PUHSD Board Meeting 6.2.26

001All right, we're going to go ahead and call this meeting back to order at 5:30 p.m. before we conduct our organization. We have several items to report out on >> item. Yes, >> we're going to do that before our report outage, >> but hey, I'm cool with that. >> I do that. I do that. Thank you for keeping me on target. >> It was a test. I passed. Thank you. All right. 3.2.1 2.1 stipulated expulsion 1610P 25- 26. Do I have a motion? >> Motion to approve. >> We have a motion by trustee Duncan. >> Second. >> We have a second by trustee Lake to approve item 3.2.1. All in favor say I. >> I. All oppose. Motion carries unanimously. 50. 3.2.2 2. Clearance of expelled student 249p 22-23. Do I have a motion? >>

002Move to approve. >> Second. >> First by trusty Jeff, second by Underwood. All in favor say I. >> I. >> All oppose. Motion carries unanimously. Item 3.2.3 clearance of expelled student 0311C 25 to 26. Do I have a motion? >> I move. >> You have a first by Underwood. Second >> and a second by Trusty Jeff to approve item 3.2.3. All in favor say I. >> I. >> All oppose. Hearing none. Motion carries unanimously. Item 3.2.4. Clearance of expelled student 0411C 25 to 26. Do I have a motion? >> Motion to approve. >> We have a first by trustee Duncan. >> Second by Trusty Lake to approve item 3.2.4. All in favor say I. >> I. All oppose hearing none. Motion carries unanimously. Item 3.2.5 readmission of expelled student 510P 9 uh 25 to 26.

003Do I have a motion? >> I move. >> We have a first by Trusty Underwood and a second by Trusty Duncan to approve item 3.2.5. All in favor say I. >> I. I. >> All oppose. Hearing none. Motion carries unanimously. Item 3.3, public employee discipline dismissal release pursuant to government code section 54957. We had a motion to non-reelect one classified employee pursuant to education code section 44929.21. The first was uh the motion was made by Trusty Underwood, a second by Trustee Lake and the vote was three 30 one abstension and one absence. And I will give that to our executive assistant. And lastly, item 3.4 Four, conference with legal counsel regarding anticipated litigation pursuant to government code section 54956.9. Significant exposure to litigation pursuant to government code 54956.9 subdivision D21 case report out. Following concerns

004raised regarding Trusty Duncan's involvement with the Deloro girls basketball program, the district engaged independent outside counsel to thoroughly review the matter. Throughout this process, the board has worked to balance transparency with the legal and confidentiality obligations that apply to personnel matters. While not all details can be publicly shared, the board is committed to ensuring that its actions reflect both accountability and good governance. The review concluded that certain actions crossed governance boundaries and were inconsistent with board policies governing the distinction between board oversight and day-to-day administration. At the same time, the review did not find any violations of the education code and did not conclude that Trusty Duncan acted for personal gain, misused public resources, or sought to benefit any individual student. The board takes these findings very seriously. Clear boundaries between governance and administration are

005essential to effective leadership and public trust. In response, the board is participating in additional governance training and will continue to review and strengthen its practices to ensure clarity of roles, adherence to board policies, and consistent professional service to the district. The board believes the independent review process has provided important clarity regarding these concerns and remains committed to applying those lessons moving forward. Our focus now is moving forward supporting students, staff, and programs while reinforcing the governance standards that guide its works. With that, Madam President, if I may, >> please. Um, you the superintendency is a strange position in that I am subordinate to y'all. You all brought me in who you're I'm your only employee. At the same time, my job is to provide you appropriate guidance. And one of the reasons I was brought

006here was to do so. And in that, I definitely could have done much better in this. And so my commitment to you is that, you know, I've I've gained my swimming leg, so to speak, but um I will do that and I will make sure that, you know, I lead you guys when you need to be led and just do the best I can for you all. >> Thank you. Thank you, Superintendent Omali. >> Thank you, uh, Superintendent Ali. And, um, I just want to say something real quick. Um, you know, thank you, President Spade, um, for the statement and support. Um, appreciate your statement as well. Um, uh, Superintendent Mali, um, I appreciate, uh, your support, um, Trusty Jeff and, um, support of the board, um, Trusty Lake. Um, this has been quite a

007journey. Um, I'm proud of the work that I've done on this board. um from moving away at the very beginning from the ideological grading system despite continued opposition that we have today uh to taking a stand against biological boys competing in girls sports and entering girls private spaces. Um I've consistently voted and acted in a way that reflects the values of our community. Um these positions have come with political resentment and criticism uh which led to where somewhat led to where we are today. But I would do I would make those decisions again. Um my first priority has always been the community and shortly taking uh after taking office, community members came to me with concerns regarding Deloro girls basketball program. Um, after hearing the alarming information over a course of a month, I sought

008guidance from district administration and I followed direction provided by district leadership and I did not direct site staff despite speculation suggesting otherwise. My focus was always on what was best for the girls basketball program, the coaches and the student athletes involved, not on personal interest or personal gain. And as President Spade's board statement confirmed, no education codes were violated. There is no evidence that I acted for personal benefit once. Um, I will acknowledge that as a brand new board member with less than 30 days of experience, I did not yet possess the knowledge that most trustees gain during the first year of service. Nevertheless, um, I'll own that mistake. Um, but once I learned that I should not have been involved with the site staff and directed as such, I corrected course. Um, after the

009first coach's investigation, um, I never repeated that. Um, and throughout this process, I wanted the coaches and the players to succeed. um even up until the recent invest uh resignations um I wanted them to succeed more than anybody and their successes would have been what was best for the girls. Unfortunately, the damage has been done to me, to my family, and the girls basketball program. The attacks directed at my family and me have been unfair and based on misinformation. All because a few people in our community cared less about girls basketball and more about vindic vindication of their own sins, erroneous axes to grind and sadly political swords to wield. I was disappointed in what was quoted in the local paper and social media and for some that stood in front of this pulpit or

010sorry this this uh this dis and slung false false accusations at me creating a narrative that the local paper determinately continued to run with. Yet through all this I continue to listen to the concerns of our community especially at Deloro High School. And as long as I hold the seat, I will continue to be a voice for the people who feel they are not being heard and not getting answers. I will do so appropriately and within the established laws uh bylaws and processes and procedures. When parents came to me with concerns, whether regarding athletics or other issues, I have consistently advise them to follow the proper chain of communication. student to coach, parent to coach, then athletic director, site administrators, and then district administration if necessary. In fact, at the February 21st board meeting, Braden

011Chadwick stood up here and stated, quote, "I asked Tom Duncan to fire the coaches, and Trusty Duncan told me to talk to the coach, the AD, and the principal as he Tom Duncan had no authority as a board member to do so." unquote. That first account, that firsthand account reflected exactly what I told community community members since day one that I became a trustee. Unfortunately, that perspective received no attention in the media. Despite everything, I believe God has a plan and the situation unfolded the way it did with every person invol involved having the opportunity to make decisions to do what they believed was right. But none of us are perfect. While this journey has been disappointing and difficult for me and my family, the outcome for the girls basketball program is better than I

012could have ever imagined. Greg Hoffman is now the head coach and Brian Romani is serving as his top assistant. We are fortunate to have these men leading the program and helping young women develop both as basketball players and as people. Their leadership gives me great confidence in the future of Deloro High School basketball. Everything happens for a reason and what what matters is how we respond to challenges and the role we choose to play along the way. Um I just want to thank again everyone who supported me, encouraged me and stood by my family throughout the process. That's it. >> Thank you, Tom. All right. >> Make a statement. >> Sure. So last week I was talking to a friend, a former colleague of mine, and she was asking like, you know, how is it

013going, you know, with being on the board now? And um my response to her is probably the worst job ever. Um everything that we do is is looked at under a microscope. Um virtually every decision we make, someone's going to be happy with it and someone's going to be very upset with it. Um, one of the things that I've come to learn over the last year, uh, being on the board, is that every single one of these board members, whether we agree with each other sometimes, whether we argue sometimes, um, we get frustrated with each other sometimes, um, I truly believe that every one of you, um, has your heart in the right place. You guys want to do what's right for our our students in our classrooms. Uh, and I want to say that

014Trusty Duncan is is one of those as well, right? He his heart's in the right place, just like the rest of you. Um, and I think that, you know, that is the most important thing is that our heart's in the right place. And if we're our heart's in the right place and we're willing to put forward the effort to try to to to improve and get make things better, which is, I think, what we're all trying to do here, um, things are going to get better. >> Thank you. >> All right, we're going to go ahead and move to item five, our organization welcome and pledge allegiance. Uh, this meeting is be being audio and video recorded. >> President Spade, real quick, there's the live stream is working. It is titled incorrectly with the crossover

015of it, but everything is recorded and we can Carlos is for me. We can change the the title of it. >> Okay. >> But it it says 519. There are people on it currently right now. >> Thank you. >> But it says 519. >> [clears throat] >> Pledge to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All righty. Item 5.2, approval of the agenda. Are there any changes to the agenda at this time? >> I have a proposed changed. I'd like to table item 10.2 to the next meeting. >> Is everyone in agreement to that? And do I have a motion? >> I'll move to table item 10.2 to the June. >> We don't have

016to select the date if you don't want >> future meeting. >> Um and approve the rest of the agenda. >> Yes. All right. >> Okay. So, we have a motion on the table to approve item 5.2 with a tableabling of item 10.2. >> Second. >> We have a first by Trusty Jeff and a second by Trusty Duncan to approve approve item 5.2 while tableabling item 10.2 and approving the rest of the agenda. Any comments or questions? >> Hearing none. Uh I almost said starting with the student board. They're not here today. [laughter] All in favor say I. >> I. I all oppose. Motion carries unanimously. All right, it is 5:44. We're a little late on our public hearing, but I'm going to go ahead and open our public meeting. [snorts] Item 6.1, notice of public

017hearing. Placer Union High School District and Mighty Virtual Charter Academy local control and accountability and proposed budget for 2026 to 2027. [clears throat] Any comments on the public hearing? Hearing none, I'm going to go ahead and close this public hearing. Item 6.2, we're going to go ahead and open a second public hearing at 5:45 p.m. This is a consideration of resolution 26 25 to 26, resolution of conveyance to convey an easement to PG. Do we need any comments? hearing none. Going to go ahead and head into we're going to close that public hearing and move to item seven, reports and communications. Board reports item 7.1. Who would like to kick us off? >> I'll go first. Great. Um, I was gone pretty much since the last board meeting, so I have nothing to report. >>

