JANUARY 2024 | VOLUME 4 | EDITION 6
"Education is the most powerful weapon which you can use to change the world."
~Nelson Mandela
HAPPY
January Board Meeting Tuesday - January 16, 2024 5:30 pm Lynn MacDonald Education Center 3775 Richardson Drive - Auburn Official Newsletter of the Placer Union High School District Competency-Based Education (CBE) - Page 2 District Budget - Page 3 Facility Budgets - Page 4 “The Point” Podcasts & GoKid Info - Page 5 “The Squeeze” - Page 6 End of Term Events - Page 7 Out & About - Page 8-9 Happy New Year & Calendars - Pages 10-11
Greetings and Happy New Year! We hope this newsletter finds you well and enjoying the holidays. It's time to ignite the spark and get excited for the start of the Spring Term! Please remember that there are a LOT of activities taking place during these next five months before Graduation & Summer break. To name a few... Student Board Member Applications Due (be on the lookout for information/applications) Senior Information & Scholarship Timelines Winter & Spring Athletics Drama and Music Performances Course Previews & Selections State, AP & IB Testing Information is sent through emails via ParentSquare. If you are not receiving them, please check in with your school office. Enjoy the remainder of Winter Break & we’ll see all of our amazing students on January 8, 2024! Sarah Rath, Communications Officer
“Education is the way to move mountains, to build bridges, to change the world.” Oprah Winfrey
THE JOURNEY Competency-Based Education (CBE) is a system of instruction, assessment, grading, and academic reporting that makes learning goals and expectations clear and easily understood by teachers, students, and families. This transparency ensures that all students and their support teams have access to monitor progress toward proficiency and offer appropriate support as needed. CBE is designed to accurately identify the level of student understanding, allowing students to progress as they demonstrate mastery of the academic content, regardless of time, place, or pace of learning. CBE focuses solely on student learning by articulating precisely what students need to be able to do and know and mastery of skills rather than completion of tasks. CBE’s focus is to meet students where they are and provide a path forward. The journey to a Competency-Based Education system has been slowly gaining traction over the last several years through a number of past and current initiatives to improve teaching and learning. During this school year, we have been phasing in the system by having a number of our teachers pilot CBE and an aligned gradebook. Our goal is to have CBE fully implemented in each classroom by the Fall of 2024; however, the details of gradebooks, etc., will continue to be finalized based on feedback from the groups piloting the program. This newsletter will contain a page of CBE information and articles as a resource for the remainder of this year and into the next school year.
WORK DONE IN FALL 2023 As mentioned, many of our teachers have piloted CBE and the gradebook, Empower, during the Fall Term and more have been preparing to continue the pilot in the Spring. Professional development for teachers and counselors has been and will continue to be ongoing throughout the school year. At these meetings, they have been working on creating Proficiency Scales for each academic department/course, as well as teaching strategies and utilizing Empower. We have over 120 teachers and staff working diligently to help make the full transition to CBE a smooth and effective process. RESOURCES PUHSD and school websites have a dedicated page about CBE which contain a lot of information and resources. PUHSD Webpage Please be sure to listen to all of the podcasts, but especially the episodes that contain information about CBE. There are many useful episodes on how CBE helps students be successful as they leave one class and move on to the next. “The Point” Podcast "Competency-Based Education (CBE) makes the learning expectations clear, so students have a role in designing and executing learning plans intended to develop a mindset and skillset of success. All learners in this system will believe they have the ability, based on their capacity, to shape their lives. CBE uses a system of highly coordinated, evidence- based instructional and assessment strategies that, when executed together, have a combined effect greater than the sum of their parts." -Dr. Robert Marzano
Local Control Accountability Plan (LCAP) - The LCAP is a tool for our District to set goals, plan actions and prioritize resources to meet the goals of improving student outcomes. The District invites members of our school communities (students, parents, staff and community members) to meet each Spring to evaluate this Plan to ensure we have a voice from all. All District expenditures are based off of this Plan to ensure we are meeting the needs of our students and staff to increase our programs and student outcomes. Please look for invitations to attend these meetings which will take place in the Spring. It is a continuous process followed throughout each school year. Local Control Funding Formula (LCFF) - The State began using this funding formula in 2013. It changed how local educational agencies (LEAs) in the State are funded, how they are measured, and the services and supports they receive to allow all students to succeed to