship training committees which are made up half of the contractors and half of union representation representing the members that are working for those contractors. So it has the input from both to make these programs better. Uh which means that they're not
192just jobs, they're investments um in the trades that create these careers. Apprentices learn while they earn, gaining hands-on experience in the field at no cost and while receiving a living wage and healthc care benefits. A recent report by NorCal Construction Industry Compliance shows that union apprentichip programs have higher particip participation rates among women and minorities and graduates earn wages above industry averages. These programs 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, which would be exactly what your graduates and students would have the opportunity to do with a
193PLA uh for Elkrove Unified School District. It is for these reasons that I'm asking the board to support continued learning for Elkrove students by directing your staff to negotiate a labor agreement with the building trades council and to bring something back early next year um through that conversation. This agreement will ensure your students have the access to gain these life-changing opportunities right here in your community. Thank you. >> Thank you, Mr. Fong, followed by Cameron Thermis. So, um my name is Rob Fong. I um actually was a school board member, school board president in SAK City Unified and in my time on the city council. So I just wanted to say one thing about the other thing which is um so impressed with the SEAL presentation the honestly educating the children your students emotionally and
194otherwise so important. So thank you for doing that and and I would just suggest that maybe you start testing different outcomes for that too as you check that and not just test scores. So thank you for doing that. um here really just to talk to you about uh supporting uh continuing dialogue around the labor agreement uh with the building trades. Um I I will tell you it really is. So there's a couple red herrings. It can't cost more if we're all being paid the same thing. So just remember that it's it's prevailing wage. So your staff already pointed that out. It costs what it costs and that Berkeley study sort of said that. Second thing is it's also a red herring to say it costs more because somehow there might not be enough biders. You
195control the outcome. If for whatever reason you don't like the numbers that are come back, put it out to rebid till you get a number you like. So that's that's that. The other thing I would tell you is as a city council member, I became aware of some non-UN contractors doing work for the city. They're paying prevailing wage, but I talked to some of the employees who were working out there and they said, well, they were being charged for truck rental, for tool rental, and they weren't getting any sort of medical um benefits. So it's not the same, right? Right. And so this is really about your values. Are we do you value investing in the workers who are more skilled? 92% of all apprentices come from union apprentichip programs in the state of California.
196And and are you looking to help people build careers locally? And so to me, it cost you nothing to ask your staff to continue this discussion with us. And if you decide not to, it kind of cost us everything. And so, um, would really encourage you to take a look at it from that perspective and and thank you so much for your time. >> Thank you. Cameron, followed by Eric. >> Good afternoon, board members. My name is Cameron Thomas. I am a merit shop employee for KS Telecom. Um, I'm just here to ask you to consider all the information in this and urge you to vote no against this. that um it does discriminate against quite a bit of the workforce. According to the US Bureau of Labor and Statistics, there are nine out of
19710 construction industry employees who are not union based who you would be excluding from living this American dream that they are preaching. And uh that's pretty much all I have to say today. Thank you. >> Thank you. Last car for this item, Eric. Hello, I'm Eric Vanderlin and KS Telecom. Um, I worked with your school district for over 20 years. Um, work in the IT space doing low voltage work. I sent off an email to all you guys asking you to talk to your IT staff about us. And if you think that us being excluded from work would help them out, benefit them in any way. I don't know if any of you guys did that, but I would urge you to because obviously if we're working for you guys that long, I feel that
198we've done a great job. We've worked with you guys great. I appreciate all the work, but project labor agreement will stop us from doing some of that work and I would not like that to happen. So, I definitely oppose the project labor agreement. We pay our employees the same. It's preventing wage rate. We train our employees as good, if not better, than the other side. Um, that's been proven, too. But, um, yeah, take the time to review everything. Um, review the statistics that are put in front of you. Um, try to figure out what is best for your district, trying to eliminate other a vast majority of your contractors from bidding on a job. Some of these speakers said the cost won't go up, but it will. If you have 10 biders on a job
199versus one or two biders on a job, the cost is probably going to go up with that. Uh it's it's definitely been proven. You go to a job walk and you see 30 people, 30 contractors on a job walk, that price is going to get as low as it can possibly be, you're going to get the best uh dollar, you know, dollar value for your job. If you have less contractors than that, if you only see one or two out there, then they know that they're going to jack up the price. It's just just how it is. We see it. I see it day after day the jobs that we bid. So, thank you for your time. I appreciate your consideration. Have a good day. >> Thank you. That ends our blue car on this
200item. Back to you. [clears throat] >> Thank you very much. And thank you very much to everybody who came out to provide public comment. This is our first opportunity as a board to have this discussion and uh and hear from people. So, we really do appreciate the feedback and information. Um, all right. So next up we are into board discussion. Um so I kind of want to start by just putting some bumpers on this discussion. This is our first opportunity to discuss this topic. Um so this is really an opportunity here for us to hear from the community um to direct questions to staff uh and to discuss this amongst ourselves. Um, I would suggest, although I cannot control everybody, I would suggest there be no motions today in the interest of giving staff time
201to digest the comments from the board and the public, discuss internally, and consider other options um, and come up with their own recommendations for the best path path forward. That way we have we're when we do make these decisions, we are looking at everything. Um not just comments from ourselves and the public, but also the the thoughtful and reasoned uh ideas from uh from staff. Um but beyond that, I would encourage board members to take full advantage of this time to ask questions, be candid with your thoughts and positions uh and offer guidance to staff going forward. So what? Yes, Miss Albian, >> just on process, um, just I think it's very clear we are brought something and then we never vote on something the day we're first brought something. We So there's it's it's
