Fallbrook Union High School District Board Meeting 04-15-2026

001Mhm. >> Mhm. >> Good afternoon and welcome. We're going to go ahead and call the meeting to order at 4:31 p.m. at Fallbrook Union High School, uh 2400 South Stagecoach Lane, Fallbrook, California 92028. I'm going to go ahead and announce the closed session agenda. Number one, public employment discipline, dismissal, and release. Government code section 5454957. Next, we have conference with legal counsel pending litigation. Government code section 54956.9 D1. We also have conference with legal counsel anticipated litigation, significant exposure to litigation pursuant to government code 54956. 9 D2. We also have conference with labor negotiations. Government code section 54957.6. Our district negotiator is Cesar Garza Gonzales, superintendent. Employee organizations are FHSTA and SEIU. Unrepresented employees, classified management, certificated management, and confidential employees. Next, we have readmission under suspension expulsion case cases number 11 F2425 and number

0022 F2526. Now, we have public comments. Opportunity for members of the public to address the board on any item described in this agenda for the closed session. Um this now opportunity will be granted for open session items. Government code section 54954.3. Do we have any public comments? We do not. Thank you. Now, we will adjourn to closed session at once again, public high school library. Thank you. >> Mhm. >> Good afternoon and welcome. We will now reconvene to open session at 5:32 p.m. Announcements all open sessions of Board of Trustees are recorded and streamed in real time at www.fusd.net. Can we please rise for the Pledge of Allegiance? Right hand over your heart. Ready? Begin. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands,

003one nation under God, indivisible, with liberty and justice for all. Thank you. We will now move on to the roll call. Board of Trustees, Oscar Caralampio, President, is present. Eddie Jones, Vice President. Present. Talwinder Gata-Aura, Clerk. Present. Paul Christensen, Trustee. Present. Chris Haskell, Trustee. Present. Thank you. Student Board Representatives, uh Ninnie Cruz. Not here. Miss Cara Hart. And Miss Charlise Paulson. Present. Thank you. Finally, Superintendent Ilsa Garza Gonzales. Present. Thank you. Informal review of 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 closed session. Public public employment discipline, dismissal, and release government code section 54957. Nothing to report. Conference with legal counsel pending litigation government code section 54956.9D1. Nothing to

004report. Conference with legal counsel anticipated litigation significant exposure to litigation pursuant pursuant to government code 54956.9D2. Nothing to report. Conference with labor negotiations government section 54957.6. Nothing to report. District negotiator is Ilsa Garza Gonzales, Superintendent. Employee organizations are FHSTA and SEIU. And unrepresented employees classified management certificated management and confidential employees. Next, we have readmission under suspended expulsion case number 11 F2425 and number 02F2526 which will be an action item later. We will now move to adopt the agenda. May I get a motion? I'll move to adopt the agenda as presented. I'll second. Thank you. Move by Mr. Rodarte, second by Mr. Jones. Any comments or questions? None. Student board reps, Ms. Cruz is not here. Ms. Hart is not here. Ms. Polson? I. Thank you. Mr. Karalampio, both I. Mr. Christensen? I. Mr. Haskell? I.

005Mr. Jones? I. And Mr. Rodarte? I. Thank you. Now, we will move on to recognitions. First, we have Fallbrook High School CTE culinary pathway students. Mr. Santa Cruz, culinary instructor. Yes. So, as we have stated um in past board meetings, our culinary students uh prepare dinner for the board. We give them a budget and they put something together for us that is always far more delicious than what we have ordered in the past from restaurants. So, we'd like to thank you, but also hear about how you went about preparing tonight's dinner. Hey guys. Just to let you know, Joshua Robertson, and Ali, um they're some of our best culinary uh warriors here at Fallbrook. As she said, they did help us with the dinner tonight. But, Good evening, everyone. Uh today in culinary, uh I

006prepared uh chicken parmesan. Uh we have Mr. Cruz here um made the pasta for you guys today and our intern student made a the loaf of bread and we turned them into garlic bread today and everything came together well and we're really grateful for the opportunity to share our work with you guys. Thank you. Um, Joshua, before you move away from the microphone, can you tell us a little bit about the competition that you participated in? I know there was a big story in the Village News featuring you. So, I'd love for you to share with um, the board what that experience was. Uh, the experience was really great. Uh, at first I was really nervous, but I practiced enough to turn into muscle memory, I'd say. Uh, but it was a C-CAP competition all

007the way up in LA. Um, and we had a 2-hour limit and I prepared us airline chicken with creamy mashed potato and with dessert crepes, actually. And everything turned out well and I passed. Thank you. Congratulations. >> [applause] >> Thank you. Next, we have San Diego County School Boards Association Staff Member of the Year Award, Herman Mosqueda. Yes, so if I can have the board, um, step in front of the dais so that we can continue with our recognitions. of the San Diego School Boards Association Honoring Our Own Award Staff Member of the year. Hedman, if you could please step forward. Among many exceptional nominees from across the county, Hedman's selection is a testament to his outstanding service, leadership, and impact on students. Throughout his career, Hedman has consistently gone above and beyond and in

008support of student success, particularly for English learners and historically underserved students. From developing innovative peer tutoring and attendance initiatives to leading data-informed interventions as a CSI coordinator and ELD instructor at Ivy High School, Hedman exemplifies high expectations, compassion, and professionalism. Hedman's work strengthens school culture, builds meaningful connections with families and community partners, and ensures students are seen, supported, and empowered to succeed. We congratulate Hedman Mosqueda on this well-deserved recognition and thank him for his unwavering commitment to students and educational excellence. And I'll just give a little bit I used to hear a lot about we have this bilingual language tutor, Hedman Mosqueda. And then I met him and then we created the supervisor of attendance um position. He was our first supervisor of attendance and created some apps and things to make his work more

009efficient, got kids back in school. And it broke my heart when he said he was going to become a teacher, but I knew he could become he would could reach more lives, which he did. Um and then through some staff reductions, we had to um move him to Ivy and I don't think he was excited about that, but I knew that he was going to make an even greater impact at Ivy, which he has. So, thank you, Hedman, for everything. Hedman will be recognized at the 24th annual Honoring Our Own Awards Dinner Gala in San Diego on Saturday, April 25th, 2026. Congratulations. >> [applause] >> Thank you. Now we'll move on to Fallbrook's finest student. This month, Fallbrook's finest student recognition gives us the opportunity to honor a young man whose name already resonates with

010this board and this community. Joshua Robertson. Joshua, if you could please come forward. If you are a teacher who finds true fulfillment in watching students grow, learn, and step confidently into their potential, then Joshua Robertson is the student who reminds you why you chose this profession. If you are an administrator who treasures hearing stories of success that trace back to seeds planted years earlier, then Joshua Robertson is that story. If you're a counselor who understands that meaningful growth takes time, patience, and the right environment, then Joshua Robertson is the result of that work done well. And if you feel a sense of pride each time this student's name is announced in a classroom, an auditorium, or before this board, then you already know Joshua Robertson. Joshua's culinary talent is something this board is very familiar

011with. Time and time again, he has demonstrated not only technical skill, but creativity, professionalism, and pride in his craft. What sets Joshua apart, however, is not just what he produces in the kitchen, but the intentionality with which he approaches his learning. He prepares, he practices, and he consistently rises to expectations because he believes in the value of doing things well. Joshua does not simply reflect the success of a culinary program. He reflects the power of mentorship, perseverance, and purpose. And for his instructor, Chef Santo Cruz, Joshua represents something even more meaningful. A student who not only absorbs instruction, but gives something back in return. Joshua reminds us that sometimes as educators, we are fortunate enough to learn something special from those we teach. It is impossible to say enough about Joshua Robertson. He embodies the

012very best of what Fallbrook High School strives to cultivate in its students. Dedication, humility, skill, and a commitment to excellence. Joshua doesn't make us proud, he inspires us. Congratulations, Joshua. This recognition as Fallbrook's finest student is richly deserved, and we cannot wait to see where your preparation, passion, and talent take you next. Congratulations. >> [applause] >> Okay, we have two recognitions under Fallbrook's finest department. Um this month, we are proud to recognize First Sergeant Michael Stout and Chief Warrant Officer Tom Smith as Fallbrook's finest nominees for the month of April. If you could please step forward. These >> [applause] >> These two exceptional educators bring far more than military expertise to Fallbrook High School. They bring character, commitment, and a powerful lived experience of what it truly means to serve. Day in and day out,

013First Sergeant Stout and Chief Warrant Officer Smith model purpose-driven leadership for their students. Through the ROTC program, they instill values that extend well beyond uniform and rank. Accountability to one another, the discipline it takes to commit to hard work, and the pride that comes from seeing that effort pay off. Their influence does not stop at the classroom door. It extends into our broader community, where they continue to give of themselves in ways that reflect the highest ideals of service. One of the most compelling aspects of this program is who it reaches. The ROTC program reflects the full diversity of Fallbrook High School, welcoming students from every background and creating a space where students feel a sense of belonging, purpose, and opportunity to lead. The culture of inclusive excellence has been on full display in recent

014weeks. First through a student-run awards program planned and executed entirely by student leaders, and most recently through a raiders competition held this past Saturday that brought together students from 18 schools across Southern California. Both events were clear evidence of what this program has become, a well-run, student-centered organization that creates meaningful leadership opportunities at every level. The The leadership development woven into this program is intentional and impactful. Students learn how to lead within the structure of ROTC, and through that experience they gain skills, confidence, and perspective that serve them long after they leave our campus. We are deeply grateful for the dedication First Sergeant Stout and Chief Warrant Officer Smith bring to Fallbrook High School each day. It is an honor to recognize them as the outstanding individuals they are. Congratulations to both of you. This

015recognition is truly well deserved. >> [applause] [applause] >> I don't know. Welcome, Ninnie. I don't know how many of you are aware that April 6th through 10th, last week, was National Assistant Principals Week. And it gave us a timely reminder to pause and recognize some of the amazing people who keep our school running. This month, Fallbrook's Finest is proud to celebrate our assistant principals, Steve Martinez and Ime Baca Nava. If you could please step forward. >> [applause] >> While one week is a nice gesture, the truth is that the work Steve and Ime do deserves recognition every day. On any given day, an AP might be responding to a student concern first thing in the morning, meeting with a department team for learning walks, fielding a call from a family in the afternoon, and wrapping

016up the evening at a school event. All while managing schedules, supporting staff, and ensuring the campus is safe, organized, and running smoothly. It is a role that requires equal parts structure and flexibility, firmness, and empathy. Together, they oversee a wide range of departments and responsibilities across campus, and their fingerprints are on nearly every aspect of school life. They are present at events, active in department collaboration, and deeply invested in the day-to-day work of our classrooms and teams. When students need support, Steve and Ime are there. When families need a point of contact, Steve and Ime are there. When staff need a resource, a sounding board, or board, or partner in problem-solving, Steve and Ime are there. Their commitment to building genuine relationships with students, staff, and families alike is what makes them not just effective

017administrators, but trusted members of our Fallbrook community. We are grateful every day for the leadership, care, and consistency that Steve and Imed bring to our campus. Thank you both. The warrior community sees you and appreciates you more than words can express. >> [applause] >> Thank you. And finally, Fallbrook's finest community partner, the Fallbrook Union High School District Board of Trustees, is pleased to recognize Fallbrook AWARE, a grassroots volunteer organization that has served our community for over 20 years by promoting literacy, education, and service. I believe that here with us tonight are Emily Zilch, Marsha Winston, and Leticia Maldonado Stamos. Also active in Fallbrook AWARE are our two um board members three, actually, cuz I know that you've read in the past and have been involved. Um Oscar Caralampio, Eddie Jones, and Tona Rodarte. And anyone

018else who's here from Fallbrook AWARE, if I didn't mention your name, please step forward. >> [applause] >> Founded in 2003 by educator Leticia Maldonado Stamos, Stamos, Fallbrook AWARE began as a small school-based literacy effort and has organically grown into a district-wide annual event now hosted at Maie Ellis Elementary School. Through the dedication of a committed volunteer committee, educators, parents, students, and community partners, this event now serves hundreds of families each year by providing free backpacks filled with books and school supplies, literacy activities, student performances, and family workshops. Entirely volunteer led and not a formal nonprofit, Fallbrook A Leer is a powerful example of community in action. The group's resilience, continuing the event even during the COVID years, and its partnerships with local schools, businesses, and organizations underscore its lasting impact. We commend the leadership team,

019volunteers, and supporters for sustaining this beloved community tradition and thank them for their continued service to Fallbrook's families and students. This event, which takes up to a year ahead to plan, is led by seven co-chairs: Leticia Maldonado Stamus, Martha Covarrubias, Maria Gomez, Emily Zelk, Maricela Gonzalez, Marsha Winston, and Leah Curcio. Their committee members include another 15 to 25 members, 20 to 30 guest readers, and about 80 Fallbrook High School District student volunteers. This year's keynote speaker is Eric Ortega, Fallbrook High School graduate, a leader within the Pala Band of Mission Indians, award-winning radio host, and a trustee for the Bonsall Unified School District. Fallbrook A Leer will be held this Saturday, April 18th. It promises to be another educational and entertaining event where families can come together and make cherished memories. Thank you, Fallbrook A

020Leer, for promoting literacy and service in the Fallbrook community. >> [applause] >> Thank you. >> [applause] >> Okay, welcome back. Uh, public comments. The Fremont Unified High School District Board of Education encourages and invites the public to comment on agenda and non-agenda items. Individual speakers will be limited to 3 minutes. Per legislation 1292, the board would give twice the allotted time to a member of the public who utilizes translating technology assistance to address the board. Total public input on any one subject will be limited to 20 minutes and may be extended at the discretion of the board president. Comments on a non-agenda item will be heard at this time. Comments on an agenda item may be taken at this time or when the item is discussed by the board. Speakers will be called in order

021by topic and when card is submitted. The district's silence should not be mistaken for agreement with public comments. Rather, the board remains silent to comply with California law, avoid legal entanglements, and or to protect the privacy of those involved. Now, before we begin public comments, I want to make a few clarifications. As board president, I will not be limiting public comments to 20 minutes on the subject. However, please respect the 3-minute timer. Also, a speaker can absorb only one time card. More than one card being passed or given will not be allowed. Thank you. Do we have any public comments? Yes, yes, we do. Our um first speaker on the agenda item of trimester, actually this is when the agenda item is discussed. Our first speaker Madeleine Avila. >> [applause] >> Good evening, members of

022the board. My name is Madeleine Avila and I'm a senior student at Fallbrook High School as well as an AP research student. Thank you for giving me the opportunity to speak tonight. I want to speak about the trimester system and how it impacts both students and teachers. From a student perspective, I've experienced both the semester system and our court current trimester system. One of the big biggest differences is flexibility. In a semester system, students have more opportunities to take a wider range of courses, especially advanced classes like AP courses. Under the trimester system, that flexibility becomes much more limited. As a student working towards the AP Capstone award, I need to take a specific set of classes. However, I wasn't able to fit everything in my schedule because of how the trimester system is structured.