their greatest potential. The State has created the formula that our District complies with, which includes creating our LCAP and submitting it to the Placer County Office of Education for review and approval. Local Resources ~ These are funds received from our communities (donations) and are not restricted unless the donor designates a specific program/use. This funding category also includes restricted resources from local agencies and county offices that must be used on the local agencies-prioritized programs (example is the Strong Workforce Grants). State Funding ~ Funds are based on the Local Control Funding Formula (LCFF - see below) and provides the majority of our funding. These funds are mostly generated based on average daily attendance (ADA), which is funded with a combination of property taxes and State aide. The District must submit a Local Control & Accountability Plan (LCAP - see below) which is a requirement of the LCFF. Categorical State Funding ~ These are received from the State to use on State-prioritized programs . These too have numerous restrictions and reporting requirements. This would be the funding source of the 1-time COVID monies that are used to address learning loss. School district's budgets and finances can be very overwhelming and confusing. In an effort to explain, I will touch on a few 'revenue' items and how we determine where the revenue is spent. REVENUE : There are three basic revenue streams that we receive our income through: Categorical Federal Funding ~ These funds are based on student populations/enrollment and are very restrictive. Funds must be used on Federally-prioritized programs. There are numerous compliance and reporting requirements to use these funds.
IMPLEMENT
REFLECT
ADAPT
REFINE
By law, our District has to present the prior year Audit Report and the First Interim Financial Report at the December Board Meeting each year. The Board has to take action because of the legally-required timelines. By following guidelines and procedures, employees from the entire District help maintain a fiscally-sound budget. It is always so rewarding when auditors let us know there are no findings and complement the good work of our District staff, specifically our Business Department.
There are links on our District website with more information, both on the home page and in the Business Department page.
Community Redevelopment Fund ~ This account is generated from County Redevelopment Property Tax Trust Fund and other Redevelopment Agency Assets. The funding is restricted to be used for facility construction, remodeling or deferred maintenance. We have primarily used the funds for district-wide deferred maintenance projects. Years ago the Board of Trustees established this account to fund long-range projects in our facilities. One of the dedicated funding streams comes from site facility rentals (i.e., athletic fields, auditoriums, etc.). The profits from those rentals go into Fund 40. Expenditures are by site with the monies raised by that site's facility use. All expenditures are restricted to Board approval. A few examples of the use of these funds would be track & field repair/renovation, bleacher & scoreboard repairs, pool maintenance and chemicals, weight room floor mats, and theater updates/renovations. Another area of budgeting of expenses is our Facility Budgets. Here's a run down of them and some of the projects that they have funded. Fund 40 ~ Ongoing Routine Repair & Maintenance ~ The State requires that the District annually contribute three percent (3%) of the General Fund into this account. This is what is used to fund the day-to-day maintenance of our facilities. It has very restrictive guidelines for what expenditures it can be used for. Examples of these expenses are repair/replacement of HVAC systems, boiler units, carpeting, door locks and restrooms. These are the monies we used to replace all of the toilets and restroom fixtures damaged by vandalism. These funds are used to maintain safe facilities for all of our students and staff. Developer Fees ~ Placer County collects fees from individuals for permitting of new buildings or additions to existing homes. Part of those fees to go the elementary and high school districts in the area they are building. These fees are based on student population growth and are allocated district-wide, not site specific. The guidelines for what these funds can be used for are very restrictive and they must also be used in a timely manner. Funds can be saved for a couple of years for a large project, for example, updating classroom buildings, but must be spent within five years. The premise behind these funds is to provide facilities due to the increased demand on the facility generated by new development and is necessary to maintain existing levels of service. Bonds ~ Measure W - This is a District-wide Bond that funded modernization of existing structures and some new buildings throughout the District. Measure D - This Bond is specific to Del Oro High School and was approved by the voters in those boundaries. Measure G - This Bond is specific to Placer High School and was approved by the voters in those boundaries. The funding previously mentioned doesn’t bring in enough revenue to allow us to create the learning environments that the Bonds allowed us to do. Again, thank you to all of our communities for your support of our students and staff.