202not listed as an action item. It is we we have time to consider, research, see more people, and then come back and vote. So, >> thank you very much. Uh, we will start on this end with Miss Davis. Um, I have more of a statement rather than questions. Um, now that we've heard the testimony regarding the potential community workforce training agreement, it's important to focus on what truly matters, the needs of our students, the strengths of our local workforce, and the values that guide our district. We heard assertations that such an agreement would exclude workers, increase project costs, or limit local participation. However, these claims were not supported by credible local data, nor do they reflect the experience of numerous California jurisdictions that have successfully implemented similar workforce agreements. The broader evidence demonstrates that community
203workforce training agreements strengthen apprenticeships pathways, support local hiring, improve work site safety, and ensure high quality outcomes on public projects. As we consider this agreement, it it's essential to remember who we are as a district. Elgrove Unified School District is built on strong partnerships with organized labor. Nearly 10 employee unions represent the professionals who educate our students, maintain our campuses, drive our students, prepare meals, and provide critical support across our schools every day. We negotiate with them, collaborate with them, and rely on them because organized labor labor brings stability, professionalism, skill, and a shared commitment to public service. Given that foundation, it feels inconsistent and fundamentally inappropriate to support union labor across nearly as nearly every aspect of our operations, yet not extend that same support to the construction of the very facilities where our
204students learn. The community workforce training agreement with the with the building and construction trade council is a natural extension of those values we already uphold. It ensures the projects are completed by skilled local workers, that public funds benefit our community, and the construction is conducted to the highest standards of safety and quality. Additionally, a CWTA provides direct pathways for our students into state certified apprenticeship programs, opening opportunities for careers in skilled trades, ensures local hiring, and supporting long-term economic growth in our region. Supporting a CWTA reflects consistency with our district's mission, our history of partnering with organized labor, and our responsibility to make decisions grounded in what benefits Elkrove, its students, and its workforce. Thank you. >> Thank you very much, Miss Alani. >> So, someone asked me about PLA's about six weeks ago, and
205I could tell you I knew nothing. I did I didn't know what they meant. I didn't know what they were. And so, I have spent quite a bit of time thinking about this. Um, and so I I do have questions and if you don't answer them today, it's recorded. We'll get there. Um, first thing I'd like to know is we've we have an excellent facilities um program and we have for 40 years. We've been building schools when no one else has been building schools for 40 years. We employ a lot of people. Um, is anything is this discussion a result of anything that has out of the building, out of our facilities department. >> Thank you for the question and and I will take this opportunity because I missed it at the beginning. Um I
206do have Dan Maruchcci from Lozano Smith and Hannah Dayton, our chief [clears throat] facilities officer to assist in any questions and anything that we don't answer today, we will bring back for um further contemplation. But um to directly answer your question, no, we agree we've had a really strong facilities program um for decades in Grove um building schools um multiple projects um successfully completed and so it's not coming internally from our facilities and planning team. >> Okay. Um we hire union and non-union people currently. Correct. >> That's correct. >> And with a prevailing wage, is there a prevailing wage and a union wage? So, if we have an electrician that comes to a job, if they were union or non-union or um their wage would be based on their bid, but do we know if
207their wages are equal? So, we have prevailing wage with our delivery methods, but can you can either of you speak to directly when we use different methods? >> Dan Roach, you have a pleasure to be here this this afternoon. There are >> I'm sorry. >> Can you hear me? Okay. >> Uh there are special provisions for certain types of delivery methods. One that is used by the by the district um I want to say commonly but from time to time lease lease back skilled and um skilled uh training workforce requirements of course. Um but directly to your question prevailing wage is prevailing wage. Um so I'm not aware unless there is a special provision in the particular master labor agreement um with the building trades council uh that is of a higher wage um which
208could be the case but I'm not aware of that and prevailing wage is prevailing wage Um, so staff did not feel a need for this. May am I ask where did it come from? >> So I would I would say um >> I'm not sure that's even your question. I think someone asked this to be on our agenda and I'm asking what board member asked for it to be on our agenda. >> So the superintendent and I have have been having discussions about this for about six months. >> Thank you. And then we had public comment recently um in this area asking asking for it to be in the future. >> Okay. Um is our my son went through a CTE in our school district and worked for a contractor in the summer. We have
209those programs. When I first was elected, I went to an apprentice shop and saw that process and the training they had. And I can't recall, my kid in college does like a whole electrical wall. The kid in high school did a whole electrical wall. I can't remember if I'm seeing that at the union place, the training place. I don't know where I saw it, but that that that process happens. I know in our school district. And um what I'm hearing is if we do this, our students will be able to work on these construction projects and the union will help our students more. Are they helping our students now? What is that? A change? Is that a we will sign this and then they will help us more? kind of I understand your question. I
210think that's one that we would have to further explore and how they directly support our students. >> Um I can see the value in a PLA if we didn't have good CTE, if we didn't know how to manage our projects, if we needed help doing things. Um, I just we have a wide variety, a huge community, and I basically see this as saying part of our community can't be part of what we're doing in Elk Grove. Um, I heard from a lot of local people in the union and they have paid taxes. They have kids in our school the same as people in the union pay taxes and have kids in our school. um but then we exclude them. So I I haven't been able to get a good answer to one, why would we
211take an entire group of people to get the the widest amount of bids? And in economics, the less supply, the higher the demand, and cost goes up. And that's basic 101. So we're we're narrowing our bid pool. And I understand um the idea that for me to bid on something if we had done this I would have to pay benefits into a union that I don't get would be discouraging. I would have to pay union dues which would be discouraging. Um, while I understand people who are in a union, all those things are incredibly good to making a life for them. I I that's not a it's not up for discussion. Um, I just like we have this whole pool of people and the most biders to get the best thing. And I'm fiscally responsible
