Fallbrook Union High School District Board Meeting 5-13-2026

001I think you said something. Yeah, there it is. Good afternoon and welcome. We are now going to reconvene reconvene to open session at 5:30 p.m. Announcements. All open sessions of the board of trustees are recorded and stream in real time at ww.fuhsd.net. Can we please rise for the flag salute? >> Right hand over your heart. >> Ready? Begin. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right, welcome everyone. We will now do the roll call. Board of Trustees Oser Carampio, president is present. Mr. Eddie Jones, vice president, >> present. Tonado Dart, clerk, >> present. >> Paul Christensen, trustee, >> present. >> Chris Haskell, trustee, >> present. Our student board representatives

002are Ashley Trujillo >> present. >> Kira Hart here and Emma Fo. >> Next we have Superintendent Elsa Gara Gonzalez >> present. >> We will now review the informal governing team's norms. The board of trustees 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 session. Public employment discipline dismissal and release. Government code section 54957. Nothing to report. Conference with legal counsel pending litigation. Government code section 54956.9D1. Superior Court case number 26 CU013418N. Nothing to report. Conference with legal council. Anticipated litigation significant exposure to litigation pursuant to Government Code 54956.9D. Nothing to report. Conference with labor negotiations. Government code section 54957.6. Nothing to report. Our district negotiator is Garca Gonzalez, our superintendent, and the employee organizations are FHSTA

003and SEIU. Unrepresented employees, classified management, certificate management, and confidential employees. Chief Business of Business Officers evaluation, nothing to report. And superintendent evaluation, nothing to report. We will now adopt the agenda. May I get a motion? I'll move that we adopt the agenda for the regular meeting of May 13, 2026 as presented. >> And I'll second. >> Thank you. Moved by Miss Rodarte, second by Mr. Jones. Any comments or questions? None. Student board representatives. How do you vote? Miss Fto. Miss Hart. >> Miss Rojillo. >> I. >> Thank you. Mr. Calmpia votes I. Mr. Christensen I. >> Mr. Haskell I. >> Mr. Jones >> I. >> And Miss Rodarte >> I. >> Thank you. All right. Recognitions. We'll begin by recognizing a Fulwork's finest May 2026. If I could have the board step in front of

004the deis, including our student board reps. Our Fal Brook's finest students will actually be our validictorian saludiatorans which will be coming up for recognition later on um in today's agenda. But Fbrook's Spinus department is our maintenance operations and transportation department also known as MOT. If you are from theot department and you're with us here today, please join us on stage. It is my pleasure to recognize a small but mighty team that works day in and day out to ensure the safety of our students and staff. This team not only maintains our campuses, but continuously improves them across grounds, trades, general maintenance, and custodial services. Visitors consistently remark that the first thing they notice is how clean and well-maintained our campuses are. A direct reflection of this team's pride and professionalism. More than half of this

005team has served our district for over five years, many for far longer. Bringing deep expertise that allows us to complete most projects in house. From saving a bird to stopping a leak, they handle it all with skill, dedication, and a smile. And with us tonight are the director of MOT, Bob Salas, financial clerk, Shelby Tippen, Luis Era, our plumber maintenance, Corey Cartmill, um, low voltage. Let me see. Are Amosita, our lead grounds crew, and I have one more person whose name I didn't check off isn't checked off, but if you could share your name with us. >> Albert. Albert Sam. Um, who just joined the grounds crew as well. >> The grounds crew. Um, and let me make sure I'm not missing anyone else. So, thank you for all that you do. And Jackie, are

006you taking pictures or is Annal's doing that for us? Dr. Luna, Thank you so much for all that you do. Next, we have Fbrook's finest community partner. It is my pleasure to recognize Fbrook's community partner, Schools First Federal Credit Union. With us here tonight to accept the recognition on behalf of Schools First Federal Credit Union are Jessica Ludu and go Gonzalo Duran. Jessica has been an excellent partner and was one of our amazing guest speakers at this year's Spa Day. Schools First truly lives up to its name, consistently placing our educators and staff at the center of their support. From sponsoring our welcome back Continental Breakfast to providing ongoing support throughout the year, their pre presence is both dependable and impactful. They are also a proud sponsor of highly high quality professional development for our

007educators and understand the financial challenges many of our employees face offering programs designed to provide meaningful assistance. Schools First has been a valued supporter of our initiatives such as spa day and management recognition. And this year they are even go there they are going even further by awarding our two staff members of the year a monetary recognition that you will hear more about shortly. We are grateful for their partnership, generosity, and unwavering commitment to our Fbrook community. Thank you. Tomorrow evening, Ivy High School will be honored by the Classroom of the Future Foundation with the 2026 Innovative School Team Award, a testament to their vision of transformation through education. If you are here from Ivy High School, please start making your way to the stage. At the heart of this success is targeted intervention and

008guidance, also known as TIG, a student centered advisory workshop where learners identify their own needs and advocate for academic support. Their data this datadriven approach amplifies student voice and empowers teachers to design realtime personalized intervention and enrichment. Iivey's team commitment to the whole student extends beyond academics through strong social emotional learning partnerships with organizations like Boys to Men and Art Empowers. To further strengthen community, Ivy has joined the community engagement initiative, bringing together family, students, and partners to elevate family voice and address chronic absenteeism. Ivy continues to innovate through career and technical education with a business leadership pathway partnering with vans and gone boarding to connect classroom learning with real world success. The impact of this work reaches beyond the Ivy campus. I recently authored an article on reaching at risk students featuring Ivy's efforts

009which was published in the May June edition of leadership magazine. FUHSD celebrates the dedication of the Ivy High School staff and the inspiring achievements of their students as they continue to reimagine what is possible in education. And with us here tonight, our student Emma Pierro, principal Lauren Gardner, social worker Hector Midamontes, social science teacher Adriana Lopez, CSI coordinator and read 180 teacher Herman Mosca, and counselor Himea Montes. >> Thank you very much. Thank you. Tonight I am honored to share that Fbrook Union High School District has been named the North inland region recipient of the 2026 Livewell San Diego 25th public health champion award. This recognition is a a testament to the tireless dedication of our student support services staff led by Dr. Annabelle Luna. Dr. Luna, if you could join us on stage. Someone

010else will have to take your picture. I'm sorry. Whose commitment to the health and well-being of our students goes far beyond what is required. It is also a reflection of the meaningful partnerships Dr. Luna has built with organizations like Community Health Systems Incorporated, Fbrook Regional Health District, and LiveWell San Diego. partners who share our belief that a healthy student is a successful student. Our student services team has worked to ensure that all 2100 students across Fbrook High School, Ivy High School, and Oasis High School have access to the resources and support they need to thrive inside the classroom and beyond. We are proud of this recognition and even prouder of the people who made it possible. My estestroesa Rodriguez, if you are in the audience, please join us on stage. Public speaking is one of

011the greatest fears for many students and adults alike. Yet, it is also one of the most essential life skills. The following students chose to face that fear head on by participating in a speech and debate tournament. Beginning in October, they committed themselves to months of preparation for a regional competition held on February 28th. Each student crafted and delivered a prepared speech as well as two extemporaneous speeches demonstrating both preparation and the ability to think on their feet. Their prepared speech topics tackled complex and thought-provoking questions including Does artificial intelligence have the potential to solve humanity's greatest challenges? Does AI in advertising blur the line between persuasion and manipulation? Is learning a second language the key to greater opportunity? Should schools replace homework with more meaningful learning experience? And are genetically modified crops a solution to

012world hunger or a risk to our health? Safos. manipulas. Salude. It is our honor to recognize the 12 students that represented Fbrook Union High School District at the regional level. As I read your name, please come upon. Ninth grader Davidid Garcia, first place in prepared speech. Ninth grader Anna Juan Pedro, first place in prepared and extemporaneous speech. Ninth grader Lorenza Montejo Nicolas. Sophomore Andreas Matias Tomas first place in prepared and extemporaneous speech. Sophomore Nicholas Romero, Junior Jocelyn Mansano Suarez, Junior Javier Pada, first place in prepared and extemporaneous speech. Junior from Oasis High School, Sai Perez. Senior from Oasis High School, Janet Cabrera, overall top score. Senior from Fbrook High School, Camila Stefania Romero Roachcha. first place in extemporaneous speech. Senior from Fal Brook Fi High School, Katie Sosa Bautista, first place in prepared speech. and

013senior from Fbrook High School, Brena Yanes, first place and prepared an extemporaneous speech. And now, if I could have our migrant program staff, if they are here with us, Marisella Garcia, Blanca Lopez, and Maria Jose Flockheart join us on stage. as well as our dis our county representative Elisa Ayala. Of these 12 students, five advanced to the state tournament in Monterey, California. The competition took place on May 2nd, where they represented our district against students from 24 regions across the state. California. We are proud to share that our students earned the following honors. Please step forward as I call your name. two lines. Ninth grader Anna Juan Pedro, third place in extemporaneous speech statewide. Sophomore Andres Matias Tomas, excellent participation statewide. Junior from Fbrook High School, Javier Padya. Second place, prepared speech. First place extemporaneous

014speech. Senior for Fbrook High School, Brena Janes, first place in both prepared and extemporaneous speech. and senior from Oasis High School, Yanet Cabrera. Second place in prepared speech, third place in extemporaneous speech. I would also like to recognize the dedicated staff member who coached and guided our students throughout this process, Mr. Cesar Rodriguez. If you could step forward for everyone to see And I'd like to point out that board president Oscar Lompio serves as a coach for the elementary school district. A huge thank you to our migrant program staff, Marisella Garcia, Blanca Lopez, and Maria Jose Flockheart, as well as our county support person, Elisa Yala. Their commitment and mentorship played an important role in our student success. Gracias Marisella Garcia Blanca Lopez Maria Jose Flockheart de Kondo Elisa Yala the student. >> Yeah, you

015can move to the front. >> Thank you. Maybe maybe I'm very proud proud of our students and I won't share personal information but I will say one of them came to this country three years ago speaking no English and she has been accepted to Cal State San Marcos with a full ride and her English skills are excellent. San Marcos. Gracias, Miss Kristen Lenquist, if you are in the audience, could you please join us on stage? She might not be. Soper educator Kristen Lenquist proudly nominated student Martin Cervantes for the North Coastal Consortium on Special Education Excellence Award. Last night, Martin was recognized at the 2026 Excellence in Special Education Awards. Martin, if you are in the audience, please join us on stage. Throughout his time at Fal Brook High School, Martin consistently demonstrated excellence as

016both a student and a mentor. He served as a positive role model for his peers, leading not only through his achievements, but through his integrity, kindness, and respect for others. Martin has worked diligently to reach his goals and when faced with challenges, he showed resilience by seeking guidance and persevering. His classmates took notice and he became someone they admire both for his accomplishments inside and outside of the classroom and for the character he brings to everything he does. Kristen Lenquist again if you are here please join Martin on stage and thank you for taking the time to honor him is program specialist Shauna here. Shauna, if you could join us on stage just so people can meet you. But Mishmokei was here to present Martin with a special recognition. Thank you for being here this

017evening. >> Appreciate it. >> Can principles Lauren Jones and Lauren Gardner please join the board of education for the next series of awards? You can give them to Jackie. It is my pleasure to recognize our student board representatives and alternates and thank them for their outstanding service to our district. These students have provided an essential voice offering thoughtful insight, perspective, and a strong connection between our schools and this board. Their willingness to step into this leadership role speaks volumes about their commitment not only to their own success, but to the success of their peers and the entire school community. They have represented their fellow students with integrity, professionalism, and pride. I would especially like to recognize Kira Hart, student representative for Oasis High School, who has served in this role for three years. This level

018of dedication is truly remarkable and reflects a deep commitment to student leadership, service, and maturity. On behalf of the board and the district, we thank you for your time, your voice, and your leadership. Your contributions have made a lasting impact and we are grateful for your services. As I say your name, please come up on stage or step forward if you're already on stage. Chariss Pollson, Falberg High School. Ashlin Trujillo Falbrrook High School. Kira Hart, Oasis High School. Emma Fiero Ivy High School and Nenny Cruz Ivy High School. Please give these students another round of applause. Thank you for your service. At Ivy High School, the mission is transformation through education. And tonight, we see that mission brought to life. It is my honor to present a new recognition named the New Beginnings Award to

019Allison Robas and Emma Fiero. two students who have truly redefined what is possible. Both students came to Ivy seeking credit recovery. But through through determination and perseverance, they pushed far beyond that goal, earning full A throughg status and setting a new standard of excellence at Ivy High School. They became our first students to take part in the early college program at Palomar College, proving they were ready for the demands of higher education. This fall, both will attend Cal State San Marcos, becoming the first Ivy students, Ivy graduates in our history to go directly to a 4-year university. Allison and Emma, you have blazed a trail for others to follow, showing that where you begin does not define where you can go. Thank you. Congratulations for these next awards. I'm going to ask for help from

020Miss Meford and our principles in helping students line up as there will be a lot of them on stage. It is my pleasure to recognize our graduating seniors who have achieved an extraordinary academic milestone, earning a commulative GPA of 4.0 or higher. Their dedication, perseverance, and commitment to excellence truly set them apart. and we are incredibly proud of their accomplishments. As I call your name, please come up to the stage. And if I mispronounce your name, as someone whose name has been mispronounced her entire life, whether it be the first name or one of the last names, please come up and correct me. Jacqueline Abigail Albino, Alexandria Amato, Joshua Aila, Mattaline Grace, Aila, Cassandra Casteda, Valeria Casteda Ryder Corsio, Mia Reagan, Deville April Dominguez, Emma Ruth Dunn, Anna Esparsa, Duran, Isabella Carlo Fuentes. is Diego

021Haret Garcia, JC Rosalinda Garcia. Rafael Garata, Natalia Ani Gonzalez. place Marley Anika Good Kira Rose Hart Samuel Wyatt Howard, Kaylee Joy Humphre, Abigail Hutchinson, Ya Leon Joshua Theodore Lopez, Emma Moon Lozi, Aiden Anderson, Luca, Claire Anderson, Luca, Addison, Lynn, Lucy, Sarai Meli Monhe Jesus Miguel Montio Isabella Hayden Maui, Anakaren, Neto. Bill, Elizabeth Scout, Norman, Samantha Padet, It is Ramos Rose Winslow Reynolds. Allaris Alexi Rinkon, Satie Yarita Rodriguez, Matthew Rosado, Jose Sanchez Velasquez, Christian Santana Erica Hazel Sitgraves, Tristan Robert Sparks, Elena Marie Schwart, Emily Turner, Juliana Vargas, Tina Vu, Gunnar, Kai Weezner, Samantha Williams, Ben Yanz, and Hunter Patrick. Yasuda. Okay, you're our top students and I'm going to do my very best to give very clear instructions and if it goes wrong, I'll take full blame, but I am counting on you. This is a

022picture moment for your parents. So, parents, feel free to come up. We're going to take a picture. I'm going to wait a little bit. I'm going to excuse the front row and then we'll take another picture so that everybody in the second row can actually be in the picture. Then we'll excuse the second row and we'll take a third picture for everyone in the last row. Any questions? Okay, board members, you got it. You're the ones I'm a little worried about. Okay, parents, again, if you want to move around, get a better shot, feel free to do that. First row, >> Oh, yes. Do a picture of everybody. Okay, thumbs up from the audience if I can excuse the first row. We're good. Okay, first row, you may exit the stage. Okay, second row, step

