Fallbrook Union High School District Board Meeting 6-10-2026

001The board of trustees are recorded and streamed in real time at ww.fuhsd.net. We're going to go ahead and call the meeting to order at 4:30 p.m. at Fwork Union High School Library, 2400 South Stage Coach Lane, Four, California 92028. Close session agenda includes public employment discipline dismiss and release government code section 54957 conference with legal council pending litigation government code section 54956.9D1 claim number 26-06426 conference with legal council anticipated litigation significant exposure to litigation pursuant to government code 54956.9D2 conference with labor negotiations government code section 957.6. District negotiator is Gara Gonzalez, superintendent. Employee organizations are FHSTA and SEIU. Unrepresented employees, classified management, certificated management, and confidential employees. Next, we have chief business officer evaluation and superintendent evaluation. Opportunity for members of the public to address the board on any item described in this agenda for

002the close session. Opportunity will be granted for open sessions. Government Code section 54954.3. Do we have any close session comments? >> We do not. >> We're going to go ahead and adjourn to close session. All right, we're going to go ahead and reconvene to open sessions at 5:30 p.m. Announcements, all open sessions of the board of trustees are recorded and streamed in real time at ww.fuhsd.net. Please rise for the flag salute. Right hand over your heart. Ready. Begin. >> To the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, liberty, justice for all. >> Okay. Thank you and welcome. We're going to go ahead and do the board of trustees roll call. Um Osalio, president is present. Mr. Eddie Jones, vice president, >> present. >>

003Tonado Dart, clerk, >> present. >> Paul Christensen, trustee, >> present. >> Chris Haskell, trustee, >> present. >> And superintendent Elsa Gara Gonzalez, >> present. >> Thank you. We will now review our governing team's norms. The board of trustes approved norms are that we be respectful, be approachable, be open-minded, be communicative with no surprises, be willing to listen, be prepared, and be trustworthy. Report from close sessions. Public employment discipline dismissal and release government code section 54957. Nothing to report. Conference with legal council pending litigation. Government code section 54956.9D1. Nothing to report. Claim number 26-06426 nothing to report conference with legal council anticipate litigation significant exposure to litigation pursuant to government code 54956.9D2 conference with labor negotiations government code section 54957.6 District negotiator is Ilsa Garca Gonzalez, superintendent. Employee organizations are FHSTA and SEIU. Unrepresented employees, classified

004management, certificate management, and confident confidential employees. Chief business of business officer evaluation and superintendent evaluation are nothing to report. We will now move the agenda. May I get a motion, please? I'll move that we approve the agenda for the regular meeting of June 10th, 2026 as presented. >> Um, so second by Miss Rodart, sorry, moved by Mr. Rodarte, second by Mr. Christensen to adopt the agenda. Any comments or questions? Okay. Um, Mr. Kario votes I. Mr. Christensen, >> I. >> Mr. Haskell, >> I. >> Mr. Jones. >> Hi. >> And Mr. Rod. >> Hi. >> Presentations. First, we have presentation Springs Sports Recap by Mr. Pad Walker. for 30 plus years. Started out coaching softball. I was not I was not here. And I begged her about 10 years ago to get back involved. She

005loved kids. Loves kids. And I remember going to her classroom. I said, "We really need a field hockey coach. I have a highly qualified club coach that is going to be there every day with you, but I need someone that's, you know, certificated teacher on campus. You can, you've already connected with a lot of these kids." Um, so I got her to come back and she won a CIF championship her first year, which was incredible. So, she had a great crew and she really enjoyed coaching. And so, she lasted, I think, six years as our field hockey coach, maybe more. And then she started um telling me she wants to be involved in girls lacrosse. And I got her involved coaching lacrosse. And she won both the CIF championship in field hockey and girls lacrosse

006and just did a tremendous job. So, we're going to miss her big time. She sent me her highlights and I love this. She said 12 senior scholar athletes with a GPA above 3.5 this year. What a way to go out. And she said these are future pilots, physical therapists, psychologists, biochemists, teachers, artists, and one retired teacher of course and that's Debbie B. So team GPA of 3.68. And again um Debbie will be missed. Boys and girls track, they had 40 team members represented Bark High School at league finals, producing two league champions. Girls 4 by 800 league champs. Boys pvolt Kingston Corey league champ setting a new record um in San Diego as a sophomore with a jump of 16-1. In CIF finals, he wasn't able to get to 161 again and he didn't qualify

007for state. But this kid's tremendous. Um, he's going to set all kinds of records. Um, both league champions represented Fbrick High School and CIF. And then again, girls team GPA was 3.55 and the boys was 3.12. Girls and boys swim were undefeated. And again, this is uh something every year we are known throughout San Diego as having a tremendous swim program. Um, girls swimming and diving were eight and0, four and0 in league. Valley League champs, all league teams Emily West, Ava Bird, Emma Sue Martinez, Ella Gene Martinez, and their team GPA was 3.44. Boy swimming and diving were 8-0, 4-0 in league, Valley League champions, all league team Aiden Lucia. Aiden was also in my CIF advisory and was a tremendous leader all year long. team GPA of 3.31. Softball, their record was eight and

00815. They lost in the first round of CIF. They had one first team all league selection, one second team all league selection. Very young team. Um really fun to watch their outfield. Try to come to some games. They are really a young scrappy. I was I was really impacted by just the amount of effort these kids put in and they are in a lot of great games. Tough tough league. Tough league they're in. Um so next the next couple years will be really fun. Team GPA of 3.19. Boys lacrosse. Um I got to give some props to a coaching staff that came in way late. Um we lost a coach and honestly they did a tremendous job and just kept on getting better and better. Their overall record was 35. doesn't say much. They're a

009fourth in league, but I was at their CIF playoff game and it was a hardfought, unbelievable m game. They lost 1113. They were the 11th seed. They almost beat the number six seed who went on to the semifinals and um they just showed improvement all year long. And I told the staff, which I hope I can get back, that's that right there in itself tells a lot. Um and again, they're pretty young, too. Lynen McKessan was a team MVP scoring seven goals in that playoff loss and Lynen was a first team all valley league player and then Aiden Purie was a second team all league player and their team GPA was 3.14 boys golf finished six and 13 they were third place in league Dylan Glat finished fifth place as an individual in the valley

010league tournament Austin Markort first team all league selection and qualified for the CIF tournament of the top six players are returning for next season. And this is a a sport that's growing at Fbrook. It's fun to watch. Um their team GPA was 3.25. Boys tennis, um coach Lway is going to be retiring. Had him for a long time. Um has done just a really solid job. Very professional, classy coach, highly organized. So he will be missed. They were seven and n overall and two and six in league. They advanced to the team CIF D3 quarterfinals. Second team all league Liam Leviki, Casey Manion, and Billy Matthew. And then again, Coach Lenoway is going to be retiring. He missed. GPA of 350, which is outstanding. baseball. They finished 522 and one and they were three and

01112 in the Avocado League and they had one uh second team all league player and then their team GPA was 3.18. Boys volleyball, they were unbelievable last year. They lost some key players. They still finished with over 20 wins, which is really impressive. They obviously got moved up being uh CIF champs from last year. Um so they finished 23 and 20, two and six in a tough league. They had one first team all league selection. Joshua Robinson won second team all league. That's Aiden Wei. I was at the loss down at Mission Bay. Mission Bay ended up winning it all. They were a team at another level. I it was a bummer we had them in the first round because I do think if we were in a different bracket, we would have faced them

012in the finals. But they were a very good team. Um, but it was a great season. Their team GPA was 3.545. This was our scholar athletes of the year. I went down. We have a beautiful breakfast. Um, and the HSSA does a phenomenal job. Ailen Ramirez Gaspar 4.33 GPA. Her sports were lacrosse and field hockey. You could see all of her accomplishments. and uh she just did an awesome she's had a great run for four years. And then Pety Piso was a 4.0 student, played basketball and baseball, was a big leader throughout the entire year. And so Pety will be missed again. First team all league team captain, tremendous job and physical night. I threw this on there because these team doctors that we have, no, there's no school in North County that has team

013doctors like us in this beautiful community. We had 150 student athletes completed. Um, a huge thank you to our community doctors and allstar therapy who donated their time and energy. Seven doctors showed up and you know how busy doctors are. I usually can pull like four or five. I watched seven of these guys including Dr. Pace who he's my guy. I've known Dr. Pace forever and he's such a neat guy. And to see him, I was like, "Pase, you're unbelievable." He got He's got to be close to 80 years old and just getting it done. This is Dr. He's just awesome. So, I've known him for quite a long time and I appreciate all of their dedication and it was just a phenomenal night. One last slide. Shout out to Mission Vista. I know their

014athletic director and their principal really well and they are giving our volleyball teams, our basketball teams, both boys and girls, a place to be during the summer to practice, run clinics and um they're, you know, they're they're kind of our rival. And so I didn't know how this would be going in if they could just didn't even want to deal with it. But right away, open arms. We can help you guys out, no problem. Um, and so props to Mission Vista and their leadership for uh inviting us and being able to use their gymnasium. Big deal. So now, if it's okay with Elsa, I'm gonna go right into the mission statement. All right. Shayen is coming up here. She is Shaylen Coat. She's been my go-to all year long in my CF advisory. She will

015be the first Fall Brook student athlete who will represent both North County and CIF this year. Um, cross my fingers I have her application in, but I'm feeling strong about it. She was huge in again developing a vision and a mission statement. Just some of the things because I want to steal some of the beautiful things that she's going to say. She's nervous. Told her to take some deep breaths. Don't be nervous. Core values. We talked about commitment, accountability, pride, respect, sportsmanship, work ethic. The stakeholders were the biggest thing. And I'm going to give props to Elsa who set this all up. As an athletic director who's super busy, I'm like, "Oh my gosh, this is going to be three days." And you have so many things to do. We needed three days. You're 100%

016right. And Jay Trillo did a phenomenal job leading this. And I've been in so many of these types of um work uh leadership and you always kind of go, I wonder how this guy's going to do, you know, is he going to be someone that is really going to get the most out of us? He did. He was highly organized and he really um did a good job just every day having this dialed in so we all could get together and come up with a really solid vision. So parents, boosters, coaches, admin again, We all work together to build something special. And now I'm going to give it to you. >> Good evening board members. My name is Shyen Co and I am captain of our track and field team. I am honored to speak

017about you about my experience of helping our athletic department's mission and vision statements. Over the course of three days, student athletes, coaches, and teachers work together to create statements that represent who we are and what we want our athletic program to stand for. Our goal was to create something that would encourage athletes, students, coaches, support them, and positivity to represent our school and community. We spent time discussing values that matter most in sports, such as teamwork, leadership, dedication, sportsmanship, and character. Every word has carefully chosen, and everyone had the opportunity to share their ideas and perspectives. One thing I learned from this process is how important collaboration is. By working together, we were able to create statements that reflect the grades and goals of values of our entire entire athletic community. I'm proud to have

018been part of the process and excited to see how this mission and vision statements will inspire current and future athletes. Thank you. Did I tell you be great? >> That'll do it from us. Appreciate the opportunity. >> Pat, I I got one question. That this flyer, this uh poster, >> yes. >> Is that something future to put up around the school through the community? >> Awesome. Love it. So there's actually a fourth meeting coming up um with Pat and administration to plan the roll out and how will this continue to be um or become an action because we can put posters all over the school and that doesn't change anything. Um so creating the plan for that. I do want to thank the board. I know that it was um Oscar who said, you know,

019I'd like to see a mission and vision for the athletic department, but I want to thank you for your patience because things do roll out slowly. Um and I wanted to make sure that I had the right person. He's not local. So, finding a time where he was going to be in town and it wouldn't cost us as much money um was critical. And that that took a little bit of time, but I think it was well worth it. might sound like a silly question, but those are our athletes in there, right? They're not just >> Okay, cool. Just wanted to make sure that >> the close up myself. >> Awesome. That way, um, you know, we're showcasing our kids just had to ask. >> I mean, I'm hoping I mean, when you get close,

020it kind of blurs them a little bit. Anyway, we can always put our athletes in these things. Yeah. >> Thank you. >> Yeah. Awesome. Thank you. All right. Next, public comments. The Fallback Union High School District Board of Education encourages and invites the public to comment on agenda and non-aggenda items. Individual speakers will be limited to three minutes per legislation 1292. The board will give twice a loted time to a member of the public who utilizes translating technology assistance to address the board. Total public input on any one subject will be limited to 20 minutes and may be extended at discretion of the board president. Comments on non-aggenda items will be heard at this time. Comments on an agenda item may be taken at this time or when the agenda item is discussed by the