018Beautiful. Thank you, Trusty Duncan. Trusty Underwood. Um, >> Mike, >> I uh enjoyed my time at uh graduation at Plaster High School. Missed you, Jamie, you know, but Kim, you were incredible like you always are. Um, I was kind of concerned and worried that because last year in the middle of graduation, I went down just the heat, you know, right in the middle. I just I've never had an experience like that. So, it's been in my mind and I'm thinking, am I going to be okay this time, you know, and I was. And uh I enjoyed the kids. It's nice to see the beach balls are still around >> bouncing around up there. Uh it went without a hitch and uh brought back a lot of memories for me uh at Placer. And it's kind

019of like as Kim said at the very end, in the best of times and in the worst of times, it's always great to be a Helman and I enjoyed that. So yeah, I see. >> Thank you, Trusty Underwood, Mr. Jeff. >> So both as a teacher and and also as a board member, one of my favorite things always to do, you know, in within a school year is the graduation ceremonies. um it's even more of an honor to be able to participate as a board member and you know actually be able to actively participate in the in the process there and um this uh graduation ceremony at um Kolfax High School on Saturday was was amazing first of all you know God gave us great weather >> so that was that was awesome way cooler

020than it was the previous year um but uh it was just really really cool at KFax um you know because it's a smaller school unlike Deloro Plaster they have the opportunity to talk about every single graduate, you know, as they're coming up to get their diploma. Uh, and to hear, you know, what future plans, you know, a lot of these a lot of these folks have, it's like it's it's amazing. We we raised good kids in our community. Um, and that that was a real um honor for me to be able to participate in that. Um, I will have to say though that I was incredibly disappointed that Deloro beat us. [laughter] They were out I think they were out 20 minutes before us or something. But, uh, yeah, it was it was a great

021day. I appreciated it. >> Awesome. >> I love it. I think I'm gonna have you go last, Emerson. I'm just feeling like we're gonna go in order, so I'm going. Um, yeah. And I don't have much to say other than I attended Forest Hill's graduation for the first time. Loved it. Similar uh to KFax, I've I've attended um as a board member only plaster my last three years. And so to be at Forest Hill, it was beautiful. Thank you, Aaron, and everyone who the Lions Club was out there directing traffic, volunteering, and were just lovely. And um and I loved the the little student montage speech that happened um for every time, you know, their name was called. It was really special. Felt very homegrown, just how I like it. And uh and it was

022a special day. And yeah, and I also I was in a jacket the entire time and I wasn't completely melting. So like it it was an amazing uh amazing morning. Um, also just been considering and thinking as we're moving into a special board meeting tomorrow and and some governance work, the our board expectations have been coming to my mind a lot and I feel like, you know, as we're moving forward and and talking about, you know, our goals and the future of the district and and what we want to do to continue to move the needle in a positive direction for our district and for our students. I just want to keep that at the top of my mind and I just want you to know where my head's at as we're talking about different

023items like where is it landing in our expectations. Is this about our exceptional teaching and learning and and how we're going to improve that or or further preparation for um preparing our students for life and uh and there's been so much good work around all of these all year, but safe and supportive schools, what does that look like? And our comprehensive education and transparency and accountability and I and I want you to know that I'm still committed to those. um as a board member and as a governance team and and to the community as we continue to to grow and improve. So, just wanted to share that. Also, um there is potential, although I'm hearing that, um the item, uh Senate Bill 11:26 regarding, um essentially fiscal transparency and accountability at uh our legislature that

024I was called in to be a special witness tomorrow, unless it officially lands on consent. that um submitted our resolution that we passed last month and submitted um a personal letter to supporting a continued fiscal transparency uh at the legislature level that our community deserves to have access to those types of documents um as we make decisions on behalf of the communities we serve. So, take it away. >> Thank you, President Spade. Uh it's great to be here. Uh this month really uh is is amazing for all the reasons that surround graduation. Uh first of all, we were able to attend uh Trusty Spade and myself, the the graduation of Maidu and uh and Confluence. And if you haven't had that opportunity, it was like stirring to hear some of these students speak about where

025they thought their life was going and and what ended up happening and the community that they that they it truly come together like family and it was uh I I loved it and it it was a a wonderful reminder of uh why we do this. Uh I appreciate uh Trusty Jeffy's remarks that you know because we do get asked what's it like being a trustee and like you know I never saw myself in this role but um you know there was a there was an opening and I volunteered and uh and got picked and so here we are. But I'll tell you uh I agree 100% that our hearts are in the right place and we do want what want what is best for uh not just the students but for the community and for

026our administration. Um, I'm very very proud of uh the things that this district is accomplishing and um and it's uh it's a it's a pleasure and it's an honor and uh you know I don't mind the work and um because it comes with uh some meaning and these policies do have an impact on the direction of our kids. Um I was very impressed by Delaware's graduation. Principal Zurwas, uh you're a talented speaker and uh I I enjoyed your remarks and um just what a what a a wonderful uh program. I mean, it's we live in a wonderful community and um and this is a this is a great time to celebrate. So, I'm excited for the for the future of this district. I feel like, you know, a year and a half ago, we inherited

027a lot of uh a lot of challenges and we had to sort through those and I've learned that the speed of government is very slow and it requires a lot of patience and you just got to go through a process. But I I feel very hopeful. Um, and um, I'm grateful for Superintendent Omali and um, we're going through his evaluation and uh, you know, there's some there's some great um, there's some upside there. I don't feel like we're really tapping into to all that we're uh, going to be able to accomplish um, because of the challenges that we've been facing. Um, but it's the future is bright and I'm I'm very optimistic. I appreciate Trusty Duncan's remarks. Um, there's nothing like uh being misunderstood and that's all anybody ever wants is to is to is

028to be understood whether it's marriage or whether it's work or whether it's you know um and there was a lot of misunderstanding and it's I'm telling you it's it's one of the struggles of this job where we're constrained in the things that we're allowed to say and the things we're allowed to talk about. um because of all the the the the legal world that we find ourselves in. But uh I feel like we're we're headed in a good direction and uh and I'm I'm grateful for this opportunity to to be here with you all and it's and it's been an honor. So, thank you. >> Thank you. Item 7.2, ad hoc committee updates. Board policy audit is still standing still, but it is relevant and it will be addressed. >> All right. 9030. >> Underwood

029or Emerson, would you or Lake, would you like to respond to that ad hoc? >> Yeah. Uh Trusty Underwood and myself uh will be meeting this month. So, it's there's been a lot going on. Uh, so it's important. It's an important issue that we look forward to addressing. Thanks. >> All right. Item 7.3, superintendent showcase. Plaster High School honored as a 2026 California Distinguished School. >> I know we've made some passing references to this award being uh bestowed upon Placer High School. But in speaking with President Spade, we thought it would be a good idea to actually take a minute and have Principal Jackson kind of come up and talk about, you know, what the award was received for. and um the trip down to San Diego and I know President Spade you attended as

030well and just kind of give us how that went and then we can bestow our congratulations upon you. >> Yeah, thank you for the opportunity. Um I'm actually excited to see who's joining us today because um our plaster teachers Amanda Roberts and Jeff James definitely play a role in this. So, um, when I joined Placer High School 3 years ago, um, I had two really important things that I valued in myself as a teacher in opportunities and I wanted to be able to bring those to Placer and share them. and our Placer staff really uh fully committed and part of that is shared leadership and so both Jeff and and Amanda are part of our Hillman instructional leadership team and that has been growing strong for the last three years of um just identifying our

031future leaders on our campus, our teachers who are interested in um guiding other teachers and supporting other teachers. It's been fluid every year. So every year teachers can submit their interest and and our team has changed and um and that's a really powerful thing because then everyone has some stake in some of those changes that we've made. So focusing on um you know us navigating through the changes we've made as a board right with the board um grading policy helping um staff through uh navigating Aries and um our systems and our structures like our intervention model. Uh this this team has been huge with that. Our award specifically though speaks to our achievement gap closers which um is the other reason I'm excited that these two are here because they didn't even know we were

032speaking. did you about this? It's just kind of perfect. So, um, what I love about Placer is it really reminds me of Roseell High School and the demographic and our English learners. And so, um, I have an amazing team of teachers who are just very committed to supporting our English language learners. And this was an area in particular that I they don't give you the here's the scores that you have met to ach um achieve that gap closure. But um but it's definitely one of ours that we can identify as celebrating as our our EL or English learners. And um Jeff James was one of our first teachers to really like step into the technology challenge and the communication challenges. So, he implemented last year, last year a um a program that um allows him

033to lecture with the Spanish subtitles uh presented during his lectures. And um then we did some more research and really realized that students need it in both languages, English and Spanish. So, we've been playing with um those tools. And then other teachers, he's helped support other teachers and how can I have this happen in my classroom, too. So providing access in those general ed classes for English language learners has been huge. Amanda has led some of our professional development with what's it like to be an English learner in our classroom and also implementing those strategies. And um it's just you know this this award is definitely um given to the efforts of placer staff. they are fully committed to access to our students um for our students with um and when it comes to academics.

