001Mhm. >> Mhm. >> All righty. All right. Good evening. We're going to go ahead and get this party started here at 5:35. Thank you for your patience as we took a little bit longer in closed session. Give us just a moment as we go through our report out in closed session. Item 3.2, do I have a motion? >> Motion to approve. >> We have a first by Trustee Duncan and a second by Trustee Lake. All in favor say I. >> I. >> All opposed? Motion carries unanimously. Item 3.2.2 stipulated expulsion 12 10 CW 25 through 26. Do I have a motion? >> Motion to approve. >> We have a first by Trustee Jeffries >> second by Trustee Duncan to approve item 3.2.2. All in favor say I. >> I. >> All opposed? Motion carries unanimously.
002Item 3.2.3 stipulated expulsion through 26. Do I have a motion? >> Motion to approve. >> We have a first by Trustee Duncan and a second by Trustee Jeffries to approve item 3.2.3 stipulated expulsion 13 11C 25 through 26. All in favor say I. >> I. All opposed? Motion carries unanimously. Item 3.2.4 stipulated expulsion 14900 25 through 26. Do I have a motion? >> Motion to approve. >> We have a first by Trustee Duncan. >> Second by Trustee Jeffries to approve item 3.2.4. All in favor say I. >> I. All opposed? Hearing none, motion carries unanimously. Item 3.3 conference with the labor negotiator pursuant to government code section 54947.6. Uh the item was discussed, no action was taken. Item 3.4 conference with legal counsel regarding existing litigation. The item was discussed, no action was taken. Item
0033.5 tort claims liability claims pursuant to government code section 54956.95. We had um a motion by Trustee Lake, a second by Trustee Duncan, and the board voted unanimously to deny the claim. Item 3.6 conference with legal counsel regarding anticipated litigation pursuant to government code section 54956.9 significant exposure to litigation pursuant to government code 546.9 subdivision D2 one case. And the board received an update from legal counsel regarding complaints regarding Trustee Duncan and requested additional information from counsel regarding this matter. No action taken. Okay. Welcome. Come on in. >> Have some fun. >> All righty. We have our organization at this time, but before doing so, we have a special guest here. I believe I see him. Um before before we get it going, uh we'd like to welcome Bodhi Jackson uh to be with us
004tonight to lead us in the pledge. He is enlisted in the Army 25th Infantry based out of Schofield Barracks. I hopefully I'm pronouncing that correct in Hawaii. He ships out for training in Fort Benning, Georgia on his 18th birthday, June 8th. He has chosen uh the four-year enlistment and right now his plan is to re-enlist and pursue this as a lifelong career. How did Bodhi make this life choice some may ask? Bodhi called a family meeting last summer to share that he decided to join the US Army. He started the conversation with {quote} I know I've done everything to go to college and become a teacher, but I don't think I will be happy. {end quote} He shared that he wanted to do something that would make a difference and that would be respected and
005as a family we were blown away with his new found confidence and happiness from Bodhi once this decision was made. Bodhi found his purpose and his purpose and his passion. Because he enlisted early, he was able to study for the ASVAB to get a score he wanted to attain the job he wanted. He's also been able to train multiple days a week with the future shoulders soldiers as well as lead his peers in both mentorship and workouts. His family could not be more proud of him and know he is going to serve his country with pride. Welcome uh to our board meeting tonight. We appreciate you being here. >> [applause] >> Come on forward. >> I pledge allegiance to the flag of the United States of America and to the Republic for which it stands,
006one nation under God, indivisible, with liberty and justice for all. >> Bodhi. Bodhi. Thank you. Very nice to meet you. >> Nice to meet you, too. >> Yeah. >> What job are you going to be doing? >> What job are you going to be doing? >> Bodhi and my son have been working out together for the past month or so, and he'll be joining my son who just left today for Georgia at the same fort in about a month. About 6 weeks. Thank you, Bodey. All right. And I didn't cry saying it, so I'm winning today. I just want you to know. It's been an emotional day. Very, very proud. All right. Item 5.2, approval of the agenda. Do I have a motion? >> Motion to approve. >> Second. >> We have a first by
007Trustee Duncan and a second by Trustee Lake to approve item 5.2, the approval of the agenda. Are there any changes to the agenda at this time? Hearing none. Any discussion? Starting with the student board, all in favor say I. >> I. >> Board? I. All opposed? Hearing none. Motion carries unanimously. I just want to acknowledge uh we are missing a trustee. You probably counted and realized that, but uh we have a trustee out ill this evening. So, we hope he feels better soon. All right. Um item six, we have a public hearing. This is the sunshine uh of the Associated Teachers of Placer opener for the PUHSD 2026-2027. And it is 5:41. So, sorry we're a little bit late on that guy. Do we have any comments on this public hearing? Hearing none. I'm going
008to close that public hearing and open item uh 6.2. Another public hearing for the Placer Union High School District initial proposal to the Associated Teachers of Placer CTA NEA 2026 through 2027. Any public comment on this public hearing? Hearing none. I close that public hearing. These items will be addressed later in the agenda. Item seven, reports and communications, beginning with the Board of Trustees board reports. This is a time allotted for our board members to conduct discussions on events in which they participated and correspondence related to district programs they wish to share. Do I have any takers? >> All right, I'll go first, I suppose. All right, so a couple of weeks ago I had the the privilege of attending the the girls wrestling end of season award celebration with my daughter who wrestled for
009the first time this year. It was really great experience to see um some of those girls in like in their element and to also learn from the coaches just how hard that those some of those students had worked not just on the mat but in the classroom as well. There was they one point during the meeting they called up any of the students that had it over a 3.5 or above and that was most of the team. Um so that that was really impressive. Um while I was sitting there that evening, however, there was a a question that that that came to to mind um as I was talking to one of the parents of one of the the wrestlers and she is a a straight A student that attends Del Oro. And the now
010the mom just happened to be talking about her schedule and that kind of stuff and and talk about how she had been assigned a study skills course. Um so again, that was a question that I had, you know, and I brought this up previously, why are we having students that are doing really well academically put in study skills classes even if they opted into the to choose that as an elective. Um I don't feel that that's an appropriate use of of that particular course. Um that should be for for students that are struggling academically and then initially when that when that course was brought before the board years and years ago, that was the that was the pitch. That's what it was was intended for. So it seems like we have a lot of students
011that are that are taking those some of those courses rather than taking some of our enrichment electives and those kinds of things, we're putting them in a study skills class which is basically non-academic really. Um so I would um, caution us to, you know, think about how we're we're assigning those students to those particular courses. Um, I was having a conversation with um, one of the Delaware teachers last week as well, um, Mr. Stargard, who had a question which I didn't really know the answer to. Um, he this you know, the teacher particular teacher posed the question, he has a transfer student that has a lot of discipline issues and this is an out of district transfer student uh, that's has a lot of uh, discipline issues and I'm wondering like is there any difference
012between when it comes to to discipline that I've been hopefully in the room can maybe ask the question for me. Um, with respect to like if it's a if it's a student in in district student versus an out of district student if there's far as at some point do we tell the out of district student if they're having discipline issues like you're no longer invited to attend here or like how does that how does that work? I didn't know the answer to that question, so. >> Yeah, I mean Trent if you want to chime in, but I know that um, out of district students are here by invitation and that can be revoked. So, I'll let Trent speak to the details. >> Yeah, uh, both both our inters and intras fall under the same sort
013of three three uh, levels of criteria which is uh, grades, attendance and uh, behavior. Um, typically we um, revoke at the term. >> So, like you know, midway through the year and at the end of year? >> Correct. >> Okay. >> Unless they're unless they're a junior. Once we once um, an inter district student um, starts their first day of their junior year, they're ours. So, usually we're pretty good at um, looking at our freshman and sophomores, especially our sophomores because if we know that they come back their first day of their junior year, uh, they become ours. >> Okay. That? >> June 30th as of as of June >> As of June 30th. >> Okay. Thank you, Trent. Appreciate it. >> Um, another point I wanted to bring up and I know this is
014going to be a very touchy subject, um, was it last week or the week before when there was a a lot extended period of time when where Delaware was locked down due to a a specific threat that was made. Um and I know that when those things happen, the Sheriff's Department typically runs the show and I and I get that. Um however, one, I think that there there could have been more communication to the staff about what was actually happening or more frequent communication to the staff about what was actually happening, what the threat was or wasn't. Um and two, um I feel like as they the Sheriff's Office is clearing the campus, which is what I assume what they did. Um I feel like they they they need to start in rooms where where
015there's no supervision. This is why I'm saying this. So, um my daughter came home that day and was telling me one of the freshman girls that was in her class happened to be in the girls' restroom when that lockdown occurred. And she was hiding standing on top of the toilet hiding in the girls' restroom for like two or three hours. And nobody came in to, you know, pull her back out and get into a classroom with the teacher and anything like that. Something that I feel like the Sheriff's Deputy should have had the opportunity to do. Go check the check the locker rooms, check the bathrooms, areas where there's no direct supervision, and move and physically move those students to an area where they they are actually supervised. Um I can't imagine what was going
016through the mind of that, you know, that freshman girl when she's sitting in the in the dark in the bathroom standing on a toilet for three hours not knowing what's happening or why or you know, it just that's not a good situation for our students' um mental health. So, um I feel like that's something that we need to come to come together as both a district and um you know, with our law enforcement partners to make sure that there's that's that issue is thought of. >> Can you clarify study skills versus study hall real quick cuz you said study skills which would be special >> I'm sorry sorry sorry sorry sorry uh earlier when I was talking about the study hall uh study skills class I meant study hall. That's what I meant. Now this
017is a non-specialized student. >> Thank you, Trustee Jeffries. Trustee Lake? >> Yeah. Uh just to just to add on to what you were talking about with the lockdown, um I have two kids at Del Oro and they obviously were going through uh the whole event that happened. And there is a difference I I noticed that there's a difference between the students that actually had access to cell phones and were able to communicate with family members. They had a different experience than students who didn't have access to any outside uh communication. So, um in other words, some people were taking it very seriously and it is serious, obviously, but when you hear that like, "Oh, there's four other high schools going through the same thing." Um that it seems to be, you know, it's it's just
018quick to speculate that it's oh, it's probably a hoax. And that's what the community was saying pretty quickly. So, it's just something to consider when when when looking at how to deal with these, um if there's a way to figure out I don't know what classes have I think it was a um I don't want to speculate. Anyway, um onto my report. Uh I was able to attend student voice at Del Oro, which is refreshing to interact with the students. Uh I feel like uh you know, as a board member, seems like most of the time is dealing with other stuff outside of uh outside of education. And that's just the the nature of uh of the organization and the nature of the of the issues that that we deal with. So, it's it's always
019refreshing and and great to be on campus uh interacting with students and um it's refreshing. Uh because that's the reason why we exist and why and why we do this. It's a it's an important service for the community. Um I also sit on the finance committee and um we had our meeting a couple weeks ago and uh there was a large donation years ago uh and uh the decision was made to uh instead of just spending that that gift to invest it and that investment has uh yield a great return over the last several years, which allows this to be a perpetual gift and perpetual scholarships. And so, I haven't asked to those that are interested or those that care. I've attended these uh these um scholarship ceremonies at the end of the year before
020and it seems like a handful of students seem to to to earn the lion's share of these scholarships. And so, one of the things that we do is brainstorm, how can we brought more broadly distribute these scholarships? Does it Does it only It should only be academically based. Um we're We're fans of character-based scholarships and and other things. There's also I think that most students are unaware. And so, it is getting to be that time where um um if if students understood that they have a lot to gain for uh regarding the scholarships that they can use towards their their college careers. I feel like a lot of students are just unaware. And so, uh getting getting communication with your counselors uh get on board with understanding the process to apply for these scholarships. I
021also want to open up I want to be open to suggestions or ideas that either students or faculty have on ways that the um the scholarship program can be improved. So, uh you know, direct any of those ideas. I'm happy to to take those emails and and or uh um or Peter. Um As he's on the committee as well. Um Let's see. Yeah, it's been a it's been a busy time. Um That's all I got. So, thanks. >> Thank you. Would you like to go? All right. >> Uh you know, I'm always um uh I'm always grateful and amazed at the community especially Loomis where I live. I went to a football fundraiser for Del Oro Del Oro High School uh on Saturday and um just the it's fun to watch people bid on things
022and uh um it's just it's a it's a great uh it's a great environment and just a lot of good good giving people there for that football program and coach Perry was there and his wife and um they're fantastic and and give a lot. Um Also uh had a chance to be close to the Del Oro girls lacrosse team cuz my daughter plays on it. Um uh they've had a little bit of adversity uh just because of the the the field situation um not being ready when it was supposed to be ready a few weeks back. Um coach Steve Webber's been awesome and he's taken that opportunity to talk about adversity uh and to to learn from adversity and cuz that's what sports is all about, right? Um and uh we had a a moment
023last night where we had to go to Oak Ridge for the second time instead of playing a home game uh and won away, one home and we went to Oak Ridge last night and um started off we were down two nothing and uh we went on the win. I think it was 17 to seven. Um and last time we played at their place a few about a month ago um we came back uh being down I think it was four goals and then ended up winning in overtime. But the big accomplishment for for this team um is that it's their first uh Sierra Foothill League title um which is a big deal um and it's a testament to coach Webber and what he's built with the feeder program and I have a my daughter Scarlet's
024been on the was in the feeder program and my my other daughter Ruby is also in that feeder program right now and it's been great great coaches selfless people that's been giving their time. So it's great to see this all come into culmination. I mean I think I counted six committed college athletes on that lacrosse team. And in various sports three of them of which or four of them which I think in lacrosse just a lot of talented players there and in a good good culture and a lot of fun. So it was a fun win last night for for the team. >> Thank you so much. Um school safety has come up frequently. I think you know that as a trustee I feel like you know number one if school safety is not our
025priority like what are we doing? We we have to provide a safe learning environment or no one's going to learn. Um and so it came up at the student voice at Placer and obviously with the lockdowns I recently the lockdown recently at Oro but I can assure you that everyone is trying to do their very best and we're always looking at ways that we can improve. Um I did receive a message from a community member regarding the Del Oro lockdowns and just expressed gratitude for the communication that was received by from teacher to the to the parents through an app that they used to communicate with their parents giving them updates that parents and dearly appreciated that and the communication regularly from the district office. Um that you were letting them know when they were
026going to be receiving another update and from our partners with the Placer County Sheriff's Office. Um none of us are perfect. I can assure you that a bunch of humans trying to run things perfectly. There's there's going to be some hiccups from time to time and I am super sad to hear that there was a situation with a student in a bathroom. I would have been horrified. Um as a parent and as a student if I were that student you know, crouching in a bathroom and that's awful. Um, and I'm sure it's going to be addressed. Um, so thank you for bringing uh, that to mind. But I can assure you that I like as a as a parent and as a trustee that these conversations are happening um, you know, at a board level
027but definitely at a site level on a regular basis and um, some thoughts and feedback from students at Placer came up around uh, safety and lockdowns and training. So, I just I appreciate that from our students. I appreciate that from our staff. Um, we will continue to to improve that and improve our relationships with our partners. And the board has obviously invested a lot of money into millions of dollars into camera systems and technology that uh, we can communicate and that our law enforcement partners can access to make sure that we're providing a very uh, thorough uh, response when concerns arise. Most people probably saw that are paying attention to education the the joint statement that was uh, put out by Placer County Sheriff's Department and uh, Placer County Office of Education uh, that yes,
028there's an ongoing kind of hoax um, of these calls and they're alarming and they absolutely impacted our students. They have impacted multiple other districts in Placer County. It's abhorrent. Um, I don't know why sick individuals make these types of calls that shut down education and that put um, our staff and our students in fight or flight and are taking our law enforcement's time away from calls um, that they should otherwise be engaged in. Um, but we have to take care of our kids and we'll do what we have to do. But um, I hope that they do find these individuals swiftly and that um, that the jurisdiction that they fall under that they will have a consequence because it's horrible. And I want to thank our community, our families who have been involved in that
029and our students for handling it with grace. Um, and we're all going to get through this and we're going to figure it out, but um bear with our partners as they they try to to root out the problem here. So, um I attended Del Oro mock interviews last week. Um I love getting to just be on a campus for a random reason and chat with uh students. I had um a really several great interviews, one of which uh a student who's going to go pursue political science. Um she had wonderful questions. She It was not on her radar, but she asked really wonderful uh insightful questions about um the impact of politics and the importance um of our roles of our our legislators and uh about the school board and anyway, just really appreciated the
030time connecting with our kids. They're bright, and I'm excited for their futures. And I'm very excited this Friday to get to attend uh California Department of Education Award Ceremony in Anaheim. Um I'm going to be traveling down. I'll meet Jamie there. I'm going to spend a couple days with my my boy in um Disneyland. We're sneaking away, making it a a double header. Uh but to get to honor Placer for the amazing work that our staff um and our students are doing over there. So, massive kudos. Can't wait to get to report some information back at the next meeting. Um but just overall, just feeling very grateful for the good work that's happening. I think we do talk about a lot of things that, you know, can sidetrack our time, um energy, emotion, funds um
031that that are not the things that we necessarily want to be dealing with, but we have to deal with. And um as we're moving into graduation season um and a lot of celebration and retirements, I just want you to know that I'm very grateful. Um it's a privilege to get to serve on this board, and it's a privilege to get to advocate for our our students and our families um in this district. All righty. I'm going to go ahead and turn it over to item 7.2, our ad hoc committee updates. Um I'm going to go ahead and give you the the update on our ad hoc policy committee. I wish that we were through all of our >> [laughter] >> all of the policies. I think I have a strategy that I need to implement
032to to hurry this along. I feel like I apologize Trustee Jeffries. It's been a lot this past month preparing to send my boy out and breaks and all of the good things. So, we're we're hoping to finish this hopefully in the next couple of months and um and bring bring forward policies that we can eliminate if they're not being referenced to clean up our policy binder. Item The second is BB 9030. And that is with a new ad hoc with Trustee Lake and Trustee Underwood. Is that correct? >> Correct and they have not met at this time. So, that's getting scheduled up. >> Perfect. All right, student board member reports. Welcome. >> Good evening everyone. So, to start with Colfax news. We have some very promising candidates at Colfax for the next student board member
033position. I eagerly eagerly await the election results. Hopefully get to see those. I really appreciate all the hard work the hard work put on our by our staff at Colfax and especially the dedication put in by Colfax's retirees this year. So, really big thank you to them. I really appreciate them so much at Colfax. Next Monday we have our Alpha Omega night which is a long tradition of honoring academic excellence and is really a core part of our Colfax community. It's really special because every teacher who speaks about a student really knows the student and that's really what makes it so great. In a couple of weeks we have our blood drive our spring blood drive. That's a really great volunteer opportunity for students to help out and also for students to donate blood save
034lives in our local community donate blood to our local hospitals. So, so, that's a really great event coming up. Uh currently, our seniors are going through college decisions, uh IB testing soon, um and hopefully not too much senioritis. So, hopefully they're all right. Um our juniors just finished their first set of ASVAB testing. So, hopefully they're ready for their next set uh this this week. I'm very excited to see our upcoming spring musical uh Footloose put on by our drama department. That'll be a really great show to see. Um last week, Olympic Week wrapped up, and the seniors won, which I'm very happy about. Um but overall, it was really good to see the class camaraderie. Moving on to Colfax sports, uh baseball is looking to make a run for playoffs with their four upcoming
035games. And hopefully tonight, softball can beat uh Wheatland. So, best of luck to them. Um last week, I was lucky enough to go and watch the our uh athletes at the Colfax meet. So, really nice to see um all of our track and field athletes be able to compete against other schools. Um one of my friends, he he ran a sub a sub five. So, really great um mile by him. Uh lastly, uh tennis, um Mikoto on that team is leading the tennis and track teams, which is really amazing. And overall, just best of luck to all of the sports going into the rest of the season. Uh also going to read the Oro update. Uh it often feels like Del Oro never sleeps. And that energy is is especially evident in the spring with
036the number of events and activities happening across campus. This past weekend, we proudly brought home the Del Oro Hall of Fame for the first time since 2015. Thanks to the work of Mr. Fee and his committee, the event honored outstanding members of of our school community, including athletes, coaches, teams, and supporters who have shaped our legacy. A special highlight was the involvement of our WING students who created digital profiles for each inductee, gaining valuable real-world experience while helping celebrate Oro's history. On April 10th, we experienced a campus lockdown. We're grateful for the calm and professional response from our students, staff, and Placer County Sheriff's Office in ensuring everyone's safety. State testing for 11th graders is currently underway, and we take pride in the effort of our students and staff put into this year as it
037provides important data to guide our continued growth. We also recently hold hosted a student engagement meeting with district administration, giving our students an opportunity to share their perspectives and have their voices heard. In our Confluence West program, students had a great experience visiting Sierra College for both STEM panel and a CTE showcase. They explored career pathways, experienced college life, and engaged in hands-on learning opportunities. We're also so We're also so proud to share that Skyler McMaster is our first student to complete the requirements for the state seal of civic engagement. In athletics, spring sports are nearing the end of league play with many teams in strong playoff positions. Baseball is currently on a five-game winning streak, while as volleyball is pushing toward playoffs after last year's section title. And boys lacrosse is also playoff bound.
