001All right. Good evening. Good evening. We're glad you guys are with us tonight. Welcome to the board meeting. Real quickly, we're going to go ahead and move to item four. Uh reconvening here in our open session. Um quick housekeeping. Uh our video our meeting is being audio and video recorded. Our restrooms are available during our open session in the Gold Country meeting room just right across the parking lot if you are in need. Um also item uh 4.1 reporting out our items during um our close session. So item 3.2.1. Do I have a motion? >> Move to approve. >> Second. If a first by trustee Jeff and a second by trustee Underwood. All in favor say I. >> I. >> All oppose. Hearing. None. Motion passes unanimously. Item 3.3 public employee discipline dismissal release pursuant
002to government code section 54957. The board unanimously uh hold one moment. The board unanimously uh voted in favor and took action to approve a voluntary resignation agreement and release of all claims between the district and employee number 6751. Item 3.4 conference with labor negotiator pursuant to government code section 54947.6. The board discussed and provided unanimous direction to staff. Item 3.5 with legal counsel regarding anticipated litigation. Our first case uh we did not discuss our second case. I believe I'm about to read that one out. Stand by. The board um took unanimous um by unanimous vote first by uh Trustee Underwood, second by Trustee Lake. Uh the board voted to approve a settlement agreement with MW Cellright One LLC, also known as Crown. Crown is the successor in interest to a lease regarding a cell tower
003on district property. Crown and the district have a dispute whether the lease allows the district to to lease the cell tower to another entity. To resolve the dispute and avoid litigation, the district has agreed to pay Crown $100,000 in exchange for Crown releasing any rights it has under the lease. This amount will be paid from fund 40 and 50,000 of this amount will be recouped through an upfront payment under Verizon lease. The board will consider an open session tonight. This settlement completely resolves the party's dispute. Report out for case number three. Uh unanimous direction was provided to staff and there was no report out of the final. All right. Open session roll call vote. Alrighty. And now we will have our open session. No, that was just a note to me. Stand by. Okay. And
004I think we're good. All right. So, with that, we'll go ahead and move to item five, organization, welcome, and pledge of allegiance. Please rise. And Trusty Underwood will lead us. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. Item 5.2, approval of the agenda. Do I have a motion? >> Move to approve. >> I second. >> We have a first by Trusty Jeff and a second by Trustee Underwood to approve our agenda item 5.2. Any questions? Starting with the student board. All in favor say I. >> I. And if you don't have your mics on, you tap the little plastic around the bottom. Are you green? >> I. >> Perfect. I
005>> board. All in favor say I. >> I. >> All oppose. Hearing none. Motion passes unanimously. We're going to go ahead and move to item six, reports and communications. Item 6.1, board reports. This time is allowed for members of our board to conduct discussions on events in which they've participated and correspondents related to district programs they wish to share. Do I have a volunteer to kick that off tonight? I'll start us off, I guess. >> Thank you. >> Um, so several members of this board um had the opportunity last night to participate in a meeting with the Deloro Parents Club. Um, we were kind of sharing out and uh I think one of our student board members kind of put that helped put that together. So, that was a a nice opportunity to be able
006to uh to speak to those that parent group. Um, I've gone to the Deloro uh culinary room a few times over the last two weeks um helping uh or at least trying my best to help Mr. Dominique um fix his camera system. Um he he did get some new equipment um last spring and um still some issues with some of the existing equipment. So hopefully that stuff's going to get replaced and he's going to have um his new um equipment up and running hopefully by the end of the school year. So, they'll be able to do um you know, live uh culinary show um from from their u classroom. So, that'll be kind of a cool thing. Um once that does happen and we get that equipment up and running, I'd love to see us
007reach out to the news media and you know, that kind of thing and try to get some some publicity for that program because it's a great program. Um the new tennis courts, the resurfacing and landscaping and all that kind of stuff at Delore all looks great. They did a lot more than just the the surfacing of the courts. They did a bunch of landscaping and painting and facilities upgrades. So, all that looks really, really good. Um, last week, we'll talk about this more in a little bit, but um last week um when President Spade and I met um for one of the ad hoc committee groups, one of the ideas that came out of that discussion that we had was creating a uh a trifold flyer that outlines what the board actually does. Um so,
008I've designed that. I'm in the process now of getting feedback and making revisions to that. So, here in the near future, that'll be brought to the board for for you guys to take a look at and see if you guys like it or not. Um, but I kind of basically just wanted to outline like all the responsibilities and and uh and duties of the board and what we do so that way we could give those out to the public u and they can kind of see like what does the school board actually do because a lot of people don't actually know like what what do we actually do like what are our responsibilities and that kind of thing. So, um hopefully you guys will like that when you see that. Um maybe the next meeting.
009I'm not sure, but um hopefully that comes up quickly. Um I'm not sure if this is the time or place to discuss this. Um but I was hoping um a number of members of this board, myself included, received a number of different emails from parents um over the last week um with concerns about busing for sports. Um so um would now be just a appropriate time maybe superintendent Miy can just talk a little bit about like how busing works with within the district you know for sports and and otherwise and what are some of the concerns that have been brought up and like what are where are we at >> right um I would say you know main concerns are obviously student safety um you know we have the current uh see you there policy
010which you know we expect our athletes to show up it's in the athletic handbook so It's, you know, people sign off on that. Coaches are aware. So, this is common practice which has been going on for some time. Um, when it started is kind of debatable. Some say 10 to 15 years ago. Some say we it changed during CO. Um, ultimately it comes down to a couple things at this point. Um, you know, busing is expensive. It's nothing we actually budget out. That being said, there is no price you could put on student safety. Also, there's a lack of bus drivers in America to be completely honest. And so, for example, my understanding is um athletic director Sabins at Plaster High School requested 14 or 15 trips for Plaster High School. Mid mid plaster was
011only able to provide drivers for three of those. Um we obviously don't own buses. You know, we don't have our own bus fleet. So, then it goes to finding a charter company, which we're not adverse to. our insurance carrier has to approve those. The there's only two in the area that our insurance carrier has allowed us to use. So, you know, we can reach out to that, but again, there's that cost and and how do we do that? You know, that that's a great question. Um, so really it it's it's a big question. It's nothing we can solve kind of like today. Um, it's it's just something that there's a lot of history there. We we need to continue to investigate this and try to figure out you know ultimately it's it's a spending priority
012and you know that all comes down to the I'm not trying to dump this all on y'all but that comes down to the board and budgeting and if this is something that we want to make sure because you have to understand it's been football parents that have brought this forth but we can't just offer it to football. We have to offer it to every program. So you're not looking at we just want to get a couple teams to three or four games. were potentially getting every team to every contest. So, um, a lot of questions. Um, principal Zurwas did some calling around to other schools in the league and basically everyone does we'll see you there. Um, there some have a mileage maximum to where you know if it's over X we'll we'll we'll get
013a bus, but otherwise um it's not uncommon what we do. It's actually common practice. So when you know up north the reading schools were doing this in the '9s and they were going I want to say right around 30 miles is how much they would expect their their kids to show up. So again not not uncommon but it's a concern. So we need to investigate that. That is all I had. >> Thank you very much Trusty Underwood. Um I thought I was very impressed actually with the student voice when they were talking about artificial intelligence. They uh they know a lot you know and I and I was I looked as I was listening I could kind of see and sense what they were saying is this is going to be transformative. it's going to
014totally change education uh in so many ways. At the same time, they were saying, "But we have to be wary. We have to be concerned about what this really is and potentially what the downside is." So, at all the different sites, they were all saying that and I was very impressed with their with their with their knowledge and with their uh understanding. actually more than I know uh as I'm not really a high-tech person, but that was very informative and I enjoyed that. On the financial scholarship fund, we're doing quite well. It's I was very excited when Matt and I uh communicated and because the stock market is up right now uh it's doing very very well and we potentially could see a turn uh a re potentially a recession or a turn in the
015future. He began to modify um our portfolio to the point that we're going to reduce our uh stocks from approximately 54% down to like 36 or 37%. So, we'll be less stockheavy uh and more conservative uh as we take what we have right now and our profits. Actually, we've done incredibly well. Um and uh we really have an incredible person in Matt, our financial advisor. He is really good and uh keeps us informed. So that that's exciting, you know, in these budget desperate budget times to realize our kids are going to be taken care of in scholarships and that's increasing. So that was a really good move when we uh made that transition from our money and a 1% uh vehicle to what we have right now. Um, I live close to Plaster High School
016and uh, I love that school. Not that I don't uh, like our other sites, but Plaster is very important to me. Um, sometimes I say green and gold forever, you know. Uh, it so I decided I wanted to spend I probably should have given a a ring to Jamie, but I wanted to put my little tag on and wanted to sit on the campus and just watch the kids, you know, just watch the get a sense of the pulse and the atmosphere of the campus. And so I kind of gravitated to several different places and uh it's wonderful. It really is. Uh I didn't see anything that would be considered to be a ruckus or kids doing anything but just having the opportunity to experience life as a as a high school individual. And I
017enjoyed that. Uh so I decided I wanted to come. I don't know, Jamie, if you knew I was there, you know, but I kind of moved around. I just sat and looked, didn't talk to anybody, but I just took it all in, you know, and I did that a second time. And that that is the atmosphere is wonderful. The climate is really incredible. and uh just kind of smile, you know, memories after being on that campus for so long >> and seeing the upgrades of course that we've done to the school, you know, and the kids enjoying that. I kind of visualize our old cafeteria. Man, what what a horror that was and what we what we have now, you know, it's really wonderful. And to see the kids have such a facility is really
018incredible. And like many people, many friends of mine that I send pictures to, I'll take a couple snapshots while I'm there. They say it looks like a college campus. That is a just a beautiful site and a beautiful school. So, and then finally, uh the athletic programs we have at all our sites are are amazing, >> whether it's uh football, soccer, track, uh it it truly uh to me at least embraces as a cohesive agent and just brings people together. So I was excited when we played Yuba City and won a close game 49 to 48, you know. So that was exciting and I just my compliments to all the sites, but I follow Plaster football very carefully. So those are my comments. >> Thank you so much, Chusty Lake. >> Thank you. >> Hi
019everyone. Um it's good to be with you. Uh it's been a busy month since our last meeting and um I've gotten some updates on how uh certain things are progressing uh things that are on the radar. uh and happy to report that there's a a growing honor society uh a mathematics honor society at uh or or mathemat mathematics club at Deloro >> um started uh by a student and um and that's that's been growing. I was happy to hear that. Um and I and I believe that there's been um the applications been filled at Forest Hill. The goal is to is to join the mu alphatheta honor society. It's uh it's the largest math uh honor society in our country and I think it goes beyond that. But what it does is it it gives
020a place for students who excel in mathematics. It gives them a landing uh a place where there's certain students that they don't have to even do homework in math. It just comes to them naturally and uh and there's there's a lot of talent there. But it's also for people who have students who have interest in math. And so, um, I know that there's been some challenges, uh, at some of the sites, but I encourage the, uh, the math departments at all of our sites to, uh, to please, if there's interest with the students to, uh, to take those steps to to sign and get on board with that, uh, that that mathematics honor society. Um, I think it'll help with students applications. it'll give them another uh a way to to showcase uh their talents
021when it comes time for um college college applications and things like that. Um they're also involved with uh with local competitions and and beyond that. So, um there's also been uh I talked about it last time. There's a uh we are uh what would you call it with this conigo? Uh the AI tutoring we've gotten some feedback and you know by and large a lot of students they don't like the idea of uh of AI you know getting involved with with education. Uh the flip side of that is a lot of students are using AI to help themselves with their learning and education except they're doing it on their own outside uh you know the control of of of our administration or or the at the different sites. Um, and I would argue that uh
022based on the conversations I've had is and and I don't know, I'm trying to kind of wrap my head around uh how education is transforming with this generation. Um because the trend is the trend is down as far as uh testing data shows. Um and that's across the country. Um but there are some some highlighted uh states that are really tackling this issue and um what's working is uh focused tutoring groups identifying early on those students who are struggling and uh and having like a robust uh tutoring program uh to whether it's one-on-one or small group. and um and that is really uh a critical piece is early identification and and and a required uh tutoring program for for students who who need that help. Um, I've uh I've spent time kind of looking at
023Alex and uh and I think we can all agree that uh some departments are using it uh to a greater benefit than others. Some teachers kind of have it dialed in uh more so than others. I've learned that some stu some teachers are relying on Alex to kind of teach their lessons where they say, "Okay, get your Alex out and and work on this and come see me if you have any questions." Um, rather than a traditional lesson where teachers in front presenting instruction. Um, so, um, it's a little concerning because I I, you know, there's there's definite flaws, uh, with with the ALEC program, which is which is why I'm a I'm a huge proponent for KIGO. KIGO has the ability to replace Alex at a much uh, more affordable price tag. And it
024also has that capability where imagine you're on Alex. How many times have you guys been on Alex and uh are working through problems and you run into that roadblock where you can't figure out why you're not getting the right answer and uh it gets frustrating and as you know mathematics builds on itself and so you're left frustrated and you you move on or whatever. Imagine if you could just type there in the sidebar and say, "Hey, uh, can you please help me figure out why I'm, you know, not answering this problem, right?" And it has an ability in a conversational format to to in a Socratic method, meaning it's not just going to give you the answer that you're looking for. It's going to be able to diagnose what's where you're hitting that roadblock. Um,
025so anyway, I I I think it has a much higher upside for for our district. Um uh but that doesn't mean that we're you know these things these changes take time and uh and and piloting these things take takes time. But that's just uh where my head is. Um because I would like to see even though in our district our our math scores are far higher than than the state's average. I don't like comparing to our state's average. >> I I think of uh the the capability of our community and our students. Um, I like to look at the potential that's there and and try and improve uh versus just saying, "Hey, we're we're better than the state averages." Um, because I don't know if you guys know this, but public education is um is
026taking on a lot of heat lately across the country um for a lot of different reasons. So, um I'm I'm proud of uh of this board who is uh actively uh looking at policy and looking at at at direction um to try and get ahead of some of these uh some of the challenges that that we face in public education. Um what else is going on? Oh, had a chance to go to the uh the Deloro uh parent club. uh meeting yesterday and kind of get to know a lot of the parents that were there and uh they had some great questions and it was a good uh kind of get to know you. All of the um board members were there and uh it was good. It was a good uh it was a
027good opportunity. Um and I'm also excited for uh kind of what what uh Trusty Underwood was talking about. I'm also on that finance committee with him and it's it is exciting to see and hats off to to Peter E. I I believe that was your initiative to >> or directed to a couple years ago. Yes. Thank you. I appreciate it. >> It's awesome um to see what we have as a fund because of a large donation that happened years ago instead of this money just sitting in an account gaining 1% now it's being invested and it's uh and it's it's gained a lot of traction. And what that means is there's potential scholarships in perpetuity moving forward, which is awesome. So, um, anyway, I'm I'm excited for the future and, uh, I feel like there's
028a lot of good things happening and, uh, and that's exciting. So, good to be with you all. Thank you. I just have to say, we've got a really great board. I don't know if you're like picking that up, but I'm like sitting here thinking everybody, um, I'm I'm just really proud to serve with you guys and all the awesome work that you guys are doing, the passion that you have for these kids and our schools and the programs. Um, I just was takenback by that. Um, I just I really appreciate it. Um, I was also at the the Delaware Parent Club last night. We're going to be talking about all kinds of things tonight, but um math and other things were brought up and and as the board members as they got Jeremy on the
029on the horn, um I stepped out of the building. We're like, "We're not violating the Brown Act tonight. We're not all having a meeting at DO." So, we were we were playing musical chairs in and out as as different word. Um Tom sent over a video and anyway um but it was it was great. That was the first time as a trustee that we've been invited to a parent teacher club and they had great questions and um so parent teacher clubs out there if you want us to to get to know the board a little bit we'd be happy to come. I'll speak for myself. I am happy to come. I'm sure they're also happy to come. Uh but uh they ran they ran a great program and so thank you for inviting us to
030come over. I attended the uh PCE community leader breakfast with leaders from obviously all over the county. Um but not just trustees, there were uh law enforcement and city council members. Um and it was a wonderful program and they they have some really great initiatives going on at PCOE and they have been doing governance training all year long. Um but they have um a reading program that they have launched and reading is so important. For those of you not aware, dyslexia is one in four. It is way underdiagnosed and way under supported. And um I am thankful that our legislators actually passed some good bills around uh supports for early identification. But we have students coming to us that are definitely dyslexic and never uh been diagnosed. And so um that you know is at
031the top of mind and I appreciate PCO's work around that. Um I attended an interview and student voice on uh 924 and proud of our staff. They ran a they ran a great interview and um and our student voice members to see you guys in action uh was cool, too. I hope you guys felt like it went well. You know, we're always like trying to work on things to to continue to improve. So, I'm sure you guys had some takeaways from that moment and strategy for the next student voice meeting. Um our our superintendent has been wonderful with his check-ins. I know you've been very persistent trying to get to know this board and making a million events. I feel like every time I chat with you, you're on your way to another event uh
032school site, which is great. Um I attended the Confluence welcome back uh to school night and I actually s I love the staff there. I love the families there. It was great to connect and I saw um a student that I hadn't seen in a very very long time who attended Ofer Elementary with my boys in the Newcastle area. Um really sweet to see her and chat with her mom. But actually, my highlight was chatting with uh trustee or trustee principal Jackson's mom. She's a gem and she is a former superintendent um volunteering at at Confluence and they adore her. She's like the sweetest, coolest grandma ever and I just I just adored her. Um so if she's watching tonight, good for you. I hope you're having a good glass of wine or something. Um
033I encourage all those who watch online to do that. um if you are eligible. Um and uh but it was it was a treat uh to get to hear from her and have some good feedback. Um I also attended the Forest Hill back to school event and I had to throw it in here, but I did attend a Skyidge uh field trip with my boy, which is not our district, but is one of our feeder schools. And I the elementary school teachers never cease to amaze. That is a tough gig. Um they deserve so much credit. all of our teachers do. But man, just a ton of respect. That's a lot of energy um in those little classrooms and and adorable. Uh I attended and participated in the high school voter outreach program at Placer
034High School. Thank you again to the administrators and teachers who allowed that program to come back. It had not been at Placer High School in several years, I think at least three. And uh it was a strong panel and I got to speak about local governance and and what we do and how local elections impact them probably even more than the federal or the big seats that they'll probably never meet the assemblyman or or their senators or a congressman, but they're definitely they might know their trustee. They might be in the same neighborhood hanging out or their city council member. And just the importance around um the opportunity we have as American citizens to participate in elections. It's a it's a beautiful process. Um some great debate. Um our our party representatives definitely um showed
035and exemplified civil discourse as as they were each asked questions by members of our students and each party would have one minute to respond um regarding their party platform. So I feel like it was very educational. Um a great opportunity for our kids to to see it live and in action. and uh Placer County uh clerk and recorders office does such a great job and they do a a number uh for months and months to to travel around our county um to share this um outreach program and and actually because of their efforts this student group this this age group is one of the largest um voter uh I'm thinking enrollment because I'm thinking about school it's not that registered registered voters um in you know in a very very long time and so hats
036off to them for their great work. Uh last Friday I also was invited to attend an Army community partners board meeting um down in Sacramento and um I was invited by uh the chairman Dr. Lanceumi and and I was able to sit and listen to some incredible uh people who are trying to give back and work with with the next generation of awesome people. And as I sat there and considered the things that they were sharing, you know, opportunities that they have for careers and CTE careers specifically and careers that I would have never thought about um within the army and military service. They were like, "We don't just need, you know, wrestlers and football players. We need the band. We need we need cooks. Like we need the the opportunities are so amazing and
037scholarships um are are are incredible." but they also have supports um free tutoring supports for March uh march to success and a lot of other things. Um and uh I'm interested in in learning more working with our college career readiness people and figuring out what we already have going on throughout our district and and what we can do to support our kids who may otherwise not have options for a number of reasons. there's there's so many um so many great opportunities through through service and um and they one of the individuals there sent me some data and plaster county is doing a great job. There's a lot of people um joining the service and and getting to learn um through those programs but I always say we can always do better and and I think
038part of that comes down to um understanding what options we have. Um, so you talked about the math coming trial, um, community away games. I also had the bus thing on there. And, um, and we also had, um, received a number of emails regarding hiring frameworks and practices and all of that. And so I just want everybody to to be aware that whether or not oh and and feedback from our last board meeting, I want you to know that whether or not I respond, and I work very hard to try to respond, but it doesn't always happen, especially when so many come in at one time. But please know that I am reading what you're sending. Um, and I consider it and I and I take that seriously, and I appreciate you taking the time
039to communicate with the board. Um, so with that being said, we're going to go ahead and move to item 6.2, ad hoc committee updates. Uh, Trustee Jeff, would you like to touch our board policy audit? >> Sure. So, Trustee Spade and I have been on this um ad hoc committee for going through and um looking at our board policies and deciding which board policies um we could probably get rid of, which board policies need to be updated or revised in some way, uh and which board policies kind of just need to be left alone. Um so, last month we went through the 100s. This month, uh, we went through the 1000s. Um, so we're going to be bringing, I think that the next board meeting, we'll be bringing, uh, back some suggestions for the board
040to to look at and vote on with respect to eliminating some policies, revising some policies, um, that kind of thing. Um, I think one of our goals was really to any policy that's not really needed, it's not necessary, and it's not required, get rid of it. Um, so that we don't have just a a huge amount of policies that nobody ever looks at. they're not really there for any intended purpose. Um so that's kind of the the the point of that audit. So um still happening, still working on that and uh we'll be bringing that hopefully to our next meeting um that first round for you guys to kind of take a look at and and uh see what you want to do with that. >> Yeah. In conjunction with our review, every time that
041we we sit down, we're sending emails to staff for them to also kind of go, you know, we may not see its relevance, but are you referencing this? Is this important for us to have? Is it part of the handbook? Do people, you know, so so we are seeking insight on that as well. So, no, it's not just uh the voice of Trusty Jeff and uh and myself. Um staff's definitely providing some insight and input on that. And um but I'm looking forward to that. I I don't know that a solid sweep like this has maybe ever occurred. I'm not aware, but um I I think it's good work and I think we're going to be able to do a good job cleaning it up. So, uh, item still on two, do we have any
042feedback on BB9012, board member electronic communications? >> So, I think by next meeting as well. Um, we'll bring back a suggested revision to 9012. Um, I'll meet with um, Trusty Lake one more time and just, you know, we've already met before and we've kind of hashed it out, but um, we'll go through it one more time before our next meeting and and try to get that uh on the agenda for next meeting. >> Awesome. Thank you so much. All right. Item 6.3, student board member reports. Welcome. Okay, I think I got it. Yeah, takes a second to get used to. All right. Hi everyone. Good evening, board, district staff, and members of the public. Uh, so good to see you all. So, just to start off to update on the student voice meeting. It went
043really well. Thank you to Mr. Mr. Wilson and the district staff for uh facilitating the meeting. Um kind of to speak to Mr. Underwood, Trusty Underwood's point, a topic being discussed was AI and education. And so what we kind of talked about was that AI will be present in our lives no matter what. And what's important is to learn how to use AI for the staff and the students. Um, and like kind of like a big proponent of that is how can we invent in incentivize the students to use AI as a tool instead of as like a sort of a method to get by and to cheat. Um, and like the the solution we came up came up with was to maybe find like an academic AI like something because I mean we can't
044escape it. Um, just as a way to incentivize students to learn. Um, then moving on to some other stuff. Uh, we had homecoming week a couple weeks ago. That was a lot of fun. Um, we had our tailgate. That's where we had a bunch of games at lunch. Um, we had the largest number of participants in the balloon toss. Uh, the next day we had our night rally. I saw Trusty Spade there. Thanks for coming. Um, our class karaoke went really well. And then the day after that, our homecoming football game dedication. That was super awesome. The field looks great and uh, we had our athletic director, Mr. Heyman and his son, one of Mr. Martell's past athletes, speak. Um it was just really great dedication and we were really grateful to Mr. Martell for
045all his years of dedication. Uh then at that game we had our class performances. The seniors won so pretty excited about that. And then Saturday was the homecoming dance and last Friday our football team won the Riverb trophy against Bear River. So really happy about that. And yesterday our flag football flag football team uh had its last league match and they won. So they got the section the league title like for how many years in a row now? Um and our girls golf team also uh won yesterday in league and then got their title. And then upcoming this Friday is our blood drive. So got some stuff good stuff going on at KFEX. Thank you. >> Thank you so much >> Justin. Welcome. >> Thank you. Sorry I know I'm like super tall. I feel
046like it needs to like raise up for me. It's really funny. Um, hi again everybody. I am again super honored and excited to be here with you all for yet again another board meeting. Uh, starting with my student board member updates. I had the opportunity to present a student board report at the DOPC meeting on 9:12 or 9:22 9:22. Um, I participated in a DOPC school board and superintendent community engagement night on 10:20, which was last night, with trustee Jeff Lake Duncan, President Spade, and Superintendent Omali. I loved helping Deloro Parent Club pres Lindseay Hopkins in the meeting and delegating and introducing our trustees, as well as sharing my two truths in a lie. So, huge shout out to her for making this all happen as well. I got to attend a girls flag football
047game on 9:30. I worked two days in small groups working on social e so social socioeotional building as part of Delo's flight academy program. Got to meet a Rockland board member on 1011. I got to attend the tackle for the cure football game on 1010 which is a great cause for scholarships especially those affected by um any type of cancer and specifically breast cancer. U maybe the student might not be affected but their parents or family members. I think that those scholarship opportunities are so awesome. Additionally, we had the school site council meeting last night with conversations around connectedness align which uh aligns with a board goal uh as well as 33 clubs. I thought that that was a huge positive that tied along into that. Um but there were some concerns with 24 students
048being at risk for suicidal ideiation that we know of just this year alone. uh 70% of 9th graders and only 58% of 11th graders also felt strongly connected which was definitely a concern that it's decreasing. 62% of 9th and 11th graders feel strongly connected to adult. So thanks to the teachers in the house. I uh saw Mrs. Jeff and Mr. Feffer here so I know that you're part of that amazing change. Um survey went out yesterday. Um, I got to pull 223 out of 1,610 students at Deloro. And I got to meet with Trustees Lake and President Spade to discuss the results last night. Was also able to attend the golf game today at uh Timber Creek, which was unlike any other game I've ever been to. I was silent for the first time ever.