034On the other side, the other piece that was really really important to me is um bringing student voice to the forefront and so really committing to our student advisory council um has been a deliberate effort. Our student advisory council helped us identify the um the engagement um gaps that we had for our students, especially our English language learners. So, um you know, Casey Warden has done an amazing job of running that um student advisory council and helping those students find their voice to actually express, hey, I really am interested in cheerleading, but I don't know how to get there. Like, I don't know how to break into it. It's not my norm, right? item. And so we worked um really hard. Kristen Henson, our um cheer one of our assistant cheer coaches um and Cassie

035um Colbert, she they they both just took that information and was like, "What could we do to help make this more inviting for students?" So, some of those engagement efforts um and communication efforts have been huge. The other piece I have to uh say is very different um year three from year one at Placer is having an assistant principal that can speak Spanish and converse with our families and our students. Not just saying hello and greeting, but can actually get into the hard conversations. Why are you late? Where are you going? You need to be here. and having that um that respect for our students that are learning a second language um has been huge. I I mean I don't have a a magic wand to say this is exactly how it was or how

036to do it, but these things I think are working and they're helping. So yeah, I mean I think we're just continually improving. This isn't a like we're done. We have a lot of work to go. Um our one of our big focus areas next year is our students with disabilities growth. um we need to see that improving and so we're proud of our English language learners but we have some more work to do. So >> yeah, >> thank you Principal Jackson. It's a lot of hard work and it's good work. Great job for you and your team. [applause] >> What's awesome is my understanding around this award and it was so fun to get to go down there and have a quick moment um and and to celebrate Plaster and the amazing work that is

037being done over there. This is not an award that people submit their names to and they they apply to be considered for this. This award, the California Distinguished Schools awards come by your data. And so they're filtering through and they're looking at the data and they go, "Oh, this this group is doing excellent in this category." And and um obviously in tremendous growth around our EL learners, but you have to be matching pace with the rest of your learners as well. It's it's everybody is is rising. It's closing the gap. And so, you know, that's something that, you know, we've talked about a lot and trying to figure out what what supports need to be in place and the staff's crushing it. So, just thank you guys for your awesome work. And I'm glad you

038guys were recognized for that work. And I I love an opportunity where we get to celebrate the good work that you guys are doing and um benefiting the kids, but also acknowledging um your work as teachers and and as staff providing a great environment for them. Alrighty. Uh, we've got item 7.4, superintendent report to the board. >> All right. I want to have you all look to your right a little bit. That table look a little bit more full. But over there on the far, well, I guess left is Sean Brainard. He'll be replacing Sarah Wrath. >> Guys can clap. Let's go ahead and knock it out of the park. And also on the right, um, coming in behind Miss Atkins is Christy McCord. [applause] They both made it through two days with me and

039are still here. So, we're pretty optimistic. Um, graduations, you know, already been um spoken to, but just just to echo a couple things. It's always wonderful to go to alternative education graduations. Um, I was really um impressed with the young man who apologized to his parents for all the stress he put them through. I thought that was a good moment. um you know and going to plasters there was there was there was some difficult moments there and um you realize some people walk a very difficult path you know no matter what and some when they least expect it so it was just it was a very just a good week and and you know it's always nice to to close the year out and always goes really fast and we always kind of sit around

040and say I can't believe we're already through another one um on graduation we are having some conversations about moving graduation to Friday evening. Um, not set in stone. The principles will be working with their communities to get feedback. I know that's kind of a big shift. There's some pros, there's some cons. Um, but we'll begin that work now that graduation is over. We didn't want to put out a survey that said, hey, we're thinking about moving graduation to Friday night and everybody going, I can't be there. Like, it's tomorrow. What are you doing? So, we'll start working on that and make sure we get that out in plenty of time so families can plan if there even is a change. Um the leadership team though we've been planning for next year. I think we kind

041of started around January having hard conversations about what next year looks like, where our are areas of focus, how are we going to implement the board's expectations, and just what exactly our main focus is going to be for next year. So we continue to work through that. And again, it's it's hard work, but it's good work. And I think we've got some pretty good plans upcoming special board meeting tomorrow with some governance training and my evaluation as was earlier build. So that will be exciting. 8:30 a.m. All right, here we go. Um, we also have a regular board meeting on the 16th. And that will be the LCAP and the budget. And the budget, like I've alluded to in my notes, you know, there's room for optimism. We'll see what Sacramento actually does, but um,

042you know, thus far it looks very positive. Um admin will be having a summit. Dr. Camoniti will be uh speaking more to that, but that's on the 11th 12th of next week. Again, more planning for next year. And there was some questions on just grading policy training. So, I'm going to kick the show over to Dr. Camoniti to go into a little bit more detail about the admin summit and discuss some grading stuff. >> Thank you. Uh yes, so admin summit is an opportunity. We've been doing this for ever since I've been in the district. Um it's going to be a day and a half with all of our directors, classified managers, admin assistant principles, principles, uh where we will begin looking at plans of next year. Um looking at what our north star is

043and student outcome data. Um just some preliminary numbers that I I we've been looking at over the last five years. we look at what we call success rate, which is our students that are absor they don't get you A to G. And so that's how you can think of it that way. So, as we look at our success rate from the last five years, um district-wide um A's, B's, and C's, that's the number of um students getting an A, a B, or a C in all their coursework. Um 2022 is 68 or 66.8%, 2023 68.9, 2024 68, 2025 71. And right now though we have um a pretty about 10% incompletes right now in in our data. We're sitting about 66%. Um so there is a direct correlation to that that we'll see in our

044our A to G rates. Um and we'll have more data for you on that. In terms of the grading, what I've asked our principles to do is to provide to you this evening um an outline of of their grading practices training that was brought up at last meeting. And so we're going to start with um Aaron. We're going to go a smallest school to our largest school of some of the PD that they conducted over the course of the 2526 school year specifically to the board policy that was asked about last meeting. Oh, it was already on. Okay. So, um for Forest Hill High School, I did an analysis and for our PLC's and PD, um over 63% of the time we spent in PLC and PD was spent discussing grading in one form or

045another. Um I will say just to touch on a few areas um gradebook calibration, ELO development alignment, assessment practices, grading policy implementation, uh the use of grades to identify and support students needing intervention. And I will say that for us, as you know, because we're small, um we h often have departments of one or a department of 1.25 or maybe 1.5. So we spent the majority of our time discussing ELO development or ELO refinement. We did tap into use of AI and ran some samples and different compared chat to uh Gemini and did a lot of different things just to help support our teachers who might be working on ELOs's in kind of a silo. So they had opportunities to collaborate with one another even though their department is not technically the same. So I

046would just say that for Forest Hill that really was our area of focus but um we did spend over 62.5 um percent 63.5 sorry percent of our um time and agendaized items was definitely focused on grading. Thank you. >> Yeah. Um you know I know that uh we we compiled a list of a lot of documents that we had uh compiled over the over the year. One other thing I want to say make sure that is is a challenge in this ordeal is that the um you know we started out with sort of this period of grace and there was um a policy that we had that we had passed and uh the conversations that were taking place were uh as it is written now. This is what a grade book would look like. This

047is what those things would would look like as it is written now. But it was mentioned in the board meeting that certainly we're going to assemble a committee and things could possibly change. And so everything was always as it's written now versus where it could go in the future. With that being said, in October uh at our inservice, every every site has an inservice. We had a special time carved out especially for our KFax teachers who were interested how they could take what they've done with a four-point grading system and apply it appropriately to a 100point system. Uh we had uh probably 10 12 teachers in that session Shane if if I remember that were interested in that and that was offered as well. um [clears throat] in the uh and they uh RCNIS had

048crafted a lot of um documents that I've shared with you about hey this is what's in the board policy as they should this is what's not in the board or this is what's in the uh board policy as a shall um and had some great information about that uh by January um we had a minimum day department um a minimum day with much of that being department work um emails were talked sent out to all the departments um given opportunities to say what are you what are you going to work on uh which included uh ELO um revisions uh grading um and and policies revision opportunity with that with um the opportunity for them to say hey we need your support in this way um so that was given uh at the marching service again

049we had um some PLC time crafted into our our day where they had the opportunity to work on ELO's with directions that were provided about what ELO should look like, placing them in the folder so we could have um uh record of their work. Um we had them work on grade gradebook alignment to a new grading policy where we created a checklist of these are the things that are currently written in the policy. These are the things you need to make sure that you have uh in those as well. Uh and then by the end of the year as things started to take shape a little bit more um or throughout the the second term, I met individually with every department. Shane was in most of those meetings where we pulled up the grade policy.

050We pulled up gradebooks. We looked at their grade books. We kind of talked about, hey, um you know, in this grade book, this is the concern that you might have. If you um if the grade policy stays the same, you'll probably want to change this. You'll probably need to add this. um we made discussions about uh syllabus and those kinds of things. So so all of those um conversations were were had um it was it was a great opportunity because we we identified some some areas where teachers were like oh I didn't do that and we also saw instances where teachers grade books had changed from the first semester to the second semester because their work in the departments and PLC's they realized that they wanted to align to uh a new grade grading system.

051Um so again overall in all of the conversations that we had with our staff either through surveys, lead team discussions, um there was anytime there if there was a discussion, it was usually about uh some confusion that we still hadn't figured out about the grade policy, whether it was around the 65% whether we were going to land on a um all all ELOs's all students conversation where the D was going to be how the I was going to fit and there was just some some lack of clarity about those things and we were just waiting to um see what the grading committee would would identify and and end with. So, um that's it. >> I'm a visual person, so I made you something. Hopefully that's okay. they're going to be like, "This is a lot

052of our work." [snorts] Um, okay. Um, just wanted a visual to kind of walk you through. Um, I'm not going to touch on the same pieces that that Trent and um and Aaron touched on because they're very similar about just the providing grace piece. But if you look at um tab number one, um this is really where our the the whole audience was present to be part of the initial discussions about the grading policy um and the changes that were made for the summer so that they were ready to start in the fall. Um, we had some sessions open for curriculum camp for teachers to come in and and ask questions and get clarity, but curriculum camp is optional. So, we know we didn't have everyone. So, at that first staff meeting that we had

053um after the school year had started, so there was a little time to get moving. They only have one day before school starts, so didn't want to overwhelm everyone. We um we had two specific sessions dedicated to our time together. Um this was a minimum day as well. Um where we looked at actual gradebook setup. Um we looked at providing a form for teachers to um submit and that's what you'll see following that in tab one is um our presentation but also you'll see um we provided them with a course syllabus. We um and then you'll see all the names redacted, but that's the results of the survey is after tab two there. Really wanting to identify where are they at right now. That was really important to us as a Hilt team is it's

054hard to know what support you need to provide teachers if you don't know how they see it themselves and how they're interpreting the grading policy. So what we did in that survey is to outline what are the major components of it and how do they how are they going to implement them in their classroom and we did it specific by course because that mattered to teachers how they were um how they saw that grading policy implemented per subject area. Um we provided time for questions and share out um if they needed and then we also had specific department PLC time for them to review together look at their syllabi how are they um how are they norming them together for their department so that there wasn't significant differences that might lead to some confusion for

055parents or for um counselors in particular. A big piece of this information was also important to help guide our counseling department knowing that as Trent referenced there could there's, you know, shoulds and shalls and what are you going to opt for? And so um that survey really helped our counselors as well identify um what this looked like for them. the syllabus template there um in that section um was really helpful too um to just provide some basic structure. Um one of the pieces that we tried was just to hit on every topic of the grading policy. So even mastery learning as part of our our template. Um we haven't done a big dive into mastery learning but understanding the basic component was important for us to make sure our teachers had that. Um, but you