023forward to the first line. Third row, step forward. Just get a little closer. There we go. Thumbs up if I can excuse the second row. Okay, it looks like we're good. Second row, you may exit the stage. Okay, third row, step forward. Congratulations. Thank you. It is now my honor to introduce the students who represent the very best of the class of 2026, our saludiatoran and validictorians. Through years of dedication, perseverance, and academic excellence, they have earned the distinction of standing at the top of their class. Their achievements reflect not only exceptional intellect, but also character, discipline, and a commitment to excellence that will carry them far beyond graduation. We are proud to recognize their accomplishments and celebrate their success. Students, when I call your name, please come up on stage. Parents and guardians, family

024members, please feel free to join your students on stage as well. The 2026 validictorian for Fbrook High School is Hunter Yasuda. Go hunter. The Fbrook High School Saludiatoran for 2026 is Aiden Anderson Luca. Principal Jo Jones, if you can join them and if you can move a little bit to the center. Let's give these students another round of applause. Ivy High School's validictorian for the class of 2026 is Joshua Why? Ivy High School's saludiatoran for the class of 2026 is Cesar Rodriguez Mongia. Thank you, Miss Gardner. Congratulations. Let's give them another round of applause. Oasis High School's 2026 validictorian is Kira Rose Hart. The saludiatoran for Oasis High School is Emma Ruth Dunn. Let's give these students another round of applause. The achievements of our students are a direct reflection of the dedication, expertise, and

025unwavering commitment of our staff. Their guidance, support, and belief in every student make these accomplishments possible. There are many dedicated staff members at Fbrook Union High School District. This evening we recognize two of the best. Our classified school employee of the year, Lisa Masten and Jessica Ludo from Schools First Credit Union. if you could join us on stage. Fbrook Union High School District is proud to recognize Lisa Masten as this year's classified school employee of the year. For 20 years at Fbrook High School, Lisa has exemplified dedication, professionalism, and an unwavering commitment to students and families. Her impact is not defined by a single moment but a but by a career of consistently showing up and making a difference. Lisa goes beyond expectations, identifying struggling students, removing barriers, and creating meaningful supports that lead to

026real progress. From leading targeted study sessions to developing peer mentoring opportunities, her work reflects both initiative and a deep belief that every student can succeed. Just as important is how she serves. Students trust her, colleagues rely on her, and our school is stronger because of her. Lisa, your dedication and impact are truly inspiring. Congratulations. We are proud to honor you as our classified employee of the year. School's First Federal Credit Union will be honoring you with a $250 gift certificate and you will also have a coveted reserved parking spot for the 2026 27 academic year. Thank you and congratulations. Oh, Lisa, we need a picture. And Miss Jones, if you can join her. Congratulations. Our certificated employee of the year is first sergeant Michael Stout. Fbrook Union High School District is proud to recognize First

027Sergeant Michael Stout as this year's s certificated staff member of the year. First Sergeant Stout is also the local VFW teacher of the year. As a Marine Corps ROC instructor at Fal Brook High, Sergeant First Sergeant Stout exemplifies what great educators do. He meets students where they are, challenges them to grow, and helps them leave more confident, capable, and prepared for the future. Through his program, he instills discipline, leadership, accountability, and teamwork, earning the deep respect of his students who look to him as both a teacher and a mentor. First Sergeant Stout brings a unique balance of high expectations and genuine connection, creating a program where students feel both challenged and supported. His commitment extends far beyond the classroom as he consistently invests his own time and energy to ensure student success and program excellence.

028First Sergeant Stout, your dedication to our students and your impact on their lives are truly exceptional. Congratulations. We are proud to honor you as our certificated staff member of the year. School's First Federal Credit Union will be honoring you with a $250 gift certificate and you will also have a coveted reserved parking spot for the 2627 academic year. Although I may have to find a spot closer to your classroom. Thank you and congratulations. We're halfway through this. Now for our staff longevity awards. Tonight we recognize the years of dedication our staff have given to the district. Longevity matters. It builds relationships, trust, and a deeper understanding of our students needs. The stability you provide creates a foundation where students can succeed and our entire community is stronger because of your commitment. Receiving a keychain commemorating

029five years of service. Delvis Himenez, Chief Warrant Officer. Thomas Smith, Siobhan Donahghue, Lette Garcia Vargas, Sierra Holland, Paul Martinez, Emma Melture, Scott Smith, Sto. Cruz, and Carmen Hernandez. So, if you could step to the middle and we'll take your picture. Thank you. Celebrating 10 years of service, commemorated by a 10-year service pin. Paulina Wilson, Ashley Mayor, Melissa Palmer, Amy Malone, and Judy Reynolds, if you could step to the middle. Thank you for 15 years of service. Commemorated with a Fulbrick Union High School District paperweight. Gregory Kenir, Kristen Hutzler, and Brenda Meford. Brenda, I know you're here. >> If you could stand in the middle. Congratulations. 20 years of service receiving a commemorative plaque. Irma Alanise, Aurelio Martin, Marin Panel, and Principal Lauren Jones. Yes. celebrating 25 years of service with an engraved watch. We've checked

030and chip triple checked, but if your name is misspelled, please let us know. We'll get you a new one. Ricardo Leva. Irene Luna and Louie Eera. Congratulations. Celebrating 30 years of service commemorated with an engraved mantel clock and a $500 check. >> Debbie Berg, Neil Medlock. and Carla Crane. And finally celebrating 35 years of service. and in those 35 years has built an exceptional program being commemorated with a $1,000 check. Doug Senior Congratulations. And finally, tonight we take a moment to honor our retirees. individuals whose years of service, dedication, and care have left a lasting impact on our students, our schools, and our community. While we celebrate their well-earned next chapter, we are deeply grateful for the legacy they leave behind. Together, they have a combined 151 years of service to Fbrook Union High School

031District. They have served in a number of capacities inside and outside of the classroom, including department chair, tennis coach, field hockey coach, speech and language pathologist, California scholarship federation adviser, association secretary, association treasurer, academic decathlon advisor, parent educator, and many more. We first honor Debbie Berg. We honor Debbie as a remarkable educator whose 30 years of service have left an enduring legacy at our school. As a math teacher, department chair, academic decathlon advisor and coach. She has shaped not only our math program but the lives of countless students. Her leadership, dedication, and thoughtful contributions, especially in guiding our academic programs and master scheduling, have strengthened our school in lasting ways. We are deeply grateful for her commitment and the impact she has made, and we wish her the best. Congratulations on a welldeserved retirement. Tonight

032we also recognize Paul Grimes, a dedicated math teacher who has given 21 years of service to our students and our school. Through steady commitment and hard work, he has helped countless students build the skills and confidence they need to succeed. We are grateful for his years of dedication. Congratulations. We also recognize Kristen Hutsler, a dedicated pareducator who has served our special education students with compassion and commitment with exceptional attendance and a constant presence. She has provided stability, support, and care to those who need it most. She always goes above and beyond to serve our students in the classroom, and there is no task that she is not willing to do. She serves by assisting with toileting, nutrition, behavior management, and providing support with academic work. She has built a strong rapport with students in and

033out of our programs. She always maintains a positive attitude and a strong work ethic which helps ensure the classroom is operating within a safe and effective learning environment. She leaves our staff with big shoes to feel to fill. Congratulations. Katherine Jordan joined the Fal Brook Union High School District team in the spring of 2023 in a time when the district was struggling to maintain a consistent provider of speech and language services. As an experienced speech and language pathologist, she immediately jumped into action catching up on evaluations and services while also helping manage the online service agency providing services to some of our stu students. By the next school year, we were able to keep and maintain consistent compliance and student support for speech and language services through her direct services and consultation with the agencies

034until this year when we were able to direct hire her a partner. She supported the full continuum of services from students needing help with articulation challenges such as stuttering all the way to severely disabled students that need to rely on technology to speak for them as well as everyone in between. Thank you. We are also honored to celebrate William Lenoway. Bill Lenoway is a cornerstone of Fbrook Union High School for nearly two decades. He has been a steady inspiring presence in both the math department and athletics, shaping the lives of countless students with his dedication, patience, and passion for learning. His influence extends far beyond the classroom. Coach Lenoway has guided students toward life after high school and has been a mentor and friend to fellow educators. His impact is lasting and he will be

035deeply missed by the entire Falbrrook community. Tracy Markham. We celebrate Oasis High School teacher Tracy Markham on her retirement after 33 and a half years of exceptional service and education. And the half comes from the fact that she retired in December of 2025. Thank you for joining us here tonight. Following multiple decades of impact at Fbrook High School, she dedicated her final 11 years as a pillar of the Oasis High School faculty. Known for her deep compassion and unwavering encouragement, Tracy has transformed countless student lives. We extend our deepest gratitude for her three decades of dedication to the FAR community and wish her a continued fulfilling welldeserved retirement. And last but not least, Stephen Shidell. >> Stefan Shidell. A dedicated member of the Fbrook High School math department for more than 20 years. Throughout his

036career, Stefan has supported countless students and been a true friend to many colleagues. His presence, kindness, and commitment to our school community will be deeply missed. And it is his kind kindness that will leave a void. Congratulations on your retirement. If you could step forward to the center Thank you. We will now take a 10-minute intermission so that you can take pictures in the foyer outside or if you don't wish to stay for the rest of the board meeting, you can go home. Congratulations to everyone that was honored this evening. and welcome back. Thank you for your time and patience. That was amazing. Next, we'll move on to presentations. First, we have report from SEIU, Mara Bower. Hey, good evening. Uh, I'm so excited to be here tonight. We have good news. SEIU has been

037able to give scholarships to five of our graduating seniors this year, which as far as I know, that's a record. There hasn't been that many in the past. So, we're super excited to be able to provide for our families as well as their students as they move forward um with their education career and do good things for our community. We have been super busy, the classified um workers here, with our end of the year and summer prep. Um, I've had parents in and out of the library recently looking for things to help out their kids with projects that they've been working on. Looking for cardboard for diaramas and um stuff to help with finals and preparing our students for that, helping them with transitioning into summer programs. Uh, we have a little bit of a

038different deal going on this summer, which is good. It's going to be great for our students and I have so many paras and other workers who are excited to be here this summer. I know most of the people from have already left. Um, but we're excited for all of our workers to come in this summer and help transition our campus with all the electrical upgrades. I was just talking to Shelby about the um preparations going on with the Quanza hut so we can finally give our IT department the space that they deserve and get our library back to being a little bit more of a library. We would love to have some of the space back and for it to have their own dedicated space as well. Let's see where I'm at here. Uh we

039are preparing to sunshine um open up our sunshine articles for the 2627 school year. We'll be sending out a survey to our members um in the next couple weeks to be able to meet the deadline by the end of May. So I'm sure by the next board meeting, we should be able to have those articles ready and prepared for you. Um we're hoping this year to get some of our healthc care benefits coverage squared away earlier. it looks like they're going to be rising again across the board. Um we hope to be able to prepare for that a little bit better this time and help our members by um being a little more dialed in um during our negotiations. Um do you have any questions? Um, just want to give a big kudos to all

040the work that y'all do, especially the late nights that you stay. Um, to your to the staff that is classified doing, you know, setting up the events, picking up the events, getting ready to, you know, host so many events in one one week. Um, thank you for everything that you all do. >> Thank you. We have a great team who's here right now and will be here after all of us leave. So, thank you very much. Next we have report from FHSTA Lana Milton. >> Good evening. I typed my notes up because if you've ever seen me at Student of the Month, I lose my confidence in my words when I am not reading them. So, I apologize if you've ever seen me at Student of the Month, you know how I get sobbie. Um,

041good evening board members and thank you for having me tonight. It's been wonderful watching all of our different groups be honored here. I appreciate you taking time to recognize the accomplishments of our students, staff, and community. We have the best students and staff, and I'm so thankful their hard work, dedication, and accomplishments were recognized tonight. So, thank you. I do not normally give an update because I believe our student reps, our principles, and our superintendent do a wonderful job of sharing what's happening in our district. But today, I wanted to share a reflection on the year and the thoughts moving in forward into next year. I am proud to represent our certificated staff here at Fal Brook High Fber Union High School District. Our teachers, counselors, psychologists, nurse, and speech and language therapists work tirelessly

042to support our students. Four years is a short amount of time, but these are formative years. And our students have amazing certificated staff who constantly go above and beyond as athletic coaches, club adviserss, mentors, school leaders, field trip organizers, tutors, life coaches, and more. This school year, our bargaining team negotiated a salary and benefits package that equaled the cost of living increase that our district received from the state of California. This increase helped employees deal with the rising cost of health insurance and helped our district stay competitive with nearby school districts. This increase should not have put our district into deficit spending as we only asked for an increase that was equivalent to COLA that the state of California gave to our district. However, um our staff was reduced by 5.5 FTEES with an explanation

043that it was necessary to balance our budget. I understand a healthy budget is important for our district and I understand the consequences of not balancing a budget. However, we're going to lose a wonderful teacher because of this decision. To avoid blaming a salary and benefits increase on our budget deficit, I would like to ask you to consider including the projected 2.8 cola in certificated salaries and benefits in the 2627 budget that you will approve this summer. That way, when negotiations for the CBA are done, the district does not have to move money around to deal with another deficit that is already within the budget. I believe this change in budgeting could help our district be proactive rather than reactive. FHSTA recently conducted two surveys. Just as Mara mentioned, the first survey was to get feedback

044for what articles to sunshine for our CBA in preparation for the 2627 negotiations. You will receive our articles for sunshining from our new vice president in charge of negotiations, Stan Bachmann, by the end of the month. The second survey was for members to share their opinions on the trimester system. FHSTA has not taken a stance on this issue because it's not a negotiable item. School scheduling is within the purview of school administration. As a union, we can only negotiate the impacts and effects that of that scheduling. We have had we had 20 I'm sorry not 23 we had 63 respondents for the trimester survey which is a little more than half of our 115 members. Two of those respondents were from Ivy High School and the other 61 were from Fabric High School. No one

045from Oasis High School responded. The advantages and disadvantages of the trimester system shared by the respondents were similar to what you've already heard from staff, students, and parents. Members are frustrated with the lack of consistency from trimester to trimester. find it difficult to keep up with the pacing and dislike having to cut curriculum that was covered when we were on the semester system. Some said there were no advantages to the trimester system, while others acknowledge that the addition of warrior pride time, opportunities for remediation, and access to more elective courses have been advantageous to our students. Some individuals mentioned they believe warrior pride time could still be included in a semester type schedule. 37 respondents believed linking A and B courses with the same teacher would be helpful in dealing with the difficulties of the

046trimester system. 38 believed that smaller class sizes would be beneficial. Out of the different scheduling options shared, 45 respondents reported that some type of semester scheduling is most appealing for them with 11 believing a form of trimester is still appealing. Both teachers from Ivy preferred the trimester schedule for the ease of transferring students to and from Falber High School and for the ability of students to easily remediate classes. Ivy teachers find it hard to place classes on students schedules and would like more time to prepare for their many preps. I know you've heard a lot about trimesters, a lot. I know I watch all the board meetings and I appreciate my members taking their time and staying late to talk to you and to share their opinions and their feelings. I would like to point

047out that only about half of our members participated in the survey. I cannot account for the other half that did not respond. I cannot share their feelings. I cannot share their opinions. It was anonymous. I don't know who responded and who didn't. So, I can't even go seek them out. More surveys or interviews would need to be conducted to get a better understanding of our entire school community. I don't think what I did was enough. Okay. So, just share that. My last update is for the November election. FHSTA will be actively participating in this election and we'll be looking to endorse candidates for trustee areas one, two, and three. We will reach out to individuals who pull papers this summer. Deadline is in August. Um, but if any of you choose to run, we would

048love to talk to you about endorsement. We will also be campaigning for an extension of Prop 55, which is a current tax on couples who earn more than $700,000 and generates $15 billion annually for schools in our state. Without this extension in November, our district could lose up to $3 million in revenue each year. So, I'm hoping you'll join me in supporting the extension of Prop 55. Once it, excuse me, once I know the actual number because it hasn't been put on the ballot yet. I don't know the actual number. Once it is, I will let you know what it is. I am very proud of our to work in our district and the of the work we've done this year and I'm looking forward to continuing this positive momentum. I appreciate all of your

