6/12/25 Regular Meeting of the Governing Board

001Call this meeting to order. Today's date is Thursday, June 12th, 2025. This is the regular meeting of the governing board of the San Marcos Unified School District. Please let the record reflect that all board members are present. The San Marcos Unified School District Board of Education meeting is a business meeting of the board held in public. While we welcome and encourage public participation, the expected behavior is that meet this meeting will be conducted in an orderly fashion. Only the person organized by the board of recognized by the board president may speak. While the member of the public is speaking, members of the audience must not yell or speak out regardless of whether you agree or disagree. While public comment is in progress, if you speak out, you're out of order and will be asked to

002leave the meeting. As adults participating in a public meeting, we need to model civility to our children and students. On behalf of the board of education, thank you in advance for helping us conduct this meeting respectfully. The San Marcos Unified School District is an innovative and collaborative community providing an unparalleled educational experience through an engaging and supportive environment. All of our students are challenged, inspired, and poised to excel. Please rise for the pledge of allegiance. [clears throat] Ready? Begin. I pledge algiance to the flag to the republic for which it stands. One nation under God, indivisible, liberty and all. Do I have a motion to approve the agenda? To approve. Second. Moved by member Carlson, seconded by member Mume to approve the agenda as presented. All those in favor say I. I. Any opposed? Motion

003carries. Report of action taken in close session. Tonight, the board met in close session to discuss the student expulsion cases number 07-2425, 08-2425, 09-2425, 10-2425, 11-2425, and 13-2425. No action was taken. Next, the board discussed matters pertaining to public employment, public employee employment, transfer, appointment, discipline, dismissal, release, evaluation, reassignment. No action was taken before our superintendent makes his report. This is the last opportunity to fill out a speaker card if you wish to speak during public comment. Please complete a request form located in the al cove to the left of the double doors as you enter the boardroom. Please complete a white speaker form if you wish if the item you wish to speak is speak about is on the agenda and a blue speaker form if the item you wish to speak about is

004not on the agenda. Please ensure that the speaker form is placed in the designated bin in the al cove. Report by superintendent Andy. Thank you. Thank you. Thank you. Uh good evening board members. A very very brief report for you this evening. Don't blink. It's going to be over. Uh today's the first day of summer. Last Yesterday was the last day of the school year. It was a a great school year. As you know, this past week is the most one of the most joyous weeks of the year. We had three graduations in the past couple of days. Twin Oaks High School was uh had their graduation on uh what is today? Thursday. That was Tuesday evening. It was always a lot of fun. Um I love to be there for that. Uh last night

005was Mission Hills and San Marcos High. Lots of joy, lots of singing, lots of tears, lots of cheers, lots of uh fireworks and all the things. So, it's uh really really great. I want to congratulate uh each of the school teams. There's a lot of work that goes on behind the scenes to get ready for uh graduation. I was at San Marcos High like a month ago and they were already starting to talk about the logistics of the chairs and which way the kids are going to walk and all that. So to our to our staff and to our parents and to our our families of all the schools, congratulations on another successful school year. Um with that two items on tonight's agenda. This is the first of the two June board meetings. So this

006is when we have the LCAP annual update and our annual budgets. Uh the board will recall that we are the bud the LCAP is a three-year plan. This is the second year of our three-year plan. Um go we're going into our second year of the three-year plan. So tonight's just an annual update. Uh and then our annual budgets come as well. Tonight is a public hearing only. No action. The board will take action to adopt both the LCAP uh update and the annual budget at our June 26th board meeting. I told you don't blink because that's all I have for you this evening. That it. That's it. All right. Thank you. Well, thank you Andy. That was short and sweet. All right. uh communication session. Per education code 35145.5 and government code 94954.3, members of

007the public have the opportunity to provide the public comment on any agenda item as well as any non-aggenda item that is within the subject matter jurisdiction of the board. Per board bylaw 9323, individual speakers will be allowed up to three minutes to address the board on each agenda or non-aggenda item except for our union representatives who have the five minutes in accordance with the board bylaw 9323. Public comments will be limited to 20 minutes per topic. In an effort to hear as many public speakers as possible, comment times may be shortened depending on the number of comments received. Generally, if there are seven or fewer speakers, each speaker will be given three minutes. If there are eight to 10 speakers, each speaker will be limited to two minutes. If there are 11 or more speakers,

008each speaker will be limited to one minute. One speaker's time may not be seated to another speaker. If there are more than 20 speakers, which would assume more than 20 minutes, all speakers who are not able to speak during the 20 minutes allotted for each item will have the opportunity to address the board at a specific time later in the meeting. This will allow the board to conduct the board's business during the meeting. Per the Brown Act, members of the board are very limited in their ability to respond to statements or questions made during public comment. Unless an item has been placed on the published agenda, there shall be no deliberation or action taken. The board may one acknowledge receipt of that information or report and comment. Two, refer to staff for further study or

009three refer the matter to the next agenda. A recording is made of all open sessions of the governing board. Again, on behalf of the board of education, we thank you in advance for helping us conduct this meeting respectfully. Susie, do we have any speakers? We do. Okay. Should I just say that now? Yeah. Okay. So, there's a couple of different topics that we have for speakers. So, we'll bring up the four on the different topic and each one of them will get three minutes and I believe you have more than 11 on another topic and for that topic it will be reduced to one minute. Correct. We have 17 on one topic. Okay. So all right so let's go with the ones that are individual individual okay so these are each individual topics and um

010we will first call up um Dennis Nosco right here feel free to bend that Thanks. Thank you. Hi, my name is Dennis Nazco. I live in San Marcos and our youngest daughter recently graduated from Mission Hills High School. I've spent most of my career researching new medicines, but I've also taught high school and college chemistry in addition to almost 40 years of coaching youth sports. Earlier this year, the governing board and the public found out very late in the process that there were plans to put in San Marcos a detox rehab facility for mostly unhoused drug addicts and alcoholics, almost all of whom would come here from other parts of the North County area. We also learned that the proposed site of this facility was right across a side street from San Marcos Middle School.

011It was also next to the San Marcos Monastery School, a large bus stop for Paloma Elementary School, and baseball and soccer fields where hundreds of kids practice and play almost every day. That represents in total probably 2,000 kids who are going to be very close to that facility. When this was made public, thousands of parents in San Marcos said that while they support the need for these kinds of facilities and they're they believe that one could be somewhere in San Marcos, that this location was actually a terrible location and they couldn't believe that anybody considered this. In 3 weeks, over 1,600 people signed an online petition that said no to this location. Hundreds said that they were incredulous that the city, the school district, and the Methodist church that was providing the land for this

012facility could possibly think this location was a good idea. Fortunately, in May, it was announced that the grant proposal was not approved for state funding. But the fight isn't over. We recently learned that Interfaith Community Services, who submitted the original grant, plans to resubmit their grant. We also learned that the Methodist church is still very very supportive of placing this facility in the original proposed location even with the public outcry against it. I was told that the best way to get something on a future uh governing board agenda was to speak to you in person. So, I am here requesting that the governing board take a public stance against this location. While I know you can't stop this facility from being built due to California laws, I ask that you work with Interfaith, the Methodist

013Church, and the city of San Marcos to find a more appropriate location. In addition, I ask that you negotiate to get as many safety elements as possible in this facility to help keep safe the children of San Marcos. Finally, I ask that you do as you have so many other times on other issues. Be very transparent and seek public feedback to help inform your decisions. The upcoming grant submission deadlines early is in early October. We have a chance to do this right this time. And I ask for the board's help to to, you know, help us put this in a different location or not have the facility here at all. Thank you very much. Thank you, Dennis. Okay, Jody carry on. Good evening. I'm Jodie Kerion, a mother of two students in the district. I'm

014here out of deep concern over generative AI entering our schools because I'm seeing history repeat itself. Years ago, tech companies promised without evidence that smartphones, onetoone devices, and adaptive learning programs would transform education for the better. But after billions invested, standardized testing scores have declined for over a decade in our district and nationwide. The achievement gap is widening. And now, thankfully, schools are trying to undo the damage by untangling cell phones from classrooms and rolling back 1:1 devices. And yet, here we are again. These same companies are now claiming large language models and AI tutors are going to dramatically improve outcomes. Once again, without proof. Meanwhile, they ignore growing evidence that AI use can actually impair cognition. Educators and cognitive scientists are sounding the alarm. These tools do not belong in classrooms. Genai is not

015a neutral technology. It's powerful and deeply flawed. powerful in that there are increasing reports of adults and children developing intense relationships with AI in extreme cases resulting in psychosis and even suicide. Flawed because these systems amplify bias and hallucinate with error rates upwards of 30%. We wouldn't introduce a textbook that is 30% inaccurate. So I struggle to understand why we would introduce a tool with known unpredictable errors. And who is accountable for vetting AI responses? Edtech companies are placing that responsibility on users, but property properly evaluating them requires strong foundational skills and deep domain specific knowledge, skills students have yet to develop. The real threat of AI in education isn't that it enables cheating. It's that it discourages learning. Of course, students need to learn about AI, but that's not the same thing as learning

016from AI. There is a big difference between a high schooler experimenting with it in computer science and a third grader getting writing feedback from a chatbot instead of a teacher. Many parents I've spoken with aren't aware that these tools are now accessible and once they found out are concerned about their use. Despite the narrative AI and education is not inevitable. We have a choice. Continue pouring resources into another unproven edtech experiment or reinvest in what we know works. We can reject the notion that machines are required for learning. We can repprioritize human- centered embodied education that is essential for healthy child development. We can recreate dedicated spaces to build real digital skills. And we can instead foster uniquely human skills like creativity and critical thinking that screens so often hinder. Sometimes the solve isn't to

017add, but to subtract. And more technology is the last thing we need in our classrooms. Given the known risks and lack of proven benefit, I hope you'll reconsider if and how we're introducing AI. Thank you. Uh Kristen Weaver in April. I stood before this board and named the names of many brave women who have stood up against injustice and hatred. I shared the names of those women as examples of how one woman can make a difference and to remind you that the federal law always supersedes state law. I am forced to conclude that this board didn't want to recognize the analogy are in denial, willfully ignorant or complicit in bullying and abuse as it is happening in our district. The women I named are warriors, winning their cases and financial compensation from their school districts

018for wrongful termination, bullying by students and/or staff members, and violations of their civil rights. When a mom tried to report her concerns about what was happening to her daughter, her concerns were dismissed. Then, when she bravely came here in February, two board members rolled their eyes throughout her heartfelt plea. In April, one of those dismissed me with, quote, "We do not tell girls to not let us know if they are being abused." End quote. Of course you don't in those words, but you do with actions. You do when you allow minors with XY chromosomes into locker rooms designed for those with XX. You do when a principal justifies it by saying, "Well, they only change down to their underwear." You do when you silence the mother who reported it to this board by allotting her

019only one moment, one minute. You do when you accuse us of not caring about some students mental health or safety. Well, what about the mental health and safety of others? The message you've sent this year is shut up. We accept everyone except girls who don't want boys in their bathrooms or moms and teachers who don't agree with us. And we will not change our policy. And furthermore, we will reform it and say we are just following the state's guidance. I guess that's how you justify it so you can sleep at night. Well, teachers are terrified of coming here and saying anything that might challenge the board members or the union reps. But this is no longer 2020. Just ask Simone Miles, forced to apologize to the woman who led the way, Miss Riley Gaines, or

020Pay to McNab with a permanent brain injury. Both survivors of policies that you condone. I had hoped that this board would eventually find its own courage to lead and realize the risk that you have placed those who feel marginalized by your many policies that defy federal law. You have failed to uphold title 9 and also title six and likely have not responded to the department of justice letter regarding CIF which was not board members a request. So now you will receive your guidance that you say that you are waiting for from Assistant Attorney General Harm Dylan whose office I encourage any parent or community member listening to contact immediately and file a civil rights complaint with the Department of Justice as I will be tomorrow. You have failed and it is over. Tim Moahan. Did

021I Did I do it? Moahan. Yes. Okay. And it is one minute. Okay. Thank you. Um I don't have prep prepared remarks. My name is Tim Moahan. Um I am a tenure resident of San Marcos, a proud parent of three students who've gone through the system. two who graduated from San Marcos High School, one of whom received a diploma from you, Dr. Johnson, last evening. I am here uh as the um for now former president of the board of directors of students on stage. Yes, I want to put the face to the name of the person who has written many, let's call them impassioned but perhaps somewhat verbose emails to all of you about uh our program and our uh appropriate application as a a free use uh organization for the use of facilities. really

022I'm here tonight to to listen because I know you're revisiting your policies and again I am a former board member uh but obviously students on stage will be paying close attention to how this evolves over the next months uh and I do appreciate on their behalf the fact that you've extended that invitation to all of them to be a part of the sort of key stakeholder meetings about that so thank you as you set apart on this sort of journey to revisit facility use for organizations that benefit kids. I would just want to offer you a few things as a as a parting board member and a nine-year volunteer uh for students on stage. The first thing I want to share is that one, you are all of you in the enrichment business. I think

