Fallbrook Union High School District Board Meeting 03-13-2026

001Mhm. >> Mhm. >> Good afternoon and welcome. Announcements. All open sessions of the Board of Trustees are recorded and streamed in real time at www.fuhsd.net. We're going to go ahead and call the meeting to order at 2:00 p.m. at Fallbrook Union High School District Library at the Fallbrook Union High School District Library, 2400 South Stagecoach Lane, Fallbrook, California, 92028. Uh closed session agenda. Expulsion case number 03F2526 and number 05F2526. F2526. Opportunity for members of the public to address the Board on any item described in this agenda for the closed session. Opportunity will be granted for open sessions. Government code section 54954.3. Do we have any close Do we have any public comments? We do not. Thank you. We will now adjourn to closed session. >> Mhm. >> Hello and welcome. Good afternoon. I'd like to

002note for the record that today's meeting was originally scheduled for Wednesday, March 11th. Due to the absence of a quorum, the meeting was postponed to today. As a result and to accommodate the pre-existing commitments of some of our members, the action items have been moved to today to the top of today's agenda. For that same reason, we will reconvene in closed session at the end of the meeting to complete our closed session items. Thank you. We will now reconvene to open session. Announcement. All open sessions of the Board of Trustees are recorded and streamed in real time at www.fuhsd.net. Please stand for the flag salute. >> Roll call. Board of Trustees, Oscar Carlembio, president is here. Eddie Jones, vice president. Here. Tonia Rodarte, clerk. Here. Paul Christensen, trustee. Here. And Chris Haskell is absent today.

003Student board representatives, Charlize Paulson is not here. Cara Hart is not here and Emma Fiedo is not here. Superintendent, Ilsa Garza Gonzalez. Present. 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 agenda. Exposure in case number 03 F2526 and number 05 F2526, we have nothing to report. Oh, sorry. We'll be voting on it later today. We'll now adopt the agenda. Can I get a motion, please? I'll move to adopt the agenda for the regular meeting meeting of March 13th, 2026 as presented. Second. Thank you. Moved by Ms. Rodarte, seconded by Mr. Jones, any comments or questions? None. Student board reps are not here. Mr. Carlembio

004votes aye. Mr. Christensen. Aye. Mr. Haskell's not here. Mr. Jones. Aye. And Ms. Rodarte. Aye. Thank you. Agenda items. Uh business services information item, second interim financial report fiscal year 2025-26, presentation by Brenda Mefford, our CBO. Okay. Well, second interim is the budget and actuals as of January 31st, 2026. And what I'm showing you here are the adjustments from first interim to second interim. And we're going to start with revenue. Okay. So, our revenues, we had um some slight changes here. So, in LCFF sources, that's on the unrestricted side, it decreased by $9,767. That was some of our education protection act. Um federal revenue, it increased by $6,340. That was actually attributed to Title I and our special ed IDEA A funds. On the state revenue, the difference is an increase of $163,012. That was

005an increase to some of our transportation money that we get from the state, an additional learning recovery emergency block grant. We received $151,000 from that. And our A-G incentive grant increased slightly. That total makes the $163,000 increase. On the local revenue, it increased $66,588. That is a new grant that Dr. Lina was applied and was able to obtain for us. It's the Children and Youth Behavioral Health in Initiative Grant. Now, on the expenditures, there's always unrestricted and restricted. And that first and second interim, I don't break that down. I just show you the total net of the combined budget. So, wherever we increase anything on the restricted side, if we increase revenue, we also have to increase expenditures. But when we're looking to tighten up our budget, especially now at second interim, cuz there's only

006a few months left of the school year, we look where we had some money budgeted for substitutes, where we think we may not need them. We go through and reduce and try to get the budget as tight as possible as we're estimating how we're going to close. So, in doing that, I have reduced the certificated salaries $191,240. The classified salaries that $83,400. Part of that classified is the student worker lifeguards and the people that run the PAC since most of the summer, those things are going to be closed due to electrical upgrade, so I was able to reduce that budget. And then on the benefits, cuz wherever you reduce salaries, you also reduce the statutory benefits. So, that's where that decrease. And same with supplies, books and supplies. That one decreased $172,000. The majority of

007that's on the unrestricted side and that was custodial and grounds supplies, cuz at this late date, if they have any are purchasing deadlines are upon us in the next couple weeks. So, if they haven't spent that money and then one of them is also the superintendent's ground of the community engagement initiative grant. So, we still have that money, but we're not going to be spending I I budget the entire amount and when we come to the end of the year if we're not going to spend it, I take it out of the budget and then I'll put it back in the subsequent year. So, those would attribute to that reduction in supplies and then the increase in professional services of $256,000. That's mostly on the restricted side. So, we take some of our restricted funds

008and if we get like that new grant that we got, that $151,000 for learning recovery block grant, if I budget on the revenue side, I have to budget on the expenditure side and so that's what is the reason for that increase. Capital equipments, that increased $136,000. That was um increased on the restricted side. And the SELPA, that's that bottom line there that we decreased $73,000. That's mostly our students that are in the juvenile court schools and our North County Academy and so we have fewer students in North County Academy at this time than we had budgeted for first interim, so I was able to reduce that. So, that that gives that um budget total net increase of 241,000, 240,189. Now on to our multi-year projection. So, you know, by law we have to be able

009to show that we can cover all of our expenditures and have a 3% state-mandated reserves in the third year. So, we take our beginning balance at 2526, we add our revenues, we minus our expenditures, that gives us a projected ending balance, and of that projected ending balance, we have to have $35,000 in cash because that's what supports our revolving cash account. And we have to have our reserves. So, that leaves us an unappropriated fund balance of $2.2 million. And then in 26-27, the prior year's projected ending balance becomes that year's beginning balance. Same thing, and um add the revenues, minus the expenditures, take out the reserves, then we're projecting to end 26-27 with $2.1 million. And in 27-28, we are projecting to end that with $1.8 million. And that is how our budget is going

010to be certified for second intro. Some of the assumptions that I've put in there. So, yes, we will be able to file a positive certification cuz we still have a positive ending fund balance in our third year. And the COLA assumptions that we're using is 2.41% in 26-27 and 3.06% in 27-28. The ADA had minimal change since first interim. It's still like maybe two, so it's about the same. And the numbers we're using is 25-26 of 1,856 ADA. Uh 26-27, 1,842. And 27-28, 1,842. That will be certified at the end of March when we actually submit our P2. And uh MYP does reflect reductions um in some of the reductions in force and some of the attrition savings from some retirements and then replacing them with lower cost employees. So, in 2026-27, this budget reflects

011a reduction of $1.6 million, and some of that was also some professional development and some contracts that we had with the county that we were going to be able to move over to the restricted side. So, that is what has That's what supports this second interim report. Are there any questions? Looks great, Brenda. I have a question maybe and maybe it's not something you have off the top of your head. You can get back to me, but I appreciate being able to have a positive 3-year outlook with our reductions and um of of the unappropriated fund balance of 2.2 12867 for 25-26. Do you know what is restricted and what is unrestricted in reference to those that number? That is the unrestricted side. Fully unrestricted? >> Fully unrestricted. And same for the following years, I'm

012assuming. Yes, we only show the fund balance of unrestricted cuz that's the only thing that's unappropriated. Everything else is mandated. And then the the numbers on the expenditure side the reductions for the certified salaries and employee benefits is total 302766. Um I didn't include the classified salaries, but include the 83400. Um the positive of 240189 of that, what is still restricted and unrestricted? Do you I know that's throwing a kind of a random question at you, but Well, the I know on the in the restricted side $310,000 of that. So, that's on professional services. So, we increased $310,000 and then we decreased 100 and something or what to get to 256. So, I know for a fact and I don't know what resources exactly, but I know one of them has to be the 115,000

013that's on the learning recovery block grant. So, 310 of that increase is definitely unrestricted. Okay. And then uh this is um maybe stepping too far ahead. This does not include any um contract negotiation stuff current, correct? No, thank you very much for asking because that does not Okay. >> Because that I this has to be as of January 31st. So, in the disclosure that comes under human resources, that's where there's also a year after all of the the increases. If they're approved. When do we get that? When will we get that report? >> It's it's part of it'll come up under the superintendent. It's it's in the packet. >> And it will show. It's not pointed out, but I can point out exactly where it is in there. Because that's what I have to go

014back and forth with the county. It's part of the AB 1200 disclosure requirement that we have to show by bargaining unit what the increases are, how they affect each year, and how they affect the multi-year projection. So, but as and that's why in the order um we had to do the order for under business services, I have to present the second interim as it stands January 31st before we can show any um increases. Okay. That I think that answered all of Thanks. Any other comments or questions? None? Okay, action item. Second interim financial report report fiscal year 2025-2026. Can I get a motion? I'll go to motion that the board approves the second interim financial report fiscal year 25-26 as presented. I'll second. Thank you. Moved by Mr. Jones, second by Mr. Rodarte. Comments or

015questions? Student board reps are not here. Mr. Karalampi will tie. Mr. Christensen. I. Mr. Hasko is not here. Mr. Jones. I. And Mr. Rodarte. I. Uh next, education services. Action item, new course, freshman transition course. Can I get a motion? I'll move that the board approve the new course, freshman transition course as presented. I'll second. Okay, moved by Mr. Rodarte, second by Mr. Jones. Any comments? Can you just give a quick reminder on this again for me? I know we discussed it before. Ms. Tune. Um we've been looking at data for multiple years and we know that our ninth and our 10th grade students have higher DNF rates in the transition for many high schools from middle school or for us junior high up to the high school level is kind of a shift for

016a lot of students to get used to. So, um because we had the opportunity for the additional space in the trimester and our master schedule showed that our freshman students needed more elective opportunities, we took that as an opportunity to put a team of teachers together who are already Thank you. Who are already working um specifically with SD9 up through the county to look at freshmen and and try to improve outcomes for our freshmen coming up into the high school. We did a survey out to parents, a survey out to students, and then pulled the team of teachers together to look at what are the most critical things that we think our freshman students need coming into high school that would help them to be successful. And then we developed the course based on all

017of that information and our historical data. Got it. Thanks so much. It's coming back to me now that you said it. No problem. She says as a reminder, will this also be part of an A-G A-G list? Yes, it would be ooh, it would be a G approved course. And the materials for this course are once if it's approved would be ready? Yes, um you'll see actually in the course itself that the materials are a lot of the things that we already have um here at the school. So, having students understand uh all the agreements that they're signing when they come into school, what the school policies are, and then there's a lot of free resources online that teachers have curated to put into that course. Thank you. Our student board representatives are not here.