212for spending tax dollars. I I need to look at someone who approaches me in a store and works for I want to call it an independent. you guys had a different name for that type of shop um a merit shop and say why would you exclude me and and I can't I I would ex the answer I have from this thing is well it gave a lot of our kids a good chance to work at local jobs but this is person who lives in my community right now and our whole our whole basis is equity and fair and things get done different ways and no kid learns alike and no project probably needs to get handled alike. There's it just I just don't under the the the cutting all those people out and limiting our
213pool of people to bid on a job and contradictory it's more expensive is less expensive. In theory it would make sense to me to be more expensive. And in closing I can see how some people would do this. Um you don't have a good department to manage it. You don't have the experience. You're a small district. You don't have the privilege of having a facilities department that's excellent like ours full of people that have done this work. And they are the experts. They are the people working on these jobs. And in this seat, I have always felt what you brought. I I have what I've experienced and I have what the people bring to me. And if they if my experts who I have to feel are my staff and my people are not telling
214me we have problems with this, I do not understand why we would o why we would why we would go down this road if it's not fixing a problem or greatly enhancing the opportunities for all the children in our school. Nothing's being hurt. It's working. And there are so many things we have to do. It it just it's it does not um it does not make sense to me to go down this road. Um because it that's that's my thought process and there are a few questions in there and we don't please don't clap. We we just really want to have be a respectful thing and an open sharing and it's not an us them thing and that's not how I want to present myself or them. It's not us versus them. Every person in
215this room has probably worked on one of our projects and my kids have gone to that school and have benefited and we appreciate it 100%. I just feel I have not we would be giving up so much and I and I don't mean to be rude but I don't know what we're that we're getting something equal to what we're giving up and I don't know how to face the people that I I would have be excluding from these jobs. >> Thank you, Mr. Yang. >> Yeah. Um good afternoon. Thank you for all the folks that came up and share um on the podium. Yeah, I uh was uh introduced to uh POA very recent as well and uh haven't had much exposure to it. So, I'm pretty new to this as well. So, just want
216to put that out there. Um, yeah, we we definitely a very big school district and we have used a lot of uh um company vendors to help us build everything that uh we have today, right? And moving forward. Um so when I look at this um you know I think of if we're not improving then uh we are regressing because uh we are in that type of uh uh that type of city that type of industry uh that that type of economy in America. So we always look for ways to to be better, right? Um so so in that sense I think of um cost, experience, commitment to schedule um to complete uh projects and uh you know that takes assessment right and comparison. Um so to my colleagues um share feedbacks already uh they
217they makes um really great point so I'm not going to repeat them. Um this is a uh item that we are not taking action on it and if this was to uh move forward for more discussion um I would like um a presentation that compare that will directly focus on those areas again cost experience commitment to um schedule project as far as when it started. start and completion. Um so that's what I would like to hear and you know as far as having our students participating in the um internship programs sort of speaking. Of course that is something that is very beneficial to our students um for the ones that uh it's not interested to follow their education um in into the college level. So yeah, that that is a very very um positive thing
218and we already have that uh sort of program here obviously and but you know having more uh opportunity for our students doesn't hurt at all. Just want to be very clear on that. So with that said um I I don't have anything else to share at this point. Thank you. Thank you very much, Miss Balerini. >> Okay. Um, I just think it's funny. There's PLA, P, PLS, CWTA. They basically all mean the thing, the same thing. You have trained union workers doing the work. That's important to me. I was president of Aspen Local 258 for 10 years, representing staff here in this district. And I see value in the union as a family and that that's my personal position about that. However, I do have a couple of quick questions. Um I saw on slide
219seven that you um had that Nomus Unified um the projects did a PLA if it was a million dollars or more, SAK City 500,000 or more. We can set parameters like that so that some of these smaller groups could possibly take the smaller projects. Is that correct? >> It is. And I' I'd also even um direct you back to the national context where for any federal project it's 35 million or more. >> Wow. [laughter] I But I know how much our schools cost. So, exactly. >> It's not chump change. It's just not. Um, so that's important to me that maybe that's some parameters that we could set with this. Um, I also know that there's definitely training required for all the union shops with their apprentices, etc. That's important to me. um by h bringing
220in these groups if it's something we can negotiate with them to expand our CTE opportunities to um go do electrical to do sheet metal all of those things that's nothing but an advantage as far as I can see so that's a good idea um do we know what percentage of our contractors that we currently use I know you have stuff going on everywhere that are union contractors or union workers. >> We work with both. I don't know the percentage. We would have to research that further. >> Okay. All right. Um the other thing I heard from one of the people was that the carpenters union is not part of the Sierra building trades. So, would it be possible if we do the PLA or CWTA, whatever you want to call it, um, can we have
221both I would assume we could have both entities be part of the negotiations. Is that correct? >> And I would say and it depends on >> right if if if they both agree to doing that, I would think too, right, Dan? Okay. Um um I know um that most of our schools are in excellent shape if they're super duper new. [laughter] I know I know $532 million bond we we just passed. So we have a lot of work to do. I've seen the facilities master plan. If you have an extra thousand hours, it's only 500 and some odd pages. Go ahead and read it. [laughter] But um so we have a lot of work to do. We do. And I can understand that people would want us to be employing them. I get it. Um
222I want to do what's best for the community, too. And I would love for more of if we as part of the agreement w with the PLA would be to hire people that that live in our area specifically. I'm not saying Elk Grove necessarily, but you know, we're 320 square miles as it is as a school district. So, we're pretty huge. So, maybe I don't know, a couple counties around here maybe works. I don't know what the parameters are on that. That's something you guys would have to bring. >> And Miss Bellerin, if I could um share this slide. This is an example from N also Nomis. It's an admin regulation 3311. Um not part of their PLA, but part of their administrative regulation similar to our own. We don't have this one, but you