038On the girls' side, softball leads the league, and girls lacrosse remains undefeated and is ranked highly in both state and national standings as they prepare for a deep postseason run. We're also excited that our sta- our stadium turf field will be completed this week just in time for playoffs. In the arts, our production of Legally Blonde is currently underway under Mr. Wat- Ms. Watson's leadership, and participation in the drama program continues to grow significantly. Looking ahead, we have several exciting events. This Friday, our students will visit feeder schools to connect with incoming eighth graders and build excitement about joining Del Oro. Senior Ball is this weekend. May Day is coming up on May 1st, and our welcoming party for incoming freshmen will take place on May 4th. We'll also be hosting a collaborative band performance
039with Placer High School and Sierra College on April 30th. Overall, it's a busy and exciting time at Del Oro, and we're proud of the energy, achievements, and continuing growth of our students and programs. >> Adam, just a quick question. You mentioned kids were finding out where they're going to school, and did you have any news about yourself? >> Uh so, about myself, um I got accepted into Cal Poly SLO as my dream school, and I admitted, so I'm very excited. >> [applause] >> Thank you very much, Mr. Amalie. >> Um I I do think it's necessary to me for me to address the situation um concerning Justin's resignation. Um I speak on my behalf, and I just hope to share my own perspective. I know that this does not come easily for any of you,
040and I hope what I hope is to better understand. I What I'd like is to get a better picture and receive your insights and from your perspective. Um mainly because one of your goals is transparency, and I would like to be informed of what is happening, especially since it concerns my colleague. I just think it's important to be informed about that. Um I I do recognize though that there are limitations to what you're able to discuss, um especially concerning personnel change. There's concerns with privacy and stuff like that, so I understand that. But, overall, with the lack of uh communication, it kind of leaves me with concerns because I'm unaware of your perspective and intentions. Um in a possible different situation with bad intentions, I wonder what security measures are in place to protect the
041student board members, because our position is important, and without it, how do you know how to serve students? Thank you for your time. >> Hello. Um up in Forest Hill, we have completed our SBAC testing. Uh we had no juniors opt out of testing, and Miss Noakes did a great job incentivizing our juniors with prizes, keeping them motivated throughout the whole process. We'd like to give a special thank you to Placer for hosting the Spring Fling. Uh most people said they had a pretty good time, and we're excited to note that Foresthill was very well represented with possibly more than 20 more people than Del Oro brought to the dance. Um students are looking forward to prom next weekend on the 2nd and Night of Excellence, up on the 7th. And of course other graduation
042activities for our seniors. And we also have our senior signing day coming up, and I'm excited to say that although we had no athletes commit um on an athletic scholarship, we do have three athletes committed this year. We have Vincent Navarro to American River College American River College playing football and studying kinesiology. Amy Saxelby is committed to Sierra College playing basketball and studying biology. And Maddie Marquez is committed to Grand Canyon University playing flag football and pursuing honors nursing. >> [applause] >> Other than that, spring sports are doing pretty well, and soccer girls have their senior night tonight. That's all for Foresthill. >> Okay. Um oh yeah, I wanted to address um Trustee Lake real quick, your comment about like the the scholarship and advertising and that sort of thing. Um I do agree there
043is like some advertising. Like there's like with the senior scoop and stuff like that, but it's like not a lot of kids check their email and like the announcements are kind of a little wishy-washy sometimes, so I do definitely agree we could do a definitely better job on that. But anyway, um for my report, um I think this was just after last board meeting with a voter outreach program um event at Placer for our um government and econ classes. Um I got to take part in it. I thought it was great. We wish we could ask a little bit more questions, but it was cool with like the the questions we got from our kids, it was just very insightful and you can tell they're involved and they want to just be interested in how
044politics shapes their lives and if, you know, those kids that were in my group, I feel like we're in good shape for the country, so yeah. And we also like to thank President Spade for being there for our local government representative. So, that was cool. Maddy mentioned the spring fling. I didn't know I think actually more Placer kids might have showed up than >> [clears throat] >> Placer, but it was rainy, but lots of kids showed up. Kind of a cool like, you know, inter-school dance. I didn't go cuz we had a track meet, but it was cool. Sounded all the kids had fun. It was rainy, but they still showed up and showed out. Um other events we have, we have the Evening of Excellence coming up on May 4th. We have Palooza on
045the 15th and the senior money night on the 18th, so lots of cool things coming up. Track has league finals at home, so hopefully that field will be done. Otherwise, we have to go down to Del Campo and that's going to be really unfortunate. We have to go down to Del Campo. But hopefully it's done. All of our seniors are really excited for the opportunity to run a home meet in their final year for league finals, so we hope it's done. Um tennis also just won a another FVL league title, which is kind of a tradition for them. It's kind of like kind of spoiled with all of our tennis team titles lately, so they're on another one. And then baseball just came off an eight-win game streak, so sports are flying this spring, so
046yeah. Um we're also excited to have some new faces on campus next year. We're hiring a new AP for Placer and we have a new principal for Maidu Confluence next year. So, some new faces on our campus to help support us, so we're excited for that. And then we also you mentioned the California Distinguished School um swag, so we We that coming soon apparently, so Placer will soon be decked out with some uh you know, some seals and some California Distinguished School swag this next school year. So, we're excited to deck out our campus in that. So, that'll be here soon. So, that's all I've got tonight. Thank you. >> Cooper. Since we're all discussing where where um our student board members are going to school, um I'd like you to have your moment to
047say it, but I've also I I was talking to your grandpa on Saturday, and I know you're heading into Placer's right now, and I know you've had a had a good for a minute, but you almost broke the school record if about 4 weeks ago or so, 6 weeks ago. I don't know. Uh with with the mile. And I just wanted to hear what that time was for people who are listening. >> uh it's on athletic.net if you want >> [laughter] >> I'd like you to say it right now, Cooper. >> uh the link is on my athletic.net profile. >> You're in trouble. >> [laughter] >> Um if you want to look. >> It was just over 4 minutes. >> Uh >> 4:14 4 Crazy. >> It's on athletic.net. >> [laughter] >> It's worth your
048time. >> want to figure out where anyone at Placer is going to school, it's on the Placer PHS future decision page. [laughter] So, >> Don't make me say it, Cooper. Cooper will be attending Stanford. >> [applause] >> Humble. Humble and kind. All right. We're going to go ahead and move to item 6. Excuse me, 7.4 our Superintendent Showcase Career Exploration Program. >> Madam Superintendent, sorry. >> Please. >> Um we have Sergeant First Class Daniel Cabrera, US Army Roseville Station Commander, who's going to do a presentation for us regarding the ASVAB for sophomores. One of the things I do want to throw out is um my my former district of, you know, 220 high school kids uh had more kids enlist in the military than this entire district last year. And so, one of the things
049that I really value is the military as an opportunity for kids who don't have direction or do have direction to get to those new that next step. It is a great option. It's not just Okay, I'm going to do that just because it is a great path for kids to take and it's something that you know, obviously there's laws in place where people can opt out and those kind of things, but it's something that we need to to advertise more as as a path to get to any career you want. And so, I'm excited. Thanks for being here, Sergeant. I appreciate you. Appreciate you guys in the in the armed services. And with that, take it away. >> Thank you. Well, first to the army moms that I know of and any other military parents
050here, I just want to say thank you guys [applause] and give a round of applause for them. I know it takes a lot, you know, I've seen six years of recruiting. I've seen a lot of parents come in and the the tears and the struggles that and the strength that it takes. So, thank you. I'm Daniel Cabrera. Sorry, I didn't mean to >> [laughter] >> I'm Daniel Cabrera. My uh educational background I have my undergrad in business administration. Um currently an MBA student CSU Sacramento. Um I have project management background. Uh 15 years of military service and all of my education has been paid for 100% tuition and books by the United States Army. Um the military. So, um I stand here today as a representative of the army and the Northern California recruiting battalion.