049Um, as activity programs goes across Deloro, uh, Hokco preparation, homecoming preparation has been huge. Our theme this year is haunted ho. Um, and huge shout out again to the DOPC for their engagement in helping with food. I also got to wear blue with teachers and DO students for the anti-bullying day. Um, and the what was close to the anti-bullying day. I couldn't remember what day it was, but we had our Yeah, we had our blood drive, which was uh Yeah, the upstander. Thank you. Yeah. Yeah. Which was um not just for education, but for students wanting to make the world a better place. So, I think that that's so cool. We have these programs like the blood drive where it's like, "Hey, take a break from school and go do something great for other people."
050Like, I love that. That's so needed. Um, the Deloro News team uh released some awesome videos on Instagram interviewing our football players. Our Black Hole student section won an award for their jungle theme. The students uh who are TAs got to walk over to Lumis Grammar and take a field trip. Um, which was super cool. I I was a little bit that day like, man, I should have been a TA. Um, but that's just a great opportunity for our LUSD PHSD bridging the gap between us. Additionally, students across um or sorry, teachers across our district got to go to Lumis Union School District for a professional development day. Um, which again, it's just it's bringing these two worlds together, which I love. Thought that was pretty connected. Uh, teachers were also gone today for the
051math program, building thinking classrooms, including Miss Jeff, who's in the house tonight. And I just as we talk about math um it's a it's a great new um program that has come to Deloro that um I received mixed feedback from students but uh I think as teachers progress and get to know more about uh building thinking classrooms I think uh as teachers know more students will know more. So I look forward to hearing results from that. Uh, I want to thank the board as well as the superintendent and actually um teachers union rep for their presence at Deloro. I have seen you guys so much within the last month. Like more I've I've ran into you guys more than I think I've ever run into you guys in a month. So, your presence at Deloro
052is greatly appreciated. As academics go, um, we had a bunch of college visits, scholarship applications, college applications for seniors, and the PSAT this Thursday for 10th and 11th graders. if the PSAT is a preliminary SAT which can get you merit scholarships. As athletics go, the tennis courts are officially resurfaced. So, yay. And as Trusty Jeff mentioned, the landscaping around it is also um done, which is super awesome. Deloro football and flag football um made the news on Good Day Sacramento. So, uh I know students always love when uh their team is on the news. It's always super fun. Girls tennis made the SFL playoffs. girls lacrosse had a fundraiser um or they're going to have a fundraiser. So, if anybody, including members of the public, need more information on that, feel free to shoot me
053an email. It is a golf tournament. So, if there's any golfers, uh lacrosse would love to have you. Additionally, girls golf made the SFL playoffs, which I got to attend today. As Confluence West goes, one half of students are in their internships already, which is crazy because it's a huge process if you didn't know. You know, you have to do a presentation to the class, which I've actually got to sit in and watch a few of them. They're pretty special. Then they go out and they get to interview. Um it's like a two-way interview. The student wants to make sure that their interview is going to be the right job fit for them and the interviewe both of both parties uh ask questions to get to make sure that it's going to be a right
054fit. Um they're also at Confluence West had training on a Cricut machine and uh I've just noticed that the Confluence West staff is pretty cool. Um Shawn, Morgan, and Riann are all just so there for the students. And Shawn made a shut up Shawn shirt um that the students thought was apparently hilarious. So um I I heard a lot about this shut up Sean shirt as the Cricut machine was being made and I thought that was really cool. Uh feedback I have received within the last month is uh closed bathrooms and there not being enough bathroom resources have been a problem. uh hiring practices and current coaching staff as well as uh a great opportunity for feedback was Trusty Duncan and I got to attend the student voice meeting at Deloro on 924. There were
055over 40 people there. So um highest number in the district so far which I'm super excited about and uh Superintendent Omali uh Mrs. Wrath were both also in attendance and we got to discuss AI. Uh I did want to be completely transparent that um zero students did trust AI. And while this is a very vague question and I realize that um I think that students definitely are pretty unanimously in support for being a little more cautious on the AI realm and uh many students do already use AI and homework which I did ask them and they are using it on homework but at the same time they want if they're going to use AI they need to be taught how as well and that was something that they realized they're like yeah we don't this
056is new to us too like we don't know how to use AI but at the same time they above all even if AI was whether AI is going to be in the picture or not they want their teachers to teach more than anything teachers are put in the classroom to teach and um they need to be teaching and I think that and and they're doing a great job of that now and I don't want to lose that humanistic interactions uh again in the guise of transparency I also want to share some data on the survey yesterday which the board has access to I emailed that yesterday 25.6% 6% of the students picked the extreme of no AI in teaching instruction and or curriculum which was significantly the highest number by 9.5% with the second being
057neutral. Uh with the math update on this agenda uh just keep the students hesitations in mind with AI in the classroom and fiscally um with it being $15 per student. I think that it would stress teachers and students out more if we had lower class sizes and were able to do more in-person tutoring rather than online tutoring. Uh, finally is feedback from Confluence West. They are wishing for a better campus culture between Delaware and Confluence West. And this is kind of tying to that upstander is uh there's been some bullying going on this year from Delaware students to Confluence West students. So, that's always unfortunate. Um, another thing I wanted to be I wanted the board and public to be aware of is um, Superintendent Omali and the student board members have had communication of
058all sitting on the dis together. Um, I encourage you all to read the clauses within board bylaw 9150. And if it's a possibility, I know that the student board members and I, we all brought this up at our initial meeting and have communicated sense. Uh, we'd all love to be able to respectfully request a sit at the DAS, I believe. Um, and finally, I always like to end it on a fun and light-hearted note. So, uh, the outdoor stations in Mrs. Miller's pre-calculus class was pretty cool. the people walking in and out of um we all got to go outside. I'm actually in that class. We all got to go outside and we got to walk around and um look at different graphs posted on walls and we had to like connect the dots from
059different uh areas to the next and it was just a really fun opportunity to like put math in real life. I love that a lot. Then also Make a Wish, if you are aware, that program has been um at Deloro for many years now and students got to make their wishes. And my favorite that I've heard of so far is two students in a class asked for their teacher who has a significant other to get an engagement ring to propose. So, um I thought that that was like I was like, "This wish is awesome." So, uh we'll see if that one comes true. Uh, and then the last thing is a community call to action. Um, I did not receive any emails before this board meeting. So, as always, I value your feedback and I'd
060love to be included on emails as well. Again, I thank this board for this opportunity and appreciate you all. Thank you. >> Thank you, Justin. >> Maddie, or would you prefer to be called Meline? >> Okay. Hello. Hello everyone. Uh after our last voice meeting, Forestell has taken a few moves to make sure that there's enough support for students in classrooms so that they might not resort to using AI to cheat or to teach themselves excessive topics through AI cuz I know that at Kmigo specifically was a big concern at our campus in IM1 and so we have been made the addition of math tutors in the classroom which have helped a lot I've heard and also The math honor society moo alphatheta is the application has been pushed through and it can help students
061in math at all levels. Following the sports side at Forest Hill High School, girls flag football had their senior night last night honoring seven seniors last home game. However, this game secured their spot as undefeated league champs and helped boost them in the playoffs. The boys football team fought hard last week against Miraloma, but unfortunately it took their very first loss of the season, although they have had a very successful season so far, fighting hard. Uh the girls volleyball team has their senior night this week on Thursday and is fighting hard for a spot in playoffs. And our cross country team has a shot at going to state this year with more attendance on the team than in the past three years. Uh while fall sports are making strides, they are not the only commotion
062on campus. The the drama class is beginning to form their first play. And the leadership class has put together a fun spirit week for next week to hype students up for the fall sports rally on Halloween. Along with the fall sports rally and the spirit week, leadership has put together a very successful homecoming dance. Uh the theme was night in Rio. We had it in our theater and the overall feedback was that that was the best homecoming most of the students at Forest Hill had ever attended before, which I thought was really cool. Um, overall, Forest Hill has been very successful lately and I look forward to seeing our success in spirit grow as the years progress. I don't have many other things to report other than our athletics are starting a school funer fundraiser
063which is basically an online fundraiser where athletes can send out emails to people and just donate money. It's not super complicated but we are looking to raise more funds to buy a new scoreboard for the baseball field, the softball field, and possibly resurfacing the track. But we have big goals and we're just hoping to make a little bit. Um, and I think that's all. Thank you so much for your time. Thank you, Maddie. >> I just got to say, while Cooper's coming up here, Maddie earned the state seal of civic engagement last year for writing um the alma moater uh for her for her school. >> Forest Hill didn't have one. They've been open for 20 years. And Maddie was like, "Hey, some of these cultural cool moments." So, Maddie took it on herself upon
064herself and actually contacted um Mr. Lawrenson from Placer and they worked together uh to craft it and so kudos to you. Now the three of you also need to earn your state seal of civic engagement. Maddie is setting the standard. Thank you, Maddie. Cooper, take it away. >> Well, it's got to be simple though cuz like some of our kids don't really know ours like oh well. So, all right. Good evening everybody. Um I'll start us off with student voice. Um I kind of like the small crowd size that we had. It was kind of nice to go around and talk to like each individual student a couple times. Um, and in general, like, yeah, we disagreed on just the overall use of AI. Some thought it was helpful as like a study tool or
065like quiz them on like a topic as they're getting ready for a quiz. Some just flat out thought like we can't trust ourselves, you high school students. So, you know, um, so we, you know, they think we can't use it properly. Um, but we did have like some general consensus on some potential like solutions or like rules of thumb with it moving forward. Um, they kind of like the more like subject specific AI. So, the Con Mango, as we mentioned, um Quizlet Plus is another one. Um you can even like kind of scan your notes and it'll make like a like a study guide for you to do online, which is pretty helpful. They found um you don't have to pay for it, which is kind of a drawback for that one. Um we also
066thought just in general we should just educate both students and teachers on like benefits, drawbacks um of AI and like kind of how like sometimes if you like plug in the chat GPT it can hallucinate it's called and it can just give you like straight up wrong information. So just making sure like everybody's aware of that when they're using it. So that was student voice. Um over at Confluence, they've got a record number of students their inter internship program which is really cool. Um they've got some students shouting their IT department and our electrician at Plaster um and Confluence. Um they've got tons of interns and our local businesses you may recognize. They have Echo Valley, Auburn Gymnastics, APD, Bagel Junction, even a few preschools around the district. So that's great for our kids over
067at Confluence. Um, they even have some upcoming events. They've got a Thanksgiving feast and a community Christmas celebration as well. So, lots of stuff happening over there. Um, over at Maidu, they've got increasing enrollment, which is great. Um, two of their programs, personalized education and their early college program is almost full. Um, so they're very popular, the kids must love it. Um, they've also finished up their charter renew renewal petition, which should be on the agenda next board meeting, they said. and they're also super grateful to have utilized both their grant funds um to purchase some bands and they took a trip to the CareerFare Expo at CR College and they took a visit to SAK State as well. So the kids love that um they're pretty stoked about all the opportunities they have from
068those grants. So over at Plaster um our Hokco week was highlighted by the return of the Hokco parade. Most of our teachers didn't even remember having a Hokco parade. That's most old how old it is. But um it was surprisingly decent turnout from our community. I think we were all surprised. It was like, "Wow, there's like a lot of people here." Most of us thought it was going to be a ghost town, but yeah, we're very grateful for the P Plaster Parent Club for showing up um and organizing that whole parade. Yeah, we couldn't have done it without you guys. I don't know if anybody's from here tonight, but we are very grateful for the Passer Parent Club and helping out. So, um and last week we had our second student advisory council meeting. Um
069we actually had some decently bright ideas from our students from that one. Um we have uh sorry guys so we had an idea for intervention to bring in guest speakers maybe just kind of mix it up give um you know students maybe you know just an interesting person to come in tell their story or just explain like some topic that they may be interested um just to break up the usual kind of path of information just kind of like how we have college visits for intervention just to give them like more opportunities uh mix it up intervention. Um they also a lot of kids like the idea of having like an online store um for like plaster gear um just to raise money in general for the program um or like our sports programs or
070just the the high school in general. Um lots of kids said they have like um you know like sports specific gear but um there's not apparently this is what they said um there's not a lot of just plaster in general gear out there. So that was some feedback. And then another thing they wanted to note is that they think we have a lot of great mental health resources on campus, but at night um not always be advertised or like advertised in the right places. So, um just speaking on their behalf, I think it's it's always up in like the u like our advisory slideshow. Um but some kids, you know, don't you know, watch that. So, always that. Um a little touch on sports. We got tons of senior nights. Um tonight we got volleyball
071and tennis and um we've got you we encourage everyone to stay tuned for the postseason coming up. So yeah, league finals, subsection, sections. So we're excited. So that's all for tonight. Thank you. >> Thank you so much. >> All righty. Item 6.4, superintendent showcase and community recognition of plaster school for adults PSA. Welcome. >> Good evening board. >> Good evening >> and community members. So on behalf of PSA, we are here to honor some folks and then share with you what's happening at the Lyn McDonald Education Center. So I'm going to bring Noah up. He's going to speak about our first honore tonight and then I'm going to share about we we couldn't pick just one. You know, at the adult school, we have so many wonderful things happening that we chose to >> Thank
072you, Stephen. When he asked me to come up, I thought maybe he was honoring me, but you know what, Gail, if you don't mind coming up, that's this is why I'm here tonight. Well, I'm here to see all of you and talk about adult ed. But, um, I'm so excited to honor Gail here. Um, for those of you that don't know, I oversee the Grass Valley Adult Education Campus and we just started up last year and Gail here was our very first hire, our very first teacher. Um, she has over 30 years of educational experience. She was a teacher, administrator, and when she first started with us, she taught everything from high school diploma to GED. Um, students loved her. They kept coming back. So, guess what? we had to hire another teacher to take
073on some of her students. Um, it's been phenomenal. We had over 20 graduates last year. But what I really want to talk about is why Gail is so amazing. And that is because she creates such a warm, welcoming environment for these folks who need that. um and motivates students in such creative ways. For instance, Gail came to me once and said, "No, why don't we have a raffle?" A raffle. Oh, yeah. We get tickets and every time a student comes, they get to put ticket in the box. I like that. Adult Adults don't have to come to school, but they'll come to school when there's a lazy dog chocolate gift card at stake. Um, that's pretty cool. Okay, I like that girl. And then I come to find out, not only does she have these
074good ideas, but she has such a heart that every time a student graduates, she writes them a thank you card by hand and she gives it to them. Sometimes they have poetry in them. That's the only thing I actually know. I haven't read any other ones. Um, just I our students are so fortunate to have somebody that cares about them. Um, but I'd be aiss if I didn't bring up one more thing. Gail loves to make cookies. Um, and she makes cookies for our students for almost every milestone. They finish a class, they get a plate of cookies. They graduate, they get a plate of cookies. When Gail first meets you, the first question she'll ask you is, "What's your favorite kind of cookie?" If you're wondering, mine is I can see Trusty Underwood writing
075this down. He's going to email her. Mine is um is I'm I'm kind of out there. Black bean. Is it black bean? >> Black bean cocoa. I'm not much for uh sugar, so Gail, she adapted to my diet, made black bean cocoa. Um, I'm gonna end with one more little story. We had one student, Jessica, who graduated, one of our first students to graduate. She came in to get her graduation packet and um, we gave it to her and then along with the packet was a thank you card from Gail. And she was tears a little bit coming down. She goes, "This is wonderful. I'd love to write Gail a thank you note. Perfect. What's her email? You might have noticed I haven't told you Gail's last name. Oh, yes. Her email is GB Baker
076at Plaster Union High School District. Jessica looked at me. Her jaw drops. You got to be kidding me. Her last name is Baker. Yeah, it fits. Um Gail, you've been with us since the beginning. I know you'll be with us much longer than that, but um thank you so much for making adult education a special place and our students are just keep coming back and you're a big part of that. So >> Oh, that's if you guys wouldn't mind just standing right over here and take your picture with All right. One, two, three. Let me do one more. Make sure eyes are open. Awesome. >> That one for me. >> Yeah. Sorry, Noah. You'll have to work there a little longer. And I haven't tasted your baking, so there may not be an award for
077you. >> So, we have, as you can imagine, we have quite an array of teachers at PSA. We cover CTE, uh, ESL, GED, high school diploma, and the list goes on. So, it's really tough to figure out who are we going to honor at this auspicious occasion. So, we picked um for this second award, we picked a teacher who she would be here with us tonight to celebrate, but unfortunately her husband was hospitalized to just a couple days ago. So, she couldn't be here, but I think I'm almost certain she's online watching. So, um there's so much to say about her that I'm going to just stick to the speech because otherwise we'll be here for a while. Good evening, board. Tonight we are delighted to honor both Gail and Sonia Hamilton. Sonia Hamilton has
078been a vital and cherished part of the Auburn PSA PUSD community since 2001. She's an award-winning artist and teacher recognized by the PSA team for her invaluable contributions to art and education shared with our community and beyond. As an ambassador for PSA PUHSD and the art scene in the Plaster County region, Sonia boasts a national and international following. Some of her students are coming on from overseas to watch tonight with students attending her classes both locally and online from around the globe. Born in San Francisco, Sonia is an accomplished artist, teacher, author, and calligrapher. She holds a BA in art and a lifetime special teaching credential in art education from San Jose State University. Her extensive teaching career began in 1967 and she has served as a watercolor instructor at the plaster school for adults
079in Auburn, California since 2001. Her dedication to education has earned her significant rec recognition including being named an honore for teachers who make a difference in plaster county and 2010 teacher of the year. She also taught drawing, painting, and calligraphy at Sequoia Adult School from 1967 to 1999. Led international art tours and conducted workshops in various locations, including Yoseite National Park for 16 years. Wouldn't that be a great gig? Sonia Hamilton is a signature member of the Society of Western Artists and is renowned for her fluid and concise watercolors which depict landscapes, seascapes, and flowers. Primarily inspired by nature, she skillfully captures indoor and outdoor scenes. Her impressive exhibition history includes 105 solo watercolor showings, many of which took place in the San Francisco Bay area before 2000. She has also participated in numerous group
080shows at significant venues across the United States including the Canon Rotundra in Washington DC, the Triton Museum of Art in California and the University of Tampa, Florida. Internationally, her work has been shown at the Zuhei Museum of Art in China. Her paintings and calligraphy are held in private and corporate collections across the USA, Canada, Mexico, England, France, Australia, Japan, and China. Among her accolades are the prestigious Grimbucker Gold Medallion and several best of show and first awards. Her work is displayed locally at the Auburn Oldentown Gallery. I highly, highly recommend you go see her work. You might end up buying one. where she has been featured since 2001. In addition to her teaching and painting, Sonia is the author of watercolor, it's only a piece of paper, a watercolor reference book published in 2015 and
081highly cherished by watercolor artists, and the chancery italic, a calligraphy workbook. She has also contributed to educational booklets, a bsentennial color book and a cookbook. Furthermore, she has served as a demonstrator and juror for various art organizations and fairs. Sonia describes watercolor as her most exciting, spontaneous, and challenging medium, saying, "It's who I am." Her profound impact on students and the artistic community, both locally and globally, makes Sonia Hamilton truly deserving of this honor. Please join me in recognizing Sonia Hamilton. Every year Sonia makes calendars for all the staff at PSA and puts one of her paintings on the cover. So this is board. This is in your backyard. This is an internationally recognized artist who is teaching your adults and 18year-olds. Uh maybe sometime she could do a little collaboration at uh some of