021board. Speakers will be called in order by topic and when card is submitted. The district's silence should not be mistaken for agreement with public comments. Rather, the board remains silent to comply with California law, avoid legal entanglements, and or to protect the privacy of those involved. Do we have any public comments? >> We do. Our first speaker is Dan Nielson on trimester schedule >> when the agenda item discussed by the board. Perfect. >> Agenda item. Sorry. Um, our next speaker is Al Shastal. >> Good evening. Thank you. My name is Al Schoffall and I've been a history teacher here at Fber High for 23 years. Um, I'm here tonight to urge you to vote to return the high school to the semester system. As you have heard over the last several weeks, there are many

022educational reasons to make this change, but I would like to focus on fiscal responsibility. Our district is currently deficit spending and facing significant declining enrollment. In this environment, every budget decision matters. The numbers presented by the superintendent at the last meeting are clear. The trimester system is expected to cost 13,395,000 while the semester system would cost $12,939,000. That is a difference of more than $456,000 each year. When a district is facing financial challenges, it is difficult to justify spending nearly half a million dollars more on a system that many students, families, and educators believe is not serving students effectively. At the same time, it requires a level of staffing and scheduling expense that our district can no longer afford to ignore. Returning to semesters is not simply an educational decision. It is also a financial

023one. It allows us to better align our spending with physical realities while supporting a structure that many believe better meets student learning needs. As stewards of taxpayer dollars and guardians of our district's long-term financial health, you have a responsibility to make sustainable choices. Moving back to semesters is a practical, responsible step that supports both students and the district's financial future. Thank you for your time and consideration. [applause] >> The next speaker is Claudia Mendoza. Mendes Good afternoon. Um, dear members of the board, my name is Claudia Mendes Varela and today I'm talking to you as a parent to respectfully express my support on maintaining the trimester system as at our high school. As you consider any proposal to move from trimester to semester, I encourage you to carefully evaluate the following questions. How will this

024impact student achievement? Will students have more or fewer course options? How will this affect intervention and credit recovery opportunities? What are the benefits of drawbacks for students, teachers, and families? What does the data shown from comparable districts that have made similar changes? I'm also part of DAOC and I've seen the data along with all the parents in the DAOC um reunions that we have uh and we've seen improvements. So I would like to keep it going up. The trimester system offers significant benefits to students and improves greater flexibility, increased access to electives and more opportunities for students to explore academic and career interests. It's also known students to recover more quickly from academic challenges and stay on track for graduation. As a parent, I have seen these benefits firsthand. My daughter has faced challenges in

025certain classes and I cannot imagine her being required to remain in a semester long class where she is struggling or does not feel adequately support by the teachers. The trimester system gives the students a fresh start sooner and provides additional opportunities to adjust, recover, and move forward su successfully. This flexibility has helped my daughter remain engaged, confident, and focused on her academic goals. I am blessed to work for at Fulbr High School for the past 13 years. Seven of these were in the classroom as a bilingual part of professional and now as the athletics department secretary. And it is in this position that I have seen the other benefit of the trimester system. I have been I have seen how the trimester system benefits student athletes. The students who experience academic difficulties have additional opportunities

026throughout the year to improve their eligibility. This helps keep students this helps and by keeping students engaged in school connected to positive extracurricular activities and motivated to success to succeed academically. I respectfully ask to the board to carefully review the available data and consider the long-term impact on students before making any decisions to change the current system. The trimester model provides valuable opportunities that support academic achievement. >> Thank you, Miss Mendes. >> Thank you, >> Tracy Markham. >> Good evening. Um, several things weigh heavily on me as a teacher. Actually, I'm now completely unemployed, but I did work here for 33 years. And I think about the lowering of rigor in our classes, the lack of homework that's being assigned, rampant cheating and the online credit recovery that has no real syllabus and no expectation

027that there's written work. But I'm here to talk briefly also about the trimester system. As a math and science teacher, I would not have been in favor of the trimester program when it was first initiated. I know that the vote was very close and there was no option to keep things as they were. Um there was an option of A, B or C something different. Um I feel like the trimester system as I've seen it sort of from the outside at Oasis is that you're shortch changing the quality of a course for quantity. There's more stuff at less value. Um we have a robust college pathway program for students who want to take different courses. And I'm especially concerned when you look at what's going on, especially with math and the recent UC reports about

028how kids are showing up and they can't even do high school math, let alone college level math. And it's not getting better in the program that we're in. I talked to a lot of friends, math teachers, and they will tell you that math 3 has been watered down to math one. That kids take their replacement course online and they cheat all the way through it and they don't know anything. Yet, you have to give them the grade because somehow they cheated through the course. And and I have a student who came back to me this last before I retired who had been at Falber High had plenty of credits to graduate but wasn't allowed to take the courses needed to graduate. So she was stuck. She was taking courses that in her words kids were

029just playing on the computer hanging out on their phones. There was no solid curriculum. There were it was a waste of her time and she begged me to come back to Oasis and thankfully I was allowed to bring her back. But to me that was sad and I don't think she's all that uncommon. We need to look at how is the course of a day structured. Well, you had 55 minute classes and now you're at 70-minute classes. There was really no way to restructure that. A math lesson is a math lesson. So kids are doing their homework in class. They're surfing the internet. They have six fewer weeks to teach kids what they really need to know. And unfortunately, just imagine what's not being taught anymore. The deep dives into books, the activities in math.

030And Debbie Burke allowed me to use her name. She used to do some fabulous things in calculus. She just doesn't do anymore. She can't. She has six fewer weeks with her kids. The lab activities. I can't imagine Miss Panel probably doesn't have time to do either. Our DF kids need recovery. There's a way to do that, but they shouldn't get that recovery on the backs of the kids who are high achievers who do well the first time through and aren't getting D's and Fs in their courses. So, I don't have a lot of skin in the game. I understand that. But I guess I'll end with this. If I were bringing my kids to fall high right now, would I let them come? >> Thank you, Miss Markham. >> Thank you. No more public comments

031at the moment. Thank you. Um, next we have communications and reports from principles. Who would like to go first? >> Everyone. So, we had a strong end to the year for both Ivy and Oasis. Um, ac academically, we had over 60% of our Ivy students who earned a 2.5 GPA or above with 20% of those students earning a 3.5 or above. So, we're continuing a strong tradition of increasing academic success at Ivy High School. Uh similarly, we had um similar ratios at Oasis with 59% of students earning a 2.5 or above and 30% of those earning a 3.5 or above. On June 2nd, we had two beautiful graduations. I know some of you were able to attend um with 38 students walking at Ivy and 33 students walking at Oasis and a few additional students

032that chose not to walk because they had moved or were out of state. Um we had some lovely presentations from our student speakers as well as a special keynote address by Dr. Victor Rios. So all around we had beautiful celebrations of continued success and the the outstanding achievements of our students celebrated with dignity and with class. We are busy preparing for the upcoming school year where Ivy is actually going to be experiencing its highest starting enrollment that it's had in years, which is great because that the legacy of that school is really continuing to grow and evolve. Currently, we are in the process of a very small summer school um that is left to meet the needs of our few students who did not graduate on time. So, we actually only have two students who

033are currently in our senior promote, which is a 60% decrease from the last couple years, an 80% decrease from four years ago. So, that's really great. And those students are working to hopefully earn their diplomas this summer. And then the small summer school constituency of our ESY students as well. Um, otherwise, things are going as planned and Ivy is housing many of our displaced staff members while we continue with our construction projects. Any questions that you may have for me at this time? All right. Thank you. >> Thank you. >> Good evening board members and thank you for the opportunity to address you tonight. My name is Ame Bakanaba and I'll be filling in for Miss Jones and giving today's principal report. I want to begin by saying what an honor and privilege it has

034been to serve as one of the assistant principles at Fab Brook High School this year. As a new addition not only to Fbrook but also to the town, I had the joy of witnessing everything fresh, every program, every event, every small moment where a student felt seen, encouraged, and believed in. Last Wednesday, Floppork High School had the privilege of graduating nearly 400 seniors. Thank you to our entire board for being there and to celebrate our seniors as they took this important step. With the senior class, we had a few more accomplishments on their end. 189 seniors received the Golden State SEO recognition, which mean they demonstrated mastery in high school curriculum and also earned high grades in at least six subject areas. 31 seniors were recognized as AP scholars, meaning they had achieved AP Scholar

035status through AP exams prior to the start of their senior year with many additional students pending AP Scholar status when when their exam results are released in July. 265 seniors were recognized as having completed not just the FHS graduation requirements, but also the A throughG graduation require requirements for college entrance readiness. 101 lifetime honor role recipients were recognized for an overall high school GPA of 3.0 to 3.49. 83 lifetime high honor role recipients were recognized for an overall high school GPA of 3.5 to 3.99. and 49 lifetime distinguished honoral recipients were recognized for an overall high school GPA of 4.0 or higher. This goes to exemplify that our senior class and all of our students are thriving within our school. In the final weeks of the school year, FHS also recognized over 1,100 honorroll students

036in the grades 9 through 12 for their accomplishments in the winter trimester. Uh we honored high school uh students with honor students for with 3.0 0 to 3.49, high honor role students earning 3.5 to 3.99 GPA and distinguished honor roll students earning a 4.0 or higher. Our campus is undergoing muchneeded electrical upgrades this summer. So for those needing anything from our site, most resource are being hosted graciously at Ivy uh with our parent welcome center functioning out of the Oasis A annex at their campus and our migrant ed program utilizing Potter's campus. We extend a huge thank you to the colleagues at Mission Vista for their willingness to allow our students to utilize their athletic facilities this summer as well. To wrap it up, this has been my first year here at Fbrook High School

037and I can say without hesitation, I am honored to be here. I have seen a school that cares deeply, works tirely, and loves it students well. And I hope we continue to support all of our students. Thank you. [applause] Thank you. Next, we have report from board members. Who would like to go first? I'll go first. Uh I'll keep it short. I just uh thank everybody for the graduation process, principles, staff, um everybody. the the graduation is the culmination of at least from the board, my perspective on the board, it's a culmination of the entire year of all of our meetings that we get to come together and see little bits of of decisions that we make or things that we influence in some aspect, but um I personally love standing up there and seeing

038all the students. It's a small town, so you recognize a lot of the students, which I think is great. Um but it it's a very uh warm feeling that um you get being up there to see how many from our perspective looking out and seeing nearly 400 students graduating. It is uh tremendous and I know there's a a great deal amount of work that goes into putting that all together um from groundskeepers all the way up to admin. It's a huge undertaking. So I appreciate that and I I apologize for missing the ivy. Um my daughter's surgery took me away from that. So, um I apologize for that, but um and I don't know if Pat's still here, but I I wish I could have been part of that um committee um scheduled for, but

039my surgery took me out of that. It's been a surgical year. Um and then I just thank all the teachers for showing up. Thank you for your diligence um to let us hear your voices um in any direction. Um we appreciate that. you guys being in the classroom and and living firsthand your experiences and sharing them is very important. So I I appreciate the phone calls, emails, um and and all the uh things in between. So I'll leave it at that. Appreciate it. >> I'll just speak briefly as well. Um the word I kind of wanted to pick on was um our lovely student who spoke from our athletics mission and vision committee. Um the word collaboration that she used at the end of the day this is all about collaboration and it's all about

040every component and every piece of the puzzle working together to try to do the best for our students. And that includes our our staff working directly with our students, those that are working on the grounds and everybody from admin on down and that's what makes things work well is when we collaborate and when we talk um and we work together for the better. So thank you all for being here. >> Yeah. Um really message similar to what Paul had to say. I was also able to attend the graduations. was [snorts] it it it is really neat to see all the work that goes into both putting on that event and how smooth it went as well as of course the uh the capstone of what those students are able to achieve and and they get

041to move on to the next level. So uh that's all I have. Thank you. Not to belver the point uh that has been made just as far as fielding calls, emails, messages, conversations with numerous stakeholders that have uh shown a strong interest in helping to inform us as the board of their like or dislike of the trimester or the se semester system. Um, I think we come from a place of wanting to be receptive to as many voices as we can get in order to be informed in our decisions. And I will speak, I think, for all of us in saying that it's not a decision we take lightly. um looking at the points of view and keeping an open mind to what people like and dislike uh experiences that people have so that way