051I'm also an Auburn resident and applause for Hillman dad and future applause for Hillman dad of that guy. Give him 12 more years. Um currently a kindergarten in Colfax. >> [laughter] >> Um so, today I'm here to talk about the sophomore career education pro or exploration program um and gender your commitment for that. It's the same similar test that um Brody took and others who joined the army to the military to enlist. Um so, Sure. So, no big deal. >> You couldn't hear you. Sorry. >> Okay. Um so, where we at in this process is first we originally met superintendent and um Miss Spade at the Veterans Day event at Sierra College. Um had the same discussion about the amount of testing and students that were uh taken in in this district last year. Um
052and so, then we started talking about, "Hey, how can we make this project um to make it uh for an entire class with the idea of it being sophomores?" Um and the reason for that is that this test is valid for 2 years. So, if an individual takes it during their sophomore year and they decide to enlist during their senior year, it is still a valid test score. And they still have an option to retest and improve their score later on down the road. But, that's not the real benefit that it really brings to the sophomores. Um and I'll explain that here in the in a couple slides. But, um where we are at in this planning phase is we spoke to the superintendent, we spoke to the uh executive director of educational services. We
053had it thrown out the principal's round table, counselor round table. I've been getting feedback from everybody. Um trying to see how feasible and and if we can even make this. So, now my final step is here to the board to um engender your support. And so, >> [clears throat] >> oh, sorry. Wrong one. So, this is just a quick snapshot of the numbers from last year. So, we had 64 students out of the Placer uh district um take this test um out of the 3,800 approximately. So, you know, less than 2%. And so, when we show you the slide about what you really get out of it, you know, the question is, "What about the other 98% in regards to career exploration in the future?" Um we understand that one out of every 100 students
054is going to join the military in some capacity. Um but, you know, what about the other 99? So, that's kind of the thought process that we have behind this test. >> [clears throat] >> Um so, once you take the test, you get this score sheet delivered to the counselors. Um and so the individuals who are um wanting to go into the military, there's a score specific on there for them. But I want to take your attention to the lower right, which is the blue square. It's got that access code and a website that you go to. And so um you don't need to have an interest in the military to go to this website. Let me see. So this is the website. Um there is a video here for and so once you log into
055this, you have that access code from your score sheet, which again the counselors have, and you log in and you do uh for your info it's called take the FYI. Sorry, my mouse is going to go all crazy on the screen recording. So it's take the FYI and it's a 90-question um personality test and talk about if you like things or interested or dislike them. And you go all the way down the line um talking about, you know, do you like doing art? Do you like to do um act on stage? Do you like to write a movie script? And you go through all these 90 questions. Um Dan, scroll faster. Um and then once you do that, it'll take you back to uh the other portion where you can see in the top that
056you have uh the start career exploration and then you have I'm going to pause it just for a second here. Um you have your interest codes here, your strengths. So based off of the testing that you took, if your verbal skills, math skills, or science and technology and the number of books represents um your strength in that area. And then it takes your personality into account, too. And then you start adding some filters from there. Um so right here I've pushed, you know, uh what their top interest was at investigative and then math and then it opens it up and it shows you all of the careers that you would most likely be apt of doing based off of your interest and your educational um standing. And so uh we're just going to click aerospace
057engineer for this one. Um you can also see the little icons. Some are for STEM, some are bright outlook, some are hot jobs. And once you click into it, it'll give you a description of what the job is, um different names for that job, and then essentially a um long uh employment, you know, what do they do? I I was saying this aloud as I was recording and then I was like, "Hey, this goes a lot faster than I thought." Um and so it'll it'll give you a long list of of what that, you know, um aerospace engineer does. Then it'll tell you what ed level of education that you need and how to get there. And so um for aerospace engineer, 59% of individuals need a bachelor's degree. And then you click on the
058button there and as college info, and then it'll bring up all the colleges that provide this type of degree path and you can start adding filters of like what school it goes to, or sorry, what state your school is in and um >> [snorts] >> I think you were just talking about slow. There you go. There's There's your right there. Um and it'll tell you kind of how much the tuition costs are and other types of, you know, what degrees are offered there, um and all all different information as much as it can about that school specific for you. And so they give you an opportunity to look at the different schools um all around the state or even the nation of an- anything that you're interested in. >> [snorts] >> And so we're just
059going to go click back. And >> [clears throat] >> then the website continues with if there's any credentials that would be needed for this uh specific career path. Um this one's, you know, stating that a bachelor's degree is a minimum. Um and high school students interested in studying aerospace engineering should take um these, you know, types of classes and um chemistry and physics and advanced math and computer programming and it gives them kind of an outline of, "Hey, if you want to go into this career path, these are the classes in high school that you need to start thinking about taking." And continues there and then if there's any additional certifications and licenses that you need, um it'll tell you exactly if there's a something in the private industry that you would need and kind
060of help orient you towards that organization or that website so that you can start building on that foundation of what you want. Um it'll also connect you with what the federal um if there's any military services that offer that specific job or something close to it. Um then if you want to get into the federal job market, um it'll have you go directly to the USA Jobs website to start showing you um employment postings for these type of specific jobs and you can start looking at what that looks like. Um and the final thing that it shows you is employment statistics across the nation. So, you have an entry-level salary for nationwide. And then you can hover over the state and it'll show you the state-specific entry-level salary for that specific job that you're looking
061at. Um and then the national salary for someone who's tenured in that position, and then the average salary for somebody who's been in the doing that for a while. And then Yep. And then it'll show you just kind of some statistics on employment outlook. On the next slide here. There we go. So, the whole purpose of, you know, getting somebody to look into this website and, you know, you can start plugging and playing with the different filters and start exploring different jobs that you have um they'd be most apt to doing is so that you can begin that conversation again as a sophomore with your counselor to do those A-G elective and electives uh conversations and start planning for the next 2 years. So, it's it's not necessarily just because the person wants to join
062the military, it's to help the entire process of, you know, where you want to go. Um then on top of that, us as um the recruiting level, we have some data touch points that we can provide to the administration. Um this is uh the profile from Forest Hill from last year. Um we all know that, you know, you can you have different types of tests to measure your math and your English stuff. Um but this individually helps out with understanding that career technical portion um to help expand and understand like, do our students really like, you know, a certain thing? And Forest Hill, they really love auto shop, right? They're really strong in mechanics stuff, which makes sense cuz, you know, they're out there and they got to kind of far out there and you
063got to fix everything yourself, you know, versus um um you know, versus a different school here in town where, you know, that would probably be the the lesser um score, but is that because they don't like it or because they just haven't been exposed to it? Right? So, these are the types of information that we can do to provide each side to the administration with the ability to like have additional knowledge when they're making those strategic level decisions about CTE and how to advocate for, you know, more resources if possible. Um right now, so I've again used my project management background to develop an execution phase for all of this and kind of a timeline of what to do and so um I'm fully prepared to move forward with this um as long as each
064school is and it takes 1 day for the class to do the testing, which we've already discussed that would be on a minimum day so that there would be the least amount of it um instructional period lost. And then the second portion, which is the scores interpretation, would be on invitation to anybody um who wants to learn more about the military specific and then we can pull up their score and do that during an intervention period so as to not lose 2 days of instruction just one on on a minimum day. And because the counselors will have all these score sheets, they don't need they don't necessarily need the interpretation if they don't want it it because the whole portion is that ASVAB website. Uh capabilities that we would provide to make this um happen
065is we can do six military individuals no no problem. We can get other branches of service. I can six is like minimum. Um power cables and charging stations and we've done everything that we can to try and understand the risk that we would have um anything that could go wrong we're we've got a plan to mitigate it. Um all we really need is the time and the space. And their Chromebooks. Um and then transparency, you know, this is zero cost for the district. Um absolutely don't need anything other than their Chromebooks and some internet going and some electricity. Um juniors and seniors can attend this at any time with an unlimited number of attempts. so if their score is not the passing for the military, they can do it again in the future as long
066as they're given the opportunity to um by the school allowing them to go to our testing. Um and then the validity is 2 years. Uh we had this discussion with the counselors about IEP, 504 programs. I reached out to the uh pe- personnel at the processing station who handle all of the testing section, and the IEP and 504s, the test would have to be optional for them because the actual ASVAB, such as like the one Bodie did, um there's no there's no like um ways to help with additional um accommodations. So, that I, you know, leave it to the to district, but I I feel like as if that should just be recommended. Um then parental concerns, this is not to get people to join the military. Um again, it's a 2-year delay from when
067somebody would take this test until they would be um qualified based off of age, which is 17. And then um if there is a true concern, each school has the opportunity to do our different options of release. So, there's a time delay, anywhere between 7 days and 120, um but then the school can also opt out of giving us any information because once the student completes this test, it will be forwarded to all recruiting branches across the services. >> [cough] >> Um [clears throat] There's one point I forgot to add is when we do the score interpretation for those who voluntarily want to come learn about the military, all branches of service will be there to pitch their branch and what they have to offer versus everybody else. So, it's kind of an equal across
068the board. Um then anybody who wants to learn more about or how to study for this exam or other exams, um we do have this free website called March to Success that all somebody has to do is go and click through the Army's link and then they register with uh this website. I'm going to log in real quick. And it's a resource that is given to individuals to increase their ASVAB scores, their English scores, their math scores, um ACT scores, SAT scores. Um you'll see right here I have all the courses listed, any high school prep stuff, any college prep, um STEM, and healthcare professionals. So, if anybody's interested in taking the MCAT or the dental test, um there's some practice questions in here so they can see what it looks like. I'm going to
069skip through a little bit here. Um and then once you log in, it looks like this. It forwards you to the Peterson's website. Um and you just log into your do some diagnostic tests and then it starts going through uh classes similar to Alex or Khan Academy. Um but the big thing about this, you can see the kind of what the questions look like. But the big thing about this is that it again it connects you to Peterson's. Um I'm going to click on a different tab. When you go to the actual Peterson's website, it is a paid for subscription of $45 a month at the or $40 a month for the minimum. So, as long as any student signs up through the March to Success website, they get this $40 uh study website completely
070free for them. None of the information is forwarded to any recruiting branches. So, it's a free free and optional thing that each school has in to increase their ASVAB scores. All right, I think and that's everything I got. >> Thank you so much. >> Boyd? >> I don't have any question, but I do have some feedback. So, so first off I want to talk about how impactful I think this program could be. Um because remember our goal in K-12 education, right, is to prepare our students for life after high school. For some time some that might be college, some that may be trade school, some that be military, some might go right into the workforce. Um but this is an option definitely that um I would like to see more more students um consider. Not
071only because, you know, my 20-year background in the military, but um it's great for students. So, for give you an example that's happened a couple days ago. So, my nephew, who is a Colfax graduate, uh went in to the military 6 and 1/2 years ago. He was an 11B in the infantry. Uh he completed his term. He spent 6 years in Germany training NATO troops for a conflict that's occurring in in in Europe right now. Um got out ETS'd and got out in January and I just found out last week that uh he's in the process now of getting hired by one of our local law enforcement agencies due to his military background and training. Uh and once he graduates the academy, he's basically going to be making what a 20-year teacher would be making.
072So, I mean that's a that's an awesome thing for our students to have that as a as an option for them. >> Mhm. >> Cuz not every student's going to go to it, you know, college or university. You know, that's not the path that um a lot of our students are going to take. You know, it wasn't when I was in high school, that wasn't the path that the path that I wanted to take, so uh I think this is a great option for a lot of people. >> Okay, I appreciate that. And you know, this is really a free test that is the only test that will give you a pathway to uh an odd career if you'd want it. You know, of course, the military is not for everybody, right, one out of
073every 100 students, but it is the first step towards a career if you choose to use it. >> Daniel. >> Uh remind me uh for each site we have to have at least one trained test >> Yes, sir. >> coordinator. >> Yes. >> Just one at each site. >> Yes. And one of them has to do the testing, yes. >> And which I I'm 99% sure everybody already has one. >> Um I'm not sure if all the other sites do this, but I know that for our life skills course, we were required to take the ASVAB and I thought it was a really cool experience just taking it even if though I didn't want to go into the military, I still thought it was really interesting to see. >> Was that like 2 years ago?
074>> Uh, my junior year, yeah. >> Yeah, I think I was I think I was there. Um, where you guys use this like part of your final, right? Or something like that, yeah. Yeah, it was really cool. It was it was like the largest turnout we've had of for still because >> class took it, yeah. >> That's awesome. What What was your experience with it, though? >> Um, I didn't really want to go into the military and I was thinking of like, oh, it's just a military test, so I didn't try too hard on it. But, um, when the results came out, I still thought it was really cool, especially like the like the other career aspect. I thought it was interesting to see how it kind of matches you up with careers based on
075your personality answers. Yeah. >> Wonderful. Thank you. Is it currently offered at any other sites? >> Yes, so we offer it at every public school um, that's uh, wants to take it. >> No, currently in our district. >> All the schools take it as on a volunteer basis right now. So, that's why our numbers are so low, sir. >> Mhm. >> Just in that just a little side note, it was this year was the first year that it was kind of given to the sites to manage. In the past, the military had come out and given the test, correct? >> Yes. >> Yeah, so this is the first year, so there was a little bit of a transition, that's why some of the numbers weren't where they needed to be cuz it was like, oh,
076military's not doing it now, you guys are doing it. That requires us to get somebody trained and set up. And so, hopefully, you know, once we get that done, it will change that dynamic. >> Cool. Is there Is there >> In any other districts in Placer County, are any others doing, you know, a sophomore kind of roll out, um, that you're aware of? >> Yeah, Lassen County School District. >> There it is. So [laughter] >> Um >> That's what I wanted to hear. That's what I wanted to hear. >> Um so, what I've wanted to do is implement this as kind of the the large school larger school district implementation of this project and then have it use it as a model to show other districts and having Placer Unified as the the pioneer to
077it all. >> Thank you so much for preparing this um and being here to present tonight. Similar to my other uh colleagues um comments, I just think that this this tool and everything that you showed between um the the is March to Success uh tool, but also with the testing itself that that shows what Maddie had um mentioned about the different careers and even for students who aren't interested, what a what a cool tool for them people to be able to identify potentially some careers that they hadn't considered. Um we also have multiple Title 1 schools in our district, so that's that's kids with socio economic uh disadvantage. Um and I and I think that, you know, when we're talking about CTE pathways and options and tuition being paid, um obviously that's not something that
078we we discussed um through this testing cuz that's like a different phase, but if they were to serve or they were to find a career through the service, it might also offer another pathway for them to have furthering education, um which is also very useful. Could you touch that just for a second? >> [clears throat] >> Sure. Uh I'll just share my story real fast. Um you know, when you call your health insurance and the customer service person answers, that's my mom. Um my my dad's uh unemployed truck driver right now. Um there was no way for me to be given any type of scholarship money from them to go to school without getting into a lot a lot Uh found myself um becoming a young parent. He's actually number four. There's an adult, you
079know, at home. And you know, trying to figure out my way through without education and without money to get it without getting out loans and trying to figure that out and start a new family. I joined the military at 21. And fast forward 15 years later, you know, I'm I'm making a very nice pretty nice salary and I got a I've owned about three or four different houses in my life. The one right now has a pool, you know, the one in the ground, not on top, you know. Um >> I appreciate the distinction. >> yeah, and and again, I'm doing my master's degree completely paid for. And I've done this all on my own through the military. >> Yeah. I just I I again just want to thank you for your time. Thank you
080for your service um both to our country and to our community. Not going to do it again. Um So, >> I have one last question. >> Yes, sir. >> Uh EL students, is there an option for students >> That [clears throat] is a good question. Um So, in order to take the actual ASVAB, you need to have some level of English proficiency. So, it is only an English version. >> Okay. Thanks. >> Yes, sir. Thank you all for your time. >> Thank you. Oh. Sergeant Cabrera. >> [applause] >> Thank you. Yeah. All right. Item 7.5, our superintendent's board report. >> All right, just a couple things from comments. Adam and I talked at length yesterday and and Adam's a going to make you all embarrassed. He's a wonderful young man, which, you know, makes it
081hard for me to say that I changed all your grades, so you'll be board member next year cuz I like you so much. You failed your last semester. But anyway, looking forward to your service. Just kidding. Um but anyway, he touched on some on some great points and well, just one of the things I wanted to to throw out there was this whole transparency thing, which gets used a lot. Um and it and it's tough for us because you know, there there's things that we can't talk about due to confidentiality. There's things that we choose for the benefit of everybody to not talk about. So, transparency it's I understand that. It's it's a double-edged sword sometimes and sometimes, you know, what goes unsaid is is what goes unsaid and that is best. And that's where
082I'm going to leave that. So, again, Bo Adam, I appreciate you and like you and I talked about yesterday, it takes courage to stand up here and and say those comments tonight. I'm proud of you. You done good, kiddo. Um the lockdown, we obviously we we run drills and you don't learn you learn a lot more in reality than you do in drills, right? So, once one of these situations actually occurs kind of for real, we all know that was a swatting um incident, but it wasn't planned, it wasn't a drill, and therefore we learn and we have learned. And so, those conversations have been had, we'll keep having those, and we have some responses and and I learned a couple things tonight. So, um you know, we'll have those questions. One thing that we