023In order to make it work, I had to take a course through Palomar College just to fulfill a graduation requirement so that I could open space for additional AP classes. While I was able to find a solution, not every student has the same access to outside resources, transportation, or the ability to take an extra class. That creates an imbalance in opportunity specifically for high-achieving AP students. But this issue doesn't just affect students, it affects teachers, too. As part of my AP research, I surveyed teachers and interviewed teachers across three different schools, including Fallbrook High School. A consistent theme in those interviews was that the trimester system itself was identified as a contributing factor to student stress to teacher stress and burnout. Teachers described the pace of the trimester system as fast and demanding with less

024time to build connections, reinforce learning, and manage workload effectively. And when teachers feel overwhelmed, that directly impacts the classroom environment. Several teachers also expressed that the systems meant to support them, including administration and district leadership, don't always align with what they actually need in the classroom, specifically this trimester system, which can further contribute to stress in a challenging work environment. So, this becomes more than just a scheduling issue. It becomes a learning issue. When the system limits student opportunities and it adds pressures on teachers at the same time, it affects the overall quality of education. I'm not here to just point out a problem, but to highlight something that could be improved in a way that supports both students and teachers. I would be more than happy to share my research, including survey data and

025teacher interview insights, if that would be helpful in guiding future research. Thank you for your time and for listening to my perspective. >> [applause] >> The next speaker is Tina Vu. >> [applause] >> Hi. Good afternoon, parents, educators, and students. My name is Tina Vu, and as a senior who has experienced both the semester and trimester systems, I'm here today to discuss the following. Despite the good intentions and the issues that the system has tried to amend, I unfortunately feel that it has brought more negative than positive. First of all, as many students have previously mentioned, this system does not allow students to take the full range of courses that they might otherwise be able to, especially with advanced courses and electives. The 15-credit structure with five classes per trimester causes classes to overlap and

026much difficulty in arranging schedules that enable all students to succeed. Many students, including myself, cannot take advantage of all the courses and programs that this school has to offer, like the IB or AP diploma and the CTE pathways, simply because we are limited by the time that the trimester system provides. Not only does this inhibit us in high school, but we are also prevented from potentially graduating early and getting ahead with classes, better preparation for college by attaining more credits, and acquiring an awaited GPA, and also preventing all students from accessing accessing enhanced course material that can further their learning and education. Not only does this trouble students, as Maddie said, but teachers and parents as well. While students struggle to adjust to new classroom settings every 3 months, teachers must also quickly adapt to

027new students, unable to accommodate to possibly new learning styles and lesson plans. Students may be stuck with teachers whose teaching styles they not agree with, setting them up for failure in the classroom. This classroom environment and other students may also interfere in these frequent changes. Even students who may like the switch are inconvenienced by new schedules, classes, and general disruptions to their learning. At the same time, parents may struggle to understand this rather confusing system to aid their children. Finally, as beneficial as Warrior Pride Time has been for me, I feel that many students do not utilize it to its full potential. I've noticed several students in my WBT who select classes entirely on who would be the most fun option. Of course, some of these students have already completed their assignments, but others are

028behind in their classes and do not use WBT in order to get assistance or complete work that they may be missing. As a result, these students fall more behind, going against the goals of the trimester system, allowing students to further decline in their studies. Additionally, with the creation of the PPT, sports clubs and other activities utilize this time as mandatory practice or something similar. Although this is a positive, it sometimes creates conflict between students struggling academics and extracurriculars. In conclusion, myself, teachers, parents, and most importantly, other students strive for the empowerment of everybody regardless of background and wish for an amended system that benefits everyone. Thank you. >> [applause] >> Kaylee Folks >> [applause] >> Good evening. My name is Kaylee Folks and I'm currently a junior here at Fallbrook High School. The trimester system

029has been present throughout my whole high school career and it has not held up to its promises. I understand that the trimester system is to help with remediation, but I and many others do not fall under that category. I'm enrolled in almost all APs and I've struggled to get into the many career exploring electives that our school has to offer. Is it fair for a student to have to take an elective class that they are not interested in? I can recall when I was a freshman wanting to take more of these courses as our school has many pathways to take and explore. Courses including psychology, ceramics, yearbook, and the culinary pathway. Unfortunately, I have not been able to take electives that I was interested in as AP classes take up all the spots that the

030five period trimester system offers compared to the access I would gain under a six period semester system. This defeats the purpose of the trimester system for students enrolled in upper level classes. For example, I have been thrown into an elective like forensics to get the elective credit required for graduation. This class I did not want to take, but I had to because it's the only one trimester elective available. Moreover, trimesters promote learning gaps. Another experience I unfortunately had was with human anatomy, a third-year science class. I took part A in my sophomore year, and due to the lack of space in my schedule from trimesters, I am unable to take part B until my senior year. Is it fair for a student to have to wait 2 years to finish a course? This results in

031a 2-year learning gap. A gap where I am expected to recall prior knowledge, a gap interrupting my learning. Is it a lot to ask any student to remember and build on prior knowledge to finish a course over 2 years? In all, thank you for my opportunity to speak about my experiences with the trimester system. >> [applause] >> Jonah Collins. >> [applause] >> Good evening, members of the board. My name is Jonah Collins, and I am a junior here at Valparaiso High School. I am also on the varsity football team, and I'm and and I'm in very involved in our agriculture classes, where I serve as where I serve as FFA chapter treasurer this year and will continue to do so next year. I also raise swine projects. I'm here today to share some concerns I

032have about the trimester system and how it is affecting students, especially in agriculture classes. One of the biggest issues is for students raising livestock projects. With the current schedule, there can be an entire trimester where students don't have agriculture classes. This makes it hard to stay connected to teachers and get the support we need while managing animals and long-term projects. It also means some students don't even learn about livestock opportunities until it is too late in the year to start or are behind on planning. Because trimester classes are compressed into about 12 weeks instead of closer to 18, missing 1 day of school often feels like missing three or more, which makes it much harder to catch up. We lose a lot of time to really learn and to practice. In agriculture classes where learning

033is hands-on, that lost lost time really matters. These gaps also mean students in agriculture classes tend to miss important updates and guidance. Consistent time with teachers is extremely important, especially for projects outside of school. Research research shows it helps students to stay more connected and and engaged and successful. Students are also missing out on activities and competitions in particular. Our opening and closing ceremony competition, prepared public speaking, and job interview contest all take place during the first trimester. So, students without an agriculture class then often miss out on those opportunities and those are some of the best ones we have to offer. Across campus, many many students feel that the trimester system makes classes feel rushed and doesn't give enough time to fully learn or build strong relationships with our teachers, which is extremely important.

034I've talked with a lot of my fellow classmates and I haven't heard anyone who prefers the system. We all share the same concerns. Overall, the trimester system is take making things harder for students, especially in programs that depend on hands-on learning, such as floral and mechanic classes. I respectfully ask that you will consider how the scheduling is impacting student learning and involvement opportunities. Thank you for your time. >> [applause] >> Blake Robinson. Good afternoon, members of the school board. I'm a student athlete and senior at Fallbrook High School. I've come to discuss a few difficulties with the trimester system. My first problem is the increased strain on students of the agricultural department because we are not in ag classes year-round. We have missed vital things like applying to projects, scholarships, and awards that we would

035be easier to obtain and apply for if we had the semester system. Another problem I have is the gap between trimesters affecting projects, long-term projects we have in the class of agriculture. For example, we build tables and raise pigs and other such such as. In the short and 12 weeks, we cannot finish it and we have to leave the projects unfinished until we pick back up on this. Sometimes it leaves projects undone and destroyed within the gap. Another reason I have trouble dealing with this is the increased speed in classes from the short and 12-week 12 weeks. This leads other students and me to not be able to catch up after missed time. For example, I had shoulder surgery which took me out for a week. I returned to all F's and even while working

036on my assignments in Warrior Pride Time and other classes, I was extremely difficult to recover even passing grades after that week. Another point point is it's very harmful for schedule fluidity at for athletes. This means like athletes have to either pick school or sports because some classes are only offered in certain periods which are direct conflicts with sport classes leading to athletes either missing practice time or missing classes that are vital for them. This also limits the electives that athletes can participate in. Also, another reason this is bad is because the compounding effects of having a gap between pivotal and hard classes like science, math, and English. This leads to forgetting some of the some, if not most, of the material that you went over in the first try. A noticeable dip in classroom performance

037I've I've sustained instead of having a the class all year along eliminate eliminates forgetting of material and dipping grades and performance. Making the gap between trimesters even more brutal for students is that we often switch teachers from the A and B courses. Switching teachers also affects students because we build connections and getting used to the teacher's style and routine that we have built in that class. For example, right now, I am suffering this exact problem in our A E R W C A. In my first trimester, I had Ms. Myers, who was a great teacher, but I grew used to her repetitive work and her teaching style. But then in trimester three, I had to restart with a brand new teacher and it was rough for me cuz they had different styles and routines. I

038switched to Ms. Shultz's class, which was a big culture shock and lead and led to my grades. Thank you for your time. >> [applause] >> We do have more comments on the same subject, but they will come before the board item. Now we have Frank Golbeck regarding reorganization feasibility analysis for unification. Welcome, Frank. All right. Good evening, board members. I'm Frank Golbeck. I am a trustee on the elementary school district board, but I come tonight as a parent of five in our district, a veteran and business owner with an MBA, a member of our Fallbrook community, and not as a school board member. I'm aware that the agenda tonight includes information regarding potentially trying to unify the elementary and high school district districts. As you consider this information, I think it would be wise to

039keep in mind a few important points. First, school district unification has been considered before and according to reports from 1994 and 2014, which the high school district commissioned alongside the elementary school district, unification would result in less funding for all of our schools and less funding for students. The reports have the data on this and to my knowledge, nothing has substantially changed in how these funding calculations shake out. We receive a significant portion of our funds from our military impacted students, and while combining the districts would increase the number of military impacted impacted students, it would probably dilute the proportion, which is what the funding is based off of, resulting in millions of dollars being lost to our schools. Secondly, administration administrators compensation might be reduced if the superintendents were consolidated, but then assistant superintendents

040would need to be hired to administer whatever schools didn't have those administrators and comply with those legal compliance. So, we really wouldn't save much more than a couple tens of thousands of dollars. Third, taking on a large strategic project like this when the elementary school district already has two large strategic projects underway seems unrealistic and unduly burdensome. Currently, like your district, the elementary school district is considering a bond campaign. As you are probably aware, the district has identified over 300 million million dollars in projects, and at today's inflation purchasing power for these projects is going down by about $15,000 a day according to my calculations. >> [clears throat] >> Adding a serious strategic project like unification of the districts to the work list would further delay the bond and school infrastructure projects costing millions per

041year in lost projects. Most importantly, however, is the fact that our elementary school district is in the process of transforming outcomes in learning for language arts and math. In 2023, our school district graduated in eighth grade in which only 18% of our students were performing at or above grade level in math. Over the last 2 years, that number has gone up 10%, and the district is very focused on every day on getting it higher for the benefit of our students and families, but we have a ways to go. Is there a compelling reason to take on this additional strategic work? If so, perhaps we can coordinate between the districts with aligning our visions for our students, as well as our teaching strategies and outcomes or pedagogy instead of forcing a path that would greatly disadvantage

042our schools and students. Thank you. >> [applause] >> Marin Pennell, Lindsay Fox. All right. Good evening, board members and superintendent. I'd like to speak tonight about a member of my science department, Lindsay Fox. She is here tonight with her husband and two children. Once upon a time, I was riffed. And so it strikes a chord with me because I remember the people that stepped up to help make it so that I did not have to leave. Fallbrook is my community. I've grown up here and I teach here and I teach the kids that are now growing up here. And Lindsay too is a member of this community. She also went to Fallbrook High and she now teaches here. And we both probably hope that one day we get to teach our children here. Um but

043I understand numbers. I also understand the human factor. And I'm going to tell you why we don't want to lose Lindsay Fox. So not only does she have a bachelor's in environment or in sorry, a bachelor's in bio biological anthropology. It's a big mouthful. Uh but she also has a um minor in environmental studies. She has a master's as well in biology. Uh she has her teaching credential which is clad in in biology as well. She's been trained not only to teach, but she's also gone into training for the IB program to teach biology in both the HL and the SL. She's also been trained to teach AP biology. Um she's done a special 2-week training with San Diego Miramar College. And um she's taken subsequent update and trainings um in bacterial transformations, genetic modification,

044PCR gel electrophoresis. But what is amazing about this, not only for her AP bio students and for her forensic students, and for Emma L core students, is that she, Lindsey, has trained Emma's students how to do these high-tech biological processes. She also has lots of experience in collab and trans and co-teaching. She has worked for our SD9 up group. She has been a DS DRS leader. She's worked with the ninth grade committee designing a new course. But let me tell you about her character. She is detail-oriented. This lady, I mean, she just is so conscientious when it comes to our students and the work that we do. She has questioning skills that are so authentic. Um she is an expert in her subject area. She's a team player. And her dedication, she stays here often

045times when I leave at 6:00 at night, her car is still here. But she has duty-based ethics. And she has a duty in herself that she knows she must provide students with the best education possible. And if we lose Lindsey Fox because of the riff process, because right now our numbers might not show the best, we need to keep Lindsey. >> [applause] >> Thank you, Maureen. Bianca Cutler? >> [applause] >> Um Oh, no, I lost it. Sorry. There we go. Okay. My name is Bianca Cutler and I'm a member of the science department at Fallbrook High School. I've known Lindsay Fox for the last 3 years and I feel as though she is an asset to Fallbrook High School community. Although we do not teach the same subject, Lindsay and I have been able to

046work together in several ways. We both serve as DRS leads in the science department. Lindsay has worked hard to lead her biology team in creating and delivering assessments on which they can all agree. She has led them in analyzing data and brought productive thoughts and ideas to the meta meetings. I also have had the opportunity to be in Lindsay's classroom through our learning walks. In what's one such instance, Lindsay was working on a strategy I have tried and failed at multiple times. We were [clears throat] in the beginning of a unit and Lindsay was presenting a guiding phenomenon for the students to investigate throughout the unit. She was using student-generated questions to guide the discussion about genetics and she was combining student ideas into one overarching phenomenon for the unit. The students were engaged in

047the discussion and readily adding questions for the unit. We later discussed in our debrief how she connects all the content together, how she guides the discussion and in the setup of the storyline, and how she returns to student questions and the storyline throughout the unit. This strategy, when used properly, can connect ideas and scientific models for students better than using many phenomena through the unit. It shifts the focus from learning about a topic to figuring out why or how something happens. In this, Lindsay has inspired me. In our time together here, Lindsay and I have spoken about many things. She and I have similar experiences. We both came from other districts. We both have had similar amount of time in the profession. My general thoughts are Lindsay does everything she can do to serve students

048in our community. She is often the last car in the parking lot and she participates in all aspects of campus life. She supports and advocates for students and the programs on campus. She's always willing to collaborate and is an open-minded individual with much to offer. As far as [clears throat] how it will affect our department, Lisa Christensen moved to Oasis this year. Lisa taught eight sections of science classes before she left. If Lindsay were to go, her 12 sections of biology, forensics, and AP biology will eventually need to go somewhere. This could increase the number of preps per teacher in the department. It could make for five fourth sections. It could increase class sizes. I just fail to see how we could possibly be down 20 sections of science courses from one year to the

049next. For me, Lindsay's absence would not only hurt our department, it would hurt our students. Thank you. >> [applause] >> Thank you. Jacqueline Albino. >> [applause] >> Good evening, um, board members and audience. My name is Jacqueline Albino and I'm here to speak about Ms. Fox. I first met Ms. Fox when I took AP Bio last year. Coming in as a junior, it was hard adjusting to a class full of freshman, but Ms. Fox was always there to support me. She helped me understand complex topics and encouraged me to keep going even when things got difficult. She has a way of breaking down complicated ideas so they actually make sense and she makes learning feel engaging instead of overwhelming. I've always had a passion for science, but she helped me see in a new way

050and pushed me to think deeper and ask questions without hesitation. Oops. Hold on. What really makes her stand out is how she cares about her students. She creates a classroom environment where everyone feels comfortable asking questions and making mistakes. Whenever I struggled, whether it was a difficult concept or just feeling overwhelmed, she made time to help me and made sure I didn't feel alone. Because of her, I became more confident in myself and more willing to challenge myself academically. She was also someone I could go outside of class to. If I had a problem, I knew I could talk to her and she would always give me honest and helpful advice. That meant a lot to me. She would always reassure me with a smile and that was all the encouragement I needed to know

051I would be fine. If you had asked me before last year if I had a favorite teacher, I would have said no. But now, without hesitation, I would say it's Ms. Fox. I appreciate everything she's done for me, which is why I decided to give back to her by becoming her TA. Being her TA is my way of showing my gratitude and supporting her the way she supported me. I know the impact she had on me is something I'll carry with me long after high school. The impact she had on me goes far beyond just one class. She has taught me how to stay resilient when things get difficult, how to ask questions without being afraid, and how to believe in my own abilities. These are lessons I will carry with me into college and

052my future career. Because of her, I feel more prepared to face challenges, take risks, and continue to pursue my passion for science. I know that I know that no matter where I go next, the confidence and mindset she helped me build will stay with me and I will always look back on her as one of my of as one of the teachers who truly shaped who I become. In conclusion, I believe that losing Ms. Fox as a teacher here at Fallbrook High School would be a big loss for the entire school community. She is more than just a teacher. She is a mentor a mentor a role model and a source of support for so many students. The impact she has got well, the impact she has goes beyond the classroom as she helps grow

053not only academically, but also personally. Her dedication, patience, and genuine care for her students makes her someone who is truly irreplaceable. While I know I will carry everything she has taught me beyond high school, I also know that the the future students deserve the same support, encouragement, and inspiration that she has given me. Thank you for taking the time to hear me. >> [applause] >> Megan Workman Good evening, and thank you for giving me this time tonight. I'm here today to express my strong support for Mrs. Fox, an exceptional teacher at Fallbrook High School. My name is Megan Workman, and I have spent the past 20 years working in education, including having two students gone through or still active in Fallbrook High School. Mrs. Fox stands out as one of the most dedicated and effective

054educators I have encountered. My son had her for AP Biology during his freshman year, in the last period of the day, a challenge for any student, especially a student balancing two sports, and because of that, frequent absences due to those athletic commitments. Despite these challenges, Mrs. Fox went above and beyond to ensure he remained fully engaged in the course. She made extra efforts to include him in lab work, helped him master essential content, and provided opportunities to recover missed instructional time. Her commitment to student learning is evident in everything she does. She not only teaches, but ensures that her students truly understand and retain the information taught. My son greatly benefited from her professionalism, her dedication, and genuine passion for teaching. Both of my children have have many excellent teachers at Fallbrook High School, and

055Mrs. Fox is among the very best. As someone who regularly interviews and observes teachers, I understand how difficult it is to find strong science educators. Mrs. Fox is a rare and valuable asset to Fallbrook High School. Fallbrook High is a stronger institution because of her. Our students are better prepared in science in their future because of her. Someone who is deeply committed not just to teaching, but to ensuring our students truly learn. It would be a significant loss to lose Mrs. Fox. >> [applause] >> Those are all the public verbal comments for this time. Thank you for your comments. Now we'll move on to communications and reports. Report from student board representatives. Would anyone like to go first? Good evening everyone. My name is Sharlee's Polson and I'm so excited to be back with you

056all to update you on our ASB's upcoming and planned events lately. So far in April our ASB class has been really hard at work planning for next month, which is actually our busiest month of the whole school year. On the 8th we welcomed Love on a Leash to our lunch time. As always we love having them join us. It's always so fun to meet the new dogs and their owners giving the students something to look forward to every month. As we know this week has been our junior testing week. We started it off with donuts on Monday morning for our test takers wishing them the best of luck. From what we've heard students are doing great with their testing so far. On the 22nd we will be having our last blood drive of the year.