042we can make as informed a decision as we can. And so just to emphasize that this isn't something that I think we we don't come to a decision flippantly when it comes to trying to make this decision because we understand that it impacts students, teachers, parents, admin, staff. And any system can reverberate for many years to come. And as a parent who will have at least four children in this school system, um I have buyin and I think it's just important to remember that as members of the community, we want what's best for the school system, the students, the parents, the teachers, admin, and our neighbors. >> Just want to say thanks everybody for organizing a really great excellent graduation at Ivan Oasis and Frook High School. I'm at the point where it's my students

043who are graduating and walking that stage. So, having taught them in second, third, and fourth grade, and now handing them their diploma is something that's phenomenal. And it's a it's a team effort. It's a community um effort. And so, thank you everybody who organized it and helped kids graduate and, you know, follow their dreams. Next, we have report from superintendent. >> Yes. Good evening, president and members of the board. I'm pleased to report as you've already mentioned that our graduation ceremonies across the district were highly successful and truly reflective of the pride and excellence of our schools and community. Each ceremony was thought thoughtfully organized, well attended and filled with meaningful moments celebrating the accomplishments of our students. Our graduates demonstrated resilience, determination, and a strong sense of community throughout their educational journeys. The ceremonies

044honored not only their academic achievements, but also their character, perseverance, and readiness for the next chapter. The first ceremony was Ivy High School's graduation. The Ivy High School class of 2026 marked the beginning of a tradition of excellence at Ivy High School. This class was the first Ivy High School class to have CTE completers. They are the first to commit to four-year universities, opening doors and raising the bar for what is possible. And they are the first dual enrollment students from Ivy High School, already proving that they belong in college classrooms and beyond. I would also like to take a moment to recognize and thank our dedicated group of Ivy teachers and staff who are truly the embodiment of what educational scholar Michael Fulen describes as teacher efficacy. Fulan defines teacher efficacy as the collective

045belief of educators in their ability to positively impact student learning and success no matter the challenges. It is not just about individual skill but about a shared commitment, collaboration, and the unwavering conviction that every student can achieve at high levels. Ivy staff demonstrate this every day through their commitment to excellence, their support of one another, and their deep belief in our students potential. The success we witnessed at the graduation ceremony is a direct reflection of that collective efficacy in action. It is because of their dedication that our students cross the stage prepared, competent, and ready for the future. At Oasis High School, I'm especially proud to share that our very own student board member representative, Kira Hart, achieved a remarkable milestone by graduating with both a high school diploma and an associate of arts degree.

046This accomplishment exemplifies the high expectations and opportunities we strive to provide for all students. At the Oasis High School graduation, it was especially meaningful to see several new faces among our staff participating in the ceremony. These educators have already begun building strong relationships with students and contributing to a positive school culture. Their presence reflects the continued growth and strength of the Oasis community and we are excited about the impact they will have on our student success in the years ahead. Fbrick High School's graduation ceremony was smooth and beautifully executed. Though it carried a bittersweet tone as we recognized several retirees whose contributions have left a lasting impact, their influence has been felt in the classroom, on the athletic field, and in leadership roles across the campus. We are deeply grateful for their years of service

047and the legacy they leave behind in our students and school community. I would like to share that during the Fall Brook High School ceremony, there was a medical emergency involving an attendee. Trusty Jones and emergency personnel from North County Fire Protection District responded promptly and professionally, and the situation was handled effectively without disrupting the ceremony. We are grateful for the quick actions taken to ensure the safety and well-being of those involved. I also want to extend my sincere appreciation to all of the staff and administrators who work diligently behind the scenes to make these events seamless and memorable for our students and families. And finally, I would like to personally thank each of you, our board members, for being present at these celebrations. Your attendance sends a powerful message of support and pride. It truly

048means a great deal to our students, families, and the entire Falbrra community, especially as a close-knit district where these shared moments matter so deeply. As you approach this important decision on tonight's agenda, I would like to respectfully remind the board of your critical role in governance, setting direction, weighing the broader impact of your decisions, and always keeping student outcomes at the center of your deliberations. Every action we take should ultimately support the success, well-being, and achievement of our students. It is also important to underscore that student success does not occur in isolation. It requires access. Access to highquality instruction, rigorous coursework, supportive relationships, and the resources necessary to meet diverse learning needs. When we make decisions, we must consider how they expand or limit that access for our students. Equity and opportunity is fundamental to

049achieving excellence, and ensuring all students have what they need to succeed is at the heart of our work. I want to assure you that regardless of the outcome of tonight's vote, the administration and I remain fully committed to moving forward in a positive and productive manner. We will continue to focus on improving student outcomes while thoughtfully addressing the concerns and needs of our staff. Our shared goal remains clear to serve our students and community with integrity, purpose, and an unwavering focus on access and success for every learner. Thank you. >> Next, we have local control accountability plan LCAP 2026 2027. I would like to Call the public hearing for the local control accountability plan LCAP 2026 2027 to order at 6:14 p.m. for the Fick Union High School District. Notice is hereby given that the

050board of trustees of the Fbrick Union High School District will conduct a public hearing regarding the local control accountability plan LCAP 2026 2027. The district proposed local control accountability plan LCAP for the 2026 2027 school year will be presented by Miss Emily Ton. This is anformational item and will be presented for final approval and adoption at the June 23rd 2026 regular meeting of the Fick Union High School District Board of Trustees. Thank you, M. >> Good evening, President and Superintendent and members of the board. Uh I am here to present our local control accountability plan. So I have some of our overarching pieces of information that will be important for you. The document is quite lengthy. It's over 100 pages long in case you want to take that for some reading material this evening. Um

051ultimately the local control accountability plan serves as our strategic plan for the district. It is a three-year document. So we're actually finalizing year two and moving into the third year of this particular iteration of our plan. Um it is a method of accountability. There are metrics and things that are tracked there uh in regards to our actions and the budget that we assign to each of those actions and our goals. And it's an opportunity for us to have continuous improvements. So as we are looking at this plan every single year, gathering uh educational partner feedback, looking at our data, we make revisions on a consistent basis and then we a large revise when we do our next three-year iteration. Um on the left hand side, this is just our most recent dashboard data which is

052showing that we're approximately 73% socioeconomically disadvantaged. We have approximately 16% of our population who are students with disabilities and 21% who are uh English learners. We do have some new things as part of our LCAP this year. Um historically we've had three goals. The first is improving the engagement of our students and our families. Uh the second is preparing all students for college and career. Speak louder. Bring it up. Uh the third is uh that all students demonstrate competency on our standards. And the fourth uh came into being last year because we are now recipients of equity multiplier funds. So both Ivy High School and Oasis High School are now receiving equity multiplier funds which are distributed to schools that are over 70% socioeconomically disadvantaged and have a non-stability rate that exceeds 25%. So because

053there's a lot of in ingress and excess from um Oasis and from Ivy and that does impact data that does impact graduation rates. This is the state's way of trying to mitigate some of those outcomes and provide additional support for those students. So, uh, Ivy has been receiving equity multiplier funds, but Oasis is now newly receiving equity multiplier funds, and so they have an allocation of those funds next year. And as a condition of receiving those funds, they have to have a goal in our LCAP that is specific to their school. Uh, this is just a general overview. There's a lot of funding sources that are in this plan. Um, but these are some of our biggest funding sources. So, our state funding is that base grant in the light blue. Um, also as part

054of our state funding, we receive supplemental and concentration grants. And those supplemental and concentration grants are um provided to us for the priority group students in that left box, our English learners, our lowincome, and our homeless and foster. And so, based on the number of those students, we receive those additional funds. The uh qualification for using those funds is those funds must be used to support the students in that box. All students can benefit, but the action has to be tied directly to services that are supporting those demographics based on the data that we've compiled. Oops. Uh this is again just kind of an overall look at the budget on the left. What you'll see, and this is in the LCAP in the document, um the larger pie is our entire revenue sources. So the

055light blue is our state funds, our LCFF. The yellow, the green, and the kind of orange color, our federal, our local, and our state funds. The smaller circle to the right is actually taking those light blue funds and then breaking that up even further. So you can see the base grant, which is that dark blue, and the supplemental concentration, which is that light blue. and we have approximately $6 million for our supplemental concentration this year. On the right, this is the budget overview for parents. This is just illustrating the fact that our budget in our expenditures and our LCAP both match. And so, um, it's approximately $43 million of expenditures that is part of our budget and those are all reflected in our plan. Like I said, there's a lot of funding sources and these

056are not all of them, but these are some of the more major funding sources that are in this plan. Uh the supplemental concentration that you'll see at that 6 million approximately $6 million and that has to be targeted to improve services for our low-income foster youth and English learners. Our equity multiplier funds, you can see the allocation there for both IV High School and Oasis High School, approximately $100,000. Um again, those have to be in our LCAP. you have to base that on needs assessment data um and metrics that are measuring the effectiveness of the use of those funds. Uh our learning recovery and emergency block grant we've actually had for a year or two now. Uh we we have been allocated about 2.86 million. We've spent about a million of those funds. Uh the

057deadline to finish spending those funds is 2028. If we don't utilize those funds, um they are subject to potentially being recouped by the state. Um those also have to be included in the LCAP. They have to be part of our needs assessment process and I have to be able to illustrate in the document exactly why we are using them and how they're tied to our needs assessment. Uh our federal funds about 500,000 there. Uh there will be a separate presentation later about our federal addendum and how we use those funds and the conditions of receiving those funds as well. And then last but not least, another source of revenue is our Prop 28, our op arts and music and schools funding. And we have approximately uh 300,000 coming in there. And that has some parameters

058around it that schools over 500 must use must spend 80% of these funds on staffing, but they may not supplant. They may only supplement. So we cannot pay for example existing art teachers we have, but we can pay to have additional art teachers. So those are just some of the key things that are in this plan. Um, a major piece of developing this plan on an annual basis is to bring in educational partner voice. And so on the left underneath that picture, there's a variety of different ways that we are always gathering input. Um, the the the positive of being part of a small community in a small school is your ears are always open and you're always listening to the things that your educational partners are saying. But we also have some more systemic

059um opportunities for us to gather some of that feedback. um some of those opportunities including data so that the feedback is very informed. Uh some of the things that came from all of that those opportunities was some of our strengths that have been discussed here our warrior pride time from our students to our parents to our teachers. There are a tremendous amount of people who consider this to be a very positive thing. Um we've heard a lot of positives about the AP and IB opportunities for our students, dual enrollment opportunities. Um, we've seen some increased positivity around the counseling support, the four-year plans. Our students and our parents are very appreciative of those. Uh, course access and electives came up a lot from our parents. Um, and from our students, they really like our electives.

060They really like their options. They really like the choices. We also have a lot of wonderful extracurricular activities. Those came up a lot and that's athletics to clubs to Saturday Academy to Warrior Way. Um those things are also very appreciated as well. And then school safety and belonging uh was an area that was appreciated. Also some things that we know are areas for continued growth based on our educational partner feedback. Student engagement and school culture. Uh we had a lot more input from students this year about wanting opportunities to be engaged in the wider campus and in school spirit activities. Uh, math achievement has been uh, as I think you've even heard from some of uh, the people who've spoken tonight, math achievement has been something that we have been trying to focus on for

061a very very long time. Um, as have many schools across California. College and career opportunities. Um, what we heard a lot here was really love dual enrollment, love the talk around A to G, love the counseling support and four-year planning, but our our parents want even more. they still want even more in regards to what are the steps, what does my kid need to do in ninth grade, 10th grade, 11th grade, 12th grade to make sure they are on the right path to go to college or to have those opportunities. Um, so we continue to hear that we want even more there. Um, social emotional supports, we heard a request for more of those opportunities both in the classroom and on campus at large. Uh, communication and access to resources. We have a lot of

062wonderful resources. So, we have heard from our educational partners that we would like those communicated a little bit better, some better streamlined communication across different departments um and schools. And then, of course, as we know is coming up uh this evening, looking at our Bell schedule and looking at the ways to best serve our students, our parents, our staff in looking at that system and how that is supporting our kids and their achievement. So, I could have given you a lot of data, but I gave you a lot of data at the last board meeting. So, I did try to kind of consolidate to the areas of the most significant growth. And the way that our LCAP works is we look at growth across a three-year cycle. So, we look at it from year to

063year, but we really look at it across from our baseline data um to where we are now. We're at the end of year two. So all of this is looking at our growth since 2023. Uh in college and career uh in the college and career indicator, we had a 7.4 growth there, which is amazing. Um and it's a very complicated document, but you can pull it up on the California dashboard. That document on the left there with the dark brown um and the orange and the kind of lighter lighter brown, that really just shows you how our students are meeting college and career readiness. And what that's basically saying is of our kiddos who are college and career ready, most of them are meeting college and career readiness or preparedness um via their AO toG