056could see through that survey in section three there, the survey had um addressed questions like are you going to allow retakes and redoss and how many and what's your structure? Do you have a deadline for those? Um, how are how many categories are they ELO's classwork? What's in your grade book? And it just helped um spark conversations that they could have departmentally within PLC's and also helped our Hilt team and my and our admin team identify okay if this is what they want to do how do we help support them with how the board policy is written and then that helped us identify throughout the year of well then where are the maybe the inconsistencies or the um contradictions to what they want to do versus what's written in there. So, um, what you'll see,

057um, if you skip to four, um, actually I'll go back to the inconsistencies piece in a minute. Um, September, we came back to another important piece of the um, the board policy is clear communication to our parents. So, we did a training. Jeff James did a training. Oh, I also have to introduce because I didn't see her walk in when I was speaking. hopefully she wasn't here, but Shauna Stafford, also an important piece of our Hilt team member and curriculum instruction coordinator. Um, all of our efforts are very collaborative, but each each Hilt team member has a different role. So, um, Jeff James does a lot of the technology piece, although everyone's getting pretty good at it now. I think Amanda's done a lot, too. um but took over um at our staff meeting in

058September helping teachers navigate through how do I accurately communicate where a student's progress is in their learning based on the grade book and so looking at our parent square tool how could you send messages and communicate through parent square um some teachers were definitely more comfortable with the Aries side of it so um we introduced these and went through it as a slideshow that you'll see um attached on there went through it. But then also the the common communication of Hilt is let us know how we can help you. We'll go out there. They have a shared prep. So a lot of times um our Hilt team or admin will go out during a a prep or um or after school or before school whenever staff need help to um to support them. Then if

059you go to uh tab five, tab five is important because this is our structure of our PLC cycle that helps support this grading policy implementation, but also um in just meeting our our teacher needs. As the sites get bigger, we have less likely um of a chance that all of our departments are aligned and exactly where they um where um they are for our PLC cycle. So top priority was getting our ELOs's developed in each department. And so um every PLC could select where they start in that cycle. And um and you'll see some results of that in section five there of where where they are for each of those PLC cycles. So um you know eel if you think back five [clears throat] years maybe now when we were doing the district-wide department meetings

060um every department was at a different place with ELO development. I mean having led math we had to start with just a shared vision. What do we um the ELO's were created but not necessarily implemented and not the same on each site. And so we had to really kind of restart the ELO conversation and process at the same time of doing a textbook adoption. And um so that changed the conversation. Other departments like English was up and running. They were ready to go. They've they've agreed on their ELO's. They were ready to move on to some of the other common assessments or um or calibrating or norming some of their their work. So, we were very specific in letting our and communicating to our staff, we'll meet you where you're at with this, right? Because

061there is grace provided because we are in this um kind of uncertainty with some of the the contradictions in the in the policy. We need to be just as supportive as possible by um providing um that autonomy for teachers to where do you where are you approaching this grading policy? Um, so you can see the the cycle there. Our cycle five um is kind of specific to our WAS goals. That's our our ED um UDL and our EL approaches that we've woven into our um PD days like our October inservice and our March in service. Then if you look at tab six, tab six is our October in service. So we're only at October. I promise it won't be that long, but I just want to make sure if and if there's questions, you can

062stop me. Um, our October inservice, we provided an hour and a half of um, you know, work time for PLC's, for departments to um, look at their ELOs's, refine them if needed, um, develop them if needed. You know, we have a lot of, um, we have a lot of courses at Placer. We have a lot of options for students to take. And so um what we identified and some some of our departments is oh yeah we haven't created ELOs's for this new course because it's fairly new and so um there was a lot of need for that but you can see we provided also an ELO outline that actually I think Trent did you create this or yeah Trent created um to share with all of us um just if you're starting from the basics

063here's how you determine your ELO's um I think it's also important to note then on the next page after the ELO description is um that our instructional leadership group, our Hilt team, we meet weekly um which is probably a little too much. we determined because it's just a lot of time and we we um when we were in the work of CBE it was really really necessary because we had a really tight focus and there were um very few um shoulds right in a in a board policy and now that there's so many childs that maybe it's not as necessary to meet weekly um to support teachers and so we're we're kind of scaling back on that but but we have this year and last year been meeting weekly And what's great is they're so

064connected. Our teachers are so connected to each other in terms of teachers feeling safe to share. Here's where I'm struggling. Here's what I don't understand. How does this what does this mean to you? That then we would when we would meet together as a group, they could share that with me and then I could bring that back to our principal PLC's. So we would talk about those every other week about in principal PLC of here's where our teachers are caught or struggling or finding an inconsistency. So they were also this team here was also part of that January 26th um meeting that we did as a district to bring your bring your questions, bring your contradictions or what you think maybe could be tweaked and give your suggestions. So that's um that's added there. um

065just our feedback. So, we get to skip a little bit now to um to March. And the uh the reason why I'm saying skipping, I just I didn't include the topics that were just part of our conversations that we would have at staff meetings or at lead team meetings. I wanted the like big hitters. The PD time on the march in service was really significant in supporting staff with understanding theou and understanding the board policy of where it was at that point. It's since changed a little bit like the 80% wasn't part of this at this time. So we've had continued conversations from there. But what we did is um as a Hilt team created um you kind of have to look in the crack of this cuz it's hard to see, but we created

066a a gradebook checklist um so that the teachers could open up their gradebook, they brought their Chromebooks, open it up and see um as far as your gradebook is set up currently, do you meet the criteria of the current grading policy? Now, there's no no harm in if you didn't, right? there's grace provided and but just for them to have awareness of where they are with their current grade book and then have some reflection questions. What do you what does it make you think? Where do you need to make some changes or some tweaks in your grade book? Um and is it possible for you? Right? Like or what what are the concerns you need to bring forward? We also provided um quite a bit of work time for ELO's as well. um just to

067make sure we had the last piece. What was nice about March having revisiting ELO's is we were able to identify, okay, what courses are really going to fly, right? We had our course requests in for the most part so we could give that to staff of like, oh, it looks like this course that didn't run this year is actually full now, so let's make sure you have the ELOs's for that. Um at this um March end service if you flip the page on tab eight um Jeff James and um and Amanda and Shauna really hilt as a team also created a um uh a gradebook setup so you could see the example. So, one of the things that was um challenging for me, Trusty Jeff, when we had that meeting um when you had asked

068staff if if they had received training, I think this is what we were thinking the training would look like. But maybe it didn't resonate with all the staff and that's okay because maybe that then we have to tweak it differently in the future. But this is this would be an example of a training that we felt like, okay, this meets the needs. Let's show you a gradebook what it could look like. um and walk through it with you. So, we did that at the march in service, but maybe um maybe it just didn't hit with everyone. Do >> you mind do you mind me asking why you didn't mention it that at the meeting when I asked that question? >> I felt like because you said I want to hear from the teachers that I

069didn't feel like it would be appropriate to one call them out and say, "But yes, we did like yes, we did this." I just felt like it was more directed at the teachers and probably wouldn't have been appropriate for me to >> Mr. Wilson spoke up and he talked about what he had done at KFax, right? I think it's just was my my feeling of I wanted to be protective of the teacher and not feel like I was calling them out on saying calling them wrong if they didn't feel like they had it because obviously I mean it's it's kind of a teaching thing too, right? If a student says I never learned that I didn't teach it, well then I didn't do a good job as a teacher if they didn't if it didn't

070hit the mark. And not to say that it didn't hit the mark for every teacher because I there were teachers that implemented this model and were doing it, but our our group that was there didn't feel that way. I also kind of wonder if um if there's also a piece when you're asked, "Have you been trained?" That there's like an expected confidence, you know, if if I say I've been trained, that that means I know exactly what to do with this grading policy. And I wonder if there was some hesitation from them of saying and I I didn't want to call that out either. And I I you know, I just wanted that to be your question to them. >> I understand that and that certainly would have been understandable. However, after the meeting, one

071of the administrator, not no one in that that was in that room, by the way, after that meeting even reached out to me and said, "Hey, by the way, I didn't mention it then, but these are the things that we've done. These are what we've done to prepare." >> Yeah. >> All right. So, I'm left believing what what I'm told by those seven teachers, right? That they didn't have adequate preparation for the great for the grading implementation, right? >> Yeah. Yeah. Um >> well I you know maybe for the future um if we're ever in that I'll reach out but also feel free anytime you want you any of the board wants to come and meet with me individually or I won't speak for everyone but like you know we I'm happy to sit down

072and talk about what we're doing with our our efforts and that >> and I'm glad we're having this meeting tonight and I'm glad we're having this this conversation tonight and learning this. I I wish we would have done this further earlier on in the school year and we're not waiting, you know, an entire year to get an update on what's happening with the grading policy. >> Yeah. >> Um >> yeah, >> that point. >> Um I want to make sure that we're not violating um No, because it's a report. It's a report out question, but I don't want to start a discussion. >> So we don't violate the Brown Act. >> Well, just point of clarification. You're referring to uh a meeting that you had at Placer. There were seven teachers there. Did it seem

073like a general consensus that like they were saying we >> correct? >> But this is pretty exhaustive. I mean, this is very comprehensive. It looks like there's been tons of training. >> Yeah, >> tons. >> Which is it? I I can't speak for them. No. >> But but it makes me wonder if I was a teacher being asked, "Have you been trained?" I And I can't remember exactly how you worded it, but that's how I remember it. Like, "Have you been trained?" I would feel like there was a period at the end of the at the sentence. And then it's like are you do you feel comfortable like moving forward with it? And I think there was still those uncertainty pieces of the the policy that they are still confused by. >> Maybe it was

074just like oh I don't feel completely ready to go but you know >> well for instance one of the one of the pieces that came up at the the meeting um that I I asked about is what should I explain to teachers who really um feel strongly about only grading on the ELOs's and having that be a 100% of their grade book. um the piece that I um I can't come back with or we you know we just kind of said well that's was the decision made is um what's the research I'm going to where's the piece that I can go back to them and say this is why so I wonder if some of those questions are still in their head of um unans unanswered >> there's two questions I have >> like the

075first one is at your at least at your site >> do you have have your teachers established ELO's for all the courses that are going to be implemented next year. >> You're going to see that on the very last tab, >> okay, >> where we're at currently. >> So, and not these are all of our all of our courses. I'd have to go through and look at like which ones are actually offered this next year because we didn't aren't pushing if they don't have them this next year, but they're they're >> well done. I mean, Abbott has their own curriculum. That's why you don't see it there, but they have their expect it's very tight with AVID of what those expectations are. So, it might look a little different. Um, and then it's all of