082our schools and share the power of art. So, thank you. All right, with that said, we are going to move on to our board presentation. We get to be the uh first to open up the board presentations, the superintendent presentations, and uh we're very excited. So, if No, no and Amy could come and join me. So, with me, my esteemed assistant principles, Amy Lloyd and Noah Levenson. I think what Noah maybe he said it, I'm not sure, but Gail is at our Nevada County campus. Just last week, Noah and I were at the Tahoe Truckucky Unified School District's board meeting. So, we're kind of on a road show. We may get invited to a couple other places. Who knows? So, we've we're kind of getting this down. We're so happy to present on behalf of
083PUHSD the good work that we're doing at the adult school. Um, Plaster School for adults has been an institutional part of Plaster Union High School District for over 50 years. So, we are going to share with you because we don't assume that most of you know who we are and what we do. We're going to share with you who we are and what we do. And at the end, we have a little surprise for you. >> Not cookies. If we could go on to the next slide. >> All right. >> Okay. Um, pleasure to meet some of you for the very first time. And, um, hello again. All right. So, I would like um to challenge you, actually not challenge you, expand a common belief um that when we think about supporting our community, when
084we think about supporting our students, our mind automatically defaults to our kindergarten through 12th graders, as it should. As it should, that that is important, that is purposeful. Um, I'm a former middle school and high school teacher myself as well as former school administrator in that K through2 system. But and and I want us to expand that definition to include our adults in Placer County communities, the parents, the co-workers, the neighbors, the the parents on the sports teams that are also in our community that are adult learners. So just today we had one of our students pass their second portion of their GED. They still have two more to go. And this is a member of our community and and a thriving member who set goals um and we're there to support. So I don't
085want you to think of us as a niche program. I want you to think of us as more. Um we're not a separate mission. We're the same mission. Um, and we're a direct investment in the current families and students that are in PUHSD. So, who are these students? It's already been alluded to, um, but these are the four big buckets that are on this slide. And so, when people do hear adult school, uh, adult school, they traditionally think of the very first one there, they think of students returning to earn their high school diploma, and that is true. often decades later, 35, 45, 78 year old right now that is earning their high school diploma and has set this as a goal for herself. So this is the traditional perception of adult school. And in
086fact um our California labor statistics show that by 2034 the jobs requiring a high school diploma or the equivalency GED will be increasing by 5.5%. Making almost 42% of jobs requiring that entry certification. Um so important important to our community vitality health and um that adult student that's earning a high school diploma or a GED their children watching that are three times more likely to graduate themselves. So the power of investment and keeping the community moving and grooving and healthy and sound. So that is the traditional bucket that when people think of adult school they think of. But we're more um one of our others is training for new jobs. So the board opened with discussions around AI and it's a very rich conversation in adult education in California right now around how to support
087upskilling and reskilling because of the impact of AI on automation. How is that changing economy? How is that changing um sectors of our economy? And then particularly how does that play out in Plaster County? And so then it's our job to respond to that. So again, a direct investment in the parents, in our students that are graduating, um the kinder, the kinder and the 5-year-olds right now. What what um market will they be walking into and their their parents? And then our English learners. So um we just finished uh one of our ESL orientations. Um seven new languages represented in the classrooms um all over the world, not just one continent. um always excited to see and again there to increase their confidence in navigating parent conferences. How do they volunteer in our schools with
088confidence and they're not shy to ask to set up that parent conference with a counselor? Um wanting to navigate systems, wanting to be able to connect and communicate. So a very very again powerful powerful resource that we provide. And then one that not all people know about and not all adult schools actually in the state offer this. Um we are directly supporting our justice involved students. So we provide inmate education in our two plaster county jails as well as Nevada County Jail. So Stephen will show the numbers in a minute but it's it's about 7 800 students. Um and again GED parenting classes, workforce prep classes. And so my my goal is that after we're finished today that that again that expansion of student learning, student success that it's expanded a little more beyond K2
089and that you can share and spread that word. Thank you. >> All right. So we want to kind of clear up how is it that we get funded in adult education? We don't uh touch the funding that goes for K12. We have a separate uh pockets of funding. It's a little complicated. Uh Sue will tell you that um our compliance and our funding gets a little complicated to work with. And as the administrator, I can tell you there are many nights you're thinking about all of this. So the biggest pole pot of our funding comes from what's called the California Adult Education Program. It used to be called the Tal the Adult Block Grant. It is no longer that. It's not a grant. It is ongoing ed code aligned funding. Um 75% of our funding
090is uh that flatfunded cape at this time. There's some changes that are going on in the state about how adult edge is funded. Um we'll keep you a breast of that. Um our next pocket that's um not the biggest, but it's a substantial amount is our WEOA. That's federal funding. We receive title 2 federal funding. So, and that is the one area of funding that we can grow. The more students we bring in, the more results we get from those students graduating, getting what we call an educational functional level gain. They've gone up in a level. Um, they get a certificate. The state in two years in a rears pays us per student for making those gains. So, for instance, just an example, and I might be stealing some of nose fire. I hope not.
091But last night in Truckucky, we had 31 students show up for an ESL orientation in the little tiny town of Truckucky. And we think there's probably quite a few more. Um, so that feeds into our WEOA. Those are those WEOA funds are for high school diploma, GED, ESL. Our CTE is cape funding. The next pocket is ourou agreements with like the plaster county sheriff's department where we u receive funding for them to teach in the jail. We also receive funding from the Nevada County Sheriff's Department to teach in their jail. And then we in inmate education that is the only area where we receive ADA. So when students show up they get attendance then we receive ADA for that. And finally there's other there's Cal Works and a few other areas. Um but these are
092our pockets of money and currently this year we are at about 3.2 million. Um we've slated we always my goal is to always carry over about 10 to 12% so we have a safe haven. That became a little difficult this year when the federal government was threatening to hold wea funding and it's about 12% of our budget. So if there's any questions later on I'll be happy to answer about our funding. Next slide, please. Uh, the consortium. Every time I hear that, I think we're maybe in a Star Wars movie or something. Um, so the consortium is a group of adult education programs um, in the region. Every region has a consortium and they're all anchored to a community college. So our consortium is tied to Sierra College. Um Stephen here is the lead of
093our consortium. So he serves dual purposes um both as a principal of PSA and then also a representative on our consortium. Now the consortium has three members. It used to have five. Maybe I should back up a little bit. You might be wondering why this guy from Grass Valley is speaking at your board meeting. Um, two of those members in previous years were Nevada Joint Union High School District and Taho Truckucky Unified. And it became a matter of economies of scale. Running adult education program well takes a fair amount of people, knowledge, being able to comply and make sure that you're able to um meet all the requirements of both federal and state um grants and other funding. And so it became pretty apparent in those other districts that they were they did not have
094the money or the resources to oversee those programs. Now the overall mission of the consortium is to serve the adults in the area in the region and so plaster school for adults was able to say we can reconfigure the consortium. The other member of our consortium is Roseville Adult Education and what we're able to do is kind of rediv kind of rethink about who's going to oversee what region. So, Plaster School for Adults overseas, you can see it there. Um, Eastern Placer and Nevada counties. So, Auburn, of course. My main office where I work out of is primarily Grass Valley and then we also go up to Truckucky, whereas Roseville works in Roseville and Lincoln. Um, and just really quickly because I know that we do have a time limit, but I can't I I'm
095get excited about the work that we're doing. Um, as Stephen mentioned, he did steal my fire a little bit. That's okay. He's principal. That's what he gets to do. Um, just last night we had 31 new ESL students up in Truckucky. Their board is very excited to see the work that we're doing, the expansion. They already want us to open up another campus in North Lake Tahoe because there are a lot of students up there as well. So, there is lots of opportunity for growth there. I was just telling Gail that she's done such a fantastic job of keeping our students and um it's hard sometimes to get these adult to come in every week because they're adults. They've got lives. But she's doing such a wonderful job. We have a weight list now for
096her class. We have seven students on the wait list. We're going to be posting another position and adding another high school diploma class in Grass Valley. So, there's lots of opportunity. CTE is next on our list. Um, but we could talk about consortiums and politics and all of that all day long, but the main objective for us is to make sure that these adults who are families of our students are being served so they can better themselves. And I'm just so proud of the work that we're doing um, and happy to be part of your district even though I'm in Grass Valley. So, how excuse me, how are we doing at PSA? So, this is a snapshot. Overall, last year 2425, we served 3,471 students. So, we're basically as large as the district, maybe a
097little larger. This year, we think we'll probably surpass 4,500 students. as a consortium. We served last year 7,000 students and we'll probably serve over 8,000 students uh in the region. Um what I've got underneath as designations general population are those students who are any of any of our programs that are not justice involved. And then we have our justice involved programs. We serve at three uh county facilities. In 2023 24 we served 104 students. Our numbers went down a little bit last year. 964. These are just wea students. So these are students who are just high school diploma, GED, ESL. This doesn't those numbers don't include our CTE students or our community ed students >> of workforce prep students. Exactly. Um the good news is of those 964 students in the previous year 180 of
098those students represented in in 23 24 represented uh payment points. What that means is they stayed with us long enough more than 12 hours. They made EFL gains. They got their diplomas. They got their certificates. Um 180 of those students made EFL gains in 2425. MDFL gains. So our numbers are going up significantly. >> What does that mean for your program >> to make those gains? Is that just >> that's huge. >> More funding. >> Absolutely. So our funding So when I started with PSA, our WEOA funding was about $50,000. Last year we were $320,000 in our WEOA funding. >> So it's a significant gain. What it means is we can hire more teachers. We can buy more curriculum. We can open more classrooms. What's that turnaround look like if you were to get like
099an infusion of new students? I'm curious about your capacity. Like, >> so right now we're, and that's a question we're curious about, too. Right now, we're um we've been very conservative with how we spend our money. All of our teachers are part-time teachers because we know we have the eb and flow, but we we see that we could meet the need in North Tahoe if we need to. We're starting to see increases um also in our Grass Valley campus and we feel right now with the funding we have we comfortably can meet the the need. So we see we see growth from where we're at now of roughly 3,500 students to probably hitting about 5,000 students eventually. So um and these are your adults that and not only just your adults here in this area
100but all all over Plaster County. Um, our justice involved. We serve we serve se Yes. >> Oh, no. I was like, is it on? Click, click, click. Um, just think about those numbers. 5,000. That's more students than we have at all four comprehensive sites, correct? >> By more than a thousand. It's that's so many students. And then you had mentioned um you're serving around 8,000 or that was over the >> That's the consortium >> of the consortium consortion. >> Yeah. I mean, that's really incredible. >> Yes. >> We feel we feel the same way. Yeah. >> Um for our justice involved um 2000 2324 we serve 707 WEOA students. So that's at ESLGED. Last year those numbers went down to 600. We the the corrections world can be difficult. Teacher could be there to teach
101and they're in a lockdown. You don't get to teach. They're going out on work groups. So the numbers fluctuate. Something that is significant is our WEOA payment points went down in 2425. So that's something we're looking at and wanting to get a bigger picture on why are those numbers why did those numbers go down. This year we've started to see a rebound in that. And I just want to just to make the connection between the adult school and the other district sites. I'm going to tell a quick little vignette. So, last night I was closing up, leaving at about 5:30, and I came across a parent walking his child to our uh restore program. If you don't know what that is, that's for your students who are on uh may be suspended, but instead of
102suspension, they and the parent sign a contract to go to the restore program where the parent and the student work through the issues that brought them to that place of suspension. That's something that we started with the district. Uh, I think it's been five years now, Lena. >> 10 years we've been doing that for the district. And we're talking about expanding program. Anyways, father and son walking in and I thought I recognized the father, but I wasn't sure. It was, you know, getting late in the day. And he looked back to me and he said, "Mr. Casper." And I was like, "Oh no, now I now I need to remember who this is." And he said, "I know you probably don't remember me, but you you helped me graduate 12 years ago." So, he'd been
103in our adult school program 12 years ago. And then I remembered him and we had to sit down every night for two hours a night working on math to get him through high school diploma. And he said, "When my son got in trouble and I was told about the restore program at PSA, I knew that we could trust that was the place to go." And so the connection is real. >> That's awesome. >> Do you help students with special needs at all? So on our campus is the tall program, transition to adult living, and we also have the PCOE program for emotionally disturbed students, but we also work with adults with disabilities. So we're partnered with the Department of Rehabilitation, Golden Sier Workforce Board, and PCES, C Plaster County Employment Services. So yes, we do
104on a daily basis. All right, next slide, please. Okay. >> All right. So, what do we do when we have suddenly expanded geographically all the way to Tahoe? Um, our mission is still the same. We're still student focused. Um, but we're having to ask ourselves now some of the messy questions and some of the the passionate questions that have led to to lots of great convo. Um, how do we provide equitable services to our students in Tahoe? um to match those services that they're receiving from our main Auburn campus. So meaning about our orientation, our registration process. You heard great things about the the climate that Gail creates, right? That culture, that climate. So how do we ensure that across all of these locations, we're providing equitable services to our students and equitable onboarding and
105learning. And so we need to be systematic. Um so this last year we are digging back into um nothing new. This is the MTSS framework, multi-tered systems of support. So absolutely not something new, but something that we're returning to and systematically using again to define our universal support. So that bottom tier, what are all students receiving when they register to be a Plaster School for adult student? um what does the data show us? Um returning and diving into that data around attendance data, academic progression, what does their goal setting communicate? So having now more systematic review of that data to show what interventions do we need to provide up in Tahoe Grass Valley? Um how do we think bigger and think differently in hybrid online as well as in person when we have this geography
106um spreading us out? And then of course our tier three. So you're speaking to our our students that have special needs that may have cognitive challenges. Um we have not the mental health supports that for example the wellness centers that are in our K12 system. And so how do we create new partnerships with our community members so that just today we had a a teacher refer a student for tier three supports. Um and so we need to then create those partnerships, be able to lean on um and meld with those partners. So we took a field trip last week to um Pler Countyy's health um and human services department again learning about how we can dovetail, but also support them in teaching students about AI and in the job and workforce prep as far as
107resumes, covers letters. So we're learning to reignite some partnerships um but really really needing to get back to the systems. And so one thing I want to say about this is that this is an initiative. This is not an event. Meaning that when you see us at graduation, when you come two years from now to the campus, we're going to be consistently and constantly having to have the the conversations around what do these tiers mean? Um and just today, uh Stephen had meetings with all staff. We have some one-on-one meetings around how do um our staff support and how do they see their roles all the way from custodial supports to principal in supporting um this MTSS model for our students. So um again to to be continued um and when you come visit um
108don't be shy to ask and and say what progress have you made? How have you figured out some of those challenges that you're looking at to support students? Thank you guys so much for the work that you guys do. I'm sure that there are multiple questions, but I was up at Tahoe Truckucky um a couple weeks ago doing a Golden Bell validation for for the work that they're doing around community partnerships and their DAC program. Anyway, awesome. And they said, "Right around the corner, you're you guys have plaster school for adults right here on our district office." And I thought, "Oh, I'm gonna go peek in, but I didn't want to disrupt." So, I know you guys have been up there. I love to hear that that area is growing. Um, and I love that
109you're thinking about the systems that make your program and school successful. You guys are like your own district, like I mean, you're our district, but you've got a whole separate world going with just as many, you know, students as as we're serving on a daily basis, and it's really incredible. Um, regarding the um, first of all, I I the work they do is amazing. If you haven't attended a plaster school for adult graduation or an inmate graduation, you must um and you must visit campus. Um I still want to attend one of your CL I know your ESL and I almost emailed you last week about it. So can we connect because I do want to do that. I I want to come in. um with the lockdowns, you know, when you talked about the
110inmate programs like you guys being funded through ADA, when when they're in a lockdown and your teachers are there and you're not able to provide that service, you're not getting ADA. So, how how does that work? Do they have a buffer in there for >> you're also paying for that type >> and you're also Yeah. You're paying for that. We're paying for the teachers, right? Um, yeah. So, you follow California labor law as as far as all of those pieces, but lockdown, we um definitely have gotten stronger at collecting our data to give back to the sheriff's department um when we go through the annualou process. Um, and uh some healthy recognition, right? Um uh from their side as well. Um we also are challenged by um what's called classification. So certain students can't be
111together. Um they might be codefendants in a case. there there's pieces and so they get moved too. So oftentimes they'll be enrolled in one of our programs, a literacy program and then their housing unit is moved and so um it's a lot of uh what can you influence within your sphere of influence but definitely knowing that you have to pivot a little more um think strategically of of how you're going to support those literacy needs. But to that point, we're getting much um much stronger at collecting our data to be able to mirror back um and engage than in theouou conversation. >> Good. >> Around these are some of the challenges. How can we work together? >> Yeah. Now, I know that you guys have like some of the tablets specifically for them that they're
112able to do some work from their class from their their cell. >> Yes. >> So, can you talk a little bit about that and how that plays a role? >> Okay. Um so yes we did a big big investment um the previous two years kind of had piloted they're called nucleio tablets and this is really about aligned with our mission around um reducing obstacles right creating access and so for example in um in the jails they all have different housing units some students can mix some students can't and so when you're programming students and they say yes I want to earn my GED because they may not be able to be with all students. You can't necessarily pull a class of 30 students in at one time. So, what that means is that a student
113may get access to their GED study only six hours a week. It's very, very difficult to make progress towards a math goal or towards a science goal when you're only engaged six hours a week. Um, and so there would be paper packets that could go back to reinforce, etc. But we did a huge investment last year and we're monitoring that data right now. Um the Nucleio tablets um are now in the housing unit. So think of the size of an iPad. Um these are all locked down. They have to have cases that have been approved. They have to to go through all of the the IT um vetting process. But now a student can go back to their housing unit. Um, the devices are open from 7 am until 10 pm. They check out a
114device and when they log on to that, it's only they have access only to their software that they're approved on. So, it could be if they're an ESL student, it's going to connect them to that high school diploma, GED, um, some of our AB, that's our literacy, um, low-level literacy, so programs. And then we are just now heavily engaged in a um ISV platform which is around 90 days to release and re-entry. So again supporting some of those the resume building, the cover letter, how do you explain um your incarceration or um to a future employee. Um what are some of the the strategies around that? So those have also been loaded on the devices. Um, so that's one of the pieces that we're looking at to counter ADA pieces. Um, because when you go
115into lockdown, then that's already in the housing unit. It's already vetted curriculum. It's quality curriculum. Um, >> and I could say so much more. It's very, very exciting. Um, but it really is about access. >> Absolutely. >> How often does the lockdown scenario happen? >> Um, I would say at least twice a week. Um there's lockdowns either in the Auburn um campus or the campus the jail in Auburn or um South Placer which is the Roseville. Um sometimes it's electrical issues. Um I was there last Friday. There was a lockdown. We couldn't pull for GED testing because some electrical wires had had caused >> caused um some smoke. Um it can be a myriad of reasons. Um, but Auburn Jail tended to have the most. Um, but like I said, one of the pieces that