083need to make sure we continue to do though is drill and drill monthly and consistently cuz, you know, what you practice generally goes a little bit better than what you don't. So, we'll keep working on that and making sure we are prepped. And now onto the fun stuff. Bo, I watched your mom the entire time that President Spade was reading about you and the the the pride in in that woman's face is was pretty cool. So, congratulations. I know she is very proud of you as are all we and and we appreciate you serving. So, thanks for being here. I know this pledge scared you a little bit. So, Well, [laughter] um, job. Thank you so much. Um, again, the the And then again, I'm constantly surprised at just the the dedication these students have
084to their education and how much they value it. It's it's very fun. I do want to point out, um, Dustin Fee at the at Del Oro and his work on the Hall of Fame and I was told, and I can't verify this, I was told by another person there that not just for the Hall of Fame, but for Del Oro, Dustin has raised over $100,000. So, Dustin, if you're watching, thank you. We appreciate you and all your efforts on behalf of our kids. And also, you know, it's not every day you get to meet a three-time Olympian, but I did meet a three-time Olympian on Saturday, so that was pretty cool. Um, student board member elections are wrapping up this week. We'll get those results out. I've been doing some hangouts at the sites, so
085I was at, uh, Placer and Colfax just for a full day, just sitting there waiting for people to come by, and people did. And we had some great conversations. It was definitely worthwhile. Um, Foresthill and Del Oro are coming up the last week of April. Um, I did I did go to to watch Legally Blonde and I mean, part of me just wants I'm not going to say it. I've I'm not going to say it. But anyway, it was phenomenal. Y'all need to go. Okay, I'll say it. Oh my gosh. Oh my gosh, you guys. That's the song that is stuck in my head now for a week. But, um, excellent job. Um, kudos to them. The Placer Hall of Fame is this weekend, so if you can get to that, please do. Um, lastly,
086with the end of the meeting tonight will be to discussing graduation attendance for the board uh, during the calendar agenda item. And so, that's when we'll see who's going to go where, but ideally, y'all, um, attend Alternative Ed and, uh, Placer School for Adults graduations and one comprehensive site. So, we'll talk about that at the end of the meeting. Oh, and sorry, uh, Cooper, I 4 1258. Okay. athletic.net >> [applause] >> Talk about sub five. >> [laughter] >> Um Cooper, just so you also know, Mr. Mellie asked me to go into his office and I made it all the way from my office to his office in about the same time that you ran a mile. So I was sore. Um Thursday we have our best meeting. That is our feeder school superintendents and they
087will usually bring a Ed Services type person or another cabinet level administrator. That's always a good time to unite and articulate some PLC discussions. We are continuing the mad rush of of hiring right now. We have a lot of positions that we are posted and continuing the interview process. Um many of our positions had double-digit applicants and it was very exciting to see the amount of people that are excited to join POHSD. That is that's great news. So a lot of hard decisions, but it's a good problem to have. Um speaking about Trustee Lake and the annual Senior Awards Night, that is a something we've we've talked about for years in order how do we get students to apply? A lot of these are are are merit-based and and effort-based and so a lot of
088our students who get multiple awards, sometimes it's submitting an essay, sitting through an interview and we've we've we've seen that area grow. But in addition, some of those scholarships are are private and so we don't get to always control the the the terms of those scholarships from those organizations. We're grateful for their participation. And I'd say as a whole, each of our schools um have added various um scholarship opportunities in CTE. Um some athletic scholarship type things uh with GPA. Um citizenship work-based experience types things um participation and leadership. So, it's not just the 4.0 or for nowadays 4.5 GPA, number one in my class, and 16 AP classes. They but it does require effort for the students. So, we've talked about kind of a common application um that's run through us that they only
089have to apply one time. Um but again, you're you're dependent upon the folks that are giving the money. We can only really do those for those PHSD specific ones. So, that's something that is in our constant vision as we go to those those um those celebrations and it does feel like, you know, one one student is always getting uh the lion's share of of the awards. So, we are well aware of that, but always looking to try to encourage students cuz sometimes it's just saying, "Hey, you should apply for that." And they're like, "Why? And no one ever told me to." Or I didn't think I was going to get it. And there's only one other person that applies and it's you. So, sometimes it's just the the effort of of doing it. So, with
090that, it concludes my report. >> Item 7.6. Uh thank you both. Item 7.6 Associated Teachers of Placer President >> report. >> Yeah. >> Hey, Steve. Can I ask you a question? >> Absolutely. >> Yeah. >> Regarding uh certain positions are getting double-digit applicants versus others. >> Yeah. >> Can you shed a little light on which ones you're seeing? >> we we still have difficulty with world language and math positions. Um our our our difficult in at least in the teaching world. But for many of our um classified positions right now, our assistant principal or certificated administrative positions, huge number of applicants. >> Thank you. Welcome. >> Hey, thank you and good evening. So, I want to talk just briefly today about the grading policy that's on the agenda for tonight. Um So, in terms of
091next steps, we were looking at setting up a meeting with Dr. Kemeneti and then the board trustees who've been involved as part of the ad hoc committee to help lay the groundwork for the um the next component, which is due according to our MOU on May 29th. We want to develop a joint district ATP into implementation plan. Um and this is in line with the MOU and our consultation article. Half the seats um are to be filled by our unit members. And last time there was a general email that went out to everybody and was kind of like whoever responded. It was after school, we heard from quite a few members who um were really disappointed that it wasn't at an accessible time for them cuz they have child care or sports or things like
092that. And so, we're recommending a Monday this time to minimize missing class time and to make sure that anybody who wants to be part of the committee has at least the opportunity to to do that. Um the focus that we have is to extend the MOU into next year to include a pilot. Um we want to base recommendations on real implementation and we missed out on the pilot that we're hoping for this spring cuz there was still some there was a need to go through and do a little bit more review. Uh we want to use the policy before locking it in to allow time to identify um what breaks and to be able to fix it. We want a workable policy, not rushed. We want to make sure we're addressing the all students, all
093scales with our rising class sizes. I did hear even today that um for example um up at Forest Hill, they're looking to take one day a week next year to focus on testing for the S back and it's not that that's not a worthy pursuit to to be concerned about the testing, but what does that do in terms of the mastery learning when we have students that need to take care of all the skills, right? And just for example, like stuff comes up. Like this week we only had two days that we had um for students to sign up for classes and the same thing last week. And this isn't So, we can't even count on hey in a in a given week that we're going to have four days for the students to work
094on their classes and they have four classes, right? So, how do we make sure that we are keeping our focus in on making sure that the students are learning the material and don't end up being split? Um we also want to make sure that we have clarity for all. So, that was one thing that came up when we did the meetings where everybody was involved um that it was really important to make sure that everybody understood what the grades meant, what to go through and look at because we're not just looking at an overall average if we're doing the um the mastery learning. We're looking at these embedded um ELOs and there probably needs to be a communication and explanation out to both the parents and the students in terms of how to best read
095the grades, especially when Aries is extremely difficult to read on phones and that's what everybody uses anymore. Um so, thank you so much for your time and um we we appreciate your partnership. >> Thank you. Item 7.7 CSEA Chapter 449 President's Report. Do we have a report this evening from CSEA? I don't believe we do. All right, moving to item eight, public comment on non-agendized items. I'm happy to read the script as we prep for a potential public comment, but I do not believe we have a public comment, so I'm going to spare you this evening. All right, we're going to go ahead and move to item nine, consent agenda items. Do we have any changes to the consent agenda tonight? Hearing none, do I have a motion? >> Motion to approve. >> The first
096by Trustee Duncan. Second by Trustee Jeffries to approve item nine, consent agenda items. Any questions or comments? Starting with the student board, all in favor say I. >> I. >> Board? >> I. All opposed? Motion carries unanimously. Item 10, action items. 10.1, side letter of agreement between PHSD and Associated Teachers of Placer, ATP, addressing Mighty Virtual Charter Academy, MVCA, work day side letter of agreement. Take it away. >> Yes, Madam President. Thank you very much. Um, this is a agreed upon and ratified um side letter that [clears throat] we've been working on with the association throughout the school year um with the differences that our virtual academy has. There were some questions and concerns about um just working conditions and how um requirements around where to work from and all of those things. So, we
097clarified that and we will continue to work um collaboratively together to get that solidified in the future, hopefully into the CBA as well. So, on the behalf of the superintendent, I would recommend approval of this side letter. Thank you. Any questions? Do I have a motion? >> Motion to approve. >> Second. >> Have a first by Trustee Duncan and a sec- a second by Trustee Lake to approve item 10.1, the side letter of agreement between PUHSD and the Associated Teachers of Placer ATP, addressing Maidu Virtual Charter Academy work day. Any comments? Hearing none, starting with the student board, all in favor say I. >> I. >> Board. >> I. >> All opposed? Motion carries unanimously. 10.2, sunshine of Associated Teachers of Placer ATP opener with the PUHSD 2026 through 2027. >> Yes, Madam President, on
098the behalf of the um bargaining chair for ATP and Vice President Jacob Pfeffer, I am presenting their articles for reopening for negotiations um for next year, for the 2026-2027 school year. >> Questions? Hearing none, do I have a motion? >> Motion to approve. >> First by Trustee Duncan. >> Second by Trustee Jeffries to approve item 10.2, sunshine of Associated Teachers of Placer opener with the PUHSD 2026 to 2027. Discussion? >> So, we just we just finished negotiation, and this is to open up >> Don't you love that? >> negotiation. >> Don't you love that? >> I think they're keeping me in in work. >> They're keeping Elena busy. We are keeping each other busy. That's what we're doing. >> [clears throat] >> Questions? >> No. >> Discussion? Starting with the student board, all in favor
099say I. >> I. >> Board. >> I. All opposed? Motion carries unanimously. Item 10.3, Placer Union High School District initial proposal to Associated Teachers of Placer CTA/NEA 2026 through 2027. >> Yes, um Madam President and Board of Trustees, we also have our openers for the negotiations. As they open, we open as well. So, these are the articles that are being recommended on the behalf of the superintendent for negotiation for the 2026-2027 school year. Questions? Hearing none, do I have a motion? >> Motion to approve. >> First by Trustee Duncan. >> Second by Trustee Jeffries to approve item 10.3 Placer Union High School District's initial proposal to the Associated Teachers of Placer CTA NEA 2026 through 2027. Discussion, comments? Starting with the student board, all in favor say I. >> I. >> Board? >> I. All
100opposed? Hearing none, motion carries unanimously. Item 10.4 Measure G Placer and Measure D Del Oro budget reconciliation. This is exciting. Peter. >> Yes, Madam President. I just want to present to the board on behalf of the superintendent the final reconciliation of all the money that came in for Measure G and Measure D. And so on both of them, I'll just start with Del Oro first. You'll see at the bottom that the total expenditures and revenues a little difference about 16,674 674 dollars. Mentioned earlier meetings that we had to exceed the actual and so I didn't exceed it by a penny. Obviously, things came in and we wanted to get as much as possibly done. And as noted in the agenda, we use what's called RDA restricted funds. Comes from development money that comes from the
101state of California that can be used only for capital outlay projects. The reason we have the miscellaneous projects just to point out a few things that um I apologize for having this list, but some of those things were not on the original list. And so I just kudos to um the people that we worked with, some of our contractors, Kitchell who's been a long-term partner with us since we had the bond. To save money over time which allowed us to do what's called go back projects and complete some other things. As one example, the 500 wing was something. And of course, when a project ends up really nicely, all you hear is we need to do the other side of the hallway. Um which I know you have Matt shaking his head because it to
102me when you walk in there, it really seems to pop that black and gold on the walls and and things like that. And so and then looking at at a Placer's budget, uh the same kind of thing. Uh we exceeded a little bit more um and that was planned because we had a bigger issue come up with the 600 HVAC project at Placer. So again, you'll see a little bit higher um exceeded amount there, but again, covered by that money under that restricted funds that comes in under development agency money. Um and again, a lot of other go back projects that were on there as well. Um when it initially this was passed in 2018. Uh but with that, on behalf of the superintendent, we recommend approval of the closure of the bond money for
103measure G and measure D. >> Peter. Question for you. >> Yes. >> Uh on the Del Oro summary, the interest earnings to date, can you speak a little bit on that? Is that who manages that? >> No, that's just So um what was interesting at the time is um we obviously had we issued the bonds within a several months of each other right away in 2019 and that money sat in the treasury earning interest because the mostly contractors would just want payments like monthly. It wasn't all at one time. And so that's managed through the the treasury where the money sits in a different fund and then is dispersed to us. And that's what allowed some of the go back projects too because you've got 25 million sitting in the bank over a year or
104two, it tends to earn some interest. And so a lot of that helped out with some of those things. And that's what was kind of hard when we were getting down to this closing thing is you never get exact cuz also the interest jumps or that kind of thing. And so um having that interest really helped out um with some of the projects as well. >> Peter, question. When What fund did does the Boyton parking lot come from? >> Boyton's coming from fund 25, which is um developer fees. >> Developer fees. >> Not this fund, correct. There was some money that came out of this preliminary. We did some reports, we did a parking study and so forth. But that had nothing to do with what we're doing right now with Boyton parking lot. >>
105Okay. Uh and were there anything I'm I'm assuming there's a short list of items that didn't make this? >> Um >> you guys prioritize that? >> No, uh I think we prioritized from the facility master plan that was completed in 2016. >> Yeah. >> And then looking at some go back projects. I think there's some things that may not have been on there. As an example, most of it was some athletic stuff. We has always been spoken about in terms of turfing the practice field next to the pool because of use. >> And is that off the table now? >> No, it's never off the table. It's something I might present to the board eventually, but that would have to come from what fund. That's that's always the issue of looking at that. >> And
106why didn't that make this fund? >> Um it didn't make it back then cuz I think a lot of this stuff was athletics. And when we did our survey, athletics was not one they wanted us to put money towards. Like when we turfed the football fields at Delarosa Plaster, that was not bond money, that was developer fee money. >> Developer fee money. Okay, got it. So, you're saying there's a there's another way to turf that grass that grass field. Okay. Cool. >> Now with uh this budget reconciliation, will these committees only have to meet one more time for the audit and then they'll be done with this year? >> them basically I told them we only need one more meeting in December cuz that's when the audit comes through. >> Yeah. >> Um we may
107for the the sake of what it is, I may have one more meeting to explain to them what we did here at the board of state in June, but we won't do another one until December. >> Great. >> Um and the nice thing is it's all wrapped up. >> Yeah, super. Any other questions? >> Are there different constraints for spending the interest earning? >> No, there was no constraints. It's just basically it's it's like if you have a big checking account, money it's goes to your checking account. So, it's just spent that way. >> No, there's no difference. >> Any other questions? Do we have a motion? >> Motion to approve. >> We have a first by Trustee Lake. Second by Trustee Duncan to approve item 10.4 Measure G Placer and Measure D Deloro budget
108reconciliation. Any further comments? Just want to thank the people on the committee. This, you know, I anybody who's been on the committee, you understand that there has to be certain types of hats in those seats. It's local business owners, you know, you know, there's a there's a whole array of different seats that need to be filled and it sometimes that's difficult to fill those positions to keep these committees running. I just want to express my gratitude for you. I know you're getting close, maybe one meeting, maybe two. Peter makes you do an additional one, but just want to thank everyone who is keeping eyes on this. I believe that these measures passed because um the community was going to have direct oversight on these committees and how this money was being allocated and spent. Um
109obviously with the board approval, but um I just I value our community support and they've been engaged for years um with these meetings. So, thank you. With that, any other comments? Starting with the student board, all in favor say I. >> I. >> Board. >> I. All opposed? Motion carries unanimously. Item 10.5, resolution number 2025 to 26 supporting of increasing base funding for public schools as recommended by the LAO, Legislative Analyst's Office. >> Yes, Madam President. So, depending on what article you're reading and what day of the week it is, obviously, you know, with California budget, um very up and down, a lot of conversation regarding school funding. Um one of the things that we presented before and we talk about in terms of a district like Placer Union High School District, is that we
110may be unique, but we don't have a high concentration of students above our socioeconomic disadvantage number. Our supplemental funding is is kind of low cuz we overall are about 26%. Um a majority of the schools in California are well above 50. And so when we talk about price per kid, we're not getting that number that are schools. And sometimes the assumption is, well, do you need the support? Yes, we do. We have the same expenses everybody else does. And so what's come clear to us is um in looking at some of the information in the LAO office, um if we look at the median number um of what the averages around the state are, let's say the median number, we're about $1,500 below that number uh per student pupil spending. And one of the pushes
111by the legislative analyst's office is to basically raise the base of the LCFF. Not do one-time funding, not look at supplemental concentration, raise the base we get per student when it comes to ADA. There has been some discussion about actually looking at enrollment versus ADA. Um but I don't know what the uh eventual result will be of the whole discussion they're having. I just know that um we've been hit up by some other districts to join this coalition called raise the base. Um part of that joining the coalition is to have your board uh pass a resolution that would be submitted to saying, yeah, we are in support of raising that base. You know, as an example, the big news out there is, you know, there's supposed to be more money coming to the state
112in terms of tax revenue that they're holding onto it right now. But according to law, we're entitled to 40% of that. So, on behalf of the superintendent, we recommend approval of the resolution. >> Thank you. Any questions? Do I have a motion? >> Same [clears throat] resolution that's getting passed around for all districts? >> For those who want to join in on it, yes. >> Motion to approve. >> And a first by trustee Duncan. And a second by trustee Jeffries to approve item 10.5 resolution number 2025 through 26 support of increasing base funding for public schools as recommended by the legislative analyst's office. Questions or comments? I will comment. >> [laughter] >> Uh yes, prop 98 has been violated by our governor's office for 3 years consecutive as long as the May um revise reflects