076our classes. So, even like our um DE classes, online classes that don't have to to do that are in there. >> But you feel like they're comfortable. They're ready to go for this next school year. >> Yeah, I think they are. I I think they are as much as they're ready to go with what's what's to be taught, what's expected. I do think there's clarity with the grading policy that they're not feeling comfortable with. Um, so >> do you know what areas specifically? >> Um, yeah. I think that um some of the percentages I think that um it's challenging when there are shoulds when you're a department and wanting to be aligned and um what happens when you're not aligned. Um some of those challenges that they get into like who's going to be who's

077going to be the person that says no this is what IM1 is doing or this is what Spanish one is doing. >> Yeah. Yeah. So, so my my two thoughts, you know, all along is the two biggest areas that we need to make sure that they're we're squared away are one, they have all the ELO's established, and two, they understand how to implement that in the grade book. >> Yeah. That piece, too, >> because if they can do those two things, they're they're set up for success. They're they're ready for success. The ELO's may change, may tweak, all that kind of stuff down the road. But >> yeah, I think it's um then they may speak to it because I think we have board comment after and so they may have some um some things

078to share um that can speak to the what they're confused with. But the um the grade book piece is a piece the Aries piece we we have at Placer and we did this even with CBE is try to create the Aries workaround the what um because they're just super tech-savvy and and we'll figure it out. But does it really truly represent what we want it to in the grade book? Like for you as as the board who's approved this policy, is does that represent what you want it to represent? It may not with the tweak that we have to do. So there might be additional ARIES training or Aries tweaks that we would have to have in order to mirror what we want it to have in the policy. For instance, like the grade showing

079only the grade, the letter grade versus the percentage, some of those things. them that >> which is optional I think right >> it is optional it's the should right and so >> no it's not a should it's not may yeah >> may yeah yeah yeah >> and I think you know overwhelmingly at placer um my my feeling is they just want to do what's what's asked and they want to do it with the highest integrity and what makes sense to students and to parents and so it isn't about um disagreeing it's just needing clarity >> right Um the last thing in there is just those ELOs's I think um we also um I highlighted on that uh the page of theou about um did the district and and ATP coming together to form an implementation

080plan. So there's still this feeling of like are we still working towards that implementation plan? What is this going to look like? Um because you know there have been conversations that um that are happening on our site about like um ATP is still working on this like we're still working. Don't make any don't tell teachers how to do this yet. They're still figuring things out and so um there's there's some of that uncertainty too. >> Where where did that idea come from? Were you told that or >> um just by by teachers teachers to teachers? >> Oh okay. >> Yeah. Yeah. So, yeah. Sorry that was very long, but thank you for the opportunity. >> Comprehensive. Do you have questions? >> That was great. I I mean I I guess my question is more um

081there feels like there's just a communication lapse here >> where there could be better alignment between ATP, between the administrative staff, and between the board that's in charge of looking over the board policy. And so I just look to those that oversee it, Trent, Steve, like how do we learn from because this is amazing. The information we've received tonight has been great. Um, and I feel like I don't know if what the check-in or cadence should be, but something to make sure that we have alignment because I was at the same meeting that that Jeremy was and it >> the the the feeling from the teachers was much different than what we're seeing today, right? And so I get your point on >> are they fully trained? No, they're not fully trained. But what's the

082progress and how are we measuring success >> with the progress from month to month as we get in as we continue to get into this but looking at the dates in all of these like this has been going on since the board policy was enacted right >> and I think >> personally that this is news to me right and I know to Jeremy as well >> so this is just a communication piece I think we can improve on but this is great to see >> thank you thank you so much I love that you got school spirit in your folders, y'all. I do love I do love that. No questioning which where it came from. >> Jamie went longer than Delora's graduation. [laughter] >> In all fairness, the board asked several questions. >> No, I'm

083I'm rzing, [laughter] my friend. Um, so I won't believe lots of the same stuff. What you see in this I didn't do the the pretty tabs like Jamie but the first four pages are basically a table of contents for the rest and I think this maybe has been shared with you through Tom. So you can click on all those links, but this is the rest. And I'll just basically talk you through the table of contents and you can look through the other stuff if you want, but starting in July when we had the board policy update on grading, sent it out to staff and I highlighted the uh the shoulds and the and the shalls and the maze in there so that staff could digest the the longer document on their own. Uh August 1st,

084that email comes from Tom offering grace, which was wonderful. um our first st first day back um we covered the the grading policy and you could see their slides are in there 2021 and basically we said I I printed out the policy with the shoulds and the shelves for the staff meeting had them look through the policy uh I asked uh what questions they had and the the frame that I gave them as they were going into school the next day was you know within this framework please believe in your system please go to the don't say to the the parents tomorrow at parent night or the students tomorrow. I don't know. I don't even get it. It's so complicated because that ruins things going forward. So, I wanted them to believe in their system,

085make it clear for students and parents where they're at in the learning and do that with ELO's. Um, do your best to align with your PLC. Although, we knew that that was going to be a challenge upfront because they didn't have, you know, time at the beginning of the year to to work on that. Although, they had done so much of that work with proficiency scales that I think that the jump there was relatively simple. Um, I talked through the ABC and then F and then I and then D and tried to, you know, sort that out with them as much as possible and then shared a syllabus template that had all this uh outlined that was on the uh whiteboard, our our staff whiteboard, emailed that all out to them later that day. Um,

086had them submit their syllabus uh the next week so we can kind of see, you know, where where they're at with that. And then the rest of these are lots of these you know lead team agendas. So we meet as a lead team which is our department heads, our curriculum instruction coordinators, our head counselor um and admin team once a month. And each of the agendas those uh what we do with those department chairs grading was involved the you know how to implement this grading policy was involved in each of those agendas and that is then we at the end of each meeting we kind of share okay here's the expectation of of uh department chairs to go back and share with their departments. Um, we had at the October 15th end service two and

087a half hours dedicated to ELLO and syllabus adjustments with CNIs and admin cycling through each department to check in and see what needs they had. Um, we had this December 1st one I thought was helpful. Something we did as we were coming close to the end of the first term, the first like this is where grades really, you know, uh, matter. Um, we did this thing to just make sure where everyone was, you know, kind of had had a clear picture of where they where they were and where we needed to support them. So, we did this protocol called check dot and dash and uh printed out the the policy. We did AI policy that kind of, you know, tried to organize the the board policy in in a way that was uh digestible. They

088put a a check on something they felt like they were doing well, already in doing in alignment with the policy, a dot next to something they wanted to strengthen, and then anything they needed clarity on, they put a dash, and then they wrote that on a post-it note and left that. So then we were able to follow up with teachers that needed clarity. Most of those things with clarity were not were not training that they needed to support this in their classroom. it was questions about why 65% th those types of things that like yeah we just needed to to do a you know we needed more more work on that. Um you could see staff meeting in January exploring whether information on a gradebook is accurate asking what information grades communicate to parents. So

089we had we did kind of a deep dive into that with our entire staff. Um, CNI starting in January, well, they had been all along, but starting in January, they made it a point at every staff meeting and every lead team meeting to offer themselves up. We are here to support you. What What training do you need? What support do you need? What questions do you have? Everyone had ELO's at this point that they were working off. They're not aligned. Not every department is aligned with um the same ELOs's for each course. That's, you know, kind of the next step and that's a that's a should in the policy. Um, but they had ELO's they're working off. Most teachers have them articulated as categories in the gradebook. Not everyone, and I'll get to that in

090a minute. Um, but I asked our CNIs just this week, how many teachers reached out because they offered it at every, you know, six staff meetings, every lead team meeting. Absolutely zero. No teachers. It took them up on the, "Yeah, we got questions, we need help, we need support." um the uh you could see, you know, a couple other lead team meetings. What we got to in um April 9th, so this is I'm I'm out at this point. I'm working from home. Um and so because I'm working from home, I'm spending less time in classrooms and so I got all this free time. Um, and so I'm like, I'm I'm going to do a deep dive into, you know, grade books and um, data and then share this with our our uh, department chairs to

091help them sort out conversations. And so I went through every class that was shared. So anytime it wasn't a single teacher, so like Mrs. Smith, she's the only one that teaches AP Lit. So she's not collaborating with anyone else on the AP Lit, but English 11, we might have three teachers teaching that English 11. So, I went through their gradebook and this is past the the nineweek in the term. So, there's there's midterm grades and I went into each teacher's gradebook and I exported each of their categories. Um, and so pulled a an average score for each of their categories, put it on a spreadsheet. So, there's a tab for each teacher and I was able to then see and then share with them are their categories the same and in most cases they are.

092In some cases their categories are either differently named which I think is an area of growth for us just having the same naming convention for the categories or in some cases they have different you know this integrated three teacher has some different ELOs's and this this integrated three teacher um and so the categories are are different similar but different um I then did some analysis to show on a different tab here's how many students are below a 65% in one of those ELOs's the percentage of students that are and Here's how the teachers if they have a common ELO, here's the the success rate for this ELO for this teacher and this teacher and this teacher. So then they can compare. This is the real the the great work of um kind of being able

093to compare as uh teachers in a PLC. Shared that created a video to kind of show here's here's what I'd like you to do with this data. shared that out with department heads and then had them share a plan with me on how they plan because every department's a little different with how comfortable they are with the vulnerability of like let's all look at each other's grades. Uh but then each department uh head shared with me here's their plan for working through that with their PLC's and all of them had pretty excellent plans on on how they were going to do it. Um so that was in the April 9th email and then um after the April 27th lead team which I wasn't able to be part of but they covered that was after the

094kind of updates to the the grading policy. So that's my that's Deloro graduation timeline [snorts] um report. >> Nick can tell me Nick can you tell me how many how what percentage of your courses that you're offering next year you feel like are squared away with they have the ELOS ready to go? >> 100%. >> Yeah. Awesome. How many of the teachers do you think that are out there that are there next year understand how to implement all this in the grade book? >> Well, the gradebook thing is complicated. I think >> it is >> I think everybody understands how to do categories in a gradebook. Everybody understands that. I think the thing that Aries gradebook doesn't do a great job of communicating to parents is if a student is below a 65. Most parents