049support this year and for listening to our concerns and suggestions. If you ever have any questions or concerns or comments for me, please reach out. And thank you again for your time and dedication to our school district. Thank you both. Next, we have annual English language learner ELELLL program report. Emily Tune, director of education services. All right, good evening. Um, I think I've been smiling so much from all those celebrations celebrations. My cheeks are a little bit sore, but I have more good news for you. So, we're going to continue to smile a little bit more. Um, I am excited to share our annual update for our English learner program. Uh, ed code 52164.1A requires that we provide an annual report detailing the progress of our English language learners and how they acquiring their English

050language proficiency. Um, there the program and any recommendations that we have for the program. So, there are quite a few acronyms in education, some that are even repetitive. You might hear me say a few of these throughout the course of the presentation. Um, but on the left, the R and the RF feep are our recently redesated as fluent English proficient students. So those are students who have acquired a four on our English language proficiency exam, have demonstrated competency in a norm reference test. That's usually the CASP in ELA or one of our English benchmarks. Um, the L, LEP, and the ELELL are all acronyms for our English language learners in a variety of capacities. Uh, LTEL, that's our long-term English learners. You'll hear you'll hear me refer to that a lot. They are new on

051our dashboard, so they have a space for us there. Um, the TT TBD, we don't have a lot of information in there, but if you see it, uh, TBD just simply means that we are determining whether they are part of the program or not. So, when students come in, they take an assessment and we determine if they are to be placed in the English learner program. When students take that assessment, if they score high, they are then considered initially fluent English proficient. And that is the FE acronym there at the bottom. And sometimes you'll see that as IEP as well. Um, last but not least, we have E or you might see EO for English only. So those are interspersed throughout the entire presentation. Um, everything in the English learner program is tied to our

052LCAP goals and so I know you're familiar with them. Um, but that's improving our engagement, college and career readiness, proficiency on our state standards, and ensuring equity and access for our students at Ivy with CTE opportunities, dual enrollment, and A to G classes. Per the 2025 dashboard, 21.4% of our population are English learners. This is some updated data for our population, and you can kind of see that over the course of multiple years. Um, some of this data, you might see it be slightly different in other places. This is a snapshot in time from our internal database and I usually pull this at the end of the year. So we do official reporting during seabeds which is the first Wednesday of October. So when we look at this data a little bit later in the

053year there's been an influx or an outgoing of students. So you might see a little bit of different numbers there. Um overall the yellow is our English only and our fluent English proficient students. The red is our red designated as fluent English proficient students and the blue are our English language learners. And what you'll notice in 2526 is if you combine the red and the blue, those are our RFPs and our eels. We have,022 students, which is basically 51% of our students who were ever eels. And that is what the state uses as their term. If you were ever an English learner, you were considered an ever eel. and they use that in some of their calculations on the dashboard for our proficiency. So to dig a little bit deeper into our English learner population,

054you can kind of see the changes over the course of multiple years there. Um it's really important to know that our English learner population is just as diverse as our student population. There is no one-sizefits-all for our English language learners. Uh the red is our long-term English learner population and those are students who have been in the EL program for six years or longer. The blue are the true eelss. That's an internal term that we use. So students who've been a part of the program for 5 years or less. Historically we've seen about 50% for each category, but we've seen a shift in the last few years. Um we are seeing a decrease in enrollment in our true English learners. uh newcomer enrollment has decreased from an average of 40 students a year uh to

05512 students during the 2526 school year. And with an estimated base grant of our state funding at $12,439 and supplemental at $1,882, that's a loss of approximately $13,94 per student. So, if we're looking at the loss of the 28 less from our historical average, that's an approximate loss of revenue of $391,832. And I just bring that up because the decline of enrollment for our true Yels impacts the course offerings uh and the resources that we have available for students in our program. For example, this year we were unable to offer foundational literacy to our students. We didn't have enough students to run the class. And that is a course that we have historically offered to students who have had interrupted formal education. Um as you can see by that graph um now whereas ELLs were

056approximately 50% of our population they are now uh 81% of our English language learner population. And again we just want to make sure we really understand our demographic when we're providing resources and support. So when we look at our English learner population and where they are coming from, the majority of our students were born here and they have attended school since kindergarten and that's that 57.5% there. The next largest demographic are coming from Guatemala at about 31.6% and Mexico at 9.5%. Even further, if you look at the correspondence language and I have had historically when I've talked to students and I have made the wrong assumption of trying to speak to a student in Spanish and they looked at me and were like, I don't speak Spanish. So, um it's important to know that even

057students who are categorized in the program, they may not actually speak another language. They maybe have put into their home language survey, which is that center uh circle there in the middle. Um if they put there's four questions that they answer when they enroll with us. And if any of those questions is answered with a language other than English, they are flagged to take the ELPAC exam. And if they do not pass as fluent English proficient, they end up in our English learner program. So that's the home language survey. And you can compare that to then the correspondence language because the correspondence language is what our parents are actually choosing when they want to receive communication from us. So there's 40.7% of our families that despite the fact that they are identified as English learners,

058despite the fact that somewhere in the home Spanish is spoken or another language um correspondence language, they are requesting English for correspondence. So we base our I won't read these all to you, but we base our program off of these principles and values for educating English learners. On the left, those are from Stanford and on the right, those are from the county office of education. It's just a little bit of a crosswalk. They say very much so the same things, but when we're looking at our program and what we're trying to do to support our students, we really use this as a foundation. So, you'll see these throughout the presentation. Um, one of the first things that we do when we're valuing culture and language as assets for our students is we actually are looking

059at our program structure in terms of how we can do that. So, as I mentioned, when our students come into us, they take a home language survey, and there's four questions, and if they answer any of those with a language other than English, they're flagged for assessment. Based on that assessment, um, we offer additional assessments, and if they have a strong foundation in Spanish, on the right there, you'll see that they have some program options. So, if they have a strong foundation in Spanish, they are candidates to potentially go into our dual immersion program. Um, and because we are trying to make sure we have the numbers to continue offering that program, we are also looking at offering a transitional bilingual program in 2627 where our English learners with strong Spanish skills can take some

060of our Spanish courses like the Aloha and Kimika etc. For the students who have a home language that is not Spanish or they have a lower Spanish literacy, we have our structured English immersion program and we have our English learner mainstream because as I mentioned some of these students have been here since kindergarten. Um the support that they need is very different from a student who is newly arrived. So this is our structured English immersion program in a nutshell. As I mentioned, um, with the newcomers, we did not offer literacy this year, but, um, we usually offer literacy as well as a support math class for our newcomers. Um, they also receive a designated period of language development. And now, historically, we've offered two periods of language development, but with the transition to the trimester,

061we've actually reduced that to one. and we reduced that to one because we wanted to make sure that the students had the ability to get access to more content um and elective courses and be on a better path towards graduation. Historically, we've seen a lot of our students who were fifth or sixth year graduates. So, by offering them better access to these content classes, we're able to get them on a path towards graduation a little bit more easily. Um we've been watching this very closely because we wanted to make sure that their English language proficiency continues to grow. And you'll see in future slides that we've seen no ne no negative impacts on their LP scores with that reduction to that single period. Um for the newcomers and the ELD1 and the ELD2, we also

062have home language support provided and that's primarily Spanish because that is primarily who our who our students are and who we are serving. So in the content classes, in the language development classes, we place bilingual pair of professionals to support them with the learning. By the time they get to EL3 and four, they usually have some reasonable fluency in the English language. So, we no longer have pair of professionals in the class for them there, but they have a teacher on special assignment who is their ELD3, an ELD4 teacher who monitors their progress in those classes, reaches out to teachers, offers support, scaffolds, and is kind of a parent on campus for them to make sure that they are progressing. So, this is our dual immersion program. Um this is an example of how the

063district values our language and culture. Um it is an extension of the program that's offered at the elementary district males and Potter. Uh I do have c more celebrations. Yesterday we celebrated 101 students who received the seal of biiteracy. 17 who successfully completed the dual immersion program. Five who received the dual immersion medallion which means they got B's across all four years in all of their dual immersion courses. 48 of our English learners who had a GPA of 3.5 or higher and 31 students who were classified as fluent English proficient. Um, our dual program goes through the sciences and we did that very specifically because the elementary district has their classes through the sciences. So, we wanted to continue that trajectory for students. But we also know that there is a job market for bilingual

064and biliterate individuals in the sciences. So, that was one of the reasons that we continued that program that way. Um, what you'll see in the top right is our dual immersions eighth grade cast scores. So 55.73% were scoring proficient or advanced. We always want to make sure that the language is not getting in the way of their content understanding. So when they come to the high school, we track that a few years later at 11th grade. Um, 43.75% are maintaining that three or four and that is actually approximately 10% higher than the general student population. We're seeing in their benchmark scores as well that they are retaining the content and are able to go back and forth between both languages fairly easily. Um the growth you can see 70% either grew or had no change.

065Um only 30% actually decreased in their science proficiency. So those are the things that we track to make sure that that is going well. These are some more of our principles and values. Um making sure that they are learning language through content. um they don't have to learn language separate of the content. Uh making sure that we are attending to their language needs that we are providing appropriate scaffolding equity in intellectual richness and sharing the responsibility across all of our staff. Um, some of the ways that we do that, we have teachers that engage in a data reflection cycle and that's where our teachers collaboratively determine what the floor is. And that floor for us is an example of how we ensure equity and intellectual richness and that's also how we share the responsibility because

066we ask our teachers to identify and determine what that's going to be. Once the teachers have identified the floor, they provide assessments to students and we disagregate data based on our English language learners and our students with IEPs. Um teachers then get to review that data and collectively discuss strategies and scaffolds that support our EELs and our IEP students. And what we have found is that when those strategies and scaffolds are implemented, they actually benefit all of our students, not just our English language learners. An additional component of that, our teachers are awesome because uh in addition to doing that reflection process, they go one step further and they do department- based learning walks. So they go into each other's classrooms, they get a chance to look at what students are actually doing because we

067know that assessment data is great, but it's not the only data that's out there. So this is an opportunity for them to see what students are doing and continue that conversation about what they would like to see them doing in classrooms and what types of strategies and supports they can offer. As I said, we have wonderful pair of professionals and I cannot extol their virtues enough. This is a variety of the things that they will do for us, but they work in our ELD1, ELD2, and our content classes. Um, they also do a lot of small reteing in groups. They work during warrior pride time with our students for math tutorials. And they really are just a phenomenal group and they are tremendous support to our English learners. Now, as I said, we're going to

068have a lot of things to smile about because we have a lot of places where we've seen our English learners progress and progress significantly in some places. Um, so you'll see for English language arts, math, English learner progress, college and career, um, we've basically gone up in all areas except for math for our long-term English learners. And what that means when I drill that down a little bit, we'll start with our A to G rates. Um, our A to G rates for our English learners, as well as all of our students, has increased since 2324 and our English learners has increased by 7% which is nothing to sneeze at. And we're very, very proud of our students. We're also very proud of our counselors. They've done a lot of work with four-year plans to ensure

069that that is happening. When you look at our uh ELA scores, our English language arts scores, again, a lot to look at there. A lot of success, but I'll summarize it for you. Basically, we outperformed English learners across the state in terms of the percent of students who are proficient in the ESPback. That's that top chart up there. That's just the percent proficient. The chart below is their average scale score. So even though we maybe don't have as many students as we'd like percent proficient, if their average scale score is going up, we know that they are making progress. And so we've seen progress there with um an increase of 28 points, which is great. This is another way of uh that the state has that we can look at our data. Ultimately, we want

070to be as far to the right and up as possible. So you can see our ELS here, but not just our ELS, you can see all of our students. So, in ELA, for example, all of our students are there in the green. We have increased significantly. Um, our English learners, our long-term English learners are on the far right in the orange also because they increased significantly. So, we are very, very proud of our students in ELA. These are our math scores. Um, so while we still see a low percentage of our English learners scoring proficient and advanced in math, you'll see that the average scale score for EELS has improved by 9.1 points since 2324 and 44.3 points since 2122. This is just that same data, but you can see it on the placemat. So,

071as I mentioned, our long-term English learners are there in the red. They're to the left and below. That's not where we obviously want to see them. Um, but you can see that to the right, uh, we have our English learners, homeless, and students with disabilities all have shown increase. Um, and then some significant increase for all of our students, our socioeconomically disadvantaged, and our Hispanic, Latino. In science, also, like I said, just more more positive data for us to look at. Um, not only have our EELs improved in the science assessment by 5.9 points, um, in 2425, it was the first year that they tested as proficient or advanced on the assessment since 18/19. So, we are now on the board. So, scale score-wise and students actually showing proficiency, we are seeing that increase in

072science as well. Placemat for science for the entire district, again, lots to celebrate. Uh we have quite a few demographics there in the green with all of our students, our homeless, our socioeconomically dis disadvantaged and Hispanic Latino. Our English learners increased significantly and our long-term English learners uh increased moderately. One of the things that we have implemented in the program this year was based on 2324 ELPAC scores which you can see there on the left. It's out of three and this is the reading component of the assessment. So you can see that there are far more students in the lowest level of a one than we would like to see. So one of the things that we decided to do was offer read 180 at both Fbrick High School and Ivy High School. And this

073course is open to students based on a placement policy and it's open to all students. So this is the course at Fbrick High School and so you can see that 52% of the students in the course were English learners. um we have Englishonly students who are not scoring proficient on the CASP and so we have some of those students who also need support in literacy and some of them end up in read 180 as well. Um 66% of the the uh class were male. Um the students who are in that course are concurrently enrolled in English 9 so that they're getting additional reading support and so uh 52% of the students managed to get C's or better in English 9. it was a component of the C the one of the placement policies for getting

074into the course was they had to have had a D or an F in eighth grade. So the fact that they have a C in English 9 especially with the transition to high school is really quite impressive. Um 28% are demonstrating standards progress on our benchmarks and 21% are doing both because sometimes we have kiddos who test really well but maybe are not doing as well in the class in terms of their grades. We know there's about 41% who will continue to need support and so we are looking at ways we can do that during warrior pride time next year. Like I said, uh we did go down to a single period of ELD. So that was something that we have been watching and monitoring. Uh after the pandemic, our language proficiency scores dropped in

0752122, dropped again in 2223, but in 2324 we began to see that an increase in their growth. And in 2425, we saw growth at Fal Brook High School of 6.7% and then tremendous growth. Huge shout out to Ivy of 34.2% for a district-wide growth of 9.6%. And shout out to Heramman and Lauren because I know they did a lot of individual conferencing with students and the read 180 was a part of I think the success there as well. So when you look at that in terms of our uh placemat again look at our long-term English learners in the green and on the right and then our English learners who have increased and are there in the yellow. So we just look forward to seeing them increase more as the time goes by. Um I apologize

076because this is not the English learner chart but this is our overall chart for CCI. Um and we did see growth. We saw growth for our ELS as well. So 25.8% 8% of our English learners um are graduating prepared, which is a 6% growth from 2324. Our long-term English learners grew 12.4% from 2324 to 35.1%. Again, those are excellent numbers in terms of growth and I have looked at other districts in comparison and even if we are maybe not at the same percentage, our growth is higher than many other districts. So, um, one of our values and principles is to share responsibility. And so, we have an English learner advisory committee at Falick High School and at Ivy High School. And our DAC is comprised of parents from each of those committees. They review the