223can see that >> um they've added a local hire policy in admin ress that states >> there you go. contractor will be required to provide documentation. I won't read the entire thing, but you can see counties of Sacramento, Yolo, Yuba, Sutter, Placer, and Elorado. And so there is there are other options that that help us capture local hire and apprentichips um maybe without a PLA, but in administrative regulations that really guide staff into prioritizing um these types of things. Okay, that that makes sense. I saw that on there. I didn't I was looking through 3311 on ours. I didn't see it. So, yeah, that's a possibility as well. Okay. Um, that's all the questions I have. Thank you. >> Thank you very much, Miss Moore. >> Thank you. I do have several questions and some
224comments. Um I had the same question um that um Miss Alvani had regarding how this came to place like why this was put on the agenda because as was mentioned we have I think we have a great system right now. Um and so I'm glad for that transparency to know why this item was put on the agenda because in my opinion if something isn't broken we we shouldn't be spending our time trying to fix it. Um and um so just to be clear, our current methods include everyone, right? Union and non-union contractors can bid on our jobs, right? >> That's correct. >> So to me, that's very inclusive. Um includes everyone, and you know, that's what we should do for a variety of reasons. Um which I'm going to talk about more later. Um I
225did want to know um you know on page seven I believe we talked about um the examples of neighboring um districts if we if this comes back I would we need to include statistics for these these districts I would have liked to see that today. Um were they completed on budget? Were they completed on time? I know for Washington Unifi that was not the case. They um they were supposed to open I believe in the fall and they're now opening uh spring semester and I believe they are $2 million over budget. Is that correct? I read an article. >> I don't I don't know but um we can certainly um with further discussion bring as much information as we can get back. >> Yeah, because I think things like that are important to know. Uh
226it doesn't really matter if neighboring districts are doing or implementing PLA's if they're not successful. Um If you know the timelines are very important, I know that if if our community was told, oh, you know, this high school was going to open fall 20, like, you know, that's a real thing. We have a high school that's um potentially on a timeline to open in 2020, fall 2029. We're like, "Oh, just kidding. We're going to open in the spring." Um that would not go over well in our community. Timelines are incredibly incredibly important. um our money is, you know, the money that we spend is important and um we can't afford to go millions of dollars over on projects um because we implement PLA's. Um also, are there costs involved with implementing PLA's? There could be.
227It does add some administrative complexity that is um like staff time. Um so that that is maybe not monetary cost but it is um cost. Are there additional co like monetary costs? >> Well hypothetically there yes there is the monitoring uh cost and staff time. Um I did jot a few few common uh elements in terms of um uh there are joint management and labor regular uh meetings um pre prejob meetings things like that. there is the monitoring of compliance um and interfacing with the with the trades council and unions regarding the the conditions of of and of the labor itself um the terms of the master agreements. Uh so yes, I think it's difficult to put a put a quantifiable number on it but yes there's a nonzero cost at least in terms of
228staff time hypothetically as well as as the board has heard. Um there is the the issue of reduced competition which in theory um may rise costs as well. >> Thank you. I think that's important to consider um that there could be costs and certainly resources and time allocated to the efforts of putting placing a PLA and maintaining it. Is that correct? >> Yes, that's right. >> Okay. Um and um As was mentioned today, non-union contractors are still paid prevailing wage and still must comply with safety standards. Correct. >> Correct. >> So that's not really an argument either to differentiate between the two. Um and I would also like to point out that there are apprenticeship programs for both union contractors and non-un contractors. Um and that was also pointed out today. And I have in
229fact visited um a non union paid apprenticeship program and they do add great value to our community and I know that union apprenticeship programs um add great value as well. Um both have value to our community and so we should be offering you know again we should be inclusive. we should in um we should offer those opportunities are potentially for our future students and that's important to me because I believe that not every student is that college isn't the right pathway for every student right that co that there's many careers oops so sorry um there's many careers as you've all um shared today that there's great careers um aside from college we should not be um discriminating or deciding um what that looks like because there's opportunities um in both on both sides. Um and
230so I think that's really important. Um some of the negative things um that I I've already kind of touched on that come with PLA's um they are discriminatory. They discriminate um against at least 80 to 85% of our biders. um we could be discriminating against reliable contractors who have provided quality work for us over many years and decades. Some of them were here today. Um why would we want to do that? Many of the contractors and workers that are discriminated against when PLA's are implemented are women and minorities. And in fact, um, as was mentioned today, um, the only state certified black or I believe this was referenced, but I do know that the only state, um, certified black apprenticeship program in California, the Black Contractors Association, opposes PLA's um, PLA's limit competitive bidding, which
231drives down price. We've already talked about that. Why would we want to do that? [cough] Our um our tax dollars are um you know we are we are as board members as trustees that is our job to be fiscally responsible and we have limited resources um to build our facilities to update our facilities. We do not want to limit our competitive bidding process and limit the bids that come in. We need to have as many bids coming in as possible to drive down price and um to have higher expectations. Um and there are many examples, dozens of examples that show PLA's can increase projects by 15% or more. Um, as has been mentioned as well, PLA's can limit a focus on merit-based work and we uh we need to make sure that our focus is
232on merit-based work. Um, that's very important. Um, and just as as uh one little piece of evidence, the city of Watsonville repealed their project labor agreement because they were getting very few bids or zero bids on their projects. So, PLA's do limit um open uh you know the bids that come in in that process. So, in closing, I would like to say that it seems to me that open and competitive bidding is open to all contractors and workers, and that's inclusive, right? PLA's create discrimination. They limit competitive bidding and potentially drive prices up, which negatively impacts our communities, limiting the effectiveness of our limited tax dollars, and most importantly, potentially negatively impacting our students in regards to limiting the facilities that we know they desperately need. As we know, we are going to continue to