018Um Mr. Caralampio votes I. Mr. Christensen? I. Mr. Haskel's not here. Mr. Jones? I. And Mr. Odartey? I. Thank you. Next action item, transportation and safety plan 2026-2027. Can I get a motion? I'll motion for the action item transportation and safety plan 2026 to 2027. I'll second that. Miss Tune has a presentation to go along with this item. Very brief, I promise. Um so, our 26-27 transportation plan is something that we actually It's on. that we approve annually. I'm trying to get the clicker to work. There we go. Um it was this has been put into place based on Assembly Bill 181. Uh we receive home-to-school transportation reimbursement through our LCFF and as a condition of receiving that funding, we have to have a transportation plan. And there are some things that are requirements in

019that transportation plan that are outlined there on the slide. Uh description of the services offered, how are we going to meet the needs of our socioeconomically disadvantaged, our McKinney-Vento students, um and any partnerships that we might have to support with transportation. So, especially schools that have a lot more robust uh transportation available in their communities, they can partner with that with them. For exa- For example, Escondido does a lot of that and they have much fewer buses. Oops. There we go. Uh we start by taking all of our students' addresses and we plug them into Google Maps so we can get kind of an idea. We work with First Student and Justin Quinn to make sure that we're establishing our bus routes correctly. We are meeting the needs of our student populations. Um that's an

020overall reference map. If you were to zoom in, you'd see that the highest concentration is downtown for us, but we do have some outliers in some in a variety of different areas. This is just the overall uh Del Luz and Rainbows encompassed in that map on the left and our socioeconomically disadvantaged. Um we are in the 70% range of socioeconomically disadvantaged, so a majority of our ridership are those students. And this is just just some highlights from the plan. Uh we offer seven routes for our students. Um students with disabilities have their transportation identified through their IEP plan if they need something outside of the general services and transportation routes that we that we provide. Um McKinney-Vento students would utilize this. Sometimes we provide bus passes if we're bussing them to or from uh schools

021that are further away from us because there's some parameters around our McKinney-Vento students if they were at another school and they want to come to us. We are required to work with those other schools to figure out how we're going to get them from where they are up to us. Um and then you'll see on the left that 24-25 cost of bussing was approximately $1.8 million. Uh our estimated revenue for 26-27 is $531,021. And then we are estimating for 26-27 with inflation, increased fuel costs, uh approximately $1.9 million costs for our transportation. Um this is just a comparison. This is our bus pass application. Uh this year our bus pass application for the entire year for students who pay is $200. Our socioeconomically disadvantaged students ride for free. That is a parameter of our plan

022that we have to be providing opportunities for our socioeconomically disadvantaged students to get to campus for free. Um on the right are some comparative rates of schools nearby us and what they charge uh for bussing. We are looking at for 26-27 increasing those bussing costs um to $167 each trimester. So we are looking to increase. We're still at a very low range if we compare to uh schools in our area. This is just a breakdown of our ridership in 25-26. So unduplicated riders are socioeconomically disadvantaged, our foster youth, our McKinney-Vento. Um there's 723 students of the total 907 that fall under that category. There's zero revenue generated from those students. They ride the bus for free. Um our our riders who pay for the bus, there's 184 students. And this year, with that $200 charge,

023um that estimated revenue that's generated by those students, assuming they pay their fees, is $36,000 $36,800. And those are just kind of the key points. There's a lot more in there, but key points of the plan. I do have one quick question. Mhm. Um going back to the description of services page. Um so if our cost this year was $1.8 million. And then our third year the cost is 1.9. If we're expertating estimating that the revenue is less than a third of that. Where where do we see that money coming from? >> That's a very good question. Currently, um as Brenda pointed out in her her report just now, our LCFF, we have our unrestricted and we have supplemental concentration within that. So the supplemental concentration has to be targeted to our unduplicated pupils. So

024the cost of our bussing comes out of our supplemental concentration dollars. Thank you. I have a question for you. Mhm. Um I get the transportation. It's not really a cost to us um as a school because it's grant funding that's um because of our social economic um increasing from $200 to $500 for the year doesn't seem extreme. Where does that revenue does that revenue come straight back into transportation for maintenance, supplies, things like that, uh incidentals, or does that is that um revenue isolated to say we can use though that to support uh sporting events um and bussing students for sports? That's an excellent question and I'll I'll let Brenda join in if at any point, but I know that when our parents are paying those fees, it goes to our ASB account. From our

025ASB account Any transportation funds that are paid from students go back to against the it's abated back to the expense line. So, it's not seen as a source of revenue. It's um accounted for to decrease the expenditure. So, it goes right back into the same line that pays the transportation. So, the 1.9 estimated is technically $531,000 more but we're offsetting it. Is that What are you saying? No, that that's the 539. That is what you'll see on state revenue. So, that comes in as a revenue. That's the the money that the state gives us. So, that is seen on the unrestricted state line that I show on revenue. When the parents pay for a bus pass, that is what just decreases the expenditure. So, you won't see their payments as revenue, but the money from

026the state, the 539, that is posted as revenue. There's There's two different revenue sources. So, that revenue I think you said 531, or I guess it's estimated 531. That revenue is unrestricted. But we don't use that for like isolating it for using the buses transportation for sporting events specific. No, it just falls into general fund regular revenue. Okay. Um next question. Looking at the map we cover a pretty significant area. Mhm. Um Now, as as just as like a a business operation looking at the map and I see like socioeconomic downtown is a big influence. Um Deluz and Rainbow um going out to like horse uh to um um like the Bonsall um like Rancho Viejo area. I understand like the the denser population and higher kid population. Looking at the map, I'm seeing like

027Vista, San Marcos, Oceanside. I I even understand the the Camp Pendleton um but you're looking at Arrowood um golf course, the backside of the base. A lot of those areas are closer to other schools and and bypassing significant other schools um for our own transportation. Is that I understand it's purposeful like the child probably wants to come here or the they were here and they moved um not willing to go to another school. I'm sure that there's a lot of different factors, but isolating and and bringing in some of those parameters, wouldn't that decrease our costs significantly to not be driving? And I don't this is just looking at a map with a dot. There may be one child that we're picking up in San Marcos. There may be one child in Vista and one

028in Oceanside and 10 at the back gate of Camp Pendleton. Is there ever an isolation to say we can't afford to drive a 2 mi per gallon bus to San Marcos, Vista, Oceanside to pick up three kids, however many kids? Does that ever get acknowledged and say we need to bring back our parameters and say uh bring it in for the greater number and say you know, we're going to spend thousands of dollars to transport these five to 10 kids who are bypassing quite a few list of schools. No, that's an excellent question. Um you hit on it a little bit with an answer. We do have some students who are in it on inter-district transfers. So, even though we have students who are out in that area and we look at our student population

029in general so that we can get an idea of those high concentration areas, it doesn't necessarily mean mean that does not necessarily mean that we bust out to San Marcos. Now, if they're a McKinney-Vento student, we do look at that and whether we need to arrange transportation and in a lot of those cases, we actually use public transportation to get those students to us rather than using our own buses for one particular student cuz as you said, it would not be particularly cost-effective. Um we use those maps and then Justin along with the site administration when we get parent feedback as well, we convey that to Justin is really great about looking at the routes and determining if stops need to be adjusted or if they need to account for a student who might be

030further out. Um it tends to be that we don't always have a lot of students even though we're there on Pendleton, they don't tend to always need the transportation. So, we pay attention to those pieces as we adjust the bus routes. And So, the dots don't necessarily identify a bus route that we're driving a bus to. >> Do we incorporate that? I I think we think of transportation as a school bus, various size school buses, but do we ever incorporate a van to go to Camp Pendleton pick up eight students instead of a bus? Is that I'm assuming part of his plan or identifying the need, right? Um we I know we have smaller buses. I'm not sure about the vans, but sometimes we'll use those smaller buses especially for our students with IEPs. Um

031they might need different services in that way. Uh when it comes to our McKinney-Vento students, I believe the ones I'm aware of, we've always used most recently public transportation. A van can be used uh to my knowledge and if anyone wants to correct me, I'm not aware of a van being used. And Dr. Luna might know, she works with our McKinney-Vento population. >> So, First Student provides our um student transportation. They have the the regular buses that you see, they have smaller buses. They don't really have vans. The vans that we have belong to Fallbrook and we don't have bus drivers because we contract um those services out to to First Student. And then going back to your question, what um Emily stated, yes, we review those. Sometimes we review them mid-year and we get