064requirements, second highest number are meeting from uh their smarter balanced assessments, that 56.5%. Uh another area of growth is our graduation rate. So districtwide since 2023, we have gone up. We're in the green indicator. Um and what you'll see in those little boxes, they are very tiny. I apologize, but we have multiple demographics that have seen an increase in graduation rates as well. So, that's our long-term English learners, socioeconomically disadvantaged, and our students with disabilities. Uh, our English learners also showed some significant progress. They've moved from the red to the yellow, um, 33% to 43%. Uh, and then our long-term English learners made even more growth from 33% to 48%. So, they went from the red to the green. Um, and that is tremendous growth. grow. I know Ivy has had some tremendous growth in

065their ELPAC scores, but Fbrre High School has had growth for their students as well, and that can be attributed to a lot of the work that our teachers are doing, the ELPAC preparation, our bilingual pair of professionals, our ELD teachers, etc. Um, our students with disabilities, uh, that's also a significant increase, 72% to 85.9%. Same thing, we went from the red to the green. So, like I said, there's a lot more areas where we've actually seen growth, but I did try to focus on the areas where we had the most significant growth. Oops. So, where we know that we need to continue to focus, students with disabilities are below, they are still below in both math and English despite their growth in math. Um, they're in the red performance level for English because they did

066not grow from one year to the next. Our long-term English learners are a new demographic on our dashboard. um they we are below standard for all of our students, but um our long-term English learners are even further below standard. Um our English learners in general uh they did experience growth uh but they are still below standard. So that's an area that we continue to focus on. And then math in general we continue to focus on. So tier one instruction, just making sure that we're doing everything we can in the classroom. First line of defense with our students is something that we always continue to focus on. Math support, looking at how we can bring in more tier 2 supports. Uh literacy support, student engagement, and school culture and school spirit are all things that are

067a continued focus for us. Um these are just some actions of how the LCAP actually responds to those areas of focus. So for math achievement, we have our data reflection cycles, our common assessments. We are working with our ELD math tutorials during warrior pride time which we have found to be very effective. Uh we also have peer tutoring that is performed by our uh MTSS or our multi-ter system of support TOSA. We have Saturday academy tutoring which is peer tutoring and we also have our warrior way supports. Um student engagement warrior pride time is a big component of this. Uh we are also working with SD9 up with the county and trying to focus on our freshmen because our freshmen are uh we've known historically have had a higher DNF rate and they have that

068difficult transition from junior high up to high school. And so they are an area of focus for us and making sure that we are engaging them right off the bat with the school. And one of the ways that we're looking at doing that is our freshman seminar class. Uh English learner support. We have our English learner facilitator. We have our ELD three and four supervisor, our math tutorials, ELD standards training, and our data reflection cycles to continue to support our ELEL's. Um, student wellness. We are looking at social emotional curriculum for Oasis High School. We have an additional counselor that we fund through the LCAP at Falbrick High School. We have a social worker at Ivy High School. Uh, college and career readiness. We have career and technical education pathways. And we have a great

069breath. Most people who come to our school, it's one of the things that they always say is, "You guys have such a great robust CTE program." Um, so that is something that we continue to fund in our LCAP dual enrollment opportunities. AVID data has shown that our AVID students tend to do better than our general population. So, we Yep. snaps to AVID. Um, they do a great job. And then our IB program uh is also giving them college and career readiness opportunities as well as our AP program. There we go. Uh specifically for Ivy High School and Oasis because they are called out in our plan. Some celebrations and some areas of focus there. Uh they have been showing tremendous growth at Ivy with their graduation rate. Um they've always they've been hovering the last

070few years in the 80 to the 90% range. Their suspension rate decreased from 7.1% to 3.8. They went from the red to the green in the dashboard. their LP I again I had to check the data multiple times but they are amazing they went from 25% to 73%. Um areas of focus which we expect to see some movement here is college and career readiness indicator they were 0% and then they know internally they are constantly looking at their attendance and chronic absenteeism and they're really working hard through their TIG targeted intervention and guidance system. Um what we have in the LCAP is actions for them. Our our read 180 program which might be a part a part of the growth in the LP our CSI coordinator also might be a part of that LP growth.

071Uh college bilingual college and career liaison. We have a boys to men program to support our boys there. Uh we have art and powers which is funded with our prop 28 money. Uh we have a new CTE business pathway and uh Gardner is looking at restructuring that campus very strategically to make sure it works effectively and has space for that lovely new CTE program. So a lot that's happening at Ivy as Elsa has also mentioned. Uh Oasis uh also a receiver of our equity multiplier funds. They consistently have a high graduation rate. They do a great job there in the green. Low suspension rate. um English language arts they are above standard and science they are above standard as well. Um some areas of focus, college and career indicator that has also come up in

072some of their staff meetings, their CPT meetings and their W was uh meetings. Uh their math again math is an area and a hot spot for all of us. Uh 102 points below standard. So uh social emotional learning came up as an area of focus for wasque as I mentioned earlier. So the actions you'll see in the LCAP specifically for Oasis, especially utilizing those equity multiplier funds are training for independent study, providing that opportunity for our teachers to get that training, social emotional curriculum that we're going to start looking into, math tutoring and support, college and career experiences for those students, uh, and some technology upgrades at Oasis High School. Uh, our learning recovery block grant, as I had mentioned before, about $2.8 $8 million for that allocation. We've spent about a million. Uh over

073the next two years, there's approximately 800,000 that's being allocated across those two years. And we are focusing on tier one instruction, MTSS, math and literacy support, and student engagement. And a lot of the things that you've already heard, but some of that money goes towards uh AVID, some of it goes towards Warrior Pride Time. Some of that's going towards school city, which is part of the data that uh is pulled together for our teachers as part of their DRS collaboration process. Um Edenum and Courseware is our online curriculum that's utilized extensively at Oasis and then across IV and Falbrick High School as well. Uh summer school is largely funded out of LEBG and Saturday Academy as well. and our learning walks are also funded out of lg. Uh just to highlight things that have changed

074um we are looking at freshman seminar and bringing that into our plan for next year and whether that's feasible still. Uh we are looking to expand math interventions. So our EL tutorials, purchasing some online support for some of those. uh continuing our Saturday academy pure tutoring and warrior way. Uh our IBCTE expansion is new, so there's some actions in there that are specific to that. Uh our Oasis social emotional curriculum and college and career experiences are also new. We are going to continue our tiered system of support across all of our different schools, making sure that we are increasing our communication, but also expanding our tier 2 opportunities for interventions. Um we are reducing an intervention room position. We had six about 6 million4 this year and we are reducing to 6 million1 next year.

075So we did have to make some cuts out of our supplemental concentration. That was one of those cuts. Um continued LEBG investments avid EL tutorials summer school Saturday academy. Um our English learners and students with disabilities. We are going to continue our EL facilitator position and our ELD3 and four supervisor stipen position, but both of those positions have been altered. You'll see those coming up on our board agenda. Um that's due to the red reduction of our funds for supplemental concentration. So the EL facilitator position has been reduced and the EL3 and four position has been converted into a stipent. Um other things to just keep in mind, we did have funds this year such as our educator effectiveness grant which have sunset. So we no longer have those funds moving into next year. Uh

076arts block grant were funds that we have been receiving the last few years. Those have sunset as well. And we had two A to G grants and those have also sunset. Um again our plan reflects our dashboard data, our stakeholder feedback, the use of the funds, our equity multiplier requirements, CSI requirements, and our LEBG requirements. So any questions? >> No questions. Thank you. >> Sorry. Are there any public comments for the public hearing for the local control accountability plan? None. Let the record assured that no one address the board regarding this topic. in the public hearing at 6:35 p.m. Next, I would like to call the public hearing for the proposed district budget fiscal year 2026 2027 in order at 6:36 p.m. for the Fork Union High School District. Notice is hereby given that the

077board of trustees of the fall Union High School District will conduct a public hearing regarding the proposed district budget fiscal year 2026 2027. The proposed district budget fiscal year will be presented by Miss Brenda Mefford. This is an information item and will be presented for final approval and adoption at the June 23rd, 2026 regular meeting for the Fber Union High School District Board of Trustees. Go ahead, Miss Meford. >> Thank you. Okay, this evening I have the proposed budget for the 2627 fiscal year. Um, starting with our unrestricted and restricted revenues. Um, LCFF is the major source of our revenues and that's 31.1 million restricted at 187,000. That's our special ed property taxes. Um, for a combined $31.3 million of LCFF federal unrestricted, we have 1.1 million with 1.8 million of restricted for a combined

078$2.9 million. Our state revenue is 1,48,000 restricted 3,596,000 uh for a combined 4,644,000 in state revenues. Um local revenues unrestricted 441,000 restricted 2.2 million for a combined 2.6. So total unrestricted and restricted our combined revenues we are expecting for the 2627 school year are 41,662,940. There is supposed to be a pigraph there that I don't see but just to break down 75% of our combined revenues come from LCFF sources. That's the state aid and our property taxes. And um 7% of our revenues are federal, 7% are local, and 11% are state. I have a sheet here of the details of the um unrestricted because unrestricted is it's a big pot and so it helps when I kind of break it down for you. So out of the 31 million in LCFF on the unrestricted side,

079I just want to make sure I always remind everyone that 6,145,30 of those are supplemental concentration. So they are restricted in a sense that they are only supposed to be spent on the students that earn them, which are the foster youth, English language learners, low socioeconomic, and homeless. And then our federal on the unrestricted side because we get $1.1 million and a million of that is impact aid that we get for our students that are um military impacted and also for Camp Pendleton because we are impacted because of Camp Pendleton. If that was housing tracks, we would be getting property tax and we would be getting students from there. So that um ends up being uh the majority. And then um JOTC because the um Marines do recoup what they do pay us for one

080of the um instructors that we have here on campus. And um so that's $100,589 is what we get from the military for JOTC. The under other state it's a million48,000. Hometoschool transportation is $555,000 of that we get from the state to um offset some of our home to school transportation costs. Our um mandated block grant we get $141,000 and our unrestricted lottery 350,000. Those all fall under state revenues. Then in our local revenues, we've budgeted 441,000. There a bunch of little little things, but the main ones are use of facilities, our pack, and our fields. That um yields us $105,000. Our swimming program this year is $25,000. It's usually about twice that, but because the pool will be closed this summer, so I'm only budgeting for June of 2627, not the July and August. So,

081um, and then usually we get about $200,000 in interest for um, fund balance. So, that's the details of the revenue and then we'll go into expenditures. So for 2627 we have budgeted $15.2 million in certificated salaries 7.3 million in classified salaries and benefits uh statutory stirs pers and health and welfare benefits are budgeted at the 10,545,000 books and supplies just under 2 million services operating expenses are 7 6 million. That does include our transportation. It includes our property and liability insurance. It includes our uh legal costs. That's where all of that comes under. It's it's usually an object code. I usually speak about it as 5,000s and that's where that comes from. Capital outlay 171,000. That's anything that's going to improve a a structure or any item that's over $5,000. Um, other outgo,000. Half of

082that is the loan that the district is paying for the solar project. We usually pay about $437,000 a year back, paying back that loan. And then the other half of that is what we pay to the SULPA. And that's for all of our special ed um that we get um our case managers and like we used to have our students go to North County Academy. So anything that we purchase through the SOPA that falls under that other outgo and the indirect costs that's the money it's a negative number because that's money the general fund receives as we charge it to the restricted funds. So that brings our expenditures to 43,698 thou $43,698,000. And I've also showed our sax forms which accompany the budget shows um how we spend by function. So usually throughout the year

083I always present by object which is the category we're spending in. But the standardized account code structure has many components and so you can point out the function and so I just want to point out that we spend 64% of our expenditures are spent on instruction related services. 10% are on pupil services and then the 2% that's ancillary services uh community services and then um 8% is uh general administration and then 13% that's the plants and services. So that's um everything from grounds maintenance custodial everything that comes under a function of um plants and services. So that's that's where that one is and the assumptions that I used in preparing this budget are the reduction of five certificated FTE in the 2627 year. There is no increase in stirs and there's now a minimal increase