233grow and we're going to continue to need new facilities and we are going to continually need to update our facilities. So, we cannot afford to risk driving up costs for already costly uh facilities. Um again, we don't need to fix something that isn't broken. Um so, I would like to see us to continue to participate in a fair, open, and competitive bidding process. Thank you. >> Thank you, Miss Bowwin. Thank you for the presentation. Um I was curious uh projects that go over budget or um and not on time that can happen pretty much with anybody, right? That who we do business with. It just is a circumstance situation, right? >> We always blame the weather. >> Yeah, I like to blame the weather, too. Um, and I am curious about doing more of a
234or seeing I mean I I get the conversations here and I'm open to having the discussion since it's been brought to us and we are um a growing district and I think that I do believe that despite our current system working um and working to a degree in which maybe internally our um business side is not seeking this out. Um I don't think that it should prohibit us from having a conversation and exploring the possibilities particularly around could this potentially enhance pathway programs um and um opportunities to grow our CTE uh create more career exploration opportunities and internships for our students. I'm definitely on board with having that conversation. And I don't know if this PLA um um topic could potentially lead us into that um you know opportunity um particularly around workforce development. That
235was quite a bit of some work that I had learned about when I was with Los Rios and really trying to look at how can you bring business um secondary ed and post-secary ed together. so that we're creating these really um great opportunities for our students who are not wanting to pursue um you know uh higher um uh degrees of education and so definitely would like to be um you know having that conversation and if this this leads us to that I'm you know I think it's worth having. Uh, I do, uh, know what it feels like when, um, you know, I'm a firewife and my husband has had definitely times where he's been, um, stationed like four hours away from home um, in Menescino and down um, south and it is really hard on
236a family. So if there are opportunities for us to keep jobs local or we're creating we're having our projects and creating more local jobs so that um our families that you know are in this field of work that we're needing we have a need for that they could be part of that. I am very much um on board with that conversation and how do we um be fiscally responsible and look at how do we create those opportunities um especially since we have such a need to um have these more and more projects um coming down the pipeline here. I do think that um at the very least we should be looking at a local hire policy. Um and if we're not going to start um a subcommittee for that, I think we should I would
237like if I'm offering my um commitment to be on that subcommittee. Um so I do think that there are this is a good conversation. I don't I think just because um things are working well, it could just be that's all we know. Um and if there's opportunities to enhance and invest in a um you know being creative and thinking outside the box, I would like to do that. I um would like to understand more closely why some unions are left out and others aren't u or groups are left out. I get the non-union and union part, but um yeah, the carpenter situation is kind of interesting to me. I don't understand what that is about. [clears throat] Um it would be interesting for me too if if the team could do some research around um
238our current projects and how many have been done successfully um by local workers. Um and then of those that were what which one how many were union and how many were non-union. So, um again my again just kind of getting back to that where are we seeing opportunities for local you know opportunities for um local you uh workers to do our projects and then um I am curious I think um to know a little bit more on um looking so if you go back to the slide that has the district so it makes sense to to me that maybe some more um you know I don't know where some of the um districts that were mentioned by my colleagues here are but I imagine they're not in a very like urban area as El Grove
239and close to Sacramento but it would be interesting to know how long these districts have had their agreements for um and what they say are the pros and cons to them and then do we have to keep if we decided to engage in a PLA, how long do they usually last? And I guess I'm assuming it's all up to negotiations, but um is it something that can be easily get like could we get out of it if it we feel that it's not working for us? >> Likely yes. And it depends because it's all subject to negotiations. I think Washington Unified was just approved uh in either in 2024 or 2025 and it's project specific because their >> um bond and project list was so um small is my understanding of it. So um that's
240a pretty unique one where it's just one project. So it it sunsets after that. It's my understanding. >> So is that kind of their litmus test to see how it goes >> perhaps? >> Okay. One thing just just to note >> one of the challenges is um >> some of the information with regards to other districts experiences um may be a bit challenging to get because the um they if they're engaged in a if they've had a challenge of some kind there may be litigation or there may be some where just them being open about um the actual experiences um could be a bit challenging. we we can ask questions, but there may be some limitations on uh what districts would be able to u to share as a result, but something we could we
241could take a look at because that that questions come up obviously multiple times. >> And I think that's pretty much it. Um I think it is really important that we compare our district to one that is, you know, similar. So, if we're, you know, I don't know if one of the other districts on here, these seem pretty comparable. Um, but like location, I think really probably matters in terms of what bid you get, right? >> It does for construction. Um, because even if you looked at um so if we are the fourth largest district, the three larger districts are central or down south and we wouldn't be using the same contractors up here. So, in this particular case, it wouldn't necessarily make sense to compare um if they do have a PLA, what their language
242looks like because our pool, our contractor pool is here. >> Okay. Okay. I think that's it. Thank you for the presentation. >> Thank you very much, >> Mr. Yang. Sorry. I I just thought that this is uh important for me to uh um say um I I just also note that I am a union worker for Kaiser and um the in the sense of you know where the new union worker um aspect part of it you know I do understand um to a certain extent and I also work for um third party before so a little bit of background on that with that said I heard my colleagues mentioned multiple time as far as if it's not broken don't fix it and the impact act that we may have on folks that you know rely
243on our um our project with them that pays them, right? And so I I just want to note that I fully aware of that and I for one um not intend to uh make a change where it's going to impact all of those folks that has worked um so hard for us so for so many years. But uh hopefully it doesn't take a lot of uh resources and money to uh do comparability um study to a certain extent and see if we could incorporate something that will um result as a progress as far as cost of experience and uh completion date. Those are very important uh for all of us. So thank you. >> Thank you. Miss Davis. >> Um, I just wanted to clarify on our CTE programs. It was brought up by several