116we're kind of engaging in that give and take with the sheriff's department is really documenting that to show um the impact. And then we've worked collaboratively with them as well as really looking at classification again. Um, is there a way um to re rethink classification for education purposes? Um we are guests in their facility number one always always the health the safety all of that we are guests in their world um and are providing a service for their students and support um but also how can we talk about classification particularly for our ESL classes it's very hard to get a class um that get has the energy and the momentum if you're only working with two students and then that's not a cost-effective model so we need to be able to pull from more housing
117units to to engage in that work and that that excitement that goes with having a group of people together working towards a goal. >> Is the instructions daily at the jails? >> Um yes. So depending on um on the types of classes um they're always guaranteed usually at least two days a week. Classes are three hour hours long. So that is um a corrections kind of requirement. So, so definitely I know I have two high school girls and when I say that yeah classes are three hours like that's a long that's a long time. So yes, um combination of direct instruction, combination of individualized um platform learning. Um but they're guaranteed at least six hours of in-person teaching. And then the GED model, sometimes the teacher can check in daily with them. Um and the
118teachers will go to the housing unit to work rather than then um also losing the time of having to pull >> Yeah. >> pull students. if you come to a graduation, they'll they'll take you a tour through and and you can see where the classrooms are in the pods and then outside of it where the the graduations are hosted and stuff as well. >> Um >> I know I know we're taking a minute, but I I think it's it's just so important the work that you do and I don't think we talk >> as often about our adult education because you guys take a lot of our energy and time and we we love and adore you, but our our adults are important too and they're they're the ones working in our community oftentimes. Um,
119and specific to that around CTE, I know you guys have a lot going on. I mean, you're even doing the truck driving school at the at the jail and, um, electrical classes. Now, >> we're going to be piloting a drone program this spring. >> So, cool. >> So, um, so yeah, just put it went in the programs guide. >> Good. this week. Um, so yes, I think again the goal is that just expand the idea of of education and share that with community members you come across or neighbors that um that there's there's other um direct investments into Plaster Union High School District within our communities that aren't necessarily always seen through the K12 um >> K12 model, which I also love and adore. I do too. I do too. >> We'd be happy to
120come back and talk to the board at length about all of the wonder >> about all the good things. I know >> Noah has wants to talk about a mobile. >> Um, >> I think we can probably skip this slide, but it in terms of what I was saying about economies of scale. >> Yeah, >> that's really what this slide is about is creating systems that free up our counselors and our other staff to really support the students across the whole region. And I will say before we watch the video, we are working diligently with Sierra College to create pathways. For a long time, Sierra College didn't understand us in that light. And uh President Spade and I have spoken about, you know, um when a student graduates from high school, they the counselor says
121they've gone off to community college, they've gone off to trade school, they've gone off to university, but there's nothing up there that says they've gone off to adult school. And that's a huge blind spot for the state when there are over a million in just this area, the northern part of California that need a high school diploma or GED and across the nation there are 32 million. So there's a lot of work to be done. So we keep raising our voice. We want to share a video. We are rebranding ourselves. Um and we want to share a video that this is just a sliver. We've been working with this company out of Nevada, the state of Nevada, and we just wanted to share this with you. We're so proud of our work. [Music] >> To
122be able to learn new skills and know that just because you're a certain age, you're going to be done. You don't have to see the progress. one week to the next. It's It's really cool when it all comes together. It's a great opportunity to be able to do that. Get in there, learn it, and keep on going. >> Anybody that's taken these classes, go up to those inmates and tell them, "Hey, you got to do it. It's worth the time. You're not doing it. You're just sitting here. Why not educate yourself? Why not like better yourself?" You know, they don't look at us as criminals. They look at us as humans. They treat us as humans. >> It's so lifechanging for folks. I feel like than any other arena in education. Dollar for dollar, adult
123education has the most outcomes for the lowest amount of price because we're good at what we do and because our students really value when they come on campus. [Music] Thank you. >> Thank you. >> Awesome. [Applause] >> Wow. I don't know who put that together for you guys, but good work. >> All right, superintendent. >> All right, I get to follow that up. So, very nicely done. Um, that's not me. >> You know, I'm I'm a firm believer that the only way out of poverty is through education. And the fact that we're offering these opportunities are huge. >> So, kudos to you guys. Nicely done. Um, you know, like you said, President's Spade, I've been running around a lot and and doing a lot of different things. Uh, went to a couple different Rotaries and
124presented and um, since I've got here, everybody keeps mentioning Superintendent Bart O'Brien. And I finally met Bart O'Brien and and what a wonderful man he is. So, we're going to hang out here in the future and have coffee. Um, I was at the Plaster County Office of Education Superintendent Retreat over in Palisades on Thursday. Uh, just a chance to for me to meet the superintendents in the county, which I didn't know a lot of them, so that was good. And just a good exchange of ideas. Um, we did have to cancel our uh special board meeting on the 28th. just you guys are busy and so just trying to get something in before the holidays wasn't going to happen. So, we'll look to that um that second one that we have in February. Um I
125do want to echo what David said. It's been uh very nice to be able to get on the campuses as much as I have and I had the opportunity to be Nick's assistant principal the other day for a couple hours and I think I went into Jacob's class and said, "Someone's getting expelled. Let's go." And and actually one girl volunteered. So, um, apparently we didn't study for our our our physics test or whatever her excuse was. >> Yeah, there you go. So, so that was fun. It's just good to be around kids. They're they're very refreshing. And, um, I do want to say that it's it's very rare in life that we get an opportunity to be around someone who's like the best at something, right? So, um, my understanding is we have the fastest
1263,200 meter runner in Plaster High School history here. [Music] Let's see how red Cooper can get. Um, but congratulations, Cooper. It looks like you you got the record. Nicely done. >> You got a record. Oh, not not the record, but you got >> Okay. Well, >> Grandpa Grandpa's got >> Grandpa still got the record. Grandpa get better get ready. But man, you you run all the time. Like it's not that you haven't put the time. And so congratulations on that effort pays off. Um upcoming we have the um Plaster County Office of Education Trustee Dinner on 11:30 with um Emerson, Jessica, and Tom have registered. Confluence West open house will be on November 12th from 6:30 to 7:30. And we have our next regular board meeting on the 18th of November. And with that, Dr.
127Camini, I'll turn it to you. >> Thank you. Thank you. Uh Cooper, that was nine minutes was your time. Nine. M I did mine at 9ine as well. It had hours at the end of it, but um we had an excellent inservice day last Wednesday. Each of our schools had a a dynamic uh agenda. I won't go through all those, but just some highlights. Deloro, as mentioned previous, did a did learning walks at at their feeder school for Deloro at the elementary schools. Um, Kfax High School did a a student panel on the student experience. Uh, Forest Hill has a lot of new staff. They did Alice training in the morning. Um, I got to participate at Plaster High School and be immersed into an English language lesson where they were teaching the TE um
128teachers Mandarin. Is that what Chinese Mandarin? I obviously didn't understand it. Um, it was fascinating to see that experience and our teachers engaged in that. Um, Confluence was working on Wasque and Maidu was using data to uh drive instructions, but it was a productive day for all of our teachers and a compliment to Robert Lemon and his team of um, curriculum instruction leaders who planned that whole day. Um, we're going to have our best meeting November 13th, which is building exceptional schools together. That's being revived. Um the last time we met was 2023 and that is when we invite all of our nine feeder school um superintendent to attend a day to to do articulation meetings with um whatever topic is on um tap there which probably going to look like math of some sort
129is my guess. Uh we have our first budget advisory meeting tomorrow after um at 4:30 with uh Peter and his team leading just a a discussion first of a few as we look through our our financial um outlook for the district. And uh that concludes my report. Thank you. >> Thank you guys so much. We're going to go ahead and move to item uh 6.6, Associated Teachers of Plaster CTA. Do we have a report today? Thank you. >> Thank you. All right, we're moving to the consent agenda. We have a number of items being pulled um including 7.2, 7.3, and 711. Are there any other changes to the consent agenda? Hearing none, with those items being pulled to our first three action items, do I have a motion? Motion to approve. >> I'll second. >>
130We have a first by Trusty Lake and a second by Trusty Jeff to approve the consent agit agenda items with the removal of 7.2, 7.3, and 7-Eleven. Any questions, comments? Starting with the student board. All in favor say I. >> I. All board. >> I. All oppose. Hearing none. Motion passes unanimously. Item 7.2. There were just um on the special meeting minutes from 9:16 25 there were just a couple of amendments firm was form um the Supreme Court's a proper pronoun here so we just needed to capitalize that but there was also one other line on page two uh to strike um typically we don't have direct quotes and then instead of reddrafting it to bring more context we're just go um it was requested to strike uh 95% of the time they put into
131the board is focused on education and students. There was a little more discussion around that and so instead of fully amending I was asked to strike with the grammatical um errors uh corrected and with that stricken. Do I have a motion? >> Move to approve. >> We have a first by trusty Jeff. >> Second by trustee Lake. Any questions hearing? None. Starting with the student board. All in favor say I. >> Board. >> I. All oppose. Hearing none. Motion passes unanimously and the other documents um are asis. So that was it after item 7.2. Um item 7.3 district issued warrants. Trusty Jeff. >> Yes. You guys are going to hate me tonight, but I have some questions. Um, if we can pull up the warrant for 917. My first question is, uh, Enterprise Vehicle Exchange.
132We have a $25,000 and $33,000 listing. I'm curious what that is. >> If I may, I think I'm going to have either Sue or Don speak. I think we did some vehicles for maintenance if I remember correctly. >> The van purchase. Oh, for my Thank you. >> Thank you. Okay. >> And on that same pay warrant, um a $14,000 payment to Sierra Foothills Academy, >> that'll be a placement for a student. >> Oh, okay. >> All right. Do you have anything with that warrant? >> I do not. >> And moving on to warrant uh 925. There was a $3,235 payment to Meteor Education. >> It was for more of the furniture. Finish up the furniture order at Kfax. >> Oh, that's furniture. Okay. >> And there was also a $3,200 payment to WMS LLC. >>
133Where is it at, if I may, on that page. What page is it on, if I may ask? >> Uh, I didn't write down the page number. Sorry. >> It was to WLLC for 3200. There it is. >> Yeah, I see what it is. Yeah. Um, >> 200. It could have. Well, I'll have to get back to you on that one without looking at the backup. Um, >> yeah. >> What was that, Susan? >> Oh, okay. >> But I'll get back to you on that one. Okay. >> Just a side note on that. Um, and this is something I've heard from community not well I mean I guess myself as well but um at times and I'm sure that this is just how they're coming through sometimes when there's the abbreviations or just the letters
134um even if that's what the company's called or the law firm or whatever often times is >> I'm not sure unless I Google it or you know I'm I'm checking trying to do my due diligence on the back end to figure out what those are what those are. if it's possible um to put in >> not the abbreviated version maybe that is their company full name but just in general some of those abbreviations I've had community bring to me >> yeah and just like the last meeting in fact um on the one of the pay warrants it was listed as cash >> um it's still it's still it's there again this time >> yeah it's capital C capital A capital S yeah that's the acronym >> yeah sureand Got it. >> Isn't that totally part
135of it? >> Okay. Yeah. And and if we can't we can't, no problem. And I kind of figured it might have been in our system that way. So, but just wanted to bring to attention that that's been brought to my attention >> on the uh pay warrant for 101. It was an $8,000 payment for screen it. >> 101 $8,000 to screen it. >> There it is. >> Without knowing >> vendor is to pull up that one again. probably either I'm thinking like ASB doing some work, but I'll have to >> Yeah. >> Okay. Um, moving on to the 109 warrant. Sorry, I'm jumping around a lot today. >> Sorry. Uh, there was a $4,400 to a payment to Brisk teaching professional development. >> That was um CSI, I think, spent that money for uh use
136of the technology at um Confluence. >> What is it again? Sorry. >> It's a Brisk is an AI um tutor sort of system. I don't know exactly all that it does, but it allows the teachers to use it to deliver curriculum and other things. >> Okay. Um, we paid for it with CSI for Confluence. >> Okay, last one, I promise. On the 1016 warrant, uh, there was an $8,000 payment to Weissman costumes. >> Probably CIG money for uh, CTE dance costumes at Deloro. >> Okay. >> Thank you. >> All right. Any other questions on district issued warrants? Do I have a motion? >> I'll move to approve. We have a >> first by Trusty Jeff. >> Second by Trusty Lake to approve item 7.3, district issued warrants. Hearing no further questions or comments, starting with
137the student board. All in favor say I. >> I. >> Board. >> I. >> All oppose. Motion passes unanimously. Item 711, board policy 6159, individualized education program update. >> So my question is why is this change necessary? >> I don't you know like I mentioned before Jeremy I think what we do is uh when we get the update our practice has been just to update whatever the language is from the CSBA. Um, as you do this over the years, the language changes quite a bit and it's just easy to um, make sure you're tracking it. I mean, it's a small minor change. I I get that. Um, but that's it. It's just been our practice to update off the CSBA that when they come out, we get them. We update them whatever the language is.
138Sometimes they are minimal like this. So, that was it. I know. It made me laugh, too. I was like, "What what are we doing right now? What are we doing?" Um, and obviously I and I have children with an with an IEP, so so I get I get it. But yeah, any feedback on that, Trusty Jefferson? >> I mean, as a practice, we could we could, you know, off those minor changes, not take them forward. Um, I mean, >> any downside to that? I I remember hearing like that sometimes when you're not up to date with with the current updates and obviously we're not always going to agree on the updates. Sometimes we strike things, but that it can be more difficult for uploading and the software is not >> until you've actually done a
139lot of a lot of the updating within the assembly system. >> Um it is nice when they're aligned and you're going to find that the changes um it just makes it simpler. >> Yeah. >> But um there's times uh where simple ones like this, you know, >> not a big deal. It's just always been our practice to to do it that way. >> Thank you. >> Are you wanting to keep the original language, Trusty Jeff? >> Uh I just don't see the need for the change. So >> yeah, >> I think changing that word the exceptional >> or I'm sorry, the uh >> yeah, disabilities. I mean, I don't have a strong inclination either way. Often I refer to it with special abilities instead of using disabilities, but I I I think that this is
140about an attempt to be politically correct. I really, you know, I don't have a strong feeling. But whenever you're ready, we will take a motion. And if you want to amend it or as is, lay it down. >> Not clear what the change is. >> It's only those three. Yeah, it's just they just switched disabilities three times to exceptionally exceptional needs. Otherwise, we could keep uh the original language. >> I'll move to strike the update. >> Okay. So, Trusty Jeff has moved to not do the updates and keep the original language. Do I have a second? >> I'll second that. >> I have a first by Trusty Jeff and a second by Trustee Lake to keep the original language of uh board policy 6159, individualized education program. Any other questions or comments? >> Hearing none,
141starting with the student board. All in favor say I. >> I. >> Board. >> I. No. >> All oppose. We have one. >> Motion carries. 31. >> All right. We are officially out of the consent agenda. We have lots of field trips, lots of good things happening. All right. Item eight, action items. 8.1, certificated personnel report number 325 through 26. >> Yes, madame president. As you can see, we have a number of teachers, substitute teachers onboarding, which is always a good thing. Um, so that we have the a rich list of substitutes that can come and support our teachers. Um, we have some changes in staff and of course we have all these amazing teachers and certificated staff that are taking on additional duties. Um, everything from dual enrollment to supporting the extended SA for
142our IE programs. And so we really appreciate all the work that they're doing. Um on the behalf of the superintendent, I would recommend the approval of the certificated personnel report. >> I move approval. >> We have a first by trustee Underwood. >> I'll second. >> Second by trustee Jeff. Any questions or comments? Hearing none. Starting with the student board. All in favor say I. >> Board. >> I. All oppose. Motion carries unanimously. 8.2 2 classified personnel report number 3 25- 26. >> So again, we have a number of new newly hired classified including um a great number of substitutes that's helping with our auditorium tech. We have a lot of use in our auditorium. So it's great that we have those backup individuals to support those school site and the events that are happening. Um
143sports continue to go on now. We're working towards our winter. Not that we haven't already done some of the winter. We even have some spring on here, too. I see a mixture of all these different sports that are happening, including our band. So, on the um I'm I keep going. And of course, I don't want to forget our student teachers who I mean our student tutors and aids that are helping. So, we really appreciate the students that are joining in. On the behalf of the superintendent, I would recommend approval of the classified personnel report. And Madame President, if I may, you have a relative on this, so you may want to abstain from that. >> I was going to announce that you just stole my thunder. Trusty Omali or Trusty Superintendent Omali. Yes, my husband
144is on this list. I will not be voting tonight. Um, a non-interest exception applies. He has worked uh for the district for much longer than when I joined the board, but I will abstain. >> I have a question about the report. >> Yeah. So, what is the uh the sport specialist positions that we're seeing on there? Are those coaches? >> Yes. Well, they're typically coaches. If mostly if they say cross country or boys soccer, those types of things, >> like specialist for Frost football, that's a coach. >> Yes. >> Okay. >> Could you just explain? I mean, I remember having a question around this a while back, but um not all specialists are paid and some are or are all specialists are paid, but they might go through site funds, not through. So, all specialists
145are paid. Um, we have also a list of volunteers >> and the volunteers may also be coaches, but they're volunteering. They're not being paid. Um, the pay for the different roles of the coaches, the specialists, all those. Um, we we only fund a very specific amount of coaches for each of the school sites. And then everything after that is either paid through their elect their athletic funds, their ASB boosters, those types of funds, including each school site has some athletic funds as well. So it's a variety and each um contract that's written would identify how they're being paid and stuff. >> Thank you. >> Do I have a motion? >> I'll move to approve. >> You have a first by Trusty Jeff. I'll second and >> a second by trustee Underwood. Any other questions, comments?
146Starting with the student board. All in favor say I. >> I. Board. >> I. >> All oppose. Motion carries 30. I have abstained. It's a really good thing we have four members here tonight. We're really close to not having a quorum. Okay. Item 3.3. I told my husband that. I said, "Well, you better hope that everybody shows up tonight. I know Duncan's gone. We This might not get through tonight." All right. Item 3.3, memorandum of understanding,ou between the PHSD and the Associated Teachers of Placer ATP regarding the grading policy update. >> Yes, madame president. Um I do want to thank our union partners in working diligently with us in developing um thisou. Um it is a a process that takes time and energy on on all parties and um we do appreciate the the time
147and the interest that they have in this. Um it is um in support of the board policy and the teachers um working towards uh developing the ELOs's that are necessary to support the the grading board policy that was adopted as well as providing um some transition time with the grading um process. So on the behalf of the superintendent I would recommend approval of theou which has been ratified by the union. >> Do I have a motion? I'll move to approve. Second. >> We have a first by Trusty Jeff and a second by Trusty Lake to approve item 8.3, theou between PHSD and the associated teachers of Placer regarding the grading policy update. Any questions or comments hearing? None. Starting with the student board. All in favor say I. >> I. >> Board. >> No. >>
148I. And we have one opposal item. Um motion carries 31. All right. Item 8.4. >> Yes, Madam President. Um this is anou that was written specifically in um preparation for uh what we hope is a successful um um uh retirement incentive program that's in process right now. We have no idea uh where we're at at this point and it will hopefully be before the board on November 19th with all the numbers um to address uh if that will be supported or not. In the same time um whenever you go through an endeavor uh such as a retirement incentive um you have to consider how do you continue to save money? How do you work through that process? And so again, I want to thank our union partners for sitting down at the table with us
149to go through this and how we can continue to um support the the district in the future endeavors of um getting our budget in line with our declining enrollment um has been an ongoing concern for us and we want to make sure that we can um continue to provide excellent um teaching and uh supports and services to our students. Um what and and so doing so um we sat down we went through all of those pieces and um it this has gone through the process and been ratified by the union as well. So on the behalf of the superintendent I would recommend approval of the umou >> I move approval. >> We have a first by trustee Underwood. >> second by trustee Lake. Any questions or comments? I just want to thank the the team.