057We love this opportunity for students to FHS to to support our hospitals and donate to the best cause. Our class has absolutely loved working with them and we can't wait to keep it going next year. Looking into next month we have a lot going on. At the very start of the month from the 4th to 8th will be our prom spirit week. Those themes are still being decided. On the 9th, we have our Elegance in Manhattan prom. It will be hosted at Joy Kitchen located in in La Jolla. A few of our students in ASB took a field trip to the venue where they planned out decorations and where to put the dance floors, food vendors, and everything in between. We will also be focusing on seniors next month with our grad night, which will

058be on the 21st located at Universal Studios. Our seniors are so excited to finish their last few weeks in high school with this trip. Along with this, we will also be having a senior sunset night followed by a senior pep rally and spirit week to finish off our last month here at Fallbrook. Overall, our ASB class is so excited to launch this final stretch of the school year. We can't wait to be a part of such a memorable time for our school. Everything from planning to execution has been going smoothly so far and our final updates will be given next month. Thank you. >> [applause] >> Good afternoon, everyone. I am here to give an update on IV this month. I would like to start off by mentioning how IV has been actively preparing seniors

059for graduation while also giving them meaningful experiences and opportunities. Seniors recently went on a field trip to Palomar College to explore future educational options. In addition, students will be attend Students will be attending a 5-hour CPR class on Thursday where where they will earn a full certification that can be added to their resumes. School spirit has also been strong with the flag football team participating throughout the year. As graduation approaches, students are planning a senior sunset event to celebrate their time together. To support underclassmen, seniors have also been writing motivational chalk messages around the campus to encourage junior juniors during testing. And I will also be filling in for Kiara Hart um for Oasis. Good evening everyone. I will be delivering a report on the ongoing and current current events of Oasis High School in

060the month of April. As you may know, we returned from spring break last year last week. And this week, this is our CASSP testing for juniors. This is a state level test that assesses how well students are doing and whether they need help in specific areas. Moreover, with the end of the year quickly approaching, this is an exciting time for all students, especially seniors. However, it is important important for our students to remain on track to graduate and develop plans for post-secondary education or pursuits. This is made possible by frequent collaboration between teachers, our counsel our counselor, and of course, the students. Students are frequently reminded of credit and service hours requirements and are highly encouraged to make use of all scholarship opportunities, both local and national. There are also plenty of exciting events taking

061place at Fallbrook High that our students can look forward to and possibly use as additional motivation during a hectic time. Most notably, prom on May 9th and senior grad night on May 21st and 2nd. Tickets for both of these events can be purchased at Oasis front office as long as students have paid all district fees and have met their service hour requirements. Additionally, AP students of all grades are assessing numbers and progress on a weekly basis to prepare for AP exams in the first two weeks of May. And although there are not too many events taking place at Oasis High School itself, I am proud to report that all of our students are well on track to graduate and can participate in all of the scholastic athletic and social opportunities the district has to offer.

062That is all for tonight. Thank you. >> [applause] >> Thank you. >> [clears throat] >> Next, we have report from principals. Good evening, everyone. I feel like it's been a minute since I've presented to you at all. So, I'm going to go a little bit back in time to share some of the things we've been doing actually over the last month. Um last month we held a college and career fair in March. It was coordinated by Mr. Saul Cabrera. Uh we do this annually, but it's a great opportunity to bring different colleges, trade schools, and local um job opportunities within our own community to our campus. Uh our local sheriff's department and North County fire were there in full force talking to our students about different career pathways. This served as a really meaningful opportunity

063for our students, including one of our students who actually met with someone from UTI and recently reported to me that not only did she learn more about that school, she applied to that school and has now been accepted to the engineering program for the fall. So, repeated exposure to these opportunities for our students is really paying off. We had a second student who met with someone from SJVC, has scheduled a visit, and is now going to be starting a nursing tech program in the spring. Actually, no. She's starting in July. So, these college and career fairs, these repeated field trips out to different places like Palomar, MiraCosta, are really paying off for our students and helping them be aware of the things and opportunities that are available for them. Sorry, I'm out of breath cuz

064I ran up the stairs. Uh last week we held our IB Trimester 2 Awards. And as part of our CEI work with community engagement and empowering parent voices on our campus, we actually invited parents from our our students who are receiving the awards were able to participate in the ceremony last week. And it was incredibly powerful. We had over 20 parents show up sitting in the front row to celebrate their students receiving different academic accolades. So, the power of bringing our community together on our campus to celebrate our students um is just a testament to the work we're continuing to do at CEI. This trimester, we had 12% of our students earn honor roll. Another 18% earn high honor roll. And when I was pulling the numbers at first, I have to tell you I

065was a little bit panicked cuz I was like, "Oh my gosh, this is low." But when I got to the principal's prestigious honor roll, over 30% of our students earned the highest academic accolades earning a 3.5 or above. And nine of those students, so close to 46% of the students who received academic high honor roll, also received a 4.0. It was the highest number of students we've ever had to earn a 4.0 in a trimester. So, a lot of the work that we are doing at our school is continuing to show off in the academic success of our students. And we wanted to celebrate them in a way that was meaningful and it's a beautiful celebration of not just our students, but our community coming together. I wanted to, speaking of celebrating student accomplishments, I

066know Kiera was not feeling well this evening and Nanny is here today. She is our student of the month for the March or for April. Uh she was celebrated last week. An incredible deserved honor. If you knew what she had to go through to get here this evening to be with you, you would know why she's our student of the month. And then Kiera was also our student of the month for Oasis last month. So, two outstanding representatives from our schools about students that just are going above and beyond to demonstrate success. As Nanny mentioned, we've been doing a few different activities this week as our juniors are participating on the SBAC. Again, we're really trying to reinforce the college and career readiness aspect for our students, especially our seniors who are going to be

067graduating and entering the workforce or heading off to college in the fall. So, as we did Palomar field trips this past week and tomorrow, the students are going to be doing CPR certification so that they're walking away with one more tangible skill that they can put in a resume or might make them more employable. Next week, we are continuing that model. Um we will be taking our students to Cal State San Marcos on Tuesday. They're going to receive a full campus tour. They're also going to be learning about the vocational ed programs that are available on that campus so that they will have multiple perspectives about what can take place at a at a larger scale college. And then on Thursday, they're going to be heading to the Oceanside Workforce Department of Workforce Development where

068our students are going to have professional headshots taken. They're going to be working on soft skills. They're going to be working on job interview skills. And then they will have a comprehensive resume that they will walk away with that will help them to get jobs once they graduate from high school. Again, we're just doing a lot of work up about on providing unique opportunities for our students. Well, our juniors do amazing work on the SBAC and we're just really proud of Mr. Mosqueda and Mr. Cabrera for all the effort that they're putting into providing these opportunities for our students. As for Oasis, as Kira mentioned in her speech from through Neni, uh we are rounding out the semester and working towards graduation for our students. Our underclassmen, we're really heavily focusing on dual enrollment opportunities.

069Oasis and independent study is an ideal platform for kids to engage in dual enrollment and early college because of the flexibility of scheduling. And so, we are working toward a goal of A through G plus 12 as a pathway so that if students who start with us in their freshman year can hopefully graduate from independent study with an additional 12 credits toward college through our dual enrollment options. Again, our students are on track to graduate at Oasis. We're feeling really good about the progress. Our programs are very full with this healthy waitlist going into next year, so we're expecting to be starting our school year with really strong numbers. All of our students are looking forward to end of the year celebrations. This is the time of year where things move very quickly and we're

070just continuing to focus on student success and celebrating our students' accomplishments. All right, what questions do you have for me? Sorry, my speaker wasn't working. Um, obviously a lot going on, very exciting and very glad to see the forward forward momentum for all of our students, so thank you. Thank you. Thank you. All right, thank you. >> [applause] >> Good evening. If you know me, you know I don't usually bring something printed out, but it's been a long time since I was here. We skipped a month, so um, and we're down to the wire here with only one left remaining after this evening. So, I had to get my thoughts on paper just to make sure I didn't forget anything or anyone. Um, proud to share a brief update this week. Uh, this is a

071week that is full for us on campus um, of what we hope is really meaningful work um, both in our testing rooms and in our classrooms. Um, like I said, I apologize in advance for the length of tonight's presentation, but I just wanted to make sure that I hit everything possible and I know our May meeting tends to be very full with celebrations. Um, this week our campus has been navigating the CAS um, testing process. So, smarter balance testing that includes math, English and science. Above and beyond that, um, we also have provided opportunities for our 10th graders to participate in a couple of tests as well um, that will prep them for the future. Um, so I wanted to take a moment just to recognize that both our students and our staff um, have

072had to exercise in tremendous grace and flexibility uh, throughout the course of this week in order to accommodate our juniors and give them the focused and uninterrupted testing environment that they deserve. Um, we have shifted to extended class periods for much of the remainder of our student population and throughout the week. Uh we know and our students and staff will likely tell you that longer class periods are not always easy. Uh for some they've presented a real challenge this week and we really appreciate that they've risen to that occasion with grace um understanding that it's a temporary adjustment and very purposeful. Um Uh we will return kind of to our regular schedule next week uh with the understanding that some students will need to be pulled in order to uh finish those those state tests

073um as well. But we're deeply grateful to our students and our staff alike for hanging in there um through this one very big week um together. Um and just on that note as well, a particular note of appreciation to our teachers, our counselors, our support staff, testing coordinator um who are working tirelessly still this week uh behind the scenes to ensure that every student has what they need to succeed um in the testing environment and that every session is running as smoothly as it possibly can. Um I know that's a big burden to shoulder and it really is truly an all hands-on deck kind of a week for us. So, I also wanted to celebrate what's ahead. Um as Ms. Gardner mentioned, this part of the year tends to go very quickly uh especially for

074our seniors. I don't know if it feels that way all the time, but um it goes very quickly. So, while the testing has been kind of the operational backdrop of this week, our counseling team is continuing to work towards a lot of those senior events. Um they are celebrating and supporting students as they move towards completion of a variety of things. Uh so, we're going to be recognizing our seniors in a commitment ceremony on May 8th. Um they recognize students who have completed career and technical education pathways as well as those who have made commitments to attend college or university after leaving here. Um and then beyond those celebrations, they're also actively working to verify and streamline um course selections for all students as they work uh towards building a master schedule that hopefully thoughtfully

075addresses the needs of students at Fallbrook High School. Um I know that this is really detailed and demanding work uh and we're grateful for their dedication to getting it right. Um looking ahead as well, we have so much to celebrate. Um we're going to be honoring student athletes as we always do in the spring on a signing day, anyone that's committed to play um their sport as as they move beyond Fallbrook High School. Um and those students typically represent schools across the country, which is awesome to see. Uh we're also going to be recognizing students who have achieved proficiency in more than one language, um which is truly a remarkable both academic and cultural accomplishment. Um that's coming up at our uh our biliteracy ceremony, which is uh mid-May, I think, sandwiched right on either

076side of our next board meeting. Um is also our senior awards night. Um that is a a celebration, I think, both of our school community and of the greater Fallbrook community and their um dedication to supporting our students as they move into what comes after high school. Um it is always amazing. Pam Cain at the end of that evening always tells us how many tens of thousands of dollars have gone to students, and especially that have come directly out of our community. So, I'm really thankful for that event every year and looking forward to it as well. Um I did want to highlight as well our AP office. I know we highlighted the APs um this evening. I could not do my job without them. Um they are once again working hard on our honor

077roll as well. We're going to acknowledge over a thousand students who earned a 3.0 or higher during our winter trimester. Um also had the opportunity this week to hear from some of our parents who came to our LCAP um parent input evening on Monday night. I know that that's um an extra thing that we ask people to do, um but we truly appreciate their input. Um just a couple of the things they highlighted uh that they appreciate the access uh we offer to a variety of electives. Um they also highlighted the access to the support provided through WP T, um and there were several things they requested that we maintain, um which we always appreciate. Sometimes, um if something is good, people don't talk about it cuz they assume if it's good, it's going to

078hang around and so they specifically talked about some things that had um supported their students, which we always appreciate hearing as well. Um I did want to highlight. I know that Ms. Gardner um spoke a little bit about student of the month um and having had the opportunity to acknowledge Nini this month, um but it is I know some of you have had the chance to go to student of the month. Um this is also the time of year when I get extra emotional, so I apologize. Um everything coming to a close at the end of a school year makes me very reflective, so hopefully I keep my act together here. Um we had the chance to acknowledge four students this month. Um we celebrated a four-year AVID graduate who's been accepted into the nursing

079program at Azusa Pacific University and plans to study nursing um in order to give back to the medical community, specifically as he stated in a way that that community showed up for his family in a time of need. Um that kind of purpose, it's rooted in that gratitude and service is really what what I'm proud of in our AVID program. I think that's something Ms. Charles really strives for with our students. Um and that celebration kind of caps off in their ability to attend um that that next step in a four-year university. Uh we also celebrated a student who's been a dedicated multi-year participant in ROTC as well as in um band and has had leadership roles in both places. Um she specifically talked about how in band she was encouraged by Mr. Lee to

080try multiple instruments until she found the right one. Um and it actually led her to participate in something that's called Drum Corps International, which is a really um difficult thing to access and get into and be accepted to. Uh she was able to travel last summer with them and that's what she's going to do after she graduates this summer, which is just such a unique um journey to be on. Um I really appreciated hearing her referencing that those doors were open to her and that even if it wasn't quite right the first time around, she was able to keep trying. Uh we also celebrated a student who was enrolled in one of the most rigorous courses we offer, AP Physics with Ms. Cutler, who you heard from earlier this evening. Um and Ms. Cutler mentioned

081specifically uh her diligence, the young woman's diligence, and her willingness to keep pushing through a course that really asked a great deal of our students. And also highlighted that she came out successful on the other side, not just because it was easy, right? But because she stayed and she found the support encourage and encouragement that she needed to persevere. And I want to highlight Nnenna, I know you're not my student right this minute in time, but that was special to be able to have her there as well. She represents Ivy High School and our whole district with poise, intelligence, and heart. Um I can't look at you. Um so I'm just really proud of her as well. And I just wanted to I was reminded at student of the month because these four have such

082like vast walks of life. Um just how unbeli- unbelievably incredible our student population is. Um they aren't aren't defined by one single thing. They shouldn't be defined by one single thing. Um some of them come in and are so ready to tackle AP and IB coursework, and others come in with tremendous need, and they need that support to be in place. Um But we also have a lot of students who are being every single day seen, encouraged, and challenged by our school and by our system to take on experiences that they might not have envisioned for themselves. Sometimes that's through advanced coursework, sometimes it's through dual enrollment or dual immersion, CTE programming, arts exploration, leadership roles, and so many other things. Uh it's a somehow it's the common most common question in an interview is