032a lot of upset parents calling you canceled my bus stop or now my bus stop is farther away, but we do that as a cost-saving measure. Eliminating buses, um what you have to weigh against that is if a student student isn't receiving transportation to a school, they will request transportation to a school that's closer to them, which still results in a loss of revenue for us. Yeah, I just um that revenue offset by the cost of transport the the student is also sitting in a bus for 45 minutes to get to school or to return home from school. I I don't want to lose a student, but at the same time there's it doesn't seem optimal to and again the blue dots don't necessarily represent a bus transport, which also helps clarify. I'd be curious

033how many of our students are getting a bus transportation, not public, but transport from our First Transport to to be picked up on the blue dots. I'd be curious cuz it seems counterintuitive to spend that much money to lose the revenue when they can go to a school closer and maybe have a better service because they're not in a school bus for 45 minutes to get to school. Um also a good question and Dr. Luna is here to confirm. I wanted to make sure I was not inaccurate in what I was stating, but um we do not have buses that go to those far outliers. A lot of those are public uh transportation passes and she confirmed that we're not using a van for any of those McKinney-Vento students at this point in time. Yeah,

034thank you. I'm not trying to open up a can of worms. I'm just curious cuz I'm seeing blue dots all over and it doesn't seem very um operationally sound, but it makes sense as you clarify more, so. And if a McKinney-Vento we had situations where kid was somewhere else, it becomes a two-district cost, so we don't actually have the out hold the burden of paying for all of it. Plus the county has comes in to supplement it, so it doesn't impact the rest of our funding. And thankfully right now we're at zero and Pronto cards have helped out many of our students for the tran- public public transportation. So Thank you. Thank you. Sorry to jump on you. Um so to to follow up if they're outside of Fallbrook Union High School District area and

035they choose voluntarily to go someplace else could we not increase them to being paying? Do they pay for it or do we still cover So if they are outside of Fallbrook Union High School District boundary area Uh-huh. we do not provide transportation. Okay. They have to request a a transfer from their district to be able to come to us. We would then have to accept it. And then they're on a contract regarding attendance, grades, etc., but we do not have to provide transportation. Um the only time we provide transportation to a student that lives outside of our district is if they are McKinney-Vento and again um because there aren't that many services in Fallbrook, sometimes they do end up in um Escondido, for example. That would actually be three districts, um I believe, maybe even

036four. So Escondido would bus them or Temecula, they end up there. Temecula would bus them to our boundary and a bus would pick them up at our boundary and bring them here. But the only students that by law we would have to transport if they are outside of our boundary area are McKinney-Vento foster students, the um foster parent is responsible for that since um they get reimbursed for for that um service. Thank you for confirming. And in case it's helpful to you, in appendix A, there's actually a list of the transportation routes. I didn't have them on the presentation, but in case you want to see where the routes are going, and they are concentrated to Fallbrook, some out to Duluth, and but they are concentrated in Fallbrook. So, bus prices are going up, which

037is a change to the transportation plan. Will there Will there be any other changes in terms of um after-school activities, field trips, school events, as in are the prices going up too for the booster uh the parent booster clubs to rent buses for sports or is the is the cost just going up in terms of annual passes? Trying to think of how to answer that question. So, our bus passes are going up. Our inflation costs of the buses and the use will go up. In regards to the boosters obtaining those buses, I am not familiar with the fee schedule for for that and what that might be. So, I could not answer that particular question for you. I was not a I'm not aware of us charging for the boosters. So, as our fees um

038go up with First Student the boosters also contract with with First Student. Again, it's not um a service of the district. They are not district and bus drivers are not district employees. So, yes, as gas goes up, those costs will go up. As it goes down, it goes down. It's separate from um what we what we are talking about as far as the student passes. One of the changes we have discussed is that we have a lot of students that stay at school waiting for the late bus, but they're only loitering. So, for those students that are taking advantage of a free bus pass and will stay and loiter, we're looking at ways that we can tighten up on that so that they're not abusing the bus pass if they're not here for sports or

039they're not here for our assets program. Um they have to get on the bus that is taking them right after school because what we're finding is sometimes buses have to run twice because the number of students that are waiting for that late bus. So, we really want that bus to be for the students that are actually here on school business. Yeah, that makes sense. Um appreciate that. With our increase of um but transportation cost of $501. I'm assuming it's a it's a board vote, maybe um or a further discussion. If we're making um estimated transportation revenue of 531, I'm assuming that's with the increase. The 531 is the revenue that we receive from the state per our LCFF and then this 36. Um and that's not with the increase to 501. Correct. Um is there

040a way to with the increase and I I understand that the first transport, their costs go up. They charge more to the boosters. That always just trickles down to the parents or the coaching staff for the cost of what they're supplying for their team cuz I guarantee you there's not a coach that doesn't put some ounce of of money of their own into the sport to sup- support the kids on top of boosters, on top of parents. And um can that revenue, when we increase to 501 uh per year, can we isolate some of that revenue? I know it goes back in the general fund, but to save like we have a 3% state required savings, can we make a 10% of that revenue uh offset requirement to be saved for supporting boosters, supporting the

041sports that are using bus and transportation through the year? Uh I don't know how you isolate that per sport who gets what, but that's So, I That's Brenda's job to to figure that, but that's put more on you, but it's going to increase the cost not just for the bus riders, but it's going to increase for all the sporting events transportation. We're going to have a little bit more revenue generated. Um can we put that aside to say we're going to support boosters, support this the sporting CIF events, the those things of the nature that are going to cost parents, students? Um I want to only clarify one aspect, and I think it's the booster piece that's throwing me off in terms of them contracting directly with per student. Part of our budget is for

042athletics, and we pay um I to be honest, I'm not even aware of the boosters contracting directly, but we have a significant we pay for pretty much all of the bussing for athletics through the supplemental concentration dollars. Okay. Maybe that's just opening up more discussion, and I can talk more about it later, but I that clarifies some of it for sure, and we can get maybe down to more details later on. I'm I'm assuming that it would also include like choir going somewhere or band going to somewhere, the other those other extracurricular activities as well. Correct. All All of our bussing costs right now currently come out of either supplemental concentration, or if we have those other restricted funds or those state revenues that are targeted specifically to things like arts block, then we would

043fund the buses coming out of those funding sources. Thank you. Yeah. Yes, as far as boosters, if they were to charter a bus or anything with First Student, they do that directly with First Student. The district has no involvement. We pay for our regular sports transportation, our field trips, and our home-to-school. And this 530,000 that comes from the state is for home-to-school. That's the the name of the revenue. It's to offset the district's home-to-school transportation costs. So, if I heard that right, um we're paying for sports, choir, every activity that's happening through school, um sporting or or extracurricular activities, we're supplying the buses. We're paying for the buses. If the boosters were to go through First Transport and rent something, it would be for a supplemental tournament, non-school-related function. Band is going up to a

044uh Yeah, they're they're going up for a competition or ROTC They're they're going to utilize, if they needed, the bussing system, and they would be they'd be supporting that themselves outside of the school process. That clarifies, I think, everything for me. Thank you. Okay, any other questions? None? All right, so let's move by Mr. Christensen, second by Mr. Odartey. Student board reps are not here. Mr. Karalampio Botai, Mr. Christensen. Aye. Mr. Haskins is not here. Mr. Jones. Aye. And Mr. Odartey. Aye. Thank you. Next, student services action item, student discipline cases, approve expulsions number 03 F2526 and number 05 F2526. I'll move that the board approve student discipline cases to approve expulsions number 03 F2526 and number 05 F25 26 as presented. Is that a typo? Or is that correct? Oh, thank you. Okay. And

045I'll second. Okay, moved by Ms. Rodarte, second by Mr. Jones. We cannot discuss it in open public. Um Mr. Charalampidis votes aye. Mr. Christensen? Aye. Mr. Haskell's not here. Mr. Jones? Aye. And Ms. Rodarte? Aye. Next, Superintendent Human Resources, information item. Revised new and deleted board policies, administrative regulations, and exhibits. Yes, the revised new and deleted board policies and administrative regulations are being presented as an information item for a first reading and will return as an action item at the next board meeting. Ongoing reviews and updates are necessary with board policies and administrative regulations. This review enables the district to ensure the policies, regulations, exhibits, and bylaws conform to state and federal law. The district also compares its policies, regulations, exhibits, and bylaws with CSBA recommendations. Additionally, the review serves as a reminder to the

046governance team and staff of the operational principles and implementation guidelines for the district. The revisions allow the district to make the necessary This went up too high. to make the necessary updates with board policies and administrative regulations. This enables the district to ensure the policies, regulations, exhibits, and bylaws conform to state and federal law. The district also compares its policies, regulations, exhibits, and bylaws with CSBA recommendations. Additionally, this serves as a reminder um I'm am trouble with this computer. This serves as the reminder to the governance team and staff of the operational principles and implementation guidelines for the district. These revisions are in alignment with CSBA suggested language and numbering system. The revisions will appear as a strike through for deletions and in green highlight for additions. There are no financial implications at this time

047associated with the agenda item. Implementation of these proposed revisions should support district efforts to help students attain the goals identified in the LCAP. 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, revise new and deleted board policies and administrative regulation and exhibits. Can I get a motion? I'll motion for the action item revise new and deleted board policies, administrative regulations, and do. I'll second that. Thank you. Moved by Mr. Christensen, second by Mr. Rodarte. Comments or questions? None. Student board reps are not here. Mr. Karalampio votes I. Mr. Christensen? No lights coming on, but I. Mr. Haskins not here. Mr. Jones? I. And Mr. Rodarte? I. Thank you. Next action