095are looking at Aries gradebook in the app and that that'll show a grade for the class. And so I might I might look at my kids grade and I might see a B. But what I won't see in the app without clicking one more click, I won't see that they're below a 65 in one of the or you know whatever the the teacher has defined as as proficient in one of those categories. Um, the two ways of doing this, one is to do nothing and communicate with students and parents, you need to look at each category or each category that's labeled as an ELO, which is some work, but it it gives us a clear picture of this is where the the grade is accurate, or to create some, you know, let's blow up the

096entire grade by creating some giant uh uh assignment to get that grade down to an F. that's not really showing an accurate picture. So, I don't feel like I I have a comfortable way of saying to my staff, here's the best system because I don't think there is a a perfect system with that. So, when you say implementing in the gradebook, they can all do categories and and uh put assignments in a gradebook based on those categories. So, in that case, 100%. Is our gradebook the the perfect way to show it to parents? No, not yet. I I would say too that um and it's funny that uh both uh Jeff and Amanda are here because in our conversations in principles PLC, Jamie was sharing with us what you know some of their teachers were

097doing and I would look at uh their grade book and they had you know a category they they'd arranged their areas that I'd share uh with our teachers as a way to say hey if if we go along with this policy that says all of the ELOs's have to be passed minimally out of 65% % here's a way to do it. This is what Jeff and Amanda have done, which was both a little different um in their approach, but it was just a way to look at it. And those conversations were being had at our site with um the teachers as well. >> Thank you guys. Awesome. Uh and that my the longest deputy superintendent report I've had all year. Um, going back to what Trusty Duncan said about communication, maybe we can talk about

098this more tomorrow, but we are open of course to how you would most like to get that communication if if Fridayfax and emails is not not working. Remember, you have access to our shared drives with with quality schools agendas that are laid out with everything. Um, I we can keep adding those into Canvas if that's if that's not working. We just need to know what what the ask is in order to provide that. Um so there is less confusion. >> I think just on that line, Mr. Camdetti, the the presentation tonight is excellent. Like I I wish we would have had this sooner because that would have given us all a glimpse on like what's actually happening. So we wouldn't have been so concerned and freaked out about like oh crap like this is that

099we're coming up the end of the year and now we're not ready for next year. So that would be helpful from the ask from the board to say what is important for the board to hear and when. Um no none of communication is is both ways. None of us are are mind readers. So it's the it's the governance calendar. When the board figures out your strategic goals and plans and the direction you're going then we can align that to our governance calendar to to give you updates on on those things. >> I don't think it's about being a mind readader. I think it's about just figuring out a cadence for updates. Like again reiterating everyone did a great job this >> yeah but if we don't know what you want to hear then >> okay

100>> do you know what I mean so that's that governance calendar if it says if it says grading like we do our CTE report we do CCI all of those items are are staff reports then we can pres present that I think you'll find with what we're talking about with with uh uh principal um report outs for next year will be focused on those strategic goals specifically around what um Mr. Ali has been directing us during our leings. >> Awesome. Thank you guys so much. All right. Item five are Associated Teachers of Placer CTA. I do not see a rep, so I'm assuming we're not. >> Mr. Reader, are you providing a report? >> Okay. >> Are you sure you don't want to? I mean, come on now. I think it's still on. It's still

101green. All right. hearing none and not having one uh this evening from CSEA, we're going to move to item eight. This is public comment on non-aggendaized items. This is the opportunity for our public comments to be received by the board. This is a time for members of the public to address the board regarding items not on the agenda. Completing a blue public participation form is preferred but not mandatory. This form can be obtained at the meeting. [snorts] In the interest of conducting the public meeting in a timely manner, individual speakers will be allowed three minutes to address the board with no more than 20 minutes per topic. This is comment period only. The law California Education Code section 35145.5 does not allow the board of trustees to take action on any item not explicitly posted

102on the agenda in advance. The board values public comments and wishes to convey that although the board members cannot take action on items that are not on the agenda, they listen carefully and appreciate and value input from the public. I believe we have public comments, but no blue cards, so feel free to take the mic. Thanks for being here tonight. Appreciate it. >> Okay. Hi, welcome. >> Hi. Um, I am Amanda Roberts, a teacher and CNI at Plaster High School. I did not know that we were going to hear all of that. So, I do have a little um repetition. Um I am responding to the report of the implementation of the grading policy from the last board meeting on 519. You reported that you met with seven teachers and asked if they received training

103on the new grading policy and quote, "The room got very quiet." Those teachers did not have an answer for you because there are inconsistencies in this policy and we are still confused on how to implement it. Superintendent Omali emailed BP5121 on August 1st with the subject line grace and the promise that we would have time to do it right. August 7th, the day before school PD, we discussed the big picture items of the policy in gradebooks and we agreed that ELO's were the first step, which is why on September 8th, we started the PLC cycle 1, creating and completing ELO's. There are 127 different courses that could be taught at Placer at any given year. I am happy to report that we have now 117 completed with ELOs's. That's 92%. So no, we do not

104need training on what an ELO is. September 17th, ATP met with the board about putting a committee together to discuss our issues with the policy because as it was and as it still is written, it is not fully implementable. October 21st, we got theou and continued to ask when the committee was going to meet. December 9th, there was a survey from Cheryl asking the staff to identify any areas of uncertainty that would support the grading committee's work. December 17th, we went through the full policy and found 12 inconsistencies. We narrowed this to four that were Pler's biggest concerns. On January 22nd, we finally had the grading committee meeting. There was 17 of us present that day who tried to make the BP usable. We were told that the board would look at all of our

105notes and suggestions and make adjustments. This has not happened. You said that quote, "You are really disappointed in our district's leadership. We are very disappointed that this board with this board's lack of listening to people who actually have to implement this policy. It is not a lack of training, as you stated. It is a lack of a usable policy. We have worked very hard to create workarounds in Aries to get us as close to the BP as we can. But if you have the magic way to set up Aries so that it will do everything that you are asking it to do, I look forward to you leading the training at the PD in August. For you to suggest that we are simply not doing our part when we've been asking this board to do

106its part since September 17th is beyond disrespectful. Thank you. >> Oh, it was beyond disrespectful. >> Could I ask you a quick clarifying question? >> Can you come back up to the mic because it's still going. Just want to make sure if you have an answer that whoever those lucky ones watching online that they can hear your response to. >> Um with the implemented with some of those changes hopefully that address some of the inconsistencies in April. Do you feel like it still didn't address those inconsistencies? >> Um there's now 14 inconsistencies instead of 12. Perfect. >> Um the 85% is the new piece that we also you're going to hear more about. Um, no, I don't feel like it's better and there's typos and >> perfect >> pieces that need to be changed for

107sure. >> Thank you. >> Yeah, I would love if you wouldn't mind, would you shoot me an email with the inconsistencies that you've identified? >> Okay. And and >> I had one more question, too. You mentioned there was um notes from a meeting. I don't remember what the date was on that. >> Mr. I shared those with both of you guys. >> January 22nd after 17 of us >> on the 22nd. >> It had all the summary comments of that January 22nd meeting. >> Okay. >> Thank you, >> Mr. James. Welcome. >> I like that shirt. >> Thanks. >> Hello, trustees. My name is Jeff James and I teach at Plaster High. I'm here to ask about BP5121 and request clarification before the school year begins. Section D3A A and B explains course waiting. It

108says 50 to 85% of a student's grade must come from coursework tied to ELOs's and at least 15% must come from coursework not tied to ELLOs's. My questions are number one, does this require teachers to create one or more units outside of course ELOs's they develop with colleagues? Two, has the board considered whether this limits teacher autonomy for those that want their full curriculum aligned with ELO's? Three, what are acceptable ELO category non ELO categories for courses? For example, could 15% of a US history course be based on jazz or notable gay and transgender leaders in American history? Both subjects appear in the 2016 California history framework. Four, if I made the nonolo units worth 50% of a student's grade and the student failed because of their grade in a jazz or gay leaders unit,

109would that student have to repeat the course even though they passed the ELO's? How would Aries show that some units or categories were not required to pass the class? Moving on to section E2, which describes how electronic gradebooks should be structured and lists several best practices. One is a category that puts students in the not passing status if they've not passed each ELO. Last year at Plaster, many teachers trying to follow the policy created an add areas category called passing all ELOs's worth 50% of a student's grade. It used a one-point assignment [clears throat] that stayed ungraded while students were passing ELOs's, but was marked zero if a student fell below a C in any ELO. My questions for this are five. If at least 15% of a student's grade must not be tied to

110an ELO, does that require a full 15% category in areas or should that 15% come from the points remaining after 50% for the not passing all ELO's category is applied? For example, if a teacher has seven equally weighted ELOs's plus a category to comply with section D3A, how should that category be weighted? If it came from the remaining 50%, it would be 7.5%. The other seven categories would each be 6.07% 07% of the final grade. Six, does the board believe [clears throat] that it makes sense for the non-aligned category to be weighted more heavily than the essential learning outcomes created by each department? And question seven, does the board believe that the scenarios above comply with section G4 of BP5121, which states, "Grading shall be set transparent so students and parents may understand their progress

111at a given time." I am here today because I raised these same questions nearly a year ago at the June 25 meeting. I did not receive a response from the board. board members were not present at the January roundt where this policy was discussed. I want you Placer Union High School District to succeed. I also want to be able to to explain this policy as clearly as possible to my colleagues so that students, families, and teachers have a grading system that is fair, transparent, and easy to understand. >> Thank you, Mr. James. I just wanted a point of clarification. Um the board was not invited to the January round table. That was for staff only. So had we been invited or members, we definitely would have participated. So I just want you to know that.