083what makes a Fallbrook student a Fallbrook student. And my answer is always the same. They are a little bit of everything. All of our students really strive to be a little bit of everything. It's incredible to have a student that steps up to do something and then you find out that they are doing that and three other things and they are carrying all of those incredibly well. Um they really can't be defined nor should they be defined. It's one of the reasons why I always struggle to pinpoint just one thing that a Fallbrook High School student is. Um They are definitely not defined by what comes before, by what comes from home all the time. Sometimes they're carrying burdens we don't even know about. And they are just so incredibly capable. It's just again, as

084we get to the end of the year, it is my privilege to be a part of this school and this district and to be a part of a place that helps them to do that. So, I'd like to thank you for your support of our students, our staff, and our school in continuing the work that we are doing to support students every single day. Any questions? >> [applause] >> No questions. Thank you. Next we have report from board members. Who would like to go first? Um I just want to say I I I appreciate all the emails, phone calls, for a variety of of topics. The trimester system um is one of them. Lindsay Fox another one. I appreciate the community reaching out. Um I've I've lived in Fallbrook for my entire life. And I

085will say that I've known Lindsay and her family, her husband and and his family um my entire life. The the beautiful thing it's a blessing and a curse of Fallbrook. It's a We call it small brook, right? So, um it's two degrees of separation. We know just about everybody, which is a blessing. But everybody also knows us, which also can be a curse. Um tough to get away with anything. Um and I I do have a passion for this town. That's why I ran for the school board. Uh I want to see that it's better. I want to see our schools better. Um teachers and students supported. So, I greatly appreciate colleagues getting up and speaking for Lindsey. Um uh students, it's a a tremendous thing for them to stand up in front of a

086board and um the public and speak. So, I I think that is a tremendous thing for them. I I appreciate them and their parents for uh supporting them to do that. Um although the the board does not directly um make employment or employee decisions directly, um for me, it's not a um a lost cause. I I do fight for Lindsey. I do feel for Lindsey. It is not something the board directly made a decision on um for one particular person, whether it's you or any other teacher for that matter. Um and and do know that those voices are not unheard. Um we do hear them. Um they do affect us in our decisions, and they are things that um we don't take lightly. Um specifically because it's a small town. Whether you were a local

087or not, it's it's not a matter of the teacher specific, but when you're local and we do have history, um Small Smallbrook is something that we love to support each other, and that's the beauty of this this town and and why everybody either wants to live here or doesn't move away like us. Um so, know that it it is a discussion. It is not something we take lightly um for you or the other teachers that were rift. Rifts are never a discussion that we want to have, um but the board we we in closed session, we talk about it in in out of um closed session, and it is a ongoing discussion, and if there was a you know, for us, that discussion usually tends to fall on budgetary stuff. Um that's kind of where

088our discussion goes. Um and and with superintendent and CBOs identifying needs and and things like that. So, um although I I can't magically you know, wave a wand and and do something, but um just know that it's not it's not going on deaf ears. We hear you and and for me, I greatly appreciate everybody um you know, ironically, I I know students that are speaking. I've grown up with them as well. Um and half the teachers know my sister or family, so um we I personally thank you. I know you're a great teacher cuz I've never heard anything bad about you. Um but I I appreciate the community stepping up and and fighting for you and having a voice heard. And that's what we're here for to I want to I want you to step

089up and and be heard and um let us know all those things, whether it's trimester or teachers. Um So, I appreciate that and and I I think that's just all I wanted to say is it it takes a lot of courage for everybody to get up and fight, um whether it's trimesters or for teachers. And I commend you all and I I appreciate it and it's not on deaf ears, so thank you. I'll just kind of quickly piggyback what Paul beautifully said, um but I want to kind of take it throughout the full year, the whole school year, um regardless of the topics that do come up. Um we do hear your voices in the meetings. Um they do affect us. We do get the emails. We do read them. We we try to do

090the best that we can with the situations. And what it really just proves to me is how much you care about the school district and about our students and our community and our families. And so, sometimes it's uncomfortable sitting up here and it's difficult not being able to interact, but just know, we know that you care and I would rather it be filled with a bunch of people who are maybe unhappy about something at the moment than be empty every month and have people not be concerned about us, how that we're doing with the school and how our students are performing. So, thank you. Always. Thank you both. Uh I think I'll come to that point last. Uh just a couple things that I was able to see and do and experience the last since

091our last uh board meeting. Uh first of all, in no particular order, I was able to attend the junior ROTC raiders competition that happened, I believe uh over the last weekend. And uh I've been to a lot of high school sporting events. And uh this was just as exciting, and I was just as thrilled to support those kids doing some really, really cool stuff. Uh the both our own ROTC was was well represented, did very well, but it was also a very good regional uh experience. I think uh 18 schools or so were invited, and most of them were there. So, uh if you see the uh the the ROTC instructors that we honored earlier, please thank them for uh for a good event. Uh Frank is Frank still here? So, yeah, he talked a

092little bit about unification. Uh not going to get into that at all, but I did just want to say what a great job their new board, or especially their new superintendent, is doing integrating with with our high school. So, there is a lot of good work. There is a lot of collaboration between the districts that uh may may not have happened as much in the past. So, I do want to say that there's there's a lot of positive uh relationships there, and a lot of a lot of good work that's happening now. So, just want to touch base on that. Student of the month, uh we we we kind of alluded to that. I was able to attend that. Hands down, one of the best uh uh best awards that we do. In In fact,

093it's not even known by the high school. I think teachers nominate, but it's a non-profit that selects. And I think uh one of our teachers, I think it was Jones, talked about a little bit. What a wide variety of student experiences and outstanding students from the athletes to the people that, well, there's there's there's quite a variety of students that have worked very hard to get where they are and and to be celebrated there. And this one we just had was especially emotional. Powerful, I think was the word I heard and I I I just want to say that that was a a wonderful wonderful event. If anybody can get to that breakfast, it's definitely worth the time. So, thanks for that. Yeah, last thing just to kind of dovetail or or really repeat what

094what the other board members said. Thank you for your public comment. It's hard sometimes to get up and talk in front of the front of a board like this. It's just probably especially hard for the students. We appreciate it. We're listening to a lot of tough decisions. So, so thank you. And and we hope I hope we are making this as welcoming as possible because I appreciate the conversation that we're having in this awkward sort of way with the brown act and everything else. So, that's it. Thank you. >> [applause] >> I don't think I need to belabor the point that the other board members made as far as us being trying to be as receptive as we can be to everyone's comment and being willing to email us, call us, speak with us, come

095here, speak, put together something. I know that's something when I was when I was a student, I can't think I don't think I ever did that. So, I appreciate the the willingness to come to to voice your opinions and to to lobby for something you care about. And again, in our capacity as board members, we take it to heart. We take it in and we do what we can to make adjustments as much as we can. Um so, please continue to lobby for the things that are important to you by coming to these meetings and feeling like it's a place where you can share your opinions and lobby for what you want, and we'll do our best to uh to hear you out and see how it goes. So, thank you. >> [applause] >> So,

096um aside from teaching, I'm also a speech and debate coach. And just want to give big kudos to the students who came up here. I know that at a young age to speak up for something so you're so passionate about is something that I highly respect. And um I encourage you to keep advocating for what you love and what you believe in. Um I've been sick for this past couple weeks. Uh so, my my involvement in after-school during school activities has been limited. However, I did get the chance to go see the baseball game uh Fallbrook High School baseball versus Vista, and it was an amazing um amazing game. The boys came back uh these, you know, the last inning, and then they beat Vista, and it was just great to see the kids um

097you know, just working together and and, you know, having a common goal and representing the school really well. >> [clears throat] >> Also want to say that um aside from teaching and being a speech and debate coach, I'm also a soccer coach. Um and it's really great to see so many of our students volunteer um during the soccer events. When I am um attending the color spot at the Ingalls um games, we have a lot of students and alumni who are running the booths, who are running the um the the the beverages, who are helping with setting up the fields. And it's just really great to see Fallbrook High, again, students and alumni just being part of the community and being involved um with the little ones, 5, 6, 7, and 8-year-olds. So, it's it's

098amazing to see our our students being leaders. And finally, I want to wish everybody the best of luck during the CASP. A big thank you to all the staff members who have to adjust their schedules and accommodate their times to to fit the to fit sorry to meet the needs of of the scheduling. But best of luck students. We're rooting for you. Thank you. >> [applause] >> And then finally, we have our report from Superintendent. Yes, so before I start my official report, um two things. The student of the month is the ideal way to start any school month to see our students being celebrated and in the 7 years that I've been here, I've seen the diversity and the inclusion that student of the month has has brought. We were kind of hearing the

099same stories at the beginning and now we hear so many stories. And this past month, the April student of the month was as Ms. Jones stated so emotional and a reminder of the harm that labels produce. When we when we label our students, when we think of a student like Neni who Fallbrook High School just wasn't the right place for her and then she found the right environment at IV and flourished. And she found the same rigor and the same schedule and the same um engagement and um care from from her teachers. But it was, you know, definitely a different setting. Um our avid student who got up there and it's always super important to me when there's a the where the parents don't speak English. um I offered to translate for them because they

100deserve to be on stage with their child and that language barrier shouldn't be a barrier. Um but they were there with him and he talked about how his parents came here um with nothing and not speaking the language and he has you know their first child um has some very serious um health challenges. Their second one is a nurse and a professor cuz he called while the student was on stage and he has been accepted into the honors program at at APU. Um and just so many fabulous stories. Also, I know it's been a while but um the board directed us or me to start or to create a vision and mission for our athletic department. So that has come to fruition and the work begins um this Monday. I'm pleased to announce that the

101committee will develop the mission and mission the vision and mission for the athletics department grounded of course in the CIF code of conduct. They're going to meet for the first time. We've um invited to keep the committee um at a small number where we can actually get the work done. We've invited parents, student athletes, um coaches who are also staff members to participate. Uh we've invited a few board members and the board will receive a presentation on the work hopefully delivered by one of our students that participates in June but looking forward to to the work being done there. So as a result of the March, yes, it's April, the March board meeting um where we heard, you know, a lot from our from some of our staff members, uh I decided to engage in

102a listening tour because there's only so much that you can get from three minutes at at the podium. Um, and Miss Jones Mrs. Jones joined me for that. Um, it was very insightful and I also asked for participation in another survey. So, I'm going to go over some of that with you today as soon as I figure out there we go. Um, so this happened uh, Wednesday, March 18th during prep period meeting. So, every teacher has a prep period where they don't teach and that's and we invited them to come in. Um, except for the science department because the science department was busy working um, on, you know, their their planning and assessments for next year. So, I met with them prior to um, meeting with with everybody else. And I have a blank there

103because I did ask Miss Jones how many attended since she took attendance and I didn't. So, I didn't have the the number. Um, but that's okay. I'm just highlighting why I've got a blank. Um, and then the second survey unfortunately only generated 39 responses even though I was asking people to please fill out the survey as they sat in the meeting or as we waited for others. That's a response rate of 38% which is um, very low. However, some of the key issues and feedback that we heard and this is just summarizing um, pages and pages and it was just that. We we listened. We didn't offer any solutions. We didn't try to resolve anything. Um, and it was around the trimester. The continuity in core classes is a missing element and it's key and

104I think that's where our especially our core teachers and some of our specialized programs such as band and ag um, feel that we could be doing better. The pacing and and timing which we've heard over and over again. Warrior Pride Time did come up. It's very popular and for the most part students and um, parents and staff enjoy it. However, they would like more structure around it and the collective bargaining agreement count kind of limits us in demanding more structure for that. There was also um the desire of maybe less warrior pride time, less days. So, um just as background, we started with three days of warrior pride time and last year the request was made for us to move to a third day or fourth day. We started with three days, moved to a

105fourth day, which is what we're doing this year, but now it feels like maybe it's it's a bit much. Um there's a perception that Apex, which is the same curriculum that's used at Oasis High School, is generating the culture of just pass the class. Um a desire for opportunities for reading remediation to be in person, um paper pencil type, or at minimum an Apex course with a credential teacher in the subject area. So, right now, um students could be making up a class in any of the core areas and then the teacher who's running Apex, um you know, might be an art teacher or a PE teacher, wherever there is room in the schedule to assign somebody um to that class. And preferable, although not not ideal, would be can we put all of the

106kids who need math remediation in one course with a math teacher, even if it's Apex. It's not ideal, but it's better than than what we have now. Um Consider adjusting graduation requirements to better align with the credit opportunities available in a trimester system. Um math remediation should happen immediately as math is foundational and cumulative. And what that means if a student fails math 1A, instead of going on to math 1B, that they immediately remediate math 1A is one of the the things that we heard over and over again and similar to other core areas as well. Um electives should not be considered fillers when creating student schedules. We heard from some students today that yes, I took electives, but they weren't the electives I wanted and that's what we mean by fillers. And CTE pathways

107um have been reduced from 3 years to 1 and 1/2 years, five trimesters, and it limits the ability of students to participate in hands-on experiences and obviously that came from our um from some of our CTE teachers. So, the survey didn't have as many questions as the previous survey. The first section was around the current trimester experience and the question, you can see it right there. Um So, Warrior Pride Time came in as, you know, one of the top areas that provide support um in the classroom. Class management and pacing and student enrollment and credit. Um and even with those being highlighted as some of the aspects of trimester that most support the work of our teachers, there was a significant number of respondents that reported that they could not think of any benefits or

108that the current system did not support their work. Um others noted that perceived positives as I've mentioned before, such as Warrior Pride Time, could be implemented in a different scheduling system um and that the scheduling system wouldn't have to be trimester. Then uh we asked what aspects of this trimester schedule most challenge work in the classroom and these were um the top responses, accelerated pacing and reduced instructional time, which we've heard over and over, disruption to student to student-teacher relationships and classroom culture. Um that was highlighted by our English teachers who stated, you know, it's difficult to get to know a student's writing style and then 12 weeks later now they're with somebody else who has to start the process all over again. The challenges for special and specific programs, curriculum gaps and sequencing issues.

109Um, so again, student might take English 9A trimester one and then not take English 9B until trimester three. So there's that 12-week gap um, in between and the assessment and rigor. So we asked about professional development and support needs because we would you know, like to support our staff in working within the system. Um, so how helpful would targeted professional development be in improving your experience with the trimester system? And instead of guessing of what that might be, we thought we'd ask. Um, however, 38.5 said it it targeted professional development wouldn't be helpful. It wouldn't improve the the experience. Um, and then you see the other responses that that are there. Professional development and support needs. Um, what areas of support would be most would most benefit you? Um, the first one was curriculum planning

110and alignment. Those are actually conversations that we've been having at the administration level um, because we've we've seen it and it's it's come up in conversations as part of our learning walks and part of the common planning time um, of how that can be better used and what are some of the conversations that should be taking place to truly impact student learning um, during curriculum planning and alignment because the time is there. Um, strategies for supporting special populations, pacing strategies for 12-week courses, um, collaboration time and structures again kind of going back to our DRS and our common planning time and how those structures um, maybe could be better communicated and grading practices within a faster uh, cycle. What professional learning or support would help you most in navigating the trimester schedule? The top two

111were pacing and content coverage, um, and supporting special populations. And a significant number of respondents indicated that they felt they were adequately prepared and did not require additional professional development or assistance. Um, but again, we still have, um, some that that feel, "Yes, I I could use some some help." Perceptions on student impact. So, we specifically asked, um, "Were you assigned one of these questions?" When I say, um, "special populations," I believe that what most of our teachers, cuz that's what came up in the conversations, they were talking about our English language learner population and our students with, um, IEPs. So, if somebody answered yes, then they got the question that we're going to see next. If they answered no, then they weren't asked that question. Which was, um, "How would you describe the impact

112of the trimester schedule on English language learners?" Um, the accelerated pacing and difficulty with mastery, erosion of relationships and trust, and what that means is many of our staff felt that English language learners struggle to to trust the adults and only being with someone for 12 weeks and then switching, um, erodes that ability. The inconsistent learning environment, um, and the negative academic outcomes, uh, for for those students. And we're going to see in a little bit, um, in my next presentation, how the negative academic outcomes aren't always present. They are with specific groups. And the inconsistent learning environment for our lower level lower level lower level English learners, ELD 1, ELD 2, those are, um, year-long classes, um, for the most part with the same teacher. Perceptions on student impact, the same question but now

113we're um talking about students with IEPs and again the accelerated pacing makes it difficult to and the difficulty with mastery. The negative impact of frequent transitions and lack of consistency and this was um very important conversation because many of our students with IEPs um struggle when their routines change and how the constant change in routine because of the 12-week courses and 15 courses over the year instead of the 12 um was an issue. Insufficient time for support and skill development and the operational challenges and learning gaps. I asked how open are you to exploring adjustments or alternatives to the current trimester schedule. Very nice to see that 59% are open to it um and that's important because without being open to it it's difficult to find solutions to some of the problems that are being

114brought up. So when considering adjustments to the current trimester schedule, which elements would be most important to preserve? Warrior Pride Time um was the number one. Access to electives was the number two response. Opportunities for credit recovery and smaller course course loads at one time. And then when can considering alternatives to the current trimester schedule, uh I asked which of the following alternative schedules are you familiar with? Uh 4 by 4 block, AB block schedule, the 7 period day with odd even block days or 8 period day with odd even block days. And um overwhelmingly our staff is familiar with AB block schedule because uh probably because the AB block schedule is what we had right after COVID when we couldn't have all of our students here at the same time. So, there is some

115familiar familiarity with that. If you could improve one aspect of the current trimester schedule or the structures around it, what would it be? Loud and clear, consistency and continuity in student teacher assignments. Scheduling and instructional time, the Warrior Pride Time modifications that I spoke about earlier. Elective availability and quality and departmental alignment. Which is it's important in any structure, it's important for instruction in instruction. Um, but it is crucial in in alternative schedules. And then final thoughts, is there anything else you would like administration to know as part of this discussion time? Um, the trimester system concerns depth of instruction, impact on relationships and stability. The elective programs and enrollment. Uh, staff morale as a result of feeling disenfranchised by the by the implementation process. Extending core subjects to a full year for better mastery

116and rigor. And researching a suggestion to research the 4x4 block and consider the semester system. So, since then we have been busy. Um, I've been busy. Uh, the next step is to meet with classified staff. And our classified staff was very understanding that the trimester schedule doesn't necessarily impact all of them. Um, it does impact our paraeducators, it impacts um, our our media tech person, but it doesn't necessarily impact all classified employees. And there's also language in the classified collective bargaining agreement around their schedules um, that is specifically driven by by student needs. But we do have I do have a classified meeting coming up. I have one with them every um, every trimester. So, the third trimester meeting is coming up in the next few weeks where we'll discuss some of this with them.