113the original um they're violating it for the third year in a row. Uh California School Board Association has filed two lawsuits and will likely be filing another this year if they do this maneuver again. So not only are we not receiving what is allotted to us by our California Constitution, but then these extra monies are coming in. We're not getting uh our fair share for our students and again uh reiterating Peter's point, you know, we have the same expenses as all these other school districts and we're not we're not getting that funding. The conversation is continuing around ADA versus enrollment and when we're getting uh our ADA 94% of students, we're getting you know, we have 100% of students and we're only getting 94% of it based on our ADA our attendance. Average daily attendance,
114that's what ADA is. Anyway, it's it's a joke and um trying to do all of the amazing things that our district does um without fair funding um is not right. So I absolutely support increasing this base funding and holding our legislature accountable because it's criminal. >> Hearing no other comments, starting with our student board all in favor. Please >> Resolution by the president so if you don't mind. Uh student board. >> Oh yeah, it's a resolution. Roll call. >> Aye. >> Trustee Jeffries. >> Yes. >> President Spade. >> Aye. >> Trustee Duncan. >> Aye. >> Trustee Lake. >> Aye. >> Motion carries unanimously. >> Well done. Thank you for catching me. We've got another resolution reminder. Roll call. Resolution number 2125 supporting K-12 adult education. >> This was brought to us by Dr. Casparite who
115runs our Placer School for adults and I think we all know the impact that adult education has and when you look at you know we've got students who go through our our comprehensive schools and do a phenomenal job but then you've got some people who just you know that there's there's sometimes you get dealt a bad hand you need those extra supports and and an ability to you know change course midstream and and I've said up here before that education is the only way out of poverty and you know we invest a lot of resources into our our jail system and have a lot of opportunities out there for people who just they they need to change that course and so Dr. Casparite brought this resolution to our attention which I would recommend the the
116board support as with anything the the state has some very high expectations of us and the services we provide they don't necessarily want to provide the resources and the dollars behind that to allow us to do this to our best ability so this is just a call for them to fully support adult education. >> Thank you. Questions? Hearing none, do I have a motion? >> Motion to approve. >> First by Trustee Lake. >> Second by Trustee Jeffries to approve item 10.6 resolution 2125 through 26 supporting K-12 adult education. Just want to ask while you're here um Mr. Casparite if Principal Casparite would you like to say anything on this? Oh at the microphone. For our watchers online. >> anytime I can throw adult education in front of the board I'm happy to do so. >>
117Please. >> Um I just want to thank the board for putting this on the agenda, but also back earlier in some items that you also passed. I don't know if you noticed, but we passed a 10-year contract with Truckee. So our adult school now has 10-year contract. So we're extending the reach of this district all across the north part of the state. So I thank you for that as well, and we have new contract with our MOU jail jail partners. Um I do want to say that um I once sent an email to Ken Burns. Is everybody familiar with Ken Burns' work documentaries? He's done um Abraham Lincoln, the Great American Buffalo. And I asked him if he would ever think about doing a documentary on adult education because we literally are the best kept
118secret in America. And he said, "That's a great idea. Somebody should do it." So upon my retirement, you may see a video coming out >> [laughter] >> the history of adult education. So thank you for considering this, and if you pass it, thank you even more on behalf of adult education across America, not just Placer School for Adults. >> Thank you for your leadership and vision. Any other comments? It is a gem. Our adult education program's outstanding. We don't do a learning walk at our adult ed, but if you have an opportunity, connect um with him and his team and and visit because the work they're doing is is exceptional. Um and we're going to talk about down the line about who's attending what graduations, but I always got to give a plug for our
119inmate graduation. It's amazing. Um and all always our adult education graduation as well. All right, we have a first and a second to approve item 10.6. Hearing no further comments or questions, take it away. >> Student board. >> Aye. >> Trustee Jeffries. >> Yes. >> President Spade. >> Aye. >> Trustee Duncan. >> Aye. >> Trustee Lake. >> Yes. >> Motion carries unanimously. Thank you. >> All right, item 10.7 board policy 5121 grades evaluation of student achievement update. Should I hand this over to Trustee Jeffries or our staff to report out on it? >> I'd like to report. >> So, maybe when was that meeting that we had, Mr. Kaminetzky? Was that a week a month ago? >> Uh yeah. >> Somewhere in that ballpark. Mr. Wilson, Mr. Kaminetzky and I met and reviewed several pages
120worth of feedback that they had received from staff. Um looking at specific language within the policy that we could tweak and we made a number of suggested changes. Um I think those are hopefully highlighted. >> They are bold and italicized. Yes, the changes that were >> So, we just made some some tweaks here and there to to match the uh the concerns that that were brought up about the language being vague in some areas, that kind of thing. Um so, we kind of tightened up that a lot of that language. >> I've got a couple questions. Um I understand that there's been some meetings with staff. Um I'm not sure how many meetings with staff prior to this meeting um with the three of you. Do you believe that these changes were reflective of the
121feedback from those meetings? Did we address those concerns um from staff through these changes? >> Um the majority of the concerns were related to percentages and some conflicting language within the policy, so that's what we tried tried to clear up. I don't believe everything is addressed. I um because even in our meeting that we had in January, there was differences of opinions within their more I would say philosophies. And so we just tried to go through the policy and see where it was either contradictory or said one thing in one section and a different thing in the other is what we tried to tighten. I don't think you're going to find a perfect grading policy that everybody believes in or agrees in. >> I think that's fair. >> So, is this a change from Sorry,
122can I >> No, please. >> Uh under uh percentages >> Yes. >> And the yellow >> Yeah. >> 85% Yeah. >> Instead of 50% Is that Can you talk about uh the discussion and the decision, the change in percentages? >> I have to defer to Trustee Jeffries on that one. >> All right. So, um we received a lot of feedback where the teachers were looking at wanting to get a little bit more flexibility, I think, um with how much the percentages are. One of the things that we were trying to balance, um Trustee Duncan and I were on the ad hoc committee that originally, as you know, like help kind of develop this um based on their feedback and all the meetings that we had and and all that, um is we wanted to assure
123um a couple of things. Number one, that the ELOs actually meant something with respect to the student's grade. That we felt like that was really important. Um if we're going to say that they have to master these certain things, then that should be reflective of their grade. If they haven't mastered it, then they shouldn't be passing. Um that that's what mastery learning is all about. Um another issue that we wanted to make sure that we addressed, too, that came up um over the last year as well, is we had some staff that was to some extent maybe reluctant to want to adopt this new policy because they were fully behind CBE. And what they seemingly were trying to do is turn this into a CBE model. And what I mean by that is there are
124teachers out there that wanted the ELOs, the essential learning objectives, to be the entire grade for the student. That's not what we wanted. That was not the intention of this board when we passed this policy and when we trusty Duncan I proposed to the board in the first place. Um that's not what we wanted there to be flexibility in there, but we did not want those ELOs to be the only thing that that that's addressed. Does that make sense? >> Yeah. >> [snorts] >> And do you you feel good about the 85% number? >> I do. >> Yeah. Does that mean that homework is going to take a lower percentage as as being when when grades are calculated? You in other words is it up to the teacher to decide the weight that for example,
125homework can carry? >> Yes. Yeah. >> So it's going to basically put it a cap on that that it can't be more than 15%. Is that what this is going to determine? >> No, it mean it says the ELOs can't be more than 85% of the grade and everything else is at least 15%. So the ELOs, remember when we're talking about it's like so say you had a whole page full of state standards, right? For a math class, for example. Um not all of those, you know, that two pages, three pages of documents of state standards for that math class are going to be ones that the teachers will say are these few things here are absolutely essential. Right? So what do we what do we do with the rest of those things? We're still
126evaluating them, right? We're still having assessments on those things. We're still having projects. We're still having homework, those kinds of things. But what we were trying to avoid is the teachers hand picking a few things and making just like that, you know, kind of the CBE concept really and having that be the entire proportion of the student's grade. We wanted that to be broader. And and that when I say we, that was the stakeholders decision. Like that when we met with all these groups, that was the generally the feedback that we got from >> majority of people. >> Yeah. So, the the the only thing one of the things that stuck out to me on this was that we did strike the a student must have an average of 65% on all ELOs to receive
127a letter grade of C or higher in the course. Um I think that was a compromise to stay away from all students all scales, right? Now I'm I just I still have a concern that we are still moving down this path of of leaning towards the old CBE model. And so I I I guess what I I I see why the 85% was put in, but I think it it it's still has a big question mark for me on all scales all students, which was what we heard from a ton of folks during our committee meetings that they didn't want that. >> Yeah. And so that again remember that percentage is no more than 85%. >> Yeah. No, I know, but that was a baseline that average gave us a baseline um in order to
128in order to help any kids that you know, were in a position where hey, look, I just want to pass this class. >> Yeah. >> Right? So, I worry about those kids that aren't on tracks, right? To go to college. And uh want to go into something else, right? >> Before we open up and go into discussion um about the item, if we can keep it to questions about the policy specific, and then once we have a motion, a first and a second, we can discuss it or or our objections. Any other questions about the language changes? If we want to open this up for discussion, no, please. >> Um now that uh a student it's struck out that they need to have an average of 65 on all ELOs. Before it was you have
129to pass all of your ELOs to pass the course. Essentially all of the topics that the course covers you need to pass at least to pass the course, but now is that not the case now that it struck out? >> No, it it says um they have to still pass each ELO. >> Each individual ELO. >> All we did was we basically said the ELOs can't mean weight within the students grade more than this percentage to avoid a teacher making it 100% of the grade. It's just ELOs, which is which is basically brings us back almost to the CBE model really. >> Okay, thank you. >> You took [clears throat] away the the language of average. Is that accurate? >> Correct. That was one of the pieces of feedback. >> say you got 90 90
13090, but on one unit you didn't do well, you got a 50. So before your average could have carried you and still passed, but now this is going to force you to go back and master that >> Correct. >> one that you didn't pass. >> That's right. And that's that's where my concern is. That's why we drew up that language in the beginning to give an average of 65% above the D mark, right? But not at the C mark. Um >> Again, before we go into objections, >> [laughter] >> can we have a first and a second on the floor and then let's let's ring it out. >> What what do we >> We don't have to just for the record, we don't have to pass it even with a first and a second, but
131before we jump into discussion, let's get a first and a second on the floor. >> Okay. >> I have a motion. I have a first by Trustee Jeffries. >> Second. >> And a second by Trustee Duncan to approve. Not yet. 10.7 BP 5121 grades and evaluation of student achievement. Now, drop it. >> [laughter] >> No, that that's uh They again, I think Emerson brought up a great example of of one ELO um that stops a kid from from passing that class. And that was again, if you listen to the committee meetings that we attended, uh overwhelmingly, people did not want that. So, I worry that we're not listening to, you know, the community. >> But instead of having the the scale at 65% for each ELO, now we're leaving up to flexibility to teachers to
132decide what they're going to consider passing for the ELOs. So, they can make that passing percentage for an individual ELOs, you know, smaller than that. Um >> I know that. I I get that. And >> And again, remember like we're talking about if if we're calling it an essential learning objective, it should be essential. Like it should be if that they should show mastery. You know, that's the whole point of mastery learning. They have to show mastery. >> Yeah. Yeah. I'm just trying to think of >> feedback >> There's there's good Yeah, well, A, the feedback, but B, there's always going to be a group there that will be disadvantaged, right? >> Um I have the exact same feedback. Um the concerns about all like we talked about all scales, all student outs, all ELOs,
133all students. I know that there's been some massaging of things, and I appreciate your arguments that that's giving more flexibility. That was my same concern. It's been one of my concerns throughout. Obviously, this wasn't a full implementation of the previous policy. Trying to figure it out, troubleshoot, and that's why it's bringing it back. And I appreciate everybody who's been willing to some feedback. Still been a concern of mine. Obviously, we adopted this model. I'm a little less worried about the semantics of mastery. You know, it's always the objective, right? And one of our um one of our um expectations that we passed was that, you know, we want a second-to-none learning environment for our teaching and learning environment. What does that look like? Does it mean that they have to pass every, you know, ELO
134and then that's a specific percentage of, you know, whatever how they're grading their class? I don't know. Um I think it's a little granular, frankly. Um but I but the same feedback um you know, regarding all and just having that percentage um and trying to understand that. So, for some teachers, the way that you were explaining it was So, it it could be lower than a 65 threshold or another teacher could be like, well, it has to be you know, 70, you know, 70 Yeah, so a a lot of subjectivity there. What does that mean? And as far as understanding from the parents, are we going to have the same arguments moving forward that we had um if if it's not an average of the ELOs or if it's just the like again, you know,
135just some feedback um on that and some concerns around all and the removal of that and what that looks like moving forward. >> Jeremy, in in these questions coming, I'm I'm sorry I wasn't at that meeting, right? So, um but I'm curious. I'm trying to see if you guys were at the meeting. Was there pushback on the 65% and if so, what what just would like to hear that your thoughts on it. >> I I think the uh feedback was it it felt like a arbitrary number um that uh didn't a lot of the teachers >> I spoke to didn't really seem to understand like why 65% um I think it felt uh like is there a a way to provide some more flexibility for the teachers to meet the uh philosophical position of all
136you know, mastery learning, which is meeting all of the ELOs. Um so, I think there was that. Uh there is definitely it's a philosophical position even I can see it here with you guys today and I think it it exists within within teachers is you know, should a student meet all of the essential learning outcomes or not? Um and uh you're going to we had a conversation with the teachers the other day and and that was clearly, you know, uh articulated that they felt this group of teachers felt like, "No, they shouldn't." If, you know, if they're missing just one ELO or not. >> Mhm. >> It's a philosophical position and you're just going to have to take a position on what that is. Uh there are there some benefits and uh pos- positive and
137and and negatives on each side? I think there are, obviously, because you know, one of the challenges that I've mentioned before is some of the issues that we have in the high school level are the gaps that have been sort of created uh in the in in the lower levels that have just been pushed on because there's there they're just moving them on and so by the time they get to ninth grade, we have this situation where, "Oh, these kids don't know how to do X, Y, and Z." How did they get to here with not knowing all of those essential things that they should know? And then we end up sort of facilitating that throughout their academic life of like, "Okay, they've gone on, but they don't know these skills that are going to
138prepare them for the next course." So, there's that side, but there's I also get the other argument of you know, that uh you know, are we going to hold them back for one and is the time, effort, energy, can they pick it up later? Those those arguments exist. So, I think the 65% uh number was just a an issue the two percentage issues was 65% felt pretty arbitrary and and if I'm wrong, you could correct me. Um and the other percentage was the 50% at least 50% of those should be based off ELOs. And in in our conversation with uh uh Trustee Jeffries was that the feeling was there's not really many teachers out there that are grading students at that low of level of assessments on the ELOs. Like most grade books almost I
139would say all the grade books that I've looked at the percentage of that grade is is pretty heavy on assessments of the ELOs. >> Mhm. >> Um, in the in the probably 70% would probably be on the lowest end to where 80 90% is is typically what you would see. So, it was those two percentages I think that had the biggest issue. I I think within all of that is the um what to do with students who haven't met those ELOs. How are we going you know, if it's if you know, how are we going to get them the grade? Um, and and so I think the but those were the two biggest issues with the numbers. >> Yeah. Get um, so if you go up to the top the very first paragraph I think
140and I know we're we're talking semantics but I think this is really important because this is saying the what the board philosophy is and it's putting a stake in the ground >> Right. >> in quotes calling out what PUSD is. >> Mhm. >> So, that's really important if that is not the direction that the board would like to go in then we should remove it because mastery learning is a pedagogical professional development required and and again it has variations of it of what mastery learning means. It is a very specific model of learning and so by calling it out as the board philosophy in the first paragraph we therefore need to make sure that we are training and we are doing what mastery learning is which is as Trustee Jeffries mentioned it's mastery learning at
141a minimum level of everything. And so, the board has to decide what you want your guiding North Star to be as the board philosophy for grading and student achievement in this particular area. I think that first paragraph has to be completely discussed, or there's no real sense going down, because even those first four Roman numerals after what mastery learning must >> Right. >> or has four main components, then we are the are we are we aren't? And so, and and staff's willing to go whatever direction that is, but if we're saying we're this, then we need to be this. >> And remember, when we're talking about development of the ELO, you guys we've talked about this before, but essential learning objectives, right? So, they're going to go through what are what are all the things
142that I that I teach in this class, and then, of that long list of things, right? What are those things that these students have to master to be successful at that next level, right? And so, if we pull out of this 30 things, we pull out five things that say these are the five absolute things that if like if they don't understand factoring, they're not going to be successful at the next level class, right? Then, if we let them not still move ahead, but still not know factoring, we're setting them up for failure, right? And that's that's not what we wanted to do, right? We want to make sure that they have the base level of knowledge to be reasonably successful at that next level class. And the teachers are the ones that are that
143are tasked with looking at their own individual areas of expertise, um and deciding what are those things for the classes that I teach that are absolutely essential for them to master to go on to the next level class. >> Right? So, if we're talking about uh an end class, a capstone class in a CTE pathway, for example, which is the last class in that pathway, you know, the ELOs are super important at that point, right? Because there's not a next level class. So, you know, that then it becomes a little bit arbitrary, I understand that, but but for if you're in an IM1 and you're saying in IM2, I know the students are going to need to know these five things. And if they can't that they're going to fail this class, then we need
144to make sure that they know those five things. >> Yeah. >> And that's it to when you say teachers though, that's a department decision on what those what those are, right? Make sure that that's that that that stays consistent. Cuz my my concern is and and I try to thank you, Steve. I appreciate you bringing us back up to like the thematics of it, right? Like what are we what are we really looking at? Um I I I worry about too much flexibility at the same time. So, as long as that department level can is going to decide still on what those YLOs are and um then then that makes more sense to me. Um I still go back to like there's a few kids that are going to get left behind with it, right?