048item, revise job description secretary uh two. Uh I'll move for the action item revise job description secretary two. I'll second. Thank you. Comments or questions? None. Student board reps are not here. Mr. Karalampio votes I. Mr. Christensen? I. Mr. Haskins not here. Mr. Jones? I. And Mr. Rodarte? I. Next action item, agreement regarding compensation and benefits between Fallbrook High School Teachers Association F H S T A and the Fallbrook Union High School District. I'll move that the board approve the agreement between the Fallbrook High School Teachers Association and the Fallbrook Union High School District on compensation and benefits as presented. Second. Thank you, Mr. Rodarte. Seconded by Mr. Jones. Comments or questions? Student board reps are not here. Mr. Caralampio votes I. Mr. Christensen? I did want to address Mr. um Trustee Christensen's question from

049earlier. Correct? So, uh the general fund MYP, the unassigned unappropriated amount in the third year with the salaries that are being proposed goes down to $118,321. And again, that's in the third year, '27-'28. Thank you. Mr. Caralampio votes I. Mr. Christensen? I. Mr. Hasko's not here. Mr. Jones? I. And Mr. Rodarte? I. Next action item, agreement regarding compensation, salary, and benefits between Fallbrook Union High School District and the Service Employee International Union S E I U Local 221. I move that the board approve the compensation, salary, and benefits between Fallbrook Union High School District honoring the me too contract clause with the Service Employee International Union S E I U Local 221 as presented. I'll second. Moved by Mr. Rodarte, seconded by Mr. Jones. Comments or questions? None. Student board reps are not here. Mr.

050Karalampio Botzai, Mr. Christensen. Hi. Mr. Haskell is not here. Mr. Jones. Hi. And Ms. Rodarte. Hi. Next action item. Agreement regarding compensation and benefits between Fallbrook Union High School District and the unrepresented employees, classified management, certificated management, and confidential employees. I move that the board approve the agreement regarding compensation and benefits between FUHSD and the unrepresented employees as presented. I'll second. Moved by Mr. Jones, seconded by Ms. Rodarte. Comments or questions? Yes, I'd like to um point out that as a reminder, the superintendent and the chief business officer are not included in the salary increase. We are not um in the category of unrepresented management. We are contractual employees. Thank you. Student board reps are not here. Mr. Karalampio Botzai, Mr. Christensen. Hi. Mr. Haskell is not here. Mr. Jones. Hi. And Ms. Rodarte. Hi.

051So. Now we'll move on to recognition. Fallbrook's finest, March 2026. Yes, if the board um could step in front of the dais, and at this time I'd like to excuse our CBO, Brenda Medford. I know that she has um other commitments. So, we're going to start off with our Fallbrook's Finest recognition. Starting with Fallbrook's Finest student, we are proud to recognize Gunner Weisner. Gunner, I know that you're in the audience. If you could please step forward for this his outstanding performance at the sub-regional Rotary speech contest held on March 4th at the Encinitas Rotary Club. Gunner previously placed first in the local Fallbrook Rotary Four-Way speech contest competing against four other students. Gunner delivered an exceptional speech grounded in Rotary International's Four-Way Test. Is it the truth? Is it fair to all concerned? Will it

052build goodwill and better friendships? And will it be beneficial to all concerned? He earned second place and will advance to the regional competition. We are awaiting details on the regional contest location and date and will share them as soon as they are shared for us with us for anyone that would like to attend and cheer him on. This is a remarkable achievement and one that Fallbrook Rotary hasn't seen in quite some time making Gunner's advancement even more special. Congratulations and thank you for representing the Fallbrook community and if his parents could step forward at this time as well. We would appreci- appreciate it. Thank you. >> [applause] [applause] >> Congratulations. Congratulations, Kenna. Next, we have um Fallbrook's Finest Department. If I have any bilingual professionals in the audience, if you could please step forward, things

053got a little bit discombobulated, so I don't have my list of names that I had on Wednesday. >> [applause] >> But, it is a true honor to recognize our bilingual professionals as this month's Fallbrook's Finest. They are an essential part of our school community and play a vital role in our students' success every single day. During ELPAC testing, their dedication was extraordinary. They showed up each day to administer the speaking portion, an intensive task requiring focus, patience, and a tremendous amount of energy. Even through long testing sessions, they brought positivity, encouragement, and genuine care. Because of their support, our students felt confident and prepared. Their impact in the classroom is equally powerful. Our language learners rely on them for clarity, connection, and academic support. They help students access rigorous content, build confidence, and navigate moments

054that can otherwise feel overwhelming. Many of our students' achievements are possible because of their steady presence and heartfelt commitment. Always flexible, always student-centered, this team steps up in wherever needed without hesitation. We are deeply grateful for their professionalism, compassion, and unwavering dedication. Our bilingual paraprofessionals truly make a difference every day. And with us today, I believe, are Ashley Arzate, um No, she's not a bilingual aide. Lydia Gutierrez? Lydia? No? Okay, I'm just going to go down the list then cuz I think this one is not updated either. Um Giovanna Martinez? Okay. Um Jasmine Ayala? No. Lydia Gutierrez? No. Rael Marchan? And Iselin Yuda Morales? Viviana Flores? Maria Martinez? Daya Hurtado? The one that's crossed off. Tessie Rosales? No. In your name? Ashley. Ashley Arzate Hernandez? All right. Thank you. Congratulations. >> [applause] [laughter] >> Thank

055you very much for all that you do. Gracias. And finally, Fallbrook's finest community partner, Maya Shropshire? Is Maya here? It is a true honor to recognize a woman who doesn't just teach art. She paints a brighter future for her students. Please join us in celebrating Maya Shropshire, our Art Empowers instructor at Ivy High School as one of Fallbrook's finest. For the past 3 years, Maya has been far more than a community partner. She has been a mentor, a guide, and a source of inspiration. Each week, she brings therapeutic, empowering art projects to campus. Work that does far more than fill a canvas. Her lessons focus on female empowerment, helping our young women discover that their voices matter, and that their creativity is a powerful force. More than an instructor, Ms. Maya is a true mentor.

056She builds personal connections with every young leader she meets. Her joyful, energetic presence is felt the moment she steps onto campus, and her passion for art and for students is evident in all she does. She refuses to accept mediocrity and instead challenges students to recognize the beauty and potential within themselves. She has a remarkable gift for seeing each student's unique strengths. She has transformed the multi-purpose room into a sanctuary of positivity, connection, and creativity. Students don't just attend her class, they thrive in it. Her influence is visible throughout Ivy High School. The vibrant artwork displayed in our front office and multi-purpose room stands as a daily reminder of her impact, transforming our campus into a celebration of student spirit and expression. We are great deeply grateful to have Maya as a partner, teacher, and mentor.

057Maya, thank you for sharing your heart, your artistry, and your unwavering dedication with Ivy High School. You have empowered our students to see the beauty within themselves, and thank you so much for being here today. I know it was a last-minute cancellation on Wednesday. I apologize for that. Um but once again, thank you for coming out, and I have seen the the artwork every time I go to Ivy, and I'm always impressed with the work that our students do. >> [applause] >> Before we go on, can I just make a quick comment about Gunner? I had the pleasure of watching him give his speech at the local Rotary Club here in Fallbrook. And he like got up there and it was like somebody who has studied public speaking for a decade. Like he was just

058so incredibly confident and knew his subject matter and knew how to read the audience and so he's going to do very well. Congratulations and thank you to all of our winners today. Yes, thank you. Next we have presentations, report from SEIU, Mara Bauer. I'm a little taller. Great. Thank you, board, for being here today. We really appreciate everything you've talked about so far, especially the wages and benefits increase. I think it comes as no surprise to anyone that there's been um a few stressful months here with the insurance prices taking effect January 1st and none of our wages and benefits increases coming to uh help out during that time. So, I will be able to send out a very happy email to our members later today. I know next month you will have on your

059agenda the rest of the negotiations things that we came to an agreement on. Um we're really happy with so many of the things that we were able to bargain with um with the district about. We have some really important language coming in about protecting our para positions, about agency uses usage to protect our para positions. Some really awesome language about uniforms, so you'll be able to recognize more of our staff on campus and see them when they're out doing their jobs and hard work. Um also some ways to elevate education with our classified staff. Um uh, professional growth credits, um, stipends for bachelor's and master's, so please take a good look at those. We're really proud of the work that we were able to do with the district. Um, I'd also like to shout out

060Pam Cain. She is in the thick of FAFSA, college applications, the scholarships and award ceremony that she has coming up. I know some of you get to go to that every year. It's a really big deal for our students and she just works tirelessly year-round to keep those programs going. And, um, you know, because she's down in her office so much, we don't get to see her a lot, but she is amazing. If you have the chance to stop by and ask any questions, especially I know some of you have kids who are here who are going to be going through that college application process soon, she is an amazing resource. Uh, we also would like to recognize Kurt Deios and Sarah Call who have recently moved into para two positions. They were previously para

061one and campus supervisor. Um, we're really happy that they were able to make the transition over and so far so good. They've been exciting to see them working with the new group of students. We really enjoy being able to see our classified staff grow and learn and continue to invest in our community here. But, please let me know if you have any questions. Otherwise, we'll be looking forward to the board meeting next month as well. Well, I just want to thank you and I'm glad things have worked out so well. That makes me very, very happy. Um, and can you do you by chance remember the date of the award ceremony that Pam is working on? It's going to be in May and I know it's already on the calendar for this school. >> Okay,

062I'll double check that. And I may have already placed it on all of your calendars as well. Got it. Yes. So, but thank you for everything that you do. Thank you. Just a big thank you to the classified staff. Um, you do some really amazing work with the kids and uh, the school wouldn't be able to function without you. So, muchas gracias por todo. Thank you for everything. >> Thank you. We enjoy being part of the community. Next we have winter sports recap, Mr. Pat Walker, athletic director. Thank you to our superintendent and the board. I get to celebrate winter athletics and then this guy, my trainer. This is Shawn Carvajal. He has been with us for about 5 months now. He was a late hire where North County was searching for athletic director, oh

063sorry, for trainers. And I was like, we're going to be in trouble if we don't find a trainer soon. And so I knew that San Pasqual, San Marcos, um Del Norte, they were all trying to find trainers late. And I watched Edjoin every day and he popped up. And I called him immediately and I knew it, like this is my guy just by our conversation on the phone. Really grounded. So, we are super blessed to have him. He is sincere with the kids, cares deeply. I've been involved in numerous interesting situations. And he really does have that just patience and just grounded part of his personality, which I love. If he was a doctor, I might, you know, have a practice in Fallbrook, I might go to him. Just bail on Winton. But he's awesome.