117I am going to ask certificated staff to complete one last survey with the goal of 100% participation. I'm coming up with a strategies of how I can obtain that. There's only going to be two questions and depending on the answer on the first question, you might not have to answer the second question. We are already exploring an attempt to link courses since we heard that over and over again. Beginning with integrated math one and or biology and the reason we're starting with those two courses is that's where we see the highest failure rate for our freshman students and what I mean by link is that a student would take math 1A or biology first trimester and then immediately take the second part second trimester with the same teacher or start third trimester and then take

118second trimester and then take the second part third trimester. Um that is a technical issue, so we are working with Aries and have identified we think an expert that can assist with setting that up on the back end so that we can then create a master schedule. We will then evaluate [laughter and clears throat] the impact on the rest of the schedule because we don't know how it will impact all of the other courses, but if we start slow then we can begin to build and see how many of these core courses can we actually do that with. We will revisit the four-day a week WPT and consider reducing the number of days it's offered since that was something that was expressed more than once. Professional development around curriculum alignment and effective use of common

119planning time. Decreasing the number of preps per trimester. So, a teacher um, in the core area might be teaching, um, English 9A and English 9B and maybe English 10A, um, and 10B in one trimester. So, those are four preps, four different things that they have to prepare for. Um, we have actually worked with FHSTA and they have put soft language into the contract that limits, um, or that asks us to limit the number of preps that teachers have. Now, there are some teachers who are specialized in what they teach that understand and accept, I'd rather be able to teach these courses and maybe prepare for three or four different things than to have limited preps and lose the course that I enjoy teaching. Um, and continue with the listening tours, not this year, but it

120was a very, um, beneficial, uh, activity and, um, I hope that that it was beneficial to to everyone who took the time to participate in that. Any questions from the board? Um, Yes. I think it's a lot to unravel for for the survey results. Um, I will discuss it more on maybe later in the meeting as far as the, um, organizational matters, but from what it sounds like, even with with students and teachers, um, parents speaking, there's a lot of, um, the trimester creates a lot of of disparity for students and teachers for a lot of the reasons that were are listed and I'm concerned that that we're on year three of trimester and we have not attempted to really change or identify these things in three years, um, for students and teachers who are

121struggling with the pace or, um, English language learners, special education, um you know, the the consistency of concerns has not changed. We've added the fourth WPT, but and and they seem to like it, but then in the same breath they're saying that it's it's a social hour and it's not like you said, we're restricted on professional development time for for teachers to have a curriculum based on WPT, so um I think it's a lot to unravel and and I I appreciate the the community's input and and the the teachers' input for it. Um and thank you for putting this together. I I think maybe this is on a different informational item, but the um attendance rate for trimester, is that changed or or That was um a request made last week, so I I've been

122working on the request made at the board meeting. Um so I don't have the attendance, but as we continue to have these um conversations, that is something that I will be bringing forward. Um and as far as the the survey, you will be the board will be receiving um the raw data um in the Friday letter. Okay. Thank you. I I think I'll talk more later in the meeting. I just um it's a lot to unravel. I appreciate the the info. Um and we Can you email this to us as well? Pardon me? Can you email just the the results that you had with along with the raw data? Oh, I'll I'll put the link in the Friday letter. Yes. Thank you. >> [clears throat] >> I really want to thank the uh certificated staff

123member for certificated staff members for adjusting to so many changes. Um please know that, you know, since I've been on the board, I know that we've seen a lot of changes to your schedules. Some of them are um through COVID, through the state mandates of pushing the late start. They're not something that we as a board decided to move forward with. But um just want to say a big thank you for accommodating to so much and and I understand your frustration. So, I'm a certificated educator in Fallbrook, as well. So, um again, I want to say, you know, thank you for for all the work that you do. Um and and the students really appreciate it. Um to follow up with a couple of, you know, questions, um or requests, I just want to see

124how our A-G rate has increased, or if it has increased between semester and trimester, our access to AP courses, and or the success rate of AP courses, and our graduation rate, to see if, um you know, where we're at at year three with A-G, access to AP, um and graduation rate. Yes, those are all things, um that I'm working on, and I believe 17-18 to the present, correct? Correct. That was that was, um 17-18 till current, including, um data prior to Apex or remedial training, graduation, or uh DF rate, yeah. Um thank you for putting phase one of kind of recapping what has been brought, um to the board the last few meetings, and tonight as well. Um the process to set up, and this is before my time, but what I understand historically, is

125the process to transition to this trimester system started in 2018, and was about a three-year process to research and really kind of look at implementing. So, yes, this is the we're coming to the end of the third year as in the system that was established, and obviously, there's some things that need to be adjusted, and we're we're seeing that from a staff perspective, we're seeing that from student perspective, and parental perspectives. Um but, I also would like there's a lot more information that we are still trying to gather from different sources, and get that kind of input and again, as we heard from our principals, courses are already set for the fall. So, this this is not going to be something that is going to be implemented or changed within a month or two. This

126is going to be a long-term thing because we need to do it right. We need to adjust it in such a way that it is going to be work for our school the best way and incorporate all of you stakeholders all of us stakeholders in it. And so, it it it will be something that you will hear further on, you know, down, excuse me, down the line in the fall as we continue and the staff continues this process and we get information as to what works and doesn't work and what we can implement and change um because we don't want to rush into it and and and not have it go well. We want it whatever changes we do want to be lasting that are going to benefit our students and our staff. So, that's

127sort of my addition to that. And I just want to clarify, unless I misunderstanding, this is not the alternative high school schedule presentation that you asked for. Thank you. A lot of information there and I appreciate the summary. Appreciate the staff, the teachers uh who took part in in the I guess you got listening to her I think it is and and and helping us with that. Um appreciate everybody in the room here. Students, parents, teachers. Uh I really do. Uh something I haven't heard mentioned, but I also just want to just want to throw a shout out to our admin admin staff who's working very hard to make everything as as as as good as we had good as good as we can. Um I had a chance to meet with with several of

128them and and they had a whole wealth of information. Way over my head. I took multiple pages of notes and then most of my can't even read because all these people are smarter than I am, but I just want to acknowledge that everybody in the back there that that trying not to be seen. We We want to thank you for your hard work on this too. Thank you. Any other comments, questions? Yeah, Oscar just um the 39 responses it it it would help obviously for everyone who had responded to the survey to encourage others to do so for the final one. Just because it can sometimes be challenging to gauge the temperature if we don't have an adequate number of opinions to really pull from. That being said, I think that even amongst 39 respond

129respondents between the very open and the open is 80%. So it's not like we're looking at a a plurality. It's not like we're looking at a simple majority. We're looking at even amongst those 40 respondents pretty overwhelming are not happy with the current trimester system. And so just to make sure that um we can glean as as accurate an idea from the staff of how everyone's feeling, if you know someone has not responded, encourage them to do so for the future listening tours for the future surveys. Just so that way we're making sure that we're hearing from everyone that we need to hear from in order to make the best decision for both the teachers and the students and the staff and for the board. And I'll just comment this is the second survey. The

130first survey this was this was the survey that you provided to the teachers the survey. The first survey was the one that we discussed last time. >> Yeah. You asked for a second survey, so this is the the survey that I put together in response to that request. >> Yeah. So like what um trustee Haskell saying is that this survey is a uh secondary survey to the previous one. The previous one was I don't know the numbers of responding for the first survey, but that one was overwhelmingly uh similar numbers if not more of frustrations with trimester, so smaller portion on this one. The previous one kind of reiterated or pre-iterated the concerns for the trimester system. Yes. Thank you. Any other comments or questions? Okay. Action item, student services. Action item, Ramona Unified School

131District and Vista Unified School District 2631 interdistrict attendance agreement renewal. May I get a motion, please? Yeah, I'd like to make a motion to go ahead and do that. I don't have it in front of me to get the exact language, but to go ahead with that as presented. I'll second the action item from Trustee Jones for the Ramona Unified School District and Vista Unified School District 2631 interdistrict attendance agreement renewal. Okay. Moved by Mr. Jones, seconded by Mr. Christensen. Any comments or questions? Uh none. Student board reps, Miss Cruz. How do you vote? I. I. Thank you. Miss Hart's not here. Miss Polson? I. Thank you. Mr. Caramello votes I. Mr. Christensen? I. Mr. Haskell? I. Mr. Jones? I. And Mr. Rodarte? I. Thank you. Next action item, student discipline cases, readmission under suspended

132expulsion number 11 F2425 and number 02F2526. May I get a motion, please? I'll move that the board approve the student discipline cases readmission under suspended expulsions number 11F2425 and number 02F 2526 as presented. I'll second. Thank you. Moved by Ms. Rodarte, second by Mr. Jones. Since these are student readmissions, um board student board reps can't vote on this. Um so, board members, Caralampio votes I. Mr. Christensen. I. Mr. Haskell. I. Mr. Jones. I. And Ms. Rodarte. I. Thank you. Next, business services action item deductive amendment number 07 to the site lease and facilities lease with Erickson Hall Construction Company as the selected lease-leaseback LLB number 2223-03 contractor for the CTE project at Fallbrook High. May get a motion, please? Uh I'll motion for the action item deductive amendment number 07 to the the site lease

133and facilities lease with Erickson Hall Construction Company as the selected lease-leaseback 222303 contractor for the CTE project at Fallbrook High School. I'll second. Thank you. Moved by Mr. Christensen, second by Ms. Rodarte. Comments or questions? None? Student board reps, Ms. Cruz. I. Ms. Hart's not here. Ms. Polson. I. >> [clears throat] >> Thank you. Mr. Caralampio votes I. Mr. Christensen. I. Mr. Haskell. I. Mr. Jones. I. And Ms. Rodarte. I. Next, recommendation to approve amendment number two with Flinn Design Build LLC DBA Flinn as the selected lease-leaseback LLB number 2425 -01 contractor for the power systems upgrades project at Fallbrook High School. I'll go to motion that we approve the recommendation to approve amendment number two for Flint design and build LLC as a selected lease leaseback number 2425-1 contractor for the power systems upgrade

134projects for the Fallbrook High School as presented. I'll second. Thank you. Moved by Mr. Jones, second by Mr. Duarte. Comments or questions? Ms. Cruz Ceriba. I. Ms. Hart's not here. Ms. Polson. I. Thank you. Mr. Caralampio votes I. Mr. Christensen. I. Mr. Haskell. I. Mr. Jones. I. And Mr. Rodarte. I. Next, notice of completion, release of retention and memorandum of commencement, Erickson Hall Construction Company lease leaseback LLB number 2223 hyphen 03 contract for the CTE culinary project [clears throat] at Fallbrook High School. I'll go to motion that we accept the notice of completion, release of retention and memorandum of commitment from Erickson Hall Construction lease leaseback number 2020 2223-3 contract for the CTE culinary project Fallbrook High School as presented. Second. Moved by Mr. Jones, second by Mr. Haskell. Comments or questions? Ms. Cruz. I.

135>> [cough and clears throat] >> Ms. Hart. Not here. Ms. Polson. I. Mr. Caralampio votes I. Mr. Christensen. I. Mr. Haskell. I. Mr. Jones. I. And Mr. Rodarte. I. Next, action item, recommendation to award bid number 2526-04 for the Quonset Hut roof project at Fallbrook High School. I'll move that the board approve the recommendation to award bid number 2526-04 for the Quonset Hut roof project at Fallbrook High School as presented. Second. By Mr. Adarte, second by Mr. Jones. Comments or questions? Okay, um student board reps, Ms. Cruz. Aye. Ms. Hart's not here. Ms. Polson. Aye. Mr. Carambotai, [snorts] Mr. Christensen. Aye. Mr. Hasko. Aye. Mr. Jones. Aye. Mr. Adarte. Aye. Thank you. Superintendent Human Resources, information item. Reorganization feasibility analysis for unification. Is there a possibility of a 5-minute break to stretch legs and use

136restroom? Yes. Yeah, of course. Just remember only two board members Sure. can talk to each other at a time. Uh we'll be taking a 5-minute recess. Uh we'll be back at 7:36. 7:31 at the moment. >> Mhm. >> Thank you. It is now 7:39 and we'll continue with the board meeting. Thank you, Mr. Christensen for the idea. Um so, we have information item reorganization feasibility analysis for unification. Yes, so um the board request requested at the November 19th meeting um for me to start exploring unification. Unification is a topic that periodically emerges within the community. Previous unification studies, as mentioned earlier today, were conducted in 1994 and 2014. Um, I believe that the 1994 study was spearheaded by Fallbrook Union High School District and included the Fallbrook Elementary School District and Bonsall Elementary School District

137as it was configured at that time. The 2014 study was initiated by the Fallbrook Union Elementary School District. As more than 10 years have passed since the most recent study, the Fallbrook Union High School District Board of Education expressed interest in reviewing updated information related to the feasibility of unification. So, here are the items that the state looks at um, when considering, because it does require state approval, when considering unification. They look at a size minimum, and this is dictated by education code. So, 1,501 students or more, which obviously, just with our student population, would be one of the areas that we would meet. Community identity, equitable division of materials, no discrimination or segregation as a result of unifying, no substantial increase to the state in state cost, a sound educational program, no substantial increase

138to school facility cost, and no increase to school facility need, and they also look at the impact on fiscal health. So, I did engage in conversations with, um, Superintendent Monica Hazel. Um, as you know, we have been doing a lot of work our in articulation and articulating the services that we offer, um, the elementary board and and kudos to them is hyper focused on student achievement. We're seeing those results, but they don't do it in isolation. They um communicate with us and they ask, you know, what are the expectations for students coming into ninth grade, for example. So, she and I did meet with a firm that could conduct um a reorganization feasibility study. And that cost is $32,700 plus associated expenses, um at which time I was informed that uh the elementary would not

139be interested in moving forward or paying half of that cost. And if pursued, the expenses would be paid from the Fallbrook Union High School District general fund. Um I want to go over what some of those expenses might be. Um because expenses just out there by itself is um could be a bit deceiving. So, when we're talking about expenses, the contract states that expenses would be um for any additional meetings or presentations that are not described in the proposal, a charge of $335 per hour per consultant. And again, this is above the $32,700. Um expenses are defined as the actual out-of-pocket expenses, such as travel, meals, shipping, and duplication of materials. So, it could end up being more than um than we could consider at this time. I think it's important to point out that

140there's no direct alignment to the local control accountability plan. And this item is being presented for information and discussion and based on board direction the item may be considered for further action at a future meeting. So at this time are there any questions that you might have or any discussions that you want to have with each other? Um thank you for for looking into that. I think that's been a a question of for a while in discussion. Um I'm a little I don't think we're we're quite at a point to make a action item or to or make a decision on that with the cost and a a lot of the unknowns. I think it's um it's frustrating that the elementary school doesn't want to share part of that burden. It's been over 10 years