084in PERS where if you recall back the last eight years or so there was always about a 2 and a half% increase projected to PERS. PERS is what is usually charged for most of our classified staff. So for every dollar that we pay them, we pay 20ome percent into their PERS benefits. And I have a chart to show you exactly what those numbers are. But those are now starting to uh level out and actually starting to decrease in the outer years. So that's that's a positive for us. And then in the third year in my multi-year projection, we did um have to show a reduction of $470,000. It's just a blanket reduction because I don't know what if the enrollment goes up then that won't be necessary. There could be attrition in there. I just

085have to show that it's positive. So I I don't have that doesn't apply to anything specific. It's just to make my number be positive. So the I said I used the cola here and what we use. So you see the colas 26 27 2728 2829 2930. 2.87 87 is the statutory cola for the fiscal year in the governor's budget when it was announced and at the May revision there there is talk and I it's probably going to come to fruition that they're including a 1.44% 44% augmentation making it a 4.31 super cola if you will and whenever there's additional funds that weren't anticipated then we either get an increase cola or we get we get the money in one-time funds which I do expect to also receive some one-time funds they are not included in

086this budget because we are advised to not include the one-time funds until after July July 1 when the budget has actually been adopted and we know for sure that we will be funded on that. Same as with the COLA. So I first did the budget with the 4.31 COLA and then I was told no you should really only do the 2.87 and they really pointed that out at the governor's budget and I included the slide. This is how much they're telling us do not use the 4.31, use the 2.87. So I did that for now but in July one if it comes out then I will come back and I will have we have 45 days to issue a budget revision and at that time we will have whatever change in cola if there is

087one as well as the onetime funds so here's the stirs and pers rates stirs has remained the same at 19.10% 10% and then PERS has fluctuated and like I said in the past it was going up every year about 2 and a half% it's now leveled out so this year it's 26.4 goes to 26.9 and then 26.10 10 then down to 25. So I thought that was really good news and um as you know I know last budget meeting our last board meeting there was some discussion as enrollment and ADA it gets a little confusing and so I just want to remind that we have our enrollment that is a snapshot in time on seabeds day which is the first Wednesday of October. We then report our ADA which is our attendance of all of

088those students enrolled coming to school every day. That cumulative count that is our P2 which is the eighth month of school which for us us is March. So at the end of March what we report that is what we are funded on. And I did want to point out here that we also have there's a difference in enrollment. So for instance on the first Wednesday of October seabeds day we had 2013 students enrolled in the district and then by the time that we got to P2 which was March we lost 14 of those because we went to 1999 that was our actual enrollment but our P2 attendance the ADA was 1868.67 so that's a 93.4% 4% attendance rate and that is what we're funded on the 1,868.67. So in projecting going forward we've had I

089I've done an an average and we usually lose about maybe student uh 30 students in enrollment. And so I go ahead and I project that. So I went from 1999 then I went I was a little less conservative. I went to 1983 and then since our attendance rate is you usually about 93% I am projecting a P2 at 2627 of 1847. So that's where I use that in the LCFF calculator that then calculates what our revenue will be. And so then from 1983 then 2728 goes to 1953 93% of that so on and so forth. And so that's that's what we use at this time. And that's how I come up with the projected P2 and how I come up with what our revenue is going to be. And then the multi-year projection. So in

090our multi-year projection, we have the beginning balance and then you take the beginning balance, you add this year's expected revenues, you subtract this year's expenditures and as you see we are deficit spending and that gives us an ending fund balance of 5.5 million. That's combined unrestricted and restricted. So not to be confused, I did break out that of that 5 5 2.9 million of that is restricted and $35,000 you always see in the budget line. That's what we have to keep for revolving cash. So that gives us um then we have our reserves that we have to have 3% of our total expenditures have to be um put and budgeted for our economic uncertainty 3% reserve. That amount is 1,310,940. That gives us an unassigned fund balance at the end of 2627 of 1,233,333. So

091that's a total reserve of about 5.82. This is our projection for 2627. You take that ending fund balance, it then becomes the beginning fund balance of the subsequent year. You add the revenues, subtract the expenditures, and then we end with another ending fund balance of 3,43,000. Of that, 1.4 million is restricted. So 1.3 is the reserves. And then that gives us $216,452. That's unassigned. Same thing, you take that ending balance, it becomes the next. and you see how that goes. So, we end in the 2829 school year with $5,000, which is just 3%. We did make our 3% reserves. In order to file a positive budget, you have to be able to show that you have made your reserves and still have a dollar left over in the unassigned. And we have done that. But

092in that 2829, I did have to reduce by the $470,000. So that's that. And I did add a slide that I have never included before that um I was asked to show what it would cost since at the last board meeting the teachers association president said why don't we what she suggested we be proactive instead of reactive and what would it cost if we took the statutory cola of 2.87% and added it to the salaries. So that was that we're I'm not going to be presenting that. That might be considered bargaining outside of the table. I'm not doing anything like that. I was just asked to show what it would cost and all we did was take it on the salaries and the statutory benefits. So it didn't increase health and welfare or anything, but

093I was asked to show what that would do. So if we took everything as it stands and increased everybody's salaries 2.87% it changes our ending fund balance and in the first year 2627 we are still positive and we still have an overall reserve of 4.4%. Then when we get in all of that same story, ending fund balance becomes the next year's um beginning fund balance and then we end up negative. So could we adjust that and be positive in 2728 it wouldn't take much but then the problem is you get into 2829 and then it's usually the story the third year and then it's significantly negative there. So I it's included there. So just everybody I was asked to do that. So there you go. And then in our other funds. So fund 13 is

094our food service cafeteria fund. It is restricted only to food service. All of our food service personnel is paid from fund 13. And for the 2627 year they're going to start the beginning balance with just under $3 million. They've actually held pretty steady since COVID with an ending fund balance every year about of about $3 million. The revenues they expect to earn are $2 million. They're going to spend 2.2. So, they're going to end with 2.7 and their ending fund balance when the 26 27 year closes. Fund 21 is probably not going to be like this. I was just approving apps before I came over here. I expected that we would spend all of our bond funds down in this year, but it looks like we might end up with a million dollar extra. But

095budgeting that we were going to spend most everything in the 2526 school year, then we would only have had $146,000 carried over to next year. And um we'd get maybe $50,000 in interest because we still do have over a million dollars. And then expense, we'd pretty much in that. So we're pretty much going to wipe out by the end of 2627 guaranteed our bond fund will be completely depleted. Um fund 25 is our developer fees and right now we have a balance of $12,000. So that's what we'll be starting the year with. and we will take in about a $100,000. That's about our average just from local. We're kind of done seeing the big housing developments where we took in millions of dollars in developer fees. So, we're down to just local. So, and if

096we have any expenditures, we did do the A program. The whole the new um buildings were all used. We use developer fees for that as well as the additional portable buildings over by maintenance on Fabric High School's campus. those were used because they're they're new rooms. Developer fees were used for those and so finished paying off any of those. So we'd end up just kind of about the same. We're not going to end up with much uh developer fees. And then our fund 40. So fund 40, that's where when we get our impact aid, we budget, as I said, in our revenues, we budget a million dollars. Sometimes the federal government gives us additional. if they have more money, they disperse it out to the schools. And with that, we take that and then that's

097what we move to fund 40 and we also use some of that money and deposit it into our OPED trust that we have for our other post-employment benefits. And so outside of that, so over the years we've been doing that. So, between those annual deposits and the interest that money has earned in the treasury, right now we're sitting at $4.8 million for that. I know sometimes that's referred to as our pool fund for but that's that's where we are with that fund right now. And so, um, at budget, I'm supposed to always make sure that we detail what our excess reserves are because we're required to have 3% reserves. We have 5.82. 82. So that excess reserves is that's an additional 1.2 million. And as you recall, we used to have a 6% um reserve

098requirement in this district. And then the last couple years, the board voted to go back to the regular required 3%. So, and we're always trying to maybe get back to that 6%. So, that's one thing listed. And then, um we don't know what our decline is. And so we do want to keep some reserves for that. And what we've been experiencing, if you're all familiar with AB218, and that's the excess liability claims. And for that this year for 20 uh 2526, we didn't have to pay anything out, but we were told to budget what we paid out last year in 2425. Budget that for 2627. And so that amount that we paid out was $266,84. That was not a claim against our district directly, but we are in a pool. So the pool was hit

099with claims and that was the total had to be divided by all members of the pool. That was our share. So, I have increased the budget that's in our 5,000 line and um it's higher than usual because we will be probably paying another set of claims in the 2627 school year. So, that's been included and since it's it's very up in the air, it's all a guess. I have no idea. And so, it's a good idea to have some extra reserves because at first or second in we may have to increase the budget. And when you increase the budget, it comes from the reserves. And then um there's a new proposal that we'll know after the governor's budget is done, AB65, and that's the 14-w week paid disability and parental leave for maternity leave. And

100so we've calculated that would cost our district $127,400 in subcosts. And so that's why we have that. I didn't add it to the budget, but it is going to be part of if comes to fruition based on the the maternities that we had last year. We just did a rough calculation. That's about the estimate. So that's where we would use these reserves to increase that budget. That is all I have. Do you have any questions? >> I do. In your budget assumptions, you stated that there's a reduction of five certificated FTEEs. So that's regardless of whatever system is in place that reduction which I have questions and I'm going to meet with you later on about this but um the reduction of five certificate FTEEs regardless of whatever systems in place you already budget that

101in. >> Yes, those were the ones that we've already they were either retirements in the 2526 school year that we didn't replace or the teachers that we had to riff. That's what those are. That's the savings from that. And to answer your question, it's under the current system because we can't assume that you're going to vote one way or another. So, it's under the trimester. >> Thank you. >> Anyone else? >> Uh, quick question. The cola 2.87 is what we calculated. We end uh the third year on a positive budget. So I think as a board that that represents uh fiscal responsibility as a whole of and it's not a a huge reserve past the state 3% but at 2.87 and I and the third year it's like $5,600 that's our reserve. If we have

102to do an addendum per state uh cola of 1.44 additional, where is our budget anticipating third year with just the state cola? As as your as the budget looks, if we added in an additional 1.44, I can't imagine our third year is positive. Is that correct? >> No, it's better. If we if we add in the cola, that's additional revenue and we're not adding the actual expend expenditures. So it I think it ends up because I did it and it's like $700 and some thousand dollars positive. It's it's it's a surplus. It it looks very nice. >> Yeah. No, I think I was it's a it's a revenue from the state that we're getting increase not just 2.87 but an additional 1.44. So, our budget in the third year as stands goes up from 5,000

103to 700 something. >> Correct. >> Um, that's my really only question, but I I and I know we've discussed this and I don't we don't have to take a lot of time. The liability claims that we've talked about and just for public knowledge, we're a pool of a whole bunch of different districts that all pay for liability insurance. Um, If a school has a uh something that they have to pay out for for whatever reason, any school other than ours, um the pool allotment that we're paying as a whole, everybody's goes up. So if we're pulled with four schools, one school has a claim, pays a million dollars, everybody's insurance goes up to help pay for their mistakes or their claim. >> Correct. Yes. That's the that's the pros and cons of a pool because

104when it when it's us, we are happy that we have the pool to help us spread that cost, but when it's someone else and we have to pay our share, then it that's that's a negative. >> And this might be a loaded question, but at some point, is there a breaking point for what we've paid or we do pay to break off to have our own individual insurance rather than staying in the pool? Is there a breaking point financially that makes sense or is it just astronomically expensive to be on your own and not in the pool? >> Besides expensive, there's a huge risk if we were way too small to be on our own. We tried that with our medical benefits. We went out of our pool. We went on our own with ETN.