145So, how do you >> Well, I mean, it's it's no different from my perspective as a teacher than you know, classroom teachers there's always in our classes there students that are strength have strengths in certain areas and weaknesses in certain areas. That's our job to bring all of our students to where they need to be, right? Whether it's where we're talking about mastery learning or or anything else, it's our job as a teacher to make sure that I know you're you know, you're not strong in you know, like using to keep using this example of factoring, right? So, you and I are going to be working on factoring. We're going to be working on that. We're going through this could be happening in the classroom, could be happening during intervention. Often times for example, I
146can't tell can't tell how many times I've gone into my wife's classroom before school or at lunch or even after school sometimes and she's got she's working with individual students on individual skills that they are not doing well on and they're concerned about, you know, I I need to know this for the next test, you know, so I can you can you help work with me on that. So, these are the things like, you know, that's the task of a teacher to to make sure that their students are prepared in that way. If as long as we give our teachers the flexibility to do that, remember all of our teachers are experts in their field, right? They all they all know their field really really well. Whatever that field is, whether it's math or CTE
147a CTE field or whatever the case is. So, we need to give them the opportunity to use those skills and be a teacher and like get their students to where they need to be and trust that they're going to do that. >> So, so going back to the 65% being arbitrary, I think that was pretty thoughtful, right? On how we came up with that number. Um wasn't a D, wasn't a C. We're trying to find a middle ground on it. To the same point on 85%. Like, why did we Why did we land on 85%? >> The The 65% was for a passing. >> Yep. >> Right? The change that we made says now they have to pass the ELO. The 85% is not at the passing level. >> No, I know that. But, I
148mean, why did Why Why Sure. The language changed to you have to pass it versus an average. >> Yeah. >> Um we were at 50%, right? On between uh ELOs and um assessments. What Why Why did we move to 85%? >> Um >> While you're answering that, can I ask can I a related question? Kind of like what you're talking about, I don't worry about the kids that are college bound, the kids that are driven. I worry about the least among the students who just want to get through high school. They'll figure it out later. Is this change going to help or hinder those students who who might struggle? >> I personally feel like as a teacher a classroom teacher that it would help be helpful for my students to understand like these are the
149things you need to really master. Right? And you like you you know, you don't have to master the the three pages of state standards that are addressed in this class. And every every one of our classes has numerous state standards that the teachers are supposed to supposed to address, right? Sometimes in some classes we never even get the opportunity to cover those standards cuz there's just so many of them. Um but I think it's important for the for the students to know like, "Okay, I if I can master these these five things I'm going to do okay at the in the next year when I'm in the next class. Um And stepping back to the to the passing in the 85% the only reason I threw that 85% in there when we made this this
150change and we got we struck out the overall percentage of passing for the ELOs and we just made it to individual passing is again we wanted to avoid what we what we were talking about before where some teachers are were wanting to make it 100% of the grade. It was just all ELOs and that's all you're getting assessed on and and that's for the feedback that we got from stakeholders is that's not what they wanted to see. >> Right. >> My my other concern is that the combination of the two. So we got tons of feedback right from from parents who just could not wrap their mind around a four-point scale. I know we're not we're not doing that but like how did my kid not you know pass this class when they were crushing
151it in these but they were missing one of those ELOs and that was one of the changes that we made in the middle of the year to say it's not going to be all scales all students you know they can move forward >> I remember that still was happening. >> Right but there was there was some you know exceptions right? And so that was not you know require a requirement but for a lot that moved some of those kids forward into the next course. >> Mhm. >> Um How is communication is always one of those issues and those breakdowns with our families with our students but specifically with parents who just don't understand what we're doing and I just want to make sure that I understand as I will also have a future freshman next
152year when some of this is all going down. At this point is it an average of the 85% and the 15 that'll make the 100% like the full grade like what does that even look like if this were adopted? And the potential barriers or pitfalls like how is the total grade if 85% is the ELOs and let's say and is it an average of the those ELOs? So, if they've got, you know, what does that even look like? I'm I'm I'm concerned that we might be making it more confusing. I feel confused, and I'm sitting at this table. So, like how I you know, how how is that going to happen? And are And are we giving enough flexibility to the teachers at this point with putting that in there? Um I don't know. I
153I the the question remains. >> flexible than I had before you made that change. >> is more flexibility? >> like there's more harm by not having any direction because is your concern that there was a lot of the feedback was saying if it's 100% ELOs, so that's somehow more challenging? >> Well, yeah, I mean I mean we were at 50% >> We were at 50%, right? So, the push from anyone that wants 100% of ELOs really wants to go back towards that CBE model of all students, all skills. Right? And so, that I Yeah, I mean we can't you can't go to 100%. >> why you And that's why you came up with [clears throat] 85%. >> Yeah, let me give you a scenario that might might clear this up. So, imagine I've got um
154three pages of state standards, right? I'm supposed to teach all these things. Um I pull out um five things that I'm saying are essential for the student to move on to the next level class. If I um had the opportunity as a teacher to do whatever I wanted, and I and I decided, well, I'm going to just make ELOs 100% of the grade. Think about that for a second. 100% of the grade would be those five things, and that's it. Right? Nothing else. Which is the Which is one of the problems that we that people were complaining about with with CBE. Is that they were they were being evaluated on such a few number of things. And they weren't that there wasn't flexibility built into that for teachers to have like I want you know,
155five you know, like 5% of my grade to be homework, or I want these quizzes that are not necessarily related to those five ELOs, but they're the other 25 stan- standards that I have to teach, they're related to those other 25 things, right? So, we got to we got to think about the teachers are never going to be just teaching only the ELOs. Or or if they are, then they're not doing a good job. Because there there're going to be a whole bunch of standards that they're supposed to be addressing as well. You get what I'm saying? >> That are not that are not essential, but are required by the state. >> are not essential, but are but are required by the state, right? >> So, I think we have a public comment. Let's take
156that, um and then we can come back to it. Thank you, Dez. All right. Welcome, Jacob. Thank you. I am excited to hear your feedback. >> I'll keep it I'll keep it relatively brief. I only have 3 minutes so >> Well, you've got 3 minutes to keep it, so. >> I I really think these conversations are are necessary and important, uh but I just want to stress this is the reason why it's so important to have pilots. Because I think it's difficult to write policy and to know exactly what the outcomes are going to be cuz I'm hearing, you know, I I read the updated policy, I'm hearing your conversations, and what I'm thinking, and I think this came up at our meeting on Monday, um Mr. Reader brought it up. It would be great
157if we could a couple teachers could try these policies and come up with some scenarios of like, hey, okay, so here's a syllabus I created, and here's a couple situations, maybe like three example students of, okay, this student passed, this student passed, this student didn't pass. And then we can have those conversations of, is this actually the outcome that we want? Did we want, you know, those two students to pass based off of the policy we've written? And should this student really have failed based on the policy? Um we can talk, you know, hours and hours and hours of you know, hypotheticals, but I think it'd be great to really have some kind of concrete examples of hey, we've tried this out, here was the results, this is kind of how I thought the policy
158was written, this is how it affected the students, is this what we want? Um and really only way to do that is with a pilot and continuously to you know, and I understand we don't want to get into this, you know, hamster wheel of oh, we're constantly in pilots and pilots and pilots forever. But I think in this case it might be necessary to at least give it a couple of goes just to see kind of what the outcomes are going to be. So, that's all I wanted to say. >> Thank you for your feedback. >> Thank you. >> So, I want to rewind the clock prior to to the full implementation of CBE, which was only, you know, 18 months ago. Um prior to that, we were on ELOs except for people who are
159piloting CBE. And then when CBE rolled out, I think that there was like less than 30% of our had even done a proficiency scale or practice CBE, and it was like mayhem across the district. Prior to that, when we were in ELO land, which were we're back there, y'all. So, what was the breakdown of the grade with the ELOs then? How were how were they grading? Was the ELO 100% of their grade? Was it a Can you explain to me what it was prior because most of our staff used ELOs like 18 months ago. >> to any competency based, it was uh there was no policy. Um there was there were ELOs, but there was no percentage policy, there was nothing that designated how much would be part of the grade in terms of assessment
160or participation or anything like that. Before we started walking down, it was there was nothing. And so, it was all over the board. I mean, you could go to every class and there would be a different um policy. I remember as a teacher, every one of the social science teachers had a little bit different grading when I was a teacher, you know, um and it was all based off [clears throat] of our own thoughts at the time and whatever was going to work and that's how that's how it worked. Um and obviously there was the I think that's what got us going into this direction is that there were some um holes in that system that we were trying to get some consistency uh that was fair and reasonable and at the same time promoting
161learning. And that was sort of that initial push there. But in the reality prior to any any CBE grade policy, it was everywhere. >> So do >> I would with saying that, I just with saying that is there were some probably some very consistently close things about percentage of uh it being the percentage of tests, final, homework, participation was probably within there. Um and I would say that the homework participation was typically around 20 to 20 anywhere from less than 25% is what I saw typically from around the school before that time. So everything else, whether it be projects, whether be finals, were all around uh much higher percentage than the 50 that was originally in the in in the this current policy. So I I think that's a fair statement about what what they
162were if I was to look at it. So it has always been um different and if you um go to any school that has a a a a pretty bland policy and I think you'll see that there's a lot of um different components. >> So do you believe that having a specific percentage, even though we're talking about, you know, potentially it's arbitrary. Do you think it's important for uniform, you know, to create a system that's more uniform so kids understand across whether it's 85% or otherwise, do you think that that will help with consistency of the application of the policy and make it you know, better for all across the board instead of having holes. >> Yes, but I also realize that we're going to get into an argument of What's the percentage point and
163how much is that going to be a a big difference? Is it Is it 80? Is it 85? Is it 90? Um so yes, I think consistency is helpful uh as a whole and I think that comes back to the the original sort of conversation is having a philosophical position about what it is that we want. Do we want this it to be this thing? If it's uh you know, we want our students to know exactly what they need to do to pass this class and this and have a uh fair and accurate way of determining that. I think those two things are the things we all agree on. It's the devil's always in the details, though. >> Always. Always. Looks like we've got another blue card. For the record, while we appreciate your blue
164cards, it's not necessary. >> and I'd also say just the 65% >> you. >> going back to the thoughtfulness of how we came up with it. If you remember uh I had proposed one like you get them all again, right? If you have one yellow, you don't get it's out, right? And you still get the pass. And so we came to the idea of, "Hey, let's put in something that is an average and the average has to be at 65%. So we meet those kids that >> Yeah. >> are below the line and still want to pass. Those seniors that aren't moving on to something new, they're just moving on to a vocational job or whatever it is, right? Sorry, Jer- Jeremy. You go. >> Yeah, so let me propose a scenario again. So, um
165if we are saying these things are essential, right? If you you're you're you're not If you don't understand, I don't know. I'm going to keep using the same stupid example, but factoring, um you're not going to be successful at IM2, right? Um and we let them slide, we're setting them up for failure, right? Cuz that we know we've already decided that this we've we've done the research and we as a teacher have done the research, we've decided, our teaching team, and we're like, "Yeah, they have to know how to do this." How is that I I don't feel like that's reasonable to say, "Yeah, we said you have to have it. We said it's essential, but it's not really essential. Like, yeah, you can just We'll just [snorts] let you go." Like, it's either it
166is essential or or it's not essential. It's like one of the other. And we could go either way. I mean, you guys could propose any changes you want, you know, to make this where I would recommend My personal perspective would be to listen to what Mr. Feffer said and like try to try to have some kind of a pilot and then take that feedback from the pilot and then look if there's any last-minute tweaks we needed it cuz ultimately, like this document with this adaptation here, I think this is revision number nine, >> Yeah, it is. >> that we've made in the last year and a half. Um >> To to to that point, and and I I completely get that and and and agree with the the thematic piece there, but to your point
167on and and Mr. Feffer's point on pilot, which I completely agree with, we feel I feel like we're behind and I don't I worry that we were waiting on this when we could have been doing some things in the background. How, like, no matter what happens here in the in the next few moments, how do we start to speed this up instead of slow rolling at the other way? Goes to you guys. >> I I don't know how to respond uh Trustee Duncan with like how to how to speed it up and not go the other way. I will say >> Well, I I I mean have some more actionable items that we're actually going to do, right? Not speed it up in any sense of like that that we've that was C V was
168a fail because of that, right? >> I I think I think one of the challenges um Or I I also want to maybe say this. I was just asking uh Mrs. Jackson um and I and I would assume that Mr. Rickabaugh, Mr. Zerwas would say the same thing as as we've had relatively zero um concerns, comments from student or parents and students about grade books and grading policies right now. So, the teachers are communicating what they're doing in their classes um to the students in a way that's not uh they I don't think if there is complaints, it's not about confusion of the grade, I would say compared to what we'd experienced. So, there are some things that are happening and people are trying things. I think the big deal is uh from and I
169again, I know um Beth had had signed a card, so she maybe she'll be speaking to it as well, but I think one of the things that they said in our conversation was they want to do the right thing based off the policy and they want it sort of have a clear obviously they might have some specific wants in that, but they just we want to know what exactly it is that we're doing um in the policy and and the teachers want to know that and the administrators want to know um how to make sure that that's happening um on our end. So, whatever the policy is is I think um a cleaner as clean [snorts] as less confusing um would be great. >> Shane, just to kind of piggyback on that, I was down
170at Oro the other day and was speaking with staff members and and that was kind of the big ask was what's the grading policy going to be because, you know, next year starts now and I want to start planning. And so, I mean, to your point, Trustee Duncan, I I think staff does want to get this implemented. But we still need to, going back to what Dr. Caminiti said, we want to make sure from our end that we're we understand your philosophy and that we're you know, that is the metric that we use to make sure that teachers are are implementing this. So, that's >> [laughter] >> Well, but I mean, we've got this line here that says board philosophy and this is what this policy is what we are going to hold teachers accountable
171to. >> Sure, but it's my philosophy. So, just to be clear. >> Philosophy of the board. Yes, thank you. Yep. >> Can I step back to something that you mentioned earlier? Your your concern and and it's a legitimate concern, but I think I think you've forgotten what we have already addressed it. You know, what do you do with that, you know, that spring senior that's in IM3 and they just need to grad get that to graduate, right? That's that's already addressed in the policy, right? They the teachers have that flexibility at the end of the term to give that D under limited circumstances and that's one of those circumstances where they can give the D. So, even if they haven't shown mastery in all the ELOs, if they're not moving on to the next level
172class anyway, um the teacher has that flexibility to give them a D and just let them graduate. Right? >> They're still a pass. >> Yeah, that's right. >> Yeah. >> Thank you for that clarity. >> Yeah, thank you. >> Um real quick, I want to address the other blue card in my hand. Are you not No, no, no, you're good. You're not wanting to speak to item 10.7? >> No, President No. >> Oh, sorry. >> I feel like I feel like we've talked a lot about the grading policy. So, we just want to have a meeting and like sit down and maybe discuss those last little things and then set up a meeting like what we discussed about with half the seats. >> I Well, I'm sorry. I'm sorry. Since we're not having the conversation
173about this item and that's not what you're speaking to, public comment has already passed. So, you will have to address this at another time. Yeah. So, I just wanted to let you know I will not be calling this up. >> Okay, I'll come see you at the end of the meeting. >> Yeah, that's great. Okay. I just like, "Uh-oh, this isn't on this and we're past that." Okay. Um I think we need to go back to the top of that and to discuss the philosophy or where you are at the top. Um Of course, we all want these kids to master this. I mean, I I I think that there's no question about that. But, you you do raise some concerns and we need to make sure that fundamentally, we're on the same page about
174that right now. Um I am thrilled and I can say that I have not had any parent call me with confusion over grading this year whatsoever. That was not my year last year at all. So, I don't know if any of you guys have had feedback on the the roll out of the new grading. I have not. Um Other than, you know, teachers here or there asking some, you know, clarity or hearing from staff that uh teachers through these meetings have asked for for clarification. Um So, I I feel like phase one of whatever just went down this year is working to some extent cuz there's not mass confusion. So, but are we on the same page right now? Are you know, the with the mastery learning model and these components cuz essentially, that's what
175we say we're on board with. Trustee Jet, the like >> There's There's clarification on, for example, extra credit. >> Mhm. >> Is there any or should there be any clarification or direction when it comes to final exam testing? How much weight should be put behind finals? I know there are some students that believe that if they do well on the final, even if they had lackluster performance during the course, they should be able to pass. Uh did that come up in discussion at all? >> I don't believe so. >> No. >> [clears throat] >> Ask again. >> It's it's it's a comment about we give clarification on for example extra credit and some guidance on that. Is there I've heard from students that feel like often times the final exam should be able to dictate
176a grade rather than perhaps performance during the class. Should there be guidance on that idea or should that just be solely to the discretion of the teacher? >> Well well that goes back to many many years ago when we had the discussion about should finals even exists in terms of if we know what student Right, I mean that that goes into mastery, right? Cuz if if I start saying I've mastered factoring >> [laughter] >> and [clears throat] I've demonstrated mastery at a level that is I've mastered whatever that level is then then the arguments are either I've mastered it and why would I need to demonstrate it again or I need to show it again because I need to show that it's stuck in my head and I do the final. So that's again it's
177a philosophical debate, but no we did not talk about finals during >> And remember a lot of classes don't give finals. Like a lot of CTE classes for example, I mean there's no finals in a lot of those classes. So a lot of the academic classes may give finals, but typically like you know like the the finals that my wife gives for example in her math classes are spiraled, right? So if she was giving a final, she would have all the ELOs would be evaluated in that final exam again, right? but then all a lot of other skills as well would be kind of all wrapped up into one. And [clears throat] my wife does way too much work with grade exchange or changing grades, you know, like if they show mastery in this area,
178she's going to go to that ELO and raise the grade, you know, like she does a lot of that stuff, but um but I feel like those are the kinds of situations where the teachers kind of know what's best for their academic area and what's going to work well for them and for their students. And you know, remember teachers you know, they they they want what's best for their students and they and they know their students better than we will ever know their students, right? Because they're they're sitting with them every day. Um so I think I think in a lot of those kinds of situations we need to give them the flexibility to do what they do they do best what we hire them to do best. >> So if going back to my
179question on just action items next, so this is approved right now, what are the the next the next steps? >> If this is approved, it'll be in full implementation for next year. No pilots, no questions. Um we obviously will have to do more PD and stuff and and work with staff, but it'll be >> If this is approved, this will be the law of the land. >> Well, this this policy was already approved. >> Yeah. >> Well, we had that year of grace and we were just working with staff and everything else and that will be gone. So this will be the expectation that this is fully implemented. >> So then you can do that in less than 3 months? >> I think they'll largely just continue what they've been what they've been doing, which
180appears to be successful. There haven't been the complaints. I don't see the rush. This is the first discussion we've had on grading policy in months. >> [clears throat] >> Uh so it's a it's a decent discussion to have. Is there any sort of urgency to pass this right now? >> I I would say yes cuz the teachers want to know what they're going to be doing or how or how you know, what the syllabus is going to look like for next year, you know, all those things. Like I can't speak for all teachers, but like for me as a teacher, before I left at the end of the school year, I already had my syllabus drafted up for the next year and made copies of the first day of school stuff and like I you
181know, I was very well prepared for the you know, the beginning of the next school year. Um and a lot of teachers are that way, too. They want to know exactly what they're doing so they can start planning over the summer, um deciding how the what stuff they're going to teach, what stuff they're not going to teach, what order they're going to teach it in, what whatever. I think it's it's important. And but remember, this is a a living document, right? So, if we start implement- implementing this next year, and we start hearing feedback from the teachers like, "Oh, this um, you know, the 85% thing is is not working for us." or whatever. Like, this is a living document. We could we could bring it back to another board meeting and tweak that one
182aspect of the policy. Um, but and when you're talking about, you know, the urgency of it, well, I mean, I think the urgency of it is is getting more and more extreme every every day because this is something that we've already been talking about for like 18 months, and we've already passed it. This is all we're really talking about today are just some some little tweaks here and there. Um, >> modifying what we've already kind of gone over. >> So, what's that plan look like then? How do we do that this in and to the point like it's been ongoing, whatever we're going to call phase one. So, what [clears throat] what does that look like just to prepare the teachers and the students and the families for this in a short period of time?