064So, we're lucky to have him and I wanted you guys just to see your our new trainer and meet him. Welcome to the team, man. I heard great things about you from the kids. He's awesome. Thank you. And he has work to do, so we have sports going on. Thank you. >> you. >> [applause] >> Okay, winter athletics were pretty amazing. Uh one of the most competitive Let's see if I can get this thing to work. There we go. One of the most competitive seasons, even though we didn't go deep into the playoffs, really competed. Um started off with boys basketball. Hired a brand new coach, Coach Sumpter did a great job. He's a Fallbrook guy, he played basketball here. And they finished 13 and 14 and third in league. They had one first team

065all league selection, Elliot Watkins. And one second team selection, and that was Pete Pizzo. They lost in the first round of the D3 playoffs. And they had a great team GPA of 3.20. So, they just did a great job. And they're young, so they should they'll be back next year and hopefully uh try to win a league championship. Oops. There we go. Girls basketball. They were 16 and 13 and finished second in league. Um it was brutal, and I mean brutal games against Escondido, who won league championship. They were really good. And we just came this close both games. But they had one first team all league selection, Grace Nordin. Grace Nordin is a junior, and honestly, she's pushing several CIF records. She'll be very interesting to watch next year and see what she does.

066And she had they had one uh second team all league selection, that was Emery Pizzo. They lost in the first round of the D1 CIF playoffs, and they had a team GPA of 3.23. Girls water polo had a fantastic year. They were 12 and 11, three and one in league, finished second place. They've uh were basically the fourth seed, and they lost in the semi-finals to Classical. And, you know, almost got to the finals. Just had a fantastic year. They had three first team all league selections, Tatum Callahan, Sophia Max, and Elsie Richie. They had a goalie of the year, Tatum Callahan. And I want to talk about goalie of year because this this is pretty neat. >> [snorts] >> Ilsa gave me her CIF advisory kids and North County was looking at we need

067more specialized awards for kids like a catcher. A catcher of the year, a goalie of the year in soccer. And so my kids voted and we all again were part of moving in this direction to have more of these awards. So I thought that was really cool. And so Tatum had an incredible year. Uh we had a second teamer, Emily West and Claire Lucia, and their team GPA was 3.60, which is incredible. Boy soccer they had a league record of four wins, three losses, three ties. They were third place at the end of the season. They allowed only 0.5 goals per game. They had two first team all-league selections and three second team all-league selections and they were eliminated in the first round of the playoffs with penalty kicks. Very young and incredibly talented team.

068So it's going to be really fun to see what they do next year. And their team GPA was 3.20. Girl soccer, they had an overall record of 11 and 6 and 3. They finished in second with a record of 7-1-2 in league. >> [snorts] >> Had three first team all-league selections, four second team all-league selections, and their team GPA was 3.16. They're even younger than the boys. They had three starting freshmen uh that are really talented. So they'll be fun to watch next year. Wrestling, we were in big transition. So I'm proud of the way that this program came together with a new coach. The um there was tremendous growth. They added 11 new wrestlers. In the Pete Gitlin Memorial Tournament, Curtis Johnson placed first at 106 lb and Caden and Tylen placed second. The

069program had 12 CIF qualifiers and six masters qualifiers. We had two female wrestlers that put in tremendous effort. They competed all season. Daisy Cruz and Caleb Baynor were hopefully that's just going to keep growing also. And they had a team GPA of 2.81. This is the coolest thing that I'm really excited about. I had 10 girls go to our women in sports conference and it was amazing at Sage Creek High School. And so they had breakout rooms. The girls learned so much. Our girls it was fun to see them asking some big questions. And so this is something that's growing in North County. And um I was blown away. I talked to the commissioner afterwards and it's the best North County event that I've gone to. And so that's just going to keep growing also.

070So that's it. Thank you very much. Um great reporting as usual. Um and I'm personally connected cuz my daughter was on the water polo team and swim team. Um but two of my grandsons are wrestlers and have already decided that they've got scholarships to Stanford University even though they're 12 and 11. Awesome. Awesome. Yeah. Fallbrook has a long history of tradition of sports. Those records don't really show the overall challenges of what they've done for their season. I went to numerous basketball, numerous soccer. That their records could have been flipped 100%. >> eight games in the in the win category. They fought and fought. Um and every game I I watched was tremendous to see them fighting and some things went their way, some things didn't. Um but their their overall record could have changed

071significantly. Um but every game that I watched, they didn't get blown out. Every game was close. Every game was a battle. They always came down to the end and and really fought. Um and sometimes they won, sometimes they didn't, but um, they were every team was out there scrapping and um, it kind of goes back to um, even for me when I was in high school, the coaching staff. They're giving them the drive, the motivation. They give them all the direction in practice and then they all come together in a game, but um, watching the coaches kind of hold their uh, composure through the games and let the kids learn and experience cuz a lot of the teams are young. Um, I I give kudos to the coaches for setting that up, athletic director as

072well of of giving that direction to the coaches. Um, but a lot of these teams are just battling and it could have gone Yeah. uh, a much more um, winning uh, category versus their their records just don't show the the fight that they had. So, I got a great compliment um, because it was like that. This winter was amazing. And it could have been flopped. And we could have been a number one seed in some of these. But um, some of these ADs that I've known forever, they're like, "You guys are always relentless." And that was a perfect word. And we are, like it's just we compete and that's a beautiful thing. You know, at least for basketball and for soccer, both of their first round losses were unexpected and um, you know, I I

073think the team was was upset about that, but they did fight and and um, hopefully next year they they take those experiences and go, "We're not going to lose first round." >> 100%. >> Um, sometimes it's good to be the underdog and have a little more more fighting you, but um, you know, I I think they were all disappointed in that first round, but um, they definitely, in my opinion, should have gone a lot further and and had much better records in the in general, just the way they fight. So, relentless is a great word. I want to give props real quick to Justin cuz I know the transportation questions came up. We are fortunate compared to a lot of districts with bussing. And again, we do our very best to obviously take care of

074our kids during the week, but moving to we can't bus on on a Saturday. And then me working with Justin to help these like, "Hey, how many kids are going to go on this trip? Could I do a small bus?" He really is good about working with us and communication. Every day I talk to him. And he's just a really solid leader there. And then the the booster piece when we have those teams going to a CIF championship for for baseball when we went to the state and the boosters, you know, they want the kids long bus ride maybe to have something fancy. He Justin is like, "I will negotiate for you. I will get the best, you know, deal possible." So, he's really great. Yeah, just to give him some props. Yeah. We're good.

075>> All right, thank you. All right, public comments. The Fullerton 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 uh per legislation 1292. The board will 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 agenda item is discussed by the board. Speakers will be called in order by topic and when card is submitted. The district silence should not be mistaken

076for agreement with public comments. Rather, the board remains silent to comply with California law, avoid legal entanglements, and or to protect the privacy of those involved. Do we have any public comments? We do. Our first speaker is Alana Milton regarding riffs and the FHSTA contract. Okay. Good afternoon. Oh my goodness. Thank you for being here today. Um I just wanted to mention that we talk a lot about attendance as teachers. And as you know, ADA is really important for our district budget. It's really important for our teachers to be present so our students know they are valued and help them increase their ADA, but also to ensure that they're getting the best education possible. It's also really important for school board members to attend our meetings so that our school district can continue to move

077forward. So thank you for your attendance here today. When you are absent, you are missed and I just want you guys to know that. I am here today to also thank your support in getting a fair contract for our employees. Putting money both on the salary schedule and the benefits will help our members deal with the increasing cost of living in California. I've been reflecting on the process and there and the impact it has had on our members. We need to get better at finalizing the contract earlier in the school year because it's really unacceptable for employees to work two-thirds of the school year without a contract. I would also like to address the two active riffs in our district, one in social studies and one in science. Both of these teachers have families that

078depend on their paychecks and their benefits. These are teachers who have dedicated their time to our students and have worked to make FHS better. Not knowing if they have a full-time position in the fall is unsettling and upsetting. In the social studies department, we've had two teachers transfer to other schools in our district in the last year. We hired only one to fill their two positions. Now we have told this new teacher that we only have a half part-time for him next year. Over this school year, the social studies department has consistently had class averages of at least 30 students per class. Classes will only grow bigger without rescinding this pink slip. This trimester alone, the social studies department was told we needed a five-fifth position, which is an extra section that's not already scheduled