023you probably know that I'm looking at a wall that says engaging students, inspiring futures. I will admit I've been involved in meetings with staff at the uh district where we were told we're not in the enrichment business, right? We're in the facilities business. And again, as you said about on this journey, I would invite you just remind you are all in the enrichment business. I have worked with custodians on your teams. They are in the enrichment business. They bend over backwards to make things happen for these kids. So do that. A second thing is we heard that our program, a theater arts program for kids is a burden. I would invite you to not think of the program first as a burden. And then I would say in my last 30 seconds because I didn't

024prepare this, but if I could leave you with anything, there's many things I could share with you about how special this program is and how it is worth more than like the facilities fees that come in to support it. I will share that gentleman, that man now who walked across the stage last night. He found himself in this program. in part he is who he is because of this program. It is worth far more than the facilities fees that come in. So, thank you for the time and I know the organization looks forward to working with you over the next few months. Thank you. Are we on to the big item then? All right. So, I apologize you guys, but it's going to be one minute from here on out. Thank you. Okay. We have

025I hope I say this right. Shoshil Arola. Soi. Oh, she Okay. So, that's okay. Okay. Um, to who it may concern, hi, my name is Sochi Areola. I'm a Twin Oak student. A little bit of contact about me is I'm 17. I'm a teen mom living in foster program. I'm writing to you today in supports of Miss Amu. Miss Abu has been a positive impact in my life. Before Miss Amu, I was in a toxic, dark environment and potentially facing the fact that I wasn't going to be able to graduate. Miss Amu is a is a role model who goes above and beyond and truly puts students above all else. She demonstrates this when she wrote a letter to the court and supports to be staying at Twin Oaks to finish my academics. The predicament

026that Missu faces, it angers us all students and the staff as well. No one can replicate the support dedication that Missu Miss Aimu can replicate. Miss Amu does everything in her power to insecure that students feel and see that they are valued and heard. Your barocative goes against what the educational system stands for, making it evident that you put your best interests ahead of what's best for us Twin Oak students. Oh, so she I'm so sorry, but your minute is up. Please do your best. Thank you. So, thank you. Giovani Perez. Good evening. I believe that in order for something to grow, it takes more than just a hello. The way I believe the staff show us this care is by being a home to many of those that don't have one. Whether emotionally or

027physically, because of this home, we have support we would have never gotten otherwise and comfort we would have never felt. Altogether, Twin Oaks makes our house even more a home. Miss Amu is an integral part of our home, making up the foundation of our growth. I believe Miss Amu makes up the walls of our home, setting boundaries where we could not, speaking hope into us when we need it most. Whether we believed it to be our last moment or just if we needed a hand, she was there. Yes, you can replace the walls of her home, but not without breaking everything down with it. Just like a tree, it creates a system of roots knowing the ins and outs of every part. Miss Amu, our wall, is just like this tree. She is intertwined with

028Twin Oaks and its students. The students specifically are unlike other students from larger schools. Some need more attention. Some are fine on their own. Most are carrying a terrible burden of pain. Speaking from experience, we don't want to hear it's going to be okay or it will pass. We want someone who will and can relate to us. Thank you, Giovani. Thank you. Thank you. Sabrina Labunag. It's not every day that you meet someone who changes lives simply by showing up with care, consistency, and heart. But for us, that someone is MissU. As a social worker at a continuation school, Missu wasn't just part of the staff. She has touched the hearts and minds of so many. A person whose influence reaches far beyond the campus grounds. In every hallway conversation, and every success story of

029a student who once struggled, you can see her impact. She saw our struggles, but she also saw our strength. She met us feel heard, supported, and most importantly, human. And in doing so, she became a key backbone to the home we built within those school walls. She didn't just help students, she believed in us. She reminded us that we mattered. Today I stand here to advocate for Miss Ammoon, not just because of what she's done, but because of who she is. A quiet force, a guiding light, and a true example of what it means to care. I don't have the words to fully express my gratitude. I just hope others get to experience the care and she gave so freely. She once told me she loved her job. She loves our school. I may no

030longer be a student, but I will always advocate for the students still to come. For the future Tigers who, like me, just need someone to believe in them. Thank you. Ren Casillas. It just starts. Okay. Um, hello. My name is Ren Casillas. I am a former student and student representative to the school board from Twin Oaks. It's It's just a little different. Don't waste my time. Come I got to go. [laughter] Um, I am here to speak on I'm here to speak on behalf of Miss Amu. [laughter] Okay. Hello. My name is Ren Casillas, a former student of Twin Oaks High School. It's nice to see you all again. I am here to speak on behalf of Miss Amu. I found out she was being moved from Twin Oaks during their graduation ceremony on Tuesday.

031When I attended, I uh was catching up with some faculty and I saw Miss Amu and heard that she was being moved to a different school. The reaction from the friends that I was with says more than I could say here today. Sorry. Um but I have to make a disclaimer first. They couldn't make it here to tell you themselves. And I never directly worked with her, nor did I speak with her very often. And you're probably wondering, why in the world are you speaking on her behalf then? Because I heard rave reviews from all the students and faculty. And I can quote a couple of them. Um, for example, Jay Akuna says that they want Miss Amu to know that she made a really big impact on all of us and is someone they

032still think about even years after graduating. Isa Orlowski says, and I quote, "She's a confident, brave, trusting, and loving woman. the kind of figure many kids around. Yeah. Thank you. And I'm sorry. Thank you. I tried to go to Nice. Michael Mueller. Hello everybody. I'm Mike. I'm the IC's teacher at Twin Oaks High School. uh just wanted to emphasize how important Annamu is to our Twin Oaks family and to please reconsider your plans to transfer her to another site. She and I started a new program eight years ago developed with the highest level of support in the district. The IC's program has been carefully designed to accommodate students with some of the highest needs. These students are coming from hospitalizations, juvenile hall, or residential living situations. Many are foster youth. Some have the most extreme

033anxiety, while some navigate heavy limitations with social boundaries, and some dabble on the fringes of survival. Some of these students are coming from the most volatile living situations you could ever imagine. It wasn't easy to calibrate the formula of support we have developed for the IC's program. Twin Oaks is a family. I believe the IC's program over there in room 17 is the heartbeat of this family. Her removal from our program and school would sever the trust and connection that many students have made for the first time in their lives. Anne's role at Twin Oaks is not interchangeable. To remove her would be pull the heart out of a program that literally helps save lives. We cannot risk that for any of our students. Thank you, Mike. Maddie Celier. Our district proudly touts their portrait

034of a graduate, but the choice to remove Anne in the manner in which it is played out belies an unability or an unwillingness to be true to those values. Whoever made this choice was not thinking critically um as they have no understanding of the bigger implications of this decision um and they are not being mindful of how removing an impacts our community. Withdrawing stability from our school is not teaching students adoptability. It is testing the tensile strength of vulnerable youth. Furthermore, the district refuses to communicate. As of today, nobody in the district has so much as sent an email about this devastating transfer. When were you going to tell us? After this meeting? when we could no longer be heard, maybe when we came back from the summer. Would you expect me to walk back

035into my classroom the first day of school and learn that three sides have lost their psych, my foster kids lost their voice, and I lost my union representation? Hiding from difficult conversations and refusing to confront the painful choices that you've made describes weak leadership. We are more than just our job descriptions. Ann is more than a school psych. She is our family and she is a community builder. Thank you Dominic Cassus. Hello. Right here. Um, I don't have anything written or prepared, but I was a former student at Twin Oaks High School, and all I can say is that Miss Amu helped me get through many different things in my high school career, and I probably wouldn't have graduated early without her or any of the teachers in room 17. So, I owe it to

036all of them. And thank you. Thank you, Diana Neck. Nackley. Hello. My name is Diana Knackley and I have um two daughters in San Marcos. Actually, one just graduated two years ago as a sophomore at UCI and my uh younger daughter is a is going to be a senior, but it's been a long hard road to get her there. Uh she is both my daughters are special need needs and um Delara came to Twin Oaks almost two years ago and if it wasn't for an she wouldn't be there today. She has come a long way as somebody who has been into one of those residential um hospitals and has come out because of an and her support. She not only supported my daughter Delara, she supported me and she got me to where we are

037today where my daughter will graduate early next year and go on to um her achieve her dreams and taking Ann out of this program out of this school would be a huge mistake. As people have mentioned, she is the heart of this program and my daughter would not be alive today without her. Thank you, Diana. Stanley Posula. Hello everybody. My name is Stanley Fasula. Uh I'm an area director with the Boys and Girls Club here in San Marcos, so right across the street. Uh I also don't have anything prepared, but I also am a direct recipient of the impact that Miss Almu has had in at Twin Oaks. Uh many of her high school students have over the years come to join our teen center. Uh and the impact is great. They speak highly of

038her. They tell me exactly where they come from and what they did in order for her to help them in their in their lives. Uh ultimately it's one more kid in a safe space, one less poor decision to be made, one more, to be completely honest, great student, great kid, great person in the community. And that's all a direct result of the impact she has in in that school. Thank you. Thank you, Matia Lang. Hi, my name is Nia. I am a parent of four kids that went to Twin Oaks and they all graduated. My last one just graduated from Twin Oaks and I just wanted to speak on how successful they were because of her. They have one child that has autism, didn't talk to anybody, you know, very antisocial, but because of her

039and her help, she was very much aware and helped all four of my kids get through anxiety. One of them was really withdrawn. The other one had anger issues. And another one, like I said, was autistic. So, they wouldn't be able to be successful without her. Oh. Oh. Um, so I was just wanting to let you guys know how much of an impact that she has had on my kids. Had she not have done what she does, my kids probably wouldn't have been able to succeed and go as far as they are. And I is doing great. I don't know if you guys know any my kids, but they're doing really they're very going on to doing great great things now. So they're very very successful now. Thank you Ann Amu. Well, first I want

040to say thank you. I'm a little overwhelmed by the amount of people that have showed up today. And I know a lot of these board members have been in our hallways and I've greeted you. I'm here today not not just for me but for them. I fought the fight with them. I've dreamed for them and I have held their hands through their worst nightmares. As a school psychologist, I can't imagine some of the things that our students have faced. I'm asking you to reconsider Not just for me, but for them. Whatever I did, if I did something wrong, I'm here tonight to apologize for them. I do want to help. I want to stay and I want to be a student advocate. We write IV IEP goals for self- advocacy. I'm advocating for mental health

041for all of our students and I'm asking you to reconsider. Thank you. Thank you. DZ rescendus. Um, Hi, my name is Daisy Rosen. I'm a teacher at Twin Oaks High School. As a member of the Twin Oaks High School family, I have witnessed firsthand the invaluable contributions Miss Hamu has made to our students, particularly those who are the most vulnerable. Uh she has been a constant source of support for our youth, many who are from marginalized communities. Her expertise and advocacy on behalf of our students have been crucial for students at Tonuk's High School. She not only advocates for students at Tona High School, she also advocates for students from Casabo, ATP, Foothills, and the Smass program. Uh her work is critical for our students. She's a calming force that advocates fiercely for them, and

042I'm concerned the impact of her transfer that will have on our students. I urge you to reconsider uh the significant and perhaps unintended consequences this transfer will have on them. It is my sincere hope that a solution can be made uh allowing Miss Amu to continue her work at Twin Oaks High School. Thank you. Noelli Noel Fuentes. Sorry. Hi, my name is Noes. I'm not sure if I'm going to be able to finish this, but I am writing to you not just as a behavioral interventionist in the IC's program, but in on behalf of the past, present, and future Twin Oak students. Uh five years ago I joined the ISIS program and it quickly be grew into into a family until it becomes my second home. Okay. Animo is the heart of our program and

043she has unwavering dedication and compassion leadership making the backbone of our efforts each day. She brings positive spirit and commitment to a student success. Her impact is her impact is evident not just for the admiration and respect shown for all the students that you could see here too tonight. Transferring her would be a mistake. She has sorry she has held the hands of all our students through so many thank you. Thank you. You're welcome. Sally Hunt. Sally Hunt. Hi, my name is Sally Hunt. I am the president and the founder of the Sally A. Hunt Foundation, a nonprofit foundation that provides support for students and adults. I'm here to publicly thank psychologist Annamoo for allowing us to bring new shoes to students at Twin Oaks High School this year. Our foundation has worked with Miss

044Amu for the past five years. One time we assisted a young mother who was living in her car with her children because she was hiding from an abusive spouse. We helped teenagers who were hungry. We provided food. We we did this because she allowed us to connect with the children and their families and the trust that she engendered in them allowed them to trust us. She is an essential part of this program. I hope you'll reconsider this transfer. Thank you. Christy Beachch. Good evening. This letter I'm going to read is written by my husband, Justin Beachch. We have seen firsthand the extraordinary impact Twin Oaks High School has had on the students it serves. Twin Oaks is a vital part of our district, a place where students may not only thrive um who may not

045thrive in a traditional high school setting can find the environment and support they need to succeed. Twin Oaks meets them where they are. Our daughter Charlie is one of those students. Last year, she asked if she could transfer from San Marcos High to Twin Ops. She was overwhelmed by the size, pace, and energy of her previous campus. Uh for background, Charlie was diagnosed with autism spectrum disorder at the age of three. And like many new parents of a special needs child, we were uncertain how to navigate the challenges ahead. But SMUSD has been there from the beginning. From the Twin Oaks Elementary uh special preK program through Discovery Elementary, San Alejo Middle, and San Marcos High. Then Charlie found Twin Oaks. She found her people. She found her pace. She found a learning environment that