077EL master plan, the single plans for each of the schools, and our LCAP, they provide recommendations for us. They also assist in some of our needs assessment surveys. And so, I will not I promise I will not read it all to you. I'll try to summarize it for you. Um, but historically, and I think you've heard this in some of the feedback you've gotten from from other stakeholders, but it has been challenging to get parent responses to many of our site and district-wide surveys. We usually have less than 150 parents who respond to any of our surveys, but our DAC committee has been wonderful because they always try to assist us with ideas. Um, so some of their ideas were providing that survey during our ELAC meeting, which we did. Um, we also have our

078bilingual pair of professionals making personal phone calls to solicit feedback from our parents. Even with personal phone calls to individual parents, we had 40 participants in our English learner survey. And so you'll see that there's a lot of really positive results there. Um, parents that feel like the programs are being explained, that they understand a to completion. Um, 52.5% of feel like teachers are reaching out regarding academic progress. 90% feel welcomed at our school. Um 85% agree or strongly agree that their student can reach out to an adult on campus. Um there's been a lot of important and valuable feedback uh that we have been receiving obviously from our teachers, our students and our parents regarding the trimester. So we solicited additional feedback from our English learner parents in an effort to gain a more

079comprehensive view of the student and parent experience within the trimester. So again, it's 40 40 parents who participated in the survey, but of those parents, 88.9 liked or greatly liked the trimester. 11.1 didn't really care either way, and there were 0% who said they disliked the trimester. Um, we also provided that input at one of our ELAC meetings, which I'll show to you later. Um and our DAC committee voted unanimously to keep the trimester at both Balber High School and at Ivy High School and wanted to present that as a recommendation to the board. Again, a lot of writing and a lot of feedback that we've been doing to solicit from our parents in either LCAP meetings or um DAC meetings or ELAC meetings, but ultimately from our needs assessment survey, um our parents are

080saying that they really do appreciate Warrior Pride time. They would like, this was an excellent idea, they would like to see more ELPAC proficiency and preparation uh for our long-term English learners during Warrior Pride Time. So, it's something that we're going to look at for next year. Um on the right, there's a lot that basically says they would like they are hearing us in regards to A to G. They really appreciate the information on A to G, but they would like more steps to understand how they need to get A to G, grade level milestones, how to apply for college. they would like a little more guidance in those aspects of college going. So, like I said, I'm not going to read all of these to you, but just to summarize, they want us to

081continue workshops and communication about our programs and our events. They really enjoy our college visits, dual enrollment, is it positive? They ask at Ivy High School to continue integrated math 3, read 180, our AOGG courses. They like our AVID program, our beginning teacher induction program, our bilingual liaison, international balora classes, Saturday academy courses, and supports for our English learners in ELA and math. Um, parents are requesting more communication and more varied communication such as m multiple reminders prior to workshops, flyers, handheld communication um that can be put as a visual reminder and more proactive communication from teachers and counselors at Balber High School. So, like I said, we did want to make sure that we had a robust um robust input in regards to the trimester because we're very aware that there are some legitimate

082concerns from our parents, our teachers, and our students. So, at one of our ELAC meetings, I may bakanava and Jorge Roas um asked our ELAC parents to provide their input. So, parents identified some similar things that you guys have already heard. Um they have identified the similarity of the trimester schedule with college schedules and a college setting, better course access, flexibility and scheduling, credit recovery, alignment with athletics, and opportunities to meet new people as the positives of the trimester system. The challenges that they expressed were the complications with challenging courses such as AP and IB courses, which we've heard, barriers for teachers with their students, which we've also heard, the short grading periods, and the lack of communication to parents about implementation. Um, like I mentioned before, we provided the ELAC committee information. We also

083provided the same data that I just provided to you to our DAC committee. Um, our our committee was presented with the concerns. We made sure to share the concerns that our teachers are having in regards to the trimester and the opportunity to develop rapport with students over the course of the full year, the challenge that students are facing if they want to take more than 10 AP and IB courses. Um the committee took all of those things into consideration and they did unanimously vote um to keep the trimester as a consideration for the board. Few more things. I promise we're almost there. Um we asked for some more feedback during that ELAC meeting. uh specifically around collaboration with our school personnel. So they appreciate that there is interpretation at back to school night but they

084would like to see more interpretation offered in the IB and AP classes specifically. Uh they would like more opportunities to engage with teachers, more opportunities to interact with admin and counselors. Uh they're trying to help brainstorm with us to get more parents involved on campus. So they said maybe we should offer some incentives. uh consistent materials provided in the parents home language during parent meetings and then more opportunities to build trust and rapport within the community. In regards to continually reproving improving our English learner graduation rate, um our ELTEL graduation rate is in the 90% area. Our true EL is closer to the 70%. Um, they would like us to continue to try to engage parents, improve literacy, improve teacher communication, offer more support in English, math, and the ELPAC in Warrior Pride Time, monitor

085our students more effectively towards graduation, and continue our bilingual pair of professionals and professional learning with our teachers. In regards to Warrior Pride Time, they had a lot of positive things to say about Warrior Pride Time. Um but they would like to see a little bit more structure. Uh and there was some commentary about uh attendance and ensuring that we were holding students accountable for attendance and that there were better opportunities for them to be able to call and clear absences for attendance in warrior pride time. And um like I said before part of our agri to the great work that our counselors are doing with four-year plans. Um, so our teachers have said they really appre or our teachers, I'm sorry, our parents appreciate the four-year plans greatly. Uh, they would just like to

086encourage school and counselors to continue to push those A to G requirements. Encourage the school and counselors to offer all students the option requirements and steps to go to college. Encourage the school and counselors to promote AP courses to all students. Request more involvement and communication in the development and revision of four-year plans. and they would like to see grade level milestones, presentations, and workshops to assist students in navigating their path towards college or career throughout high school. Um, that concludes my presentation. I am really proud of our students and our teachers and our counselors because we've made tremendous progress and it's nothing to sneeze at and it's really hard work that they've all put in to get us to this point. Um, I'm also very proud of our parents because they've offered a lot

087of very constructive feedback in terms of things that we can do to continue to try to make things better. So, questions. >> Just to thank you. That was very thorough and it's really great to get that kind of feedback. That's exactly what we're looking for and need. Um, so thank you for taking the time to do that. >> Thank you. I have one question. you mentioned on here the for the the end of the review or the feedback, excuse me. Um it was saying that the trimester system existed for a while productive for students to see or experience them. It prepares them for some college settings. I don't know any colleges that have trimester. Do you? >> No, they No, they don't have trimester. It's not called trimester, but their quarter system operates very similarly

088to our trimester. And the pacing is part of what the parents are referring to in terms of being more prepared when they get to that pacing at the college level. They're very ready for the pacing. >> Okay. I know like CalPoly St. Louis is where I went is quarter. They're going back to semester because it's just too fast-paced. But I just I didn't you put trimester for college. I don't know of a trimester system, but thank you. >> It's Yeah, it's our it's our different definitions between the high school and the college. Yes. Any other questions? >> Miss Tune, I want to thank you for this report. As you know, I've been sitting up here for a couple years, and we've been working very hard to work on our scores, the dashboard, and what I

089saw tonight was some of the most positive movement on those things, I think, since I since I've been here. and and I know nothing happens quickly and I know it doesn't it it it is a team and it is the entire team. So to everybody who had a little piece of this um it took me a little while to figure out the the the matrix with the blue and the yellow and red. Uh but once I did and started seeing that most of the negative areas were none none none and that everything was shifting up and to the right >> y >> uh lot lot of really really good news. Uh again thank you and everybody else that made that happen especially to our English learners who are um historically have been kind of lagging

090behind a little bit. Um, so it's really really wonderful to hear that we're getting movement on that and I really like the collaboration what I'm hearing from ELAC and DAC and uh the feedback from those parents. Thank you. >> Yeah, my pleasure. >> Quick question for students who are forever eels, is that mean that if they started as eels in elementary and reclassified by like third grade, even if they started in kinder, they were still considered be considered forever eels. >> Correct. Yes. >> Okay. Thank you. >> Just like just like it sounds if they were ever an eel. >> Thank you. Next, we have public comments. The 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.

091Per legislation 1292, the board will give twice a time to a member of the public who utilizes translated technology assistance to address the board. Total public input on any one subject will be limit will be limited to 20 minutes and may be extended at the discretion of the board president. Comments on a non agenda 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 board. Speakers will be called in order by topic and carded submitted. The district silence will not be mis 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

092public comments? >> We do. Our first speaker is Eric Shaver regarding calculus specy. Good evening board members. My name is Eric Shaver. I'm a student on track to reach calculus BC and I'm the founder of the school's coding club. I along with other students at the school have a future that depends on higher mathematics. When we came to the school four years ago, we sat with counselors and were told to plan our futures. After three years of grueling highlevel coursework, we were promised calculus BC. We showed up and did the heavy course work. We treated our four-year plan like a contract. We held up our part of the bargain by staying in the honors track and not giving up when we were tired and needed a break. Now that we come to the finish line,

093we see that the school is breaking the contract. We see that the school will not offer calculus BC. I've been told enrollment is the reason that we're cutting this course. Although we have a list of 27 students and more students who are likely who likely want to take it, they're qualified and eager to take AP Calculus BC next year. I also want to address the ideas of IBM Math HL2 as a course substitute. The school's own course catalog says this is not a valid substitute because it states this course prepares students for the AP Calculus AB exam. However, the catalog description for calculus BC states AP Calculus BC is designed to be the equivalent to both first and second semester college calculus courses. To be clear, BC covers entirely new advanced topics like sequences and

094series that are not even shown to you in AB. These topics help form the backbone of modern engineering and computer science. If you remove BC, you remove an entire semester of college level learning from the school. who are putting us at a significant disadvantage when we want to apply to top tier STEM schools. This isn't just about a grade. This is about our futures. As someone pursuing a career in cyber security, encryption and data data security are foundationally built upon higher mathematics. Top tier schools expect to see calculus BC in our transcripts. When schools look at transcripts, they don't look for completion. They look for the difficulty of the course. By removing calculus BC, you are removing the opportunity for us to take a higher class and increase our potential. You are telling us that

095while students at other schools are able to excel, our potentials are kept at bay. We have already mastered the lower level courses. Asking us to take them again is just asking us to be supervised at your school. This is not ask for an easy way out of our situation. Merely, we are asking for the rigor we were promised and the challenge we have earned. Don't let your hardest working students be the ones who pay the price for the retirement of teachers who have planned for it. Let these students reach the potential they are capable of achieving through the four years of hard work we are promised. Thank you. Scott Weezner, constituent concerns. Thank you guys. I'm going to look down. That clock is wild. All right, I'm actually wearing three hats tonight. I'm going to

096go through those three. First one, as a parent, freshman year, Gunner was excited, engaged in multiple extracurriculars. With six periods, he could explore the classes he was interested in and excelled both in band and FFA. Sophomore year, that came to a halt because of the trimester and a limiting to the five semester schedule. His clarinet has sat untouched for the last three years because he was forced to make a decision and chose FFA. Our family motto is rise through adversity. We are proud of his achievements in FFA as he rose through the ranks to finally become president of one of the most robust programs on campus. Shout out to ROC and band. I haven't forgotten you. Some of you have taken pictures with our son as representatives of a system that has fought against his

097success. Rest assured, his disappointment is masked by his achievements. At number two, as a fallbrick educator, so I have a little brief anecdote for those of you. The fire academy is going to decrease cadet training by 45 hours. We won't have time to get to CPR, so we'll be diverted to 100% online apex course. No mannequins, instructors, or classrooms needed. The fire department cadets will fail faster so that we can remediate them online in topics such as fire pathology, manipulated hose poles, wildland fire behavior, hazmat, and aerial operations. At least they will understand the theory even if they have no practice. 60 fewer student instructor contacts, the equivalent of 49 fewer days if we were in our old 55minute periods. The Fbrook High School trimester system is education from a fire hose. Now, as a

098community member, I'm shocked and honestly surprised that we have individuals in big decision roles that leave Fbrick. At the end of the day, our village is special. You and I have chosen it as our home. We love Estrella, Z Cafe, and Backdraft. We patronize small businesses in our town because we know we have a good thing and want to keep it going. It's disappointing to meet parents in Main Street Cafe, Dominic's or Grocery Outlet, not be able to answer their concerns with our school decisions. We are your constituents. We chose you to be our voice, our representation. After hearing students and parents express their concerns, it saddens me to hear from elected officials that those concerns are not relevant and we need to move on to more important things. For two and a half meetings

099now, I have listened to the students in our community voice their concerns with our current system. I've heard parents discuss the issues the trimester has caused in our community, a community that you have been elected to lead. This is the most important issue according to our village and we would appreciate it being addressed in a timely manner. Thank you Matteline Abila dance program. Good evening, members of the board. I want to first start off by saying thank you for the recognitions that were provided tonight. My name is Maline Ovula and I'm a senior captain of the dance team at Fabber High School. I've been a part of the dance program for four years and on the team for three. I'm here tonight because while our dancers have worked incredibly hard to keep this program alive

100this year, student leadership should not be what determines whether an entire school program survives. This year, our coach was on maternity leave and then medical leave, meaning she was only physically present for about one trimester. And this is not the first time that she has been on leave before. We completely understand and respect that those circumstances were out of her and our control. But when that happened, there was no consistent long-term structure put in place to support the program. Instead, the captain's, assistant coach, guest staff, and a few supportive teachers stepped in to hold everything together. Captains have helped run practices, organize performances, communicate schedules and information, prepare rallies, support younger dancers, and keep the team functioning while also balancing school, jobs, sports, and our own lives as students. We are put into leadership positions.

101But this year, we also had to take on responsibilities that should not fall almost entirely on students. Even with all of that effort, our opportunities were still limited. This year we only attended one competition while in previous years our team has consistently attended multiple competitions. Guest staff and assistant coaches also struggled because they were not always given the communication, direction, support, or even timely pay for the job needed to fully help the program succeed. And despite all these challenges, we still represented our school constantly. We performed at rallies, assemblies, games, and school events. Then we continued auditions for this year. We continue showing up because we care deeply about this program and what it brings to campus culture and school spirit. But effort from students can only go so far. The biggest concern now is

102not just this year. It's next year. Right now, there is still uncertainty surrounding staffing and support for the dance program. And we have heard nothing. Communication between administration, staff, and students has almost been non-existent. And if this year depended so heavily on captains and student leadership, what happens when those students graduate? What happens if there's no stable support system in place moving forward? A school program should not survive based on whether students are willing to overextend themselves to keep it running. Dance is not just an extracurricular activity. For many students, it is their community, their motivation to stay involved in school and their way of representing campus pride. Programs like this deserve consistent support, communication, and planning, especially when students are already doing everything they can. We are asking the district and administration to recognize

103that this program needs a stronger long-term plan and more consistent support moving forward so future dancers are not put in the same position. Thank you. Thank you. Next we have communication reports report from student board representatives. Who would like to go first? My name is Emma Fiero. I am here to present Ivy High School's board report for the exciting month of May and a little bit about my experience there. As we enter the final weeks of the school year, Ivy is filled with excitement, especially for our seniors who are preparing the next stage of their life. Our school is focused on helping our underassmen stay on top of their grades and finish the year off strong, offering them all the support they need from our staff. For the month of May, we had a SOA

104senior event for students and staff to participate in. Following that, we had some of our students attend prom, and we also plan to have our 90% of attendance incentive field trip this Friday to Knottbury Farm and many more fun events for our students for our last weeks of school. These events aren't just fun. They're vital in building the family culture that makes Ivy so special. They bring us together, create lasting memories, and strengthen the bonds between students and staff. Ivy is often underestimated, but honestly, being there has shown me how much support I have around me, and that's true for so many other students as well. Our leadership team plans on gathering new students for the new school year to continue to bring school spirit to Ivy as our senior stepout. Now, I want to

105thank the school board for this opportunity. I'm honored to be here representing Ivy High School, but to have also been a part of the student board members, giving me the opportunity to share with many of you on what we've done over the course of this school year. Being an Ivy student has meant the world to me. It's not just about academics. It's about the community we built together. As a senior entering my final weeks of high school, I'm excited to see where the next chapter takes me and to further my education, but I'll always remember how I got here. Thanks to the incredible support of Ivy and its staff and the amazing environment they've created. Personally, Ivy has helped me realize my potential. There was once a time I doubted my abilities, but the staff

106and environment here have shown me that I can achieve so much more now that and now that I'm in a great position. And I truly believe that Ivy is an invaluable resource for student growth and is not something to be underestimated. This experience can help other students see the potential within themselves just like I did. It can show them that with the right support and environment, they can overcome their doubts and achieve their goals. It has been a wonderful time sharing with you all and thank you for your time. Good evening everyone. As you may know, this is my final report to deliver on behalf of Oasis High School. I want to thank you all for giving me the opportunity to learn about the important behind thescenes aspects of keeping the district running and thriving.