141and a lot has changed in our community. Um and I I think my request at this point would be to uh reach out to maybe other unified school districts of similar size uh if there are any. I know Bonzo's unified but that's um maybe a little smaller than where we're at. Um or if there are any other unified districts that are similar to the our size if we were to combine um and see maybe pros and cons of where they're at with it. Um I know some of that argument is uh based on a workload. Um it's a large workload to take on that responsibility or or that investment of unification. I don't think a a high workload should be an argument for what's going to benefit our community. Um ultimately I think that's the

142the best strategy in in benefiting both parents, students, and the community. But we're a small district. The school the elementary schools are are a small district. They're completely feeding into our high school and having um a closer tie to um the entire educational system as a whole from from beginning all the way up makes more sense to me and I know there's a lot of arguments within the community that they don't understand the the concept of two separate districts. Um both being fairly small in size, us being specifically very small when you look at other unified school districts throughout the state that are um exceptionally larger than ours. So, um I think at this point, you know, just looking into some of those other unified school districts and finding out maybe a little bit more

143information. I think the the cost should be a shared as a community. Um whether it's the the right or wrong thing to do, I think there's we owe it to the community and the the students to um pursue at least more information moving forward. Yes, so ultimately it is a um community decision. It's not an individual board decision. Um I could look into districts that have unified. I I don't know of any off the top of my head that may have resulted in um a district that would be the size of Fallbrook Elementary and Fallbrook Union High School District combined. We would also have to take into consideration Pauma Elementary because um Pauma Elementary wouldn't be able to feed into a unified. They can feed into a high school district, but not a unified. So,

144they would probably have to be a part of this um as well. The financial impacts are are real. Um the elementary district does get considerable money in impact aid that they would lose because um it is based more on households than on students and we share many households. There's also um a financial impact because the teacher salary schedule would have to be consolidated. Um usually the one that that pays more and I don't know at this time which one that would be only because both districts have recently um given salary raises and I haven't I haven't seen the most recent um schedule for for the elementary. And I believe earlier um we heard about the the the savings and superintendent would be offset by expenses in in other areas. Um yes, you would only need

145one superintendent, you would only need one CBO, you would only need one um director of technology, director of MOT, director of um food services. However, um all of the other positions pretty much stay intact because we would still have to run a high school. Um and those are all all considerations. Yeah, again, uh thank you for for doing the legwork on this and bringing this to our to our uh bringing you all this information to us. Yeah, Paul, I feel similar to you. I think uh when I started on the board, I heard heard that a lot. Why are there two districts? They're both kind of small. We're a small the elementary's a little bit bigger. However, um the other thing I and maybe you can talk to this. I think in the past 10

146years ago, 20 years ago, there was state assistance money on recently on on districts that merged. This is new information, I think, and you can help me with this. Uh that money has dried up, so that's no longer helping us. So, that would be That's kind of a new piece of information, correct? Yes, absolutely. So, there was um as I was doing research, I found education code that um offered monetary um incentives for smaller districts to unify. Um that program is no longer in existence. So, again, um, learned a lot already, even though probably probably not going to be taking any action on this. Um, but, uh, thank you for gathering the information for us. I'll just kind of jump in. Um, my three older children all went to Palo Unified School District, which is

147quite large and is a uni- unified. Um, I also, um, during my tenure here as on the board, um, received a certification from the um, State Small School Boards Association. And so, during those many, uh, trainings that we went through, um, I do understand the potential benefits that could happen by unifying. But, I also having spent lots of time in discussions and listening to, you know, various board members when they were all small school boards. So, it was those that came from the high school and those that came from elementary. You know, we really do have, even if it's the same community, running an elementary school district primarily, yes, we do have the middle school. Um, but that is different than I do believe running high school programs. And so, I think there isn't necessarily

148that crossover and I and I am aware of school districts that are unified where that is a a struggle that they perceive. They perceive that in one particular one, they feel like the high school receives all the benefit and the elementary schools are kind of set by the side. And in another one, it's the reverse where the the high school feels like they're left hanging and the elementary schools benefit. So, um, I I think it's good to get information. I'm all about data gathering and everything, but I think as we look at the raw data as well, I think we also need to look at some of the sort of softer data that goes with it and what the realities of running a, you know, an elementary school with a K-1 program is different than

149all of our college and career readiness that we're working on at the high school level. It's it's really a whole different bandwidth. Yes, so to your point, um I came from a unified and I have, you know, been mostly at the high school. I did start at elementary and then moved up to high school. One of the things that we felt as as high school teachers is the district doesn't understand high school because everybody that is an administrator at the district level has an elementary background. And then it flipped where almost everybody had a secondary um background. One of the biggest challenges of not being unified is um that we don't get the information on our incoming ninth graders in a timely basis. However, the elementary has now moved to Aries, which is the same

150student information system that we've been using and we are hopeful that this year that is going to be completely different. Um again with the relationship that uh we've established with the elementary school district they are um more open to giving us information um before it's released through the system so that we can complete some of our work and that has been very, very beneficial. Okay. Any other comments or questions? Thank you. Next, we'll move on to information item alternative instruction no schedules. Yes, so we do have a number of um public verbal comments where the request was to um discuss this when the agenda was going to be discussed by the board. So, the first speaker, James Stein. Real quick, I want to remind uh the board or the public that we will not be

151limiting your your time. However, please be um aware that you can only pass or give your time card to one person in order to maintain a fair with the first set of speakers. So, we're going to keep the same rules. Number one, 3 minutes. Because we want to hear from you and you have things to say. Number two, you can only pass your card to one person. Only one person can observe the card. Thank you. James Stein. Uh Good evening. My name is James Stein. Thank you for letting me speak here. I'm a senior at Fallbrook High School and I've been affected by the trimester system in many ways. Uh one example is that I currently have 12 weeks to finish the same amount of work that I used to have 18 weeks to finish

152when we ran a semester system. Um This may give people opportunities to take more classes or retake classes that they may have failed. Uh but it also increases the likelihood that people will have to will have to retake classes because of the accelerated learning. And I know I know personally many people that don't do well with the accelerated learning and uh already have a hard time with certain subjects and can't deal with just moving quicker and you know, work work work instead of being able to focus on the subject. Um And on the topic of having more classes uh this year I am only required to take four classes. English A and B, economics and government. That leaves 11 other classes out of the 15 that we have in total that I've had to fill

153with unnecessary uh electives and other miscellaneous classes. I Those classes include three auto shop classes, three three culinary arts classes, two TA classes, two off rolls, and one physical education class. I could have done with at least I could have done without at least three of these classes. But even when the idea of class switching was presented, there were no other available electives because so many other people had to be stuck in filler classes as well. And back to what I said about the trimester system giving kids opportunities to retake classes, while this is intend while this is the offend intended effect of trimesters, kids are often given Apex classes, which is an online curriculum that people can complete in the classroom or at home. With these Apex classes, uh in these Apex classes, cheating

154is barely regulated and kids aren't learning in these classes. Summer school is a much better program to retake classes. It's only a few weeks and you're able to focus on one one class for, you know, those few weeks. And uh it's very heavily regulated and the teachers are very involved. Thank you for your time. >> [applause] >> John Max? Uh I wanted to cede my time to Mr. Lush if possible. It is. Jeff Lucia? Can we set it for 6 minutes? Thank you. Well, good I was going to say good afternoon, but good evening board members. My name is Jeff Lucia and I'm the parent of two seniors at Fallbrook High. And I'm here today because I share the concerns of many of the people in this community about the trimester system including the students

155who spoke. Um James and I think Kaylee, Tina, um Josh and Blake. All of them did a fantastic job and they are a tough act to follow. Um and I I would credit the education that they're getting at Fallbrook High School for that preparation that they've they've obviously brought with them today. So, I'll get to the point. The the trimester system is failing our students and our teachers and our families. And I want to share some of the reasons for this from the point of view of a family member because we you know, we have heard from the students. So, I'm going to just highlight two reasons. First, so we were told by this administration that the trimester system would allow students to take more electives. And you know, as as you're hearing from other

156people too, my two children were unable to take the classes they needed for college. Instead, they were forced to take off roll and that was against their express wishes. And that also directly violates the Fallbrook High School student and parent handbook which requires that a student qualify to for off roll and that they actually fill out an application for it which of course my my students did not do. Um both of my students specifically asked to be assigned to off roll and instead requested a suitable elective and then they were denied. And we were told that there was no room in any suitable electives. That's not a scheduling issue. That's a system failure. And for seniors, timing matters. When when the student can't access the right class at the right time, you don't get that

157time back. And that can affect college preparation, it can affect transcripts, it can affect future options. This is not an isolated case. I've obviously you know that because you've you've heard it, but I also spoken with other families who are experiencing the same thing. So second, the the trimester system has also been a disaster for student athletes and that's not something that we've really heard much of tonight. Uh in the semester system, athletes could participate in PE specific to their sport for the entire school year. Under the trimester system, they're only allowed to do so during the actual season for their sport. And that has the effect of putting our student athletes at a distinct disadvantage when they're competing against athletes from schools that allow sports-specific PE year-round. It's particularly catastrophic for students who rely

158on sports performance for college acceptance and um you know, that's being the parent of a senior of two seniors are particularly focused on colleges right now. So we've been told by this administration that the trimester system had overwhelming support among students, parents, and teachers. Yet I don't know of a single family and I've talked to a lot of people. I don't know of a single family that's in favor of it. The administration's own parent survey, so this is not the survey that we saw earlier, but it was a parent survey. That survey revealed that 48% of respondents encountered challenges with the trimester system. That's 48%. That's a big number. It's not an election. It's a survey. If 48% of students didn't show up for school one day, I'd imagine there would be, you know, quite

159an issue about it. So, I know about the survey because I used the California Public Records Act to request information about the survey, including what the administration was saying about it behind closed doors. And to my surprise, the district determined that their emails and meeting notes regarding the survey were exempt from public disclosure because of get this, attorney-client privilege. How could any reasonable person look at these facts and not come to the conclusion that the administration has an agenda about the trimester system. That agenda, whatever it is, does not put the students first. It's time to end this disastrous experiment. Thank you for listening. >> [applause] >> Michael Pixomatis. Good evening. My name is Mike Pixomatis. I'm a special education teacher here at the high school. I'm here on behalf of Heather Broberg, who couldn't

160be here today. She had a softball game. Um, and she wrote up with a statement, so I'm going to read that on her behalf. Good evening. I'm here to share my concerns about the trimester system and its impact on our special education students. Special education students depend on consistency, routine, and time to master the skills outlined in their individualized education programs or IEPs. The trimester system with its shortened instructional time and accelerated pacing disrupts that stability. These students need repetition, reinforcement, and steady learning environments, things that are difficult to maintain when courses are condensed. Frequent class transitions have also increased student anxiety and reduced the effectiveness of supports and accommodations. Many of these students benefit from building strong relationships with teachers and staff over time. A shorter term limits the ability to build trust and

161fully implement individualized strategies. The faster pace also makes it much harder for students to catch up when they miss school, especially those with medical needs or anxiety. In some cases, students become so discouraged that they stop trying altogether because they don't believe they can pass. The trimester system was introduced with the promise of giving students access to three additional classes each year for electives, CTE pathways, advanced coursework, or credit recovery. Unfortunately, that promise is not being realized. Instead, we are seeing more students fail classes and then move into Apex for credit recovery. This raises important concerns. How are students who are required specialized academic support suddenly able to pass independently in an online program? And why has Apex become the default solution when the system was designed to allow students to retake teacher-led courses? In

162reality, we do not have enough course sections to make it possible for credit recovery, and as a result, students are placed into Apex as a solution. Scheduling challenges also impact students with IEPs. When a student progresses to a less restrictive setting, that should be a success worth celebrating. However, under the trimester system, making those schedule changes is often difficult due to limited course availability and overcrowded classes. This creates barriers instead of opportunities. We are also seeing concerning patterns among students who fall behind. Some stop attending school altogether and choose to fail so they can take Apex. Others shut down academically because they don't know how to recover. Even those who try their best may still fail due to the pace. Thank you. Thank you. >> [applause] >> Arena Corey? She had to leave. Danielson? Good

163evening. I do not believe there is anything inherently wrong with the trimester schedule. However, I do believe that it is a bad fit for Fallbrook High School. I will explain this by contrasting FHS with Sage Creek High School, the primary model for our current schedule. I am hoping that my examination of the difference between the two schools will shed some light on why so many teachers are frustrated. Number one, Sage Creek High School typically has 71 minute periods. FHS typically has 61 minute periods. This difference of 10 minutes of actual classroom time accounts for over 9 hours per semester. Yes, we have WPT and Sage Creek does not. But what we gain in WPT does not make up for the difference of 9 hours lost. And that in part explains why so many teachers are

164feeling the strain of a faster instructional pace. Sage Creek High School has a low EL population. It's number two. A quick search of the internet shows that Sage Creek has only 2.3% of their student population classified as English learners. FHS is around 20%. I firmly believe that a semester schedule, maybe with a modified block, is a better fit for EL students. Number three, Sage Creek High School is in a school district that has two comprehensive high schools. Carlsbad High School is on a semester schedule. From what I've been able to gather online, it appears that students have a choice in which high school they attend based on their preference for a trimester or semester schedule. Currently, our district does not offer a semester-based option for families who feel that a trimester schedule may not be

165the best fit. Since the semester system is significantly more common than the trimester model, it makes sense to prioritize offering a schedule that aligns with what most schools use. Number four, it appears that Sage Creek High School was established in 2013 for the design with the design of a semester schedule as the intention. That tells me a lot about why that school might might be more successful with the trimester schedule. Specifically, when I think about teachers, every teacher who works at Sage Creek chose trimester because that was the schedule from day one. It may be that those teachers operate differently from many of the teachers here. Teachers at Sage Creek may thrive in a schedule that emphasizes a faster pace, strong structure, broad student contact, and tight alignment. However, many of the my colleagues and

166I are most effective in a system that allows for greater depth, sustained school development over time, instructional flexibility, and meaningful relationship building with students. Number five, Sage Creek does not include an embedded study hall like WPT. Based on what I found in my research, schools that use a trimester schedule typically do not offer a built-in study hall. After examining a variety of school schedules, I have come to the conclusion that embedded study hall periods offered multiple days per week are generally incompatible with trimester systems and are more effective in schools that use a fuller modified block schedule, which are found exclusively in semester schedules. Lastly, the CTE pathways offered at Sage Creek differ significantly from those at Fallbrook High School. For example, Sage Creek does not offer programs such as ROTC, FFA, and transportation technology.