P INT The
Podcasts will be aired on the 1st and 15th of each month during the school year (unless that needs adjusting due to topics/schedule).
Trailer - August 1, 2023
Episode #1 - August 15, 2023
Episode #2 - September 1, 2023
Episode #3 - September 15, 2023
Episode #4 - October 1, 2023
Episode #5 - October 12, 2023
Episode #6 - November 1, 2023
Episode #7 - November 15, 2023
Episode #8 - December 1, 2023
Episode #9 - December 15, 2023
Episode #10 - January 1, 2024
Please remember that PUHSD partners with GoKid to provide a free carpooling App to all PUHSD families. In the next few days, please check your email for a message from GoKid with an invitation to participate in the optional program. If you have questions or need support, please email GoKid at support@gokid.mobi.
From the desk of Crystal Eatherton, Director Child Nutrition Services Department
Fall 2023 I had the opportunity to attend a few culminating events during the past couple of weeks. To say I am impressed by the students’ efforts and dedication to their project and education would be an understatement. I am in awe...not only of the students, but of the incredible staff that supports and guides them each and every day. Job Well Done! Here’s some pictures of the events I was able to attend and a small snippet of what’s taking place on our school campuses and throughout our community.
Del Oro: Mrs. Dvorak’s Ag Chemistry students selected a topic and did research, experiments and reported their findings through displays and interviews. They selected some interesting topics and it was fascinating to learn about their projects, the results they produced and how it could impact the Agriculture Industry.
Placer: Senior Mock Interviews ~ students in Placer’s Life Skills Classes participated in Mock Interviews as one of their culminating projects. Volunteers from a variety of industries sat down with students and held the interviews. Students were provided feedback on ways to enhance their interview skills. They all did a great job and have bright futures ahead of them!
Placer School for Adults & Inmate Education - PSA partners with the Placer Co. Sheriffs’ Office to provide opportunities for inmates to obtain their GED/HS Diplomas. These individuals took advantage of the program and graduated at the end of December!!! They are making
positive changes and we’re so proud. More to come about this and other incredible programs that PSA is providing to the residents of Placer County. Look for it in the February newsletter!
ON CAMPUS OUT & ABOUT
Wishing you... 12 months of happiness, 52 weeks of fun, 365 days of success, 8,760 hours of good health, 52,600 minutes of good luck and 3,153,600 seconds of joy.
Happy New Year!!!
REMINDER - NO SCHOOL: Monday-Friday, January 1st-5th & Monday, January 15th
13000 New Airport Road Auburn, CA 95603 Phone: 530.886.4400 Fax: 530.886.4449 STAY CONNECTED Placer Union High School District
The Placer Union High School District (PUHSD) is committed to ensuring equal, fair, and meaningful access to employment and education services and provides equal access to the Boy Scouts and other designated youth groups. PUHSD prohibits discrimination, harassment (including sexual harassment), intimidation, or bullying in any employment practice, education program, or educational activity on the basis and/or association with a person or group with one or more of these actual or perceived characteristics of age, ancestry, color, ethnic group identification, gender, gender identity or expression, genetic information, immigration status, marital status, medical information, national origin, disability, parental status, political affiliation, pregnancy and related conditions, race, religion, retaliation, sex, sexual orientation, military or veterans status, homelessness, foster status, or any other basis prohibited by California state and federal nondiscrimination laws consistent with Education Code 200 and 220, Government Code 11135, and Title IX. If you believe you have been subjected to discrimination, harassment (including sexual harassment), intimidation, or bullying you should contact Title IX Coordinator (Students) Steve Caminiti 13000 New Airport Road, Auburn, 530.886.4402, scaminiti@puhsd.k12.ca.us; Title II (Students) and Section 504 Coordinator Carrie Warda, 13000 New Airport Road, Auburn, 530.886.4443, cwarda@puhsd.k12.ca.us; and/or Title IX and Title II Coordinator (Staff), Elena DalFavero 13000 New Airport Road, Auburn, 530.886.4426, edalfavero@puhsd.k12.ca.us.
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