183If you want to. >> I I think it's just a matter of, you know, obviously, we we publicize it and say this is the, you know, it's been talked about for years and we, you know, kind of ran this whatever pilot or whatever we want to call this year, and, you know, implementation has been ongoing. This will now be the full board policy. We continue working with staff to make sure they have a good understanding of it. And I just I'm I know there's been a lot of work on the ground in in getting this going, and I just I don't anticipate a lot of of of push back from staff. There will be some bumps. There definitely will be. >> I'm not worried about that. I'm not worried about like a message. Um, I
184mean, implementation implementation has been ongoing. I think we just uh, whatever what what we put in months ago, the teachers ran with it, and there were a couple bumps and bruises, but they've been pretty successful as as from feedback. But, what are we doing next in the next 3 months in order to carry out the rest of this. And what does that look like? >> We just going to >> The the yeah. We I don't know where you're getting 3 months. It feels like it's a it's like 6 weeks and the teachers will be done and gone. Yeah, so it's less it's quite a bit less than 3 months and this is probably the busiest time of the year for everybody with AP testing, IB testing, and all of the end of the year stuff.
185There's not much there. Um I don't I don't know what to what to say. >> I think that it's important to obviously most of this stayed intact. Um The the changes were more clarifications um that I, you know, read um or just dealing with, you know, conflicting messaging and trying to clean that up. I don't see all of these changes some massive change. Like so I'm not sure that there's a anything super strategic that has to happen as far as like implementation goes in my mind. Again, I'm not in the classroom, so um take that as it is. Um what's in my mind right now as far as that that percentage goes of what the ELOs are supposed to be. You know, we don't have an AR associated with this policy. If there are some
186small elements while keeping the bulk of this intact, which is you know, very prescriptive. If there's certain elements that we could move into an administrative regulation, if certain things have to be massaged um that they're seeing in real time to give our administration some so that they can provide and and uh leverage that in real time um with feedback, maybe that that would keep us out of having to bring this back repeatedly to adjust some minor relatively minor things. Again, I I just really want our teachers to focus on teaching. Like I you know, and I feel like that was our goal um and and Superintendent O'Malley's message coming in is we just want you to focus on what you do best. We want our kids to be learning every single day. Um obviously there's
187not a like I said not a lot that has changed and so I'm wondering if these smaller elements could be moved into an AR and addressed that way and maybe removed from from this piece of it so that they can deal with it in real time. What you just feedback on that. >> If if it was moved to as to an AR, we still have to approve the AR, right? >> Technically we don't. Legally we don't. An administrative regulation is more of their living document in real time. Can we? Yes. In this district have we for years? Yes. When I mentioned that I was in um masters and governance and legally we were not required to, all of a sudden they didn't come forward and when I asked for a change of an AR, it
188was like, what is she asking for? Um and I'm like, well we've adopted a lot. Go back to board, you know, your board policies from 2 months ago. Um so technically and legally yes, we can and we have historically, but you could look through the agendas over the past, you know, 18 months or so. They're not there right now um because they don't legally have to be. And I and I do think that when we're approving an AR um typically it'll come back to us and they need a little bit of flexibility as administrators to work that. But it has to be reflective of the policy. So it's not like a it's own separate, you know, world. It it has to mirror and implement you know, and and get a little more specific. And I
189think that some of these elements could be done that way with the guidance of the policy. >> I think the reason why we correct me if I'm wrong Christy Duncan [clears throat] that we didn't want to have this built in as an AR and we wanted to keep it as a BP is because we wanted to have control over the changes. >> Over the changes. >> right. Yeah. >> So again, I'm not trying to make a huge deal out of this I just want to understand like what kind of what do we do? I'm I don't it's not my day job. So I'm trying to understand like what's next and fulfilling this Chen said there's more urgency than 3 months. Okay, I get it cuz the teachers are going to be gone. Right? But so
190what does that look like? How do you start to carry this out and execute on this plan? >> I'm I guess I'll I'll speak on behalf of site principals cuz I used to be one and do my best my best effort at this but ultimately I would look at my staff and and say okay, we've been working on this and there's been some tweaks. And here's what they are. So now how are we going to you know, address those and what does that look like and try to make sure that they understand exactly what we're what we're trying to do again there's there's not a ton, right? It's it's it's fairly small and just you know, work with each individual staffer and make sure they have the best possible grasp. Ultimately like President Spade said
191we want to make sure that teaching is the you know, it's that second to none education. We just need to make sure when they apply those marks that they're they're honoring the policy as best they can and it's just it's going to take some time. It's just spending a lot of time with staff on those PLC days and working with them. You know, we're going to need to look at yellow's and make sure everybody's got those and they understand all those cuz you know, to your point if somebody's got 45 in math and somebody else has seven that's a discrepancy that needs to be addressed. We have to figure out we know what exactly is that yellow and what do you understand it be what do you understand it be and let's make sure we're
192all you know, when it comes to I am one where we're all pretty darn close if not exact on what an extent an ELO is. >> So so let me make sure I understand. So next steps like an a tangible next step is the department's getting together and starting to really clearly state, "Hey, these are our five ELOs that we're going to go after." Cuz I'm assuming that there's been some something close to that now. >> That work has been going on, yes. >> But with the numbers changing and it's not being 65% average, there's specific you have to pass every ELO, there might be some tightening up of of what those ELOs are. And then the other side of the side of the coin is deciding, "Okay, what's that 15% look like?" And that
19315% it sounds like can be fairly flexible from department to department or sorry, from department level flexibility or teacher to teacher flexibility. >> Site to site. >> And site to site. >> Well, and and site to site. I figured site to site, yeah. But is that flexibility from like if there's six teachers in the science department, right? Is Mr. Feffer going to do something different on that 15% that Ms. Isaac is is doing? >> Potentially, yes. >> Probably. >> Okay. >> Discretion of the teacher. >> Yeah. >> What's made the most sense is let's pass this and then garner feedback as we implement. And like you said, if there's if there's if there's issues we can hear from the teachers and make any necessary changes. >> Yeah, I I agree. I just again, we had
194a really we did not implement CBE well, right? So I'm speaking from uh close of this deal, it's now it's it's sure we've been in a in a sense doing a pilot, right? >> a year. >> Um but now it's implementation and get really strong customer feedback on what we're doing and why we're doing it. So I just want to understand and make sure from an implementation standpoint that we that we nail this in a short period of time. Like if we if we were having this discussion 4 months ago, like everyone's breathing a little more like, "Okay, there's two sides of it. One is, well, we haven't been here early enough to see all the feedback. So the positive is we're towards the end of the school year and we've gotten some pretty good
195feedback. But I still I'm concerned that there's not a full-fledged plan to really >> execute on that. >> That's on that's on these guys to kind of figure out and >> I get that. I just figured I would hear a little bit more tangible information then >> I I feel like the the best way to address that concern is to have the district admin meet with ATP and together all those bodies with all those minds, all those really smart people, get together, figure out, okay, how what do we need to do for next year? How are we going to get this to happen? With all those intelligent people in the same room, that can happen. That that plan can come out. And remember, like this is something that could we could it's going to change,
196it's going to tweak, you know, as as things go. There's nothing that's ever set stone, right? >> That's a good that's a good next step. >> The the pilot has been pretty much do what you want. I mean, if you're doing if you've been doing >> [clears throat] >> CBE, great. If you if you're if you're already going to ELOs, then then do that. And there's been no complaints. >> Well, >> If can I say is that okay if I say something? Yeah. I think >> I see site admin like >> Um >> Maybe we just haven't heard about it. >> This is a bigger one I don't want to take us down a rabbit hole. Maybe this is our our June strategic plan, but like we talk about what's successful integrating policy. What is
197our our bullseye? Is it And I the metric guy, right? I'm a very linear thinker. So if it's to get less complaints, did we succeed? >> [laughter] >> Success. If if that was our metric, if it was to raise our A to G scores, proof's in the pudding. Is it to have more kids, lower our D's and F's? I mean, so we have to we have to figure out where we're going as as a district to be able to know if this policy is successful at all. Cuz you're you're right, trusty. Like that I I think there's a path of least resistance potentially. And I know our our teachers want to do right by the policy that Mr. Malley mentioned that this is in stone, and so our teachers are going to follow it to
198whatever's in here. So, those shoulds and shalls are going to be done as shoulds and shalls. So, where what is our where's our North Star? Where are we going? How will we know this is a success? I wouldn't personally say that a successful grading policy is the lack of complaints we've gotten from it. I I just I mean, we're in education, and so I want to look at our >> Well, student achievement data. >> So, that that's where I would that's where I'd go. So. >> Thank you for that feedback. We we do need to be reminded about that. And while I appreciate not getting a bunch of complaints, that that that's not the goal. You're right. And that we do want our kids learning. So, we do have a first and a second on
199the floor for this very rich uh conversation. Um are we feeling ready? >> 8:00. >> Hey, I am crushing tonight, for the record. >> be out of here. >> No, we hey, no, we still have a staff report. Um are we are we ready to do this thing? Student board members, you've been pretty quiet over there during this discussion. Do you have any final feedback before we take a vote? >> I'm lost. >> [laughter] >> I don't blame [clears throat] you. >> Kind of sounds like what we've already been doing. If I'm being 100% honest, so I don't really know what's the giant >> Yeah. >> what's really going to happen? Why was this Why would this get a bunch of complaints? I haven't I haven't heard anyone complain about grades since CBE left. >>
200Adam. >> Mic on. Um I would just say like sticking kind of sticking with like a procedure. >> Mhm. >> Like I think at least the co-facts like CBE worked fine because like we were piloting it for like 8 years. >> [laughter] >> We heard. That is what we heard. >> a lot. Um I just think like I mean hearing from the district a lot like consistency is like a big thing. Just making sure that I mean teachers have enough time to create a curriculum and then you know, use it for a while and not have to switch constantly between policy or like what their curriculum is. I think it's important. >> I agree. Thank you for your feedback. Well, I think it's come to that time. We have a first and a second to
201approve item 10.7 BP 5121 grades and evaluation of student achievement update. Starting with the student board, all in favor say I. >> I. >> Board. >> I. >> All opposed. Hearing none. Motion carries unanimously. Thank you for the conversation. I think these are important conversations. So we have agreed tr- uh uh >> Dr. Caminiti. It is mastery learning. We have approved it twice. There you go. >> [laughter] >> Stamp it. All right. Item 11, staff reports child nutrition update. Staff will update the the board on child nutrition. I always look forward to this one. Welcome. You do a great job um on your presentations. And thanks for the calendar. >> Can we go back one more? The very beginning. >> [clears throat] >> Can we go back to the very beginning? I don't know how
202to do it. No. I apologize. I keep looking at my phone. My boy just arrived at Fort Benning. I don't know if he could call. But he just texted, "I just arrived." I don't think so. Bodie's all, "No. Don't get him in trouble." >> [sighs] >> Good evening, board. Thank you so much for having me here this evening and allowing me to present. Um not not connected, but it is great to hear the um the positive connections and things that are happening with the military. Both of my brothers uh serve in the Navy air and a year and a half from retirement, and my oldest brother just was uh deployed to Iran, so keeping him in my thoughts and prayers. So, thank you so much for being here. I will Yes, noting that it is
203after 8:00. I was hoping we get out of here at 7:00, too. So, uh we'll try and keep this swift. Um >> [laughter] >> Okay. So, as I'm sure you have been enthusiastically following in the Friday facts under the nutrition services updates, um you will see that we have started a full plate initiative, and this is our goal to meet meet our students' needs and and uh and take care of them. So, nutrition services has a special place when it comes to supporting our students' educational success. Um like any marriage, all of the elements matter, and the same as nutrition services is involved in the district. While some elements of this marriage may have some more importance as our focus, such as math and science, all parts are [snorts] crucial to the success of the
204whole student. This includes providing a safe and clean campus to learn on, a dependable, nutritious, healthy meal, um and nutritious, healthy meal access to help provide help power their focus in the classroom. You don't think meals are important in the classroom? Just ask the teacher during testing week. Um [snorts] Unfortunately, now with universal meals, the cafeteria is now considerably the most equitable place on campus for students. For 80 years now, school food service professionals stand on a belief that has never changed, that hungry children cannot learn, and that people who feed them deserve to be seen and supported. So, the joy of feeding our students. Yes, we have arguably the funnest job on campus. We get to provide meals for all of our students, regardless of income, every single day. And that's something to be
205proud of. We get to provide all school events at no cost to the school site, where every student can participate. As of March, we are serving over 1,000 lunches every day and almost 800 breakfast. That is what is considered our ADP. The district has ADA, we have ADP, that is our average daily participation. Child nutrition services is the only department that is required to put out the same input every day, regardless of staff shortages, and on time every day, because the bell schedule is the same, um because every student needs to have access to a healthy meal. Child nutrition services is so important that the California Department of Education requires annual training hours annually specific to the child nutrition program for every child nutrition staff member. >> [snorts] >> Unlike chemicals and office supplies, food
206service managers and food service teams manage a live weekly inventory of produce, dairy, and protein while operating under federal, state, and local regulations and sometimes while making the lowest compensation in the district. The team shows up every day motivated to serve our students the best possible meals with the ingredients that we have and to serve them in 10 minutes or less. We have a privilege to serve a couple of our feeder schools and provide them improved nutritional access and we look forward to continued opportunities to service other feeder schools. And we work to meet the requests of all the students. Would you like that organic and locally sourced? Let us work on that. And would you like fries? Um high quality scratch made food? Of course. How many items would you like? Nine? 10? 15?