105Those of you that were here remember that. And then we were seeing a 40% increase. We could not do that. And then that's when we ended up going back. And that's when we ended up then going into a pool and that's how we are on our medical benefits. So we've never tried to be out of the pool that I'm aware of for our uh liability. And this isn't our usual claims. This is that AB218 where it's can go till you're 40 years old. You can claim if anybody had harmed you. So that those are a lot of those are happening and that's what's this huge increase. >> Yeah. I I appreciate we've talked about it at length. I think just general transparency for the public. Um they acknowledge why that increase is. It's not necessarily

106our doing. It's multiple pool uh associates that create an increase. So thank you. That was all I got. Great job. >> And um that really has gone up. It's the survivor rights complaints. There is language that is being worked on now to try to put caps on damages because as um Brenda said, it's very difficult when a school district gets sued for something that happened 40 years ago. You don't have the records. You don't have the people that were there to be able to defend yourself. It's now being extended to um fire departments and police departments. So there's a big push from legislators to try and refine that language to put caps on the damages because for next year the state is proposed um is projected to spend $4 billion in state cost because of

107these types of claims. So, I do urge our board members, you get the emails from CSBA saying, "Send a letter." They usually send you the template, sign it, and send it in because the more support that we can put or the more pressure we can put on the state to change some of this language, um the better off we would be. >> Brenda, I uh I'm going to ask a dumb question. You ready for a dumb question? Uh back to the cola the cola versus a super cola because I've had many conversations is is the additional 1.44 which we may or may not get. Is that a one time or will that if we were to get that is that going to continue as the baseline going forward? >> Right now it's just proposed for

108the school year. So if we looking at your age here, uh if we were to get the 4.31 in 2627, when we go to 2728, we're not going to start at the 4.3, we're going to start at the 2.8 and grow from there. >> Well, it's our you take our base and then you add the cola. So where we get it's not always an increase because what it does because we're declining enrollment. If we were not declining and we were static, it would be an increase every year. But what it does is it kind of offsets our decline in enrollment. That's what the cola does. And it's supposed to be to for increased costs as you see when everything goes up. So it's not like we're going to start there. It would be more money

109in our pocket. Yes. And so for 2627 that's why when you do it our third year ends up very healthy if we were to get that 4.31. But I also didn't budget the costs that it's intended for. The reason that there is the super cola is to help offset the cost of the new maternity leave if that comes to fruition because like we say that's an additional 126,000. So, in my multi-year projection, I budgeted the revenue, but not really knowing what the costs are. I did not budget those in the line items where they go, I that's why I assigned them in our excess reserves. >> All right. Thank you. No other questions. >> And another um upcoming expenditure that these funds are for the superola is the personal finance requirement that goes into effect

110with the class of 2031. So, right now it's a funded requirement. It'll be a a graduation requirement. Um, anytime you add a course, it costs money to purchase textbooks, to create it, etc. So, it's to offset some of those costs as well. >> Brenda, I just have a question about the So, going from the 2627, if the Super Coola is implemented, does that impact the 2728 the next couple as well, does that change what those numbers are or would it still be 3.30, 3.09, and 3.11? We don't know that until you get into the budget because they they assign the cola based on the revenues received in that year. And that's why for 2627 more revenues than anticipated were received into the state and that's the reason for the cola and then that does flow

111in because this is a higher cola that 3.3 because we were over in the twos and so it would depend because when they come into the end of next year in if we have over revenues if they receive more revenues than they projected to receive then we can get a higher cola at that time. And sometimes I've seen it where at budget in January they'll project a very high COLA. We go ahead and budget. Then we come to the May revise. Things have changed and then they lower it and now you've got this initial budget with extra $100,000 revenue based on the COLA. And then if the cola goes down a percent, then we lose that because that's added to our base. So our base is like 13,112 per ADA. And so you take that

11213,000 and then you add 4.3% to that and you do that times, 1900 and it gets in hundreds of thousands of dollars. >> Okay. So, it sounds like at least we can't extrapolate out if the super colola is included yet into what the multi-year projections are going to be because we have to wait till we're in that next year for that to even populate what the number is. >> Yeah. And that's why they're so adamant at only use the 2.87 because the 2.87 is guaranteed to be funded. The additional 1.44 it's not. It's the way the revenues are. It's more than likely it is going to be, but we are not supposed to budget that because we don't know until the budget is signed and approved by July 1. >> Are there any public Thank

113you. Um, there any public comments for the public hearing for the proposed district budget fiscal year? >> Anything else? >> Sorry, I have one more question. I forgot about it. Um, Brena, the other outgoing that amount you said at least partially was paying back for the the solar. Is that true? >> Yes. Our solar alone, we borrowed $6.7 million to build the solar project and we pay about $437,000 a year in principle and interest. >> Okay. But what are we paying in the change of utilities of what it's producing? to offset and not that you have that number but that was the point of the solar was yes we're paying 400 but we were paying quite a bit of that utility every month we are truly saving money by having the the solar correct >>

114yes because right now our our um electricity has the cost has reduced by $350,000 a year and then once the battery is up and running and all of that we will see greater savings. So, it will probably it will eventually then have a gain to us >> and with that gain is a state refund. Correct. That who knows when the state pays that, but there there like it's not just we're paying 400 for a loan. We're saving money. It was a good investment long term um to save electrical costs and pay for a loan that will end. So, >> the loan will end. Yes. And there is a rebate and we did receive and what we're trying to do is use the rebate money. It was $1.2 million. And with that rebate money, we want

115to finish paying off the the battery so we don't have that. And then I'm working with legal counsel to see with that excess money from the rebate, how much can we pay towards the loan to pay it off sooner. There's prepayment and there's IRS arbitrage and all that. So, we're looking into all those issues. But yes, and then eventually the sooner the loan is paid off, then that will all just be savings. >> All right. Thank you for comments to the board on this topic. I'm a during public hearing at 7:14 p.m. >> Next, we have education services uh information item 2026 2027 proposition 28 reporting plan arts and music education funding program. This is an information item and it will be presented. It will be on the next board meeting agenda for action. Lots

116more talk about money. Um this is some good news. Prop 28 is uh some money that we receive to fund art and music in schools. And as a condition of receiving these funds, we have to do an annual report and then also an annual report out to the board how we're planning to use those funds in the subsequent fiscal year. So this is just to give you some information about where we've been. Purpose of uh these funds. Um it's ongoing funding. It's 1% of our LCFF each year. Uh the purpose of this is to expand the arts programs at schools, especially schools over 500. If there are over 500 students, there is a requirement to spend 80% of these funds on staffing. So, just some highlights from 2526. Uh, our allocation for 2526 was $369,494.

117Um, we did have carryover from the previous fiscal year 2425 in the amount of $228,827. So, we had approximately $600,000 to work with this year. Um, we did develop a plan in conjunction with both site principles, with our VAPA department chairs, um, and educational partners from each school site. And the way that those funds were used um, is we are currently funding additional art teacher position. Actually, these funds uh, coincided with our move to the trimester system, which worked out really well. The funds are meant to supplement and not supplant. Um, if you feel like looking it up, LA Unified got themselves into a little bit of trouble in regards to supplanting rather than supplementing with these funds. Um, so because we had expanded opportunities with the trimester program, it was a really perfect timing

118for us to put in an additional art teacher position. Um, and that has continued um, now for two years. We also fund two classified band support positions and a classified dance instructional position. Um, we also invest in materials, equipment, supplies, arts program enhancement, expanded access to arts, electives. There was a lot of work done in our art classes this year. Um, they look really great. We have now additional sinks in many of those classrooms, some additional storage cabinets. We were able to replace some of the counters and some of the desks in a variety of areas. We replaced both of the kils in ceramics. Um so these funds have been really helpful along with our arts block grant which did sunset uh sunsets June 30th of this year um to do some upgrades for our

119VAPA department. Uh we have also been offering glass blowing and arts classes through Saturday academy. Um and we've also uh upgraded a room specifically for our teatro class. So there is a portable stage there. There's an area for them to store costumes. there's storage space for our patro teacher um below that classroom as well. So uh these funds have been really helpful and really effective. Just so you can see the impact that these funds have had. Um 2223 in comparison to 2526. Uh 2223 we were not receiving these funds and like I said it just happened to coincide and it worked out well for us um that we started the trimester in 2324. Uh but the enrollment in each of those classes you can see there in that middle column uh with a total of

120747 students who are originally gaining access to our visual and performing arts classes. Uh 2526 enrollment. You can see by each individual program but you can see that now we are servicing uh 1,255 students. Uh our staffing due to these funds and again we we are required to increase our staffing with these funds. uh we moved from 6.99 FTEES for our certificated staff to 7.38 FTEES and then for our classified staffing that went from zero we had no classified positions for our arts programs and that increased to 1.5. So that has provided some expanded course access across art, dance, band, ceramics, theatro, choir, yearbook um and additional elective opportunities for our students. what we plan to do moving forward. This is our projection. Um we don't have a final allocation amount until we get a

121little bit further into fall, but we are projecting to receive based on our 1% of our LCFF approximately $300,000. We do have carryover in the amount of $232,829. We actually for the past few years in our arts uh programs have been offering five4th positions which means our teachers normally teach four classes each trimester but we've had some carryover funds each year and so they've taken on many of them five classes per trimester. They have been a little bit fatigued and our numbers are a little bit lower than they've been due due to some declining enrollment. Um, but a lot of what those carryover funds are used, even when they carry over from one year to the next, we still have to adhere to the 80% for staffing. And so that's one of the ways we've

122been addressing the 80% staffing is those uh one-off classes and opening them when we needed that space for our students. So our total estimated available funds is about $558,827. And we are planning to maintain our expanded arts staffing in the 2627 school year, continuing to try to increase our student access and participation. Um, our visual and performing arts team is actually looking at trying to create some marketing paraphernalia to show what the pathways are here for the arts. Um, San Diego County Office of Ed provides some structure around career and technical education pathways, but our team would like to do something similar so that that can be more transparent for students and parents in regards to the opportunities they have here at Bal Brook High School, Ivy and Oasis. Um, we enhance our programs with

123guest artists and partnerships. Uh, you'll you'll see in some of the next slides at Ivy and Oasis, we use some of those funds for art and powers um, and investments there. So, if you break it down by each of our different uh areas, we've got band, the coaches, the equipment, the repairs and instructional support. We have guest choreographers in dance and performance support. Uh art and ceramics materials, workshops, equipment, like I mentioned, kils, um making sure that we're staying on top of all of those things. Yearbook and theatro, we uh our teacher works with industry experts. Um we've increased our technology there and culturally relevant experiences for our students. She takes them to see plays which is really outstanding. That's a picture of some of the work that uh Ivy has done over the past

124few years with Art Empowers. They put together an entire booklet and it has artwork, it has poetry, um and it's an opportunity for our students to express themselves through the arts. It's another version of Art Empowers in the book that Ivy has created. Um, but just to further illustrate what is happening at Ivy and Oasis high schools, uh, because they're not 500 uh, more than 500 students at each of those schools, that 80% staffing does not apply to them. So, we do a lot more with contracting out with our services and making sure that we're getting materials for our students. Um it's a poem from one of our students at Ivy High School. But just big takeaways um that this funding has really supported our students access to the arts here at Fbrook Union High

125School District. Um and we are continuing to look at supporting that staffing in 2627 and the program quality and we're compliant with the requirements so that we can continue to receive these funds. >> Questions? No questions. Thank you. Next we have information information item local control accountability plan federal addendum 2026 2027. All right. Um, as I mentioned for our local control accountability plan, that's really our overarching plan that includes everything. But as a condition of receiving federal funds, we are required to have a federal addendum. And that federal addendum is intended similar to those Prop 28 funds to uh supplement and not supplant the things that we are doing with our state funding. Uh so this is just to give you an idea of how each of these federal funds supports our local control and

126accountability plan. Our title one funds are received for our socioeconomically disadvantaged students. And we have actions. We use a lot of these funds for AVID. You'll see that in goals one, two, and four of our uh LCAP. We also use these funds for our bilingual college and career liaison who split across Balber High School campus and Ivy High School's campus. Title two are our professional learning funds. So these are largely used for contracts with professional learning or primarily for paying subs when our teachers are pulled out of the classroom to do curriculum or instruction work or professional learning. And so you'll see that alignment in goal three of our LCAP. Title three are specifically for our English language learners. And so they are referenced in goals one and three heavily. Um, title three immigrant, we

127are actually not receiving title three immigrant funds. We have to meet a certain percentage of increased enrollment in the number of immigrant students that we receive. And we've actually declined in the number of immigrant students that we are receiving. So we no longer receive our title three immigrant funds, but they are still referenced in goals one, two, and three. Uh, title four is our broad access to courses of study, technology, and mental health. Those are all referenced in goals one, two, and three. And again, the these funds must align to the Every Student Succeeds Act, and they are meant to supplement, not supplant. So, just the title one highlights. Um, like I said, primarily these funds are used for AVID, but there are a lot of conditions and requirements to receiving these funds. uh we

128are required to always ensure that our credentiing is up to date that we provide notifications in an annual notification process through our data confirmation to parents in regards to credentiing and effective teachers in the classroom. Um we are required if to put some money aside for family engagement but like I said we have a co bilingual college and career liaison that's funded out of our title one. Uh we do pull an allocation to the side about $2,000 that's specifically for our homeless students. And a lot of the time that's used for anything it might be paying off fees that they weren't able to pay for. It could be for backpacks, it could be for transportation, a variety of different things for our Mckin Vento students. Um and then we do allocate funds to the school