079in our in our schedule. This means there is not enough room in our schedules to fit all of the students who are needing our classes. This counteracts the justification that the social studies classes are too small and therefore we need to cut half a position next year. This trimester the science department also had a teacher transfer to Oasis. So the next year the science department will not only be down one full teacher plus another one that is currently being slipped. If the pink slip is not rescinded the science department will be down two full-time teachers for next school year. Many science classes have a cap of 32 students per section due to safety in during labs. With both of these teachers still on campus last trimester the science department average 32 students per class. Without

080one of them, much less both of them, the average size of a class science class would have been well over the safe level for lab classes. Again, this disproves the idea that science classes are too small and we need to lay off a teacher due to class sizes. I know we say pink slips are not personal and that they are done for budgetary purposes. However, it feels personal when you are pink slipped. It feels like you are not valid. It lowers the morale on campus because we all feel the effects of potentially losing great teachers. With the passage of the freshman transition course today I'm hoping that the wrist will be rescinded quickly. If that course is not enough to help, I encourage the board to re-evaluate the class sizes and look at the actual

081need. I'm always available via via email or phone if you ever have any questions and thank you for your time and your continued support of our teachers. Our next speaker is Scott Weisman with Fallbrook's finest. Hey there guys, I'm Gunnar's dad. It's very nice to see you all. I appreciate your response. I really honestly wish there was a video. I've I I've never seen a video of him speaking. Yeah, I know, right? So I I wanted to thank you guys for the award and I'm going to go ahead and cede my remaining time to Dan Neilson. Um, we all set that, but just two. So, yours and then another one. So, the remaining time of this and then your time. Okay, I was not aware of that. >> [clears throat] >> Yeah, actually another one

082would over the 20 minutes and you'd have to make another decision. But, um yes, our next speaker is Dan Neilson, the trimester system. Okay. Good afternoon. My name is Daniel Neilson. I have been an English and ELD teacher at Fallbrook for over 20 years, and I was honored to be your district teacher of the year last year. I believe I am representing my title well here today. Please imagine 40 students, parents, and teachers sitting behind me right now because that is how many people were here Wednesday evening after a postponed board meeting to hear us speak about concerns regarding trimester. I would like to begin by responding to several points from Ms. Garza Gonzalez's presentation at the last board meeting. Before I do, however, it must be stated the district needs more transparent data from

083the community. Surveys should be administered to parents and students in a way that maximizes participation so we can better understand how the schedule is impacting learning, engagement, and satisfaction. Without broad input from these those most affected, we are making decisions in the dark. This kind of data would complement the information already collected from staff and help guide a schedule that truly meets the needs of our students. In her presentation last month Ms. Garza Gonzalez started by saying that, quote, "The staff would select the alternative schedule and that the district would respect the staff's decision." She continued with, quote, "The staff landed on trimester and that there was a consensus." The reality is that trimester received 46% of the staff vote while 54% of staff preferred some variation of block schedule. This is not consensus in

084the usual sense of the word. Our concern is not about relitigating the past. It is about ensuring the schedule reflects the staff's collective input and supports the best environment for learning. Moving the schedule forward on a plurality, rather than a clear majority, raises questions about whether it aligns with our teacher strengths and needs. Ms. Garzic-Gonsalez also stated a goal of the alternative schedule was to give students broader access to courses. Warwick now offers 15 new elective courses. That's great. The problem is access to those electives is extremely limited. Because of the way trimester works with our master schedule, very little flexibility exists. And many of those electives are either filled or don't fit within a student's schedule. So, while the number of electives has increased, the ability of students to access courses that um they

085want remains limited. Specifically, access is limited for AP and IB students. Because AP and IB classes are year-long, the students can only take five AP or IB classes per year instead of the six that they could get in semester. Students are being denied access to the classes they want. Another outcome the district hoped to see was a focus on depth, rather than breadth. However, our our school went from 85 hours of instruction per class per semester to about 62 hours per class per trimester. Losing 23 hours of class time has not resulted in a greater depth of learning. The trimester schedule is not taking our school in the direction that the superintendent originally wanted us to go. Ms. Garzic-Gonsalez also suggested that data shows increased student outcomes under trimester, specifically improvements in math and English

086proficiency. While benchmark proficiency may have increased in recent years, it is important to recognize that many other factors may have contributed to that improvement, recovery from COVID disruptions, years of WPT learning walks, and teachers growing experience with benchmarks. This raises an important question. Are improved outcomes the result of the destination trimester or the journey we have taken as a school over the last several years? Ms. Garzik Gonzales acknowledged students' concerns about the faster pace of trimester, but attempted to soften soften that concern by noting that class periods are longer. Our classes are only 5 minutes longer than they were prior. Trimester schools in our region often have classes 71 minutes long, which is 10 minutes longer than ours. Five additional minutes per period does not meaningfully offset the accelerated pace. Another point raised involved teacher-student

087connections. Ms. Garzik Gonzales suggested that student student surveys showed improved connections. However, only ninth and 11th graders took the Healthy Kids Survey, and they have no basis for comparing connections under semester versus trimester. And the And the only question on the student survey that addresses teacher connection refers to connection with WPT teacher. When teachers say there is a lack of connection, they are not thinking about WPT. We would like to see more data regarding how students feel in regards to connection with their academic teachers. Ms. Garzik Gonzales also stated that effective teaching is regardless of the schedule. That is certainly true. However, schedules can either support or limit a teacher's ability to be effective. Some teachers may thrive in a schedule that emphasizes fast-pacing, high structure, tight alignment. Many teachers at Fallbrook are most effective

088in a system that allows for depth, skill development over time, and relationship building. It is not good practice for a district to adopt a schedule and then expect teachers to be formed into the image of that schedule. Good practice is shaping a schedule around the teachers' strengths. Teacher Trimester was initially supported because it promised that students who failed classes could immediately retake the class. This is not happening. Instead, many students are being placed in Apex courses, where they can complete a full course in a week, or in some cases even a day. Under trimester, it is easy to schedule students into Apex classes. It is far more difficult to rearrange their schedule and make them actually retake the class. So, while it appears our students' outcomes are improving, we have to ask, is placing students

089into Apex a practice that benefits students? Do our DF rates include Apex classes? Does Does artificially inflating results We need more data and transparency about Apex and the effect of trimester on remediate remediation. When asked why DF rates have not improved, Ms. Garzigan always suggested grading practice practices might be to blame. She referenced classes grading heavily on quizzes without retakes. To my knowledge, this is not a common grading practice at Fallbrook. She also noticed noticed noted that some students are simply disengaged from school. That raises an important question. How do we engage those students? Research and common sense point to the same answer. Students are more likely to attend school and remain engaged when they have meaningful long-term connections with their teachers. The longer the student gets to spend with the teacher, the more they

090will value that their relationship, trust their teacher, and want to perform for their teacher. The longer students get to spend with teachers, the more they will value that their relationship. So, if the question is, how do we improve engagement and attendance, the schedule itself should be part of the conversation. Trimester is not the right schedule for a school that struggles with absent and disengaged students. That struggle is proof that they need year-long connection. Thank you. >> [applause] >> Mora Bauer, trimester. I was planning to save my time to Dan, but I think he's spoken well. Do I not get more time? No, just your time and then one more. That's it. So, to clarify, you're not speaking, Ms. Bauer? I am not unless I can feed my time to somebody else. Okay, so you personally

091are not going to speak. Thank Scott Smith, trimester. Thank you very much for your time. Uh I'm here very much to simply voice more perspective for trimesters. Um I come at this very much from the AP IB perspective, which Dan mentioned, that's my entire course load, and I get my kids all year. I do, however, have to share them with another teacher because our course is quite popular here. We've aggregated our data specifically for the AP language course. And our data shows that the students who actually maintain the same teacher all year, of which is about, I don't know, 40%? 30%? Um they score the highest on the AP test. Furthermore, those kids are split evenly between the two of us. Um it's very, very clear that when they stay with me or Jess longer,

092they do better. I don't have a problem creating a good relationship, a trusting relationship with students uh over the 12-week course. I don't have that problem. I do have a problem resetting with 50 new kids in October. Not that I can't do it, it's just hamstringing our ability to really disseminate information and to expect the rigor that we built in for 12 weeks. To have a student come in last Monday and on Wednesday say, "You'll be writing an in-class essay today." is a difficult ask from someone they've never met. I have a daughter coming here next year. I am excited about it. Um mostly because of the people behind me. I trust them. And I know that they will do absolutely everything they can to serve my kid. That's why she's coming here. I would

093be remiss if I didn't tell you that I'm nervous. I'm nervous about her taking two trimesters of English and math. I'm nervous about those teachers having to feel like they have to condense and cut. Because I think she's owed two full semesters of that particular course. And I don't want her to think that she's got everything and she's prepared for as much as possible when something might come up in 4 years she's like, I've never been a part of that. It's kind of like taking a first aid course and having to condense it into what are we going to cut? It's like, well, we're not going to cover puncture wounds or burns. We're not going to cover how to operate a an AED. But we are going to get chest compressions and rescue breathing. Right?