244people up here. Our programs are small compared to a five-year training program that comes with pay and benefits and can be converted to college credits eventually. that these that they might not want college when they're 18, but down the road they get through their internship, they can convert that time into college and walk away with a degree very easily and it would be a way to get that degree and being paid to get that degree instead of getting a huge student loans to get that degree. It it's an option and especially being representative for area one. I represent families who parents are working two and three jobs just to keep the roof over their head and food on the tables. These are not families that are encouraging their kids to go to college. They need
245a way to get out of where they live and to move up into the other neighborhoods in El Grove. Um, we we heard from someone today that worked at a non-union shop and was not able to bring his family up until he left and went to a union that respects their workers, pays their workers, gives them the benefits. And I know there's many good non-UN shops, too. Um, I worked in the trades prior to the Elro School District. I was in heating and air conditioning, and I heard the stories of people to being taken advantage of. That doesn't happen in union shops. They have rights that are guaranteed just like all of our employees have rights and that are guaranteed with their union contracts. And that's just what I want. I I don't feel comfortable
246that we guarantee our people those rights and those working conditions, but we don't want that for the people who work for us. So, just wanted to to end with that. Thank you. >> Thank you. [clears throat] All right. Um, so I I think what is very interesting or has been very interesting about this discussion is I I don't think anyone is wrong. Like I I fully appreciate people's positions. Oh, far away. Um, I I appreciate and understand everybody's positions because I think that they're all rooted in the same thing, which is what we're all looking for here. um which is what's in the best interest of students because we're a unique government entity. Um other government entities uh have wide latitude to do a lot of different things with the money that they're given in
247response to their community. Um we have a very very narrow mission which is to uh do what is in the best interest of educating students. Right? That's our job. And so for me as I'm sort of about this and uh and listening and hearing what my colleagues are saying. Um I'm I'm in agreement. I understand the the hesitation uh around that because you know we everything that we do, all the money that we spend needs to be going towards children's education. And sometimes that means building, you know, building buildings, you know, construction projects. Um and that's And that's fantastic. But um you know to the extent that we are increasing those costs without either getting some kind of benefit for it um or without some kind of offset um you know that diverts money away
248from our mission. And so my when I am thinking about this I'm really thinking about two very narrow questions which is whether a CWTA would increase our total project costs in a manner that would divert money away from our mission. uh and two whether uh CWTA would create any benefits for our students or our graduates um that might also justify uh any additional costs that was associated with it. Um and one of the frustrations I have found uh in in looking into this is that there's a lot of competing information out there. Um I think that I think there is probably some truth to a lot of the things that people have said today. Um there I would not be surprised if there were some front end additional front-end costs associated with uh CDW CWTA
249um either because uh you know it has an impact on the bidding process um or it is adding labor costs for non uh non-UN contractors um whatever the case may be. I wouldn't be surprised if there was some additional cost there. Um at the same time, um I've I I also saw quite a bit of evidence that um you know, using union labor and PLA's uh had some impact on reducing costs on the back end, right? Where you have a decreasing likelihood of cost overruns, increased productivity, um and an increased likelihood that uh you know, projects get completed on time. And I, like I said, I I think there's probably truth in both of those things. Um, and so we're looking at in in terms of the cost side of this scenario, um, there's competing
250evidence. And in that instance, I'm inclined, for my own reasons, I'm inclined to heir on the side of uh, you know, limiting cost overruns and ensuring timely completion. Um because I think for us as a district those are incredibly valuable things. There is a real value to certainty for us um to making sure to knowing that we are getting the best quality uh you know projects the best trained people all of those things. Um there is a cost a real cost to us in delays. Um when those delays happen, it's not just a financial cost, it is an educational cost. Um when delays happen, construction is not done on time, that is students not learning in the optimal environment. And so, um, given that, looking at that side, looking at those two things, um, as
251being particularly important, I'm inclined to support a community workforce training agreement. Uh, and on top of that, I am really interested in the conversation. You know, people have mentioned there are additional benefits to it as well. um you know, how can we leverage a PLA or a CWTA um in order to get more interest and more activity going in our CTE programs and our pathways programs. How can we leverage this negotiation to increase access for our students in apprenticeship programs? All kinds of things like that that I think are really interesting conversations to have as part of this process. Um and so I want to hear more about that um as part of this and as we continue. So um if there was anything else I wanted to mention on that. Okay. So Okay. So
252if I've heard my colleagues correctly um it sounds like we have majority to in favor of further exploration and discussion. Um and so Given that um I do want to offer some points of guidance um you know going forward. Uh the first one is um as we move forward I'll be looking for concrete information about impact and a number of my colleagues have mentioned that as well. Um questions like how many projects do we have each year that might trigger a CWTA? Um and you know how does that change based on the threshold right? If it's a million dollar threshold versus a lower one. we've seen in the in the slide on on the screen, right? Different districts have different thresholds. And so I'd be curious to know what that looks like. Doesn't have to
253be perfect, but giving us an idea of what that looks like. Um how many of our current contractors work on relevant projects? Uh I think that's a very that would be valuable information. What types of projects are usually impacted, right? Because obviously building a school is a giant project that you know is probably going to trigger a CWTA. But is I would be curious to know is painting a school going to be a project that is large enough or costly enough that it would trigger a CWTA in certain circumstances or in any circumstances. Um so information like that uh and also I would love to know more about the you know it's already been raised but administrative and staffing costs and burdens um in implementation because I think that's uh that's important to this discussion
254as well. Um second echoing what Miss Bowwin said uh or some of what Miss Bowwin was saying um I'll be looking for oversight and accountability metrics um and mechanisms. Uh I would encourage staff to think about appropriate timelines for how are we conducting these reviews if we if we had an agreement. How would the board conduct those reviews? Uh and on what timeline? Um I would also want staff's thoughts on how do we measure costs? How do we measuring implementation? Are there any issues uh that would be created in um soliciting bids uh or meeting our district construction needs? Um obviously if we discover through this process or if we implement an agreement and we discover that hey this is actually implementing our ability to construct the buildings that we need um then obviously that