046didn't exhaust her, but instead nurtured her. Charlie has the tools and trusted adults she needs to navigate her adolescence. And one of those key figures is Anna. Thank you. Sorry. Bellan Estabbon Hi, my name is Ben Stean. I am a proud parent of a graduating senior in the class of 2025 at Twin Oaks High School. I am here tonight to express my deep concern and disappointment regarding the decision to transfer Miss Amu school psychologist at Twin Oaks. I have had the privilege of knowing Miss Amu since her time at Twin Oaks Elementary where she began working with my son Emilio. Sorry, from the very beginning she became a vital member of what we lovingly called him. She has walked with us through every step of his educational journey, offering unwavering support, car, and guidance. As

047a parent navigating IEP process I called, I can tell you Miss Amu has been extraordinary. She took time to make sure I felt informed and involved. Her compassion turned a complicated process into one that felt manageable and inclusive. When it came time to transfer meio from Mission Hills to Twin Oaks, it was Miss Simu who extended a safe space for him. She helped him feel confident entering a new environment. I generally believe the success he has had at Twin Oaks is because of the team surrounding him. Mr. Moo is a key part of that team alongside amazing staff like Miss Flores who greets every student with warmth. Miss Hernandez, loving and patient. The culture at Twin is something special. It's built on relationships, trust, and strong sense of community. Removing Mu will not only disrupt

048the dynamic of any real gap in support system that so many students and families depend on. Thank you, Mu. The last one is Aaron Kern. Hi, I represent Kasa Parardo and I've worked with an for many years. She works with our foster youth and makes a safe space for them where they have struggled with school and do not want to go. She gets our kids to graduate on time, sometimes early, and just has made a huge impact in their lives. Even kids that we don't have anymore still talk about her. It would just be awful if she left Twin Oaks because she is the soul of that school and she helps these kids so much. Thank you. Thank you all for coming out. I know we had to shorten your time, but please know that

049we have been receiving and reading your emails and your correspondence. So, thank you. Okay, there are no more speakers. All right. Reports by board members. Does anyone have anything they would like to report? Other than graduation, congratulations to the class of 2025. It's an honor to serve you. I just want to say congrats to all the grads. Thank you. All right. [clears throat] Action agenda for action items 8.1 through 8.6. The governing board will be acting as a legislative body of the community facilities district number 20 of the San Marcos Unified School District. Yeah, let's take a five minute break. 25 matters relating to the information of community facilities district number 20. Agenda item number 8.1 public hearing regarding proposed CFD number 20 of the San Marcos Unified School District. This is the time and

050place designated for the public hearings for the proposed establishment of CFD number 20. the proposed rate and method of aortionment of special tax within CFD number 20 and the incurring of bonded indebtedness by CFD number 20. I declare the public hearings now open. Will staff please provide a presentation regarding proposed CFD number 20. Aaron, the board previously took the first step of this new CFD formation in May. As a reminder, this project includes 102 H town homes. It's located in the city of San Marcos at the corner of Grand Avenue and Linda Vista Drive. It feeds will feed into Lamarad Academy and San Marcos High School and California Pacific Homes is the builder. CFD number 20 will provide school facilities funding as agreed to be provided under the provisions of the school facilities funding agreement

051by and among San Marcus Unified School District and the property owner approved by the governing board on May 8th, 2025. Key analytics has prepared and submitted the CFD report for the proposed CFD number 20 which has been made available to the governing board as part of these proceedings. Has staff confirmed that all notices, filings and publications for these proceedings have been completed? All publications of notices and filings of these public hearings and proposed CFD number 20 have been accomplished and are on file at the district office as shown on the filing list provided to the board members. Have any written protests been received from any person or party as to these proceedings, the special tax or proposed bonded indebtedness for CFD number 20? No written protests have been received. Right. Is there anyone present who

052wishes to speak in favor of CS CFD number 20? If so, please give your name and address to and state whether you are an owner of property within proposed CFD number 20 or a registered voter within proposed CFD number 20. Susie, there are no speakers. Is there anyone present who wishes to speak against or protest or generally against a the establishment of CFD number 20, B the extent of CFD number 20, C the types of public facilities to be financed through CFD number 20, D the rate and method of aortionment of special tax proposed for CFD number 20 or E the necessity to incur bond in bonded indebtedness in an amount of amount not to exceed $3 million. ion. If so, please give your name and address and if applicable, state whether you are an

053owner of property within proposed CFD number 20 or a registered voter within proposed CFD number 20. Susie, there are no speakers. If there are no more comments, I will declare the public hearings closed. The public hearings in regard to CFD number 20 are now closed. Staff has determined whether there is a majority protest as to the establishment of proposed CFD number 20, the furnishings of the specified types of facilities or services within proposed CFD number 20, the levy of special taxes within the proposed CFD number 20, the necessity to incur bonded indebtedness or other related matters. No protests have been received as to any pending matters related to proposed CFD number 20. Hence there is no majority protest. Thank you. Agenda item 8.2. The next matter on the agenda is the con consideration of resolution

054number 64-2425 which reads as follows. The resolution of the governing board of the San Marcos Unified School District determining the validity of prior proceedings establishing community facilities regarding number 20 of the San Marcos Unified School District. authorizing the levy of special taxes within community facilities district number 20, establishing an appropriations limit, making certain findings, calling an election, and taking related actions. Do I have a motion to adopt resolution number 64-2425? So move. I'll second. Moved by member Carlson, seconded by member Ahmad to adopt resolution number 64-2425 as presented. All those in favor say I. I. Any opposed? Motion carries. Agenda item number 8.3 as adoption of resolution number 64-2425 form CFD number 20 and address related matters. The next agenda item is discussion of resolution number 64 65-2425 which reads as follows. The resolution of

055the governing board of the San Marcos Unified School District acting as the legislative body of community facilities district number 20 of the San Marcos Unified School District determining the necessity to incur bonded in nettedness in an amount not to exceed $3 million within community facilities district number 20 of San Marcos Unified School District calling an election and taking related actions. Do I have a motion to adopt number 64 65-2425? Okay. Moved by member Miam, seconded by member Martin to sorry. Moved by member Heric, seconded by member Martin to adopt resolution number 65-2425 as presented. All those in favor say I. Any opposed? Oh, sorry. All those in favor say I. I. Any opposed? Motion carries. All right. Um, agenda item number 8.4. Four. Pursuant to resolution number 64-2425 and number 65-2425, the assistant superintendent of

056business services is acting election official of the described combined special tax and bond election of community facilities district number 20 of the San Marcos Unified School District. Have you received the waiverss from all the land owners that are necessary to conduct a combined special tax and bond election of community facilities district number 20 of the San Marcos Unified School District at this time? The district has received a written waiver from each land owner within the boundaries of CFD number 20 permitting this election to be held at this time and the waiver was duly completed and signed. Does the assistant superintendent of business services acting as the election official for CFD number 20 concur in the request to hold the election less than 125 days after adoption of the resolution of formation for CFD number 20?

057Yes. Has CFD number 20 election official received the ballots from the qualified voters within CFD number 20? If so, please declare the results of the election. Members of the board, the special election called for CFD number 20 on the combined special tax and bond election has been conducted. The result of the election if is five votes in favor and zero votes opposed. The certification of election results will be attached to resolution number 66-2425 which is presented for your consideration. Thank you. Agenda item number 8.5, resolution number 66-2425, the resolution of the governing board of the San Marcos Unified School District acting as a legislative body of community facilities district number 20 canvasing the results of the election held within the community facilities district of number 20 of the San Marcos Unified School District. Do I

058have a motion to adopt number resolution number 6425 2425? Move. Do I have a motion to adopt a 66-2425? Right. I'll move it. I'll second. Moved by member Amod, seconded by member Carlson to adopt resolution number 66-2425 as presented. All those in favor say I. I. Any opposed? Motion carries. Action uh agenda item number 8.6 Six, conduct first reading of ordinance number 03-2425 in ordinance of community facilities district number 20 of the San Marcos Unified School District authorizing the levy of a special tax within community facilities district number 20. Do I have a motion to present the first reading of the ordinance by title only? I move the ordinance number 03-24/25 be presented by reading of the title only and that the clerk forgo the reading of the entire ordinance. Do I have a second?

059Second. Eric. Moved by member Martine, seconded by member Heric to present the first reading of the ordinance by title only. All those in favor say I. Any opposed? Motion carries. The title of ordinance number 03-2425 reads as follows. Ordinance of community facilities district number 20 of the San Marcos Unified School District authorizing the levy of a special tax within community facilities district number 20. Okay. Thank you. Copies of the proposed ordinance number 03-2425 are available at the district business offices for public inspection. It is expected that ordinance number 03-2425 will be presented for its second reading and considered for adoption at the next regular meeting of the governing board. The matters related to CFD number 20 are complete. The governing board will no longer be acting as a legislative body of CFD number 20 for

060the remaining items of the governing board agenda. Thank you. Okay. Item 8.7, conduct a public hearing granting a utility easement to San Diego Gas and Electric Company for the purposes of providing electrical and communication facilities at the K through8 double peak school. Aaron SCG& has requested this easement. Wait, wait, wait. Oh, no. SDG& has requested this easement and writeway and the district has the authority to grant easements to public to a public utility pursuant to education code 17556. At the May 8th, 2025 board meeting, the board adopted a resolution declaring its intention to grant the utility easement and establishing tonight's board meeting to conduct the public hearing. Now, the public hearing must be conducted before the board may consider a resolution to grant the easement. Thank you, Erin. The public hearing is now open. Susie,

061is there anyone who wishes to speak regarding this public hearing? There are no requests to speak. This public hearing is now closed. Item number 8.8, resolution number 67-2425, granting a utility utility easement to San Diego Gas and Electric Company for the purposes of providing electrical and communication facilities at the K through8 double peak school. And now that the resolution of intention was approved and a public hearing to grant an easement has been conducted, the board may now approve resolution number 67-2425, which staff recommends to grant a utility easement to SDG& for the purposes of providing electrical and communication facilities at Double Peak School. Do I have a motion to adopt resolution number 67-2425? I'll make the motion. Mo moved by member Martine, seconded by member Carlson to adopt resolution number 67-2425 as presented. All those

062in favor say I. I. Any opposed? Motion carries. 8.9 student expulsion case number 07-2425 08-2425 09-2425 10-24.25 25 11-2425 13-2425 Government Code 48912 Tiffany. The board has been apprised of the behaviors that are related to these cases. The recommendation is approval of the expulsion for cases 07 through 11 and 13 2425. Do I have a motion to approve student expulsion cases number 07-2425 08-2425 09-2425 10- 10-2425 11-2425 13-2425 so moved okay moved by member Heric seconded by member Miam all those in favor say I I any oppose opposed. Motion carries. 8.10 public hearing to public hearing the San Marcos Unified School District proposed local control accountability plan. LCAP Tiffany in accordance with California Education Code 52062B. The governing board is required to hold a public hearing regarding the specific actions and expenditures proposed to be

063included in the local control accountability plan. Tonight, Dr. Wa will share an annual update of the ALCAP including recommendations for the 2526 school year. Uh good evening, President Ahmad. Uh Dr. Johnson, members of the board. Thank you for having me. Uh this evening I'll be presenting our annual review as well as our 2526 local control accountability plan. Um as Dr. Johnson said this is our the end of our first year of our three-year plan. The three-year plan was adopted last year by the board. This is now our year two uh proposal with our annual review. The local accountability plan is a comprehensive three-year plan that requires the district to establish district-wide goals as that are aligned with our school goals or vice versa. actions to meet these goals as well as specific resources and supports

064the me meet the needs of what we call our unduplicated student populations which include our English learners, our foster youth students and our students that qualify for free or reduced lunch and considered from a lowincome household. Strategies for leing le leveraging these resources are also included uh in the LCAP to meet our student needs and our student uh outcomes. members of the community must be involved in the development and reviewing and supporting the LCAP. And this includes our employees, uh partners, uh parents and our community partners, our guardians, as well as our association uh partners and our students. As uh Dr. Dr. Campbell said, uh, education code 52062B requires the governing board to hold a public hearing to receive comments from members of the public regarding specific actions and expenditures proposed uh to be included

065in our LCAP. The public must be held at the same time that uh we present the uh budget. As you are aware, our our local control accountability plan is aligned to our portrait of a graduate. It's informed by and aligned to as well as our strategic plan. As you will see in our LCAP, our goals are aligned perfectly with the strategic plan and it's meant to uh be a seamless document. Uh when we present the single plans for the schools uh in the fall, you will see that their goals are also aligned with the LCAP which are aligned to the portrait of graduate and the strategic plan. As I stated, our four goals uh are four primary goals. There is one extra goal which is specific to Twin Oaks High School. Uh they are future