207Um and of course, you know, gluten-free unless it's a cookie. And um and even the students that are lactose-free unless it's cheese pizza. Um Uh and as you know, we meet the needs of our students with dietary issues. No questions asked. Um when students come to us with dietary issues, we're there to meet them. Uh we do have students who participate that are gluten-free. Um and uh we work to ensure that there vegetarian meals on the option every day and we do have meals um on our menu that are just gluten-free as they are. They're not requiring any special ingredients. [clears throat] Um and so it is important to us that we meet all of the dietary needs of our students. Luckily, we are a department that gets to direct our budget. Since we are
208the only department that creates our own budget. Um unfortunately, we can't carry any bad debt, but that is where we're grateful for universal meals. State of California picks up the bill for the families that um don't qualify for the free meals. So therefore, we don't have any bad debt, which is traditionally absorbed by the general fund. Um and then we actually get to give some of our revenue back to the district. But we get to show up and see our students every day face to face. We get to be a light in their day providing them a meal they can rely on and offering a smile they can always count on. Our food service department touches every area of the district and we are incredibly grateful to do so. So we want to keep it
209fresh. We are committed to providing our students with the freshest meals that we can. These are muffins baked in house every week. Hand built parfaits. Hand made salads. The ever loved Papa Murphy's pizza that we now serve exclusively across the district. Um for at some sites it was known as the good pizza. They would come up to the window and be like, "Is that the good pizza?" And then they would tell their friends, "Okay, come. It's the good pizza." So now they don't have to send out the troops. They can just go and know that every day the good pizza is being provided. Um and again, we are happy to do so. Um we use USDA commodity as our secret weapon to help us manage our food budget. This for example is a pulled pork
210sandwich. It's made in house. The cost of this portion is about 4 cents for this pulled pork. Um because and our out-of-pocket cost for the entire 40-lb case was just less than 40 just less than $4. Commodity dollars can include fresh, frozen, shelf-stable and product as well as dairy, proteins and grains. Many of these items can be acquired through vendors pre-made and frozen, which and then we would heat and serve, but instead we choose to build these items ourselves for a fresher, higher quality meal utilizing our meat USDA Commodity is utilized by allocating our allowable funds to specific items for the next school year. Um so yes, I have actually already planned and pre-spent our budget of what the state has allocated. Uh the deadline is in March and so I have already pre-planned for
211all of next year. Um it's kind of like Monopoly money or a credit and you get to go shopping and you can plan your delivery schedules and you pay for the value of what you get. For example, that case of pulled pork's value was $134 a case. So for every case that I allocated, it reduced that from our credit and we were able to purchase those items. The spend down for chicken uh not not mystery meat. It is actually just chicken. The people here commodity [snorts] or brown box and they're like, "But what is it?" It's just chicken, I promise. Um this chicken was um uh just under $131 a case. And we pay $3.90 out of pocket per case for shipping and handling. Sometimes they're bonus items um that require us to use none
212of our commodity. They're items that are just available when I go into um manage our allocation each month. And for those items, we only pay shipping and handling, which would include the 60 cases of crinkle-cut french fries that we got a couple of months ago for our little fry gate that we operated at $3.90 a case for shipping and handling. So, this little tiny print on this grid um [snorts] is three different examples of a meal that we serve. Now, on the far left, what you will see, um this is our our ever-loved chicken burger. Our chicken burger is made with whole muscle, which means the meat is cut right off the bird. It's not a macerated um mixed product. Uh it has no soy fillers or weird byproducts. It's a high-quality product that the
213students love. And [snorts] No, it is not. Um and when our our distributor runs out of them and they sub us with another product, the students know. And they let us know that they know. So, um uh so, this product we purchase through a distributor. As you can see, the chicken burger itself is a $1.31 on its own. Um and so, you can see down the line the cost of this meal is $5.05. Now, what we've included in here as sometimes is forgotten in the meal is the cost of the the tray it came on, the fork, the napkin, the salad bowl. And this also includes if we were to um continue to have a large procurement of organic local produce, the side salad um on here 94 cents, um the organic mandarin 54 cents.
214So, collectively for this whole meal, you put it all together is $5.05. Now, you take that same menu item and you swap out just some of the USDA products that we use and you recalculate using our auto practic cost for that same menu item utilizing USDA so not buying the organic locally sourced product that now drops the meal to $3.22 for the exact same meal. Now, if you were to take that now a similar menu item that uses primarily USDA product for example our teriyaki chicken which is just diced chicken and rice and teriyaki sauce. We put a little chopped green onion in ours cuz it looks pretty and it tastes better. >> [snorts] >> And again with our fruit and the supplies needed to provide that meal that meal now is a dollar and
21554 cents. So across the board if you look at our menu, there are some items that are higher dollar and then there are some items that aren't as much and that is how we work to manage our budget. And you say we wow, where did all this money come from? How are you able to do this? Cuz for some that may not know there was an extended period of time a couple of decades to my knowledge where the nutrition fund actually did not operate in a surplus it operated in a deficit. And and so fortunately with universal meals and all students being able to eat for free, it's increased our participation but you can see the grants that we have been awarded. We've had equipment grants. There is the local food for schools that we
216spent all of that $36,000 directly on produce from a local supplier. We had our kit funds that $311,000 went directly to modernizing the warehouse freezers that will be getting re-modernized this weekend or this this summer. But with and that was with contribution and support from the district. Um Um, and uh, but our freshly prepared meals grants, our schools best food pre- practice grants, you can see that that went into building our infrastructure, fixing and repairing equipment. Um, more focused on the extended investment of our program. Where some of these the the SFBP grant, we could have used all of that for food if we wanted. But then it's gone. So, we wanted to make more responsible moves in that. And so, um, there is another round of kit funding that's on its way. Um, and
217there are other grants that are out there that we will continue to be looking in because who doesn't love free money? Uh, um, and this is just a snapshot. This is our a quick shot of our 24-25 cost breakdown. And this is with no extras, no this is just some basic, um, bare-bones look at. So, this is our revenue from our meal service. We had $2.1 million in revenue from the meals that we served. Now, wow, that's a whole lot of money. Um, it sure is, but $1.2 million of it went to our labor and benefits. Um, which is 100% very well earned. Our staff work very hard to to feed our students and I I think that they're they should be well taken care of. And then there's this thing indirect cost. Now, indirect
218cost is a percentage of our revenue that um, is allowed that we then give to the district. So, nutrition services fund 13 gave $95,000. Um, and then that is indirect cost, right? Lights, water, all of those things that can't be monitored, can't really be metered. Um, and that helps pay for those things that we are utilizing. Um, so with that, with our revenue, that left us a balance of just over 800,000. Well, if we served 410,000, we average $2.05 a meal. Um and so, that is where we work with our district to um offer special event caterings. We provide cookies or hot cocoas for um evening events, um breakfast for the uh learning walks or WASCA events. Um and that kind of helps also perpetuate um additional funding. And the grants are a huge source
219um to help us invest more on the operational side when it comes to managing our equipment and um whoop and those pieces. So, what's next? We are going to continue to advocate and we are going to celebrate. Yes, we advocate um uh being a part of the legislative action conference in DC and Sacramento, getting to meet with our senators, our assembly members um one-on-one to um continue to advocate for the continuation of in California for the universal meals, um which as we're understanding it is kind of landing a more permanent place in the budget is the feedback that we were getting from assembly members and from senators um just earlier this month. And so, it's been um so great to hear that that they're recognizing that so many of our children um access school meals
220and then if we can continue to provide them a higher quality meal um often times than what is being brought from home, you know, parents are busy, everybody's working. We're trying to get what we can at the Costco and at the grocery store and and um the food that is served to the students through the K-12 food system is not the same formulation as you get at Costco and Safeway and Rayley's. There's regulations on how much sodium, how much sugar, um, whole grains, and those kinds of elements, so it does elevate the quality of the product that the students are getting. And continuing to recognize and support and grow our staff, um, hopefully with these, um, recruitment and retention funds, we want to continue to invest in the professional development of our nutrition services team,
221building on scratch cooking, organizational efficiency, um, in our kitchen as well as back best practice. And we want to continue to, um, educate and communicate our students about what's available. So, I brought some props. So, cuz we talk a lot about what's in a meal. So, let's let's talk about a meal. This is a crispy chicken salad. This is just the entree. [clears throat] Now, they the students have to take a fruit or vegetable, right? That's just part of the game. We want the government's money, this is how we have to do it. Um, we have a no thank you bin where the students who no thank you if if instead of donating their apple to the trash that they were forced to take, they can put it in the no thank you bin during
222that time. It's like a green shopping basket. Any student can take during lunch. And they can take if there's five apples in there and a student wants five apples, go nuts. It's all they're all yours. You put them in your backpack, take them home. All good. So, but with this meal, a student says, "I'm hungry. I just had a salad." Well, they get two servings of fruit and two servings of vegetables. They are only required to take one, but if that student takes a salad, takes a banana, maybe they take an apple. How about they take a side salad and a bag of carrots And they took a milk. Do you think that student would be full? And maybe they didn't take a salad. What else do I have in here? I got these at
223like 11:00, so just saying. Here is our chicken burger with our fries. And maybe they didn't get an apple, maybe instead they got an applesauce cup. And maybe they didn't take the carrots, maybe they got the rainbow veggie bag, freshly cut every week in our kitchen, fresh produce. I think that what we are offering our students is a pretty substantial meal if they take all the elements. These are really good for you. You should eat these. >> [laughter] >> Um and they're pretty tasty, too. Uh so >> [snorts] >> my goal was just to provide some visuals so you could see what it is we are providing our students, what we are hand building, and what we are offering because your health is our priority. Yes, in in this element, too, our goal is to
224launch you into success, so when you are out on your own, these become a good idea and you are not living on pizza. Um so um so that is our goal, and that continues with, you know, the additional information that we continue to provide and and try to get out to our students um so they know all of what's available because again, their their success in the classroom is important to us, too, and we want to fund that in the best way we know how. Thank you. Uh any questions? >> [applause] >> Is there any ketchup gram? >> A ketchup gram? >> Yeah, I saw there was like zeroed out across the board. On your like zero for ketchup packets. >> Oh, uh, okay. [laughter] Because the ketchup isn't actually part of the meal. >>
225Mhm. >> Uh, a ketchup is kind of like an extra that we offer. It's actually not part of the new like if we were to when we present to the state our nutritional what we here's what we offer students, these are our meals, those aren't counted towards it. It's kind of like uh, on all of our sites, um, we have a fresh condiment bar. So, tomatoes, onions, lettuce for students' burgers and sandwiches. It's not actually part of the meal, it's just an extra we put out. >> But it doesn't >> It does cost. Yeah, they it unfortunately, unfortunately like everything else in this world it is not for free. Would be nice. [laughter] >> First of all, thank you so much. Um, I wish I could manage my my family's budget to what was that?
226204 per meal. Ooh, I got some work to do. I could learn a lot. You you manage um, what you're given so wisely and efficiently, um, and you're creating things that are beautiful and healthy. I know we get feedback about flavor and options. We will always have these conver- conversations. I have them every day in my household as well from my children and my 10-year-old who will eat nothing, by the way. So, um, but I so appreciate all the all that you're doing for our district and and outside of our district. I love that you had the picture of the the littles up there as well. You guys you and your team do a wonderful job. So, thank you. Thank you. And thank you for your work, um, advocating at the legislative level, um, both
227state and federal. And, um, it's important. I some people, you know, they think that all we do is here, but it's really not. We're impacted by so many other legislative bodies that are impacting what we're funded and and what we have to do in the kitchen and in the classroom. So, just want to appreciate you. >> Thank you. >> and I did I had it here in my notes and you just ring my bell. Um at the last legislative action conference, they did a housing study. And um so, a family of four to to no longer qualify for free or reduced meals as a family of four making more than $60,000 a year. A family of four, $60,000, you now no longer qualify for a free meal based under the eligibility. And so, that is
228going to be part of our position papers moving forward is that we reevaluate the eligibility scales um because that is one of the things that we bring to our legislators when they say, "Well, we don't understand why parents can't feed their kids." And it's 100% as a parent, it is our responsibility to feed our children, but the the scale is skewed and and the understanding is not there. They um they said for a family for working families to be able to live without needing an assistance program and being able to afford it was like a one-bedroom apartment, you'd have to reach the raise the minimum wage to $33.19. And that was a California study. So, we got a long ways to go, but luckily, again, equitable space in the cafeteria, doesn't matter what where families
229are, every student eats has access to the same type of meal for free. >> Yeah. That that number is astounding. And and I know that, you know, families sometimes feel ashamed and don't want to fill out those forms. I know we're not always that families are not always filling out those forms currently. Of all of the spending that we do in California, the freight train to nowhere, and the the billions of dollars, millions of dollars, you know, the fraud that's coming out right now, feed the kids. You know, I'm I'm a very fiscally conservative person, but I'd feed the kids all day, every day, especially in a school environment. Um they're worth it, and they need it, so. Thank you. Thank you. All right. We're almost there, guys. Item 12, board calendar and coordinating announcements.
230Obviously, we have our next regular at the end of the month. Let me pull up this other sheet that I have here. Um just want to try to coordinate for our uh to to make sure that all of our sites are covered for graduations. So, we don't have any seniors uh board members, no seniors this year. Nope. So, technically, we could be anywhere. I don't, for the first year. Two years could take it. So, I don't have one at Placer this year. Um so, do we have any uh first takers at any of the sites? I'm assuming, just for the record, that um Underwood will probably be at Placer. I'm going to put him there. We'll find out otherwise. >> I'm counting on for Colfax. >> Okay. Jeffries, Colfax. Emerson, Duncan. >> Uh Forest Hill
231last year. CGI, I I I'll be gone the 20th. I'm gone that Tuesday through >> You're traveling? Okay, so you're out of town, so DO. Emerson, and I will go to Forest Hill. I've been wanting to go for a long time. It just hasn't worked out. Okay, so we've got everybody covered, as long as Underwood is at Placer. Um, I also want to draw your attention to these dates. Um, I'm sure that Desiree has already added them to our board calendars um for My Virtual Charter Academy. On May 28th at the Placer auditorium at 5:00 and Confluence will follow directly after. Um, if all of us are able to attend, that would be ideal. Um, it's just a great opportunity to to celebrate our students and um if it's possible. Placer School for Adults is
232on June 4th at Parkside Church. Are you uh so you're out of town that entire week? Yes? Okay. >> Unfortunately, I really like the inmate graduation. >> I know, it's the best. Actually, that one is before, right? It's the 27th. You're leaving Tuesday? Ah. Next time. Okay, so we have the inmate graduation on Wednesday the 27th and it's just graduation week. Just like plan on being at a graduation every day of your life. >> want to attend the inmate graduation, make sure you RSVP cuz they have to pre-approve you. >> What time is that? >> It's usually midday. Um, do we have a time on that? >> It was 6:00. It was in the evening last time. >> Not the inmate graduation. It's always during the day. >> You're right. Yeah, it's usually during the
233day. >> So like noon or 1:00? >> All the adult >> I have it at 10:00 a.m. right now. >> Is it 10:00? >> a.m. >> Well, I was wrong. It's on the calendar, 10:00 a.m. The put Emerson down for that, he just said. Okay. Love it. It's awesome. >> I can do June 4th. >> You'll be back for June 4th? Okay. Great. Hopefully, hopefully cross fingers, everybody could be um at the the adult graduation. >> What time? >> Uh June 4th. Trustees, I know that they're I've hammering you on your your um Google calendars. Please check your Google calendars or do it now. So the bus schedule for adults on the June June 4th. Obviously all the comprehensive sites on on Saturday May 30th. Okay, awesome. Any other events that we should be talking
234about here Superintendent O'Malley? >> Oh jeez, what do you want to talk about? We got plays, we got concerts. There are a multitude of concerts out there with Dave Laurenson retiring, Todd Wilkinson retiring. I know those are out there. Um >> You know what? >> Make sure again you pay attention to your emails and your calendars. >> Is it possible to add those to our calendars so we can see them? Sometimes even though I'm tracking Friday facts, not all of them end up and I feel like I'm living in a calendar that's 24 to 48 hours out. There's just so much going on right now. If it's not in my calendar, I'm not typically adding it unless it's it's for my babies. >> Yep, we'll get those on there. >> Um the the shows and
235concerts. Okay, great. All right, any other announcements correspondents? We made it to that time of the night everybody. Item 13 adjournment, do I have a motion? >> Motion to approve. >> We have a first by Trustee Duncan, second by Trustee Lake to adjourn our meeting. Questions, comments? Hearing none, all in favor starting with the student board. Board. >> Aye. All opposed? Motion carries. Goodnight everybody. Thank you so much for being here.