255will be a large problem that we need to address in the future whenever we are reviewing this. Um and so just getting an idea for um the continued need the the need coming into it and then each time we have uh we review the agreement um you know what is the continued need for the agreement uh and getting that as data so that this board and successive boards because every new board is probably going to end up you know reviewing this agreement over time. um what is the information that's going to allow us to make the right decision. Um and I'll be looking to all of you to help us figure out what is that information that we want. Um third uh in in look any plan or agreement that comes forward um should reflect
256the unique needs uh of the district and our students. Right? We're EGUSD. Nothing we do is standardized. Um nothing we do looks like what everybody else does. And so one of the things I'm going to be looking for is like what is our plan and how does it meet our specific needs. Um you know I it shouldn't be a cookie cutter of the NOMAS plan or the SAK city unified plan or anything like that. Um you know how is this uh we have very specific needs particularly as a growing district particularly as a district that is going to be building five schools in the next five years that stuff like that needs to be taken into account. we have real needs and those needs are timely. Um and so I want to make sure that
257all of that is built in here if we do this. Um uh fourth, echoing Miss Alvani's point, um I would like to hear a lot more information about how we can use this or leverage a CWTA to create value for our students. Um you know, we have a ton of CTE and pathway programs. um and I if they need support, mentors, hands-on training opportunities, all of those things, how can we sort of integrate um you know our if we are build deepening a relationship with our labor partners, if we are continuing to build this relationship with our partners in the trades, um then how can we leverage that to our advantage um you know for our students? Uh and um I would be interested in hearing more from you all about identifying what those benefits
258might be. um and how we can maximize those benefits in this process. Um and then finally, I'll be looking for an inclusive and open process. Um I understand from our labor partners, uh good Lord knows do I understand. Um there are some turf battles out there. Uh and that is fine. Um my expectation from staff is that they will interface with all interested parties um and at the at at whatever appropriate time and solicit feedback from community partners where needed and appropriate even if that feedback is in opposition. Uh and we have done that and everything that we have done in the past three years that I've been here and so I have no reason to think that you know uh that we won't but I just want to make it explicit. Um, and on
259it on on the other side of the table, um, I expect everyone else to play nice in the sandbox, especially in my boardroom. Um, all right, that is all I have in terms of guidance. So, I do want to then open it up. My colleagues have now had the opportunity to hear from all of each other. Um, does anybody any other board members? Would anybody like to add anything? Um, address anything? Start. Miss Moore. Yeah, you kind of touched on it, but I think it's really important that we survey our current contractors. Some of them were here today to ask if they what are their thoughts on implementing a PLA and would they still bid on our projects. I think that's important. Um, we need to have that data. They are our stakeholders. Um, they
260are important and if they're um some of them been working with us for years, decades, they deserve a seat at the table. Um, so I don't know if there's a way to do that. And it was asked, um, how many of our current contractors are union versus non-union. So I would like to have that data as well. Um, and so I think we need to really look at this in a well-rounded um, manner. Um, again, I don't personally see the benefit of implementing a PLA when we our system is working well now, um, with our open and competitive bidding process. Um, so but if we're if you're saying that we're moving forward to explore this as an option, then we need to survey all of our contractors who are currently um contracting with us, working
261with us. And um and I would like to know if they would, as part of that, I would like to know if they would still bid on our projects. >> And may can I make a comment? I just want to um >> first of all, just understand that this is complex. um it's it's a weighty decision and so what I'm understanding from all of the feedback is just further exploration of impact. So before we actually move to any agreements or anything like that, we're really trying to I I think what staff is going to try to do to the best of our ability is um analyze what we believe our current impact will be bring back some concrete data for further consideration. Um and and just to note, we talked to everyone and we're going
262to continue to talk to everyone, but I think um there's maybe a step or two prior to getting into any really um agreement. It's really trying to understand further our current practice, who were we working with, cost impacts. There was um a schedule question that came up and I joked about the weather, but um those are accounted for. Um but just really understanding what is the problem we're trying to solve to give you some real data to to make an informed um uh to guide us in in our next step is how I'm interpreting your guidance and the full feedback of the board. >> I would like to nudge just a little bit further. Um, I think in addition to that, because I think that is a very good, um, summary of what we're looking
263for. Um, as part of that process, I would also like staff to consider and think about um, potential options for us. Um, you in the in this process or in this presentation, you mentioned there are policy changes, potential policy changes. Um, I would like to know what those are. um you know and uh if staff has a recommendation um I would also like to hear that as well. Um and so to the extent that we're getting not only um you know the more information about impact and uh you know and and that but also options and recommendations for moving forward. Um, I think that we should get all of those at the same time because I don't want, as much as I want this to be a very deliberative process. I really do. Um, I
264also don't want it to take five years. So, let's, you know, we'll fair enough. >> Deliberate, but like we'll get the things. >> Okay. >> So, just just can I do a piece real quick just to from a >> staff doing the work? Um, we definitely I have all the notes on the questions and things that still exist. um bringing bringing additional information. Um at the same time we're bringing potential solutions that we we get a little bit out of we get a little bit out of whack. So I just I just want the idea is is we we need to make sure um from a process standpoint u we don't want to we don't want to go to solutions before we thoroughly understand what we're trying to what we're trying to do. And so