150Um, I know that this has taken time to get here and um, all of theus um, on here today, but I appreciate you guys all coming together and and finding a solution and and looking forward to approving this. Starting with the student board, all in favor say I. >> I. >> Board. >> I. >> All oppose. Motion carries unanimously. Item 8.5, Verizon wireless tower lease agreement and memorandum of lease for Delera High School property cell tower. >> Yes, Madam President. So, the two documents attached are regarding a new lease agreement with Verizon and Epic Companies to establish a cell tower lease on one of the light standards at the Delo Stadium. Um, this is for a 5-year lease that automatically renews every five years for four times after that. It provides uh $30,000 a year
151of rent to us. It also goes along with a $50,000 onetime payment that will come to us um and helps with obtaining the full lease requirement buying back an old lease that was on that previous property and the tenant there wanting to get out of that. And so that is the fiscal impact all comes from fund 40. So it does not hit the general fund. and uh the money that is being used to cover the rest of the $100,000 will come out of the receipts of this cell tower over the next 20 months to pay us back for that. But it provides us the opportunity to be the first person to lease that property and give back our ability to do that because that was a lease that had done well over 20 years ago.
152That was in effect till 2032. And so we wanted to get out of that so we could actually start making our own money not having to go to somebody else from a previous old lease. And on behalf of the superintendent, we recommend approval. >> Thank you very much. Do I have a motion? >> Move to approve. >> First by Trusty Jeff, second by Trustee Lake. Any questions or comments? >> Yes. So, just to confirm, Peter, um what was discussed earlier is after that first 20-month period from that that point forward, we're going to be roughly making $30,000 a year. >> Yeah. Was it 2% escalator every year? Yes. >> Yeah. And that'll go through the facility fund for the account strictly for from the cell tower to be used for capital improvement projects or things
153like that. Right, >> Peter? Do they do they uh are these rates kind of um >> it ranges anywhere from say 1,500 to maybe 4,000 give or take. That's when I Googled and checked a few other schools, you know, with a 50,000. You know, I asked for more but they weren't going to give the $50,000. it was a matter of more monthly or get that lump sum and I wanted to go for the lump sum to help get out of that lease because when we were negotiating with crown they wouldn't come down and when talking with the attorney they had a pretty good case not to and I didn't want to lose out on opportunity so that's what was presented to the board. >> No, it's a it's a good move. Thanks. >> I always
154love hear about hearing about a revenue stream rather than Yes. >> rather than a poll. So So a way to put this together. >> Alrighty. So we have a first and a second starting with the student board. All in favor say I. >> I. >> Board. >> I. >> All oppose. Hearing none. Motion carries unanimously. Item 8.6 agreement with I'm going to say it wrong. Sango construction adult school annex remodel. >> Mr. President. So in working along with uh principal Steve Caspite and Don Manning, our director of maintenance operations facilities, we engaged well we got estimates from two different construction companies since this falls underneath or falls within our threshold of Cupco which allows us to go out for informal bid. Um this is a contract with Sango uh to do some remodeling in what
155we call the annex. So what where Maido used to be housed, it's the building to the right if you're entering the adult school. Um Steven's been working with the staff. They're going to put up a few walls, um, insulated walls, do some painting, basically upgrade the place so we can have some more offices and classroom space. Um, this is all coming from fund 11, which is adult school. So, it's not hitting our general fund. It's all being funded through the adult school. So, thank you to them for that little contingency on there um, in working with them. And so, on behalf of the superintendent, we recommend approval. >> Awesome. Do I have a motion? I'll >> move to approve. >> First by Trusty Jeff. Second. >> Second by Trusty Lake. Any questions or comments? I'm
156just stoked that this is getting done. I remember when I was on campus last year, we're going, "Man, I knew that you guys were working on it." I'm glad it's it's coming together. Uh, starting with the student board. All in favor say I. >> I. >> Board. >> I. >> Motion carries unanimously. Item 8.7 resolution number 1125-26 designating a representative an alternate to the school's insurance group SIG joint powers board. >> Yes, Madam President. Uh pardon me for the informality, but SIG requires a resolution by our board that basically um creates a alternate for us. I I'm the one who goes to the meetings, but if I can't then Steve Kimy would be the alternate to attend the SIG board meetings. >> Great. On behalf of the superintendent, we recommend approval. >> I move approval.
157>> We have a first by Trusty Underwood. >> Second by Trusty Jeff to approve the resolution number 1125 through 26 designating a representative for the alternative to the schools insurance group joint powers board. This is a resolution. We will have a roll call vote. >> Student board >> I. >> Trusty Underwood. >> I. >> Trusty Jeff. >> Hi. President Spade >> I. >> Trusty Lake. >> Hi. >> Motion carries. >> All right. Item 8.8 resolution number 925 through 26 in support of full funding of the Individuals with Disabilities Education Act IDA. Um so you know to your point earlier uh uh Trusty Jeff the word is still in IDA so it should be fine. It'd be in our policy. Um this is a resolution um that we wanted to bring forward. Um, and I don't
158need to summarize it. If you want, I can. I'm sure you all read it. But, um, I think it's important. Um, this is in support of obviously funding fully our students with, uh, disability and specifically around IDEIDA. And this comes from the federal government. Um, in 1975, Congress committed to funding 40% um for our students and that has never occurred since 1975 and averages around or less than 10% for for our students. And as we're a district in declining enrollment, like most of California and a lot of the country, frankly, um, as our enrollment is declining, our special education needs are rising. They're not, they typically are going down at the same pace or a similar pace, and they're not. And um I don't know that there's any answers for that. But meanwhile uh we
159are required to provide supports and services and we want to provide supports and services for our students and the pot of money to provide these services is not as great as it should be. So, this is a policy to urge our local elected um representatives and our um our uh state and and national um that we are demanding more from them. They need to be paying their fair share for our special education students. And so that's what this uh policy, excuse me, this resolution outlines. Do you have any questions? Madam President, if I may, this would equate to roughly $40 billion for public education. That's how much we're being shortfall or shortfunded right now. So, the bills are out there. They have bipartisan support. It would be nice to see them, you know, take action
160on this. So, any little bit helps. I appreciate the board bringing this forward. >> All right. Well, with that being said, once this passes, and I believe and hope that it will, um, this will be sent to all the appropriate people and and hopefully That would be a wonderful uh thing for our district and for our country. Okay, with that being said, this is a roll call vote, but I need a motion. First, >> I'll move to approve. >> We have a first by Trusty Jeff and a second by Trusty Lake to approve our resolution number 925 through 26 in support of full funding of the Individuals with Disability Education Act for the success of our students with disabilities. >> Student board. Hi, >> Trusty Underwood. >> I, >> Trusty Jeff, >> I, >> President
161Spade, >> I, >> uh, Trusty Lake. >> Hi. >> Motion carries. Thank you. >> Awesome. Thank you guys. As a special education mom, I'm sure um I'm unsure if any of your if your students did, but that means a lot to me. Okay. Uh, resolution number 1025 through 26, enhancing fiscal transparency and accessibility. Um, this came to me, uh, wild hair over the summer, um, as I was considering some things and and found that it was extraordinarily difficult to locate certain types of documents, even though they're public records. And um, and because of that, I thought, you know what, we could do better. Um I found through research that there was a time that um legislation was there was an attempt to bring legislation forward to require some especially these fiscal documents to be um
162accessible and uh but they weren't you know outside of PAS which our staff is aware you know we get lots of PAS and it takes a lot of time and legal expenses etc. and just in an effort to create some uh greater fiscal transparency and obviously accessibility, we thought we could do better. So, um I'm sure that you read this, but essentially we're going to be posting um and so that our community has access and our peers um in the in this industry have access to our financial documents without having to do a CPA. And um there are websites which is referenced in um this resolution that I drafted that that attempt to do what we're talking about, but that information is often outdated um based on the timing and turnaround from CPAs that's often
163a year or more outdated. The board also received an email communication um from um and I I don't want to mess up his official title, but who the person who collects the data for transparentc california.com and he shared um his struggles with with gaining access and appreciated and and supported the board moving forward with this. Um and so I brought this idea to our superintendent and I've communicated. Bless you. Thank you. You're welcome. And I've communicated with other boards and leaders throughout Placer County who are also interested in joining us in this endeavor. Um I've spoken to the board president for PCOE and a number of our feeder school district boards who are all looking at this and and I'm hoping will join us. We don't have to wait for legislation, I say, to do
164the right thing. And greater transparency is good for all. And so with that being said, um do I have a motion? I'll move to approve. >> I second. >> We have a first by Trusty Jeff and a second by Trustee Underwood. Any questions or comments? >> Make a comment. >> Oh, and we have a comment on it. Great. >> I'd like to say first of all, I want to thank you for bringing this resolution forward. Um, this is the exactly the kind of thing that this board should be focusing on, increasing transparency whenever possible. Um, you know, we shouldn't make uh individuals do a records request to get information that should be public documents that are accessible to the public in the first place. Um, and also we we need to remember like we are
165a public institution. We are spending public funds. The public has a right to know how those funds are being spent. Um, with especially with respect to uh contracts and um and salaries and all those kinds of things. Um, so this is I think a very positive step in that direction. >> Thank you. And just a quick comment, um, pending the board's vote, this will be ready to go for us live. Well, right now, but, uh, we'll get it up tomorrow. Thanks to Miss Wrath and and the team over here getting everything together. It is, um, you've seen a a demo of it, and it is it'll be live, pinning the vote. >> I appreciate that so much. And the team pulling all of this together. All right. First up is Carol Coons, followed by Alicia
166Watkins. Nope, this is not This is regular public comment, correct? 8.9. Carol, welcome. >> Um, I live in Auburn and I'm a strong supporter of our public education in general and our high schools in particular. And transparency is a word used a lot by this board. I couldn't have said it better than Trusty Jeff did in arguing for this resolution. I would just hope that it would include transparency and the legal costs paid by this district. There has been the necessity of investigations conducted by our district legal council into several of a trustees actions as a board member. As these actions had the potential of causing substantial financial uh uh detriment to our district through lawsuits, it was imperative that the board order these investigations. And it's my understanding that in each case the investigation
167concluded that the trustee spade actions were improper in the entrance of transparency. I think the public has a right to know what did all this cost. Um and I I would argue on that behalf. Thank you very much. >> Thank you. All right. Feel like I need to respond briefly to that statement. Um I'm aware that CPAs went through with those documents and I the statements that were just shared were false. So thank you. All right. With that being said, we have a first and a second. Student >> hi. >> Trusty Underwood. >> Hi. >> Trusty Jeff. >> Hi. >> President Spade. >> Hi. >> Trusty Lake. >> Motion carries. >> Thank you very much. All right. Staff reports nine 9.1 proposed adoption of textbook give me liberty and American history 8 volume 2 for
168Deloro High School. Welcome. >> Hi. How is every how is everyone tonight? Hi. >> So, I'm here tonight on behalf of Becky Dunl at Del Oro High School who is requesting the first stage of adoption for Give Me Liberty in American History. This text will be used at Del Oro for the dual enrollment history 17B class and um Becky will be here at our next board meeting in November to make sure that she answers any questions about the text itself. I can tell you just through my research um it is a highly popular textbook in uh both community colleges and in state and university colleges. Um it's uh also written by probably the most famous um historian um that does textbooks of our time. Um in the board um agenda I gave you a list
169of the um topics as well as the forward and the pref sorry the preface um from phoner listing the changes from the last edition. Um did do you have any questions at this point? Obviously this text will be available for the next 30 days at the district office. People can contact me or just come on in whenever they would like to take a look at it. Um and then uh messages are going out. I'm working with Sarah to get it on the newsletter and with Nick to make sure it's in his um weekly offerings to remind the staff and parents and students that they can come preview the text. >> Awesome. Thank you. >> Oh, one thing I did want to mention is that um Becky did work very closely with the history department and
170the history department chair at Sierra College and this is what they use. >> This is the same textbook she spoke to us about last last meeting, right? No, different textbook. That was uh world history. So, history 51. Um this one is for US history. Um B. So, it's the from like roughly the 1850s to contemporary. Okay. >> Thank you. And >> this will be paid for through dual enrollment grant funds. >> Great. >> Grant funds. >> Yes. >> So, this is a second edition or a second part. No, it's for a completely different course and it's a completely different textbook and author. >> You know, the volume two kind of throws it off. It seems like a secondary, huh? >> Just an update. Believe >> this is a tenative approval. >> So, we're not taking
171any action on this. This is just for public knowledge and then this will be held until the next meeting. Mhm. >> Um, with regards to people having access to this, I understand it's our practice to have it at the district office, but the district office obviously is like 15ish, 20 whatever minutes from Deloro and because this is going to be a book at Deloro. Is there any possibility? Do we only have only have one copy? Is it possible to have it at Deloro for someone to access? >> So, um, Becky does have a copy um, that the publisher provided to her. I can reach out and ask her if she'd be willing to for the next 30 days have it in the front office. Okay. For review. Um if that's not feasible for her, I
172could always contact the publisher and ask for an additional desk copy. Sometimes they charge, sometimes they don't. >> Sure. >> Okay. >> I would think in the future that that would definitely be a policy that we should or a practice rather that we should put in place. um that if especially if it's a of a book that's going to be adopted by a specific site that we have a copy of that book on that site so the parents at that location can come and see it. Um it doesn't really make sense to me why that that would be an issue. I mean if we're going to be ordering 40 books and now we're now we bought one ahead of time and now we're buying 30 more and nine more. We're like what's the difference? um
173so that that way we're um meeting the needs of the public because I know that you know when I was running for office that's one of the things that was brought up um several times by parents um is their concern about um textbook adoptions and curriculum adoptions and that kind of thing. So hey you know as much transparency as we can provide the better. >> Sure if that's what the board would like we can certainly move forward with that. >> It certainly doesn't hurt. It could only help. >> Yeah. Um, I know logistics can sometimes be tricky, but I'm with you on that one, especially when it's sight specific. Okay, great. Thank you so much. >> All right, now to our math update 9.2. Staff will update the board on math. >> You have to
174uh I >> This is always a hot topic. >> You could you love some math? >> Sure. All right. So, uh, good evening board. Uh, the reason we put this math update on there was obviously you guys, uh, when you guys got together is one of your goals is to, uh, you know, review math achievement for our students, uh, look at some options. And so uh obviously I think this the last number of board meetings math has been a focus uh of conversation uh in different aspects. And so the real goal here is to provide you information uh and context uh especially, you know, cuz some of you uh haven't been on the board that long. And I just want to make sure that you guys have a lot of the information to uh uh
175have handy so when you make decisions about resources or other things um that it is apparent uh that you have that information and you can make the best decision with that. Um, we're going to start off with grades. And I just wanted to kind of just show and and this isn't really uh I I don't think it's much different from any other uh sites in my experience and conversations that I've had with other administrators that math is typically a lower uh performing subject. If that I don't like the way I said that right there, but it more students get Fs and D's in that course than um the others. And I that's reflective in on all of our sites as well. So currently if you look at all the grades we give in a uh
176to all the students typically it's about uh 15% of those grades are D's or Fs. Uh in math you'll see that it goes up to about 20% um are D's and Fs in that in that category. uh IM1 uh when you look at all of the grades, 9th, 10th, uh and sometimes there are 11th grades in there, uh it is it hovers around the 25% uh DNF rate and then uh if you say nth grade uh it drops back down just slightly uh averaging compared to all of the grades included in there. And one of the one of the pieces of data that we've covered and I think Nick's done a great job of looking at his data at Deloro is that students who pass IM1 in the first try obviously uh go on to
177perform really well typically throughout the rest of their term in high school. Those who don't uh are the ones that typically don't make it all the way through um you know in three and get A to G and those kinds of things. Item two tends to be a little harder course. Uh is my understanding from uh both teachers that I've talked to, not every teacher, but a lot of the teachers and and also some of the students. It covers a a broader range of subjects, I think. Um and so you'll see a higher uh rate there as well. And we'll talk a little bit about grades and some some interesting things that have um that we've done in the past uh that have probably led to this outcome. And then item three obviously goes back
178down. Um typically students who have made it that far are are better uh you know at math typically. Um this is a really interesting data set and I thought it was really important because one of the goals that was set forth by uh you know years ago um by prior board and superintendent was to make sure that our uh high school students for as long as they could could stay on the A to G track. uh we wanted uh students and I say we that was uh what the goal was to keep as many students on the ADG track uh through their high school career. And so I just pulled this data and to to show that you know at all of our sites and forest still obviously lower because they have a scheduling issue
179uh that they can't offer as many math classes uh to all of the the students uh like the other the other schools do. um those are pretty high numbers for having juniors enrolled in a math class. Prior to that, um system of of enrolling and pushing kids and making them stay in math classes, uh it was about 80 to 85% of our juniors were like uh 10 years or I guess it's now now 13 years ago when I first started in this district. Um about 80 to 85% of juniors were enrolled in a math class as as a junior. Um, so we've increased pretty substantially the amount of of students that are enrolled in math class through through their junior year and even into their senior year as well. Any questions on that? >> Yeah.