167Well, these are well-established programs at FHS Thank you for your time. which allows for deeper skill development Thank you for your time. Heidi Foray. >> [applause] >> Good evening. Hopefully, I don't shake myself out of here. Waiting has made me very nervous. My name is Heidi Foray. I'm a math teacher. First, as a colleague and fellow DRS lead, I would like to mention my support for rescinding the pink slip of Lindsay Fox. Now to trimester. Originally, I came to read my concerns for the trimester system. However, after seeing your summary um of the list uh listening sessions and the second survey, I felt my time would be less redundant responding to the summary. Many did not do the survey because we participated in the listening sessions. I was under the impression it was for those

168not able to participate. Um Our trimester system undermines both the perceived value of education and the quality of student learning. Classes are increasingly viewed as obligations to be endured rather than opportunities for intellectual growth. The disengagement is reflected in the way students describe their academic experience, prioritizing completion over comprehension. The structure of trimesters contributes to this issue by compressing coursework into shorter periods, encouraging a sense of urgency that often comes at the expense of depth, mastery, and genuine academic investment. In this way, the system inadvertently diminishes respect for education itself. Consistently building in less rigorous options for mediation leads to less effort in the traditional classroom. Students discuss this plainly and without shame. Apex is one of those options for retaking a course that is often completed preposterously fast with no integrity. A subject-specific teacher

169does not address the specific overwhelming issue. In response to the IM and bio- biology solution idea, even putting two trimesters together, there is still the possibility of up to an 8-month learning gap between math courses or biology. Well, not biology, it's only 1 year. Um This leads to skill regression and reduced preparedness for subsequent subs- subsequent material. The issue is especially pronounced for vulnerable populations, sped and ELs, and in subs- Sorry. sequential subjects such as math and language. Lastly, WPT is being given too much benefit or credit. WPT looks much better on paper than in practice. Too much time is being wasted for too many students. The minutes are better spent in class. Thank you very much. Thank you. >> [applause] >> Is there a presentation on this? Yes. So, um President and Trustees, tonight's

170presentation is intended as an informational item. That was the request regarding high school instructional schedules of like schools. So, initially I created a presentation of diverse schedules, but then the request was that it needed to be like schools, so you might see some repetition. Um as as initiated by Trustee Christensen at the March Board meeting. I want to begin with a key premise. The master schedule is one variable within a much larger educational system. It matters as it is an instructional tool driven by the needs of our students. However, it does not independently determine student success. Before discussing schedule models, it's important that we establish a common language. Terms like trimester, semester, block, A-G, and cohort graduation rate are often used interchangeably in public discussion, but they are not interchangeable. As we engage in governance

171discussions that impact our school community, we must in first ensure that we are discussing the same concepts accurately. So, when we say through G, those are the courses that have been approved and are accepted by the UC CSU systems and meet the minimum entrance requirements to both of those systems. And that includes the core, it includes electives, um it does not include PE. Alternative schedule. Any schedule that is not the traditional six-period day semester. We're going to hear a lot about semester. Semester, as you can see later on, is basically half of a school year. There's different models for it, but when we um talk about an alternative schedule, it's any schedule that is not the six-period semester traditional schedule that um of days past. Block scheduling is a way of organizing the school day

172into fewer longer class periods for two to four days per week with each class lasting around 70 to 100 minutes. Cohort graduation rate and this is important because our graduation rate is different from the cohort graduation rate. Our graduation rate is the number of students that started senior year that graduated at the end of senior year. Our cohort graduation rate and this is the data that the state produces and and follows is based on the number of students who enter grade nine adjusted by adding in any student that transfers in during grade nine or the following three years and any students that transfer out and that's important because we also have to show where a student goes when they transfer out and if we can't show that that student is ours and eventually it does

173affect our cohort graduation rate. Instructional minutes are the number of minutes that students are in the classroom and which count as instructional minutes as dictated there's a typo there by education code. So basically passing periods are not instructional minutes. The only ones that we can count are either before or after lunch but not both. So we choose do we want to cut count usually it's after lunch that we have a some time for kids to get to class. Prep periods we talked about that a little bit earlier are the blocks of time that are built into the teacher's schedule during the school day when they're not assigned to teach a class. So they're here but they don't have any students. Um and then semester and trimester I think that we are familiar with. Second, I

174want to bring to the forefront and remind the board of our strategic goals that were developed from input from our parents, students, and staff as part of the LCAP process and approved by the board. These goals are our North Star and the decisions that we make from spending to instruction are anchored in these three board and district priorities. As we engage in this exploration, we must ask three key questions. Number one, access. Does the schedule model increase opportunities for students? Two, student outcomes. Does it improve measurable achievement? And three, engagement. Does it support attendance, connection, and persistence? These are not questions that we can answer tonight through through this presentation. However, they should be the questions that lead the conversation. Another important point to consider is fiscal impact. I don't have information on fiscal impact

175of the schedules that we're going to review, but I will have that um at a future time. As I said, I was asked to pull information on like school demographics. I had pulled information on the schools within the districts that we normally compare ourselves to, whether they have like demographics or not, which would be Escondido, San Marcos, Vista, Oceanside, Valley Center, and um I think those are the only ones. However, because of the request of like schools, I'm actually showing information for schools that are geographically away from us. If we look at Fallbrook High School, and this is 2025 data, our enrollment is 1,853 students. So, I looked for schools high schools that are a similar size. Our EL percentage in 2025 was 20.8. Again, I tried to find schools that had a similar number

176of English language learners. The percentage of students with disabilities was 16.3% and there's a little bit more variance um in that number because again, to hit targets that are the same in every category for these schools is is difficult to find. Our um socioeconomically disadvantaged students, we're at 72.4% and again, you'll see that they're for the most part are the same, but there's some that are very very low. And then there was a request for graduation requirements. So, our requirements are credits plus 40 hours of community service. There is only one other high school in the group that we are studying today that also um has a community service requirement. Um I want to stress again as I share these demographics, that instructional quality matters more than the bell schedule and you will see that

177at the end. Research and practice consistently show stronger impacts than than achievement than bell schedules alone. Impacts such as teacher effectiveness and we have some great teachers, as you've heard tonight, attendance, intervention systems, MTSS implementation, curriculum alignment, and leadership coherence, to name a few. A schedule is simply a structure and it is what happens inside that structure that matters more than the structure itself. These root variables are all things we looked at before transitioning to trimester, as not addressing these would risk disruption without improvement. The other set of schools are the ones listed here. Again, you'll notice similar demographics. Um San Ysidro High School is the other high school that has a community service hour requirement. Rancho Buena Vista is not a like school. 8.3% of English language learners. However, it was a request of

178Trustee Christensen that I bring forward the schedule from Rancho Buena Vista, so it is included here, but that's what the asterisk stands for. As you You see, these tables show that Fallbrook and Lake schools serve a population with meaningful demographic complexity, including high percentages of socioeconomically disadvantaged students, English learners, and students with disabilities. This matters and it's important because it demonstrates that successful districts use a variety of schedule models, as you will see tonight. There is no single best schedule universally adopted by high schools. So, I'm going to start with the trimester. Um and again, I was asked, "Find a school on a trimester system that has our demographics." Um I believe there may be one in Northern California. I didn't have the time to pull that information, but that's difficult to do because every

179school is unique and a reflection of the greater community. One important point tonight is that trimester scheduling is not unusual or outdated. As you can see, multiple respected comprehensive schools currently operate on trimester. When implemented with fidelity, the trimester system can offer significant benefits, as can other schedules, for more course opportunities, faster credit recovery, more frequent student reset points, broader elective access, staffing flexibility, and less long-time failure carryover. For many students, especially those who need intervention, recovery, or schedule flexibility, these are meaningful advantages. This is Julian Union High School's district schedule, which is one of the schools that that we looked at. We didn't actually model our schedule um after Sage Creek. We modeled it after Ivy High School, which is right in our backyard and was already on a trimester. Um yes, trimester has

180longer periods, the 76-minute, 70-minutes, but this particular schedule doesn't have Warrior Pride Time um or an advisory flex period, and I choose chose Julian only because it's also a small school. Um, considerably smaller than ours, but nonetheless a small high school. Escondido High School. Um, this is the schedule that they have. It is a semester, so 18-week courses with early release Mondays, and then a block schedule on Wednesdays and Thursdays. So, on Wednesdays, students go to class or to periods 2, 4, and 6. On Thursdays, they go to periods 1, 3, and 5. Um, one of the drawbacks is that a teacher only has one prep. So, for teachers who have a third period prep, for example, on Wednesdays, they're going to teach all day. They They don't have that break, um, because their prep

181would fall on that Thursday, um, day. And I'm going to go back cuz I accidentally skipped Chula Vista High School. Uh, this is, again, a semester schedule. It is not a traditional because it has seven periods as opposed to the six. Teachers teach five periods and have two preps. In some cases, teachers have staggered start times. What that means is you have one group of teachers that starts at 8:30, period 1, and they get out at 3:35, and then you have another group of teachers that starts period 2 at 9:30, and they don't get out until 40 um until 4:38. Um, with this schedule, extra extra care has to be paid to period 7 as it obviously interferes with athletic competitions. There's also the later end time, which significantly impacts staff and is something that

182in the listening tour, many expressed they would not be interested in getting out any later. Um, the staggered times represent a challenge for common planning time, which we heard is one of the focuses or or some of the things that we want to improve, and staff meetings as it's difficult to deliver a unified message to do different groups, which is something you'd have to do. It's one of the challenges that we have with our classified staff. Classified staff have staggered start and end times, um and it's very difficult to have a meeting where they're all present. And I'll skip Escondido. We already went over. Um this the what a block schedule offers is that extended time for project-based learning because you've got that 90-minute period. Monte Vista High School in Grossmont Union High School District,

183and I did um when I first started some of this research, I thought, "What is the quickest way? Let me just put something out to all superintendents." Um and many of them answered, and that's where I kind of started, and then when it moved to like schools, I changed it. The Grossmont Union High School um district superintendent did let me know that this is the last year that her schools are on these schedules. They are moving to a 4x4 block, which I think we'll see um next year, beginning next year. So again, a regular semester schedule, a seven period day, except it ends at 3:30, very different from the Chula Vista one, but you'll notice that the class periods are are shorter than what we're normally used to. So a semester a regular six-period semester

184usually the classes are 54 to 56 minutes long. This one um they're only 50 again because they're still getting out at 3:30, and to squeeze it all into seven periods means less time um for each period. Mount Miguel High School, also in Grossmont Union High School District, and again, very different from the schedule of the high school we just saw in the same district. This school's also 4x4. Everybody's going to move to a 4x4 next year in Grossmont. So, Monday, Tuesdays, and Fridays is a regular day, seven periods, but then Wednesdays is a block for the odd um periods, and then Thursdays a block for the even periods to allow again for that extra time of 90 minutes. But uh I'd like to stress that teachers will not have a prep on a given block

185day. And it does make a difference. Um I've taught in the block schedules as a foreign language teacher. It was wonderful to have the extra time, but on the days that I didn't have a prep, yes, you're exhausted at the end of the day. Anybody who's taught a 6/5 who who is paid extra to teach all day long will tell you the same thing. The money's nice, but it is grueling. San Pasqual High School, again, similar. It is a semester with traditional days on Tuesday and Friday, um Monday being an early release, and then a block schedule Wednesdays and Thursdays. What's different about San Pasqual, and I don't know how they use the time, it's something I'd have to research a little bit more, is that the extra 30 minutes on the block days is

186specifically called out as tutorial intervention support. I don't know if that means that the students stay in second period and receive that support, or if they actually go elsewhere, or if there's an option for the students who don't need the tutorial in the intervention, what happens to them. So, again, that is part of this ongoing research that um that I'll continue to to explore if the board wishes for me to do that. San Ysidro High School is a little bit different. Um another seventh period day and another uh late release at 4:31 on the on the days that are a schedule G. So, when you look at Santee Cedral High School and this presentation is going to be on the website as part of the board packet and everything that's underlined is a link to

187take you directly to what the schedule looks like. The schedule actually requires like two or three pages because then there's an additional page that tells you which days are Ks, which days are Ps, which days are Gs, which days are are Ns. Um but I thought this piece was the most important. Valhalla High School, another semester, um also in Grossmont. So, you've seen three high schools from Grossmont all with different schedules, but again all high schools will move to a 4x4 next year, which is basically kids take um four classes um in that block. It's a little longer. I can bring I think Mission Vista's on a on a 4x4 um to show what that looks like. Also getting out at our normal time of about 3:30, but much shorter periods. And then Vista High

188School is on a A days and B days. So, A days are period 1, 2, and 3, and 4, and then there's 5, 6, which says flex, need to do a little bit research on what that means, 7 and period 8, but then Tuesday through Friday are actual block days. So, kids don't go to every class, they only go to some of those classes, and that's where you see that 4x4. So, four classes on the A day and four classes on the B day um you do that twice a week and then the additional day in this case being Monday it looks a little bit different to keep it equal. What some schools do is that that extra day the equal day might rotate so that way every block gets the same amount of time

189over the year. And then as I said RBV is not a school that is similar to ours. However, um it was a special request by Trustee Christensen that I bring this schedule forward um as we do have a teacher I believe that worked at RBV and is very familiar with with the schedule and spoke highly of it. So seven periods with um block days on Tuesday and Wednes- Tuesday, Wednesday, and Thursday um and then there's a separate Friday schedule. So a lot of emphasis has been placed on our student demographics um and as we look at student achievement data in the next few slides, I want to again stress that correlation is not causation. Two schools can share the same schedule, have similar student demographic, and produce very different outcomes because schedule is alone is

190not the driver. If demographics alone determine destiny which we frequently say here at Fallbrook or in other words, if demographics determine results, schools with similar demographics would all perform similarly or identically. They do not. Likewise, if schedules alone determine results, all schools with like schedules would perform identically. And I do want to point out because as I was pulling this, I'm very proud of the fact that we are scoring um just about the same in English language arts proficiency as Rancho Buena Vista High School as RBV when our English language learner population is close to 21% and there's is only at 8%. I wish we were doing the same in math as RBV. Um but here are the CASP math scores. So again, I put Fallbrook first, all the schools that are like us, and

191all of them have a different schedule. So just to stress that the schedule isn't the only driver of of student outcomes. College career readiness indicator. Again, um Fallbrook High School is one of the top schools. We are doing some some great things when it comes to CTE. Um and when it comes through A-G, because that's how you can meet uh college and career readiness indicator. And the cohort graduation rate. So here there are much more similarities, I would say. Um the cohort graduation rate is in the 86th percentile, but again, I want to stress that is not the graduation rate. The graduation rate year per year is is much higher. And um I know that there was a request to look at some of this information in the future. So if what the board would

192like is to look at past years, um I believe that was the request, Mr. Caralampio, to see how we've improved, um that's something I I can do at a future meeting. Um again, as we continue to engage in this exploration and discussion, I recommend that our structured reviews focus on a wide range of variables, many of which we touched on tonight. As I mentioned earlier, um in my previous report, we're not dismissing concerns. Rather, we are committed to addressing them responsibly. In closing, schedule conversations, just like some of the conversations we had earlier about staffing, often become emotional because everyone experiences school personally. Governance requires more than personal memory and emotion. The question is, as we continue with these discussions and explorations, what structure best serves our students, given our actual data, staff and staffing

193realities, and um strategic goals? Any questions? I do. Uh-huh. Scheduling seems to be a conflict, especially with incomplete schedules, which brings down student-teacher rapport and pacing of lessons. I've noticed that Mr. Jones and Mr. Christensen have had their requests answered, but I still haven't received mine. I still haven't received a percentage of how many schedules are full when Aries goes live. When I hear um parents or teachers talking about less time with students and not building that rapport, having incomplete schedules is something that I believe affects that and makes that even worse. >> Mhm. So, um I apologize if there was a misunderstanding, but I believe I explained in a in a meeting between the two of us that that's data that we can't pull, because once we change a student's schedule, so once we

194fix the holes, the holes don't appear. But, what we agreed upon is that I would pull that data on the first day of '26-'27 because the holes are there, but I can't go in the past in the system to pull the schedules as they were on the first day. But, we are going to give you that information for '26-'27, cuz once you change it, then it pulls that that data. Thank you. I have a few questions. Um kind of going off of what you're talking about the um you know, listening to teachers and and students, parents. Um I I think I've spent more time in the last uh couple of months listening to community members and their concerns with the trimester system. And And as you said that um the instructional quality kind of overrides

195the bell schedule. And we're looking at a lot of details of um all your slides. And and a lot of them are for schools that are in similar say demographics. Um and I I don't believe it is a demographics 100% demographics uh problem. I'm I'm looking at the English language, the disabilities, the socio-economic disadvantage. All of those are factors that play into our um our testing scores. I don't see where we stand amongst the the list of trimester schools. Julian, which you said is a much smaller school district. Sage Creek, which is a much significantly different uh demographic. Poway as well. Del Norte and Mount Carmel are all significantly different uh demographics, English language learners, disabilities, and socio-economic disadvantaged. Wildly different than where we're at. And what I hear is the bell schedule shouldn't matter

196as much as the instructional quality, which I agree with. But when I listen to community and students and parents complaining about the the pace, um the remedial training, Apex, the long list that everybody's gone through of their concerns for the trimester. Um what tells me is that we could be doing better if our our community was under a a bell schedule that was more supportive of the teachers and the students and the the demographics. So, um my concern is that it looks like we're doing fine based on last year's uh state state testing in comparison to those schools. And and I agree that the bell schedule should not matter significantly. We have a lot of really great teachers and a lot of great students that are learning a lot and and applying that. Um and

197at what cost where where we could be based on a better bell schedule that fits where we're at. And I'm not going to be the one that dictates an alternative bell schedule. I'm not a teacher. I'm not in the classroom. I'm a parent and a community member and I and I know the struggles that I have in my own home um and with family or friends that attend the school. Um I'm curious what the what the teachers and the students and the parents what their idea of the alternative schedule would be. I know they their concerns were a lot about the promises or the the expectations that were made with the trimester system and the WPT and and all that. Decreased time in the classroom, decreased time with the students and the and the consistency

198of classes throughout the year with the same teachers. There's a lot of inconsistencies with our current schedule and I don't I don't see based on community input that it's um probably it's probably not the best alternative the best bell schedule for us currently. And we can modify all we want. We've had 3 years to modify and and we're we're still not modifying looking into year four. Um but I do think that and I'm not saying 4x4 AB block is a better schedule but I feel like there has to be something where if all the students in the and the teachers are stating that the time frame within a classroom the 12 week time frame is too fast. Um they don't have a quality of of um connecting with students and and uh students aren't gaining