066ready students, future ready learning environments. I'll go into these more specifically, future ready educators, and future ready systems. And then for goal five, which I did not include for Twin Oaks High School, that is initiated as an equity multiplier goal. Although we don't have those funds, uh we didn't qualify for the 2526 school year, we have carryover, so we're remaining that goal in the LCAP for the 2526 school year. So, uh now an annual review of the 2425 plan. Um a review of the actions and expenditures in 2425 related to the LCAP goals. progress is measured by the California dashboard which is presented or uh released to the public in December uh each year. In addition, we do a fairly comprehensive LCAP survey that goes to our entire community. That is something we did this

067year in March. Uh it's the spring and then we look at our local measures as well. We have our I Ready Diagnostics. We have our panorama survey and we look at uh healthy kids survey and lots of different metrics to inform our LCAP holistically. Uh it's measured throughout the year. The last completed administration was winter of 20 uh 25 for our these indicators and then we shared much of this data with you at the March meeting for the midyear annual review. So this year we had to do we have to do an end of the year but we also did a midyear and some of those matrix are the same. So on the 2425 I'll go through some areas of strength and some areas that uh we feel like we um can uh make some

068improvements on in terms of strengths in the 24 and again uh when you look at this data the dashboard is released to us in December. So we're always looking in the rear. Even though we're actionable items this year, we always have we're informed by our previous year and the data. So we we're a little bit beholden to when the state releases that information to us. So it does come midyear. Um but our ELA performance for our students, all students was in the green, the highest being blue, green right below when they look at our dashboard indicators. Graduation rate was still very high at 95.7. our college and career indicators. Uh we had uh gains for our students with disabilities as well as our most vulnerable homeless students or students that qualify under Mckenni Bento. Our

069student engagement uh the majority of our student respondents uh reported a desire to do well in school. 95% 85% of our students uh understood the available academic supports to them. So they know what's out there for them at their schools. And the majority of the students uh perceived that the staff encouraged collaboration and critical thinking both of our portrait of a graduate. Yes, ma'am. Um were the students who were surveyed are those just the students who are being served by LCAP or is that the entire student population? That is these are from the entire LCAP survey. It's only whatever students took the survey. So, we encourage all of our principles and I recruit uh students throughout the district primarily at the middle and we we encourage our elementary uh families or students to take it

070through their principles. So, if they feel like the fifth graders uh have access to that, then they can obviously as take the take the survey the middle and high school. Yes, sir. Sorry. No, I think what you're getting at these this survey is not targeted to particular groups. It's it's it's all things. I'm sorry. I didn't understand the question. Yeah, we we have quite a few students. I believe in one of my next slides, you'll see uh the students that took the survey this year. I just want to say I understand where the question comes from. People often talk about, oh, I'm using LCAP money for this. These are LCAP. The LCAP is really a district-wide right program. So, yeah. Additionally, our attendance and behavior data, uh, chronic absenteeism for all students improved by 4.7%.

071Uh, it the as far as attendance goes, we are in the 90s, uh, consistently. So, a jump that high is is fairly significant. Uh, suspension rate for all students also decreased by 2.5%. And we are in the green again. Remember, blue is the highest, green is right below that. uh foster youth uh reduced their suspensions rate by 4.8 which is very encouraging considering the needs of our students. Uh the parent and family engagement in the spring survey again our survey we had and you'll see the numbers quite a few uh parents and guardians respond and uh 88% said they participated at least at one event. 80% of our parents and guardians said they felt welcome at their children's schools and 82% of our parent respondents believe their school keeps them well informed. Some areas for

072growth uh our EL achievement gaps remain for specific groups uh as well as math performance for all students was in the yellow. English language arts progress declined slightly for English learners by uh 3.4% as well as LTELS at 1.9. and our college and career readiness remains low for our English learners. LTEL stands for long-term English learners. I'm sorry, some of the acronyms here I forget that we need to spell them out and our students with disabilities. Student engagement and climate survey from some areas for growth. Slight majority of the student respondents indicate they feel safe at school. So 60%. We're looking for a higher number than that. uh slight majority of student respondents indicated students get along with each other and respect their differences at 54%. So it's still a majority, but we need to

073work on those numbers. And then less than half of our student respondents indicate they like going to school. 44%. Yes, ma'am. Makes noise. I mean it there's feedback. Um so we have 88% that responded that they've participated one but what percentage of families participated in the survey? Uh there is I think it's the next slide coming up is 22 2800 uh respondents okay for parents and we we send quite a few messages home uh we go out I go out to the DAC committee uh other groups and really try to recruit that number. Um and then we also ask our principles who have a much better contact. It's not the district but the actual school is asking and encouraging them. So we'll have different it's dependent on you know just the push of the messages

074but we send multiple messages throughout March. Okay. And then uh attendance and behavior are continuing some of some areas that we need to improve on. Chronic absenteeism remains elevated for our African-American students. our Pacific Island student island students and our foster youth. Uh suspension rates are also elevated for our long-term els, our foster youth and our homeless students. So even though we saw improvements for our foster youth and our homeless youth, we still need to make further improvements in that area. Uh our survey data perceptions that school effectively communicates with parents regarding their child's progress have decreased slightly uh by 9% to 65 total. and perception that the school encourages parental involvement has decreased 8% uh to 59% total. So for our 2425 uh our plan budget for contributing actions contributing meaning that those items

075or those actions related to our goals that specifically target our under uh our our uh I'm our UP students. I'm sorry. acronyms but our our unduplicated population uh that is uh 20 uh 25 million and just under 25 million we had a we came under slightly our contri non-contributing actions these are not just specifically towards our upp students uh was elevated by um unforeseen and uh not unforeseen but um increases in the cost of personnel as well as uh having to shuffle some costs from transportation out of CSI for Twin Oaks into our LCAP budget and some other items uh which I'll go through. Uh so your total for 2425 ended up at 26,15508 is 808. So, for the new proposed LCAP, uh, and here's the slide with the respondents. Uh, you can see on,

076uh, this slide there was nearly 3,000, uh, students that took the survey. Uh, those were from all of our secondary schools as well, 1,400 parents and guardians, uh, 28 uh, 285 teachers, 26 administrators, including site administrators as well as district, as well as 44 non-instructional staff. that is our classified employees as well. Uh we also go to the following groups and speak uh specifically about the LCAP at our DAC committee uh with Dr. Johnson's pack advisory as well as our superintendent uh student advisory committee. There's feedback from there, our labor partners as well as our uh special education community involvement committee with Miss Cummings. So our new goal which is the same as our previous goal. So as you can see uh the goal has not changed. It's future ready students. All students at SMUSD

077uh engage in purposeful integration of rigorous academic content and relevant experience that develop the portrait of a graduate competency. And as you can see here in this uh these are what uh what we have identified as expenditures including our arts and music and VAPA programs. This includes our elementary music teachers, our AVID membership tutoring and our sections at some at our secondary schools, our emergent bilingual supports. So that's the director of multicultural education is paid through the LCAP as well as ELD supplemental supplies. So above and beyond our core curriculum. In addition, we have site support. So this is a larger uh expenditure. Our LCAP and our title one allocations that go to our schools. So, a portion of the uh budget goes from ours and is designated to our school sites based on their

078UP uh accounts, their pupil counts. Uh they're designated a certain amount which they then address in their SIPs. Uh dual language immersion program support both for toes and this upcoming school year, Wooden Park. uh professional development including trainings in math and language arts and glad and sad which are uh meant to address the needs of our uh English learners. And below you can see not only do we have our LCFF which is the LCAP funds, we also include other state funds which would be LRBG uh learning recovery educational block grant and in addition to our federal funds which include title one, title 2, three and four. Goal two is our future ready learning environments. Uh all classrooms and campuses are welcoming places where all students feel seen, heard and valued. This includes our assistant principles

079uh that provide really the main support at a lot of our sites for these initiatives, district community leaison, uh counselors, our foster youth and homeless youth coordinator that works out of our student services department, our social workers at our school sites. Uh, additionally we have safe and inclusive schools for such as care solace which is our uh program that we have for our families, our students and our staff. Second step curriculum which is social emotional learning curriculum outreach supplies for our homeless youth. So title one we provide a variety of supports through our homeless liaison to directly to students to support them having access to school. our Panorama survey, positive behavior intervention supports, PBIS. You may have heard that acronym. That's a training to talk uh to support uh positive behaviors at school uh and

080positive uh reconciliation when there are u misbehavior professional development including a uh LGBTQ plus trauma-informed care and restorative practices. Future ready goals uh is goal three. All SMUSD teachers, support staff, and administrators feel valued and supported by hiring, on boarding, evaluating professional learning and training practices that enable them to create future ready learning environments. Uh here we see our elementary physical educa uh physical education teachers, our PE teachers, they support a lot of our professional learning communities and our trainings within our school sites. So teachers have the ability to collaborate and work together. uh professional development again training department and professional development on professional learning communities again how departments uh and uh grade levels work and unpack standards and uh provide lessons and work and plan together and look at data uh NISL which is

081our administrative uh our administrative training module and our tech lead teachers across the sites that receive a stipen to support education of our teachers teachers in technology when they need that help. And then inflection, which is some training that we've received throughout the district on our portrait of a graduate and how to implement that at our school sites. Again, you can see the budget at the bottom, including federal and state and state uh revenue. Goal four is our future ready systems. All SMU systems are designed to support the successful development of future ready students, educators, and learning environments. parental outreach support and training that includes the survey that we use to get this data. The district communication platforms including S'more, parent view etc. Title one parental and community trainings. We actually provide 10% uh us

082sometimes more uh for parent training opportunities here at the district and at our school sites throughout the district. Um, we also provide title one federal education supports for our district translator translation services. So, if we have what we call exotic languages other than Spanish, we pay for that through our federal title one dollars. Uh, my position as director of special programs as well as the special programs administrative assistant and again our educational our homeless educational supports. Lastly is our goal five which is explic explicitly for Twin Oaks High School. Again, this was uh last year our Twin Oaks High School uh qualified for equity multiplier, which is a fund that looks at um uh instability in terms of student population in and out as well as our total free reduced count at that site. Um,

083with that with those funds, we did look at providing a Twin Oak social worker as well as college and career counselor through the project next also home to school transportation so that every kid we mitigate some of our chronic absenteeism, make sure kids get to school. Uh, that carryover money will be so we have money is still carried over even though we didn't get a new allocation. We will carry that over and continue the work that we have this school year. I wanted to flag that one real quick just for the board's awareness and reminder. Um, at a very high level, we've talked about the funding model in California and how uh, San Marcos Unified falls in a strata where we don't receive concentration money, right? Um, the state allocates uh, to districts where 55%

084or more of their overall student population is um, in these unduplicated categories. they provide what's what is it 65% more funds to them. It's a huge dollar amount. So your vistas, your ocean sides, right? And we don't receive that. So in years past, I've been I have had an opportunity to advocate very hard for um for the state to to shift that model so that they would give concentration money to individual school sites like the federal government gives Title One. Title One money goes to individual school sites. California doesn't do it that way. This came through the equity multiplier came through last year, right? Last year, the governor's budget included this, which was exactly that. It was, okay, we're going to now recognize individual schools, and they put the bar so high, uh, that only

085Twin Oaks High was the only one, and now they're going to drop out of it again. So, I look at it as like, okay, a little itty bitty step towards a model that would be, I think, more equitable for for kids like the ones we serve. Um, but I just want to highlight that's what that's what this is. It can get it can get lost in the in the mush of all the stuff, but that's what that is, and I will continue to beat that drum as much as I can. Thank you. So, uh, we encourage our community partners to review in addition to the public hearing here, uh, we encourage them to review the LCAP, uh, draft, uh, for the 2526 school year, which may be found on our district website. It's on the

086LCAP tab. Uh, within that, uh, they may leave comments. Uh, we I develop a Google form. It's on there. anyone can go in uh and it will ask them just there's a copy of a draft PDF they can review the draft of the LCAP um it's about a 100 pages and then they can much shorter than our previous one and they can leave a comment and we will address it uh and list the feedback as we receive that and with that um I'll take any questions that you may have you had many feedback or questions we to the website. No. Okay. Traditionally, we have not this need usually falls at the end of the school year. Um it's the way it falls out. Um but we do encourage the parents to do that. And we

087this plan was actually developed last year, the three-year plan, and we if those of you that participate, we had very successful extremely large community. When we have a three-year regret, we normally do a community gathering where we bring parents, community members, staff from all of our schools as an annual update because the goals don't drastically change and actions and expenditures do. We don't do the larger meeting, but we do hold the LCAP uh we send out the LCAP survey and that informs us of a lot of what we do here as well as our other meetings with our groups. I had a question just about how the survey goes. Um, this is maybe a newbie question, but do the different personas get different versions of the survey? Like, do students get a student version and

088then the parents get a parent? So, the questions are really broken up by the the recipient. They actually do get a different survey. So, students aren't asked about parent questions. That would skew the data. Um, in fact, as an as a parent within the district, I am allowed to take the survey as a parent and as a district administrator. So, it allows me to swi to choose my role uh within there. And so, and it does collect that, but it doesn't multiple times. So, and as a parent, I can always go back in and put in another response. So, as a district, I can Can I do that again or is it one time? I believe it's a one time tied to your email. You don't collect your emails. It's an identifier. We use Handover