180>> So, I'm looking at like Forest Hill, for example, where if you have a three-year math requirement, where's the other 71% of the students at Forest Hill? How do they get in that third-year math? >> 71% of Forest Hill. Am >> I looking at that correctly? Are are you looking at this >> 39% in at Forest Hill are >> so that's 39% of the SED are in I in3 or higher. >> Oh we're only looking at SEDD here. >> Well the blue column says percentage of juniors in a math class. So 80% of the juniors are in a math class for forest hill. >> Oh SED is the Okay. >> Then the red is the juniors that are in I in three or higher. So the red would be those who are on track um
181before their math class. That means they've passed a math class every term. Does that make sense? >> Yeah. Yeah. Sorry that was Yeah. >> No sweat. >> Question for you since we're we're breaking that down. Is the SED counted twice? Are they included in both the blue or the red and the yellow? So that SED would be out of uh let's say Deloro had 100 SED kids in >> um in that class 47 of them would be in IM3 or higher if that makes sense. >> I'm just wondering if they're counted twice like like so the percentage of the juniors in three or are they completely separate? >> They're included in the 97%. Okay. >> Yes. >> Okay. >> But we separated them just to say how many um >> I was like I think
182we're counting twice and Yeah. Okay, just want to make sure I was tracking it right. >> Um, so we looked at the math grade. Math is consistently the course in which students struggle. Um, it's I think every one of our sites have tried to uh come up with a way to to um help students in that struggle, help our teachers in that struggle. Um, math is also the biggest obstacle for students completing the A to G rate. If you looked back at the the numbers, uh they those IM3 pass rates are probably pretty close to what our um AO toG rates are at the high school. >> Um one of the biggest indicators of math success, as I mentioned last time, is passing IM1 as a freshman. And it it's important to note when we
183talk about this, around 20% of our ninth graders fail fresh uh fail IM1. Um, and when you count that out, it equals about six to eight sections or at least one teacher, right? Um, that that we would have if if none of the kids failed and those kinds of things. But, um, it is uh, you know, those 20% of those kids have to go back in and and retake IM1 as a graduation requirement. Um, changing the grad requirements along with our scheduling practice has put more students in math classes as we just have seen. Uh, and I'll talk a little bit that about that as well. And also just wanted to point out that our feeder school differences uh we I'm not going to throw any of our feeder schools under the bus publicly, but
184we've looked at some data and there is some strong correlation between how they perform and and how our high schools are performing from that. So, um, there is, uh, and I think the plan for best and some of that conversation with our feeder schools is to to bring up how we can work together, uh, and help that, uh, uh, transition from those schools into our system. >> That's an important point to bring up, too. When you start comparing our district to, you know, Rockland or Roseville, some of the unified districts, >> um, they have an advantage over us because they have those students that they're tracking, that they're working together. They're integrated very much all the way through. >> A lot of vertical alignment. >> Yeah. Exactly. Vertical alignment. Exactly. >> So, when we start
185to get to the point where we're comparing ourselves to other districts, we got to keep that in mind. >> Yeah. >> Now, you know, I Well, and I think there is a slide coming up that's like going to compare compare that. Um, so I'll hit it when it gets there, but but >> we've got competition and they don't have vertical alignment and they're doing better in some of the instances. So, we'll stand by. We can't use that excuse for Roseville Joint Union. Um, we went over this, I think, at our last meeting where I was talking about cast scores. So, this is a a retread slide, but I just wanted to throw it in there just to to put it out again to take a look at. Um, and our math scores um and uh
186those are for our socioeconomic disadvantaged students as well. You can see we kind of go up and down uh typically and that's a common scenario. Uh this is uh some comparative data uh for I think Jessica you'd asked last time about um >> how we compared with this with students with disabilities and you could see you know it kind of Roseville was up high 17% one year and then they dropped to 4%. So um there is uh some dynamics there that at play for sure >> you know >> I have a question on the 20% of the freshman kids that are getting an F. Why aren't they incompletes? Why are they on that? >> So, uh even in the incomplete model, I think, uh you know, we this the one year that we had a
187very systemic way to get the incomplete, we we tried to get those um remediated. >> Sometimes in math, uh if a student um just didn't meet all of the proficiency scales or ELOs's, it was just too much. So, they had to they had to get the F. >> You fail early on, man. that's going to in all likelihood develop a significant obstacle in the future and all uh continuing math classes. Sure, that's got to change. >> There's there is um a lot of conversation about that and it's one of the struggles I think uh and I know um we have two math teachers in here, Mrs. Jeff and Mrs. Lamelly uh who probably could limit that kids come to us with already a math deficit mindset anyways hating math not liking math from their experiences
188uh starting early on. >> Um so it is it is a a challenge uh no doubt of changing that. Um and uh you know part of the work I think somebody mentioned it here today maybe uh Justin uh Petty in his report about uh building thinking classrooms is is to get kids more uh involved in a different way with math um as opposed to some of the old instructional models to help uh maybe stimulate >> curiosity and engagement and those kinds of things. Uh but uh yeah getting an F early on is a big impact. >> Yeah, it is. That's one out of five kids according to the data. >> Yeah, >> that's failing. >> I I would hope that these kids that aren't meeting some of the standards would be getting an incomplete and
189given the opportunity so they can feel successful when they go on. >> Yeah, >> that's important. >> Okay. >> Are we doing that? I guess >> currently uh I think it would be based off of our current grade situation right now. Um it would be teacher to teacher. Um I think there are some teachers who are definitely doing that but some teachers um might not be. >> What's the program to catch these students that are not performing? >> I understand that if you go to the last slide I love this the uh and and kudos to if it's just happening at Deloro but the summer readiness. >> Yeah. Huge, >> huge, huge. 29 of 31 students are passing IM1. >> I think that was Was that uh >> I'm sorry, that's Placer. >> Yeah, I
190think it was Kfax. Uh Kfax had uh Okay. Yeah. 2931 uh 8 and we'll talk about that in a little bit. So, I'm going to go back. >> Sorry, we're jumping ahead. We're ready. >> Okay, that's okay. Um so, uh do you had a question, Jessica? No. Perfect. >> Well, >> moving on. >> She's gone. She's gone. Um I also just want to just provide uh some context to our math journey. Uh you know 13 years ago when I got here we had a lot of math iterations at lower levels. For example, Deloro kids we could be enrolled in integrated math one or at the time it was algebra 1. If they got between a 50% and a and a 70% uh they would get math a credit. They would not get IM1 credit. They
191would get the math a credit. Um and then take uh uh integrated one the following term or the following year. uh I think at uh Placer you had algebra A and algebra B. Um I believe at KFax did some uh system of pre-alggebra or the math A system and so there was a lot of remedial versions or some lower level of math credit that was accessible for kids. One of the challenges with that was that uh in our prior graduation requirement where we had 20 credits, the student could take IM uh algebra 1, get 50%, get a math A credit, take IM one again uh and get an A in that and that would complete their 20 credits of math um by their sophomore year and only have 20 uh you know meet the 20
192credit requirement. And so we felt um that we wanted our kids when they walked across the stage with a diploma that they've had more access to math because of the importance of math and life outcomes. So that was changed um by by a previous board from two years to three years. uh and we've created an alternative third-year math uh both with CTE courses that align with some mathematical practices and a a career math course as well to meet those students who just can't get to uh IM3. Um we have also did a new textbook uh adoption. Mrs. Jackson and Mrs. uh Isham, Michelle Isham did a really exhaustive uh process to get to this point and um and inclusive as well of the math teachers and I shared with you guys the data. I don't
193know if you guys looked at the data of the survey that we sent out about the resources and I'd sent that out because I had heard a lot of things and it felt like it was anecdotal and I just wanted you guys to have you know what the teachers were saying uh not just you know hearsay kind of thing like this is a lot of the teachers put a lot of great comments and I felt that uh it was a very I think more positive than I was expecting to be honest. I was happy to hear that they like the resources or for the most part I felt comfortable with them and they're getting used to them and using them. Um so so that was uh something that we did. uh our math readiness courses
194um using the Alex course to help get our uh both our incoming freshmen and also kids who are just you know hey here's an opportunity to stay up on math uh before you go into the next level up uh the the following year and that's really important in a 4x4 because if you had math your fall year you know say you had IM2 in the fall and then all of a sudden you have IM3 in the spring the next year That's a really big gap between the last time you took a math class. Um, so this was just an opportunity for the students to uh engage in math and work on it. And uh, you know, I shared some data with that at the end. So that was another thing that we've done. We've done
195the math uh, remediation and incompletes. I don't know if you remember Deloro's uh, board report last year about the incomplete system that they did that was really um, impactful and getting a lot of kids across in the way that you were talking about, David. um that that kids were close and they put in a system. Uh Nick and his uh administrators there at Deloro really worked hard to get those kids across the finish line and get those credits and and complete the course. >> The effects of these initiatives um the first thing is eliminating the remedial courses has increased the D's and Fs and the options, right? So if you're now you're in IM1 and there's no math A option, you either get the D or the F, right? and and so those have increased
196as well. pushing kids continuing on into u uh the next level course has also um increased that um and there's been a lot of conversation and philosophically I don't know uh sometimes I could listen to somebody speak and say you know we shouldn't be pushing these kids that into IM3 because not everybody needs to go to college and not everybody wants to go to college and then I listen to somebody else and say yeah the more math you get the better um life outcomes you'll have in terms of jobs that are available to you. Um, and so, uh, I know there's philosophical disagreements about what that should look like, but I think, um, those are things that we'll continue to to hash out. Um, changing the grad requirement has put more kids in math. Um,
197and I think I hope that's a good thing. Um the unintended consequences right now of changing our grad requirement and I hope this will make sense is uh when it was a 20 credit graduation requirement we were pushing seniors uh into that uh thirdyear math class as seniors knowing that they've already met their graduation requirement and trying to nudge them along to say hey you could do it and you could be a tog and you can go to the college a fouryear if you want to. Um and our our counselors and our administrators did a great job of doing that, but now it's a 30 credit requirement. And so um counselors are and and admin are more hesitant to push those kids into three knowing that if they don't pass that could um uh prevent
198them from graduating. So that is a dynamic that we're trying it's a one of those unintended consequences of of pushing uh the the graduation requirement up. Does that make sense to you guys? Mhm. >> Okay. Speaking to that specifically, I've heard feedback from math teachers that that were concerned that our our students, you know, some of them if they were coming in with severe deficits or on an IEP or whatever it might be, they came into like a math 180 and then they and then they entered integrated one and then it took them two tries to get through integrated one and then maybe if they tried IM2 and not all of them did that, you know, then they would need two other like career optionoriented math classes and So that we were creating these alternatives
199because of the three-year math requirement instead of an an encouragement to try to get into a higher level math class where they you know and so so between that um and then just concerns that with those deficits that we weren't providing any like and they weren't getting credit for like a pre-integrated you know that that was impacting it too. I I'm never a fan of lowering a bar, but I also want to meet our students where they're at, too. And I obviously with an increased number of D's and Fs that the need is great. I think it's greater at some of our sites. Um maybe than others. Um and I think that the data shows two schools that could probably use an in, you know, maybe a remedial course and considerations of like giving credit
200for that. And I'm not sure legality or ed code of how that even works, but um or if we're allowed to do that and that could go toward their graduation requirement, which is another bit of a conversation. But I um >> yeah, it's tough. I've I've heard a lot of a great deal of feedback from math teachers about concerns about the three-year requirement. My son, who graduated last year, I believe was the first class to have that requirement for graduation. Um he's not a math guy. um but you know with a couple IM ones and survived two and a career math whatever he landed in in data science or when that was still a thing. >> It's still a thing. >> Well, it's still a thing but now it's not toward Yeah. >> Well, it's
201it's got a little life longer life than uh they thought it was going to be. >> Okay, good. Okay, good. But yeah, you know, just trying to find creative ways to get through and and some of these kids because getting through IM1 and sometimes IM2 is not um a possibility, you know, unfortunately. >> Is it true IM2 is harder than I am three? >> You know, I would have ask the math teachers, but what I've heard is it typically is I've heard it's the hardest course. >> The other thing >> calculus is Sorry, my bad. >> I am one, I am two, and I am three. I believe that the other thing that has come up repeatedly is issues with pacing uh from math teachers and from students alike that IM1 is so fast um
202that some of the kids are just not grasping IM1 in in that pace and um you know and I know that Forest Hill was doing like kind of a pilot of a yearong mostly with Alex support. >> Yeah. Again I think we've like I know plaster did an algebra and a algebra 2 sort of system. How long ago was that? >> Um >> before my boys were at Placer. >> Yeah. >> Long time ago. >> And and the outcomes I don't I think they're they're similar to where we're at now. We haven't seen like all of those changes I don't think have produced like this big like oh that's the magic bullet and that's the change. >> I'm good. >> Do you want to grow a We can take public comment and >> um question.
203>> Yeah. Can you speak to are you going to speak to the requirement that it's not just the three-year but one of those math classes has to be college ready a college math course in your junior year specifically. >> Yeah. So um I will that is a practice uh we have uh established where um that you should be in an A to G level math course through your junior year. >> Okay. >> That is something that we have put into play. That is the goal. Um, >> goal or required? >> That's what we that's what we say. That's what we do. That's our practice. Yeah. >> So, required. >> Yeah. >> Okay. >> Um, the increase of D and Fs. Again, I just put that little data there, you know, Delo and because I was
204there and I wanted to see, you know, they had 18 D's and Fs in algebra 2 when it was algebra 2 at the time compared to, you know, having 61 DS and Fs and uh this this past spring um in IM3. So, um but a lot of that is because we're having kids try we're having kids push into some of those classes and that's what what's happening. So, um, Alex and Reveal, like I mentioned, um, it sounds like, uh, from the data that I shared with you in the survey that I took with them that, um, the math teachers are using the system of Alex and Reveal in some capacity about two to, uh, three times a week, three times a week overall. Um, and it felt like they had some pretty positive comments. And
205again, I think with every resource, whether it's Conigo >> or Alex or whatever, there's going to be it's really dependent on how the instructor individually uses it and tailors it to their instruction. Um, and uh, you know, and I realize my daughter's gone through it and went through Alex a couple years and it wasn't her favorite thing. Um, but uh, sometimes uh, you know, it's because it's hard. when I played football, I hated squats and power cleans, but um you had to do them anyways because it was important uh if that makes sense. Bad analogy. Um so, but but I've heard some overall good comments about those from the math teachers. Um and and so um also we did purchase an eight-year contract with Alex, so we have six years left on it. So it's
206not it's not like it's already been paid for. So, we're not paying um you know every year for Alex right now. >> And the math readiness I think has been a success. I think there's some correlated variables there, but um again, just I think it's a sign of how our sites have really um spent some thoughtful um action on how to address our math problem and and trying to figure out a way to help our students get um ready for math and and work through it. So, we hope to continue these these programs that um push kids to to engage with um math I'm curious about those those students that struggle. >> It'd be great we have math teachers here to hear from uh their perspective if uh >> I mean I remember having my
207kids they've gra they've since graduated but I mean they struggled they had to repeat I am too multiple times. Um, but currently is it are we happy with our system as far as can we identify those students that are struggling? Are they going to tutoring? Is it available? Or is it kind of like some students work really hard to get that non-passing grade? >> I think there's a probably a yes to all of those questions. Yes. What? >> Thank you. I uh on the remediation kind of too is I've gotten some feedback that and this is something I noticed and then I talked to math teachers about this and I talked to students about this too. their math classes this year are they feel like they're very low-levelled math classes and it's because when we're
208pushing these kids through well I appreciate how much you care about each student that's something that we have very very similarities Trusty Underwood at the same time it's doing them a disservice in the next class so um I'm interested to see how much the scores may go down um but also in regards to the new textbook this is the only math feedback I've gotten so far but in regards to the new textbook, the reveal textbook. I've I've received very positive feedback about that one, especially the like the the actual like like knock on it textbook, too. So, anyway, that was just a bit of feedback. Thank you for letting me share >> what what I've what I'm reading and what I'm seeing is that this this states and schools that are seeing uh an improvement
209in mass scores is mandated uh tutoring. >> Tutoring. >> Yeah. One-on-one or small group. and it's, you know, and it's day, it's rigorous, it's daily, it's 20, 30 minutes a day. >> Um, but they're identifying these students and it's like, I don't know if that's something that we could, uh, >> if we could look at. I mean, it's it's promising because >> I know, uh, being at KFax now, I know that we, uh, have had this discussion number of times and I was I've been thinking about how to pull those students that are struggling currently now. M >> um and I and I feel like what I've heard from a lot of math teachers and and and even parents, a lot of parents, is you get a a student at this time in the math
210course where they're kind of lost, but they're kind of they're stuck in this math class and they don't know how to proceed going forward because they they you know, >> they missed it way back here. >> They missed it back there and so now they're stuck in this this like I just got to wait out. Um, so I would love a system uh where we could find a way to, you know, have a dynamic scheduling system where we could offer that support. But it's all >> it's all about the resource. >> But my understanding is it's available. Tutoring is available. >> We have a variety of different t tutoring. Yes. >> Trent, let me ask you a question. Do you think that having lower numbers in math classes would improve student achievement? >> Do I
211think that? Um, I would say that that there's been a lot of studies that would say no to that. Um, that student um like there's you could look it up. I know a lot of people say, "Oh, no, lower class sizes will lead to better achievement, but at the high school level on all of the data um that I've seen that that isn't not necessarily the case." However, um it all depends on on the teacher and how they manage those those smaller classes and what they would do with those classes differently. Um so so but I mean I I don't know where the right number is. I don't know if it's from 37 to 30. Um we've had that discussion actually talking about like maybe in the IM1 level. Um I think I talked to
212a teacher one time saying you know we'll take a lot more students in IM3 if IM1 was lower. Um but uh so I'm not I I don't know. I what I think is immaterial. I can just know that on the studies that I've seen and I don't know if you've seen studies that have have shown differently uh that I think John Hattie who's done probably the most uh studies on uh education um initiatives and those kinds of things would say it doesn't it doesn't have an impact. >> I'm curious what the two veteran math teachers in the room would say. >> I'm sure they would they would disagree with that. >> Come on, Beth. >> Are we invited to share? >> Yeah, sure. Should I talk about Hattie or do you want to talk about
213Hattie? >> Oh, I don't I can't talk to Hattie because that might have been >> No, I like Haddie. >> Welcome. >> Hi. Thanks for hearing me out. Um, just since we were talking about class sizes, I can't speak to any research. I'm not the one that would look into it, but I can tell you from my experience, 29 years of teaching, it makes a huge difference for the teacher. Um, I have relatively okay class sizes this term, but I'm looking at huge ones next term. We only have so much space. And for someone who's trying to do like building thinking classrooms, I already can't even move around my room and I only have 33 as my largest. That's actually these days like great. And it used to be that was like a little over
214like the cut of 32. So, um, I don't know the studies, so I can't speak to them, but I would absolutely say that if there is money to do it, we would absolutely be grateful for smaller class sizes. It would make a huge difference on how many kids we could reach, how many one-on-one conversations we can have, how many students we can try and intervene to try and catch them up, all of those kinds of things. So, yeah, I have other things, but I didn't let them go. you know, if they're on topic, if they're on topic of what we've talked about, do you uh >> what do you do for those students that are that you see struggling? >> I usually try and red check them into my intervention whenever I can, especially right
215after I've done a test. Um, I've actually for several years now, I recruit past students to actually volunteer to be a tutor in my intervention. We have kind of a wide range of teachers that do a lot versus a little in terms of what they do with their intervention. And um, I just really try and make that a useful time. And I'm only one person. and I can't get around to all of those kids. So, um I'm really fortunate this term I have like 12 past students and a lot of them are coming in pretty regularly. Uh sometimes I don't have them sit with somebody, but I at least know, hey, you need to go over your test. I'm going to have you sit with this tutor. Um and I kind of try and pull
216them in as much as I can um to go over that. And for some of them, it's making a difference. So, if they're trying, >> do you feel like it's attended? It's well attended. >> Uh well, when I read check them, they have to be there. But um other times I feel like some students just come because they just want to do their math homework. Um I've considered whether I want to just block it out for people that are actually like going to do something or get remediation or maybe I retach a lesson. I haven't gotten that far yet, but um but then I think there's students that we don't have that many other options in terms of study hall and places. So kids like they need a place to go. I've had a lot
217of times in my advisory they're like I don't have any place to go. All my teachers are full and I don't know where to go. Like then it starts to become like is this a waste of time? like we need to maybe rethink how that's organized so that we have more room for them, I guess, and it's more organized. But >> that's just from my own >> thoughts on the three-year math requirement. >> If I mean, I used to always think that was standard and then when I came here and had it to a year, I was like, "Wow, that seems like a low bar." But, um, I think after looking into it, I think that it, you know, if we went back to it, I wouldn't be crying. Do I like that we're pushing
218students? Absolutely. I love teaching integrated because a lot of those students this is a real stretch for them and I love the challenge but sometimes like that's tough and if they know for sure they're not going to need I mean I have to battle that conversation every day. Where am I going to use this? And you know what? You're probably not going to use the content I'm teaching. That's not what this is about. I'm teaching you to be a thinker. I'm teaching you to be a a learner. How do you work through problems? How do you persevere? How do you be build resilience through something that's not your specialty? Um, so yeah, I mean it's fine, but I I think it would be nice to have some other options. And I know that it looks
219better to keep doors open. And I do like keeping doors open. I want students to know like you can get there if you work hard. But when I see students that are in my integrated three that don't want to be there, that were told they had to be there, they don't want to do work, they don't do work, that brings the class dynamic down, and that's really hard. So having another place for them or you know letting them opt out if they know you know parents and soon are on the same page they have this path they know they you know that they're closing that door or whatever like it's their education. I I I would hate to tell them no you can't do that. So >> thank you >> my informal polling. >> Yeah
220I know. So Justin was asking if I was going to speak today about the math and I'm like well I already put in all my information like on the survey. I felt like it was pretty comprehensive. Um in terms of what I've seen on on Hadtie's research and I I really like Hattie um and I spent a lot of time reading um his information. My understanding is that in terms of class size and the impact that has it it depends on what age group we're talking about. And you got to look specifically at the math, right? And so, um, Trent was talking about the IM3 versus the IM1, and it is so true. You can have a lot bigger calculus class, um, a lot bigger IM3 class than you can have an IM1 class and
221be successful with it. And so, when we're talking about the different pieces that that, uh, help students the most. And I think that it's already been spoken to, it's the students have said it. I feel like the teachers have said it. It's really about do we have the space, the ability to form the relationships with the students to where they can trust us, especially if they've had bad math experiences in the past. And so, um, the model that I've seen that I like the best, we talk about tutoring being available and we have that all of our sites, but, um, it is most helpful if it can be in the moment. If we can take care of the things as soon as there's problems that crop up, we can take care of them. We have
222students that are all the way down at the seventh uh second grade and say seventh, not even seventh, second grade math level. And then how do we get them from the second grade math level up to where they're supposed to be. It has to be something where we're meeting them exactly where they are and guiding them through. And that's that can be very much an individual thing. It can be a small group thing. And so, um, I feel like I know we've been talking about AI, but I feel like the best way those funds could probably be used is if we had, um, math knowledgeable tutors actually within the classes where it is needed, um, to help them in that moment with what their needs are. >> So, troubleshooting here. >> Okay. If those if
223those individuals don't exist, maybe they do. And maybe it's our students. Maybe it I think Trusty um Trusty Jeff, you're a Jeff, too. Mrs. Jeff um shared that you know her students coming in to help tutor. I mean, may maybe it's utilizing the resources, right? And I know that that's happening with our tutors after school, but like you're saying in the moment, >> it really needs to be in with >> which makes perfect sense to me. But if that al option doesn't exist, >> an Alex or a KIO coming in when there's only one teacher, >> the kids that are low, the Alex and the KIGO don't speak to them. >> It's the kids that are high that um really if if they go through the entire program, they are solid when they use. And