107and I truly appreciate everything you all do. I'd also like to thank the Oasis staff for their relentless dedication and support for each student, making it another successful school year. With less than three weeks of the school year left, students are mainly focusing on submitting their remaining assignments and completing final exams. The Oasis graduation will take place on June 2nd at 6 PM. Students are also looking forward to the senior recognition which will take place tomorrow night. We appreciate everybody who played a role in organizing and supporting the event. Additionally, AP exams began last week and will end this Friday. Our students can take AP courses in person at Fbrick High or online via Apex, though there are a select few that are offered. Many of our students are also grateful that the district is

108able to cover the expense of the exams, which has been integral to making these classes much more accessible. This time of year is definitely exciting for all students, but our staff continues to ensure that the underclassmen remain focused on the goals ahead, whether it is in relation to service hours, graduation, college prep, or entering the workforce. That is all I have to share for tonight. Thank you for your time. Good evening, trusted members of the board. My name is Ashen Trillo and I'm very excited to be here with you today to discuss the fabric of Fbrick High School, the progress of FBI High School as this is our last board meeting of the 25 2025 through 2026 school year. Since we last met, students have been immersed in academics and sports. And as the end

109of the year approaches, students have begun testing for AP exams. In April, juniors underwent state testing to soothe nerves and encourage a positive testing environment. ASB passed out donuts on the first day of testing, hosted Love on a Leash during lunch, and other and hosted other interactive games. Later in April, ASB hosted a blood drive that was open to all high school students and Fbrook's many community members. Moving into the month of May, ASB successfully put on an engaging spirit week, which was accompanied by community developing lunchtime activities. The theme was based on prom, which was elegance in Manhattan. The spirit week was a fun way to create excitement for prom, which was last Saturday, May 9th. As previously mentioned, the theme was elegance in Manhattan. And the junior class worked diligently to put on

110a prom that everybody would enjoy. There were dual dance floors, our derves, a mocktail station, desserts, and various games to play with friends. Overall, the night was very successful, and the couple crowned prom king and queen for Valeria Castanada and Jackson Day. As the end of the school year rapidly approaches, sports advance further and the seniors prepare for the end of the year. The senior class will host activities exclusive to seniors across all campuses to kick off the end of the school year. There will be a multitude of activities for seniors to enjoy, such as senior sunset, a senior pep rally, and even a senior spirit week. These events will take place from the 25th to the 29th of May. Graduation will commence on June 3rd. Lastly, I would like to thank you all for

111everything this school year and I look forward to next year. Thank you, >> girls. It's been a long night. You are welcome to be excused if you have other things to do. You're welcome to stay, too. Um, thank you. Thank you very much for everything that you do for us or you do for the district. Sorry. Well, in that case, just real quick before you do leave, I want to thank the three of you very much for for the commitment to to being on our board. It means a lot to us. It is really good to have a student voice on there. So, thank you from from me and everybody else. >> Thank you, ladies. Next, we have report from principles. Good evening everyone. Our student board reps did a beautiful job as always um

112sharing all of the opportunities that we've had over the se past several weeks, especially to build culture and community within our schools regardless of whether or not they've chosen an alternative ed pathway. And as the theme of the evening has been, we have spent a lot of time at the end of the year focusing on celebrating all forms of success for our students. On June 1st, Ivy will be closing out our year by celebrating our Ivy Awards. Following our graduation rehearsal, we'll be holding a family style lunchon. Um, and we're going to celebrate many of our different students accolades as we come back together one last time as an IV family. Before we send our graduates across the stage, we are also excited to be celebrating a number of our Ivy and Oasis students tomorrow

113evening in addition to our Fbrook students at the senior scholarship and awards night. Um, unfortunately I will not be able to attend because Ivy will be at our innovative school celebration, but I do want to again commend the success of all of our students and that all three schools will be celebrated in this beautiful evening. We will be celebrating our graduations for both schools on June 2nd for both Ivy and Oasis. Ivy's will take place at 3 p.m. and Oasises will take place at 6 pm. U we go out of our way to ensure that all of our graduates receive a beautiful graduation ceremony with all of the pomp and circumstance they deserve despite the fact that they are rather short and sweet. Um again I just want to echo the sentiment of Mr. Jones

114that we've had really truly amazing board reps this year. Um, Kira in particular has been serving us for three years, which I don't can't even count the number of hours that adds up to, but she is the first student to ever hold that honor and we have truly an amazing group of student leaders who have lent voice to our schools this year. Again, I just want to thank everyone, our staff and our students in light of the recent teacher appreciation week. Our teachers and our classified staff are all amazing and making our schools better places. and I look forward to concluding this year with beautiful celebrations that continue to be a testament to the success of our students and our district. What questions do you have for me? >> No questions, but just thank you

115for a great job and being such a great leader for both schools. >> Thank you. And congratulations on those numbers for the ELELS. That's amazing. You need to tell us how you did that someday. >> Thank you. Good evening. Um feel like a broken record, but just talking about some of the things. Um I know Emily mentioned the biiteracy ceremony last night. Um so many students being recognized. Um I've been to that event now several times and it's like a welloiled machine. So all of our students given the opportunity to be recognized for all of their different accolades. um and our staff. The amount of time and effort it takes for our staff from all departments to get together and actually um put that event together is huge. So, a huge thank you to them.

116Uh it really reflects the the richness and the global readiness of our community. Um as Miss Gardner mentioned, tomorrow night is our senior scholarship awards. Uh that's another event that showcases not just our students, but our community as well. Um, Miss Kane always gives us a an update at the end of the evening about how many hundreds of thousands of dollars are represented in scholarships there that come from just the Fabric community alone. So, we appreciate um not just seeing our students uh um earn those accolades and those awards, but just seeing the um the the contributions of our community as a whole. Uh last Friday, I did want to highlight um we had our senior commitment ceremony. That's our third annual put on by our counseling and college and career teams. Um we recognize

117students that are um kind of defining and and celebrating and committing to that next step. So students who've completed a CTE pathway um towards college and career readiness as well as students that have made a commitment to attend a two or four-year university. Um it's celebration in in name but also in just the environment. They can take photos together. Um they're encouraged to wear the shirt of the college or the university. um that they're going to be attending and it's just a really upbeat and exciting um opportunity. I appreciate I saw both both Mr. Jones and Mr. Carampio there as well. Um it's great for the students just to be able to have the chance to celebrate with their friends um their teachers, their counselors, um those who have kind of guided them along the

118way what's coming next. So, um from the academic side of things, as mentioned, uh we finish our CASP testing since I last spoke to you, um which is great. And then our AP and IV exams are also wrapping up this Friday. Um we did have uh several groups of students just with how things worked out like CIF and playoff schedules and things like that. So we do have some um extended testing that's happening into the next week or two for for exams that got pushed to later dates to allow our students to participate in CIF. Um but those will wrap shortly for us. Um, and then grad night next week and we'll be before we know it here at graduation on the 3rd. Um, looking forward to seeing all of you there. Hope you're practicing

119your handshakes um and smiles to be ready to go for the evening. Um, just once again, thank you again for uh allowing us to speak and present about some of the amazing things that our students are doing each uh month in and out. So, appreciate your time. Appreciate you allowing us to to share just a glimpse of what's going on. Any questions for me tonight? No questions, but same thing just we appreciate you and obviously the success our students are seeing and individual accomplishments and schoolwide accomplishments which are looking up which is great and really appreciate that. >> Thank you. Next we have report from board members. Who would like to go first? >> I'll go first. I'll be short and sweet. Um, it's just very exciting to see this time of year as we

120celebrate the success of our students, regardless of whether they're athletic, whether they're extracurricular, dance, band, flags, ballet, folklorico, and just seeing the pride that they come toward the end of the year cumulatively of what they've accomplished throughout the year. And that's just really wonderful to see. Um, it's also great to see all the great grades and how many successful students we have and whether those are 4.0 I know students are students that have just risen from levels that they were below um and done that and also to see the excitement of those graduates and the plans that they have and I think we'll see more of that tomorrow night and where they plan to go and you know whether it's that transferring to a two-year community college whether it's going straight to a four-year and

121for their students that find continuing um technical education is the route for them um it's just really heartfelt to see and thank you to all of our staff our teachers, our classified employees, um our administration that really helps guide it. Um obviously the world is not perfect and there are things that are always room for improvement and please know that we do take comments to heart and we are working to always improve things and make things better for our students all around. So thank you. It's an exciting time of year. >> Yeah. um uh going to say a lot of a lot of the same things. I was able to attend the I think it's the senior commitment ceremony where they were all dressed up in their UC Santa Barbara and Irvine and all their

122their their shirts from the colleges. Um and it just kind of reminded me, you know, sort of that real positive vibe. I remember just just on the last couple weeks, you know, graduating and how that was kind of kind of life-changing and how good that felt. So, it was really good to be part of that. Tomorrow, as we've heard a couple times, we will right here have our senior scholarship awards. And yes, it is an amazing amazing display of the community and the support that they do to the for the students here both locally and as well as the large scholarships that they're they're getting. So, I think that's tomorrow at 6, I think, is the actual ceremony time. So, that'll be something I'm looking forward to. Um, the other thing I want to talk

123about and she she already left, but uh I want to kind of call out our uh student representative from from Ivy. I Emma Fo. Thank you. Thank you. Um, we hear a lot or I have heard a lot about A throughG and what does that mean? And I've talked to people in other school districts, other board members. Not all schools have that requirement. We're uh maybe a little bit more on the leading edge there. I believe if I have this correct, we have two students from Ivy this year who because they have A throughG classes and because of a lot of hard work between them and their their teachers are going straight from Ivy to Cal San Marcos. And I want to just say how remarkable that is because the fact that these students ended

124up in IV, they would probably be the ones that get left behind and don't take A throughg classes if um the system is sorting people kind of at the beginning. There are other school districts, uh Vista is working hard to try to get to A throughG. Uh, I've talked to board members from larger districts like Oceanside who was like, "We want to be more like Fbrick because of a lot of the good things that we're doing here. I already talked about the the good test scores we had with EL, so I don't need to comment on that again." But she is the success story for A throughG, and I'm I'm very very proud of her and her friend. I can't remember her friend's name and and all the good work that's happening in in all

125three of our schools. Thank you. Um, it has been a busy month with many events. I had the pleasure of attending the first mission and vision committee meeting. I was very impressed with the level of maturity and knowledge that our student athletes share shared during the meeting. Um, I wish I could attended the rest by using my vacation days to attend school events during the day becomes a bit overwhelming. So, I'm trying to spread them out. However, I was able to attend the welcoming piece of the biiteracy ceremony last night, and it was a pleasure seeing so many parents, students, and community members celebrating our students. Our staff members were very well organized during the event, passing out certificates, getting food ready for our guests, and honoring the and organizing the entire event. Um, also

126big kudos to Labanda de Fber High School. They performed yesterday for the first time. Um and the balorico students danced in front of the uh the folks who were eating um you know enjoying dinner and it was just a very beautiful like collaboration between both groups and the community was able to experience that. Um big kudos to those who planned commitment day. That was a beautiful celebration honoring the future steps um that our warriors are going to take. It was really positive, really great event. Um just you felt the vibe the second you walked into the bowl. Um finally I had opportunity to attend the Monterey um migrant education speech and debate state tournament. Uh we left Friday morning. Um we flew there and we came back Sunday night. It was a busy weekend. I

127went as a coach for FUSD but was able to support a participants from Frakai since together alongside with participants from Vistas Marcos and Rainbow uh we make up we make up region 9. Uh, in summary, the event was a huge success and seeing our students shine was definitely worth the long but exciting weekend. Thank you. Uh, for the sake of brevity, I'll I'll stick with just um kind of reiterating uh what's been talked about the last couple board meetings in in so far as the the public comments that we've received, emails, phone calls, conversations. I want to just reiterate that that we are hearing all of these um all these stories, anecdotes, um updates from people as far as their opinions um and how they feel about the trimester system, semester system block. Um, and

128I think that again we are working to take in as much of that information as we can in an attempt to have a fuller as full picture possible of how everyone feels about this amongst the constituency, amongst parents, students, teachers, admin, staff, and you're not shouting into the void. And I think it's important to emphasize that. And so please continue to pass along information as you receive it. Encourage people to reach out to us to give us more information so that way we can take on board more perspectives, more opinions, more ideas on how everyone feels because we only have so much information ourselves. And so the more that can be kind of shoehorned to us, it gives us a fuller picture. And I think that moving forward that's going to give us the best

129possible outcome for the students, for the teachers, for the parents, which is our priority. Last but not least, um excuse me, uh shout out to boys volleyball. Finished up a good season. Boys had a lot of fun. Um still impressed by the coach though. Uh it stands out to me. Everybody seems to love him. So, um, I want to thank Alana for coming and speaking. Um, if you do get a chance to send the results from your survey, I'd love you went through a bunch of numbers. Uh, it was hard to follow just the the preciseness of it, but um I I know there's some questions that'll come up from that if you can send that as well. Um, I won't jump into what it sounded like cuz I'll get my numbers wrong, but if

130you can send that. Um, and again, you know, kind of beating a dead horse, but um, as far as the public comments, I appreciate they left. Students, I should have gone first cuz the student was here. The students that that uh, stepped up to talk about, um, dance and um, calculus, um, I appreciate them. It's not easy for kids to step up and and talk, especially in probably the longest meeting that we've had all year, if not a few. Um, and then, um, the the multi-parent multi- hat uh, Mr. Weisner, uh, I too am a multi- hat wearer. Um, I do have a daughter at the school and, um, I have nieces, I have nephews, I have kids coming up in the school, so I hear the public comment. um tremendously because it directly affects

131many of my hats and um ironically the the issues that do get brought up directly affect me in my family um from all the public comments. So I appreciate things that get brought up whether it's the schedule, the classes, the the the dropping of classes or the staffing. Um they do affect me as a community leader. um a parent, an uncle. Um and so I do hear those frustrations not just from the public comment here, but I spend a great deal of my time off um taking phone calls, emails. Um Grocery Outlet specifically seems to be my go-to place to shop. Um I I spent a lot of time there, not just shopping, but listening to community members. So, um I would just remind it it doesn't go on deaf ears for the for dance,

132for calculus, um those are things that affect the the students directly. Whether it's a small population or large, it shouldn't matter. Um they are heard. I remind whether I'm your constituent or one of us, please reach out to us. Um stop me in the grocery store. I'll give you his number and um and we can try to hash out um and figure out the best options moving forward. So, thank you. >> Thank you. Next, we have report from superintendent. So, last week and this week, we have been proudly celebrating teacher and classified staff appreciation weeks across our district. I want to extend a special recognition to the administrative teams at all three sites who went above and beyond to create thoughtful and enjoyable activities to honor our staff. While we know these gestures are small