112Thank you. Welcome. Hi Shauna. >> Before I start my time, you had asked a question earlier that I think I can answer. Am I able to answer that without it going towards my time? >> I'm fine with you answering the question. um you had asked um Principal Jackson um why she didn't speak up and why the teachers didn't speak up about the trainings. Um after I found out what you said at the last board meeting and a few of us watched it together in the classroom, I went straight to the teachers that were at that meeting to find out myself why they didn't answer um that question because I was pretty shocked. As you can see, we did quite a bit of training. Um the reason why they didn't answer is because they were confused

113by the question. um they thought they were there for a meeting to look forward to the next year. They were caught totally offguard to be asked about the training in the past because as we all see it were in between two pretty confusing board policies and so they just didn't really know what to say and it was after the fact that as they were talking about it that they realized that you were talking about trainings that happened the previous year. So, I think it was a communication. It was a miscommunication. Um, and there was one more question that you asked um that I had an answer for. Um, oh, um, I do know that our we have two major professional development days that are districtwide and all of our agendas are public. We work with

114Amanda and I work with Robert Lemon to do them. All of them named the grading um, information that we've given. So, just so you know, those are out there for you to see. And they um showed the checklist that we gave to teachers. I mean, it showed that a majority of both professional development days were focused on grading. Um also, our learning walk um you can't get through a learning walk at any of our schools without seeing that. We are consistently um moving towards whatever the board is asking us to do. So, um if anyone um had been at the learning walk, then you would have seen um that that was happening. So, um, I just wanted to answer those questions. Um, okay, I'm ready now. Um, my name is Shauna Stafford. I'm entering my

11516th year as an English teacher, my fifth year at Plaster High School, and I serve as curriculum and instruction along with Amanda at Placer. Um, I would like to share feedback and ask for clarification and revision of the current grading policy. The policy states that grades should help students understand strengths and growth areas, accurately reflect academic performance, and directly measure student learning and skills. I agree with these goals. My concern is that the policy, as written, does not yet support them. I am confused about why 15 to 50% of a course grade could be made up of material that is not considered an essential learning objective. From my perspective, 100% of graded work should be directly connected to essential learning. The policy appears to confuse ELOs's with summitive assessments and overlooks the role of formative

116assessments. If the board intends to maintain the requirement that up to 15% of a student's grade not be connected to essential learning, I ask that we be given specific examples for each of our 100 plus courses of what assignments belong in that category. It would also be helpful if the board could explain how student learning will remain consistent when one teacher can choose 85% while another chooses 50%. My choice would always be to ensure that 100% of my gradebook is connected to one or more ELO's. Why would I not be allowed to do that moving forward? Another section of the policy encourages grade books that show only a letter grade rather than point it encourages. So that is a little different than May. Yet, grades are intended to help students and families understand strengths and

117growth areas. Transparent points support mastery because they communicate what students need to do next. When points are tied to essential learning, they are feedback, not pointchasing. Mastery learning is a fantastic educational model. We are not currently pursuing that model. This policy partially incorporates a few of its tenants. Mastery learning requires extensive training support and systems that ensure students demonstrate understanding before moving on. Our current model allows for reteing reubmissions, but it does not allow students to advance at their own pace while receiving targeted support. Not with 37 nth graders in a small classroom on a 4x4 schedule. I believe we could implement many of the strongest aspects of mastery learning, but not when teachers can choose vastly different percentages of ELO based grading. Not when concerns are met with accus accusations rather than curiosity. I

118would welcome the opportunity to work with the board to revise this policy so it can be implemented with fidelity. We have worked hard to communicate and implement the portions of the policy that are understandable. Unfortunately, many of us educators remain unclear as it is now June, concerned that next year will bring the same confusion about grading practices, gradebook setup, and how to provide the clarity our students and families deserve. >> Thank you. >> Any questions? >> You nailed that. I have a question. >> Yeah. >> Point of clarification. >> Yes, absolutely. >> So, you would if you had your brothers, it would be there would be no percentage designation. and it would be totally up to you to tie 100% of your grade to ELOs's. >> I think that's the state's expectation. I don't know

119anyone that's encouraging classrooms to have material happen in the classroom that's not connected to the learning and we're a 4x4, so we have less time. So, I don't know what teacher would think they would have time to do a bunch of extra things and put points for it in the grade book. That part's really confusing to me. >> It's confusing to me, too. And I remember having this discussion a year ago. Yeah. Where we were going back and forth about percentages. >> So, point of clarification, can you guys remind us why we were having that hangup? Why why it was important enough to include in the policy? >> Sorry. >> That's just a point of clarification. It's not like a discussion. >> Can I tell you what I what I think might be happening and

120then maybe that can um my only and this is just an assumption based on what's presented to me. only thing that we've been able to think of is that the the understanding of ELO's isn't correct. And maybe um maybe the thinking is that an ELO actually means an assessment or a test. And in that case, I could see why somebody a board member would not want all of the teachers to only put tests in the grade book. That they would want practice or other things to be in the grade book. That just isn't what ELO's are. That's the only thing I can think of that's possibly happening. But it definitely seems like um we haven't defined terms well enough to have this conversation. Um and that we're maybe just talking around something instead of directly

121to it. >> But yeah, go ahead. >> So I'm going to object to asking the board questions around clarifying the policy. If you have a question for staff, you may ask that. I just don't want to open up discussion. The reason was the the discussion was fairly lengthy about all I'm going to use 25 terms all scales all students. We've shifted to all ELOs's all students. Um and the concern was a student there's 10 ELOs's and the student passes nine of them. What happens to that student? That was a much of the concern that was talked about last year. And that part's not in the board policy as state. Like I don't think any teachers at Plaster would understand that that's the reason or make a grade book that recognizes that yet because it's not

122in there. >> Thank you. >> Anything else? >> My my concern with the all three um public comments tonight is that this board has gone over all of those things and discussed all of those things and explained all of those things on multiple occasions. And if the staff or some of the staff at least is not understanding those things, then either they administration hasn't been relaying that information correctly. >> Nope. >> Please don't shake your head. [laughter] >> The the the policy is pretty simple and it's pretty very very clear. Um and the tweaks that were made have been made based on feedback from staff. And I want to remind everyone that we spent over almost a year developing this policy, getting feedback from hundreds of teachers, students, community members, administrators um when when this

123policy was put together. So I don't know question or no. >> So my question to you is what part of it you mentioned earlier that it was there's parts of it that you didn't understand. What parts of that policy do you not understand? >> Well, there's parts that contradict each other. So those parts I'd be happy to meet with you further. I don't feel like this is the appropriate time for that. >> Be happy to meet with you. >> Awesome. Set it up. >> Thank you, Shauna. >> Thank you. >> All righty. Any other takers? Now is the time. >> All right, we're going to go ahead and move to item nine, our consent agenda items. Do I have a motion? >> Motion to approve. >> We have a first by Trusty Duncan. Second and

124>> a second by Trustee Jeff to approve item nine. There are no changes. Is there any item that is being moved to action? >> As is. All right. Hearing none. Uh all in favor say I. >> I. All oppose. Hearing none. Motion carries unanimously. Item 10. 10.1 teaching outside credential pursuant to education code section 44258.3. Yes, Madam President. It's that time of year again when we're looking at all of the courses that we are um providing to all of our students next year. And as you know, we have a variety of courses that um and small school sites uh that um have we actually one of the teachers here in this room today has some additional subject matter knowledge and skills that um may be outside of the credential that they hold. And there's a

125process that each site assesses their ability to provide that curriculum and they're called local board authorizations. And this is a local board authorization list. I'm not going to say it's exhaustive because sometimes we do at the last minute. There's staffing changes. There's things like that. So in August, you may still have some more, but these are the ones that we've gathered for the next upcoming year of teachers that will be locally aboard authorized to teach outside of their credential, but have demonstrated knowledge and content and skills that allows them to teach in those areas. So on the behalf of the superintendent, I would recommend the approval of local board authorization. >> I move approval. >> First by trustee Underwood, >> Second by trustee Lake to approve item 10.1, teaching outside credential pursuant to education code

126section 44258.3. Any comments or questions? Hearing none. Starting with all of you. All in favor say I. [laughter] >> All oppose. Hearing none. Motion carries. 5. We tabled item 10.2, moving to 10.3, permission to sell Chromebooks to 2026 graduating seniors. >> Yes, Madam President. So, this is a uh a new one for us. Um we've been doing Chromebooks for well over 12 almost 15 years now, if memory serves. Um there was a time where trying to sell the Chromebook to the students was not really an option for various reasons. We've been looking into it this past year or so. Um, one of our neighboring districts, Roseville joint, has been doing it this year. So, we're just following suit to see how this works. There might be a few kinks. We've had several meetings with staff

127internally to figure out what all those kinks may be. And I think we'll still find a few. But bottom line is we've approached the seniors with an email that basically says if you're interested, you buy it as is. And so, we've been working on those that the kids can't say, "Well, mine's broken. Can I buy a newer one?" No, you have to deal with the one you have and if it's broken, that's something else. But Carlos and his team has been working with the communication out to the school sites. I do believe that number is growing. Um, but it's something we can report back out at the end of this month because the students have until the end of June to basically get their names in um, get it all finalized and then come by

128and pick up a Chromebook once it's been cleaned. One of the biggest obstacles is making sure the Chromebook is literally brand new. There's nothing that ties it to PHSD anymore. And um all those funds that will come in will go to the IT department to obviously further our development of the Chromebook policy that as we have it in place. And on behalf of the superintendent, we recommend approval. >> Peter, can I ask a question? >> Yes, please. Questions? >> Uh the prior policy was to turn these laptops in and receive some sort of kickback. No, no, we they just turned them in and we used them for parts or had old ones because in most cases, um, it'll be interesting when we get the number back. Um, they're foury olds by the time they get

129here. Um, and in many cases, the speaker's broken, the top's broken. Um, it's been something they've used and abused for various reasons. And in most cases, that's not really, hence the $40. Um, and but I do know in years past we basically have surplused those that are no good and and put them out for e-waste or we use them for parts. >> E-waste is the word I remember hearing. So I I think it's a good idea. I think it would be a motivation incentive to take a little bit better care saying, "Hey, I want to be able to buy this for 20 40 bucks." Is it $40? Is that the number? >> Yes, it's $40. >> Have you had much interest, Peter? >> Um, I don't know. We can check with Carlos. think right now

130according to the when we did the board item there was almost 30. Do we have more students now since then that have >> 70 now? >> Great. >> Okay. >> Do we have any further questions before we open up to comments? >> Do I have a motion? >> Motion to approve. >> Have a first by Duncan and a second by Trusty Jeff to approve item 10.3. Permission to sell our Chromebooks to 2026 graduating seniors. Comments. How long does it take, Carlos, to wipe a laptop approximately? >> Five and 10 minutes. >> Completely wipe it so that it's free and clear. >> For those who may not have heard that answer, it takes 5 to 10 minutes to wipe the Chromebooks. >> Okay. I I think that this is a great initiative. you know, some of

131these kids if it's still functioning that we're giving them that option. I think that that's cool. Um, I'd like to have an update at some point once we kind of ring it out and see who's who's buying in. I'd love >> Yeah, we'll provide that end of this month. Great. That's probably one of the kinks is we put it out to the end of the month thinking we'd have a lot more students, hence why it would take a little longer. >> You know, it might be 10 minutes to wipe a a computer, but it's not like they all come in at one time and you sit down and do it. It come in in in little bits trickles. Um, but once we get that final number, we'll get it back to you and let you