129sites. So those are outlined even further in their school plan for student achievement. All of these plans are meant to align together. Uh Ivy High School along with their title one funds also is receiving CSI funds. Um and those CSI funds are also federal funds and are required to be part of their single plan um for their schools. Uh and the allocations you can see there are in the middle. We have about $370,000 of our title one. We've actually been decreasing in the amount that we've been allocated over the years. Like Brenda mentioned, it's also subject to change. um we get allocated an amount and as we continue through the year sometimes those are updated. So our title two uh one of the conditions of receiving title two funds for professional learning is that the

130professional learning that's happening at a school is a s it's not a oneanddone. It has to be something systemic something that's continuous um where we're con providing continual support to our teachers and our classified staff. So we do a lot of different things. We have our curriculum alignment, our common assessments, data reflection sessions, which are basically PLC's, professional learning communities, but we call them DRS. Um, we have learning walks to support our teachers, allow them to see best practices in one another's classrooms. Uh, we run an ELD standards training at the beginning of each year for any new teachers. Um, we also provide support for our co-teers and students with disabilities and our BITSA induction support program for any new teachers in the district. Most of this, even though there's parameters to receive it, um

131some of these things are paid for with LREBG, but we're required to do them to receive the funds in the first place. We primarily use the funds for our substitute costs. Um our 2627 focus, we just are going to continue to focus on our English learners, our students with disabilities, um our IV high school students because we have seen in our needs assessment that that's some of the areas that we need to put some time and attention. uh our title three highlights and the allocation is there in the top right hand corner at about $61,000. Um we again a lot of parameters around what you must do. So for example, offering the ELPAC exam is a condition of receiving your federal funds. You have to be offering that exam yearly. You have to be tracking

132the growth of your English language learners in the system. Um we are supporting our ELS with PD. Um we support them with the ELPAC exam. We provide parent leadership and engagement opportunities. Uh this year it was Dr. Victor Rios who came and spoke with many of our parents. Uh we provide academic tutoring through our through ELD tutoring, our warrior pride time um warrior way. And we also have our EL facilitator and our ELD3 and four supervisor to track and monitor the progress of our English language learners. Um one of the conditions again of receiving the funds we have to track our progress and see evidence of progress. We are seeing growth in the number of seal of biiteracy students despite the fact that we have declining enrollment. That number has continued to go up. It

133will have to plateau eventually but um that's always good news. Uh we are seeing increased access to rigorous coursework which we think might be attributed to the growth in the LP scores for our students. uh improved English, like I said, improve improved LP scores. And then we have improved monitoring and support systems for our English learners with our EL facilitator and our EL3 and four supervisor. Title four, uh we use our Title four money for well-rounded education, safe and healthy students, and effective use of technology. The allocation is there in the top right about $20,000. Primarily this is used to support our international balorate pro program. We have um a teacher who supports us in making sure that that program is run effectively and so that goes to a siphoned to make sure that that

134program is being monitored along with our AP program. Uh and that's really intended for giving our students access to some of those rigorous courses that are going to hopefully get them on that path and trajectory to towards college and or career. Um we do use a portion of it to support our technology coaches uh sending them to professional learning and um we do use a portion for trauma-informed practices and student and student wellness and that's all the information for our federal funds. Do you have any questions? Thank you. Okay. Business services action. Comments or questions? None. Thank you. Next. Business services action item resolution number 2020-2526 acknowledging six certifications required to submit moderation funding applications to the p to the office of public school construction. May I get a motion please? Motion for the action

135item resolution number 20-2526 acknowledging six certifications required to submit modernization funding applications to the office of public school construction. >> Second. >> Thank you. Moved by Mr. Christensen, second by Mr. Jones. Comments or questions? Okay. Vote. Mr. Kia votes I. Mr. Christensen. >> Hi. >> Mr. Haskell. >> I. >> Mr. Mr. Jones. >> Hi, >> Miss Fodi. >> Hi. >> Next action item. Resolutions for participation in the state school facility program. May I get a motion, please? >> Yeah. Go ahead. A motion that we participate in the state school facility program as presented. >> Second. >> Moved by Mr. Jones. Second by Mr. Haskell. Comments or questions? >> Okay. Mr. K votes I. Mr. Christensen. >> I >> Mr. Haskell. >> Hi. >> Mr. Jones. >> Hi. >> Miss. I >> next superintendent human resources

136information item revise new related board policies and administrative regulations and exhibits. The revised new and deleted board policies and administrative regulations are being presented as an information item for a first reading and will return as an action item at the next board meeting. Ongoing reviews and updates are necessary with board policies and administrative regulations. The review enables the district to ensure the policies, regulations, exhibits, and bylaws conform to state and federal law. The district also compares its policies, regulations, exhibits, and bylaws with the California School Boards Association recommendations. Additionally, the review serves as a reminder to the governance team and staff of the operational principles and implementation guidelines for the district. The revisions allow the district to make the necessary updates to remain compliant. These revisions are in alignment with CSBA suggested language and numbering

137system. Revisions will appear as a strike through for deletions and in green highlight for additions. There are no financial implications associated with this agenda item at this time. Implementation of these proposed revisions should support district efforts to help sustain to help students attain the goals identified in the LCAP. The revised new and deleted board policies, administrative regulations, and exhibits presented areformational items for the first reading and will be placed on the next agenda for action. And all of the um revised new and deleted board policies and administrative regulations and exhibits are included in this item. >> Thank you. Next action item. Revised new and deleted board policies and administrative regulation and exhibits. May I get a motion? I'll go a motion that we approve the revised new and deleted board policies, administrative regulations, and exhibits

138as presented. >> I'll second. >> Moved by Mr. Jones, second by Mr. Rod. Comments or questions? >> Mr. Kario votes I. Mr. Christensen. >> Hi, >> Mr. Haskell. >> Hi, >> Mr. Jones. >> Hi, >> Miss Vod. >> I. >> Next action item. approve the revised agreement between Frook Union High School District and the Service Employee International Union Local 2220221. May I get a motion? >> I'll move that the board approved the revised agreement between Fber Union High School District and the Service Employee International Union Local 221 as presented. >> Second toe, second by Mr. Jones. Comments or questions? I would like to add um I know I've mentioned it in the past, but what a pleasure it was to negotiate with SEIU this year. Their bargaining team um was very well informed, very professional.

139I see Miss Gardner nodding. Um I know Miss Meford would agree and Miss Mesa would agree with me as well. Um they didn't bring an outside negotiator as in past years. So that relationship um was just very respectful. They understand their employees. they care for their employees. The same on Aaron and again I just want to appreciate the dedication of that bargaining team. >> Thank you >> Mr. Kiosai. Mr. Christensen. >> Hi. >> Mr. Haskell. >> Hi. >> Mr. Jones. >> Hi. >> Miss Rodarte. >> I I >> Next action item. Approve the revised contract between FR High School District and the Fork High School Teachers Association. May I get a motion? I move that the board approve the revised contract between the Fber Union High School District and the Fber High School Teachers Association

140as presented. >> Second. >> Moved by Mr. Haskell, second by Mr. Jones. Comments or questions? >> The same with this team. Again, by leaving out um outside negotiators, um things moved fairly quickly. We also saved a lot of money because they don't bring an outside negotiator. So we don't bring an attorney to the table and all of that money stays in the district. >> Thank you Mr. Kia Bai. Mr. Christensen. >> Hi. >> Mr. Haskell. >> Hi. >> Mr. Jones. >> Hi. >> Miss Rodarte. >> Hi. >> Next action item revised job description instructional technology coach. May I get a motion please? >> I'll motion for the action item revised job description for the instructional technology coach. >> A second. >> Moved by Mr. Christensen second by Miss Rodarte. Comments or questions. Okay. Uh Mr.

141Compai. Mr. Christensen. >> Hi. >> Miss Haskell. >> Hi. >> Mr. Jones. >> Hi. >> Miss. >> Hi. >> Next action item. Revise job description site English language learner teacher on special assignment. TOSA. Make it a motion. I'll move that the board approve the revised job description site English language learning elell teacher on special assignment TOSA as presented. >> Second move by second by Haskell. Comments or questions. >> Okay. Mr. Kar's eye. Mr. Christensen. >> Hi. >> Mr. Haskell. >> Hi. >> Mr. Jones. >> Hi. >> Miss Ro. I. >> Next action item, revised job description, English language learner facilitator. May I get a motion? >> Motion for the action item, revised job description for the English language learner e facilitator. >> Second. >> Okay. Moved by Mr. Christensen, second by Mr. Jones. Comments or

142questions? Okay. Mr. Kai, Mr. Christensen. Hi, >> Mr. Haskell. >> Hi, >> Mr. Jones. >> Hi, >> Miss Rodart. >> I >> Next action item, compensation for certificated inperson substitutes. May I get a motion? >> Motion for the action item, the compensation for cert certificated inperson substitutes. >> Second. >> Thank you. Moved by Mr. Christensen, second by Mr. Haskell. comments or questions? >> Yes. I want to um clarify that we are not changing the rate for our day-to-day substitutes. We are addressing the rate for long-term substitutes. And we are addressing the rates for long-term substitutes for our our counselors, social workers, speech and language therapists um and psychologists because as it currently read it stated not to exceed the daily rate of the employee on leave which created an unfair structure since all employees depending

143on the number of years that they've worked in the district and their education have a different rate um daily rate. So this clarifies the um the rates for all of those makes them equal at the same time keeping us competitive with surrounding districts. Um and compensation for substitutes is not negotiated as part of the collective bargaining agreement with FHSTA. >> Thank you. Mia, Mr. Christensen. >> Hi. >> Mr. Haskell. >> Hi. >> Mr. Jones. >> Hi. >> Miss Rodarte. >> Hi. Next action item, increase in JOTC instruction instructor pay as of July 1st, 2026. May I get a motion? >> I'll move that the board approve the increase in JOTC instructor pay as of July 1st, 2026 as presented. >> Second. Moved by Miss Rodarte, second by Mr. Jones. Comments or questions? As Miss Meford

144um stated in her budget report, the federal government pays um or the Department of Defense reimbures the district for half of each instructor's salary for the fiscal year as part of our agreement to have um an ROC program on our campus. We do have to agree to having both teachers. Um the teachers do not fall within the Fbrick Union High School District salary schedules as their salary schedules are dictated by the Department of Defense and we were notified on May 6th that um those rates were going up. >> Thank you. Any comments or questions? Okay. Mr. Calampio votes I. Mr. Christensen. Hi. >> Mr. Haskell. Hi. >> Mr. Jones. Hi. >> Miss Hi. All right. Next action item, instructional schedule transition from trimester to semester. May I get a motion, please? Uh, a motion for

145the action item, instructional schedule, transition from trimester to semester. >> Second. >> Okay. Moved by Mr. Christensen, second by Mr. Haskell. Okay. Any comments or questions? >> I would like um stress that the supporting documents have all of this information. Um I don't know how many people actually look at them. They are estimates. I know they were referred earlier um in a public verbal comment. Um but the estimated savings is actually lower than was um estimated previously. It is only a savings of $319,42.3. And of course that is can only happen if the reduction of certificated staff which are listed in the supporting um documentation happens. Everything else has to be negotiated as part of the impacts and um and effects. And of course the greatest increase would come in summer school with um transportation.