133compared to the extraordinary dedication and hard work our employees demonstrate every day, they are off they are offered with sincere gratitude. We are thankful to our partners including PTSA and organizations like Schools First Federal Credit Union whose support along with the personal contributions of our administrators in both time and money make these moments of appreciation possible. Tomorrow I will be treating staff to Dirty Sodas. Again, a very small gesture of appreciation, but one that I will hope will bring a little bit of sweetness to everyone's day. I would like to thank everyone who attended the FUHSD Educational Foundation vision dinner. The ideas shared were very wellreceived and we look forward to continuing to elevate the work of the foundation in support of our students. A special thank you to Brenda Meford, Eddie Jones, our talented

134culinary arts and floral design students as well as Jackie Mesa and Angie Good for making the evening such a success. Our end of year celebrations are well underway beginning with signing day or commitment day last Friday headed by our counseling team. The event created a joyful and memorable experience for our seniors. Thank you counselors. A special shout out to Emily Ton, our dual language immersion program and our world language teachers for the outstanding presentation at last night's by literacy awards ceremony. Tomorrow evening, we look forward to our senior scholarship and awards night led by Pam Kaine, our district career and technical education coordinator. It is truly a remarkable event that showcases Fall Brook's philanthropic spirit at its very best. While I regret that I will be attending Ivy High School's recognition by classrooms of the

135future. At the same time, I will make every effort to return before the conclusion of the ceremony. Finally, as we enter graduation season, I want to share a heartfelt reminder. Having personally experienced the loss of a loved one due to a young person who was texting while driving, I urge our students to make safe choices. Do not drink and drive. Do not text and drive. We want to celebrate you and see you safely reach all the milestones ahead. Thank you. All right. Agenda items. Uh, superintendent human resources information item. Revised new and deleted board policies, 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

136meeting. Ongoing reviews and updates are necessary with board policies and administrative regulations. This enables the district to ensure the policies, regulations, exhibits, and bylaws conform to state and federal law. The district compares its policies, regulations, exhibits, and bylaws with the California School Board 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. The revisions are in alignment with CSBA suggested language and numbering system. Revisions will appear as a strike through for deletions and in green highlight for additions. At this time, there are no financial implications associated with the agenda item. Implementation of these proposed revisions should support district efforts to help students attain the goals identified in

137the 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. >> Thank you. Next action item, revised new and deleted board policies and administrative regulation and exhibits. May I get a motion? >> I move that the board approve in the second reading the revised new and deleted board policies, administrative regulations, exhibits, and bylaws as presented. Second. >> Thank you. Moved by Mr. Haskell. Second by Mr. Jones. Comments or questions? None. Studing board reps are not here. Mr. Karolumpia votes I. Mr. Christensen. >> I. >> Mr. Haskell. >> I. >> Mr. Jones. >> Hi, >> Miss Roderte. >> I. >> Thank you. Next action item. Revised revised job description. Child nutrition services manager job description. I'll motion

138that the board approve the revised job description for child nutrition services manager job description as presented. >> I'll second. >> Moved by Minister Rodarte. Second. Moved by Mr. Jones. Second by Mr. Odart. Comments or questions? >> Student board reps are not here. Mr. Kalumpio votes I. Mr. Christensen. >> I. >> Mr. Haskell >> I. >> Mr. Jones. >> I. >> Miss Rodarte. >> I. Next action item, revised job description. Fbrick Union High School District Assistant Principal. May I get a motion? >> I'll move that the board approve the revised job description. Four Union High School District Assistant Principal as presented. >> Second. >> Moved by Mr. Rodarte, second by Mr. Haskell. Any comments or questions? None. Budding board reps are not here. Uh Mr. Kadmpia votes I. Mr. Christensen >> I >> Mr. Haskell >>

139I >> Mr. Jones >> I >> Miss Roderte >> information item financial impact of instructional schedules. >> Yes. as um promised from the last board meeting where I presented um different schedules of like schools which was the request of the board that the schedules be from like schools. I now have the budget impacts of such schedules. First, I want to start off with um the common language definition. Uh some of these we went through last time. Some of the new ones that you will see are FTE, which is a full full-time teacher equivalent. Sometimes that will appear as a fraction of a number if the teacher is not full-time. And um section is one that we didn't go over before, but that's the number of periods offered of a course. And TOSSA is uh an

140acronym which is a teacher on special assignment. It is someone that generally um is not assigned any students during that time. So our current schedule is a trimester. These are the current FTEEs that we have right now in a trimester as you can see and as you know students are enrolled in five classes. Teachers teach four classes and have one period. class sizes are dictated by the collective bargaining agreement. where it says 75 FTE that can fluctuate because um we or I calculated these we calculate these at 30 students per classroom but PE classrooms for example physical education the number um is higher where in general ed classes we can go up to 35 in science you can go only go up to 32 for uh world languages the number the class size again is

141lower for um ELD it's also lower so 75 based on 30 and it kind of washes out. We have to pull out the FTE for mild mod because our mild mod special education teachers not only have a prep, they also have a case manage management period or a monitoring period. So they actually don't teach four classes, they teach three and that impacts um the master schedule. And then the tosses are the teachers on special assignment. So we currently have 88 teachers based on our P2 enrollment. If we look at the semester, and you'll remember that at the last board meeting, I said I can give you pretty much exact numbers for trimester and semester because I'm familiar with both of those schedules, but with the other schedules, it's definitely more of a projection. Um so

142if we use the same enrollment number our staffing formula would be 72 um FTE our sped formula would remain the same that's an estimate as well as the TOSA but it brings our total FTE down by 80 down to 85. So, if you probably don't recall, I think only two of you, maybe three of you were on the board at the time. Um, when we moved to trimester, we did set aside um monies from our uh supplemental concentration because we knew that trimester would require more staffing. You're teaching less classes, then you're going to um have less staff. I've been asked by board members why, like why would we have to riff teachers if we went back to a semester system? The reason is our budget. Um, and then the reason the number goes down

143as you can see here in 2223 our enrollment was 1858. We had 92.4 FTE. This is all from the budgets. In 2324 when we moved to trimester our enrollment had gone down but we actually increased our FTE to 97.25. So if the transition from semester to trimester results in an additional 5.885 FTE then a transition from trimester back to semester is going to result in a reduction. um add to that declining enrollment which also impacts um so I hope that this explains it at a simpler or more basic level as to why you would need less teachers. Um the courses that we have added since we moved to trimester are 15. Um there are they are all listed here. Now I want to make it perfectly clear to everyone listening that the fact that we

144added courses doesn't mean oh these are the ones we added in trimester these are the ones that go away. That's not the way it works. Um master schedule and courses are driven by uh the needs of our student. The master schedule is an instru instructional tool driven by the needs of our students. So it's based on student request. Um so it's the courses that are less popular usually the ones that are not offered. So a seven period semester um again this this really is projections because I haven't worked in a seven period semester but in working with some of those districts and in using um the staffing formulas in a seven period semester students are enrolled in seven periods teachers tend to teach only five periods. So the allocation is similar to a semester except

145kids are taking more classes so it requires more FTE. In this example, class sizes are again dictated by the collective bargaining agreement. A seven period semester schedule would require 96.5 FTE. Again, not set in stone. That is a projection. but based on staffing formulas from districts who have um a seven period semester and based on staffing formulas that are available from um consultants and institutions that actually specialize in master schedules. >> Can I ask a quick question on that? >> That's the one where their days go very long, correct? And they end like at 4:30 or something. >> That depends. So, one of the high schools that we looked at, I believe it was Chula Vista, um goes very late. They get the teachers get out at 4:30. So, it's a seven period day with

146um I believe it was about 58 minute periods, but there was also a high, excuse me, a high school that had a seven period day that got out at the same time we do, but the periods were shorter to make up for that extra period that um that students take. So, it it could look different ways. >> Can I ask a question as well? Absolutely. >> I don't I don't mean to throw off your presentation. I I do have a question on the um previous slide you had. >> The semester system was 92.4 FTE. >> Mhm. >> We went down enrollment >> and included five more teachers. >> Yes. >> So, we needed five more teachers for 29 students. >> Not for 29 students. It's 29 students taking five periods over three trimesters. So the

147enrollment affects it. It's more the number of periods that a student takes and the number of periods that a teacher teaches that have a greater impact on the FTEEs. >> Yeah, but we have 29 less students and five more teachers. In essence, I I get the the numbers like they're taking more classes. So you're having more teachers teach more classes for 29 less students. Is that am I saying that right? >> Yes. But again, the formula doesn't rely solely on enrollment. >> Okay. And currently, you said we had 85. >> 88. >> We have 88 currently. >> And are the TOSAs paid on grants? So like they're not a budget item because it's grant funded. >> Some of them not necessarily grant funded. Some of them are um supplemental concentration. Some of them are grant

148funded. Some of them are title one. Some of them are title three. Um they're all a little bit different. For example, um agg as part of their uh CTE grant, their one of their teachers is required to have um a TOSA period. So that's paid out of the AG grant. Um in the collective bargaining agreement, it also dictates that the association president has a TOSA period that comes out of the general fund. So all of them are a little bit different. >> Okay. And but the four and a half that's on there, there's no discrepancy of which one's on grant or not. Is that right? >> I could figure out which ones are. That's just a general number because I wasn't breaking this down by how things are funded. >> Okay. Thank you. The 4x4

149block um also requires more FTE than um a semester or a trimester, but less FTE than a seven period day. And this example applies um to an 8 period semester block. Again, schedules can look very different um but the staffing formula would would be the same there. So, basically putting um a dollar amount to this the summary of financial implications for Fbrick High School because all of these numbers were based only on Falbrrook High School. Uh like I said currently under trimester 88 there's the cost not broken out as to what is paid from what and that includes um benefits. So it's salary and benefits for our teachers. A six period semester so the traditional semester um obviously would cost less because you're losing you're lo you're using less FTE. a seven period semester or

150seven period semester block, FTEES go up, so your costs go up. And then the same for a 4x4 or um an eight period semester. There are other considerations. You heard some of them earlier today. So there's a March 15th deadline for for staff reductions. Um that's I think important for the board to know. PE para educator staffing cost could increase or be reduced depending on the schedule again depending on the number of classes that you are offering or not offering. Um that was not taken into these calculations. And although the instructional schedule is not within the purview of either association by that I mean FHSTA or SEIU the impact and effects of any schedule changes must be negotiated. So, an example would be when we moved to the trimester, we added two work days to

151the um instructional calendar. They're non- studentent days, but it allows staff to plan right before a trimester begins. Um salaries went up a little bit for that. If we're not in a trimester, we would have to negotiate doing away with those days. Do we pay less? You know, is that the raise? I I don't know. That's again, we'd have to negotiate the impact and effects. We spent a lot of time negotiating the impacts and effects of warrior pride time. Um, how would teachers be compensated? What would they be required to do or not do? Um, by when, you know, would they have to have their um assignments in as far as where students are are going to be going during that time? And then this year we added negotiations negotiating the impact and effects of

152TIG which is very similar much more structured and much more effective as you've heard tonight at Ivy High School. Um but how are we compensating our staff for their extra time there. So a lot of other things that are associated with money that are not included in in tonight's presentation. Not >> I'm having a hard time understanding how par educator staffing could increase or decrease if the >> the school hours are still the same. I mean instead of sending them to five or six five classes they'll be going to six classes. That that to me is a little hard to wrap around because again >> so when we were in the semester >> you heard Emily we were on a two block ELD in trimester we moved to one. So that would require less bilingual

153para educators, for example. >> Not to mention, we'd have three teachers that would have to be let go if we changed to semester. >> I I think so. Okay. >> I think that's what it was. I'm getting confused with the three and the five, but um yes, I think it it would three. Again, it could be more, it could be less depending on where the enrollment goes. I don't believe it would affect our um special education para educators as much, but it does still have an impact on on pared educators. But again, those decisions would depend on how we move forward and how we structure things. >> Thank you. This is very informative. Was was there ever a cost analysis done for the trimester system prior to going to it? >> Yes. Um we went

154in knowing that we were going to need more teachers in order to staff it. Um we did look at our supplemental concentration funds because as we're adding services and the services that we were adding because trimester was about access was about giving access to our unduplicated students. Um, a lot of the the funding came from there. A lot of the new courses because we are supplementing, not supplanting, we were also able to cover from um the supplemental concentration funding. At the time, I believe that we set aside money for close to 10 because we were unaware of what the full impact was going to be. Um, and it ended up only being the five. We've also managed to do a better job of understanding how the off-roll period works and who it can be offered

155to and that also helps in um reducing the number that of FTE that are needed because students aren't in classes at that time. >> Okay, I'm going to I I'll try to make this brief. Um, I went down a rabbit hole, um, trying to find information on how we've gotten to this point and I went back years of with some help um, finding information on the trimester system, how we got to this point because I'm looking at both a teacher, student, and parent impact as well as well as a a feasibility of where we're at. And I think that feasibility is a significant portion um moving forward and and Brenda's made that I know our budget's coming up, but I know over the years we continue to to chip into savings and and be in

156the red. So physically, I'm I'm concerned. I I went back um and I have um all the way back to January 2021 when the first request was made for a report on block scheduling. And nothing was done until April when the same board member requested an update on block scheduling specifically nothing about trimester. Um almost nine months later it was presented um to the CIA the um >> yes to that committee um on trimester system. Nothing had ever been mentioned in a board meeting in any open forum um regarding trimester or even discussing semesters that was ever voted on or give an update through any of the board meetings all the way back to 2021, January 2021 when it was first requested. When it was presented in September of 2022 to the CIA committee, it

157was presented and I have the the presentation, but it it was presented with here's the trimester system, pros and cons, but it was to the CIA committee. I don't know who voted because it was then presented the following month, two meetings later. Um, it was presented to the board, the the the previous board as here's what we're doing beginning of next fall. The board never voted on it. And I I get you've told me that the district administration has right to scheduling, but there is negotiate negotiated facts by the um teachers. But it was the first presentation to any board. Well, first it was to the CIA for for the trimester. Then two meetings later, it was presented to the board stating this is what we're going to as a trimester in the fall of

1582020 23 24. No board vote, no more information. I know that there was probably discussion behind closed doors, but nothing public, nothing trans, uh, transparent to teachers or students, um, parents, but nothing that I could find in any records of public comment information for trimesters. So, it was I don't know where the trimester system voted in. Maybe you can correct me if there and and I couldn't find a cost analysis of a trimester system that was going to dictate there's there's something in in the presentation about an increase in FTE, >> but we also had much better uh student enrollment, a much healthier budget. Um, and we've dwindled that down. So, I'm I'm and I'm and I'm not trying to get completely off the the the path, but somewhere along the line, and I'll I'll

159let you go, Eddie, in a second. just somewhere along the line this trimester system was not very transparent but given as the ultimate this is what we're doing and and the board there's no mention of a board voting on it no action item of a board voting on it just presented that this is what we're going to starting uh this was in October 24th 2022 and it was starting the following fall and I've talked to many teachers um that have been here for a long time who were given a timeline of approximately three years to see how the trimester system operated, how it worked, how it integrated. And I've heard a lot of we don't run Aries very well. Our master schedule hasn't been the best. I've I've heard the blaming of this department, that

160department. I've heard how other schools have run their master uh scheduling, which is much different than ours from what I've gathered. My concern is that we are a a a reducing enrollment community that's isolated of a of a small pocket of a community that only only certain kids are coming to this school. It's not a huge growing comm community. So we're not increasing necessarily. Um but fiscally we are drowning slowly. >> Okay. I >> let me finish. Let me finish. >> Okay. >> So, >> yeah. So my concern is um and I know we're having a lot of discussion of of things but without getting to where we are and I haven't seen the the the feasibility study prior to the trimester but I'd love to see you know I hear from teachers and I

161hear from students and parents if we're reducing to a six period semester we're already just on on estimations saving money. It seems like that would be a a pretty good option moving forward as far as feasibility. Anyway, even with the reduction, we've we've just since I've been on the board, we had I think the first negotiation we had eight teachers that were going to be laid off and then through retirements and unforeseen, it didn't happen. Now we've had 5.5 and we've rifted 1.5. So, um, I think at some point as a board and as a district, we need to be feasibly responsible moving forward. And I understand losing teachers is not an easy aspect, but I do want a feasibility. Um, you know, >> Paul, it's hard to be respectful when you talk this long.