094It's like you're you're going to lose some things just by design. And that's what our department has had to do. We've had to lose. Just by design. The AP courses have remained accelerated because we get all three. And again, like I said I'm concerned about my kid not getting everything she needs. Thank you very much for your time. >> [applause] >> Thank you. Addie Shay? Good afternoon. Um, I'm Addie Shay. Um, I'm a current junior and student athlete here at Fallbrook High School. Uh, I transferred to Fallbrook after my freshman year to start my sophomore year here. Uh, I wasn't really expecting to talk, uh, but I hate the trimester system. With the whole trimester system, one of the problems is since there's so much curriculum in such a small amount of time it is

095really hard to even leave and go to the bathroom because I feel I have missed two weeks in even 5 minutes. There is such a short amount of time to learn. For instance, I was in human anatomy. We take one week to learn a whole body system and then the week ends with a quiz and same with math. So, we have four days to learn about one topic and then at the end of that week we have a quiz. As a slow learner, I can't imagine how hard it is for the kids who have a hard time learning as it is. In math, I don't even feel like I could tell you what I learn from a day-to-day basis because we are learning five equations at the same time. My next piece is a lot

096of what we are supposed to learn in school is not just academic, but is also social. You learn how to talk to people, work with difficult peers, and get used to overall social environments. In trimesters, you have 12 to 13 weeks to get acclimated with new teachers and classmates. In a matter of weeks, you end up moving to another class, new teacher, new classmates. I guarantee that any of you guys on the board could tell me at least one teacher that you have had throughout your high school experience that you can remember to this day that have left such a huge impact on you that you'll never forget. With the trimesters, you may have a teacher, you love them, and have to leave and can't request to be in their class again. The WB T

097rule is that if you aren't my teacher currently, I can't even be scheduled into your class because teachers then have to help new students. My last concern is with Apex. My understanding is Apex is a remediation program that allows students to retake a failed course and an opportunity to make up the credit. This program is done through an online course with different modules that take you through the whole course of whatever class you were trying to make up. Around 25 students all taking different courses are in a classroom with one teacher to monitor their progress. This environment didn't create the feeling of being able to ask for individual help. I don't feel like I learned anything. It seems like the school only cares about the A-G ready and not about actually obtaining the curriculum I'm

098supposed to learn. In my experience, I retook integrated math 2A at the same time I was taking integrative math 3A. So, my first period was that integrative math 3A. And my fourth period was the Apex class. I retained absolutely nothing from my Apex class. The concern I have with this is I have a future goal to become a nurse. And basic algebra is extremely important for nursing, yet I took a course, I failed it, and retook it online, and was left with absolutely no mastery of algebra. Instead of being thrown in a classroom with a computer, I would much rather have a teacher who actually taught the lessons. That would have been so much better. As a school board, I urge you to re-evaluate the trimester system because it deserves pace of instruction, social and

099emotional relationships with teachers and peers, and creates a need for a failed Thank you, Ms. Addie. >> [applause] >> Alyssa Brooks, trimester. Good afternoon. My name is Alyssa, and I'm a senior with an IEP, as well as a student athlete. The trimester system went into effect my sophomore year. And now that I'm graduating, I have some things that I'd like to say about the trimester system. The way our schedules are made makes it hard to keep up with A and B classes when they're so spaced out. For instance, class A is in the first trimester, and class B is in the third trimester. That usually causes the teachers to do recaps instead of learning new material because we have an over 12-week gap in between the courses. And they need to remind us of things

100that we've probably forgotten. Sometimes you even get different teachers for one subject, and that could be difficult adjusting to their subject to their methods, rules, and expectations. The short 12-week trimester also affects just how connected we feel with our teachers. We never really have enough time to bond with them. So, some of us only really have successful connections with our teachers, and that's how they're successful in the classroom. When you have a relationship with them, we are way more comfortable with asking questions when we need help. In addition, we are being rushed to learn the material because of the house stress short time we have. That's causing some teachers to eliminate things, and those things usually being fun projects and fun assignments. That then makes it harder for students to fully understand the material because

101the trimester just goes way too fast. In some of my classes, the pacing feels like go go go test, and then go go test all over again. And I don't feel like I fully understand the material because of that. The trimester system also affects student athletes because your sport classes might not fit into your schedule, causing you to miss important class time when you have games, or missing out on your fifth period activities for those sports. And lastly, as a senior with a lot of space for electives, there's just not a lot enough electives to take. I'm being thrown into electives I don't want to be in because of the lack of availability in spots in electives. Thank you for your time. >> [applause] >> Our last speaker is Erica Stein. Hi. Can I um

102seat my time to Mary Jo on the trimester system? No, ma'am. Um your name's on the document or on the form. Would you like to come up and speak? Good afternoon. All right. Thank you for hearing us today. I'll be brief. We have a swim meet that we're late to already, so um My name is Erica Stein, and I have two kids Wrong glasses, sorry. I have two kids attending Palmdale High School. Um my son who is a senior and my niece, Addison, you just heard her. Uh she moved in with us from Portland um in July of 2024. Um and she is a junior. I have had the privilege of serving on the PTSA board since my son's freshman year, and I am the current board president. I would like to address the survey

103that went out to parents on December 1st, 2025, pertaining to the trimester system and WPT. I was asked recently by another parent if I had ever rece- received this survey. I did not recall ever seeing it, and it prompted me to go back and search through my emails. I tend to be somewhat of an email hoarder, which made this a daunting task. I then reached out to the PTSA board that included Mr. And, and included Mr. Martinez, and Mrs. Jones. I received several responses from board members that they have not re- had not received it, either. Mrs. Jones, who is always very responsive to my emails, got back to me right away with the date of the survey and how it was sent out. I was able to locate it quickly and still open and

104view the contents, even though the survey had been closed. This survey appeared in one newsletter back in December, on December 1st. And I had to scroll through sever- several other topics to find it. There was no explanation whatsoever for it. It simply asked parents for their feedback about their students' experiences, and if I would be willing to take the survey. There was no mention about the trimester system. Most parents would have no way of knowing what this was about unless they took the time to open it. This is very different from how other districts sur- as other district surveys are shared. Those typically are included in multiple newsletters or posts with a clear explanation of what the survey is about before parents even click on it. I would like to share these screenshots with you,

105showing the difference between these these surveys. This one is the survey pertaining to the trimester system, without telling me it actually pertains to the trimester system. And this most recent one asks for feedback on the local control and accountability plan for 2026-27. This particular survey was sent out to me February 26th, March 2nd, March 3rd, and March 5th with a clear outline of what this survey was about. When feed- feedback about major change like this is collected in a way that is not clear or widely distributed, it raises real concerns about whether the district is hearing from the full parental community. I would like to think that if the district Thank you, ma'am. Thank you. >> [applause] >> Ms. Stein, could we have those screenshots so that I can make copies for the board? Thank

106you. Next we move on to communications and reports. Report from student board representatives, but they are not here. Now we'll have report from board members. I'd like to report cuz there were several comments about Um I'd like to go first by saying that I must leave um immediately. Thank you. I have other things to attend Not other things to attend. Commitment, sorry. Thanks. Mr. Jones will be taking over the meeting. Thank you, Oscar. Uh Uh, I'm glad you were able to stay for that. Okay, continuing. Board comments. Tony, you'd like to go first? Yeah, I did want to comment and unfortunately everybody um has left, but um I apologize for Wednesday. The meeting was canceled because of me. I've had some serious health issues and was hospitalized twice and just was not in a condition

107to come and two of our firefighters already had commitments that night, so we just didn't have a quorum. So, that was unfortunately on me due to medical reasons, not because we didn't find any of these subjects important. We know they're important and we thank everybody for their input. Thank you, Tony. Paul, any comments? Uh, no. I um other than just I appreciate all the the speakers um I think I'll I'll save the rest of mine for the organizational matters. All right, thank you. Uh, I I have no comment, so thank you. Okay, moving on. I believe now we have comments from Superintendent Yes, and I just want to clarify that um there is no report from our principals because again they scheduled their presentations around our adopted calendar for board meetings and did not have

108this one on on the calendar and and also had prior commitments. So, I wanted to talk about the Community Engagement Initiative CEI, which our CBO mentioned a couple of times in her financial report. Over the past two days, the Community Engagement Initiative team from Ivy High School convened to reflect deeply on our district's CEI journey and to revisit our identified problem of practice. The sessions served as an opportunity to assess our progress, examine the impact of our work, and collaboratively collaboratively determine ways to scale effective practices across the district while at the same time learning from other schools in cohorts five and six throughout the state. Although four of us were unable to continue the work with our parent students and community partners today due to the rescheduling of the board meeting, the work being

109done was valuable and the team was left in good hands. During the facilitated sessions, staff, students and parent representatives reviewed the evolution of our CEI involvement and the learning that has guided our approach to engagement. The team discussed shifts we have observed in communication, partnership building and shared decision-making. By revisiting our original problem of practice, chronic absenteeism, we were able to evaluate where meaningful improvements have occurred and where continued focus is needed. A significant portion of the work centered on identifying how successful CEI aligned strategies might be expanded district-wide. The team explored the following guiding question. How might we scale the effective and culturally responsive practices we have developed so they become embedded across all schools? Conversations highlighted promising practice including student voice structures, parent partnership models and cultural culturally grounded engagement strategies that could

110be adapted and implemented more broadly to strengthen relationships and outcomes across the system. This work marks the beginning of a more intentional scaling effort that will continue into the coming months. A noteworthy and meaningful aspect of this CEI cycle was the participant participa- participation of two fathers who joined alongside their daughters serving as our student CEI representatives. Their active involvement, encouragement and presence enriched the collaborative environment and modeled the power of paternal engagement in educational spaces. These fathers not only supported their daughters, but inspired the team to reflect on broader questions of access and empowerment. How might create more opportunities for paternal figures to take on leadership roles and engage meaningful meaningfully in the educational journey of their children? Their contributions have sparked the early development of ideas to intentionally strengthen paternal involvement as part