146And then just to remind um our board president that we do have two public verbal comments on this topic. >> Thank you. Here we have first one up is Mr. Daniel Nielson. So Mary Joe's intention was to seed me her time. Can we establish that before I begin? >> Just the three minutes since she's not here. >> Oh, is she here? Oh, never mind. I made it seem like she had left. Okay, >> so yes. Yeah, just one. >> Can we start the timer again? >> Go ahead. So, six minutes. Can you change it to six minutes, please? Go ahead. At the end of the last board meeting, Miss Garza Gonzalez spoke about access. She described access as quote, "The engine that drives student success." I believe the decision before you tonight comes down to

147that one word, access. Access means more opportunities to earn credits. More credit opportunities can lead to a higher A throughg rate. Of all the positive student outcomes we have experienced at FHS in recent years, the one outcome that can most reasonably be attributed to this trimester schedule itself is our increase in A throughG completion. To what extent trimester alone deserves credit for that increase is open to debate. The district's move to require three years of math has likely contributed as well. But I am willing to acknowledge that trimester has helped increase access to credits and by extension access to A throughG. So yes, this conversation is about access, but access to what? What about access to a full year of math without fourmonth gaps? What about access to the same biology teacher for an entire

148year? What about access to the same English N teacher long enough to provide a sense of belonging, build trust, identify struggles, provide meaningful support? The trimester schedule increases access in one area, but it reduces access in another. There is a trade-off, and tonight you must decide whether that trade-off is worth it. Under semester schedule, which is what virtually every high school uses, students have access to A3G completion. In fact, Falber's A throughG rate was rising before the move to trimester. Students had builtin flexibility and opportunities to recover credits. Under trimester, that flexibility has expanded dramatically. Students can now accumulate far more credits than are necessary for graduation, often resulting in schedules filled with courses they don't want or need. There is quite simply an excess of access. In other words, students are being given increased

149access to something they already had access to, A throughG eligibility, while losing access to something many of them most need, year-long core classes with the same teacher. Is that trade-off worth it? Moreover, students who do not complete A throughG requirements still have excellent pathways to higher education. they can attend community college, take advantage of the Palomar Promise, getting the first two years for free and transfer to a 4-year university. So, yes, this discussion is about access. But true access is more than the opportunity to earn credits. It is access to rigorous instruction, meaningful student teacher relationships, and the kind of deep learning that allows students to thrive. The vast majority of teachers who have spoken on this issue believe that the trimester schedule limits our ability to provide the quality of education we know we

150can deliver. Students are receiving more quantity, more course opportunities, but at the expense of quality, fullyear core classes, continuity of instruction, and stronger relationships with teachers. This issue is also about access in a different sense, access to financial resources. For three years, the district presumably has spent more than $300,000 annually to sustain this schedule. We are now discussing a potential savings of $319,000 each year if we move back to semester. That opportunity deserves serious consideration. This has been described as a problem because returning to semester could require staff reductions. But there are multiple ways to move from 88 FTEEs to 85 FTEES and those options should be explored before assuming riffs are inevitable. The board may even choose to retain more than the minimum 85 FTEEs and use those positions to improve our credit recovery

151or to help lower class sizes which are expected to be quite high. A 319,000 cost difference is not a problem. It's an opportunity. So yes, this is about access. It is about access to additional credits, credit opportunities weighed against access to fullyear core classes, access to stronger student teacher relationships, and access to a significant financial savings. If access is the engine that drives student success, then student teacher connection is the fuel. You have heard repeatedly from teachers that our connection with students is suffering. Common sense tells us that 12 weeks is not the same as a full year. Meaningful relationships take time to build. Students benefit when teachers know them well enough to recognize their strengths, identify their struggles, and support them beyond the curriculum. The strongest influence many students experience at school is not

152a schedule with access. It is a relationship with a caring adult. Student teacher connection is the fuel that drives student success. And the trimester schedule is asking us to do more with less fuel. And right now our tank is running low. Tonight we ask you to restore a semester to the semester schedule. After four months of discussion, feedback, and reflection, I believe we have demonstrated that the benefits of returning to semester clearly outweigh the costs. Thank you for your time. [applause] >> Thank you. Any comments, questions from the board or comments from the board going to kind of repeat some of the things that I've said earlier uh but I think they're important. This is a difficult decision. I have done my best to get as much information on this Uh I'm not an expert

153in this, but I've uh seek out counsel from both our superintendent, many of our admin staff. I've spoken to many teachers or emailed uh either by phone or by email and uh talked to parents that I know, students, and everybody has an opinion. There is no clear to me there is no clear dividing line that this is this is not an easy decision. I also believe strongly that this is not a decision that the board should be making. I think this gets into an area that I am not an expert on and I'll be honest I don't know if any of my colleagues are. This is something that I believe should be left to the experts which should be the admin team working in concert with your labor groups. Um I don't think three years

154has been long enough to optimize enough for the advantages of trimester and there are advantages and there are obviously challenges. Uh we've heard a lot about both of obviously the uh continuity of classes from one to the other so that students can take them, the trouble we've had on the first days or weeks of school trying to fill schedules, things like that. Um I I do like the idea that we have now of having many electives. I think that is good and enriching to our students. I don't want to lose those. I would say the same thing to CTE. I think that is very important. We talked about being career and college ready. A throughg satisfies one of those. Uh CTE helps satisfy another one. I am worried about having to reduce uh both options

155for students in CTE or electives. And of course, I'm also very concerned um about possible risks. I don't know where we are there. I don't know what'll happen. There's a lot of things that can happen between now and then. Um it's not as simple as finding I think it was 88 to 85 because there are other possible reasons for rifts such as declining enrollment um or other things. Um, from a macro view, from a high level, I do think the school district, Farbook High School, the school is moving in a positive direction. I can see that in both our graduation rates, but I can also see those on outside metrics such as the uh state dashboard. We saw some of those. Many of those have areas that we can have a lot of room to

156continue to improve, but for the most part, they're all moving in a good direction. I don't know if that's because of trimester. I don't know if that's because of warrior pride time or ma of the many, many other things that this district is working on positively. I do know I don't think it's a good idea to shake something up when things are going right. That being said, um it's it's a difficult decision. I think it's pretty clear I'm going to unfortunately vote no on this. Um but uh I do want to say thank you to everybody for the input, the professional discussion, your feedback, emails, and everything else. Thank you. >> Well, I'd like to start with just saying thank you. Um, as I used the word collaboration earlier, um, the more input we get,

157the more we see how the decisions that are made impact our students, impact our staff, impact our community, and our outcomes, the better. And I think everybody who has taken the time and effort to come and speak to board meetings, that is not an easy thing for many people, especially a lot of our young students that came up, and I admire them greatly for doing that. And I am better enriched for being more educated about the pros and cons of what the issues were, why we switched from the semester system to start before I was involved and what the pros and cons are of the current trimester system. Um, one of the things that I have appreciated is in the past it could there would be comments it's just not working and to me that's

158frustrating because give me some solutions and solutions have been provided. You have you have provided details as to things that are working well and things that need improvement and we've heard those and we have instructed staff to work on those and whether those are things that can be improved um and adjusted within the trimester system and adjusted accordingly. Things like making sure that the continuity from you know a session A to a session B making extracurricular students are still have access to their courses. Um many other things. Um I don't know that we have to necessarily go to a semester system to adopt a lot of those corrections and changes and I already see staff working on those. They're already working on that. working on making sure that Aries does a better job scheduling working

159making sure that Aries is working with our counselors or the counselors are working with ARIES to make sure that the students get the courses that they need and they want. Um we've heard the concerns about AP students. We've heard the concerns about kids with extracurricular curricular activities such as sports, band. I did all those things in high school. My kids did all those things in high school. So that's information that I needed and so thank you. I I I really do respect that. Um, however, there are also a number of what I refer to as quiet voices. I have had many phone conversations. I've had many conversations in person. I've had many emails from people that have expressed the opposite views that trimester has really worked for their students, that has worked for them as

160a teacher, that they have seen the benefits of and seen the downsides of. So, I am leaning toward voting against it because what I would like to do is I would like to give our staff, our administration a year to figure out to fix these things that need to be adjusted. And if we can't do it within the trimester system, then we pivot after that time and then we go back and say we tried to make it work within the system we have and it doesn't work. Um it doesn't have to be set in stone forever, but I would like a year of research. Um I know several of you referred to and Miss Ton in her presentation talked about the learning walks, how important they are. And I'd like to see the learning walks

161continue about the semester trimester system, whether it's department by department, whether it's monthly meetings, whether it's a committee representative of staff members um and parents or community members. Um I'd like to see that and see if we can now that we have very tangible things that we need to address. I'd like to see us make an attempt to make those address those and then if we can't do it within the prime minister then that's something I'm willing to look at and be open. I'm not close to ever never going back to that but I generally don't believe in going backwards. I'm generally believe in moving forwards and making changes in that direction. So, but regardless of that, I do thank all of you for those who've spoken publicly and privately. Um, it means a lot

162that you care so much about the school and the community. >> I'll make mine uh pretty short, but [clears throat] u this was not a uh a short easy transition over the last four to six months. has been going uh back quite quite a few months more u if not or over a year of discussing options and uh pros and cons. Um I appreciate everybody that's here, everybody that's watching or listening um for reaching out pro or con trimester or semester. I think everybody's input is very valuable. I read everybody's uh emails or texts or uh phone calls and I greatly appreciate all of them. I think it's not an easy decision uh in some ways and listening to teachers coming from a family of teachers u who loved being in the classroom and influencing

163students and watching them succeed. Um I I I might have a a heavier ear for teachers because I have a a caring heart like my parents did for being in the classroom. Um, so it's not an easy decision, but I think in our position, it was brought up by the board years ago to look at different systems or different schedules. Uh, so it is kind of the board's direction previously to go to a trimester, not specifically a trimester, but that's what direction it ended up going. Um, and I do hear the frustrations and I think that's kind of gotten us to this point with a lot of uh conversations in the background and at the last six board meetings. So, I appreciate all of you reaching out and doing your your due diligence um to

164voice your concerns, good and bad. I appreciate it. That's it. I think earlier in the meeting I kind of conveyed what I wanted to which would have been safe for this um in terms of the communication that we've received and the efforts we've undertaken to try to take in as much information as possible across the spectrum of people's opinions on this um and the stakeholders opinions and so it is not a an easy decision and I think that because there are so many competing ideas on what the right answer is. It is challenging to try to understand the points of view and where people are coming from and what they value and where the importance is. and our responsibility is to do our best level best as individuals to hear you and make a decision

165for what we think makes sense based on what we're hearing from all of these stakeholders across the board. And so that's what we're attempting to do. >> Just thank you everybody for your advocacy. >> Any other comments? Ready for a vote. Mr. Kalampio votes I. Mr. Christensen I. >> Mr. Haskell >> I. >> Mr. Jones. >> No. >> M. Rodarte. >> No. >> Thank you. Next action item. Instruction of calendars for the 2027, 2028, and 2028 and 2029 school years. May I get a motion? >> I'll move that the board approve the instructional calendars for the 2027 to 2028 and 2028 to 2029 school years as presented. >> We'll second moved by Mr. Rodarte, second by Mr. Christensen. But since the trimester system will not be in place in 202, >> the motion was to

166approve the calendars as presented. My recommendation to the board is that you not approve the calendars as presented because they're presented as a trimester. Um, and the reason we do that is we present the calendars at the same time with the elementary school district. They're aware of um the changes that might take place, but we will bring them back to you as soon as possible because families have to plan. So the recommendation is uh from the superintendent is to vote no on this so that we can adjust to the new and uh I guess my question is we still have time to do this in a good way. >> We have time to do this in a good way but it will be a priority as soon as staff comes back. So just to kind

167of recclarify clarify, we're voting no because we're moving from the trimester to the semester system and that needs to be adjusted accordingly and we'll come back to the board. >> Yes. >> Thank you. Karumpia votes name. Mr. Christensen. >> No. >> Mr. Haskell. >> No. >> Mr. Jones. >> No. >> Miss Rodarte. >> No. >> Consent agenda. All matters listed on the consent agenda considered by the board of trustees to be routine and will be enacted with one action. There's usually no discussion of these items prior to the it to the time of the board of trustes vote on the motion unless members of the board request specific items to be discussed or deleted from the consent agenda. May I get approval? >> I'll move that the board approve the consent agenda as presented. >>

168Second. Thank you. Comments, questions. All right, Mr. votes. I Mr. Christensen. >> Hi, >> Mr. Haskell. >> Hi, >> Mr. Jones. >> Hi, >> Miss Verte. >> I >> Organizational matters. This is the appropriate place in the agenda for members of the board to request the superintendent provide further information regarding items discussed at this meeting and or request that new items of business be placed on future agendas. Do we have any? Uh this one it doesn't have to be by any of the next board meetings. I was curious um the food service uh we had discussed food service trucks in the past and there was some opportunities where we were looking into that. Is that something that we could it could be a Friday update just a simple where that stands. I I I don't

169know where it stands or where it ended up at. >> Yes, those were grant applications but I can provide that update in the Friday letter. And then you'll be bringing to the board the revised calendar proposals as well. >> Not until we come back. Teachers come back. Date and time of the next meeting which is amended. Um the next regular meeting of board of trustees will be held on Tuesday, June 23rd, 2026 at 4:30 p.m. in the Fork High School Library. Ajournment. There be no further business to come before the board. The regular meeting of June 10th, 2026 was adjourned at 8:04 by Oscar Kalam.