162>> I just had Emily talk for 45 minutes. I can have my time. feasibilitywise as board members we should be responsible for the community the students and the teachers to be able to have um good direction moving forward. >> So um first I don't place blame. I take full accountability. I know others place blame. I've heard it. Um secondly, yes, moving to semester is a time-saving factor only if you can riff, which we've already seen this board has difficulty doing. I don't know if your dates are correct off of the top of my head, and I know that you spend a lot of time at Grossly out grocery outlet. You need to spend time with me. you need to come in and speak to me so that I can show you all of the information

163because I can't do it at a board meeting because I don't know what's going to be asked of me. >> Yeah, I understand that. And I'm just asking if I do ask for information, you can email it to me and then I can review it and have those questions. But I I hear you and I understand that and I will do better at coming in to speak to you ahead of time um or about my concerns. But I will look at the at the timelines. I want to say it was January of 2021 only because Trusty Karolmpio and Trusty Jones were already on the board. I know that Trusty Karolmpio had some very serious concerns about changing again. So I do know that it was discussed in board meetings, but I'd have to go back

164and look at at minutes, etc. Um, and then we do have the dates or or the years that we met and discussed with teachers because it wasn't only one um CIA meeting where that was done. Um, before anybody jumps in, um, I do have a couple of comments. Um certainly on paper number-wise um it does look to benefit the district to go to the sixth period semester program. Um it does cost less money. It does involve letting go three teachers which as we know is extremely difficult. We've just gone through that from months and months of um teacher comments, student comments, parent comments, community comments. So any I'm married to a teacher, so I know this process and I know it's a difficult process for teachers to have to to face. Um and that's not

165something that we easily want to face. Um we have heard a lot of comments about the trimester system not working for a lot of people, for a lot of students, for a lot of teachers. Um, but to also be fair, we've also only heard from 50% of our teachers. We've also heard from a lot of parents, for example, our ELAC parents who are very, very supportive of it. And so, I think it also behooves us to look at both sides of the issue. It's sort of like when you're a parent and you have two kids coming and you know, he'd said this, she'd said that, and there's a bit of truth in both of it. Um, is the trimester system working as effectively as it could right now? No, it's not. We've heard that and

166we've recognized that. We've recognized that if that is something that will remain that there are some changes that need to be done and there are some tangible changes that can be done and that are already being looked at in terms of prod providing continuity from course A to course B directly moving into that the second one with the same teacher so that they have that same relationship building. um knowing that it affects a lot of our students that do extracurricular activities, sports and things like that after school that affects them negatively. That's something that needs to be looked at as well. So I I think part of it is looking at if we had 90% 100% of our students, our teachers, our staff and parents saying the trimester system is a disaster, get rid of

167it. I think the response from the board would probably be a little bit stronger. We're we're getting mixed results. We're getting a lot of vocal comments and a lot of vocal results. I can Paul is speaking to the comments he's getting in public. Um I get different comments via email as well that support the trimester system and say how well it works for their student. Um, so I I want to be careful that it's not just the loud voices that we hear that we're rec that we recognize all voices, the loud ones and the ones that are speaking more quietly or maybe not speaking at all because, you know, they're fine with it. Um, but it it definitely puts us and and Paul is right, we have declining enrollment. That is just an an economic

168fact that affects our budget. And so, you know, these are very difficult decisions to make. We want what's best for our students, but we also want to respect our teachers and knowing that that impacts them as well. And none of this is an easy decision to make. That's why we're here. And knowing that sometimes the decisions we make are not going to please 100% of the people 100% of the time. >> Yeah. Uh Ton, I think you covered a lot of a lot of good things there. No, it it was actually good and it I want to kind of echo a couple of things. It is very clear that many of the teachers don't like trimesters and it's also clear that some do. But definitely the group that dislikes trimester most is the teachers. Um

169at the same time, we're seeing positive numbers in many other aspects that are well very good. We're we're we're we're seeing very good stuff. Uh we just saw a report on that. We're getting different information from different people um depending on where they work. Uh if they're students or teachers, some do like it, some don't. I do want to kind of go back to a couple things that uh Paul talked about. Um because I was there. Uh it's I I don't know if there was an accusation there and maybe I interpreted a little bit >> was not >> because I I I heard a little bit there that so it was a very challenging time. We were in the middle or coming out of COVID we were opening schools. We also had I don't remember

170the exact timing but a state we had to move time start times late start which was like a requirement. I definitely remember the board member discussing and requesting information on block. Um, I'm going to tell you in my understanding, I don't think this person knew block was the term that was used. What the request was was to look at schedules other than the conventional schedule. So, how we got to trimester I think has been covered. Um, maybe somebody else I wasn't in the room there. It wasn't at a board meeting. You're right. But a lot of these discussions happened and then it came back to the board. I don't exactly remember if we voted on it or if it was justformational item, but I do remember many board meetings over months where we were discussing

171the transition to to trimester. Um that's that's best recollection. You know, it was I think it was my second year on the board. I don't you know, and again, a lot more was going on there. So the reason there were delays between when it was requested and when it got covered and then when it got requested again there there was a lot more going on than maybe the last couple years we've had here which has been a little bit smoother. So thank you. >> If I can also jump in well just based on the numbers that you showed if you want to go back one slide if you don't mind where it shows the summary of financial implications. Obviously, in my mind, the bottom two are just eliminated outright. I mean, they're more expensive. They

172require way more staffing. That is not something that we can even look at. So, I think those are just I'm glad we looked at them and we considered them, but I think from a fiduciary p responsibility point of view, we cannot take those on. Um, I also feel like, and maybe there are some questions as to how the switch happened, and that's before my time semester to trans to trimester. I guess I'm at the point now where it almost doesn't matter how that was come to the decision at the time. This is postcoid education was a nightmare. I know this because my husband decided to become a teacher the first year of COVID and left accounting to become a teacher. Um so those were crazy times and I think we need to to put that

173in perspective but it's done. It's passed. However, why it did or didn't happen. We are here now. And we are here now with the student population we have. We are here now with the financial realities that we have. We are here now. We want to make sure that the vast majority of our students, the vast majority of our teachers, the vast majority of our staff are happy with the seme the system, excuse me, the system that we decide to go through moving forward in a responsible fiscal manner and also ensure that we are still meeting our students achievement goals as we're seeing. They're rising with the exception of math, which by the way is a state and national problem. This isn't just a Fbrook problem. math is a problem across the United States. It starts

174in third grade um and then just continues unfortunately up the ladder onto universities who've said your students are coming to our universities and do not know basic third grade math. So that is an ongoing thing. So I think we are better spent our time in how do we solve this problem moving forward to the best of the vast majority of our students and look forward rather than look past. >> I want to give a big thanks to the teachers for the success of our students. Those numbers that we saw earlier were great and I want to give big kudos to those who are in the uh front lines um helping students succeed. Do we have any other comments or questions on this? Okay. Next information item, longitudinal student outcomes. So, I've been asked to bring

175to the board a lot of data and I wish there were more clarity in the request as far as what is it exactly that you're looking for or that you're trying to find because I think then I could bring you the information um that would make more sense. I had thought that it would be covered in three board meetings because it's a very busy time of year. Um there's a lot of information to pull. The admin team is stretched thin. Brenda's working on a budget. Emily's working on LCAP. Um Annabelle has grants. She's she's the one with the most grants. The admin teams are getting ready for graduation. Um, so sometimes the the data isn't readily available. We're putting together a master schedule. Um, so I pulled the data that you requested. I was able

176to get it all done. I know I got a request yesterday. I I can't have it in a day. Um, but again, if there were more clarity around what you're looking for, we could probably just be done with this. Um but this is the the data that was asked for requested in in um 2 by two meetings and at the last um board meeting. So a couple of current considerations we operate on a trimester in instructional schedule at the request of the board. The effectiveness of the bell schedule is being reviewed through the analysis of multiple measures. Um, as part of the board education's ongoing review, I was asked to bring data spanning from 201718 to the present and that the requested data points included overall student attendance rates, collegegoing rates, the number of students

177enrolled in Apex courses for credit recovery and grade remediation, DNF rates in core subject areas. Um, again, I tried to gather as much information as possible that was requested in the hopes that we can maybe move forward with with other things. Um, our enrollment data is here compared with our ADA. I think it's important. The reason I wrote pandemic is because certain concessions were made during the pandemic. you've heard about them um around uh enrollment and attendance and Brenda has explained it over and over again and we talk about a cliff. We take our ADA from or the enrollment ADA from the three years an average of the previous three years. As our enrollment goes down, that average becomes smaller and smaller. So, we're funded on on less money. And then the line in the

178blue separates basically when we initiated trimester because again the request was that I show when trimester um went into effect and you'll see a couple of different numbers. So the longitudinal enrollment data and ADA are based on P2 which is the report that we used we use for funding. Now, you're going to see other enrollment reports that are based on our SEABS data, which is one day, one snapshot in time in October. P2 doesn't come until around March or April. So, the numbers might be a little bit different. I'm not making numbers up. I'm not fudging the numbers. It's just the reality of how the state collects different reports. This is the SEAB's enrollment data. um it's all students and our socioeconomically disadvantaged students. So the numbers again have kind of gone up and down.

179This is different I think from the um presentation that you have because I thought that you could figure this out a little bit better with the bar graphs than the line graph that I gave you. But um the presentation was printed before I made those changes. So that that that replaces this one. >> Yes. >> Um so our socioeconomically disadvantaged student numbers went up a little bit. They've they've started to dip a tiny bit. Um but enrollment as you can see has steadily gone down since 2020 2021 actually 1920 to the present. >> Um are students with disabilities it says socioeconomically. Yeah. Sorry. Can you go back one? >> Uhhuh. >> Um. >> Oh, hold on. >> That one. >> Um, no, the next one. I think it was >> I just didn't understand. There

180was the attendance. >> Oh, I'm sorry. This >> Yes. So, this is based on P2, which is in March, and it's all these formulas that that Brenda has. It's ADA. It's how we're funded. The next slide is our seabeds which is what is reported on the dashboard and the state. So the numbers look a little bit different because this is usually taken I believe it's the first Tuesday in October. >> first Wednesday of October of every year. They they do a snapshot just of enrollment. >> Um okay, maybe I'm jumping ahead and I I don't want to. If if I jumping ahead, just tell me you're coming to that. I don't know. Um, in enrollment is declining and attendance is declining. Is that how I'm reading that? It went up a little bit from 24

181to 25, but is is that how I'm reading that? Social >> ADA, >> this one. Yes, it it went down in the pandemic, kind of flattened out. It's starting to go up a little bit. Um, but we did take a dip there. So again, this is Cabbed's enrollment, different from our P2 enrollment in ADA. Um, so you could see the black, which is all students going down. Um, and our socioeconomically disadvantaged students went up for a little bit. It's kind of the same. Um, and this is important for things that I'm going to be addressing later on in this um, presentation. our English learner and our students. It should be students with disabilities at the top. Again, this was a change that I made late in the day and just trying to present information in

182a way that would be a little bit more um understandable to you. Uh you can see that our English learner enrollment has gone up. Um obviously the numbers that Emily presented were higher. This is only English learners where she presented I think she said a thousand something students but that was RFPs um uh English learners that test fluent from the beginning. This is strictly our English learners one through three I believe. And then our students with disabilities continues to go up. This is um not uncharacteristic. It's happening in all districts. It's important because it does encroach on the general fund. Um there are services that are very expensive but that are services that we must provide and that our students need. I was asked to bring the percentage of attendance um again from 2017 to

183now. So yes, during the pandemic took a big drop, started to go up. It's kind of been the same for the last 3 years, but not at the levels that it was prior to to the pandemic. >> So that's a calculation between the difference between enrollment and ADA. Is that correct? This is strictly ADA the average daily attendance um students that are coming to school and not enrollment. >> Enrollment went down. >> Yes, but these numbers are strictly attendance >> and attendance going down. Um, do we have reasons for that? Like postcoid maybe some parents decided to homeschool, some parents went to charter schools. Could that be part of the >> that's enrollment? >> That's our attendance based on our own enrollment. Well, in 10 attendance um in 2021, even though we had reopened, students,

184you know, parents were told to keep their kids home if they had a fever, if they showed symptoms of anything. So, it was very very difficult to to have students come to school. Um chronic absenteeism since the pandemic again nationwide has increased. Um obviously if your chronic absenteeism has increased your attendance percentage has decreased. It's just been very difficult for all schools to bring the numbers um back up to prior to the pandemic when as you can see we were 96 97 98 even 99. Um but we are continuously trying to to do things. I ran into our supervisor of attendance and Dr. Luna today. They were coming back from a home visit. Um, and it was for a senior who's on track to graduate, has had some health issues. We weren't able to get

185a hold of the family. They went to the home, found out what's going on, and we're trying to get them back on track. And that includes back at school um or on home hospital or independent studies where it will help our attendance, but most importantly, it helps our students. And correct me if I'm wrong, the lack of attendance. We lose money when we don't get attendance. Yes. >> When the student doesn't have an excused absence, we're not being funded for that spot. Correct. >> It's an absence either way. So, yes, we do we do lose money. I will say one of my husband's students was chronically absent and when they were finally able to reach the family um it's a single mother with a number of small kids and the student high school student is

186staying home babysitting the children. So that kind of situation. So um attendance is one of the reasons that we try to align our instructional calendar to the elementary because we know that when the elementary students are not at school, our kids will have to stay home. So, we work very closely with our elementary district to make sure that um we have the same days off or at least that if our students stay home, their k their students, the elementary kids will probably still go to school, but when it's vice versa, it does impact us. I was asked to bring the Falbrick high school collegegoing rate. Um this is through NASP. the state actually doesn't do a great job of of collecting this data. They collect more of the um college and career readiness which I'll

187show you. So the information that I was able to gather only went up through 2223 and collegegoing rate um is broken down by students that go to a two-year college, a four-year college, um a vocational school. So all of that information is available. >> Do we have our current um collegegoing rate for our school? >> We do not. It goes to 2022 23. San Diego County Office of Ed actually has a dashboard to try and capture this because it has been a challenge. Um the state didn't have a system for tracking what students did after high school. Sorry, I'm backtracking a little bit. >> That's okay. >> Um, >> just a question just now that we're talking about attendance and and money for the um the sixth period semester. My understanding that's the we've got

188the semester FT with current conditions. Is that what that is? >> Um the the sixth period semester with current conditions. it doesn't include attendance like those formulas that I gave before which is try why I try to keep this presentation separate um really aren't impacted by in attendance a little bit by enrollment but it's hard to project >> okay my I guess my question was is that for the sixth grade semester does that uh elongate the the length of the school day compared to the trimester system >> it could but it doesn't have to and when we transitioned to trimester we didn't elongate the >> Okay, my question's moved. Never mind. >> The four-year cohort graduation rate and college and career readiness indicator. So, the flatline is a pandemic. The state didn't collect the data