224I don't know about the Cono actually because I haven't had kids go all the way through that. So I can't speak to that piece, but my guess is it's the same. is that kids that are already independent learners are going to be able to use those programs really well and be exceptionally strong math students, but the kids that are on the low end that we've been talking about the most, um they're not independent learners. So, having them go through, even if you're trying to walk around and help them with the individual AI, it's not enough. >> Yeah. >> In my opinion, >> my nine-year-old said to me last week when we were doing his math homework, he said, "Mom," I read him the the word problem. goes, "I don't speak math." And I was all,
225"You got a point. You got a point, buddy. You're you're not wrong. You're learning to speak math. Math is is challenging and it has its own special vocabulary." Um, I think reading and math, right? They're handinand when they don't have access to language or math language and can't define what that means. They're already out. They're already in trouble. And so, I've been thinking about that this week. And obviously we talk a lot about our kids that are struggling, but I worry about these kids in the IM1 class that are ready to move that their teachers can't move at the pace that they need to be at for them to have rigor and to be pushed academically because because right you're differentiating like to lot so many levels. I know teachers do it all day every
226day. Um but this is an area we want to see improve and I'm trying to like glean you know almost 30 years teaching math. I'm like, what do we got to do? Everybody who who speaks math, >> I think um >> what do we need to do? >> Yeah. So, I think part of the problem there might be too in terms of how we measure our success. So, in the past, we've had programs to specifically try to help the students that are well below grade level, right? And I think they were speaking to um math a and um well, we basically took IM1 at one point and split it up into two parts. We've had a we've had a few different things going. Um, but whether we slow the pace or whether we try to
227make sure that there's a course prior to IM1, and I know you're talking about the summer academy, the summer academy didn't necessarily um it wasn't a magnet for students that most need it. >> It was kids that wanted to work on math during the summer. So then like I don't I don't even know what the proportion were was in terms of like the kids that really truly needed the the intro to math and use summer academy for that versus the kids that are like hey I'll work on math over the summer because I had like I know for example for sure I had an IM2 student that was ready probably because of the work that she did during summer as a freshman right she's a freshman going in she wasn't one of those low IM1's
228that like I'm super worried about right that were all super worried about like how do we help those kids learn math >> we're talking about the Zoey or ways of you know >> yeah hungry yes that that really want it right um so I know that in the past we've measured the success of those split programs or the programs for kids that are well below grade level by then do they successfully complete um IM2 and I I think that that is really important that they go on and do the A to But frankly, like sometimes I'm just like anything that helps those kids get through the IM1 successfully, like that to me is a win as well. And I want more, don't get me wrong, but um right now I feel like we've created um
229a gap for those kids where they're not it's not getting addressed um the way that I would hope, right? That all kids can learn. So therefore, where are they and how do we get them to the next step? Um, so yeah, >> one of the models that I have always liked is at Lindsay High School >> where 99% of all students succeed in math nearly 100%. And one of the things they do uh in their courses is for a student that is excelling because you're probably always going to have in my opinion 10% of your students that are going to be high achievers in a class. always regardless any any subject matter. Well, they have those students in order to achieve an A tutor the kids that are struggling. So, those kids can get immediate
230reinforcement of learning and you're having a connection, a social connection, but those kids are really that that's one of the things they're doing and they have no failure. None. So, I would be careful on that though because um measuring from letter grades like I want to be frank this year we're dealing with um some inflation where we still have students that are lower than what they had been in the past and so like when I look at the letter grades that are up there I don't know how accurate those are as compared to like when we talk about accuracy in comparison to past years like what does a C mean in a given year or a D mean or an F Right. You were talking about not liking the Fs, wanting the incompletes there, but
231then when we did that patch job because that's essentially what happens when you have the incompletes because they're not they're not getting the curriculum at the same level as the kids that had the seed during the actual course itself. That just saying that's that's what's happening. Um, so then we end up with kids in the next level that just flat out aren't as strong. And so I would be careful about measuring, hey, we have this percentage of A's. Um, I think even though I don't like the state testing, I think having comprehensive um, cumulative finals, I think looking at our state testing scores are actually like probably better reflections of where we are as a district. >> But yeah, I hear what you're saying, but the point is kids often can teach kids better than
232a teacher can teach kids. That's just a fact. I know that. >> I don't think we need to put that on and I'm I'm probably about done. and I probably need to run away. >> But I don't think we put it on the kids as a responsibility for them to take care of the kids that are lower. I think that's unfair. >> You I I just to shift gears really quick. Sorry. It's still regarding math, but >> Oh, okay. >> Is there is there any u as as heads of the math departments that might be here or >> we're not heads, but yeah. >> How much collaboration is there among teachers to to have collaboration to have best practices discussions? So, um, we have PLC every Monday, right? And so, there's lots of time that
233we spend talking and we go across the hall and talk or whatever. Um, but in terms of collab, right now we're building again because we just had new curriculum. So, now we're building um new exams. Like, we just finished building a midterm, >> right? that then we can look at the data and kind of compare where the kids are at and try to come up with ways to the questions they didn't do as well on like how can we make those make those areas better that still doesn't address our low-level kids that there's that gap for >> if that makes sense >> it just >> there we need something more there >> I can speak from personal experience but it's painful when there are eight or nine math teachers at a site and some of
234them are very well regarded and it's like you're lucky if you get that class and there's other there's other teachers where it's like oh man um where you know it's going to be a struggle and it's you know what I mean and I don't know if there's uh if you guys have discussions amongst yourselves I mean teachers know uh I mean Rape my professor has been around for 30 years >> not in high school >> that's just college >> yeah it's it's more a college thing but I think we're kind jumping around because I think regardless if our math program is stronger as a whole then uh it's stronger for all the students regardless of who they have. So I think focusing on like how do we take care of those gaps? How do we
235improve the math program as a whole would be a better place to put our energies. You know to your point like I I've had you know I hear from community about a million things all on the regular. Um um I've had parents come to me and say, "Oh, my my daughter's in so- and so's class." And thankfully, she was able to go to so- and so's class after school or an intervention because she understands it better from X. >> Like they were able, you know, a different teacher that her student didn't have. And I thought, you know, obviously hearing things a different way sometimes can definitely help. But, you know, I I always go back to and what what has been reiterated to me through former administrators in our district and and um is that
236you know, obviously everything starts in the classroom. So, addressing like the gaps that you guys are dealing with when you're teaching, but but ultimately, you know, our teachers are have to be rock stars and they are rock stars, right? And so, you know, the better the teaching, the better improvement o overall. And how do we do that? Is it is it class sizes? Is it is it better interventions within the class? Is it the tutors? Is it Yeah. best practices or or how how's your class, you know, performing better on X than mine? What are you doing? How are you saying it? Like I don't know. It makes I'm thinking from a thousand different angles just wanting to support. And I think um being a you guys being able not just at your site level,
237but we've talked about you know uh having you know cohorts or from different leaders or just the math departments from across the district being able to have access to one another like you know how are you finding success and things and I don't know what that's going to look like but we talk math a lot um and how how we're going to support you all and you know you guys are the line right there with the kids and so so it's important to us um obviously so I appreciate your insight. I again I would just say focus on the framework on the big picture and the little things will be much more likely to take care of themselves. >> Thank you. Can I say that it's it's important to remember >> that teaching is an
238art, >> right? And think about art when you think about art in general. Like I can look at a painting and like that just looks like a bunch of crap thrown against a canvas. Like that's ridiculous. But somebody just paid a million dollars for it. Yeah. >> Right. So some students are going to get along better with some teachers and teacher styles versus others. And that's okay. Um, should we be sharing, you know, best practices? Absolutely. Should we be continuing trying to improve our own individual crafts? Absolutely. Right. And if we're not doing that, then we're not in the right profession. Um, and I would say that I I don't know of any teacher that I've met anytime recently that's in the wrong profession. Like, we all care. We're all wanting to do the right
239things for kids. We're all trying to improve uh ourselves so that we can do a better job for kids. Um, and as long as we provide those supports and we put our money where our mouth is, I think we have the ability to make some significant changes. >> Yeah. >> Love I love the way you just >> presentation. I appreciate all of the help from the audience and everybody else. Thank you so much. >> Enhancing. >> Uh, any any other questions? As you can see, I I would say just in in closing that um there's a lot of different opinions about it. Um, and uh, I I think everybody uh, reaches those opinions. Uh, I respect the math teachers cuz they live it and they they see what's in front of their face every day.
240Um, so I think uh, but it it's still something that we're trying to figure out what's the best way forward for all of our students. Um, so it'll be continue a lot of discussion about it. >> Thanks. >> Thank you so much. Oh, um, we have a public comment. Thanks, Trent. >> They call me Vanna. >> Well, Vanna, appreciate you. All right. Holly Henson, >> welcome. >> Hi. Thank you. So, I had a whole speech, but um I think what I'm going to do is start with an email that I have with the counselor, my son's counselor at Placer, because this is what I'm facing right now, and it's pretty much why I'm here to advocate. Um we're trying to figure out what to do with my son who is lowle in math. He did
241pass IM1, got shoved in IM2, but he's just he can't I mean he has a math disability basically. He just really doesn't get math and he's having a hard time. So, we're trying to find solutions for him. So, the email reads um right now potentially drop IM2, take a drop F for five credits, but I have to find somewhere for him to go in the meantime. Maybe Uno would take him in leadership. Poor Uno. Um, and then I could put them in career math 2 and second period spring and then junior year welding three can count for third-year credit. But what I think might be lightening up is the mustbe in college prep through junior year. So she said, I don't know if we want to make this jump right now. We could try it
242if the board might go this way. Then I could put him in IM2 as a junior. Still put him in career math this spring. He has to be in math, but he would lose AS2 ASL 2 for spring. So like these are the things we're dealing with. um this scenario that she laid out. I was like, "Yeah, I like your aggressive approach. Let's do it. We'll see what the board decides. Shove him back in IM2 if he can't pass his junior year." Sorry, I get nervous talking in front of people. >> Great. >> But essentially, even this plan, he would have his three years of math, but he wouldn't have an A through G course his junior year. So, I'm like, is this really necessary? It's exhausting. I mean, I feel like I'm pretty proficient
243in scheduling and um I kind of understand the system a little bit. Um but for parents that kind of don't really pay attention or have any idea what goes on, this is like a puzzle. It's exhausting and it's is it necessary? I mean, I would get him through three years of math, but he wouldn't be in a college prep his junior year. And um I just feel like that key piece to that puzzle seems I don't know. I feel like it's really making it difficult for the roughly 40% of students at Plaster that are not collegebound. Um I think roughly 60% of of students at Plaster High School go on to college. Um and then I hear a lot too about the fact that if they don't take these college prep math courses their junior
244year, then they can't go to college. And it's like, well, not really. You can change your mind anytime. You can go to Sierra College. You don't have to go to a 4-year university as a freshman. I didn't. I graduated UC Davis. I'm fine. Um, you know, there's so many options. I feel like that stipulation makes it difficult for a lot of kids and um I have a good relationship with the math teacher as well at Plaster and she's fantastic and I think they're working so hard. So, I just want to give a shout out because the math teachers at Plaster are awesome. Okay. Thank you. >> Thank you. >> I just want to say I agree with you, ma'am, 100%. Um I think having getting as many student students um through A throughG as possible
245is a good goal. Um but that's not for everyone and there should be exceptions made uh for sure. You know, I'm one of those students. I didn't take A throughG courses going through, you know, going through high school and I barely made through geometry as my wife's laughing back there. Um but I have a master's degree. I mean, I you know, you don't have there's not any one way to get where you need to go, >> right? I feel like that that little piece of the puzzle is just heavy. >> Yeah. >> Hard to navigate. >> Yeah. No, I you know, real real life it gets very real. >> Like there has to be exceptions. Uh there are there's policy for the masses, but there's always special circumstances. And I don't Are you saying that
246that he wouldn't satisfy a graduation requirement? >> Just the A through G of math. So he' have his 30 is it 30? >> Do you want to come back up? >> Just while we're asking you questions, somebody's going to be watching online going >> have his three years of math, but the the graduation requirement is that he have to be in an A through G his junior year specifically. >> That's not part of the graduation requirement though. >> So could could um >> that's what I don't that's why I'm here basically. I'm like, I don't get it. >> Yeah, Trent eyeballing. Yeah, >> I I'll try to um >> Do you want me to stay here? >> No. Yeah, I'll try to try to give you the rationale. >> Yeah, please. >> Um I I
247I think there are some exceptions uh are uh that that that have been made possibly in the past. But the the idea is is having this policy that we could um stick to that has been successful because once once you've let it go then it becomes everybody has it. There's no exception. Everybody has it. And so the feeling of uh what the the prior uh goals were about, you know, maintaining everybody on track, if we didn't have something like this, it wouldn't uh it would be it would kind of erode that that system. Um and there would be too many people um wanting to get out of it instead of trying to push them into harder things. And I think that was sort of our push was to say, "Hey, you guys could do hard
248things and and get through um and get as many uh kids as we can." Uh the option that they wanted, you know, I think it it stemmed from this idea that we wanted all of our graduates to have all the options available to them when they were done. >> Yeah. whether it was military, whether it was junior college, whether it was a a four-year college, that um we didn't want them to make a decision their freshman and sophomore year of saying math's too hard and I'm going to go into I'm just set for this. And so, um that was the rationale. And and again, when you work from a um procedural standpoint at a school, I it's it's important to have these procedures that say this is our practice. This is what we do. Because
249if you don't, then you're not it'll it'll get eroded really fast. And I and I know that that has been our challenge sometimes is to say, you know, this is what our practice wants to be. Um but if we start making ex exceptions for it then um then it becomes not really a practice anymore and and we don't have it. So that's I mean that's that's the reality of it. I feel like I heard an anecdote recently visiting one of our sites where a counselor had suggested I don't I'm now worried I'm going to say what happened wrong but um to to pull them off A through G track and that they that they were able to make that decision. And some of them are like well it's cuz they're going to inflate their A
250throughG rates because they pulled them off track. I don't even know if that's real. I don't know. I I don't live in that system. First, is that happening? Is that an accurate statement? And two, um how does that impact them? Or I mean, obviously, they're still going to graduate. >> I think the you know, we always start with we want them to graduate. That that becomes a thing. Um and I would have to talk individually to to the principles and the and the counselors who are managing uh the conversations that are happening with parents. >> Um every situation is obviously a little different. >> Sure. Um, I would say that our counselors from my experience do not think like, oh, my A to G rates is the most important thing. That's not my experience. It
251is, you know, what's best for the student at this time. But sometimes that's also pushing them and and getting them to try something harder than what they've been in. Um, so >> and and and back to your situation, is is your concern that is he would not be on an A to G track? Is that what you're >> No, my my concern is I'm just trying to get him out of high school successfully. Um, >> it sounds like that's going to happen even though he didn't, you know. >> Well, I I don't know. The email kind of makes it seem that I'm under the impression that he has to be in an A through G his junior year. Must be that that is a graduation requirement. >> It's not a graduation requirement. It's a scheduling
252practice that we do. And again, that's that's been something that's been established of what we've agreed to do. So essentially if I if I agreed to that schedule that I read um that he could take career math and then next year would be his junior year he'd be in welding he'll be fine. >> I I can't really speak to I didn't get all of the details of that. Um but um you know I would hate to discuss an individual student in this situation right now. I guess that's where the confusion comes from is that I'm under the impression that it has to be an A throughG course specifically junior year >> and um regardless of the three-year math require I'm fine with three-year math requirement. I like raising the bar as well. I think it's
253good keep math on their mind but um >> Mr. Jackson will will be reaching out to you that it has to be A through G. I don't know. >> Thank you for bringing this up and having the discussion. I appreciate it. >> Thank you. >> All right. Any other questions on that math report? That was >> Well, I I do want to say that um I I bet Peter that my report would be less than his and I think I failed now. So, >> wasn't your fault >> in his lunch? >> Did you There was a question that was asked earlier and I wrote it down and I just want to make sure I address it. Uh you all were talking about whether or not integrated two is harder than integrated three. Um I think
254that depends on the student. I think that for a lot of students it's just for some people the integrated two is harder because they're just coming from integrated one which has a lot of algebra and when you get into integrated two it's got a lot of geometry and if students really struggle with that visual that's going to make it really hard and then when they get to integrated 3 we don't have nearly as much geometry so if they are an algebra person then it probably will feel a little easier but I can tell you just contentwise no my integrated three is pretty rigorous I always tell my students this is upper level math it's a through for a And I don't like lowering the bar, but I will do everything in my power. I want
255to help you rise to it. Because um the hardest thing I feel like for a math teacher, you have to imagine that when you tell people on the streets, you're on the plane, whatever, oh, I teach math. We get really two different responses. Wow, you must be really smart. Which that's nice, but don't ask me about any other subject. But or, oh my gosh, I was really terrible about math. Or, oh my god, I hated math. Oh my go everybody has a math story and just try and imagine how that's like I'm a sensitive person so maybe it hits me more but we are under a microscope so much more than I think even the data says it like we have the highest rate of percentage of students that don't pass and that's hard we
256don't want our students to not pass but we also don't want to lower the bar we have this we know students can do it I hate hearing that I'm I'm not to put it I'm not a math person should go out of anyone's vocabulary everyone as a math person because everyone can do it. Whether you need to, totally different story. Whether you want to, totally different story. But can you? Absolutely. I believe every single student in my room can do it. But do they have the skills to get there yet? Maybe not. And maybe it's a huge stretch. And maybe it's a learning experience. I've had students before, they really work hard and they don't get there and they get the F, but they come back. And a lot of times they'll say like, "I
257want to be in your class again, Miss Jeff." And I've watched a student that got the F and she came back and she got an A because she worked hard. She wasn't there yet. Actually, she might have gotten a D, but she wasn't there and she accepted it. She says, "All right, you know, I'm going to come back cuz I wasn't ready yet." And it was fabulous. She learned a huge life lesson that perseverance matters. And sometimes that can only happen in a situation like that. I have a student right now in class again. He got an F last year, but he said, "You know what? I don't want any gifts. I know that I'm not there. I want to come back." And he's got like a solid B. So it I think it depends
258on the kid and their perseverance and their willingness to stick with it and hopefully parent and community admin district support knowing that that is a really hard part of our job. >> It really is and it it gets to us sometimes. So we feel like we're never good enough even though I think there's a lot of data that says I think we're doing an okay job. So >> anyway, I just wanted to add that. >> Yeah. Thank you. >> Thank you, Miss Jeff. >> Great examples about how failure can actually lead to success. Yeah, true, >> true, true. All right. 9.3 campus safety report. >> Madam President, just real quick, um, since it's almost 9, I don't know if you want to let the board members or the student board members know they can be
259excused. >> Board members, you are free to be excused at 9:00 if you'd like to leave. If you'd like to stay, you're welcome to stay, but >> we get it. >> I probably I should probably raise it, right? >> It's a school night. >> You got to bring it this year, right? I know y'all are staying out late. I had high schoolers a hot second ago. >> 1:50. >> All right. >> Good evening. Okay. Um yes. So, uh first I just want to thank um Sarah Wrath um for putting this together for me with the information the safety team of Matt Rick from Deloro and Chris Ebert from Forest Hill and Shane Steinbeck from Kfax and who am I missing? Oh, and um Courtney, do you want to thank you from Placer for this? This
260is a midyear report how things are going. I'm answering any questions. Uh slide number up. So, we're here. Um all the schools um have their surveillance cameras up. Um getting a lot of good feedback on that. Um it's been very interesting. I think the staff enjoys having them. Um and so I think that's working out well for them on that. >> Are they near the bathrooms? >> They're in the bathrooms. Yes. In fact, right underneath the toilets. No, no, no. Made me say 9:00 at night. Way to go. >> No, they're not in the bathrooms. Not in the bathrooms. I'm saying >> the entrances of the bathrooms. >> Yeah. As an example, not I don't think all of them like at Plaster. I do know in the 600 wing there's a camera right there that
261focuses on going into this the boys and girls bathrooms right in there. >> Okay. >> I'm waiting for this this meeting is video and audio recorded. Um, but I will tell you that also we are still entertaining. I I have a request from Forest Hill to add a camera and so we're still doing that as well when it comes up um when the need arises. We knew that was going to happen. You know, just when you think everything dialed in, you're like, "How come we forgot this spot? The kids hang out here all the time." So, we'll be putting a camera up in there as well. Just take some time doing it. The ID badges, I think, are still a a great thing. Um, every once in a while, we're still reminding staff. What I
262love to see is a student go up to teacher say, "Where's your badge?" just to heckle them. That would be great. So, I'm encouraging students to do that. Um, second slide. Here we go. SRO's, we still have our people here. Um, my hats off to Kevin and Adam and Anna and Sarah. All of them were involved with trainings last week. Just so you guys know, beyond just being our SRO's, they provide free training to our staff um when requested. And so Kevin and Adam were doing Alice training with about 30 of our maintenance and child nutrition uh people here last Wednesday. And then Anna and Sarah were doing training at the Elmech with staff as well with I think restraints and things like that. So um a very big support from Plaster County Sheriff's and
263Auburn PD on there. Uh Sisby's still instrumental. Um got some great people out there doing a lot of work. Hopefully they're getting their steps in because it's a very busy job. Catapult, most of what I'm feedback we're getting is the staff um especially the safety quarters really like it because of the um system that they uses to track attendance. It reports it back very quickly. I don't know if we're going to be continuing it next year. There is a cost to it. Uh but with the advent of the cameras and the PA systems being up and running and other forms of communication coming out, we may change that look. It's about 11 grand um a year is being paid out of what's called um money we get back from SIG when we do um I'm
264drawing a blank on it. It'll come to me in a little while, but we get money back for things that we do in terms of safety programs that SIG allows that pays for that. Um but I said the staff really likes it because of the uh part when they do their um drills and so forth and it tracks attendance so you can really track where your students are. Alice training like I just mentioned we had some trainings last week uh with staff that maybe aren't on campus all the time you know our skilled maintenance guys are not always on a specific campus so it's good to know the routines uh as you well know for if you've been through Alice training Alice is more particular about the training not necessarily the school side it's run
265fight and hide doesn't matter if you're here if you're placer in Deloro the whole point is if you can run away you're going to run away if you can hide that's great and you got to be prepared to fight if that's what comes down to it and so that's more the training that's been going on. The school sites will be doing their evening events coming up. Safety nights sometimes will probably do it in the late winter, so January, February again, uh so parents know how what's going on. It's my understanding I Forest had a drill today. Correct. Yep. So the teachers are they're doing their jobs getting the drills out. Uh safety plans. Again, we'll be presenting the safety plan in March. Uh I do know the safety team has already started working on it
266so that it's not something they do last minute, which they don't do, but they can start getting it out there now. The athletic safety plan is something that's run by the athletic directors and is informed to all the coaches. So, of course, obviously you're out on the practice field, what do you do? Who do you call? Those those are our plans in place. We also have the illness injury prevention program, the workplace violence prevention plan, and the heat illness prevention plan along with public works training. So, a lot of safety stuff going on. Um the other ones with heat illness a lot, especially in the summer, uh run by the adults. Last summer we were pretty good, but the summer before you making sure they have access to water, um, cooling stations, things like that.