089Research out of Washington DC. They use Qualrex if you're familiar with their survey models and it's it's pretty uh involved. They do the uh analytics and then I also do my own. Um but yes, it's it's fairly uh all the questions are very specific. It also allows the parent to identify themselves as a uh if my child is a language learner, I can identify that. If I'm a guardian of a foster youth, I can identify that as well as if my child has a special need, I can identify that as well. And it breaks that survey data down for us. They must identify themselves, but it does provide us some more in-depth information. I appreciate I always see the options when I when I log in when I launch and I've always wondered if I

090came back and clicked another button when I came just haven't done in our on our website and I haven't looked in a while in terms of the reporting of the dashboard obviously it's very transparent and it's obviously run by the state are there like infographics for parents and families both in English and Spanish um to break down how to read those dashboards because I know it's very cumbersome. I I'm familiar with it and I mean I can explain it but if I were a parent I'd be like what the heck is this? I I will tell you as is also being in charge of our local indicators for the dashboard. I have not seen a parent. I will look that up. Um I will tell you you can print a PDF version off of the

091website. It is confusing. Um really the thing to remember is performance and change. That's how they identify the color code. So if you have a high performance but there's a drastic change you could drop down a colorcoded level. Uh in the same regard, you could have you can still be in a yeah red or yellow or orange color. Even if you have change, most likely yellow and orange, not red, but you'll have a change you but if your performance level is still not at a higher percentage, you won't jump to green and blue. So it is a confusing item. It's been there's been lots of I think since 2020 when all of that changed, we've seen a lot of variations. Um we're it seems to be stable now but every year they have added new

092things like Els which uh long-term English learners was not a subgroup prior to this year. Um so they do have new things to it. It can be a little bit of confusing. I think I'm sorry. I think the data on the individual school sites um their their data is is broken out in a much more user friendly way of of interacting with the data because it's it's just the numbers and then I like the fact that it breaks it down into even subgroup, right? So, you know, how how are Hispanic students doing in this school versus how are white students doing in this school versus how are girls doing in the school, right? It really breaks it down. So I think as a parent if you're going and you want data probably go to that

093and not not the one that you're talking about. And the dashboard you can pull up if you go to our SMUSD dashboard you will and through the state you will not only be able to see us the district as a whole but you can also pull it. So if you put all schools it will show you all the schools as well and it does exactly Carlson. It shows you all of the subgroups uh that if they're not a significant number in terms of percentage wise of the school population, you won't see it. However, you can see the breakdown of the different groups. So, if you have a group in the blue and a group in the yellow, you can see what subgroups those are within and all students within the that um with the comments.

094I love that you have a comment thing so that are you is it mainly for people that if they didn't take the survey so they could like chime in or is it because they have questions about why we're in green or is that like what's the what are you hoping to gather from the comments? The last one. Yes. this slide here. If you go to our district website, click the LCAP, you'll see the draft and then there's a what we encourage parents try to find a way for anyone that would like to put comments or feedback on the LCAP can go and look the Lap and we just ask you identify the section in the page number and write down what your comment is. You have a concern, you can put it there and then

095we'll address it and I'll bring it to Dr. Campbell and uh the cabin. That's great. and it's specifically to comment on the actions of the LCAP itself. So if I have a question about why are we green, that's not really the place to do it. Um it's specifically for LCAP. Okay, perfect. If you see anything, if they would like to leave their information, I'm sorry for interrupting. If they'd like to leave their information, they have questions about the dashboard, I certainly would be happy to reach out to them. I was just about to ask like if they do have a question of why something is green or yellow or red is they they may contact me and I'll best I can answer it. Okay. Have an just an open-ended question. Um are there surprises from

096these results? Like there are not surprises mainly because the LCAP is a year in a rears. That's the issue. So the dashboard the 2324 dashboard um we have known our results for a while. So that is not surprising. Um things that are surprising we are pleasantly surprised with chronic absenteeism moving up. Um what is more I think for the board what is more telling for you is what we will present to you in fall because that is the the local indicators and local measures that we use for 2425. That's our I Ready data. We'll look at what our CASP data was for this summer that has just been taken in the spring. So that's really what we are looking for. um the annual update we are beholden to the state in how we present and

097what we present at this time of year. So I would say to your question stay tuned for August. Thank you Dr. Is there a particular gatekeeper in terms of the measuring sorry I know I'm focused on the dashboard but is there a particular gatekeeper that hurts us more like uh I'm trying to think how to formulate this question. Um, let me get back to you on that because I I think mine's very specific uh in terms of student achievement and what what is keeping our students from uh achieving helping us achieve those measures on the dashboard um I don't know if it's like a throughg you know um particular academic so you have your academic components right so as far as the academics go the local indicators don't speak to the you're looking at in

098ELA and mathematics you're looking at CASP scores with state identified CASP in your English language performance index the uh ELPI that we're looking at our um our l our English language assessed statewide assessment that students take to reclassify. So you're looking at that. We look at our gradual, some of these are just set straight data indicators. Um others are localized. So our parent community feedback, we use survey data for that. So it's a little I mean you're looking specifically or you uh in general the state is looking specifically at the academic components. Suspension is more localized. Chronic absenteeism, parent feedback, etc. college and career indicators is is it has to do with uh our completion of our pathways and so forth. So, it's a really robust measurement system that has a lot of different components

099and relying on a lot of different assessments. I would add um that as I think of your question as far as what are the things um that really affect it really is the specific student subgroups that makes a big difference. So um while there while we do receive um indicators on all students so we can be green or blue with all students really when you dig down into our EL population plays a large part. Our students with disabilities plays a large part. Low socioeconomic and the larger those gaps are that is what makes our dashboard go into a lower color. Um it is also why the LCAP supplemental is focused on those UP uh those UP groups so that we have additional funds to support those specific student groups. Thank you. And last last co

100point or question would be that the county comes in and assists with our school district to help improve those like the I can as an example. So for example in one indicator was long-term els which is a new indicator. So this year, so there is an identifier called district assistance which we are in based on long-term English learner performance on the dashboard. Um we are not the only district. I I would dare say most of the districts in San Diego are. Um regardless uh we feel like we have uh some good things in this LCAP to address that. Um we in fact are starting summer school on on Monday for to address some of our student specifically that subgroup. But speaking of the county, the county uh assigns us a person that works directly with

101me. Uh we've worked really closely at Nina, I forget her last name. She's lovely. Uh and she works with uh Miss Ventura Jacobson, our multi-ingual director. And we look specifically at what are some things that we can include in our LCAP and our practices to to support those groups of kids that that need more assistance in language arts math as well as our suspension indicator. And we include those. So we target like anything that is in the LCAP. If you see the identifier DA that's district assistance, that is a action or a goal that's specifically addressed to meet the needs of them. We've also included a targeted action within our goal number one that is just for our ELELS and that's on individualized learning plans and outreach to our parents uh of our long-term ELTELS

102with some training on reclassification and other uh academic supports. Thank you. Before I move Thank you, Spencer. I wanted to just make a a brief comment. This whole conversation, your question, Spencer's answers is really really instructive for the problem we have in this state. The the plan that's before you this evening to adopt is a 100 pages long. There is not an organization in the world that is going to be driven in any meaningful way by a 100page plan. Uh when I used to do some of the work that that um Spencer did in a in a previous role, it's nothing but the the latest report that the CDE is asking for and then next year they're going to change it again. How many versions of the dashboard have we had? And I don't mean

103to if any of my friends at the CDE are watching, I apologize, but I with all respect, um, it state state departments of this size. California is serving six million students. State departments, government entities of this size, I hate to say it this way, but they're designed to make things cumbersome and difficult. It's just there are so many reports when you where where everybody wants to uh help their underperforming students, the state is going to come up with program improvement. Now it's not program improvement. Now it's I IUSP. Now it's not IIUSP. Now it's DA. And they're always shifting on us, which is the point. The point I'm trying to get at is this is why. And and their dashboard, it was a it was a speed dial. Everybody thought that was going to be

104great. Then that was gone. Now it was a grid with different color blocks. Now that's gone. Now it's a then it was going to be little bars like your cell phone and they're always shifting on us which is which is why when I stand up before you and I talk about this North County Consortium. This is what we're talking about. We we have to get a we have to get a plan that's that's nice and tight and understandable and data to the board that you guys can watch. We talked about this at our last retreat, right? That that the board can be monitoring over time and it's easy and it and it and it captures simply but but but comprehensively the things that are important to us. uh what we've been working on is is

105measuring what matters. And I'll just I'll just say really quick as a preview for I know we'll get into this in the fall, but for for so many years, for 23 years of my career under NCLB, there was one metric. It was the it was their test scores. That's all you had to do. It was super easy. It was it was not great, but it was very easy because it was all the only thing you had to focus on. What we're trying to shift now to is is the test score as rather than just the north star as one star in a constellation, right? And so, you know, you guys know we're working on that. I just want to say that to say that it's very, very, very easy to make this stuff super super

106complicated, which is what the state does. I want to commend Spencer and his team for like streamlining this. You saw one of those slides. I didn't put the py I didn't put the pyramid up this time. I was going to, but I didn't. That that I told them last year when we did the big rewrite. We finally have a strategic plan with four goals that that that people know about that the board is hearing about over and over. Can you just do whatever you need to do on the back end? give the state whatever it is they need so we're in compliance but align it so that the so that the board keeps seeing the same four goals through the LCAP same four goals through the strategic plan that's what we're working on I feel

107very passionate about this because I am a goal oriented guy I'm a plan oriented guy and this stuff just frustrates me to no end to no end the fact that you guys have to ask these questions I'm like we need a year from now two years from now three years from now this should be like right on our fingertips all the time just know that that is what I'm working towards with my team I'm off my soil box note thank Thank you, Andy. All right, this public hearing is now open. Susie, is there anyone who wishes to speak regarding this public hearing? There are no speakers. This public hearing is now closed. Item 8.11, public hearing. Public hearing, the San Marcos Unified School District 2025-2026 adopted budget. Aaron Hey, before I get started, I want

108to officially thank um the entire fiscal team led by executive director RSelli Salazar, Shauna Wright, Emily Noble, Jessica Sanchez, and Rebecca Perez. Thank you. Thank you. Thank you um for working so hard on this budget. We start um in the middle of March. um as soon as the second interim is over and we work all the way through last Friday when we wrapped this up and posted it on the website um for public um review um for the purposes of this public hearing. So here we are. This is the um adopted budget for 20 for next year for 2526 and the estimated actuals report for the current year 2425. Um we are here on purpose right after the LCAP presentation. Um, I'm here to let you know that the very first page of the LCAP

109is called the LCFF budget overview for parents and includes fiscal information that's in our budget. Every single dollar that is in the LCAP matches exactly to our budget. Um, it is checked and double checked by the county office of education. Um, so you'll see here, this is the first page of the LCAP and everything in here. Um, we've been working very closely with ed services um, for several months all all the time actually. Um and every action that you just heard in the LCAP is accounted for and aligned with our budget budget for next year. Um this is the first the only time in the fiscal year where we're doing two budgets simultaneously. So we are kind of towards the end of the cycle of the 2425 budget and at the very beginning of the

110cycle for next year for 2526 sorry. All right. We um are here presenting our budget, but the state budget is still pending. Um actually on Monday, the legislature reached agreement um on their budget. Um however, they are not in agreement with the governor quite yet. Um so they'll be doing some more negotiations um between now and the end of the month, but the governor is expected to sign the final budget bill no later than July 1st. Um there's a couple key items I wanted to draw your attention to that are in both the governor's and the legislaturator's proposed budgets um that will benefit our district but are not included in the adopted budget numbers you'll see tonight. The first is a discretionary block grant is being proposed first by the governor. Um his proposal of

111the dollar amount would have brought in $5.5 million to our district. one-time discretionary block grant allocation can be spent on anything. Um the legislature is doing some other things with that and um significantly reduced it by 70%. So if um they win this negotiation, we'll get about $1.6 million. So um the the we purposely left these out. We were that was the guidance we were given um by state officials and our um county office of ed because we knew that these are the the key pieces that they're going to um be negotiating in that in that final agreement. Um the second item is an add-on for TK of we would be estimated to get about $1.2 million. Um the two are in agreement on that so probably can expect to get about that amount. Um

112these are ongoing revenues intended to bring the ratio of adults to students in TK from um 10 10 adults to one student. Okay, we've been in previous years we've had a 12 to1 ratio. Next year we do have to go to 10 to one. We are all set up. We already have our staffing um set up to do that. Um and then we will hopefully get a little extra money to allow that to happen. Um facilities are a challenge at some sites. Um but we do run a a half day TKE program. So what so two um classes can share one classroom. So yeah, we've been able to make it work thus far. Um I do recommend that the governing board approve this budget in this state um at on the at the June 26th

113meeting and in statute. Um we will come back to you with the 45day budget revision in August um if um that will sort out these last final pieces um of the state budget. Okay. So, the most of this presentation tonight is going to focus on the 2526 budget. So, we are projecting revenues of $300.9 million next year. The bulk of that comes from our local control funding formula, which is funded first by local property taxes, which are increasing. So, good news for all those property owners in San Marcos. Um, and then the state fills in the rest of it up to our calculated amount of $228.5 million. And the LCFF funding is followed by state funding of 35 million, some local funds of 28.8 million, and then finally our smallest piece of revenues are come

114from federal sources um at $8.6 million. When we look at the assumptions that we made for revenues, we used the governor's may revision and local factors that we know are are um changing in our district. For LCFF, we assumed a 2.3% cola. We assumed enrollment declines by 200 students next year down to 18,667. Um, however, we are using uh the prior three-year average funded ADA in our calculations, which is just a little over $18,000. It's 18,000 ADA. And um we are using an attendance rate of 94% which is good news. Um our attendance rate is up this year. Has continued to um creep up little by little each year. Um so that that's a good thing. It'll bring us a little bit more revenues next year. We are assuming um that the state will give

115us a 60% reimbursement on our home to school transportation expenses of $4.1 million for special education. I just want to spend a little little time talking about this. We base our current um our estimates on the current SULPA estimate. So the bulk of our special education funds come through our local SULPA. So it's part of that local revenues piece. Um Special education is receiving that same 2.3% COLA. However, special ed is is funded based on the overall ADA of the districts that are part of the SULPA. So, our overall just like we are in declining enrollment, the SULA overall is in declining enrollment. So, even though we're getting 2.3% COLA, um our actual dollars that we're receiving are going down by about $150,000 um for special ed next year. Um because of that declining enrollment

116piece within our SULPA. Um however, the number of students that we're serving in special education is increasing, right? So, we have this kind of challenge and problem there in terms of special education funding. So what that means is we we piece together the big piece the the local funds we get from a sulpa and then we get some other um other state funds and federal funds for special ed. When we piece all those together um the district ends up having to make a what we call a local contribution of $ 38.4 million because all those different funding pieces together um aren't enough to pay for for all of the the services required for special education. So Erin, quick question. You said that the sulfa uh what's it called? Not attendance but enrollment was declining. Correct.