265as I just be I I appreciate the nudge but but I but from a staff standpoint trying to do those two things at the same time um we may be influencing trying to do the the work to get to an outcome versus let's make sure we clearly understand what we're trying to um address and then let's come up with what is the best solution for Elro Unified. So pushing those things too too close together I think is a challenge. >> Hold on everybody. Miss Alani >> um I'm going to echo pretty close to what he says. I I had a comment. Um I just want to make it clear we get our projects done and we get our projects done on cost right now. So um and I want to make sure that's part of
266the data. I also agree. I think we're to go down this it would be getting our questions answered, having the whole board learn and then I would suggest we do a board subcommittee and then they can help staff and consider coming up with solutions and we are part of the solutions with all knowledge and staff available to us. And that would require us coming back once with information getting our questions answered. Then we would a subcommittee a subcommittee would work with staff to give recommendations based on the feedback once we have all true information um or as true as we can and I don't mean to be offensive just the facts as we feel we're all comfortable with them I think this facts is such a crazy word these days so um and then that
267would go to a subcommittee which would give us time in a small group to work and then the subcommittee would come back to the full board with recommendations and the staff recommendations Mr. Yang. >> Yeah, I I too just wanted to echo on that part. Um I understand what Michael is saying as far as dracking this thing, you know, in five years. Um and hopefully it wouldn't take that long. Um however, it it is a uh a possibility that could impact a lot of people's lives as far as their income. And uh for me I think that you know a thorough um assessment is very important. So um I'm really not in a rush to be honest with you all um because I'm more interested in make sure that our assessments really include um data
268that we could really assess. To me I'm more interested in that part of it. And uh again you know it's not like our current workforce is broken and we are hearing from our staff especially from our superintendent um you know coming to us and uh really you know advocating that hey we having this issue that issues I haven't heard that so um but if you do have those problems or issues you know feel free to share um so so in that um fact of a matter. I think that you know we we should definitely it's a must to get the data and and really do a deep dive on assessing it and at the same time uh hopefully we won't take too much of our staff resources um as far as our staff and money
269that we may not have either. So, so those are the thing that we have to really uh think of, right? Because it plays a part of resources to our students and we we all touch on that. At the end of the day, it's about our students education and we want to make sure we can save every dollar toward that. Thank you, >> Miss Davis. Yes. Um, I I would I'm not sure at which stage we would do this, but I would like also to get feedback from our maintenance department because there's a lot of things I'm hearing up here things aren't broke. But working out at a school site and working around some of the contractors and some of the modification and the things that have been done has not been good. It might not
270get shared at this level, but there is costs that are involved of repairing and fixing things that aren't done the right way that our maintenance department just absorbs. Um, and goes out and just does it. Patching walls, fixing holes, just doing all kinds of things to fix. Um, and like I said, they don't bring it to this level. They talk about it at the schools, they talk about it at M. I would like to get feedback from them also because they're the ones who have to live within the work. >> Thank you, >> Miss Bowen. >> I would just say that it sounds like there's quite a bit of feedback here and as I agree with Beth that a subcommittee would be of value so that we can get to what exactly do we want
271research? What are the um the issues that are important to us um as a district? And then, you know, being able to see how the board can be supportive to staff in, you know, moving forward with what makes sense for us. >> Miss Balini. >> Okay. First, I want to make sure that we don't forget that you guys on pages 12 and 13 already listed 14 really good questions that we we probably still need answered. So, I I I I want to honor you guys and say thank you for those. Um, and of course, Susan and I had the same thought. I just anybody in maintenance and operations that may be watching or hearing this, we're not trying to replace you. We do understand that you do what you do and you do it well.
272But um I also understand that obviously I have relationships with quite a few of them and I've gone to school sites where they they're working on something and especially some of our newer sites that um they're having to fix things that weren't done correctly by the original builder and maybe it's out of warranty time and so they're having to cover that and fix that at the sites. I I know that's happened quite a bit at one of our specific sites. I won't mention the site because I don't want anybody to get upset, but um I just I just want to say that. So, you [snorts] know, I think we need I would love to do a subcommittee. I think that's a great idea. Definitely. >> Other comments. >> Okay. Then I think what I'm hearing
273from my colleagues is that we are going to do this in a deliberate way. Um We'll have the superintendent and I will >> Yeah, right. I said it. It's kind of my fault. So, um, so, um, the superintendent and I will discuss, uh, you know, setting up a subcommittee. If any board members are interested in being on it, please let me know. Um, send me and and Chris an email and we will start that process. Um I do want to reiterate that this should not be a extended process but a deliberate process nonetheless. So let's let's make this timely. So anyway, yes and thank you again to everybody who came out. We deeply appreciate your feedback. We will continue to appreciate it every time we have these meetings. Every time uh please feel free to
274come back and continue to provide us with additional information. Um, we really do appreciate it. It is incredibly important to our decision-making process. So, thank you. And thank you. >> All right, [clears throat] let's do the consent agenda quick. Um, uh, Mr. Yang, are there any blue cards on the consent agenda? >> There is no blue card on this item. >> Thank you very much. >> No, no consent agenda. This is just for the close session. >> Close session. Okay. >> Okay. So, um, would any would any board member like to pull an item from the consent agenda? >> Two items. All >> right. Seeing none, I will entertain a motion to approve items one and two on the consent agenda. >> I moved. >> Moved by Mr. Yang, seconded by Miss Ballerini. All those
275in favor, please say I. >> I. >> Any opposed? Motion carries unanimously. Next up, we will be going uh on our lunch break and the board will meet in close session afterwards to address items one and two on the closed session portion of the agenda. Mr. Jang, are there any public comments on this item? >> Yeah, there is a one blue car. Eric, you have a card that you want to speak on this item, correct? Close session. >> Okay. Really? Well, then we don't have no blue card on this item. >> Perfect. Thank you very much. Then at this time, we will recess to lunch and our close session at 1:22 p.m. Thank you. All right, I'd like to call this meeting back to order at 2:27 p.m. and announce that the board met in
276close session and no action was taken. There being no further business before the board, this meeting is adjourned at 2:27 p.m.