267Some of our student safety programs, we have Go Guardian, which is an online safety program. If a kid types in his Chromebook, I want to bring a gun to school, we get alerted by that kind of thing. And so that's been working pretty well. We also have the Stop it app that's used by most of the schools where people can um present an anonymous tip line and and report things to the school sites and we can follow up on those. the intercoms. So, this is something new from last year. We're still not complete with all the intercoms at the school sites, but we met with the team to come up with some wording in regards to um having pre-programmed messages on the intercom. So, if there's something really going on, you're the principal. You can
268go up, you can press a button, and then the automated message play. So, you don't have to worry about sitting down, hitting a code, and putting everything in, remembering what you have to say. We have the colors on there because if you remember this there strobe lights that we installed with this intercom system too. It only comes with four colors, which makes sense. And so if you're a student and this will be shared with you guys as you go throughout the year, but if you're a student in the classroom and the blue lights going on, it's kind of like a code blue. That's not a good thing. Uh that's when you have the active incidents. That's when the incident we don't ever want to have on a campus. But that's going to basically inform you
269of going into Alice procedures. A lockdown will be in red and so forth down the list. >> What's the purpose of the lockdown fear? >> A lockdown will be if you need to be in a classroom, maybe you have something going on in the neighborhood that's not coming on campus, but you don't want kids walking out of class, going to the bathroom, and you don't want >> So then why would if we're continuing instruction, why would we be turning off the lights? >> No, that would be a shelter. Shelter in place. If you're in a lockdown, you're locking down in your classroom. You're not continuing instruction. You're locking the doors, you're closing the blinds, you're turning off. >> So then what would be the purpose of a lockdown? Again, there's just is there danger off
270of campus that could come on a campus or you want them locked down for right now? >> I get them locking the doors, but you would lock the doors and then continue instruction, right? >> No. No. You would remain quiet and just wait until something else going on. >> Can you give me an example when that would be used? Because I'm I'm wondering because it's contrary to the Alice training. >> No, the Alice training wants you to run and hide and get out of there or hide. You're not going to continue with >> what's the what what would be an example of a scenario when we would have a lockdown. >> So, you have an incident. I was a plaster one year or four still perfect example. They presented a um search warrant at a
271guy's house at just before right after school started and he blew up the house. Okay. Now, it was about a mile or so away from the campus. They're still not sure about the whole thing, but they want the kids in the classroom. They don't want you no learning. Just sit and relax for a while. Keep things quiet because you don't know where it could go. When they had the shooting at Plaster, not on the campus obviously, a half mile away, we were in a lockdown situation as we evacuated with the cops because we didn't do Alice training back in those days. We did not have learning continued while the students knew that two cops have already been killed and there was a guy half mile from the campus. You were not going to have learning
272going on in the classroom. So that would be a couple examples. You're not going to really see a lot of lockdowns going on because you either shelter or if you get to a place where you were locked down. It's probably an active incident. You want them out of there. Now if they can't get out of there, you are going to lock down because let's say you can't leave the room. The guy's coming down the hallway. So you're going to lock down your room. You're going to do everything you can because then you can be prepared for that guy coming through or girl coming through the door. Peter, doesn't law enforcement tell you tell us which one we're at and like Alice are locked down >> if they're coming on the campus. But don't forget, >>
273you're not going to have you're not going to wait for law enforcement to tell you what's going on. If you're at Deloro and all of a sudden you walk around, you see a guy with a gun, you're not going to say, I better wait for law enforcement to tell me what >> talking about the lockdown and shelter in place. Typically comes from law enforcement, >> ma'am. If there's something going off off of campus >> question, >> a question regarding the intercom system. So obviously our site principles at both Delaware and Plaster. I love that you two are sitting together because you might know the intercom systems that are that are on both Confluence West and Confluence and Plaster and Deloro site admin. Can you access both systems? Do they have the exact same system on
274their site? So you can send the same message >> when when everything's done. Confluence West Delo have all the same system. Yeah, it's it's integrated. >> So when you send something out, your whole site including the Confluences will be alerted. Beautiful. Yes, Del is not complete yet. >> Maidu and tall, >> right? Right. Oh, and Maidu and tall. Good. >> Great. >> We we saw that this is as a site. So, if if one of the things that the safety team doesn't realize right now is when you see the safety plans in March, >> for example, Deloro, it'll say Deloro, Confluence West, and Maidu. >> Great. >> All the schools will have Maidu now because a Maidu teacher could be on campus. >> Yeah. >> Maidu technically is at all four schools. >> Their offices
275are at Placer, right? Right. >> But it should say Maidu on there because that's how Maidu is going to follow that. If you're a teacher for Maidu and you're at Deloro, you should be know familiar with the safety plan. >> That's why we wanted all the safety plans to be very you each one not individualized per school except when it comes to maybe evacuation maps, but they all follow the same kind of trainings. >> They're all doing the same thing with Alice. >> And so we did the intercoms. There's no separation of conflence. It's >> the whole campus. >> It's the whole campus. >> It's seen as the campus. >> Great. >> So yeah, Jaime's got a busy job. She's got to worry about the tall program. She's got to worry about confluence. She's got
276to worry about Mu and who's and then the school itself. >> Yeah. Great. >> And then the neighbors who complain it's too loud. >> Yeah. Well, safety first. >> So, >> pros and cons to living near a school. >> Yeah. The the team is also coming up some scripts and so when they do the automated reports, >> they can go press that button and the script goes on and repeats itself. so I don't have to worry about it because I don't know about you when you're caught in that situation you're going to want the script because the last thing you're thinking is how to stay fluid in your conversation especially when you're worried about what's going on when it's that kind of incident. So some summary comments uh plaster report that the intercom upgrade has
277allowed for uniform bells and clocks which been very helpful. So some really good feedback there. >> We've had two district safety meetings along with our IP and WVPP and those meetings. We'll have another one of those big meetings in December. Um, the cameras have been a tremendous help managing incidents on campus. We won't catch everything. Um, but just speaking from experience, when I was in AP back in early 2000, the cameras weren't as great, but since you know the kids, we can identify even a kid walking away from you backwards, right? Just from their walk or their ponytail, whatever it is, and you call, "How do you know it's me?" It's like, "Really?" And they're like, "It's me." And so, I think they're really enjoying that. And I think it's easier to to search as
278well, too. Um, we're having safety drills on campus. I think it was great. I get the alerts. So, I mean, my hats off to the team because those are the things we forget to do, right? It's quiet. Things are going great. But keeping those drill, I saw them once a month at a minimum. I used to joke tell some kid just pull fire alarm as a joke. You'll have a fire drill. I'm not encouraging that. But that would happen sometimes at plaster, they'd pull a fire. Hey, we just did a fire drill. That's what Steve would tell me. >> We're on a roll strike too, Peter, tonight. Just kidding. Um, vandalism, vaping are down, but still persists. Still there. I don't know if we're ever going to get rid of that kind of thing. It
279cracks me up. I will never understand the vaping or the vandalism. I get why kids do certain things. I I will never understand it. I'll never understand the fact that several students want to sit on a bathroom floor and hang out together. I I I won't understand that. That's not strike three. That's just truth, by the way. Um, I won't get it. I don't understand that whole aspect. Um, and the vandalism itself. I, you know, I always ask, okay, what' the school do to you? Um, and so, but it's still there. So, any questions? Of course not. >> Great. >> How's how's our um >> I got a question, >> please. How effective do you think our camera system at on our sites maybe specifically at Plaster but at all of our sites is cutting
280back or curtailing vaping? >> I don't know if it's they report when I talked to the staff they're reporting that is the safety team that is they're reporting that it is down. Incences are down because the kids down it's down because where are they going to go? >> That's why we're adding even more cameras as we go along. They have to find places to go. They're hanging out so forth. >> And they're reporting now is are they just catching the kids less because they're finding places to hide? Could be. But they're reporting that vandalism compared to last year and vaping incidents last year is down from last year because of the cameras. Overall, it's going to be a deterrent. I find it very interesting. I I think just in general, you think about the cameras,
281you know, they're everywhere you go. The mall, you know, especially in bigger cities, you know, obviously you're walking through downtown Pendron, you're probably not going to see a lot of cameras, but you will see them like at the mall, Roseville, things like that, downtown Sack. you're on camera, you know, and because we don't record, there is no sense of of privacy, you know. No, we don't put them in the bathroom, but um there isn't there isn't that that you don't have that I have my sense of privacy that doesn't exist in a public space. That's what the cameras are for. And it's also there to keep kids safe from other things happening on campus. You know, one of the things that we mentioned, it's been a while since I brought this up, but we also
282have a a software program that we got a grant with through Plaster County Sheriff's pay for this thing called Fus that allows access from Plaster County Sheriff's Department and APD to access it if there's an activity on campus. So that way they're not going through they're they hijack it basically so they can communicate with their people. >> It's great. And so we did that and and so we also did these cameras because the other um West I'm sorry, West Park in Roseville had these cameras and that was a recommendation and I know the sheriffs and Roseville police loved it because we're all having the same system in place >> with a vigilant and those cameras. >> Yeah. >> And so >> thank you. I mentioned the bathrooms because especially I can't speak for the other
283sites but at Deloro it's a problem. It is. >> And uh and bathrooms are locked routinely across campus and students are having I mean this generation probably hydrates better than any past generation. >> That's a fact. >> And what's that doing if you have to walk clear across campus or I understand they're going to the admin building because that one's >> right. >> But then there's a line there. It's like you know >> I don't know if it's just like a staffing issue or or is it strategic? >> You mean with the for the cameras? locking with locking bathrooms to prevent due to vandalism. >> I can only speak to what I used to do as a principal. I don't want to speak for the rest of the team. >> I know when I was
284working at Plaster when we had vandalism, we'd lock down every bathroom and we told the students, "If you want to go to the bathroom, call the office and somebody will come get you." And you know, between myself and the two assistant principles and the two campus monitors, we just knew our day might be busy doing that. And we would just do that for two days. And then I would send home a message to the parents and remind them that I'm not restricting access because that's what they call and yell at me about it. So I'm not restricting access to your student. I'm just letting you know that 1% of the population is causing 9% of the problems right now. >> We're not doing that right now in terms of locking everything down all at once.
285>> But they are being locked down with vandalism because they're not operational or there's flooding on the floor or there's a toilet ripped off and it's and so that's that's I don't think they're being closed. >> We can get it back. >> Correct. We want them all opened all the time. >> If we if we can't manage it because we can't clean it or unclog something or fix the sink that day, we close it until we can get back. >> Yeah. >> So, that was, you know, >> the cameras can cut down on that. I don't know. >> Well, I mean, again, the staff says it's cutting back on vandalism. So, it has cut it back, but it still exists because some kids don't, you know, as an example, and again, they'd have to speak
286for it, but they could walk in and then leave and somebody comes and sees it. You don't know if the kid did it for sure. You just know he was in the bathroom. >> Well, you could have an employee do semi-regular checks every half an hour or an hour. >> The campus the sis the sis do that. >> They walk the campus. >> It happens. >> Or even students can get involved. I mean, >> I'm sure that there's enough students that would be interested in like routinely check-ins. I don't know. >> You know, that might be an interesting topic for student voice if that's something that's happening at every campus. I know it's certainly happening at at the two biggest campuses and and I'm interested in like data is, you know, is it being locked
287down because of vandalism or and vaping or is it being locked down because there's there's an issue like with plumbing or, you know, whatever, but maybe that's is vandalism. I don't know. Be interested to to see why why what's the purpose of the lockdown just so we have some better idea idea like what are we dealing with? Is this is this a safety issue? Is this a vandalism issue? Cuz you know >> the reports I get is it's being locked down because of vandalism happening. The plumbing doesn't just break >> shoving trash into the toilets and that's what breaks >> or shoving vapes in the toilet. >> Oh yeah. >> Beautiful. Nice. >> You know what kids, y'all want those bathrooms open? >> You better get your acts together. >> You have to apologize maybe
288for some of the sarcasm, but that's that's what the principles are dealing with. And I know I dealt with it differently. And I I I guess we can't do the same things we were doing 15 20 years ago, you know. Um I don't know if it's an accountability thing. I I don't understand it. I I just can't wrap myself. Maybe I've been in the district office too long, but um I just I can't I I don't understand. You know, when I used to walk in a bathroom, I'd be one or two kids. Now you walk in and they're all sitting on the floor. >> Yeah. It's so gross. >> And even I I mean I saw that just, you know, just roaming around one time and like and I look like and they look at
289you like, "What are you doing here?" I was like, "I I don't understand what what's you know, we don't mop it every day." So I I just I I don't >> Yeah. >> So I can't So I rely on the team to help me out with that stuff. >> Yeah. Quick question regarding Fus because you um after David asked your question that's right where I was going to go and you you brought it in. >> How often is that being tested with our system? Are they are they logging in, you know, without incidents because that, you know, incidents aren't happening on the regular basis for them to get in. Have we had any issues? Are are they popping into our system only as needed? Are they testing? You know, I just would hate if there's
290not a system in place where we're testing it regularly for them not to get in when we need them. >> I can double check with Sergeant with with Chris um to find out where that stands because Okay. >> I don't know when I looked at I I think it did talk about occasionally doing that, but it's the MOU strictly they would access it when an incident like that happens. But I'll find out from him if they actually checking to see. >> Yeah. Well, the same thing with the drills. if if they're if we're not testing things then you know when it's critical you know I just want to make sure we're functioning properly. >> Okay. >> Thank you. >> Thanks Peter. >> All right. All right. Item 10 is public comment on non-aggenda items. And
291this is obviously our opportunity for the public comments to be received by the board. This is a time for board members of the um for excuse me for this is a time for members of the public to address the board regarding items not on the agenda. Completing a blue public participation form is preferred but not mandatory. This form can be obtained at the meeting right here at the table by the front door. Um we do have a public comment tonight, but in the interest of conducting a public meeting in a timely manner, individual speakers will be allowed three minutes to address the board with no more than 20 minutes per topic. This is a comment period only. The law California Education Code section 35145.5 does not allow the board of trustees to take action on
292any item not explicitly posted on the agenda in advance. And we would like you to know that the board does value public comments and wishes to convey that although board members cannot take action on items that are not on the agenda, they listen carefully and appreciate and value input from our public. Okay, I only have one card. If there's somebody else who's would like to address um us, you may fill one out or not. Let us know. Um Alicia Watkins, welcome. >> Hi. Last time I was here, things got a little dramatic. Okay. 35 years ago, my mom and I moved to Plaster County. 32 years ago, I enrolled in the Plaster Union High School District. 30 years ago, we moved to Auburn. 28 years ago, I graduated from Kfax High School. 16 years ago,
293my son was one of the last babies born at the Sutter Auburn Faith Maternity Ward. Last year, my son enrolled in the Plaster Union High School District. My family has two generations that have attended PUHSD schools. My mom taught children from this district for 17 years. Three generations of my family invested in the Plaster Union High School District. I've spent years with site council PTCR dosen all at AUSD schools that feed into this district. Conversely, the man who stood by the only public entrance to this building on the evening of September 16th waiting to ambush me and have me arrested cannot claim any of the things I shared. The man who was told by a superior court commissioner that I have a constitutional right to attend public meetings has no stake in this school district.
294The man who feigned victimhood at this very podium knew he'd get away with it because certain members of this board are tied deeply into his personal circle. The man who committed perjury to acquire a TTRO, who serves on the Plaster Republican Central Committee, who had the board's president's ban to play at his own campaign event, has never even been a constituent in this district. Instead of breaking for an emergency recess to gain understanding of the situation that occurred last month, the board gave credence to someone who has been proven in a court of law to be a liar. So I am here to give notice to this board and every board for every school district, city council, and the board of supervisors that I, Alicia Watkins, have a legal and constitutionally protected right to attend
295any and all public meetings regardless of the presence of Matthew Oliver. Should he stake out a spot within 5 yards of an entrance or 5 yards of the podium, I will notify the board that he is prohibiting my constitutionally protected right to attend and speak at the public meeting. Should the board do nothing to remedy the situation, I will notify law enforcement that he is using the TTRO to deny me my constitutional rights. Should the board seek to have me removed based upon Matthew Oliver's presence, I will begin legal proceedings to address the board's denial of my First Amendment rights. This is the copy of the TTRO which states very clearly, I have the right to attend public meetings. Consider this me going on record to notify this board that I will be exercising my
296constitutionally protected First Amendment rights at any and all meetings as I see fit. Thank you for your time. >> Thank you. And I just wanted to share with you as a board president or as a board member. I've never been in that position before. It's actually a conversation I had with our superintendent. I said, "I'm not sure if I handled that properly. I didn't know what else to do. It's certainly not within our subject matter jurisdiction. When someone brings something to our attention, I turned it over and and but um obviously we always value your your public comment." >> But I wasn't allowed to make a public comment. >> No, I understand that. I'm saying I called your name. I actually was paying attention to what was going on in the meeting. So, um I
297am I am sincerely um sorry about that. >> Thank you. >> Yeah, you're welcome. >> All righty. Any other public comments? >> All right. Hearing none. 11. Our board calendar announcements and correspondence. We've got a couple items on there. um one which was cancelled our event on 10:20 or our excuse me our special board meeting I guess it's an event um workshop was cancelled so in lie of that you guys should all attend uh plers's celebration on campus that afternoon I'm sure it's going to be great I'm going to be there and um obviously our next regularly scheduled board meeting is on uh November 11th couple other things that um just as far as calendar goes uh superintendent Ali and I will be at KFax on Friday to record um with KFax um the state
298of the district. And so that will be coming out in November, but it was on our calendar for October. So we just wanted to let you guys know that's going down this ne this week. Next um on November 3rd, Plaster County Office of Education um is hosting the annual trustee dinner. It sounds like three of us were um have confirmed. If you're able to go, is it too late? >> Yes, >> we believe. >> By Monday. Okay. Yesterday. By yesterday. Okay. Well, if that changed for you and you're able to go, time is of the essence. And maybe or maybe not. We can get you there. Uh, November 5th, um, did you all receive an email from Sierra College for their Veterans Day ceremony, an Eyes on Freedom exhibit? >> No. >> Okay. If you
299would like to attend, please let me know. Um, I'll be attending that and they had invited a number um of trustees to attend. And Confluenc's open house, I had it on two dates on my on my calendar. I have it on the 5th and on the 12th. >> 12th. >> It is the 12th. West >> Confluence West. Yes, I had Confluence West twice on my calendar. So, I just wanted to confirm that. So, and that is it. And then just um as another reminder, CSBA annual education conference is coming up uh Wednesday, December 3rd through Friday, December 5th. They moved it up a day uh this year. It's obviously in Sacramento. We have a member of our student uh one of our student board members going to be participating on a panel. All of y'all
300will be there. It's going to be great. And so hopefully you guys are all still set to attend the education conference. But as we get closer, I'm going to keep reminding because it's important and it it'll be good for us to be together. Okay. Anything else at this time board? All right. Hearing none, let's move to item 12, adjournment. Do I have a motion? >> Motion. >> We have a first by Lake. >> Second. >> And a second by Trusty Jeff. All in favor say I. >> Start with student board. I board I. >> All oppose. That's a wrap everybody. Thank you. Good night. >> All right. Can I talk to you for a second?