117But the number of kids we special ed kids who are serving was going up. Correct. Because the state funds special education through the based on total enrollment. Total enrollment. Total ADA does not fund based on the number of students in special ed. it's way up. So anyway, special education just one of those things we we keep an eye on. Um and so our our local contribution is increasing um because this those things um and then also also in local revenues um we are assuming interest earnings of $3 million on our funds on deposit with the county treasur. Um this is one we've been watching. We interest earnings have been high on the last couple of years. Um but we know we're going to be spending down some of our dollars. So, that's our best estimate

118at this time, but um hopefully we'll get more in as as the year goes on. And then we've assumed that donations will come in at approximately $1 million for next year. So, before we move on to some of the the expenditures and the multi-year projections, just this is a snapshot because the the bulk of our funding does come from enrollment and ADA. Um, this is a kind of a a five-year historical of where we are with enrollment in ADA and then where we're projected to go for the next three years. For 2526, I said earlier that we are assuming we're going to decline about 200 students. In 2627, we're going to decline by about 100. And then in 2728, we're going to remain stable. And then we are projecting um moving forward in all three

119years an ADA rate of 94% which we achieved a little bit more than that this year. I'll talk I want to talk about 2728. Um we do have received our demographers report um and that in that particular year we are actually projected to um have more students by about 250 more students in that particular year. The reason is is because if you look around the housing developments are going up very very quickly especially across the street I see more homes every single day popping up over there. Um so we have a very significant number of housing developments are expected to be occupied where we could have students coming out of them by the that school year. Um so just to be conservative um we have assumed that we're going to stay the same in that

120year. um because at this point it's it's really early, they could sell the homes slower than expected, that kind of thing. So, we're just being conservative with our budget estimates, but hopefully when we get to that year, we will see a a surge of students come um into our schools, but then every year thereafter, we're going to continue to decline again. So, this just kind of a one-year bump up and then we'll continue the decline um after that. Okay. Moving on to expenditures, we are projected to spend $331.1 million. The bulk of that and salaries and benefits for our employees, followed by services and operating expenses, books and supplies, and then we do have a little bit of capital outlay expenditures next year. For expenditure assumptions and salaries and benefits, we have included step and

121column increases and longevity increase increments for our employees. PERS rate is at 26.81 and stirs at 19.1. The PERS rate actually dropped a tin tiny bit. It's at 27.05 this year and it's dropping just a tiny bit next year. So that's good. PERS is finally starting to stabilize as Sters has been for several years. Um we included the % negotiated salary increase for all staff that begins on July 1st. We have a reduction of 10 full-time equivalent certificated staff in this budget. That's just based on the number of students and how we are staffing based on the um classrooms that we need to have next year. And we've also assumed attrition savings of about $785,000. That is just based on the the staff that we have retired going out. and then also a little bit

122of like um vacancy savings that we know will occur over the first few months of the school year. We've increased utilities by CPI. We have included that ongoing reduction of $1.25 million that um the board approved per resolution um last year. Um 1 million of that is in salaries and benefits. Um so we have included those reductions. In terms of capital outlay, we have $1.3 million for kit funds. That's kitchen infrastructure train and training funds putting um um additional walk-in freezers at um six sites um for CNS. Um, we have about 700,000 of equipment and capital projects for the maintenance and operations department and then about $700,000 of technology equipment for -ate. So, -ate is a program they pay 60% of the cost and we have to pick up 40%. So, we have some big

123um -ate expenditures planned to um support our technology needs next year. And then one thing I wanted to point out is we have a transfer out of the general fund going to our fund 15, our transportation equipment fund of about $1 million next year to purchase. We have another 24 electric buses on order coming in for that. So, that's a one-time um purchase this year, but we're getting $9.3 million of grant funds and other tax credits in order to get those 24 buses. So, that $1 million one-time um expense is uh well worth it. We're end up ended up paying about 10% of the cost at each of those buses. Um so, most of it is um getting paid for through grants. Okay, I think this is the only slide where I have um 2425

124um budgets on here. So, this is our final ending balances and reserves. So, for the current year um I as always want to highlight our unrestricted deficit number. So, at the second interim back in March, this number was projected to be about $4.8 million deficit. Um but if you recall, we hadn't with that same night at the board meeting, we approved the 1% salary increase for all staff. So we have incorporated um that salary increase into here and that brought up the deficit to 6.1 million dollars. Um that leaves us with um a 10% reserve though at the end of this year, which does include some commitments we'll talk about on the next slide. As we move into 2526 with those revenues and expenditure assumptions that we just reviewed, um that puts next year's deficit

125at um a little over $13 million. So, um definitely we see our deficit um jumping and increasing. We'll talk a little bit more about that as we go into some of these other slides. Um definitely something we want to keep keep an eye on. Again, as I just talked about, we have um a couple of one-time expenditures in here that will will drop off as we go into the subsequent years. And then also um there's a couple positive signs right in the budget where we're going to be getting some other revenues that aren't aren't included here. So hopefully um after we incorporate incorporate those, we'll bring that um deficit down in future budget revisions. The 2526 reserves are projected to be 9.1%. In our ending balance um as we um are required to only we

126only allowed to um put 10% reserves because of the that prop 2 um limit a cap on reserves. So the 2425 um budget does have more than that 10%. Um so we have set aside these um commitments specifically for specific reasons um to be spent over the next that we project to be spent over the next one to three years. And then the 2526 budget um only has 1.1 million of commitments um because we are spending down the balances. All right, moving on to multi-year projections. Um we have to make a lot of assumptions um on these. We don't know what's going to happen quite yet. So I have on here for the revenues um all of our um assumptions that we've put into the LCFF calculations. And then for expenditures um for these years

127um we haven't yet started negotiations for those two years. So no salary increases are included in any of the projections. Health benefits are projected to increase by 2% each year. I have the pers rates there. We we did assume attrition savings of $1.2 2 million in each of the next two years. That's typically about what what we see. Um and then want to definitely point out that we do still continue to have some onetime um grants um in our budget in the restricted portion of the budget. A a chunk of that is going to expire at the end of next year. And so we have 20 um staff members, their certificated staff members that will um be discontinued when that funding expires um in 2627 and then an additional three in 2728. So these are

128the multi-year projections for the next three years. Um in in the adopted budget year, we have that $13.3 million unrestricted deficit I just pointed out with um dropping down to 9.1% reserves and um then it gets a little bit better in 2627 with 10 million and then 9 million in 2728 and then our reserve drop down to 6.2 and 3.3%. Okay, but again um that unrestricted deficit is something we're always keeping an eye on. Um I do expect as we did this year um that we'll likely be looking at this in the fall as then be already preparing for that 26 27 year and be looking at some small level of budget reductions to continue working on that and keeping that deficit number manageable um so that we don't um burn through our reserves as

129quickly as shown here. So um that is likely to be the case. will be bringing forward most likely some budget reductions for you next year. And this just shows graph graphically with some historical data and we've been holding pretty steady, doing a good job at um keeping our reserves right at 10%. Um and so we have some work to do if the numbers stay as they are today. Again, remember these are multi-year projections. They are just a calculation of all the numbers that we know today and as those things change. Um as more is known we will continue to adjust. Okay. So this this is a slide um we want to spend a little bit of time talking about. Um so this demonstrates one of the reasons why we're having some challenges in our budgets.

130um because we are dealing with some very low colas being funded by the state as um compounded with our declining ADA and it has pretty significant impacts through the multi-year projections. So this year in 2425 our cola was only 1.07%. Um and we have um our prior three-year ADA average dropping our per per student funding dollar amount goes up um by the cola. But when you run that through the calculation, this year we actually ended up with $4.7 million less funding in LCFF than the prior year. In 2526, the COLA is higher, but still pretty low at 2.3%. Um, next year, we're only getting about $600,000 more in LCF. And then it gets a little bit better with 3% and over 3% um colas in the next two years. Um and so that's why you

131see in that multi-year projection the deficit for next year is is large and it gets a little bit better the next two years. Um but if you look at the total percentage of funds um that we receive year-over-year, it it's pretty low. um when we close a school year, like we're about to to finish up the our fiscal year um on June 30th, when we walk in the door the next day, all of our expenses have just gone up on us by typically three and a half to 4%. So, when our funding doesn't keep pace with that, we're going to have some budget strains and problems, and that's why we're seeing the deficits. Just as an example, today um I got the bill for next year. It's it's one of the very first bills we

132have to pay every single year. It's for our property and liability insurance. It went up by six and a half%. So there's just one example of things things cost a year and went up when the our insurance company did our presentation of our rate renewal, they were so excited to tell us that it only went up six and a half percent because many of their member districts are going up 15 to 20%. Um, so I guess I'm like, okay, I guess I'm going to be thankful for that, but it still something we have to to plan for and budget for. Okay. Um, and then I think I beat the LCAP um on the budget. The budget is 140 pages long, is available on our website. Um, one of the reasons it's so long is because

133not only does it include the general fund, it includes 12 other operating funds that we operate within the district. Um, I've just showed on this slide the ones with the most transactions. First, we have the cafeteria fund. So, everything related to um feeding our students and child nutrition um is accounted for outside of the general fund. Um that fund is very stable. Um some planned ex um capital expenditures in theirs creating a little bit of deficits, but the fund is very very healthy. They're definitely self- sustaining. Um same thing with the RKOC, our kids on campus. um pretty balanced across the the two years. And then we have our new bond fund. So exciting. Um we are literally going to deposit next Wednesday when we close our bonds about $150 million um into this fund

134and we're going to start spending it right away. As you know, we've we've already started projects today. Um and so that is a a new fund we'll be accounting for this year and next year. Um and then we have our capital projects fund. So those are um the other funds, redevelopment funds that we're matching right with our local bond dollars to do more projects. So lots and lots of activity and in our construction funds for next year. All right. So the next steps need to complete the public hearing. Um the board will adopt the budget um in two weeks on June 26. Most likely because of those changes, we will be doing a 45day um budget revision in August. Um and then um our team will close the books for the 2425 school year and

135work towards preparing the unodit actuals for um to bring to the board in September. Thank you. Any questions or [clears throat] all right, thank you to your team. Thank you. This public hearing is now open. Susie, is there anyone who wishes to speak regarding this public hearing? There are no speakers. This public hearing is now closed. Hey, consent agenda. Do I have a motion to approve the consent agenda for discussion purposes? Any seconds? Okay. Moved by member Carlson. Seconded by member Heric. All those in favor say I. I. Any opposed? Motion carries. Right. [clears throat] Information agenda 10.1. Revisions to existing governing board policies. 5131 Conduct 5131.6 Alcohol and other drugs. 5141.52 Suicide Prevention. 6159 Individualized Education Program. 51 6159.2 to non-public non-sarian school and agency for special education 6174 education for English learners. Tiffany,

136good evening. So, we have several uh items that we will discuss with board policy updates, all of which are technical updates based on uh CSBA language BP 5131 conduct. We are recommending the adoption of the CSB updated language that reflects new law AB 3216. Um, it requires the governing board to adopt a policy to limit the use of smartphones while at school by July 1st, 2026. Hooray. We have completed this requirement in 2425. Um, BP 5131.6 alcohol and other drugs. Um, this again is we are recommending adopted uh CSBA language due to several new laws that have gone into effect. AB 2690 requires us to inform guardians annually about the dangers that are associated with the use of synthetic drugs. AB 2711 prohibits the suspension of students who voluntarily disclose their use of a controlled