111of our larger engagement strategy. Our next steps will be to continue to refine our problem of practice to align with new learning and district needs. Develop a structured framework for scaling CEI aligned practices district-wide and begin exploring targeted initiatives designed to increase engagement among paternal caregivers and father figures. Our last statewide in-person session will take place at the end of April. Our CEI team will present to you in June and summarize the work completed throughout this two-year journey. Thank you. Moving on now to the consent consent agenda. All matters under the consent agenda are considered by the Board of Trustees to be routine and will be enacted in one action. There usually is no discussion on these items prior to the time the Board of Trustees votes on the motion unless members of the Board

112request specific items to be discussed or deleted from the consent agenda. This is an action item. If I could get a motion, please. I'll move that the Board approve the consent agenda as presented. I'll second. All right, I have a first and second. Is there any discussions or comments, questions? Hearing none, student representatives are not here. Board members, Ms. Carlomagno is currently absent. Mr. Christensen? I. I. Mr. Haskell is not present. Mr. Johnson says I. Mr. Donte? I. I. That proves three to none. Organizational matters. This is the appropriate place in the agenda for members of the Board to request the superintendent to provide further information regarding items discussed at this meeting. And or request that new items of business be placed on future agendas. Do we have any organizational matters? I have a a

113couple um I'm trying to make these uh quick for you, but uh I've I've requested the the raw data from the surveys from the teachers um that I received back back in the I want to say it was January or so. Um can I also request the I realize there's not a lot of input that was put, but the student and parent raw data for those surveys? Absolutely. Thank you. Um with that being said, are we or can we anticipate a new survey that is more um outlined as the speaker said even on the board I I had to kind of find the survey. Uh it was under numerous topics. But are we can we do another survey for the trimester system? At least for parents and students that is more represented of the community

114um more publicized in numerous emails uh whether it's a few times a week notice that it's important, you know, and and identify it as trimester system survey request or uh tell us your feelings about survey, something that identifies so parents and students both recognize it as exactly what it's for. Um it could be the same survey if if that is the case to expedite, but at least um kind of mass populate to the community so that we get a better representation. We can create a different survey um for students and parents and it will probably will not go out as a thought exchange, but as a Google form because with thought exchange we have no way of controlling if somebody takes the survey more than once. And that's something that we would like to consider.

115Um one of the some of the feedback that came back from our students as far as survey taking in general um but with this particular survey um and with others that we're creating that will be rolled out in the near future is that they would prefer not to have to take it during warrior pride time because sometimes um there's pressure from the adults on that survey. So, we will roll it out not as a WPT PT activity. We didn't do this one as a W PT activity, but it will um be publicized to students and and parents alike. Thank you for that. Um one of the speakers brought up something about the um success rates that we've we've kind of touted on um is there a way to break down some of our success in

116in testing results without um remedial training or Apex um influence to show like a specific grade based on finishing the trimester system, this is where you're at and having those results without having them retaking a course through Apex or remedial training to show what what has been changed from that. Does that make sense? I'm trying to make sense of it. So, what you are asking is not for any state data because that is limited to one grade and does not take into account the courses that students are enrolled in. But you're looking at um site level data for grades. Correct. Okay. We could do grades. We could do benchmarks as well. Um and and bring that to you. I know that we're in the middle of El Cap, so would the May board meeting be

117acceptable? That would be acceptable. I'm just curious what those benchmarks, if we can Do we have benchmarks from previous um semester? I know we're it's apples to oranges a little bit, but um I'm just curious what the success rate and and what the the grades and I and I understand and I'll go into into it further. Um teachers are grading things differently. They're they're in the trimester, they're limited on times. Um 12 weeks goes quick and you hear it from the you know, the teachers that are speaking, the students that are speaking. Um as an organizational matter, I personally would like to find out a new system for our schedule. Um I came onto the board 3 years ago and it was already in the works. It was um Diane Summers had already the previous

118board had already pushed for the trimester system. There was a lot of >> board did not push for the trimester. Okay. Um the trimester system was already established and moving forward prior to me coming on the board. Um I have not heard a lot of great things about the trimester system from many of the teachers I've spoken to, many of the the parents, many of the the students. Um I think there is a time and a place for the trimester system and I I'm not sure our small school district is successful with it. I would like to see um with I don't know if Mara's still here, but having uh teacher input, have Scott or Dan um or specific teachers incorporate with a possibility of a new schedule. So, um what you are suggesting is

119possibly another change. And I know that's something that I have heard repeatedly from board members, from our staff, is you know, we we keep changing. Um and there was a time of a lot of change because I believe 4 years ago, 6 years ago, I don't know, March 13th of 2019, 2020, we shut down schools. We're at March 13th again. Um that was a lot of change in the models of what it would look like to come back. During that time we were working on shifting to to trimester. We um took a year to discuss and evaluate different models. We then took a year to provide staff uh the resources and the time to redo their curriculum maps because yes, the timing was different. Um and then we've had 3 years of implementation. So, the

120suggestion is to do another shift. And um the suggestion of having a teacher team is merely a suggestion. That is administrative prerogative. And obviously we did that before and here we are today. Yeah, I I'm what I'm stating is in 3 years of a trimester system, I'm hearing from um teachers, students, parents that the success of the trimester system is they're not happy with it. For for various reasons. >> Um I think we are now starting to debate it. So, I don't want to debate. I'm just asking So, I would I would like organizational matters and you've brought up several and I think they're good. So, what is your organizational matter? My organizational matter is to identify what are what options do we have if trimester system does not work for teachers, students, parents for

121various reasons. What are our options to changing a schedule that and I and I say a suggestion, yes, that the teachers can be incorporated with their point of view, but my suggestion is use their input for what works for them in the classroom, for their students, for better success like Scott mentioned. So, my organizational matter is what can we come up a alternative schedule options and it could be A, B, C, and D. I'm just asking for options of what what what would change and I'm not saying change next week, but change to identify a better schedule that works for the greater good of students and teachers. So, that is difficult to do because without implementing the schedule, we don't know the full impact of that schedule. However, I think that by the April board

122meeting, we can definitely present all or not all, but many or the more popular options to alternative schedules that are available because um I think the board would first have to familiarize themselves with those. And I've said it before and I've shared the data. Semester no longer works for students. So, that would not be an option. And I don't know the inner workings. I'm just asking for the option and I get that it's it's but it's familiarize ourselves with the options of of schedules. I think that where is where we would begin is to show the board what the different options were, show the board what the options were at the time that we first started discussing this because um quite frankly, trimester wasn't one of those options that was recommended by a teacher. >>

123But, we will I I would just like to get the organizational matters clarified. So, in April we will bring a presentation about the different alternative schedules, not the traditional semester schedule, that are being used throughout San Diego County and other parts of California. Start there? That's a great start. Okay, we can do that. Can I follow up that we you had discussed doing um student surveys and also separate familial surveys surveys. Um perhaps it's time to do a a different teacher survey since we've had 3 years of implementing this as well as part of that piece. That was the survey that was discussed today. That one is done. That one is done. Okay. Um all right. Um and I just to kind of piggyback, um I want the trimester system to work. I think a

124lot of time and effort has gone into changing it and making it work and there is a lot of benefit. But I also do know at Bonsall High School where my husband teaches, they're in the process of re-looking at their schedule as well. So, sometimes it just may be time to do that. Any other organizational matters? Thank you. Um and sorry I had to do that. I just kind of want to keep us organized, so I appreciate that. Date and time of the next meeting. The next regular meeting of the Board of Trustees will be held on Wednesday, April 15th, 2026 at 4:30 here at the Fallbrook High School Library. We are now going to go back in the closed session. Possible topics to include employee discipline, dismissal and release, Government Section Code 54957, conference

125with legal counseling pending litigation, Government Section Code 54956.9D1, conference with legal counsel anticipated litigation of significant exposure, Government Section Code 54956.9D2 District Negotiator Elsa Garzas Gonzalez, Superintendent, Employee Organizations FHSEA and SEIU. Unrepresented Employees, Classified Management, Certificated Management, and Confidential Employees. Uh D would be Superintendent Employee Contract, and the last one would be Chief Business Officer CBO Employee Contract. So, we are now going to go back in the closed session. Thank you. Yeah, sorry. Uh request for clarification on next board meeting time, is that correct? Yeah, so so the next board meeting starts It's on April 15th, 2026 at 4:30. And we start with closed session. And then generally, I want to say 5:30 is opens regular session, though sometimes that has to be adjusted. Yes, the latest that um closed session would begin would be

1265:45. I'm sorry, that open session would begin would be 5:45. >> Mhm. >> Report from closed session at 4:57. All of these are nothing to report. Public employee discipline dismissal and release government section code 54957, nothing to report. Conference with legal counsel pending pending litigation government section code 54956.9D1, nothing to report. Conference with legal counsel anticipated litigation with significant exposure to litigation pursuant to government section code 54956.9D2, nothing to report. Conference with labor negotiations government section code 54957.6, district negotiator Elza Garza Gonzalez superintendent employee organizations FHSF FHST A and SEIU and unrepresented employees classified management certificate management and confidential employees nothing to report. Superintendent employment contract nothing to report and chief business officer contract nothing to report. There being no further business to come before the board of the regular board meeting for March 13th,

1272026 was adjourned at