189during that time. um call the graduation rate for your cohort again doesn't track how many seniors started at Falbrick High School um on the first day of this year and then graduated. It tracks how many freshmen four years ago and then comparing that cohort to four years later. So, we have to do a really good job of making sure that we know where our students are going or where they're coming from because if we have a freshman that never shows up at our school and we inadvertently don't drop them from our roster and we can't drop until we verify they actually don't live in our district, etc., then that student will stay with us and count against this cohort number. So, it's not a very accurate number. Um, and and then the college and career

190readiness indicator is um the black line. And if you recall, the reason we dipped in 2024 um is there were some CTE courses that were coded incorrectly. um and we were asking the county and the state for assistance um on those and they weren't able to provide it in time. So, it did it did cause us to dip there. college and career readiness for English learners, students with IEPs, and then all students um has gone up. And again, the years that we are looking at are the 23 24 25 for trimester and then the other three are under a semester system. Apex enrollment for credit recovery. So we did have Apex in 178 1920 and 2021 but it wasn't coded as an apex class. So we weren't able to pull that that data. But the

191red is apex during the regular school year. So the number of students that are remediating during the regular school year using Apex. So yes, the numbers have gone up. Um and then the gray is the summer school enrollment for credit recovery. Um the 2526 number for summer school could be a little bit misleading because as you know we're not going to have any power this summer. So we are only offering credit recovery for um seniors that can graduate during the summer. So the numbers very very low >> question >> and I know that you had asked for apex in core classes. Um we weren't able to get that information in time. >> Do you have you mentioned the 1718 1920 2021 there? It was coded different, but do you know roughly those numbers from what

192it was different? >> No, it was coded differently in the sense that if a student took an Apex class on the transcript it just said like if they made up uh English 9 in Apex in the transcript it just showed up as English 9. So we have no way of of figuring out which ones were Apex and which ones were students actually sitting in an English 9 class to make up the grade. that we we kind of discussed like 1718, 1920, 2021. Those years Apex traditionally was set for um seniors graduating that needed the credit recovery um to graduate. Is that right? >> And some juniors that were very behind, >> very behind. And then as we move forward past pandemic um the last three years, those apex numbers are not just seniors and a

193few juniors. That's all grades. >> It's mostly juniors and seniors, but I think it might be all grades. I'll have to look specifically at how many of them are ninth and tth. Um, for summer school apex, it's strictly juniors and seniors. >> And do you, this isn't requesting more information. I'm just curious if those Apex are strictly the online ones or how many kids >> Apex is strictly online >> online. And then are there any kids that are retaking the course in person rather than Apex? >> Yes, we do have some that are doing that. >> Okay. I mean it doubled I mean from COVID years. I don't know the previous years but we're close to doubling Apex. Is that right? >> Yes. From uh the COVID years. Yes. And then again in the COVID

194time, I think it was for two years after, there were certain um certain things were passed where we had to give students the opportunity to make up courses for them to graduate if they had failed a course while we were shut down. It it was all a little complicated there. >> Thank you. um along the the CA apex. Um that was one of the comments that it's easier to fail a class and then do an apex. Can we limit that our freshman and sophomores do not do Apex? That if they fail a class, they have to retake it and that juniors it's sort of on a case-byase basis and then seniors as they need it for graduation. That is um something that we can look at. That would be something that the board could bring

195up as a policy. >> Something that I think a lot of us are interested in. >> This is the overall DNF rate from 1718 through trime second trimester of 2526 because obviously we're not done with the year yet. Um I know that the request was for the DNF rate only in core classes. Um again I I could not get that by tonight. This is the DNF rate in um all classes. What I do have are percentages. So uh in 201718 28.35 of students had a D and F in a core class. In 2526 trimesters 1 and two that number was 22%. Does that in is that the like the baseline number before Apex or is that >> Yes, this does not include Apex. >> So just uh the the graph is showing all classes but

196the two data points on the left are you were specifically able to pull core classes. Is that correct? >> Yes. So this is uh pulled from a presentation that um Emily had put together. So we had the DNF rate for all classes. She had the core classes pulled out to the side but not for any other years. >> I'm a bit confused. Can you clarify that? 2017 and 18. That's just core classes >> on the side, not on the graph. >> Okay. So that's just core classes and it was at 2835. But the 25 26 trimester is all classes including elective. >> No, it's also DNF rate in core classes. >> So core classes plus electives. >> No, only core classes. >> Okay. I thought you couldn't pull that data. So this is >> I

197didn't have time to pull the data for all the years with all the other data that I've provided the board. Again, if I had clarity on what you're looking for, I could probably pull the data that is a little bit more specific. I don't know why like how does attendance rate relate to >> semester trimester? >> We just want we want the data and can you present it to us, please? >> I can present it to you. I just don't have it tonight. >> Okay. So, I'm asking for clarification. 27 and 18 is 28.35% in core classes only DNF rate list but 25 26 is 22% which includes core classes plus electives or just core classes >> just core classes. >> Thank you. So Oscar I I think I the two bullet points on the

198left are all both those years are core classes only. The bar graphs on the right which has more fidelity is all classes including electives. >> Yeah, that was it. >> And I am trying to get the data to you as quickly as possible. Um, but like I said, there's a district to run, >> but I do think it shows a pretty good bar comparison that in 2017 we had close to 30% DF rates in core courses and in this school year it's down to 22%. We are missing a whole trimester. So, in the end, it might be close to 30%. >> Okay. Um I was also asked to bring AP enrollment data. This does not include IB. This is strictly advanced placement. Um the gray is the number of students that are enrolled in AP

199courses. So a positive is that even though enrollment has decreased, the number of students in AP has increased. The burgundy is the number of AP exams that are taken. we've seen a big increase there. Um, and then the black are is the number of exams with a passing score. And for AP, as you know, you need a score of three or better in order for it to be considered passing. So, um, great work. And then I just want to remind the board of our strategic goals um which are access engagement, student outcomes. These were the goals that drove um the discussion on if we want different student outcomes then what do we have to do differently? Um and I know that we've been talking about this for a number of board meetings. So I just

200I want to remind the board um of the following. Access is not an abstract ideal. It is the engine of our students success. When students are given real access to rigorous coursework and meaningful opportunities, they rise. We see it clearly in our outcomes. You saw it tonight. increased math and ELA achievement, higher A throughG completion rates, growing AP and IB enrollment, and an improved graduation rate. These results are not accidental. They are the direct result of expanding access. Access changes trajectories. You saw that tonight with our Ivy students. It tells every student, you belong here. It opens doors. It builds confidence and prepares our young people for college, careers, and leadership. I recognize that you're under significant pressure from a vocal few, but our responsibility, our shared commitment must remain focused on what matters most,

201student outcomes. The evidence is clear. Access is working. This commitment has not only transformed lives, it has brought national recognition. The College Board has honored us with its access award two years in a row and we have been named one of the best high schools in America two years in a row because of excellence. Access the excellence is rooted in a simple truth. When we expand access, which we've done with the trimester, excellence follows. We also acknowledge that the trimester system is a heavy lift. Change of this magnitude is never easy, but nothing that truly matters is. Our administrative team is fully committed to refining and improving the system. With time, stability, and thoughtful adjustments, it will better serve our students and straighten the outcomes we are seeing today. I also want you to know

202this. I respect whatever decision you choose to make. If you choose to make a decision, whatever path you choose, I am committed to working alongside you to make sure that that decision is as successful as possible for our students. However, now is not the time to retreat. It's the time to stay the course, to protect what is working and continue building on it. Let us remain focused on students. Let us stand firm in what we know works and let us continue to lead with access at the center of every decision that we make. Thank you. >> Thank you. Those are good reminders to have. Um, I'd like to bring up a point that was discussed at our last board meeting, um, that may affect our finances potentially. And so I want it to be something

203that maybe we can research or look into. Um, if you recall when we were comparing the like schools for trimester versus semester and all the block programs, sorry. Um you also listed under there the require graduation requirements of all the high schools. Um the vast majority of the high schools require 220 credits, some as low as 210. Um there are a few that require 230. We are the highest at we are with 230 at the highest. If we cut down the 230 requirement to 220, would that be a cost savings to the district? And I guess my question is it's I was actually surprised that there isn't a state mandate as to how many credits there are required for high school graduation. And I like the idea that we were on the top end theoretically,

204but if by doing so and having an extra 10 or 20 graduation requirements, is that costing the school district money at a time that we can afford it to cost? So, there is a statemandated requirement for graduation. It's 130 credits. It will not get a student into a 4-year college or university. So, our A throughG requirements um are much higher and like we stated today, we prepare our all of our students for A throughG. We believe that they all should have that opportunity. Not because we believe that they're all going to college. They're not. Some students won't go to college and be very successful. But we do believe I believe that it is our responsibility to prepare students for whatever path they choose after high school. And in the only way for them to be

205prepared for whatever path they choose after high school is to choose the most rigorous path. As far as your question, I don't know if there would be a cost savings. I could definitely look into it and calculate it um because at the top of my head I don't know how many classes would be required for A through G etc. Um, I know that one of the reasons that semester requires um more remediation, for example, is that you can only earn in your four years of high school 240 credits. And if our graduation requirement is 230, then you really only have two semesters to make up those those courses where the trimester offers um a little bit more there. I I would have to sit with Brenda and think about this a little bit more as

206far as the impacts and and what would that be financially, but I could definitely bring it to another board meeting. >> Uh, personally, I wouldn't agree with that. We're already reducing our credits will make us look a bit of like a joke and losing AP courses is going to make us more of a remedial school than it is a competitive school. I mean, I understand what you're talking about, but I just the idea of lowering graduation credits just doesn't sound like it's rigor or rigorous. Next, yeah, I uh I would like to know more about it. I think that's an interesting thing. I do remember when we added our I think it's our third math requirement. Um, I I I think that was a real good move because I know having having math a good

207background in math is is helps people both through regular work as well as uh uh college success. Um, that's just one aspect of of more graduation units. But uh yeah, thank you. And when we added the the third year of math, basically what we did is we reduced 10 elective credits that students needed um so that they could take that third year of math. I know that our science department is very much interested in a third year of science. It's something that I um would fully support. And again, it wouldn't be adding 10 more graduation uh requirements. it would be eliminating 10 elective credits that maybe um aren't necessary for that A throughG college attainment. >> Uh I want to agree with Oscar. I don't want to lower that standard but um to comment on

208what you just said um science adding a third year math a third year um along TANA's lines without reducing the um the the core or the standard uh as far as the amount of elect amount of credits but reducing the elective uh credits to add that AP calculus or um chemistry uh or a science. Extending that science for a third year and opening up more math classes by reducing electives makes more sense to me. You're you're keeping a standard um and providing the opportunity for those students that aren't getting it. >> Thank you. And that was I probably should have elaborated that. I definitely feel like it should not be >> I want to remind the board to stay focused on the longitudal student outcomes presentation. It kind of seems like we're become it's becoming

209an organizational matter. That way we could stay focused on the presentation and ask questions directly about the presentation. >> And I just want to stress that yes um you could add the science and if you eliminate electives you have to eliminate elective teachers. >> Okay. Any other questions about the presentation? Okay. Consent agenda. All matters listed under the consent agenda are considered by the board of trustees to be routine or be enacted with one action. There's usually no discussion of these items prior to the time of the board of trustees vote on the motion unless members of the board request specific items to be discussed or deleted from this consent agenda. May I get a motion, please? >> I move that the board approve the consent agenda as presented. >> I'll second. >> Okay. Thank

210you. Any comments or questions? Okay. Okay. Student board reps are not here. Mr. Karolumpia votes I. Mr. Christensen. >> Hi. >> Mr. Haskell. >> I. >> Mr. Jones. >> Hi. >> Mr. Rodarte. >> I. >> Organizational matters. This is 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? >> Apologies if I requested it at the wrong time. I thought because of budget considerations. Um I do want to piggyback that I do not want to eliminate any core things even at Bonsel High School which is very small they have three years of science requirements and I think it's it's necessary that we have three of

211math and three of science. It would be more toward the elective and yes knowing that it potentially could affect staffing but again knowing that our budget and enrollment realities are effective. >> I'm sorry. So is there um a request? Yes, please. >> Could you let me know what that request is? I don't understand. >> Just to see if there would be a cost savings by eliminating 10 elective credits in terms of overall and I'm sorry I'm not phrasing that well. >> So there isn't a I can I can answer that question. there's not a cost savings in adding an additional year of science and eliminating um 10 electives because it's equal that I think that ends up becoming more of like a policy driven as a board we would change the policy of of the

212just requesting the third year of science that's not a >> so we're already working on that um you would have to have the courses created, the pathway created before actually putting it into practice, which is what we did with math. Math took um I think a year to develop the third year of math pathway because we want supports in place for students who are struggling. Um and it took a year and a half to actually have the board vote. Um like I said, I've spoken with science. Science knows that I'm in full support. they would create that pathway, that program before um it it came to to the board. But if they ever came to me and said, "We're ready," then I would definitely meet with the board 2 by two to make sure that

213you understood the implications of of such an addition. >> Um my or only organizational matter, I think we've we've discussed this for a few months, but I would like on the next board meeting just to have an action item. we can vote on um whether we're going to keep a semester or or go to a semester or keep a trimester. Um if we make an official vote, we can move on with um and I know it's a busy time of year and it's not going to happen overnight, but we can as board members, we can dwell on the last few months of information that you've provided, which has been a lot and I appreciate that. Um, but I think just to do our due diligence, if we can just uh have that opportunity next board

214meeting just to vote whether we're going to go to a semester system, whatever that schedule may look like, I'm not deciding that. Um, >> all right. >> But, um, if we can make that an action item on the board meeting, we can just move on one way or the other. >> So, does the rest of the board agree? I know I haven't had to do that this much with this board, but it was um common practice in the past. I take direction from the board, not one board member. Chris. >> Yeah, >> Trusty Warte, I agree with getting some clarity. This has been the horse has been beaten. Um, however, we did talk about having more time for teacher input and perhaps input and perhaps stu student input. And if we make that vote next

215month, that closes out that opportunity. >> That was my question. Um, will this be for the academic school year 2627? >> 2627's impossible >> or 28 29. >> Um, 2728. 2728. >> Okay. >> And and I Yeah, I know it's not going to happen in the fall, but 2728, we have 82 pages worth of surveys from teachers. Um, and I don't think we ever sent out a parent or student survey post. >> We did and no, not post. >> So, um, about 82 pages worth of surveys from teachers is pretty elaborate. Uh, thank you. >> Okay. So, just for clarification, it'll be for the academic school year of 2728. >> That's correct. >> Trusty Jones. >> Well, um, I would not be in favor of having that as an action item next time. Um, again,

216it's clear it's not popular with many people, many teachers, but it's also clear that we are getting continuing to get positive results with whatever we're doing. I don't know why we would want to change that. >> From my understanding, as long as we have one person who moves it forward and a second person who it can put it on the agenda item, right? We just need two people for it to go on the agenda item and then comes the vote. No, it's not an agenda item right now. I'm just >> That's why it's an organizational matter. So, if somebody um makes a motion or introduces it, somebody >> Why don't we just finish voting? Trusty Galumpio, yes or no on your end? >> No, I mean all we need is one person to present it

217and a second person to second it and that's it. From there on, it goes into the agenda as an action item and then we can discuss it. >> No, there's no first or second. It's not an agenda item. Yes. >> It's just >> Yes. >> Thank you. >> Date and time of the next meeting. The next regular meeting of the board of trustees will be held on Wednesday, June 10th, 2026 at 4:30 p.m. in the Fabrook High School Library. Adjournment. There being no further business to come before the board. The regular meeting of May 13, 2026 was adjourned at 9:33 by Oscar Karolumpia. Thank you. Thank you.