137substance if they are solely doing so uh for the purpose of getting support for their um for their addiction. SB997 allows students in middle school and up to carry fentinol test strips. Um, and that is closely related to AB 2998 which states that we may not prohibit students 12 years of age and older from carrying an opioid overdose reversal medication. Um, for us namely that is Narcan. BP 5141.52 is suicide prevention. We are recommending adoption of CSBA updated language um that addresses new law SB1318. Um this includes a requirement that measures and strategies for suicide prevention, intervention and postvention must include student instruction on helpseeking strategies and resources. And we must post our suicide prevention policy protocols and resources on our district and school websites which we currently do and have been doing for a

138while. Um, it also is updated to include uh material related to addressing mental health disabilities as well as language regarding the establishment of a process to maintain regular contact with students um during times when school is not in session. BP6159 individualized education program. This is an easy one. It changes the term from students dis students with disabilities to students with exceptional needs. BP51 uh BP6159.2 non-public non- sectarian school and agency for special education. Again, we are recommending adopting CSBA updates that are related to foster youth and non-public school certification. So, first for any foster youth that served that is served by a non-public school or agency, that school will serve as their school of origin. So if there is any movement they continue to be allowed they are allowed to continue in that school. And

139then um secondly within 14 days of becoming aware of any changes to a certification of an NPS or an NPA we must notify guardians uh of those students who attend. And BP6174 education for English learners. Um this is uh vocabulary basically um clarifications. So it's updated to clarify the ter to clarify that the term newcomer is synonymous with immigrant children and youth and it also adds criteria for reclassification and redesation that currently sits in the AR. Um it is now moved to um the board policy and it clarifies the definitions of long-term English learner. All of these policies will be will be bought brought back to the board uh on the 26th. Thank you, Tiffany. There is not funding attached to that. We wish there were we use. So what that means is we are

140using like carousolus. Um we post things on our website. We have our suicide prevention our crisis prevention hotline. So we do provide those things for outside of school hours. Those are 24-hour lines. Yes. And state law a couple years ago uh mandated that identific ID cards for the students on the back have that information. Yes. Which is very helpful. And I verified it with my niece the other day. There you go. Send me a picture. Fantastic. Thank you, Tiffany. Any other questions or comments? All right. Uh item 10.2, revisions to existing governing board policy BP 3516.5, emergency schedules, and BP1330, use of school facilities. Okay. Business Services is bringing two board policy updates tonight. We're going to spend a extended amount of time on the use of facilities one, but first I'll go over the

141emergency schedules board policy. Um, this update reflects several new laws related to plans that must be in place to apply for LCFF aortionment funding when a school closure takes place due to an emergency condition. Um, it adds snowstorms to the list of emergencies that districts may apply for um, a portionment for, but uh, sure hope we're never going to need to use that one. Well, we'll be ready for climate change. But you never know. Um, for emergency events uh occurring after July 1st, 2026, we must certify that an instructional continuity plan is included in the district's comprehensive safety plan. And we will do that. Um, and then, um, finally, beginning July 1st, 2025, the policy authorizes the district to implement attendance recovery plans to make up for lost instructional time due to emergency events. Um

142this policy will be brought back for the next at the next boarding meeting for approval. So now we'll move on to board policy 1330. Um the use of school facilities. um while when the board adopted the um did the global adoption of most policies back in November of 2023, BP 13:30 was not updated because we knew that we wanted to spend some more time to review it and we wanted to engage our community in discussions on any changes. So, we are now ready to start that process. Um the updated policy that was attached to this agenda item is um a draft policy update that staff is recommending that we work towards. Um and that policy has been reviewed by legal counsel. Um this policy is a little different than others um in that we will

143not be immediately bringing it back um for adoption at the next meeting. Um we um have a presentation prepared tonight and you'll see that we tenatively plan to bring back the policy for board adoption early 2026. Um Ted Norman, the executive director of M is here and he will walk the board through some background and data related to the district's facility use. His department is responsible for managing the use of facility requests through an online platform called Facilitron. Um but before Ted starts, I just want to share that is it is our intent to be a good partner with our community users um while remaining in compliance with the Civic Center Act. Um, however, we do need to ensure that our policies related to facility use are developed in a responsible manner that does not

144divert funds away from the classroom or expose the district to unnecessary liability risks. Um, the district has no intention of making money on the use of our facilities. We simply need to ensure that we are recouping our actual real operational costs associated with groups using our facilities outside of school hours um so that we continue can continue to maintain our fields and facilities in a safe working order. Um we want to be uh as transparent as possible as we embark on this process. Um and we want to include various user groups as we develop a new fee structure and define the various categories of facility user groups. So with that, I'll pass it on to Ted for some more detail. Great. Thank you so much, Erin. Uh, board president Mod, Superintendent, board members, staff, guests.

145Thank you, Mr. Moan. Good to see you. I'm accounting for onethird of the guests this evening for facilities use. So, we're off to a good start. I just want to preface this is anformational item. So, I welcome any questions and if there's anything that I can't address or staff can't address, we help them to come back with some more information at a later date or through through Friday updates. So, we have an agenda here for you this evening. We're going to be going through a little bit of the uh current historical practices of the facilities use program in San Marcos, an overview of the revisions uh to the board policy, uh discuss a little bit more about our direct costs and fair rental value, uh talk a little about some data from our facilitron platform

146that we've gathered over the last number of years. Uh and then really get down to the work u that needs to happen ahead of us, right? who, what, where, when, why, and how we're going to accomplish that, and then discuss a little bit of a timeline about how we hope to accomplish this over the next the next year. So, um, one of the bigger hurdles that we have is is a current joint use agreement with the city of San Marcos that's been in place since 2009. The original intent of this agreement was a a reciprocal relationship with the city where uh city uh youth sports groups were able to utilize district facilities and in turn the school district was able to use city facilities at no cost. Um in the past at least couple of

147years. It's a little bit of a disportionate practice. this the school district is using less and less of the city facilities and uh the city youth groups continue to utilize uh our athletic fields um in particular at the Double Peak Santa Allejo Middle School and San Marcos Middle School in addition to the tennis courts at Woodland Park Middle School at no cost through this uh ongoing agreement that we've had with the city. The agreement has expired. We've not renewed the agreement. Uh but we continue to honor that commitment to our to our community partners and our stakeholders. I myself participate in the city of San Marco Youth Sports Council uh meetings which occur every couple months and I engage with the with the city and with the community users in those meetings and talk about

148our facilities and and and our needs there and how we can be a good partner with with those groups. Um so that's one challenge that we have. Another big challenge is really kind of our internal practices and and one of the keys here is when we talk about what are our school related groups, right? that can mean a lot of different things and I think this creates a lot of confusion not just for district staff trying to manage the program but the community and also our school sites who are trying to administer you know these use of facility requests that come through their offices. So something that we really need to focus on uh and actually some work that's going to be starting this month when I when I meet with uh school site administration

149is what are how do we define and what are some of our school related groups right we have wonderful clubs that that take place in our campuses and um but we also have athletic programs that that participate you know after school hours that that uh are for fees that are passed on to our students and so that's one of the areas that we're going to take a little bit more of a deeper dive in uh as we work through our stakeholders and work with our our school site partners as well. Another practice and this is something unfortunately that we all uh hear too often is it's what we did last year, right? And so we're really uh embarked on uh kind of stopping that practice and and and asking the right questions and having the

150difficult discussions with with community members and stakeholders and and even school site uh programs, athletics, uh and really try and figure out what's best for Cham Marcus as a whole and not just continue to well that's what we did last year, right? Approve the permit in June for the next fiscal year because that's what we've always done. So really trying to take a deeper dive and make sure that we're being fair and equitable with those discussions and those decisions and uh and trying to be fiscally prudent as well. Um brief overview of the Civic Center Act. It's quite a long document. Um but the the short of it is uh that we're mandated to provide our facilities to the community and San Marcos Unified has been doing that. We've been a good partner. We've opened

151our doors to the community and we continue to plan to do so. The statute goes on further and says that the district may charge an amount not to exceed its direct costs, which we'll talk a little bit more about. A governing board of the school district that levies these charges shall first adopt uh a policy specifying which activity shall be charged in amount not to exceed direct costs. That's really where the work is that we need to do over the next over the next year is uh taking a step back and and really redefining what those different user groups are and and what are our current costs here in San Marcos. Right. So that's again some of the work that we look to engage in there. Um and again if there's other questions about Civics

152Interact, happy to provide that in a subsequent Friday update uh if the board needs that. talk a little bit about direct costs. Um direct costs is the combination of operational and capital. Operational is the estimated cost of supplies, utilities, custodial services of school district employees and or contracted workers and the salaries and benefits paid to school district employees directly associated with the administration of the civic center act to operate and maintain school facilities and grounds. So we have a staff person in our office who manages the the use of facilities permits and so the state is saying you can recoup the costs that it that you need to pay staff to run that program. Facilitron is a provider takes a fee. So the state is saying that you can recoup those costs as well. Capital

153direct cost is the estimated cost for maintenance, repair, restoration, and refurbishment of the use of school facilities or grounds under the Civic Center Act. For the purpose of estimating capital direct cost, the school district shall be limited to non-classroom space, which is important. So for uh community uh organizations that want to come in and offer classroombased instruction, they're not charged this portion of the direct cost, the capital direct cost. They would only be responsible for the operational direct cost. So there's a savings to those classroombased instructional programs that the community may want to have uh you know on our school sites. So operational direct cost, what does it cost to keep the lights on? What does it cost to run the program? capital direct cost. That's the wear and tear, right? Everything has a useful

154life, right? We've we've gone through this study and we're fortunate that we've uh received funds from the community through our facilities bond. A lot of work's been put into our master plan. We know what the replacement costs are for facilities. Uh estimated construction cost is is near $1,000 a square foot for public schools these days, right? And so you look at the 34 year 30 to 40 year lifespan of a school building, the finishes, the air conditioning, the roof, everything has a useful life, right? And so this operational direct cost allows for the district to recuperate their proportionate share of what the community is using in and above what the school district is already using. Right? The other side of the fee calculation uh is uh is the is the for-profit rate which is calcul

155calculated by looking at the replacement value of district facilities and um and it's a combination of direct cost plus this amvertised rate and and that's the fee that's charged to for-profit groups that are profiting from running businesses uh in our school facilities. This calculation uh is is very transparent. This is San Marcus Unified School District numbers. We will use our actual cost from 2425 and put it into a CDE standard template as a calculator. Uh we went through this exercise in 2021 with a third party uh cooperative strategies that that information is on the maintenance operations website. It's very detailed. You can see graphically line by line how we came up with those numbers in 2021. very transparent process. Any questions so far? Uh, current users. Uh, I believe the board may have been provided

156with a long list of outside users. Currently, we have about 160 um outside partners that utilize our district facilities. Uh here's just a snapshot of uh a few of the groups um who are paying uh the lion share of the revenue to the district. And uh there's a there's approximately four uh religious groups that have Sunday services at four schools that are generating about half of the annual revenue. Right now we have four groups contributing to about half of the 160 uh outside uh groups utilizing school facilities. Um half pay nothing and a lot of that is PTO's and boosters and foundations which which is what civic center act is intended for. But again some work needs to be done between school connected and school related and everything else. Right? So, we have school connected

157and school related groups that use our facilities that aren't charged fees, but we also have community partners uh that aren't charged fees as well. And we have some organizations where facilities use fees may be waved, but they're paying for custodial cost is uh you know, maybe it's after hours or it's on a Sunday event. In 2425 year to date, we have approved uh just under $300,000 in permits. We haven't realized that revenue yet. That's in approved permits. We've declined $234,000 in permits declined or cancelled. So there's a conflict with the calendar at the school sites. It's not matching up with what's available on Facilitron. So a lot of work again has to be done internally with our own school sites. If the stadium or the football field is available on Facilitron, it should be available

158to the public. permits go in and they get cancelled by the school site because there's a schedule conflict. And so we see this potential revenue loss of almost $250,000 a year because of internal scheduling conflicts. And so that's a lot of where I want to put my energy here in the short term this summer, especially at our two high schools. You'll see in a moment why um to make sure that facility is available. It should be available for the community and the community should pay their fair share to use that that facility. I spoke a little bit about uh city of San Marcos. Uh city does a wonderful job managing their youth sports councils, youth, you youth sports council, uh AYSO, um City of San Marcos, Pop Warner, uh girls lacrosse, and and another entity

159called Sporting USA that's changed names recently. But here you can see the number of hours utilized this fiscal year and the charges or the lack of charges thereof. Um 2,352 hours this fiscal year with zero fees collected at an average of $25 per hour for a for a field use. That nets about $60,000 a year in in in lost revenue that we're supplementing to city programs or community programs, if you will. $60,000 uh that we're not generating. When you're talking about lost revenue, is that net is that net like that's after we recover our fees or is that so 2300 hours where we're not charging anything. So that's a potential of 60 $60,000 of reimbursement funds that could come back to the district that could be reinvested back into those facilities, right? But how much

160does it cost for us to for for the maintenance that we're getting nothing from, right? So that it's a negative number essentially. Yeah. Um I might address that in a minute when I talk about expenditures. Okay. Um so we'll see if we can come back to that. Okay. Thanks. Uh there was a question about our current fees and and where we could potentially go with a proposed uh fee schedule increase. So here you can see in green what our current rates are for our nonprofit and for-profit groups. Again, this data is based on uh 2020 2021 fiscal numbers. Um the proposal to the right, I'll be honest, is is a best guess. You know, uh nonprofit rates going up 10 to 10 to 20% potentially. So I've done a little bit of a calculation there.