199the the understanding of what teachers are are teaching their their idea of how they teach. They're they're not grasping that quick enough. And so they're rushed and um the gentleman that spoke about uh kids are kind of giving up because they know they can do an Apex and they can do it from home or within a classroom that doesn't really have the quality of teaching that concerns me. Um so again that's why I was asking about our our A through G DFR8 um prior to remedial training because I think that that shows a lot. I'm also you know I've I've asked for the attendance records for the since 17-18 all the way through to see if our attendance has declined because you're going to show that kids aren't engaged if they know they don't have

200to try in a trimester and they can just check out and do a week of Apex to get their credits where Apex ideally was junior and senior make up those credits so they could walk in graduation. Now we have full classrooms of uh freshman through seniors that are doing remedial training and I don't know how much I could learn in a week on a computer even if I was trying I'm not going to get much out of it but I'm going to get credits so um I would like to know where we stand on our and I know it's not the same demographics but if we're going off schedules alone where do we stand against Sage Creek uh Mount Carmel Del Norte Poway and Julian um and even with even with IV on a trimester

201system um they're looking at a limited amount of kids. I I think we have about 80 or so kids enrolled in IV. Um significantly less population, way less movement. They're sticking in the same teachers, the same classrooms for a significant amount of time. Which is kind of what our our the teachers at the high school are are wanting, right? Um I think it brings up a lot more questions. Alternative schedules aside, I don't know which one's the best one. And I I won't claim um that we we we have to change this moment, but I do think there's an opportunity for us to make some significant changes as a board and a administration to show the support for teachers and and students and parents that you know, a lot of the parents have kids growing

202up, um myself included, that have kids coming up through the system. And all we want is what's best for our kids and our teachers, cuz that's what's uh bringing out the best in our community. Um So, maybe um I need more clarity and the administration, um because I was pulling that data and then the directive was no, I don't want to compare I don't want to be compared to Sage Creek, compare us to like schools. I can bring the information on Sage Creek, that's that's not a problem, except I need clarity. It's a very busy time of year. Um yes, the attendance data was requested last Tuesday. Um I I can't have it ready in a presentation by tonight. It will be ready for the next board meeting. Everything the board has asked for, I

203will provide, but I need time to to to bring that information forward. I agree, I don't know what the ideal high school schedule is. If I did, I wouldn't be sitting here. I would be touring, giving speeches, and making a whole bunch of money, um because I, you know, broke the formula. I don't know. I know that switching from semester to trimester has resulted in better student outcomes. I don't know if going from trimester to a 4 by 4 or to any one of the schedules that we saw tonight will do the same. It's It's impossible to tell. I think the fact that, you know, Grossmont has three high schools that we saw tonight on three different schedules and now they're switching to 4 by 4 is tells us that this is something that everyone

204is maybe trying to figure out. Uh I Like I told the staff, I am not opposed. My admin team is not opposed to exploring other options, but it takes time because switching to another schedule is going to have a fiscal impact. I don't know what the fiscal impact of these schedules would be. That's something that I'm going to explore with um our CBO, talking to the CBOs at these schools to find out their staffing formula so that I could give the board a better idea. If it's going to require additional teachers, we need to consider what our budget is right now. I can tell you only because we've been on a semester system, so I know how it works. If we were to move to a traditional six-period semester, we're cutting another science teacher and

205we're cutting programs because we're offering less classes, but I don't I don't have the fiscal impact of the others. I agree with you. These are all things that we can explore, that we have to explore, that we need time to explore, and that we can't trans- transition for next year. Again, because there's that fiscal impact, there's the training that's required to provide our teachers. You saw it today. You know, we want more information on on pacing. You need if you've never taught a 90-minute period, you need some strategies for that to to engage students. So, this is something that we can continue to to explore and um to discuss. It's not you know, this is it. It's again, exploration of the schedules that are out there. I looked for like schools, had no idea what

206schedules were going to come up. You know what? I appreciate it. I'm um and be patient with I I I know the information doesn't come at the drop of a hat. I'm I'm not saying that you're not doing your job or or not getting me the information quickly. And it and it adjusts. As as I see something, I'm going to ask for something different like Sage Creek because I I don't know what those numbers look like in comparison to our current schedule. And I want the board to ask for those things because if it ever comes to a a board vote, I want you to make a decision based on facts, not a decision based on emotion. So, um moving forward, I think there's there's a lot of work to do in in regards to

207getting some information and meeting with um staff and finding out what the best alternatives might be. I know that um the reality of trying to push a a different schedule into the fall is is maybe unrealistic. However, I don't know what the counseling department and the ability for Aries. We've talked about Aries is not being utilized to the extent that we probably could. Um but maybe finding out what that what those possibilities are of creating master schedules through Aries through the proper training. Um we don't have summer school this summer. And I look at that as a a a prime opportunity to take that time with department heads and input from counseling. Um I know it's fast, but I think there's a great opportunity with no um summer school. We could be um up upping

208the amount of uh time or effort put into that schedule, whatever we end up doing with that. But that's just an option I like to look into. Um that being said, if if um I don't know if that's something we vote on to pursue a different schedule um in the future or if it's just a a continual discussion point until we make a a a motion at some other point. Right now, it's an information item. There's nothing to to vote on. And And like I stated, I I feel that the board needs more information. Um especially that fiscal piece. That that fiscal piece is going to be key. So, yeah. Uh lot lot of work lot of lot of information to digest here. Couple things I want to just say. I have also talked to

209a wide variety of of teachers, administrators, students. And I will say emphatically, everybody says the right thing. We want to do what's right for kids. And I think that's really important. Um it is clear that there are some a lot of problems with with trimester. Some of them are technical, some of them are scheduling, some of them are maybe things weren't communicated correctly. 100% not dismissing any of that. I will also say there are people I've heard from, including students, who like what they do in trimester. So, please don't think that this is like 100% of people hate it. There are students that like the electives that they're able to get the wide variety. And obviously, we're hearing a lot of people that are having the opposite experience. So, I have also heard when people

210talk about alternatives, uh there's no consensus. In fact, there's the opposite. I'm hearing a lot of people say, "Ah, whatever we do, I don't want that." Or ah I did that and that won't work here. So, this is a challenging thing because certainly and Paul, you're you're 100% right. I'm not a teacher, never was, don't pretend to be. Uh this is this is way way at a level that the board shouldn't be at. Um I'm I'm hopeful that well, I know a lot of people are are are hearing the message. We I I think it'd be a horrible idea. Nobody's suggesting this to try to ram this through for next school year. It won't work. But, uh I'm hopeful that all this stuff is going to be digested, processed, and either tweaked, corrected, or changed.

211And I'm going to be honest, I don't think that's anything that the board at this point needs to take an action item to do. I think the message is received to everybody in this room and and and listening in TV land. Um this is I guess technically we're just talking. This is really my third session because we had the one meeting where we we didn't have the board meeting, but I I did sit and listen to teachers. So, this is like the third time I've I've heard this. Um I'm really hoping we can move on, get this fixed, corrected, and and move on so that we can get back to the other things we need to be doing, which is supporting student achievement and successes, which again is why we're all here. So, with that,

212um thanks for your time. I'm starting to ramble, so I'll go ahead and stop. Uh just my last point. If if you can get that information duly timed, I understand. But, the the info on the trimester school scores for the those schools that were on that list for their their um state scores. And then, a even a bigger question of the fiscal impact. I know that's a broad You don't have anything going on, right, Brenda? >> [snorts] >> Um I know that's a broad request of what that impact would look like. Um And that that might take us some time, but I would be curious of that. Um and I think just moving forward, you know, getting gathering that information, if if on the next board meeting, we can if it we get that information

213and we need an action item, we can add an action item to kind of vote as a board to pursue closer or more of in regards to it if there is a fiscal impact or whatnot, but um it's showing the due diligence for teachers, students, parents, the community. Um I'd like to continue to move forward with more information and and hearing No, absolutely. I have my list for the next board meeting of what that presentation is going to look like. I think I shared it with all of you just in the different meetings that that we had. I didn't say this, but I truly appreciate that all of you made the time to meet um individually with me because this isn't something that you can fully understand um in one board meeting, especially when the

214item comes later in the adjust in the agenda. So, I am going to bring forward the attendance rates, um the information on APEX, the D's and F's, um the college going rate for high school and um I know that there were two items that you asked for. Um Trustee Caralampio, one of them being what we talked about, the holes in the schedules. The other one is sitting on my desk. I didn't put it in my journal, but I do have that request as well. That will all be brought forward. The information comparing the Sage Creek and all of those, I could send that in the Friday letter because I could pull it from Dataquest. It's public information. Do we know, I know Aries is a challenging aspect, but we do Do we know if Aries

215does snapshots of grades or schedules through the year that identify like his his like if there's a a you create a master schedule >> we can do. It's just the schedule the actual student schedule is the one that isn't saved, but grades are definitely saved because we need those records. Um so we would pull them by by trimester. And those but those grades are per student or not um class. I'm just trying to differentiate between Maybe I'm confused, but is there a snapshot that shows like this was the original master schedule and then we adjusted it to like we created a copy and now we have a a new master schedule that we filled in those holes that you said. Is there a snapshot of that? No, there is um if we're talking grades, I

216could pull grades by students. I could pull grades by grade level. We can pull grades by teacher. Um to show, you know, so the grades can be pulled in a variety of ways. The holes in the master schedule, we can't um like I said, I did put a call in to the to Sage Creek. Um someone else said you need to call so-and-so who gave me the name of an Aries expert. Sage Creek is actually going through the same issues of of not being able to link courses and having some trouble with the master schedule because everybody who was there when the school opened left. So there was no institutional knowledge and there the principal's trying to figure out how do you create the master schedule. He gave me um the name of an Aries

217expert in trimester who is now going to begin working with us as well to again do that coding or whatever you need to do on the back end to get it to make it easier for us to create a schedule that actually meets the needs of all of our students. So, we're hoping that that will be a big improvement this year. I I want to make sure that I'm not asking in the future the same question. Oscar's request was the master schedules like the holes within, not the grades, but the holes within of where we need to plug students in where they're like, "Well, I don't want that class." But, they're just plugged in or is that My understanding is on the first day how many students have holes incomplete schedules was his request. Um

218because the kids who oh, I got uh forensics and I wanted ag, their schedule's full. And then when, you know, they wait, they they aren't the priority. The priority is making sure every student has a full schedule and then we move to the kids who want schedule changes. Um so, the holes we can only pull on that first day. That issue is not unique to um a trimester. It happens at every high school regardless of the schedule. But, that's information that I've already put first day, make sure you pull this cuz I know I won't be able to pull it on the second day. Okay. Thank you for clarifying. Mhm. Any other comments or questions? Um next information item. Revised new and deleted board policies and administrative regulations and exhibits. The revised new and deleted

219board policies and administrative regulations are being presented as an informational item for a first reading and will return as an action item at the next board meeting. Ongoing reviews and updates are necessary. This review enables the district to ensure 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 recommendation. There are no financial implications associated with this agenda item, and the revised new and deleted board policies, administrative regulations, and exhibits presented are informational 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. Can I get a motion? I'll go ahead and motion that we approve the revised new

220and deleted board policies, administrative regulations, and exhibits as presented. I'll second. Okay, moved by Mr. Jones, second by Mr. Rodarte. Comments or questions? Uh student board reps are not here. Uh Mr. Carampio will vote I. Mr. Christensen. I. Mr. Haskell. I. Mr. Jones. I. And Mr. Rodarte. I. Uh next action item, declaration of need for fully qualified educators. I'll move that the board approve the declaration of need for fully qualified educators as presented. Second. Thank you. Comments or questions? Uh just looking at the the graph that you put on there, it shows that it's um I don't know where I put my note. The need is for the thr- uh three teachers, is that right? Six. Six teachers. Are these needs for new teachers or just re-qualifying um This is just um an estimated number

221of emergency permits permits, uh limited assignment, and internship credentials. So, for example, we have a counseling opening right now. If that person isn't done with their um credential, they might need an internship. Um I don't believe a word we've interviewed for a a speech and language pathologist, the same thing. If they're not fully credentialed, we do not expect to need 60 teachers. We put the same number in every single year just to cover all of our bases. So, the need for one science of biological sciences and one science of chemistry It's just what we do every year. It's not that that's where our needs are. Got you. Thank you. >> Mhm. Thank you. Student anything else? Student board reps not here. Mr. Krampe, Mr. Ty, Mr. Christensen. Hi. Mr. Haskell. Hi. Mr. Jones. Hi. And

222Mr. Rodarte. Hi. Next, approve the second amendment to the 25 2025-2029 superintendent employment agreement. I move that the board approve the second amendment to the 2025-2029 superintendent employment agreement as presented. Second. Thank you. Comments or questions? Just clarifying, this is the um 65 to 67 age change? Yes, this is the item um that we brought forward. You'll see the next one as well, where we're changing the language to align with both the classified and the certificated uh collective bargaining agreement that states um 65 years of age, but because there's been so much talk that that age may change to 67, we've changed all of our contracts to just read um of I believe it's Medicare eligible. And that way the age if it changes, we don't have to come back and change everybody's contracts. Thank

223you. Um any other comments questions? Uh student board reps not here. Mr. Krampe, Mr. Ty, Mr. Christensen. Hi. Mr. Haskell. Hi. Mr. Jones. Hi. Ms. Rodarte. Hi. Next action item, approve the amended [clears throat] the amendment to the 2024-2027 Chief Business Officer appointment agreement. May I get a motion? I'll motion that we approve the amendment to the 20 24 to 2027 CBO employment agreement as presented. I'll second. All right, thank you. Moved by Mr. Jones, seconded by Mr. Haskell. Comments or questions? Again, same language as previously um reviewed. Thank you. Student board reps are not here. Mr. Karampelas Botai, Mr. Christensen. Hi. Mr. Haskell. Hi. Mr. Jones. Hi. Ms. Rodarte. Hi. Next action item, resolution number 13-2526, Day of the Teacher. I'll go ahead and motion that we approve resolution number 13-2526, Day of the

224Teacher, as presented. I'll second. Okay, um comments or questions? Student board reps are not here. Mr. Karampelas Botai, Mr. Christensen. Hi. Mr. Haskell. Hi. Mr. Jones. Hi. Ms. Rodarte. Hi. Thank you. Next action item, resolution number 14-2526, Classified Employee Employee Week. I'll move that the board approve resolution number 14-2526, Classified Employee Week, as presented. Second. Moved by Ms. Rodarte, seconded by Mr. Christensen. Comments or questions? Student board reps are not here. Mr. Karampelas Botai, Mr. Christensen. Hi. Mr. Haskell. Hi. Mr. Jones. Hi. Ms. Rodarte. Hi. Thank you. Next action item resolution number 15-2526 School Lunch Hero Day. I move that the board approve resolution number 15-2526 School Lunch Hero Day as presented. Second. Okay, moved by Mr. Haskell, second by Mr. Jones. Comments or questions? Student board reps are not here. Mr. Charalampidis, Mr. Christensen.

225I, and I do believe we should have a journalist of the week. He's at every board meeting. >> [laughter] >> Mr. Haskell. I. Mr. Jones. I. And Miss Rodarte. I. Uh next consent agenda. All matters listed on the consent agenda considered by the board of trustees to be routine and will be enacted with one action. There's usually no discussion of these items prior to the time of the board of trustees vote on the motion unless members of the board request specific items to be discussed or deleted from the consent agenda. Action item approval of consent agenda. I'll move that the board approve the consent agenda as presented. Second. Moved by Mr. Haskell, second Sorry, moved by Miss Rodarte, second by Mr. Haskell. Comments or questions? Student board reps are not here. Uh Mr. Charalampidis, Mr.

226Christensen. I. Mr. Haskell. I. Mr. Jones. I. Mr. Miss Rodarte. I. Organization of matters. This is the appropriate place in the agenda for members of the board to request the superintendent provide further information regarding items discussed at this meeting and or request that new items of business be placed on future agendas. Any organization matters? Think we've been doing that. I don't know if we have enough meetings left in the year. Um We good? Okay, next date and time of next meeting. The next regular meeting of the Board of Trustees will be held on May 13th, 2026 at 4:30 p.m. in the Bob Burden Performing Arts Center. Adjournment. There being no further business to come by the board, the regular meeting of April 15th, 2026 was adjourned at 9:04 p.m. by Mr. Karalampio. Have a good

227night, everybody. >> go home and get some cold medicine.