132know. >> Okay. >> And moving moving forward, it might be interesting to look at obviously announcing this earlier. >> It's my understanding that, you know, certainly um they wouldn't be given certain items like or they're do you guys withhold transcripts if they haven't turned in their Chromebook? >> We can't legally do that. Yeah. So there's there's things like prom and they call some old school district walking kind of things, but can't wait. I >> I jokingly say that the Chromebooks is a loss leader for us. It's like Costco and the hot dogs. >> Sure. >> Um it doesn't make us money, but but the value is there. >> So >> All right. Great. All right. Well, we have a first and a second on the floor for item 10.3, permission to sell the Chromebooks to

133graduating seniors. Any further comments? >> All in favor say I. >> I. I >> all oppose. Motion carries 5O. Item 10.4 resolution number 2625 to 26 of conveyance to convey an easement to and enter into an easement with Pacific Gas and Electric PG& for undergrounding of electric energy and communication lines and related purposes at Forest Hill High School campus property. >> Yes, Madam President. Yeah, this is the second part. We mentioned this back in May. Um, in all honesty, this is a very simple one. We've done this twice already. This was probably one of the simpler ones. As mentioned before, this is an easement grant for P Gen um to access an existing box already on the property just to the left of the entrance at Forest Hill High School. So, very minimal impact to

134the campus at all. They'll be digging in Forest Hill Road. Um it should only take about a week is what they've told us. Um the bigger project with easement at Kofax is happening right now. Um that was a big one if you remember was the big driveway. Um, but this one just to reiterate, they pay for all our legal fees and they give us a 5,000 check dollar check for our troubles. So, on behalf of the superintendent, we recommend approval. >> Thank you. >> I move approval. >> First by Trusty Underwood and a second by Trusty Duncan to approve item 10.4, resolution number 2625 to 26. >> Peter, was it always 5,000? I thought it was a higher number. >> No, we it it's kind of changed depending on the impact of the job. Um,

135I mentioned to the one guy that, hey, you know, we got 10,000 for the last one. He kind of was like, really? Because this the impact is literally minimal. Um, the one at Koffax, they're putting a new box on the property. They're digging or trenching underneath the existing driveway to the campus. So, we ask for more money on that one. >> Any further questions before we have a comment hearing? None. Item 10.4. We has a motion and a second on the floor. Anything further? All in favor say I. >> Madam President, we have it's a resolution. >> Just kidding. Carried away. >> All right. Trusty Underwood. >> I. >> Trusty Jeff. >> Yes. >> Madame President Spade. >> I. >> Trusty Duncan. >> Hi. >> Trusty Lake. >> Motion carries. 5-0. >> Got to keep

136me honest tonight here. Ali. Thank you. All right. 10.5. meeting schedule of the PHSD board of trustees 2026 to 2027 >> as proposed last month. Um just our standard calendar, no changes to the cadence. Um the one thing I just want to remind you all of is ideally we'll be scheduling some workshops or whatever we wanted to call those in some evenings that seems to or whenever whatever will work best. So so we can work on on governance whatever topics the board wants um just to you know sharpen our skills and get better at what we do. So the plan is to add those in as the board is available. >> Great. >> Ideally, you know, every other month if we can. >> Super. Thank you. >> Do we have a motion? >> Motion to

137approve. >> The first by Trusty Duncan. >> Second. >> A second by Trusty Jeff to approve item 10.5, meeting schedule of the PHSC board of trustees, 2026 to 2027. Any comments? Obviously, we looked at these dates before. We're all golden in in the clear. Beautiful. And while we're on the schedule, um I'm just going to do a plug for Google calendar. If we could all utilize the Google calendar more, I'm sure >> everyone would appreciate um just making sure that we have a quorum at these. We haven't had an issue with that. But um but at all of the events moving forward, I know I'm looking I'm looking at it and seeing who's said I uh to showing up that day. So I appreciate you guys using that calendar. All right. Any other comments? Hearing

138none. All in favor say I. >> I. >> All oppose. Motion carries 5. All right. Item 11, board calendar and coordinating announcements. >> All right. CSBA, we have dates. So, December 3rd through the 5th. Um, registration opens on the 9th. So, I don't know if y'all can give me answers now, but I would really love for all of us to get down there and and spend some time together, break bread, and hang out and and talk school. Um, our plan is to also take students down and uh, assistant superintendent Estaf, you volunteered to chaperon them, so we're going to take him up on that. >> I'm smiling. >> So, he'll be taking them down there. Um, >> what could go wrong? >> What could [laughter] go wrong? Exactly. Um, and the reason we're kind of

139on the gun a little bit is once this opens, those room blocks go like that. Now, granted, it's San Diego and we'll be able to find a room, but one thing I will say is having us all together at the site in a place that's convenient. We just get a lot more done instead of trying to figure out Ubers and doing all these weird things. So, if we can get you all committed as quickly as possible, and you know, if you can't make it, you can't make it. I get it. But, you know, the more of us we can get down there, the more we can grow as a as a leadership team. So, um, if you know, right now, I would love to, uh, take your name, but if you need time, that's okay.

140>> Um, obviously there's an election this year and we have two trustees that are in the same boundary depending on how all that goes down. Um, and who knows if uh we register the full board and names are submitted. If those board members are not here, can whoever wins the seat go in ourstead. I just want to make sure that we're not out money or or andor that they couldn't participate no matter who we registered that name under. >> Right. >> We know that. >> This is where I would love to ask Miss Atkins, but she can't really speak very well. So, can we sign people up as a at large or anything or we actually have to assign names to these? >> I think we just buy a ticket that allows you to to

141name swap. >> Yeah, the the plane tickets will I mean plane tickets got to be your name. We'll wait on those. We we don't have a choice with that. >> And the conference is also in the name of the trustee attending as well. Do you remember, Dez, how that happened the last time? because I'm pretty sure tickets were purchased for the previous trustees. Did you have to buy new tickets for us? Okay. >> Okay. So, it sounds like we're good. Um, just want to make sure. The other thing is I have delegate assembly usually the two days prior to the meeting that is always at a designated, >> you know, [clears throat] venue. And so I'm, you know, usually flying in a couple of days early and at staying at the hotel that we're doing

142our um delegate assembly meetings at. if it's possible and I don't know if it's possible and I don't know that they've designated which hotel is going to be the one but I'm happy to pack my bags and move hotels but man it would be so nice if y'all just met me where I was already at. >> Okay. So, we can work on logistics and then I would say at this time if y'all can just check your calendars and then I'll hit you with an email here probably Thursday and say, you know, what are your thoughts and see if we can get some things etched in stone. >> Okay. Yeah. All right. Sounds good. You have a deep sigh there. >> I was just looking at the cost. >> I know. I know. I had a

143feeling that's why you were breathing. It's >> expensive. >> I know. You know, I think as we're discussing further governance training, like this is something that, you know, builds builds camaraderie and team, but also you're going to all these classes that can be very beneficial. [clears throat] You know, I think one of the cons of having it close by in Sacramento is all of us were able to bounce in and out of it and weren't committed to the full run, which I think would have would have been beneficial, you know, just as far as governance and and spending that time developing uh the relationships with the board. Um, so I think that having it this far away and having an opportunity to do that, especially knowing that at minimum, you know, we're going to have

144at least one new board member because we don't have anyone in in one of our trusty boundaries, one of the new trusty boundaries. So, we're going to have some new people at this dis and it would be, I think, helpful. So >> the only thing that I'm >> the only reason why I'm not as apprehensive about this is because I know, you know, from speaking with uh Superintendent Mi that the budget is looking good for next year. >> It's true. >> If that wasn't the case, I would be >> having a different opinion on this. >> No, I agree with you. >> Yeah. Thank you, Peter. Yeah. Okay, great. All right. Item 11.2, board calendar announcements and correspondence. I I think it would be wise to just reserve the you know all five seats assuming

145>> if I'm here I'd like to attend I think it would be good team building if there are new >> trustees then um then so be it you know >> yeah that that is one of the >> so yeah Dez just said we don't get we get like partial refunds >> so thank you Dez >> yeah there there have been times where we've registered trustees and then they weren't able to go for whatever reason and so you know we're out that yeah we're out that >> we're going to air on the side of optimism. >> Yeah, I like that. >> Yeah, >> let's focus on it. >> Let's go. >> Thank you guys for putting that together. Okay, item 11.2, board calendar announcements, correspondence. Obviously, we have a special board meeting in the morning and

146another graduation. I'm not sure if everyone's available on Thursday evening, but I love PSA's graduation. I was so sad we didn't get to talk about the inmate graduation this, you know, this month. Super bummed. Totally get it, but super bummed. Uh, we were unable to have a ceremony to celebrate those graduates, but I don't know if Stephvenson, he's not um there has been on occasion um an inmate who had graduated in and then walked with PSA because they were out. So, maybe we'll get lucky. Um, but the stories similar to Confluence, um, you know, their stories are awesome and, uh, and it's inspiring and it's it's worth your time. I promise you that if you haven't gone. So, I hope that you will join me and whoever else is able to go on Thursday evening

147at 7 at Parkside Church. It's awesome. And then our last regular board meeting um, before we officially kick into summer break on June 16th. So, >> uh, are we meeting in this room tomorrow morning? >> Great question. >> Yes, we are. I wouldn't mind, just as a sidebar, I wouldn't mind us setting up a table and getting off the dice and and chatting a little bit more. Um, >> that's more casual. Yeah, >> I agree. >> Yeah. >> So, maybe we we can start up here, but I we [snorts] don't need to be so stuffy all the time back [laughter] here. Okay, >> good call. >> Why not meet in the other room? >> Are we allowed to walk into the other Well, we have a closed session, so we'll be in the other room

148for part of it and then we'll come back. >> So, will we end over there? Okay. Okay. >> In here. Yeah. Fair. Okay. So, we'll start in here tomorrow morning and then cruise over to the other building. Anything else? Going once, going twice. Item 12, adjournment. Do I have a motion? >> Motion. >> Oh, tie to the runner. We have a a motion by Trusty Lake and a second by Trusty Duncan to adjourn. All in favor say I. >> I. >> All oppose. Motion carries. 5. Good night, everybody. Good night. See you guys tomorrow. 7:30.