161Miss Garcia just just demonstrated to the board our costs on the natural are going up 3 to 4% a year across the board. So we would incorporate those actual costs into the fee study. So I would anticipate nonprofit and for-profit rates increasing as well. revenue by year uh 2020 2020 2021 $8700 uh we increased fees the next year uh opened up our doors a little bit generate a little bit less than $100,000 uh I happen to start in 2022 23 we generated $172,000 last year a slight increase of $200,000 and as of our April check uh this fiscal year $25,000 so we're seeing a slight increase. Um, but there's the potential to seek more reimbursement through the program. Uh, revenue comparison by location. This is a three-year revenue comparison. Uh, what jumps out the bars

162to the right, Double Peak School, Santale Middle School, and Wood Woodland Park have all historically had Sunday church services. And that's where we're seeing the lion share of the uh of the reimbursement fees is through those church services on Sundays. What should also jump out is where are the high schools? In 2024, Mission Hills High School has generated $12,000 in facilities use fees, $5,400 of that in custodial reimbursement. So custodians sticking around on overtime to support a community event that maybe someone's paying for, maybe they're not. Um, our high schools should be far outpacing a middle school or elementary school. Uh, I don't want to make a guesstimate, but $100,000 a year is fair to guess. We don't have pools, but we have gyms and theaters and stadiums. We're making a significant capital investment at

163both high schools over the next two years with improved athletic facilities and sports lighting. We can increase opportunities to the community at both of our high schools. and we should really start to see a big uptick here uh in the future. Happy to say that San Marcos High School, if you notice in the yellow, is is starting to turn around a little bit in 2024 25 $30,000 in revenue. $9,000 in custodial services pales in comparison to our three other middle schools and even San Marcos Middle School who's got some community events in the gymnasium. So again, those are three-year numbers and then I'm giving you verbally annual numbers for the for the two high schools just to kind of put it in comparison. So a lot of work to do there. Questions on that. How

164are we spending the money? Uh the first column is salaries and benefits, money in, money out. So we're charging custodial services and we're paying overtime for for our uh for our custodians. So $60,000 going out this fiscal year to pay for staffing. Um, what does it cost to maintain a field this fiscal year alone? Uh, my department has spent close to $60,000 on seed and fertilizer and soil for uh middle schools and two high school athletic fields. $60,000 in material. We're renting equipment. Guys started today. They're at Lamada. I got a video. They're spreading fertilizer. They're having a great time. costs a tremendous amount of money, right? So 10 to$15,000 a minimum to renovate an updated field. Uh last fiscal year, uh grounds department in June tried to renovate uh shouldn't say try, we did

165renovate San Marco's middle school athletic field, which had really been decimated. I mean, if you walk that field in May or June, there was no grass. and uh city of San Marco sports groups have soccer there throughout the year. We have very active middle school athletic program. Uh it looked terrible. I had to negotiate with the site and and and pretty much kick off the city groups is not safe for play. We need to shut this down. So the grounds department uh was able to renovate the field uh 12 months later. We're seeing we're seeing that pay off. The field is in much better condition. you were at the graduation ceremony for St. Marcus Middle School, but it takes time, right? Irrigation, seed, sand, fertilizer, soil. Uh it it it takes time. So, we have

166been able to reinvest some of those funds. Uh and we're utilizing facilities use um quite honestly because the the operating budget for the grounds department is quite limited. And so, we're we're able to utilize this resource uh to for the benefit of multiple campuses. Uh both high schools had their baseball fields and softball fields laser leveled u and regraded with new infield material. They're not generating the revenue on the community side to justify the expenditure, but the need is there. The need is there and the need is tremendous. And these are beautiful athletic facilities that we want to be able to continue to maintain. And so we're able to utilize uh some of the revenue generated through facilities use to maintain those those safe uh fields in a playable condition. equipment. We've spent um well

167over $120,000 on custodial equipment. Uh power washers, floor machines, Zambonis, anything that we can put in the hands of our dedicated custodial team to to make their lives a little bit easier. These are the folks that are working after hours support these community events and our school events uh often without additional hours and additional resources. And so we've made a concerted effort to to reinvest in them uh again with limited operating expenses and uh I think we're seeing tremendous uh results uh from from that capital investment with with equipment, vacuums, uh floor machines. Uh every school has received um not through just this resource but every school has received uh new utility carts for the custodians make their jobs more efficient. Uh, and there's there's other examples. We have robots that line our fields that

168we lease. So, please come out to our high schools and see our little robots run around that that line our line our sports fields. Again, trying to find ways to to maximize the revenue to to make our operations more efficient. We've reinvested over $300,000 this year alone back into our campuses. Really, really proud of that. the right on uh floor scrubbers. I It's Yeah, we don't have any ice rinks, but they are they do come in handy. Uh our middle school gymnasiums, most of them are a rubber material. Um except for San Leo Middle School. And so this this machine allows the custodian to clean the surface much more efficiently. Okay. So who, what, when, where, why, and how? Mr. Moahan and I are going to be hanging out in the fall. Well, a representative

169from students on stage will and I will be hanging out in the fall and and and we'll get some we'll get some invitations out to other community stakeholders. So really the the vision is um bring in bring in the community site leaders, bring in folks from athletics, visual performing arts, um community users in and city of San Marcos or youth groups uh to to to join to join to join me in a community committee on facilities use uh tenatively started in the fall. We'll have at least three meetings uh starting in September through November. We'll be talking about all things facilities use. I think the budget impact is really important uh and that the community understands that. Um and so we'll be educating them on on a lot of these topics and explaining the importance

170about why and then trying to get to some consensus about where do we go as a community, where do we go as a school district, right? What are the different groups? Let's look at the fees and see how the groups line up with the fees, who gets charged what, who gets operational. Okay? You know, you're benefiting the school sites. you're operational and maybe you get a discount off of the direct cost and so on so forth. Um so we might need to expand the number of users user groups and fee structures and so you hope to get a lot of good feedback from the community in that process. Um why why are we doing this? We did not take the CSBA board policy update to you all in 2023 because this is difficult work. We

171got a lot to unpack. Um, and so we felt as a team, as a district that we weren't ready at that point. And and and now we are, but we but we want to take a take a a path to to get to where uh we feel we can present something to you in January that that'll be much more robust than where we are today. So I leave you with the timeline. We're here today in June. Uh community engagement over the fall. Uh we'll really be drafting um administrative regulations and uh a revised board policy. Uh during that time uh be working with our partners at Facilitron uh updating our fee schedule once the our 2425 actuals are posted. We can put that into that that calculator and see where we where we stand and

172really have some discussions uh bring a bring a board policy back to the district to you all in January. and then uh continue the engagement and and communicate on what that roll out might look like potentially in fiscal year uh 26 27. So 13 months from now is when we would propose to start this new structure. Uh Mr. Garcia and I have already discuss talked about, you know, depending on where our numbers fall, we may be needing to look at a two-year roll out with fee increases. but definitely want to be communicating with our users and our stakeholders along the way. So that is where we're headed. Thank you, Ted. Any questions or comments? Oh, I'm sorry. Yeah. So, in timeline, um I definitely like to prior to Um I should have it's in my

173notes. My intention is to do Friday updates along the way, but um I'll defer to leadership on what that communication looks like to and from the board. Absolutely. Yeah. And if there are any topics on your mind now where we can be have Ted thinking about that'd be great. Unless you wanna if you want to think about him and send him over, we'll make sure that Ted can address them as we go. Yeah, I think we have a lot about this. So, sorry to talk. Um, I think you mentioned that we got a list of all of the users. I didn't get a list. No, I had asked questions about it. Wish he put in the Okay. Can we get a list of just just a list of who of who's who what organizations use

174them just so that we can kind of Yes. We have 160 total users that use this year. Yeah. Yeah, the question that that came up in agenda prep was who are the main users and who are the big that's what he included in here. So yeah, we can get you the full list that's not this is just the whole budget. I think this is right. This is um uh so the district has set aside an expenditure account and so we have uh reimbursement revenue coming in um and so we're starting to reinvest those funds back into the school sites. So this is the facilities use expenditure account the re so in 2425 we spent over $60,000 over time for time that custodians were maintaining correct all these expenditures are for specific to custodial. Yes. So,

175we charge the groups a flat fee per hour based on the activity that money comes into the district. We we pay the employees back out of that revenue account. So, it's an in and out. Okay. So, but like but in this graph, right? So, so this one is so that's an We know you're a new group in here. We know how much you're pay when it comes to material and supplies when it comes to equipment or how we're looking at the percentage that we charge for all those things. Are these just for non use? I don't I think that'd be very No, it it the direct cost the exercise is going to be direct cost. That is what it costs the school district to run that facility per hour. So when we update the fee

176schedule, we know that it's $10 per hour to to run and maintain a classroom. Brother, okay, I think what you're asking Can I try? Yeah. I think what you're asking is if on the one bar of uh um Yeah, thank you. Uh equipment for example, right? You got to buy a Zamboni, right? I think what you're saying is that Zamboni isn't directly only because we have outside groups using our facilities. It's to it's to supplement our operating costs for custodial operations and to make the custodian's job more efficient because they're often being pulled away to provide support for for school use or community groups. But they're using that Zambon all day long. They're not just using it. So what I'm at? Yes, that's right. Does this include this? This graph here includes student use also

177during school. It's not just some. Yeah, but it's not only this is not only after school use. Well, no, that's I think that's Yeah, these are good questions so we can like follow up. But I So that what he was saying was that one on the left. Tell me if I'm right, Ted. Excuse me. The one on the left. Is that right? Yes. that overtime for custodians. That one is directly be that is directly related to outside groups using our facilities. Right. The one on the far right the the equipment one if you have to buy a power washer what or something that's not a power washer directly because we're only right only for outside groups. Right. And we wouldn't necessarily need to like say recede as much if we didn't have so many people

178using the field. So, but my question is then would this include the the receding for student just student use also like is it kind of factored in there or is this so I think the school is going is going to benefit from the fact that we're doing these exercises now uh without the community use then that that cost would be bore completely on the ground operating expense which I'll tell you we don't have resources to do this work So, we're seeing an overall benefit uh back to the campus because of the additional wear and tear in the use. Let me see if I get your question too. I think what the board is I think what you're trying to get at is so seed and so and seed and hang on way I was going

179to try to do it. Seed and soil and sand and this fertilizer sod whatever it was. Sorry, I didn't you know that that category. Okay, we're do we're going to do that anyway because we've got kids using our fields during the day. That's best practice, right? Given available resources, we would be doing that. But the wear and tear factor comes into play, right? When you have multiple users over multiple Totally. I think what they're I think I I I don't know we can get you the answer but I think the question would be like is there any way to parse out like what would we normally so I what would we have spent without the outside groups right what I heard Ted No you're not making it worse um what I not reflected so I

180don't so I think you I think you kind of hit on it Ted a little bit so do we have if I'm understanding correctly you said something to the effect of we know what it costs to run something for an hour, right? So, can we also have a cost to say um you know, you're probably going to need an air conditioning repair or something every thousand hours, right? Seniors, right? And so that being said, um, how quickly do we, you know, if you're running it 24/7 because we have facility use 247, you know, what percentage of that, you know, how quickly do we get to the 19 years type of of use model? And so that would give us a number of saying, I guess getting closer to the the additional use by outside groups,

181you know, and what that would what that costs us um to get to that point. I think I think the number is somewhere in that math. I'm I'm going to guess Aaron is right on top. That's where [laughter] the capital direct component comes from, right? Because of the additional wear and tear. So, you're you're narrowing the useful life of that asset. So, air conditioning is a great example. You should be able to get 15 years worth of life out of an air conditioning unit when it's serving students in a classroom Monday through Friday, 7 to three. Yes. Now, we're extending that. Yeah. And you're shortening the life of that asset. you're increasing the maintenance cost of that asset. So the formula, the the operational direct cost and the capital direct cost is allowing the district

182to recoup that loss. Get an asset needs to be replaced or repaired more often than and you're not getting the full use of life out of it. Understood. And I think that's a great reason why we're we're doing this and we're having this conversation. I also understand the community. I mean, you know, the programs that use our facilities are definitely enrichment programs and I know so many of our students and families and communities benefit from them and that's why I am incredibly heartened to hear that you will be having those conversations with our broader community group. Um, I'm sure as a community we can come together and make sure that all parties are well supported and that we continue to have these wonderful facilities for our students to use during school and after school. So,

183I appreciate that. Um, any questions? Okay, thank you. Fantastic. Thank you, Ted. All right, we have a lot of papers today. I feel like I've been shuffling papers all over my desk. So, okay. All right, you guys. Brings us to closing items. The next regular board meeting will take place on Thursday, June 26, 2025 at 6:30 p.m. in the media center of the North County Regional Educational Center, 255 Pico Avenue, San Marcos, California, North California, 92069. And this meeting is now adjourned. Thank you.